30

INDIAN CIVIL SERVICES TRAINING

Training of public servants from essential aids to the overall efficient operation of
the public services. The problem of training is. particularly acquiring an increasing
significance in the face or the recruitment policy, which prefers general abilities, and in
the context of an expanding government, the functfons of which are becoming highly
technical, specialized and complex. Basic to training is a well-articulated determination
to prepare the public employees for these tasks. It is, however, true that the training must
not confine itself to a mere inculcation of occupatiional skill and knowledge: it must set a
wider goal, and be set against a wider background. The importance of training is, thus,
quite apparent. Indeed, it is increasingly becoming an integral part of the contemporary
administrative beliefs. Indicative of this growing realization is the setting up of training
institutions and devising of suitable training programmes in most countries. Yet, the
training of public servants has been until recently a much neglected field almost
everywhere, India being no exception.
MEANING OF TRAINING
The Dictionary meaning of training is "imparting instruction in a particular art.
profession or occupation". In Public Administration, training means "to raise both
knowledge and skill levels and increase the versatility and adaptability of public
personnel." According to Simon, "Training consists or those conscious efforts that are
directed towards the improvement or increase of person' s power, skills or understanding
and the development of his beliefs and values."
Training has been defined by William G. Torpey as "the process of developing
skills, habits, knowledge, and aptitudes in employees for the purpose of increasing the
effectiveness of employees in their present government positions as well as preparing
employees for fuLure government positions."1
Nigro writes, "Even now it is still generally considered one of the lesser developed
areas of public personnel administration-one in which much remains to be done."2
According to Michael J, Jucius, "The term training is used here to indicate the
process by which the aptitudes, skills and abilities of employees Lo perform specific jobs
arc increased."
Thus, training is the continuous and sys_tem111ic de~elopment among all levels of
civil servants of that knowledge and those skills nncl nllllucle which contribute 10 their
advancement and efficiency of administration. Moreover training is necessary not only
Torpey, William G., Public Perso111111/ Mr11wgeme111, New York. D. Yun Nostrand Company,
Inc., 1953, p. 154.
2 Nigro, Pelix A., Public Personnel Admi11/s1m1io11, Nt:w York, 1lcnry Hot & Co., 1959, p. 226 _ •
 282 I Indian Administration
for efficiency but also for broudcning 1hc vision of the civil scrvunts. Training creaLes Lhe
abiliLy to take indcpcmk•nt ckdsions.
on.JJi:C'l'IVltS ()Ii' TRA INING
Training is a wdl 111 1icuh1tl·d cfforl to provide for increased ~~mpctcncc in the
public st·n kcs. hy imp:u ting prufcssio1111I knowledge. broudcr v1s1on; . and c~rrcct
patterns of bchuvim1r. hahiti. ancl 11ptit11dt•s. According Lo Edwin ~ · Ji hppo : 'The
purpose of training is lei tichicvc II ch:mgc in _the be~avio,ur ~r those tra_1?c~ and to enable
Lht'm 10 do their jobs better." In order to uclucvc tlus obJect1ve, any trarnmg programme
should tr~ to bl'ing posi1ivc changes in :
K1w ll'lt.'dgt•. It helps a trainee lo know facLc;, policies, procedures and rules
pertaining to his job.
Skills. It helps him to increase his technical and manual eflicjency necessary to do
the job. nnd
Attimde. lt moulds his behaviour towards his co-workers and supervisors and
creates a sense of responsibility in the trainee.
It is, or should be, a continuous process in response to a continuously fell need_. It
should not be restricted to the new entrants to public services only. The initial training
should be supplemented by special courses and refresher courses to which those who are
already in the service should be frequently invited. The role of training has been
brillianlly analyzed in the Report of the Committee on TM Training of Civil Servants
(popularly known as the Asshetoo Committee Report, after the name of its Chairman,
Ralph Asmetoo), submitted to the British Chancellor of the Exchequer in J944.
Five main objectives of training of civil servants are :
l. The training should endeavour to produce a Civil Servant whose precision and
clarity in the transaction of business can be taken for granted.
