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A ^ g 'o s t j 2 0 1 Z
C f v > ' ^ S e > N V . ' c
A r u . ,
I -5: ;
Gornrriittee on
Uivy Services Examlnallofi
R e f o r m s
UNKjw public : S£RV1C£ COS IMjsSION
OHOLPUR HOUSS, SHAHJAHAN ROAD.^ '3 T f
’ ' - ■ ' 0 6 9 ' N e w O e i h i - l l O G S S
August 30, 2012
The Chairman,
Union Pubh'c Services Cornrnission, New Delhi-110069
Dear Chairman,
Please find herewith the Report of the Committee on Civil Services
Examination Reforms. We are grateful to you and Union Public Services
Commission for the facilities extended to us to undertake our work.
With regards.
Yours sincerely
U - - /n / u - V
(A run N igavekar)
i V'(Yogendra Narain) (Prakash Chandra)
(Rathindra Nath Datta)
(Rakesir iar Gupta)
\ r I'-i. p-" c
(Prlyankar Upadhyaya)
V'l-'-N., ” 'v
i . k.
C O N T E N T S
Content Puge i N um ber
Acknow ledgem ent 1Hxecutive suminaiT 2-11Chaptei — 1 : Introducrion 12-25Chapter - 2 : I h e need for formation ot die Comjniftee aiid the job entnisted to it 26-37Chapter - 3 ; Feedback/inputs received by the Cornniittee from various stakehokiers/ sources
38-55
Chapter — 4 : Problems envisaged widi die existing scheme o f exammation 55-86Chapter — 5 ; Proposed framework in die light o f terms o f reference placed before tlie C om m ittee
87-95
Chapter — 6 : Recommendations iind conclusions 96-131
A n n e x u reN u m b e r
T o p ic PageN um ber
I Summary o f interactions o f the Committee with some em-inent persons and W orkshops held in different Zones o f India
132-168
II A brief sumjiiaiy o f reports about die system being followed in vanous countries including die U .N . widi respect to rccLuitm.ent o f Civil Servants.
169-180
III A brief summary o f reports received from vanous Indian Embassies regarding procedures followed for recruitment o f Civil Servants in diose countries, namely, China, Australia and United Nations
181-188
A p p e n d ix T o p ic PageNum ber
I T he existing scheme o f Civil Sendees Examination189-195
•1 n/" i ri'7
II Notice o f formation o f Committee196-19/
-f A O 'I AO
IIIA written feedback given by Dr. APJ Abdul M a m , Former PiCMdent o f
India -------------------------------
198-lvv
onn oni
IV List o f SeiTices included in the Civil Services tsammanonzUu-^Ui
Of'iO
VThe stams o f English Language as a Compulsory paper ui Class m
<!r,tes/Fducation Boards o f I n d i a --------------------- ---------------- , —- 0 5 ; - f o r & i 5 h W M . a n L a n g u ^ C o m p tik o r ;:) failure .ate
few years’ CS(M) Examination. ----------------------------------------
ZUJ?
1 N u m b e r; 1
Conient ........P a .e i
NT,. 1i i11i 1
P i « * 3 5 ? res, „i- a v i f L ^>er\-5ces hxiimination, ^ 0 11 ' • \ hIN umber i204-216
! “ ■ i
'■) o
1 Age. Pcohte .,t rhc Cand,dates \pp«„ed In I W * * roi (.ivil hen-ices Examin.itujn, Ti(i7-"^oii 217
C-onijjunih.-.vibe Age Protile o f the ( :<mdtd;ires Reconmended ,n the '-..ivil bervices Ex-annaation 200V-:>(T11 218 j
I-Number o f Attempts made by the Candidates Appeared ;md Kecoinmended in tJie Civil Services Exvunination ^007-9011
1219
4.1 Marks obtmned at Graduate Level by diose c-aiididates who appeared in 1 Personality- Test o f Civil Ser\'ices Exiimination 2007-'^011
220
4.2 A larks obtained at Graduate Level by diose Ciindidates wiio have recommended in Person-.ilir/ Test o f Civil Semces Examination 2(107- 2011 ' ’
221
5.1 T op 10 “Most Effective” Optional Subjects in Civil Services Examination, 2011
2'’2
0.2 T op 10 "'Most Preferred” Optional Subjects in Civil Services Examination, 2007-2011
223
6 T o p 10 “Most Effecdve” Optional Subjects Combination in Civil Services Examination, 2007-2011
224
7.1 Crossed Domain : Break-up o f sanie/different optional subjects taken in Civil Services Examination from those studied in College/Universit}'- by the Candidates Appeared in tlie Personality Test o f Civil Ser\aces Exammation, 2007-2011
225
7.2 Crossed Domain : Break-up o f same/different optional subjects talcen in Civil Services Examination from those studied in CoUege/Universit}^ by the Candidates Recommended in the Personalit)’ Test o f Civil Services Examination, 2007-2011
226
8 M edium opted by the candidates appeared for Written Examination and Interview o f Civil Setvices Examination, 2007-2011
227
DiagramNumber
Content PageNumber
I C om m unity-w ise A g e Prohle o f the Candidates appeared in Personality Test o f Civil Ser\uces Examination, 2011
59
II Communrn^-wise -Age Protile o t the Candidates recommended in
tlie Civil Services Exam ination, 2011 -------------------
60
III N u m b e r o f -Attempts m ade by the Candidates recommended in
the Civil Services Exam ination, 2 0 1 1 ------------------------------
65
I VC rossed D om ain ; Break-up o f sam e/different optional subjects taken in Civil Sennces Exam ination from those stuaied in College/nniversit)^ by the Candidates appeared m the Personality
o f Civil Services Exam ination, 2011 ----------------------- --------- —
67
o -t
VTiarks obtained by those candidates who
in Personalitv Test of Ciril Sen-ices Exan:iinat.on, 20U----81
Q 1
V I^ 10 “Most Effective” Optional Subjects in Civil benices
pT'orn|n;,?tinn 9011 ----------------------- — . •I'l
ol
Q9 9.'V I I
Top 10 “Most E ffective” O ption al bubiects Com bination in _ i.OZ-OJ
A C K N O W L E D G E M E N T
The Conmiittee on Civil Semces Examination teforms was constituted under the ae^s o f the Umon PubHc Service Comn..ssion, The task enti^sted » * 1 S comirattee x.-as pnmanly to suggest a new model for die Civil Services (Nlain, Examination, hitherto conducted as per the recommendations of the Kothari Committee set up during the seventies. The existing foimat of a two tier civil services examination was introduced in 1979,
The job given to the committee was indeed challenging in view of the changes that have taken place in the socio economic scenario in tandem with changes that have taken place globally. The committee was required to suggest changes best suited to establish a recmitment process which can select the most apt persons with the desired skills and aptitudes to steer the country ahead.
The committee has recommended reforms in the existing scheme of civil sei- tices examination to make it more relevant with the present day scenario through a less cumbersome and less time consuming process.
The committee acknowledges the inputs provided by the Chairman and members o f the Union Public Service Commission, who, in spite of their busy schedule, gave suggestions, which were o f immense importance to this Committee. The commiittee is also grateful to have received suggestions and advice o f some o f the former Chairpersons and Members o f this Commission.
The Committee was privileged to have suggestions from eminent personalities o f this country comprising o f former and serving civil servants, academicians and scholars - including the former President or India Dr. APJ Abdul Kalam. The Committee sincerely acknowledges its indebtedness to thesepersons.
The Comimittee also acknowledges th e sincere and indefatigable sei-vices of the entire team o f officers in the secretariat o f die Commission under the leadership o f Sh. Rakesh & . Gupta, Additional Secretary, UPSC. The Committee would also like to make special mention of the services rendered by Sh. R .K . Sinha, Joint Secretary (Examination), Sh. Kuldeep Saharawat, Joint Secretary, Sh.. M . Mukhopadhyay, Deputy Secretary, Sh. V.P. Dobriyal, PS and Mohd. Mehtab, Jr. Research Officer, witiiout whose assistance the present tas
would have become difficult.1 ■ ' 1 -
Professor Arun Nigavekar
Chairman S t
E X E C U T IV E SU M M ARY
The Union PubHc Services Commission constituted this Committee in
December, 2011 with the mandate to suggest reforms in the existing Civil
Services Examination to enable selection of candidates having the desired
profile and skill sets in accord with the contemporary im.peratives. The
stipulated mandate o f this Committee was as foUows;-
» To identify the desired profile including the skill sets for the Civil
Servants to enable them to deliver good governance in the fast changing
domestic and global socio-economic and technological scenario.
• To study the various selection methods currently in vogue globally for
selection o f Civil Servants.
• To propose appropriate mechanisms and methodologies for selecting
candidates with desired profile and skill sets indicated above suited to
Indian context for the next decade.
• To recommend a system for evaluation o f die effectiveness of selection
methodology adopted by the Commission and the penodicity m which
corrective acdon, if any, may be made in the selection mediodology for
ensuring that it keeps pace with die changing requirements of die
Services.
. To recommend the role o f the Commission in the assessment of
performance o f die candidates recommended by it during and at the end
o f the mandatory training period and in particular, where
assessments have the effect o f altenng die initial merit order
:ommended by the Conmiiss.on as also where it is proposed to extendrecc
2 }
• Any other issue which * e C o n ^ tte e may feel relevant to the process of
selection of Civil Servants for die country.
The process o f C M Services reform has a long lineage. The present
process o f reform began ™th the committee led by S.K.Klianna. former Vice
.nairman, U G C , mandated to suggest reforms in the Civil Services
Preliminary) Examination. As per the recommendation o f Khanna
.ommittee, necessary reforms were brought into the scheme o f Civil Services
Preliminary) Examination from the year 2011.
The task o f the present committee was to follow up desired changes in
he subsequent stages not covered by the earlier comjmittee with particular
eference to the Civil Services (Main) Examination.
In the process o f its long deliberations, the committee held workshops
1 different parts o f the country and interacted with various stakeholders and
ninent persons. The committee also requisitioned a study/survey into the
dsting recruitment policies of various countries by a Professor o f IIT Delhi,
he study covered Canada, USA, UK, France, Australia and United Nations.
Civil Service Examination reforms is indeed a complex issue. It
voives large number o f aspirants (currentiy over 5 lakhs) coming from diverse
Lckground, and a long examination cycle spreading over more than one year,
le present scheme o f examination has 55 optional subjects, and allows the
ndidates to use any one amongst 22 languages as medium of written
amination as well as interview. The present testing paradigm is complex and
the same time is sensitive, since it is Hnked with hopes and aspirations of a
ge number o f aspirants. The Commission is therefore required to work on a
ty critical platform with utmost care.
3 V
The Committee is conscious of thie fact that a civil servant selected today
will serve till 2050 in most of the cases. We have, dierefore, to examine the
skill sets and the desired profile keeping this fact in mind.
6. The Committee feels that the desired profile should be as foUows:-
a) The civil servant selected must be a visionary, able to think of the future,
possessing self confidence which a leader must always have.
b) He/She should be aware of die socio-economic polity in which the
country is existing including its very dense cultural polity. He/She
should be impartial in his/her approach irrespective of the social and
class stractare he/she comes from.
c) He/She must possess ability to inter face with modern technology which
could provide many solutions at the cutting edge.
d) He/She must have a sense of mgged professionalism, persistence and
doggedness in pursuit of the desired objectives and be imbued widi die
' courage o f conviction. He must be creative in his approach and
innovative in problem solving coupled with the critical abiUty of
selectivity in assimilation.
e) He/She must have a compassion for the underprivileged coupled with
' an ethical approach, a sense o f fair play and honesty, and should be a
beUever in the principles of natural justice as well as human nghts.
9 He/She must be willing to learn coupled with an open and broad
minded approach to Hfe.
g) He/She must have a saentific and rational approach to Kfe.
He/She must possess love for the e n v iro n m e n t at the same time .eeping
a balance between environment and development.
:t have a live interest m local as well as global events.i) He/She musi
4
Based on the desired profile, the sH l sets required should be:-
a) A reasonable degree o f language competence, both wntten and spoken.
b) Problem solving skills.
c) Competency in use of infonnation technology.
d; Abilit)^ to logically analyze situations and interpret data.
e) Ability to prioritize and undertake approaches to time management.
f) Learn and assimilate new Imowledge and skills.
g) Ability to work in group and prom.ote team spirit.
h) Multi-level approach to problem analysis and solving.
i) Communication skills within and across cultures.
8. Keeping in view the desired skill sets, the Committee recommends the
following changes in the scheme of Civil Services Examination (including its
written components as well as the Personality test). The committee has also
inter-alia suggested changes in the post examination stage involving training
and service allocation.
The brief summary of the recommendations o f the Committee is as
follows;-
1. At present all candidates having a graduate degree are eUgible to appear
the civil services examination. The committee, however recommends,
that only those candidates obtaining 50% or more marks or equivalent in
their graduation should be aUov^ed to appear in the Civil Services
Examination.
2. A t present the age Hmrt prescribed is bebveen 21 to 30 years for general
candidates xvith suitable relaxations for reserved and other categories.
5
The committee recommends that there should be no minimum age for
eligibility. However, the maximum age for the candidates should be 25
years with 05 years relaxation for SC /ST candidates and 03 years for the
OBC category candidates. Other existing relaxations for die Disabled,
Special Category etc. should be retained.
3. A candidate may be allowed only three attempts for the civil seryices
Examination irrespective o f die category he/she belongs to. An attempt
should be counted as soon as a candidate is admitted to the civil services
(preliminary) examination and is issued an admit card.
4. The Application Form issued by the UPSC should contain elaborate
details o f each o f die services and also state die principles on die basis of
which ser\dce/cadre allocation are made.
5. The Main Examination will consist o f the Following papers:
PaperN o;I
II
Description
Indian Language Paper (Any o f the Indian Languages given in the Eighdi schedule o f the Constitution and approved by the Commission).
Marks
250
English Language Paper.
Ill
IV
V
India - History, Geography and SocietyIndia - Constitution, PoHt> and T n te rn a t io n a l Relations India - Economy, Development and_______ _
250
Remarks
p a p e rLanguage consist of
(i) Essay.(ii) C o m p re h e n s io n
(iii) Precis.
w ill
250
250
250
Language paper consist of
(i) Essay.(ii) C o m p re h e n s io n .
(iii) Precis.
wiU
Technology p ---------------- ---------------------------
VI India — Social Justice and Probity in Governance
250
VII Optional Subject (Paper 1) 250VIII (Paper 2) 250
Personality Test (Interview) 300T O T A L 2300
Note:
j 1. Marks in Language papers (Paper I and II) paper will count for the Grand
Tally of Marks on the basis of which merit will be fixed. A candidate must
also obtain qualifying marks in each language paper as fixed by the
Commission to qualify for selection.
2. The recommended syllabus for tlie Papers III, IV, V and VI is given at
die end o f Chapter-6.
3. There would be two papers (Paper VII and VIII) in one optional
subject chosen by the candidate.
. 4 (a) For this optional subject, the candidate can choose any of the
subjects included in a given group of opdonal subjects, wliich matches or
most closely correlates with the main/core subject(s) spjdied by Hm/her at
graduauon or the subject studied by him/her at the post graduation level.
4 (b) In case a candidate holds only a general pass course degree at the
graduate level, he may be allowed to indicate any of * e subjects in which
he/she has been examined by die Universi^ as * e subject based on which
his choice o f optional sub.ect can be exercised. The candidate should dien
indicate his/her choice of optional subject out of the group ot subjects as
gven below, which matches or most closely correlates to h.s/her
chosen/indicated subject studied m the University.
4(c) In case o f any difficulty or doubt regarding die gi-oop of subject
7
mmis^ion may issue suitable ciarifications/guidelines in thisregard.
4ld). In the case o f candidates from Nortli Eastern region, who are
exempted from appearing tn tl,e Indian lanj^age paper at present, the marks
obtained by him /her in the EngHsh language paper would be doubled for
parity purpose in the grand total o f marks.
5. The group o f optional subjects is as follows:
Group 1
Agriculture, Animal Husbandry Sc Veterinary Science
Group 2
Botany, Zoology, Medical Science
Group 3 i
Physics, Chemistry, Mathematics, Statistics, Civil Engineering,
Mechanical Engineering, Electrical Engineering. Geology,
Group 4
Anthropology, Sociology, History, Philosophy, Psychology, Political
Science & International Relations, Geography
Group 5 ,
Literature o f any one o f the following Languages; Arabic, Assamese,
Bodo, Bengali, Chinese, Dogri, English, French, German, Gujarati,
Hindi, Kannada, Kashmiri, Konkani, Maithili, Malayalam, Manipun,
Marathi, NepaU, Oriya, Pali, Persian, Punjabi, Russian, Sanskrit, Santaii,
Sindhi, Tamil, Telugu, Urdu.
Group 6
Commerce & Accountancy, Management, Economics, Public Administration, Law
6. Those selected for Interview will be asked to submit a Personal
Nan-ative in advance. This Personal Narrative may be autobiographical in
nature where candidates can briefly discuss their personal history and reasons
for aspiring to join civil services. H e / she may also elaborate his/ her academic,
non-academic and practical experience which may help him/her in being a
successful civil servant. He / she may discuss his/her success or failure in
managing specific/unusual situations, if any. The personal narrative should be
considered by the Interview Board and specific questions can be asked from it
Further, a fine tuning o f the Interview process by stiTicmring the Interview is
necessary in which candidates are awarded marks specifically on various facets
of their personality.
7. A candidate may be allowed to review his service options widiin one
month o f joining the Foundation Course. Allotment o f service and cadre
should be made by the government before die Foundation Course ends.
Counseling for the various services should be given in the tirst tv/o weeks of
the Foundation Course.
8. Once the candidate is selected for a service and he/she joins, he/she
may be given only one more chance to appear in the examination if he/she is
otherwise eUgible for appearing. For this, the candidate may be pemiitted leave
and may be allowed to retain his/her seniority.
9 After the candidate has completed b-is/her training (including the
foundauon course) he/she wUl be assessed by the training insdmtions. This
would include his assessment durmg the course o f training as well as his/her
performance in a written examination conducted by the training instituuo
academy at the end o f training. The marks based on his/her overall tr-ainiag
9
performance, including the examinations at the end o f training period, may be
added on to the marks obtained in the Civil Services examination for final
determination o f intra sem ce seniority in the service.
10. A copy o f the annual assessment / confidential roU of each candidate
will be sent to the UPSC for record and analysis every year.
11. The committee feels that given the current fast changing scenario, both
at the domestic as well as global level, the selection methodology would require
aperiodic review once every five years by the UPSC.
12. The UPSC should set up a dedicated research centre wliich can exclusively
concentxate on research and development at micro and macro levels in the
following areas:
a) Processes and practices that are followed in the entire mechanism
o f inviting applications, conduct of prelLminary and main
examinations, conduct o f interviews and creation of final merit
list.
b) Deployment o f technology to create a repository of question
banks, and formulation and conduct of online examinations (for
preliminary examination), any time and at any place.
c) Research and development to set up banks o f questions of
various levels for papers in preliminary and main examinations.
Creation o f repository o f relevant test materials to evaluate the
behavioral and tiiought processes o f the candidates. This could be
done by creating a rich resource o f books essays and articles by
eminent authors as well as interaction with prominent subject
Specialists.
d) The processes, methodologies, and the practices foUowed in
developmg, emerging and developed economies across the Wcrld,
10 ■)
*
critically studying and analyzing them for indentifying common
traits that would cater to the needs, aspirations and expectations
of the public from the present and fumre civil servants.
e) The processes that are used globally for identification and training
of subject experts that would further enhance the process of
creations of questions, their deployment in the conduct of
examinations and also open and flexible approach for conduct of
interviews.
f) Evolving of methodology for collection of data and appropriate
information connected with the entire process adopted by the
UPSC for selection of candidates and also weU defined process
for storage and analysis of data and information.
g) Creation of technology platforms, hardware and software, for
storage of data and information.
The Committee recommends the establishment of an R & D Centre
within tiie UPSC with adequate budgetary provisions and quaHfied staff of
researchers to enable it to become a vibrant entity which would play a pro-
active role of change niaker.
13. The UPSC should criticaUy and urgently examine the logistics and
mechanisms o f conducting the Preliminary Examination on-line. Full use of
modern technology should be made.
i s , ' . "
: 11 3
critically studying and analyzing them tor indendfying common
traits that would cater to the needs, aspirations and expectations
of the public from die present and fumre civil servants.
e) The processes that are used globally for identification and training
of subject experts that would furdier enhance the process of
creations of questions, their deployment in the conduct of
examinations and also open and flexible approach for conduct of
interviews.
f) Evolving of methodology for collection of data and appropriate
information connected with the entire process adopted by the
UPSC for selection of candidates and also well defined process
for storage and analysis of data and information.
g) Creation of technology platforms, hardware and software, for
storage of data and information.
The Committee recommends the estabHshment of an R & D Centre
within the UPSC with adequate budgetary provisions and qualified staff of
researchers to enable it to become a vibrant enat>- which would play a pro-
active role of charige niaker.
13 The UPSC should criticaUy and urgendy examine the logistics and
mechanisms of conducting the PreUminary Examtnadon on-Hne. FuU use of
modern technology should be made.
r , 11 : )
CHAPTER 1; IN TR O D U CTIO N
1.1 A brief overview
In the new millenmum, India has to reckon with unprecedented changes
in Its econonnic, social and poHtical environment both at national and global
level. Civil administration and its deHveiy systems have to cope xvith these
complexities and meet with the rising expectations of its citizens. Introspection
of die system responsible for providing its leaders and managers is indeed the need o f the day.
The transformational spurt of changes in India’s social, political and
economic milieu has usnered in higher expectations and demands from the
Government. This, in turn, necessitates an urgent need to select and nurture
deserving candidates in the civil services who could timely deliver results in the
rapidly changing environment spurred by technological advances along with tine
inevitable integration o f Indian economy with global system. On the other
hand, lucrative employment opportunities emerging outside the Government
tend to wean away many of our promising young persons from Civil Services.
This indeed calls for urgent measures and reforms to attract and select
personnel, who can plan, guide and execute governmental poHcies witli
efficiency, sensitivity and commitment. The redeeming feature is that most of
our young people still find the Civil Services quite attractive because of die
unique challenges and career opportunities it offers to serve tiie nation. The
sentiment was weU reflected in the a”** ARC in its lO* Report,' thus " -Rapid m,d
fmdatnental changes are taking place in the country in terms of rapid economic gnatb,
urban,Ration, envirom ental degradation, technological change and increased local awareness
and identity. The response time to adapt to these changes is mMch shorter tl,an it nsed to be.
As instruments of public service, c iril servants have to he ready to manage such change. On
ARC’S R eport Para 4.3.4
12
.oesthe other hand the perception is that they restst change as they are rvedded to the^r pnvile,
and p r o j e c t s and thereby have become ends in themselves. In the politicalfield, the 7 3'{ and
74 Amendments to the Constitution have brought about a major chatige. Rural and urban
local governments have to be enabled to become institutions o f s e lf government To bnng this
about, the existing system o f administration at the district level has to undergo fundamental changes. ”
The increased global interdependence and enhanced penetration of
technology in management of governance and processes & methodologies have
redefined the ways in which the administrative machinery need to address tlie
new challenges in the fast changing scenario. In recent times, many countries
have reviewed and refurbished their recruitment processes. In India too a
reform process was undertaken for the Civil Services Examination by a
ComiTiittee led by Y.K.Alagh in 2001-2. However, these recommendations
were never brought in to operations. The process was again initiated widi the
formation of S.K.Khanna committee whose recommendations were broadly
accepted by tiie Government. Accordingly some significant changes were
brought in Lhe process of Civil Ser/ices (Preliminar>0 Examination from die
year 2011. The formation of die present Committee can be seen as a
continuation of the above mentioned reforms process widi specific focus on
the reforms in the Civil Services (Main) Examination.
1.2 Civil Services Examination: A brief overview
12.1 The continuous improvement m the mode and structures of the pubUc
services has been an intrinsic feature of governance. Herman Finer, a leading
«pert on government and the constitution so emphasized that "....m thout.!
adeid Government itse lf mould be impossihk'’. This ethos was underline y
f,^ers o f the Consunition as manifest in Part XIV of the
Constitution relating to the Services under the Union and the States.
13 >
1.2.2 The Constitution entaists the Union Public Service ComiTiission \vitl:i
the task of conducting competitive and merit based recruitment for All India*
and Central Civil Services of the Union. The Union Public Sendee
Commission came into existence with the commencement of Indian
Constitution on 26* January, 1950. It succeeded previous Public Service
Commission at the Centte; namely the Public Service Commission (constituted
in October, 1926 under the provision of the Government of India Act, 1919)
and the Federal Public Service Commission (constituted under the federal
scheme of the Government of India Act, 1935).
1.2.3 The broad pattern of our Civil Sei-vice follows the Bntish Model wkch
is based on the twin process of Open Competitive Selection and secunty and
stability of tenure. Major changes were brought m through die implementation
of Macaulay’s Report - which gave India its Erst modern civil service in 1854.
It replaced the patronage based system of tire East India Company to a merit
based system through entry level competitive examinarions. In the scheme of
open competitive examination introduced in 1855. any of 'Her Majesty’s
,„bi-ct’ and between 18 and 23 years of age could appear at the examination.
M e It did not insist on the candidate to possess a University degree; it
.pulated that tl.e standard of examination was to be of the Erst degree level.
The subjects prescribed for examination were:-Marks
500English C o n n p o s itio n
EngUsh Literature and History including1000
that o f Laws a n d C o n s t itu t io n
UPSC, 'November, 1976
' V N o. 46, Public Service
ading 1 4 "
Language, Literature and History of Greece 750
Language, Literature and Histor i' of Rome 750
Language, Literature and History of France 375
Language, Literature and History of Germany 375
Language, Literature and History of Italy 375
Mathematics (Pure and mixed) 1 )00
Natural Science
(Chemistry, Electricity and Magnetism; Natural History,
Geology and Mineralogy)
Moral Sciences (Logic, Moral and PoHtical Philosophy)
Sanskrit Language and Literature
Arabic Language and Literamre
Total:
1 2 4 The ICS Examination started .n India at Allahabad and simultaneously
,t London in 1922 and the Delh. CenU'e was also mcluded smce 1928.
,2 5 With the enac^ent of the C o n srim d o n o f Indta o n 26* o f Januaty,
- * • " T ,
f fV I . -^78 o f the C o n stitu u o n . The pnm ary clause (1) o f atU ^ bureaucracy w h ich could
.d e p e n d e n c e w a s to set up an
serve India’s huge mula- ngua an , educationaUy backward classes.range of reUgrous n^nonues and so y
»d comn.unrues. If poUdcal cons.
tecnntn^ent to the pubhc services under
500
375
375
6875
niation would have been incalculable The To
representatives o f t h e ^ p r o p r i n d '^ '^ '^ 'bmlding tasks. ” -^pkmentation of the nadon
I-.6 The then Indian polidcal leadership, ^vhile designing a successor civil
service, chose to retain elements o f the British strucdjre of a unified
administrative system. These include an open-entry system based on academic
achievements, elaborate training arrangements, permanency of tenure
Hnportant posts at Umon. State and district levels reserved for * e civil service,’
a regular graduated scale o f pay widi pension and odier benefits and a system
of promotions and transfers based predominandy on seniority.
1.2.7 The first combined examination for die two aU-India and the eight
Central Services was thus held during December, 1947. A special recruitment
drive was also undertaken during 1948 to recruit die personnel for the Indian
Administrative Service, Indian Police Service and Central Services. However
this recruitment drive did not involve any written examination. Indian Foreign
Service was also set up after the independence. The nation also coped with a
huge dejScit o f public servants due to the departure of British and Muslim
officers. Indeed the country needed urgent measures and mechanisms to recruit
a range o f civil servants to perform the enormous tasks of nation building.
1.2.8 Between the years 1947 and 1950 a combined competitive examination
vas held once a year for recruitment to the IAS, IFS, IPS and non technical
central ser\dces. In die examination held during 1947 the candidates were
requ ired to take three compulsory subjects viz; General English, Essay and
G eneral Kjiowledge each carrying 150 marks. Candidates for the IAS, IFS and
the Central Services were required to take three optional subjects and tiiose
su jects Ihe standards of Indian Adn.™.trative Service and * e Indian
Fore.gn Service Examinadons were rai.ed by including tvvo additional subjects
of an advanced standard each carrying 200 marks in addition to tl.e three
compulsory and three optional subjects which had been prescnbed hi*erto for
these two services and the other Centi-al services. The maximum marks for
personaHty tests for these two semces were also proportionaUy raised from 300
to 400. With the above changes, the examination for the Indian Administi-ative
Service and the Indian Foreign Service had, for aU practical purpose became a separate examination.
1.2.9 Number of optional subjects for the examination held during 1948 was
23. The list of Optional Subjects kept on being revised from year to year. The
syllabi for die optional subjects were of the honors degree level. Total marks
for the written test were 1050 for IAS and IFS and other Central Services and
for the IPS, the total marks was 850. Viva voce carried 300 marks for aU the
services. Two additional optional subjects, approximating of the masters
degree standard, w ere prescribed from. 1951 onwards for the IAS and IFS.
Apart from that, from the same year, the maximum marks for the Viva Voce
for these two services were raised to 400. There were prescribed minimum
qualifjdng marks in the viva voce Test for IPS and other Central Services ( 105
marks) and for IAS and IFS (140 marks).
1.2.10 In 1947, tiie age limit for recruitment to IAS, IFS , IPS and non
technical Central Services was fixed as between 21 to 26 years, which was
reduced to 21 to 25 years in 1948. In the following year the age .range was
further reduced to 21 to 24 years, except for the Indian Railway Traffic Service.
There was no restriction on the number of attempts allowed to a candidate.
The lower age limit for the IPS was reduced to 20 years in 1951 and the upper
1 7
— ~ -----.-J!l
age Hn.t for the Ind.an Ratay Traffic Serv.ce was reduced to 24 years , 955The age limit for all the services remained bet veen 21 to 24.
1.2.11 As per the recommendation of the PubHc Services (QuaHfication for
Recruitment) Committee appointed by the Government of India in 1955, the
number of attempts at dae combined examination was restricted to two for
each category of service (which was divided into three categories viz IAS and
IFS, IPS and PoHce Service of the UTs and Central Services Class I and class
II). The Committee also recommended a downward revision of upper age
limit from 24 years to 23 years — which was not accepted by the government.
1.2.12 In 1947, the consolidated application and examination fee was kept as
Rs.82/- for general category candidates and Rs.20/- for Scheduled Caste
category candidates. Besides that, a candidate was required to pay a medical
examination fee of Rs. 16/- before being examined by a medical board.
1.2.13 In 1966 the commission simultaneously started conducting a special
limited examination every year (on the basis of a simplified scheme) for
selection of released Emergency Commissioned Officers and Short Service
Commissioned Officers for appointment to vacancies reserved for them in the
All India and higher Central Services.
1.2.14 The Commission was getting requests from the government to evolve
suitable solution to implement the mandate as reflected in the Parliamentaiy
Resolution on Official languages, 1968. In 1969, candidates were permitted to
rite their answers in two of the three compulsory general papers viz., Essay
and General Knowledge, in any of die languages mentioned in the Eighdi
Schedule to the Constitution, besides EngHsh. The Commission made it clear
that it would not be possible for tiiem in tiie foreseeable future to be able to
nake arrangements for setting and printing the question papers in the Indian
18 , /
languages, besides English, without serious risk of compromising the accuracy
and secrecy of tlie question papers. The Commission expressed the" view that
even for those candidates who exercise the option of writing their answers in
Indian languages, the question papers would necessarily continue to be set and
printed in the English language only. Government was also informed that with
regard to allowing the candidates to be interviewed in any of tiie Indian
languages, for a proper and fair assessmen*- of tine candidates at the interview
for personaKty test, it is the sine qua non of the constitution of the Board that
each and every member of the Board should be able to follow the conversation
which constitutes the interview and since suitable persons of the appropriate
eminence/status knowing all the Indian languages are not available, it will not
be practicable to make even a beginning in tiiis direction in the foreseeable
future.
1.2.15 In 1 9 7 2 , the upper age limit for the examination was raised to 26 years
following the recommendation of the Administrative Reforms Commission.
Since 19 7 3 , candidates were permitted to make three attempts for each of the
three categories of services within die permissible age limits.
1.2.16 The Kotibari Connmittee was set up by the Commission in 1974. It
submitted its final report in 19 7 6 and it was implemented, widi certain
modifications, in T979. Based on its recom m endations, a combined two stage
examination replaced the earlier three separate examinations for recmitment to
the Indian Administrative Service, Indian Foreign Service, Indian Police
PoHce Service Group B and Central Services Group A and Group B.
The candidates were allowed the option of writing their answers in General
Studies paoers and odier non language optional papers m any of the Inian
languages specified m the E.ghth Schedule to the Constrmtion. Besides *at, all
the candidates, except tl,ose harUng from North Eastern States/Umon
Service,
Territories of Arunachal Pradesh, Manipur, . eghalaya, Mizoram and Nagaland
had to appear in a compulsor}; paper in Indian language.
1,2.17 The new format of Civil Ser\dces Examination initiated from the year
1979 attracted significantiy more candidates, and the numibers have been
significantiy growing ever since. Following table will show the trend of
increasing number of candidates since 1980:-
YearN o. of candidates
applied
1980 89,227
1985 1,52,598
1990 3,09,300
1995 2,83,189
2000 2,25,555
2005 3,45,106
2006 3,83,983
2007 3,33,680
2008 3,25,433
2009 4,09,110
2010 5,47,698
2011 4,99,120
2012 5,5a080^_______j
1.2.18 From * e C m l Semces Ex.rmnarion, 1981 candidates who had opted
for any one of the Indian languages as medium of wndng die examination,
were allowed to opt for the same language as medium of interview also.
1.3 Various Reforms undertaken so far by the Government and the
Commission since independence with special emphasis on the
various reports of the Reforms Committees.
1.3.1 The Commission has introduced various reforms in the examination
process as per suggestions/recommendations given by various Committees and
acceptance conveyed thereon by the Government.
1.3.2 A few salient points of the suggestions that were considered and
reform processes undertaken for Civil Services Examination are summarized
below:-
(i) Dr. A. Ramaswami committee Report, 1956 formed on Public Services
(qualifications and recmitment) recommended that a University degree
shall be the minimum qualification for recruitment into the higher
services. The committee also proposed tiiat age limit for the highest
executive and administrative services should be kept between 21-23 years.
(ii) The first ARC set up in January, 1966 recommended the foUowing:-
a) A single competitive examination for the class I services with an
upper age limit of 26 years.
It recognized the need for specialization as the functjons of
government had become diversified. A metiiod of selection of
senior management posts in functional areas and outside
functional areas was laid down.
b)
: 21
c) Recruitments to the U S/IFS and o th er P.on-techm cal sennces
sh o u ld b e m a d e t liro u g h a sing le co m p etitive exam in ation
(iii) A Committee was formed by the Commission headed by Dr. D.S.
Kothari, Ex-Chairman, of UGC in 1974. Kothari Committee submitted
Its report in 1976 containing 55 recommendations/conclusions which
were considered by the Commission as well as by the Government.
(iv) Based on Kothari Commission's recomjnendation a new scheme of the
Civil Services Examination by replacing the erstwhile scheme of IAS etc.
Examination was introduced in tlie year 1979. The new scheme of Civil
Services Examination was made two tier containing Civil Services (Prel.)
Examination (which is basically a screening examination) followed by
Civil Services (Main) Examination which includes a written test and
interview.
(v) A few years after the introduction of the new scheme of Civil Services
Examination, the Estimate Committee (1983-84) of tiie 7th Lok Sabha
suggested review and evaluation of the new system of Civil Services
Examination.
(vi) The Commission accordingly formed an Expert Committee under the
Chairmanship o f Prof. Satish Chandra, Ex-Chairman, UGC during 1988.
The Expert Committee submitted its report to the Commission in August
1 9 8 9 and made 4 7 conclusion s/ recom m end ation s out of which many
were in the namre of observations and endorsement of the existing
procedure or were related to matters which did not stricdy faU within the
purview of the Commission. The major changes brought through Satish
Chandra Committee recom m en d ation s m the scheme of Civil Services
Examnation were introduction of an additional Essay paper and
increasing the nnarks Personality Test from 250 to 300 marks.
(vii) In the year 2000, the Commission appointed another Coi^ittee under
the Chairm_anship of Prof. Y.K. Alagh to review the Cml Services
Examination scheme and recommend such changes/innovation as may be
required for identifying the best and most suitable persons for
appointment to Civil Services.
(viii) The Alagh Committee through its recommendations given in October,
2001 recommended an entirely new scheme for the Civil Services
Examination. It proposed to replace the existing General Studies paper by
a Civil Services aptimde test and to retain the optional paper (Objective
Type). It also proposed detailed changes in the Civil Services (Main)
Examination by introduction of three common papers on Sustainable
Development and Social Justice, Science and Technology in society, and
Democratic Governance, Public System and Human Rights. The
Comjmission forwarded Alagh Committee’s recommendations to the
Government in June 2002. However, no final decision was taken on its
recommendations.
(ix) The Second Administrative Reforms Commission set up by the
Government submitted its report in November, 2008. It observed that
the rapid and fundamental changes taking place in political, economic and
technological fields necessitated major changes in the Civil Services. The
, Commission considered the recommendations of the Administrative
Reforms Commission about the basic changes in the scheme of Civil
Services Examination and one of the alternatives suggested by ARC was
found to be appropriate by die Commission. The alternative suggested by
ARC was to have an objective type test having one or two common
papers on General Smdies including tiie Constitution of India, Indian
2 3
Legal System, Indian Economy, Polity, History and Cultiire. For die Mam
Examination, the ARC suggested t vo papers only m the compiilsory
subjects which may include Consumtion of India, Indian Legal System,
Indian Economy, Polity, History Culture etc. Besides that ARC also
suggested diat a separate Essay paper should be a part of the CivH
Services (Main) Examination.
(x) ihe Commission set up a Committee in 2009, to review the scheme of the
Civil Services (Preliminary) Examination under the Chairmanship of Prof.
S.K. Khanna, Chairman of AICTE & Ex-Vice Chairman, UGC. It
submitted its report in 2010, inter alia recommending replacement of the
Paper II (optional subject) of the Civil Services (Preliminary) examination
with a common paper. These recommendations were accepted and
implemented with the Civil Services (PreKminaty) Examination, 2011.
The scheme of Civil Services (Preliminary) Examination with effect from
the year 2011 now has two common papers of equal weightage.
(xi) The Commission, formed another Expert Committee (headed by Prof.
B.B. Bhattacharyya, Ex. Vice Chancellor of Jawaharlal Nehm University,
Delhi) to look into die issue of language medium of Interview in the Civil
Services Examination. Based on die recommendations of diat Committee,
a change was introduced in Civil Services Examination, 2011 by
mcorporating a provision that a candidate can opt to give his/her
interview in Civil Services Examination in any of die languages of his/her
choice (which s h o u ld be a language included in the Vlllth. Schedule o f
die Constitution o f India) irrespective o f the medium opted b y him/her in
the written examination. P re v io u s ly , a candidate who had opted fo r
EngEsh as tiie medium o f w r it te n examination, h a d no option b u t to give
his/her interview' in English only.
