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Editor in Chief

Prof. Bansh Gopal Singh

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Dr. Basant Kumar Sonber

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RNI NO.CHHHIN/2012/46660

Prof. Girishwar Misra(Vice Chancellor, Mahatma Gandhi

Antarrashtriya Hindi Vishvavidyalaya Vardha)

Prof. A. P. Singh(B.H.U. Varanasi U.P.)

Prof. A. K. Shrivastava(N.C.E.R.T. New Delhi)

Prof. R. N. Singh(B.H.U. Varanasi U.P)

Prof. K. N. Tripathi(Barkatulla University Bhopal M.P.)

Prof. Rohini Prasad(Pt. Ravishankar Shukla University Raipur C.G. )

Prof. Basheer HasanPt. Ravishankar Shukla Universicty Raipur C.G.

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Ayaog C.G.)

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M.P.)

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Mind and Society ISSN 2277-6907Vol.3, No. III & IV Sept.& Dec. 2014

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Content

RNI NO.CHHHIN/2012/46660 Mind and Society ISSN 2277-6907Vol.3, No. III & IV Sept.& Dec. 2014

1. Emotional Intelligence as A Function of...

2. Emotional Intelligence and Achievement ..

3.Organisational Efficiency in Relation ..

4. Effect of Types of Cues and Quality...

5.Socio Cultural Dynamics of Marriage:.....

6. Demographical Study of the Primitive....

7. Reading Disabilities: Identification

8.Effect of Parental Education on.....

9. Basic health Services in Rural .....

*G. Meharchandani** Dr. B.G. Singh***Dr. O.P. Verma

* Dr. Jay Singh

* Dr. Sanjit Kumar Sahu* *Dr. Basant Kumar Sonber

*Dr. (Mrs.) Anupam Shukla**Dr. (Mrs.) Sarla Dwivedi

*Dr. Shubhra Verma,

* Dr. Mahesh Shrivashtava* *Dr. Smt. Neelu Shrivashtava

*.Mrs . Bait Shaun,*Mr.Benudhar Pradhan

*Rupam ajeet yadav**Jyoti bala Choubey

*Manisha Mahapatra* Anjana Khutiyare

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Emotional Intelligence as A Function ofGender and Culture

*G. Meharchandani** Dr. B.G. Singh***Dr. O.P. Verma

*Research Scholar, SOS in Regional Studies and Research Center, Pt. Ravishankar shuklaUniversity, Raipur

**Professor of psychology, Pt. Ravishankar Shukla University, Raipur (C.G.)*** Professor & Ex-Head, School of Regional studies and Research, Pt. Ravishankar Shukla

University, Raipur (C.G.)

Received17 Dec. 2014

Reviewed20 Dec. 2014

Accepted25 Dec. 2014

The present study aimed to investigate emotional intelligence as a function ofgender and culture. Total 600 students (300 boys and 300 girls) of 10th class weretaken, from two types of cultures, (i.e. tribal and non-tribal) and administered Emo-tional Intelligence Scale of Meharchandani, Singh & Verma (2014). MANOVA resultsdemonstrate that boys scored higher on self regulation and social awareness dimensionof emotional intelligence than girls. Non-tribal students scored higher on self motiva-tion while tribal students were higher on social awareness than their counterpart cul-tural group. Interaction effect was found to be significant in the cases self awareness,self regulation, social skill, and social awareness, dimensions of emotional intelligence.

INTRODUCTION Emotional intelligence (EI) is relatively arecent development in the area of intelligenceas well as in affective science. Researches be-come increasingly dissatisfied with the fact thatgeneral intelligence is correlated very poorly inpredicting the life success and adaptation ofindividual to his environment. Salovey andMayer (1990 & 1997) proposed a theory ofemotional intelligence as the ability to: (a) per-

ceive and express emotion, (b) use emotion tofacilitate thought, (c) understand and reason withemotion, and (d) regulate emotion in the selfand others. These researchers conceptualize EIas a mental ability that pertains to an individual’scapacity to process and reason with and aboutemotion-laden information.

Bar-on (1997) characterized emotional intelli-gence as “an array of non-cognitive capabili-ties, competencies and skills that influence one’s

Mind and Society ISSN 2277-6907Vol.3, No. III & IV September & December 2014 -13

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ability to success in coping with environmentdemands and pressures”. Goleman (1995)stated that if IQ contributed to 20% of life suc-cess, the remaining 80% has been filled by EQ.Emotional intelligence has been a positive andexciting topic with enormous implication foreducation.

Goleman (1995) reports that emotionalliteracy programs improve children’s academicachievement and school performance. Emo-tional understanding predicts children’s socialcompetence (Kagen, et al , 1995; NationalEducation Goal Panel, 1998; Carlton &Winsler, 1998). Gottman (1997) has noted thatemotional and social measures of intelligenceare better predictors of school success.

Studies have linked EI to sex (Ge,Conger, & Elder, 2001), age (Fernandez &Rodriguez, 2003), location of residence (Con-ger & Elder; 2000). These studies demonstratethat further examination of EI in relation to de-mographic factors proved useful to thosesearching for insight into adolescent emotional,social, and psychological development (Chan,2005; Harrod, 2010).

Non-significant gender differences in emo-tional intelligence has been reported by someresearchers (Tyagi, 1996; Brackett & Mayer,2003; Tiwari & Srivastava, 2004; Browne &Schutte, 2006). However, significant gender dif-ferences in emotional intelligence has also beenreported by another group of researchers(Brackett, 2001; Day & Carroll, 2004;Goldenberg, et al., 2006; Young, 2006;Osborne, 2009). Females have been reportedto have higher emotional intelligence than thatof males (Bhosle, 1999; King, 1999; Sutarso,1999; Wing & Love, 2001; Singh, 2002;

Brackett et al., 2004; Katyal & Awasthi,2005). We know that acculturation plays veryimportant role and affects thinking and behav-ior of individual also, acculturation process ofboys and girls are different, therefore, differ-ence between boys and girls on EI may be ex-plained on the barrier of acculturation differ-ences between boys and girls on emotional in-telligence may be explained on these bases ofacculturation differences between boys andgirls.

Against this backdrop, the presentstudy was designed to verify the hypothesesthat (i) there would be significant differencebetween boys and girls on different dimensionsof emotional intelligence, (ii) there would besignificant difference between tribal and nontribal students on different dimensions of emo-tional intelligence, and (iii) there would be sig-nificant interaction effect of gender and cultureon different dimensions of emotional intelli-gence.

MethodSample: Independent variables of the

present study were culture and gender, and thus,a 2×2 factorial design was opted taking twotypes of culture (i.e. tribal and non-tribal) andtwo genders (i.e. boys and girls). The depen-dent variables were five dimensions of emo-tional intelligence. There were 150 subjects ineach cell of the design, and therefore, a total of600 subjects were studied.

Tool : A reliable and valid Emotional Intelli-gence Scale developed by Meharchandani,Singh & Verma (2014) was used to assess EIof the subjects. The item of the scale are re-

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Table: Average EI scores of subjects on the five dimensions along with f ratio(univariate results)

Factors Boy Girl F Ratio Nontribal Tribal F Ratio Nontribal Non ribal Tribal Tribal e F

male female male femal RatioSelf awareness 18.857 18.786 0.22 18.687 18.956 3.113 19.14 18.23 18.57 19.338 30.06**

Self regulation 18.167 17.424 13.363 ** 17.697 17.424 .947 18.267 17.127 18.067 17.722 3.833*

Self motivation 18.427 18.329 0.500 18.557 18.199 6.798 ** 18.72 18.39 18.133 18.265 2.792

Social skills 15.97 15.629 2.290 15.65 15.949 1.77 16.207 15.093 15.733 16.166 11.79 **

Social awareness 17.42 16.552 18.367** 16.730 17.242 6.40 ** 17.687 15.773 17.153 17.331 26.67 **

** p < .01 , * p < .05Results demonstrate that boys scored higheron self regulation and social awareness thangirl counterpart. Non tribal students scoredhigher on self motivation while tribal studentswere higher on social awareness than theircounterpart cultural group. Interaction effectwas found to be significant for self awareness,self regulation, social skill, and social aware-ness. Non Tribal girls scored lower on selfawareness, self regulation, social skill and so-cial awareness than the non-tribal boys. Onthe other hand, tribal girls scored higher on

lated to five dimensions of EI, i.e. self aware-ness, self regulation, self motivation, social skill,and social awareness.

RESULTSTo examine the effect of gender and

culture on five dimensions of emotional intelli-gence multivariate analysis of variance(MANOVA) was employed. Box’s M was168.38, F ratio was 3.68 ( p < 0.001). It indi-cates that observed variance matrices of 5 di-mensions of emotional intelligence were notequal across the groups formed on basis of

gender and culture. Therefore, it was decidedto increase the level of norm for accepting thealternative hypotheses. Wilk’s Lamda were tobe .946 for gender, .969 for culture and .901for interaction of gender and culture which weresignificant at 0.001 level. They clearly indicateoverall significant impact of gender, cultureand their interaction on self awareness, selfregulation, social skill and social awareness. Av-erage scores on the five dimensions of emo-tional intelligence of two genders and two cul-tural groups are given in following table. Ob-tained F ratios are also given in the table.

self awareness, social skill and social aware-ness than tribal boys. It demonstrates thattribal girls are more emotionally intelligent onthree dimensions of emotional intelligence, i.e.,self awareness, social skill and social aware-ness than their boy counterpart. However,tribal girls showed less self regulation scorethan tribal boys but this variation was less thanthe variation between non tribal boys and girls.Result also indicates that tribal girls showeddifferent trend of emotional intelligence thannon tribal girls.

Emotional Intelligence as.......

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The results partially supported the hypoth-eses that difference between tribal and non-tribal subjects would be different for boysand girls. Results regarding self motivationreveal that cultural difference was similar forboys and girls. Tribal students were found tobe less self motivation than non-tribal stu-dents. Boys in both the culture are amongstthe advantageous member of their familiesof Indian general societies. They are sup-posed to be more social than girls and it af-fects the life. This may be a reason of show-

ing higher self regulation and social aware-ness than girls. The results of the present studyis in support of the findings of Chu (2000),Petricles and Furnham (2000), who foundthat male have higher level of emotional in-telligence than females. If biological reasonsare considered, boys are supposed to bemore able to control their emotions and moreable to express them in a socially approvedmanner. These differences in emotional as-pects and better ability of boys to manageemotions make them emotionally more intel-ligent than girls. One recent study by Kaur


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(2010) shows that male adolescence are sig-nificantly more self aware, empathetic, selfmotivated, independent, committed and moreemotionally intelligent as compared to theirfemale counterpart. On the other hand, thegirls of tribal societies are expected to domany economic activities along with house

Refrences:Bar-on, R. (1997). Bar-on Emotional Quotient Inventory (EQ-i): Technical Manual. Toronto: Multi Health System.

Bhosle, S. (1999). Gender differences in EQ. Retrieved from http://www. megafoundation.org/ultraHIQ.HIQnews/Gender Difference

Brackett, M.A. (2001). Emotional intelligence and its expression in the life space. Un published Master’s Thesis, University of New Hampshire.

Brackett, M.A. & Mayer, J.D. (2003). Convergent, discriminant and incremental validity of competing measures of emotional intelligence. Personality and social Psychology Bul letin, 29, 1147-1158.

Brackett, M.A.; Mayer, J.D. & Warner, R.M. (2004). Emotional Intelligence and its relation to everyday behavior. Personality and Individual Differences,36, 1387-1402

Brown, R.F. & Schutte, N.S. (2006). Direct and indirect relationships between emotional intel ligence and subjective fatigue in university students. Journal of Psychosomatic Research, 60, 585-593.

Cakan & Altun (2005). Adaptation of an emotional intelligence scale for Turkish educators. International Education Journal, 6(3),367-372.

Carlton, M.P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Jurnal, 25, 129-166.

Chan, W. (2005). Self-Perceived Creativity, Family Hardiness, and Emotional Intelligence of Chinese Gifted Students In Hong Kong. Journal of Secondary Gifted Education, 16 (2-3),47-56.Chu, J. (2002). Boys Development. Reader’s Digest, 94-95.

hold chores like cooking, cleaning and tak-ing care of younger siblings (Nandwana &Joshi, 2010). All these jobs, and greater con-tribution of their potentiality and awarenesstowards family, it makes tribal girls moreemotionally intelligent than their counterpartboys.


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Conger. R.D. & Elder, G.H., Jr. (2000). Children of the land Adversity and success in rural America. Chicago: University of Chicago Press.

Day, A. L. & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance and group citizenship behavior. Personality and Individual Differences, 36, 1443-1458.

Fernandez, M.L., & Rodriguez, Y. (2003). Age and sex differences in self-esteem among Span-ish adolescents. Psychological Reports, 93(3),876-878.

Ge, X., Conger, R. D. & Elder, G. H. (2001). Pubertal transition, stressful life events, and the emergence of gender differences in adolescent depressive symptoms. Developmental Psychology, 37(3), 404-417.

Goldenberg, I., Matheson, K., & Mantler, J. (2006). The assessment of emotional intelligence: A comparison of performance-based and self-report methodologies. Journal of Personal ity Assessment, 86(1), 33-45.

Goleman, D. (1995). Emotional Intelligence. New York : Bantam Books.

Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.

Gottman, J. (1997). Raising an Emotionally Intelligent child. New York: Fireside Books.

Harrod, N. R. (2010). An exploration of adolescent emotional intelligence in relation to demo graphic characteristics. FindArticles.com 14 Aug.2010. Retrieved from http:// findarticles.com/p/articles/mi_m2248/is_159_40/ai_n15950403/

Kagen, S. L., Moore, E., & Bredekamp, S. (Eds,) (1995). Reconsidering childeren’s early learning and development toward shared belief and vocabulary. Washington, DC: National Education Goals Panel.

Katyal, S. & Awasthi , E. (2005). Gender Differences in Emotional Intelligence Among Adoles cents of Chandigarh. Journal of Human Ecology, 17(2),153-155.

Kaur, J. (2010). Gender Differences in Emotional Intelligence Among Indian adolescence. Journal of social and psychological sciences . jul. 1, 2010. Retrived from http://thefreelibrary.com/ journaofsocialandpscychologicalsciences/2010/ july/1-p52258

King , M. (1999). Measurement of differences in emotional intelligence of preservice educa tional leadership students and practicing administrators as measured by the multifactor emo tional intelligence scale. Dissertation Abstracts International. 60(3), 606.

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Mayer, J. & Salovey, P. (1997). The Intelligence of emotional intelligence. Intelligence, 17, 433-442.

National Education Goals Panel (1998). National Education Goals report executive sum mary: Improving education through family-school-community partnerships. Wash ington DC : U.S. Government Printing office.

Petrides, K.V. & Furnham, A. (2000). Gender Differences in Measured and Self-Estimated Trait Emotional Intelligence. Sex Roles, 42(5-6), 449-461.

Salovey, P. & Mayer, J. D. (1990). Emtional Intelligence. Imagination, Cognition and Per sonality, 9(3), 185-211.

Singh, D. (2002). Emotional Intelligence at Work: A Professional Guide. New Delhi: Sage Publications.

Sutarso, P. (1999). Gender differences on the emotional intelligence inventory (EQI). Disserta tion Abstracts International.

Tiwari, P. S. N. & Srivastava, N. (2004). Schooling and development of emotional intelligence. Psychological studies, 49(2-3), 151-154

Tyagi, S. K. (1996). Emotional Intelligence of Secondary Teachers in reations to gender and age. Journal of Educational Research and Extension, 43,160-165.

Wing, E. & Love, G. D. (2001). Elective Affinities and Uninvited Agonies: Mapping Emotions With Significant Others Onto Health. Emotion, Social Relationships and Health Series in Affective Science. New York: Oxford University Press.

Young, L. D. (2006). Parents influences on individual differences in emotional intelligence. Dissertation Abstracts International, 66(9), 5128-B.


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Emotional Intelligence and AchievementOrientation in Tribal Youths

IntroductionIndia is a country with rich diversity and

population incorporates a large number of cul-tures, religions, languages, racial differentia-tion, castes, communities and social groups.The categorization of people in terms of theiraccess to social and economic opportunitiesand their participation in the process of de-velopment is based on two factors. The firstis spatial differentiation, which refers to theviability of a region on terms of geographicallocation. The second factor is the character-istics of population as in Indian social systemit has invariably been the upper castes whohave enjoyed the privileges due to their castestatus. Sujatha (2000) has argued that thedominance of one category over others isbased on some predefined strength and rootedin the social stratification system. Inequalityand differentiation is ubiquitous in India, es-pecially in the case of formal education andachievement related concern. One such


In the modern world, education is getting multidimensional and there is a ruthlesscompetition among students to excel. Students suffer to control their emotions in order toface various situations in school life and keep pace with the demands of the human race.The way of managing emotions is decisive for better performance. Success in academicscan be explaining by emotional measures at a large scale. Although empirical evidencesare available regarding above said association but the contradictions are also observed.Therefore further investigation is required with systematic literature review.

marginalized group is the Scheduled Tribes.Although central and state governments haveattempt to provide all the opportunities to en-hance the educational and socio-economiclevel of tribe population, but to attain this aimpsychological aspect is still needs really a prac-tical attention.

A balanced development of whole societyis requires equal opportunities and personalgrowth to all. But during regular class roomteaching, the present researcher has observedthat tribal students show very shy and with-drawn approach to the new person and situ-ations. Informal interview with parents indi-cates that the problems of social anxiety, with-drawn behavior and aggression are commonin tribal student. An attempt to intentional in-teraction with the tribal students was madeby the investigator. It was also tried to givethem personal attention by using general dis-cussion about his/her goals and some trainingthrough affirmative statements. Nearly after




** Dr. Jay Singh

*Asst. Professor, Psychalogy, Govt. P.G. Collage, Dantewada (C.G.)

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three months, this effort has shown a positivesign as students have starts to response to-wards questions and share their problems,feelings etc. These and some other incidenceswere given an insight to researcher about factthat psychological health of tribal youths isseverely neglected particularly in red corridor.

Literature ReviewAn important psychological construct is

emotion that plays the central and useful rolein everyday life. Identify, express, understand,regulate, and use the emotions are importantto enhance well-being in human being. Asmore and more evidence suggests that emo-tions do not only color people’s lives, but areabsolutely essential to people’s survival andadaptation (Cosmides & Tooby, 2000).Therefore, it seems that variables like emo-tion and approach towards demonstration ofabilities in tribal youths are very critical to theircomplete development point of view.

Recently, the social-emotional competenceof youngsters has gained increasing attentionfrom researchers and educators. Psychologistshave been defined to social and emotionalcompetencies as behavioural and emotionalregulation, understanding emotions, showingself and social awareness, social problem solv-ing, as well as relationship skills (Denham,2005; McCabe & Altamura, 2011). The de-velopment of these competencies during earlychildhood may show significant impact onlearning and academic success, mental health,and general wellbeing (Zins, Bloodworth,Weissberg, & Walberg, 2004; Rhoades, et.al., 2011). World Health Origination (WHO)also considers social and emotional wellbeingas important facet of health with physical andpsychological fitness.

The concept intelligence and its differenttypes such as emotional and social intelligencebecame subjects of a bulk of psychologicalresearch which attempt to predict and explainits role in different fields of life. Emotions formone important part of human behavior. Emo-tions are much close to human’s life and char-acter. Some people are matured emotionallyand can adapt with society while others arenot. Emotions satisfy human daily needs, guidethem and orient their abilities and decisions.The regulation of these emotions may criti-cally important to explaining functions ofachieving goals (Pekrun & Stephens, 2009).Some empirical evidences are available asgiven below.

Parker et.al. (2004) aimed to examine therelation between Emotional Intelligence andacademic success. Results revealed that aca-demic success is strongly related to Emotionalintelligence. Same results was found byBharwaney (2007) and, Louw and Louw(2007). Rode et al (2007) predicted that emo-tional intelligence was related to academic per-formance for two reasons. First, academicperformance involves a great deal of ambigu-ity. Second, majority of academic work is self-directed that requires a high levels of self-man-agement. Therefore, individuals with high emo-tional intelligence would perform better aca-demically. Qulter, Whiteley, Morely & Dudiac(2009) studied on a large sample of univer-sity student and found that students whoseEmotional Intelligence is developing they be-come more academically successful.

Puffer (2011) concludes that emotional in-telligence positively relates to less dysfunc-tional career thinking, greater career decision-making self-efficacy, a higher level of willing

Emotional Intelligence......

16 / Emotional Intelligence......

ness to explore a variety of career prefer-ences, and to commit to attractive career op-tions (Brackett, Rivers & Salovey, 2011).Similarly Al-Rfou (2012) has cited a findingthat emotional intelligence of high achieverswas high. Study recommended the importanceof the university educational programs andcurricula in developing the individual’s emo-tional intelligence skills, which in turn developthe individual’s character, personality andachievement. Recently, Erasmus (2013) alsohas studied the relationship of different facetsof emotional intelligence with achievementorientation of mathematics, and found that EIfacets and were potential predictors of Mathsachievement but it was differed for boys andgirls.

In contrast some results reported in thestudy of Al-Rfou (2012) reveal that there wereno significant differences found in emotionalintelligence between high achievers and ordi-nary students. Gender difference was alsofound in the context of emotional intelligence,result showed there were significant positivecorrelation between the gender variable andemotional intelligence in favor of female stu-dents.

Researches about emotional training haveshows some brain correlates, as in a experi-ment of Hansenne, et al (2014) after the in-tervention, the training group showed less ce-rebral activity as compared to the controlgroup within different regions related to emo-tional regulation and attention including pre-frontal regions and the bilateral inferior pari-etal lobule, the right pre-central gyrus and theintra-parietal sulcus. These results suggest in-creased neural efficiency in the training groupas a result of emotional competencies train-

ing. Research about emotions with achieve-ment related constructs has significant and in-tense debate in Indian context, because de-velopment of education is a critical issue incontemporary India. Although, sufficient em-pirical evidences are not available in literaturebut few resent studies especially focusing oneducational achievement are discussed.

Dubey (2012) has made an attempt to ex-plore emotional intelligence in relation to aca-demic motivation. Finding shows a positiverelationship between emotional intelligenceand academic achievement motivation. Studyfurther reveals significant differences in stu-dents with high, average and low academicachievement motivation on emotional intelli-gence. Bhadouria (2013) has emphasis todetermine the factors affecting developmentof emotional intelligence and its role in aca-demic achievement for students. Results showthat nurturing emotional and social skill byteachers during school education is highly as-sociated with emotional intelligence, and aca-demic achievement without emotional intelli-gence does not indicate future success.

But, Lawrence and Deepa (2013) havefound a contradictory result such as no sig-nificant difference in emotional intelligence inmale and female participants. Results alsofound that there is no significant correlationbetween emotional intelligence and academicachievement as well as no significant correla-tion found between emotional intelligence andsocio-economic status.

Conclusion:Emotional Intelligence is, therefore, impor-

tant for all individuals because it helps themto formulate their basic values in daily life andprovide strong psychological base to success

/ 17

in academic life. Although a number of na-tional and international empirical evidences arefound in literature but some of the prior for-eign researches and some recent domesticfindings show inconsistency with positive as-sociation between emotional competenciesand achievement orientation. Furthermore,there is lack of research related to interven-tion in above said variables especially on In-

References:

Al-Rfou, M. A. (2012). Emotional intelligence and its relation with instructional achievement of tafilah technical university students. American International Journal of Contemporary Research 2(10), 68-76.

Bhadouria, P. (2013). Role of emotional intelligence for academic achievement for students. Research Journal of Educational Sciences, 1(2), 8-12.Bharwaney, G. (2007). Emotionally intelligent living (Rev. ed.): Strategies for increasing your EQ. London, England: Crown House.Brackett, M. A., Rivers, S. E. & Salovey, P. (2011). Emotional intelligence: Implications for per sonal, social, academic, and workplace success. Social and Personality Psychology Com pass, 5(1), 88–103.Cosmides, L. & Tooby, J. (2000). Evolutionary psychology and the emotions. In Lewis, M. and Haviland-Jones, J.M. (Eds.), Handbook of emotions, (pp. 91–115). New York: Guilford Press.Denham, S. A. (2005). Assessing social-emotional development in children from a longitudinalperspective for the national children’s study: Social-emotional compendium of measures. Colum-bus, OH: Battelle Memorial Institute.Dubey, R. (2012). Emotional intelligence and academic motivation among adolescents: A rela tionship study. ZENITH International Journal of Multidisciplinary Research, 2(3), 142- 147.Erasmus, P. (2013). Relationship between emotional intelligence, study orientation in Maths and Maths achievement of middle adolescent boys and girls. GSE Journal of Education 2013 Emerging Trends for Sustainability in Glocal Education: Opportunities and Challenges, ISSN: 2289-3970, 12-21.Hansenne, M., Nélis, D., Feyers, D., Salmon, E. & Majerus, S. (2014). Better neuronal effi ciency after emotional competences training: An fMRI study. Psychologica Belgica, 54(4), 328-349.Lawrence, A. S. A. & Deepa, T. (2013). Emotional intelligence and academic achievement of high school students in kanyakumari district. International Journal of Physical and So cial Sciences, 3(2), 101-107.

dian tribal sample. Therefore, it may be veryuseful and relevant investigation in current sce-nario of tribal areas about emotional competen-cies related to achievement orientation is neededin Indian circumstances; especially it is much re-quired in tribal areas situated in middle India.Because the population of these region are con-sidered as under developed and the students arenot getting exposure like urban residents.


18 /

Louw, D. A. & Louw, A. E. (2007). Child and adolescent development. Bloemfontein: Psy chology Publications.McCabe, P. C. & Altamura, M. (2011). Empirically valid strategies to improve social and emo tional competence of preschool children. Psychology in the Schools, 48, 513-540.Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personal ity and Individual Differences, 36(1), 163-172.Pekrun, R. & Stephens, E.J. (2009). Goals, emotions, and emotion regulation: Perspectives of the control-value theory: Commentary on Tyson, Linnenbrink-Garcia, and Hill. Human De velopment, 52, 357–365.Puffer, K. A. (2011). Emotional intelligence as a salient predictor for collegians’ career decision making. Journal of Career Assessment, 19(2), 130–150.Qualter , P., Whiteley , H., Morle , A. & Dudiac, H. (2009). The role of emotional intelligence in the decision to persist with academic studies in high education. Research in Post – Compulsory Education, 14(3), 219-231.Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achieve ment: The role of attention skills. Early Childhood Research Quarterly, 26, 182 – 191. Rode J., Mooney C., Arthaud-Day M., Near J., Baldwin T., Rubin R. & Bommer W. (2007). Emotional intelligence and individual performance: Evidence of direct and moder ated effects. Journal of Organizational Behavior, 28, 399-421.Sujatha, K. (2000). Education of Indian scheduled tribes: A study of community schools in the district of Vishakhapatnam, Andhra Pradesh. International Institute for Educational Planning /UNESCO, rue Eugene-Delacroix, 75116 Paris, 7-9.Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg, (Eds.), Building academic success on social and emo tional learning: What does the research say? (pp. 3 - 22). New York, NY: Teachers College Press.


/ 19

Organisational Efficiency in Relationto Type and Demographic Variables

The present study aimed to measure the organisational efficiency adoptedby the members of secondary schools of Angul district in relation to the type of manage-ment (Govt and non-Govt), sex (male and female), medium of instruction (English andOriya) and different blocks of Angul district. The sample included 300 teachers of 50schools randomly drawn from 288 secondary schools of Angul district. Data was col-lected with the help of Organisational Efficiency Questionnaire. Data was analised bycomputing mean, standard deviation, standard error of mean, mean difference, t-value,and Anova. The study led to the following conclusions: (i)The members of Govt. and non-Govt. secondary schools do not differ on their organisational efficiency. (ii)No differenceexists in the organisational efficiency of male and female members of secondary schools.(iii)Members of secondary schools of different Blocks of Angul district do not possessdifference on their organisational efficiencies.

Introduction :Organisational efficiency called as

organisational success or growth is defined andconceptualised in different ways and no una-nimity is found in different approaches. Thougha large volume of literature is available on theconcept and working of organisational effi-ciency there is often contradiction in the vari-ous approaches. The various approaches are

judgmental and open to question. Thus variousterms are often used interchangeably such asorganisational effectiveness, organisational pro-ductivity, organisational profitability, andorganisational growth to denote organisationalefficiency. The inconsistency in the variousterms is obvious. This inconsistency mainlyarises because of discrepant conception oforganisational efficiency.




* Dr. Sanjit Kumar Sahu* *Dr. Basant Kumar Sonber

*Principal, Shri Rawatpura Sarkar College of Education Dhaneli, Raipur**HoD Department of Psychology, Govt. P.G. College Kawardha, (C.G.)

Mind and Society ISSN 2277-6907Vol.3, No. III & IV September & December 2014 Page19-24

20 / Organisational Efficiency......

According to Louis. R. Pondy (1967)“Organisational efficiency is a term that is morecomprehensive than a mere reflection of thegood performance and productivity of mem-bers. It reflects how effectively the organisationdischarges its obligations with respect to all itsconstituencies in its internal and external envi-ronment, including employees, shareholders,customers, suppliers, government agencies andthe general public.” Organisational efficiency isreflected in how well the organisation isequipped to handle its current survival and itsfuture growth through creative and adaptivestrategies. Organisational efficiency is the cen-tral theme of al theory. It is a workable con-cept from the stand point of management. It isvery difficult to conceive a theory of that doesnot include the concept of efficiency.Organisational efficiency has at least two fun-damentally different meaning depending onwhether the organisation is viewed from insideor outside. When considered from inside itwould provide a typical managerial view pointfor the use of Resources efficiently. When fromoutside the out put is the main considerationand then the judgment is done by its contribu-tion to the larger society.

The main purpose of survey of related lit-erature is not completion but an analytical re-view of the various resources. It stimulates andencourages the investigation to dive deep intothe problems and enables him to formulate ishypothesis regarding their possible solutions.In this manner it is advantageous to have a thor-ough survey of the researches which have al-ready been in a particular field and which givessuitable guidance for further enquiry.

Adhikari (2008) during his investiga-

tion on organisational climate and academicperformance of schools in Sikkim, he revealedthat there was significant difference due tovariation in management as well asorganisational climate of the institution. Bliss,Tanter and Hoe (1996) in their study,“organisational climate, effectiveness andinnovativeness of the school” have observedthe close relationship of organisational climatewith other dependent variables. The opennessof climate does facilitate the capacity of theschool to adopt newer educational facilities ingreater number and in shorter time.

Sahoo (1999) conducted on “A study ofschool organisational climate, Teacher’s men-tal health and their job satisfaction with an interanalysis of students mental health, their attitudetowards studies and academic achievement”,The major findings were: (i) the schoolorganisational climate scores followed a pat-tern of normal distribution, (ii) the quality oforganisational climate was found to differ sig-nificantly from school to school. Lenka (2003)studied on “A comparative study of theorganisational climate of Government and Pri-vately managed degree colleges in Orissa inrelation to Teacher’s job-satisfaction and pu-pils’ academic achievements. The findings were: (i) The organisational climate of Governmentmanaged institutions show a distinct differencefrom that of the privately managed institutions,(ii) There exists a wide disparity among theteachers of government managed colleges andteachers of primarily managed colleges.

Parida (2004) conducted a study on “Man-agement organisational climate and teachermorale in Orissa school”. He found significantpositive correlation between organisational cli-

/ 21

mate and Teacher morale of school level. Mishra(2006) studied on “An analysis of organisationalclimate and Human relat ionships inSchools”.The major findings were: (i) Thereexists differences in the organisational climateof different schools as perceived by the stu-dents, (ii) There exists differences inorganisational climate of different schools asperceived by the teachers, (iii) Teachers of themost of the schools have also perceived theirschool climate level as good one.

. Devi,(1985) studied on “Role Perceptionof Teachers and Principals in Relation toOrganisational Efficiency in the SecondarySchools of Madras City” The major findingswere: (i) Teachers generally perceived theorganisational climate of their schools to beclosed where as the principals perceived it tobe open, (ii) Both principals and teachers per-ceived the leadership behaviour of the princi-pals to be mostly HH pattern, (iii) Teachersperceived their principal as extreme task ori-ented whereas the principals perceived them-selves to be extremely person oriented, (iv)Perceptual difference between teachers andprincipals was more in autonomous climate andless in controlled climate with respect to taskoriented leadership style, whereas it was morein closed climate and less in autonomous cli-mate with respect to person oriented leader-ship style.

Patel (2005) during his study onorganisational climate in higher secondaryschools of city area as well as rural area byadopting OCDQ questionnaires found that inthe closed climate the principal did not con-sider the teachers as effective persons and inthe open climate the teachers and the principal

find pleasure in working with each other. Girlsschools found in open climate where as boy’sschools with closed climate are more in num-ber. The percentage of familiar controlled andopen climate is found more in large size school.Objectives:

(1) To study the organisational efficiencyperceived by the members of secondaryschools.

(2) To compare the organisational effi-ciency perceived by the members of Govern-ment secondary schools with their non-Govt.counterparts.

(3) To compare the organisational effi-ciency perceived by the male and female mem-bers of secondary schools.

(4) To compare the organisational effi-ciency perceived by the members of second-ary schools of different blocks of Angul dis-trict.

Hypothesis:The following null hypotheses have been

framed for testing.HO1: The members of Govt. and

non-Govt. secondary schools do not differ intheir organisational efficiency.

HO2: No difference exists in theorganisational efficiency of male and femalemembers of secondary schools.

HO3: Members of secondaryschools of different Blocks of Angul district donot possess difference in their organisationalefficiency.

Sample :The secondary schools of Angul revenue

district formed the population for the presentstudy. The sample constituted 300 teacherstaken from 50 randomly chosen secondary

Organisational Efficiency......

22 / Organisational Efficiency......

Results:TABLE-1

Mean, Standard Deviation, , t-value for the Govt.non-Govt. secondary schools

Mean SD SEM MD t-value Level of

G NG G NG G NG significance

74.22 73.51 19.32 19.48 1.58 1.59 0.71 0.32 NS

The members of Govt secondaryschools depicted higher conflict managementstrategy (Mean=74.22) as compared to non-Govt members (Mean=73.51). The SD formembers of Govt schools is 19.32 where as itis 19.48 for the members of non-Govt schools.The obtained t-value (0.32) is smaller than thetable value (1.97) at .05 level of significance.Therefore, the difference between theorganisational efficiency of Govt. and non-Govt

school teachers is not significant and hypoth-esis No.1 i.e., the members of Govt. and non-Govt. secondary schools do not differ inorganisational efficiency their is accepted.Lenka (2003) also studied the organisationalclimate of Government and Privately manageddegree colleges in Orissa. He found that Gov-ernment managed institutions show a distinctdifference from that of the privately managedinstitutions.

TABLE-2

Mean, Standard Deviation, , Mean Difference, t-value for male and female teachers

Mean SD SEM MD t-value Level of

G NG G NG G NG significance

74.04 73.37 19.90 18.56 1.45 1.78 .68 .29 NS

schools. Matching number of Governmentand non-Government schools, 40 Oriya me-dium and 10 English medium schools, 190 maleand 110 female teachers were included in thesample.

Tools :Organisational Efficiency Questionnaire

(OEQ), developed by Agrawal andadopted by Naik (1993) was used to as-sess the perceived organisational efficiency

by the teachers of secondary schools. Theorganisational efficiency questionnaire con-tained 37 items. the questionnaires had fivepossible responses ranging from 1 to 5. Thesubjects were instructed to tick (P) a num-ber from 1 to 5. Scoring was done by giv-ing 1 mark for response 1, 2 marks for re-sponse 2, 3 marks for response 3, 4 marksfor response 4 and 5 marks for response 5respectively.

/ 23

The Table-2 shows higher mean(74.04) in favour of male teachers. Thestandard deviation for male and femaleteachers are 19.90 and 18.56 respectively.Mean difference is .68. Table value at .05level of significance (1.97) is larger than thecalculated t-value i.e., .29 organisational

efficiency. It proves that the male and fe-male secondary school teachers do not dif-fer significantly on their. Therefore the hy-pothesis No.2 i.e., no difference exists inthe organisational efficiency of male andfemale members of secondary schools hasbeen accepted.