2. The civil servant must be attuned Lo the tasks which he will be called upon to
perfonn in a changing world. The Civil Service must continuously and boldly adjust its
outlook and its methods to the new needs of the new times.
3. There is a need to develop resistance to the danger of the civil servants becomino
mechani1,ed by the machine ; whilst we must aim at the highest possible standard of
effic!ency, our pu!l'°se is not to produce a robotlike, mechanically perfect Civil
Service. The recruit from Lhe first should be made aware of his work to the service
re~dered ~y his ~epartment to the community. The capacity to see what he is doing in a
wider belling will make the work not only more valuable to his department buc more
~limulating t.o himself.
• 4. _Ab _regard! to vocational troir~i~g it is not sufficient to train solely for the job
which lie'> 1mmed1ately at hand. Trnuung must be directed not only nt enabling 1111
indi vidual to perform hi1, c~rrenl work ,~ore e~ficiently, but 11lso at fi tting him for other
duties and. where appropnatc, developing his capucity for higher work and ~renter
responsibilitie6. ~
5. Large numberi, of people huve !ncvi~nbly lo spend most of their working lives
upon tasks of a routjnc character, uml with 11111, human prohlcm ever in the background
training plans. to be successful , mw,t puy s11b1>11111tiul 1cgnrtl to stnff morale." ·
This is a brilliant expositio_n of tl~c _muin ai_mf of trnlnin_g in a democratic country.
These ajms hold good for 1mp11r1ing tra111111g_lo c1v1l servants Ill uny democratic country,
and, therefore, have been reproduced verbatim.
 Indian Civil Services : Training I 283

DEVELOPMENT OF TRAINING
The division or Hindus into castes wus busicolly vocational. It was a sorl of
division or labour and spccinlisntlon. In course ut' Lime, it became hereditary. The sons
and younger boys were given training in their homes by tho clder1, in family profession or
vocation. This trnining stancd curly in life nnd conlinued throughout. Those who were
Keenon specialisation. went outside their fumi ly to receive training from those who knew
and who hnd evolved a system of training. True, there were no regular training
institutions ns such. but there did exist individual who specialised in the arl. Our history
is full of details about s uch persons and their · Ashramas'. H should be noted lhat such
training was life long, continuous and expensive. In brief, the approach was Training on
the job or training by doing and learning by mistakes.
Coming to more recent times, the efforts of the East India Company in this
dinc-<:tion should be noted. There was set up a College at Fort Williams at Calc utta
(I ~00-1806) and later the East India College ( 1809- 1857) to train the company's
employees who came mostly from outside. namely, Britain. The name of the Bailsbury
College is well known and its contribution recognised. As in other matters relating to
Public Administration, India got its inspiration in lhis matter from Britain and the U.S.A.
It was in the fifties and sixties of this century that the need for systematic training of civil
servants was recognised : courses for such training were developed and some institutions
set up. All this was in the aftermath of the Second World War (J 939~5). This war
changed the entire background wilh the consequent change in the nature and functions of
the state. In the growing context of democratisation and development-orientation the
need was felt for trained public servants to assume new responsibilities. Various Schools
of Public Administration were set up and each developed its brand of training.
The Appleby Report of 1953 set the ball rolling in India with the establishment of
an 'Indian Institute of Publi.c Administrat,ion' at New Delhi in 1954. This Institute
opened a 'School of Public Administration' in 1958 which began an educational
programme leading to the ·Master's Diploma in Public Administration conferred on the
students after one year. The student clientele consisted of central and state government
officials of middle rank and college teachers from various parts of the country. This was
followed by ~stabJishment of ' the Lal Bahadur Sha~tri National Academy · of
Administration• at Mussoorie. Fresh impetus came after the c reation in 1965 of a
separate training division in the Home Ministry. The same year lhe School of Public
Administration was abolished and the IlPA was turned into a training-cum-research
institution. In subsequent years a number of schools and academies were established in
the states. A major change occurred in 1970 with the creation of a Depanment of
Personnel. The Ministry of Personnel, Public Grievances and Pensions was created in
March 1985, with lhe 'Departme nt of Personnel and Training· as one of its three
departments.