2 4 y
(xli) The Commission furtlier decided to, inter alia, initiate a review process for
the scheme of Civil Services (Main) Examination, and it is primarily for
that purpose (besides otiier issues as given in the terms of reference), the
present Comcmittee has been formed.
• ' 2 5 j
C H A P T E R 2: T H E N E E D F O R F O R M A T I O N
• C O M M I T T E E A N D T H E J O B E N T R U S T E D*
TO IT.
OF TH IS
2.1 The Commission conducts its examination on tl« basis o f mies framed
by the government. The rules o f examinations inter-alia contain the detailed
scheme o f the examination which forms the basis o f selection o f the
candidates. There has been a continuous endeavoi: by the Commission to
review the scheme o f examinations in order to have a scheme best suited to die
changing scenario and to suggest to the government appropriate changes.
2.2.1 The present scheme o f the two tier Civil Services Examination was
introduced in 1979 on the basis o f the recommendations o f the committee
under the chairmanship o f Prof. D.S. Kothari. This scheme replaced die
erstwhile IAS & allied services Examination. The Kothari Committee was
required “to examine and report on the system of remiitment to the A ll India and Central
Services Class I and Class II followed bj the Union Public Service Commission and to
recommend such changes in the scheme of exa?nination and in the selection method as would
give adequate emphasis to knowledge, skills and qualities appropriate to the role and
junctions of the Services in the context of tasks of national development and reconstruction
2.2.2 The Kothari . Committee recommended introducing a preliminary
examination to screen in candidates for the Civil Services (Main) Examination.
These screened in candidates were then tested through a detailed conventional
type o f examination covering three compulsory papers and another four papers
from'two optional subjects to be opted from a broad spectmm o f subjects.
This was followed with a Personality Test.
2.2.3 The Kotiiari Committee initiated a diorough reform in die selection
process and envisaged a new scheme common for all services aiming at a
comprehensive assessment o f skills and relevant intellectual and personal
. 2 6
atmbutes o f the candidates for the All India and Central Semces. The
involvement o f the National Academy o f Ad.™nistration was also envisaged mthe process o f selection at the final stage.
2.2.4 Kothan Comniittee also recommended a tJiird stage in the examinadon
process viz; a post ti'aining test at die end o f die foundation course at die
Academy. It was proposed that the stage tfiree test combined widi the Main
Examination (stage two) would determine the ranking o f candidates and dieir
allocation to various sei-vices, though die Committee felt that involvement o f
Training Academy w ould certainly require some more time.
2.2.5 The Governm ent finally accepted the recommendations o f the Kothari
Committee with som e amendments. The basic features o f the new foiTnat o f
Civil Services Examination were as follows
i) There would be a single Civil Services Examination for the All
India Services and Central Services;
ii) The Civil Services Examination would consist o f two parts, a
qualifying preliminary examination (objective type) and the miain
examination (written) and an interview^ test.
iii) Candidates would be allowed to write dieir papers odier tiiat die
language papers in any o f the languages included in the Eighth Schedule
to the Constitution o f India.
iv) The candidates shaU be aUowed diree chances both at the
Preliminary Examinadon and the IVIain Examination. SC and ST
candidates shall be allowed to take the examination vvithout any
restriction on the number o f attempts, subject to tlie prescribed age
Umits. (The number o f attempts for general category candidates was
increased from 3 to 4 w .e.f Civil Services Examinadon. 1990],
27
v) The age limit was rixed as 21-28 years (Kothari Committee
recommended upper age limit as 26 years).
vi) 17 optional subjects for the Preliminary Examination and 39
optional subjects for the Main (written) Examination (at present it is 52).
2.2.6 While advocating for a single scheme o f Civil Services Examination,
Kothari committee followed the suggestions given by tlie Administrative
Reforms Commission’s Report on Personnel Administradon (1969) and the
Committee on Police Training appointed by the Government o f India in 1971
under the chairmanship o f Dr. M.S. Gore — which had felt that a great deal o f
mediocrity had crept into the Indian Police Service due to the differential
standards o f selection. Gore Committee therefore recommended diat the
examination for the IPS should be identical with that for die IAS.
2 3 The scheme o f Civil Services Examination was further revised in 1993
on the basis o f the recommendations o f a Committee constituted by the
Comniission dunng 1988, headed by Prof. Satish Chandra. This committee was
asked to examine the need for ‘ inclusion of some aiiitional subjects, partimlaHj
medical subjects, a the scheme of the Civil Services Examination and also e=<clusion of any
subject prescribed earlier... Intrcductton of lectures, group discussions, psychological and
aptitude test etc. in the recruitment procedure.
2J1 S.b.1. C k m * . C o .™ itm H i WBho
, 1 , . . I g u f i o m . o l . m d . v * p m n . o t ®
„ p « " ‘ ” ” ■ *
possess integrity end have commitment and dedication to the ^ t io n .
objectives and goals o f the country. Through analysis o f reiev.nt data O
SeLces E xan.na.on for .he period from 1984 to 198V. the Committee
28
tha a substantive number o f candidates selected were from low income group
and there was a fair representation o f candidates from village or small towns.
Satish Chandra Committee did not envisage any major departure from theexisting scheme o f Civil Services Examination.
2.3.2 On the basis o f the recommendations o f the Committee headed by Prof
Satish Chandra, only two major changes were brought in the scheme o f Civil
Services Examination viz; an additional Essay paper was included in die
scheme o f Civil Services (Main) Examination and the marks o f Personality test
were enhanced from 250 to 300 marks.
2.4.1 The Commission formed the 3rd Review Committee in July 2000
headed by Prof. Y.K. Alagh. The terms o f reference o f this Committee were as
under;-
i) Evaluation of the effectiveness of the scheme in existence since 1993 in ietws of
suitability o f the candidates selected, as demonsti'ated hj their performance during training and
on thefob,
ii) Measures for obtaining greater uniformity vis-a-vis the competitive elements of the
examination.
Hi) Methods for improving the effectiveness and efficieng of the Personality Test and a
review of the weightage for Personality Test in the final total
iv) Kevieiv of the rules for the Civil Services Examination ivith particular reference to
Jaaors lib, age limit, number of atteinpts, educational qualifications etc. in the context of job
and training requirements, etc.
V) feasibiUly o f adopting an improved method of allocation of services aimed at achieving
a closer match between the selected candidate and the requirement of th e particular service.
For this purpose, the possibility of providing fuller information to a candidate on the rok and
career prospects etc. o f different services and the nature o f duties to be performed y f f
vanous levels to enable them to make an informed choice, can be examined and methods for
2 9 " ;
the same su^ested. Further, to examine, ivhether ivith a common Main written examination
as at present, differential assessment of candidates by In term Boardj Personality Test Board
for detemining relative suitability of candidates for different sermces can be a viable
mechanism toivards this end;
vi) To examine desirabili o f associating the Union Public Service Commission with
assessment of officers in terms of satisfactory completion of their induction ti'aining in the
Training Academies I Institutions,
mi) To suggest modifications! additions/ deletions in subjects in the Preliminary! Main
Examination.
2.4.2 Tne Alagh Committee recommended a new scheme for Civil Services
Examination. It proposed to continue with Preliminary Examination not only
as screening mechanism but with a 25% weightage in the overall scheme. It
was proposed to replace the existing General Studies paper by Civil Service
Aptitude paper (CSAT). According to die Committee various Aptitude tests
held such as entrance test for admission to some business school and otiier
institutions, in similar lines there should be introduction o f CSAT to identify
best talent in terms o f intelKgence and aptitude. It was felt diat tiiere is a need
to take Civil Services recruitment step ahead as there would be additional
requirement o f testing the candidate’s aptitude for the pubUc service and
his/her value system. The Committee also proposed to upgrade die standard
of objective type optional subjects in Civil Services (Pre) Exanr^nation. For the
Civil Services (Main) Examination, tiie Alagh Committee proposed to have
foUowing three papers (by doing away two optional subjects) in addition to one
English and one Indian language paper.-
1. Papet-I Sustainable Development and Social
justice.
2. Paper-II Science and Technology in society
.. 30 J
3. P aper-Ill D em ocratic governance, public system and human rights
Alagh Committee however, suggested that an expert committee may be
set up to look into the matter o f Mains’ subjects amongst other and tiU a
decision is given by a Committee the existing format o f Civil Services (Main)
Examination may continue.
2.4.3 The Commission forwarded the recommendations o f Alagh Committee
to the Government in June 2002. However, the Government did not convey
any decision on its recommendations.
2.5. The Second Administrative Reform Commission formed by the
Government submitted its 10th report in November, 2008, inter alia, obsendng
the following in the very outset o f the report:-
'"Rapid and fundamentals changes taken place in political, economic and technological
fields. These called for major changes in the Civil Service. Far-reaching changes in the global
economic have made it necessary to build a competent, well functioning Cm l Service. A s a
result of recent changes indmed by globalkiatkn. countries an competing intemaUonaiy not
only in the market place but also on the quality of their governance str«cture”.
2.6.1 The relevant extract from the sumnmry o f recommendations m the 10th
Report o f Second Administrative Reform Commission are as follows:-
“..Structure of Examination: Either of the folkn,ing Wo mdels may he adopted for
compressing the examination (ycle.
@ 7he Prelitninaa a n d Ma,n E.am,nations for the OnlSer^ces Examination .ouU
ie conducted together on t.o to three consecuM,e dcys. B.aluat,on of Tapers for the Ma,n
Examtnation should be done » . . . . o f only those candidates * ha« secured a threshold
k „l of marks in the PrelMnary Examination. Tbe personalia test n,ouUfolio, therea, er.
C 31
(„) BaseJ on the risults of the -Prelmnnary Exa?mnation, mnmdates eligible for taking
tk main examination and the personality test mo,,Id be short listed tn accordance with tbdr
rantings. Only these short-listed candidates ,m,dd he eltgbk for appealing in the main
Examination, which would be conducted within two -months of the Preli??3inan
Examination. The short list would he limited to about two to three times of the number of
vacanaes available. This it would be possible to start the Personality Test and the Main Examination almost simultaneously.
(b) Content:
(i) The TreliminaTj 'Examination should consist of an objective type test having one or
two papers on general studies including the Constitution of India, the Indian legal system,
Indian economy, polity, histoiy and culture. There should be no optional subjects.
(ii) The Main Examination should consist of tivo papers only in the compulsoiy subjects.
These compulsoiy subjects may include Constitution of Indian, Indian legal system, Indian
Economy, polity, history and culture etc. The question papers should be of the conventional
descriptive type. Besides, there should be a separate essay papers as a part of the Main
Examination.
(c) Steps may be taken by DOP& T in consultation with the UPSC to finally the
syllabi of compulsory subjects for the both the preliminaiy and main examination, for the
recruitment (ycle 2 0 1 0 . . . ”
2.7.1 The Commission forwarded a proposal to the Government on 27di Feb.
2008 to replace the Civil Services (PreUminary) examination widi an objective
type Civil Service Aptitude Test. The gist o f the proposal forvvarded to the
Government by the Commission was as under:-
i) Civil Services Aptitude Test being the only subject in the
PreKminary Examination, w i* the existing Mams Papers, should
be introduced ™th effect from the CS Examination, 2010.
■ 32 ■)
ii) For this die syllabus and die basic scheme o f die Examinadon
should be made public by March/Apnl 2009, and for this to
happen, Government's concurrence to this suggestion will have to
be accorded by August/September 2008.
iii) In view o f the elimination o f the optional paper from the
Preliminary Exams, the strucmre o f die Mains Examination
should be gone into by a Commii:tee o f Experts to be appointed
by the Commission, and tiU the time that such a Committee’s
recommendations are acted upon, and adequate lead time given to
candidates, the existing system o f Mains Examination may
continue.
2.7.2 In the context o f the recommendations o f ARC, the Commission did
not find it feasible to hold Mains Examination widiout screening lesser number
of candidates through the Civil Services (Preliminary) Examination.
2.7.3 The government responded in a positive manner and requested the
Commission to set up an expert committee to decide the syllabus o f the
proposed two papers for CSAT.
2.7.4 The Commission accordingly formed a Committee o f Experts under the
Chairmanship o f Prof. S.K. Khanna, Ex-Vice Chairman, UGC to go into * e
.ssues arising out o f the proposed changes envisaged by the Commission in the
scheme o f Civil Services Examination through the mtroducnon o f a Civil
Services Aptitude Test (CSAT) by replacing Civil Services (Preliminary)
Examination to judge competency o f tl.e candidates in various skill sets a. .e .
by the Alagh Committee and their appHcauon to socio-economic d pr . ce Prof Khanna Committee, which was formed dunngpolity and governance, i rot. ivna
9Anri2010 The Commission alterSeptember, 2009 submitted its report on 24.
33
having a detailed deHberation on die report o f Prof. Ivlianna Comrmttee
conveyed die following recommendations to the Governnient:-
‘\.The existing scheme of Cml Services (Preliminary) Examination shall be replaced by Civil
Semces Aptitude Test fCSATJ from the Civil Services Examnation, 2011.
The CSAT shall comprise of two papers namely Paper-I (Aptitude Test) of 150 marks of
two hours duration and Paper-II (General Studies) o f200 marks of duration of hvo and a
half hours. The broad contents of the two papers ivere mentioned as follows:
Paper-I (A ptitude T est) - 150 m arks 2 hours duration
Comprehension
Interpersonal Scheme including Communication skills,
Logical 'Keasoning and Analytical Ability,
Decision making and problem solving
General Mefital Ability,
Bask numen.g (Numiers and their relations, Order oj magnitudes etc. (Class 10 level),
Data hmrpretation (Chart, Graph, Table, Data sufiaen^ etc. - Class 10 Iml)
'English language comprehension skill ( Class 10 level)
P aper-Il (G eneral S tudies) - 200 m arks - 2.30 hours duration
Current events of National and International Importance.
Histoy of India and Indian National Movement.
m an and World Geography - P^sual, Social. Economc Geograph, of India and the
WorldM ta n m tj and Governance-Constitution. Political System. Pcnchajat, R.J. PuhUc
Poliy, PJghts issues etc.
' 34'
'Economic and Joctal Development — Sustainable Development, Poverty, Inclusion,
Demographics, Social Sectors initiatives etc.
General issues on Environmental Ecology, Bio-diversity and climate change that do not
require subject specialisation.
2.7.5 The government agreed to the reforms o f Civil Services (Preliminary)
Examination retaining the name o f examination as CS (preliminary) (i.e.; not
indicating the name “Aptimde Test “ anywhere) and naming the two papers of
the CSP Examination as Paper-I and Paper-II both having 200 marks and of
two hours duration. Thus the Civil Services (PreKminaiy) Examination was
remodeled with necessary components o f aptitude testing o f candidates by
aspensing with the optional subject testing. The new format o f CSP
Examination started from 2011 Examination.
2.7.6 In the Executive Summary o f its report. Prof S.ICKhanna Committee
inter aUa suggested that “ the changes in the prelimimg stage of the examination have to
hejoilowed up with reform of the subsequent stages so as to ensure that the recruitment process
is in tune with the requirements. ”
2.7.7 While recommending for a change in the format o f Civil Servi (
PreUminary) Examination. S.ICKhanna committee, in its report, had
commented* about the Civil Services (Main) Examination as foUows:-
"In the process of consultations, the Committee was informed that one of the reasons
for lack of interest among ‘Wtghf and htghly qualified candidaUs f r o m premier institutions
iomris CSE is due to the relatively long time gck of the examination. U atgy g p P
ore at 'the threshold of their careers a f t e r graduation, and w„h the tncase .n the p a n ,^
* P r o f . S . K . Khanna Committee’ s Report: Para 6.2.5(b)
35
ths regard. The complexity of the examination is one of the reasons for the long tvme cycle
that at present extends to almost eighteen months from the date of notification in
Decemberljanuaiy to the date of declaration of final result in May of the folloiving year.
CSP is held in May every year, and because of the objective ype format, results become
available in about 75-80 day. This period is expected to reduce upon the inti'oduction of
CSAT. The Main examination is held in September/October and results declared in
March of the follomngyear. The time taken for evaluation of nine conventional (descriptive)
type papers is the primary reason for the delay. The 7 ““ ARC has recomme7ided the reduction
in the number ofpapers for the Main stage. The Committee too agrees that there is a need to
reduce the number of papers that a candidate has to attempt at the Main stage. It
recommends that these papers could include components of aptitude testing especially those
that have been elaborated elseivhere in this report as not being entirely amenable to objective
type testing. ”
2.8 The existing scheme o f Civil Services Examination with the changes
made as per the recommendation o f S.K.IChanna committee’s
recommendations, is placed at Appendix - 1.
2.9 As a sequel o f above and as per recommendation o f 2nd ARC, the
Commission decided to form this committee to look into the 2nd part of
reform aspects, i.e o f the Civil Services (Main) Examination. A copy o f the
relevant notification o f this Committee is placed at Appendix - II. The
Mowing terms o f references have been placed before the Committee:-
« To identify the desired profile including the skill sets for the Civil Servants to enable them to d e l i v e r good governance in the fast changing domestic and glob at socio-economic and technologicalscenario.
. To study the various selection methods currently in vogue globaiJr for selection o f Civil Servants.
36 >
. To p rop ose appropriate m echanism s i,r,d m ethodologies for
selectin g candidates with desired p rofile and skUl sets indicated in
(i) above su ited to Indian con text for the n ext decade.
. To recom m en d a system for evaluation o f the effectiven ess o f
selection m eth od ology adopted b y the Com m ission and the
p eriod icity in which corrective action, i f any, m ay be m ade in the
selection m eth od ology; fo r ensuring that it keeps p a ce with the
changing requirem ents o f the Services.
® To recom m end the role o f the Com m ission in the assessm ent o f
perform ance o f the candidates recom m ended by it during and at
the end o f the m andatory training p eriod and in pardcular, where
such assessm ents have the e ffe c t o f altering the initial m erit order
recom m end ed b y the Com m ission as also where it is p roposed to
exten d or term inate the probation o f a d irect recruit on the basis o f
unsuitability fo r C ivil Service;
» A n y oth er issu e which the C om m ittee m ay fee l relevant to the
p rocess o f selection o f C ivil Servants for the country.
37
CHAPTER 3: F E E D B A C K /IN P U T S RECEIVED BY TH E
C O M M IT T E E FROM VARIOUS
STA K E H LD E R S/SO U R C E S
3.1.1 The Committee decided to have wide ranging discussions widi various
sections o f stakeholders including Civil Service aspirants, serving and retired
Civil Servants, academicians, heads o f various central training instit ites etc.
The committee also sought the views o f otlier prominent personalities such as
former Chairpersons o f the Commission, as well as its former members who
had a detailed firsthand knowledge about the intricacies involved in the
selection process. The Committee also interacted with the present Chairman as
well as otiier Members o f the Commission.
The committee also held regional workshops with various stakeholders
including senior academicians as well as civil servants from State and Central
Governments and members o f the State PubKc Service Commissions. A web
survey was also conducted to collect opinions, observations and critical
comments for reforms in the system. Data compilations done by the Research
and Analysis wing o f the Commission were also considered. The Committee,
also interacted with eminent personalities like former President o f India Dr.
A.P.J Abdul Kalam, Sh. Vinod Rai, C&AG o f India, Sh. S.N.Mishra, Chief
Information Commissioner, Sh. S.Y. Quraishi, former Chief Election
Commissioner o f India, Sh. T.K. N. Nair, Advisor to the Prime Minister. Sh.
Pulok Chatterjee, Principal Secretary to the Prime Minister, Sh. K.M.
Chandrasekhar, former Cabinet Secretary, Sh. N.C. Saxena, former Member.
n a g , Sh. Padamvir Singh, Director. LBSNAA.
3.1.2 A brief summary o f meetings and interaction is placed t Annexure-I.
38
3.2 A G EN ERAL SUM M ING UP OF TH E SUGGESTIONS/
f e e d b a c k s r e c e i v e d o n v a r i o u s is s u e s r e l a t e d w i t h
th e c i v i l s e r v i c e s e x a i v i i n a t i o n .
The Committee received various feedbacks through interactions and
information obtained through various studies conducted in die Commission
internally as well as those obtained through research work outsourced to some
experts. The inputs received were wide ranp^ng, and covered almost all
possible issues and were also sometimes contradictory. A summary o f different
inputs received by the committee is furnished below:-
3.2.1 Inputs received through interactions in various consultative
meetings/workshops:-
Although die details o f inputs received have been summarized in the
Annexure-I, a very brief summary on the basic points touched upon under
various items related to the reforms, are highlighted below:- •
(A) b a s i c s k i l l s e t s r e q u i r e d
« The candidates should have aptitude for GAPP - abbreviation foi
Governance, Administration, Policy and Planning.
. They should have Leadership skills, decision making ability, strong
common sense, ability to withstand pressure, risk taking attitude.
. They need to have a comprehensive understanding o f the Consrimtion
o f India, social sciences, basic economics, technology, understanding o f
technology and e^governance, emotional intelUgence, sp.rimal
intelHgence, integrity, honesty, moralit,, values, sensitivity to social and
developmental issues, etc are strongly felt to be required.
39
1. AGE
9 There were strong opinions from majority o f tlie participants in favor of
lowering o f upper age limit for all categories for making the selections of
candidates who are more amenable to training and imbibing values.
Young candidates, would be able to aspire for a long term career in
public service and can look forward to achieve the highest positions in
the government hierarchy. This would significandy affect their career
orientation.
2. N O. OF ATTEM PTS
. The number o f attempts should be lessened oi Emited as it was found
that successful candidates, in case o f faUure to get their most favored
service, channeUze their efforts in getting a better rank in * e next
attempt. This leads to high attrition in various semces and vacancies are
left unfilled in the services in real terms. More importandy, this also
leads to favoring candidates who are able to get a distinct advantage on
account o f experience in the examination system and promotes learning
by rote. There is also a colossal waste o f human efforts and financial loss
to the government towards imparting training to those candidates who
leave die training in the mid-way were main areas o f concern.
3. e d u c a t i o n a l q u a l i f i c a t i o n s
. A need for bench mark to be set for the eUgbiUty was expressed. This
could be fixing certain percentage o f marks (eg Second division at
.graduation level or aU through the educational history) or going by
(B) E L IG IB IL IT Y
method of percentiles (keeping in mind the vaned marking patterns across the Universities).
(C) SCHEME OF EXAJVIINATION
1. INDIAN LANGUAGE
* There were negative views on the testing o f regional language witii the
practice termed as redundant. However it was also argued that keeping
the regional language would keep the civil servants rooted to the
country.
2. ENGLISH LANGUAGE
» The importance o f English language was constandy stressed by aU. They
said die realistic conditions o f die civil services bureaucracy demand a
proKfic knowledge o f this language for day to day official work.
3. ESSAY
, The candidates must be tested for skiUs teladng to articulation,
comprehension and analysis as weU as preas writing since these are
closely related to job requirement as a civil servant. This makes the essay
writing test a mandatory affair in the examinations. Apart from this,
preas writirtg should be re-mtroduced and special attention be paid to
the current topics.
4. GENERAL STUDIES
. There is need to mtroduce topics such as RTI. RTE, Human Rights and
Child Rights, probity in governance etc.
41
• Some participants suggested a full-fledged psychological test on the lines
o f the model by Defense Institute o f Psychological research. This could
be the only way to assess the non-cognitive skills o f the candidates.
There can practically be no other system to judge tlie honesty, integrity,
social bent o f mind etc o f the candidates.
8 A behavioral based questionnaire could be introduced during the
interview session to assess the personality uf the candidate with a more
structured interview and personality test.
* Group discussion was suggested along with stress on communication
skills, leadership quality as rigorously done in the SSB with an increase in
the number o f interviewees on the PersonaKty Test panel.
9 Assessment by more than one board was suggested for a fair evaluation
o f the candidate.
7. EXAJVIINATION CYCLE
9 A group o f participants reiterated the need o f clubbing the PreUminary
and Mains minirmzing the required ume to undergo the whole set o f
Civil Service candidate testing and to contain the diminishing pool o f
bright candidates with more and more opting for pnvate jobs.
. The PreBms can be made on-Kne with a vaKdity o f two years.
8. O T H E R ISSUES
. There was a concern regardmg the long cycle t o e in the present system.
(D) t r a i n i n g a n d s e r v i c e a l l o c a t i o n
43 i
• The participants suggested a counseling session tor candidates in order
to make him/her well aware o f the duties, responsibilities, rights and the
challenges that he/she may have to face in the civil service.
• There were suggestions that the services be allotted to the chosen
candidates after the training period. This would facilitate the training
institute to have a better judgment o f the candidate and allocate the best
suitable sem ce for the candidate according rj liis competencies.
9 The candidates once absorbed into the services must be periodically (5
years or so) assessed to ensure dieir suitability to the services. This shall
also put bjs/her efficiency to check. Moreover, UPSC might coordinate
with the respective agencies for their feedback.
3.2.2. A summary of various inputs received through studies conducted
in-house by UPSC and conducted through experts.
A brief su^T^ary o f the inputs received from the study requisitioned to
experts about &e systems being foUowed in various foreign counmes for
recruitm,ent o f Ci\4! Servants is enclosed at Annexure-II.
In their report, th.e experts have stated that there is no universally
accepted definidon o f a civil servant. The system foUowed in India . * e J ^ n e n t o f c i v i l servants and also d .e ir ioh proae are not exactly snnilar o
other countries- where there are different domains and different c . e g . . o f
services which are included under t h e definition o f civi seivan •
a broader analysis o f pubHc administrauon per se w ic
understanding the wav m which a country’s government relates to its peopunderstanding . . the state (pubUc administration) and
. rela .ons.p bet^ .en ^ ^ . .e c t s . e
those o f civil society „
poUdcal, social values an p ^
essential element in maintaining s
44
which it sen ' es the state and wider society may be seen as a manifestation of its
social and poKtical conscience. A properly functioning democracy and the
development o f good governance are dependent upon an effective and ethical
public administration. The lesson o f pubKc adnoinistration generally and civil
services particularly is that they have attempted to embrace the change
challenges engendered by the global reformation o f the public sector, but tlie
approach taken in each country reflects the choices made by the citizens and
the political elite on their behalf. These choices are constrained by previous
decision that appear in the guise of laws, custom and practice, sunk investments
in plant and machinery, budgetary commitments; in short they are tlie historical
legacy inherited by each generation and come accompanied witii a complex set
of cognitive biases. The process of reform and the globally evolving political
system o f increasingly integrated polities has led to the realization that each
state’s civil service develops and changes to a greater or lesser extent as part of
the evolution o f multi-level governance.
The Committee, by studying the report felt that though there may be a
lot of difference beM'een the recruitment procedure o f our country with other
foreign country, it is most important to be noted that the process of refonns is
a universal phenomena and thus CivU Services Examination Reforms is needed
in each part o f the globe mcluding our countty w i* * e fast changng global
scenario.
3.2.3 Summary of the inputs received from some of the Embassies
about the process of recruitments being foUowed in various foreign
countries.The committee also obtained separately some inputs about recn.itment
Of Gvil Servants in some o f * e foreign countries Uke CUna, AustraUa and
United Nations from the respective Indian Embassies. A brief sun^ary o t e
inputs received is placed at Annexure-IIT.
4 5 ' j
J.2 .4 .IT0 have a report on the basis o f a study on the efficiency and perception
of the Indian Civil Service Examination from various stake holders Kke
prospective candidates and aspirants appeared/appearing in the civil services
examination, the general public and senior civil servants and training instimtes.
The Committee received two sets o f information viz.; one done
internally through the Research wing o f UPSC and the other outsourced to
some experts. A summary o f information received from the above smdies is
furnished below:
(A) IN FO RM ATIO N RECEIVED FROM TH E RESEARCH WING
OF TH E COM M ISSION
The Research wing o f the Commission conducted a study on the
candidates who were called for the Interview of Civil Services
Examination, 2011 in the Commission and obtained information from the
candidates on various aspects o f the Civil Services Examination viz..
Preliminary Examination, Main Examination, Personality Test, Evaluation
System, syllabus and Question Paper, Eligibility etc. Suggestions received xr^m
the candidates in a tabular form are placed at Table-1. A brief narration o f the
information gathered by the candidates is as under.-
-Suggestions on Civil Service (Pre) Exam
. CSAT is rightiy introduced; efforts sliould be made to malce tiie
examination less coaching dependent..
. The present preHtninary exam o f CSAT lias been a good move by UPSC
to even out advantages o f any held by the opdonal previously. There
ean be an increase in * e number o f questions in .he paper II o f the
CSAT where more diverse questions can be asked to test the candidate’s
aptitude. It helps to assess the cand.date’s broad based aptimde if the
3,2.4 The Committee also arranged the following stuciies;-
46
* Some Psychological test to peep inside the mind to test his/her comjmitment and honesty is required.
• In civil services examination and selection diere should be more
attention towards Hindi medium and mral background students. If a
student belongs to a rural background then it’s necessary that in
interview there should be soft corner towards him.
Evaluation System / Transparency
• If possible Xerox copies o f preliminary paper answer sheet should be
provided to candidates. Some state pubKc service commission have
already adopted this system.
• Transparent re-assessment procedure should be implemented.
• Candidates marks must be displayed and cut o ff mark'be shown. Use
carbon copy answer sheets, so that candidates can take that copy along
with them.
• Compulsory language paper in Civil Services Main examination should
carry weightage in total marks. Because language gives insight about the
society.
Syllabus and Question Paper
. SyUabus should be clearly defined and Ust o f recommended books
should also be provided for each subject. One reason why student join
coacUng institute is unawareness about the books they should read. ■
. Hindi translation .s very mechanical. It should be more logical to give
complete meaning o f fuU sentence.
» Introduce data analysis and logical reasoning at prelims level.
49 ,
Data analysis and logical reasoaing with explanation may be inoroduced at mains level.
• In the present prelims -specifically in the CSAT paper give more
importance to the situation based and problem solving questions
Arithmetic and vocabulary and for Mains the present system & model,
and syllabus should be retained.
• Syllabus must be inclusive o f the administrative set-up as well as law
concerning civil administration.
• It wiU be helpful to aU aspirants if UPSC announces change in advance,
so that all aspirants can plan accordingly.
Other general nature o f suggestions:
• Candidates who once passed preliminary examination should not be
required to appear in the same for next 2 attempts.' This will help
candidates to prepare for the Civil Services (Main) Examination.
• Age limit may be reduced to 25 years.
• Civil Ser tices Examination should be conducted after 10+2 level like
N DA exam.
• Split the UPSC civil service exam into two; One for IAS, IPS & IRS and
the other for group ' A ’ central service. Remove group ‘B’ service from
Civil Service. This wiU enable candidate from reputed institutes like IITs,
IIMs to just sit for the one for IAS, IPS, etc. They will not waste seat
and reduce chance o f others to quaUfy other group A’ services.
Efficiency will increase and die ones opting for group ‘A ’ central services
will work hard m their fields. Now a lot o f youth with professional
degrees join group A services and waste the.r year in prepanng for most
attempts, just to leave the service.
'50 >
Any candidate who clears Mains examination should be given an
opportunity to serve Govt, o f India in at least Group B (Non-gazettetl)
post so that civil services exam could attract maximum talent in the country.
» There should be an alternative career system for smdents clearing the CS
Mains exam but not getting into the final list.
• Due to coaching culture the preparation for the civil service has become
highly professionalized and there is a need to reverse this process. To do
away with cap on the number o f attempts could be an important step in
this direction because o f this capping; candidates feel the need of
coaching institution’s assistance.
» Arrange interviews and medical test for physically handicapped persons
so that they have not to stay for more than 2 days in Delhi. Interview
dates should be changed on request o f candidate in some special cases.
a The number o f examination centers for both the civil services
preliminary and mains exam should be increased, covering miore tier II
cities, so that the rural people can get easy access to the venue.
• The results should be declared on the pre-announced date.
® Results must be declared early.
• Keeping in view the importance o f public administration subject in the
changing scenario, it should be given more weightage in die examination.
Moreover, this subject can be taken as a compulsory subject.
• In the Main exam optional subject should be temoved and there should
be general aptitude question paper in the main examination to provide a
level playing field to all candidates from different subject background.
51 '■)
With die change in the preliminaiy exam the exam became uniform for
all the candidates. This will remov-e the inter subject disparity and
provide a level playing field for aU. The whole time span o f die exam
should be compressed. This wiU attract youdis from other professions
to take the examination, who do not participate because o f sacrifice o ftime.
s Remove traditional subjects as optional-i & II and make public
administration and management with simplified syllabus compulsory at mains level.
» Syllabus for preliminary exam is best but for mains examination only
include General Study paper in format I to IV which includes general
subjects like, geography, public administration, polity, history, economy,
sociology, human resource. These subjects are required in
administration. Knowledge o f these subjects helps to improve the
administration.
* Like preliminary, in mains also optional papers should be abolished and
a common syllabus should be adopted for all candidates appearing in
mains also so as to give a level-playing field them.
* Written exam should be focused, more on Public Administration,
international relations, general awareness about India, current affairs.
The practice o f optional subjects should be discontinued (as they are
evaluated during graduation exam).
* Introduction o f CSAT is a positive step. Now steps should be taken for
such steps at mains level.
62
(B) IN F O R M A T IO N GATHERED THROUGH A STUDY
OUTSOURCED T O T H E GROUP OF EXPERT (S)
In the study conducted, the expert group considered the following
category o f stakeholders for the puipose o f research, namely,
a. The candidates who have appeared or appearing for the Civil
Services Examination were treated as primarily target;
b. Senior Civil Servants and training insMute who were identified as
secondary stakeholder;
c. General public who were identified as tertiary stake holder
According to the research team, their research stems from the
need to get a ‘as-is’ picaire o f the scenario o f the civil services
examinations so that further changes and improvements in policy and
procedure can be affected.
Following points emerged from the study:-
9 The average age for qualifying die examination has been found to
be 26.4 years while the aspirant usuaUy sits for the examination at
the age o f 24 years.
• The motivation behind taking the examination for selection in die
government is power.
• Majority o f candidates were from engineering background at bodi
graduation and post graduation levels.
. Aspirants were found to be almost equally distributed between
graduates and post graduates;
. Aspirants were preparing by financing *eir preparation e.th,er
™th the salaries from fuU or part time jobs.
53 i
* Aspirants who are unemployed seem to be funded by Central
govt, or State Govts. Scholarships. However, it has also been
tound that the aspirants do not utilize tlieir grants for what they
are meant (research) instead it is seen as a safety net and a regular
source o f income during the preparation of civil services
examination.
» Aspirants usually devote 5-9 hours on p/eparation daily.
* Geography, Sociology, Public Administradon and History
were/are the major choice o f subjects. Though the candidates
can very well choose a subject related to his/her academic
discipline, there is a perception that there is Kmited scope for
scoring well in those subjects. On the odier hand, there is general
notion that in subjects like Geography, Sociology, Public
Administration and History high scores can be obtained.
a The first attempt was/is the most successful attempt for the
aspirants with majority qualifying the preliminary examination in
the 1'"' attempt.
9 Aspirants with engineering background formed the major chunk
o f aspirants who qualified the prelims in the first attempt.
• The awareness about the civil service is quite healthy due to role
played by the traditional channels like ne^vspaper etc. The website
o f UPSC has been termed as reUable and easy to access in nature.
• Aspirants want to prepare again to get a better rank.
. The perception o f the pubKc about civil services is that it gives
prestige and honour <n society along with power. Motive o f
serving the people was found to be low.
54
a The current selection process has been able to select right kind o f
candidates.
® The marks o f 10 '’ and 12'’’ should be given some weightage.
3.2.4.2 The committee also got feedback from the training academes about
their views on the reforms process based on tlieir experience o f imparting
trainings to the selected candidates and also from the cadre controlling
authorities about quality o f candidates being nominated through the Civil
Services Examination.
Besides making a written communication to all the Heads o f Civil
Services Training Academies (17 no), one o f the interactive sessions was
dedicated for interactions with the Directors o f Training academies. There
was a broad consensus that though there cannot be any doubts raised about * e
quaHty o f selections done by the UPSC. there is a need to review and bring
reforms in the existing scheme o f examination. There was a general opinion
amongst die participants that the candidates selected are found to have
deficiencies (in certain cases) in oral and written communication in English.
The above view was also corroborated by eminent persons.
55 )
CHAPTER - 4: PROBLEMS ENVISAGED WITH TH E EXISTING
SCH EM E OF EXAM INATION.
4.1 The Committee deliberated on the existing scheme of Civil Semces
Examination in totality. This involved issues such as eligibility criteria like age,
number o f attempts, educational qualification etc. The Committee collected
different statistical information relating to the issues/problems envisaged. The
Committee examined the existing scheme o f Civil S'',rvices Examination (both
written examination and interview) and tried to co-relate the examination
scheme with the parameters to be set for selection o f candidates. The existing
large pool o f candidates is filtered by the CS (Preliminary) examination first.
Candidates who get selected for the Civil Services (Main) Examination are
thereafter subjected to furtiier filtration in die Civil Sendees (Main) Written
Examination and interview. The Committee endeavored to evolve a proper
mechanism o f selection, by fine tuning all the relevant parameters to have an
objective selection process o f getting the most deserving candidates for the
country’s civil sen/ices. The selected candidates are expected to serve for tiie
next few decades and should be capable o f deUvering good governance in the
fast changing domestic and global socio economic and technological scenario.
In the process, die Committee interacted witii different
stakeholders/cross-sections o f people such as government functionaries,
retired civil servants, heads o f the training institutes and social workers. It tried
to synthesize tiieir views to develop a model for die best selecuon
tnethodology.
The Cominittee on recruitment policy and selection formed under the
Chairmanship o f D.S. Kothari had outlined the foU ow g saEent points as
basic requirements to be met through the selection process o f c M servants:-
56 ;
‘The process should command the complete confidence and tnist of candidates, of the
Government and the public. There should not be any compromise with integrity and it should
not be seen that in any ivay favoring or discriminating against any region, group or section of
the community. It should provide to the maximum possible extent equality of opportunity to
the canaidates irrespective of their social status, region and their university degree subfects. It
should encourage candidates with appropriate attributes and qualities to offer themselves for selection. ”
The committee identified the following problem areas in the existing scheme
of examination which require to be revisited to fulfill the objective o f having an
apt selection mechanism through the Civil Services Examination and to have
candidates with the desired skills
4.2.1 Age o f entry:
4.2.1.1 The existing age prescribed in the Civil Services Examination is as
follows:
(a) A candidate must have attained the age of 21 years and must not have attained the age
of 30years on 1st August i.e. he f she must have been bom not earlier than 2nd August and
not later than 1st August of the relevantyear.
(b) The upper age limit prescribed above will be relaxable:
(i) Up to a maximum offive years provided a candidate belongs to a Scheduled Caste or a
Scheduled Tribe.
fi) up to a maximum of three jean in the case of candidates belonging to Other Backmrd
Classes who are eligible to avail of reservation applicable to such candidates.
(in) U p to a maximum of five years if a candidate had ordinarily been domiciled in the State
•fjmmu & Kashmir during the period from th, 1st]anua,y. 1980 to the }V d y oj
December, 1 9 8 9 .
57 ^
li,) Up to a maximtm of three jears m the erne of Defence Se,vices personnel disabled m
ijxKtlons during hostilities vith any foreign cotmtty or in a disturbed area and released as a0nseqtience thereof.
