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N e G P : M a s t e r e - G o v e r n a n c e T r a i n i n g
2 Table of contents
1. Introduction ... 3
1.1 Purpose ... 3
1.2 Background ... 3
1.3 Need for training ... 4
1.4 Training objectives ... 5 2. Programme framework ... 6 2.1 Approach ... 6 2.2 Planning ... 6 2.3 Content development ... 7 2.3.1 Partner selection ... 7
2.3.2 Preparation of course modules ... 7
2.3.3 Partner management ... 7
2.4 Content dissemination ... 7
2.4.1 Instructor-led delivery mode ... 8
2.4.2 Online delivery mode ... 9
2.5 Programme management ... 9
2.6 Role of user Ministries/Departments ... 10
2.7 Responsibilities of Partners ... 11
2.8 Funding... 11
2.9 Training portal ... 11
2.10 Training calendar ... 12
2.11 Monitoring and feedback mechanism ... 12
2.12 MeTP Governance Structure ... 12
2.13 Certification and accreditation... 13
2.14 Rollout plan ... 13 3. Curriculum ... 14 3.1 Proficiency tracks ... 14 3.2 Targeted roles ... 14 3.3 Delivery modes... 14 3.4 Curriculum ... 15 3.5 Salient features...16
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1. INTRODUCTION
1.1
Purpose
This document, Master e-Governance Training Plan (MeTP), is a two year programme for imparting training to Central Government employees of Delhi based Central Government Ministries/Departments under the National e-Governance Plan (NeGP) of the Government of India in a phased manner starting with Central Ministries/departments which are running Mission Mode Projects and also Ministries/Departments where e-Office is being implemented (list annexed), during the first year(by 31st March, 2014). Remaining Central Government Main Ministries/Departments will be covered in the second phase (31st March, 2015). Subordinate and attached offices of main Ministries/Departments may be included based on their request. It recommends a plan for building capacity of the employees using e-Governance systems and processes, managing e-Governance projects and contributing to e-Governance initiatives. It has been developed with the background that at present e-Governance related capacity building scheme of Department of Electronics and Information Technology (DeitY), Government of India focuses on the States & UT’s. However, various MMPs and other e-Governance initiatives are being implemented and facilitated by the central Government Ministries and Departments.
1.2
Background
The Government of India has taken a national level Governance initiative, the National e-Governance Plan (NeGP). The plan seeks to lay the foundation and provide the impetus for long-term growth of e-Governance within the country. It is the need of the day to create the right governance, institutionalize mechanisms, set up the core infrastructure and policies, implement a number of Mission Mode Projects (MMPs) both at centre and state level, and also integrate service levels to create a citizen-centric and business-centric environment for governance. The NeGP vision is to “Make all Government services accessible to the common man in his locality, through common service delivery outlets and ensure efficiency, transparency & reliability of such services at affordable costs to realise the basic needs of the common man”.
The enormous task of driving Mission Mode Projects (MMPs) under NeGP requires government employees to upgrade their skills appropriately. Recognizing this need for capacity building, the NeGP includes ‘Human Resources and Training’ as a support component.
Capacity building means identifying the gaps in a working environment and building up strategies to mitigate these gaps. The aim is to develop organization’s core skills and capabilities, such as leadership, management, finance, programmes and evaluation, in order to improve effectiveness and sustainability. It is the process of assisting an individual or group to identify and address issues and gain insights, knowledge and experience needed towards progression and implementing change.
In its tenth report, the Second Administrative Reforms Commission (ARC) emphasizes that e-Governance reforms require a wide range of capabilities – conceptualization of reforms, policy analysis, preparing road maps, alternatives analysis, prioritization, application of technology, and project implementation. Each of these categories has a hierarchy of skills, competencies, and capabilities ranging from operational to managerial.
4 The ARC goes on to state that the successful implementation of e-Governance programmes, such as Bhoomi in Karnataka, illustrate how a well-defined training plan can increase the chances of project success. Under a well-planned and well-executed training programme in Bhoomi, more than 10,000 government officials and over 700 village officials were trained on data preparation and validation - an initiative that lasted 60 weeks. In Andhra Pradesh, too, a ten-week e-government programme for training senior officers in implementing the NeGP vision achieved encouraging results.