TYPES OF TRAINING
Since 1948, Lhe Lraining given to Administrative Service Officers has undergone
several changes in Lerms of duration, conte nt 11nd methodology. The basic s truc ture of
providing training involve1> two levels :
t. (ndU£tion Training : Por the frei,h condldntus h6fore lh~y join active $Crvic-e.
2. In Service Training : II is given during severn l i.tngcs of the officers cnreer.
Induction Training
It has three main stages :
( 1) Foundation Training;
(2) Institutional or Professional Training; and
(3) District or Field Training
284 I Indian Administration

_(l) Foundation Trulnlng. Aflor selection 1hrn11gh the UPSC, C ivil Servants or lhc
Can_d,dmes 1\rc coiled Probutlonl'rs who hove 10 undergo training at Lal Bahadur Shast •
Na~•~nal Academ y of Administrntion, Mussoorie. This part is known as foundation~~
tra1111n~ a!ld i~ common to nil the non-techn~cal civil services (all India and central). This
c?ui:sc _,s lor six months. As the newly recruited personnel come from dHferent academic
d1sc\plmes they need to be given some common courses of study and instruction so that
they possess knowledge of the social, political, economic, history legal. cultural
constitutional framework within which they as civil servants are mandated to serve
There is second argument also commending a Foundt1tio1wl Programme of training. Th~
selected candidates now called Officer Trai11ees, belong to different services and would
be working in different areas of public service. It is therefore vital that all of them
regardless of which service they come from, must spend some time together under a
common roof. which should make them realise that they have the common aim to service
the Republic of India though they will be placed in different services. They are
horizontally related being colleagues. The feeling of brotherhood and bonhomie fostered
by a common stay will be an asset to Public Administration.
Alongwith the Foundation Course, the candidates are expected to Tour a Village
and write a report on the basis of his/her observations. There are other obligatory
activities which fill up a probationer's day, such as tracking, games, physicaJ training.
yoga. horse riding, swimming, driving, etc.
A wriucn examination follows the end of the 'Foundations Course' and the marks
obtained in it are added to the marks obtained in the UPSC examination. This leads to
futation of a probationers rank in the service. Examination is conducted in the folJowing
papers : (I) Public Administration, Management and behavioural Sciences (2) Political
Concepts and Constitution of India, (3) Basic Economics for Administration (4) Indian
History and Culture (5) Law. The methodology employed during this course comprises
lectures, case studies, games and audio visual etc.
(2) Institutional or Professional Training. The institutional training focuses upon
a certain body of knowledge and skills that are considered essential for making a trainee
officer professionally adept and competent in his own sphere of working. within the
framework of certain acts, rules and procedures 1. Thus. Professional Course provides
the trainee with information regarding the civil, criminal and revenue laws and
knowledge of the legal framework within which the administrative machinery functi?1!s.
The course contents also seek to familiarise the trai nee with his like police. judicial
officers, accounts staff and local bodies. The training also gives an adequate idea of the
functioning of the district administration and the various fu nctionaries involved. The
probationer is also taught the language of the state assigned to him.
Until 1969, the lnstitu1io11t1/ Trai11i11g lo the IAS probationers was impaned at a
f>tret.ch and, following that, lhe trainee used to proceed to the final phnsc of training in the
district. The year 1969 murks a big ch11nge in the training policy whid1 i!11roduced_,~hat
has come to be known a,, Smulwlc/1 Cmuwl' nlso onllcd the problem oriented 1r11111mg.
U der the new programme, tht probu tioner hns to complete two sp~lls or truining. The
fi n hose ju, duration being three montlu,, mos1ly covets topics ol concern to the lt\ S
f
. rSf
h~e a~
and order lund revt!nuc, etc. The trnlning muthodology includes lecture.
syndica~e wurk, dcbntes und di11,:i1sslom,, etc. At the end of the first phase _of
das~~ssaonhs, •s a written exnminutiun the marks of which 1110 t11ke11 into account while
training t ere a. . . .