TABLE-3Sum of squares, degree of freedom, mean square, F-value

organisationalefficiency (OE)

Between Blocks

Within Blocks

Total

Sum ofsquare

4843.75

107349.64

112193.40

df

7

292

299

Meansquare

691.97

367.64

F-value

1.88

Level ofsignificance

.07

It is observed from Table-3 that the sum ofsquares between the Blocks and within theBlocks are 4843.75 and 107349.64 respec-tively and the total is 112193.40 . Degree offreedom between the Blocks is 7 whereas itis 292 within the Blocks and total is 299.Mean square between the Blocks is 691.97and within the Blocks 367.64. F-value isfound to be 1.88 and level of significance is.07. Consequently, the hypothesis No.3 stat-

ing members of secondary schools of differ-ent Blocks of Angul district do not possessdifference in their organisational efficiency isaccepted. As Sahoo (1999) has found dif-ferently in his study that the quality oforganisational climate was found to differ sig-nificantly from school to school. But here, itseems to be same organizational climate(work culchre) of deferent bloks of AngulDistrict in Orisa.

References:.

Adhikari (2008) in B. Mohanty, “A study of organisational climate and leadership preference style of heads of institutions at the secondary level of education in Orissa”, Ph.D. thesis, Utkal University, Odisha.

Bliss, Tanter and Hoe (1996) in B. Mohanty. “A Study of Organisational Climate and Leadership Preference Style of Heads of Institutions Influencing Academic Performance at the Secondary

Organisational Efficiency.....

24 /

Level of Education in Orissa”, Ph.D. Thesis, Utkal University, Odisha. Devi, S. (1985). “A Study of Organisational Health of Secondary School Heads of Koraput District in Orissa”, M.A. Dissertation, K.U.K., Haryana.

Lenka, J. (2003). “A Comparative Study of the Organisational climate of government and privately managed degree colleges in Orissa in relation to their job satisfaction and pupils academic achievement”, Ph.D. thesis published, Utkal University, Odisha.

Louis, R. Pondy (1967). “Organisational efficiency, Concepts and Models,” Administrative Science Quarterly, p.296, 297, 298-99.

Mishra, K. (2006). “A study of analysis of organisational climate and human relationship in schools”, Ph.D. thesis published, Utkal University, Odisha.

Parida (2004) conducted a study on “Management organisational climate and teacher morale in Orissa school”. He found significant positive correlation between organisational climate and Teacher morale of school level.

Patel (2005) “A study of organisational climate and leadership preference style of heads of institutions at the secondary level of education in Orissa”, Ph.D. thesis, Utkal University, Odisha.

Sahoo, P. (1999). “A study of school organisational climate, teachers mental health and their job satisfaction with an interchange of student mental their attitude towards studies and academic achievement”, Ph.D. Thesis published, Utkal University, Odisha

Organisational Efficiency....

/ 25

Effect of Types of Cues and Quality ofSchooling on Memory Organization

The present study aimed at investigating the effect of types of cues(verbal andnon verbal cues)and quality of schooling on memory organization .The sample com-prised of 80 subjects between the age grupe of 7-10 years, A 2*2 factorial design wasemployed . A list of 16 categorical items comprising four items from four concept catego-ries was used. ANOVA on recall measure showed significant main effect of types of cuesand quality of schooling whereas on measures of clustering only the main effect of cueswas found significant. Main effect of quality of schooling was not found significant.

Developmental studies of memory have of-ten drawn their conclusions based on task andmaterials used in laboratory setting. Over theyears, research efforts have focused on thedevelopment of various strategies that childrenuse to enhance learning and memory (Kail &Hagen, 1977; Ornstein, 1978). These strate-gies have been grouped into those that encour-age attention to relevant aspects of the mate-rial and task that lead to more elaborate andmeaningful representation in memory; and thosethat emphasize organization during study and

recall. Encoding of structural characteristics ofitems strategically occurs at the time of pre-sentation, whereas organization of material stra-tegically is particularly useful at the time of re-trieval.

Some studies indicate that lower degree oforganization in children’s recall may occur dueto being cognitively inactive in response to in-structions to rehearse or remember, or due tothe lack of awareness of the value of organiza-tion as a tool for recall (Corsale & Ornstein,1977; Moynahan, 1973; Tenny, 1975)

Received15 Oct. 2014

Reviewed20 Nov. 2014

Accepted25 Nov 2014

*Professor Psychology. Institute for Excellence in Higher Education Bhopal (M.P.)** Asst. Prof. PsychologyGovt. PG College Dhamtari (CG)

*Dr. (Mrs.) Anupam Shukla**Dr. (Mrs.) Sarla Dwivedi


26 / Effect of Types of .....

The presence or absence of appropriatecues among children has been identified as animportant factor in recall efficacy. Cues maybe generated internally or provided externallyand the effectiveness of the cue is determinedby the extent to which it is used spontaneously.

Studies suggested that real environmentsupports object cueing procedure help organi-zation and recall particularly at younger age level(Brown, 1980; Mandler, 1979). When childrenfind the recovery of the target information diffi-cult, they look forward to externally availableitems or object to use as retrieval cues.

In general, the studies indicate the domi-nance of cued recall over uncued recall (Tulving& Pearlstone, 1966); of nonverbal cues oververbal cues (Craik, 1973; Paivio, 1971, 1983)of external over internal cues.

Studies on the effect of the quality of school-ing on cognitive competence and representa-tional process indicate that schooling significantlyaffects the cognitive competence of individuals(Mishra, 197 6& Sinha, 1977).

It was observed that although children of7-10 years were generally aware of semanticrelationship among items in the categorical list,this knowledge was not used effectively in theorganization of list items particularly by ordi-nary school children.

The present study attempted to examinerecall and organization of children of betterschool and ordinary school as influenced byverbal cues and non-verbal cues (Picture) con-ditions of presentation of categorical items. Itwas hypothesized that –

(i) Children attending better quality of schoolwould show greater recall and organization thanchildren attending ordinary school.

(ii.) Recall and organization of categoricalitem in both the schools would be greater un-der non-verbal (picture) than under verbal cues(only instruction)

METHODDesign :In this study, two schools (better and ordi-

nary) were tested by presenting the categori-cal list under verbal and non-verbal (picturecues) conditions. Thus, a 2x2 factorial designwas employed with school and type of cues asindependent variables.

Samples :The sample of the present study consisted

of eighty subjects aged between 7-10 years,from local primary schools of Sagar district ofM.P. 40 subjects were drawn from betterschool and another 40 from ordinary school.The sample were homogenous with regard tosome variables such as age and socio-eco-nomic status of subjects.

Materials :A list of 16 categorical words comprising

of four items from the concept categories offruits, clothes, home appliances and vehicleswas employed. In one condition (verbal pre-sentation), the subjects were informed aboutthe categorical nature of items in the list. In an-other condition (Non-verbal), the subjects wereinformed through picture cues. The items wererandomly presented. The exposure time of eachword and picture was two seconds. Ninetyseconds were allowed for recall.

Each recall protocol was examined for theamount of recall and category clustering in re-call. The recall score ranged from 0-16 . Theanalysis of category clustering was done byKagan and Klein’s (1971) method. According

/ 27

to this method, recall of 4 items of a categoryrecalled together was given three (3) score,recall of three items of a category recalled to-gether was scored as 2, recall of two items ofa category items was scored as one(1). Recallof one item of a category will be scoredzero(0).

Result :Mean recall and clustering scores

(Table-I) on the school variable revealed thatthe children of better school recalled and clus-tered more items (M1 = 7.6 , M2 = 2.55) than

ordinary school children (M1 = 6.75, M2 =2.50).

The mean score of both verbal and nonver-bal groups (Table-I) revealed that the non-ver-bal (picture) cues were more effective (M1 =6.35, M2 = 8) than verbal cues (M1 = 1.85,M2 = 3.20).

ANOVA (Table II ) of recall and clus-tering revealed the main effect of cues to besignificant. The main effect of quality of schoolwas not significant. None of the interactions wasfound to be significant.

Table I : Means scores and SDs of group on recall and clustering measures

Table II : Means scores and SDs of group on recall and clustering measures

Table I : Means scores and SDs of groups on recall and clustering measures

School Cues Better Ordinary Verbal Non-verbalRecallMeans 7.6 6.75 6.35 8.0SD 2.8 2.0 2.5 2.1ClusteringMeans 2.55 2.50 1.85 3.20SD 1.7 1.68 1.65 1.53

Effect of Types of .....

28 / Effect of Types of .....

Discussion :The findings in general support the hypoth-

esis of the study. The better school childrendemonstrated slightly greater recall and betterorganization of items in comparison to ordinaryschool children.

The non-verbal cues were more effectivethan verbal cues with respect to recall and or-ganization.

Developmental studies generally indicate thatyounger children often do not spontaneouslyuse various cognitive strategies in learning andrecall, but when instructed verbally or non-ver-bally, they can employ these strategies to im-prove their memory.

Some primary studies reveal no effect of

category naming before or during item presen-tation on organization (Nelson, 1969; Williams& Goulet, 1975). Other research indicates thatproviding category names during presentationor prior to recall is not as effective as is a con-dition that force the child to recall items in cat-egory sets/blocks (Cole et al., 1971; Lange,1973; Scribner & Cole, 1972). .

There is also evidence for automaticclustering even on the part of young children.When list items have strong associations(Lange, 1973, 1978) . This suggests thatchildren’s clustering in recall may be more afunction of associations among the items them-selves than the result of the deliberate use ofa memory strategy.

/ 29

References :

Brown, A. L. (1980), learning and development : The problem of compatibility, access and induction (Tech. Rep. 165) Urbana : University of Illinosis at Urbana-Champaign, Centre for the study of Reading.

Cole, M., Bruner, J.S. (1971), Cultural differences and influences about psychological processes, American Psychologist, 26, 867-876.

Corsale, K. and Ornsetin, P.A. (1977), Developmental changes in the use of semantic information for recall. Paper presented at the psychonomic society, Washington D.C.

Craik, F.I.M. (1973), A “Levels of analysis” view of memory. In : P. Piliner, L. Krames & T. Alloway (Eds.), Communication and affect : Language and thought. New York, Acad emy Press.

Kail and Hagen (1977), Perspectives on the developments of memory and cognition. Hillsdale, N.J. : Lawrence Erlbaum Associates.

Lange, G. (1973) : The development of conceptual and rate recall skills among school age children. Journal of Experimental child psychology, 15, 394-406.

Lange, G. (1978), Organisation – related processes in children’s recall. In : P.A. Orstein (Ed.), Memory development in Children’s Hillsdale, N.J. : Lawrence Erlbaum Associate

Mandler, G. (1979), Memory organization research in theory. In C.R. Puff. (Ed.). Memory orga nization and structure. N.Y. Academic Press.

Mishra, R.C. (1976), Perception and comprehension of certain types of pictorial material, D. Phil. Thesis, University of Allahabad.

Moynahan, E.D. (1973), The development of knowledge concerning the effect of categorization upon free recall. Child Development, 44, 238-246.

Cole et al., (1971) have indicated that giv-ing category names as cue is not an effectivemean of enhancing recall and organization.Paivio’s (1971) dual encoding hypothesis pro-poses that pictures provide means of dual en-coding (verbal and nonverbal). Hence, it ismore effective means of memory and organi-

zation.The present study has great educational im-

plications for the young children in the age oftechnology. It is helpful for teachers, acade-micians and policy makers in planning curricu-lum and employing the teaching methods foryounger one’s.


30 /

Nelson, K. (1969), The organization of free recall by young children. Journal of Experimental Child Psychology, 8, 284-295.

Ornstein, P.A. (Ed.) (1978), Memory Development in Children, Hillsdale, N.J. : Lawrence Erblaum Associates.

Paivio, A. (1971), Imagery and Language. In : S. J. Segal (Ed.) Imagery : Current Cognitive Approaches (Pp. 7-32), New York, Academic Press.

Paivio, A. (1983), The Empirical case for dual coding. In : J. Yuille (Ed.) Imagery, Memory and Cognition : Essays in Honor of Allan Pairio (Pp. 307-332), Hillsdale, N.J. : Erlbaum.

Scribner and Cole (1972), Effect of constrained recall training on children’s performance in a verbal memory task. Child development, 43, 845-857.

Sinha, D. (1977), Social disadvantaged and development of certain perceptual skills. Indian Jour nal of Psychology, 52, 115-132.

Tenny, Y.J. (1975), The child’s conception of organization and recall, Journal of Experimental child psychology, 19, 100-114.

Tulving, E. and Pearlstone, Z. (1966), Availability versus accessibility of information in memory for words. Journal of Verbal learning and verbal behaviour, 5, 381-391.

Williams, K.G. and Goulet, L.R. (1975), The effects of cueing and constraint instructions on children’s free recall performance, Journal of Experimental Child Psychology, 19, 464-475.


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Socio Cultural Dynamics of Marriage: ACritical Discourse in the Spouse

Received04 Nov 2014


Accepted30 Nov. 014

*Asst. Prof. (English) Govt. R.V.R.S. Girls College Kawardha (C.G.)

*Dr. Shubhra Verma,

The socio cultural aspect of marriage hasan infinite role to play for it not only serves as abase for present bond but also joins two familyand finally continues the line of descent. In In-dian perspective marriage is the most powerfulsocial institution and so its importance can verywell be ascertained. Not only the couples butthe two families meet and get lied with a har-monious knot. The socio cultural aspect of mar-riage is something pre-ordained; the cultural traitdevelops through series of moderation and isfinally authorized. Therefore the marital bondis sensitive as well as very dominating role toplay in coloring the life pattern of the couples.According to Manu (IX-26)

To be the mothers were women cre-ated and to be fathers men, the Veda ordain

that Dharma must be practiced by man togetherwith his wife. The Institution of Hindu Mar-riage (106)

The Institution of marriage serves as a basefor various other institutions on social level, mostimportant of them is family. Family grows andexists only through marriage. The line of de-scent continues through marriage and maintainsthe identity of any family in question. Thus thesocial implicative of marriage has far role toplay and necessitates every member of societyto understand its core meaning. It is not a simplelicensed privilege to enjoy rather marriage de-mands some important roles and function tocarry on devotedly Then only the purpose ofthe institution gets served. Generally, marriageis taken very lightly and thus it bad conse

Spouse unfolds the socio cultural perspective of the most dominant Indian institutionMarriage. Shobha De broadly discusses the emotive implicatures of marriage in the ra-tional as well as the modern context. Spouse reflects the neoliberal approach of ShobhaDe whereby she [ours forth the role and functions of couples by providing promisingmantras for successful married life. The durability or no durability of marriage is di-rectly proportional to the family life. The changing social scenario and selfhood of thecouples stand as a natural therat adversely affecting the sanctity of this institution Ac-cordingly Spouse comes out with a detail discourse on the matter concerned. In this waySpouse pours forth a post feministic voice of Shobha De with a new and purposive ofmarital norms and clauses.


32 / Socio Cultural Dynamics....

quences surface very fast with the couplestaking divorce and shifting to individual cor-ners. This adversely affects the social paradigm;marriage is not an autonomous institution it issolely bonded and one has to abide by in ev-ery socio-cultural perspective. Spouse standsas a standard piece of nonfiction echoing thesocial aspect of marriage when Shobhaa Dereasonably evaluates its each and every aspectas an intellectual Indian woman.

Right from the Vedic Phase to the presentera marriage has been a powerful institution buthas undergone various alterations. The mostsurprising aspect seems the continuity of thesacred bond inherent in this institution. Prima-rily it binds two persons and gradually theybecome one. It is a long term process which isexperienced by the couples personally and itscolour is reflected. Every couple has the per-sonal way of interpreting their conjugal bondbut one thing important in every case is its per-manence and continuity.

Spouse thus evaluates and enumerates eachand every facet of the marital bond; how it be-gins, works and finally cultivates into the mostpromising colour. However, as a Post feministShobhaa- De(2005) echoes her broadness andrationality but as an Indian woman keeps stressingthe cultural value of marriage and its holiness.

The chapter wise summary in one way letsus know each and every aspect of marriage :what it means to marry and enter that institu-tion. At the same time we also get to learn muchaspect of its social role and function. The struc-tural pattern of society is deeply embedded withthe institution of family and it is directly pro-portional to the soundness of marriage as aninstitution.

Primarily the institution of marriage relatesto the personal bond between the couples whobecome one through a ritualistic ceremony. Thispersonal bond has several things to connotewhereby the equation of an inter-personal termstarts developing therefore the new couplesundergo various experiences that sound verystrange but keep on learning through it. Hencethe ideal version of marriage remains only adream;

Marriage is an idea. A malleable idea. Mar-riage is what you make of it. Marriage is mad-dening, as anybody who has experienced it willtell you. There is no formula for a happy mar-riage. And nobody has all the answers. Spouse(1) One the personal level the degree of at-traction and devotion very much depends uponthe physical affinity. It has to be cordially ac-cepted because its denial mars the strengths ofthe personal bond. Although the cultural normsstresses the holiness but the biological urge hasan equal demand and ought to be satisfactory;“We have to first break through the inhibitorywall that stops us from reaching out physically—“ Spouse Touch and go (5)

Spelling it out and Talk Time discusses atlengths on the importance of the ‘Quality talk’between the couples. When the whole life hasto spend with each other good communicationserves as the only medium for really getting toknow as guaranteed. There zare various mis-understanding that crops up and reaches its cli-max in a distorted way. The sacramental as-pect of marriage remains functional only whenthe partners are good speakers, expressing theirpersonal thought freely anywhere and anytime.Therefore the importance of ‘Quality talk’ isstressed by the narrator;

/ 33

Both partners need to listen keenly and thenpoint out where the confusion really lies. But toget to that stage you have to fine- tune your ‘take-time’ and add some quality to it — it is aprocess that evolves over the years – if itevolves at all, Spouse: Talk time – 24

The level and degree of personal commu-nication decides the nature of marital bondwhich the couples celebrate or face. If it is wellcarried the partners develop a good chemistryor turn foes otherwise. The ritualistic bond al-ways aim for cultivating an in depth tuning sothat finally every couple starts living and enjoy-ing the personal empathy. But there are fewpersonality traits that need to be developed forattaining that stage otherwise the opposite sideturns more dominating. Two different personfrom different background share one roof aftermarriage. So the social purpose is served onlywhen the ‘differences’ are cordially accepted;“when two human beings share the same space,conflict is a natural corollary. How you resolvefights is the more important issue” Spouse:Fight or spite 34.

Therefore in the old days the in- laws al-ways served as a promising mediator for re-solving personal conflict. However in the mod-ern phase, individuality sounds more powerful.Although the identity icon of the either couplesounds even today, yet these are some com-mitments which, need to be fulfilled. Then onlythe marriage can be lead happily or it becomesa severe punishment. So one has to accept that“Emotional management in a marriage involvesa lot of investment”. Therefore the couples mustdevelop the habit of discarding the negativesand concentrating more on their positives.

One need to face and adjust on personal

level. The personal understanding is the keyfactor. For a long survival commitment is es-sential or the disintegration sets in. Since thetraditional slot of marriage always remains func-tional on social level, difference and separationhas to be coped up on personal level. There-fore thousands of couples go on tolerating eachothers oddities standing at corner. Howeverreconciliation has always been a promisinghealer, “ why give up it there’s even a five per-cent chance of reconciliation ?” Spouse: Mar-riage must foul 70

There are various condition that should becompulsorily fulfilled to maintain the sacramen-tal aspect in the marital bond. It the couples failin this regard then disintegration sets in. How-ever in the present era divorce is not an un-common or surprising facet; it is convenientlyresorted by the couples. However, its ill – ef-fects pinches not only the separated partnersbut the children as well. The frequent cases oflegal separation poses a serious threat towardsthe serenity of ‘ marriage’ as a social institu-tion; “Divorce has become commonplace,atleast in our critics, where its being viewed asa sad but inevitable part of a larger socialchange.” Spouse: Divorce and be Damned(75)

This is the worst situation if someone isbracketed in such slot:

Slot of separation and becoming a post –divorcees.

If we minutely interpret the major cause forsuch suffering its main cause surfaces easily;lack of commitment and of course flexibility.The institution works smoothly if the couplesstrike a balance and maintain personal rhythm.Patience and devotion are the two most im

Socio Cultural Dynamics....


portant traits for its success otherwise therelation suffers many illnesses.

The cultural perspective in the matrimonialrelation is equally dominating. Only those part-ners respect each other who are culturallysound and are emotionally very mature. Mar-riage connotes a complete dissolution of a per-sonal ego and mingling of the two beings onphysical mental as well as social level. In casethe couple fail in this context, then their exis-tential pangs becomes very obvious,

“the worst power game in marriage involvesthe ego- an egotistical partner is an unpleasantpartner – no two ways about it.” Spouse:Games people play(120)

Thus intelligent couples should createbridges, not lay landmines.

In the same vein a ritualistic bond is empha-sized as a safety valve. There are few very suc-cessful marriages that set an example for theothers:

Rituals play a major role in some marriage.Repetition

is reassuring since the ‘rules’ are familiar.Rituals then

become a kind of security blanket forcouples who rely

on habits to provide coherence and senseof continuity

in their lives.Spouse: Repeat value(139)The above quoted lines reflects the power

of customary bond and its consciousness onthe part of the narrator. Shobhaa – De attemptsher level best to illustrate the matrimonial rela-tionship within the gamut of social structure andits cultural perspective. As a women she verywell enumerates the social role of every women

is conditionally expected to switch on rightly inher new role.

If on the personal level she has to corre-spond evenly before her husband, the role be-comes more challenging before the in laws. Herpersonal image directly affects the degree ofaffinity and pleasantness she provides in herpart. The basic norms has to be followed heart-ily, specially the role as a giver. If the bride isself-centered and an egoist she is emotionallyrejected by the family measure. Her cultural setup plays the main part in this context.

Matrimonial relations are also affected bythe kind and nature of family structure. It be-comes more challenging if the bride becomes apart of joint family. However the Nuclair Fam-ily posses and equal challenge either of the fam-ily types has its own norms and set in condi-tions to be fulfilled cautiously. The present lifephase permeates more the nuclear structure butthere are number of joint family folks which alsobecomes a pleasant shelter for the brides whobecome familiar with its demanding norms. Thenarrator comments:

Joint families do have their advantages if youknow how to negotiate your way throughlandmines. I know a few young girls who mar-ried into large, extended families and seem tobe perfectly well adjusted an happy.Spouse: All in the family (223)

There are thousand of excuses for any newbride who is herself incapable of coping withthe conditional norms of a new environmentalchange. All she needs ardently is a soothingadaptability and not a forced commitment. Inthat way she looses the actual charm whichnourishes automatically if she has commitmentand devotion.

/ 35

The social structure is traditionally more in-fluential. At the same time the pace of technicaldevelopment has altered the life style of theIndians. We are all the victims of cultural lag.The choice between love or arranged marriagedoesn’t sound so simple or easy. Love mar-riage still remains a foreign concept since mar-riage in India denotes a traditional bound ritualfixed and arranged by the guardians. Arrangedmarriage carries a family censure whereas lovemarriage is mostly individualistic. However thepersonal equation between the partners actu-ally serve as an exact scale for measuring theirsuccess or failure. To our surprise there are fewsuccessful love marriage that withstood all theoddities while many arranged marriage havecollapsed in its half way due to lack of corre-sponding equation. Thus the narrator comments:

“ Arranged’ has worked for centuries in In-dia; ‘love’ is only fifty years old. And both canfail !” Spouse: Love Vs Arranged (Pg.63)

Since love marriage remains a personalchoice one needs to be cautious for it. Thusthe advice sounds very apt;

“if you opt for love, assume full responsibil-ity for you decision. Take whatever comes withthe terrain;” Spouse: Love Vs Arranged(Pg.62)

Love alone is no guarantee, commitment ismore essential for permanence. Thus it is abalanced arithmetical equation that stands as apromising factor for maintaining a smooth longmatrimonial relationship. Commitment favoursan encouraging mode where the partners posi-tively explore each other and are heartily one.The strangers becoming one through marriagesounds very unusual but culturally bonded ritu-als train every individual to gradually fit in this

slot and enjoy the personal term. Indeed thematrimonial relationship is the deepest and mostcomplex bond and thus its exploration equallychallenging.

The family structure is yet another condi-tional factor to decide the relation between thespouses. Thus a renounced sociologist Dr. G.Das aptly comments:

The joint family system refers to the cohe-sive group of family members where membersare bound together by their blood relations fur-ther strengthen by their mutual obligations. Thejoint family is based on the relations among adultmales rather than on conjugal bonds betweenspouses. Dr. G. Das : Indian Joint familysystem.(Pg.93)

The spouses lack personal space and so canexit only if they have a mental make up for lead-ing their life in such family type However themodern complexities has certain favourableoptions in this joint family structure. There arefew modern brides who have heartily appreci-ated the positive sides of joint family. One suchbride or bahu commented:

“ the joint family works best in times of cri-sis – death, emergencies births, travel. Every-body comes together at such time. people canbe so gratefully helpful when you most needhelp.” Spouse: All in the Family (223)

However the ratio of such devoted ‘bahus’remain relatively low as compared to the indi-vidualistic brides out and favouring the nuclearfamily structure; they love freedom and desirea physical as well as an emotional space. Theother half is equally challenging. The new coupleare probably in risky zone since there is noguardian for resolving their personal dispute andso the chances of divorce becomes more



prominent. It is at this point where by thejoint family structure acts as a promising safetyvalve.

The social change has been directly pro-portional to decide the existing stamina of thejoint family system. Thus the nuclear family setup became more favourable. The futurity of thechildren in any family totally depends upon thedegree of compatibility among the spouses. Ir-respective of the family structure, their personalterm decides the level of socialization that achild finally becomes a part of. The personalitymake up of any child reflects the parents con-figuration and this challenges the personal equa-tion of the spouses anywhere and anytime. Ifthe spouses maintain a good rapo and are openminded, the offspring’ s develop the same vi-tality and are fully confident everywhere. Onthe other hand, kids of single parent are halfway on social graph. They lack confidence andbecome introvert. Thus Shobhaa De aptly com-ments:

I strongly feel that communicative familiesnurture communicative kids. If children are en-couraged to talk and express themselves at anearly age, if their views and opinions are lis-tened to with attention and respect they growinto adulthood knowing how to make most ofboth time and words. Spouse: Talk Time(26)

Divorce breaks the family and the ultimatesuffering victims are the selfless children with-out any fault. This pinches any conscious mansince it affects the whole life of such children.The problem is highly sensitive and so it is ob-vious to question:

Which child the world does not want to growup in a stable, loving home with both parents

sharing the responsibility of rearing and caring.Spouse: Divorce and be Damned (80)

In case of any strained phase, there are cer-tain moral responsibility on the part of thespouse. The noticeable hint in this regard is verywell articulated; “kids should never be used asbargaining chips or a courier service betweenwarring adults.” Spouse(84).

Therefore the relation and its variance di-rectly affects the whole life pattern of children.They have their birth right of leading a happylife with a gifted childhood. Incase they sufferthey merely victimized by their parents disinte-grated phase. The modern life style in a way isfull of uncertainty and so even the legal separa-tion today provides various provision for a nor-mal life pattern of the children. but still the bestoption lies in reconciliation. It not only heals upthe wounded spouses but also saves life graphof children.

Spouse in this way provides an in depthanalysis of various aspects related to the mat-rimonial relationship especially the social per-spective. Marriage and family are the two mostdominating social institutions that decides thestability of social structure. The spouse havecertain roles to perform on personal level andat the same time remains functional on sociallevel. The modern phase of life has altered vari-ous social norms thus affecting the functionalmode of marriage, today many spouse lack thatemotive empathy which carries the essence ofmartial bliss. Lack of commitment seems theonly drawback lending such bond temporarytenure. Therefore Shobhaa De interprets theactual message that a ceremonial marriage con-veys. In an Indian women she is well awareabount the sacramental union. The Indian ver-

/ 37

Reference:

Das, G. (1992) Indian society and social Institutions, New Delhi: Manu Enterprises, De , Shobhaa (2005) Spouse. New Delhi: Penguin Books.

Ghurje , G.S. (1978) Social Process Bareilly, Student Store,

David, G. (1986) The Institution Of Hindu Marriage, Meerut Sahitya Bhandhar,

sion of marriage is still working due to its deeprooted cultural mode.Despite various alter-ations, the ceremonial marriage still remains thefirst option to the Indian folks. The maturedyouths still today rely on the traditional andcustomary marriage because it carries a socialcensure.

After pouring forth her best, Shobhaa Definally confess her most personal experience asa wife of very promising husband marriage toher is sacred and becomes worth celebratingthrough an emotional empathy. The concludinglines are worth inspiring:

Marriage is no temporary contract to servethe momentary physical demand or to enjoygood company for sometime and then to lapseat the slightest inconvenience . It is a perma-nent union which stands various vicissitudes lifeonly to grow stronger and more stable. Spouse(283)

The sociological perspective takes into itsstock all the features

In context of structural pattern of a givensociety. Indian social value is time tested andtherefore its continuity inspires everybodyMarriage was holy in the Vedic age and gradu-ally altered with the passage of time. Despitesuch alterations, the Indian version of marriagestill remains a ritualistic ceremonial bond. Itbinds two strangers through ritual and they abideby its social aspect. Although the western touchcan’t be overlooked but is challenging modeseems risky because it lacks social censure. Theceremonial marriage on the other hand is out aguaranteed anchor that carries the life ofSpouses smoothly.

The personal tuning matures onlythrough mutual understanding and perseveranceand once it is attainted. Marriage turns into aheavenly bliss. It is this place which everyspouse dreams and desire for and Shobhaa Demanaged to crystallize it through her fantasticand most promising books entitles spouse. Weadmire her for this accomplished work.


38 /

Demographical Study of the PrimitiveTribes of Chhattisgarh

The aim of the paper is to present the data regarding the status of the primitivetribes’ population in the state of Chhattisgarh, as in comparison to the other tribal statesof India. The paper also provides information not only about district wise population andsex ratio of primitive tribes in Chhattisgarh, but also about the sex ratio of the totalpopulation of the state. Chhattisgarh stands at the seventh place after Madhya Pradesh,Maharashtra, Orissa, Gujarat, Rajasthan, and Jharkhand from the point of view of popu-lation. If we go by the percentage of tribal population in each state, Chhattisgarh standsat the eighth place after Mizoram, Lakshadweep, Nagaland, Meghalaya, Andhra Pradesh,Dadar and Nagar Haweli and Manipur. Thus it can be said that the percentage of sched-uled tribes in Chhattisgarh is more than the other adjacent states like Madhya Pradesh,Maharashtra, Gujarat, Orissa, Andhra Pradesh, Uttar Pradesh and Jharkhand etc.

Introduction -

‘’India is the second biggest sub-conti-nent after Africa where maximum tribeshabitate. The format of “National Policy onTribal Groups 2006”, which was formulatedfor the first time in India, was released by min-istry of Tribal work on 21st July 2006. Theformat proclaims that there are 698 tribes (in-

cluding 75 primitive tribes ) in India and theirpopulation as per the data of 2001 is about0.44 crores I having 4.27 crores males and4.17 crores females. This is 8.2% of the totalpopulation of the country. (Shrivastava,2011).

Many provisions were made in the IndianConstitution for their over all development andthey were motivated to come forward to-


* Dr. Mahesh Shrivashtava* *Dr. Smt. Neelu Shrivashtava

*Asstt. Prof. of Economics Govt. B.S.B.A.College Dongargaon ( C. G.)**Asstt. Prof. of English Govt. Digvijay College Rajnandgaon( C. G.)




/ 39

wards development. In the fifth five year planthe government made a critical study of thedevelopment of these scheduled tribes and itwas found that the tribal groups have not beenbeneficiated much by these policies. So, manycommissions and committees have made rec-ommendations from time to time for their de-velopment after the study of these tribalgroups. Among them “The scheduled Area andScheduled Tribes Commission” is a prominentone, which is also known as “Dhewar Com-mission”. Later on, the planning commissionof Indian Government organized the studyteam on Tribal Development Programme(1969), which is also known as Shilu AOCommittee. It marked and identified 75 tribalgroups as primitive tribes on the followingbasis. 1. On the basis of low literacy 2. Pre-Agriculture Economy 3. Isolated Life-Style 4.Stagnant and decreasing population. The com-mittee termed all these tribes as Primitive Tribesand recommended for separate planning fortheir development. Both of these committeesand commissions have recommended for hun-dred percent grant from the center to imple-ment these planning for their all round devel-opment.

The five tribes, who have been identifiedin the fifth five year plan as primitive ones inthe undivided Madhya Pradesh, are Baiga,Pahari Korwa, Abujhmaria, Bhatia andSahariya. In the sixth and the seventh five yearplan, Kamar and Birhor tribes were also in-cluded in it. The general unified tribal devel-opment plannings were said to be insufficient

and separate agencies were made for theirupliftment.

‘’On November 1st 2000, the State ofChhattisgarh came into existence. There are18 districts in the state; Raipur, Mahasamund,Durg, Rajnandgaon, Kawardha, Bilaspur,Janjgeer Chanpa, Raigarh, Jashpur, Sarguja,Koriya, Narainpur and Beejapur. As per 2001census, the total population of chhattisgarhwas 2,08,33,803 and the population of sched-uled tribes is 66,16,596 which is 31.76 per-cent of the total population. Out of the totalscheduled tribe population of the country,8.44% live in Chhat tisgarh.(Shrivastava,2006)

Chhattisgarh Stands at the seventh placeafter Madhya Pradesh, Maharashtra, Orissa,Gujrat, Rajasthan and Jharkhand from thepopulation point of view. If we go by the per-centage of tribal population in each state,Chhattisgarh stands at the eighth place afterMizoram, Lakhshadweep, Nagaland,Meghalaya, Andhra Pradesh, Dadra andNagar Haweli, and Manipur. In other words,the percentage of scheduled tribes inChhattisgarh is more than the other adjacentstates like Madhya Pradesh, Maharashtra,Gujarat, Orissa, Andhra Pradesh, UttarPradesh and Jharkhand etc. Five tribes ofChhattisgarh; viz. Kamar, Abhujhmaria, PahariKorwa, Birhor and Baiga have been identi-fied as the primitive tribes by the Governmentof India.The number of tribal families in vari-ous districts is given in the following table -

Demographical Study....

40 / Demographical Study....District Wise Number of Primitive Tribal Families in the State

Table No. 1

Source- (Vaisnav,2008)The above table shows that in Chhattisgarh,

34203 families of primitive tribes live in 16 dis-tricts of the state. In two districts Durg andJanjgeer-Champa, their population is nil.Among these tribes, the maximum families be-long to Baiga Tribes. The Baigas mainly live inKawardha, Bilaspur, Koria and Rajnandgaondistrict. The 8365 Hill Korwa families mainlyreside in Sarguja, Jashpur and Korba districts.

Kamar tribe lives in Raipur, Dhamtari,Mahasamund and a very few quantity inKanker. There are total 5485 Kamar familiesin Chhattisgarh. The Abujhmariya tribe is foundin the Bastar, Narainpur, Beejapur andDantewada districts and total 3895 families ofthis tribe live in these districts. The least fami-lies are of the Birhor tribe i.e. 689, live mainly,in Raigarh and Jashpur districts. The sex-ratioof primitive tribe population is given here-

Number of Families

S.N1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.

DistrictRaipurDhamtariMahasamundKankerBastarNarainpurBijapurDantewadaKawardhaBilaspurKorbaJashpurRaigarhSargujaKoriaRajnandgaonDurgJanjgeer ChampaGrand Total

Kamar3369137867167

5485

Baiga

73403009

4445975

15769

Hill Korwa

5142987

4864

8365

Abhujhmaria

3895

3895

Birhor

8635397153

689

Total

3369137867167

3895

73403095867

3084153

486444459750000

34203

/ 41

The Status of Sex-Ratio of Primitive TribesTable No. 2

S.N.

1.

2.

3.

4.

5.

