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Kiran Aggarwal Committee

Kiran Aggarwal Committee


  • The Kiran Aggarwal Committee was constituted by the Department of Personnel and Training (DoPT) under the Union Ministry of personnel public grievances and pensions.
  • The role of this Committee was to give recommendations regarding the overall training or probation period of selected IAS Officers.
  • Issues considered by the Committee
  • The Kiran Aggarwal Committee, while offering recommendations, focused on following issues:
    • Refurbishing philosophy as well as approach towards Induction Training
    • Revision of the Syllabus of academic inputs imparted at the Academy
    • Revision of pedagogical methods and techniques consistent with adult learning
    • Revision of system of evaluation
    • Revision of Structure of District Training at the State
    • Revision of duration of overall training and proper allocation of time across training courses

Recommendations Of Kiran Aggarwal Committee (2014) (Committee To Review The Content And Duration Of Induction Training Of IAS Officers)- I

(i) Overall approach to training

  • The Committee embraces three broad aspects, viz. Leadership Development Architecture, Competency Development of IAS officers, and Participant-centred Continuous Learning.
  1. Leadership Development Architecture
  • Induction Training at the Academy must be viewed as “a watershed training event” by all stakeholders in the training process.
  • The Leadership Development Architecture being presented as an overall framework for the training of IAS officers comprises seven key guiding principles which are elucidated below:
  • Purpose Affirming
  • Comprehensive in coverage of the career life-cycle
  • Competency-based
  • Multi-stakeholder (including the individual in a more central role)
  • Multi-mode and Multi-vector learning
  • Outcome focused, Measurement-centred learning (integrated into design)
  • Benchmarking best in class content with explicit focus on contextual and role relevance
  1. Competency-based Training
  • The 2nd Administrative Reforms Commission and the National Training Policy, 2012 have strongly suggested adoption of competency-based approach to the entire gamut of human resource management, including capacity building of civil services.
  • Competency consists of knowledge, skills and attitudes or behavioral traits.
  • These competencies may be broadly divided into those that are core skills that civil servants would need to possess with different levels of proficiency for different functions at different levels. Some of these core competencies pertain to leadership, financial management, people management, information technology, project management and communication.
  • The other set of competencies relate to the professional or specialized skills which are relevant for specialized functions such as building roads, irrigation projects, medical care etc. For bringing transformational improvement in the civil services, it is imperative to move to a competency-based human resource management system that ensures that each job is performed by a person who possesses the required competencies for that job.
  • The Department of Personnel & Training (DoPT) has developed a Competency Dictionary for the Indian civil services and a tool-kit for its implementation that can be realized for designing competency training modules.
  • The Competency Dictionary has identified 25 generic or core competencies which have been grouped in four set of basic features of civil services.
  • These four set of basic features have been categorized as Ethos, Ethics, Equity and Efficiency.

Competency Framework for training of IAS officers

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

(ii) Duration of training period

  • The Committee has objectively considered the arguments made both in favour of retaining the two-year training period as well as those in support of reducing it and also taken into account the general feedback received from various quarters.
  • It must be mentioned that both the Ayyar Committee and the 2nd ARC have supported retention of the two-year training period.
  • The time spent during both institutional training (at the Academy) and district training must be subjected to closer examination in cost-benefit terms, without impacting adversely in any manner on the desired outcomes.
  • In view of these compelling reasons , the Committee recommends reduction in the total period of Induction Training from presently two years (103 weeks) to around one-and-a-half years (75 weeks).
  • This is proposed to be apportioned across various components of Induction Training as follows:

Institutional training at the Academy

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

  • Foundation Course: The Committee proposes retention of the existing duration at 15 weeks.
    IAS Professional Course (Phase I): The Committee finds some slack in the total duration of Phase I and proposes reduction in it from 26 weeks to 21 weeks. This would be as follows:
  • Academic instruction: 12 weeks
  • Winter Study Tour: 7 weeks
  • BPST: 1 week
  • Block Leave: 1 week

IAS Professional Course (Phase II)

  • The Committee finds that a large quantum of contact hours is consumed by individual presentations. It recommends reduction in the total duration of the course from 8 weeks to 6 weeks. This would include:
  • Presentations, Seminars, Group Work, et al: 5 weeks
  • Foreign Study Tour: 1 week

District Training

  • In view of the strong feedback received from recent batches of IAS officers about the relatively sub-optimal effectiveness of attachments in the district and the relatively higher utility of independent charges for on-the-job learning, the Committee has revised the duration of attachments and independent charges.
  • The Committee recommends reduction of the period of District Training from 54 weeks to 33 weeks which is as follows:
    • Joining time from Academy to State: 1 week
    • Institutional training at State ATI (including State Darshan, Debriefing, et al): 5 weeks
    • Attachment with Collector and subordinate revenue offices: 4 weeks
    • Attachment with miscellaneous district offices (of line departments): 4 weeks
    • Attachment with State Secretariat: 1 week
    • Departmental Examinations: 1 week
    • Independent charge of BDPO: 8 weeks
    • Independent charge of Tehsildar: 6 weeks
    • Independent charge of Executive officer of Municipality: 3 weeks

