Project Document




Strengthening of State Administrative Training Institutes in India

Estimated Starting Date

December 2000

Estimated End Date

December 2002

Executing Agency

Department of Personnel and training, Government of India

Implementing Agency

Department of Personnel and training, Government of India

Project Site

New Delhi and 17 ATIs in different locations


UNDP US $ 3,000,000
Cost Sharing  
Government Rs. 88,00,000
Third Party Notional
UNDP & Cost-sharing  
Total US $ 3,000,000

Classification Information


ACC sector & sub-sector

02 & 40 Primary type of intervention: 1/01 (capacity building/institution building)

DCAS sector & sub-sector

02 & 05 Secondary type of intervention: 1/01 (capacity building/institution building)

Primary areas of focus/sub-focus

01 & 02 Primary target beneficiaries 02/04 (Target organizations/others)

Secondary areas of focus/sub-focus

04 & 02 Secondary target beneficiaries 02/04 (Target organizations/ Government)

Brief Description: The National Training Policy visualises training for all Government functionaries particularly at cutting edge on a regular basis. It is against this background that Government of India and UNDP have decided to strengthen 17 State Administrative Training Institutes by using the resources provided by UNDP for assessing training needs, building competencies, developing manuals and modules, decentralising training, and development of distance learning packages. The project aims at promoting the more efficient practices in Government, transparency in administration and improving the effectiveness and responsiveness of the government functionaries.

On Behalf of :                    Signature                                         Date                           Name /Title

Government :                             _____________                             _________           S. Behura/ Joint Secretary,DEA, MOF, GOI

Executive Agent:                       ______________                          __________        O. P. Agarwal/Joint Secretary(Trg.), DOPT, GOI

UNDP:                                         _______________                        ___________    Brenda Gaul McSweeney/Resident Representative UNDP



        The decade of 1990s witnessed two profound changes in Government policy and the state structure. The first was the process of economic reforms and liberalisation, started at the beginning of the decade. The second was the 73rd and 74th Amendments to the Constitution of India to provide for constitutionally mandated decentralisation in rural and urban areas. In addition to these steps, a major initiative at reforming the system of Government was taken at the Chief Ministers Conference in 1997. The outcome of this conference was an Action Plan for an Effective and Responsive Government. The Action Plan focussed on (i) making administration accountable and citizen-friendly (ii) ensuring transparency and right to information and (iii) taking measures to cleanse and motivate civil services.

These reforms directly affect the role of the state and signal a greater degree of freedom in economic activity and empowerment of the people for local Governance. The plan for a more responsive administration requires changes in the processes as well as in the behaviour and attitude of civil servants. All of these have major implications for training that has necessarily to be imparted to functionaries to better equip them to discharge their responsibilities.

The importance of the training functions was highlighted with the formulation of the National Training Policy 1996. The policy specifies that the aims of training should be to:

a) Enhance professional knowledge and skills.

b) Sensitise personnel to the professional, socio-economic and political environment.

c) Inculcate the right attitudes.

        The policy also, inter alia, stipulates that training should be imparted to all civil servants at the time of entry into service and at suitable intervals in the civil servant’s career. It emphasises the need for development of suitable infrastructure for training. It mentions the desirability of using distance learning methods, providing opportunities for development of knowledge and skills of trainers and evaluation of training. State Governments were separately requested to formulate their own State level training policies, and some of the States have framed such training policies.

Throughout the world, the pace of change continues to accelerate particularly with the explosion of knowledge and the relentless innovations in information technology. These changes themselves necessitate steps to re-skill and re-equip the entire workforce at all levels so that there is better integration in the use of technology for providing improved services to the people. There is now a widespread acceptance that employees should be looked upon not as a ‘cost’ to an organisation but as a very important ‘resource’. There is an increasing realisation that one of the most significant ways for improving or developing human capital is through learning. The process of learning itself is undergoing revolutionary change. For the first time in history we see a situation in which technology enables interactive, distributive learning where the teacher and student may be located in different parts of a country or the world and yet learning is facilitated by a teacher and students learn, largely, at their own pace and time.