(ti) Up to a maximum offivejears in the case of ex-servicemen including Commissioned
Officers and EdOsi SSCOs who have rendered at least five years NLtlitary Service as on 1st August, 2012 and have been released:
i. on completion of assignment (including those whose assignment is due to be
completed within onejear from 1st August, 2012) othenvise than by way of
dismissal or discharge on account of miscondi.ict or inefficiency, or
a. on account of physical disability attributable to Alilitay Service, or
Hi. on invalidment.
(pi) Up to a maximum offive years in the case of ECOs/ SSCOs who have completed an
mitial period of assignment offive years Militaiy Service as on 1st August, 2012 and ivhose
msiffiment has been extended beyond five years and in whose case the Ministy of Defence
issues a certificate that they can apply for civil employment and that they will be released on
he months notice on selection from the date of receipt of offer of appointment
(m) Upto a maximum of 10 years in the case of blind, deaf-mute and orthopedically
^m cappedpersons.
OTE I: Candidates belonging to the Scheduled Castes and the Scheduled Tribes and the
Other 'backward Classes who are also covered under any other clauses of Para 3(H) (b) above,
•?. those coming under the category of Ex-servicemen, persons domiciled a the State o f] &
thtnd, deaf-mute and orthopedically handicapped etc. mil he eligible for grant of cumulative
^ -Telaxation under both the categories.
*il.2According to the above mentioned provisions, there is every probability
4at a candidate aged 35 years (or even mote) has a chance to get selected as a
fcect recruit through this examinadon. A table sho%ving the commumty-wise
58
age profiles o f candidates selected through Civil Services Examination during
2007-2011 IS given at Table 2.1 and 'I’able 2.2 and also shown in the form o f a
bar diagram below;-
Community-wise Age Profile of the Candidates Appeared in Personality Test of
Civil Services Examination, 2011
350
■S)4-'•rt3V
c■XO
OJSIEZ
300
250
200
150
100
50
1
:‘:.U :
uf[|\
03C
5T
5C
f..r t- ' ■
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 35 37 38 39 40
Agetin vears)
Figure; I
59
B"O
egO
'V
140
120
100
BO
60
40
C om m u riiiy -w ise A ge Profile o f ih e C andidales R ecom m ended in Civil Servicesbxaniination, 2011
\. \ '■ 1
"if!
■ .1u';V\ i
' .1■»
rl:“rL--}•94—>
'‘dTT* :--.Aisl
. : f
i
I-..;
i: Cv;
-ST
i SC.
i:. ^ ; I
21 n 23 24 25 >6 27 28 29 30 J1 32 33 34 35 35 37 38
Age{ill yeoro)
Figure: II
The data reveals that most candidates get selected in the age group o f 21
to 28 vears. For lAS/IFS also maximum numbers getting selected in a general
: categor) and OBC categoiy are in tlie age group o f 21-28 years whereas for SC
and ST communities the maximum concentration o f selected candidates are
from the higher age bracket. In the preT-Cothari regime the prescribed age limit
I was 21-26 years. The Kothari Committee did not propose any revision in the
: prescribed age limit. In 1999, the upper limit for appearing in the examination
' Was increased to 30 years for general category and 33 years for OBC and 35
}’ears for SC /ST categories candidates. The Satish Chandra Committee (1989)
I did not propose any changes in the upper age limit o f the candidates Y-K.
I Alagh Committee obsei-ved that for general categoiy, the success ratio o f
60
candidates in the lower age group viz., 21-25 years is much higher than that oi
the 26 years plus candidates, Alagh Committee concluded through data
analysis that the higher ranked candidates pass the examination at a younger
ige and the age profile tends to increase as one progresses towards the lower
auks. The Alagh Committee therefore strongly recommended a reduction in
upper age limit to 26 years for the general category with usual relaxation for
reserve category candidates. The Hota Committee constituted by the Govt, o f India also recommended as follows
‘To mould joung entrants for the higher civil service through trainings
government maj go back to the period from 1948 till 1971 when the age of eligibility
was 21-24 years for general candidates (as against 21 -30 jears for general candidates
at present) mth five year's age concession for members of the Scheduled
Castes/Scheduled Tribes. Age concession for candidates of the Other 'Backward
Classes may be three years as at present. ”
According to the Alagh Committee” “ The CivilServices which have a
constant inteface rvithpeople/peoples' representatives and ivho can be termed as being
the cutting edge o f p^iblic services, require orientation and mouldi7ig of the persons
recruited in an appropnate manner. It is obvious that such moulding or orientation
can be done effectively only when a person is still at an impressionable age. A t the age
of 30 and above, recndts can hardly be thus moulded. By this age, an average person
would have spent five to seven years after leaving educational institutions and might
have held some fobs. Without prejudice to those jobs, it may be stated that such jobs
are not, always likely to be of a nature that ivill prepare a candidate for the civil
services. The result of higher age limit is recruitment of rather older persons who
might have alrea^ developed a self centric ivorldview, and are not very hkely to change
their attitudes after being recndted into the civil services. These attitudes, particularly
Committee’s Report para 7.3
61
towards morality, ethics and matters such as n'dsusing public office for personal gain,
nave a very irripoHant bea?'ing on suitability for the civil services. It is, therefore, veiy
important that, as far as possible, the field of recmiiment for the civil services be
confined to fresh graduates!post graduate candidates of a relatively younger age. ”
This Committee, in its deliberation with various stakeholders as well as
other eminent persons and heads o f training academies was informed that die
upper age limit o f 30 years is affecting the quality o f intake. They felt that a
person recruited at an older age becomes inflexible in nature and cannot be
moulded suitably as per the desired skills o f civil servants. A policy o f “ catch
them young” will certainly help better trainabHity and shaping the mindset o f
the candidate. Officers starting at a younger age would be more energetic,
optimistic, enthusiastic, ready to take challenges and can perform well in
comparison to those who join late and have accumulated family obligations
and become less dynamic.
4.2.2. N um ber o f attempts
4.2.2.1 ^Kothari Committee felt that since “a number of vacancies are fixed in a given
]iar, an increase in a number of attempts affect adversely the quality of selections as it tends to
kip the less deserving candidates at the expense of more deserving. However, in view of the
iifimlties that may possibly arise on a lack of familiarity 7vith the Union Public Service
Qmmission examination ive feel that the number of attempts may be two hut not more. ”
4.2.2.2 Satish Chandra Committee^ observed the foUowing in its
report:-
‘Thus we find that the success ratto in the first attempt ,s hw compared to the success
in the second and tUrd attempts. The success ratio in the second attempt is the highest;
Kothari Committee’s Report Pata 3.5.8
’ •V. Satish Chandra Committee’ Report paras 5.1004 & 5.1005
;• 6 2 ':)
yt it is only marginally higher than the success ratio in the third attempt hi other words, in»
the third attempt a sufficiently high number of general candidates not only get into the Merit
IJst but also into the first 2 0 0 positions.
An opinion was expressed that as bright candidates should be able to make it
into the Merit U st of the Civil Services ~E.y:amination with a maximtm of two attempts, the
number of attempts for the general candidates should be limited to two as recommended bj the
lothari Committee. It was also argued that a large number of attempts give a candidate with
average abilities, scope to perfect the technique of the competitive examination attd come into
the Merit Ust. IVe have given careful thought to the above arguments; but we feel that the
Resent scheme of three attempts for the general candidates need not be altered at this stage
prticularlj when a good number of general candidates from the rural areas are coming into
the Merit U st”.
4.2.2.3 Alagh Committee* while examining tlie issue viewed that “the large
mmber of attempts permissihk at pnsent allom candidates with average ability the scope to
pjatthe technique oj competitive examination and come into the merit list. However, ij the
mmher of attempts are reduced drastically, the maker sections mof he further handicapped
^daily those who blossom kte among them. A t the same, ,t ts in the interest of candidate,
« ako in the national interest, that those who have little chance of making the grade know it
earl, stage of the selection process This would help them to use their time, energy and
murces more gainfully in preparing for the interest best suited."
42.2.4 The ARC while deHberaling on this issue observed categorically
that high number o f attempts also leads to loss o f productive years as also the
I self-confidence o f the candidates who keep making repeated attempts in thisI examination. ARC„therefore, recommended a reduced number of 03 attempts
fot general category candidates, 05 attempts for OBC, 06 for SC/ST and P1
; category candidates.
i’rof.Alagh Committee’s Report Para 7.10
63 .y
Number of Attempts made by the Candidates Recommended in the Civil Services Examination, 2011
250
200
W0)4-»raI 150 c(BU
" 100
£3Z
50
237222
137128
3
I ®MIic.txi'.-As.
4
75
53
i:fS sa
5 6
2212
- 1 ■]
7 8
10 7
k ^ J L...J
9 10
2
11
3
12
1
13
0
14
1
15
Number o f Attem pts
Figure: IIT
The Committee further tioted that candidates recommended by the
Commission on the basis o f result o f Civil Sem ces Examination after obtaining
semce allocation by the D O P& T and joining the traming institute arc
continuing their attempts in the CSE. This is leading to a high rate o f attrition
111 many services. It is, m a way, a great wastage o f public money and resources.
It further leads to vacancies remaining unfilled in quite a few o f the ser^nces in
practical terms. Therefore there should be some restrictions on multiple
mempts by a selected candidate. This problem could possibly be tackled on
similar lines as with IAS and IFS, where, as per the rules o f examination [Uule 8
of CSE) ca„dida/e who is appointed to the Udim Admimstmtire Service of the India,,.
Smice on the results of an earlier examination
6 5
ufid contimies to be a member of that service ivill not be eligtble to compete at this
lamination”.
■ :j£>
4.2.}. I As pe. the present scheme o f G v i Services Exam.nat.on a
c.nd.datehav.ngag.-aduation.nanyd.sc.pl.neca„ apply fo. thus e.a™i;atton. There has been mcreasmg predommance o f professionals durmg the recent
time m the Civil Semces Examination and a number o f Engineers, Doctors.
management professionals and lawyers are in the fray eveiy year to compete in
the Civil Services Exammat.cn and aspiring for services which are mostly general in nature.
4.2.3.2 The Committee examined the educational standards o f the
candidates who have qualified in this examination. Satish Chandra Committee
had observed that during the period 1979 to 1987, the percentage o f r ' Class
Degree holders in the merit list o f Civil Seivices Examination within the range
of 52% to 70°-o. Table 4.1 and Table 4.2 show marks obtained by the
candidates in their graduate degree for both appeared as well as recommended
candidates during the period 2007-2011. The position in regard to academic
level performance is further depicted below in the form o f a bar diagram.
42 .3 . Educational Qualification
H gure; I V )
1600
IVlarks obtained at Graduate Level by those Candidates who appeared for Personality Test of Civil Services
Examination, 201X
sz.s-jo/o
1400
1200 609
. . s lOOO••o
O 800
Ge ne r alOBC
30.38%
.XI-g GOO
481 SC
OO139
444.
-f-
200
O
4-.72%T.99"/n 29 X
„ 308 3 g 26 6
< SO% SO%toSS% SS%to7S%
•X, o f Pi.4ark's. O !..<»v J
217
1954
>= 75^
67
aie4.2.3.3 As can be seen from the data, almost all candidates who
successful in the CS (Main) examinadon have obtained more dian 50% marks
at the graduation level. Keeping diis in view, it is logical to prescribe a certain
minimum standard in the gxaduadon degree for determining the eligibility o f
candidates. This would serve a twin purpose. First quite a few non serious
candidates would be filtered out at die initial stage itself. These would be those
candidates who have, in any case, almost no chancj o f success in this fiercely
fought competitive examination. This would dierefore reduce the number of
candidates applying for this examination. At present, only around 50% o f the
candidates who apply for the civil services examination actually appear in it. It
is a fair assum_ption that most o f the candidates who apply and then do not
appear in the examination are non serious candidates with probably low
performance in their, graduation level examination. This would therefore reduce
the logistic burden o f die commission significandy. More importantiy, it would
also be beneficial to these candidates since, instead o f spending a huge amount
of time, energy and resources for preparing for this examination, where their
chances o f success are minimal, they could more gainfully look for other career
oppormnities and avoid frustration. This would also put more value on the
University education system with candidates giving it due care and attention
and applying themselves towards a better performance at die graduation level.
The committee during its course o f interaction witii various persons got a
positive feedback in this regard that diere must be some minimum percentage
of marks fixed to take care o f die fact tiiat die candidate has a consistent
academic record.
4.2.4. Commumcation SkiU vis- a- vis testing o f Indian Language,
English and Essay
4.2.4.1 The Committee went into the genesis o f introduction o f Indian
Language and EngUsh language testing m the- scheme or Civil Services
Hxainination. This was reconimended by the Kothari committee winch*
proposed a qualifying paper each on one Indian Language as well as English.
Kothari Committee justified^ the testing o f languages, in its report, as follows:-
Kothari Committee’s view on Indian Language
'‘ IVe are convinced that every candidate desiring to join the A ll India and Central
Semces should have sound knowledge of at least one of the Indian languages included in the
Eighth Schedule to the Constitution. A. joungperson who lacksproficienty even in one of our
languages suffers from a major lacuna and is ill fitted for public service. Indeed for the
development of well rounded personality, it is necessary that our young people shoidd have
some interest in the languages and the related literatures of our country. We strongly
ncommend that there should be a compulsory paper for an Indian language, (to he selected by
the candidates out of the languages listed in the Eighth Schedule) for both the Preliminay
Examination and the Main 'Examination. ”
Kothari Committee’s view on English Language
'W e have given careful thought to the role of English in our scheme of examinations.
English has an important place in the life of our country. It is an important link language
for purposes of administration, especially at the A ll India level. In many of our universities
English continues to be the medium of education, particularly at the postgraduate level
Inowledge- of English is essentialfor keeping in touch with new developments, particularly in
icience and technolo . English is, perhaps, the most used medium for international
communication. We recommend that there should be a compulsoy paper to test the adequay
acknowledge and proficieny in the use of English.
‘ Kothari Committee’s report Pnra 3.22 nnd Para 3.23
■■■59 ■')
4.2.4.4 Alagh Committee’ s view on Indian Language and English
Language Testing.
Y.K. Alagh Committee felt that “A person ivho does not know any of the
Indian languages mil be ill suited for public service. On the other hand, it is felt that
linguistic competence may not be required for efficient functioning of all the civil servants but
oiily for some categories and not necessarily in their own language, but that of the state to
which they are allotted, or, in case of Foreign Service, in the linguistic region in which they
have to work. Language may be relevant in the case of A ll India Services only and in any
case, the officer has to learn the language of the S tate to which she/he is allocated.
Y.K .Alagh Committee expressed * its concem about lack o f working
knowledge o f candidates in EngHsh which is presendy serving as a major
functional Hnk language, especiaUy in the international context
4.2.4.5 The committee, in its interaction with various persons got almost a
consensus opinion from all about the need to test proficiency of future civil
servants in Indian language as well as EngUsh language. There was also a
general feedback from the training institutes that the candidates finally
tecommended are generaUy not having good communication skills both oral as
well as written. It was reported by * e Heads'of Training Academies like the
Director. Foreign Service Training Academy and Heads o f organizations like
the C&AG that at the training level also, some candidates are found to have
very poor knowledge o f EngUsh. They are unable to comprehend the exisung
training material which is mosdy in EngUsh. The existing language testtng is
not found to be sufficient. Since comniunicadon is one o f the mapr sUl sets
for the CivU Servants, su^esdon was made dsat marks obtained in the languag
' Prof. Y .K .A lagh Com m ittee’s Rcpott para 6.6.2
’ Prof. Y .K .A lagh Com m ittee’s Report para 6.6.!
70
testing should be counted for merit ranking to make it more meaningful in die scheme of examination.
4.2.5 Essay Paper
4.2.5.1 The Essay paper was proposed by the Kothari Commiittee. However,
this recommendation was not agreed to by the Government, at that time.
4.25.2 Satish Chandra Committee strongly favoure' . introduction o f Essay
paper in Civil Services Examination as per the following recommendation:-
We are of the view that the Essay Paper in the Main 'Bxamination will hnng out not only
the candidate’s linguistic skills hut also capacity for comprehension, ability for critical
analysis, mental quality for integrated thinking assimilation of ideas and clarity of
expression. We feel that the two papers on General Studies (600 marks) in the current
ichemt of Common Examination are not able to do these in a satisfactory manner.
In recommending the introduction of an Essay Paper, we are aware of the problem of
uniformity of standards of evaluation. Even before 1970, ivhen there ivas only one medium of
examination (i.e., English) for all candidates, for the compulsory Essay Paper, there was a
"problem of ensuring uniformity of evaluation. This problem would get worse if the hssay
fctper is introduced in the current scheme of the Main Examination as a compidsoty paper,
where a candidate has the facility to choose either English or any one of the Indian
Languages’ as the medium of examination. But ive feel that to a large extent, the problem of
lack o f uniformity of standards in evaluation of the Essay Paper can be overcome by
prescribing certain criteria of evaluation; by holding meetings of examiners to set norms of
evaluation and, if possible, by getting the answer script evaluated by two examiners
independent .
In view of the obvious merits in the introduction of an Essay Paper, we recommend
that in the Main Examination, there should be a compulsory paper on Essay over and abovu
^Prof. Sarwh Chandra Comtnittee’s report, para 5.0403, 5.0404 and 5.0405
ibe compulsony paper on General Studies. The Essc^ Paper should carry 200 marks.
Candidates could anstver the Essay Paper either in English or in any one of the 'Indian
iMnguages’, recognised in the Eighth Schedule of the Constitution. To ensure unifor?my of
standards, rue recommend that evaluation of the answer scripts on the Essay Paper should
take into account (i) comprehension (ii) originality of thought (Hi) clarity of expression and
(ip) integrated thinking ivith assimilation of ideas. W' e also recommend evaluation of the
aimver scripts in the Essay Paper bj tivo independent examine' s. In this system, the marks
scored bj a candidate should be the mean of the two scores.
4.2.5.3 On the basis o f recommendations made by the Satish Chandra
Committee and approved by the government, Essay was introduced in the
scheme o f Civil Services Examination from the year 1993.
4.2.5.4 Y.K.Alagh committee viewed the following as regards the Essay
paper:-
'"Data from 1997 to 1999 show that 80% of successful candidates secured 50%
marks from 1997 to 1999 in essay. It is leant that candidates are memon^ng 20 to 25
on diffmnt topics and since the pattmt of essay topics is repetitive and predictabk
tbenly creating place for coaching institutes to plaj a role, candidates are able to defeat the
gstem. Besides, there is the problem of uniformity of standards of evaluation. It is difficult to
prescribe criteria for evaluation in spite of holding metmgs of examiners to set norms of
evaluation and getting the answer scripts evaluated by tn,o examiners independently. Forty
percent of candidates rvnte the essay paper in an Indian language. There is a feeling that in
tbe absence of any r.odel answers, bias cannot be rJed out. In vie. of this, there is a case for
restructuring this paper by defining the testing niethodolo . However, cons.denng ,ts
.mportance to test linguistic skills, capaaty for comprehension, ability for crttml analysis,
capaatyfor integrated thinking, assimilation of ideas and danty of egression, the CommiUee
,bought It prudent to retain the essay as apart of the Compulsoy English and Indian
language Papers with due iveightage (as discussed earlier), ivhere it will not only be a
falifying test but also added to the final sco re. It is further suggested that due care should be
taken that there is no element of predictability in the essay topics. Preferably, there should be
only one essay based on current issues with multiple dimensions allowing various
Interpretations. ”
4.2.5.5 The problem with the current system is the skills required in
connection with the writing o f the Essay are being tested for the purpose of
merit in one language only. The committee felt diat Essay writing skills should
be tested for m.erit both in the English language as weU in any one o f the
Indian languages o f the Vlllth schedule, where bodi the language tests are
required. Further, the present Essay writing does not cover (a) comprehension
and (b) brevity o f expression.
4.2.6 General Studies
4.2.6.1 The present syllabus o f General Studies papers is as follows.-
GENER.\L STUDIES
PAPER - 1
1. History o f Modern India and Indian Culmre:
The History o f Modem India will cover history o f the Country from about the
middle o f nineteendi century and would also include questions on important
personalities who shaped die freedom movement and social reforms. The part
telatmg to Indian culture will cover aU aspects of Indian culture from * e
mcient to modern times as weU as principal features o f literature, arts and
architecture.
2. Geography o f India:
73
In this part, questions will be on the physical, economic and social geography
of India.
3, Constitution o f India and Indian Polity;
This part will include questions on the Constitution o f India as well as all
constitutional, legal, administrative and other issues emerging from tiie politico-
adiTiinistrative system prevalent in the country.
4. Current National Issues and Topics o f Social Relevance;
This part is intended to test the candidate’s awareness o f current national issues
and topics o f social relevance in present-day India, such as the following:
(i) The Indian economy and issues relating to planning, mobilization o f
resources, growth, development and employment.
(ii) Issues arising from the social and economic exclusion o f large sections from
the benefits o f development.
(iii) Other issues relating to the development and management o f human
resource.
(.V) Health issues mcluding the mar.agement o f PubUc Health. Health education
and ethical concerns regarding healdi-care. medical research and
pharmaceuticals.
(V) Law enforcement, internal security and related issues such as the
preservation o f communal harmony.
(■«) Issues relating to good governance and accountabiUty to the citizens
mcludir g the maintenance o f human rights, and o f probity in pubUc Ufe.
H Environmental issues, ecological preservation, conservation of natural
resources and national heritage.
PAPER - II
1. India and the World:
This part will include questions to test candidate’s awareness o f India’s
relationship with the world in various spheres such as the foUowing:-
Foreign Affairs witli special emphasis on India’s relations with neighboring
countries in the South Asia region.
Security and defence related matters.
Nuclear policy, issues, and conflicts. The Indian Diaspora and its contribution
to India and the world.
2. India’s Economic Interaction with the World:
In this part, questions will be on economic and trade issues such as foreign
trade, foreign investment; economic and diplomacy issues relating to oil, gas
and energy flows; the role and functions o f I.M.F., World Bank, W.T.O.,
WIPO etc. which influence India’s economic interaction with otiier countries
and international institutions.
3. Developments in the Field o f Science & Technology, IT and space:
h this part, questions vviU test the candidate's awareness o f * e developments
m the Held o f science and technology, information technology, space and basic
ideas about computers, robotics, nanotechnology, biotechnology and related
issues regarding intellectual property rights.
4. International Affairs and Institutions:
This part wUl include questions on important events in world affairs and on
international institutions.
5, Statistical analysis, graphs and diagrams;
"fhis part will test the canaidate’s abiKty to draw conclusions from information
presented in statistical, graphical or diagrammatical form and to interpret them. ^
4.2.6.2 Alagh Committee, while going through die contents o f the General
Studies papers commented ^ that “ On analysis of the existing two papers in General
Studies, it is observed that they tend to test memoty, more than any testing of analytical
0ity. The objective of this paper is to test the general aivareness as well as range of interests
Djh candidates. But it is widely felt that ivith the present sys'jm, candidates are gathering a
ki of mundane information which may have little connection with everyday life. Moreover,
thsse papers seem to have become a pointless exercise in memon= tion, often of totally
umecessary facts.
Alagh connmittee therefore recommended doing away with the General Studies
paper.
4.2.6.3 The committee got various suggestions for making the General Studies
papers more contemporary and analogous to the core areas o f Civil Services
and various social issues. There were proposals Hke deciding the contents on
the basis o f topics proposed by Y.K. Alagh committee in its report which were
felt to be more relevant to the present day context and related to the duties and
functions o f the present day civil servants.
4,2.7 OPTION AL SUBJECTS
42.7.1 The Kothari committee recommended "the foUowing with regard to the
Optional Subjects in the scheme o f Civil Semces Examination:-
“ i r . fe.e! that f ir the Main Examination rather than examine eandiJates in three
W subjects at the honours level and in tim subjects at the masters level as at present,
*Prof, Y.fCAlagh Committee’s report para 8.5.2.
"iCothari Committee’s report para 3.J0
76
, erif!g one paper for each subject, a more comprehensive assessment oj the inteilectual
jiiulities of a candidate could be carried out by prescribing, as optionals, only hvo subjects at
\fjnours degree level. For each subject, a fuller examination would he possible if tivo full ,
'0gth three hows papers, rather than only one paper, as at present, are prescribed. It is
gcissary to emphasi that the written examination is intended to assess the intellectual
i lities and depth of understanding of a candidate rather than his capacity for gathering and
nproducing information and data over a wide front It is assumed in the proposed scheme
ikt a candidate would offer as one of the optional subjects, the subject which m may have
studied for the honours or masters degree. He would be required to prepare on hts own ony
0 more subject at honours degree level. This muld permit the candidate to devote hts
fnparatory effort in greater depth to only Uvo subjects in place oJ at least three subjects whtcb
j)i has to prepare under the present scheme
4.2.7.2 The SaOsh Chandra Committee envisaged certain logistical problem
«th the Optional papers, which were narrated ® in the report as follows:-
is clear that admnistrative problem connected the setUng of question popes
^.aluauon of answer papers increase tremendously «th addtUons to the list ofperm.ss.ble
t.enal subjects. The problem of matntaining uniformity of standards between subjects c so
harder. Vurther, ffven the tight tirue table for compkUng the full process of t e
ofe.am.nationsfrom the Preliminary e.am.nation to the publ.cat.on of fina r e ^ .
subjects is augmented.. that the Civ.1 Semces rvill stand to benefit by inclusu,n of more sWajects «hich
While it is true tr ai ----- nrea ofstudents take in the Un.vers.ties thereby mdemng the of
competition to
k brightest among the .............., .candidates of h.gh potenttal. ,t has also to
process can lead to a cioggmg of the system and become c o u n t e r producttve.
Satish Chandra Com mitrccreport p«n 5.0512, 5.0513 and 5.05U
77
If'e, therefore, feel that an approach to this issue has to be restrictive rather than liberal. We
*06 unable to accept suggestions for additions to the list on the basis of uncovered disciplines or
analogous extensions. We also feel that the argument based on a certain type of knowledge ,
coming in handj in some aspects of work in a particular service is misplaced, keeping in mi?id
that under the present scheme a successful candidate may he allotted to any of a number of
services. Subjects which are generally useful to all the sewices, such as Management, Public
Administration, etc. are already included in the list. ¥wiher, we are not in favour oj adding
a subject which in itself is a composite of branches of knowledge draivn from other disciplines.
Also, if a stibject is not taught in a laige mmber of Universities at the first degree level, its
claim for inclusion will have to he ignored
The Committee also proposed to include three subjects viz., Education,
Electronics and Telecommunication Engineering and Medical Science, as
optional subjects in the scheme o f examination.
4.2.7.3 According to the Alagh Committee the testing o f optional subjects was
proposed to be dispensed with by way o f introducing three subjects on a
common platform. The observations" o f Alagh Committee are reproduced
below on the question o f Optional Subjects.-
‘Represent testing of optional subjecU is based on colleid university cummlum. R .-
«amim«g the candidates in their own subjects appears to be of douhfu! utilit). The
universities have already done the m rk and retesting, possibly even at a lower level that what
mMdates have con,pkted earlier, appears to be unnecessay. What is important ts the
relevance o f a subject to the job requirements of a cM servant, espeaall, » * chanffn,
scenario.
P ro b k m conneaed with the setting o f cju‘ ^t.on papers and evaluation of answer
scnpts increase tremendously with large num ber o f optional subjects. Further, given the timc
t.ble for coii leting the fu ll e.a.ination process fr o . the P re,.inay B —
78 ^
isdaration of final results, additional strain is caused due to large number of option subjects,
yioreover, the threshold o f difficulty is not the same among various optional subjects. In terms
gj depth, width and scope, the effoii: required to be put in for one language (literature) or>
iiihject is not comparable to what is requiredfor other subjects I languages. It is in some sense
Impossible to balance different streams like Humanities, Social Sciences, Sciences,
^n^neenng, Medical Saence. Besides, the provision of 51 optional subjects, ivhich can be
answered in any one o f the 18 languages of Schedule VU l to the Constitution, clogs the
because of the problems associated in locating competent examiners, conducting the
mmination all over the cotmtyy for a long duration.
The focus o f the optional in the Main 'Examination at present is on university
subjects which the candidates have studied. On the other hand, the focus needs to be on what
a candidate needs to hioiv or learn in order to be a successful civil servant Therefore, given
the inadequacies and ineffectiveness o f the present subject based optional papers in testing the
candidates on the required and relevant parameters, the Committee proposes to replace the
optional subjects with a set o f three compulsoiy papers designed to test a broad spectrum of
knowledge, skills, attitudes and aptitude in a manner ivhich would be more relevant to the
KQuirements of any entrants to the higher civil services. Each of these papers will be multi-
disdplinaiy in nature but focused on the three broad themes, which in the opinion of the
Committee have direct relevance to the higher civil services. These three themes would be
“Sustainable Development and Social justice”, ‘Science and Technology in Society” and
Vemocratic Governance, Public Systems and Human -Rights” According^, the following
three papers are recommendedfor replacing the existing optional papers.
Paper I: Sustainable Development and Social Justice
Vaper II: Science and Technology in Society
Paper III: Democratic Governance, Public Systems and Human Rights
4.2.7.4 The committee, in course o f its consultations at different levels
got a mixed feed back about continuing with optional subjects. There are three
major areas o f concerns. The first is the large number o f subjects being taught
in the Indian Universities at the graduation level, wliich are in no way
commensurate with the number o f subjects included in the scheme o f Civil
Services examination. The second problem is the medium of language. Since
the candidates are allowed to write optional papers in any o f the languages
included in the V lllth schedule to the Constimtion, there are genuine problems
in finding out examiners who are both proficient in a subject [ say Physics] and
simultaneously in a regional language like Nepali or Bodo. In such a situation
of dearth o f examiners, there may be every possibility o f untoward bias in tiie
evaluation process besides the problems being faced by the Commission in
locating the right kind o f examiners. The third is the issue o f flo9 r crossing in
the field o f optional subjects by the candidates. A candidate hailing from an
altogether different background is opting for a subject which he presumes to be
scorable and easy to prepare. Such eventuaUties necessarily put a question
mark on the vaHdity o f the optional subject in tiie examination system. The
situation will become more prominent from tiie Table 5 and Table 6 annexed
herewith and also from the foUowing bar diagram.
8 0
60% Top lO "M o s t E ffective" Optional Subjects in Civil Services Exam ination, 2011
5 0 % 4S.35%
r3•t3cr
3 0 %
Oa-tiOJS 20%
32 .31%
17.14%14.84% 14.51%
io%
o%
> *
a . 4 6 % 7.36% 6.37% 5.49% 5 .27%
.■ .s'"
O p t i o n a l S - . jb j
Figure: A’
nZic19U■5Vc5)rwCk.0u0a
120
100
80
60
40
20
0
Top 10 "Most Effective" Optional Subjects Combinations in Civil ServicesExamination, 2011
1 j
11
P v
. . I1
I ■•'■■ : • • • .- • i
L i ; . / , i a : . J J
C&
. . .
O .*A
L , J
xe-
dA'
A '.V
.<^'
Optio-fiai Subjects C om b^ation
Figure: VI
81
4.2 ./.5 On the other hand, if a particular subject/ discipline are not included m
the scheme o f CSE, candidates with such backgi-ounds are forced to select
,ub,ects which they have not studied. An example can be cited here in respect
of engineering graduates. There are about 500 disciplines in which graduation
am be done in Engineering; only 04 Engineering subjects are available m the
scheme. Similar is the case for many other disciplines. It is reported by the
Commission that there are about 100 requests pending for inclusion o f
different subjects as optional subjects in the CSM Examination. It is not
feasible to conduct examinations in all the disciplines in which graduation
degrees are awarded by the Indian Universities. Besides it is difficult to
maintain uniformit)' o f standards o f question papers and evaluation thereof
bet\veen different subjects. There is uneven distribution o f number o f
candidates in various optional subjects. Syllabus o f all the subjects is also not
comparable especially for the literatures o f languages. Some subjects are
chosen for the sake o f score abilit) The Commission is therefore required to
follow a system o f moderation to bring the testing o f optional subjects at a
level playing field.
4.27.6 The level o f “ floor crossing” by candidates can be seen in Table 7.1 and
Table 7.2 annexed herewith. It shows subjects chosen in the Civil SeiAaces
Examination vis-a-vis the subject studied by the candidates in the
colleges/universities. The position will also become clearer through the
following diagram.
Humanities Commerceh v : -
15%I-O neSubject • OneSubject
Different , | Different
i < Both Subjects S , Both SubjectsDifferent i ] Different
Same Subjects . i Samefubjects
82
Scienceis%
28% \ One Subject' Different
Both Subjects Different
Same Subjects
Engineering/Technology4% 75
One Subject Different
Both Subjects Different
Same Subjects
Medical2%
J,,'
64%
i.i One Subject Different
Both Subjects Different
Same Subjects
IVlanagement& Others. 6% .
L‘ One Subject Different
Both Subjects Different
Same Subjects
Figure: VII
4.2.8 M edium of Examination:
As per the existing scheme o f Civil Ser^accs Examination^ the candidates
are aUowed to opt for any language included in the V lllth schedule o f the
Constitution o f India as a medium o f writing the examination. This provision
has been included in the scheme o f examination as per the Padiamentar)^
Resolution on Official Languages, 1968. The Commission is facing
insurmountable problem in conducting its examination through such a large
number o f different languages. The matter has been duly examined by a High
f evel Committee formed by the Commission and its report has been submitted
before the government. Table 8 shows details o f language medium opted by
the candidates in the written examination as well as in the interview in the Civil
Services Examinations held during the period 2007-2011.
83
4.2.9.1 In the rules o f Civil Semces Examination^ the Interview process has
been mentioned as foUows:-
The candidate will he intervieived hj a Board ivho will have before them a record of
his career. He will he asked questions on matters of general interest. The object of the
interview ts to assess the personal suitahili of the candidate for a career in public service bj a
Board of coTTJpetent and unbiased observers. The test is intended to judge the mental calibre of
a candidate. In broad terms this is really an assessment of not only his intellectual qualities
hut also social traits and his interest in current affairs. Some of the qualities to be judged are
mental alertness, critical poivers of assimilation, clear and logical exposition, balance of
judgement, variety and depth of interest, ability for social cohesion and leadership, intellectual
and moral integrity.
The technique of the intervieiv is not that of a strict cross-examination but of a
natural, though directed and purposive conversation which is intended to reveal the mental
equalities of the candidate.
The interview test is not intended to be a test either of the specialised or general
knowledge of the candidates which has been already tested through their written papers.
Candidates are expected to have taken an intelligent i72terest not only in their pedal subjects
of academic study hut also in the events which are happening around them both within and
outside their own State or Country as well as in modem currents of thought and in view of discoveries which should rouse the curiosity o f well educatedjouth.
The feedback received by the committee is that subjectivity is inherent in
the present Interview process. Though the present weightage in interview is
about 13% o f the total m.arks, stiU the marks scored by the candidates in the
mterview makes a significant difference in ranldng and final selection. In the
final merit Hst, there are sometimes, 3-4 candidates on each total mark scored.
4.2.9 Interview:
N o te C , S e c t io n 1! u n d e r G en era J In s itu c t io n s t o th e c a n d id a te s m t » e R ule^.
Ihe Present system o f interview is subjective and marks are not awarded for
ditferent attributes/skills o f the candidates in a predefined format. Various
suggestions were received by the ComiTiittee such as introduction o f '
Psycnoiogists in the interview board, Group Discussions/Group tasks,
inter/iewing a candidate twice by different boards, independent and non
interrering observers in the interview boards, inter-se moderation o f marks
awarded by different boards, increasing the number o f boards by employing
retired Members o f the Commission to give more time to the candidates,
introduction o f personal narrative and taking a brief report from the candidates
about the interview after its completion , judging the behavioral personal o f a
candidate, introduction o f a minimum qualifying marks in the intei'view,
conducting candidates in the pre-determined attributes etc. There was a
remark that the present interview is mechanical in namre and is not up to the
mark and therefore there should be stmctured interview based on global
experience.
4.2.10 T im e Cycle of the entire examination process
The total time taken in che entire selection process is about 15 months at
present. This is quite long and makes the entire selection process quite arduous
as compared to any similar process offered in Private/PubHc Sector. This is
despite introduction o f Information Technology in pre examination phase such
as receiving on-line applications and issuing admit cards, which has reduced the
time cycle by about 03 montiis. This long tim.e cycle in the Civil Sei-vices
Examination can act as a disincentive to some o f the bright candidates and
dissuade them from joining tiie civil services. The long time cycle is partiy due
to the very large number o f candidates appearing each year in the Civil Ser\ices
(Prelimmary) Exami.nation. Further to that, the time taken for conducting CSM
Examination due to large number o f optional papers (56 in numbers) along
viath 05 com pulsor/ papers in various languages medium as weU its evaluauon
85
a namral Qme consuming process. There is a need to consider using modern
e\aluaaon tools including conducting online examination in the case o f CS (1 )
examinanon to reduce its time cycle. The reforms in die CS (Main) examination'
would need to ensure that the process is simpHfied to enable a faster evaluationprocess.
■■ 86 >
CHAPTER 5: PR O P O SE D FRAiMEWORK IN T H E L IG H T OF
t e r m s o f R E FE R E N C E PLACED BEFORE T H E CO M iM ITTEE
5.1 A number o f cogent, and diverse views and suggestions have been
expressed by eminent persons, academicians, bureaucrats, heads o f
constitutional bodies and main stakeholders- civil sei-vice aspirants, the
Commission, representatives o f government and training academies etc. AU o f
these viewpoints have expressed a common dieme - th^ dire need to introduce
reforms in the scheme o f the examination to recruit persons with requisite skiU
sets to ensure effective governance.
5.2 The terms o f references put before this Committee will now be
examined in light o f views expressed and also evolved through discussions
within the Committee.
5.2.1 T o identify the desired profile including the skill sets for the Civil
Servants to enable them to deliver good governance in the fast changing
domestic and global socio-economic and technological scenario.
The Committee received numerous suggestions on this issue. These
helped in crystallisation o f ideas regarding the requisite common skill sets for
all Civil Servants, irrespective to their service allocation.
The second Administrative Reforms Commission has emphasized tiiat
the reforms should bring about improved transparency, greater accountability
and help in streamlining the structure o f government, based on
decentralization, civil services reform, an open and responsive government, mle
of law, fiscal'and environmental sustainability and elimination o f all forms o f
cormption. T o achieve these objectives, public servants should have deep
insight into the social and econom ic realities o f the country. They should also
show qualities o f leadership and the capacity to manage and respond to change.
; 87‘ J)
The public servants need to develop requisite sldlls to foster excellence in the
sphere o f public administration ensuring that administration remains citi2 en centric.
The Alagh Committee recommended selection o f candidates who
combine intellectual competence with a strong etliical value system and a
positive public service orientation. It also tried to derive the set of attributes
required from civil servants which need to be consciously looked for at die time o f testing at the point o f entry:-
a) a sense o f vision and direction in which the Indian socio-policy is
moving, including its very dense cultural plurality;
b) an ability to appreciate some o f the real scarcities that are emerging, as
also the strengths o f civil society to cope with them;
[(a) and (b) are important since India is stiU going through a
development phase].
c) An ability to interface with modern technology, which provides the
cutting edge to many solutions;
d) An ability to network with local government institutions, non
governmental organizations, cooperatives and otiier professional and
people’s organizations;
e) A sense o f rugged professionalism, persistence and doggedness in
pursuit o f objectives; urge to champion beneficial change;
f) Energy to pursue objectives;
g) A sense o f fair play, honesty political and social neutrality;
h) Compassion for the underprivileged and above all;
i) A commitment to India as envisioned by its founding fathers.
