1. Debates on Administrative Reform in India: Expertise
- Author:
- Karnamadakala Rahul Sharma, Aditya Unnikrishnan, and Sonakshi Sharma
- Publication Date:
- 03-2022
- Content Type:
- Working Paper
- Institution:
- Centre for Policy Research, India
- Abstract:
- Historical accounts show that the education and training of the colonial civil servant was purposely made non-specialised. Autobiographical narratives of ICS officers who received their training at Halieybury (England), reveal that the quality of education was low and students were tested on their knowledge of languages such as Persian and Sanskrit, which had little practical use once they arrived in India. After the Service was made merit-based in 1853, officer training included more practical aspects such as attending court proceedings and writing reports, however, it did not involve in-depth specialisation in any one field. The non-specialised character of training and the expertise gained, were well suited to the nature of the polity that required district officials to hold multiple portfolios. Earl Cornwallis, the third Governor General of Bengal who is credited with making extensive changes in the civil service from 1793 to 1859, tried to differentiate the judicial and supervisory functions for land revenue assessment and collection. He created the office of the District Collector as a supervisory role to oversee collection of revenue from landholders, whereas the administration of law was to be the responsibility of a civil judge and magistrate. However, after the annexation of Awadh and the territorial expansion of the company, it proved impossible for a District Collector to separate their judicial and supervisory functions, particularly in the newly acquired territories (Cohn, 1987, p. 509). The Indian Administrative Service (IAS) we have today inherited this generalist notion of the civil servant from its predecessor, the ICS. Post-independence, even though different services were created to undertake specific responsibilities, the imagination of the expertise of the IAS officer continues to be organised around the principles of the colonial civil service. This has led many to argue that the skills and knowledge of the IAS were unsuited to the nature of polity and demands of governance (Administrative Reforms Commission, 1969). More than fifty years later, the same tension concerning the personnel involved in governance and the skills/ knowledge required for these roles persists. As a result, two fundamental questions are central to the debates on expertise in the country’s government. First: What kind of knowledge and expertise is most useful for administrators? This debate has frequently been framed as a choice between generalists and specialists. And second: How can this expertise be embedded in administration, particularly at senior levels? Two kinds of solutions dominate this discourse, one where internal mechanisms are restructured to make best use of existing internal talent (via domain assignment) and the other involving the recruitment of external experts (via lateral entry). This working paper delves into the detailed discussion on these two questions by reviewing the First and Second Administrative Reforms Commissions (ARC), Central Pay Commission Reports, the Surinder Nath Committee report, Sarkaria Commission report, NITI Three Year Action Agenda and Parliamentary Standing Committee reports. The first section of the working paper attempts to present a discursive overview of the generalist-specialist binary. The next two sections, on Domain Assignment and Lateral Entry respectively, explain the dominant approaches that have been considered to address the expertise problem. 2. Generalists vs Specialists: origins and tensions As with any job, there is consensus within the reform discourse that bureaucrats must display a high degree of ability and expertise. However, there are opposing views on what constitutes this expertise at the highest levels of the bureaucracy. These differences have frequently been expressed in the language of ‘generalists’ and ‘specialists’ partially as a result of the structure of India’s Civil Service which consists of generalist and specialist services as described in the next sub-section. The next two subsections throw light on the evolution of reform thinking on the kind of expertise needed—from narrow technical knowledge to domain competence, and eventually towards a more complex understanding that expertise is gained on the job that cannot be achieved through appropriate training alone. In the timeline on page 6, we present the sequence of events and reports of the last few decades that we consider salient for understanding the debate on generalist versus specialist roles. The timeline offers a bird’s eye view of reform trajectory when read alongside the detailed information provided in the following sections.
- Topic:
- History, Reform, Colonialism, and Administration
- Political Geography:
- South Asia and India