Drawing on these positive experiences, the ARC, in its report, stresses the need for capacity building of civil servants at all levels through compulsory induction and mid-career training. The Eleventh Report of the Commission states:
“It is expected that e-Governance would enable the government to discharge its functions more effectively. However, this would require the government to change itself – its processes, its outlook, laws, rules and regulations and also its way of interacting with the citizens. It would also require capacity building within the government and creation of general awareness about e-Governance among the citizens.” [Para 1.3]
1.3
Need for training
The e-Governance systems ushered in by NeGP involve changes to the ways of working that are decades old. In the absence of adequate knowledge, employees find it difficult to adapt the new processes. Unfamiliarity leads to insecurity, which translates to reluctance. To minimize the risks of failure arising from such issues, a comprehensive training programme that will help employees gear up to meet the changes is required. Motivated and competent staff smoothen the path of change in any e-Governance transition by adjusting quickly to new methods and processes.
Taking into consideration the competencies required across the department functionaries, the core areas include the following:
5 Type 1: Basic ICT skills for office work
Office productivity applications, internet and email
Type 2: e-Governance related knowledge and skills to address the competencies required during project execution
eGov life cycle, GPR, Business model and PPP, regulatory framework and IT Act, Contract management, DPR, RFP, Change Management
Type 3: MMP specific eGovernance competencies and applications
Type 4: Soft skills for developing the right attitude for the eGovernance transformations Such as team building, leadership, effective presentation
Type 5: Specialized professional skills in the areas of technology and management Such as project management, , IT Security, IT Audit
1.4
Training objectives
The Second Administrative Reforms Commission in its eleventh report states: “e-Governance reforms require a wide range of capabilities – conceptualization of reforms, policy analysis, preparing road maps, alternatives analysis, prioritization, application of technology, project implementation. These can be classified into four broad categories: (a) conceptual, (b) subject matter related, (c) technological and, (d) project management.” [Para 6.5.4 of eleventh report] The following are the primary objectives of training:
Equip the average government employee with the skills required to use the evolving systems and processes.
Aid policy makers in prioritizing e-Governance reform and connecting the dots between various aspects of e-Governance.
Support project managers by imparting training on modern project and change management techniques and tools.
Facilitate transformation in government departments by equipping select teams with skills in process re-engineering and enterprise architecture.
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2. PROGRAMME FRAMEWORK
2.1
Approach
The approach to develop the desired capacity within the Government would be to establish an institutional mechanism for sustainability. There is also a need to build an enabling environment by way of policy and guidelines.
There are a large number of employees in Central Government Ministries/Departments required to be sensitized and trained in various areas of e-Governance project development and management. Hence, developing and delivering a training programme is a complex process that involves multiple phases. These phases are:
1. Planning: Developing the curriculum, identifying the target audience, identification of specific training needs, creating an institutional model to provide the training, and preparing a roll-out plan
2. Content development: Developing the course material (including any multimedia content) that will be used for delivering the training
3. Content dissemination: Dissemination of content through sensitisation and awareness workshops, electronic channels (such as training portals) and faculty-led sessions delivered personally or virtually (over a multi-media link)
4. Assessment and certification: Certification of participants, and analysis of feedback
2.2
Planning
The ‘Master e-Governance Training Plan’ is the primary deliverable in the planning phase. The plan contains the following components:
i. Targeted roles: the audience for the training ii. Proficiency tracks: the competencies desired iii. Curriculum: the detailed course content
The above components along with the steps for executing the other phases, programme management aspects, and Partner responsibilities are discussed in detail ahead.
Planning Content development Content delivery and distribution Assessment and review
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2.3
Content development
The process of developing content comprises of the following activities: i. Partner selection
ii. Preparation of course modules iii. Partner management
2.3.1
Partner selection
This task involves selecting one or more Partner(s) for preparing the course material in a form ready for online consumption and delivery by an instructor (depending on the course). Partners can be selected from the following categories of organizations:
Government (or government-controlled) training establishments/University The institutes affiliated to Government departments
Autonomous training institutes
Registered Companies/Institutes in the business of delivering training programmes
Empanelled agencies/institutes, imparting core IT skill training courses2.3.2 Preparation of course modules
The curriculum contains the broad topics that will be covered in each course. This has been derived from existing eGovernance training modules and also after training need assessment exercise in some of the central government ministries/departments. Based on this outline, selected Partner(s) will develop detailed course modules (comprising online packages, presentations, hand-outs, case studies, and other supporting collateral). As mentioned earlier, these course modules will be published online, and also be used as supporting material by instructors during training sessions.