88
From the interactions the Comniittee had with various eminent persons,
as well after internal deliberations, the following skill sets have been suggested for an effective Civil Servant:-
i) AbiHty to administer the personnel related aspects o f large organisations
ii) Managing the financial management and accounting systems o f
government entities;
iii) T o plan and undertake policy preparation and project/programme
formulation at various levels o f government;
Coordinate implementation o f large government schemes;
Drafting o f guidelines, rules, regulations and laws;
A high degree o f competence in both written and spoken English;
Public Speaking Skills;
viii) Computer Skills;
Lx) Ability to enthuse confidence and enhance acceptability among fellow
officials and citizens at large;
x) Ability to logically analyse situations, think out o f box and draw
conclusions;
Ability to analyse data.
Ability to take decision even under situations o f uncertainty;
xiii) Ability to prioritize and undertake appropriate time management;
xiv) Willingness to learn new ideas, techniques etc.
XV) Integrity and forthrightness - the ability to speak the tru ii despite
knowledge o f its Hkely unacceptabilit)',
xvi) Compassion for the less fortunate;
89 )
xvii) Loyalty towards organisation, societ}', countiy.
The above mentioned list is illusti'ative and not really exhaustive.
5.2.2 T o study the various selection methods currently in vogue globaUy for selection o f Civil Serv'ants.
The committee, commissioned a separate study o f die various selection
mediods currendy in vogue in various countries. The report o f this study has
been discussed in detail in Chapter-Ill o f this report. The Committee is o f die
opinion diat keeping in view die uniqueness in die selection scenario in diis
country which is not really comparable to the selection needs and mediods
followed by other countries, it may be prudent to tiiink about reforms in the
existing system o f Civil Services Examination by putting more stress on the
reforms needed at tiiis juncture typical with the Indian conditions.
5.2.3 To propose appropriate mechanisms and methodologies for
selecting candidates with desired profile and skill sets indicated in (i)
above suited to Indian context for the next decade.
The committee feit that given the required skill set for the potential civil
servants, the content o f the existing General Smdies papers in the CS (Main)
examination needs to be reviewed.
The syllabi o f the common papers would need to be redesigned
appropriately. Besides the syllabi, the methodology o f testing and evaluation
also would require to be carefully redesigned.
There is also a need to test the linguistic and communication skills o f
candidate in both the English language as well as one Indian language o f his ■
choice. These language papers could potentially test, sldils in essay writing (in a
subject w^here he may not be having expert knowledge), comprehension as well
as precis writing. All these three skills are essential for all civil servants in tiieir
career.
90'"%
Besides the common papers, there also should be testing o f the
candidate in an area where he is expected to have some domain loiowledge
through studies at die graduation level. For this, he could be asked to appear in
an optional paper which relates to his subject o f study in graduation/post
graduation. This would help the commission in identifying those candidates
who have good domain knowledge o f die subject which they have taken up in
their university education. Since the number o f optional subjects cannot be
very large on account o f logistics consideration, various broad groups of
existing optional subjects could be made and the candidate could be given die
freedom to choose a group which is closely related to his field of study in the
university education system. This would also prevent the candidates from
complete domain change in the optional subject, on account o f its perceived
scorability or difficulty level, as is being seen at present in a large number o f
cases.
The detailed proposed examination system is given in Chapter 6.
5.2.4. T o recommend a system for evaluation o f the effectiveness o f
selection methodology adopted by the Commission and the periodicity
in which corrective action, i f any, may be made in the selection
methodology; for ensuring that it keeps pace with the changing
requirements o f the Services.
G ood governance is very critical for bringing in development oriented
administiration. Many practitioner-scholars in administration believe that
governance could be improved by following correct principles and also by
identifying the right people who form the backbone o f administtation. What is
interesting to observe is that western developed nations, have, over the years
evolved core fundamental principles and practices that have given diem well
defined and weU estabUshed methods which achieve the objective of
transforming government policies through executive actions to meet die
9 1 " ‘_____
.xpectatioas o f the atiaens. They have developed processes to indcndfy the
appropnate persons who wtU, evenmally. be the strength o f pubHc ,administration.
India, despite six decades after independence, is still a transitional
society. AU governments need to perform certain functions that are connected
witii human needs - food, shelter, communications, ti'ansportation, health,
education, information, entertainment, and ensure legal and functional
freedom. These and aUied aspects either touch or become die core o f human’s
expectations and define “good life” . The need to perform tiiese functions with
efficiency and consistency is universal. The social and administrative stmctures
through which these functions are performed differ enormously from society
to society. Social sciences have developed the stmctural-functionalism
approach to meet tiiese challenges.
Today, across the globe, we still have societies that are traditional and
societies that are modern. There are various shades o f transformations right
from agricultural to industrialized to now observed technology transformation
that are both in traditional and modern societies; albeit most developed modern
societies are predominantiy technology driven where as developing societies
still have strong shades o f agro-dominated industrialized society. India is
somewhere at the midpoint o f traditional. Industrialized and technology driven
knowledge society.
Administrative practices are very idiosyncratic. They are highly
dependent on the cultural norms and traditions o f the society in which they are
practiced, and are very sensitive to beliefs permeating the social culture at large. .
They are also dependent on the elected representatives who decide on the
policies o f the Government. The application o f the policies in letter and spiiit
is the key function o f any Government and it is here that tne effective
participation o f civil sen’ants becomes crucial
It IS against such nsing expectations, particularly when the geographical
boundaries between the regions in the nations and between nations in the ,
world have dissolved, because o f communication and technology revolutions
that the task o f recruitment becomes more challenging. What is also relevant to
obsen^e is that the entire process o f administration is in a flux because o f the
\abrant and ever changing environment.
This makes it necessary for the Union Public Service Commission, as
well as other recruiting agencies, to establish an independent entity which can
exclusively concentrate on research and development at micro and macro levels
in the following areas:
a. Processes and practices that are followed in the entire mechanism
o f inviting appKcations, conduct o f preliminary and main
examinations, conduct o f inter-views and creation o f final merit
list.
b. Deployment o f technology to create a repository o f question
banks, and formulation and conduct o f onKne examinations (for
preliminary examination), any time and at any place.
c. Research and development to set up banks o f questions o f
various levels for papers in preliminary and main examinations.
Creation o f repository o f relevant test materials to evaluate die
behavioral and thought processes o f the candidates. This could be
done by creating a rich resource o f books essays and articles by
eminent authors as well as interaction with prominent subject
specialists.
d. The processes, methodologies, and the practices foUowed in
developing, emerging and developed economies across the World,
critically studying and analyzing them for indentif/ing common
93 ......
traits that wotild cater to the needs, aspirations and expectadons
o f the public from the present and future civil servants.
e. The processes that are used globally for identification and training
o f subject experts that would further enhance the process o f
creations o f questions, their deployment in the conduct o f
examinations and also open and flexible approach for conduct o f
interviews.
f. Evolving o f methodology for collection o f data and appropriate
information connected with the entire process adopted by the
UPSC for selection o f candidates and also well defined process
for storage and analysis o f data and information.
g. Creation o f technology platforms, hardware and software, for
storage o f data and information.
The Committee recommends the establishment o f an R & -D Centre
witliin the UPSC with adequate budgetary provisions and qualified staff o f
researchers to enable it to become a vibrant entity which would play a pro
active role o f change maker.
5,2.5 T o recomnieiid. the role o f the Commission in the assessment o f
performance of the candidates recommended by it during and at the end
of the mandatory traitiing period and in particular, where such
assessments have the effect o f altering the initial merit order
recommended by the Commission as also where it is proposed to extend
or terminate the probation o f a direct recruit on the basis of unsuitability
for Civil Service.
The committee discussed this issue with a number o f various
stakeholders as well as training mstimtions. After considering their views, as
3 4 3
well as a. detailed discussion within the conimittee it was felt that involvenient
of bPSC in the training and post-training placement must be miiiimal.
5.2.6 Any other issue which the Committee may feel relevant to the
process o f selection o f Civil Servants for the country.
The committee also dealt at length with other relevant issues e.g.
Eligibility conditions, Age Limits, Number o f chances etc and necessary
recommendations have been given with a view to make the selection system
more reliable and relevant to the actual selection requirements.
The detailed recommendations are given in Chapter 6.
9 5
6.1 The present Committee undertook an extensive review o f the existing
structure o f the Civil Services Examination (CSE) and also die
recommendations o f the earlier Committees and the Administrative Reforms
Commissions (ARC). At the outset the committee would like to endorse the
continuation o f tlie CSE reform process manifested recentiy in important
reforms at the preliminary stage o f the CSE as per the recommendations o f
S.K. Khanna committee. Further progression in the direction o f CSE reforms
especially at the main examination level are seen as a crucial follow up to select
the candidates with requisite skills and leadership qualities needed in the rapidly
changing national and global scenario.
While exploring the areas o f desirable changes in CSE, the Committee
held extensive interactions with a wide section o f people from across the
country especially concerned stakeholders, senior academics and bureaucrats,
and other eminent persons. The Committee concluded that while no system o f
examinations written or oral could claim to be absolutely rlawless, there is an
evident scope as weU as an urgent need to reform die present format o f CSE to
suit die current imperatives o f a responsive civil servant. In order to adjudge
the requisite skills and worthiness o f the candidate, it is vital to infuse the CSE
(Main) with critical parameters to select the most, deserving candidates with
desired skills and aptitude. This could be done through refinement and fine-
tuning o f bodi the written component as well the personaHty test o f tiie CSE
(Main). The overall worth o f the candidate would however also depend on the
draining and tiie manner in winch the selected candidates respond to tiie
learning oppormnities therein. The Committee therefore, underHnes the need
to bring necessary changes in the traming component bodi at conceptual as
well as practical level.
CHAPTER 6: RECOMMENDATIONS AND CONCLUSIONS
0,1 , 2 The Committee considered the present framework o f the CSE, which is
a multi-service examination and caters to the need o f two All India Services,
seventeen G roup A Central Services and five Group ‘B’ Central Services
(Appendix-IV). M ost o f the services included in the framework o f civil
semces are generali2 ed administrative Services, while some services lay
emphasis on certain specialized domains such as Foreign Policy and Diplomacy
(Indian Foreign Sei-vice), Policing (Indian Police Service), Accounting &
Taxation (Indian Audit Sc Accounts Service, Indian Defence Accounts Service,
Indian Revenue Service etc.) While the Committee believes that specific
quaHries required for these services could be nurmred through specialized
training, it is desirable that the candidate is capable o f receiving and absorbing
the professional skills necessary for a worthy civil servant. As such the
candidate needs to be well acquainted with the country- its geography,
economics and public life. He should have adequate awareness as weU as
sensitivity to appreciate the problems o f the common man and the measures
put in place by the government to address these problems. He needs to be
equally cognizant o f the role and functions o f various local bodies like the
Municipal Corporations, Zilla Parishads, and Village Panchayats. He should be*
aware and conversant with the different programs undertaken by the
government, legal and fundamental rights granted by the Constitution o f India
and other laws to the people o f India.
The responsibility o f the Commission is to select meritorious
candidates genuinely concerned with the issues confronting the society. The .
selection o f suitable candidates having an aptitude for civil services is indeed a
challenging task. The Committee is o f the view that the selected candidates
should have intrinsic drive and aptitude to serve the people.
, 9 . 0
6.1.3.1 The present Committee also reviewed the raison d ’etre for a single
scheme o f examination for a range o f services in different domains. In this
context, the Committee closely examined the observations and
recommendations o f earlier Committees and after due deliberations endorsed
the prevailing system o f a common examination for all tiie services.
6.2.1 The present Committee endorses the existing format o f the CSE
(Preliminary) based on the recommendations o f the Khanna Committee.
However the Committee recommends that the Commission should switch over
to an on-line mode o f Civil Services (Preliminaiy) Examination in a time bound
manner.
6.2.2 The Committee felt that any radical change from the existing format may
put pressure on the resources o f the UPSC. Nevertheless, it would be
advisable to bring in reform in the current scheme o f the CSE at this juncture
to bring it in line with the transformative changes at the national and global
levels.
6.3 With the above perspective, the Committee has reframed the CSE
scheme keeping in mind the following imperatives;-
a) The examination scheme should be able to select the best candidates
having the required qualities/traits/aptitudes out o f the pool o f good quaKty
candidates screened in through Civil Services (PreKminary) Examination.
b) There is a need to revisit the existing eligibility criteria like age,
educational qualifications etc to have the right kind o f candidates.
c) There is also a need to shorten tiie span o f Civil Services (Main)
Examination and reduce the existing rime cyde. Quite a few o f the good
candidates may not be interested to stay indefinitely in a selection process
which is stretched too long.
98 ■ )
d) The main CSE should provide a level playing field to die candidates
coming from different parts o f the country with diverse background.
e) The examination scheme should not be seen as biased in favour o f anv
candidate belonging to a particular class or strata o f die society.
6.4 Observations on Existing schem e o f Civil Services (Main)
Exannination
6.4.1 The existing scheme o f Civil Services (IVIain) Examination consists o f a
written Examination followed by Interview for Personality Test. The current
format o f Civil Services (Main) written Examination is as follows:-
Paper I
ii
!I
A qualifying paper
any Indian Language
included in the
EIGH TH schedule o f
. the Constitution.
300 Marks
Paper II A qualifying paper in
English Language.
300 Marks
Paper III Essay* 200 Marks
Paper IV & V Tw o papers on General
Studies*
600 Marks
Paper VI, VII,
VIII and IX
Two papers each from
two Optional subjects
from a list o f 55
subjects*
1200 Marks
(*) These papers can be written in any one language medium
chosen by the candidate from die EIGHTH Schedule o f the
Constitution.
Language papers and Essay:
Currently, there are two language papers - an English language paper
and an Indian language paper both o f qualifying standards only. The marks
obtained in these two papers are not counted for merit. There is also a separate
Essay Paper which can be written in any language specified in the EIGHTH
Schedule which has been chosen by the candidate as his medium o f
examination. The weightage o f the Essay paper in the total written examination
is 10% in the present scenario.
The Committee received mixed reactions about continuing with the test
of EngHsh language. During stakeholder interactions, tiie Committee found
that many were strongly in favour o f strengthening the English language
examination since the language still remains a medium o f communication
within the government. While some o f the experts viewed this as very
knportant and relevant to the services, others felt that the nature o f postings, in
the All India Services, made learning o f the local language a pre-requisite. The
Committee also obtained data about tiie percentage o f candidates getting
disquaUfied for not being able to get die requisite quaUfying marks in die
English compulsory paper and Indian Language papers.
The Committee, while considering previous review committee
su^estions, as also interaction feedbaclcs. beUeves that qualifying testing o f
English language might not be useful for candidates who have EngUsh as an
essential component o f their smdies until Class X examination ( information
gathered from most o f the State Education Boards as at Appendix-V.)
However, a candidate should essentially be able to comprehend, make
1 0 0
bnef presentations and prepare a detailed report [like cabinet notes etc.]. Ihus
by replacing the existing comipulsory English paper with the new format o f the ,
English language paper, it will be possible to assess the English knowledge skill
of candidates more scientifically.
In most suggestions tliat the Comnaittee received during the consultation
processes, the continuation o f testing Essay writing skills was favoured.
The Committee observed the following;
1. From the statistics available (Appendix-VI) it is noted that vexy few
candidates fail to qualify in the Indian l a n g u a g e / EngHsh language papers
particularly after the introduction o f Lhe revised format o f Civil Services
(Prelim^ary) Examinations (around 3 to 4 % ). Therefore, the
Committee feels that the testing o f Indian/EngKsh language as a
qualifying parameter is irrelevant.
2, H ow ever, it is felt by the C om m ittee that the testing o f linguistic skills o f
the candidates both in EngHsh and in one Indian language is critical.
T he m ajority feedback obtained by the Com m ittee during the course o f
in teraction w ith various stake holders affirm ed this view.
Essay w riting is essential to test d ,e overaH qualiues o f integrated
tU nking, precise expression, depth o f understanding and apprecia^on o f
a them e. This w as advocated by the Kotiian C om m ittee as well as the
Satish Chandra Committee.
In addition to the Essay the C om m ittee feels that there is a strong need
to test the candidates’ com petence in com prehension and precis w n a n g .
skills.
1 - i Ot a .. . I . . . , “ *■ “ “
p , » . « * “be replaced with two separate Papers as follows:
10 f )
3.
4.
Indian Language Paper (Any o f the Indian Languages given in die Eighdi schedule o f the Constitution andapproved by the Commission).
250Marks
Language paper will consist of
(i) An Essay.(ii) Comprehension.(iii) Precis writing.
II English Language Paper. 250Marks
Language paper will consist o f
(i) An Essay.(ii) Comprehension.(iii) Precis writing
Out o f the suggested 250 marks in each paper, 150 marks could be for
the essay, and 50 marks each for comprehension and precis. Care should be
taken to ensure that there is no predictability in the topic o f the essays and
normally should cover a large canvas having interdisciplinary linkages.
The marks in both the papers should count both for qualifying as weU as
for overall merit.
(Both the papers taken together would count for 500 marks i.e. 25% o f
the total marks. The essay component (of both the papers taken togedier),
would now account for 300 marks (@150 each) i.e. 15% o f the total marks and
the skills related to comprehension and precis would count for 200 marks i.e.
10% o f the total marks.)
fCerxeral Studies: Testing o f Domain Knowledge in the light o f DomainI
Attributes !
The Central Service Examination (CSE) is a common entry examination
for two AU India Services, seventeen Group A Central Services and five Group
B Central ser /ices. The underlying concept is that since all these services are
•; 1 0 2
essentially for governance o f the country in its various facets, tliere is a
commonality o f basic knowledge and basic attributes which can be tested
through a common examination at the entr}' point - and the specific skill sets
needed for each indi^ddual service can thereafter be imparted tlirough training.
In other words there is a set o f domain knowledge and domain attributes which
are common in the governance o f the nation and which require testing for
eligibility to enter any o f these services.
Clearly, a candidate who aspires to embark on a career o f participating in
the governance o f the country, needs, as a basic requirement, to have a good
knowledge o f the country - its history, geography, society, culture, constimtion,
relations with other nations, economy and how technology is and can be used
to identify and solve issues relating to governance and delivery. To these must
be added the ultimate filters o f social justice and probity in governance. These
then are the components o f the basic common domain knowledge - the bed rock
for eligibility.
The domain attributes are elaborated separately in Lhis report. To the
extent that they can be tested directly or indirectiy, in a written examination,
these would include, inter aUa, - appreciation and understanding o f facts and
issues; identification o f present and potential issues, problems and trends;
ability to logically analyze situations and data; prioritizing o f issues; creative and
multi-level approach to problem solving; incUnation to adopt technology;
NviUingness to take decisions; abHit> to summarize and communicate cleariy;
uphold constitution and law; commitment to die disadvantaged; respecting
diversity; mclination for protection o f flora, fauna and environment; propensity
to ensure social justice; etiiical approach, a sense o f fair play and honesty.
These then are the domain attributes - the touch stones for eligibthty.
103
Currently, the emphasis o f the CSE (Main) examination is testing in four
papers on two optional subjects to be selected out o f 55 optional subjects -
which together have a total weightage o f 60% in the written examination. The
subjects chosen may or may not have any relevance to the job the candidate is
aspiring for and to that extent there is a disconnect between the examination
and the job requirement. There is a general knowledge (GK) t}'pe o f testing
through two General Studies paper which together have a total weightage o f
30% in the written examination — but their focus is not toward testing domain
attributes.
It has been felt important that the emphasis should be altered to test
domain knowledge in the light o f domain attributes, to establish a more
relevant conriection between the examination and the job reqmrement o f civil
servants. The Alagh Committee also observed that focus of the optionals in the
Main Examination at present is on university subjects which the candidates have studied. On
the other hand, the focus needs to be on what the candidate needs to know or leam in order to
be a successful civil servant............. the papers should be such as to test the interest and the
readiness of the candidates to work for society with som understanding of what they will
face.” T o this end the Administrative Reforms Commission has also suggested
that the CSE(Main) examination should consist o f compulsory papers on
Constitution o f India, Indian legal system, Indian economy, Polity, History and
Culture etc.
This Commiittee after due deliberation recommends the testing o f
domain knowledge with reference to domain attributes in the following four
descriptive and comprehensive papers - each o f 3 hours duration - with a
combined weightage o f 50% in the written examination —
India - History, Geography and Society
India - Constitution, Polity and International Relations
; 1 0 4 " '.V
India — Economy, Development and Technolog}'^
India — Social Justice and Probity in Governance
The recommended syllabi are given at the end o f diis chapter.
The canvas o f the recommended syllabi has been kept sufficiently wide
to encourage the candidate to acquire the domain knowledge o f the job he is
aspiring for. It would also provide flexibility to the question setters to test the
domain attributes with reference to salient issues o f the different papers. This
could be accomplished through awareness testing to judge the appreciation and
understanding o f the subject matter. Besides this there should be testing o f
application o f knowledge to judge the other domain attributes. This could, inter
alia, include case studies approach; such as requiring candidates to identify
issues with reference to given topics and to suggest solutions; referring to
multi-dimensional problems requiring the candidate to take decision indicating
rationale; seeking solutions with reference to delivery. It would also require
analyzing different points o f view with reference to a subject matter o f the
paper; analyzing given data, graphs etc. identifying facts and trends etc. All
these are in the nature o f indirect questions — i.e. they do not call for a direct
response as to knowledge per se but rather approaches die subject matter
indirectiy seeking a response to judge whether he knows the subject/issue to
start with and then, on the basis o f his analysis and response, test desired
attributes. Subject matter experts who set the questions should be given a copy
of the domain attributes witii a request to identify against each question the
attributes sought to be judged. It will be found that human ingenuity is infinite.
It is recommended that experts should determine the mix as between
dii-ect and indirect questions and ensure tiiat the attributes are tested. A few
odier points needs mention -
; 1 0 5 ;
» There should not be too many optional questions so tliat it does not
degenerate into testing o f optionals. Optionals encourage strategy and
militate against level playing field.
* The canvas has been intentionally kept wide so that there is no
predictability, which needs to be ensured.
9 The number o f questions in each paper is left to the experts who should
ensure a proper balance between the four papers and that there is no
predictability.
* The marks for the different questions should be different depending on the
intensity o f tiie expected response and its importance in judging a desired
attribute.
The above and particularly the nature o f questions envisaged should act as
deterrents to strategy and rote learning.
6.4.8 I Optional Subjects:
6.4.5.2 The scheme o f Civil Service Examinations, as per the Kodiari
Comimittee recommendation, included a list o f 43 subjects that are generally
taught in Indian universities. The Kothari Committee observed that “ the list o f
optional subjects should be neitiier so restricted as to discourage promising
candidates from taking the examination and not too much to seriously affect
uniformity o f standards” .
6.4.8.3 The Satish Chandra Committee did not accept suggestions for
additions based on previously excluded discipHnes or analogous extensions. It
recommended tiie inclusion o f education, electronics and tele-commumcation
engineering and medical sciences as optional subjects.
6.4.5.4 At present in die Civil Services (Mam) Examination, candidates
are required to select two optional subjects out o f a Ust o f 55 subjects, including
1 0 6 " ' ,
literature o f various Indian and foreign languages. Each subject comprises two
papers carrying a weightage o f 300 marks per paper, A number o f requests are
pending for the inclusion o f additional subjects as optional in the scheme of Civil Services Examination.
6.4.8.S The Kothari Conomittee beKeved that an examination consisting o f
only compulsory subjects without optional papers would drastically reduce die
recruitment base. With regards to the standard o f optioned subjects, the Kodiari
Committee suggested that '‘the emphasis should be on the core content of the subject,
rather than on mere facttcal information, a test o f their capacity for critical analysis and not
their memory power.’ ’ The Kothari Committee also expected difficulties in
drawing up a list o f optional subjects for the Civil Services Examination.
According to the Kothari Committee “the list, both for the l?reliminay and the Main
Examinations, should not be restrictive in its coverage o f subjects as would tend to deter
promising candidates from offering themselves for selection. On the other hand, if the list is
too large, it would hardly be feasible to maintain any reasonable uniformity of standards".
Kodiari Committee assumed that a candidate would select, as an optional
subject, the one he might have studied at die honours or master’s level. The
Committee left open the choice o f one optional subject.
6.4.8.6.1 As regards testing o f candidates’ knowledge in academic subjects,
the Kodiari Committee felt tiiat there should be a reasonably wide list o f
subjects available in the scheme, so that deserving candidates were not
discouraged from taking the examination. However, the Committee realized
that judging die comparative merit o f candidates, with very different
combinations of'subjects, would be a challenge particularly if the list o f subjects
were too wide.
6.4.8.6.2 The Kothari Committee suggested' an alternative path to avoid
this problem and stated that ’"‘the competitive examination could consist of compulsory
papers only (identical papers for all candidates) without any optional papers. A. compulsory
. '1 o f
paper should not, oj course, contain too many optional questions; otherwise it ivould be a
collection of optional papers rather an obligatory paper in its true sense. The compulsory ‘
papers could be in subjects relevant to national development, modern administration and
management We would not recommend, in the prevailing situation an examination based
mtirely or very largely, on comptilsotj papers. That vjould drastically reduce the base for
ncruitment The scheme of examination has to be an appropriate mix of compulsoy papers
and optional subject papers. The compulsoy papers should pay increasingly more attention to
testing knoivledge of problems - economic, social, scientific and industiial, facing the country,
of its developmental plans and of its culture and history. The style of question papers also
requires a major change. There should be greater emphasis on testing candidates’ powers of
analytical and critical thinking, comprehension of fundamentals, and application of knowledge
to meet national needs. ”
The Satish Chandra Committee was given the task o f reviewing the
optional subjects included in the list o f Civil Services (TVIain) Exarmnation (4j
subjects). It felt that subjects, where numbers o f competing candidates was
relatively small, could be avoided. It recommended 4 subjects (French,
Germany, Russian, and Chinese) be excluded and that 3 subjects (Education,
Electronics, Telecommunication Engineering and Medical Science) be included
in the scheme o f die Civil Services Examination. According to tiie Committee
“it is clear that administrative problems connected with setting up question papers and
evaluation of answer papers increase tre?nendously with additions to the list of permissible
optional subjects. The problem of maintaining uniformity of standards between subjects also
becomes a hurdle.’ The Committee, tiierefore, decided to have a restrictive
approach on additional optional subjects.
6”.4 .8 .^ The issue o f optional subjects was considered by the Alagh
Co’nSmittee in great detai The Alagh Committee doubted the utility o f re
examining candidates in their own subjects. The weightage o f optional subjects
in the present scheme o f examination is 52%. Since the prime objective is to
, (
choose the country’s best talent, the Ust o f optional subjects includes those
Bught in major umversines. This has led to UPSC mcluding 51 optional,
subjects for this Examination. The Committee has received suggestions for
including around 50 additional subjects. This range is expected to mcrease with
economic and technological development. Universities and academicians have
suggested the inclusion o f some new subjects like Biotechnology, Information
Technology, Communication. Space, Environment, Sports Medicine, Home
Science, Social Work, Fisheries, and Chemical Engineering etc. It is expected
that the number will increase.
j The Alagh Committee received suggestions to keep at least one
■ subjects that tests the candidate’s knowledge in the subject o f his/her
field. However, the Comjnittee observed that many candidates, known to be
-cross domain movers” , take optional subjects other than the one they have
studied at college level/university. During interactions with c i v i l servants the
Ala.h Committee learnt that these candidates took optional subjects based on
perception o f scorability. The Committee observed that the coaching institutes
preoare candidates to “ erack ti.e system” , reducing the utility and sanctity o
[phonal sublets in CivU Service Examination. The Alagh Com ^ttee found
that M .n *stuSel On * W
„ » . . . The Alagh Co—
.erefore, proposed th . replacement o f the optional subject with a se f ^te^
compulsory papers designed to test kn.owledge, skills, attitu es and p « . e »
a manner more relevant to d-*e requirement o f higher civil ser^.c.s. Pap _
b y th e A la g h C o m m ittee included (a) Su sta in ab le D eve lop m en t and suggested b y th e A 1 g ^
Social Ju s tic e , (b) Sc ien ce and T ec h n o lo g y
G o v e rn a n c e pubUc system s and h u m an tights. T h e C o m n n tt
■ 1 0 9
fandomness. It also proposed diat Indira Gandhi Open University be asked to
develop course material for these examinations and that arrangements be made .
for their dissemination and easy availability to potential candidates across the
country” .
The Alagh Commdttee was doubtful about the relevance o f re-examining
candidates in their own subjects. It recommiended that candidates be examined
in subjects that are relevant to the job requirements o f civil servants. It found
several short-comings and challenges in re-examining candidates in their own
subjects, emergence o f new subjects, inherent problems o f balancing different
streams, common perceptions regarding “ scorabiUty” o f certain subjects,
setting question papers and evaluations o f answer-sheets, lack of deptii o f
Lnowledge and cross-disciplinary movement by candidates to opt for subjects
that coaching institutes consider as “ scorable” , etc. The Committee proposed a
set o f three compulsory multi-disciplinary papers on the three broad themes as
stated above.
6.4.9.i, The ARC on the other hand suggested that the Ciyil Services (Mam)
Examination sho'old consist o f conventional compulsory papers on the
Constitudon o f India. Indian Legal System, Indian Economy, PoHty, Histoiy
and C u ltu re etc.
6.4.10 The main question that emerges from these divergent views is whether a
candidate should be selected according to the job requirements or as per his
inteUectual qualities and subsequendy trained for job suitabffity. This raises new
questions - Is it relevant to re-examine the candidates in the subjects they have
already been assessed? Is it more relevant to examine a candidate on the themes
that may be relevant to job requirements o f civil servants but not addressed in
universities?
6.4.11.1 On che issue of continuing with die optional subject testing in the
Ci'vil Services (Main) Exarrdnation, the Committee received tlie following feedback;
a) Testing optional subjects in the Civil Services (Main) Examination has
been vitiated due to factors like the involvement o f the coacliing institutes,
providing score enhancing diets to candidates, etc.
b) As viewed by The Alagh Committee, thei<; is cross disciplinar}
movement in choosing optional subjects and that many candidates, with a
science and technology background, select subjects like History, Public
Administration etc. as a short cut to get through the. examination. For this
issue, the Committee examined studies conducted by the Research Wing o f the
Commission [ Table 7.1 &; Table 7.2 ]. These studies show that there are nearly
90% cross- disciplinary movements by candidates from technical disciplines
and to a lesser degree from the Science stream.
c) The present testing o f optional subjects is based on college/ university
curriculum where universities have possibly examined at a lower level.
Therefore, what is important is the relevance o f a subject to the job
requirements o f a civil servant.
d) The following suggestions were also received in the course o f various
interactions:
i) For Paper VI & VII, one optional subject could be selected from
among the group o f social science related subjects, for e.g. Public
Administration, Political Science, Economics, Sociology, History,
Development Studies, Law Psychology etc. Paper EIGHTH &
IX, the second optional subject, could include one optional
subject from among a a group o f natural sciences and technology,
for e.g. Physics, Chemistry, Mathematics, Biology, Geography,
Social Work, Environmental Studies, Natural Resource
Management, Management Studies, Media Studies, Public Policy,
Urban Development, Rural Development, Statistics etc.
ii) Follow the Alagh Committee pattern with no specific university
related optional subject.
iii) Candidates having studied a specific discipline be allowed to opt
only for those subjects as optional subjects in the Civil Services
Examination.
iv) Candidates may be given the choice of one main subject paper
(Committee may consider reviewing the list o f subjects, especially
Hterature o f various languages) but that tlie other subject paper,
termed as subsidiary and allotted slightly lesser marks than the
main, be selected from a list o f subjects indicated against each
main subject. The subsidiary subjects, paired with- each main
subject, would be chosen by a group of experts with a view to
ensuring an interdisciplinary approach to preparation for this
examination (e.g. Science subject would be paired widi a
subsidiary from Humanities Social Sciences etc and vice-versa)
and also eliminating or minimizing die possibility o f candidates
taking only ‘scoring’ subjects.
■ i- In the present scheme o f examination, the number o f optional subjects
available to the civil services aspirants does not match the number of subjects /
streams in which graduation degrees are being awarded by academic
insdtutions. For example, in engineering, there are more than four hundred
subjects in graduation. A perceptible imbalance and inequaUty o f opportunity
be observed in the ptevaiHng scenario. .Mtemauvely, making aU * e subjectscan
112 j
(Vidlabk as options is unthinkable since it will pose insurmountable logistics
bottlenecks and may not be feasible to do justice to all candidates.
D uring in tetaction it was pointed out tliat com m on papers are sufficient
,0 screen candidates at the preHminaiy stage but cannot be considered a ve iy
prudent concep t fo r in -depth testing o f know ledge fo r CS(M ain) exam inauon.
6.4.11.3 T h e C om m ittee recalled the ob se ivation o f the K o th an
Committee that restrictions o n candidates, such as haying specialized
knowledge o r skills d irectly re levan t to adm inistration and m anagement, w ould
keep prom ising candidates out and adversely a ffec t the recn^tm ent base. The
Committee is o f the v ie w that the acadenric perform ance o f the candidates, in
schools and colleges, can n o t be totally detached fro m the appraisal o f
their suitabiUty fo r the civil services. A ccordingly, it is desirable d .a t their
academic p e rfo rm an ce b e p v e n weigh,age in defin ing their eUgibility and
assessing their know ledge and intellectual quaHq, in the w n tten examinanon.
Hence this C om rr^ttee recom m ends introducing a m inim um qualifying
oercentage o f m arks in graduation as on e o f the eUgibUity criteria.
M any alternatives like re d u a n g weightage o f optional subjects o r
„ ,e r in g on ly o n e op tion a l sub ject o r baskets o f subjects w ith c o ^ o n
question papers o r Hmiting cross-discipH nary m ovem ent by basket o «
L , w e re suggested in respect o f op tion al subjects in the CS (M a»)
examination.6 4 1 1 4 T h e C o m m ittee considers tiiat cross-d isapU naiy m ovem ent o
" L s . p e rcep tio n o f scorability. im balance o f syUabi due to differen t l e v .
. . hipcts etc can be addressed to a great extent i f the
“ T a t i r a r t r s t e d in at . a s t ’one o f the graduation/ post-graduation
t T s i It IS not advisable to include all sub.ects as optional papers in. ■ few groups o f subjects m ay be created fo r
the C S(M ain) exaiiunation, a t gr P
1 1 3 s
candMates who can opt for one o f the subjects ,n the g.oup most ak,„ to the
subject they recetve thetr degree ,n at ether graduation or post-graduatton level.'
6.4.11.5 As per the annual report o f 2010-11 o f the University Grant
Conrniission. out o f the total enrolment o f students ( 169.75 lakhs), majority o f
the students were in the Faculty o f Arts (36.39%). foUowed by Science
(18.42%), and Commerce/ Management(17.11o/„), i„ professional faculties lil.e
Engineering/ Technology and Medical science, the eriolment was to the tune
of 16.86% and 3.85% respectively. In Agriculture and Veteiinaiy courses, the
enrolment was only 0.55% and 0.16% respectively. Thus ratio of professional
and non-professional courses in respect o f enrohnent has been 1:3.
6.4..11.6 The Committee proposes that die following groups be created based
on existing optional subjects o f die CS(Main) examination:-
Agriculture, Animal Husbandry & Veterinary Science
Group 2
Botany, Zoology, Medical Science
Group 3
Physics, Chemistry, Madiematics, Statistics, CivH Engineering,
Mechanical Engineering, Electrical Engineering, Geology,
Group 4
Anthropology, Sociology, History, Philosophy, Psychology, Political
Science & International Relations, Geography
Literature o f any one o f the following Languages; Arabic, Assamese,
Bodo, BengaH, Chinese, Dogri, EngHsh, French, German, Gujarati,
Hindi, Kannada, Kashmiri, Konkani, Maithili, Malayalam, Manipuri,
Marathi, Nepali, Oriya, Pali, Persian, Punjabi, Russian, Sanskrit, Santali, Sindhi, Tamil, Telugu, Urdu.
Group 6
Commerce & Accountancy, Management, Economics, Public Administration, Law
6.4.11.7 The Committee is o f the view that:
a) The optional subject examination o f candidates be done in the respective
discipHne/or discipline most akin to his graduation/post graduation
studies.
b) It would not be practical to include all subjects being taught in the
Indian Universities as optional subject in the scheme o f CSE.
c) Though the subjects o f various disciplines have different difficulty levels,
applying a scientific process o f moderation can ensure adjudging merit o f
a candidate within such a testing process.
d) Present weightage o f optional subjects needs to be reduced and rigour o f
testing be enhanced.
e) Grouping o f subjects, revision o f syllabi and addition/ deletion o f
subjects may be carried out periodically.
6.4.11.8 The Committee therefore proposes to dispense witii testing in
two optional subjects and instead to have only one optional subject in the
scheme o f Civil Services (Main) Examination. It is proposed that the testing of
candidates should be done in the subject o f their educational background with
Group 5 ■
mimmal cross-disciplinary movement o f candidates by introducing groups o f
subjects. The candidates can choose the optional subject most akin to his / her
graduation or post-graduadon degree from any o f the groups mentioned at para6.4.11.6 above.
T h e C o m m ittee reco m m en d s the fo llo w in g stm ctu re fo r the C ivil
Services (M ain) w ritte n E x am in a tio n :-
PapeNo:
t: Description Marks Remarks
I Indian Language Paper (Any o f die Indian Languages given in die Righdi schedule o f the Constitution and approved by the Commission).
: 250 Language paper will consist of(iv) Essay.(v) Comprehension.(vi) Precis.
II English Laiiguage Paper.
250 Language paper will consist of (iv) Essay.
(v) Comprehension.(vi) Precis.
III India - History, Geography and Society
250
IV India - Constitution, Polity andInternational Relations
250
V India — Economy, Development and Technology
250
VI India — Social Justice and Probity in Governance
250
VII Optional Subject (Paper 1)
250
VIII (Paper 2) 250Personality Test (Interview) j
300
Note;
1. Marks « Language papers (Paper I and II) paper count for the
rand TaUy o f Marks on the basis o f which ment be fixed A
canidate n>ust also obtain quaHfying n,arks ,n each language paper as hxed by die Commission to quaUfy for selection.
2. The recommended syUabus for the Papers III, IV.V and VI is given atthe end o f Chapter-6.
3. There would be two papers (Paper VII and VIII) in one optionalsubject chosen by the candidate.
4 (a). For this optional subject, the candidate can choose any of die subjects
included tn a given group o f optional subjects, which matches or most closely
correlates widi die main/core subject(s) studied by him/her at graduation orthe subject studied by him/her at the post graduation level.
4 (b). In case a candidate holds only a general pass course degree at the
gi-aduate level, he may be allowed to indicate any o f the subjects in which
he/sne has been examined by the University as the subject based on which his
choice o f optional subject can be exercised. The candidate should then indicate
his/her choice o f optional subject out o f the group o f subjects, as given below,
wnich matches or most closely correlates to his/her chosen/indicated subject studied in the University.