'ning the final rankmg m the service.
d eterma . . . .
o· trlct Training. After completing the first ph~1se _of ·P~o~ess1onnl Tra1_nmg,
(3) .18 , to the 1,1ate of their allotment for dastncl trammg lhe duraUon of
the probauoner s go
d Goyal : op. cir; p. 391.
Arora, R• an
 /11dia11 Civil S<'fvices: 1'rai11i11g I 285
"hich is one!' ~ear. During District Trai11i11g. 1hc prohationc1s i,pcnl some time ut the 111atc
tr.lining institute. and thus acquire kncm ledge or vnriou~ nspcctNof II re in the Slate of
their destin) . The~ learn lhl' lnn~ung.l' of 1hc- Srnlc. Dis1ric1 Trui11i11g bcgl1111 under lhe
supen ision of n can-full) selected <listrict cullcclor in the stntc to which an ofliccr iR
alloted. This is on the job trnining. lhe 1rainec gelling u feel of administration and
0btaining an e'-pericncc of ,·mioui. field level positions in 1hc district. They also
undertake sodo-t.'<'Onomk surveys of vill ages and this exposure is parrticularly
emph.isized as the) \\0uld be spending the initial period of their career in rural areas. He
is rotated from desk-to-<le,-.k 10 give him as wide an exposure of administration as
JX~ibk. During ll1c period of district training, probationers remain in Louch with the
Aca<lem) as the~ han~ to report regularly to a faculty member. Thus, on the jo!b districl
tr.lining is a rehearsal. so to say, of what the oflice would be actually doing all his service
life.
After llhe level of first phase he/she comes 10 the Academy Mussoorie for the
se<"\'"IJ and.final phase of training. Its duration is six weeks. An examination is held at the
end of the six weeks.
GOAL OF TRAINING IN INDIA
\Yith expanding machmery of Government necessitating the cons1itu1ion of fresh
senices and the change in the nature of governmental work fo llowing in the wake of
Independence. it has become imperative for Government to plan suitable training and
educarioo courses in Public Administration. Training for civil servants in India must be
a.mmed to the following goals in addition to making its recipients competent and
efficient :
(1) Training must inculcate in lhe recruits respect for the traditions of
;mtiamentar)' democracy which India has adopted. This point needs emphasis in view of
the aulhoritarian basis of the Indian administration in lhe pasl.
(2) Training should aim at fostering an essentially national outlook, combauing. in
the process. lhe feelings of regionalism, communalism, casteism, etc.
(3) It should foster emotional integration with the people. This point is of enormous
importance in view of the wide gulf between the 'governors' and the 'governed '.
(4) As civil services are mostly manr.ed by urban people, having liule knowledge
and appreciation of rural life and problems, so that the employees mny not ignore the
realities of siwation in rural areas.
(5 ) India's destiny is linked up wilh _the success_fu l impl~~ enta1iom of the
successive Five Year Plans. Il should be an important aim of tra111ing 10 make the
employees programme-oriented.
rn a statement in the Lok Sabha on April 15, (9~8. the Home Mini~ter announced
his decision to set up a National Academy of Trammg so thal the services, wl}erever
they may function, whether as Adminislrative Offih1c~rsd, o~us.Accoun111111s, o~ as R.even.ue
Officers, might imbibe true spirit and discharge I eir u11es m a mnn~cr w 111c1I w1 11r111se
lhe1·r e ffi1c1ency
·
and establi1;h concord between them• and the hpublicf completely. • The
various Minis1ries were 1hen invit.ed to par1ic_lpate Ill _the s~ t me ~~ ~e111~~ up .on
academy for the training of officer11 or 1he_va~1ou.s sc_rv1c~s.. tost dn f 11e J n 1~~~i~
agreed 10 the seuing up of !.uch a tcachi~rg 1!11,_111uts'.01h1 111 pr)111c•1p c, an rom uIy .