Primitive TribeKamar

Baiga

Pahari Korwa

Birhor

Abujhmaria

Male11474

34250

17394

1277

9602

Percent49.82

50.94

50.98

48.63

49.49

Female11559

32991

16728

1349

1799

Percent58.18

49.06

49.02

51.37

50.51

Total23033

67241

34122

2626

19401

Total

Percent

100

100

100

100

100

Ratio

1007

963

962

1056

1021

Total Population

Source- (.Govt. of Chattisgadha 2004)The above table clarifies that in Chhattisgarh,the maximum population is of the Baiga (67241)and Hill Korwa (34122). But among them themales outnumber the females and the sex-ratiois 963:1000 and 962:1000 respectively. An-other sad aspect is that when we see the popu-lation of the remaining three tribes in the de-

creasing order, they are Kamar (23033),Abhujhmaria (19401), and Birhor (2626).Among them the sex-ratio is 1007:1000,1021:1000 and 1056:1000 respectively. It isnoteworthy that the minimum population is thatof the Birhor primitive tribe, where the sex-ra-tio is 1056:1000, which is a good example notonly for the state but for the country also.-

Sex Ratio of Total Population of the State, ST & Primitive TribesTable No. 3

S.N.Male Percent Female Percent Total

SexRatio

Number of Families

Total Population

of the SateTotal

ST PopulationTotal Primitive

Tribe Population

1.

2.

3.

Name ofthe Tribe

10474218

3287334

73997

50.28

49.68

50.54

10359585

3329262

72426

49.72

50.32

49.46

20833803

6616596

146423

100

100

100

TotalPercent

989

1013

979


42 /

Source : (Vaisnav, 2007)The above table shows that out of the total

population of the state, which in 20833803,the sex-ratio is 989:1000, whereas the tribalpopulation, which is 6616596, this ratio is1013:1000 and the primitive tribal populationwhich is 146423, this ratio comes to 979:1000.It means among the tribal population, the num-ber of women are more than men, when wecompare them with the primitive tribe. It canbe said that the number of women is less thanthe males, (979:1000) in the primitive tribes.

ConclusionThe total number of primitive tribe is 146423

in Chhattisgarh, which is 2.21 percent of the to-tal tribal population. When we analyze the popu-lation of the primitive tribes, it becomes clearthat the maximum population is of the Baiga tribes(45.92 Percent). There after come Hill Korwas(23.30%), Kamar (15.73%), Abuhhmaria(13.25%) and Birhor (1.79%). The populationof women are more among Kamar, Birhor andAbhujhmaria tribe, whereas the men are morein the Baiga and Hill Korwa Tribe.

References1. Shrivastava Mahesh (2006). A Critical Study of The Govt. Programmes for the Economic Upliftment of Hill Korwas of Chhattisgarh, Unpublished Project Report for I.C.S.S.R. New Delhi.pp.01-02.

2. Shrivastava Mahesh (2011). The Effect of Government Programmes on the Economic Status of Baiga Tribes in Chhattisgarh, Unpublished Project Report for U.G.C. New Delhi.02-03.

3. Vaishnav T.K.(2007).Chhattisgsrh ka janjatiya paridrushya.tribal research and training insti tute, Raipur.pp.01-02.

4. Vaishnav T.K.(2008).Chhattisgarh ki Aadim janjatiyan..tribal research and training institute, Raipur.pp.47-49.

5. Govt. of Chattisgadha (2004). Vikas yojana, Deptt. of Scheduled caste and Scheduled tribe development.Raipur , pp.05-06.


/ 43

Reading Disabilities: Identification Causesand Remedial Strategies

There is a group of students, which though normally intelligent, may not excel inacademics. An invisible handicap does not allow the students to perform to their actualpotential .They remain a puzzle to the parents and teachers and referred to as ‘slowlearners ‘, under achievers of are called as learning disabled. Specific learning disabil-ity mean a disorder in one or of the basic psychological processes involve in under-standing or in using language , spoken or written which may manifest itself in animperfect ability to listen , speak or to do mathematical calculations. The awarenessamong such children that ‘I am good in something ‘boosts their self esteem. This in turnwill help the child to cope better with his remaining specific learning disabilities .Forthis; his other skills like music, dance, drawing, painting, sports are to be encouraged.Parents need to identify these skills in which their child excels and progress in theirlife...Adequate opportunities is to be provided to nurture their skills.

The most exciting ,confusing , and significantphrase ‘Learning Disability ‘have been broughtin to lime light in recent year .There is a group ofstudents ,which though normally intelligent ,maynot excel in academics . An invisible handicapdoes not allow the students to perform to theiractual potential .They remain a puzzle to the par-

ents and teachers and referred to as ‘slow learn-ers ‘, under achievers of are called as learningdisabled. Dr. Kirk (1963) introduce the phrase‘learning disability ‘ to describe children “whohave disorders in the development language,speech ,reading and associated communicationskills needed for social interaction .

*.Mrs . Bait Shaun,*Mr.Benudhar Pradhan

*Lecturer in Education, Govt. College of Teacher Education, Rourkela, Odessa.** , H .O.D. Education, Confluence College of Higher Education, Rajnandgaon C.G.





44 / Reading Disabilities....

Specific Learning Disability:Specific learning disability mean a disorder

in one or of the basic psychological processesinvolve in understanding or in using language ,spoken or written which may manifest itself inan imperfect ability to listen , speak or to domathematical calculations .Specific learningdisability does not include children who havelearning problems that are primarily the resultof visual hearing or motor handicaps ,or ofemotional disturbance or of environmental ,cultural or economic disadvantage . But Spe-cific learning disability is significant problemsof synthesizing organizing, and memorizing. Difficulties in reading spelling are termedas Specific learning disability or Dyslexia. Dif-ficulty in reading is also considered as one ofthe disabilities among the population. Readingdisability is found among people of all ages andin all socio economic classes .There are twokinds of dyslexia (a) Developmental phonologi-cal dyslexia –where one has a problem withnon- word reading .Non ward reading is onechanging the initial or middle letters of word .(b)Developmental surface dyslexia – where oneis difficulties in reading irregular words. Theyviolate English spelling to sound word rule .Ap-proximately 75%of student’s diagnosis withlearning disabilities manifest social skill deficitthat distinguish them from their non learning dis-abled peers. (Sridhar & Vaughn -2001)

The reading difficulties are not the result ofgeneralized developmental delay & sensoryimpairment .(Lundburg & Hoien ,2001 ;Mather & Goldstein , 2001 ) Written expres-sion disabilities and mathematics disabilities arecommonly found in combination with a read-ing disabilities. (American Psychiatric Associa-

tion, DSM-IV-TR, 2000)During the school years a child with non

verbal disability may experience difficulties inMathematics , science , printing and writing ,logical ordering and sequencing , organizinginformation, and non verbal social skills .(Rourke, 1989, Thompson, 1997) Reading isa complex process made up of several inter-locking skills and processes. (Tankersley,2003) Reading disability in the population isnormally distributed. (Rodgers ,1983 ; Shaywitz, Escobar ,Fletcher , & Makuch , 1992 ) .Theseverity criterion for reading disability is arbi-trary and varies somewhat across studies .The study reviewed below typically selectedsubject who were more than about 1.5 stan-dard deviation below the population mean (i.e.below the 10th percentile ) in their samplingareas .

Evidence from a number of family studieshas shown that if a child is diagnosed with read-ing disability, there is a higher than normal prob-ability that other family members will also bereading disabled. ( C .f .,Finucci , Guthrie ,Childs , Abbey , & Childs , 1976 ; Hallgren ,1950 ; Gilgar , Pennington , & Defries , 1991 ;Vogler , Defries , & Decker , 1985)

The exact probability seems to depend ona variety of factors, including the severity ofthe child’s reading disability and the type ofassessment from other family members ‘read-ing skills. For example ,when the parent’s di-agnosis for reading disability is based on selfreport ,the familial incidence tends to be lowerthan when the diagnosis is based on the directmeasurement of parents’ reading skills .(Gilgiret al .1991 ) .

Most studies of familial incidence first diag-

/ 45

nose a child with reading disability using a se-verity criterion that would identify 5-10 % ofchildren with normal intelligence and educationalopportunity then the investigator attempt to usea .similar severity criterion to diagnose readingdisability in the parents.

Evidence from the familial nature of readingdisability is based on parental rates that aresubstantially above the 5-10% rate estimatedfor the population .Hollis Scarborough (Per-sonal communication, 1997) Computed theaverage rate of reading disability among par-ent across eight family studies that include atotal of 516 families . The rate across studiesvaried from 25% to 60% with a median valueof 37%. All studies founds rate for readingdisability among parents of reading disabledchildren were significantly higher than expectedin the normal population .The median propor-tion of reading disability among fathers (46%)was slightly higher than the median proportionamong mother (335) .

A few studies have attempted to directlyestimate this prospective risk when parentaldisabilities are identified first. (Finucci,Gottfredson and Childs 19858) It is found that115 parent who had attended a special schoolfor disabled reader when they were children,36% reported that at least one of their childrenwere reading disabled.

Scarborough’s (1990) prospective studiesof children with one or two reading disabledparents found that 31% of the second gradechildren were eventually identified by readingdisabled by their schools. When the diagno-sis of reading disability was based onScarborough’s extensive test results showingthat reading was at least 1.5 standard devia-

tion below the population mean, the rate wastwice as high (62%). A higher than school iden-tification rate .When children are actually testedis a common result in large epidemiologicalstudies .(Colson , Forsberg , & Wise , 1994 ;Shaywitz , Fletcher , & Escobar , 1990) Incontrast , Scarborough found that only 5% ofchildren were reading disabled if both parentswere normal reader . Approximately 75% ofstudent diagnosis with learning disabilities mani-fest social skill deficit that distinguish them fromtheir non learning disabled peers. (Sridhar &Vaughn -2001). The reading difficulties are notthe result of generalized developmental delayor sensory impairment. (Lundberg & Hoien,2001; Mather & Goldstein, 2001) .Writtenexpression disabilities and mathematics disabili-ties are commonly found in combination with areading disability. (American Psychiatric Asso-ciation, DSM-IV-TR, 2000).

Identification of Children with ReadingDifficulty:

· Difficulty in distinguishing between letters.Ex. ‘b’ from‘d’ ‘I’ from ‘b M from W. etc

· Reluctance to read aloud.· A monotonous voice when reading (-no

rising or falling intonations).· Does not follow the stress, punctuation in a sen-

tence, paragraph and passage while reading.· Tendency to follow the text with finger

when reading.· Does not focus attention on the text while

reading; distracted or diverted by Surround-ings \ thought.

· Miss pronunciation of the words from thetext while reading.

· Lacks confidence and hesitates to read inclass.

Reading Disabilities....


· Unable to read the letters or identify thealphabets. As a result cannot read words andsentences.

· Reading comprehension is poor.· Takes more time to sound out a word.· In lower classes-unable to discriminate

between sounds.· Repeats certain words again and again

while reading.Factors Associated With Reading Dif-

ficulty: Anxious parents would like to know ex-

actly why their child is not reading or spellinglike other children there are several factor s ofcauses which are responsible for reading dis-abilities, out of which some are described be-low.

1. Neurological damage: Children with difficulties share several char-

acteristics found in persons with brain damagecaused by injury or infection. Neurological dam-ages can also occur during pre-natal and postnatal periods. Other factors like labor, prema-ture birth, use of drugs and alcohol are someof the variable associated with it. Throughneuroimagin technique it has been determinedthat there are subtle structural and functionalbrain differences in individual with learning dis-abilities. (Kibby & Hynd, 2001).

2. Maturational Delay: Bender, (1973) observed that if differen-

tial stages on the development of brain are de-layed, there occurs a maturational lag .Somesymptoms mentioned by Bender are –

· Slow maturation in language skill.· Delay in development of motor skills.· Visual –motor problems. De-Hirsch and Langford (1966) described

language deficits of reading, writing and spell-ing as developmental disturbances, reflectingan immature nervous system.

3. Genetic factors: Hallagren (1950) found that 88% of fami-

lies of dyslexia children showed similar learn-ing problems. Hermann (1959) examined dys-lexia in twins and reported that of the twelvesets of identical twins, all members were dys-lexics .Developmental differences of the brainassociated with learning disabilities are thoughtto be influenced by genetic factors. Geneticmakers for reading disabilities have been iden-tified on chromosomes 6and 15 (Kibby &Hynd, 2001). Learning disabilities may run infamilies, parents of a student with learning dis-abilities may indicate that they had similar learn-ing pattern in school .However it is importantto remember that parent’s learning disabilitymay manifest differently in the child.

4. Bio-chemical factors: Chemical play an important role in brain

activity .Absence or even excessive amount ofbio chemical substance, which result in readingdifficulties.

5. Nutritional deficiency: A growing child requires adequate nutri-

tion. Poor diet and severe malnutrition can re-duce the child’s abilities to read, write and learnor think by damaging inter-sensory abilities anddelayed development. Feingold (1976) sug-gested that some individual might react to thepresence of synthetic colors, preservatives, andother additives in foods. He claimed that, suchfoods increase hyperactive behaviors.

6. Environmental factors: Environmental factors can be categorized

in two aspects. Economical aspect, social and

/ 47

culturally deprived home .In economically de-prived homes, the child may not be exposed toadequate, sensory, linguistic and cognitive ac-tivities. An emotionally unstable home life maydeprive the child from any motivation to learn.Social and cultural environment are also causesfor reading disability .When there is no pos-sible interaction with peers ,friends or relatives,the child may not be able to develop his lan-guage which in turns affects his reading ,writ-ing or spoken language .In the case of tribalpeople or minorities ,the students do not haveexposure to the outer world ; as a result of theircultural deprivation ,they may experience learn-ing difficulties in language acquisition .

Other possible contributing factors includ-ing problems during pregnancy caused by theuse of tobacco, alcohol, and other drugs.Mother who smoke may be more likely tohave low birth weight babies who may be atrisk for a variety of problems. Alcohol and drugsconsumed by a mother during pregnancy trans-fer directly to the fetus. Environmental tonix arealso being investigated as possible causes forlearning disabilities. (Sousa, 2001).

7. School environment: Some researchers (Bruner , 1971) , (Coles

1987 and Durkin , 1980 ) believed that poorquality of teaching in schools can also causereading disability .Very often teachers them-selves are not equipped to teach a particularsubject .A poor teaching style not giving timeto the learner to acquire basic skills , movingfirst and failure to understand how best a childlearns ,use in appropriate material and curricu-lum are also the factors that lead to readingdisability .

Role of Teachers & Parents in helping

their children with reading difficulties: Reading is one of the important aspects of

language learning skills. Reading poses a chal-lenge not only to the learner but also to theteacher because it is not just a general abilitybut a composite of many specific abilities. It isgenerally perceived as a multidimensional skillinvolving perceptual, linguistic, cognitive andmotivational components.

Reading is an integral part of school work,fun time, sports and a host of other activities ofchildren and adult alike. So the pupils havingreading difficulty must not be ignored by theparents and teachers.

Teachers must motivate and show a posi-tive reinforcement towards the children. Spe-cial

Attention and care must be given to the childwho faces a problem with reading. “Being

Misunderstand is more tragic than having adisability.”

A teacher must show her kindness ,patienceand encourage the child who is found to be alittle

Poor in his /her performance or disability isfound in learning process.

Where a child sits in the classes is impor-tant .If he has a very poor concentration or isinclined to dream, he needs to be near theteacher so that his attention can be regaineddiscreetly, if necessary.

You are lazy : ‘You are not trying enough ‘‘,You are stupid ‘etc are some of the ways

Parents and teacher greet children with‘specific learning disability .

Guidelines for parents:Parents can give a child adequate reading

practice at home.



Encourage the child to read and it is best touse a book that the teacher suggests for read-ing. However, books with pictures are the bestas they are enjoyable.

Parents must help the child in reading anddiscuss what the book is about.

If a child misreads a word that does not af-fect the meaning of a word, ignore it. If he mis-reads a word that affects the meaning of thetext, encourage him to check the word that hereads.

If a child hesitate over an unfamiliar word,wait for a short time to see whether he man-ages to read it or not .If not encourage him tosound it out , else parents can read it loudlyand clearly .

At the end of reading, parents must discussthe text with the child. Ask for his opinion aboutthe story. It is a good idea to read the bookpage by page and observe the pictures.

Avoid negative comments.Remedial strategies:Remedial education is the main source of

treatment .It includesImproving visual discrimination.

Improving visual retention and visual se-quencing memory.

Improving listening skills.Improving auditory discrimination.Improving reversal problems etc.Conclusion:The children with reading disabilities are

acutely aware of their disability and feel sadabout it. In addition remarks like ‘lazy ‘‘not try-ing ‘etc makes their self esteem dip. This is turn-ing leads to psychological and behavioral prob-lems, depression etc.

The awareness among such children that ‘Iam good in something ‘boosts their self esteem.This in turn will help the child to cope betterwith his remaining specific learning disabilities.For this; his other skills like music, dance,drawing, painting, sports are to be encouraged.Parents need to identify these skills in whichtheir child excels and progress in theirlife...Adequate opportunities are to be providedto nurture their skills .To sum up, all theseprocedures when followed will help to reducethe intensity of disabilities in children , which inturn helps the development of children .

References:

American Psychiatric Association DSM-IV-TR (2000) . Diagnostic and Statistical Manual of Mental Disorders (4th Ed.) Washington, DC: Authors.Castles, Anne, Helen Datt, Javiar, Gaven and Richard. Olson, (1999). Varieties of Developmental

Reading Disorder: Genetic & Environmental Influences, Journal of Experimental Child Psychology, 72, pp. 73-94.Edutrack, (2009) Vol. No. 8, April, pp. 5-11.Finucci ,J .M. Guthrie ,J.T.Childs ,A.L. Abbey ,H.& Child, B.(1976) .Annals of Human Genetic , 40 , 1-23.Finucci, J.M .Gottfredson, L. & Childs, B. (1985) .Annals of Dyslexia. 35. 117-136.Gilgar, J .W.Pennington, B .F. & Defries, J .C. (1991) .Risk for reading disability as a function of family History in three family studies. Reading and writing. An interdisciplinary Journal .3. 205 –217.

/ 49

Hallgren, B. (1950) .Specific dyslexia (congenital wordblindedness), a clinical and genetic study. Acta Psychiatr Neurol. pp. 1-197.Harmann, K (1959). Reading disability: A medical study of Word-blondeness and related handi caps. Copenhegan, Denmark: Munksgand;Kibby, M .Y. & Hynd, G .W. (2001) .Neurological basis of learning disabilities .In D .P. Hallahan & B. K. Keogh (Dds). Research and global perspective in learning disabilities (pp. 25- 42 ) . Mahwah, NJ: Lawrence Erlbaum Associates.Kirk & Gallagher, (1963) .Educating Exceptional Children. 6thed Houghton, Mifflin Company, Bostan.Lundberg, I., & Hoien, T. (2001). Dyslexia and phonology. In A .J. Fowcett (Ed.), Dyslexia: Theory and good practice. Philadelphia: Whurr Publishers. Mahapatra, D Special Needs Children in Regular Classroom, Kalyani Publishers New Delhi.Mather, N., & Goldstein, S. (2001). Learning disabilities Challenging behaviors: A guide to Intervention and classroom management .Baltimore, MD: Poul H. Brookes Publishing.Olson, R .K.Forsberg. H. & Wise. B. (1994) .Genes Environment and the development of Orthographic skills .In V. W. Berninger (Ed). The varieties of orthographic knowledge .1: Theoretical and developmental issues. (pp. 27-71).Dordrecht. The Netherland: kluwer Aca demic Publishers.Rodgers, B. (1983) .The identification and prevalence of specific reading retardation. British Journal Of Educational Psychology. pp, 369-373.Rourke, B. (1989). Non verbal learning disabilities. The syndrome and the model. New York:Guilford Press.

Scarborough, H. S. (1990) .Very early language deficits in dyslexia children. Child Development, 61. 1728-1743.Shaywitz, S .E.Escobar, M .D.Shaywitz, B .A.Fletcher, J .M. & Makuch, R. (1992). Evidence That reading disability may represent the lower tail of a normal distribution of reading ability. New England Journal of Medicine. 326 pp, 145-150.Sousa, D. (2001) .How the special needs brain learns. Thousand Oaks, CA Corwin Press.

Sridhar, D. &Vaughn, S. (2001). Social functioning of students with learning disabilities. In D. P. Ring disabilities. Hallahan & B. K. Keogh. (Eds.). Research and global perspectives in Learning disabilities. (pp. 65-91) .Mahwah, NJ: Lawrence Erlbaum Associates.

Tankerslay, K. (2003). The threads of reading: Strategies for literacy development. Alexan dria, AV. Association for supervision and curriculum development.Thompson, S. (1997). Non verbal learning disorders. Moline, IL: Linguisystems. “Toward a Re search –Based Assessment of Dyslexia: Using Cognitive Measures to Identify Reading Disabilities “. Journal of Learning Disabilities 36, No. 6 (November/December 2003): 505-516.


50 /

Effect of Parental Education on AcademicPerformance of College Going Girls

Education is a primary need in the era ofglobalisation. Education not only gives insight,it also grooms the personality, inculcates moralvalues, adds knowledge and gives skills.In thisera of globalisation and technological revolu-tion, education is considered as a first step forevery human activity. It plays a vital role in thedevelopment of human capital and is linked withindividual’s well being and opportunities forbetter living (Battle and Lewis,2002). Besideschild’s innate ability many factors influence achild’s academic achievement.

Parental education is of vital importance inaffecting student’s educational achievements. Itis like a backbone providing confidence to stu-

80 college going girls of Bhilai township between the age group of 18 – 23 yearswere selected for the study. Survey was conducted with the help of questionnaire method.Information regarding educational level of their parents was collected. Academic per-formance, which is a part of educational growth was assessed by the percentage ofmarks obtained by the subject ,for the last three consecutive years.The study revealedthat academic achievement of adolescent girls with higher Parental educational levelwas significantly high.

*Asstt. ProfessorB.M.M Bhilai**Asstt. Professor B.M.M Bhilai

dents. Studies indicate that parental educationboosts up their children’s performance (Musratet.al, 2013).

According to The Land on review of edu-cation, well educated parents speak to andread to their children more than their less edu-cated peers. Better educated parents are morelikely to use complex language and a wider vo-cabulary with their children, therefore their chil-dren develop language skills, vocabulary andcognitive skills earlier. This provides academicsuccess to children.

Parent’s level of education is a factor in whattype of occupation they have? The more theeducation they have, the higher their earning


Received22 Sep.. 2014

Reviewed10 oct. 2014

Accepted15 Oct. . 2014

*Rupam ajeet yadav**Jyoti bala Choubey

Keywords – Parental Education, Academic performance.

/ 51

potential. People with more money can affordto live in more expensive neighbourhoods withbetter school. Children who attend betterschools have access to higher quality educa-tional opportunities. Being in a better educa-tional institution gives children a better chanceof academic success and achievement. Parent’seducational qualification is directly linked withthe language competence of their children

The influence of Parental involvement on astudent’s academic success should not be un-derestimated .Brain power and genetics playimportant roles but the determining factorcomes down to what kind of support systemshe has. Having one parent involved is betterthan having none at all.It has also been foundthat successful adults emerge from support-ive middle and upper class families.(Andrianes,2013)

Parents involvement in a child’s early edu-cation is consistently found to be positivelyassociated with a child’s academicperformance.Parent childinteractions,specifically stimulating and re-sponsive parenting practices have importantinfluences on a child’s academicdevelopment.(David R. et al,2010)

Academic achievement is a multidi-mensional and multifaceted phenomenon.

According to carler (1940) “The successin academic achievement acts as an emotionaltonic and any harm done to a child in the homeor neighborhood may be practically repairedby success in school or college. High achieve-ment in school or college builds self esteem

and self confidence which leads to better ad-justment with other groups.

Attainment of success causes children toset high and realistic goals for themselves. De-termining the correlation between Socio eco-nomic status and academic performance isimportant for all educators to understand, sothat all students can achieve their academicpotential. It can assist educators in determin-ing instructional strategies that will fit each in-dividual student.

Field studies indicate that the impact of pa-rental education on academic achievementmay change. It is considered that determiningthose family variables that affect student’s aca-demic achievement at the higher educationlevel may provide data for the micro andmacro level policies to be developed in orderto alleviate inequalities in education and in-crease quality.

By examining specific parenting practicessuch as parental involvement and education,Programmes may be developed for educa-tional reforms and initiatives.

MethodIn the present study 80 girl students study-

ing in various colleges of Bhilai township be-tween the age group of 18 to23 years wereselected for the study.

This study examined the ways in which aca-demic achievements are affected by parentaleducation. Data is collected from participantsthrough questionnaire. Statistical analysis wasdone, the results are presented in the table

Effect of Parental Education....

52 / Effect of Parental Education....

Table 1: Distribution of Subjects Accord-ing to Educational Status of Parents

(n=80)

Fig. 1: Bar Diagram Showing Distributionof Subjects According to Educational

Status (n=80)

S.No.

1.

2.

3.

4.

EducationalStatus

10th

12th

Graduate

Post Graduate

Total

No.

09

22

35

14

80

%

11

27

44

18

100

Table 2

Mean and S.D. of Academic Achievement of Selected Subjectson the Basis of Educational Status of their Parents (n=80)

Educational Status N Mean S.D.

10th 09 54.62 6.06

12th 22 58.12 6.54

Graduarte 35 63.26 6.73

Post Graduate 14 67.35 9.13

Total 80

/ 53

The F ratio of 8.37, an indicator ofeffect of educational status upon academicachievement of adolescent girls was foundto be statistically significant. It thereby

reveals that academic achievement ofadolescent girls differ significant lyaccording to educational status of theirparents at .01 level.

The results are more minutely examinedby the investigator by way of Least Significant

Difference Method (Posthoc ANOVA). Thesame is presented in table no. 2(b).

Table 2 (a)ANOVA SUMMARY

Source

Between GroupsWithin GroupsTtoal

df

037679

Sum ofSquares

1263.7003820.9025084.601

MeanSquares421.23350.275

F

8.37

Sig.

01


54 /

Table 2(b)Multiple Range Test Least Significant Difference Test with significance level 0.05

Comparison of Academic Achievement of Selected Subjects on theBasis of Educational Status

(*) Indicates significant differences at .05 level which are shown in the lower triangle10th 12th Graduate Post Graduate

Educational Status Mean10th 54.62 * *12th 58.12 * *Graduate 63.26 * *Post Graduate 67.35 * *


The statistical values presented in table2(b) gives following inferences- Academic achievement of adolescentgirls whose parents are post graduates wasfound to be significantly higher (Mean=67.35)as compared to academic achievement of sub-jects who are either 10th pass (Mean= 54.62)or 12th pass (Mean=58.12). The mean differ-ence of 12.72 and 9.22 respectively is statisti-cally significant at .05 level.- Academic achievement of adolescent

girls whose parents are graduates was foundto be significantly higher (Mean=63.26) ascompared to academic achievement of subjectswho are either 10th pass (Mean= 54.62) or12th pass (Mean=58.12). The mean differenceof 8.63 and 5.13 respectively is statistically sig-nificant at .05 level.- No statistically significant difference wasobserved in academic achievement of girlswhose parents are either 10th pass(Mean=54.32) or 12th pass (Mean=58.12).

References:-

Andrianes P.(2013) The effect of Parental involvement in School and Education , Infographic.

Batle J. and M. Lewis (2002) “The relative effects of race and socioeconomic status on academic achievement’’ Journal of Poverty 6(2) 21-35

David.R.T.,Susan P.K.,and Susan D.C.(2010) Parental Involvement and Student Academic Per formance; Journal of Prevention and Intervention in the community 38 (3) 183-197.

Musrat A,Sundus N,Faqiha N,fozia P and Ayesha S (2013) Impact of Parental education and Socioeconomic Status on Academic achievement of University students.International Jour nal of Academic Research and Reflection Volume 1 no 3

/ 55

Basic health Services in RuralAreas of the Chhattisgarh State

(With special reference to Arang block of Raipur district)

Introduction: After passing a decade of 21st century in

India, health remains a serious concern. AlmaltaDeclaration in 1978, it was announced by theend of the 20th century, every Indian will getthe gift of health. Units of measure mortalityand morbidity good health is nutrition and health

Present paper is a study of basic health services in rural areas of the Chhattisgarhstate. For the present study Raipur district has been taken as study area. Paper is basedon secondary data collected from various secondary sources. Findings of the study showsthat the status of basic health services in rural areas of Chhattisgarh state is belowstandard .The rural people are dissatisfied and health services is like apathetic publichealth services. Because of this dissatisfaction is so clear among the poor people andthe government has failed to protect the health of rural people. One of the anothersignificant findings is that due to poverty, illiteracy and lack of awareness the ruralpeople are not in the position to take advantages of govt. health services so that it isneed to aware rural people about health services.

depends on these indicators are some deter-minants such as food, drinking water, sanita-tion, shelter, clothing, education and health ser-vice.

India is a land of deep social and economicdivisions. However, the division of classes ismainly due to the asymmetry of this asymmetry

*Manisha Mahapatra* Anjana Khutiyare

*Professor Deptt.of SociologySociology Govt.D.B.Girls College, Raipur (C.G.)**Research Scholar Deptt.of SociologySociology Govt.D.B.GirlsCollege, Raipur (C.G.)





56 / Basic health Services....

on the division race, gender, age, religion,the role cannot be denied. Health conditionsmay be at a scale of these disparities. Aspira-tions of 75 to 80 percent of total population,the reality is so far from being. These peopledo not bother to eat more than they are over-weight or have trouble appetite. Calories perthree-quarter house where such work to thestandards (Health and Family Welfare:575).

Nutrition of sociology shows from 1998-99 to 2005-06 national family health survey,weighing between 0-3 years (under-weight)ratio of children is almost unchanged. This fig-ure is higher than those of Africancountries(Health and Family Welfare: 544).Than India are poor and underdeveloped. It isstartling is the fact that for them to call us andthese countries and the growth rate is the sameinstinct. In this context, China, Afghanistan,Sudan and Nigeria are performing better thanIndia. Yet 73 percent of the country’s popula-tion lives in villages than in cities where 15 per-cent of health services are not available. Ac-cording to the Union health ministry statistics inthe country six thousand people per 2083people, a doctor and a health worker must beavailable but 70 to 80 percent and 90 percentof physician health worker working in urbanareas. This may explain what the reality of therural health system is (Draft of rural mission2005)

For all Central Government Health Scheme2000 “National Illness Assistance Fund” set upthis fund to help those suffering from certainserious diseases that are living below the pov-erty line but for all selected primary health andhealth services for patients of health centers hastaken place now. Largely the responsibility of

the health government has now handed over tothe private sector (Budget 2011). The ongoingeconomic reforms since 1991 in the areas ofhealth life have had a profound effect on health(Planning in rural Ares).In India in 1978 (AlpytaDeclaration) signed by 2000 to get the sanato-rium was committed. I.c.s.s.r in 1981 andI.C.M.R. The alternative strategy of health forall by the joint panel titled A detailed reportwas prepared (Kurukshetra 2011: p, 53). In2005, the Indian parliament passed the Na-tional Rural Health Plan was adopted to achievethis goal but today eight years what is the healthstatus of the public is not hidden from anyone.Johan sol. Majn Bakh has said that in any coun-try where an ordinary citizen is pay the cost ofhealth services (Rural Health Plan: 2011). Risksin society increases, the country’s labor forcewill decline. An international organization ofhealth facilities throughout the world, has pre-pared a report on the matter. The 135th of 176countries according to the situation of India.France, Denmark, where the rich and the poorin those countries which have joined the differ-ence in features of the work, is the poorest aswell as the health facility receives the rich. Chad,Nigeria, Afghanistan, in those countries whereit is widest. Even though India is trying to be-come one but in term of health facilities closerthan we have underdeveloped countries. Mostof our children suffer the consequences be-cause their immunity is a lot of work and theycan die from common ailments. Such as thecommon cold or two weeks for agriculturaladult impairment, is the biggest cause of deathin young children. Immunity in children less thanone year of age has the highest infant mortalityrates because of health conditions for any so-

/ 57

ciety is an important barometer. Immunity inchildren one to five years is rapidly increasing.After that mortality is quite a task ( JananiSuraksha Programme Draft 2008 ). This re-port explains why India is such a huge differ-ence in the health facilities. According to thereport, 62 percent of their savings in Indianhealth facilities are forced to spend on the big-gest reason is that nearly 80 percent of India’shealth services in the private sector.

Malnutrition for the liberation of India andstate government in addition to joint and sev-eral state-level planning schemes and social ser-vice organizations are also. World Bank, WorldHealth Organization grant also gives millions tohealth even if malnutrition is not to leave India.Chhattisgarh state is better than some statesbut not good. Women and Child DevelopmentDepartment of the State’s annual budget is Rs14 billion. Even when in most countries of theworld today is still healthy and lack of medicalfacilities. Especially in countries where the ma-jority of the world’s people live. There is stillpressure of diseases and health facilities areinadequate (Dainik Bhaskar, 20 April 2010)this is the situation in Chhattisgarh.

Health status in Chhattisgarh State Policyand Plans-

Chhattisgarh state’s total population by theyear 2011 is 2.21 caror approximately 70percent of the population is associated withSTS. The dead are 91 children in 1000 totribes. 78 percent under the age of 75 yearssuffer from anemia. 18 percent of deliveriesare well trained. 28 percent of children lessthan 2 years of age go as planned vaccina-tion. 74 percent of the entire tribe inChhattisgarh, nearly 43 percent of women

suffers from anemia delivery young tribal tra-ditional manner diarrheal disease in childrenis key. Lack of information about it is foundand treated. In 2000, after becomingChhattisgarh, health facilities in tribes such asthe play’s run health program that will runMitanin program (C.H.W.) are inspired. Hopein the future (Agricola social health activists )as soon as the state government Mitanin pro-gram Matrity mortality in 2001 was 85 perthousand to 64 per thousand in 2005, suc-ceeded in bringing him.

In 2006, the Chhattisgarh governmentcreated by the collective health and popula-tion policy, the policy underscores the expan-sion of health facilities; particularly in tribalareas is low due –

1. Enhancing health services in rural areas.2. Methods of institutional deliveries.

3. Conscious of family planning in rural andsmall families tells importance.

4. The National Rural Health Mission,Chhattisgarh Government on 15 July 2008under the scheme of Children Introducedto the heart of one poor child under the ageof 15 years of free medical care, includingsurgery of the scheme in the state’s out-standing private institutions Authorized un-der the plan are made by private institutesetc. The Chhattisgarh government haslaunched a 3-year medical program.

In the areas of basic health services inChhattisgarh Rural status is known to the Stateof Chhattisgarh in Raipur district in the 2011census most of the population is 40 million. 76.76percent of the rural population and rural popu-lation in Raipur district is 63.51 percent (Gov-ernment of India, 2013, p.340).

Basic health Services....


According to statistics in Chhattisgarh re-mains high maternal mortality rate and infantmortality rate has decreased. The historical lackof Chhattisgarh distinguished J.R.D. Tata Me-morial Prize has been found. Similarly, theChhattisgarh state government to improve thestate of health policies and health plans areimplemented (National population policy,2002)

Health check-up camps Plan - Factories forworkers and their families organized a freehealth check-up camps and Vishvkrma acci-dent gratia is paid on death and burial assis-tance. Construction Workers 18 to 60 years iseligible for the scheme and Rs 25,000 on hernormal death Rs 100,000 to Rs 5,000 on fu-neral and accidental death and physical disabil-ity by the government is Rs 75,000 (Health andFamily Welfare 2005, p.453)

108 Sanjivani Express - It was launched in5 January 2011 to Raipur and Bastar. In theevent of emergencies (medical, police, fire) isa service provided for free (Health and FamilyWelfare 2005, p.458)

Health Corps Ambulance Service - Thisservice has been started on the lines of lifesav-ing ambulance Bastar not reach the remote vil-lages where there four wheeler vehicle ambu-lance corps for the health service has beenstarted.

Sanjeevani Fund- Heart disease, cancer,kidney transplant etc. The funding for the treat-ment of serious diseases is given maximum as-

sistance of Rs 1.50million.Ayurveda Gram- Plan to promote Ayurveda

in villages has been conducted.Village Health Committee- All committees

cleanliness Rs 10,000 per annum is providedby government and hospital committee hasbeen improved lamp life.