The Government of India and State Governments have, over the decades, set up a number of institutions to cater to the training needs of their employees. Different cadres have also drawn up training schemes for both induction and in-service training. The existing capacity created is, however, able to meet only a part of the training needs of employees. Given the increasing requirement to continually upgrade the knowledge and skills of employees, there is a clear need to strengthen the capacity for training.

It is against this background that the Government of India (GOI) and UNDP have decided to support capacity building in the field of training. Based on the guidelines of the National Training Policy, the strategy of the sub-programme would be to use the resources provided by the UNDP for assessing needs, upgradation of knowledge and skills of the trainers of the state ATIs, preparing of training modules, training and sensitisation of the administrative machinery, increasing use of distance learning methods and in situ training by the ATIs, all aimed at creating improved capacities for training.

Sub-Programme Linkages to Programme Support


The overall programme support objective is the capacity building in public administration which should significantly contribute to making the administrative machinery more efficient, accountable, people-friendly, responsive and transparent with a view to improve the delivery of services to the people, especially the poor.

This sub-programme on strengthening of the State Administrative Training Institutes is closely related to the overall objective of the programme support as well as other components being supported by the programme. For example, the sub-programme on training of elected and official functionaries of urban and rural local bodies would be complementary to this programme. The setting up of a Centre for Policy Analysis would in turn provide an important resource and be networked with the State ATIs. The rich research material and studies that would be generated under the Economic Reforms programme will be used to strengthen the information base of the ATIs.

The full potential of economic reforms and liberalisation will not be realised if the delivery mechanism at the grass root level remains unresponsive. For making the economic reforms pro-poor, there is urgent need to make the administrative machinery more sensitive to the needs of the poor. A more result oriented and responsive administration would be able to better facilitate the process of economic reforms and also better administer and deliver programmes aimed at alleviating poverty. This sub-programme that focusses on improving the capacity of the civil services - in terms of professional skills, knowledge and attitude through training, consultancy and research - is a step in the direction of achieving a more efficient, responsive and accountable administrative machinery.

Prior or Ongoing Assistance at the Sub-Programme Level

UNDP technical assistance was provided to the Government through a bridging project IND/93/007 – Management Development of Senior Administration, for improving management efficiency and effectiveness to support economic reforms through advanced management development programmes. A few other multilateral/bilateral assistance projects focus on upgrading the capacity of trainers and selected officers in key areas. There is, however, no prior or ongoing project in capacity building for State Administrative Training Institutes, though in project IND/87/008 – Training in Public Administration - there was a component for capacity building of faculty of selected training institutions in a few states in the field of distance education/learning.

At present some bilateral donors are assisting the Government by way of providing training for a small segment of officers and for training trainers located in various institutions. The DFID assistance for training in public administration, for example, is focussed essentially at the middle management and senior levels.




Core Problems being addressed by the Sub Programme

Most of the programmes for delivery of services, whether relating to the public distribution system, health care, education, poverty alleviation, rural development, urban renewal etc. are administered by the States. These programmes impinge upon and vitally affect the day to day life of the citizen so that any improvements in the delivery of these programmes would directly benefit the people. Further percolation of economic reform process at the State level would require the policy makers to respond to the new environment and challenges. It would, therefore, be necessary for the State administrators – both at the policy making level as well as at the cutting edge – to be equipped to meet these challenges.

The State ATIs have been for long imparting training – both induction and in-service - to the civil servants at various levels. Their comparative advantage lies in the State-specific knowledge base. They have also responded to the changing circumstances and environment albeit somewhat less uniformly. The structure of civil services that was more oriented towards administering controls will now have to be re-oriented to cater to the demands of a more liberalised, decentralised and market-friendly society. This calls for (a) imparting knowledge and skills to professionally equip the administrators and (b) make them more responsive, accountable, people-friendly and transparent. In this context, capacity building of the State-level administrators acquires greater importance. Since State ATIs have been imparting training to civil servants in the past, and have the requisite experience, it is only proper that these institutions should be further strengthened.