The modules prepared by the Partner(s) will have to be approved by a panel of experts from DARPG, DoPT, DeitY and any other co-opted member.
2.3.3 Partner management
Partner(s) management includes the following activities: managing the selection process
contracting with selected Partner(s) making payments
evaluating and providing feedback
The responsibilities of selected Partner(s) are listed at para 2.7 in this document.
2.4
Content dissemination
The developed course modules need to be delivered to the intended audience through sensitisation and awareness workshops, classroom sessions (or instructor-led), online portals, virtual classroom and blended mode of learning.
8 All of the above course delivery mode would be participant centric, using various delivery methods – interactive discussions, group/individual assignment/exercises, role play, quizzes, case study discussions, individual presentations, etc.
2.4.1
Instructor-led delivery mode
This is the conventional mode of training, in which a course is delivered by a trainer to a group of trainees in a classroom-like environment. Managing this mode of deliveries will involve the following activities:
a. Selecting delivery Partner(s) b. Managing the training calendar c. Nominating participants d. Managing faculty
e. Conducting sessions f. Managing logistics g. Tracking attendance
a.
Selecting delivery Partner(s)
The Partner(s) preparing the content will also be the delivery Partner. In special cases, Partner(s) can be invited from other government/private sources. These Partner(s) can be from the following categories of organizations:
Government (or government-controlled) training establishments/University The institutes affiliated to the Department of Personal and Training
Autonomous training institutes
Registered Companies/Institutes in the business of delivering training programs Empanelled agencies/institutes, imparting core IT skill training courses
b.
Managing the calendar
A calendar of instructor-led courses will be published every year in consultation with Partner(s) and target Ministries/Departments. Courses will be scheduled based on the following:
Optimal batch size
Participants have the flexibility to choose dates convenient to them. All required training is covered within a reasonable timeframe
c.
Nomination of participants
The method of selecting and identifying participants for various courses will be the responsibility of the Ministries/Departments. Participants nominated for a course will require to register on the training portal created for the purpose.
d.
Conducting sessions
Conducting of the training sessions and its delivery will be the responsibility of the Partner(s), which will select and identify the faculty with expertise and practical experience in the subjects, as per the agreed terms and conditions in the contract signed for the purpose.
Given the massive audience base, a large body of trainers is required. The National Training Policy 2012 emphasizes the need for trainer development: “Given the plethora of training institutions in the diverse areas of Government functioning, it is desirable to develop cadres of
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trainers in different sectoral and functional specializations. Different Ministries/Departments would need to take the initiative to develop such trainers in the areas of their responsibility”.
One of the responsibilities of Partners, which will be built into their contracts, will be conducting ‘train the trainer’ sessions also in various subjects. These sessions will help equip would-be faculty with the skills required to conduct training sessions on their own.
e.
Managing logistics
The delivery Partner(s) will be responsible for all logistics, such as determining batch size, selecting and preparing training venues, arranging boarding, lodging and transportation (wherever applicable), and hosting faculty.
2.4.2
Online delivery mode
‘Online content delivery’ is becoming the mode of choice to deliver training effectively and economically to large audiences. In this mode, course material is posted on a website or portal. Participants shall register themselves for a course, and go through the course material at their convenience.
The process of delivering content online involves the following activities: a. Hosting of content
b. Nomination of participants c. Consumption of content d. Tracking attendance
a.
Hosting of content
Online courses will be hosted and managed on a central platform. The hosting platform will facilitate run-time execution of the course modules. The guidelines for hosting and delivering online content will be worked out in consultation with Partner(s).
b.
Consumption of content
Whenever an online course is available, a notification to that effect will be appear on the training portal. Participants will need to register themselves on a designated training portal.
c.
Tracking attendance
Attendance will be tracked for all the courses in coordination with the other departments. Attendance figures will be reported through a training portal (para 2.9).
2.5
Programme management
In accordance with the recommendations of the eleventh report of Second Administrative Reforms Commission (ARC) and National e Governance Plan (NeGP), DARPG will coordinate the implementation of this training programme across the Central main Ministries/Departments. DARPG will be the nodal agency responsible for deciding the curriculum, finalizing the content in coordination with the Partner(s), managing the delivery process and interacting with Ministries/Departments. DARPG will also coordinate among other stakeholders.