Sickle cell disorder Planning Program - Thescheme was launched in 2004-05. Biochemis-try Department of Medical College in Raipurfor sickle cell screening project has beenlaunched separately. For cancer patients Dr.Bhim Rao Ambedkar Hospital in Raipur-art lin-ear accelerator and C.T. Sekyuletr machine isavailable. The state of Chhattisgarh during con-struction per ten thousand has the effect of lep-rosy. Here are 7 hospitals in which the 3rd Dis-trict Hospital, Durg, Bilaspur and Ambikapurand 4 community health centers Bilha,Khairagarh, Kurud and Manendragarh got theISO 9001: 2008certification for the quality ofservices. The first hospital in Korba district andthe district has received this certification. 3 theMedical College Raipur, Bilaspur, and inJagldlpur and is proposed in Raigad(Chhattisgarh human development report 2012)

Reducing infant and maternal mortality in thestate of Chhattisgarh the rate of malnutrition towork to educate the community to learn aboutnutrition nutrition and health facilities through-out the state sought to increase vaccination andhealth education for the girl child or teenagerwomen and child development associated with

S. No Maternal mortality in Chhattisgarh Infant mortality

1. 2000-2001 470 per million 2001 79 per thousand2. 2001-2011 335 per million 2011 54 per thousand3. 2012 100 per million 2012 30 per thousand

/ 59

many different Plans are being implemented bythe Government of Chhattisgarh. The follow-ing is-

Girls Prosperity Plan- Implementation of theplan to have high social attitudes towards girlsand girl child feticide and female literacy is toencourage less (Dainik Bhaskar April 18,2012)

Kishori Shakti Yojana - The scheme of 11to 18 years young girls aware of the symptomsis to provide information.

Ayusyamti Plan- Under the scheme provideshealth services to the rural landless women.

Maternal cottage plan- Under this schemeorphanage for destitute women and orphansare provided.

Nari Niketan Plan - The planned 16 yearsof age or older, abandoned and destitutewomen for women.

Mamata Scheme- The scheme was intro-duced 1 July 2007. The 0-6 year olds andShishuwati expectant mothers and women ofthe free vaccination and nutrition and healthservices are made ??available.

Janani Suraksha Yojana - Janani SurakshaYojana under the National Rural Health Mis-sion is the name of expectant mother’s safedelivery. The plan to reduce infant and mater-nal mortality rates is being implemented. Theobjective of the scheme is to facilitate institu-tional deliveries of poor pregnant women.Chhattisgarh, August 15, 2011 launched thescheme in all government hospitals have beenadopted and as well as free to come and leavethe house with the hospital to arrange for de-livery under the scheme is carried out.

Mhtari Lika Health Day- Under the set ofall primary health centers, day a week serviceis on the female doctor.

Nava jatan yojana- The plan is to start from

January 24, 2012 by the District Kondagaon.Its main purpose was to prevent malnutrition.

Chief Minister Child Heart Protection Plan-The scheme began in July 2008 suffering fromheart disease is a disease of children 1 to 15years to arrange free operation. Yet approxi-mately 1,500 children have been operated suc-cessfully.

Chief Ministers Child Hearing Plan - Theplan is to start from April 6, 2010 after chil-dren who cannot hear, sounding machines toremove those children’s hearing problem planhas been triggered. The hearing-impaired chil-dren under ear implant are within the compiler.Dr. Bhim Rao Ambedkar This feature only gov-ernment hospital in Chhattisgarh in Raipur. Thisis innovative in the country of Chhattisgarh.

Sapling Scholarship Scheme - The schemeis applicable from 2010 in which workers reg-istered beneficiary’s son - daughters have firstclass marks awarded.

Child labor Education Plan - The schemeis applicable from 2010 Adyanrt children an-nually in the child labor schools uniforms, schoolbags, shoe, stocking, belt, tie and card 1000 /- is given to the value of Rs.

Indira Gandhi Maternity Support Plan- Thestate government in two districts Dhamtari andBastar has decided to initiate the plan. Underthis scheme, the period of 6 months of preg-nancy and childbirth in women beneficiaries Rs4000 will be given in three phases.

Strong Plan – Smekit Bal Vikash Yojana em-power teen girls 5 districts of the state of Bastar,Raipur, Rajnaadgov, Raigarh and Surguja RajivGandhi Kishori strong empowerment schemehas been introduced.

In 2002 national health policy objectives forthe nation’s public health is to achieve M ac-ceptable standard. In keeping consistent with



the broad objectives of the Eleventh FiveYear Plan for the people, especially the poorand disadvantaged people have set a target ofachieving good health. A well-structured three-tier public health infrastructure in the country islocated in rural and semi-urban areas, com-munity health centers, primary health centersand sub-centers and along with it almost ex-clusively located in urban areas that providetertiary and medical debate hospital and medi-cal college has multiple special knower. Thehealth of the network infrastructure to improvehealth indicators is credited to receive the mas-sive health facilities.

By 2012-13, the allocation for health ser-vices in the public sector, the successful threepercent of GDP. During the current year in-crease in funding for health conscious and vig-orous efforts are also being carried. Nationalrural health mission in this direction is the waterthrough which public health in rural areas andmajor qualitative discussion aims to improvestandards of health.

Prime Minister’s health care plan to pro-vide treatment under the extreme specificityHealth facilities in medical colleges in 13 statesand has begun work to upgrade infrastructureis excessive. Improving life expectancy ratesand changes in life styles is growing burden ofnon-communicable diseases. The treatment ofthese diseases at the level of community healthcenters, etc., to arrange for the provision. Gov-ernment in rural areas to provide basic healthcare is to conduct multiple missions andschemes. National Rural Health Mission(N.R.H.M.) to the poor families in remote ru-ral areas, accessible, affordable and qualityhealth services responsive to the Hon’ble PrimeMinister was started on April 12, 2005 by (Pov-erty alleviation in India , 2007)

National Common Minimum Programmed,

focusing on primary health services in the healthsector expenditures on successful domesticproduct in 2005, up from 0.9 percent in 2012,has agreed to grow 2-3 percent. 17 NationalRural Health Mission for services estimated toincrease results by reducing the infant mortalityrate to 30 per thousand births M. M. R and Treduced to 100 per 1 million births. F. R. Therewas reduced to 2.1 by 2012.

In health services delivery system in thecountry to strengthen the 7432 physicians,7063 specialists, physicians Ayush 11 575, 60268 A N M, 33 667 staff nurses, 21 740 Paramedical personnel and Para-medical person-nel have been involved Ayush 4616. Humanresources in the health services sector to in-crease (Rural health trinity mission, 2012:243)

Health services more useful and qualitativehope to make the most of the program has beenrun By March 2011, 8.49 million of which thecountry hopes and link workers have been se-lected (Health and Family Welfare, India:2013)

Reinforcement and upgrading of health ser-vices aimed to build structure during the past 6years, various health services in sub-health cen-ters were 17 388 and 22 139 new construc-tion and renovation projects have been con-cluded (www.icrer.org)

Facilities available at all times to make high-level health facilities and referral services pro-vided under these facilities, 69 107 primaryhealth centers Working at all times is to pro-vide health facilities. The first referral health fa-cilities (F R U) in 2691 as executive built units(Education and health in India, 2006)

Mobile medical units and emergency re-sponse services through mobile medical unitsin 642 districts, 461 districts made ??less. Car-riages mobile medical units in the country in1787 are designed as an executive. 108 callcenter based services today is working in 11

/ 61

states (ibid: 2006) 33 149 patient welfare com-mittees under the community participation inhealth centers have been created. 483 millionhas created specific health sub-centers at thevillage level (Planning Commission of India2003:98)

Through RCH services, in 2010-2011 thenumber of women benefiting from JS Y was113.39. In 2008, the infant mortality rate was53 per one thousand live births, one thousandbirths in 2009 to 50 per cent has occurred (Aprimary health policy and health aware-ness:200)

Janani Shishu Suraksha program of healthfacilities by pregnant women in rural and urbanareas to provide completely free and cashlessmedical facility was provided in the June 1,2011 including normal deliveries and caesar-ean and sick newborns (up to 30 days afterbirth) of features also provides for thetreatment.(Health and Family 2012:200)

Government to provide more health track-ing system created in order to know the motherand child, including telephone number to pro-vide all the information about mothers (Healthand Family:2012, P.211)

Similarly, in January 2010 by the Govern-ment to eradicate polio by the first bivalent oralpolio vaccine been initiated. In 2009, there were741 cases of polio were left in 2010 to 42 percent. In 2011, only one case of polio has untilMay, while during the same period in 2010,there were 21 cases (Health and Family:2012,P.230).

A measles vaccination-related activity acrossthe country in addition to the Government ofIndia, the beginning of the second dose was80 percent lower than the supplementary vac-cination coverage was initiated activity. Hepa-titis B vaccine first launched in 10 states waslater extended to the entire country. Penta va-

lent vaccine containing Hib combinations inwhich the DTP Plus in two states, Kerala andTamil Nadu who were introduced on a pilotbasis under which covers 14 million children.Newborn babies’ (Health and Family:2012,P.233). newborn babies’ objective to facilitategreater health in the basic medical practitioners,nurses and midwives to train newborn careprogram (N S S K) has been started. HopeFor Home-based newborn care module 6 and7 has been launched(India 2011:520).

To improve maternal deaths in health facili-ties lane Review & Adolescent health throughprograms such as the Government has assessedthe causes of maternal mortality And adoles-cent girls to promote menstrual health and clean-liness has launched a new scheme.

Public Health to improve health facili-ties under the national, state and sub-districtlevels, in the framework of National RuralHealth Mission prevention and control of dis-eases the control is similar to programs. Bornediseases such as malaria, dengue Black feverVishnu effective treatments for diseases longfor freedom from Klik Neton insecticide, rapiddiagnostic kits Knjineshn quick check equip-ment and Militikosin Oral Drug Therapy Hasbeen launched (Government ofChhattisgarh:2012) To control the population,family planning-related services health centersappointed day came as short and long termmeasures of difference I U D Promoting throughASHA workers have been distributing contra-ception.

To deliver basic health services in rural ar-eas, the government in the health sectors is soconstant effort. But so many people still do notreceive health benefits. Providing health ser-vices to all efforts are made to keep thegovernment’s purpose. Under the poor,women, SC and ST and BPL families in the



larger hospitals, treatment facilities are pro-vided free. But despite living above the pov-erty line in our country is such that many peopleare just so unhealthy living because they haveno money for treatment.

So much can be said with claims from gov-ernment to government hospital facilities pro-vided to Applicable should be undertaken sothat the integrity of the country can take on anyexcellent private hospitals.The question arisesif the government provided all facilities to pub-lic hospitals are claimed to so finally, why thepatient requires treatment in private nursinghomes have to? This question answer not onlythe government but also society is collectivelyexplores.

Ministry of Health and Family Welfare, pre-vention and control of major communicableareas and traditional and indigenous medicalpractices progress been implementing various

programs at the national level, but governmenthealth facilities are taking advantage of the vil-lage is 16.33 percent. 83.67 percent of ruralpeople due to lack of information, lack ofawareness Due to the inordinate delay in treat-ment do not take advantage of these facilities.Hundred percent of rural people in his villagewhich modern public health clinic for medicaltreatment such as medical care system of mod-ern upgrade machines Good doctors and clin-ics fully equipped and cheap treatment is con-sidered necessary in the village. Currently be-ing provided by the Government’s health fa-cilities which is 80.88 per cent and 19.12 percent of people say low-level health facilities itconsiders the level is medium. The governmenthealth facilities and 96.4 percent higher so farfrom being the star of the rural population re-ceives health services are not satisfied with thepresent.

References:Vishvanath L.R.; (2012) Health and Family Welfare: Government of India, Publications Divi sion, Ministry of Information and Broadcasting,p. 575

Vishvanath L.R.; (2012) Health and Family Welfare: Government of India, Publications Divi sion, Ministry of Information and Broadcasting, , p.245

Draft Report Rural Health Mission, (2005), www.moprd.nic.in

Budget ,( 2011), www.mof.nic.in

Sharma, Nilam; (2011) The wellness facilities planning in rural areas, Vikash Publishing House New Delhi, March , p. 43 Singh Ashis: (2011) Rural Health System in India : Yojana Publication Division Ministry of Information of Board Casting, February,p.53

Morya K.R.; (2011) Rural Health Plan Facilities : Yojana, Publication Division Ministry of Information of Board Casting, March p.18

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Kapoor Simmy; (2013) Health and Family Welfare :Janani Suraksha Programme, India Govt. of India Publication Division, p. 287.

Singh Surjit; (2010) Polio Eradication Program in India, Dainik Bhaskar Newspaper April 20, , p.06

Kapoor Simmy; (2013) Health and Family Welfare: India, Ministry of Information & Broad casting, Government of India, p.430

National Population Policy (2002), www.nhp.gov.in/national-population-policy-2002.

Kapoor Simmy: (2013) Health and Family Welfare: India –, Ministry of Information & Broad casting, Government of India, p.453

Kapoor Simmy: (2013) Health and Family Welfare: India , Ministry of Information & Broad casting, Government of India, p.458

Chhattisgarh Human Development Report (2012) . www.imgchange.org/elocs/chhat_ chapt-189

Singh Aman; (2012) Health facilities in Chhattisgarh: Dainik Bhaskar News Paper, April 18,2012 p.04

Abdul Azziz; (2007) Poverty alleviation in India, Ashish Publishing House, New Delhi p.147

Basu & Basu; (2011) Women’s economic status and infant mortality: Article case of India, p.04

Baliwalla Lata Shree: (2004) Importance of Women’s Empowerment, Aashish Publication New Delhi- p. 95

Vishwanath L.R.; (2012) Rural Health trinity of mission: India, , Ministry of Information &Broadcasting, Government of India, p. 343

Kapoor Simmy : (2012) Health and Family Welfare: India, Ministry of Information & Broad casting, Government of India, P.544

Ahluwalia Ishwer: Social Sector Development: A perspective From Punjab www.icrer.org

Ahemad Mohammad, Bhakt Rav Shankar; (2006) Education and health in India: , Annual Con ference of the Indian Economic Association, Vol.2, p.56

Ahemad Mohammad, Bhakt Rav Shankar; (2006) Education and health in India, Annual Con ference of the Indian Economic Association, Vol.2, p.58


64 /

Government of India (2003),Planning Commission, Report p.98, www.planningcommission.nic.in

Khedker A., Nagendra Shailja.; (2012) A primary health policy and health awareness, BOD Publication Jaipur, , p. 200

Vishwanath L.R.: (2012) Health and Family Welfare: India Government of India, Publications Division, Ministry of Information and Broadcasting p. 200

Vishwanath L.R.: (2012) Health and Family Welfare: India, Government of India, Publications Division, Ministry of Information and Broadcasting, p. 211




Ministry Government of Chhattisgarh, (2012) Health and Family Welfare, :www.health.cg.gov.in


/ 65

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*MkW- Hkkjrh oekZ

bl ifjorZu”khy fodklksUeq[kh ;qx esa m|ksxksa ds ogn Lo:Ik dks ns[krs gq, fofo/k

izdkj ds :>ku] {kerk :fp ,oa O;fDrRo dh dq”kyrk okys deZpkfj;ksa dh vko”;drk

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:fp ,oa :>ku j[krs gksa rFkk dk;Z esa vkus okyh ck/kkvksa dks vius foods ls lek/kku

dj ldus dh {kerk j[krs gksaA bl leL;k dks nwj djus ds fy, fofHkUu izdkj dh

izfr;ksxh ijh{kkvksa dk vk;kstu fd;k tkrk gS] ftuds ek/;e ls fofHkUu m|ksxksa] O;olk;

,oa dk;Z ds fy, mfpr izR;kf”k;ksa dk pquko fd;k tkrk gSA bu izfr;ksfxrkvksa esa

lQyrk dk laca/k ckydksa ds Hkkoh thou ls gksrk gSA ,slh ifjfLFkfr esa fuf”pr :Ik ls

f”k{kk dk mn~ns”; izfr;ksfxrk ds fy, vPNs fo|kFkhZ rS;kj djuk gSA bu ijh{kkvksa esa

izfr;ksfxrkvksa dh lQyrk mudh ckSf)d] rkfdZd ,oa xf.krh; {kerk ds vuqlkj gksrh

gSA vr% bu ijh{kkvksa esa ogh fo|kFkhZ lQy gks ldrk gS ftudh xf.kr dh fu’ifŸk mPp

gksus ds lkFk&lkFk ckSf)d] rkfdZd rFkk leL;k&lek/kku dh {kerk Hkh vPNh gksA

orZeku le; esa gekjs thou dk gj igyw xf.kr ls tqM+k gqvk gS fnu dh “kq:vkr ls

ysdj jkr rd gesa le; dh vko”;drk gksrh gS tks fd xf.kr ij vk/kkfjr gSA m|ksx]

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66 / fo|kfFkZ;ksa dh leL;k----

izLrkoukO;fDr dks vius nSfud thou esa fHkUu&fHkUu

izdkj dh leL;kvksa dk lkeuk djuk iM+rk gSAokLro esa tc fdlh ifjfLFkfr dks fu;af=rdjus ds fy, ml ifjfLFkfr ls dksbZ Li’V ladsrugha feyrs gSa rc og ifjfLFkfr ,d leL;k cutkrh gSA ekuo vius lEeq[k mRiUu gqbZ leL;kdk lek/kku djuk pkgrk gSA dHkh&dHkh leL;kdk lek/kku vdLekr fey tkrk gS rFkk dHkhleL;k&lek/kku esa vusd dfBukbZ vkrh gSAfiufVªd ¼Pintrich, 1999½ ds vuqlkj leL;klek/kku y{; dh izkfIr esa ck/kd izrhr gksusokyh dfBukbZ;ksa ij fot; izkIr djus dh izfØ;kgSA cUMwjk ¼Bandura, 1997½ ds vuqlkj &leL;k lek/kku og izfreku gS ftlesa rkfdZdfpUru fufgr gksrk gSA xksfoUn¼Govind, 1999½ds vuqlkj & leL;k lek/kku og izfØ;k gSftlesa izkFkfed ifjfLFkfr;ksa ls izkjaHk dj okafNry{; rd igq Wpuk visf{kr gSA Hkkj}kt¼Bhardwaj, 1999½ ds vuqlkj & leL;klek/kku ltukRed vf/kxe O;ogkj gS D;ksafdl‘tukRedrk izR;sd vf/kxe O;ogkj esa ughafeyrh gSA ,Mel¼Adams, 1997½ ds vuqlkj &le>uk dk rkRi;Z gS leL;k dk vkarfjdizfrfuf/kRo vFkkZr~ laKku ds Lrj ij leL;k dslHkh i{kksa dh ,slh izLrqrh dh O;fDr ds fy,mlds lHkh vo;o ;k ?kVd ,d nwljs lslacaf/kr gSaA

leL;k dks le>us ds fy, O;fDr mldslHkh ?kVdksa ij ckjh&ckjh ls vo/kku dsfUnzrdjrk gS vkSj mlds lHkh laca/k rkRi;ksZa ,oami;ksxksa dk Lefr ls iqu:)kj djrk gSAleL;k ds lHkh ?kVdksa dks ekufld Lrj ij

izfrfuf/kRo nsus ds fy, vusd mik;ksa dk lgkjkfy;k tkrk gSA dHkh&dHkh ?kVdksa dks izrhdksa ds:Ik esa cny dj xf.krh; <ax ls muds laca/kksadks le>k tkrk gS leL;k lek/kku dh fof/k;kWagS & vulh[kh] iz;kl ,oa =qfV] varn`f’VokD;rkRed Hkk’kk] oSKkfud bR;kfnA

f”k{k.k vf/kxe izfØ;k ds }kjk Nk= us fdllhek rd viuh “kfDr;ksa vkSj ;ksX;rkvksa dkfodkl fd;k gS ;g mldh “kSf{kd fu’ifŸk dklwpd gSA ek ,oa fd”kksj ¼Ma & Kishor, 1997½ds vuqlkj & “kSf{kd fu’ifŸk dk rkRi;Z Nk=ksa}kjk vftZr Kku] dkS”ky vkSj ;ksX;rk dh ek=kls gSA fiufVªd ¼Pintric, 1999½ fu’ifŸk ijh{k.kdk rkRi;Z ,sls ijh{k.kksa ls gS tks ,d fuf”prle;kof/k ds izf”k{k.k ds Ik”pkr~ fdlh {ks=fo”ks’k esa O;fDr ds Kku dk ekiu djrs gSaA

jk; ¼1982½- us ltukRed rFkk l‘tufgufo|kfFkZ;ks a dk leL;k&lek/kku {kerk dkv/;;u fd;k vkSj ik;k fd nksuksa ds chpleL;k&lek/kku {kerk esa lkFkZd varj gSAFkhUM ¼1990½- us xf.kr esa leL;k&lek/kku{kerk ij vfHkHkkod dh f”k{kk rFkk O;olk;izHkko ij v/;;u fd;k vkSj fu’d’kZ fudkyk fdekrk dh f”k{kk dk ckyd ds leL;k&lek/kku{kerk ij izHkko iM+rk gSA lksuh ¼1991½- us ik;kfd foKku fo’k; ds Nk=ksa dh leL;k&lek/kku;ksX;rk vU; fo’k;ksa ds fo|kfFkZ;ksa dh vis{kkrqyukRed :Ik ls vf/kd gSA ystVZ ¼1993½- usxf.kr esa leL;k&lek/kku ds fofHkUu igyqvksaij fjiksVZ izLrqr fd;k vkSj Li’V fd;k fdleL;k&lek/kku ds jkLrs esa Nk=ksa ds djus esaNk=ksa ds chp O;fDrxr varj gSA fQfyIiq ,oafØLVks ¼1998½- us xf.kr dh vfHkofRr ij f”k{kdksa

/ 67

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ds leL;k lek/kku {kerk dk xf.kr dh fu’ifŸkij dksbZ izHkko ugha ik;k tk;sxkA

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H3 - Lkh-ch-,l-bZ- cksMZ esa v/;;ujr~ vaxzsth

ek/;e ds fo|kfFkZ;ksa ds leL;k lek/kku dkxf.kr dh fu’ifŸk ij dksbZ izHkko ugha ik;ktk;sxkA

vfHkdYi ,oa U;kn”kZ &izLrqr “kks/k dk;Z dk eq[; mn~ns”; lh-ch-

,l-bZ- esa v/;;ujr~ fo|kfFkZ;ksa dh leL;k lek/kku {kerk dk xf.kr dh fu’ifŸk ij izHkko dkv/;;u djuk gSA bl mn~ns”; dh iwfrZ gsrqNŸkhlx<+ ds nqxZ ftys ds fHkykbZ uxj dks pqukx;kA ftlesa ls lh-ch-,l-bZ- dkslZ pyus okysfgUnh ,oa vaxzsth ek/;e ds fo|ky;ksa ls 40&40fo|kfFkZ;ksa dk p;u fd;k x;kA bl izdkj dqy80 fo|kfFkZ;ksa dks ;knfPNdh fof/k }kjk pqukx;kA bl gsrq d{kk 8oha esa v/;;ujr~ Nk= ,oaNk=kvksa dks lfEefyr fd;k x;kA

midj.k &leL;k lek/kku {kerk o xf.kr dh fu’ifŸk

dk ekiu djus ds fy, ,y-,u-nqcs }kjk fufeZrleL;k lek/kku {kerk rFkk xf.kr dh fu’ifŸkds ekiuh dk iz;ksx fd;k x;kA leL;klek/kku {kerk ekiuh esa dqy 20 iz”u fn;s x;sgSa ftlds pkj laHkkfor mŸkj Hkh fn;s x;s gSaizR;sd iz”u dk lgh mŸkj Øekad mlds lkeusfn;s x;s [kkus esa fy[kuk gS bls iw.kZ djus gsrq40 feuV dk le; fu/kkZfjr fd;k x;k gSA lghmŸkj ij ,d vad rFkk xyr mŸkj ij 0 vadfn;k x;kA blh izdkj xf.kr dh fu’ifŸk ekiuhesa dqy 30 iz”u gSaA 10 iz”u vadxf.kr ds] 10iz”u chtxf.kr ds rFkk 10 iz”u js[kkxf.kr dsgSaA vadxf.kr o chtxf.kr ds iz”u dk mŸkjgy djds fy[kuk gS rFkk js[kkxf.kr ds iz”udk mŸkj gkWa ;k ugha esa nsuk gS bls iw.kZ djus dsfy, 1 ?kaVk dk le; fu/kkZfjr fd;k x;k gSA

fo|kfFkZ;ksa dh leL;k----

68 / fo|kfFkZ;ksa dh leL;k----

lkj.kh Øekad&1

lh-ch-,l-bZ- esa v/;;ujr~ fo|kfFkZ;ksa ds xf.kr dh fu’ifŸk dk e/;eku rFkkizekf.kd fopyu

F dk eku 4-88 gS tks fd 0-01 Lrj ij lkFkZdgS vFkkZr rhuksa lewgksa esa lkFkZd varj gSA izR;sd nks lewgksaesa lkFkZd varj gS ;k ugha ;g ns[kus gsrq U;weSuD;wyijh{k.k dk mi;ksx fd;k x;k] ftlds ifj.kke ls Li’VgS fd rhuksa lewgksa esa vUrj lkFkZd FkkA vr% “kwU; ifjdYiukvLohdr gksrh gSA ifj.kke izekf.kr djrk gS fd lh-ch-,l-bZ- cksMZ esa v/;;ujr~ fo|kfFkZ;ksa dh leL;k lek/kku{kerk dk xf.kr dh fu’ifŸk ij lkFkZd izHkko iM+rk gSA

Lkh-ch-,l-bZ- cksMZ esa v/;;ujr~ fgUnh ek/;e dsfo|kfFkZ;ksa dh leL;k lek/kku {kerk dk xf.kr dh fu’ifŸkij lkFkZd izHkko ns[kus ds fy, leL;k lek/kku {kerk dsvk/kkj ij mPp o fuEu lewg cuk;s x;s rFkk mudkxf.krh; fu’ifŸk esa e/;eku ,oa izekf.kd fopyu dhx.kuk dh xbZA ;g varj lkFkZd gS ;k ugha Kkr djus gsrqOne Way ANOVA dk iz;ksx fd;k x;kA ifj.kkelkj.kh Øekad 2 esa n”kkZ;k x;k gSA

lkj.kh Øekad&2lh-ch-,l-bZ- cksMZ esa v/;;ujr~ fgUnh ek/;e ds fo|kfFkZ;ksa ds xf.kr dh fu’ifŸk

dk e/;eku o izekf.kd fopyu

lgh mŸkj ij 1 vad rFkk xyr mŸkj ij 0vad fn;k x;kA

lkaf[;dh; fo”ys’k.k ,oa fu’d’kZ &lh-ch-,l-bZ- es a v/;;ujr~ fo|kfFkZ;ksa dh leL;k

lek/kku {kerk dk xf.kr dh fu’ifŸk ij izHkko dhlkFkZdrk dh tkWp gsrq leL;k lek/kku {kerk ijh{k.k

ds vk/kkj ij mPp] lkekU; ,oa fuEu lewg cuk;sx;s rFkk mudk xf.krh; fu’ifŸk es a e/;eku ,oaizekf.kd fopyu Kkr fd;k x;kA bu rhuks a lewgks ads e/;eku esa varj lkFkZd gS ;k ugha bls Kkr djusgsrq One Way ANOVA dk iz;ksx fd;k x;kAifj.kke dks lkj.kh Øekad esa n”kkZ;k x;k gSA

69-70

lewg

mPp lewg

lkekU; lewg

fuEu lewg

N10

17

13

M22-4

18

11-46

SD2-10

2-27

12-05

F vuqikr

121-05

lewg

mPp lewg

lkekU; lewg

fuEu lewg

N23

32

25

M22-47

16-81

12-32

SD2-18

2-53

1-78

F vuqikr

/ 69

Li’V gS fd mPp lewg dk e/;eku 22-4 ,oa

lkekU; lewg dk e/;eku 16 gS tks fd mPp

lewg ls de gS rFkk fuEu lewg dk e/;eku

11-46 gS tks fd lkekU; lewg ls de gSA mPp

o fuEu lewg ds e/;eku esa dkQh vUrj gSA F

dk eku 69-70 gS tks 0-01 Lrj ij lkFkZd gSA

izR;sd nks lewgksa esa lkFkZd varj gS ;k ugha ;g

Kkr djus gsrq U;weSuD;wy ijh{k.k dk mi;ksx

fd;k x;k ifj.kke n”kkZrk gS fd rhuksa lewgksa esa

vUrj lkFkZd FkkA vr% izkIr ifj.kke ds vk/kkj

ij “kwU; ifjdYiuk vLohdr dh tkrh gSA

ifj.kke bl lR;rk dh vksj ladsr djrk gS

fd lh-ch-,l-bZ- esa v/;;ujr~ fgUnh ek/;e ds

fo|kfFkZ;ksa dh leL;k lek/kku {kerk ijh{k.k ds

vk/kkj ij cuk;s x;s mPp] lkekU; o fuEu

lewg ds e/; xf.kr dh fu’ifŸk esa lkFkZd varj

gSA mPp lewg dh xf.kr dh fu’ifŸk mPp gS

rFkk fuEu lewg dh xf.kr dh fu’ifŸk fuEu gSA

lh-ch-,l-bZ- cksMZ esa v/;;ujr~ vaxz sth

ek/;e ds fo|kfFkZ;ksa dh leL;k lek/kku {kerk

dk xf.kr dh fu’ifŸk ij izHkko ds v/;;u ds

fy, izkIr vkWadM+ks ds vk/kkj ij leL;k lek/kku

ijh{k.k ds mPp] lkekU; o fuEu lewg cuk;s

x;sA mudk xf.krh; fu’i{k esa e/;eku ,oa

izekf.kd fopyu dh x.kuk dh xbZA rhuksa

lewgksa ds e/;eku dk varj lkFkZd gS ;k ugha

Kkr djus ds fy;s One Way ANOVA dk

iz;ksx fd;k x;k gS ifj.kke dks lkj.kh Øekad

& 3 esa n”kkZ;k x;k gSA

lkj.kh Øekad & 3

lh-ch-,l-bZ- cksMZ esa v/;;ujr~ vaxzsth ek/;e ds fo|kfFkZ;ksa ds xf.kr dh fu’ifŸkdk e/;eku rFkk izekf.kd fopyu


54-63

lewg

mPp lewg

lkekU; lewg

fuEu lewg

N13

15

12

M22-53

17-26

13-25

SD2-24

2-67

1-01

F vuqikr

70 /

lanHkZ %&Adams, M. (1997). Affect and Mathematical Problem Solving: A New Perspective (pp. 37-45). New York: Springen – Verlag.Bandura, A. (1997). Self-Effecacy: The Exercise of Control: New York: Freeman. Bhardwaj, S.K. (1997). A Psychosocial Study of Adjustment Among Adolescents. Indian Educational Abstracts, July, No. 5.Govind, V. (1991). A Study on Adjustment among college students. Journal of Psychological, Vol, 43(1).Ma, X. & Kishor, N. (1997). Asserssing the Relationship Between Attitude Toward Mathematics and Achievement in Mathematics: A Meta-Analysis. Journal for Research in Mathematics Education, 28 (1), 26-27.Middleton, A.J. & Spanias, A.P. (1991). Mativation for Achievement in Mathematic Findings, Generlizations and Criticism of the Research. Journal for Research in Mathematics Edu cations, 30 (1), 65-88.Philippu, N.G., & Christou, C. (1998). The Effects of a Preparatory Mathematics Programm in changing prospective Teacher, Attitudes towords mathematics. Educational Studies in Math ematics, 35, 189-206.Pintrich, P.R. (1999). The Role of Motivation in Promoting and Sustaining Self-Regulated Learing International. Journal of Educational Research, 31, 459-470.Rao, N., Moely, B., & Sachs, J. (2000). Motivational Beliefs, Study Strategies and Mathematics Attainment in High and Low. Achieving Chinese Secondary School Students. Contemporary Educational Psychology, 25, 287-316.Ruffell, M., Mason, J. & Allen, B. (1998). Studying Attitude to Mathematics, Educational Stud ies in Mathematics, 35, 1-18.

lkj.kh ls Li’V gS fd mPp lewg dk e/;eku22-53 ,oa lkekU; lewg dk e/;eku 17-26 gStks fd mPp lewg ls de gS rFkk fuEu lewg dke/;eku 13-25 gS tks fd lkekU; lewg ls degSA mPp o fuEu lewg ds e/;eku esa dkQhvarj gSA Li’V gS fd F dk eku 54-63 gS tksfd 0-01 Lrj ij lkFkZd gSA izR;sd nks lewgksa esavUrj lkFkZd gS ;k ugha ;g ns[kus gsrq U;weSuD;wyijh{k.k dk mi;ksx fd;k x;k ftlds ifj.kke

ls Li’V gS fd rhuksa lewgksa esa vUrj lkFkZd FkkAvr% “kwU; ifjdYiuk vLohdr gksrh gSA

ifj.kke fl) djrk gS fd lh-ch-,l-bZ-cksMZ esa v/;;ujr~ vaxzsth ek/;e ds fo|kfFkZ;ksadh leL;k lek/kku {kerk ijh{k.k ds vk/kkj ijcuk;s x;s mPp] lkekU; o fuEu lewg ds e/;xf.kr dh fu’ifŸk esa lkFkZd varj gSA mPplewg dh xf.kr dh fu’ifŸk mPp gS rFkk fuEulewg dh xf.kr dh fu’ifŸk fuEu gSA


/ 71

O;kolkf;d ,oa vO;kolkf;d ikB~;Øe dsfo|kfFkZ;ksa dh O;olkf;d :fp dk v/;;u

*yfyrk lkgw

izLrkouk%izR;sd O;fDr ds thou esa :fp;ksa dk cgqr

egRo gS D;ksafd ,d O;fDr D;k vkSj dSls djsxk;g cgqr dqN mldh :fp;ks a}kjk gh fu/kkZfjrgksrk gSA :fp;ka ,d izdkj dh lh[kh gqbZvfHkizsj.kk gS tc ,d O;fDr viuh ilan dsvk/kkj ij dksbZ dk;Z djus dks vFkok dksbZ fØ;kdjus dks Lora= gksrk gS rks og O;fDr bufØ;kvksa dks viuh :fp ds vk/kkj ij pqurk gSA:fp;ka gekjs thou esa egRoiw.kZ blfy, Hkh gSD;ksafd ;g vf/kxe ds fy, vfHkizsj.kk L=ksr Hkh

izLrqr v/;;u dk mn~ns”; egkfo|kyhu Lrj ds O;kolkf;d ,oa vO;kolkf;d ikB~;Øe dsfo|kfFkZ;ksa dh O;kolkf;d :fp dk rqyukRed v/;;u djuk gS ] ftlesa jk;iqj “kgj dsLukrdksRrj esa v/;;ujr~ O;kolkf;d ,oa vO;kolkf;d ikB~;Øe ds 180 fo|kfFkZ;ksa dk izfrn’kZds :i esa p;u fd;k x;kA bl “kks/k dk;Z esa O;kolkf;d :fp dks tkuus ds fy, MkW- ,l-ih-dqyJs’B }kjk fufeZr o ekudhdr ijh{k.k dk iz;ksx fd;k x;kA v/;;u ds fu’d’kZ esaO;kolkf;d ,a vO;kolkf;d ikB~;Øe ds fo|kfFkZ;ksa dh lkfgR;] oSKkfud ,oa fØ;kRedO;kolkf;d :fp ds e/; lkFkZd varj ik;k x;kA O;kolkf;d ,oa vO;kolkf;d ikB~;Øe dsfo|kfFkZ;ksa dh okf.kT;] jpukRed] dykRed] df’k vuqukRed] lkekftd ,oa xgfoKku O;kolkf;d:fp {ks= esa lkFkZd vUrj ugha ik;k x;kA

“kCn dqath% O;olkf;d ikB~;Øe] vO;olkf;d ikB~;dze O;olkf;d :fpA




gSAO;kolkf;d :fp dk vFkZ gS] ekuo fd ml

O;olk; ds izfr :fp ;k >qdko ftls og djusesa vf/kdre lUrqf’V izkIr djrk gSA ekuoviuh :fp ds vuqlkj O;kolk; dk pquko djuses mlds O;kolkf;d thou esa lek;kstu ,oadk;Z lUrqf’V c<+ tkrh gSA Talati and Joshi(1986) us vius v/;;u esa ik;k fd vf/kdka”kmRrjnkrkvkas us lHkh O;olkf;d :fp {ks= esamPp O;olkf;d :fp iznf”kZr dhA vyh ¼1991½esa vius v/;;u esa vYila[;d leqnk; ds