commenced a combined courr,e at I.A.S. raining , c oo ' c I • 1 1 11 1
-..1 • 1 fl· r the commcnccmcn1 of fo u11d111ionul cour:-1:, 1111: Ml nl1111y t,r
l mmi;.u1ate Ya e 1 i i / A ~ '/' I
·
Home Affairs decided to amalgamate the two hldMcr Uhl 1111 unNN
•
"'°" ,•
, ·t1·• . lmA":"c.1~
s Staff College, Simla, an to blurt a u 0 1111 cu l!my o
SI I

Delh1: _a nd !·A· · now (since 1972) called the Lal Uuhudur Shustrl Nutlonul
Ad.mm15trataon--
d . . tration- at Mussoo.rie. The Academy Marted functioning 111
Academy of A minis
Mussoorie from September I, 1959 ·
286 I Indian Administration
ember 1959. On the basi., of expe rience
. The ~rst fo~n dati on~ / co11rse end ed in Nov fu ture
0 the Mmistry of llome Affairs that
!amed dun ng th_,s course 11 was suggested 1 Scrvicei. ; ( i1) lo,t for fi ve month\ : and
-~~~es should (,)_beg m at the snm c time for
nil
Poli ce Serv ice nlso who coul d not join the fir<,t course.
(m ) mcl ude rccni~ts to the Indian
istry of Home Affair'>. Eac h organ ized
All t~cse suggcst 10~1s were accepted hy the Min
n to impart training 10 the new recrui1,;.
Ser v1~e has toda) its ~wn training insti tutio
arc give n a five month.,· foun dational
Rcc ru11s to the All- Indm und Central Services
demy of Administrati on, Mui;soonc, and
course at the Lal 8 ahndur Sha stri National Acar respective services.
then they go to the tmining insti tutio ns for thei
uits to differen t services a feeli ng of
~oundat ional course also develops among recr
and a broadly common outl ook. After
belo ngmgness to common public service
se the probationers of the services other
com pleting this five mon ths' foun dationa l cour
ing institutio ns for instituti onal training.
than the l.A.S .• leave for their respecti ve train of
b ut the l.A.S. prob ationers stay at
the Academy 10 und ergo a furth er course
ent has introduced a new paue m of
insti tutional training. From 1969, the Governm
Indian Adm inistrative Service. The new
train ing calle d the sandwicli course for the at the Academy with an inte rval of about
entrants to l.A.S. undergo two spells of train ing
se. Afte r completion of the foundational
a yea r whi ch is utilized for foun dational cour demy. the probatio ner. as he is called.
Aca
cou rse and spell of instituti onal train ing at the
tted ) for practica l training. At the end of this
is sent to the State (to wllich he has been allo
a second and including spell of training
train ing. he again comes to the Academy for
on of live administrative problems. the
where emphasis is placed on the disc ussi
in the course of prac tical train ing in !he
probationer bas eith er encountered or observed
lem-oriented.
State. This part of the training is, thus, more prob
seminars. confere nces. etc.. for the
The Academy may also orga nize short courses,
e hav ing abou t fifteen years of service.
benefit of more seni or officers-ordin arily thos governm ent or with special subj ecb .
The course may deal with the higher prob
lems of
ning inte rdepartmenta l coo rdination. etc
for instance, social security, fisc al policy, plan
l as well as adminis trative officers.
To thes e courses mig ht be invited both technica
The Academy offe rs three types of courses :
( I ) A one-year cou rse for the I.A.S. offic
ers to cover the syllabus prescribed under
ations.
the All-India Services Probationers Final Examin
(2) A six-week refreshe r course for officers
of the seni ority of 10 to 15 years. To
thro"
st.ar t with , it is proposed to run this
course for I.A.S. offic ers and . in due cour~e. to
also.
it open for seni or offi cers of the othe r services
(3 ) A combined course offive mtm ths
for nil the All-lndiu Servicea:s and the Ct•Jllrl l
subjects .