The following chart summarizes the responsibilities of various stakeholders during the rollout of the training plan:
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Activity Primary
responsibility
Inputs / comments
Master plan preparation DARPG DeitY/ DoPT
Programme management DARPG Partner
Course production Partner Departments
Content approval DARPG Panel of Experts from DietY,
DoPT , DARPG and any other co-opted member Partner selection and
management
DARPG DARPG
Scheduling sessions Partner DARPG
Nomination of participants Ministries/Departments Partner Conducting sessions (classroom) Partner DARPG
Logistics management Partner DARPG
Content hosting (online) Partner DARPG
Attendance tracking Partner Partner
Feedback management DARPG Ministries/Department and
Partner
Training portal Partner DARPG
Monitoring of training programme
DARPG Ministries/Department and
Partner Certification of participants DARPG Partner
Reward Ministries/Department DARPG/ Partner
2.6
Role of user Ministries/Departments
User Ministries/Departments have a major role in providing feedback on the curriculum and the course content and nominating participants. To ensure successful implementation of this training programme, Ministries/Departments are required to adopt the following general guidelines (based on the National Training Policy 2012, Section 5):
Ensure that the participants nominated must attend.
Ensure that the employees nominated for a particular course is relieved in time.
Link the training and development of competencies of individuals to their career progression ensuring this by suitably amending service rules/issuing administrative instructions.
11 Incorporate an appropriate provision in any new scheme to ensure that suitable training
is imparted for its proper implementation and sustainability.
Incorporate a separate section, if does not exists, in the department’s annual report on training and capacity building activities undertaken during the year
Make such financial provisions (if required) in their respective budget heads for rewarding the employees who completed successfully.
2.7
Responsibilities of Partners
As outlined (para 2.3 & 2.4), DARPG will identify Partner(s) for content development and delivery (for online as well as classroom modes). The responsibilities of selected Partners (also summarized in the table 1 above) are:
i. Production of course content: The Partner(s) will prepare online and classroom course modules based on the curriculum outlined in this plan which will be considered and approved by a panel of experts.
ii. Publication of training calendar: Selected Partners will publish training calendars for respective courses.
iii. Managing delivery logistics: Partner(s) will manage delivery logistics such as batch size, selection and preparation of the training venue, boarding, lodging, transportation, hosting of faculty etc.
iv. Course delivery: In the case of classroom delivery, Partner(s) will be responsible for selection and nomination of the faculty in consultation with DARPG.
v. Training portal: Partner(s) will be responsible for creating and managing a training portal with the pre-defined features.
vi. Hosting of online content: Online courses will be hosted on a common software platform. The Partner(s) will be entrusted with the responsibility of setting up and managing the platform.
2.8
Funding
The Master e-Governance Training Plan will be implemented in a phased manner. Funds required for the purpose will be provided by DARPG through its Plan scheme. The beneficiary Ministries/Departments may reward the employees from their own funds on successful completion of the training.
2.9
Training portal
Master e-Governance training plan envisages setting up of a training portal. The portal will enable centralized tracking and coordination of the overall training programme. It will allow individuals to track their progress and Ministries/Departments to monitor the participant’s progress. It will also allow interaction with participants in the form of discussion or feedback.
Publishing of training schedules
Centralized access control to online content Individual accounts for tracking personal progress Tracking and reporting of attendance
Hosting of online content (in select, if not all, cases) Channelling feedback on training
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2.10
Training calendar
The training calendar will be published annually. The calendar will be finalised based on inputs from the participating Ministries/Departments and with the help of Partner(s).
2.11
Monitoring and feedback mechanism
An effective monitoring and feedback mechanism will be in place to assess satisfaction level and help synchronizing course content with expectations. The feedback would be taken from the participants and faculty at the end-of-training. This mechanism will address the following aspects of training (based on the National Training Policy 2012):
Quality of training conducted
Adequacy of the physical and training infrastructure, faculty, finances and delegation of powers for carrying out the institutes’ mandate
Training of staff according to their roles Proper selection and development of faculty
As the training programme serves a large employee base, considerable feedback is expected. The proposed training portal will, therefore, include a facility for participants to enter their comments online, which can be analysed using automated methods. The government officials may also undertake online assessment drill that would help to map the competency requirements for an individual to the available training courses.