4(c). In case o f any difficulty or doubt regarding the group o f subject
correlating to his/her chosen subject, the decision o f the Commission shall be
final. Commission may issue suitable clarifications/guideKnes in diis regard.
* . o , n ” ■ " - ■ - « "
I " * e ptoposfd 5ch™ , o f «am nadon, coid ni,n,b« o f papers be* ..I o,,CO f - . . b o , b .. b . . . ^
1 1 : 1 : 1 ; : : “ • - - -
[_^^J Personality Test:
6 7.1 As per the existing rules of Civil Services Examination, candidates are
subjected to a PersooaUty Test. Tl ere are rnultiple boards (6-7) chaired by
Men^bers o f UPSC and assisted by Advisors drawn fron, various fields
ccoring to * e nales o f Ae Cm! Services Examination, the testis mtended to
ludge dre cand.date’s mental caKber. In broad term, d.s ,s reaUy an
assessment o f not only his inteUectual quaUties but also soaal traits and his
merest m current affairs. Some quaUties to be judged are mental alertness.
cntlcal powers o f assimilation, clear and logical exposition, balance of
(Udgment, variety and depth o f interest, ability for social cohesion and leadership, intellectual and moral integrity.
6.7.2 The Committee considered the views o f the Alagh Committee on
changes to be made in the Personality Test. Instead o f only a one-to-one
interaction beuveen the candidates and die Personality Test Board. Alagh
Committee proposed that the various components in die Personality Test be
■added. like: (a) Personal Information Fomi (PIF). (b) Group Discussion, (c)
Personality Measure Test (PMT) and (d) Interview. It was noted that the
PersonaKty Test scientificaUy organized and conducted can reveal a great deal
about the character, aptitude, attitude, emotional suitability and to some extent the value system o f the candidates.
6.7.3 The Committee concluded that it may be logisticaUy difficult to have
changes in die existing format o f the PersonaKty Test. The Committee would
lil<e to suggest some uniform as well as innovative parameters to adjudge the
candidate in the Interview Board. The advisors ate to be sensitized regarding
these parameters and the basic intent o f the Personality Test. The Committee
dierefore proposes to have a stiaictured Interview by way o f eliminating
subjectivity m the Interview process to the extent possible.
6.7.4 The Committee deUberated on the Psychological Testing and concluded
that devising a suitable scientific model o f Psychological Testing in Indian
context may not be possible as per the current level o f research and development in this area.
6.7.5 The Committee proposes that personal narratives o f the candidates
may be used as one o f the tools o f PersonaHty Testing. For this purpose,
candidates successful in die Written Part o f Civil Services (Main) Examination
may be asked to submit Personal Narratives, in the language medium o f
interview, to the Commission before the PersonaHty Test. Personal narratives
would be autobiographical in nature where candidates will briefly discuss tlieir
personal history and reasons for aspiring to join civil services. H e/ she may
also elaborate his/ her academic, non-academic and practical
experience/achievements which may help him/her in being a successful civil
servant. He /she may also discuss his/her success or failure in managing
specific/unusual situations, if any. Personal Narratives could be written witliin
400 words and should be considered by the Interview Board.
119 '■ )
The Committee proposes a fine turing o f the Interview process by .tructunng the Interview where candidates will be awarded marks on vanou;
acets o f thar personaHty. A bnef description o f the proposed Stmctare o f
Interview given below may guide the awarding of maifa by the InterviewBoards
STRUCTURE OF INTERVIEW
Attributes
ABILITY OF SOCIAL
COHESION&LEADERSHIP AND SUITABILITY FOR
CIVIL SERVICE
Maximum marks
MENTAL ALERTNESS
ANALYTICAL
REASONING,
ASSILIMILATION SKILL
a n d BALANCE OF
JUDGEMENT
VARIETY AND DEPTH OF
INTEREST
COMMUNICATION SKILL
INTELLECTUAL AND
i MORAL INTEGRITY
TO TA L
Marks awarded
75
75
50
50
50
300
120
6.7.7 UPSC should also build a repository o f eminent/talented persons to actas Advisors in the interview boards.
6.8 Committee’s recommendations on EUgibiUty of Candidates
The committee deUberated on die eligibility conditions for appearing in
the Civil Services Examination, viz; Age, Number o f Chances and Educational
QuaHfication. The Committee is o f the opinion that these criteria be revisited to fulfill the goal o f selection.
6.8.1 Age
At present, the prescribed maximum age limit for candidates appearing
in the CivH Services Examination is 30 years for general category, with different
relaxations o f age parameters for reserved and other categories (for e.g. physically disabled) o f candidates.
The Alagh Committee deliberated on this issue and considered it
difficult to mould persons selected from a higher age bracket. It was found by
Alagh Committee, through data analysis, that die bulk o f die general category
candidates were getting selected before attaining 26 years. The Alagh
Committee’s observation on the overall selection figures was ‘T/i terns of average
age of selectees, the last five years data show that the average age of all selected candidates
ranged from 25.2 jears to 25.6 years and for the general categories it ranged from 24.2 to
25.2years. This average is obvious sensitive to change in age limits and would undoubtedly
decrease proportionately with reduction in upper age limit and vice versa. ”
The ARC had inter-alia viewed in this context that “the reform element in the
process o f recruitment should enlarge the pool of candidates to recruit the best and brightest of
the educational system in addition to getting them at an age when it would be possible to
imbue them with the right kind of values. ”
This Committee also believes diat the upper age limit should be reduced
by following the principle o f “ catch them young” so that the selected lot can be
m olded and t..ned fo. „..k,ng good a v . s e ™ .s . Fu.the„„o.e. .f ,o:n
at a late age. their chances o f ris.ng to the highest pos.tions get reduced. TMs' could adversely affect their career outlook and morale.
At present, the age limit prescnbed is between 21 to 30 years for general
candtdates with relaxattons for reserved and o * e r categories. Tl,e committee
recomr.ends that there should be no m in iu m age for eligibiHty. However.
the maximum age for the candidates should be i5 years with five years
relaxation for SC/ST candidates and three years for .ie OBC category
candidates. 0 * e r existing relaxations for die Disabled. Special Category etc. should be retained.
6.8.2 Number o f Attempts:
The Committee supports the view o f the Alagh Committee that the large
number o f attempts permissible at present allows candidates, with average
abiHtf, the possibiUty o f perfecting the technique o f succeeding in the
competitive examination. Repeated attempts by a large number o f candidates
without quaHfying not only frustrate them, but also lead to a colossal loss o f
human resources. The committee therefore proposes *at a candidate may be
allowed only diree attempts for the dvU services Examination irrespective o f
the category he/she belongs to. I f a candidate is admitted to the civil services
(preliminary) examination and is issued an admit card, it should be treated as an attempt.
Once the candidate is selected for a service and he/she actuaUy joins,
he/she may be' given only one more chance to appear in the examination if
he/she is otherwise eligible for appearing. For this, the candidate may be
permitted leave and may be allowed to retain his/her seniority.
C 122 ‘
The committee is not m favour o f making change in the basic educational'
cntena i.e. Gradtaation in any discipline. In view o f increasing number o f
applicants in the Civil Services Examination, it is pertinent to have some sort o f
restriction as regards die academic track record of candidates so diat checks
are appHed at the appHcation stage itself. The Committee considered various
options, like fixing a mimmum percentage o f marki in the graduate level
examination. At present all candidates having a graduate degree are eligible to
appear in the civil services examination. The committee, however recommends,
that only those candidates obtaining 50% or more marks or equivalent in their
graduation should be allowed to appear in the Civil Services Examination.
6.9.1 Role of the Commission after recommending candidates forappointment:
6.9.1 As a constitutional body entmsted witii die job o f selection o f best
quality candidates, the Commission should be provided feedback on the actual
performance o f the recommended candidates. Towards this end, a copy o f the
annual performance appraisals o f candidates for the first five years, may be sent
to the Commission by the Government. The Commission should, analyze these
inputs, through the R&D wing as recommended subsequently for the purpose
of fine tuning the examination/selection process.
6.9.2 The committee recommends that the Commission should utilize its
website and share colorful presentations about profiles o f various services so
that candidates, can make a better and informed choice o f service. The
Committee suggests that the Commission publish and disseminate attractive
information booklets, designed by professionals, which contain summary o f the
scheme o f examination. This would help market the Civil Services better and
6.8.3 Educational qualification:
C123 3
6-9.3 A candidate may be allowed to review hi, ■
mon* of joining the Foundation Course ^llotT™ ''
should be made by the government before' the I
*: ;2 :r::r" r-"■' - “ - — . 1 1 ; r ; r
obtained by the candidate in the UPSC civil , •
. . « j : r r : : r r "
c . ™ ™ . « . L * , - ~ .
“ “ “ " 1 - *• or 0 . I ,
“ ‘ “ S ' " ” * -o . d „ „ d . , a , „ J ^ ^
marks obtained in tiie CSE.
« . 5 tT.ese suggestions were examined by the committee. It was felt that the
ov^ se^ ces examination shotJd form the final basis for recommendation of
e candidate to the civil service w i* * e allocation o f the service also being ‘
ecided on that basis alone. This would make the system o f allocation
transparent and also a candidate would be able to take a decision regardkg
taking up a career in the particular civil service allocated to him on the basis o f
kts performance in the civil service examination. However, die process o f
- n g allocafoo of ™rks to vanous components of the foundation coutse asweU as professional t.atn.ng wHch have a bearing on h.s final .ntta se seniori^
- sen.ce would be usefcl ,n ejecting a ce«a.n an^ount of ngout and
senousness tn the training p.ogtam and i„,p,ove the m.olvement of the
candidate :n the ptocess. Hence thts systen.. wWch ts « tn some services, needs to be followed in all services.
6.9.6 It was also felt that the entire process ofconducdng the trainin.
program as well as the end o f tracing testmg/examinarion should be left to thi
respecave training insdtutions. The Commission ma, be however consulted by
these training insdtutions in temis o f the weightage to be allocated to various
facets o f this process in determining die final seniority in the service.
6.10 Recommendation regarding setting up of a research centre in the UPSC
6.10.1 The UPSC should set up a dedicated research centre' which can
exclusively concendrate on research and development at micro and macro levels in the following areas:
a. Processes and practices diat are followed in the entire mechanism o f
mviting applications, conduct o f preliminary and main examinations,
conduct o f interviews and creation o f final merit list.
b. Deployment o f technology to create a repository o f question banks,
and formulation and conduct o f online examinations (for preliminary examination), any time and at any place.
Research and development to set up banks o f questions o f various
levels for papers in preliminary and main examinations. Creation o f
repository o f relevant test materials to evaluate tiie behavioral and
thought processes o f the candidates. This could be done by creating a
" " 1 2 ^ 1
c.
ch resource o f books essays and articles by eminent audiors as weU as interaction with prominent subject speciaKsts.
d. The processes, methodologies, and the practices followed in
ping, emerging and developed economies across the World critically studying and analyzing them for indentifying common traits
that would cater to the needs, aspirations and expectations o f die public from the present and future civil servr^ts.
e. The processes that are used globally for identification and training o f
subject experts that would further enhance the process o f creations o f
questions, their deployment in the conduct o f examinations and also open and flexible approach for conduct o f interviews.
f Evolving o f methodology for coUection o f data and appropriate
information connected with the entire process adopted by the UPSC
for selection o f candidates and also well defined process for storage and analysis o f data and information.
g. Creation o f technology platforms, hardware and software, for storage o f data and information.
The Committee recommends die establishment o f an R & D Centre
within the UPSC with adequate budgetary provisions and qualified staff o f
researchers to enable it to become a vibrant entity which would play a proactive role o f change maker.
6.11 Conduct o f CS(P) examination online
6.11.1 The UPSC should critically and urgentiy examine, how the Preliminary
Examination can be conducted on-line like the GRE/GJvL^T Examinations
worldwide. Full use o f modern technology should be made. ON line
Preliminary Examination should be introduced by the UPSC as early as
possible.
Paper III - India - History, Geography and Society
1- History o f India
- From the n>iddle o f nineteenth cenmry tiU date tradtdonal social structurefeudahsm, colontalistn and their historical impact on Indian socety andeconomy; nse o f naaonaHsm and pre-mdependence social movements forchange related to equity, social and gender justice; important personalities whoshaped the freedom movement; post-independence consolidanon o f India-llugmsdc reorgamzadon o f the States; wars fought by India, cross border terrorism and internal disturbances.
2 . Geography o f India
Physical Geography; drainage system and watersheds; physiographic regions; mechanism o f Indian m onsoons and rainfall patterns; tropical cyclones and western disturbances; floods and droughts; climadc regions; naturil vegetadon, soil types and their distribudon; land, surface and ground waters; energy, minerals, biotic and marine resources, forest and \vild Hfe resources;
- water - mappmg water resources; water management; water distribution over different uses; water pollution; drinking water mission; water harvesting; scientific and technological solutions to water related problems - major issues pertaining to water-ecosystem their management and conservation;
- Environmental degradation, biodiversity and sustainable development; environmental hazards and remedial measures; poUcy, education and legislation.
3. Society - evolution o f Indian society; racial, Unguistic and ethnic diversities; religious minorities; major tribes, tribal areas; issues and problems; caste system; cultural regions; role o f wom en and wom en’s movement; size, growth, distribution and density o f population; demographic attributes - sex ratio, age structure, literacy rate, work force, dependency ratio, longevity; population policies and problems, health indicators, demographic projections into the future, migration and associated issues; types and patterns o f rural settlements
yllabi for the Four Common Papers Suggested by the Committee
»nd ,he,r problems , „ d re a d ie s ; funcnonal ctesificadon o f Indian a r i« , urbansprawl; slums; problems o f urbanization and remedies; -
4. Indian culture, art and Uterature major trends.
5. Communalism, regionalism, secularism
6 . Case studies on contemporary is
etc.
■ issues.
Paper IV - India - Constitution, PoUty and Interr.ational Relations
1. The Constitudon - basic strucnire, federal sdructure, Centre State relarionship.
major amendments as weH as aU Consdtuttonal. legal, adminisoradve and other
issues emerging from the poHtico - administrative system prevalent in the country.
2 . Powers and function o f the Election Commission; National and regional parties; ideological and social bases o f parties; patterns o f coaHtion poUtics; trends in electoral behavior; changing socio-econom ic profile o f Legislators
3. Foreign affairs with special emphasis on India’s relations with neighbouring countnes and region. PoHcy o f non-aHgnment. Security and defence related issues. Nuclear policy, issues and contestation.
4. Regional Co-operation: SAARC - past performance and fiiture prospects; Soutli Asia as a Free Trade Area; India’s “ Look East” poHcy, Impediments to regional co-operation: border disputes, river water disputes, illegal cross border migration, ethnic conflicts and insurgencies
5. United Nations, IMF, World Bank
6 . Law o f the seas - inland waters. Territorial Sea, Contiguous Zone, Continental Shelf, Exclusive E conom ic Z on e and High Seas
7. International efforts for protection and improvement o f environment - India’s ' role and position.
8 . Case studies on contemporary issues.
t
1 Indian econom y and issues reladng ,o p la n in g , mobffizadon o f resources, growth
development and employment.
G D P and per capita income - trends, aggregate, sectoral composiuon and
changes therein; broad factors determining Nadonal Income and distribnoon,
measures o f poverty, trends in poverty and inequahty;
3 Agricultural infrastrtrcmre, nrngadon, seeds, ferdli.er. cropping pattern. Hvestock
resources (and allied sectors) - econom ic refom is in ag.iculd.re; grow d. o f
agriculdrral science (including biotechnology); technology applicadons in agriculd^e
and a iled sectors - seeds, soil ferdKty. irrigadon and water harvesdng strucdires.
mecham zadon etc.; Technology missions: Green Revolution. White Revoludon, Oil
seeds mission, waste land reclamation - assessment in terms o f socio-economic costs
and benefits, need for extension; implication o f W T O agreements for Indian
agoculture; subsidies; agricultural prices and pubKc distribution system; food grain
stocks and food security; supply bottlenecks and agricultural prices; fo id processing;
current challenges in this sector
4 Industry - N ew E conom ic PoHcy and industry; strategy o f industrialization; role o f foreign direct investment and multinationals; privatization, disinvestment; technology impHcations o f W T O agreements for Indian industry; inteUectual property rights; impHcations o f TRIPS, TRIMS, G A TT; poHcy o f encouraging industries in backward areas; policy o f SEZs; what ails traditional manufacmring industries; status and importance o f cottage and smaU scale industries- need for continued induction o f science and technology in production, quality and marketing; current challenges in this sector (including land acquisition poHcy)
5 Service sector - the growth in the last two decades, pattern, location and employment generation; transport, communication, trade, banking & finance, insurance, entertainment & media, leisure, health, IT; the phenomenal growth o f IT, current status and future potential; need for penetration beyond urban areas; shift from direct control to regulators
6 Infrastructure - governments initiative and policies; private-public partnership;
Paper V India Economy, Development and Technology
Public finance - f ira l d c f i d r P ° % - role o f RJBl;n-cal d e f i c , m p a ct o f subsidies and oil prices
- o . e s e n . „ , e . . - J ~^ f f « e n e s e « o « , a, e f f o . . o f
gy, sources o f energy and theur technological status, hydro, fossil nonand renewable energy, .e th a n e based technology e n ^ L
naaonal supply and demand scenario. ’ ’
11 Case studies on contemporary issues.
Paper VI - India - Social Justice and Probity in Governance.
1 C oncept o f “ Welfare State” and -Social Justice”
2 Human Developm ent Index - factors considered.
3 G overnm ent policies and intervendons for developm ent in areas o f -- health,
- family welfare,
- education,
- infant mortality,
- rural infrastructure,
- shelter,
- poverty alleviation programmes,
- development of women, children and weaker sections,
- municipal and urban services.
4 R ole o f N on-G overnm ent Organisations. Self-Help Groups, User Groups andP eop le ’s Organisations, Urban N eighbourhood Associations, Producers’cooperatives and newer forms o f cooperative organisations with mixture o f State initiative and peoples’ groups
C. 1
5 Role o f Minorities Commission. SC/ST and OBCs Commission. Humon RighrsCommission. Womens’ Commissions and National and State Commissioner for ’Disabilities
6 Probity in Governance
- Concept o f public service
- Philosophical basis o f governance and probity.
- Human Values ; lessons from lives and teachings o f great leaders and reformers;
- Intemal/extemal factors which prompt/influence behavior, actions/inactions and decisions
- Conflicts - intemal/External - and their resolution
- Fundamental Duties
- RTI Act, information sharing and transparency in government. Codes o f Conduct, Citizens Charters
- Utilisation o f pubHc hands, vigilance, monitoring and public and social auditing and
role of the ComptroUer & Auditor General of India
- Role o f Ombudsman (Lokpal and Lokyukt)
- Central Vigilance Commission
- Growing pubHc awareness, role o f media, pubHc interest Utigation and recent developments
7 Case studies on contemporary issues.
ANNEXTTRF. - T
H rgt meetinp; o fthe Committpp held on 9.1.17. ?n il •
List o f ParHripcintc
1 • Prof. Arun S. Nigavekar, Former Chairman, UGC, Chairman
2. Sh. Yogendra Narain, Former Secy to the GOI, Member.
3. Sh. Prakash Chandra, IRS, Former Chairman, CBDT, Member
4. Sh. Radiin N Dutta, Former Chairman, PWC, Member,
5. Prof Priyankar Upadhyay, UNESCO Chair, BHU, Member.
6. Sh. Rakesh Kr. Gupta, Additional Secy, UPSC- Member Secretary.
The committee had its first meeting in Delhi on 21.12.2012. The committee
was briefed by the Chairman o f the UPSC on the mandate given to the
committee. Chairman, UPSC touched upon following salient points during his
brief interaction with the Committee:-
a) The number o f candidates appearing in the CSE has seen an
increasing trend in the last few years. Around 5 lakhs candidates apply,%■
out o f which around 3.50 lakhs actually appear in the Civil Services
• (Preliminary Examination). Out o f diis around 12500 candidates are
screened for the Civil Services (Main) examination. Finally around 1000
candidates are finally recommended for appointment to various services
based on their performance in the written examination and the
personality test. j
b) The system o f the CS (preliminary) examination has undergone a
change from 2011 based on Khanna Committee recommendations and
the optional paper (which earlier had to be chosen out o f around 23
different subjects) has been replaced with a common paper, besides the
general studies paper.
C) In the present scheme o f Civil Semces (Main) Examination, besides
the compulsory papers, the candidates are required to opt for any two
optional papers from amongst a list o f different optional subjects.
d) Majority o f candidates are opting only from 8-9 subjects out o f the
available optional subjects, which do not have any relation to the
subjects studied by them at the graduation level. They are aided by the
Coaching Institutes spread aU over the country which promote learning
by rote o f these subjects. The net result is that testing o f a candidates’
knowledge in his/her actual knowledge area is not done.
e) The long examination cycle o f the entire process, results in some o f
the best and the brightest candidates moving to other lucrative jobs in
the private / public sectors, which pick tiiem up early and do not have
such a lengthy process.
f) The Society is undergoing a very rapid transformation due to rapid
changes in technology and globalization. The recommendations finally
made and accepted by the government may be required to be re^dewed
from time to time keeping in view the rapid transformation o f society.
g) The Committee would be absolutely independent in working out its
mediodology without any interference by the Commission. The
Commission will finally consider the recommendations and then may
suggest to tlie government necessary. changes if any in the existing
scheme o f examination.i
h) The Committee decided to have an insight into the reforms
process initiated through the reforms in the Civil Services (Preliminary)
Examination. The committee felt the reform process should take into
account the conditions o f the society, the aspirations o f common people,
the majority o f which are stiU economically backward, as well as the
C3E>
P ence and feedback from the existing Civil Servants. The present
m l Servants should have * e capabiHty to harness the Indtan
scenario vvith the fast changing global scenario.
i) It was decided that, to begin with, * e reports o f vanous co n ^ tte e s
set up earKer for the reform o f the examination process, (particularly
starting from the Kothari Committee recommendations) be provided to
e committee members. This would enable them to assess the past
history o f reforms as well as understand the reform process which has
taken place in the past. It was also decided that an on Kne document in
the form o f a Google document be also provided to enable the members
to interact online and share their views with one another.
J) The committee also decided to have wider consultations ™th
persons from different backgrounds and discipline and to listen to their
™ w s on the refomi. Therefore on one hand whie * e comnnttee
deaded to collect feedbacks from the stake holders through pre-decided
questionnaire, at the same time it deaded to have wider consultations directly also.
C ®) S s iPnd M eeting o f the Com m ittee .n d 1« ln ter .r»V .
held in D elhi on 26.2.2012 and 27.2.201?.
List o f Participants
1. Smt. Vimta Rai, IAS, Former Secretary to the Govt, o f India.
2. Sh. Bhim Singh Bassi, IPS, Special Commissioner o f Police, Delhi
Police H Q , Delhi.
3. Ms. Yoshodhara Menon, Member (Personnel), Department o f Posts.
4. Sh. Sudhir Rastogi, IRS(IT^, Chief Commissioner o f Income Tax,
New Delhi.
C . 1 3 4
5. Dr. Ajai Chowdhury, IFS, Dean o f Foreign Ser ice Training Institute.
Dr. P.K.Mohanty, IAS, Additional Secretary, Ministry o f Housing ■ and Poverty Alleviation.
7. Sh. Vijay Madan, IAS, Joint Secretary, PMO.
8- Sh. B.K.Baswan, IAS, Former Secretary to the Govt, o f India.
9. Air. Marshal S.G.Inamdar, Former Member, UPSC.
10. Lt. Gen. Nirbhoy Sharma, Former Member, UPSC.
11. Dr. Bhure Lai, Former Member, UPSC.
12. Smt. Rajani Rajdan, Member, UPSC.
13. Dr. K.K.Paul, Member, UPSC.
14. Smt. Alka Sirohi, Member, UPSC.
15. Sh. Vijay Singh, Member, UPSC.
16. Prof. Venkatarami Reddy, Member, UPSC.
i) The Committee had its second meeting on 26.2.2012 and 27.2.2012
at Delhi. The first day was devoted towards interacting with various
eminent persons including serving and retired Civil Servants. On the
second day,- in the first session there was an interaction with
Members o f UPSC foUowed by the 2" meeting o f the Committee
wherein there was a summing up o f the discussion held during the two days.
Following suggestions emerged through the interactions:-
a) The Preliminary and Main Examination can be clubbed.
C 1 3 ^
b) There should not be any optional paper as also proposed by Alzgh
Comniittee and also as is done in U.K and France.*
c) Subjects should be related to the essential traits required to be tested.
d) The age limit should be reduced to 21-26 year.
e) There should not be any testing o f regional language but testing o f
English language is very important.
f) There should be one paper on tiie subject studied by die candidates at
the College/ University stage.
g) There should be a certain minimum bench mark for the candidates to be
eligible to appear in the Civil Services Examination. The bench mark
may be made on the basis o f percentiles instead o f fixing certain
percentage o f marks since there are wide variations in the marking
pattern in various universities.
h) PreKminary Examination can be made on-line and its validity can be kept
for at least two years.
i) There should be optional subjects divided into two broad groups and
candidates should be allowed to opt two subjects from each group. A
candidate will be required to choose subjects not related to his/her
academic background.
j) There should be psychological testing o f candidates on tiie model o f
Defence Institute o f Psychological research.
k) There should not be a single examination since it is an era where we are
looking for specialists.
1) There should be a periodic review o f the scheme after every five years.
m) We may go back to the differential sets o f standards which were
prescribed in the pre-Kothari format o f Civil Services Examination.
0 3 6 ^
a!l [clTd'Tactual depth o f knowledge can be tested,
O) There is a need to change the evaluation system.
P) The interview should be structured so that it can assess the soft quaHties or a candidate.
) The committee also deaded to have foUo™g studies undertaken to have
an .dea about the reforms needed keeping the global perspective in mind and from vanous stake holders.
a) A smdy on various selection meiods currendy in vo^e globally forselection of Civil Servants.
b) To have a report on * e basis o f a study on the efficiency and perception
of the Indian Civil Service Examination from various stake holders like
prospective candidates and aspirants appeared/appearing in die civil
services examination, the general public and senior civil servants andtraining institutes.
c) To gather views from different cross section of the civil society about reforms needed by holding regional workshops.
d) Interactions with various eminent persons like retired civil servants,
academicians, former chairpersons/members o f the UPSC and other respected dignitaries.
e) Interactions with die training academies (Central Training Institutes) for
getting their feed back about the quality of selection done by tiie
commission and the shaping up o f a candidate nominated during tiie
training programme. I
f) To gatiier feed back from die cadre. controlling audionties about the
quality of candidates selected tiirough tiie Civil Services Examination.
V 1 3 7 '
on 1 0 .4 .2012 w ith P n ^ i„ .„ .^^^^^^ ° a iJfca(koOi3ining Ar„ri^nni.,
List o f ParHcipantg
1- D r. H.R. H ashim , Form er Chairm an, UPSC.
2. Shri P.C. H ota, F orm er Chairm an, UPSC.
S h n A m itabha Bhattacharyay, IA S , F orm er Secretary. G ovt, o f India.
4. Prof. Mahim Sagar, IIT, Delhi.
5. D r. G u rbachan Singh, Chairm an, Agricultural Scientists Recruitm entBoard, New Delhi.
6. Shri Rakesh H uja, IA S , D irecto r, IIP A , Delhi.
Prof. T rilochan Sastry, Faculty, IIM , Bangalore.
Shri Sunit T andon , D irecto r G eneral, Indian Insutute o f Mass
Communication, New Delhi.
7.
8.
9.
10.
Shn P.K.Jha, Joint Secretary, Ministry o f AR&PG, Delhi.
Shri Neeraj K u m ar, D irecto r G eneral, Railway S ta ff CoUege,
V adodora
11. Smt. Upma Srivastava, Joint Secretary, D.O.P&T, New Delhi.
12. Smt. Ashima Singh, Director General, Indian Railway Institute o f
Transport Management, Lucknow.
13. Ms. Jya Singh Chouhan, Director, JRUFS Academy, Lucknow.
14. Ms.' Anjali Devashar, Director, Postal Staff CoUege, Gha2iabad.
15. Shri Sanjeev Chopra, Joint Director, LBSNA.\, Mausoorie
16. Shri Rakesh Kumar, Director, National Academy o f Defence ,
Financial Management, Pune.
: " 1 3 8 "
17. Smt. Rasheda Hussain, Director General, National Academy o f
Custom o f Excise and Nortotic, Faridabad.
Shn V. Kurian, Director General, National Academy o f Audit and Accounts, Shimala.
18.
19. Shn V.N. Rai, Director, Sardar Vallabbai Patel Academy for IPS, Hyderabad.
20. Shri D.S. Saxena, Director General, Nation'i Academy of Direct Taxes, Nagpur.
21. Shri R. Ravi Chandran, Additional Director General, National
Academy o f Defence Financial Management, Pune.
22. Shri S.K. Mishra, Director General, National Institute o f
Communication Finance, Gaziabad.
23. Dr. Ajay Chaudhary, Dean, Foreign Service Institute, Delhi.
In the third meeting o f the Committee, die 1“' session was devoted to
interaction with former Chairpersons o f the Commission followed by
interaction with various eminent persons mostiy from the serving civil servants
working in various important Ministries/Departments. The second session o f
the meeting was devoted to having presentations from some other eminent
persons including some academicians and also representatives o f various
Central Training Instimtes imparting training to the Civil Servants
recommended by the commission.
A summary o f points made by various participants in the said meeting
are highlighted below:-
a) There are cross domain movement in so far as opting for the optional
subjects is concerned, as the candidates are going by the advice o f the coaching
nstitutes which claims to have an expertise to predict the scorability factor.
Creation o f a large number o f coaching institutions is one o f the most
undesirable activities in the present scenario. Following tiie pattern o f
examination, coaching institutions have mastered on how to coach and the
techniques o f how to get through the examination as well as to get through
the interview. One has to think how we can overcome predictability factor
of this examination on which most o f the coaching institutions thrive.
b) We are not getting the best products o f the Universities in the Civil Service Examinations.
c) In this age o f high professionalism, where in specialized skills are also
required for various services, there should be testing based on aptitude, since
aptitude is a basic parameter in the human element. Since in the civil services
different aptitudes are required for different services, it may be very difficult to
indentify all the aptitudes. Therefore more thmst should be given on training
-which can mould a candidate according to the need o f a specific service.
d) It may be difficult to measure the non cognitive skills o f a candidate
through the present CS Examination system. It is difficult for the Interview
board also to read the mind o f the candidates within such a short interview
span. The actual mental make up o f a candidate build up during his/her
service life. The influences o f the system are very significant and the system
also moulds the moral aptitude o f a person.
e) As regards subjects to be opted, perhaps there is a need to restrict the
candidates to the subjects they have studied. Essay writing is also a very
important component o f Civil Services Examination. It tests mental
composition and mental process o f a candidate. Regarding interview, a.
question has been raised whedier there could be some training for interviewers.
f) An examination based on common papers wiU not bring out the best
amongst the candidates because tiiere may be uneven advantages. We should
.140
pay more attention to the training because it is training which inculcates
qualities required for a Civil servant.
g) Allocation o f civil service be done after the training course.
h) The interview board should enforce that a candidate is not saying
anything which is tutored. In testing in U .K ., they give candidates a home test
and the same test is to be given again when they come for interview. If the
difference o f marks is more than 30% , he is not taken in because they believe
that the home test was copied from somewhere and this certainly reflects on
one’s integrity. The idea o f this test is to judge the moral dimension and
integrity o f a candidate. Therefore ethical values o f the candidates must be
tested.
i) UPSC provides a common testing platform with a level playing field.
Therefore testing in a subject is essential to know how the candidates perform
on a com m on platform. The candidates from the professional/technical
courses are having one or two years o f extra time spent in the University. So
the Commission would try to balance this extra load. Candidates should be
judged with some tough standard in all subjects. The syllabus should be
properly framed and it should be reviewed after every five years.
(D) Second consultative workshop of the Committee at Guwahati
held on 10.5.2012
List o f Participants
1. Prof: A m n Kumar Singh, Professor, Nagaland University, Nagaland
2. Prof N .C .Roy, Dean, Rajiv Gandhi University, Arunachal Pradesh
3. Shri Srinibas Pathi, Professor, .Mizoram University, Aizawl
< ' l 4 i j
4. Prof. Gautam Barua, Director, Indian Institute o f Technology, Guwahati
5.
6.
7.
Dr. D. N. Buragohain, Founder Director, IIT-Guwahati, Guwahati
Prof B.K. Aggarwal, Vice ChanceUor, Tripura University, West Tripura
Shri Rajiv Kr. Bora, Principal Secretary, Personnel, Administrative Reforms and Training, Govt, o f Assam, Assam
8. Shri Ashok Kumar Basu, IAS, Former Secretary to the GOI, Kolkata
9. Dr. Tapan Chattopadhyay, IPS , Former DG(Pohce), Kolkata
10. Prof Prashant Kr. Sahoo, Vice Chancellor, Udcal University, Orissa
11. Prof. Dr. Manorama Biswal Mohapatra, Bhubaneswar
12. Shri Deepak Kumar, Principal Secretary, General Admini'stration Department, Govt., o f Bihar,
13. Smt. Indra Mallo Jain, Secretary, Amnachal Pradesh Public Service Commission, Amnachal Pradesh
14. Shri Tamlal Lohar, Secretary, Mizoram Public Service Commission, Mizoram
15. Shri KM Das, Secretary, Tripura Public Service Commission, Tripura
The second consultative workshop o f the Committee at Guwahati was
held on 10.5.2011 in the premises o f IIT, Guwahati. A good number o f
acadennicians and both retired and serving civil servants attended the
workshop. A brief summary o f inputs received in summed up below:-
a) T o select candidates for die civil services we should see diat the
candidates should have aptitude for GAP - abbreviated as for Governance,
C^142^
Administration and PoHcy and Planning. Therefore we should switch over to
one compulsory paper (or a subject having two papers) on GAP. If GAP is
included in die scheme o f examination then all the candidates will come for
UPSC examination at least widi some sort o f preparedness in the essential core area o f functioning o f a civil servant.
b) As per suggestions given by the Second ARC, the government should
establish some training institutes wherein aspiring civil servants can be given extensive training to make them good civil servant.
c) We are recruiting people for generalist types o f services or for services
requiring speciaHzed type o f knowledge like the Indian Foreign Service who are
to deal with various types o f challenges and therefore the persons selected
would require different skills. What UPSC is doing is recruiting persons who
can fit into any service irrespective o f his/her skill and thus there is every
possibility o f some misplaced orientation and priority. Can we not think o f a
mechanism for recruitment o f persons who are fit for specialized services like
Indian Foreign service or Indian Trade Service? This can be done by devising
some specialized sort o f papers to derive the aptitude o f the candidates, for some specialized jobs.
d) We should divide the interview marks o f 300 into two parts, first part
should be based on one to one question answer session and the second
should be on problem solving like separatists movement, identity based movements, insurgency etc.
e) Our world is going through an all round developmental phase and
accordingly we' want a generation o f civil servant who can adjust in this ■
change and can take the country forward. It should not be our interest to
recruit somebody who is a jack o f all trades. We want to have a well rounded
personality and traits for a competent civil servant. The attributes we need for
different civil semces are not the same. But there are certain bas.c things
wliich everybody looks for. First is leadership quality, ability to work as a teani,
strong common sense, communicadon skill, discipline, decision making, ability
to withstand pressure, take risks, and abiHty to take the country forward as an agent o f change.
f) The topics proposed by the Alagh Committee for three compulsory subjects can form the part o f General Studies papers.
g) There should not be any language testing (of qualifying nature) in the CS(]VI) stage.
h) Both the optional subjects should continue because it can only give a level playing field to the candidates.
i) Sometime interviews become very trivial and proper time is not given to the candidate.
j) Putting stress on English language is not that important because we are
going to create officers to deal with the common citizens. Therefore, English
may only remain at the preliminary level.
k) We should have subject testing in those subjects which are useful in the area o f services.
1) Compulsory paper can be modeled as per die recommendations o f the
Khanna Committee. The questions should be set in such a manner that
knowledge o f the candidate can be assessed in a comprehensive way wherein
the candidates are required to maintain dieir stress level also. Instead o f 5 or 6
questions o f descriptive nature in each papers, if 30 questions are set in each o f
compulsory optional subjects so that the answers can be very brief and to the
point and in tiiat way the questions can be asked in a manner which will bring
out the analytical ability o f a person and genuine knowledge base.
c 1 4 4 3
m) If optional papers are not included in the Main examination then there is
possibility that the candidates who are experts in rote learning will get tiirougK
with the aid of help books and guidance of coaching institutes.
n) Interview should include some kind o f ‘behavioral based’ questionnaire
to test the personality o f candidates. I f time permits, interview could include
some kind of discussion over a period o f time.
(/
o) The skill sets which the main examination tests, does not test certain
fundamental values like honesty, integrity, motivation, team work. The topics
for the Essay paper may be decided with such kind of value concepts and case
studies eliciting views. Specific public policy inputs are essential, particularly
from micro economics and public administration. It could be included in the
general studies paper. Outdoor tasks can measure various value system o f a
person. Regarding catching them young, the overall age Hmit should be 28. We
should continue with optional papers. Basically we need to change the mles of
the game as regards preferring optional subjects. There is a natural inclination
to opt for high scoring subjects. Therefore the pattern o f questions needs to
be changed. More emphasis should be given to the individual’s understandings
of the subject.
p) A plethora o f new subjects has been introduced in the academic arena, it
may be difficult for UPSC to continue with the optional subject testing.
Moreover, inter-se subject moderation will remain. Therefore diere should be
common papers as suggested by 2" ARC to evaluate candidates. Papers in
English and Indian Language in the qualifying form should be retained. The
admissibility o f candidates can be set at a minimum cut o ff level say a second
division. As regards inclusion o f some means o f assessing soft skiUs e.g,
emotional quotients, man management skills, and leadership qualities etc. die
■ r 145
fo. the „te™e.v- can be „des.gned. As regards upper age K™, we have to reduce it to 28 years.
^ The jusdfication o f such a large number o f optional papers .s redundant
Questions testing deas.on making should be asked. There is no use v.th thepre-set large large number o f optional subjects.