Although in terms of availability of infrastructure and faculty, the State ATIs differ from each other there a few areas that are of common interest to all the ATIs. The focus in this sub-programme is on these common areas as well as state specific areas. Some of the ATIs, for their own local reasons, have come to specialise in certain areas (for example, after the Latur earthquake, YASHADA has acquired expertise in disaster management).

In order to obtain an objective and independent assessment of the current status of the State Administrative Training Institutes, Prof. R.H. Dholakia, of the Indian Institute of Management, Ahmedabad, was engaged to carry out a study. His report, submitted in early 1999, inter alia, found that most of the ATIs perceived their major strength as being very good infrastructure that they had; though some added that they also had competent and qualified faculty resources. Prof. Dholakia found that the large support staff in position in most of the institutions provided a strong base for increased utilisation of the capacity of the ATIs.

He did, however, identify a number of areas of weakness of the ATIs. For example, most did not have Boards of Governors and were, therefore, deprived of the benefit of advice from experts and professionals. Some of the other areas of weakness identified by Prof. Dholakia included low priority accorded to training by the State governments, short and uncertain tenures of Directors of ATIs, frequent transfers of faculty drawn from government departments, lack of trainers skills, convenience-based rather than qualification-based faculty selection, absence of incentives for improving the quality of training, or experimenting with new training methods, or for undertaking relevant research or studies.

Some of the weaknesses identified would require restructuring the systems of governance of the training institutions. Others, such as the relative low priority accorded to training in some States, are part of an almost universal attitude, which only recently has begun to change. There is already increasing awareness of the importance of training in some states and this is likely to gain momentum over time.

While highlighting these weaknesses, the report also made suggestions for taking remedial action. These included generation of accurate data pertaining to Government functionaries in different departments and their training needs; orientation of State ATIs towards playing the role of apex training institutions and coordinating and guiding training activities of other institutions and departmental training organisations; preparation and/or updating of training manuals; creation of formal structures and processes to ensure correct and relevant types of training inputs; creation of incentive systems to retain qualified and experienced faculty; ensuring timely and systematic evaluation of training and the trainees; linking incentives/disincentives to training; proper utilisation of training technology, including information technology; formulating distance learning packages so as to ensure economies of scale; creating meaningful faculty development programmes, keeping in view the strengths and weaknesses of individual ATIs.

Sustainable Human Development Justification

The sub-programme would directly address the SHD concerns. Governance that is efficient, participatory, transparent and accountable furthers the cause of the poor and the vulnerable. It improves their access to social services and empowers them. Improvement in the quality of training at State ATIs would, inter alia, help in changing attitudes of the civil servants towards gender, marginalised groups, weaker sections, the environment, and so on. Their greater responsiveness to the needs of the poor and improved implementation of reform measures would lead to faster sustainable human development.

Expected outcome of the sub-programme

The report suggested the following as a vision for the ATIs:

"By the year 2004, the ATIs should be well-accepted and well-recognised regional leaders in the field of administrative training catering to the needs of all levels of government employees on a regular basis so as to promote the most efficient practices in Government, transparency in administration, and to improve the productivity, effectiveness and responsiveness of the government functionaries at the cutting edge level. The ATIs would internalise, disseminate and spread awareness among other institutions in the region about the state of the art technology in the field of training".

More specifically, the sub-programme is expected to achieve the following outcomes:


More transparent, accountable and responsive governance especially at the local levels.

More sensitised bureaucracy to further the cause of people-centred development.

Mainstreaming of gender in various development programmes and responsiveness of civil service to gender issues and marginalised groups.

Greater efficiency in administration through professionally more skilled and knowledgeable administrators.


The sub-programme is expected to impact training to gear it to the divers trends of globalisation on the one hand (that calls for greater professionalism to deliver public services and play the role of a facilitator) and decentralisation on the other (that requires a more people-centred, open, participatory, and responsive approach to development) through dissemination workshops and seminars involving policy makers in Government, trainers and trainees.



Target Group


Faculty and staff in the ATIs.

Faculty and staff in other government training institutions.

Trainees in the ATIs.

Trainees in other training institutions.

The entire spectrum of the civil service, across different levels.

The general public and others who interact with the government.