2.12
MeTP Governance Structure
Monitoring committee at Apex level
1. Secretary, DARPG - Chairman
2. ASDARPG - Mission Leader
3. Nodal Coordinator from user departments - Member
4. Selected Partner(s) - Member(s)
5. DS, e-Governance, DARPG - Member Secretary
Project Steering Committee at Department Level
1. Project Steering Committee – under the Chairmanship of Secretary of the Line Ministry/ Department.
2. Nodal Coordinator Roles and Responsibilities
1. Responsibility for overall coordination and steering the projects activities. 2. Setting long term goals & targets
3. Periodic review of implementation
4. Designate a Nodal Coordinator (NC)/Nodal Officer for day to day coordination who is not less than rank of Joint Secretary
5. Approves resource allocation strategies. Nodal Coordinator
1. Serves as liaison to the Project Steering Committee 2. Act as the reference point for DARPG.
3. Provide regular feedback on implementation of MeTP. 4. Setting short to medium term goals
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2.13
Certification and accreditation
An employee completing a course will be given ‘credit’ points associated with the course. Credits for each course will be assigned by the delivering partner(s). Credits may vary from course to course depending on its track, complexity and duration. Credits acquired can be accumulated and converted into a certificate to be issued by DARPG and partner. The beneficiary Ministries/Departments may reward the employees from their own funds on successful completion of the training.
2.14
Rollout plan
It is planned to implement MeTP in a phased manner. The programme will be reviewed continuously for new entrants and to develop competencies in already trained employees based on technological advancements. The expected coverage of the training requirements in the first phase will be e-Office enabled Ministries/Departments and Central Government Ministries/Department running MMPs. Remaining Central Government Main Ministries/Departments will be covered in the second phase. Subordinate and attached offices may be included based on their request.
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3. CURRICULUM
Curriculum is an important part of training. The Partner(s) will develop detailed courses based on the broad outlines given in the curriculum and keeping in view the intended objectives of e-Governance. The chapter explains the core competencies the training programme strive to develop, the main roles for which the programme is designed, and the communication channels. The appendices in this document provide outlines of the courses.
3.1
Proficiency tracks
The plan identifies the following basic proficiency tracks (within the e-Governance domain) for training Central Government officials:
ICT usage Soft skills Policy formation Project management Change management
3.2
Targeted roles
Keeping in view the general principles outlined in the National Training Policy 2012 (Section 4), it is planned that the civil servants will be provided with training on e-Governance to equip them with the required competencies to meet the job requirements. Such training will be imparted at appropriate intervals during their career.
The opportunities for training will not be restricted to mandated points but to bridge the gaps as they arise during the career through a mix of conventional courses, distance and e‐learning programmes.
The MeTP has not been made designation specific but role-based. Hence, potential participants has been categorised in the following groups.
1. General users (G1): Government employees from Assistants and equivalent to the level of Section Officer, whether using or will use e-Governance systems in their day-to-day functioning, are potentially included in this category.
2. Project managers (G2): This group consists of the officers who play key role in managing e-Governance projects or initiatives. This category consists of employees at the level of Under Secretary/ Deputy Secretary/ Director.
3. Nodal officers (G3): This group consists of the officers of the rank of joint Secretary who play key role in implementation of e-Governance projects or initiatives as a nodal officer or the Mission Leader.
15 4. Decision and policy makers (G4): Senior officers involved in policy or
decision-making are targeted in this group. They are at the level of Additional Secretary/Secretary.
3.3
Delivery modes
Training will be delivered through seminars/workshops, online portals or instructor-led classroom sessions.
1. Seminar/Workshop- Seminars/workshops, where participants interact with
subject matter experts will be part of the training to create awareness and sensitize the users on e-Governance.
2. Instructor Led Training (ILT) – The training is conducted in a classroom by an instructor/faculty and the participants are required to attend physically as per a fixed calendar schedule.
3. Virtual Classroom (VC) – This mode of training gives a live classroom experience from remote locations. This innovative, synchronous virtual learning experience provides real-time interaction with trainers and participants via internet or dedicated IP.
4. e-Learning – This mode of training is a convenient self-paced learning mode anywhere, anytime. The participants can log into their central e-learning portal and access/download the training material, access the e-learning modules, take assessment tests, and also discuss amongst the participants and moderator.
5. Blended mode of learning – This training mode would be a mix of the other three mode of training i.e. e-learning, virtual classroom and ILT.