* ^ ™ td _ -E fin S U ta th a w o i^ ^ Committee P„n. I,.,-, 22JJ012
List o f participants
1. Shri. T. S. Sawant. Secreatry. Goa Public Service Commission, Goa
2. Shri Kumar Bhagwan Khaire, Registrar. University o f Mumbai.Mumbai
3. Shri Ravindra Kumar Roye, Chief Commissioner o f Income Tax, Pune
4. Shri R Sekhar, Commissioner,Income Tax, Pune
5. Shn S. N. Rathore, Secretary, Chhattisgarh Public Service
Commission, Chhattisgarh
6. Shri Rakesh Kumar, Director, National Academy o f Defence
Financial Management, Pune
7. Shri S.K. Misra, Commissioner, Income Tax, Pune
8. Smt. Manjula Mathur, Pr.CDA (Officers), Pune
9. Shri Vasa Seshagiri Rao, Commissioner o f Customs and Central
Excise, Pune
10. Col. K.C. Mishra, VSM PMG, Pune
11. Meeran C Borvankar, Commissioner o f PoKce, Pune
12. Shri Mahesh Pathak, Commissioner, Pune Municipal Coporation, Pune
13. Shri Ujjwal Kumar Choudhary, Director General o f Income Tax
(Investigation), Pune
14. Dr. T. S. N. Sastry, Professor & Head, University o f Pune, Pune
15. Prof. B. R. Shejwal, Professor and Head, University o f Pune, Pune
16. Shri Rajaram Yadav, Dy Secretary, Govt o f Maharashtra, Mumbai
Third consultation workshop o f the Committee was organized at the
National Defence Academy o f Defence Financial Management, Pune where
academicians and civil servants gave many suggestions. The points emerged
through the discussions are briefly summarized as under
a) Our objective is to select a dedicated and competent officer with
requisite comimitment for the service.
b) The desired skiU sets should be focused and accordingly the entire
scheme should be reframed.
c) In the Mains Examination, the relevance o f so many optional is not
clear. In CS(Main) Examination we can have some mix o f subjects from
Alagh Committee’s and ARC’s recommendations by incorporating Law or
rather application o f Law e.g. basic aspects o f Evidence Act, Indian Penal
Code etc - i
d) The Personality Test should be thoroughly replaced with multi-board
interview. I f possible, there should be a psychological test also. Interview
should not be subjective.
(e) In the last CS(P) Examination, there was no question on global
perspective in the first paper. Therefore question papers should be properly, structured.
0 Questions in CS(P) are heavily biased against urban candidates.
g) Age factor is very important for candidates coming from rural
background. We cannot ignore the fact that large number of under privileged
people are attempting this examination. ^
h) QuaKfication for sitting in Civil Services Examination is only a simple
graduate in any discipline. Generic subjects like Constimtion of India, social
sciences, basic economics, sensitivity towards technology and e-governance
etc are required. The testing o f writing skills can be adjudged through the
existing Essay paper.
i) Those subjects should only be retained which have some linkage to the
present day administration.
j) There is wide variation and subjectivity in the interview. Therefore a
candidate must be interviewed by at least two boards.
k) There should be some restrictions on the number of attempts a
candidate may be allowed.
1) The examination structure should be in tune with the socio-economic
conditions.
m) The time cycle o f this examination is a cause of concern.
n) Students hailing from the rural background should be given special
weightage to bring them into the main stream.
o) More number o f interview boards will help a fair assessment.
c : 1 4 8 - ^
p) Common examination for all the services is not proper. Common
syllabus should be appropriate with the changes made in the CS{P). The'
pattern should not be tilted towards any specific background. There can be
10 papers all related to the service area including a topic like project
management. For Police Service, there should be special testing on Policing
and Security matters. In CS(Main) Examination, all the papers are subjective in
namre having 5-8 questions. There should be questions with different weight age.
q) All the advisors should give specific marks in the Interview instead o f
conservation approach.
r) Evaluation o f answers books should be done by more than one
evaluator.
s) We must assess have public opinion about-the lacunae in the present
svstem. j
t) As regards CS (iM) Examination, Paper I and Paper II are fine.
ICnowledge and applied aspects should be tested. Though there is subject
swapping, candidates who are finally selected, are doing weU in die written
examination. Therefore the candidates are showing their intellectual potential.
The coaching institutes are adopting predictive techniques. Group discussion
should be added with tirie interview. Age o f entry should be reduced to 25
years.
u) Optional subjects should be altogether dispensed with. If more sttess is
given towards Law etc. as per su^esuons coming out from some o f quarters,
the selection process will be tilted towards one particular category. Statutory
interpretation o f Law is very important. Weightages on the topics are to be
seriously detennined. RTI, RTE, Human Rights, child Rights etc. should be
covered. PersonaKty Test is to be re-stmctured. In * e post selection stage,
*ere should be a system to keep watch on the track .ecord o f the candidates -
e what ts done .n the Armed Forces. Number o f attempts should be reduced'to eliminate frustration.
V) There should be equal weightage for aU steams and majonty o f subjects
taught tn the universities must be covered. I„ * e PT Board, number o f
mem ers should be increased. Subjects Kke e-learning, RTI Act etc. should be
added. Questions may be asked on the problems envisaged for the future.
W) Hiere are too many options in the Civil Services (Main) Examination
and candidates are choosing best options as per scorabffity. Due to large
number o f options it is difficult to balance the weightage. W h y so many language subjects like Russian in the Indian context?
-) Reserved category candidates should also not be given age relaxation and instead can only be given marks relaxation.
y) As regards Personality Test diere should be some kind o f equaKzationamongst various boards else there can be interview o f a candidate in multiboards to minimise differences.
2) We can introduce specialised subject testing in the Civil Services (Main)
Examination which are relevant to the service profile.
aa) In die Civil Services Examination the intelligence o f die candidates is
tested but not elements Hke honesty and integrity.
bb) There is large gap between PreKminary and Main examinations which
needs to be minimised and this can only be done by dispensing with the
Detailed AppHcation Form. The candidates should be advised to submit
all the particulars in one go during the Preliminary examination stage.
cc) There is a need to have some mid course correction. Evaluation should
be done during.training and marks obtained should be added to merit.
dd) The Civil Sendees Examination seems to be skewed for science
graduates.
ee) The candidates appearing in the Civil Services (Main) Examination have
a tendency to change their domain subjects. We should not test
candidates on their academic background. Instead economic policies, E-
governance, etc. should be included.
ff) There should be no test for Essay writing. A p'xper should be prepared
on topics like democratic Government with special emphasis for
Panchayati Raj. For Personality Test, there should be some kind o f
psychological testing.
gg) For Civil Services, there should be well defined skill sets like emotion
intelligence, spiritual intelligence, integrity, morality values etc. There
should have excellent written and communication skills.
hh) The most important things is tiie PersonaHty Test which is-inadequate
and inappropriate both with respect to the weightage and time. In die
armed forces, the testing o f skills are very rigorous. There should be
psychologists in the Interview Board who should try to evaluate inner
quaUties witiiin the candidates. The candidates should be given group
tasks.
H) There should not be any optional subject in the Main Examinations.
Basic emphasis should be to evaluate the vision and motives o f
candidates.
There should be psychological testing. There should be a paper relating
to India’s position in the global arena. chaUenges being faced by tlie
society etc. The interview should be restructured and weightage o f
interviews should be reduced to hundred.
II)
kk) One paper on democratic governance, diplomacy nationalism and anti
insurgency movement should be included in the Mains Examination/
There should be a 2 paper on environment, science and technolog}' ,
role o f science and technology in society, bio-technology, Law and
various remedies. There should be a 3" * paper on law and public policy,
statutory meaning o f law and interpretation and legal decision making,
customs law transport law etc. These three papers should replace
optional papers in the Civil Services (Main) Examination. The 3' * paper
should also include about various perspective oh human rights in tune
with the international law, international good governance to dispute
management, bi-lateral investment treaties etc. After the selection, a case
may be undertaken on the skill base o f a candidate. There may be two
interviews, one before selection and other after the training.
II) The Preliminary Examination pattern introduced from CSE, 2011 seems
to be skewed in favour o f candidates from science background. Our
endeavour should be to provide level playing field. There should be
equal weightage in all the sub-sections.
mm) In the CS (Main) Examination, candidates are mainly coming from
science background. There is actually a testing o f cramming capacity
since the curriculum is too large. We should try to have persons with
basic skills like leadership quality. The compulsory papers suggested by
the Alagh Committee are more relevant. E-governance should also be
added in the scheme.
nn) In the interview there is lot o f subjectivity involved due to various
Boards. The PT Boards should judge comumunication skills, leadership
quality etc. in a candidate. Interview should be on the pattern of die
SSB and group discussion component should be added.
f o urth consultative w orkshop o fth e Committee Bangalore heldon 01.6.2012
l is t o f participants
1. Prof. S.K.Rao, Director General, Administraztive Staff College o f India, Hyderabad.
2. Sh. K.C.Khuntia, Principal Secretary, Finance Deptt. Govt, o f Karnatka
3. Dr. R. Nagendra, Professor & Head, D /o Geology, Anna University, chennai
4. Dr. L. Suganthi, Professor & Head, D /o Management Studies, Anna
university, Chennai
5. Prof. Viswanath, Professor & Chairman, D /o Economics and
Cooperation, University o f Mysore
6. Prof. R.S. Deshpande, Director, Institute for Social and Economic
Change, Bangalore
7. Dr. Guruswamy, Professor and Head, Deptt. o f Commerce,
University o f Madras
8. Prof. G. Nancharaiah, Dean, School o f Social Sciences, University o f
Hyderabad
9. Prof. Rangaswamy, Professor (Economics), Bangalore University
10. Prof. N.M. Agrawal, Professor, Organisational Behaviour & Human
Resources management, Chairperson, Centre for Software &
Information Technology Management, Bangalore.
^ 5 3 ^
n . Dr. R. Bharadwaj, Chairman, Institute for Educational Research and Development, Bangalore
12. Prof. P.R. Mahapatra, Dean, Faculty o f Engineering, Indian Institute o f Science, Bangalore
13. Prof. C, . Madhumati, Dean, Faculty of Education, Osmania University, Hyderabad.
14. Dr. G. Koteswara Prasad, Professor and Head, D /o Politics and
Public Administration, University o f Madras.
Fourth consultative workshop o f the Committee was held in the campus
of Indian Institute, Bangalore on June, 2012 where professors, Trainers and
civil servants from southern part o f the country participated. The summarj
of discussions held in the meeting is as under:-
a) Focus on the skills and challenges we face to design a system for
selecting right kind o f candidates.
b) Linguistic skills are quite important for communicating with different
section o f people. English is being spoken all over the country. Its usage has
become important for communication for government as weU as in non
government sector Testing o f one o f the Indian language is important to
evaluate the ability to and communicate to the country’s people.
c) Testing o f subjects is important. The syllabi of each subject should be
demanding and have equal standard. Soft options and scorability should be
removed. Languages can be used as subjects.
d) There should be equal opportunity for all sections o f candidates.
e) C.S. reforms is a much broader subject. To see whether we are catching
the right candidates, performance o f candidates recommended and appointed
should be closely followed up.
0 5 4 ^
0 Coaching Centres are flourishing. Candidates are banking on them.
Examination pattern should bring out the intrinsic skills of the candidates and
the role o f coaching be minimised.
g) As regards Alagh Committee’s recommendations there should be 2
papers (compulsory) — Indian Economy, History, Current Affairs. Syllabus
should not be too heavy. Lot o f skill required in question setting.
h) There should be testing o f at least one Optional subject.
i) Essay paper should be in English.
j) What is important is to judge knowledge at the entry level about basic
issues o f administration like national disaster, resource management/analysis,
social and national environment.
k) Subjects o f testing should be properly designed primarily witi:i an aim to
relate it witii the problems encountered in the areas o f work and how one
would address the system. It is very important to test how one would react
and solve field level problems.
1) Focus should be on the skills o f the candidates and challenges we face.
System should be designed for selecting right kind o f candidates.
m) Linguistic skills are quite important. Presence o f EngHsh is felt all over
die country. Candidate’s abiUty to use EngHsh is important. Testing of one
of the Indian languages is important.
n) The issues regarding career progression o f die civil servants should be
dealt witii expeditiously.
o) There should not be any restriction as regards choosing o f optional
subject.
p) What is important is to judge knowledge at the entry level about basic
issues o f administration like national disaster, resource management/analysis,,
social and national environment.
q) There should be Optional subjects which should be related to the
requirement o f the services.
r) Optional subjects should be dropped.
s) Honestiy, integrity, ethics, social values are mosl important skill sets.
t) Training performance to be assessed at the end. If performance
evaluation is not found satisfactory, training may be extended.
u) Communication skill and reasoning skills are very important. Interview
marks need to be reduced to. 200 marks.
v) Capability o f taking a decision. Aptitude to meet the challenges o f is
essential. This needs to be tested.
w) In case o f optional subjects, cross domain movements is a real problem.
x) Testing o f personality, leadership qualities should be in the syllabus.
y) Banking & finance, financial services and marketing should be included.
z) The future civil servant should have understanding o f social and economic
history and o f Indian culture. Since he is a leader in the process o f
development - he should have sound knowledge about the society. They can
also take decision on die basis o f thorough knowledge o f society . He might
have a good knowledge in his subject, but at the same rime inadequate
knowledge o f the society. The papers suggested by the Alagh Committee may
be relevant a t this point o f time. However, topics Uke mral development,
Science and Technology should be included.
0 5 6 3
- ) Age fo , general candidates should be „ a .™ u n , 27 to 28 years
e u c o n o f age ,n all, categones by 2-3 years is required s»ce starring at an
o - f e age, selected candidates can not get to the top .o s t pos.don o f the
bb) Changing the ranking after cotnpledon o f the training may lead to
senous problems and compHcations - demorahzing the cadre. Salaries should not cause disparity - some degree o f equality in the society is needed.
) Country is changing fast. We want candidates who can understand the
s.mation, apply dieir minds and administer. W e need to bring in a change as per need o f the society.
dd) A person to be selected should have the wiffingness to change the
environment, willing to take respons.biHty, should have * e leadership quaUty
having vision and he/she will be able to work in the existing poKrical system. ’
ee) "terview should have component o f testing behavioral skiU. Theinterview should be more structured.
f() There is essential difference between learning and doing. The
candidates selected as civil servant has an important responsibility. They
persons selected have quasi-judicial powers and also have to act for
maintenance o f law and order. The candidate should require ' Vivek’ - which
inner core judgment. Therefore, choosing a person widi requisite capabiHty of a civil servant is very difficult in the existing scenario.
gg) Administrative ability is not a skill. Administrative model should be
developed to look into the requisite skills like temperament, communication
skill, life experience, leadership quality, etiiics, general sensibility, ability to
interpret statistical data, use o f computer etc. But tiie most difficult area is how
to test those abilities tiirough an examination. The American system of GRE is a means o f aptitude testing.
hh) Group discussion should be includerl m •included in the interview and use o f multi-
Be .Howe. . . e . .a .e . _ ™ e . . ■
ott o f ! lT T con^un^cadon skiH,out o f which the second one is most important.
® Evaluation o f a candidate should be done thtough out his/her career
tne career graph should be maintained and analped by the Commission.
tt) A civil servant remains in * e service for about three decades He is
req^ed to serve in a particular economic milieu. Bureaucrats are the change
mater in the soce^ which is having diverse composition. The country need
ureaucrats who can make and lead the changes and are courageous and
enterpnsing. The country needs action oriented people who can take a
easion on a complex situation and can explore the best alternative. The
person selected should have creativity, analytical ability and open mind.,
B) At the time o f interview a candidate may be asked to write a statement
o f purpose. There should be two inter-view Board for each candidate which canminimize the subjectivity.
(G) Third Meeting o f the Committee and the fourth and fifth
interaction session held on 13.6.2012 and 14.6.2012.
List ofPartiripanfQ
1. Shri Satyananda Misra, CIC o f India.
2. Sh. S.Y.Quereshi, former Chief Election Commissioner.
3. Sh. Vinod Rai, Comptroller & Auditor General o f India.
4. Lt Gen. Surinder Nath, former Chairman, UPSC
5. Shri I.M. G Khan, Member, UPSC
158
3.6.-012 the Committee had a video conferencing with ShriSatyanand Misra, IAS and the present CIC o f India who was in Shimla. Shri -
Misra had vast experience in government administration and prior to his
, engagement as CIC he was the Secretary o f DOP&T which deals ™th die
cadre management o f * e IAS. According to him with the change o f time aU
I types o f responsibilities o f government officers have talcen new dimensions,
f more so rath the changes happening in the democradc process widi a new
I culture o f coalition Govt. The entire dynamics o f the India polity has
undergone a change. Added to this are die changes happening in the global scenario.
According to Shri Misra, the Members o f IAS had some sense of eHtism
which has lowered the sense o f serving the people. On the other hand the
expectations o f the public has grown up with increasing number o f rights
granted to diem through amendments in die constitution o f India. Media has
become more pervasive and civil societies have become active. The UPSC
notifies Civil Services Examination but tiiis Notice does not clarify what each
civil service acmally is, and what are the responsibilities and risk involved
Due to non acceptance o f Alagh Committee Report, the examination is still
being held as per pre Alagh Committee format enabling the candidates to avail
large number o f chances within a pattern which can be mastered by the grace
of coaching instimte. Therefore, there is an emergent need to reduce the upper
age limit as well as the number o f chances. Instead o f optional paper the
candidate should be tested on common subjects which will certainly give
advantages to the bright lot. While Essay is important for judging the
comprehension and analysis o f candidates, since 66% of vacancies are filled by
outsiders (those who are posted other than their home states) the testing o f
regional language is redundant. English language testing is essential. There
should be appropriate counseling o f L\S candidates in coordination with State
officers to explain the candidates about the ground realities. The present fomi
of interview does not eHcit real skill sets. On the other hand such lengthy ,
inter\dew sessions cause boredom to the interviewers and it dilutes die
interview. The interview process needs to be restructured based on global
experiences. What the army does to assess the psychological mind set should be
followed. There is a need to reduce the time cycle o f examination by reducing
the number o f paper. Service options can be taken after final selection through
some counseling. Training is very important and, therefore, the assessment o f
trainees should be considered for their inter se seniority.
The Committee met Shri S.Y. Qureshi, former Chief Election
Commissioner o f India who explained his experience o f working with a large
spectrum o f civil servants during general elections — which may be termed as a
biggest human management activity in the country. According to Shri Qureshi
aptitudes like mind set and honesty are very important and tiiere are means
through psychological testing to identify inteUectual integrity. Even if there is a
parliamentary Resolution on official language favouring the use o f regional
languages as medium o f examination, such a stipulation in the Civil Services
Examination is diluting the situation.
Shri Vinod Rai, C&AG o f India narrated tiiat tiie probationers in tiie
Indian Audit and Accounts Service were found to be lacking language skill,
especially in EngHsh language. EngHsh continues to be a language o f
communication in the country. Testing o f optional subject is essential. If a
student o f science background is capable to crack the examination with an
optional subject.Hke PubUc Administtarion or Geography his proficiency level
is high. Language medium is adding complexity to the situation. The age Umit
of 30 years is too high because a candidate selected at a higher age group is
found to be less trainable and becomes easy prey to cormpdon. As a persons
ages the basic value system o f a person changes. Idea! upper age Emit should
be 26 years. Since the candidate once selected in a less preferred service
continues to try for Civil Services Examination for a better service option.
Such a situation is causing a very high rate o f attrition which is about 25%
every year in the Indian Audit and Accounts Service. This is causing colossal
loss o f national resources. Therefore, there should be restriction in the number
o f attempts. As regards eligibility criteria, a candidate should be made eligible
to appear in civil services examination if he/she obtains at least 50% marks
either in 12* Board or in the Graduation level. In the interview o f the
canaidates there should be some testing o f probity and integrity o f candidate
through psychological testing.
Suggestions given by Lt Gen. Surinder Nath, former Chairman, UPSC and
Shri I.M. G Khan, Member, UPSC:
• I f the Committee wants to bring any radical change, its acceptance may be
a difficult proposition since there has been a tendency o f having a status-
quo.
• Civil services are faced with complicated situation. They should know how
to analyse data, discuss pros and cons o f a situation and arrive at a decision.
Analytical capability and problem solving capability are most important.
• The basic qualities which are required from a civil servant are a person
having a all round personality, a strong character, moral courage, honest}
and integrity. The existing system does not cater to above and we have to
identify this deficiency and resolve it.
• We have four options available before us, namely, continuing with die
present system where more emphasis is towards academic quaKties; to
devise a test mechanism to assess the strength and kn.owledge o f die
candidate in a subject to be dealt in his service career, like done in France;
select the candidates from 10+2 level. Put them in an academy and train
C 161 1)
them on subjects related to their job; or the system followed in UK which
is based on case studies in the first stage and third stage o f the examination.
Attributes suggested by Alagh Committee at page 72 o f its report may still be relevant.
• Qualities o f candidates selected are not found to be very good and there is
a general rote approach adopted by the candidates through which the
candidates somehow master a few subjects.
• The optional subjects and their syllabi are not o f uniform standard.
• Some subjects are more preferred by the candidates and there are lots o f
papers which are overlapping in nature.
• General Studies tries to cover huge range o f topics from variety o f subjects
which some times becomes impossible for the candidates to cover.
Instead o f existing General Studies paper UPSC should introduce two
papers in line with three compulsory paper suggested by Alagh Committee
and the testing may be done in objective format.
• Essays also have become a matter o f rote. Optional subjects are real area
o f concern and Alagh Committee had shown the way how to get rid o f this
problem.
• Instead o f the conventional Essay paper, the candidates may be asked to
write a paper on an issue on which some basic data can be provided. Precis
should be brought back.
• It may be difficult to get rid o f optional paper. Therefore, one optional
paper may be kept in the scheme o f examination which is more akin to the
academic area and another subsidiar> subject (may be o f less weightage and
o f the lower level) that will provide inter disciplinary approach. It would
remove the scorability sector.
C 162"^
to
( H ) A s u g a r y o f Interaction with Dr. A.P.J. Abdul Kalam, Former
res,dent o f India on B.6.2012 at his Delhi residence ( 10 Rajaji Marg, New Delhi). ’
over spared his valuable time and kindly handedhrs comments specificaUy on each and every tern., o f reference whrch are
se content and placed at Appends - I I I Dr. Kalam insisted on maidng the
Ser^ces Examination more broad based, ^troduction of psychological
tmg as practiced by the armed forces, introduction o f a test o f ediical needs
to use the services o f the professional consultant every 5 years to determtne tJ
co-relation between UPSC ranking and field performance o f the candidate. Dr.
Kalam also commented that the role o f UPSC m the training and post ti-aining period must be rninimal
( I ) Interactions o f the Committee with some eminent persons and in the UPSC on 03.7.2012 and 04.07.2012:-
IJst o f Participants
1. Shri N.C.Saxena, IAS (retd.) and former Member, NAC
2. Shri Padamvit Singh, IAS, Director, LBSNAA, Mussourie
3. Shri K.M. Chandrasekhar, IAS (Retd)
The Committee met Sh. N.C. Saxena, Retd. IAS, and Sh. Padamvir
Singh, IAS and Directore, LBSNA^\, Mussourie on 03.07.2012 in die UPSC
premises followed by a meeting in the Prime Minister’s Office. A brief account
o f the discussions held and suggestions emanated, is furnished below;-
C -163^
Sh. N.C.Saxena, IAS (Retd.)
1. No o f chances to be reduced - 0? fnr n ,^served categories. °2 for Genera] Category and 03/04 for '
O B r ‘'«duced [ 25 for General. 27 forOBC and 30 for SC/ST).
We have to see what are the quaKties we are seeking for. Subject testing
does not look » t o the basic quaHt:es [ farrnes, honesty, and the present
exammanon system can not judge the requisite qualities. Psychological Test can be introduced and test results can be correlated.
4. As regards subjects, there have been sea changes in the academic arena and Science students get an edge.
5. The choice o f service gready depend on choice o f cadre for All India
Services. Great difference is attached ™th home cadre and odier state cadres.
0. JingUsh should be made quaUfying in nature because its importance in
government working. Indian languages may be made 12 '’ class standard.
7. In the Civil Services (Main) Examination, there should be one general
subject and one subject from academic background.
8. Service allocation should be done by die government only and it should
not be left to the Training Academy, otherwise lot o f subjectivity will arise. The
merit list prepared by UPSC should have some sanctity and there should be
some flexibility available witii the candidates to change the service option after
selection within a reasonable time frame ( say one week).
Sh. Padam Vir Singh, IAS, D irector, LBSNAA
1. People are entering Civil Service at die age o f 37 years. It is a good sign
that people are coming from diverse technical backgrounds. I would feel tiiat
we should not loose them since they can bring new set o f
con .p«encies/p .C ces. I an. not coosen..u .e .bouc age. A p e .on can bnng1-s expenence :n to the Civil Services . f he had worked any.vhe,e earKer.
2. There should be maximum 03 chances. Once a candidate get selected
an ,oms m any o f the services, he/she should not be allowed to appear in the
exammaaon again by way o f availing leave etc. The dropouts from training academy have become a nightmare and an endless business.
3. Selection should be stricdy based on competencies. Level o f
competencies should be defined including the core competencies. Latest PAR
fairly deals wid. competences like integrity, honesty, abUity to plan, open-
mmdness etc. Total marks o f selection should be balanced between UPSC
evaluation (50%) and evaluation by the academy (50%). Candidates should be counseled by the academy for allocation o f service.
( J ) A n interactive session in the PM O on 03.07.2012
List o f Participants
1. Shri Ajit Kr. Seth, Cabinet Secretary.
2. Shri P.K. Msra, Secretary, DOP&T
3. Shri Pulok Chatterjee, PS to Prime Minister
4. Sh. T. K. Nair, IAS (Retd.) and Advisor to P.M
5. Sh. S.K.Sarkar, Additional Secretary, DOP&T
i) Shri Ajit Kumar Seth, Cabinet Secretary stated that the age profile issue
is very delicate and it should be tackled with due care. According to him during
the last 10 years- or so the age o f the civil servant recruited was not that high.
He stressed the need o f testing o f attitude and ethics through a more
structured form o f intendew. The weightage for interview could also be
reviewed vis-a-vis the weightage o f the written examination in Civil Services.
Keeping in view the diversity o f background and diversity o f optional subjects
165"
need to moderate the level amongst various subjects. There is a need to reduce the number o f optional subjects m order to reduce d>e
complexity o f the evaluation process. Some general sMs Kke numerical ability could also be tested.
Dr. S.K. Sarkar, AS - DOP& T pointed out that there are two main areas
cerns, the long time cycle for die examination which acts as a
disincentive for some bright candidates and the availability o f 55 optional
subjects which distorts the level playing ground for the candidates.
m) Shri P.K. Msra, Secretary, DOP& T stated the need to look into the
organization and management skills o f the candidate along with comprehension
and analytical skills. In the existing scheme o f Civil Services Examination, the
speciaHzed subject knowledge may not be relevant; moreover, the candidates
are opdng for various optional subjects more as a matter o f strategy to score
good marks rather than their depth o f knowledge o f the subject. The merit
order given by the UPSC should not be rigid and there should be a scope o f its
revision on the basis o f performance o f the candidate in die training course.
iv) Shri Pulok Chatterjee, PS to Prime Minister flagged die following points as the major area o f concern like:-
a. Upper age limit
b. Number o f attempts
c. Language papers - whedier these are serving the desired purpose
d. Skill profile is very important especially in the context o f the changes in
the entire social milieu.
e. Medium o f language in the context o f its importance and relevance to
maintain the desired level o f testing.
166
f. Inter.,ew- which :s one o f the most cnt cal and important .ssue for
selecDon o f candidates. The Interview Board should look into the .
analytical skill, the emotional bent o f mind, the adaptabffity etc. It is to be
seen whedier dirough the present form o f intendew. die desired skills canbe testsed appropriately.
He observed that the job entrusted to die committee is quite challenging and hoped tJiat the final report o f the committee would provide usefal and
workable suggestions to improve the current system o f selection. He assur'ed
that the recommendations o f the committee, after due review/vetting by die
UPSC would be processed quickly by the DOPT/Government for finaldecision/irnpiementation.
(V) Sh. T.K.Nair, Advisor to PMO. suggested foUowing points for theconsideration, o f the Committee:-
<) Forest Sernce Examination should be brought into die ambit o f Civil
Services Examination since it is also an all India Service Examination.
ii) The maximnm age limit for C.S Examination should be brought down to 23 /24 years.
iii) There should not be more than two attempts.
IV) After a coimmon Foundation Course o f training, tests may be taken on service specific papers to adjudge service allocation.
v) Selection should be done on die basis o f attitude and aptitude
vi) .Ha\^g an Essay paper is very important in the scheme.
vii) There should be additional case study based questions in the Essay paper
viii) .Have one spedfic paper each for all the services — mainly for LA.S, IPS
and a combined paper for all Accounts based services like Indian Audit and Accounts Service
team.
ix)W e should see that w e wijl have persons w h o can work as a m e m b e r of a
( K ) Interaction o f the Committee with Sh. K.M. Chandrasekhar. MS (Retd) held on 04.07.2010.
The Committee had extensive discussion o f the recommendations to be given. There was an interaction ™th Sh. ICM.Chandrasekhar, IAS and fomier Cabmet Secretary. Sh. Chandrasekhar suggested the foJI-jwing points;-
i) Basically candidates should be able to comprehend and react to a
situation intelligendy. No need o f having Foreign language papers.
ii) Age limit should be brought down.
iii) There should be one Common/General paper testing.
iv; Language o f Interview is very important. Interview pattern needs to be
relaxed and measures should be taken to reduce subjectivity in the
interview. Group discussion should be introduced in the interview and interview should be more structured.
v) Basic problem envisaged is o f in-service training UPSC should have no role in F.C/In-service performxance.
vi) A system should be evolved to encourage people to innovate for doing new things.
Since appraisal o f candidates (CR) is also subjective, perhaps a 3"' . body of
smaU group of officers is needed to review the performance o f candidates.
A N N E X T T R F . - TT
^ J a ia L su m n ia r )L ..o f reports ahouLthe system h.in^ fnllnw.H Sfflintriesinduding the U.N with_tesBeci_to recruitment of riv,-|
pa^m diesaanducted bv Pmf. Mah i i n ^ r o f IIT. Delhi, is ^Ven
CANADA
Tm 1849 there was no civil service in Canada. The officers o f the
government were appointed by the Crown or his representatives and the
appointee held their offices “during pleasure o f the crown. The introduction o f
fall responsible government in 1849 brought about something resembling tlie
American “ spoils” system, where appointments to the non political offices o f the
government were used for purpose o f political patronage by the party in power.
Until 1882 tiie evils o f party patronage continued unabated. First real attempt to
eliminate patronage was not made until 1908, when, the civil service Amendment
Act o f that year set up a Civil Service Commission, which was to make
appointments to the Civil Service chiefly on the basis o f competitive examinations.
The Canadian civil service is divided into two parts, the inside service, or the
department at Ottawa (40%) and the outside service who do all ± e work o f
central government outside Ottawa.
Salient Points
Nation’s largest single employer.
PSC o f Canada is an independent government agency that safeguards
merit based hiring, non partnership, representativeness (abroginal
people, visible minorities, women, people with disabiUties).
® Use both official languages EngHsh and French.
• Generally opened for Canadian citizens but sometimes international openings.
• Rule based concept o f selection to hire qualified and competent
individuals whose experience, skills and knowledge are the right fit given
the position’s current and future needs.
Three ways to get into the civil service viz. college and high school
students, post secondary recruitment and general external appointments.
• For High School students, there are random selections. For post
secondary recruitment, based on requirements there are unsupervised on
line test and Supervised Testing named as Situational Judgment Test.
• Test results are available immediately after holding o f the test.
• For the general External appointments, applications are called for on
line, applications are reviewed and scrutinized by the assessment board.
The candidates selected are called for written test and Interviews (either
or both) used in combination through methods like skill test, standard
tests, reference checks, simulations, case studies and/or presentations.
U N ITED STATES
The US department o f State’s online automated hiring system, “ Gateway
to State” is the way to apply for the civil services career. Separate
• The test for sdecnon o f foreign service officers mcludes the foDowmg multi choice sections:-
} Job involvement, job knowledge questions coveiing a broad range
p cs, structure and working o f the US government, U.S and world
history, U.S culture, psychology, management dieory, finance and economics and world affair.
ii) English expression.
ui) A biographic information section that asks to describe individual’s
work style, the manner o f interacting and communicating widi odiers and his or her approach to the culture.
IV) In addition to able, each candidate is given 30 minutes to write an
essay on an assigned topic. One must pass the multiple choice test to have the essay graded.
• Submitting a Personal Narrative (PN) in which an individual answers
questions describing the knowledge, skills and abilities he/she would
bnng to the Foreign Service. The panel asses the candidate’s file based
on six precepts that are predictors o f success in the Foreign Service on the basis o f the following percepts:-
Leadership, Interpersonal Skills, Communication skills,
Management Skills, InteUectual SkaUs, Substantive knowledge.
Personal Narrative looks for Positive examples that demonstrate one’s
own abilities. Learning experience and how one’s learning experience
will contribute to success in his/her chosen Foreign Service career track.
There is no pre decided cut-off marks and evaluation is done by judging
how well one is able to demonstrate the precepts oudined above. The
0 2 ^
best qualified candidates are .nvited to oral assessments - wHch is a day
g p ocess which includes a group exercise, a sti-uctured intemew and a case management writing exercise.
P ofessional fellowships, in m ost o f die cases the selection is done through interview.
• The US Department o f State also offers a number o f internships and
fellowship opportunities to gain insight into US foreign poKcy and
diplomacy and explore new career avenues. Students programs enable
students to obtain job experience in a foreign affairs environment. Some
o f die students work in Washington D.C while odiers have the
opportunity to work at US embassies and consulates abroad.
U N IT E D KTIVGnOM
The UK Civil Service made die transformation in the mid-
nineteendi century from a small disorganized series o f patronage
positions to a systematic, classified, merit based system. In a process
described by Parris (1969) as ^Constitutional Bureaucracy’, administrative
rules were set in place tiiat gradually brought into being die modern civil
service without any coherent foundation in legal statute.
Civil servants in UK are employees o f the Crown and not the
British Parliament. There are two other administratively separate civil
services - one is for Northern Ireland and the other is the Foreign
Service. There are currendy 22 recognized professions each led by a
government head o f profession.
c 1733
The Civil Service utilizes multiple recruitment channels. Each
department within the Civil Service is ultimately responsible for advertising and hiring for open positions.
There are three broad eligibility criteria required for selecdon viz.Nationality, Age and Education.
The process o f selection broadly consists o f the following stages:-
• On line assessment test (verbal and reasoning tests).
• On line practice tests ( Optional)
• On line selection tests consisting o f verbal reasoning, Numencal
reasoning and Competency test through questionnaire.
» Supervised e-Tray exercise which is a Numerical and verbal reasoning test.
• Analytical specialist assessment for specialized events for Economist,
Operational Researcher, Social Researcher and Statistician applicants.
One day Fast Stream Assessment Centre conducting Group Exercise ( a
30 minutes exercise to test one’s ability to build productive relationships,
to communicate with impacts and the drive for result), a policy
recommendation exercise through a written test in two parts which last
15 minutes and 90 minutes respectively and one briefing exercise which
lasts up to 30 minutes which is designed to test one’s ability to plan and
achieve results, think constmctively and communicate with impact. The
last stage o f the selection process is o f course Interview which is one to
one and which last for 40 minutes. The assessor wiU be evaluating the
performance against two o f the Fast Stream competencies: the ability to
learn and develop and the ability to build productive relationship. For
the diplomatic service, there is an additional stage known as Final
C 1 7 4 ^
ection Board which is to be cleared for a candidate aspiring for Foreign Service.
F R A N C K
After leaving University aU French graduates can apply to take a
examination to becom e a student o f the ENA-: If they succeed, and less
than 100 do, they are appointed to the government service after going
through a tough training course together with periods o f secondment to
a prefecture or an embassy. They then sit in an examination and
according to how well they do, they are posted to a ministry. The most
successful, are, appointed in the Foreign Ministry.
About half o f the civil servants are employed in the French public
education system. Most employment positions in the French civil service
are open to citizens o f the European Union. Others, especially in police
and justice, are specifically reserved for nationals, while a minority o f
posts are open regardless o f citizenship.
The most com m on method is to organize written and/or oral
examinations in subjects pertaining to the tasks to be accomplished. For
certain positions, such as professorships in universities, the examination
organized locally for each position or each set o f similar positions,
consists in the submission o f a file listing the professional qualifications
and experience o f the candidate, followed by a interview, iI
National School, o f Administration (abbreviated as ENA from
French) is one o f tiie m ost prestigious o f French graduate schools which
was created in 1945 by Charles de Gaulle to democratize access to the
senior civil service. It is now entrusted with the selection and initial
training o f senior French officials. E N A was created to standardize the
recruitment o f civil servants meant for a wide variety o f careers and to
ensure professional training o f the highest quaUty for those civH servants
w ho are expected to rise to the highest levels o f pubHc service.
Recruitment o f the students to the E N A is made through three
different streams through external as well as internal completion
(amongst the civil servants or pubKc sector employees). The maximum
age limits for three categories o f recmitments are 28 yeai's, 35 years and
40 years (for those w ho are having at least 8 years o f experience o f
public service). Entrance to E N A is done tlirough a written examination
and an oral examination. Written examination includes an essay o f
public law, an essay on econom y, an essay on general knowledge, a note
or synthesis on European Law and Policies or Social Law and Policies
and one optional subject chosen by the candidate from subjects ranging
from mathematics to administrative science or language.
The oral examination is taken only by those candidates who
secure highest marks in the written examination. The oral examination
consists o f testing o f knowledge in Public Finance, International Politics,
skill o f the candidates in a foreign language and a grand 45 minutes oral
in which any question can be asked from general knowledge to very
personal questions.
E N A ranks students according to their academic merit and
accordingly services are allotted after getting options from th t students.
Som e o f the students qualified in tiie E N A also join tiie national politics.
CIZD
AUSTRATTA
As a federal system, Australia has nine civil service systems, m
addition to the national level, die sLx states and t vo terntories operate
within a modified Westminster form o f government and widi
considerable independence under the constimtim.
The AustraHan Public Service (APS) is the AustraHan federal civH
service, die group o f people employed by federal departments, agencies
and courts under die Government o f Australia. APS is die federal
public service consists o f a large number o f organizations, each focusing
on specific areas like communication, defense, finance, environment,
education and training, health and community services, workplace
relations, immigration, science, tourism, transport and so on.
* Apart from the criteria o f citizenship, security and character clearances,
health clearances, the educational qualifications depend on the
requirements for specific jobs. Moreover it also consists o f a probation
period.
• Recruitment is done by the agencies themselves through advertisements
in newspapers, recruitment agencies, or agencies’ own websites.
® The positions hired for can be individual positions, multiple positions
within an agency, anticipated positions, cadetships and graduate
positions, traineeships and school leaver programmes or temporary
employment. .h
v " l 7 7 " >
The level o f APS jobs is based on the duties that are requited to be
performed. Jobshare classified and paid at different levels according to
the complexity, responsibiHty and skills involved.
The applications submitted must include
^ A cover letter
^ Cover sheet
> A copy o f resume
> A statement addressing the selection criteria
> Contact details o f referee
• Assessment o f application is done on the basis o f merit and followed by an interview.
• Interview includes varied tests depending on the kind o f job applied for.
They include behavioral based questions and hypothetical scenario
questions, work sample tests, presentations or psychometric testing or
even group work exercises at an assessment centre.
® Some com m on examples o f selection criteria include:
^ Demonstrated capacity to communicate effectively.
G ood organizational and administrative skills.
'P - Proven ability to work as part o f a team.
> Well-developed customer service skills.
^ Proven ability to manage projects.
• Final selection is done and the candidate is informed.