*“kks/k Nk=k] euksfoKku] v/;;u “kkyk ia-a- jfo “kadj “kqDy fo”ofo|ky; jk;iqj


72 / O;kolkf;d ,oa vO;kolkf;d -----

rkfydk Øekad & 1

fd”kksjksa dh “kSf{kd vfHk:fp ,oa O;olk;vfHk:fp esa lkFkZd varj ik;kA Found (1992)Ekas vius v/;;u esa vk;fj”k Nk= Nk=kvksa dhO;olkf;d :fp ,oa izR;{khdj.k {kerk dhlajpuk esa dksbZ lajpukRed varj ugah ik;kx;kA oekZ ¼1991½ esa vius v/;;u esa ;g ik;kfd lkekU; tkfr ds Nk=ks dh Hkwxksy fo’k; esa:fp vuqlwfpr tkfr ,oa tu tkfr ds Nk=ksa dhvis{kk vf/kd gSA jgkWxMkys ¼1998½ us vius v/;;u esa “kgjh {ks= ds fo|kfFkZ;ksa esa xzkfe.k {ks=ds fo|kfFkZ;ksa dh vis{kk xf.kfr; :fp vf/kdik;h xbZA gokykiukoj ¼1999½ us vius v/;;u esa O;olkf;d egkfo|ky; ds Nk=ksa dhO;olkf;d :fp ,oa vO;olkf;d egkfo|ky;ds Nk=ksa dh O;olkf;d :fp esa lkFkZd varjik;k x;kA “kSf{kd dk;Z ,oa lqj{kkRed dk;Z esabu lewg esa lkFkZd varj ugah ik;k x;k vr%fu’d’kZ ds vk/kkj ij ;g dgk tk ldrkgS fd O;olkf;d ,oa vO;olkf;d egkfo|ky;dh fo|kfFkZ;ksa dh O;olkf;d :fp esa varj ik;ktkrk gSA

O;kolkf;d ikB~;Øe f”k{kk ,oa izf”k{k.k dkmfpr izdkj ls ;kstukc) :i ls cuk;k x;kdk;ZØe vkSj mldk izHkkoh dk;kZUo;u gSA ns”k

esa O;kolkf;d Hkqfedkvksa ds fy, mi;qDr vkSjizf”kf{kr dkfeZ;ksa dks rS;kj djuk gh O;kolkf;dikB~;Øe dk mn~ns”; gSA vO;kolkf;d ikB~;Øeds varxZr os fo’k; vkrs gS ftu esa O;kogkfjdi{k ij de /;ku fn;k tkrk gSA

mn~ns”;%& O;kolkf;d ,oa vO;kolkf;dikB~;Øe ds fo|kfFkZ;ksa dh O;kolkf;d :fpdk v/;;u djukAa

ifjdYiuk %& ^ O; kolk f;d ,o avO;kolkf;d ikB~;Øe ds egkfo|ky;ksa dsfo|kfFkZ;ksa dh O;olkkf;d :fp ds e/; lkFkZdvarj ik;k tk;sxkA*

fu/kkZfjr mn~ns”;ksa ls laacaf/kr ifjdYiuk dsijh{k.k gsrq losZ{k.k vuqla/kku fof/k dks iz;qDrfd;k x;k gS] izLrqr “kks/k esa jk;iqj “kgj dsO;kolkf;d ,oa vO;kolkf;d ikB~;Øe dkslapkfyr djus okys egkfo|ky; ds varxZr 3egkfo|ky; ,oa vO;kolkf;d ikB~;Øe dsvarxZr 2 egkfo|ky; dk p;u fd;k x;kAizR;sd ikB~;Øe ls 90 fo|kfFkZ;ksa ¼45 Nk= ,oa45 Nk=kvksa½ dk p;u fd;k x;k A izLrqrv/;;u esa fo|kfFkZ;ksa dh O;kolkf;d :fp lslacaf/kr iznRRk ,d= djus gsrq MkW- ,l-ih- dqyJs’B}kjk fufeZr O;kolkf;d :fp ifjlwph dk iz;ksxfd;k x;k gSA

Ø-

1-

2-

egkfo|ky;

O;kolkf;d ikB~;Øe dsegkfo|ky; ds fo|kfFkZ;ksadh la[;kAvO;kolkf;d ikB~;Øe dsegkfo|ky; ds fo|kfFkZ;ksadh la[;kA

ikB~;Øe ds p;fur Nk=&Nk=kvkas dh la[;k

Nk= Nk=k;sa

45 45

45 45

;ksx

90

90

ifj.kke ,oa foospuk %

/ 73

O;kolkf;d :fp izi= }kjk izkIr vkadMks ds vk/kkjij O;kolkf;d ikB~;Øe ,oa vO;kolkf;d ikB~;Øe dsfo|kfFkZ;ksa ds e/; varj dh lkFkZdrk Kkr djus ds fy,Økafrd vuqikr ¼CR½ dh x.kuk dh xbZA

mi;ZDr Ø- 1 esa n”kkZ;s x;s e/;eku ewY;ksa ls Li’Vgksrk gS fd O;kolkf;d ikB~;Øe ds fo|kfFkZ;ksa dh lkfgR;O;kolk; {ks= esa vO;kolkf;d ikB~;Øe ds fo|kfFkZ;ksa dhrqyuk esa vf/kd :fp gSAmDr nksuks ikB~;Øe ds fo|kfFkZ;ksadh lkfgR; O;kolkf;d {ks= esa lkaf[;dh nf’Vdks.k lslkFkZd varj gS vFkok ugha ;g tkuus gsrq Økafrd vuqikrds voyksdu ls Li’V gksrk gS fd O;kolkf;d ikB~;Øe ,oa

vO;kolkf;d :fp {ks= esa lkFkZd varj gS D;ksafd izkIrØkafrd eku 0-05 Lrj ij lkFkZd gSA

mi;ZqDr Øekad 2 esa n”kkZ;s x;s e/;eku ewY;ks a ls LIk’Vgksrk gS fd O;kolkf;d ikB~;Øe ds fo|kfFkZ;ksa dh oSKkfudO;kolkf;d :fp {ks= es a vO;kolkf;d ikB~;Øe ds fo|kfFkZ;ks adh rqyuk es a vf/kd :fp gSA mDr nksuks ikB~;Øe ds fo|kfFkZ;ks adh oSKkfud O;kolk; {ks= esa lkaf[;dh; nf’Vdks.k ls lkFkZdvUrj gS vFkoki ugha ;g tkuus gsrq t eku dk voyksdu lsLi’V gksrk gS fd O;kolkf;d ikB~;Øe ,oa vO;kolkf;dikB~;Øe ds fo|kfFkZ;ksa esa oSKkfud O;kolkf;d :fp {ks= es alkFkZd varj gS D;ks afd izkIr “t” 0.01 Lrj ij lkFkZd gSA

rkfydk Øeakd & 2O;koklkf;d ,oa vO;kolkf;d ikB~;Øe ds o|kfFkZ;ksa dh O;kolkf;d :fp {ks= ds

ek/;eku] izekf.kd fopyu ,oa Økafrd vuqikr%&

1-

2-

3-

4-

5-

6-

7-

8-

9-

10-

lewgO;kolkf;d

:fp {ks=Ø

O;olkf;d ikB~;dze vO;olkf;d ikB~;dze

e/;ekuM

izekf.kdfopyu S.D

e/;ekuM

izekf.kdfopyu S.D

dzkafrdvuqikr C.R.,t. dk eku

lkfgR;

oSKkfud

fØ;kRed

okf.kT;

jpukRed

dykRed

df’k

vuqu;kRed

Lkkekftd

Xkg foKku

8.39

12.22

14.54

6.57

5.4

9.83

9.29

9.22

12.23

8.13

4.27

3.9

4.27

4.31

4.63

5.00

4.43

3.67

5.15

3.84

6.8

9.8

12.62

7.93

5.12

10.57

8.17

8.77

11.94

8.28

2.22*

3.52**

2.80**

1.80

.416

.995

1.53

.745

.392

.242

4.19

5.14

4.87

5.01

4.39

4.97

5.34

4.42

4.76

4.43

O;kolkf;d ,oa vO;kolkf;d -----

74 / O;kolkf;d ,oa vO;kolkf;d -----

mi;ZqDr Øekad 3 esa n”kkZ;s x;s e/;eku ewY;ksals Li’V gksrk gS fd O;kolkf;d ikB~;Øe dsfo|kfFkZ;ksa dh fØ;kRed O;kolkf;d {ks= esavO;kolkf;d ikB~;Øe ds fo|kfFkZ;ksa dh rqyukesa vf/kd :fp gSA mDr nksuksa ikB~;Øe ds fo|kfFkZ;ksadh fØ;kRed O;kolkf;d {ks= es lkaf[;dh;nf’Vdks.k ls lkFkZd vUrj gS fd ugha ;g tkuusgsrq dzkafrd vuqikr dh x.kuk dh xbZA dzkafrdvuqikr ds voyksdu ls Li’V gksrk gS fdO;kolkf;d ikB~;Øe ,oa vO;kolkf;d ikB~;Øeds fo|kfFkZ;ksa esa fØ;kRed O;kolkf;d :fp {ks=esa lkFkZd vUrj gS D;ksafd izkIr dzkafrd eku 0-01 Lrj ij lkFkZd gSA

mi;ZqDr Øekad 4 esa n”kkZ;s x;s e/;eku ewY;ksals Li’V gksrk gS fd O;kolkf;d ikB~;Øe dsfo|kfFk Z;k s a dh okf.kT; O;kolk; {k s= es avO;kolkf;d ikB~;dze ds fo|kfFkZ;kas dh rqyukesa de :fp gSA mDr nksuks ikB~;dze ds fo|kfFkZ;ksadh okf.kT; O;kolkf;d {ks= esa lkaf[;dh; nqf’Vdks.kls lkFkZd varj gS fd ugha ;g tkuus gsrq t dhx.kuk dh xbZA t eku ds voyksdu ls Li’V gS fdO;kolkf;d ikB~;dze ,oa vO;kolkf;d ikB~;dzeds fo|kfFkZ;ksa esa fof.kT; O;kolkf;d :fp {ks= esalkFkZd varu ugha gS D;ksafd izkIr t ewY; 0-05Lrj ij lkFkZd ugha gSA

mi;ZqDr lkj.kh dzekad 5 esa n”kkZ;s x;se/;eku ewY; ls Li’V gksrk gS fd O;kolkf;dikB~;dze ds ,oa vO;kolkf;d ikB~;dze dsfo|kfFkZ;ksa dh jpukRed O;kolkf;d {ks= esa lkekU;:fp gSA mDr nksuks ikB~;dzze ds fo|kfFkZ;ksa dhjpukRed O;kolk; {ks= esa lkaf[;dh; nf’Vdks.kls lkFkZd varj gS fd ugah ;g tkuus gsrq dzakfrdvuqikr dh x.kuk dh xbZ A dzkafrd vuqikr dsvoyksdu ls Li’V gksrk gS fd O;kolkf;dikB~;dze ,oa vO;kolkf;d ikB~;dze ds fo|kfFkZ;ksa

esa jpkukRed O;kokl;fd {ks= esa lkFkZd varjugha gS D;ksafd izkIr dazkfrd eku 0-05 Lrj ijlkFkZd ugah gSA

mi;ZqDr dzzekad 6 esa n”kkZ;s x;s e/;eku ewY;ls Li’V gksrk gS fd vO;kolkf;d ikB~;dze dsfo|kfFkZ;ks a dh dykRed O;kolkf;d {ks= esaO;kolkf;d ikB~;dze ds fo|kfFkZ;ksa dh rqyuk esavf/kd :fp gSA mDr nksuks ikB~;dze ds fo|kfFkZ;ksadh dykRed O;kolkf;d {ks=ksa esa lkaf[;dh;nf’Vdks.k ls lkFkZd varj gS fd ugah ;g tkuusgsrq dzkafrd vuqikr dh x.kuk dh xbZA dzkafrdvuqikr ds voyksdu ls Li’V gskrk gS fdO;kolkf;d ikB~;dze ,oa vO;kolkf;d ikB~;dzeds fo|kfFkZ;ksa esa dykRed O;kolkf;d {ks= esalkFkZd varj ugah gS D;ksafd izkIr dzkafrd eku 0-05 Lrj ij lkFkZd ugah gSA mi;ZqDr dzekad 7 esan”kkZ;s x;s e/;eku ewY;ksa ls Li’V gksrk gS fdO;kolkf;d ikB;dze ds fo|kfFkZ;ksa dh df’k O;olk;esa vO;kolkf;d ikB~;dze ds fo|kfFkZ;ksa dh rqyukesa vf/kd :fp gSA mDr nksuks ikB~dze ds fo+|kfFkZ;ksadh df’k O;kolk; {ks= lkaf[;dh; n‘f’Vdks.k lslkFkZd varj gS fd ugah ;g tkuus gsrq t ewY; dhx.kuk dh xbZA t ewY; ds voyksdu ls Li’V gSfd O;kolkf;d ikB~;dze ,oa vO;kolkf;dikB~;dze es fo|kfFkZ;ksa esa df’k O;kolkf;d :fp{ks= esa lkFkZd varj ugha gS D;ksafd dzkafrd eku 0-05 Lrj ij lkFkZd ugha gSA

mi;ZqDr dzekad 8 esa n”kkZ;s x;s e/;eku ewY;ksals Li’V ds fo|kfFkZZ;ksa dh vuqu;kRed O;kolk;esa vO;kolkf;d ikB~;dze ds fo|kfFkZ;ksa dh rqyukesa vf/kd :fp gSA mDr nksuks ikB~;dze ds fo|kfFkZ;ksadh vuqu;kRed O;kolkf;d {ks= esa lkaf[;dh;n‘f’Vdks.k ls lkFkZd varj gS fd ugah ;g tkuusgsrq t eY; dh x.kuk dh xbZA t ewY; ds voyksduls Li’V gksrk gS fd O;kolkf;d ikB~;dze ,oa

/ 75

vO;kolkf;d ikB~;dze ds fo|kfFkZ;ksa esa vuqu;kRedO;kolkf;d :fp {ks= esa lkFkZd varj ugah gSD;ksafd t ewY; 0-05 Lrj ij lkFkZd ugha gSA

mi;ZqDr dzekad 9 esa n”kkZ;s x;s e/;eku ewY;ksals Li’V gksrk gS fd O;kolkf;d ikB~;dze dsfo|kfFkZ;ksa dh lkekftd O;kolk; esa vO;kolkf;dikB~;dze ds fo|kfFkZ;ksa dh rqyuk esa vf/kd :fpgSA mDr nksuks ikB~;dze ds fo|kfFkZ;ksa dh lkekftdO;kolkf;d {ks= esa lkaf[;dh; n‘f’Vdks.k ls lkFkZdvarj gS fd ugah ;g tkuus gsrq dzkafrd vuqikr dsvoyksdu ls Li’V gksrk gS fd O;kolkf;dikB~;dze ,oa vO;kolkf;d ikB~;dze ds fo|kfFkZ;ksaesa lkekftd O;kolkf;d :fp {ks= esa lkFkZd varjugah gS D;ksafd dzakfrd eku 0-05 Lrj ij lkFkZdugha gSA

mi;ZDr dzekad 10 esa n”kkZ;s x;s e/;ekuewY;ksa ls Li’V gksrk gS fd O;kolkf;d ikB~;dze,oa vO;kolkf;d ikB~;dze ds fo|kfFkZ;ksa dh xgfoKku O;koklk; esa vkSlr :fp gSA mDr nksuksaikB~;dze ds fo|kfFkZ;ksa dh xg foKku O;kolkf;d

{ks= esa lkaf[;dh; nf’Vdks.k ls lkFkZd varj gSfd ugah ;g tkuus gsrq dzkafrd vuqikr dh x.kukdh xbZA dzkafrd vuqikr ds voyksu ls Li’Vgksrk gS fd O;kolkf;d ikB~;dze ,oa vO;kolkf;dikB~;dze ds fo|kfFkZ;ksa eas xg foKku O;kolkf;d:fp {ks= esa lkFkZd varj ugah gSA D;ksafd dzkafrdeku 0-05 Lrj ij lkFkZd ughaa gSA

fu’d’kZmijksDr foospuk ls Li’V gS fd O;kolkf;d

vkSj vO;kolkf;d ikB~;dze ds fo|kfFkZ;ksa dhO;kolkf;d :fp ¼lkfgR;] oSKkfud] fdz;kRed]O;kolkf;d {ks= esa½ ds e/; lkFkZd varj gSAvr% lkfgR;] oSKkfud] fdz;kRed O;kolkf;d{ks= esa gekjh ifjdYiuk lR; fl) gqbZA

izLrqr “kks/k dk;Z Hkkoh muqla/kku ds fy, bl:i esa ekxZ [kksyrk gS fd fo|kfFkZ;ksa dh O;kolkf;d:fp dk v/;;u djds mUgs mfpr ekxZn”kZuiznku fd;k tk;sA lkeU; f”k{kk dh ctk;sO;kolkf;d f”k{kk ij vf/kd cy fn;k tkukpkfg,A rkfd fo|kFkhZ Lokyach cu ldsA

lanHkZ xzUFkoekZ] jkeiky] mik/;k; jk/kk oYyHk ¼1996½% ^^“kSf{kd ,oa O;kolkf;d funsZ”ku*] vkxjkfouksn iqLrd eafnj jkxs; jk?ko ekxZjgkWxMkys ;ksxsUnz dqekj ¼1998½% ^^xzkeh.k ,oa “kgjh {ks=ks esa lapkfyr mPprj ,oa “kgjh {ks=ksa esa lapkfyr mPprj ek/;fed fo|ky; dh d{kk X;kjgoha ds fo|kfFkZ;ksa dh xf.kr :fp ij v/;;u** dY;k.k LukrdksRrj egkfo|ky; fHkykbZ ia- jfo”akdj “kqDy fo”ofo|ky; jk;iqjoekZ larks’k dqekj ¼1994½% ^gkbZ Ldwy Lrj ds lkekU; vuqlwfpr tkfr ,oa vuqlwfpr tutkfr ds Nk=ks dh Hkwxksy fo’k; ds izfr :fp dk rqyukRed v/;;u** dY;k.k LukrdksRrj egkfo|ky; fHkykbZ ia- jfo”akdj “kqDy fo”ofo|ky; jk;iqjATalati Naiha and Joshi Uma (1986) The progress of Education Found N.A. (1992) “Examination of the Stracture of Irish Students Vocational Interests and Competence pereptions Journnal of Vocational Behaviour. Havala ppanavar N.B. (1999) “ Vocational interests of professional and non professional college students Indian Journal Applied psychology Vol. 36, Page 20-23)

O;kolkf;d ,oa vO;kolkf;d -----

76 /

vkWaxuckM+h dsUnz dk efgykvksa rFkk cPpksa dsLokLF; ij iM+us okys izHkko

¼cLrj ftys ds cMsjktiqj fodkl[kaM fo”ks’k lanHkZ esa½

*“kks/kkFkhZ lekt”kkL= v/;;u”kkyk ia- jfo”kadj “kqDy fo”ofo|ky;] jk;iqj ¼N-x-½**lgk;d izk/;kid lekt”kkL= v/;;u”kkyk ia- jfo”kadj “kqDy fo”ofo|ky;] jk;iqj ¼N-x-½

Lkjka”k

izLrqr “kks/k i= vkaxuckM+h dsUnz dk efgykvksa ds LokLF; ij iM+us okys izHkko dk ,d

lekt”kkL=h v/;;u gSA v/;;u NRrhlx<+ jkT; ds cLrj ftys ds cM+s jktiqj fodkl[k.M

esa ykxw vkaxuckM+h dk;ZØe ij vk/kkfjr gSA v/;;u gsrq 229 tutkfr ifjokjksa dk pquko fd;k

x;k gSA rF;ksa dk ladyu lk{kkRdkj vuqlwph midj.k ds }kjk fd;k x;k gSA v/;;u ls izkIr

rF;ksa ls ;g Kkr gqvk gS fd vkaxuckM+h dsUnz fiNM+s tutkfr {ks=ksa esa efgyk LokLF; dh fn”kk

esa egRoiw.kZ Hkfedk dk fuoZgu dj jgk gSA vkaxuckM+h dsUnz ds }kjk xHkZorh ,oa /kk=h ekrkvksa

dks iznku dh tk jgh LokLF; lqfo/kkvksa ¼iwjd iks’k.k vkgkj½ ls muesa jDr vYirk rFkk dqikss’k.k

dh leL;k de gqbZ gS rFkk tutkfr efgykvksa esa LokLF; tkx:drk c<+h gSA vkaxuckM+h dsUnz

dh Hkwfedk cPpksa ds ckSf)d fodkl dh fn”kk esa ldkjkRed jgk gSA

izLrkoukefgyk fodkl dh “kq:okr u dsoy Hkkjr esa

oju oSf”od Lrj ij 70 ds n”kd esa gqbZ A tcigyh c kj o S f ”od Lrj ij mudhlkekftd&vkfFkZd] “kS{kf.kd fLFkfr ij xgurkiwoZd fopkj fd;k x;k A fopkj esa ;g ckr




mHkj dj lkeusa vkbZ fd] efgyk,a f”k{kk] jkstxkjLokF; tSls ewyHkwr lqfo/kkvksa ls tkucw>djoafpr fd, tk jgs gaS A ,slh fLFkfr esa mudkfodkl furkar vko”;d izrhr gksrk gSA Hkkjr esa1975 esa VwoMZl bDosysVh fjiksVZ esa ;gh ckr dghx;h gS] ifj.kker% 70 ls 80 ds n’kd esa ykxw


*Lusgyrk xkSre**MkW-,y-,l-xtiky

/ 77

fd, x;s iapo’khZ; ;kstukvksa es efgyk fodkldk;Zdze dks izcyrk ls ykxw djus gsrq iz;klfd, x;s A

efgykvksa ls lacaf/kr VwoMZl bDosfyVh fjiksVZds vkus ds ckn gh Hkkjr esa igyh ckj 6ohaiapo’khZ; ;kstuk 1980 ls 85 ds varxZr efgykvksads fy, jkstxkj] vkfFkZd vkREkfuHkZjrk] f”k{kk]LokLF; o ifjokj fu;kstu ls tqM+s gq, ckrksa dks;kstukc) rjhds ls ykxq djusa dh fn”kk esaiz;kl fd;k x;kA 7 oha iapo’khZ; ;kstuk 1985ls 90 esa iwoZ ds fodkl dk;Zdzeksa dks ykxw j[krsagq, efgykvksa ds vkfFkZd ,oa lkekftd fLFkfr esifjorZu dks jk’Vªh; fodkl ls tksaM+dj ns[kusadk iz;kl fd;k x;k A blh ;kstuk ds varxZrefgyk ,oa ckyfodkl dh LFkkiuk dh x;h] tksfd ] ekuo lalk/ku fodkl dk ,d fgLlk FkkvkSj mlds ckn ls ;g foHkkx fujrj efgyk ,oacPpksa ds fodkl dh fn”kk esa viuh HkwfedkfuHkkrs vk jgk gS A blh foHkkx ds varxZr,dhdr ckyfodkl dk;Zdze vkbZ lh Mh ,l HkhizkjaHk fd;k x;k ftldk mn~ns”; cPpksa dksiwjd iks’k.k vkgkj iznku djusa ds lkaFk lkFkmuds LokLF; dh ns[kHkky djus mUgs iwoZ izkFkfedf”k{kk iznku djuk eq[;rkA 1990 esa LFkkuh;Lrj ij vk/kkfjr ,d izHkko”kkyh ;kstuk efgykfodkl ds fy, rS;kj dh x;hA ftls Hkkjr“kklu ds }kjk rS;kj fd;k x;k Fkk ¼fjtoh vkSjfeyj 1995½A

vkaxuckM+h dk;Zdze igys dsoy ,dhdrcky fodkl dk;Zdze ls tqM+k Fkk ftls dkykUrjesa efgyk o fd”kksjh ckfydk ls Hkh tksM+ fn;kx;kA Li’V gS fd ;g dk;Zdze efgykvksa rFkkcPpksa ds fodkl ls tqM+k gqvk gSA v/;;u ds

}kjk ,d jk’Vªh; dk;Zdze ds :i esa gesavkaxuckM+h dsUnzks dh efgyk fodkl esa Hkwfedkdk Kku gksxkA tks Hkfo’; esa fd, tkus okys“kks/k v/;;uksa ds fy, vk/kkj gks ldrk gSAiwoZ esa fd, x, “kks/k v/;;uksaa dh leh{kk %&

osudsVloyw ,oa jsMh ¼2000½ fofHkUu vk;oxZ dh tkfr;ksa esa “kks/k djds ;g ns[kk x;k fdvuqlwfpr tkfr vuqlwfpr tutkfr oxZ ds devk; okys yksxksa esa LokLF; psruk dk vHkko gSvkSj muds cPpksa esa otu vkfn ekinaM ls degSA c?ksy ,oa xqIrk ¼2001½ us jktukanxkao ftysesa xzkeh.k v/;;u fd;k x;k bUgksusa crk;k fdfuEu LokLF; Lrj ,oa vf/kd f”k”kq eR;qnj dkdkj.k Hkkjrh; turk ifjokj fu;kstu dh LFkk;hmik;ksa dh viukus esa gSA ,yksVh] ikLdy ,.MjsMikFk ¼2001½ us ;g ik;k fd 3 efgus esa f”k”kqe`R;q nj dk eq[; dkj.k fpfp: vFkokva/kfo”okl gSA “ko ijh{kk ls bl xSj ck;ksesfMdyeR;q dk dkj.k tkuk x;kA

eSrh] lqrik ,.M vnjl ¼2006½ uoxfBrjkT; >kj[kaM dh efgykvksa ds mij “kks/k djds;g ik;k fd vkfnoklh vkSj xSj vkfnoklhefgykvksa esa xHkZ/kkj.k ls ysdj xHkkZoLFkk rdcgqr vlekurk;sa gSA vkfnoklh efgykvksa dksIk;kZIr lqfo/kk miyC/k u gksus ds dkj.k mudkLokLF; [kjkc jgrk gSA panzkdj] fjpk ,.Mvnj ¼2009½ us ;g ik;k gS fd vkfFkZd fLFkfr[kjkc gksus ds dkj.k xHkZ/kkj.k ds nkSjku [kjkcLokLF; ,oa cPpksa dks ?kj esa tUe nsus ls f”k”kq dsLokLF; ij cqjk izHkko iM+rk gSA “kks/k ls irkpyk fd detksj vkfFkZd gkykr] vf/kdrevf”k{kk] tkudkjh dh deh ds dkj.k f”k”kq eR;qnj vf/kd gSA gsjuMst] ojftfu;k jksuMsjks ,.M

vkWaxuckM+h dsUnz dk-----

78 / vkWaxuckM+h dsUnz dk-----

vnjl ¼2010½ us dgk gS fd fofHkUu “kks/k lsirk pyk fd LokLF; chek tSls O;oLFkk f”k”kqvksads fy;s ugha fy;k tkrk LokLF;drkZvksa ds }kjkf”k”kqvksa ds fox; esa tkudkjh nsdj ;k dk;ZØecukdj f”k”kq ds LokLF; ds izfr tkx:drkc<+k;k tk ldrk gSA

v/;;u dk mn~ns”; %& izLrqr v/;;u gsrq fuEukafdr mnns”;

fu/kkZfjr fd, x, gS &1 mRrjnkrkvksa dh lkekftd ]lkaLdfrd

i’BHkwfe dks Kkr djukA2 vkaxuckM+h dsUnz ds }kjk pyk, tk jgs

xfsrfof/k;ksa dk efgykvksa ds LokF; ij iM+usokys izHkko dks Kkr djuk A

3 vkaxuckM+h dsUnz ds xfrfof/k;ks dk cPpksads fodkl ij izHkko dksa Kkr djuk A

ifjdYiuk %& izLrqr v/;;u fuEu ifjdYIkukvksa ij

vk/kkfjr gS %&1 vkaxuckM+h dk;ZdrkZvksa dh mnklhurk

,oa Kku dk vHkko bldh izHkkfork dks dedjrk gS A

¼c½ mRrjnkrkvksa dk pquko %&izLrqr v/;;u cMsjktiqj fodkl [k.M ds

xzke iapk;r ckaldksV ds fo”ks’k lanHkZ esa½ fd;kx;k gS ftlesa v/;;u gsrq xzke izpk;r ckaldksVds vkB vkaxuckMh dsUnzks ,oa mlds vUrxZr229 ifjokjksa dk p;u mn~ns”;iw.kZ fun”kZu dsek/;e ls fd;k x;k gS tks fd v/;;u dsmn~ns”; dks iwjk djrk gksA

¼l½ rF;ksa dk ladyu &izLrqr v/;;u rF;ksa dk ladyu lk{kkRdkj

vuqlwph midj.k ds ek/;e ls fd;k x;k gS A

bl gqrq ,d lajfpr lk{kkRdkj vuqlwph dkfuekZ.k v/;;u ds mnn~s”;ksa ds vk/kkj ij fd;kx;k gSA

fu’d’kZlkekftd lkaLd`frd i`’BHkwfemRrjnkrkvksa ds lkekftd lkaLdfrd i`’BHkwfe

ds fo”ys’k.k ls Kkr gqvk gS fd 20&30 vk;q dsmRrjnkrkvks a dk izfr”kr 47-02 izfr”kr gSaA 30&40ds mRrjnkrkvksa dk izfr”kr 35-04 izfr”kr gSAblh izdkj 40&50 vk;q ds mRrjnkrkvksa dkizfr”kr 17-04 izfr”kr gSA Li’V gS fd 20&30vk;q dh efgykvksa dk izfr”kr lokZf/kd 47-02izfr”kr gSA mijksDr rkfydk ls Kkr gS fdvuqlqfpr tutkfr dh mRrjnkrkvksa dk izfr”kr68-01 izfr”kr gSA vU; fiNMk oxZ ds mRrjnkrkvksadk izfr”kr 27-05 izfr”kr gSA rFkk vuqlwfprtkfr ,oa lkekU; tkfr ds mRrjnkrkvksa dkizfr”kr 202&202 gSA rkfydk ls Li’V gS fdvuqlwfpr tutkfr dh efgyk mRrjnkrkvksa dkizfr”kr 68-01 lokZf/kd gSaA mRrjnkrkvksa ds”kS{kf.kd fLFkfr dh tkudkjh ls Kkr gqvk gSfd lk{kj mRrjnkrkvksa dk izfr’kr 35-04 izfr”krgSA izkFkfed f”k{kk ds mRrjnkrkvksa dk izfr”kr30-01 izfr”kr ek/;fed f”k{kk 15-03 izfr”krfuj{kj mRrjnkrkvksa dk izfr”kr 14-08 izfr”krgSA blh izdkj gkbZLdqy f”k{kk izkIr mRrjnkrkvksadk izfr”kr 4-04 izfr”kr gSaA oSokfgd fLFkfr dsfo”ys’k.k ls fofnr gqvk gS fd fookfgrmRrjnkrkvksa dk izfr”kr 94-07 izfr”kr gSaAfo/kok mRrjnkrkvksa dk izfr”kr 4-04 izfr”krrFkk rykd”kqnk mRrjnkrkvksa dk izfr”kr 0-09izfr”kr gSA mRrjnkrkvksa ds O;kolk; laca/khtkudkjh ls fofnr gqvk gS fd df’k O;olk; ls

/ 79

tqMs mRrjnkrkvksa dk izfr”kr 72-5 izfr”kr gSAetnwjh djus okys mRrjnkrkvksa dk izfr”kr 27-5 izfr”kr gSaA mRrjnkrkvksa ds ekfld vk; dslaca/k esa fo”ys’k.k ls Kkr gqvk gS fd 500&1000:-ekfld vk; okys mRrjnkrkvksa dk izfr”kr 85-01 izfr”kr gSA 1000&2000 ekfld vk; okysmRrjnkrkvksa dk izfr”kr 12-07 izfr”kr 3000 lsvf/kd vk; okys mRrjnkrkvksa dk izfr”kr 2-02izfr”kr gSA ifjokj dk vkdkj ds laca/k esatkudkjh ls Kkr gqvk gS fd mRrjnkrkvksa esay?kq vkdkj ds ifjokj dk izfr”kr 50-02 izfr”kre/;e vkdkj ds ifjokj dk izfr”kr 47-06izfr”kr ,oa ogr vkdkj ds ifjokj dk izfr”kr2-02% izfr”kr gSA ,dkdh ifjokj dk izfr”kr 95-02 izfr”kr gSA blh izdkj la;qDr ifjokj dkizfr”kr 4-08 izfr”kr gSA

ikfjokfjd lnL;ksa ds fyax laca/kh tkudkjhls Kkr gqvk gS fd mRrjnkrkvksa ds ikfjokfjdlnL;ksa esa 61 izfr”kr ikfjokfjd lnL; iq:’kgSA efgykvk lnL;ksa dk izfr”kr 39 gSA ikfjokfjdlnL;ksa ds vk;q laca/kh fo”ys’k.k ls Li’V gqvk gSfd 0&10 o’kZ ds lnL;ksa dk izfr”kr 40 gSA20&30 vk;q ds lnL;ksa dk izfr”kr 20 gSA10&20 vk;q ds lnL;ksa dk izfr”kr 20 gSA30&40 vk;q ds lnL;ksa dk izfr”kr 12 gSA40&50 vk;q ds lnL;ksa dk izfr”kr 6 gSA50&60 vk;q ds lnL;ksa dk izfr”kr 1 gSA60&70 vk;q ds lnL;ksa dk izfr”kr 1 gSA

mRrjnkrkvksa ds ikfjokfjd lnL;ksa dh”kS{kf.kd fLFkfr esa ek/;fed Lrj dk izfr”kr20-2 gSA gkbZLdqy dk 18-6 izfr”kr gSA vkaxuckMhLrj 16-6 izfr”kr gSA izkFkfed Lrj 15-6 izfr”krgSA 10-2 izfr”kr us f”k{kk izkjaHk ugha dh gSA 10izfr”kr lk{kj gSA gk;jlds.Mjh 5-4 izfr”kr

gSA fuj{kj lnL;ksa dk izfr”kr 2 izfr”kr gSAblh izdkj Lukrdsk dk izfr”kr Hkh 1-4 izfr”krgSaA ikfjokfjd lnL;ksa dh ”kS{kf.kd fLFkfrlaca/kh tkudkjh lss Kkr gqvk gS fd ek/;fedLrj dk izfr”kr lokZf/kd 20-2 izfr”kr gSAikfjokfjd lnL;ksa dh oSokfgd fLFkfr ls Kkrgqvk gS fd mRrjnkrkvksa ds ikfjokfjd lnL;ksadh oSokfgd fLFkfr esa vfookfgr lnL;ksa dkizfr”kr 61-6 izfr”kr gSA fookfgr lnL;ksa dkizfr”kr 36-8 izfr”kr gSA blh izdkj fo/kok dkizfr”kr 1-6 izfr”kr gSA

ifjokj ds lnL;ksa dk O;olk; ls Kkr gqvkgS fd v/;;uxr mRrjnkrkvksa ds ifjokj dslnL;ksa esa v/;;ujr dk izfr”kr 46 izfr”krgSA df’k dk izfr”kr 41-2 izfr”kr gSA etnwjhdjus okyksa dk izfr”kr 11-9 izfr”kr gSA ukSdjhdjus okyksa dk izfr”kr 1 gSA ifjokj ds lnL;ksads ekfld vk; ls Kkr gqvk gS fd mRrjnkrkvksads ikfjokfjd lnL;ksa ds ekfld vk; esa dksbZvk; ugh dekus okys cPps ,oa fo|kFkhZ;ksa dkizfr”kr 65 izfr”kr gSA 500&1000:- ekfldvk; okys lnL;ksa dk izfr”kr 28-6 izfr”kr gSA1000&2000 :- ekfld vk; okys lnL;ksa dkizfr”kr 5-4 izfr”kr gSA 3000 ls vf/kd vk;okys lnL; dk izfr”kr 1 gSA

vkWaxuckMh dsUnz dh xfrfof/k;ksa dkefgykvksa ds fodkl ij izHkko

vkWaxuckMh dsUnz esa iks’k.k vkgkj fn;k tkrkgS fd ugh bl fo’k; esa mRrjnkrkvksa ls tkudkjhyh xbZA ”kr izfr”kr v/;;uxr mrrjnkrkvksaus iks’k.k vkgkj fn;k tkrk gSA dgk gSa A iks’k.kvkgkj dk forj.k fu;fer gksrk gS ”kr izfr”krmRrjnkrkvksa us dgk gSA vkWaxuckMh dsUnz esaLokLF; tkWap ds fo’k; esa tkudkjh yh xbZ ”kr



izfr”kr v/;;uxr mRrjnkrkvksa us gksrk gSdgk gSaA vkWaxuckMh dsUnz esa Vhdkdj.k gksrk gS”kr izfr”kr mrrjnkrkvksa us dgk gSA xHkkZoLFkkesa vk;ju o QkWfyd ,flM dh xksfy;ksa ds fn,tkus ds fo’k; esa v/;;uxr lewg ds mRrjnkrkvksals tkudkjh yh xbZ ”kr izfr”kr mRrjnkrkvksa usdgk gS fd vk;ju o QkWfyd ,flM dh xksfy;kWanh tkrh gSaA ls Kkr gqvk gS fd vkWaxuckMhdsUnz esa fu;fer otu 90-4 izfr”kr mRrjnkrkvksaus fy;k tkrk gS dgk gSA 9-6 izfr”kr us ughafy;k tkrk dgk gSA rkfydk ls Li’V gS fddsUnz esa fu;fer otu fy;k tkrk gSA ftldkizfr”kr lokZf/kd 90-4 izfr”kr gSA v/;;uxrmRrjnkrkvksa ls LokLF; f”k{kk ds fo’k; esatkudkjh yh xbZ ”kr izfr”kr v/;;uxrmRrjnkrkvksa us LokLF; f”k{kk nh tkrh gS crk;kgSA xHkkoZLFkk esa /kk=h dky esa vkgkj dh tkudkjhnh tkrh gSa ”kr izfr”kr v/;;uxr mRrjnkrkkvsaus dgk gSa A ls Kkr gqvk gS fd dsUnz esa /kk=hekrk vkrh gS 92-6 mRrjnkrkvksa us dgk gSaA 9-4 mRrjnkrkvksa us ugha vkrh dgk gSA ls Kkrgqvk gS fd /kk=h ekrk dsUnz esa vkrh gS bldkizfr”kr lokZf/kd 92-6 izfr”kr gSA