Sub-Programme Strategy


There are presently 24 State Training Institutions in the country comprising 17 major institutes and 7 minor institutes (located mostly in the north-eastern states). Each institute is characterized by its distinctive sets of strengths and weaknesses. The strategy of the sub-programme would be to address some of the weaknesses that have been identified and to build capacity in the 17 major institutes in key areas.


More specifically, the strategy would be four-fold as follows:


Capacity building of the selected faculty in the pre-identified key areas through training. This would impart professional skill and knowledge to the core faculty and aid them in developing training modules.

Capacity building in training techniques. This would strengthen the learning and dissemination process.

Sensitisation of the faculty towards people-centred development through exposure to best practices in training of civil services and public management. This would enhance the effectiveness, transparency and accountability of the administration at the state and sub-state level.

Capacity building in distance learning through development of distance learning packages. This would facilitate decentralised training and strengthening of sub-state training centres in the districts.


Rather than developing a few selected ATIs into regional centres of excellence, capable of undertaking independent research and consultancy, it is considered desirable to first address the key capacity gaps in State ATIs within the present sub-programme with a view to removing them. This is also important from the point of view of further dissemination of training at sub-state level. Since a large part of training requirement is state-specific and has a lot to do with local problems, it is more reasonable to integrate state ATIs with sub-state level training institutes rather than with those of other states. In this sense, the selected state ATIs (vertically integrated with district level training institutes) would function as centres of excellence for their own states and perform a leadership role in co-ordinating training activities in the state.


The horizontal linkage between state ATIs does take place at the level of developing common modules in key thematic areas to be identified on the basis of training needs assessment. The faculty selected for overseas and in-country training courses in these areas will act as a resource and develop common training modules for use in all the ATIs. In this sense, the ATIs develop as centres of excellence in key thematic areas and the trained faculty members-rather than attending training courses in an ad hoc manner in a wide range of subjects-act as change agents on behalf of DOPT in pursuance of specific training reform policy for ATIs.


The strategy to develop some of the selected state-level training institutes into centres of excellence in key areas (on the lines of Centre for Policy Analysis as the national level centre on policy analysis) is not ruled out at a future date. The DOPT has plans to collaborate with bilateral donors (such as DFID) for a much bigger programme in this direction.



List of ATIs to be strengthened

Assam Administrative Staff College, Guwahati

Anna Institute of Management, Chennai

Administrative Training Institute, Calcutta

Administrative Training Institute, Mysore

Gopabandhu Academy of Administration, Bhubaneswar

Haryana Institute of Public Administration, Gurgaon

MP Academy of Administration, Bhopal

Himachal Pradesh Institute of Public Administration, Shimla

HCM Rajasthan State Institute of Public Administration, Jaipur

Dr M Chenna Reddy Human Resource Development Institute of Andhra Pradesh, Hyderabad

Institute of Management in Government, Thiruvanathapuram

J&K Institute of Management and Public Administration and Rural Development, Jammu-Tawi

Mahatma Gandhi State Institute of Public Administration, Chandigarh

Sardar Patel Institute of Public Administration, Ahmedabad

UP Academy of Administration, Nainital

Sri Krishna Institute of Public Administration, Ranchi

Yeshwantrao Chavan Academy of Development Administration, Pune

Each of the above mentioned ATI’s would be strengthened in (a) State specific areas based on needs of individual ATI’s and (b) certain key areas where a common curriculum would be developed through collective effort of ATI’s.


The ATI’s would build capacity in specific areas depending upon the state specific needs, the strengths and weaknesses of the institutes. Domestic consultants would be engaged for development of training modules, training of faculty and conduct of pilot courses in the identified areas. It may be expected that some ATI’s having acquired expertise may emerge as institutions of excellence over a period of time.


Not only it is important to strengthen the ATI’s in certain state/institution specific areas, it is equally important to develop a more standardised curriculum covering key areas and quality training material that could be used in all training institutes.