Services, Class I, for training in found111ion11I
TRAINING IN INDIA
~n the outl ook of the !rair~~ci- Th<-
The purport of above men tion e_d courses is to wid
impnr1111g of gene ral edu~-m~on m h~r .,1
course i5 general in nature, and provides for the ed nature This fullils II big g.,p "h1l· h
nli,
artS to the per1>onnel recruited for poMs of ~peci
n.
previou6ly exii.ted and ii. a i.tcp in right directio
: 1.A.S. . . , . . .
Training for Ind ian Adm lnhd rall vc Ser vice ln<l11111 1·01.:~ 1Sen tl"C) ,rnJ C(ut ru!
Rec ruits to the All- India Service~ (111clud111i; the
Group 'A' numbering nearly 400I ure 1e41 1ircd to lllhllld n l'Otll mou course ot
l.
· h I I ·
1 1 h l SI • Nnt iouu
t r1 .
Serv1ces pro,:rt1111111t• . 111 I c ,11 u 1u ur ~ 11\ll
· · called Jou1 1dat io11al
which bd ng that oflt Cl'l1> of nll the h,ghe•
trrun~ng, Mussoo ric the underlying ,den ofof the cons111u1lon11I, cconom1 c nnd :.o.:inl
Aca _emy ,h Id acqu ire an understanding
services s ou
&: undation course was
ended In November 19.59.
1 The 1rst 10fj
 Indian rt11i/ Srn 1ices: Train ing I 287
framework in which they have 10 lunction, u, these lorgely determine the policies and
programmes tow:int, the fn1111111~ nnd execut ion of wl11ch they moke their contribution.
Jn add~lion. it also dl•,clops 11m 1111g the new 1ecmi111 llf voriou1, servicc1, a feeling of
belongmgness to t' 0111111011 puhlk 11e1vice ond II brnndly common outlook. The subjects
taught in the ft,11ndati\,11 t1l c\)Ur~c. which is of three ond hnlf months' duration, are ( I)
Ba~i~ fa•om,mks for Admin,~tmton,, (2) Hbtory and Indian Culture, (3) Law, (4)
Poh11cal Ct,nccph, and Constitutio nal Low, and (5) Public Administration, Manageme nt
and Bcha, it,urnl Sciences. At the end of this course there is an cxuminotion and the
marks SC'cured in it nrc ndded 10 the murks obtained in recruitment examination
conductc!d h) U.P.S.C.
After completing this 'foundational course·, the probationers of the services other
than l.A.S. l~nve for their respective training institutes for subject-matter training, but the
lAS probnt,oners stay at the Academy to undergo further training- called the
profrssio11a / trai11i11g--0f eight months duration introduced since 1969.
After completing the professio11al training Phase-I lasting for five months, the
probationers go to the state of their allotment for district trai11ing the duration of which is
one year. During ' district training· the probationers spend some time at the state training
institute. and thus acquire knowledge of various aspects of life in the stale of their
dcstiTI). They learn Lhe language of the stale. They are attached to districts where they
obtain knowledge of various areas and levels of administration. They undertake
socio-economic surveys of villages and this exposure is particularly emphasized as they
would be spending the iniLial period of their career in rural areas. During the period of
district training. probatione rs remain in touch with the Academy as they have to report
regularly to a faculty member.
After completing his district training probationary returns to the Academy to
undergo the second and final phase of his professional training Phase-II. ln this part.
lasting three months, training is more problem-oriented, devoted 10 a discussion of issues
he/she himself/herself encountered while in the field or observed during the course of his
district training. At Lhe end, probationaries have to face a wriuen examination conducted
by the Academy. On behal f of the U. P. S. C., the _mar~s earned at ~his.stage- as at the
end of the foundation course-ar e added to determme his final rankmg 111 the batch.