/kk=h o xHkZorh ekrk dsUnz esa iks’k.k vkgkjfn, tkus ds fo’k; esa Kkr gqvk gS fd 90-4izfr”kr mRrjnkrkvksa us dgk /kk=h o xHkZorhekrk dsUnz esa iks’k.k vkgkj ds fo’k; esa ppkZdjrh gS A 9-6 izfr”kr mRrjrkvks us dgk fddsUnz esa iks’k.k vkgkj ds fo’k; esa ppkZ ughadjrh dgk gSaA ls Kkr gqvk gS fd /kk=h oxHkZorh ekrk dsUnz esa iks’k.k vkgkj ds fo’k; esappkZ djrh gS ftldk izfr”kr vf/kd 90-4izfr”kr gSA dsUnz ls /kk=h o xHkZorh efgykvksa

dk fu;fer iks’k.k vkgkj ysus ds fo’k; esa ”krizfr”kr mrrjnkrkvksa us dgk gS fd /kk=h oxHkZorh ekrk,a fu;fer iks’k.k vkgkj dsUnz lsysrh gSA /kk=h xHkZorh efgykvksa dk iks’k.k vkgkjdk fu;fer lsou djus ds fo’k; esa Kkr gqvk gSfd 80-4 izfr”kr /kk=h xHkZorh ekrk,a fn, x,iks’k.k vkgkj dk fu;fer lsou djrh gSA 19-6izfr”kr mRrjnkrk iks’k.k vkgkj dk fu;ferlsou ugha djrh gS dgk gSA /kk=h o xHkZorhefgykvksa dk LokLF; tkWap dk ykHk ysus dsfo’k; esa Kkr gqvk gS fd ”kr izfr”kr /kk=hxHkZorh ekrk,a LokLF; tkWap dk ykHk ysrh gSaAxHkZorh /kk=h ekrk,a Vhdkdj.k djokrh gS blfo’k; ij ”kr izfr”kr v/;;uxr mRrjnkrkvksaus crk;k gS fd xHkZorh o /kk=h ekrk,a Vhdkdj.kdjokrh gSA 90-4 izfr”kr mRrjnkrkrkvksa usdgk fd xHkZorh ekrk,a vk;ju o QkWfyd ,flMdh xksfy;ka ysrh gS 9-6 izfr”kr mRrjnkrkvksa usugha ysrh dgk gSA

vkWaxuckMh dsUnz dh xfrfof/k;ksa dk cPpksads fodkl ij izHkko

vkWaxuckMh dsUnz esa Vhdkdj.k djk;s tkus dsfo”k; esa mRrjnkrkvksa ls tkudkjh yh xbZ blfo”k; esa ”kr izfr”kr mRrjnkrkvksa us ;g crk;kgS fd dsUnz esa Vhdkdj.k djk;k tkrk gSA ”krizfr”kr v/;;uxr mRrjnkrkvksa us dgk gS fdcPpksa dks iksfy;ksa dh nok fiykbZ tkrh gSA dsUnzesa foVkfeu , dk ?kksy fiyk;k tkus ds fo”k; esaKkr gqvk gS fd 95-2 izfr”kr mRrjnkrkvksa usdgk gS fd dsUnz esa foVkfeu , dk ?kksy fiyk;ktkrk gSA 4-8 izfr”kr mRrjnkrkvksa us dgk gSfd ugha fiyk;k tkrk dgk gSA dqiksf’kr cPpsdks vfrfjDr [kqjkd fn;k tkus ds fo’k; esa Kkr

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gqvk gS fd v/;;uxr lewg ds ”kr izfr”krmRrjnkrkvksa us dgk gS fd dqiksf’kr cPps dksvfrfjDr [kqjkd fn;k tkrk gSA

cPpksa ds fodkl ij LokLF; laca/khxfrfof/k;ksa dk izHkko

v/;;uxr lewg ds mRrjnkrkvksa esa cPpksads fu;fer Vhdkdj.k ds fo’k; esa ”kr izfr”krus dgk gS fd cPpksa dk fu;fer Vhdkdj.kdjokrs gSaA cPpksa dk LokLF; tkWap ls Kkrgqvk gS fd 97-8 izfr”kr mRrjnrkvksa us dgk gSfd cPpksa dk LokLF; tkWap djokrs gS 2-2mRrjnkrkvksa us dgk gS fd cPpksa dk LokLF;tkWap ugha djokrs gSA ls Kkr gqvk gS fd cPpksadk LokLF; tkWap djokrs gS ftldk izfr’krlokZf/kd 97-8 izfr”kr gSaA ls Kkr gqvk gS fd92-6 izfr”kr mRrjnkrkvksa us dgk gS fd cPpksadk fu;fer otu djokrs gSA 7-4 izfr”krmRrjnkrkvksa us dgk gS fd os oPpksa dk fu;ferotu ugha djokrs gSA ls Kkr gqvk gS fd cPpksadk fu;fer otu djokrs gSa ftldk izfr”krlokZf/kd 92-6 izfr”kr gSA

”kr izfr”kr mRrjnkrkvksa a us dgk gS fddqiksf’kr cPpsa dks vfrfjDr [kqjkd fn;k tkrkgS mldk ykHk gksrk gSA v/;;uxr lewg dsmRrjnkrkvksa us cPpksa dks tks iks’k.k vkgkjfn;k tkrk gS bl fo’k; ij ”kr izfr”krmRrjnkrkvksa us dgk gS fd cPpksa dks iks’k.kvkgkj fn;k tkrk gS mls f[kykrs gSA

cPpksa ds ckSf)d fodkl ij izHkko &cPpksa ds [kkuk [kkus ls igys gkFk /kksus ds

fo’k; ij mRrjnkrkvksa ls tkudkjh yh xbZbl fo’k; esa ”kr izfr”kr mRrjnkrkvksa us dgkgS fd cPps [kkus ls igys gkFk /kksrs gSA uk[kqu

dVk o lkQ j[kus ds fo’k; esa v/;;uxrlewg ds mRrjnkrkvksa ls tkudkjh yh xbZ “krizfr”kr mRrjnkrkvksa us dgk gS fd cPpsa uk[kwudVk o lkQ j[krs gSA ls Kkr gqvk gS fd cPpsdsUnz esa tqrk pIiy igudj vkrs gSA 97-8izfr”kr mRrjnkrkvksa us dgk gSA 2-2 izfr”krmRrjnkrkvksa us tqrk pIiy igudj ugha vkrsdgk gSaA

ls Kkr gqvk gS fd cPps dsUnz esa tqik pIiyigudj vkrs gSA ftldk izfr”kr lokZf/kd 97-8 izfr”kr gSaA cPpksa ds d{k esa ykbu ls cSBusij v/;;uxr mRrjnkrkvksa ls tkudkjh yhxbZ bl fo’k; esa ‘kr izfr’kr mrrjnkvka uscrk;k gS fd cPps d{k esa ykbu ls cSBrs gSAv{kj Kku ds fo’k; esa v/;;uxr lewg dsmRrjnkrkvksa ls tkudkjh yh xbZ ”kr izfr”krmRrjnkrkvksa us crk;k fd cPpksa dks v{kj KkugSA vad Kku ds fo’k; esa v/;;uxr lewg dsmRrjnkrkvksa ls tkudkjh yh xbZ A vad Kkulaca/kh vfHker ds fo”ys’k.k ls Kkr gqvk fd”kr izfr”kr mRrjnkrkvksa us dgk gS fd cPpksadks vad Kku gSa A ls Kkr gqvk gS fd cPps”;keiV ij ugha fy[krs gS 85-2 izfr”krmRrjnkrkvk s a u s dgk gS 14-8 i z fr”krmRrjnkrkvksa us ”;keiV ij fy[krs gS dgkgSA ”;keiV ij fy[kuk laca/kh vfHker dsfo”ys’k.k ls Kkr gqvk fd cPpksa dks ”;keiVij fy[kuk ugha vkrk bldk izfr”kr lokZf/kd85-2 izfr”kr gSA ls Kkr gqvk gS fd cPpksa dksLysV ij fy[kus vkuk 60-3 izfr”kr mRrjnkrkvksaus dgk gS fd cPpksa dks LysV ij fy[kus vkuk39-7 izfr”kr mRrjnkrkvksa us fy[kus ugha vkukdgk gSA



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84 /

xjhch vkSj csjkstxkjh ds eqn~ns rFkk jk’Vªh;xzkeh.k jkstxkj xkjaVh ;kstuk

jk’Vªh; xzkeh.k jkstxkj xkjaVh vf/kfu;e 2005ds yksdlHkk esa 23 vxLr 2005 dks /ofuer lsikfjr gqvkA ns”k ds 200 ftyksa esa 02 Qjojh2006 dks ;g vf/kfu;e ykxw gks x;k rFkkvxys 5 o’kksZa esa bl vf/kfu;e dks lEiw.kZ xzkeh.kHkkjr esa ykxw djus dk y{; gSA orZeku esa

NRrhlx<+ ds 11 ftyksa esa ;g vf/kfu;e ykxwgSA jk’Vªh; xzkeh.k jkstxkj xkjaVh vf/kfu;e2005 ds varxZr NRrhlx<+ xzkeh.k jkstxkjxkjaVh ;kstuk dk fuekZ.k NRrhlx<+ “kklu}kjk fd;k x;k gSA

jk’Vªh; xzkeh.k jkstxkj xkjaVh ;kstuk ljdkj

jk’Vªh; xzkeh.k jkstxkj xkjaVh ;kstuk vf/kfu;e 2005 ds varxZr 2 Qjojh 2006 dks iwjs200 ftyksa esa ykxw dh xbZA ;gk ;kstuk ikap o’kksZa ds vanj iwjs ns”k esa ykxw dh tk,xhA ns”k dsdjksM+ksa csjkstxkjksa ds fy, ;g ;kstuk vk”kk dh fdj.k gSA bl ;kstuk ds varxZr gh csjkstxkjksads izR;sd ifjokj esa ls ,d lnL; O;Ld tks dk;Z ds ;ksX; gks 100 fnu dk jkstxkj fn;s tkusdh xkjaVh gSA bl ;kstuk dk eq[; rkRi;Z gS fd xzkeh.k {ks=ksa dk fodkl] D;ksafd Hkkjr dh rhupkSFkkbZ tula[;k xzkeksa esas fuokl djrh gS] mu yksxksa dh xjhch nwj djus rFkk mudh csjkstxkjho fiNM+siu dks nwj djus gsrq ljdkj dh ,d ubZ ;kstuk dks vkjaHk fd;k ftls jkstxkj xkjaVh;kstuk ds uke ls tkuk tkrk gSA ;g ;kstuk ljdkj ds xjhcksa dh vFkZO;oLFkk esa lq/kkj ykus omudk thou Lrj Åapk mBkus ds fy, ykxw fd;k x;k gS ftlds dkj.k xzkeh.k turk dks Hkhjkstxkj izkIr gks lds vkSj og vkRe lEeku o vkRe fuHkZjrk ds lkFk viuk thou;kiu dj ldsA




* MkW- izeksn dqekj “kekZ**Hks’k dqekj nsokaxu

*v/;{k lekt”kkL= v/;;u”kkyk ia- jfo”kadj “kqDy fo”ofo|ky;]jk;iqj ¼N-x-½**lgk;d izk/;kid “kk-jkuh lw;Zeq[kh nsoh egkfo|ky;] Nqfj;k] ftyk& jktukanxkao ¼N-x-½


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dh ,d egRokdka{kh ;kstuk gS bl ;kstuk dkegRo ;g gS fd xjhch js[kk ds uhps thou;kiu djus okyksa dks de ls de 100 fnu dkjkstxkj iznku djrk gS A bl jkstxkj ls osviuh ewyHkwr vko”;drkvksa dks iwjk djds cPpksadk mfpr ikyu iks’k.k fd;k tk lds rFkkiyk;u dh fLFkfr u fufeZr gks ik;sA vius {ks=o ikap fdyksehVj ds nk;js esa os tks Hkh jk’Vªh;xzkeh.k jkstxkj xkjaVh ;kstuk dk;Z gks jgs gSa osmu dk;ksZa esa lfEefyr gks ldrs gSa rFkk mUgsa,d tkWc dkMZ fn;k tkosxk ftlls mudhmifLFkfr ntZ gksrh jgsxhA vxj fdlh dkj.ko”kdk;Z miyC/k ugha gS rks ljdkj }kjk csjkstxkjhHkRrk nsus dk izko/kku gS ftlls xzkeh.k lektds thou Lrj esa lq/kkj dh laHkkouk cuh jgsxhA

jk’Vªh; xzkeh.k jkstxkj xkjaVh ;kstukds izeq[k mn~ns”;

bl ;kstuk dk mn~ns”; t:jreanksa dksvkthfodk dh lqj{kk nsuk gSA lu~ 2001 dhtux.kuk ds vuqlkj Hkkjr esa xjhch js[kk dsuhps jgus okys 26-02 djksM+ dh c<+h gqbZ vkcknhdks muds xkaoksa ds vklikl jkst&jksVh dkbartke djus ds mn~ns”; ls ;kstuk “kq: dhxbZ gSA bl ;kstuk ls xkaoksa dks u;h lqfo/kka,miyC/k gksaxhA bl dk;Zdze esa vuqlwfpr tkfr]tutkfr ,oa xjhc efgykvksa dks izkFkfedrk nhtk,xhA bldk eq[; mn~ns”; gS fd izR;sdfoRrh; o’kZ esa izR;sd ifjokj ds vdq”ky “kkjhfjddk;Z djus ds bPNqd O;Ld lnL; dks de lsde 100 fnuksa ds dk;Z fnolksa dk jkstxkj iznkudjds ns”k ds xzkeh.k {ks=ksa ds ifjokjksa dksvkthfodk iznku djuk gSA ;fn fdlh O;Lddks dk;Z o jkstxkj vkfn u fn;k tk lds rks

;k u fey ik, rks Hkh ml Jfed dks 100 fnuksad cjkcj dh etnwjh fn;k tk, ftls csjkstxkjhHkRrk ds uke ls ljdkj vkcafVr djrh gSA blrjg ls ;kstuk dk eq[; mn~ns”; gh ;gh gS fdizR;sd ifjokj ls de ls de ,d lnL; dksjkstxkj fn;k tk, ftlls vkus okys 10 ls 20o’kksZa esa NRrhlx<+ esa ,d Hkh ifjokj xjhch js[kkd uhps u vk lds x.kuk ds varxZr lHkhifjokj xjhch js[kk Åij dh fxurh esa “kkfeygksA ;g dk;Zdze turk ds l”kfDrdj.k dhfn”kk esa ,d egRoiw.kZ dne gS vehj /kjrh dsxjhc yksxksa dks nks oDr dh jksVh fey ldsAblds fy, gh dsUnz ljdkj dh jk’Vªh; xzkeh.kjkstxkj xkjaVh ;kstuk dks jkT; ljdkj usizns”k Hkj esa ykxw fd;k ftlesa fd ljdkj dksvius mn~ns”;ksa dh izkfIr utj Hkh vk jgh gSAjkstxkj ds ek/;e ls vf/kfu;e ds mn~ns”;ksa dksizkIr djus dk iz;kl fd;k tk jgk gSA izns”k ds11 ftyksa esa izHkkoh bl ;kstuk dk eq[; mn~ns”;xzkeh.k {ks=ksa esa fuokljr ifjokjksa ds O;LdO;fDr;ksa dks tks vdq”ky ekuo Je djus gsrqrS;kj gS] ,d foRrh; o’kZ esa ,d ifjokj dks dels de 100 fnol dk jkstxkj miyC/k djkdjvkthfodk lqfu”pr djuk ,oa xzkeh.k {ks=ksa esaLFkk;h ifjlEifRr;ksa dk ltu djuk gSA

jk’Vªh; xzkeh.k jkstxkj xkjaVh ;kstuk dkeq[; mn~ns”; ;g gS fd ,d ,Slk dkuwu gksftlds ek/;e ls dkedkth yksxksa dh t:jrksadks lcaksf/kr djus vkSj izfr’Bkiw.kZ thou dsmud ewyHkwr vf/kdkj dks lkdkj djus dhdksf”k”k dh tk jgh gSA blls xzke lHkkvksa]lkekftd vkWfMV lgHkkxh fu;kstu vkSj vU;ek/;eksa ls vke yksxksa dks Hkh jk’Vªh; xzkeh.k

xjhch vkSj csjkstxkjh ds ----

86 / xjhch vkSj csjkstxkjh ds ----

jkstxkj xkjaVh ;kstukvksa ds fdz;kUo;u esalfdz; Hkwfedk vnk djus dk ekSdk nsrk gSAckdh dkuwuksa ls rqyuk dh tk, rks ,u-vkj-bZ-t-,- lpeqp gh turk }kjk turk ds fy, vkSjturk dk dkuwu gS ;g dkuwu jkstxkjvf/kdkj dks lkdkj djus dh fn”kk esa ,degRoiw.kZ dne gSA bl dkuwu ds ek/;e lsxzkeh.k bykdksa esa vkfFkZd vkSj lkekftd cqfu;knh<kapk fodflr fd;k tk,xk ftlls yksxksa dksjkstxkj ds fu;fer volj feysaxsA bl dkuwuds rgr eq[; :i ls lw[kk] taxyksa dk fouk”kvkSj Hkwfe dVko tSlh mu leL;kvks a dklek/kku fd;k tk,xk ftuds dkj.k cM+s iSekusij xjhch QSy jgh gS] vxj bl dkuwu dks lgh<ax ls ykxw fd;k x;k rks blds varxZr iSnkgksus okys jkstxkj xjhch ds HkkSxksfyd uD”ks dkscnyus esa ,d nwjxkeh Hkwfedk vnk dj ldrsgSaA bl ;kstuk dk eq[; mn~ns”; fuEu gSftlds ek/;e ls &

1- ifjokj ds lnL;ksa dks 100 fnu dsfy, jkstxkj iznku fd;k tkuk

2- ;g ;kstuk xjhch nwj djus esalgk;d gksrh gSA

3- ;g ;kstuk iyk;u dks jksdsus esadkjxj fl} gksxhA

4- xzkeh.k {ks=ksa esa fodkl esa lgk;dA5- cky Jfedksa ds “kks’k.k ds jksdFkke

esa lgk;d gksxhA6- cky fodkl esa lgk;d gksxhAHkkjr dk lu~ 1947 esa vkcknh feyh] rc ls

ljdkj xjhch feVkus ds fy, fofHkUu iz;kldjrs vk jgs gSA vkt 65 o’kksaZ ls dsUnz ,oa jkT;ljdkj xjhch mUewyu gsrq fofHkUu ;kstuk,a

lapkfyr dh tkrh jgh gSA fQj Hkh ;g leL;koSlh dh oSlh cuh gqbZ gSA xjhch uxjksa dhvis{kk xzkeh.kksa ds vf/kd ns[kus dks feyrh gSD;ksafd xzkeh.k {ks=ksa esa yksx iwjh rjg df’k ijfuHkZj gksrs gS] vkSj df’k vkStkj ij fuHkZj gksrkgSA fu/kZurk oLrqr% ,d fo”oO;kih leL;k gStks fo”o ds yxHkx lHkh lkekftd O;oLFkk esaFkksM+h cgqr ek=k esa vo”; fo|eku gS A Hkkjrh;vFkZO;oLFkk ,d v)Zfodflr vFkZO;oLFkk gSA;|fi Hkkjr esa izkdfrd lk/kuksa dh izpqjrk gS]vf/kd tula[;k gS vkSj ykxks a es a i;kZIrdk;Z&dq”kyrk Hkh gS] fQj Hkh ;gka ds vf/kdka”kyksxksa dk thou&Lrj vR;Ur uhpk gSA blhfy,dgk x;k gS fd ^^Hkkjr ,d /kuh ns”k gS tgka dsfuoklh fu/kZu gSaA**1

Hkkjr esa fu/kZurk dh leL;k vkSjmldk Lo:i

Hkkjr esa fu/kZurk dh leL;k dksbZ uohu ughagS fdUrq bl ij loZizFke v/;;u nknkHkkbZukSjksth us lu~ 1869 esa fd;k Fkk ftlesa Hkkjrdh okf’kZd vkSlr vk; ek= chl :i;k izfrO;fDr crkbZ FkhA 1899 esa fnXckbZ us vkSlr vk;18 : izfro”kZ vkadhA 1945 esa jko us ,dv/;;u ds vk/kkj ij okf’kZd vkSlr vk; 204: crkbZA**2 ^^Lora=rk izkfIr ds fujUrj blvksj vusd iz;kl fd, x, A fjtoZ cSad vkWQbf.M;k ds vuqeku ds vk/kkj ij 1953&54 esajk’Vªh; vk; dk 17 izfr”kr Hkkx tula[;k ds 5izfr”kr Hkkx }kjk miHkksx esa yk;k tkrk FkkA“ks’k fuEu yksxksa }kjk mi;ksx fd;k tkrk Fkk A1956&58 esa feUgkl ds v/;;u ds vuqlkjHkkjrh; tula[;k dk 58 izfr”kr ,oa 1973&74esa 39 izfr”kr yksx xjhch dh js[kk ls uhps FksA

/ 87

eq[kthZ us 1961&62 esa v/;;u ds vk/kkj ijfu’d’kZ fn;k fd ml le; dh vko”;drkvksads vuqlkj xzkeh.k dks de ls de 15 :- izfrekg ,oa uxjh; dks 22 :- izfr ekg vko”;drkvksadh iwfrZ ds fy, vko”;drk FkhA bl nf’V ls38 izfr”kr xzkeh.k tula[;k o 44 izfr”kruxjh; tula[;k xjhch dh js[kk ds uhps thou;kiu O;rhr dj jgh FkhA lu~ 1969&70 esank.Msdj o jFk ds v/;;u ds vuqlkj xkao esaizfr O;fDr 15 :- ekfld ,oa uxjksa esa 22 :-ekfld U;wure O;; gS A buds vuqlkj xzkeh.ktula[;k ds 40 izfr”kr vkSj uxjh; tula[;kds 41 izfr”kr O;fDr xjhch dh js[kk ds uhpsthou&;kiu djus dks ck/; FksA**3

^^;kstuk vk;ksx xjhcksa dh la[;k dk vuqekuydM+okyk lfefr dh fjiksVZ esa nh xbZ fof/k;ksads vuqlkj yxkrk gSA jk’Vªh; izfrn’kZ losZ{k.klaxBu tqykbZ] 1999 twu] 2000 ds vuqlkjxjhch vuqikr xzkeh.k {ks=ksa esa 27-09 izfr”kr]”kgjh {ks=ksa esa 23-62 izfr”kr vkSj lEiw.kZ ns”k esa26-10 izfr”kr vuqekfur gS A xjhch dh js[kk lsuhps jgus okys yksxksa dk izfr”kr 1973&74 esa 55izfr”kr ls fujarj fxjkoV gksdj ;g o’kZ 1993&94esa 36 izfr”kr rd rFkk o’kZ 1999&2000 esa 26izfr”kr rd gks xbZA tula[;k esa o`f) dsdkj.k ns”k esa xjhcks dh la[;k nks n”kd¼1973&1993½ esa yxHkx 320 fefy;u ij fLFkjjgh A ;g la[;k 1990&2000 esa 260 fefy;ugks xbZ gSaA**4

^^fo”o cSad ,oa vFkZ”kkfL=;ksa us furkUrlk/kughu lekt ds ry ds Lrj ds fu/kZu]chekj] viax ,oa o)tuks ds lEcU/k esa fy[kk gSfd bUgsa lkekftd lqj{kk ds fy, ekfld Hkqxrku

dh O;oLFkk dh vko”;drk gSA ”ks’k cps fu/kZuksads fy, jkstxkj dh O;oLFkk djuh vko”;dgSA uxjksa esa ;s fu/kZu lCth] Qy&Qwy cspusokys] nqdkuksa ,oa ?kjksa esa dke djus okys ukSdj]vlaxfBr etnwj rFkk izfrfnu osruHkksxh gksrsgSaA xzkeh.k {ks=ksa ds fu/kZu] Hkwfefgu] lhekUrfdlku] yqgkj] [kkrh] peM+s dk dke djus okysJfed vfu;fer etnwj vkfn gksrs gSaA**5

^^21oha “krkCnh ds izFke n”kd esa fo”o iVyij dsoy nks oxksaZ esa nqfu;k fleVrh fn[kkbZ nsjgh gS] ,d vehjh] nwljh xjhchA xjhc oxZvFkkZr~ ftlds ikl lalk/kuksa dh deh gS] tgkaf”k{kk dk vHkko] LokLF;] csjkstxkjh] d`f’kmRikndrk ij fuHkZjrk vkfn leL;k,Wa ns[kh tkldrh gS] xzkeh.k {ks=ksa esa xjhch js[kk ds uhpsthou ;kiu djus okyksa esa vf/kdka”kr% df’ketnwj y?kq ,oa lhekUr fdlku rFkk xSj df’kdk;Z djus okys fngkM+h etnwj gSaA vr% vktxjhch mUewyu dh ckr djsa rksa ;g xkao ls “kq:gksxh vkSj xkao ij gh [kRe gksrh gSaA vktfofHkUu leL;kvksa us xzkeh.kksa ds thou dks n;uh;,oa la?k’kZiw.kZ cuk fn;k gSA ftlesa xjhch ,oacsjkstxkjh Hkh ,d izeq[k leL;k gSA**6

fu/kZurklkekU; :Ik ls fu/kZurk dk vfHkizk; ekuo

dh vk/kkjHkwr vko”;drkvksa jksVh] diM+k] edku]LokLF; lgk;rk vkfn dh iwfrZ gsrq Ik;kZIr ek=kesa oLrqvksa ,oa lsokvksa dks tqVk ikus dh vleFkZrkls gSA bl rjg fu/kZurk ,d ,slh fLFkfr gSftlesa lekt dk ,d Hkkx vius thou dhcqfu;knh vko”;drkvksa dks iwjk ugha dj ikrkgSA tc let dk ,d oxZ U;wure thou Lrjls oafpr jgrk gS rks ,slh fLFkfr esa ml lekt


88 / xjhch vkSj csjkstxkjh ds ----

esa fu/kZurk dk |ksrd gksrk gSA fu/kZurk pwWafdthou ds ,d U;wUkre vko”;d Lrj ls uhps dhfLFkfr ls lacaf/kr gS] blfy, Hkkjr tSlsfodkl”khy ns”kksa vkSj fodflr ns”kksa esa fu/kZuoxZ dh vk; rFkk fLFkfr esa vR;f/kd varj gSAfu/kZurk ,d lkisf{kd] lkekftd] lkaLdfrd]vkfFk Zd] jktuhfrd ,oa tulk af[;dh;vo/kkj.kk gSA Hkkjr ds izfr O;fDr izfrfnudSyksjh [kir ds vk/kkj ij ¼ydM+kokyk lfefrdh fjiksVZ ds vk/kkj ij½ xjhch js[kk fu/kkZfjrdh tkrh gSA uohure vkdM+ksa ds vuqlkj ¼;kstukvk;ksx½ Hkkjr esa yxHkx 26 izfr”kr xjhch js[kkls uhps thou ;kiu dj jgs gSaA fdlh Hkh LFkku]{ks= ;k fu/kZurk dks nks ifjizs{;ksa esa foosfprfd;k tk ldrk gSA

dszUnz ljdkj dh ;kstuk dh i`’BHkwfe%&iwoZ esa lapkfyr jkstxkj ewyd ;kstukvksa dsizHkkoksa ls xkao ds yksxks dks jkstxkj ds voljrks fey jgs Fks fdUrq jkstxkj pkgus okys lHkhifjokjksa dh vkthfoadk dh lqfuf”prk dk vHkkogh cuk jgkA bUgh vHkkoksa dks nwj djus dh nf’Vls dkjxj lek/kku <w<us ds fy, foxr o’ksZk lsfopkj fd;k tk jgk FkkA vko”;drk Fkk fdbl laca/k esa dkuwu cuk;s tk;s vkSj laiw.kZ <axls ykxw fd;k tk;sA ^blh leL;k ds funku dsiz;kl esa o’kZ 2005 esa Hkkjr ljdkj }kjk ^jk’Vªh;xzkeh.k jkstxkj xkjaVh** vf/kfu;e ikfjr fd;kx;k vkSj 7 flrEcj 2005 dks bls vf/klwfprfd;k x;kA vc vf/kfu;e iwjs ns”k esa ykxw gksx;k gSA blds izko/kku ds vuq:i 6 ekg dsHkhrj jkstxkj xkjaVh ;kstuk rS;kj dj fdz;kaUo;udjus dh O;oLFkk dh xbZA bl vf/kfu;eds izko/kkuksa ds vuq:i NRrhlx<+ jkstxkj xkjaVh

;kstuk izns”k esa ykxw dh xbZ gS] izkjaHk esa ;g 11ftys esa pykbZ xbZA**8 la;qDr izxfr”khy xBca/ku ¼laizx½ ds U;wure lk>k dk;Zdze ds vuq:iMkWa- eueksgu flag rFkk laizx v/;{k Jhefrlksfu;k xka/kh us bl egRodka{kh dk;Zdze dk“kqHkkjaHk fd;kA bl dk;Zdze dks vkU/kzizns”k dsvuariqj ftys esa fLFkr lqnHkj cnykiYyh xkaols vkjaHk fd;k x;k tgka Hkkjh _.k dk cks>ogu dj u ikus ds dkj.k fiNys 2 lkyksa lsgtkjksa fdlkuksa us vkRegR;k dj yh gSA

igys pj.k esa bl dk;Zdze dks ns”k Hkj ds200 ftyksa es fdz;kafUor fd;k x;k gSA 5 lkydh vof/k ds Hkhrj dk;Zdze lewph ns”k esa ykxwdj fn;k tk;xkA ;g izko/kku x;k Fkk ijUrq 1vizSy 2008 ls gh bl dk;Zdze dksa laiw.kZ ns”k easykxw dj fn;k x;kA blls igys xzkeh.k fodklea=ky; etnwjh jkstxkj dk;Zdze dk;kZfUordjrk jgk gSA ftUgs le;≤ ij ifj”kksf/krfd;k x;kA

¼eujsxk½ ;kstuk dh vo/kkj.kkegkRek xka/kh jk’Vªh; xzkeh.k jkstxkj xkjaVh

;kstuk ds vUrxZr xzkeh.k {ks=ksa esa fuokljrifjokj tks LosPNk ls vdq”ky Je djus gsrqrS;kj gSA ,sls ifjokj dk iath;u xzke iapk;rksa}kjk fd;k tk;sxkA xzkeh.k {ks= esa mijksDrkuqlkjleLr iathdr ifjokjksa dh xzke iapk;r }kjkQksVksxzkQ ;qDr ^ifjokj jkstxkj dkMZ** fu%”kqYdiznku fd;k tk,xk ftlesa ifjokj ds leLro;Ld lnL;ksa dk fooj.k gksxkA fdlh Hkh xzkeiapk;r esa de ls de ¼10½ ifjokjksa }kjk jkstxkjdh ekax fd, tkus ij 15 fnol ds vUnj blizdkj dk Je ewyd dk;Z izkjaHk fd;k tkukca/kudkjh gSA ftlesa vkosnd ifjokjksa dks de

/ 89

ls de 14 fnol dk dk;Z ,d LFky ij fujarjmiyC/k gks ldsA ¼15½ fnol ds vUnj jkstxkjmiyC/k u djk, tkus dh fLFkfr esa vkosndcsjkstxkjh HkRrs dk ik= gksxk rFkk csjkstxkjhHkRrs ij O;; jkT; “kklu dks ogu djukiM+sxkA

**vf/kfu;e esa etnwjh o lkexzh ij 60%40ds vuqikr esa jkf”k ds O;; dk izko/kku fd;kx;k gSA ;kstuk esa dsUnz rFkk jkT; ); 90%10esa foRr iks’k.k dk izko/kku gSA ;kstuk esa efgykvksadks izkFkfedrk nh tk,xh rFkk izR;sd dke esade ls de ,d frgkbZ efgyk,a gksxhA;kstukUrxZr jkT; esa ykxw etnwjh nj dsvk/kkj ij etnwjh Hkqxrku fd;k tkosxkA vxjxzkeh.kksa dh 5 fd-eh- dh ifjf/k esa jkstxkjmiyC/k ugha djk;k tkrk gS rks nSfud etnwjhnj dh 10 izfr”kr vfrfjDr jkf”k nsuh gksxhAvf/kfu;e esa ck/;dkjh izko/kkuksa dks nf’Vxrj[krs gq, izR;sd fØ;kUo;u foHkkx dksvf/kfu;e ds fØ;kUo;u esa lfØ; Hkkxhnkjhdjuh gksxhA**9 vf/kfu;e dh /kkjk 13¼1½ dsvuqlkj ;kstuk ds fØ;kUo;u ,oa fu;kstu gsrqxzke@tuin@ftyk iapk;r izeq[k laLFkk,a gksxhA;kstukUrxZr ykxr ds vk/kkj ij de ls de50 izfr”kr dk;Z xzke iapk;rksa }kjk fØ;kfUorfd;s tk;saxsA “ks’k dk;ksZ dk fØ;kUo;u vU;,tsafl;ksa }kjk fd;k tkosxkA bl ;kstuk esaBsdsnkjh izFkk ij iw.kZr% cafn”k gSA

jkT; ”kklu ds ogn mRrjnkf;Ro dks nf’Vxrj[krs gq, ;kstuk ds fØ;kUo;u gsrq ftykdysDVj dh ;kstuk fØ;kUo;u ds fy, ftys dsdk;ZØe leUo;d rFkk eq[; dk;Zikyuvf/kdkjh] ftyk iapk;r dh vfrfjDr ftyk

dk;ZØe leUo;d fu;qDr fd;k x;k gSA bldsvfrfjDr fodkl[k.M Lrj ij ;kstuk dsfØ;kUo;u ds fy, eq[; dk;Zikyu vf/kdkjh]tuin iapk;r ds v/khu iFkd ls dk;ZØevf/kdkjh ,oa lg;ksxh veys gksaxs ,oa xzkeiapk;r Lrj ij jkstxkj lgk;d ;kstuk dsdk;Z laiknd ,oa ;kstukvksa dks xzkeh.kksa }kjkfunsZf’kr o fØ;kfUor djokus gsrq fu;qDr gSbR;kfnA