A common curriculum would be developed addressing the broad and key areas outlined below.

capacity building in training techniques (and case studies) and development of related training material :- International Consultants from institutions of repute would be engaged for development of training modules, training of faculty of the ATIs and conduct of Pilot Courses regional wise.


b) Development of common modules in key areas for use in different states training institutes across the country:- Some of the key areas in which ATIs would be strengthened are listed below. It may be mentioned that this is in illustrative list. The exact areas would be finalised only after a training needs analysis of the state training institutes.


1.Leadership: There is an urgent need to focus on leadership and organisational change as an area for training of civil servants. This situation has been brought about by the process of decentralisation on one hand and the process of liberalisation on the other. The function of government should change from its role of a controller to of a facilitator. It is in this context that leadership and organisational change assume importance for administrators. This would require a sizeable pool of trainers with requisite competence to train policy makers of the country.


2.Gender Studies: The Government of India is a strong protagonist of women’s empowerment. The Ninth Five-Year Plan also lists empowerment of women as one of the goals to be achieved. A framework of gender policy analysis requires a whole gamut of activities that cannot be achieved in the absence of capacity building at various levels of all persons and organisations that influence the policy and planning process.



3. Training of Trainers: The State ATIs will serve as centres of excellence in key areas for trainers of other state and sub-state level training institutions. There is strong need and unfulfilled demand for training of trainers. The State ATIs will be strengthened in the training skills. Hence, this is identified as a key area.


4. Human Resource Management: Economic reforms and decentralisation will be meaningless in the absence of responsive, accountable and transparent governance. This requires capacity building in human resource management so as to develop a more knowledgeable, skilled work force, oriented to the goals of responsiveness to the needs of the people.


5.Government Financial Management: While financial management in government has been on the curriculum of State ATIs, most State governments today face severe fiscal challenges. Financial management in training institutes has to shift focus from accounting and budgeting to include emerging issues in the post-reform period, state-level fiscal / economic policies, finances of local bodies, financing of infrastructure and service organisations, improving finances through user charges and so on. These issues will be built into the training curriculum so as to develop capabilities in the civil services for more efficient financial management.


6.Process Management: A fundamental problem in improving performance in government is the complexity of procedures. We need to develop expertise in understanding work flow and rationalising and simplifying processes in government.


7. Policy and Strategy: There is a need to build capacity within the government through strategic thinking and planning with respect to the formulation and implementation of public policy for good governance and participatory development. This would then facilitate translation of strategic aims into practical and achievable policies.


Faculty members from 17 State Training Institutes would be deputed for training in institutions of excellence abroad in each of the key areas. The idea is not to send all the faculty members for training in all the key areas selected. The training would be selective so that we have trained faculty in all the areas across 17 state ATIs. The trained faculty would take a lead in developing modules in each of the key areas. A collective effort would be made by all ATIs to validate and evaluate the modules. This would help build competencies in common key areas across the ATIs. Some ATIs may also consider developing the modules in their respective regional languages in order to effectively train the Government functionaries at the cutting edge level.


The module would be evaluated periodically and new concepts and practices incorporated through workshops and seminars to ensure the relevance of the module.


To achieve the vision of training for all, decentralised training would necessarily have to be resorted to. It entails two things: (a) strengthening of sub-state/regional training establishments (at present some ATIs e.g. Kerala and Rajasthan already have such establishments while some others like West Bengal are in the process of setting up such establishments); and (b) developing distance learning packages, using traditional media of text, audio and video as well as computer based or online learning packages. These could be developed in association with specialised institutions in the field such as the Indira Gandhi National Open University (IGNOU). Building competency in the area of distance learning would necessitate equipment support to the ATIs by providing items such as DVD players, Digital Cameras (movie/still), DLP projectors and Panaboards etc. Although the basic infrastructure for establishing sub state training centres at district level would be provided by the district authorities, the centre would be strengthened by providing computers and/training equipment from the UNDP resources.



Resource Mobilisation Opportunities


The approach of the capacity building of State ATIs will be to strategically address the training needs of civil servants and will include linking up with the existing Government institutions within the States. Convergence with the existing bilateral assistance working in this area will be explored.


State Government resources would be mobilised through local contributions in the form of staff, physical infrastructure and support services, and complementarity achieved through Central Government’s funding.



