Introduction

The Civil Services Examination (CSE) in India, conducted by the Union Public Service
Commission (UPSC), is renowned for its challenging nature and prestigious stature. It
serves as a gateway to various esteemed positions in the Indian Administrative Service
(IAS), Indian Police Service (IPS), Indian Foreign Service (IFS), and other central
services. Similarly, state-level civil services examinations, conducted by State Public
Service Commissions (SPSCs), recruit candidates for administrative roles in state
governments.

Civil services aspirants must possess extensive knowledge, analytical thinking, and
exceptional communication skills. The CSE is a three-stage process comprising the
Preliminary Examination, Main Examination, and Interview. The arduous nature and
high competition level of these exams necessitate rigorous and structured preparation,
often requiring specialized coaching.

Given the high costs of preparation, limited access to quality coaching, and
geographical disparities, the CSE can be particularly inaccessible for candidates from
marginalized and economically disadvantaged backgrounds. In response, the Indian
government has launched various civil services coaching schemes to help bridge this
gap. These schemes aim to provide financial assistance, quality coaching, and support
to aspirants from underprivileged communities, ensuring equal opportunities for all.

The primary objectives of this research paper are to explore the socio-economic
challenges faced by civil services aspirants, analyze the need for coaching schemes,
evaluate the effectiveness of government-run coaching initiatives, and examine their
impact on increasing representation from marginalized communities in civil services.

Objectives

The present paper aims to:

1. Examine the socio-economic challenges faced by civil services aspirants from

marginalized communities.
2. Analyze the need for specialized coaching schemes to support these aspirants.
3. Evaluate the effectiveness of government-run coaching initiatives.
4. Assess the impact of coaching schemes on increasing representation from
marginalized communities in civil services.
5. Propose recommendations for enhancing the effectiveness of coaching
schemes.
Hypothesis

The government's civil services coaching schemes for marginalized communities are
effective in providing equal opportunities for quality coaching, leading to increased
representation in civil services.

Literature Review

Numerous studies have highlighted the socio-economic challenges faced by

marginalized communities in India, particularly in accessing quality education and
competitive examination coaching. For instance, Singh and Malik (2001) criticized the
low socio-economic status of scheduled castes and highlighted the limited impact of
development efforts on their lives. Similarly, Pathak (2002) examined the mechanisms
of the Special Component Plan in Uttar Pradesh and identified challenges in its
implementation.

Studies on the educational empowerment of marginalized communities have

emphasized the need for targeted interventions. Bhuimali and Biswas (2004) found that
scheduled castes and scheduled tribes lag significantly behind the rest of the
population in terms of literacy and educational development. Singh (2015) evaluated
the performance of the Free Coaching Scheme for Minorities and highlighted its positive
impact on professional education and employment, despite administrative flaws.

Methodology

This study is primarily empirical in nature and based on primary data. The research was
conducted in 15 states across India, covering 36 coaching institutes, 1100 beneficiary
students, and 108 faculty members. A structured interview schedule was used to
collect data from coaching institutions, beneficiary students, faculty members, and
concerned officials. The focus was on assessing the effectiveness of coaching centers.

Results

The field survey results indicate that 2859 students were enrolled in various courses
across the selected coaching institutions in different states. Out of the enrolled
students, more than 75% were enrolled in finishing courses or job-oriented courses.
Enrollment in higher courses of competitive examinations was found to be relatively
low.

The success rate of students in these courses was approximately 73%, with higher
success rates recorded in states such as Tripura, Odisha, Tamil Nadu, Manipur, Assam,
and West Bengal. The success rate was higher in finishing courses or job-oriented
courses compared to other courses.

State-wise Success Rate against Total Enrolment

State Success Rate

Delhi 54.50%

Punjab 61.72%

Haryana 67.00%

Tamil Nadu 71.75%

Maharashtra 64.00%

Rajasthan 69.33%

Uttar Pradesh 51.22%

Madhya Pradesh 79.00%

West Bengal 78.03%

Jharkhand 81.60%

Odisha 100%

Assam 85.00%

Manipur 100%

Tripura 100%

Andhra Pradesh 78.00%

Course-wise Success Rate Against Enrolment of Students

 Course Type Success Rate

Group A and B Examinations (UPSC) 17.19%

Group A and B Examinations (State) 28.00%

Officer's Grade Examination 38.06%

Entrance Examinations 40.80%

Finishing Courses/Job Oriented 84.64%

Total 72.96%

The success rate among scheduled caste and OBC students was relatively similar, with
slight variations across different courses. Success rates were higher among male
students compared to female students, with male students showing better
performance in finishing courses and job-oriented courses.

Conclusion

The study concludes that the civil services coaching schemes have made significant
strides in providing equal opportunities for quality coaching to marginalized
communities. The overall success rate of students indicates that the schemes are
effective in improving their preparedness and chances of success in competitive
examinations. However, there are areas that need improvement, such as access to
quality reference materials, career information, and infrastructure in coaching
institutions.

Recommendations for enhancing the effectiveness of the schemes include improving

infrastructure and amenities in coaching institutions, timely release of funds,
diversified coaching programs, and encouraging well-established educational
institutions to participate in the schemes. Accountability measures and performance
indicators should be implemented to ensure the success of coaching institutions.

References