;kstuk dk fdz;kUo;u & vf/kfu;e dsvarxZr ;kstuk mu xzkeh.k {ks=ksa esa ykxw gksxhftls dsUnz ljdkj }kjk vf/klwfpr fd;k tk;sxkAorZeku ns”k ds vf/klwfpr 200 ftyksa esa os 150ftys laHkkfor gSA tgka jk’Vªh; dke ds cnysvukt ;kstuk ykxw dh xbZ FkhA **jk’Vªh; xzkeh.kjkstxkj xkjaVh vf/kfu;e dh /kkjk 4 ¼1½izko/kkuksa rFkk Hkkjr ljdkj ls izkIr funsZ”kks dsrkjrE; esa ;g ;kstuk izns”k ds c<+rs pj.k esa 18ftyksa esa nwljs pj.k esa 13 ftyksa esa vkSj rhljspj.k esa 17 ftyksa esa ;g ;kstuk ykxw dh xbZgSA bl ;kstuk dk lapkyu NRrhlx<+ ds iapk;rds ek/;e ls fd;k tk jgk gSA xzke iapk;rLrj ij ljiap ,oa lfpo dks rFkk tuiniapk;r Lrj ij eq[; dk;Zikyu vf/kdkjh dhtokcnkjh lkSaiha xbZ gSA mUgs lg;ksx nsus dsfy, vfrfjDr dk;Zdze vf/kdkfj;ksa dh fu;qfDrHkh dh xbZ gSA ftysa Lrj ij dk;Zdze leUo;ddysDVj vuqlwfpr dk;Zdze leUo;d eq[;dk;Zikyu vf/kdkjh ftyk iapk;r dks cuk;kx;k gSA**10

1- xzke lHkk ds vuq”kalk ij xzke iapk;rdh dk;Z;kstuk rS;kj gksxhA

2- dk;Z ds vf/kdkj ij fdz;kUo;u ,tsUlh


90 /xjhch vkSj csjkstxkjh ds ----

dk p;uA3- eq[; dk;Zikyu vf/kdkjh tuin iapk;r

}kjk tuin iapk;r ls vuqeksnu fy;k tk;sxkA4- tuin iapk;r }kjk vuqeksnu ds mijkUr

;kstuk ftyk iapk;r dk vxzsf’krA5- ftyk iapk;r fodkl[kaMokj ;kstukvksa

dk vuqeksnu djsxhA6- jk’V ªh; xzkeh.k jk stxkj dk;Zd ze

1980&89A7- xzkeh.k Hkwfeghu jkstxkj xkjaVh dk;Zdze

1983&89A8- tokgj jkstxkj ;kstuk 1989&99A9- lqfuf”pr jkstxkj ;kstuk 1993&99A10- tokgj xzke lef) ;kstuk 1999&2002A11- dke ds cnys vukt dk jk’Vªh; dk;Zdze

14 uoEcj 2004 dks “kq: fd;k x;kAbl ;kstuk dh eq[; fo”ks’krk efgyk

oxZ tks fd xzkeh.k {ks=ks esa jgrh gSA mUgsa dk;Ziznku dj l”kDr o vkRefuHkZj cukuk gSA bl;kstuk esa fu;r dk;Zcy ds djhc ,d frgkbZHkkx efgykvksa ls fufeZr gSA bl ;kstuk esadsoy efgyk gh ugha oj.k iq:’kksa }kjk Hkh dk;Zfd;k tkrk gSAbl ;kstuk dh vf/kd tkudkjho lykg ,oa ijke”kZ izkIr djus gsrq ljdkj}kjk [kksys x, dkWy lsUVj ds eq¶r uEcj1800&345&22&44 ij lEidZ fd;k tk ldrkgSA ”kq: esa bl ;kstuk dks jk’Vªh; xzkeh.kjk stxkj xkj.Vh ;kstuk dgk tkrk FkkA(MGNAREGA) ijUrq 2 vDVwcj 2009 dks bldkiqu% ukedj.k fd;k x;k bl vf/kfu;e dks okeny lefFkZr laizx ljdkj }kjk yk;k x;k FkkA

dbZ yksxksa dk ekuuk Fkk fd bl ifj;kstukdk oknk Hkkjrh; vke pquko 2009 ea ;w-ih-,- ds

iqufoZt;h gksus ds izeq[k dkj.kksa esa ls ,d gSAizeq[k vFkZ”kkL=h T;ka Vªp dh bl ifj;kstuk dsihNs ,d vge Hkwfedk gSA osfYt;e esa tUesavkSj fnYyh Ldwy vkWQ bdksukWfeDl esa dk;Zjrjgs gSA bUgksaus bl vf/kfu;e ds fo’k; ij viusvewY; fopkj o fn”kk&funsZ”k izdV fd, gSA;g vf/kfu;e jkT; ljdkj dks ¼MGNAREGA½

vf/kfu;e dks ykxw djus dk funsZ’k nsrk gSA**¼MGNAREGA½ ds rgr dsUnz ljdkj etnwjhdh ykxr eky dh ykxr dk 3@4 vkSjiz”kklfud ykxr dk dqN izfr”kr ogu djrhgSA**11 jkT; “kklu csjkstxkjh HkRrs dk ,oa ekydh ykxr dk 1@4 vkSj jkT; ifj’kn iz”kklfudykxr dks ogu djrh gSA pwafd jkT; ljdkjsacsjkstxkjh HkRrk nsrh gSA mUgsa Jfedksa dh jkstxkjiznku djus ds fy, Hkh Hkkjh izksRlkgu fn;ktkrk gSA gkykafd csjkstxkjh HkRrs dh jkf”k dksfuf”pr djuk jkT; ljdkj ij fuHkZj gS tks bl“krZ ds v/khu gS fd ;g igys 30 fnuksa ds fy,U;wure etnwjh dk 1@2 ls de uk gh izfrifjokj ¼100½ fnuksa dk jkstxkj ;k csjkstxkjhHkRrk le> vkSj bPNqd Jfedksa dks gj foRrh;o’kZ esa iznku fd;k tkuk pkfg,A xzkeh.k ifjokjds o;Ld lnL;] xzke iapk;r ds ikl ,drLohj ds lkFk viuk uke] mez vkSj irk tekdjrs gSaA tkap ds ckn iapk;r] ?kjks ds lnL;ksadk fuokl] dk;Z djus {kerk] fLFkfr bR;kfn dkslR;kfir djrk gSA

vkSj ,d tkWc dkMZ iznku djrk gSA tkWcdkMZ esa iathdr o;Ld lnL; dk C;kSjk vkSjmldh QksVks ”kkfey gksrh gSA ,d iathdrO;fDr ;k rks iapk;r ;k dk;ZØe vf/kdkjh dksfyf[kr :i esa ¼fujUrj dke djus ls de ls

/ 91

References:

1. The National Rural Employment Guarantee Act, 20052. The National Rural Employment Guarantee Act, Chhattisgarh chapter, 20063. “nrega.net.” MORD - Guidelines. 2009. http://www.nrega.net/csd/ convergenceguidelines/ guideline_conver_MOA.pdf (accessed August 20, 2011).4- nkaMsdj ds ,p- ¼1983½ jkstxkj xkjaVh ;kstuk ,d jkstxkj volj efgykvks

ds fy, jktuhfr vkSj vFkZ”kkL= dk thys[k laLFkku iw.ksA i‘- 41&465- Desai,I.P.,Rural Development, Oxford: Oxford University Press.1988,pp 148-

151.6- egkulqUne ~ ¼1988%9½ gkÅ vkbZ-vkj- Mh-ih- LdhEl dsu ch csVj bEIyhesaV 1988%97- NRrhlx<+ “kklu iapk;r ,oa xzkeh.k fodkl foHkkx o’kZ 2007 ist dzekad 218- ogh] i‘B&229- ogh] i‘B&2410- ogh] i‘B&2711- iapk;rh jkt vf/kfu;e vkSj jkstxkj xkjaVh ;kstuk] izfr;ksfxrk lkfgR; ] viSzy 2010]

i`‘B&1212- xzkeh.k fodkl ea=ky; foHkkx Hkkjr ljdkj dh osclkbM www.rural.nic.in

de pkSng fnuksa ds fy,½ dke djus ds fy,vkosnu izLrqr dj ldrk gSA vkosnu nSfudcsjkstxkjh HkRrk vkosnd dks Hkqxrku fd;ktk,xkA bl vf/kfu;e ds rgr iq:’kksa o efgykvksads chp fdlh Hkh HksnHkko dh vuqefr ugha gSAblfy, iq:’k o efgyk dks leku osru Hkqxrkufd;k tkuk pkfg,A lHkh o;Ld jkstxkj dsfy, vkosnu dj ldrs gSaA **;g ;kstuk 2Qjojh 2006 dks ¼200½ ftyksa esa ”kq: dh xbZftls 2007&08 esa vU; 130 ftyksa esa foLrkfjrfd;k x;k vkSj 1 vizSy 2008 rd varr% Hkkjrds lHkh 593 ftyksa esa bls ykxw fd;k x;k]2006&07 esa ifjO;; 110 chfy;u MkWyj Fkk tks

rV ca/kks dk fuekZ.k vkSj ejEer vkfn u, Vsad@ rkykcksa dh [kqnkbZ] fjlko Vsad vkSj NksVscka/kks ds fuekZ.k dks Hkh blesa egRo fn;k tkrkgSA blesa dk;Zjr Jfedks dks “kklu }kjkdk;ZLFky ij izeq[k lqfo?kk,a iznku dh xbZ gSAtSls& VsUV yxkdj Nka;k] LoPN ikuh]fpfdRldh; lqfo/kk] chek lacaf/kr jkf”k ¼30000½izfr O;fDr dh ekuns; gSA orZeku le; esagekjs NRrhlx<+ jkT; ds eq[;ea=h }kjk uohure?kks’k.kk&i= ds vuqlkj eujsxk Jfedks dksnky&Hkkr] Hkkstu O;oLFkk] efgykvksa dh izlwfrdky esa ?kj cSBs osru iznku djus dh lqfo/kkbR;kfn Hkh bl ;kstuk esa lfEefyr gSA**12


92 /

ckaXykns”kh “kj.kkfFkZ;ksa dk ,d lekt”kkL=h;v/;;u

¼NRRkhlx<+ jkT; ds jk;iqj ftys ds ekuk dsEi ds fo”ks’k lanHkZ esa½

lkjka”kizLrqr v/;;u ckaXykns”kh “kj.kkfFk;ksa dk ,d lekt”kkL=h v/;;u gSA v/;;u jk;iqj

ftyksa ds ekuk dsEi esa jgus okys ckXykns”kh “kj.kkfFkZ;ksa ij vk/kkfjr gSA v/;;u gsrq ekuk dsEiesa clk;s x;s “kj.kkfFkZ;ksa esa ls 40 ifjokjksa dk pquko nSofunZZ”ku izfof/k ds ek/;e ls fd;k x;kgSA rF;ksa ds ladyu gsrq lk{kkRdkj&vuqlwph izfof/k dk iz;ksx fd;k x;k gSA v/;;u ls izkIrrF;ksa ls ;g Kkr gqvk gS fd vf/kdka”k ckaXykns”kh “kj.kkFkhZ ljdkj ds }kjk iznku dh tk jghlqfo/kkvksa ls larq’V gSA orZeku esa os LFkkuh; leqnk; dh lHkk lkekftd&lkaLdfrd xfrfof/k;ksaesa “kkfey gksrs gSaA “kj.kkfFkZ;ksa ds ijaijkxr lkaLdfrd ekU;rkvksa esa Hkh O;kid ifjorZu vk;k gSA

izLrkoukvokafNr izokl lEiw.kZ fo”o dh Toyar

leL;kvksa esa ls ,d gSA tc dHkh Hkh O;fDrla?k’kZ vkardoknh xfrfof/k;ksa o fuHkZ;rk ds pyrsvius thou dks tksf[ke esa Mkydj csgrj thouds fy, izokl djrk gSA rc ;g izokl dbZek;uksa esa leL;k&ewyd gksrk gSA la;qDr jk’Vª




nLrkost ,sls gj O;fDr dks ”kj.kkFkhZ ?kksf’krdjrk gS tks ^^tkfr] /keZ] jk’Vªh;rk fdlh [kkllkekftd lewg jktuhfrd /kkj.kk dh lnL;rkds dkj.k vR;kpkj ds Hk; viuh jk’Vªh;rk dsns”k ckgj gS vkSj tks mi;qDr Hk; ds dkj.k iqu%mlh ns”k esa okil tkus ls drjkrk gSA** ¼la-jk-1984½ ckaXykns”kh ”kj.kkfFkZ;ksa dk Hkkjr esa vkxeu


*MkW- ,y-,l- xtiky**jke ujs”k V.Mu

*Lkgk;d izk/;kid lekt”kkL= v/;;u”kkyk ia jfo”kadj “kqDy fo”ofo|ky;] jk;iqj ¼N-x-½**“kks/kkFkhZ lekt”kkL= v/;;u”kkyk ia jfo”kadj “kqDy fo’ofo|ky;] jk;iqj ¼N-x-½

/ 93

lu~ 1971 ds Hkkjr&ikd ;q) dk ,d nq%[knifj.kke Fkk] ftlds pyrs cM+h l[;k esa ckaXykns”kh“kkj.kkFkhZ Hkkjr ns”k ds fofHkUu Hkkxksa esa vizokldjds vk,A ;qxksa ls ekuo tkfr }kjk iyk;udh ?kVukvksa dk vuqHko fd;k tk jgk gSA

lk/kkj.kr% vUrjkZ’Vªh; iyk;u&izokg fu/kZuns”kksa ls /kuh ns”kksa dh vksj djrs gq, ns[kk x;kgSA nf{k.k&,f”k;k esa dqN izeq[k yksd izokl tksyksxksa dh cqjh ;knksa esa Hkkjr esa Hkh vuqHko fd,x,] ftlesa Hkkjr&ikfdLrku ”kj.kkfFkZ;ksa dkizokl 1947&48 izeq[k gSA vusd fgUnq vkSjeqfLyeksa dk iyk;u ,d&nwljs ns”kksa esa gq, gSaftlesa 15 fefy;u fgUnwvksa vkSj eqfLyeksa dkiyk;u gqvkA Hkkjr esa lHkh tulkaf[;dh izoklksaesa ls gky gh ds le; esa cakXykns”k ls ?kqliSB usvf/kd /;ku vkdf”kZr fd;k gSA blh rjg dhHkkSxksfyd] lekftd] lkaLdfrd vkSj oxhZ;&Hkk’kkbZlgc)rk lhek rd lqfo/kk o ljyrk ds lkFkckaXykns”k ds yksxksa dks Hkkjr dh lhek esa izos”kdjus ds fy, izsfjr fd;kA ;g izos’k fo”ks’kdjHkkjr ds lHkh iwohZ jkT;ksa esa gqvkA vnLrkosftriyk;u dk eqn~nk vkt fo”o dh Toyar leL;kgSA tc Hkh ekuoh; erHksn] LFkkfud fookn ;kxjhch dk iz”u mBrk gS rks yksx thou dhckth yxkdj ikfjokfjd cU/kuksa] vkJ;] Hkk’kklaLdfr csgrj ftanxh dh [kkst esa cSBkrh gSA1947 esa caxky dk foHkktu fo”o bfrgkl esalcls [kwa[kkj foHktu Fkk tgkW ?kj dk lksus dkdejk if[;eh caxky dh lhek ds vUnj Fkk vkSjjlksbZ ?kj lhek ds nwljh vksSj Fkk ftllsvuf/kdr iwoZ ikfdLrku ls Hkkjr esa cgqla[;diyk;u gqvkA caxykns”k vkSj Hkkjr ds chp dklhekadu fd;k tk pqdk gSA lkaLdfrd vkSj

,sfrgkfld dkj.kksa] lhekvksa ds chp vkuk&tkuk,d lk/kkj.k lh ckr gsA cxykns”k dh vfodflrfLFkrh ls gh tqM+k ;g vktknh ls vkuk&tkucgqr cM+s iSekus ij vnkLrksftr vkus&tkus xjhccaxykns”kh; yksxksa dkd Hkkjr esa dkj.k cukAtulaf[;dh foKksa dh nyhy gS ,slh ek=k esa,d fu/kZure {ks= ls de fo/kZu {ks= dh yksxksadk iyk;u mlh rjg gksrk gsa tsSls ikuh viuhlrg Loa; <wa<rk gSA ;g vuqeku yxk;k x;kgS fd yxHkx 15 fefy;u caxykns”kh; ukxfjdvoS/k :Ik ls Hkkjr esa jg jgsa gSA ;g vnLrkosftregk iyk;u gekjh jk’Vªh; lqj{kk fd fy, ,dxaHkhj ckr gS] lkFk gh lkekftd lgxerk vkSjvkfFkZd dY;k.k ds fy, Hkh ¼ukFk] 2003½ A lhekiqfyl foHkkx ds ,d vuqeku ds vuqlkj yxHkx,d yk[k yksx izfrfnu lhek ij djrs gSAif”pe caxky esa izos”k djrs gS ¼eq[kthZ 2003½ Abl lanHkZ esas] vesfjdk&esfDldksa iyk;u dkmnkgj.k fn;k tk ldrk gS ftldk mn~ns”;mu ns’kksa ds chp iyk;u dks fu;af=r djus okyhuhfr dks izHkkfor djuk Fkk ¼ckMZj ykbZu½ 81]2001Acaxykns”k] caxykns”kh; yksxksa dk ewy LFkku gS]og caxkyh laLdfr vkSj fojklr dk dsUnz gSAftls ,d nh?kZ vkSj nq[knk;h ”kklu] igys vaxzstksavkSj fQj ikfdLrkfu;ksa ls vktkn djk;k x;kFkkA HkkSxksfyd] ,sfrgkfld vkSj laLdfrd :Ikls] caxykns”k cgqla[;kRed foLrr caxky dkHkkx Fkk] tks vkt if”peh caxky jkT; gSA 1947ls 1971 rd caxykns”k dk {ks= ikfdLrku dk,d Hkkx FkkA bl rjg mldk vf/kdkfjdinuke iwohZ caxky ds LFkku ij iwoZ ikfdLrkucaxykns”k ¼caxkyh jk’Vª ds fy, caxkyh uke½vkSj mldh vktknh 16 fnlEcj 1971 dks

ckaXykns”kh “kj.kkfFkZ;ksa dk----

94 / ckaXykns”kh “kj.kkfFkZ;ksa dk----

lqfuf”pr dh xbZ tcfd {ks= esa ikfdLrkuhlsukvksa us caxykns”kh vksSj Hkkjrh; lsuk dhla;qDr deku ds vkxs leiZ.k fd;kA caxykns”kfo”o esa yxHkx 144000 oxZ ds {ks= ds lkFk ]lcls fu/kZu {ks= gSA ftldh tula[;k 120fefy;u ¼12 djksM+½ gSA ftues 90 izfr”kreqfLye gS A mldh vkcknh dk rF; 1991 dhtula[;k ds vuqlkj 763 gS] tks fd fo”o esamPpre gS ;g ,d eqfLye ns”k gSA 1947 lscaxykns”k esa fgUnq tula[;k 30 izfr”kr ls?kVdj 10 izfr”kr jg xbZ gS d;ksafd mUgsasHk;adj /kkfeZd vkSj jktuSfrd vkradokn lsihfM+r gksuk iM+kA if”pe caxky ,d Hkkjrh;jkT; vkSj xjhc caxkykns”kh; yksxksa dk vfUreiM+kos] iwohZ fn”kk esa Hkh ftyksas dksydRrk] 24ijxuk ¼mRrjh vkSj nf{k.kh½ ufn;k] eqf”kZnkcknekyng] if”peh nhuktiqj] ¼mRrjh vkSj nf{k.kh½nkthZfyax] dnEcfcgkj vkSj tyik;xqM+hA 1947esa foHkktu ds rqjUr gh ckn “kj.kkfFkZ;ksa dkcgqla[;d iyk;u “kq: gqvk vkSj ckn essa lHkhvoS/k iyk;uksa dks Hkh “kklu us oS/k eku fy;kAbl v/;;u esa vnLrkosftr caxykns”kh;iyk;udrkZvksa ds ;g ekuk tk jgk gS fd ;s osyksx gS tks if”pe caxky&Hkkjr dk ,d jkT;esa caxyk ns”k ls fcuk fdlh oS/k ikji= ;knLrkost ds 25 ekpZ 1971 ds ckn] izos”k fd;kA;g fnukad ubZ fnYyh esa ekpZ 1980 esa gqbZloZnyh; lHkk esa fu/kkZfjr dh xbZ A

ekuoh; vfLrRo dk ,d vfo”o”uh; HkkxgsS vkuk&tkuk A caxykns”k ls Hkkjr dh lhek esavkus ds ckjs esa ppkZ djrs le; ge] fQj Hkh]ltx gSs fd ;g ,d fooknLin fo’k; gS] ;g udsoy jk’Vª esa Hkh fookn [kM+k djrh gSA fgUnqvksa

dks Hkkoukvksa vksSj eqfLyeksa dh Hkkoukvksa ds chpvksSj vk/kkjokn vkSj /kkfeZd mUe=k ds chp Hkhtc ls ikz;% }hi dk foHkktu vkSj iwohZ ikfdLrkudh LFkkiuk vksSj fQj ckn esa caxykns”k dhLFkkiuk ds lkFk ;k muds fcuk Hkh izos”k djrsjgs gSA 1971 rd 47 fefy;u ls vf/kd fgUnwvksaus Hkkjr esa “kj.k yh tks vf/kdrj if”pe caxkyvk, FksA iyk;u dks dksbZz tkudkjh ugha gSAikfdLrku ds turk “kkld }kjk vkard [kksykx;k ftlls 10 fefy;u ;k vf/kd yksxksa us1971 esa Hkkjr esa izos’k cgqr ls 1971 ds fycjs”k;q) ds ckn okil Hkh pys x,] fdUrq vnLrkosftrHkkx dk cM+k Hkkx Hkkjr esa gh jgk vkSj Hkkjr dheq[; /kkjk ls tqM+ dj Hkkjrh; thou dk Hkkxcu x;k ¼xqgkjke] 2003½ A Hkkjr caxykns”k dslkFk 4095 fdeh yXch lhek vius lHkh iM+ksfl;ksads lkFk lgHkkfxr djrk gSA buesa ls pkjmRrj&iwohZ jkT;ksa&f=iqjk es?kky;] fetksje vkSjvklke gh 1879 fdeh esa gSa tcfd if”pehcaxky ds iwohZ jkT;ksa esa 2216 fdeh yEch lhekgSaA yxHkx 65 fdeh dk {ks= vHkh Hkh fu/kkZfjrugha gsSaA iSjkj fefyVªh ch0,l0,l0 ¼lhek lqj{kkny½ ftls lhek ij fu;qDr fd;k Lo;a HkhleL;kvks a dk lkeuk dj jgs gSA ftuesacaxyykns”k ls voS/k iyk;u vkSj l”kL=vyxkookfn;ksa dks gypysa tks fd Hkkjr dhmRrjiwohZ; jkT;ksa vkSj if”peh caxky ls gsaS¼gqlSu] 2003½A

Hkkjr caxykns”k dh lhek ij rkjksa dh lhekcukus dk dke izxfr ij gSsa Hkkjr&caxykns”klaf/k ds vuqlkj] dksbZ Hkh ns”k “kwU; lhek ls 150xt dh nwjh rd ckxM+ yxk ldrk gSA yxHkx3500 xzkeh.k bl tu&”kqU; Hkkx ij jgrs gSA

/ 95

vkSsj [ksrh djrsa gSA bldk vFkZ ;g gqvk fd tc,d ckj lhek bu yksxksa ds jgus ds {ks= esa vkrhgSA rc mudh xfrfof/k;ksa ij izfrca/k yxkrkgSaA lhek ij }kjk “kke 6 cts ls lqcg 6 ctsrd ds fy, [kaM dj fn, tkrs gSaA

¼xkaxqyh & 1999½vDVwcj ds ysdj lu 2002 ds vUr ds chp

yxHkx vuqeku Lo:Ik 5000 ls 20000 caxykns”kh]fgUnw vkSj vU; vYila[;d lewg caxykns”k dsjk’Vªh; fuokZpuksa ds ckn QsSyh fgalk ftluseqfLye ny lg;ksxh “kklu esa ykfn;k ls cpusds fy, iyk;u fd;k FkkA blds iwoZ fgUnwvksa}kjk lg;ksftr “kklu viuh /kkfeZd uhfr;ksa dsdkj.k izfl) Fkh vkSj vius vkUrfjd laca/kksaHkkjr ds lkFk ds fy, Hkh tkuh tkrh FkhAcaxykns”k esa fuokZpu ds rqjUr ckn eqfLye“kkldksa us iwoZ “kklu ds lg;ksfx;ksa vksj fgUnqvksadks viuk fu”kkuk cukuk “kq: dj fn;kA ckn esavkJ; ikus okys vf/kdk”kar% fgUnw Hkkjr dhlhek esa Hkkxus yxsA os vius lkFk cykRdkj]ekSr] ywV] ?kjksa dks tykus vkSj Ik”kqvksa dh pksfj;ksavkSj ?kjsyw lkekuksa dh pksjh;ksa dh [kcj yk,A¼;wllhj&2002½ vnLrkosftr iyk;u caxykns”kls lhek ds if”pe caxky ds ftyksa ds fy,fpUrk dk fo’k; cu x;kA lhek {ks= esa vlkekftdxfrfof/k;kWa lkekU; thou esa ck/kk Mkyus yxhavkSsj jk’Vª dh lqj{kk ds fy, [krjk cu xbZAlhek {ks= ds ufn;k ftys esa jg jgs fgUnwifjokjksa dks nks ckj LFkkukUrfjr fd;k x;k&,dckj foHkktu ds dkj.k nwljh ckj vkardokn dsdkj.kA eqfLye voS/k iyk;udrkZvksa ds vkrad¼csuthZ 2003½ A LFkkukUrfjrksa esa lkEiznkf;dlejlrk iui xbZ FkhA ;s ?kqliSfB;s “kDdj]

nokbZ;kW] lksuk vkfn dk Lexfyax djus esa O;LrFksA bu lhek {ks=ksa esa i”kqvksa dh pksjh ,d cgqrlkekU; lh ckr Fkha A ¼csuthZ & 2003½ dsvuqlkj caxyknsf”k;ksa ds iyk;u dk mPpLFkdky vkSj mlds dkj.k &1971 ds igys] lclsHkkjh ek=k esa iyk;u 1948&52 esa gqvkA ¼nRrklkgw] HkV~Vkpk;Z] rFkk etwenkj] 2003½ bldssaeq[; dkj.k Fks ¼v½ Hkkjr dk foHkktu vkSj ¼c½fgUnwvksa dk vkdze.k 1964&65 dh vof/k esaiyk;u Hkkjr&ikd ;q) ds dkj.k gqvkA fdUrqckn esa] Hkkjr “kklu }kjk lkFk iyk;uksa dks oS|eku fy;k x;kA

;fn lcls cM+s iyk;u izokg ds ckjs esafopkj fd;k tkos rks mldk mPpLFkdky HkhA1971 esa caxykns”k dh vktknh dh yM+kbZ dkeqthftcqj [kku dh 15 vxLr 1975 dh gR;k dsckn iyk;u cgqr rsth ls gqvkA nRr vkfn]¼2003½ ds vuqlkj yxHkx 80 izfr”kr mRrjnkrkvksads cM+s iSekus ij iyk;u ds dkj.k Fks ¼v½ 1971dh vktknh dh yM+kbZ ds ckn dh jktuSfrdvfLFkjrk] eq[;r% fgUnqvksa ds fy, /kkfeZd eqn~nsvkSj lkEizknkkf;d rukoksa us izHkkfor fd;k fo”ks’kdjftekmn jgeku ds “kklu dky 1975 esa] ¼n½vnLrkosftr iyk;udrkZvksa ds if”peh caxkyesa jgus okys fe=ksa vkSsj fj”rsnkjksa }kjk fn;k x;kvkJ;] ¼b½ caxykns”k dh vkfFkZd vfLFkjrk]rFkk ¼Q½ ogkW fgUnw lEiznk; }kjk mBkbZ xbZlqfo/kk esa dVkSrhA fdUrq ;g /;ku esa j[kk tkukpkfg, fd if”peh caxky esa caxykns”k ls vk,vnLrkosftr iyk;u ,d fujUrj pyus okyhizfdz;k gSA 1990 dh vof/k es a vkfFkZdvko”;drkvksa ds dkj.k ,slk gqvkA nksuksa fgUnwvkSj eqfLyeksa us iyk;u fd;k fdUrq vf/kdrj



fgUnwvksa us A [kkfynk ft;k ds “kklu dkyesa ¼1991 &1996½ eqfLye /kkfeZdrk vf/kd“kfDr”kkyh gks xbZ vksSj mlus fgUnqvksa dks /kedk;k bl rjg Hk; vkSsj vlqj{kk ds dkj.kvf/kdka”k fgUnw if’pe caxky Hkkx vk,A vDsS/kcaXykns’kh iyk;udrkZ rhu Jsf.k;ksa esa vkrs gSa ¼1½LFkk;h] ¼2½ vLFkk;h vkSj ¼3½ vLFkk;h A LFkk;hiyk;udrkZvksa ds ikl nksgjh ukxfjdrk gSsa vkSjmUgksaus lhek {ks= esa edku [kjhn j[ksa gSA

Hkkjr esa caxykns”kh; vkoztu dh izdfr vkdkjvkSj ek=kvksa ds ckjs esa cgqr vf/kd v/;;u ughafd;k x;k gSA ;|fi og eq[; :i lkEiznkf;dfgalk ds le; mHkjrh gSA jktuSfrd minzoksa¼vklke vkUnksyu½ vkSj pqukoh vkUnksyuksa dsle; FkhA fQj Hkh bl eqn~ns ij dqN tkus&ekusv/;;uks a dk vfLrRo gS] tks fd eq[;r%tulkaf[;dksa }kjk fd, x, gS lkFk gh lkekftd]jktuSfrd foKkfu;ksa fopkjdksa }kjk HkhA blHkkx esa bl v/;;uksa esa ls dqN Hkh leh{kk dhxbZ gSA vkSj budh izeq[k fVIif.k;ksa] miyfC/k;ksadks fuEufyf[kr :Ik ls j[kk x;k gSA

len~nj ¼1999½ us viuh iqLrd n ekftZuyus”ku esa fo”ys’k.k lhek vkoztu caxykns”k lsHkkjr esa fd;k gSA mUgksaus voS/k vkoztu ijiz”u mBk, gSa vkSsj jk’Vªh; lqj{kk] ,d foLrrifjos{; esa tks ,sfrgkfld] lkaLd`frd vkSjHkkSxksfyd fcUnqvksa dks vkfFkZd vkSj tulkaf[;deqn~ns ds lkFk tksM+rs gSA os lhekvksa vkSj jk’Vªh;{ks=ksa dks vukoRr djrs gSa ,slk os Loa; vkoztfuryksxksa ds fopkjksa dks lkeus ykdj djrs gSaAmUgksaus iz”u mBk;k gS fd bl “kCnkoyh dkO;kogkfjd ewY; D;k gSa blds fy, os crkrsfdl rjg ls Hkkjr caxykns”kh; lhek ij yksxksa

dk iyk;u ,sfrgkfld vkSj lkekftd lEc)rkvksa]HkkSxksfyd fujUrjrk vkSj vkfFkZd dkj.kksa ls gSA¼len~nj] 2004½ if”peh caxky esa jktuSfrd{ks=ksa us bl ekuoh; =klnh dks oksV cSad cukusds ,d volj ds :i esa ns[kk A

bl cgqr cM+h la[;k ds ekuoh; vkoztu esacaxykns”k ls Hkkjr esa vkSj muds iquZolu dhizfdz;k if”peh caxky& 1940 ds vkSj 1950 dsvfUre Hkkxksa dk lko/kkuhiwoZd ijh{k.k pdzorhZ¼1990½ }kjk viuh dfr lhekUr O;fDr esa fd;kx;k gSA fdUrq ;g vLi’V jg tkrk gS fd dSlsHkkjr ds foHkktu vkSj ifj.kke Lo:Ik gq,tulkaf[;d vkoztu lkekU; gks x, ¼bl rjgls jk’Vªh;d`r Hkh½ izQqy pdzorhZ }kjk blfofo/krk ls of.kZr djus ds ckn Hkh] if”pehcaxky ds fofHkUu ftyksa esa lek tk, A bldsfy, mUgksaus ,d dkj.k fn;k gSA bl ?kVuk dk“kgjh yksxksa dk gksukA tks eq[;r% vkoztu vkSjiquZolu nksuksa gh ?kVuk,W Hk;adj FkhA caxYkns”kds fdlku tyikbZxqM+h flVhxqM+h] nhuktiwqj] 24ijxuk vksSj ufn;k esa 1940 vkSj 1950 esa n’kdksaesa vkrs gSa vkSj viuk df’k dk;Z ;gkW Hkh tkjhj[krsa gSA 2006 esa uUnk dk v/;;u vkfFkZdigyw dk flagkoyksdu djkrk gsS tks fd caxykns”kls if”peh caxky esa vkoztu dks crkrk gsSA

nRrk ¼2004½ us vius ys[k bYyhxy caxykns”kekbxzs”ku Vw osLV caxky esa ;g Hkh dgk gsS fdvkoztu voS/k Fkk fdUrq mudk v/;;u Hkkjr dsjkT; if’peh caxky rd gh lhfer FkkA mUgksausvkoztu ds ifjoknksa dks ns[kk vksSj mls jksdus dsrjhdksa dks Hkh ns[kk gSA mUgksuas foLrkjiwoZd mudkj.kksa ij ppkZ dh gSA tSls QjDdk ckW/k n,uheh osLV SMN i zkiVh Z jkbVl ftldk