(iii) Content of training courses

  • The Committee recommends the adoption of the syllabus prescribed by the Ayyar Committee with some modifications made therein.                Kiran Aggarwal Committee
  • This has factored the feedback received from Officer Trainees and IAS officers from various states.
  • With regard to each of the training courses, the Committee would like to make the following recommendations:
  • Foundation Course:
    • The design of the course and curricula must be outcome-based, i.e. what the Academy expects an Officer Trainee to achieve at the end of the course, and which could be evaluated.
    • The design of the course, in addition to the curricular inputs, must focus on developing the desired competencies.                        Kiran Aggarwal Committee
    • The FC should work towards developing a spirit of teamwork in the Trainees and effectively utilize the presence of other services for taking up problems of inter-service relevance, especially utilizing the presence of police and forest service officers.
    • Officer Trainees that have an advanced degree in a particular discipline (eg. Economics, Law, etc) must be screened through an entry-level testing system and, if required, be assigned well-designed project work in lieu of attending certain basic classroom lectures.
    • Teaching in all disciplines must blend theoretical instruction with more skill-and application-oriented inputs (eg. drafting affidavits or affidavit-based replies in Law) to better prepare the Trainees to deal with the challenges of real life situations.
    • Cases or projects from the Academy must be used to effectively demonstrate the practical aspects of project management.                  Kiran Aggarwal Committee
    • Greater emphasis must be placed on improving both written and oral communication skills as well as the presentation skills of Officer Trainees.
  • IAS Professional Course (Phase I)
    • As in the FC, the Academy must clearly enunciate the learning outcomes for the professional course against which the Trainees could be tested.
    • The focus of learning must shift from delivering informational content to focusing on administrative challenges, inter-state variations across sectors and the reasons thereof, studying best practices and associated adaptive challenges, and acquiring proficiency in the required skills sets.
    • Values and Ethics must form a strong focus area for the overall course design.
    • Specific inputs on dealing with the media and exposure to processes related to the lower and higher judiciary should also form a focus area in the teaching curriculum.
    • The Winter Study Tour should cover, as part of its itinerary, North East and Jammu & Kashmir to sensitize Officer Trainees to the special challenges of these regions.
    • The number of attachments may be reviewed (or reduced) by the Academy and attempts must be made to incorporate exposure to Trainees to well-acclaimed interventions (that have received PM Awards in the last 3-4 years) as part of the itinerary of the tour.
    • In physical training, a specific module on yoga and meditation may also be included.

Why Are Reforms Required?

  • The reforms are the need of the hour in order to provide further strength to the country. This is so because, as of now, the reforms have not been up to the mark and have not matched the continuous transition in the social realities of India.
  • A lot of focus is given right now to the classroom lectures as well as theory which are stretched over two years induction programme. This has continued since 1969. The Committee therefore suggested that keeping the changing social needs of India in mind, the induction programme should be brought down to 75 weeks.
  • More emphasis on on-job or practical training would enable the young officers to have more time in learning as the sub-divisional magistrates. Also, practical training at the field postings level in districts would enable the trainee officers to function independently.
  • Bringing down the training period would also help in mitigating the scarcity of junior-level IAS officers in a lot of states.
  • To root out inefficient bureaucracy and impregnate more accountability and professionalism, it is better to make the IAS training module more flexible and structured as the Committee has suggested.


  • The recommendations of Kiran Aggarwal Committee were not approved by the Director of Lal Bahadur Shastri National Academy of Administration, the Academy which is responsible for conducting the training of IAS Officers. These recommendations were also disapproved by the Second Administrative Reforms Commission and RVV Ayyar Committee.                Kiran Aggarwal Committee
  • The counterview is that while India is at the cusp of changing economic reforms, governance and development, it is therefore good administrative wisdom to continue with the same two-year training programme.
  • It is argued that increase in the public-private type of development model as well as an increase in the multinational kind of operations at the district level also, would need a completely different kind of approach in public administration. For all this, an overall 2-year training programme is required than the short training programme.                  Kiran Aggarwal Committee


  • Although there is a need of effective transformation, training and modern education in order to maintain coordination between developmental objectives and bureaucratic functioning.
  • This would lead to accountability, productivity, efficiency and professionalism.
  • However, all this is not possible to be achieved in just a few weeks.
  • This is so because the meritocratic recruitment of UPSC should be in accordance with the high-quality and intense training.


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