3.4
Curriculum
Courses for G1 are- Four Days Module
ICT usage (a)ICT refresher course (b)email usage (c)Open standards and their relevance to eGovernance (d) Improving office productivity using software application.
NeGP,MMPs after clubbing three/four related MMPs Core infrastructure SWAN, SSDG, SDC and CSC eOffice(already started through NIC)
Courses for G2 are- Three Days Module
Information Security Management in eGovernance & Enterprise Applications and open source systems and eGovernance implementation
Application of ICT in service delivery
16 11th report of 2nd ARC
E-Governance project Lifecycle Service level Agreements.
Institutional mechanisms for delivering eGovernance programmes Regulatory framework and Audit for eGovernance
eGovernance project management framework
Business models and public private Partnership (PPP) for eGovernance Project Change Management and Business Process Reengineering
Procurement methodology for e-Governance projects
Risk in implementation, factors affecting eGovernance(Access and Usage)
Course of G3 -Two Days Module
A customized two day module for G3 level is to be developed (based on curriculum indicated for G-2) for Senior Officers involved in implementation of e-Governance initiatives as a nodal officer or Mission Leaders. Two- Three related MMPs can be covered.
Courses of G4 - One day module
A customized one day module for G4 level is to be developed (based on curriculum indicated for G-2) for policy and decision makers.. It is to be delivered in the form of seminar/workshop. Main emphasis should be on Case Studies and best practices.
3.5
Salient points:
1. The MeTP will be implemented in two years i.e. by 31st March, 2015.
2. First year(by 31st March, 2014)- The MeTP will cover the 31 Mission Mode Project(MMP) implementing central Ministries/Departments and eOffice implementing Ministries/Departments.
3. Second year(31st March, 2015)- other Central main Ministries/Departments based in Delhi.
4. Attached and Subordinate Offices located in Delhi can be covered only on request. 5. The duration of the training will be as follows-
a. Secretary and Additional Secretary- One day. b. Joint Secretary- Two days
c. DS/Director/US- three days d. SO/Asstt.- four days
6. Each day should have 5 Sessions.
7. On-line examination should be held for officers of the level of Director and below and certificate be given on successful completion.
17 8. Batch size should be 25 up to the level of US and above and 40 for Section Officers and
Assistants.
9. Training is to be planned on non-parliament days
10.Training will be imparted to the officials nominated by the Ministries/Departments
S. No.
Track Course Description
1 ICT usage ICT refresher course The course is an introduction to ICT concepts relevant to e-Governance.
Email usage This is a basic course on the use of email.
Open standards and their relevance to e-Governance
The course explains some of the open standards in vogue, and attempts to reinforce the need for open standards in building a foundation for e-Governance. It also examines the open versus proprietary source debate.
Information Security Management in e-Governance & Enterprise
Applications and open source systems and e-Governance
implementation
This provides project managers with a practical guide on security issues faced in e-Governance projects.
Improving office productivity using software applications
This course provides users with hands-on practice sessions in software applications that enhance productivity in office – documentation, presentation, spreadsheet, mail, instant messaging, and collaboration. Application of ICT in
service delivery
This course studies cases illustrating the use of ICT in service delivery.
2 Policy formation
National
e-Governance plan and MMPs
This course takes participants through the salient features of the National e-Governance Plan. It
covers the strategy,
implementation framework, and a few important projects.
Institutional
mechanisms for
delivering
e-Governance programs
This course is based on the institutional mechanisms for delivering e-Governance programs.
18 3 Process Reengineeri ng and enterprise architecture Government of India enterprise architecture and global best practices
An advanced course designed to equip participants with in-depth skills required to design enterprise architecture (EA) in a government organization; Helps build expertise to design processes in an overall government EA framework. 4 Project management e-Governance project management framework
This session outlines a framework for managing e-Governance projects.
Software development lifecycle
This course teaches the basic concepts in software development lifecycle management.
Business models and Public private Partnership (PPP) for e-Governance Project
This course outlines basic concepts in Business models and Public private Partnership (PPP) for e-Governance Project
5 Managing change
Change management and capacity building for e-Governance
This course acquaints participants with the fundamentals of change management as part of e-Governance projects.
6 Smart Governance
11th report of 2nd ARC This course helps participants get an overview of the 11th report of the second ARC.
Communication assertiveness and presentation skills
This course helps participants to develop soft skills.