U M IT E D N A T T O N c
"The com m on system” under United Nations is the central system o f
the International Civil Service Commission. The United nations
com m on system is understood as common standards, mediods and
rangements being applied to salaries, allowances and benefits for die
staff o f the United Nations system. This system was intended to prevent
mpetition among the organizations in staff recruitment and top
facilitate exchange o f staff The system comprises the United Nations, its
affiHated programmes, the thirteen speciaHzed agencies and one
orgamzation w iA a special status under the ICSC statute. The selection
o f the executive heads in die United nations system organizations,
including the United Nations Secretary General, faUs within the
prerogative o f Member states. Member States also determine the
conditions o f services o f the executive heads. The International Civil
Service Commission (ICSC) is an independent expert body established
by the United Nations General Assembly.
It is mandatory for an applicant to meet the required language skills as
stipulated in the job opening.
Depending on the kind o f services the educational and experience
eligibility criteria vary.
All the job openings in the United Nations are published onHne on the
respective portal. While applying for a job tiie portal automaticaUy
directs to die appropriate system. Email alerts to know about newly
posted jobs and notifications on the. Social Networks are also available.
A job applicant at the United Nations needs to make a profile section
and an application form that includes a cover letter, all o f which needs to
be made onhne. Once the registration is done * e applicant can createseveral job applications.
Depending on the job appHed for * e candidates may get a set o f
questions which are yes/no, tm e/ false or multiple choice questions.
arly depending on the position the candidate may be prompted with
a Kst o f skills or be asked to perform a self assessment on these, giving
an indication o f the candidate’s level o f proficiency for each skill listed.
The responses are thereof used in the evaluation and assessment o f tiie candidate.
The appKcation is evaluated in terms o f experience, education and skills.
Only if It IS determined that one meets most or all o f the requirements
he/she wiU be contacted to undergo an assessment i.e. a knowledge-
based test or another type o f simulation exercise.
The assessment exercise could be either a written exam or any other type
o f simulation exercise or case study. These assessment exercises are
conducted in strict confidence and one is informed in advance o f the
time, type and length o f the assessment. .Based on the result o f ± e
assessment, he/she is short-listed for a competency-based interview.
The competency based interview can take place either via telephone,
video conference or in person.
Based on all the findings o f the various evaluation and assessment stages,
a pool o f qualified candidates is recommended for selection and
reviewed by an independent review body, composed o f staff and
management representatives. After the review body endorses the
recommended candidates, a selection decision is made by the head o f the
department for normally one individual, or if several positions are
available, for the corresponding number o f vacancies to fill.
Annexurcjrjm
A brief snmmarv o f reports recd v e d _ jrom __v a m u ^ ^
Kmbassies reg^ardinp- p rocedures fp J w e d J o L ie c r u ^ ^
in those countrie s ^ ^ iM n e l^ ..-^ ^
Nations.
China
China is the world’s first country selecting personnel through
examination. The imperial examination system existed dunng the
ancient time during sui dynasty (AD 605). CHna’s current QvU Services
Examination system started from late 1980s with the continues
Lunch die reform o f cadre and personnel selection system and
estabUshed the c i« l service system. During August 1993. die State
CouncU promulgated the Provisional State C iv. Service stipu^^ng
, U- • non leadership National civil Service provision below “when hiring non-ieaaerbiujj
■ • insDCCt strictly to select competitive candidate whoexaminanon a ,ofessional abiUty” . which for tiienn'^sess political intCj^rity P , , , i u
o , » = , 0 -. ’ a Dted the civil service law of die people repubUc
s t a n d i n g committee adop ^
o f China i n i p « - its
categories o f all level o i
standing comnuttee organ, administrative organ, CPPCC Committee
onty, Judicial organs, procuratorial organs, organs o f ail democratic
parties and association o f industry and commerce etc were brought into the ambit o f civil service regulation.
In accordance with the provision o f die civil service law, die
recruitment o f civil servant for central audiority and departments direcdy
under it is organised by Central Civil Service Department. According to
statistic since 1994 nearly 1.6 millions civil servant have been recruited
across die country; up to one lakh 74 thousands civil servant were recruited during 2011.
The estabHshment and development o f China’s civil service
system is always accompanied by the refomis and opening o f and
modernization. Since its birth, it is commissioned with the task o f
building a high quaHty civil servant team able to lead to refomi and
opening o f up and meet the requirement o f market economy. Thus it
inevitably requests the system to follow die principle o f openness,
equality, competition and merit orientation in terms o f system designed,
w ork procedures and management services; additionally, to adhere to
being conducive for building a diligent, honest, pragmatic and efficient
civil servant team.
The recruitment process involves the following stages, namely,
first, make application information public and promptiy make public the
enrolment policy, admission plan, recmiting position, qualification,
examination procedure and examination result. In the next stage
examination is organised for them whose applications are received by
post. Thirdly, the ability examination, which is a written examination
(including professional, administrative capacity test, apply theory and
professional examination) and oral examination (including stmctured
C l 8 2 '^
ieaderless group discussion), the content o f which
g g t the measurement o f comprehensive analysis, problemproposition and solution text i
xt and verbal expression plannins:organ.sadon and abiHty to deal wid. emergencies, o.ter personnel
communication, emotional control etc. In * e forth stage the
exatninaaon procedure further tightened wWch stricdy determined 3-5
candidates for interview according to the ratio o f 1 : 3 to 1 : 5 based on
wntten examination result and then deterr^ned the first 1 or 2
es for physical examination based on comprehensive result o f
wntten test and interview and then determined one person for proposed enrolment based on overall result.
The estabHshment o f China’s civil services examination system
provides candidates with die platform for fair competition to select a
large number o f young and highly educated talent with good quaHty for
vanous functions. China’s civil services examination has once vividly
described as “ competition in a glass house”, indicating it is fair and impartial.
The present situation is marked by in depth development o f
econom y globalisation, ever changing technology and rising knowledge
based economy, and in particular the increasingly complex and
challenging international econom y and financial situation. Necessary
measures have already been initiated in China to have a reform in die
existing examination system.
The concept o f selection covers a recruitment system based on
selecting civil servants among a wider number o f candidates who have
applied for tiie position in question basis on a public announcement.
The appointment takes place according to the result o f an examination
and a process o f hearing from the masses” .
The entrance exam usuaUy includes both a written exam and an
intervzew. and the newly r e c ite d d v j servant .s on a one-yeat
probation. Examinees are usually between 18 and 35, and hold at least a college diploma.
The general process o f selection o f state civil servants in China
envisages a competitive examination. The process-begins with an
appHcation in which tiie candidate must fulfil basic educational qualifications and experience prescribed. ^
This is foUowed by a written and annual examination, which basically has to parts;
PubHc Subject: Administrative test and Basic knowledge test;
Academic Subject: Detailed professional ability test and a Professi
onal Examination
The purpose or tne written test is to assess administrative
potential ability, administrative knowledge and special professional
potential ability, besides professional knowledge o f the detailed position.
This is followed by an in terview and psychologica l test b y
d ifferen t departm ents which have the vacancies, and in accordance
with preference indicated by the candidate in the application. The
purpose is to assess the comprehension ability and personal qualities o f
the candidate.
This is followed by a physical examination and an investigation into the
moral-credentials o f the candidate.
Australia
The Australian PubHc Service Conmission does not conduct any central
examination for recruitment to the Australian Public Service (AFC). It
promotes good practices in strengthening the capability o f the APS to meet the
evolving needs o f citizens and the government, supports leadership and
learning and development in the APS, and fosters ethical behaviours and
workplaces that value diversity. APSC also has an im pLant evaluation role in
working with agencies to ensure that die APS is performing effectively and consistently with the APS Values. ■
Each Department has the powers under the Public Service (PS) Act
1999 to directly select its officials. Under the PS Act, an agency head (i.e.
Secretary) has all the rights, duties and powers o f an employer. His/her
decisions must, o f course, comply with die requirements o f the PS Act and the
various instmments issued under the Act including the Public Service
Regulations 1999 and the PubHc Service Commissioner’s Directions.
Employment decisions must also take account o f die requirements o f die Fair
m rk A c t 2009, administrative law and die common law o f employment.
The Act allows an agency head to delegate to anodier person many o f
the agency head’s powers or functions under die Act. An agency head may
choose to delegate powers under the Act relating to recruitment and selection
to an APS employee within the agency. These powers can also be delegated,
with the consent o f the Public Service Commissioner, to an 'outsider’ - a
person who is not an APS employee. Any delegation o f these powers by the
agency head must be in writing. !
ITie vacancies are advertised by various departments online and also in
print media from time to time. Each Department devises its own selection
.. ,
procedure for the post, normally consisting o f applicant’s response to the selection criteria followed by an interview.
The terms and conditions including pay scales etc. for various levels o f
officials differ from Department to Department, decided in accordance wiA an
Enterprise Agreement worked out between the Department concerned and the employees Union.
United Nations
The UN Civil Services Examinations programme, called Young
Professional Programme^ (YPP), since 2011 has a General Paper which is
common to all job streams and a Specialised Paper on the job stream for which
the exam is being taken (e.g. Administration, Humanitarian Affairs, Statistics,
Public Information etc.)'
i) General Paper: The General Paper consists o f two parts: i) a Summary to
test drafting skills where the candidates are required to summarize a text o f
about 750 words into 1/3; and ii) 10 Short Questions in the area o f
international affairs to test die knowledge o f international issues and UN
affairs.
This Paper is eliminatory and candidates have to obtain an acceptable score for
being eligible to be marked on their specialised paper. Examinations for both
the General and Specialised papers are held in the same session o f 4 hrs 30
mins. Time allotted to the General paper is 45 minutes and for the Specialised
paper is 3 hrs 45 minutes.
Marks allocation for the General paper is as follows:
Summary
International
Questions
Points
150
Affairs
Total
100
%
60
40
250 100
The General paper is designed by the Examinations and Tests Section,
Strategic Planning and Staffing Division, Office o f Human Resources iVTanagement, UN, New York.
ii) Specialised Paper: The Specialised Paper is different for different job
streams: Administration, Humanitarian Affairs, PubHc Information, PoUtical
Affairs, Statistics, Human rights, Legal Affairs, Security affairs. Environment,
Social Development, Economics, Finance, Radio Producer etc. The paper is
designed to test the substantive knowledge o f candidates in specific fields. A
candidate can write the exam for only one job steam at a time.
The Specialised papers are designed by the Specialised Boards in the respective
fields set up by the UN. Marks allocation for die General paper is as follows:
Points %
Essaysj 360 60
Questions 240 40
Total 600 100
papcis. usuaUy there are three essays topics out o f wliich two - to be attempted. I„ addrfon. there are 9 quesdons out o f wHch 6 are to
attempted. The number o f essays and questions vary for different job
stream examrnadons. In case there are a large number o f exan^nees in a
parucular ,ob stream, the essay section o f * e paper is treated as eliminatory.
The UN also foUows a variable pattern o f examinadon. The weigh,age o f
q tions envisaged for the Statistics Specialised paper YPP 2012 would help to understand this better.
For Statistics: The Specialised Paper would consist o f two (2) essays and
seven (7) questions where two or three questions would be eliminatoiy. Only
exammees who reach a satisfactory number o f points in those two or three questions will have other questions and essays marked.
Sample questions for the General and Specialised papers (Administration) for die Young Professional Progi-amme 2011 are enclosed.
Interview: those candidates who pass the written examination are called for
intentiew conducted by SpeciaHsed Boards, after which die selection process is complete.
188"}
The existing schem e o f Civil Services Examination
(W ith th e ch a n g es m a d e a s p e r P ro f. S .K . K hanna C om m ittee’s
reco m m en d a tio n s)
A. Prelim inary Exam ination
The Examination shaU comprise two compulsory papers o f 200 marks each.
N O T E
(i) Both the question papers will be o f the objective type (multiple choice questions).
(ii) The question papers will be set both in Hindi and English. However,
questions relating to English Language Comprehension skills o f Class X level
will be tested through passages from English Language only without providing
Hindi translation thereof in the question paper.
(iii) Details o f the syllabi are indicated in Part A o f Section III.
(iv) Each paper will be o f two hours duration. Blind candidates will however,
be allowed an extra time o f twenty minutes at each paper.
B. M ain Examination
The written examination will consist o f the following papers :
One o f the Indian languages to be
selected by the candidate from die Paper I 300 marks
Languages included in the Eighth
Schedule to the Constitution
Appendix-I
1 8 9 )
Paper III Essay
P a p e r II English
Paper
& V
IVGeneral Studies
200 Marks
300 marks for each
paper
300 marks
Paper VI,
VII, VIII
& I X
Any two subjects to be selected from the
Hst o f the optional subjects set out in 300 marks for each
para-2 below. Each subject will have two paperpapers
Interview Test wiU carry 300 marks.
N O T E 0 The papers on Indian Languages and English ivill be of Matriculation or
equivalent standard and will be of qualifying nature; the marks obtained in these
papers will not be counted for ranking.
N O T E (ii) Evaluation of the papers, namelj, Essaj’, 'General Studies’ and Optional
Subjects o f all candidates would be done simultaneously along with evaluation of their
qualifying papers on 'Indian languages’ and English' but the papers on 'Essaj', ‘General
Stidies' and 'Optional Subjects’ o f only such candidates will be taken cognii ance of as attain
such minimum standard as may be fixed by the Commission at their discretion for the
qualifying papers on 'Indian language’ and ’English' and, therefore, the marks in 'Essay'
'General studies and Optional subjects’ will not be disclosed to those candidates who fail to
obtain such minimum qualifying standard in 'Indian language and 'English'.
f " '~Y'paper 1 on Indian iMnguages will not, however, be compulsory for
cand^dates ha^lingfro^ the North-Eastern States of An^nadalPradesh, Mampur,
Meghalaya, Mizoram and Nagaland and also fo r candidates hailing from the State of Sikkim.
N O 1 E (iv) For the Language papers, the script to he used ^ the candidates will he as under
L anguage Script
Assamese Assamese
Bengali Bengali
B odo Devanagari
D ogri Devanagari
Gujarati Gujarati
Hindi Devanagari
Kannada Kannada
Kashmiri Persian
Konkani Devanagari
Maithili Devanagari
Malayalam Malayalam
Manipuri Bengali
Marathi Devanagaii
Nepali Devanagari
Oriya Oriya
Punjabi G um m ukhi
Sanskrit Devanagari
Santali Devanagari or Olchiki
Sindhi Devanagari or Arabic
Tamil Tamil
Telugu Telugu
Urdu Persian
N O T E : F or Santali language, question paper will be printed in Devanagar
script; but candidates will be free to answer either in Devanagari script or in
Olchiki.
2. L is t o f o p t io n a l su b je cts fo r M a in E xa m in a tion
Agriculture
Anim al H usbandry & Veterinary Science
A n th rop ology
Botany
Chem istn/
Civil Engineering
C om m erce and A ccountancy
1 9 2 ^
Electrical Engineering
Geography
Geology
History
Law
Management
Mathematics
Mechanical Engineering
Medical Science
Philosophy
Physics
Political Science and International Relations
Psychology
Public Administration
Sociology
Statistics
Zoology
Literature o f one o f the following languages:
Arabic, Assamese, Bodo, Bengali, Chinese, Dogri, English, French, Germaii,
Gujarati, Hindi, Kannada, Kashmiri, Konkani, Maithili, Malayalam, Manipuri,
Marathi, Nepali, Oriya, Pali, Persian, Punjabi, Russian, Sanskrit, Santali, Sindhi,
Tamdl, Telugu, Urdu.
E c o n o m i c s
N O T E
(i) Candidates will not be allowed to offer the following combinations of subjects:-
(a) Political Science International Relations and'Public Ad?ninistration;
(b) Commerce <& Accountancy and Management;
( t) Anthropology and Sociologi;
(d) Mathematics and Statistics;
(e) Agriculture and Animal Husbandry Veterinary Science.
(f) Management and Public Administration;
(g) O f the Engineering subjects, vi^, Civil Engineering Electrical Engineering and
Mechanical Engineering-not more than one subject.
(h) Anim al Husbandry Veterinary Science and Medical Science.
( ii) The question papers for the examination will be of conventional (essay) type.
(H i) Each paper will be of three hours duration. Blind candidates will, however, be allowed
an extra time of thirty minutes at each paper.
( iv ) Candidates will have the option to answer all the question papers, except the
language papers vi . Papers I and II above in any one of the languages included in the Eighth
Schedule to the Constitution or in English.
(v ) Candidates exercising the option to answer papers III to IX in any one of the languages
included in the Eighth Schedule to the Constitution may, if they so desire, give English
version within brackets o f only the description of the technical terms, if any, in addition to the
version in the language opted by them. Candidates should, however, note that f they misuse
the above rule, a deduction will be made on this account fror?j the total marks othenvise
accruing to them and in extreme cases, their script(s) will not be valued for being in an
unauthorised medium.
(v i) The question papers other than language papers will be set both in Hindi and English
(v ii) The details o f the syllabi are set out in PartB of Section-Ill
t ' I
.■
r. ■ • i
•" -
■
\ if
■.. I
Appendix-II
Union Public Service Commission Dholpur House, Shahajahan Road,
f J ^ jQ U / 5 / 2 0 i i - E . i ( R )
New Delhi: the 12‘ December, 2011
NOTICE
Exoerts I'o Commission have decided to appoint a Committee ofsuL e4 np I structure of Civil Services (IVIain) Examination and
gg necessary changes The Committee will consist of the following members: -
1. Prof. Arun S. Nigavekar, Ex-Chairman, UGC; Chairman2. Shri Yogendar Narain, Retd. IAS,
Former Defence Secretary, Government of India; Member3. Shri Prakash Chandra, Former Chairman, CBDT; Memberi. Prof. Pankaj Chandra, Director, IIM, Bangalore; Member5. Prof. Priyankar Upadhyay, UNESCO Chair Member
Professor, Banaras Hindu University;6. Shri R. N. Datta, Former Chairman, PWC India; Member7. Additional Secretary, DoP&T, Govt of India; Member (Ex-Officio) '8. Additional Secretary, UPSC; Member Secretary
2. The terms of reference of the Committee will be as follows: -
I) To identify the desired profile including the skill sets for the CivilServants to enable them to deliver good governance in the fast changing domestic and global socio-economic and technological scenario.
ii) To study the various selection methods currently in vogue globally for selection of Civil Servants.
iii) To propose appropriate mechanisms and methodologies for selectingcandidates with desired profile and skill sets indicated in (i) above suited to Indian context for the next decade. .
I
Ev) To recommend a system for evaluation of the effectiveness of selectionmethodology adopted by the Commission and the periodicity in which corrective action, if any, may be made in the selection methodology; for ensuring that it keeps pace with the changing requirements of the Services.
W To recommend the role of the Commission In the assessment ofpe ormance of the candidates recommended by it during and at the end of the mandatory training period and in particular, where such assessments have the effect of altering the initial merit order recommended by the Commission as also where it is proposed to extend or terminate the probation of a direct recruit on the basis of unsuitability for Civil Service.
vi) Any other issue which the Committee may feel relevant to the processof selection of Civil Servants for the country or which may referred to the Committee by the Commission.
3. For its functioning the Committee will devise its own procedures and it may set up such study group and take assistance of such Experts as it may consider necessary in consultation with the Commission.
4. The Committee will submit Its report within six months from its formation.
Sd/-(A. Bhattacharyya)
Secretary
197
2.
APPENDlX-fll
A wntten feedback g.ven by Dr. A.PJ. Ab^ul Kalam. Former Presidento f India
Skill sets and the traits which one has to see pnor to recruitment,
I have discussed m my talk given to UPSC on I December 2011.
The examination has to be structured m such a way that we can
bring out the desired profile from the .’ jrge number o f candidates
appearing for the examination.
There are number o f selection processes available in the world.
One o f the interesting features in such selection process is the
stress laid upon testing ethical aptitude. For example, this is being
practiced in Certified Financial Analyst (CFA - USA)
examination. Also, a full course on ethics and business is being
currendy taught in Indian Institute o f Management* Ahmadabad.
Such a test can be designed for objective evaluation o f candidates
appearing for civil service. Such a test o f ethical needs to
encompass the following aspects:
(a) Ethical administration
(b) W orking in a diverse, multicultural environment and
maintaining fairness and transaction (impartiality).
(c) Principles o f natural justice
(d) Maintaining ethical transaction in situation o f stress from
higher authorities and conflicting information system.
198
4
(e) Encouraging others to maintain ethics in all their transaction.
(f) FinaUy, the candidate should be able to treat aU the citizens
as he would Hke to be treated him-selves.
The mechanism and methodologies for selecting the right
candidates may include a psychological test as is being practiced
by the Armed Forces for the selection o f grade one officers. The
interview membership may include a professional psychologist or
a CEO with a proven track record o f “working vith integrity and succeeding with integrity” .
For studying the effectiveness o f the selection system, UPSC may
use the service o f a professional consultant every five years to
determine the co-relation between the UPSC ranking and field
performance o f the candidate.I
5. Involvement o f UPSC in the training and post-training placement
must be minimal. However, UPSC can take part in a review o f
the selected candidate after the training period at post-training
establishments for assessing the relationship between the
aspiration o f the candidate before selection and the tasks which he
or she is going to perform after the training period.
6. UPSC should employ a strategic management consultant to study
and bring out the best performing civil service officers through
detailed case studies. This case material can become a reference
material for the civil service aspirant and also the civil service
probationers in different institutions. There must be a system o f
celebrating best performers in the district.
1 • Indian Administrative Service
2. Indiarx Foreign Service
3. Indian Police Service
4. Indian P & T Accounts & Finance Service, Group ‘A ’
5. Indian Audit and Accounts Service. Group ‘A ’
6. Indian Revenue Service (Customs and Central Excise). Group ‘A ’
7. Indian Defence Accounts Service, Group ‘A ’
8. Indian Revenue Service (I.T.), Group ‘A ’
9. Indian Ordnance Factories Service. Group ‘A ’ O^ssistant Worlds Manager, Administration)
10. Indian Postal Sei-vice, Group ‘A ’
11. Indian Civil Accounts Service, Group ^A’
12. Indian Railway Traffic Service, Group ‘A ’
13. Indian Railway Accounts Service, Group 'A'
14. Indian Railway Personnel Ser\tice, Group “ A’
15. Post o f Assistant Security Commissioner in Railway Protection Force,
Group ‘A ’
16. Indian Defence Estates Service, Group ‘A ’
17. Indian Information Service (Junior Grade), Group ‘A ’
18. Indian Trade Service, Group 'A' (Gr. Ill)
19. Indian Corporate Law Service, Group "A"
Appendix - TV
- List o f s^r,nv„,
• 26o ’ "j
. mi.cd 1 oice. f readciuai-tfi-s Civil Service, C;toup ‘ IV (Section Officer’s C j radf)
21. Delhi, Andaman & Nicobnr rdotnHo r i i j.-lands, Lakshadweep, Daman & Diu and Dadra & Nagar Havel> C.vil Sem ce, Group 'B'
22. Delhi, Andaman & Nicobar Islands. Lakshadweep, Daman & Dm and
Dadra & Nagar Haveli Police Service, Group 'B'
23. PondicheriT Civil Seivice, Group 'B'
24. Pondicherry Police Ser\ ice, Group 'B'
201
T h e status o f English L anguage as a com pulsory paper in Class-X m various S tates /E du cation Boards o f India
Appendix- V
81.No.
1
Name of State
Andhra Pradesh
Arunachal Pradesh
Assam
Bihar
Chhattisgarh
Goa
Gujarat
Haryana
Himachal Pradesh
101112
Jammu & Kashmir
Jharkhand
13
14
Karnataka
Kerala
Maharashtra
15
16
17
18
19
202122
Madhya Pradesh
Manipur
Meghalaya
Mizoram
Nagaland
Orissa
Punjab
Rajasthan
English Subject
Compulsory
Yes
Not Available
Yes
Yes
Yes
Yes
Yes
Optional/elective
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes23 Sikkim Not Available24 Tamilnadu Yes
25 Tripura Yes
26 Uttar Pradesh Yes
27 Uttarakhand Not Available
28 West Bengal Yes
29 Central Board of Secondary Education (CBSE) ______________
Yes
30Council for Indian School Certificate Examinations (ICSE)__________________
Yes
31 National Open School (NiOS) Yes
Upto V m standard, English language as an optional subject is compulsory.
2 0 2
Appendix- VI
a for E nglish and Indian Language (Compulsory) failure rate m fast few years’ CS(M ) Examination.
Civil Services (M ain ) Examinatinn 7flU
I P a p e r A p p e a r e d F a i l e d P e r c e n t a g eI n d i a n L a n g u a g e
( I n d i a n L a n g u a g e :
O t h e r t h a n H i n d i )
3514 82 2.33%
H i n d i L a n g u a g e 7233 272 3 .76%E n g l i s h ( C ) 11079 351 3 .17%
Civil Services rMainI Exam inafinn. 7.nin
Civil Services (M ain ) Exam ination, 2009
P a p e r A p p e a r e d F a i l e d P e r c e n t a g eI n d i a n L a n g u a g e
( I n d i a n L a n g u a g e :
O t h e r t h a n H i n d i )
317^ 128 4.09%
H i n d i L a n g u a g e 8418 318 3.77%E n g l i s h ( C ) 11774 819 6.95%
P a p e r A p p e a r e d F a i l e d P e r c e n t a g e
I n d i a n L a n g u a g e
( I n d i a n L a n g u a g e :
O t h e r t h a n H i n d i )
2832 35 1.23%
H i n d i L a n g u a g e 8404 85 1.01%
E n g l i s h ( C ) 11454 1362 11.89%
Civil Services ^Main^ Exam ination, 2008
P a p e r A p p e a r e d F a i l e d P e r c e n t a g e
I n d i a n L a n g u a g e
( I n d i a n L a n g u a g e :
O t h e r t h a n H i n d i )
2633 8 030%
H i n d i L a n g u a g e 8424 14 0.16%
E n g l i s h ( C ) j 11274 1123 9.96%
N o te : F igure include c o m m o n failures ajso(that is, candidates w h o failed in both English and IndianL anguage).
2 0 3
Table-1: Suggestions given by the candidates called tor Personality Test of CivilServices Examination, 2 0 1 1
.a,.uc.ar^, opteo n^nouRegionai language as PT meaium) ;s considered f o r jd v
Category I : Syllabus
I as PT medium
No. of SuggestionsSI.
No. DescriptionsHindi/ Reg
Lan. Medium
EnglishMedium Total
%
-1 SyHabus o f all subjects shouid be reviewed at regular in tsrva ls / more current a ffa k oriented. 12 17 29 2.10
2
VVeightage shouid be given to Mental Ab iiity / Decision m aking questions rather than Maths o r English questions in Prelim inany Examination paper-i!/ Less Weightage shali be g iven to English in Paper-!!
6 7 13 0.94
3The Compulsory section of English in Preliminary Examination paper-ll, should be removed, as it gives undue advantage to English Medium Candidates
7 5 12 0.87
4 Syllabus of the optional subjects should be made more relevant to practical application and mental ability 2 5 7 0.51
5 Major changes in syllabus/ examination scheme should be affected after one year of notification 6 0 6 0.43
6Intelligence, general awareness and other required qualities of candidates be evaluated rather than other academic knowledge in written examination
2 • 3 5 0.36
7 Syllabus of different subjects should be more comparable in size and difficulty level 2 2 4 0.29
« ;Standard text books for various optional should be mentioned in :he syllabus.
3 1 4 0.29
(9 F
e
Seneral studies question papers should include current affairs, , )ublic administration and general knowledge on the lines of CAT jntrance exam
1 2 3 0.22
10 ' VSyllabus of Civil Services Exam should be brought more tuned vith University syllabus
1 0 1 0.07
T o ta l 42 42 84 S.07
204 Research and Aral ;is St,c'ion
C a t e g o r y II; Question Paper
No. of Suggestions
%SI.
No. DescriptionsHindi/ Reg.
Lan. (Vledium
1 EnglishMedium
Total
Questions should be mora specific, a na ly tica l, critica l and fogicai. 6 16 22 1.59
2 Should include short and objective type questions in conventional papers in CS(iVI) 4 1 5 0.3S
3 Avoid asking out of syllabus questions. 1 3 4 0.29
4
Translation ( English to Hindi) of C S (P) & C S (M ) Exam question papers are full of mistakes. Errors sliould be eliminated./ New difficult word in Hindi translation should not be used in question papers.
3 -1 4 0.29
5 Short answer type questions should be asked in CS(M). 1 1 2 0 .14
6The number of papers for optional subject and General Study should be one instead of two.
0 1 1 0.07
Total 15 2 3 38 2 J 5
Research and Analysis Section
C a te g o r y III ; E x a m in a tio n s y s te m (b o th n ro i- -ybiem {Doth preliminary and mains)
SI.No Description
No.
Hindi/ Reg. Lan IVIedium
of Suggestions
English ■ Medium
%1
1Ex'im CSfffl) 132 143 275 13.88
2^.roducion o f Common Papers / CSAT paper in CS(P) « a m ,s welcome step/right step. It is providing a level pfaying field fo r all candidates 21 36 57 4.12
3 Changes made in CS(P)/introduction CSAT paper is a biased siep, It favours Urban/English medium candidates 13 4 17 1.23
4 Should increase the weightage of General studies 7 6 13 0.94
5Offline form/application system should continue with online system due to lack of availability of internet facility in rural / remote areas.
5 2 7 0.51
6Subject like Management/Administration/Lavyv/Psychology / Computer/Environment etc. should be made compulsory for all the candidates in CS(M)
4 1 5 0.36
7The standard of questions on aptitude testing in preliminary exam should be made more difficult to align the objective of selecting the most suitable candidates
3 1 4 G.29
8 Weightage of Essay should be increased 2 2 1 4 0.299 Preliminary examination should be made paperless/online 0 3 1 3 0.22
10 'One paper of Public Administration should be compulsory for all. 0 3 3 0.22
11 ‘ <Preliminary and Main examinations should be held simultaneously, as held in Engg. Senyices Exam. 2 0 2 0,14
12 JShould reduce the weightage of optional subjects 0 2 I 2 0.14
C13 s
n
Beneralist and specialist services should be isolated and ieparate exam should be conducted as different services equires different skills/attributes
1 1 2 0.14
14 £Should introduce additional papers according to job requirements 1 1 2 0.14
si\/eighiage each question of both the papers of CS(Pre) Exam houid be equal.
0 1 1 0.07
20S Research and Analysis Section
No. of SuggestionsSI.No. Description
Hindi/ Reg. Lan. IVJedium
EnglishMedium
. . . .
Total%
16 Medium of compulsory and optional paper of Main Exam may be different, if candidate desires. 1 0 1 0.0?
17 More weightage should be given to Main Exam rather than interview 0 1 1 0.07
18 More number of candidates should be declared qualified for CS(M) Exam 1 0 1 0.07
19 Waiting list of the candidates should be prepared 0 1 1 0.07
20There should be three language papers in CS(Main) Exam, i.e. Hindi, English and one regional language. 1 0 1 0.07
Total 194 208 402 29.07
207Research and Analysis Section
Category IV: Eligibility Criteria!
No. of Suggestions
%SI.No. Description
Hindi/ Reg. Lan. Medium
EnglishMedium Tota!
1Those candidates who qualify the C S (fvl) exam once, should be e.xempted froir. preh'minary axam in the following years.
7 10 17 1.23
2 ■Number of attempts may be reduced 4 7 11 0.80
1o Should reduce age limit/shouid have maximum age as 25 years
for ail / minimum age as 25 years. 4 3 7 0.51
4A Candidate who got finally selected in Civil Sen/ices, should not be allovi/ed to appear in the next exam./ More than one attempt to improve rank should not be allowed
0 2 2 0.14
5Those candidates who cleared CS(P) once, should be exempted from preliminary exam in the following years.
0 2 2 0.14
6 There should be no restriction of number of attempt. 2 0 2 0.14
7 Reservation for women should be introduced 1 1 2 0.14
8 Candidate should be selected after 10+2 exam. 1 0 1 0.07
9 No change in age limit. 1 0 1 0,07
10 Upper age limit should be increased for female candidates 0 1 1 0.07
Tota5 20 2o, 46 2.:33
208Research and Analysis Section
Category V; Personality Test
No. of Suggestions
%Si.No. Description
Hindi/ Reg. Lan. iVIedium
EnglishMedium Total
1intePi/iew should be conducted on the pattern of SSB/ NDA/ CAT etc., / introduce group d iscussion, psychologicai test e tc in Personality Test.
33 29 62 4,48
2 S hould have two or niore Personaiity Test boards and tiie ir aggregate/average marks should be counted 21 6 27 1.95
3 Should reduce Weightage of Personality Test 19 10 29 2.10
4 Should have more weightage to Personality Test 4 11 15 1.08
5Personality Test should be more emphasized on the character assessment, personality assessment and general awareness, required for the different services.
8 6 12 0.87
6Alongwith personality test, some written psychometric test may be included to test the suitabili^/ of the candidate for the job.
4 7 11 0.8G
7More time should be devoted during Personality Test for each candidate
7 1 8 0.58
8Parity should be brought in marking standards of the different interview boards
5 2 7 0.51
9Hindi medium PT Boards should only be taken by Hindi knowing experts/members
51
0 5 0.36
10 Video recording of Inten/iew should be carried out. 3 2 5 0.36
11
Feedback may be given to the candidate, regarding their performance in interview, so that they can improve their weekpoints
2 3 5 0.3S
12In interview process, candidates should not be categorized according to caste, regional language etc.
4 0 4 0.29
1 '5 PT should be more objective rather than subjective. 2 2 4 0.291
14 Should have minimum qualifying marks in PT1 3 4 0.29
15PT should be on the line of UPPSC. Caste, name etc. snould not be disclosed to the interview board.
3 0 3 0.22
Research and Analysi.'- Section
No. of Suggestions
%S I.
N o . DescriptionHindi/
Reg. Lan. Medium
EnglishMedium Total
16 Atmosphere during interview should be cordial and co-operative for Hindi medium / regional language /rural candidates. 3 0 3 0.22
17
Factual questions about candidates optional subjects or GS should not be asked in the interview / Only personality may assessed in the PT as subject knowledge has already been tested in the written exam
1 2 3 0.22
18 Minimum and maximum mark should be fixed for PT 3 0 3 0.22
19 Extra weightage should be given to rural candidates in PT. 3 0 3 0.22
20 Fair scaling/Moderation of PT marks may be adopted, as there are lot of variation in the marks awarded by various PT Boards 2 0 2 0.14
21 Personality Test should be done roil order wise. 2 0 2 0.14
22 Should have same PT board for all candidates 0 1 1 0.07
23Should have separate interview boards for each medium and avoid asking questions in other languages/English.
1 0 1 0.07
24Should be allowed to take any medium in PT irrespective of medium opted in Main Exam
01
1 1 0.07
25There should be a stress-free environment during Personality Test.
0 1 1 0.07
26Should conduct P.T, boards at different zones / state capitals or PT should be conducted through teleconferencing to avoid long journey.
1 0 1 0.07
Total 13-5 87 2 2 2 i^.OS
210 Research and Analysis Section
Category-VI: Service Allocation a n d Training
S!.No. Description
Should offer other services for the :----------reserve list/Appoint the candidates to some nth^ ° appeared for PT ta ,
No. of Suggestions
Preference and performanceaccount after final selection and proper counseling should be given before allotment of service
Allotment of services can be done after the training
Total
Hindi/ Reg. Lan. Medium
EnglishMedium Total
10
%
0.36
0.22
0.14
0.?2
211 Research and Analysis Section
Category-Vil: Evaluation
No, of SuggestionsS!.
No Description Hindi/ Reg. Lan Medium
EnglishMedium Tota1
%1
1 UM lare Ihe category-wisa cut o ff marks of Preliminary Exam / Main exam 19 24 43 3.11
Marks obtained m preliminary/mafn exam should aiso faedeclared to everyone immediateiy after the declaration of result 20 12 32 2.31
3 Answers Keys o f prelim inary exam may be made pubiic/uploaded on UPSG website. 13 14 27 1.95
4 Examination system should be transparent and candidates should have access to it through Internet etc. 11 8 10 1.37
5 Marks obtained by ail candidates in Main exam should be in public domain. 3 6 S 0.65
6 Answ/er sheet/photocopy of answer sheet of Preliminary Exam should be made available to the candidates
yvD 2 8 0.58
7 Model answer of question papers of Main Exam should be made pubiic/uploaded on UPSC website. 5 2 7 0,51
8 Scaling / moderation of marks may be adopted for various Optional subjects and different examiner. 2 3 5 0.36
9 ‘ 1Marks obtained in Civil Services (P) exam should be added with :he marks of CS (M) and FT for preparation of final fRanking
.n. 1 4 0.29
f10 t
f
'/larks obtained in papers of Indian language and English should )e added with the marks of CS (M) and PT for preparation of inal Ranking
4 0 4 0.29
" Panswer sheets of Hindi medium candidates should be checked y Hindi medium teachers only. 2 0 2 0,14
12 "■v;
iclude grading system to represent academic performance at arious levels. 1 1 2 0.14
13 There should be minimum qualifying marks in CSAT paper 0 2 2 0.14
212 Research and Analysis Section
No. of Suggestions
%SLNo. Description
Hindi; Reg. Lan. Medium
EnglishMedium Total
14Candidates who have cleared the language paper in their previous attempt should be exempted to give these paper in their next attempt.
0 2 2 0.14
15 Although a candidate fails in compulsory English paper, evaluate the other papers 0 2 2 0,14
16 Answer sheet/photocopy of answer sheet of Main exam to be made available to the candidates. 2 0 2 0.14
17 Negative marking should be discontinued in CS(P) Exam. 2 0 2 G.14
18 Some set of guidelines may be given to all examiners to avoided disparity among their marking criteria 1 0 0.07
Total 94 79 173 12.51
213Research and Analysis Section
Category-VIil: Optional subjects
No. of Suggestions%S).
No. Description Hindi/ Reg. Lan. Medium
EnglishMedium Total
-1i There should be only one optional psper in CS(M). 4 9 13 0.34
2
Should add new optional subjects like Biotechnology, Dairy Technology, life Science/Agriculture Engg, Tourism, Hotel Management, Computer Science, Home Science, Architecture, New Engg subjects/Medical science/New subject of law/ Mass Communication/Dental Science.