There is a need to create greater responsiveness in public administration at all levels by adequate training and development of civil service personnel. The objective is to augment the quantitative and qualitative resources of State ATIs through upgrading the training methodologies and improvement in the skills of trainers and the support staff. They would also perform a leadership role in co-ordinating training activities in the State, providing advice and technical support to training managers and other training institutions in the state and ensuring the optimal utilisation of the State’s training resources.




Immediate Objective 1

Development of State specific/common modules for/by ATIs

Success criteria

database of employees and training needs of key categories of personnel are identified.

Faculty trained in need based areas.

Development of State-specific/common modules for ATIs.


Output 1.1

Training needs of employees identified.

Activity 1.1.1

Identify categories of personnel for assessing their training needs.


Responsible party:- DOPT/ATIs

Activity 1.1.2

Develop suitable proformae for collecting data on categories/number of government employees and training needs and distribute these to different departments.

Responsible party:- ATIs

Activity 1.1.3

Collect, compile and analyse data.

Responsible party:- ATIs

Activity 1.1.4

Report on the training needs of different categories of employees.

Responsible party:- ATIs


Output 1.2

Development of State specific modules in ATIs.

Activity 1.2.1

Identify specific areas where visiting faculty is required by different ATIs (internal faculty not available).

Responsible party:- DOPT/ATIs

Activity 1.2.2

Identify faculty from institutes, universities (within the country) in specific areas.

Responsible party:- ATIs

Activity 1.2.3

Finalise Terms of Reference for engagement of visiting faculty.

Responsible party:- DoPT/ATIs

Activity 1.2.4

Placement of visiting faculty.

Responsible party:- ATIs

Activity 1.2.5

Development of training modules and course material in specific areas.

Responsible party:- ATIs

Activity 1.2.6

Validation of training module through training programmes and workshops.

Responsible party:-ATIs


Output 1.3

Development of modules in training techniques (also case studies) and development of training material to be used in all ATIs.


Activity 1.3.1

Identify specific areas for capacity building in training techniques (also case studies).

Responsible party:- DOPT/ATIs


Activity 1.3.2

Identify consultants from Institutes of excellence abroad.


Responsible party:- DOPT

Activity 1.3.3

Finalise Terms of Reference for engaging consultants.


Responsible party:- DOPT

Activity 1.3.4


Placement of consultants in ATIs.


Responsible party:- DOPT


Activity 1.3.5


Development of training module and related course material.


Responsible party:-ATIs


Activity 1.3.6


Validation of module through training programmes/workshops with faculty from ATIs.


Responsible party:- DoPT/ATIs


Activity 1.3.7


Conduct of pilot training programmes.


Responsible party:- DoPT/ATIs



Output 1.4


Development of common modules for use in all ATIs.


Activity 1.4.1


Identify key areas.


Responsible party:- DOPT/ATIs

Activity 1.4.2


Identify faculty from ATIs to be trained in key areas.


Responsible party:- DOPT/ATIs

Activity 1.4.3


Identify institutes of excellence in the identified areas abroad.

Responsible party:- DOPT/ATIs

Activity 1.4.4


Depute faculty.

Responsible party:- DOPT/ATIs


Activity 1.4.5


Development of common modules in key areas by trained faculty from ATIs for use across the country.


Responsible party:- ATIs


Activity 1.4.6


Validation of module through workshops and training programmes.


Responsible party:- ATIs


Activity 1.4.7


Training of trainers from the ATIs.


Responsible party:-ATIs


Activity 1.4.8


Training of Heads of Departments, officers from District administration and Secretariat of the state by the state ATIs.


Responsible party:- ATIs


Activity 1.4.9


Organise workshops/seminars for periodic review of training modules and training material.


Responsible party:- DoPT/ATIs


Output 1.5


Capacity building in best practices in training of civil services and public management.


Activity 1.5.1


Identify institutions to be visited/conferences to be attended.

Responsible party:- DOPT


Activity 1.5.2


Identify Directors of ATIs/officers to be deputed for study tour/conference.


