Brief Summary
This episode of Committee Report on Sansad TV examines the parliamentary standing committee's report on the Civil Services Aptitude Test (CSAT) and its impact on UPSC aspirants. The discussion covers the historical changes in the civil service examination pattern, the rationale behind the introduction of CSAT, and the concerns raised about its potential bias against candidates from humanities and Hindi-speaking backgrounds. Key points include:
- The CSAT, introduced in 2011, aimed to assess logical reasoning and analytical abilities but has faced criticism for allegedly disadvantaging certain groups.
- The parliamentary committee has recommended a review of CSAT, suggesting it may be a "silent machinery" that discriminates against candidates from humanities backgrounds.
- Experts debate whether CSAT is essential for evaluating candidates' aptitude for civil service or if it creates an uneven playing field.
Introduction to the Discussion on SEESAT
The programme introduces a discussion on the report by the parliamentary standing committee on personnel, public grievances, law and justice, focusing on the Civil Services Aptitude Test (CSAT). Introduced in 2011, CSAT is a key component of the UPSC civil services exam, comprising papers on general studies and aptitude. The aim of CSAT is to comprehensively evaluate candidates for civil service suitability by assessing both their knowledge and analytical skills.
Evolution of the Civil Service Examination
Mr. Bridge Lal, chairman of the parliamentary standing committee, shares his experience from the 1976 civil service exam, which had no preliminary test but included three compulsory papers (General English, General Knowledge, and Essay) and five optional papers. He notes that while the medium was English, essays could be written in regional languages, though the topics were in English. Mr. Manoj Yadava adds that the introduction of a preliminary examination in 1979, based on the Kotari committee's recommendations, aimed to screen candidates due to the rising number of applicants. This led to the removal of the English essay to avoid disadvantaging candidates from socially disadvantaged backgrounds and the introduction of engineering subjects. CSAT was introduced in 2011 to assess basic intelligence, numerical ability, linguistic ability and analytical skills.
Concerns and Recommendations Regarding CSAT
Mr. Brishlal explains that the parliamentary committee, comprising 31 MPs from various parties, views CSAT as discriminatory against candidates from humanities backgrounds. He mentions that even former Foreign Secretary Harsh Bardan Singla shared this view. The committee suggests that CSAT should be either rationalised or abolished, as it believes the exam is an impediment for candidates from humanities backgrounds, particularly those with Hindi backgrounds, leading to a decrease in successful candidates from these groups and a disproportionate number of engineers entering the civil service.
Justification for CSAT and Counterarguments
Mr. Yadava defends CSAT, arguing that psychologists worldwide agree that civil service candidates should possess strong analytical, numerical, and linguistic skills. He points out that similar exams are used for various other job selections, including sub-inspector and bank probationary officer positions. He believes that the current system, which only requires candidates to score 33.5% in CSAT to qualify, is a reasonable compromise. Mr. Yadava disputes the notion that Hindi-speaking candidates are inherently poor in mathematics, emphasising the importance of data-driven decision-making skills for civil servants. Mr. Brishlal counters that a significant portion of CSAT questions are purely mathematical, disadvantaging humanities candidates. He reiterates the need for equal opportunities for all candidates.
Debate on Equal Opportunities and Representation
Mr. Yadava argues that candidates from diverse backgrounds, including those from poor rural families, are qualifying for the civil services, suggesting it is not solely a preserve of the privileged. He cautions that eliminating CSAT could lead to similar demands for other competitive exams. He also suggests that the high percentage of engineers in civil services is due to the rigorous nature of engineering entrance exams, attracting the brightest students. Mr. Brishlal disagrees, stating that before CSAT, the representation of candidates from different backgrounds was more balanced.
Concluding Remarks on the Future of UPSC
Mr. Brishlal emphasises the importance of integrity, impartiality, and dedication for civil servants. He acknowledges the changes in training and technology since his time but believes that candidates from all backgrounds can adapt and learn. Mr. Yadava stresses the need for civil services to reorient themselves to achieve the vision of a developed India by 2047, focusing on inclusive policies and distributive justice. He highlights the importance of ethics and integrity for civil servants to serve the nation effectively.
