NeGP: Master e-Governance Training Plan

1. NeGP: Master e-Governance Training
Plan
1

2. Table of contents
1.
Introduction ............................................................................................................................................ 3
1.1
1.2
1.3
1.4
2.
Purpose ................................................................................................................................................. 3
Background ........................................................................................................................................... 3
Need for training ................................................................................................................................... 4
Training objectives ................................................................................................................................ 5
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
3.2
3.3
3.4
3.5
Proficiency tracks ................................................................................................................................ 14
Targeted roles ..................................................................................................................................... 14
Delivery modes.................................................................................................................................... 14
Curriculum ........................................................................................................................................... 15
Salient features...................................................................................................................................16
2

3. 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 e-Governance initiative, the National eGovernance Plan (NeGP). The plan seeks to lay the foundation and provide the impetus for longterm 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 eGovernance 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.
3

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 egovernment 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:
4

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
Training objectives
1.4
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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6. 2. PROGRAMME FRAMEWORK
Approach
2.1
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
Planning
Assessment and
review
Content
development
Content delivery
and distribution
2.2
Planning
The ‘Master e-Governance Training Plan’ is the primary deliverable in the planning phase. The
plan contains the following components:
i.
ii.
iii.
Targeted roles: the audience for the training
Proficiency tracks: the competencies desired
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.
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7. Content development
2.3
The process of developing content comprises of the following activities:
i.
ii.
iii.
Partner selection
Preparation of course modules
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 courses
2.3.2 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.
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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.
b.
c.
d.
e.
f.
g.
a.
Selecting delivery Partner(s)
Managing the training calendar
Nominating participants
Managing faculty
Conducting sessions
Managing logistics
Tracking attendance
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:





b.
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
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:



c.
Optimal batch size
Participants have the flexibility to choose dates convenient to them.
All required training is covered within a reasonable timeframe
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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9. 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.
b.
c.
d.
a.
Hosting of content
Nomination of participants
Consumption of content
Tracking attendance
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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10. 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
management
and 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
programme
of
training DARPG
Ministries/Department and
Partner
Certification of participants
DARPG
Partner
Reward
Ministries/Department
DARPG/ Partner
Role of user Ministries/Departments
2.6
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.
10

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.
Responsibilities of Partners
2.7
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.
ii.
iii.
iv.
v.
vi.
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.
Publication of training calendar: Selected Partners will publish training calendars for
respective courses.
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.
Course delivery: In the case of classroom delivery, Partner(s) will be responsible for
selection and nomination of the faculty in consultation with DARPG.
Training portal: Partner(s) will be responsible for creating and managing a training
portal with the pre-defined features.
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.
Funding
2.8
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.
Training portal
2.9
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
Providing a social media platform for discussions
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12. 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
2. ASDARPG
3. Nodal Coordinator from user departments
4. Selected Partner(s)
5. DS, e-Governance, DARPG
-
Chairman
Mission Leader
Member
Member(s)
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
5. Ensure Users are available for training
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13. 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.
13

14. 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 eGovernance. 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.
Proficiency tracks
3.1
The plan identifies the following basic proficiency tracks (within the e-Governance domain) for
training Central Government officials:





3.2
ICT usage
Soft skills
Policy formation
Project management
Change management
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.
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15. 4.
3.3
Decision and policy makers (G4): Senior officers involved in policy or decisionmaking are targeted in this group. They are at the level of Additional
Secretary/Secretary.
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
National eGovernance Plan and MMPs, insight and project outcomes
15

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 followsa.
b.
c.
d.
Secretary and Additional Secretary- One day.
Joint Secretary- Two days
DS/Director/US- three days
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.
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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.
1
Track
Course
Description
ICT usage
ICT refresher course
The course is an introduction to
ICT concepts relevant to eGovernance.
This is a basic course on the use of
email.
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.
This provides project managers
with a practical guide on security
issues faced in e-Governance
projects.
Email usage
Open standards and
their relevance to eGovernance
2
Policy
formation
Information Security
Management in eGovernance
&
Enterprise
Applications and open
source systems and eGovernance
implementation
Improving
office This course provides users with
productivity
using hands-on practice sessions in
software applications software applications that enhance
productivity
in
office
–
documentation,
presentation,
spreadsheet,
mail,
instant
messaging, and collaboration.
Application of ICT in This
course
studies
cases
service delivery
illustrating the use of ICT in service
delivery.
National
e- This course takes participants
Governance plan and through the salient features of the
MMPs
National e-Governance Plan. It
covers
the
strategy,
implementation framework, and a
few important projects.
Institutional
This course is based on the
mechanisms
for institutional
mechanisms
for
delivering
e- delivering e-Governance programs.
Governance programs
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18. 3
Process
Reengineeri
ng
and
enterprise
architecture
4
Project
e-Governance project
management management
framework
Software development
lifecycle
5
Managing
change
6
Smart
Governance
Government of India
enterprise
architecture
and
global best practices
Business models and
Public
private
Partnership (PPP) for
e-Governance Project
Change management
and capacity building
for e-Governance
11th report of 2nd ARC
Communication
assertiveness
and
presentation skills
7.
eOffice
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.
This session outlines a framework
for
managing
e-Governance
projects.
This course teaches the basic
concepts in software development
lifecycle management.
This course outlines basic concepts
in Business models and Public
private Partnership (PPP) for eGovernance Project
This course acquaints participants
with the fundamentals of change
management as part of eGovernance projects.
This course helps participants get
an overview of the 11th report of
the second ARC.
This course helps participants to
develop soft skills.
eOffice MMP specific
18