Responsible party:- DOPT



Activity 1.5.3


Depute Directors of ATIs/officers for study tours/conferences.

Responsible party:- DOPT


Activity 1.5.4


Workshop for disseminating the best practices.


Responsible party:- DOPT



Immediate Objective 2


Augment Distance Learning Capability


Output 2.1


Development of six distance learning packages in each of the ATIs


Activity 2.1.1


Select faculty members for training in distance learning/preparation of modules.

Responsible party:- DOPT


Activity 2.1.2


Identify core subjects in which distance learning package/training modules and course material is to be prepared by selected faculty members

Responsible party:- ATIs


Activity 2.1.3


Training of faculty members in India.


Responsible party:- DOPT


Activity 2.1.4


Training of best faculty abroad.


Responsible party:- DOPT


Activity 2.1.5


Post training workshop and preparation of distance learning package/training modules.

Responsible party:- ATIs


Activity 2.1.6


Training of District Trainers.


Responsible party:- ATIs


Activity 2.1.7


Administering of distance learning packages/training modules.


Responsible party:- ATIs


Immediate Objective 3

Enhance the facilities for training in state ATIs and sub-state centres by providing support for information technology and training equipment, strengthening libraries and software development.

Success criteria

Training facilities in all ATIs and sub-state centres upgraded.

Output 3.1


Creation of Web Sites.


Activity 3.1.1


Specify basic format of website.


Responsible party:- DOPT, ATIs

Activity 3.1.2


Develop content of website.


Responsible party:- ATIs


Output 3.2


Information technology facilities of the ATIs/ Sub-state training centres upgraded through provision of training equipment


Activity 3.2.1


Assess requirement of computers, peripherals and training equipment for each ATI/sub-state training centres.


Responsible party:- DOPT/ATIs


Activity 3.2.2


Submit IT Plans of State ATIs.


Responsible party:- ATIs


Activity 3.2.3


Finalise equipment to be acquired.


Responsible party:- DOPT


Activity 3.2.4


Procure and install equipment


Responsible party:- DOPT/UNDP/ATIs


Output 3.4


Strengthening of libraries of the state ATIs.


Activity 3.4.1


Subscribe to online Electronic libraries.


Responsible party:- DOPT


Activity 3.4.2


Identify and Acquire books/software.


Responsible party:- DOPT




Government Contribution:- (Rs. In Lakhs)

a. Pay and allowances of NPD

3, 00,000

b. Salary of national Project Cell of NDP

25, 00,000

c. TA &DA (Local and in country visits)

20, 00,000

d. Equipment and office accommodation

24, 00,000

e. Miscellaneous

16, 00,000






UNDP Inputs Total 3,000,000


Person Months

Amount (in $)



International consultant



National visiting faculty



Duty Travel




Subcontract for publishing manuals and organising workshops/seminars


c) Training


Overseas training


In country training


Study Tours


d) Equipment


Expendable and non-expendable equipment including Books


e) Evaluation



f) Miscellaneous







1- Prior Obligations and Pre-requisites


None- since the basic institutional infrastructure is ready and full time personnel and supporting staff of National Project Director and the 17 State Training Institutions are in position.

2- Prerequisites


Government will appoint the Joint Secretary (Training) DoPT, as National Project Director.

Government will provide office accommodation and counterpart staff as spelt out in "E".

This project will be signed by UNDP and UNDP assistance to the project will be provided subject to UNDP receiving satisfaction that the prerequisites listed above have been fulfilled or likely to be fulfilled. When anticipated fulfillment of one or more prerequisites fails to be materialised, UNDP may, at its discretion, either suspend or terminate assistance.



Implementation Arrangements


The sub-programme will be executed and implemented by the Department of Personnel and Training (DOPT), Government of India. As and when needed, specialized agency may be contracted subject to prior concurrence of the Executing Ministry, UNDP and DEA.


As the Executing Agency, the DOPT will have the primary responsibility for the execution of the sub-programme and for that purpose it shall constitute a committee to be chaired by Secretary, DOPT. This committee will have the overall responsibility for substantive management and execution of the sub-programme. In addition, the committee will review the overall GOI-UNDP programme for capacity building in public administration. The committee shall comprise representatives of DOPT, Department of Economic Affairs, Planning Commission, MORD, MOUD and UNDP.