The~e are the following components of training programme for lAS :
I. Foundatio n Training 4 Months
2. Professional Training (First phase) 5 Months
3. District Training 12 Months
(i) Jnstitu tional Lraining phase f 3 Weeks
(ii) Prac1ical/fi~ld training 45 Weeks
(iii) ln!>litut1ona l training phase II 4 Wee~s

4. Professional Training (Secmul plwse) 3 Months

Training for Indian Foreign Service : l.F.S.
. th.. I p s undt:r"oei. 11 1ruin111g pr\1grn111111e Ill l•'o relgn Sen Ice
The recruit to "' · · · 0
. lhi which covers o period ol 1hrcc ycuri.. I le " nttached ton district
• • .-
,or
lnSbl~le, Nev-~~ ·m 10 pick up contact with prncti,cal work 11s well 11s he undergoes a
son~e 11me lo en~ .~ 11:ruining. Train ing programme fur I.F.S., however, puts emphasis
penod of secreta~~1 languages (1 lindi u_nd a foreign language) and of subjects the
upon the study . h . considered essenual to a member of the l.F.S.
knowledge of whic is
288 I Indian Admi11is1ratio11

These are the various phases of training for IFS :

I. Foundation T raining 4 Months
(at Nationol Academy. Mussoorie)
2. Professiom,I Course 12 Months
(al F.S.l.. New Delhi)
3. Pr11cticul Trulning 6 Months
(with Ministry of Extemal Affairs)
4. Probationary Training 14 Months
(al an Indian Missionary abroad)
Training for Indian Police Service : 1.P.S.
Entrants to the I.P.S. are trained at the Sardar Vallabhbhai Patel National Police
Academy, Hyderabad which was earlier located at Mount Abu (Rajasthan), but was
shirted to Hyderabad during the internal emergency (25 June, 1975- 21 March, 1977). It
was established in 1948 and known as the Central Police Training College. The subjects
of study and the training in drill, handling of weapons, etc., have a direct ~earing on the
normal work of a police officer. The syllabus of training includes studies of crime
psychology, scientific aids in detection of crime, methods of combating corruption and
fire and emergency relief. After completing the year's training, the probationer, passes an
examination conducted by the U.P.S.C. He is, then, appointed as an Assistant
Superimendent of Police. But, before this appointment he has lo undergo a year's
programme of training; he is given practical training by requiring him to do the work of
various subordinate officers, under guidance. It is only after this that he is appointed an
Assistant Superintendent of Police.
The various phases of the induction training programme for IPS are :
l . Foundation Training 4 Months
(at National Academy, Mussoorie)
2. Institutional/Professional Training (Firsc phase) 12 Months
(at SVPNPA, Hyderabad)
3. Practical/Field Training 8 Months
(in a district of concerned state)
4. Professional Training (Second phase) 3 Months
Training for Indian Audit and Accounts Service : I.A. & A.S.
The recruits to the I.A. & A.S. receive training at the Indian Audit and Account
Service Staff Training School, Simla. The syllabus of training differs from that of
l.A.S. inasmuch as the courses of study have a direct bearing on the work which a
member of the I.A. & A.S. has to pcrfonn. At the end of this training the probationer
pass~ a departmental exa!'linati_on in su~jects directly related to his work. It may also be
me~llo~ed that the p~oba~oner 1s also given practical training during the initial training
pef!od.1tself, by making him watch ~e."'.'ork of the A.G., Punjab, and by attaching bjm 10
~ d1str1ct treas~ry and the P.W.O. d1v1s1o~al ~ccounts office. It is, thus, training on the
Job. After passing the depanmental exammauon, the probationer is immediately posted
as an As!>istant Accounts Officer.
Training tor lndhin Revenue Service : I. R. S.
'The probationer!) of the Income Tax Service receive training at the Indian
Revenue Service Tax (Direct 'fatx) Tratlnlng School, Nugpur. The pnuern of training is
broadly the same as that of the I.A. & A.S.
TRAINLNG INSTITUT IONS IN INDIA
L al Bahadur Shastri National Academy or AdmJnlstra tion Mussoorie. The
ministry of Home Affairs decided 10 amalgamate the two sister instit~tions, namely the