3 10 13 0.94
3 Subjects studied in Graduation should be made compulsory as optional 2 1 3 0.22
i ota^’ c- 20 29 2.1')
214 Research and Analysis Section
Category-iX; General Matter & Miscellaneous Suggestions
No. of SuqqestlonsSI.No. Description Hindi/
Reg. Lan. IVIedium
EnglishIVIedium Total %
1 ShouJd cut short the examijiation process / it shouid be completed within 8 months 49 127 176 12.73
2 Present system is O.K. 31 42 73 5.23
3The Preiiminar/ result should be declared early so that the candidates get enough time to prepare for the main exam / It should be declared within a month. 11 20 31 2.24
4 Should increase number of examination centres 10 6 16 1.165 Should publish the final result of CS(M) one month or earlier
before the preliminary examination of the successive year 5 5 10 0.72
6Final result should be declared after CS(P) of successive year/adequate gap between final result and subsequent preliminary examination
3 6 9 0.S5
7 Should notify the date of results in advance 2 7 9 0.658 Medical Test should be conducted after final selection. 4 2 6 0.43
S Should provide suitable infrastructure (I.e. comfortable tables, chairs, electricity and water etc.) 1 4 5 0.36
10 Should convey the date of Personality Test to the candidates well in advance 1 3 4 0.29
11 Candidates who appear in PT should be absorbed by Central / State Govt. / Private sector. 3 1 4 0.29
12 Special facilities should be provided to rural candidates / awareness campaign for rural area 4 0 4 0.29
13 1Should increase the time gap bet\ween CS(P) result and CS(M) exam 1 2 3 0.22
14 (Getting signature of gazetted officer on attestation forms is a difficult job for rural candidates. It should be avoided. 1 2 3 0.22
15 ( <
rime of Preliminary examination should be changed so that it :ioes not clash with University exam and also to avoid the , summer heat
0 2 2 0.14
16 ci;andidates should be allow to enter in the examination hall itieast before 40 minutes of commencement of Exam 1 1 2 0.14
17 LJPSC should set-up its zonal offices in the metropolis 2 0 2 0.14
215 Research and Analysis Section
SI,i\lo. D escription
No. of SuggestionsHindi/
Reg. Lan. iVledium
EnglishIVledium Total
18Time -gap between the two session of the main exam should be increased / One day gap should be given for each optional subject in the Main Exam
0.14
19 Time table of optional subjects in Main Exam should be rotatary. 0.14
20Efforts should be made to select those candidates who never attended coaching classes 0.14
21 Accept Administrative Reforms Commission's recommendations. 0.14
2 2
24
252627
28
29
30
31
32
Medical Test letter should be attach with the call letter of the interview
23 Medical test for PH candidates should be arranged in the nearest hospital on same day or next day of PT_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Main Exam forms should be sent early, so that candidates can the preferences properlyAll processes of examination, including filling of the form/issue of AC/PT letter should be onlineAvoid the repeated column to be filled in the formsGood Invigilators should be appointed, they should not shout, disturb or talk rudely with the examineesAC-2 train fair should be given to the candidates called for the
interview. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________Should adopt some methods to increase the awareness of rural candidates regarding CS Exam_______ _ _ _ _ _ _ _ _A certificate should be given by UPSC to those candidates who appeared for interview but not qualifiedA proper waiting hall may be provided to the parents of candidates called for interview ______ _______Result of every candidate may be informed by email/SMS
T o ta l
G ra n d T o ta l
Number of candidatesNumber of candidates v/ho offer suggestions
Number of candidates who didn't off^ suggestion_
Note:- Every candidates Wad option to give one or more suggestions.
1 4 1 2 3 8
6 5 6 7 2 7
3 7 9
0.07
0.07
0.07
0.07
0.07
0.0?
0.07
0.07
0.Q7
0.07
0.14
27.401 3 8 3 100.00
Medium of InterviewHindi/
Reg. Lan.42533293
English
42535966
Total
350691159
216Research and Analysis Section
Table - 2.1 ; Community-wise Age Profile of the Candidates Appeared in Personality Test of Civil Services Examination, 2007-2011
Age
21
2007
sc
22
23
ST
2411
OBC
14
GEN
10
20
28
30
78
TOTAL
2008
sc16 (0.85%)56 (2.97%)
123 (6,53%)47 102 173
ST
(9.18%)
1527
OBC
12
GEN
13
3439
27
TOTAL
1851
76 131125 200
(0 84%)(2.39%)
2009
sc ST
(6.13%) 12 10(9,36%) 26
OBC
1746
GEN TOTAL
34
12 57103129
18 (0.74%)57 (2.34%)171224
(7.03%)
2010
sc
17(9.21%) 32
ST
11
18
OBC
164681
GEN
1856107153
TOTAL
2984181284
(1.12%)
(3.25%)(7.00%)(10.98%)
2011
sc
1731
ST
12
24
OBC
274984
GEN
1570106160193
TOTAL
30106184299
(1 24%)
(7 B i% )
(12.38%)
25 39 12 72262728
30 2145 1733 18
78114 237 (12.63%) 23 14142 271 (14.38%)
96 114 27294 100 245
(14.44%)
(13.00%)
82 141 260 (12.17%) 29 10 82 148 269 (11.07%) 42 17 96 161 316 (12.21%) 41 24 80 338
293641
13 90 125 2571923
8098
(12.03%) 34 26
141136
276 (12,92%) 44298 (13,95%) 36
96 16420 105 14325 95 146
320 (13,16%) 46312 (12.83%) 38302 (12.42%) 42
17 10919 10119 96
168 340 (13.14%) 48 17 104 155 324(13.99%;
(13 4?%)
175163
333 (12.87%) 41 16 92
320 (12.37%) 34 22 93141126
200
275 (11.39%)
29 2530
13 76 98 212
20 13 6231 24 42
(11.25%) 31
97 (5,15%)
77 (4,09%) 2228
13 91 129 2648 9011 72
(12,36%) 30
132 (6,18%)
109 (5.10%) 21
17 110 155 312 (12,83%)
30 14 104 1412
162 (6,66%)
125 (5,14%)
42 21 89 134 286 (11,06%) 43 13 66 93 215 (8.90%)
28 13 102 148 (5.72%) 33 10 69 120 (4 97%)
27 13 74 10 124 (4.79%) 21 10 45 84 (3.48%,'
32 153334353G
1440
.0
61 (3.24%)19 (1.01%)
17 (0.90%) 14
22 10 4717
(0.05%) 0(0.05%)
1 80
0 1
(3.75%)
27 (1.26%)25 (1.17%)
(0.09%)
16 13 581916
(0.05%)
93 (3.83%) 22 39 77 (2.98%) 25 10 45
32 (1.32%)26
20 38 (1,47%) 1486 (3,56%)
29 (1,20%)
(1.07%)
(0,12%)
(0.03%)
12 18 (0,70%) 19 29(0,23%)
(I 20“/..)
(0,04%)
(0,01%)
37383940 0 0
(0,27%) 0 (0,09%)(0,14%)
(0,08%)
(0,04%)
(0.08%) (0.04%)
1 . (0,04%) (0.12%)
(0,0'»%)
Total
AvprageAge
295 135 654 799 1 8 8 3 (1 0 0 ,0 0 % ) 311 148 743 934 2136 (100.00%) 317 180 863CO
CO OCO COCM C•j
1071 2431 (100.00% 378 178 860 1171 2587 (100.00%) 377 1 8 1 7G7 1091 2 4 1 6 (100.00%)
CM(N<0('I
<3cs
NoJ.p-1 : Afte reckoned as on 1st Aususl of Exam Year Moip-2 ■ Agtf has been laken in cOmpleled years
217Rensearch & Analysis Section. UPSC
Table - 2.2 : Community-wise Age Profile of the Candidates Recommended in the Civil Services Examination, 2007-2011
Age -2007 2008 2009 2010 2011
SC ST 3BC 3EN TCTAL sc ST 3BC GEN TOTAL sc ST OBC GEN TOTAL sc ST OBC GEN TOTAL sc ST OBC GEN TOTAL21 4 0 1 7 12 (1.63%) 0 1 0 10 11 (1.25%) 1 1 2 6 10 (1.01%) 0 1 3 10 14 (1.34%) 1 3 3 4 11 (1 21%)22 0 4 6 13 23 (3.13%) 3 4 6 11 23 (2.62%) 1 2 9 19 31 (3.14%) 3 3 2 35 43 (4.13%) 3 2 7 27 39 (4 29%)23 3 2 7 36 48 (6.54%) 6 4 11 41 62 (7.06%) 7 3 23 64 97 (9.82%) 8 6 17 49 80 (7.68%) 10 7 19 44 80 (S,79%)24 10 1 23 44 78 • (10.63%) 15 5 14 59 93 (10.59%) 17 6 19 62 104 (10.53%) 15 11 32 87 145 (13.93%) 14 7 34 68 123 (13,52%)25 14 2 22 44 82 (11.17%) 5 5 26 66 102 (11.62%) 14 4 26 68 112 (11.34%) 20 4 46 66 136 (13,06%) 19 10 28 79 136 (14,95%)26 11 11 31 69 122 (16,62%) 10 5 33 64 112 (12.76%) 13 11 34 68 126 (12.75%) 18 10 31 77 136 (13,06%) 22 8 28 55 113 (12 42%)27 19 6 31 57 113 (15.40%) 15 14 29 68 126 (14.35%) 15 9 32 70 126 (12.75%) 11 8 37 67 123 (11.82%) 17 7 25 56 105 (11.S4%)28 6 8 27 45 86 (11.72%) 22 12 35 47 116' (13.21%) 11 14 32 62 119 <12,04%) 20 5 29 67 121 (11.62%) 16 8 27 45 96 (10.W%)29 12 3 24 32 71 (9.67%) 13 2 34 56 105 (11.96%) 9 8 30 53 100 (10.12%) 17 10 30 47 104 (9.09%) 16 8 22 32 78 (8.57%)30 7 6 23 1 37 (5.04%) 11 1 27 4 43 (4.90%) 15 7 38 4 64 (6.48%) 10 7 37 1 55 (5,28%) 12 5 26 3 46 (5.05%)31 11 2 13 1, 27 (3,68%) 11 3 18 1 33 (3.76%) 9 6 31 3 49 (4.96%) 11 3 18 3 36 (3.36%) 6 7 18 4 35 (3.85%)32 7 1 11 2 21 (2.86%) 9 2 17 0 28 (3.19%) 5 3 17 3 28 (2,83%) 8 3 12 3 26 (2.50%) 7 1 16 2 26 (2.86%)33 3 4 0 0 7 (0.95%) 7 1 1 2 11 (1.25%) 8 0 1 3 12 (1.21%) 6 3 2 3 14 (1.34%) 6 3 2 1 12 (1.32%)34 2 3 0 0 5 (0.68%) 5 3 1 1 10 (1.14%) 4 2 1 0 7 (0.71%) 5 0 0 2 7 (0.67%) 7 2 0 0 9 (0.99%)35 0 0 0 0 0 ■ - 0 0 0 1 1 (0.11%) 0 0 0 0 0 - 0 0 1 0 1 (0.10%) 0 0 0 0 036 0 0 0 0 0 0 0 0 0 0 - 0 0 0 1 1 (0.10%) 0 0 0 0 0 0 0 0 0 037 1 0 1 0 2 (0.27%) 0 0 0 1 1 (0.11%) 0 0 0 2 2 (0.20%) 0 0 0 0 0 - 0 0 0 0 038 0 0 0 0 0 - 0 0 _1 0 1 (0 .11% ) 0 0 0 0 0 0 0- 0 0 ■ 0 - 1 0 0 0 1 (0.11%)
39 0 0 0 0 0 0 0 0 0 0 - 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total lie1 53 22C1 351 734 1 (100%) 132: 62 252 432 878 (100%) 129 76 295 488 988 (100%) 152 74 297 517 1040 (100%) 157 78 255 420 910 (100%)
AverageAge
: SCO0.4
SCOCM
o g to cr>in05(M
COCM
oCOCM
lo<DCM
s?si
o05CM
COcnOJ
T-O)n;C'J
CM
(dCM
oCMNCM
oCOCM
CDCO
CM
CD
CMCDC'l
Cf><oCM
1205h-:CM
lO-«•CM
r-
RioCDCM
■ § <oCM
Note-1: Age reckoned as on 1st August of Exam Year Note-2 : Age has been taken in completed years
218 Ren<;earch R Analysis Scction, UP. .C
Table - 3 ; Number of Attempts made by the Candidates Appeared and Recommended in the Civil Services (Main) Examination, 2007-2011
Note A : f.andidates appeared for Written Examination R : Finally Recommended Candidates
dea^eorr.h P, Anoly i* IJPHC
Table - 4.1 : M a rks obtained at Graduate Level by those candidates w h o appeared in Personality Test of Civil Services
Examination, 2007-2011
% of nnarks at Graduate
Level
S C S T O B C G e n To talNumber of candidates
%ofcandidates
Number of candidates
%ofcandidates
Number of candidates
%ofcandldatc s
Number of candidates
%ofcandidates
Number of candidate*;
% of cand jdjdtes
2007 16 5.42 6 4.44 16 2.45 18 2.25 56 2.972008 11 3.54 4 2.70 24 3.23 20 2.14 59 2.76
<50 2009 16 5.05 8 4.44 29 3.36 26 2.43 79 3.252010 11 2.91 8 4.49 19 2.21 13 1.11 51 1.972011 8 2.12 6 3.31 26 3.39 8 0.73 48 1.992007 30 10.17 24 17.78 67 10.24 49 6.13 170 9.032008 29 9.32 22 14.86 63 8.48 68 7.28 182 8.52
50 to <55 2009 35 11.04 29 16.11 73 8.46 62 5.79 199 8.192010 25 6.61 25 14.04 47 5.47 . ‘ 48 4.10 145 5.602011 24 6.37 17 9.39 43 5.51 30 2.75 114 4.722007 215 72.88 99 73.33 417 63.76 556 69.59 1287 68.352008 237 76.21 109 73.65 491 66.08 644 68.95 1481 69.34
55 to <75 2009 217 68.45 130 72.22 572 65.28 715 66.76 1634 67.222010 292 77.25 131 73.60 586 68.14 749 63.96 1758 G7.96
2011 291 77.19- 139 76.80 481 62.71 609 55.82 1520 62.91
2007 34 11.53 6 4.44 154 23.55 176 22.03 370 19.65
2008 34 10.93 13 8.78 165 22.21 202 21.63 414 19.38
=>75 2009 49 15.46 13 7.22 189 21.90 268 25.02 519 21.35
2010 50 13.23 14 7.87 208 24.19 361 30.83 632 24.43
2011 54 14.32 19 10.50 217 28.29 444 40.70 734 30.38
2007 295 100 .00 135 100.00 • 654 100.00 799 100.00 1883 100.00
2008 311 100 .00 148 100.00 743 100.00 934 100.00 2136 100.00
T o ta l 2009 317 100 .00 180 100.00 863 100.00 1071 100.00 2431 100.00
2010 378 100 .00 178 100.00 860 100.00 1171 100.00 2587 99.96
2011 377 100 .00 181 100.00 767 100.00 1091 100.00 2416 . 100.00
Source of Data:- Q,uestionnaires collected from the candidates who appeared in Personality Test
2 2 0 Research and Analysis Section
Marks obtained braQuate Level by those candidates v/ho have R e c o m m e n d e d in Civil Services Examination, 2007-2011
% of marks at Graduate
Level
<50
Year
2007
S C
Number of candidates
2008
2009
50 to <55
2 0 1 0
2 0 1 1
20072008
2009
2 0 1 0
2 0 1 1
8
_ U
9
1 1
% o fcandidates
7 . 2 7
3 .0 3
2 .3 3
2 .6 3
1.27
1 0 .0 0
6.82
8 .5 3
5 .2 6
5 . 1 0
STNumber of candidates
1 0
1 1
% o fcandidates
7 . 5 5
3 .2 3
3 .9 5
5 . 4 1
2.56
1 5 .0 9
1 6 . 1 3
1 4 . 4 7
1 0 .8 1
8 .9 7
O B C
Number of candidates
1 2
1 9
1 2
1 2
% o fcandidates
1 .8 2
1 .9 8
1 .6 9
1 .5 8
1 .9 6
5 .4 5
6 .3 5
6 .4 4
4 .0 4
4 . 7 1
G e n
Number of candidates
2 1
2 4
1 8
1 0
% o fcandidates
0 .8 5
1 .0 2
0.97
0 .2 4
5 .9 8
5 .5 6
3 .6 9
1 .9 3
To tal
Number of candidates
16
1 8
1 0
% of candidates
5 2
59
3 8
34
4 8 3
2 .5 9
2 .0 51 £ 2
1 .7 i1 . 1 0
7 .0 8
6 .7 2
5 .9 7
55 to <75
=>75
2007
2008
20092 0 1 0
2 0 1 1
2007
2008
2009
2 0 1 0
2 0 1 1
Total
2007200820092 0 1 0
7 9 7 1 .8 2 3 8 7 1 . 7 0 1 3 310 0
60.4575.76
2 3 34 3
6 6 .3 86 9 .3 5 1 5 7 6 2 .3 0
8 72 7 7
6 7 .4 4 5 6 7 3 .6 8 1 8 21 1 3
6 1 .6 97 4 .3 4
3 1 05 2 7 0 .2 7 1 9 6
1 1 86 5 .9 9
7 5 . 1 63 0 5
1 2
1 9
1 0 .9 1
_62
3
7 9 .4 9 1 5 1 5 9 .2 2 2 2 5
212 7
2 9
1 1 0
132129
2 0 1 1
152
157
5 ,6 6 7 1 3 2 .2 71 4 .3 9
9 4
1 1 .2 9
2 1 . 7 1
1 7 .7 6 1 0
1 8 .4 7 7
1 0 0 .0 0 531 0 0 .0 0
1 0 0 .0 0
6276
1 0 0 .0 0 741 0 0 .0 0 78
7 4 2 9 .3 7 1 2 4
7 .8 9 89 3 0 .1 7 1 5 b1 3 . 5 1 8 4 2 8 .2 8 1 9 7
8 .9 7
1 0 0 .0 0
8 7
2 2 0
3 4 .1 2 1 8 7
1 0 0 .0 0 3511 0 0 .0 0 252 1 0 0 .0 0 4321 0 0 .0 0 295 1 0 0 .0 0 4881 0 0 .0 0 297 1 0 0 .0 0 5171 0 0 .0 0 255 1 0 0 .0 0 420
6 4 .1 2
6 3 .5 2
5 3 .5 7
2 6 .7 8
2 8 .7 0
3 1 . 7 6
3 8 .1 0
4 4 .5 2
1 0 0 .0 0
1 0 0 .0 0
1 0 0 .0 0
1 0 0 .0 0
1 0 0 .0 0
S o u r c e o f D a t a : - Q u e s t i o n n a i r e s c o l l e c t e d f r o m t h e c a n d i d a t e s w h o a p p e a r e d in P e r s o n a l i t y T e s t
6 6 6
5 5 6
18 0
224
2 7 8
3 1 8
3 1 0
7 3 4
8 7 8
9 88
10 4 0
9 1 0
3 .7 4
6 5 .8 0
64.04
6 1 . 1 0
2 4 .5 2
2 5 .5 1
2 8 .1 4
3 0 .3 83 4 ,0 7
1 0 0 .0 0
1 0 0 .0 0
1 0 0 .0 0
1 0 0 .0 0
1 0 0 .0 0
2 2 1 Research and Analysis Section
Table - 5.1; T o p 10 " M o s t Effective" Optional Subjects in Civil Services Examination, 2011
jO p t io n a i S u b je c t s
No. o f R ecom m ended
Candidates
Percentage o f R ecom m ended
CandidatesRank
Ipubiic Aciministration 440 48.35 1
iG eography 294 32.31 2
jS oc io log y 156 17.14 3
iHistory 135 14.84 4
jP sych o logy 132 14.51 5
jpolitical Science and internationai Relation 77 8.46 6
jph ilosophy 67 7.36 7
lAntiiropology 58 6.37 8
luterature o f Hindi Language 50 5.49 9
iLiterature o f Pali Language | , , 48 5.27 10
Total n o. o f candscSates ap p ea red 910
Note : Each Candidate had opted tw o optional subjects.
222 Research and Analysis Section
T a b l e - 5 . 2 : T o p 1 0 “ M o s t P r e f e r r e d " O p t i o n a l S u b j e c t s in C iv i l S e r v i c e s E x a m i . , a t i o „ , 2 0 0 7 - 2 0 1 1
N o l o f s c h C a n d i d a t e o p t e d t w o o p t i o n a l s u b j e r t s .
223 Research and Analysis Section
7 .0 0 7 2 0 0 8 2 0 0 9 2 0 1 0 2 0 1 1
S .N o . O p t io n a l S u b je c t
C o m b in a t io nN
O p t io n a l S u b je c t
C o m b in a t io nN
O p t io n a l S u b je c t
C o m b in a t io nN
O p tio n a l S u b je c t
C o m b in a t io nN
O p tio n a l S u b je c t
C o m b in a tio nN
1 G e o g r a p i iy '■
P s y c h o lo g y53
G e o g r a p h y : P u b lic
A d m in is tr a t io n95
G e o g r a p h y : P u b lic
A d m in is tra tio n10 4
G e o g r a p h y : P u b lic
A d m in is tra tio n13 6
G e o g r a p h y : P u b lic
A d m in is tra tio n1 1 1
?.G e o g r a p h y : P u b lic
A d m in is tra t io n52
H is t o r y : P u b lic
A d m in is tra t io n5 1
S o c i o l o g y : P u b lic
A d m in is tra tio n7 3
S o c io lo g y : P u b lic
A d m in is tra tio n93
S o c io l o g y : P u b lic
' A d m in is tra tio n64
H isto ry : P u b lic
A d m in is tra tio n3^
P s y c h o lo g y ; P u b lic
A d m in is tra tio n50
G e o g r a p h y ;
P s y c h o lo g y40 G e o g r a p h y : P s y c h o lo g y 3 7
P s y c h o lo g y : P u b lic
A d m in is tra tio n60
dS o c i o l o g y : P u b lic
A d m in is tra tio n3 4
H is t o r y : L ite ra tu re o f
H indi L a n g u a g e38
H is t o r y : P u b lic .
A d m in is tra tio n3 7
A n t h r o p o lo g y ; P u blic
A d m in istra tio n34
A n t h r o p o lo g y ; P u blic
A d m in istra tio n32
SP s y c h o lo g y ; P u b lic
A d m in is tra tio n3 1
S o c io lo g y : P u b lic
A d m in is tra tio n32
H is t o r y ; L ite ra tu re o f
Hindi L a n g u a g e34 G e o g r a p h y : S o c io lo g y 3 1 G e o g r a p h y : P s y c h o lo g y 30
6
H is t o r y : P o litica l
S c ie n c e a n d Int.
R e la tio n s
29G e o g r a p h y ;
P s y c h o lo g y32
P s y c h o lo g y : P u b lic
A d m in is tra tio n30
P s y c h o lo g y : P u blic
A d m in istra tio n30
H istory : P u blic
A d m in istra tio n2 7
7 G e o g r a p h y ; H isto ry 26
H is t o r y : P o litical
S c ie n c e a n d Int.
R e la tio n s
30 G e o g r a p h y : H istory 29H is t o r y : Public
A d m in istra tio n30
H is t o r y : L iteratu re of
Hindi L an gu a ge25
8 H isto ry : P h ilo so p h y 26 H is t o r y ; P h ilo so p h y 29 H isto ry : P h ilo so p h y 28 G e o g r a p h y : H istory 28 G e o g r a p h y ; S o c io lo g y 22
9 A n th r o p o lo g y ; P u b lic
A d m in istra lio n23 G e o g r a p h y : H istory 28
G e o g r a p h y :
P h ilo so p h y24
H is t o r y : Political
S c ie n c e an d Int.
R elatio n s
26 S o c io lo g y ; P sy ch o lo g y 19
srs H isto ry : L itera tu re o '
H indi L a n g u a g e20
A n th r o p o lo g y : Public
A d m in istra tio n24 G e o g r a p h y : S o c io lo g y 24
Law : Public
Adm ini-stration26
^ is to ry : Political S c ie n ce
an d In tern a tio n a l
R elatio n s
18
Table - 7.1 : Break-up o , sam.Mltferent optional subjects taken In Cl.ll Services Examination from those studied in College/Unherslty by the CandidatesAppeared in the Personality Test o f Civil Services Examination, 2007-2011
S .
N o ,
^ c a d e m i c
2007 2008 2009 2 0 1 0 2 0 1 1
d i s c i p l i n eD if fe r e n t O p t i o n a l S u b je c t S a m e
O p t i o n a lD lf te r e n O p t io n a l S u b je c t S a m e
O p t io n a lS u b je c t
D i f fe r e n t O p t i o n a l S u b je c t S a m eO p t io n a lS u b je c t
D if fe r e n t O p t i o n a l S u b je c t S a m eO p t io n a l
S u b je c t
D if fe r e n t O p t i o n a l S u b je c t S a m e
O n e B o t h T o t a l S u b je c t O n e B o t h T o t a l O n e B o t h T o t a l O n e B o t h T o t a l O n e B o t h T o t a l■ O p t io n a l
S u b je c t
1 H u m a n i t i e s3 5 6
( 5 7 .7 0 % )
7 8
( 1 2 ,6 4 % )
4 3 4 '
( 7 0 .3 4 % )
1 8 3
( 2 9 .6 6 % )
4 5 4
(5 5 .9 8 % )
9 2
( 1 1 ,3 4 % )
5 4 6
(6 7 ,3 2 % )
2 6 5
( 3 2 .6 8 % )
5 01
( 5 7 .5 2 % )
9 5
(1 0 .9 1 % )
5 9 6
(6 8 ,4 3 % )
2 7 5
(3 1 .5 7 % )
4 1 0
(5 4 .6 7 % )
1 0 2
(1 3 ,6 0 % )
5 1 2
(6 8 .2 7 % )
2 3 8
(3 1 .7 3 % )
2 3 6
(5 2 .2 1 % )
8 7
(1 9 .2 5 % )
3 2 3
(7 1 ,4 6 % )
1 2 9
(2 8 .5 4 % )
2 C o m m e r c e9 2
(5 4 ,7 (5 % )
6 3
(3 7 ,5 0 % )
1 5 5
( 9 2 ,2 5 % )
13
(7 ,7 4 % )
6 6
(5 0 ,3 8 % )
5 7
(4 3 ,5 1 % )
1 2 3
(9 3 ,8 9 % )
8
(6 .1 1 % )
7 4
(5 0 .3 4 % )
6 6
( 4 4 .9 0 % )
1 4 0
(9 5 .2 4 % )
7
(4 .7 6 % )
8 0
(4 3 ,4 8 % )
8 3
(4 5 .1 1 % )
1 6 3
(8 8 .5 9 % )
21
(1 1 .4 1 % )
4 0
(4 1 .6 7 % )
41
(4 2 .7 1 % )
81
(8 4 ,3 8 % )
15
(1 5 6 3 % )
3 S c i e n c e■130
( 3 4 ,2 1 % )
2 2 2
( 5 8 .4 2 % )
3 5 2
( 9 2 ,6 3 % )
2 8
( 7 .3 7 % )
1 5 8
( 3 7 ,9 8 % )
2 3 9
(5 7 ,4 5 % )
3 9 7
( 9 5 ,4 3 % )
1 9
(4 .5 7 % )
1 7 6
(3 5 .9 9 % )
2 8 0
( 5 7 .2 6 % )
4 5 6
(9 3 ,2 5 % )
3 3
(6 .7 5 % )
1 2 5
(2 8 .1 5 % )
2 9 3
(6 5 .9 9 % )
4 1 8
(9 4 ,1 4 % )
2 6
(5 .8 6 % )
101
(2 7 .5 2 % )
2 4 6
(6 7 .0 3 % )
3 4 7
(9 4 ,5 5 % )
2 0
(5 .4 5 % )
4E n g i n e e r i n g /
T e c h n o l o g y
3 3
(5 ,3 1 % )
4 7 8
(9 1 ,4 0 % )
5 11
( 9 7 ,7 1 % )
12
(2 ,2 9 % )
2 8
(4 ,9 0 % )
5 3 6
( 9 3 .8 7 % )
5 6 4
( 9 8 .7 7 % )
7
(1 .2 3 % )
4 3
(6 .4 5 % )
6 0 9
( 9 1 .3 0 % )
6 5 2
(9 7 .7 5 % )
1 5
(2 .2 5 % )
6 2
(6 .7 9 % )
8 3 3
(9 1 .2 4 % )
8 9 5
(9 8 ,0 3 % )
18
(1 .9 7 % )
8 7
(7 .5 3 % )
1 0 2 8
(8 8 .9 3 % )
1 1 1 5
(9 5 ,4 5 % )
41
(3 .5 5 % )
c M e d i c a l3 3
(2 2 ,0 0 % )
111
( 7 4 ,0 0 % )
1 4 4
( 9 6 ,0 0 % )
6
(4 ,0 0 % )
4 4
( 2 5 ,0 0 % )
1 2 7
(7 2 .1 6 % )
171
(9 7 .1 6 % )
5
(2 .8 4 % )
6 0
(2 8 .4 4 % )
1 5 0
(7 1 .0 9 % )
2 1 0
(9 9 .5 3 % )
1
(0 .4 7 % )
6 3
(2 5 .6 1 % )
1 7 3
(7 0 .3 3 % )
2 3 6
(9 5 .9 3 % )
10
(4 ,0 7 % )
1 04
(3 3 .4 4 % )
2 0 0
(6 4 ,3 1 % )
3 0 4
(9 7 ,7 5 % )
7
(2 ,2 5 % )
6 M a n a g e m e n t3
(1 6 .6 7 % )
15
(8 3 ,3 3 % )
1 8
(1 0 0 ,0 0 % )
0
( 0 ,0 0 % )
4
( 2 2 .2 2 % )
13
(7 2 .2 2 % )
1 7
(9 4 .4 4 % )
1
(5 .5 6 % )
2
( 1 2 .5 0 % )
1 4
(8 7 .5 0 % )
1G
(1 0 0 .0 0 % )
0
(0 .0 0 % )
4
(2 3 .5 3 % )
13
(7 6 .4 7 % )
1 7
(1 0 0 .0 0 % )
0
(0 ,0 0 % )
0
(0 .0 0 % )
3
(7 5 .0 0 % )
3
(7 5 ,0 0 % )
1
(2 5 ,0 0 % )
7 O t h e r s11
(4 0 .7 4 % )
14
1 (5 1 ,8 5 % )
2 5
1 ( 9 2 ,5 9 % )
2
(7 ,4 1 % )
3
(2 3 .0 8 % )
10
(7 6 ,9 2 % )
1 3
(1 0 0 .0 0 % )
. 0
( 0 .0 0 % )
2
(6 ,6 7 % )
2 4
(3 0 .0 0 % )
2 6
(8 6 .5 7 % )
4
(1 3 .3 3 % )
6
(1 8 .1 8 % )
2 3
(6 9 .7 0 % )
2 9
(8 7 .8 8 % )
4
(1 2 ,1 2 % )
7
(2 3 .3 3 % )
22
(7 3 .3 3 % )
2 9
(9 6 ,6 7 % )
1
(3 .3 3 % )
T o t a l6 5 8
(3 4 .9 3 % :
981
I (5 2 .1 2 % :
1 6 3 9
) ( 8 7 ,0 5 % )
2 4 4
(1 2 .9 5 % :
7 5 7
) (3 5 .4 4 % )
1 0 7 4
11 (5 0 .2 8 % )
1 83 1
( 8 5 .7 2 % )
3 0 5
(1 4 .2 8 % )
8 5 8
(3 5 .2 9 % )
1 2 3 8
(5 0 .9 3 % )
2 0 9 6
(8 6 .2 2 % )
3 3 5
(1 3 .7 8 % )
7 5 0
(2 8 .9 9 % )
1 5 2 0
(5 8 .7 6 % )
2 2 7 0
(8 7 .7 5 % )
3 1 7
(1 2 ,2 5 % )
5 7 5
(2 3 .8 2 % )
1 6 2 5
(6 7 .3 2 % )
2 2 0 2
(9 1 .1 4 % )
2 1 4
(8 .8 6 % )
N o t e ;D i f f e r e n t : T h e o p t i o n a l s u b i e c t ( s ) c h o s e n a t C S (IV l) E x a m i s /a r e d i f f e r e n t f r o m w h a t t h e y h a d s t u d ie d in C o l le g e /U n iv e r s i t y .
S a m e T h e o p t i o n a l s u b j e c t ( s ) c h o s e n a t C S (W l) E x a m I s /a r e s a m e a s t h e y h a d s t u d ie d In C o l le g e /U n iv e r s i t y ,
Table - 7.2 : Break-up o f sam e/different optional sub jects taken in Civil Services Examination from those studied in College/University by tlie CandidatesR ecom m ended in Civil Services Examination, 2007-2011
S.No.
A c a d e m i c
D i s c i p l i n e
2007
Different Optional Subject
One
H u m a n i t i e s1 3 5
Both
3 3
Total
SameOptionalSubject
2008
Different Optional Subject
( 5 6 .4 9 % ) ( 1 3 .8 1 % )
1 6 8
( 7 0 .2 9 % )
7 1
( 2 9 .7 1 % )
One Both
1 8 4
( 5 7 .8 6 % )
3 9
( 1 2 .2 6 % )
Total
2 2 3
( 7 0 .1 3 % )
SameOptionalSubject
9 5
( 2 9 .8 7 % )
2009
Different Optional Subject
One
1 9 1
( 5 8 .7 7 % )
Both
3 4
( 1 0 .4 6 % )
Total
2 2 5
( 6 9 .2 3 % )
SameOptionalSubject
100
( 3 0 .7 7 % )
2010
Different Optional Subject
One
1 4 6
( 5 6 .5 9 % )
Both
3 5
( 1 3 .5 7 % )
Total
1 8 1
( 7 0 .1 6 % )
SameOptionalSubject
7 7
( 2 9 .8 4 % )
2011
Different Optional Subject
One
9 4
( 5 4 .0 2 % )
Both
31
( 1 7 .8 2 % )
Total
1 2 5
( 7 1 .8 4 % )
SameOptionalSubject
4 9
( 2 8 .1 6 % )
2 C o m m e r c e
Science
3 9
( 5 8 .2 1 % )
22 6 1
( 3 2 .8 4 % ) ( 9 1 .0 4 % )
47
(35.88%)
7 0
( 5 3 .4 4 % )
1 1 7
6
( 8 . 9 6 % )
1 4
(89.31%) (10.69%)
2 6
( 4 6 .4 3 % )
7 8
(47.85%)
2 6 5 2
( 4 6 .4 3 % ) ( 9 2 .8 6 % )
7 8
(47.8J>%)
4
( 7 . 1 4 % )
156
(95.71%)
7
(4.29%)
3 5
( 5 8 .3 3 % )
2 3
( 3 8 .3 3 % )
5 8
( 9 6 .6 7 % )
64
(36.57%)
9 4
(53.71%)
1 5 8
(90.29%)
2
( 3 .3 3 % )
2 9
( 4 0 .8 5 % )
3 3
( 4 6 ,4 8 % )
6 2
( 8 7 .3 2 % )
9
(12.68%)
1 6
( 5 3 .3 3 % )
10
( 3 3 .3 3 % )
2 6
( 8 6 .6 7 % )
4
( 1 3 .3 3 % )
1 7
(9.71%)
5 6
(32.18%)
1 0 7
( 6 1 .4 9 % )
1 6 3
( 9 3 .6 8 % )
11
( 6 .3 2 % )
4 3
( 3 3 .8 6 % )
7 6
( 5 9 .8 4 % )
1 1 9
( 9 3 .7 0 % ) ( 6 .3 0 % )
E n g i n e e r i n g / ’'®
T e c h n o l o g y ( 8 , i 4 % )
1 9 7
( 8 9 .1 4 % )
2 1 5
( 9 7 .2 9 % )
6 1 5
( 2 . 7 1 % ) ( 6 . 1 2 % )
2 2 6
( 9 2 ,2 4 % )
2 4 1
( 9 8 ,3 7 % )
4
( 1 . 6 3 % )
2 7
( 8 , 7 1 % )
2 7 5
( 6 8 ,7 1 % )
3 0 2
( 9 7 ,4 2 % )
8
( 2 .5 8 % )
3 3
( 7 ,9 7 % )
3 7 3
( 9 0 ,1 0 % )
4 0 6
( 9 8 ,0 7 % )
8
( 1 ,9 3 % )
4 0
( 9 .1 5 % )
3 8 0
( 6 6 .9 6 % )
4 2 0
( 9 6 ,1 1 % )
1 7
( 3 ,8 9 % )
Medical1 6 4 0
( 2 7 .5 9 % ) ( 6 8 .9 7 % )
5 6
( 9 6 .5 5 % )
2
( 3 . 4 5 % )
2 7
( 3 3 .3 3 % )
5 2 7 9
( 6 4 ,2 0 % ) ( 9 7 ,5 3 % )
2 2 8
( 2 . 4 7 % ) ( 2 6 .4 2 % )
7 7
( 7 2 ,6 4 % )
1 0 5
( 9 9 ,0 6 % )
1
( 0 .9 4 % )
3 0
( 2 8 .5 7 % )
6 9
( 6 5 .7 1 % )
9 9
( 9 4 .2 9 % )
6
( 5 .7 1 % )
4 6
( 3 7 .1 0 % )
7 6
( 6 1 .2 9 % )
122
( 9 8 .3 9 % )
2
(1.61%)
M a n a g e m e n t
Others
(22,22%)
5
( 5 5 .5 6 % )
( 7 7 ,7 8 % )
3
( 3 3 ,3 3 % )
(100,00%)
0
(0,00%) ( 3 0 ,0 0 % )
8
( 8 8 .8 9 % )
1
(11.11%)
■ 0
(0.00%)
( 6 0 .0 0 % )
9
( 9 0 .0 0 % )
(100.00%)
5
(100.00%)
1
(10.00%)
0
(0.00%)
0 0
(0.00%) (0.00%)
3
(100,00%)
9
(100,00%)
3(100.00%)
0
(0,00%)
1
( 1 4 ,2 9 % )
6
(85,71%)
7
(100,00%)
0
(0.00%)
0
(0.00%)
1
( 5 0 .0 0 % )
1
( 5 0 .0 0 % )
1
( 5 0 .0 0 % )
(100.00%)
0
(0.00%)
2
( 1 8 .1 8 % )
9
( 8 1 .8 2 % )
11
(100.00%)
0
(0.00%)
6
( 3 7 .5 0 % )
10
( 6 2 .5 0 % )
1 6
(100.00%)
0
(0.00%)
Total2 6 2
( 3 5 .6 9 % )
3 7 2
(50,68%)
6 3 4
( 8 8 .3 8 % )
100
( 1 3 .6 2 % )
3 3 3
( 3 7 .9 3 % )
4 3 2
( 4 9 .2 0 % )
7 6 5
( 8 7 .1 3 % )
1 1 3
( 1 2 .8 7 % )
3 4 5
( 3 4 .9 2 % )
5 1 5
( 5 2 .1 3 % )
8 6 0
( 8 7 .0 4 % )
1 2 8
( 1 2 .9 6 % )
2 9 7
( 2 8 .5 6 % )
6 3 2
( 6 0 .7 7 % )
9 2 9
'8 9 .3 3 % )
111
( 1 0 .6 7 % )
245
( 2 6 .9 2 % )
5 8 4
(6 4 .1 8 % )
829
( 9 1 .1 0 % )
81
( 8 .9 0 % )
NoteD i f f e r e n t ; T h e o p t i o n a l s u b j e c t ( s ) c h o s e n a t C S ( M ) E x a m i s / a r e d i f f e r e n t f r o m w h a t t h e y h a d s t u d i e d in C o l l e g e / U n i v e r s i t y .
S a m e T h e o p t i o n a l s u b j e c t ( s ) c h o s e n a t C S ( M ) E x a m i s / a r e s a m e a s t h e y h a d s t u d i e d In C o l l e g e / U n i v e r s i t y .
T a b l e - 8 : M e d i u m o p t e d b y t h e c a n d i d a t e s a p p e a r e d f o r W r i t t e n E x a m i n a t i o n a n d I n t e r v i e w
o f C i v i l S e r v i c e s E x a m i n a t i o n , 2 0 0 7 - 2 0 1 1
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