For facilitating programme implementation, a Standing Committee shall be constituted in DOPT. It will be headed by NPD and have representation from DEA, Implementing Agencies, Planning Commission and UNDP. Other stakeholders can be co-opted as and when necessary.


The representative of the national executing agency (DOPT) – the Joint Secretary (Training) will be the National Project Director (NPD). The Under Secretary (Training) would be the National Project Co-ordinator (NPC). The National Project Co-ordinator will apprise the National Project Director and UNDP about the status of the project on a regular basis.


The Ministry of Personnel, Public Grievance and pensions will be closely involved with this project throughout its duration. It will be the main body through which the synergy between this project and the other related projects will be maintained. In particular, this project strongly complements the recently concluded capacity building project IND/95/008 being executed by DOPT.



Progress Reporting, Monitoring and Evaluation System

The project will be subject to tripartite review (joint review by representatives of the Government, and UNDP) at least once every 12 months, the first such meeting to be held within the first 12 months of the start of full implementation. The National Project Coordinator/Chairperson, shall prepare and submit, two months prior to the meeting an Annual Programme/Project Report (APR) in the prescribed format.


A project terminal report will be prepared by the NPD for consideration at the terminal tripartite review meeting. It shall be prepared 3 months in advance of project completion to allow review and technical clearance prior to the terminal tripartite review.


The project shall be subject to in-depth evaluation at least twice during the life of the programme. Suitable budget provision shall be made for monitoring and evaluation of the sub-programme. The organisation, terms of reference and timing will be decided after consultation between the parties to the project document.


Workplan Preparation


A tentative work plan is attached. This will be reviewed at the start of the project in consultation with the National Project Director and the National Project Coordinator, and revised realistically, depending, among others, on the starting date of the project. The work plan will be reviewed periodically in conjunction with tripartite reviews and modified, if required.


Channelisation of funds and financial reporting


The funds will be channelised through the budget of GOI, DOPT. Request for release of funds by UNDP will be made as per UNDP financial report format. The financial report will contain in addition to information of funds required, information on annual budget, up to date expenditure and available budget. UNDP will release funds for the sub-programme quarterly in advance based on annual work plan. UNDP will also make direct payments to suppliers of goods and services (if required) and to consultants, domestic or international, on receipt of request for direct payment from the Executing Agency.


Audit arrangements


Arrangements of audit of UNDP will be governed by NEX Guidelines. UNDP will maintain accounts in respect of all disbursements made on behalf of DOPT, which will be audited by UNDP’s legal auditors.




The Project shares the vision of National Training Policy for providing training for all Government functionaries particularly at the cutting edge level. As the project caters to the felt needs of the State Training Institutes, the risks are minimal. It is important to ensure that the faculty trained in institutions of excellence as a part of the project remain with the institutions so that their knowledge and expertise is utilised fully for strengthening of the State Training Institutes to which they are attached.




1 The sub-programme document shall be the instrument envisaged in the supplemental Provision to the Project Document. The host country implementing agency shall, for the purpose of the Supplemental Provision to the Project Document, refer to the Government cooperating agency described in the Supplemental Provisions.


2 The following types of revisions may be made to this project document with the signature of the UNDP Resident Representative only, provided he or she is assured that the other signatories of the project document have no objections to the proposed changes:


Revisions in, or addition or, any of the annexes of the project document.


Revision which do not involve significant changes in the immediate objectives, outputs or activities of a project, but are caused by the rearrangement of inputs agreed to or by cost increases due to inflation; and

Mandatory annual revisions which rephase the delivery of agreed project inputs or increased expert or other costs due to inflation or take into account agency expenditure flexibility.


3 The Executing Agency at all times, ensure compliance with the NEX Guidelines and also comply with the requirements contained in the UNDP Procedures for National execution (July 1998) to the extent they do not conflict with the said NEX Guidelines or extant rules and provisions of GOI.




UNDP budget for the sub-programme is attached.