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vf/kfu;ferhdj.k iwoZ ikfdLrku esa 1965 esagqvk Fkk vkSj vU; jktuSfrd vksSj /kkfeZd eqn~ns]ftUgksaus bl voS/k vkoztudrkZvksa dks if”pehcaxky esa izokg :Ik ls vkus ds fy, izsfjr fd;kAmUgksaus /;ku fnyk;k gS fd if”peh caxky dsjktuSfrd ijkt; dh otg ls bu vkoztudrkZvksadk izeq[k f[kpko FkkA uank ¼2006½ us Hkkjr esackaxykns”kh;ksa ds vkus ds i;kZoj.kh; vkSj vkfFZkddkjdksa dk foLrkj ls v/;;u fd;k gSA mudkv/;;u Hkkjrh; tux.kuk 1981] 1991 ds vkdM+ksaij vk/kkfjr FkkA

v/;;u ds mn~ns”; &1- mÙkjnkrkvksa dh LFkkuh; leqnk; ls

lkeatL; dh fLFkfrA2 mÙkjnkrkvksa dh /kkfeZd lkaLd`frd ekU;rkA3- ljdkj }kjk i znku dh tk jgh

lqfo/kkvksa dh fLFkfrA midYiuk &izLrqr v/;;u gsrq fuEu ifjdYiuk fu/kkZfjr

dh x;h gS &1- f”k{kk dk Lrj “kj.kkfFkZ;ksa ds lek;kstu

esa egRoiw.kZ Hkwfedk fuHkkrk gSA2- lkekftd&vkfFkZd fLFkfr “kj.kkfFkZ;ksa dks

LFkkuh; ifjos”k ls lekatL; LFkkfir djus esalgk;rk iznku djrk gSaA

3- “kj.kkfFkZ;ksa dh lkaLdfrd ekU;rk,Wa mUgsalkekftd lek;kstu dh ,d izeq[k ck/kk gksldrh gSA

v/;;u {ks= &izLrkfor v/;;u gsrq v/;;u {ks= ds :i esa

jk;iqj ftys ds ekuk dsEi esa clk;s x;s ckaXykns”kh“kj.kkfFkZ;ksa dk v/;;u fd;k x;k gSA

mRrjnkrkvksa dk pquko &izLrkfor v/;;u gsrq jk;iqj ftys ds ekuk

dsEi esa clk;s x;s ckaXykns”kh “kj.kkFkhZ dh dwyla[;k esa ls 40 ifjokjksa dk pquko nSo fun”kZuizfof/k ds ek/;e ls fd;k x;k gSA

rF; ladyu dh izfof/k o midj.k &izLrkfor v/;;u gsrq rF;ksa dk ladyu

lajfpr lk{kkRdkj&vuqlwph ds ek/;e ls fd;kx;k gSA

ifj.kkemRrjnkrkvksa dh vkfFkZd fLFkfr ls lacaf/kr

fo”ys’k.k ls Li’V gqvk gS fd ekuk ds “kr~izfr”kr~ mRrjnkrkvksa dk dguk gS fd “kklu lsvuqnku izkIr gh mudk thfodksiktZu dk eq[;lk/ku gS O;olk; esa layXu lacaf/kr fo”ys’k.k esalokZf/kd 50 izfr”kr mRrjnkrk dk O;olk;etnwjh vkSj 50 izfr”kr mRrjnkrk vU; dk;Z esalayXu gSA ifjokj ds _.kxzLrrk laca/kh fo”ys’k.kls ;g Kkr gqvk gS fd lokZf/kd 57-5 izfr”krmRrjnkrkvksa us dgk dh os _.kxzLr ugha gSA42-5 izfr”kr mRrjnkrkvksa us ;g dgk dh os_.kxzLr gSaA

v/;;uxr mRrjnkrkvksa dk LFkkuh; leqnk;ls lkeatL; dh fLFkfr dk v/;;u izLrqr fd;kx;k gSA mRRjnkrkvksa ls LFkkuh; lkewnkf;dxfrfof/k;ksa esa Hkkx ysus laca/kh fo”ys’k.k ls ;gKkr gqvk gS fd “kr izfr”kr mRrjnkrkvksa dkdguk gS fd os mRlo] R;ksgkj o vU; dk;Zdzeksaesa lgHkkxh gksrs gSA lkeqnkf;d xfrfof/k;ksavkea=.k laca/kh fo”ys’k.k ls Kkr gqvk gS fdlkoZf/kd 54-31 izfr”kr~ mRrjnkrkvksa dk ekuukgS fd mudks vk;kstd izeq[k }kjk lkeqnkf;d



xfrfof/k;ksa esa vkeaf=r fd;k tkrk gSA 41-62 izfr”kr~ mRrjnkrkvksa dk ekuuk gS fd blizdkj dks xfrfof/k;ksa esa okMZ ds fuokfl;ksa }kjkvkeaf=r fd;k tkrk gSA tcfd 4-06 izfr”kr~dk ekuuk gS fd okMZ ik’kZn }kjk lkeqnkf;dxfrfof/k;ksa esa vkeaf=r fd;k tkrk gSA LFkkuh;lkeqnkf;d dk;Zdzeksa ds fo’k; lykg ysuslaca/kh fo”ys’k.k ls Kkr gqvk gS fd lokZf/kd 97-46 izfr”kr~ mRrjnkrkvksa dk ekuuk gS fdlkeqnkf;d dk;Zdzeksa ds fo’k; esa muls lykgyh tkrh gSA tcfd 2-53 izfr”kr~ mRrjnkrkvksaus udkjkRed tokc fn;k gSA ernkrk lwph esauke gksus laca/kh fo”ys’k.k ls ;g Kkr gqvk gSekuk {ks= mRrjnkrkvksa us cryk;k gS fd mudksvkt Hkh Hkkjrh; ukxfjdrk izkIr ugha gqbZ gSftlds dkj.k dkuwuu mudk uke LFkkuh; Lrjds ernkrk lwph esa ugha gSA “kr~ izfr”krmRrjnkrkvkas ls bl rF; dh if’V gqbZA LFkkuh;Lrj ij laxBu laca/kh fo”ys’k.k ls ;g Kkrgqvk gS ekuk ds “kr~ izfr”kr~ mRrjnkrkvksa usLFkkuh; Lrj ij laxBu dk gksuk cryk;k gSA

LFkkuh; leqnk; ls tqM+h xfrfof/k;ksa esalgHkkfxrk laca/kh fo”ys’k.k ls ;g Kkr gqvk gSfd “kr~ izfr”kr~ mRrjnkrkvksa us iw.kZr% lgHkkfxrkgksuk cryk;k gSA i[kkatqj ds 75-8 izfr”kr~ usiw.kZr% ,oa 24-20 izfr”kr~ mRrjnkrkvksa us vkaf’kdlgHkkfxrk dk gksuk cryk;k gSA

v/;;uxr mRrjnkrkvks a dh /kkfeZd&lkaLdfrd ekU;rk dk v/;;u izLrqr fd;kx;k gSA mRrjnkrkvksa ds /keZ ls laca/kh fo”ys’k.kls ;g Kkr gqvk gS fd “kr izfr”kr mRrjnkrkfgUnw /keZ dks ekuus okys gSA mRrjnkrkvksa ds/keZ ls tqM+h izeq[k lkaLdfrd izfreku laca/kh

fo”ys’k.k ls ;g Kkr gksrk gSA “kr izfr”krmRrjnkrkvksa ds lkaLdfrd izfreku ekW egkdkyhgSA mRrjnkrkvksa ds iwoZ o orZeku ds izeq[k ioZlaca/kh fo”ys’k.k ls ;g Kkr gqvk gS “kr izfr”krmRrjnkrkvksa us ;g dgk dh muds izeq[k ioZnhikoyh] gksyh] n”kgjk] jkeuoeh] j{kkca/ku]x.ks”kprqFkhZ] d’.k tUek’Beh] egkf”kojkf=] edjldzkafr] ekW dkyh iwtk vkSj clar iapeh ¼ljLorhiwtk½ izeq[k gSA mRrjnkrkvksa dh ekr`Hkk’kklacaf/kr fooj.k ls Li’V gS fd ekuk ds “kr~izfr”kr~ mRrjnkrkvksa us caxkyh dks ekrHkk’kkekuk gS lkFk gh mUgksus ;g Hkh cryk;k gS fdekrHkk’kk ds lkFk vU; Hkk’kk ;k cksyh tSls fgUnh,oa NRrhlx<+h vkilh cksy&pky esa bLrsekygksuk cryk;k gSA i[kkatqj ds “kr~ izfr”kr~mRrjnkrkvksa us caxkyh@fgUnh dks viuh ekr`Hkk’kkekuk gSA

mRrjnkrkvksa ds [kku&iku laca/kh vknrksa dslaca/k esa fo”ys’k.k ls ;g Kkr gqvk gS fd 33-3izfr”kr mRrjnkrk eNyh o 33-3 izfr”krmRrjnkrk eNyh ,oa 33-3 izfr”kr mRrjnkrkvU; [kku&iku dks mi;ksx djrs gSA mRrjnkrkvksads ijEijkxr ifj/kku laca/kh fo”ys’k.k ls ;gKkr gksrk gSa fd “kr izfr”kr mRrjnkrkvksa us;g dgk fd muds ijEijkxr ifj/kku orZeku oiwoZ esa fgUnw /keZ ds vuqlkj efgykvksa esa lqrh¼caxkyh½] lkM+h ,oa iw:’kks a dh os”k&Hk w’kkdwrkZ&iStkek o iSaV&”kVZ gSA mRrjnkrkvksa dsfookg ds fue; o ekU;rk,a laca/kh fo”ys’k.k ls;g Kkr gqvk gS “kr izfr”kr mRrjnkrkvksa usdgk fd muds fookg fgUnw /keZ ds ijEijkxrjhfr&fjoktksaa o fof/k&fo/kku ds vuqlkj iwoZ oorZeku le; esa Hkh laEiUu gksrk gSA mRrjnkrkvksa

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ds /keZ ls tqM+h izeq[k ekU;rk,a laca/kh fo”ys’k.kls ;g Kkr gqvk gS “kr izfr”kr mRrjnkrkvksadks ;gh dguk gS fd muds /keZ ls tqM+h izeq[kekU;rk,a o jhfr&fjokt fgUnw /keZ ds izeq[kjhfr&fjoktksa ,oa ekU;rkvksa ds vuq:i gh gSvkSj orZeku le; esa Hkh mUgha ekU;rkvksa ,oajhfr&fjoktksa ij vkLFkk] fo”okl ,oa iw.kZ euksHkkods lkFk fuokZg fd;k tkrk gSA

v/;;uxr mRrjnkrkvksa dks ljdkj }kjkiznku dh tk jgh lqfo/kkvksa dh fLFkfr dkv/;;u izLrqr fd;k x;k gSA mRrjnkrkvksa dsvkokl laca/kh fo”ys’k.k ls ;g Kkr gqvk gS fd“kr izfr”kr mRrjnkrkvksa ;g dgk fd mudkvkokl Lo;a dk gSA mRrjnkrkvksa ds vkokl dsLo:i lacaf/kr fo”ys’k.k ls Li’V gS fd “kr~izfr”kr mRrjnkrkvksa a ds vkokl v)Z iDds gSa]

lanHkZ %Ang, Winnh (2006)- Review of coming home Refugees, migrants and those who stayed behind, TRANSCULTURL PSYCHIATRY 43 (1), p 151-152Banerjee, B. (2003, January). Infiltration and border problem. Paper presented in the workshop at the Indian Statistical Institute on the Undocumented Migration From Bangladesh to Wes Bengal organised by Population Studies Unit. Kolkata, India.

Borderline (2001, september) – Forging a new U.S.-Mexico migration relationship: Recommenda tions from Outside the Beltway. Border Line, 9 (8),Borderline (2001,September). Forging a new U.S.-Mexico migration relationship: Recommenda tions from Outside the Beltway. Border Line, 9(8),1-8.

Carballo,M.(2008); Health and social issues of migrants and refugees. CONCEPRS AND PRAC TICE OF HUMANITARIAN MEDICINE . 2008 p 163-173

Census of India 2001 Series 1, India, Migration Table, Controller of Publications, Delhi.

Datta, P., Sadhu, S., Bhattacharyya, B. N., & Majumdar, P.K. (2003January). Undocumented migration from Bangladesh to West Bengal: A perception study. Paper presented in the work shop at the Indian Statistical Institute on the Undocumented Migration From Bangladesh to West Bengal organised by Population Studies Unit. Kolkata, India.

bl fo’k; ij rF; ladyu djus ls ;g Kkrgqvk fd ljdkj }kjk iznku dh tk jghlqfo/kkvksa esa mRrjnkrkvksa ds vkokl Lo;a dkugha gS] mls ljdkj }kjk fuekZ.k djds vkcafVrfd;k x;k gSA mRrjnkrkvks a ds vkokl esai s;ty] fctyh] i;kZIr dejs ] izlk/kumiyC/k gSA vkokl ,oa vkoklh; ifjlj esaiDdk ukyh dk vHkko gSA mRrjnkrkvksa dsf”k{kk dhs lqfo/kk laca/kh fo”ys’k.k ls ;g Kkrgqvk gS “kr izfr”kr mRrjnkrkvksa us ;g dgkfd ljdkj }kjk f”k{kk ds fy, tks lqfo/kkiznku dh tk jgh gS] ml lanHkZ esa LFkkuh; Lrjij miyC/k “kkldh; fo|ky; esa lHkh ewyHkwrlqfo/kk miyC/k gSA ogka ij foLFkkfir ifjokjds cPpksa dks f”k{kk xzg.k djus esa fdlh izdkjdh vlqfo/kk ugh gksrhA


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Datta, P. (2004), “IIIegal Bangladeshi Migration to West Bengal”, Margin, Vol. 36, Issue No. 4, p.29.Diedrich, andreas and styhre (2008); Making the refugee multiple: the effects of classification work. SCANDINAVIAN JOURNAL OF MANAGEMENT 24 (4), p 330-34210. Hazarika, S. (2000); Rites of passage: border crossings, imagined homelands, India’s East andBanglodesh. New delhi Penguin Books, p.347Hazarika, S. (2000); Rites of Passage: Border Crossings, Imagined Homelands. India’s, East and Bangladesh, Penguin Books, New Delhi. p. 173Hazidimitriadou, E. (2010); Migration and ageing: Settlement experiences and emerging care meeds of older refugees in developed countries. HELLENIC JOURNAL OF PSYCHOLOGH 7 (1), pl-20Mukherjee, K. (2003); India begins work on I cards for border residents. Nation Hindustan Timem pp. 1-2.Mukherjee, K. (2003); India begins work on I cards for border residents. Nation Hindustan Times, pp 1-2.Nath, D.C. (2003, January); Undocumented migration in India with special reference to West Bengal: A big security threat. Paper presented in the workshop at the Indian Statistical Institute on the Undocumented Migration From Bangladesh to West Bengal organised by Population Studies Unit. Kolkata, India. Organized by Population Studies unit held in Indian Statistical Institute, Kolkata.Pramanik, B. (2003, January); Impact of undocumented migration on demography, informal sector, and security of the country. Paper presented in the Workshop on Undocumented Migration From Bangladesh to West BengalPramanik, B. (2006); “IIIegal migration from Bangladesh: A case study of Bangladesh” in B.B. Kumar (ed), IIIegal Migration from Bangladesh, Astha Bharati, Delhi. Pp. 137-147.Samaddar, R. (1999); Marginal nation: transborder Migration from Bangladesh to West Bengal. New Delhi. Sage Publications, 227 p.Thapliyal, S. (2000); Bangladeshi Migrants in India: Thomas, B. (1975); Economic factors in International migration. In L. Tabah (Ed.), Popu lation growth and economic development in the third world, 2 IUSSP, Ordina Edition, Belgium: IUSSP.


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izokl dk o`)tuksa ij izHkko & ,dlekt”kkL=h; v/;;u

¼NRrhlx<+ jkT; ds jk;iqj ftys ds fo”ks’k lanHkZ esa½

lkjka”kizLrqr “kks/k i= izokl dk o)tuksa ij izHkko dk ,d lekt “kkL=h; v/;;u ij

vk/kkfjr gSA v/;;u gsrq jk;iqj ftys ds Je iyk;u ls izHkkfor nks xkaoksa ds 40 ifjokjksa dkpuqko nSofunsZ”ku ds }kjk fd;k x;k gSA rF;ksa dk ladyu lk{kkRdkj&vuqlwph ds }kjk fd;kx;k gSA v/;;u ls ;g Kkr gqvk gS fd izoklh ifjokjksa esa ifjokj ds ;qok lnL;ksa ds iyk;udjus ds i”pkr o)tuksa dks vusd leL;kvksa dk lkeuk djuk iM+rk gS fo”ks’kdj mu o)ksa dksftudh vk;q 70 o’kZ ls vf/kd gks pqdh gSA o)tuksa dh eq[; leL;kvksa esa “kkjhfjd ,oa vkfFkZdleL;k,a eq[; gSA

izLrkoukizokl ,d LokHkkfod izfØ;k gS] ekuo lH;rk

ds vkjafHkd ;qxksa ls ysdj vk/kqfud lekt rdizR;sd ;qx esa izokl gksrk jgk gS A izokl dsdkj.k Hkh vusd gks ldrs gSa] tSls & vdky]Hkw[kejh] rhFkkZVu] ;q)] egkekjh] mPp f”k{kk]




jkstxkj ;k fdlh vU; dkj.k ls ekuo izokldjrk jgk gS A dkj.k ds vuq:i gh gesa bldkizHkko Hkh lekt esa ldkjkRed rFkk ukdkjkRednksuksa gh :iksa esa ns[kus dks feyrk jgk gS A tgk¡ldkjkRed izokl ds izHkko Hkh ldkjkRed gksrsgSa A ogha foifRr ,oa vkink esa fd;s tkus okys

*eukst dqekj lkgw*MkW-,y-,l-xtiky

*“kks/kkFkhZ lekt”kkL= v/;;u”kkyk ia- jfo”kadj “kqDy fo’ofo|ky;] jk;iqj ¼N-x-½**lgk;d izk/;kid lekt”kkL= v/;;u”kkyk ia- jfo”kadj “kqDy fo”ofo|ky;] jk;iqj ¼N-x-½


102 / izokl dk o`)tuksa ij----

ukdkjkRed izHkko Hkh lekt ij iM+rk gS AHkkjr esa izokl dk Lo:i ns[kus dks feyrk

gS] tks xzke esa uxj mPizokl eq[; gS] vFkkZr~yksx fofHkUu dkj.kksa ls xk¡o ls “kgj dh vksjizokl djrs gSa A ,slh fLFkfr esa bldk lokZf/kdizHkko Hkh xzkeh.k leqnk; esa gh ns[kk tk ldrkgS A ;fn ge blds izHkko dh O;kidrk ijfopkj djsa rks cPps vkSj o) gh lcls T;knkizHkkfor gksrs gSa A ;gh dkj.k gS fd v/;;u gsrqo)tuksa dk pquko fd;k gS A

ljdkjh vk¡dM+ksa ds eqrkfcd iwjs fo”o esalcls vf/kd dk;Z”khy tula[;k dk izfr”krHkkjr esa gS ysfdu ;g fLFkfr ,d ls nks n”kdi”pkr iwjh rjg cny tk;sxh vkSj Hkkjr esa cM+hvkcknh o)tuksa dh gksxhA ,slh fLFkfr esa o`)tuksadh ns[kHkky mudh leL;kvksa ds lek/kku dsfy;s ,d Bksl dk;ZØe vkSj uhfr ds vko”;drkgksxhA bl fLFkfr esa izLrqr v/;;u Hkkoh leL;kds lek/kku dks /;ku esa j[kdj fd;k tkus okykegRoiw.kZ v/;;u fl) gks ldrk gSA

v/;;u ls izkIr fu’d’kZ izokl ds QyLo:io)tukssa dks gksus okyh leL;kvksa dh Lo:i ijizdk”k Mkysxk ogha nwljh vksj mudh leL;kvksadks lek/kku esa fd;s tk ldus okys lEHkkforiz;klksa dh fn”kk ij Hkh izdk”k Mkysxk A ;s lHkhckrsa v/;;u ds egRo dks Li’V djrk gS A

izR;sd vuqla/kku lekt ds fdlh leL;kvFkok ifjorZu ij O;kid izdk”k Mkyrk gSAvuqla/kku ls izkIr fu’d’kZ u dsoy Hkfo’; esa gksusokys vuqla/kku dk;ksZ esa lgk;d fl) gks ldrkgS] oju rkRdkfyd ifjos”k esa fdlh leL;k dsifjorZu dks le>us esa Hkh lgk;d fl) gksrkgSA izLrqr v/;;u bl fn”kk esa ,d O;ofLFkr

iz;kl dgk tk ldrk gSAn”kZu ¼2001½ dk v/;;u o`)tuks a ds

leL;kvksas ls lacaf/kr jgk gS A v/;;u esa ;grF; mHkj dj lkeus vk;k gS fd e/; vk;q oxZds vf/kdka”k O;fDr ftlesa efgyk ;k iq:’knksuksa “kkfey gSa dks ikydksa ls tqM+h vusdleL;kvkssa dk lkeuk djuk iM+rk gS A ifjokjesa iq= dks iq=o/kq ls T;knk leL;kvksa dk lkeukdjuk iM+rk gS A LokLF; laokn ¼2002½ ls ;gKkr gqvk gS o)koLFkk esa ekufld detksfj;k¡o)tuksa esa vusd “kkjhfjd leL;kvksa dks tUensrk gS vkSj “kkjhfjd ijs”kkfu;k¡ o)tuksa dhlkekftd vkfFkZd fLFkfr dks izHkkfor djrk gSphu twu ¼2002½ dk v/;;u o)tuksa ds LokLF;lwpdkad ij vk/kkfjr gS A v/;;u ls ;g Kkrgqvk gS fd ,sls o)tu tks izokl ds dkj.kvdsys jgrs gS a muds LokLF;xr fLFkfrvR;f/kd fuEu gksrh gS mu yksxksa dh rqyuk esatks vdsys ugha jgrs A

tequk ¼2003½ dk v/;;u Hkkjr esa o)tuksads ns[kHkky vkSj muds nq:i;ksx ls lacaf/kr gSAmUgksaus vius v/;;u ds ek/;e ls bl rF; dksLi’V fd;k gS fd c<+rh uxjhdj.k] ,dkdhifjokj dh izdfr nksgjh ukSdfj;k¡ ifjokj ls;qok lnL; dk izokl dqN ,sls dkj.k gS tkso)tuksa esa vusd leL;kvksa dks tUe nsrk gSvkSj ;gh ns”k dh ,d cM+h lkekftd leL;kgSA ysxzs ,oa ekVsZy ¼2003½ us vius v/;;u esadukMk] LohV~tjyS.M vkSj ;qukbVsM fdaxMse essao‘)tuksa ds thou “kSyh esa lekurk vkSj fHkUurkdks Li’V fd;k gS A o) efgyk,¡ cM+h la[;k esavdsys jgrh gSaA tcfd iq:’k vius iq=&iq=h dslkFk jgrs gSaA blds ckn Hkh efgykvksa dh

/ 103

thou&izR;k”kk iq:’kksa ls vf/kd ns[kh x;h gSAekVsZy ¼2003½ dk ,d vU; v/;;u tks fd,f”k;kbZ ns”kksa ds o)tuksa ls lacaf/kr Fkk] esa ;gns[kk x;k gS fd ,f”k;kbZ ns”kksa esa o)tuksa dksifjokj dk lg;ksx vkSj ns[kHkky nksuksa gh izkIrgksrk gS A ysfdu fo/kok gksus vFkok rykd dhnj Hkh o)tuksa ds thou”kSyh dks izHkkfor djrkgS A

vkye ¼2004½ dk v/;;u o`)koLFkk dhvkfFkZd lqj{kk vkSj lq/kkj dh fLFkfr dk Hkkjrh;lUnHkZ ds v/;;u ls lacaf/kr gS A v/;;u esabl rF; ij izdk”k Mkyk x;k gS fd Hkkjr esacM+h la[;k esa o)ksa dh rknkr esa of) gqbZ gS Aifj.kker% muesa cM+h rsth ls lkekftd] vkfFkZdfiNM+siu c<+ jgh gS A :nznso ¼2005½ dkv/;;u Hkkjr esa o)tuksa ds izca/ku ls tqM+kgqvk gS A ;s xjhch js[kk ds uhps thou&;kiudj jgs gSa vkSj jksVh] diM+k vkSj edku tSlsewyHkwr t:jrksa ds fy;s la?k’kZ djuk iM+ jgkgSA ,slh fLFkfr esa bUgsa ,d U;wure thouLrjdks cuk;s j[kus ds fy;s lkekftd lqj{kk LokLF;lqfo/kk;sa ,oa iquokZl dh fn”kk esa lkFkZd iz;klfd;s tkus dh vko”;drk gS A ekbdsy ¼2006½dk v/;;u rLekfu;k ds xzkeh.k {ks=ksa ls ;qoklnL;ksa ds izokl dk leqnk; ij iM+us okykizHkko rFkk “kklu dh ;kstukvksas ,oa uhfr;ksa dsizHkko ij izdk”k Mkyrk gS A

Øsxj ¼2006½ baMksusf”k;k ds rhu leqnk; dsrqyukRed v/;;u ij vk/kkfjr Fkk A ftlesaizokl lkekftd lajpuk vkSj o)tuksa dh enndjus okys usVodZ dh fLFkfr dk v/;;u fd;kx;k gS A v/;;u ;g Li’V djrk gS fd izoklls laiUu ifjokj dks vius vkfJrksa o o)tuksa

dks enn dj ikus esa lQy gksrk gS ij fu/kZuifjokj ,slk ugha dj ikrs gSa A fu/kZu ifjokj esao)tu vusd leL;kvksa dk lkeuk djrs gSa Agseknk] dksph ,oa d¡krks ¼2007½ dk v/;;uo)tu vkSj tkiku dk Je cktkj dh leL;k,oa uhfr ij vk/kkfjr gS A vizokl dk tkikuds Je cktkj vkSj o)tuksa ds jkstxkj dhfLFkfr ij iM+us okys izHkko dks Li’V djrk gS AlS;n ¼2007½ dk v/;;u gSnjkckn ds eqfLyeleqnk; ds ;qok lnL;ksa ds izokl ij vk/kkfjrjgk gS A v/;;u ls Kkr rF; ;g rdZ nsrk gSfd ;qok lnL;ksa ds if”peh ns”kksa esa izokl dsQyLo:i ifjokj ds lkekftd vkfFkZd fLFkfrcsgrj gksrh gS ij blls lkekftd lkaLdfrdekU;rk;sa izHkkfor gksrh gS A

,yu ,.M vnj ¼2008½ bl ckr ijvk/kkfjr Fkk fd fdl izdkj izokl dk ;qokefgykvksa ds euksoSKkfud izdfr] lkekftd&vkfFkZd fLFkfr rFkk Hkfo’; ij fdl izdkj dkizHkko iM+rk gS A xkSre ¼2008½ dk v/;;uusiky esa ifjokj ds ;qok lnL; dk izokl dko)tuksa ij iM+us okys izHkko ls jgk gS] ftlesav/;;u dk fu’d’kZ ;g Li’V djrk gS fd izoklds QyLo:i 80 izfr”kr ls vf/kd o‘)tuLo;a dks vdsyk ennfoghu vkSj Hk;Hkhr eglqldjrs gSa A

vUuk fiV~jlu vkSj xquZj yecxZ ¼2009½ dkv/;;u LohMu esa ifjokj ds ;qok lnL; dsizokl dk o)tuksa ifjokj ds lkekftd vkfFkZdfLFkfr rFkk fyax lajpuk ij iM+us okys izHkko ijvk/kkfjr gS A v/;;u ;g Li’V djrk gS fd;qok lnL;ksa ds izokl ls ifjokj dh vkfFkZdfLFkfr etcwr gksrh gS ij ;qok lnL;ksa ds pys

izokl dk o`)tuksa ij----

104 /izokl dk o`)tuksa ij----

tkus ij o`)tu Lo;a dks vlgk; vkSjvdsykiu eglwl djrs gSa A fyuk] v”kksd]in~ek] dkeFk ¼2009½ dk v/;;u o)tuksa dslkekftd ,oa LokLF;xr leL;kvksa ls lacaf/krjgk gS] v/;;u esa eq[; :i ls ;gKkr gqvk gS fd vf/kdka”k o)tu tks LokLF;xrleL;kvksa ls fifM+r FksA os 60&69 o’kZ ds vk;qoxZ ds Fks vkSj mlesa Hkh T;knkrj viuh ifjokjls misf{kr FksA dSfYou (2009) ;g v/;;uLohMu esa ifjokj ds ;qok lnL; ds izokl dkifjokj dh lkekftd&vkfFkZd fLFkfr] fyaxlajpuk ij iM+us okys izHkko ij vk/kkfjr gS Av/;;u ;g n”kkZrk gS fd ;qok lnL;ksa ds izoklls ?kj dh fLFkfr rks etcwr gksrh gS ij o)lnL;ksa dks vdsysiu dk lkeuk djuk iM+rkgSA

jkW.Mky dwgu ,oa vU; ¼2010½ dk v/;;ubaMksusf”k;k esa ifjokj ds cPpksa ds izokl dk o)lnL;ksa ds LokLF; ij iM+us okys izHkko ijvk/kkfjr jgk gSA v/;;u esa izokl dk 50 o’kZ lsvf/kd vk;q lewg ds ikfjokfjd lnL;ksa dhthoup;kZ] LokLF; rFkk eR;qnj ij D;k izHkkoiM+rk gS\ bls ns[kus dk iz;kl fd;k x;k gS v/;;u esa ;g rF; lkeus vk;k gS fd mijksDrlHkh ckrksa dk ukdkjkRed izHkko iM+rk gS A

dksusy tkWu ¼2010½ dk v/;;u FkkbZySaM dsxzkeh.k {ks=ksa ls ;qok lnL;ksa ds izokl dk ifjokjds o) lnL;ksa ij iM+us okys izHkko ls lacaf/krgS A v/;;u ls izkIr fu’d’kZ ;g crkrk gS fduxjksa esa izokl fd;s tkus ds QyLo:i eksckbyQksu ikfjokfjd laca/kksa dks cuk;s j[kus esa egRoiw.kZHkwfedk fuHkkrh gS A ,fyfu ¼2010½ dk v/;;uizokl ,oa o)tuksa ij vk/kkfjr Fkk v/;;u esa

izokl ds QyLo:i o) “kj.kkfFkZ;ksa ij iM+usokys izHkkoksa ij izdk”k Mkyk x;k gS A v/;;uewy :i ls fodflr jk’Vªksa esa o) “kj.kkfFkZ;ksa dhns[kHkky dh vko”;drk ls lacaf/kr gS

v/;;u dk mn~ns”; %&- izokl dk o)tuksa ij izHkko dks Kkr

djuk &¼v½ lkekftd fLFkfr ij¼c½ ikfjokfjd lek;kstu ij¼l½ vkfFkZd fLFkfr ij¼n½ “kkjhfjd ;k LokLF; fLFkfr ij¼b½ ekufld fLFkfr ;k euksoSKkfud ij

midYiuk &1- ,dy izoklh ifjokjksa dh rqyuk esa

lifjokj izokl dh fLFkfr esa o)tu vf/kdleL;kvksa dk lkeuk djrs gSaA

2- izokl dk lkekU; o)tuksa dh rqyukesa leL;k ls ihfM+r ;k jksxxzLr o)tuksa ijxgjk izHkko iM+rk gSA

3- NksVs ifjokjksa dh rqyuk esa ogn~ifjokj ds o)tuksa ij izokl dk izHkko deiM+rk gS A

4- izokl ds QyLo#i ;qxy o) dhrqyuk ,dy o) vf/kd izHkkfor gksrs gSaA

¼c½ mRrjnkrkvksa dk pquko &izLrqr v/;;u gsr q jk;iqj ftys ds

Je&iyk;u ls izHkkfor nks xk¡oksa dk p;u dkv/;;u gsrq fd;k x;k gSA xk¡o ls iyk;udjus okys mu ifjokjksa esa ls 40 ifjokjksa dkpquko mnn~s”;iw.kZ fun”kZu ds ek/;e ls fd;kx;k gSA ;s ifjokj ,sls gS] ftuesa o) lnL;vko”;d :i ls gSA tks fd v/;;u ds mnn~s”;

/ 105

dks iwjk djrk gks A¼l½ rF;ksa dk ladyu &izLrqr v/;;u gsrq rF;ks a dk ladyu

lk{kkRdkj vuqlwph midj.k ds ek/;e ls fd;kx;k gSA bl gsrq ,d lajfpr lk{kkRdkj vuqlwphdk fuekZ.k v/;;u ds mnn~s”;ksa ds vk/kkj ijfd;k tk;sxk A

ifj.kke izokl ds QyLo:Ik o)tuksa dh fLFkfr

,oa izHkko dk v/;;u fd;k x;k gSA ftlesaizokl ds nkSjku muds lkekftd ]ifjokfjd]lek;kstu ]vkfFkZd leL;k ]”kkjhfjd leL;k,oa ekufld fLFkfr ;k eukSoSKkfud fLFkfr ijizHkkoksa dk rF; ladfyr dj fo”ys’k.k izLrqrfd;k x;k gSA lkekftd fZLFkfr ij v/;;uxrmRRkjnkrk o)tuksa dk izokl ds iwoZ o)tuksa dsizfr iM+ksfl;ksa dk nf’Vdks.k ij vf/kdka”k 52-5izfr”kr mRrjnkrkvksa ds izfr iM+ksfl;ksa dk nf’dks.kvPNk gSA dsoy 47-5 izfr”kr o)tuksa us ghiM+ksfl;ksa dk nf’Vdks.k lkekU; crk;k gS A blizdkj ge dg ldrs gSA fd izokl ds iwoZo)tuksa ds izfr muds iM+ksfl;ksa dk nf’Vdks.kvPNk gksrk gSA blh izokl ds i”pkr~ iM+ksfl;ksadk nf’Vdks.k 77-5 izfr”kr mRrjnkrkvks a ds vuqlkjln~Hkkouk iw.kZ gksrk gSA dsoy 22-5 izfr”krmRrjnkrkvksa us bl fo’k; eas lg;ksxkRed crk;kgSA blh izdkj izokl ds QyLo:i iM+kSfl;ksa dsiwN ij[k ls fo”ys’k.k ls Li’V gksrk gS fd vf/kdka”k mRrjnkrkvksa ds 75 izfr”kr yksx ekurs gSafd muds iM+kSlh le; ≤ ij gky&pkyiwNrs jgrs gaS A dsoy 25 izfr”kr mRrjnkrkvksaus bl fo’k; ij udkjkRed tkudkjh nh gSA

blh izdkj v/;;uxr~ mRrjnkrkvksa dk xkao

esa vk;ksftr gksus okys lkekftd& lkadfrddk;Zdzeksa ds lwpuk ds fo’k; ij rF;ksa dkladyu dj fo”ys’k.k ls Kkr gksrk gS fdloZf/kd 92-5 izfr”kr mRrjnkrk o)ksa dks lwpukxkao esa lkekftd& lkaLdfrd dk;Zdze gksus dhlwpuk nh tkrh gSA ,oa 7-5 izfr”kr mRrjnnkrko)ksa us Lohdkj fd;k gS fd muds xkao esa gkssusokys dk;Zdzeksa dh lwpuk ugha nh tkrh gSA Li’Vgks tkrk gS fd o)tuksa dks muds xkao esavk;ksftr gksus okys dk;Zdzeksa dh lwpuk nsusokys lnL;ksa eas 45 izfr”kr ofj’B lnL;ksa }kjk]37-5 izfr”kr iM+ksfl;ksa ds }kjk] 10 izfr”kr dksbZHkh ds }kjk rFkk 7-5 izfr”kr xkao ds ljiap ds}kjk lwpuk izkIr gksrh gSA v/;;uxr~ lewg dkxkao esa gksus okys lkekftd& lkaLd`frd dk;Zdzeksaesa “kkfey gksus lacaf/kr rF;ksa dks laadfyr djfo”ys’k.k fd;k x;k gS fd izoklh ifjokj dso)tu xkao esa gksus okys lkekftd& lkaLdfrdesa mRlkg iwoZd Hkkx ysrs gSA rFkk lkaLdfrddk;Zdzekss esas lkFk tkus okys lnL;ksa esa lokZf/kd40-6 izfr”kr mRrjnkrk o)tuksa }kjk o`)lg;ksxh ds lkFk 37-8 izfr”kr mRrjnkrk vdsysesa ,oa 21-6 izfr”kr o) mRrjnkrk fdlh dslkFk xkao esa vk;ksftr gksus okys lkekftd&lkaLdfrd dk;Zdzeksa esa Hkkx ysrs gSA

v/;;uxr~ lewg dk izoklh ifjokj ds o)tuksadk vU; lkekftd& lkaLdfrd xfrfof/k;ksa esa“kkfey gksus lacaf/kr rF;ksa dk fo”ys’k.k ls Kkrgksrk gSA fd vf/kdka”k 95 izfr”kr mRrjnkrkvU; le wg k s a d s lke kftd&lkLd ` frdxfrfof/k;ksa esa “kkfey gksrs gaSA rFkk 5 izfr”krmRrjnkrk o`)tuksa ds }kjk vU; lewgksa dslkekftd& lkaLdfrd dk;Zdzeksa esa Hkkxhnkjhughs curs gaSA rFkk muls vU; lewgksa ds


106 / izokl dk o`)tuksa ij----

lkekftd& lkLdfrd dk;Zdzeksa esa “kkfeygksus ij lEEkku dk fn;s tkus lacaf/kr rF;ksa dkfo”ys’k.k ls Kkr gksrk gS fd vf/kdka”k 76-31izfr”kr mRrjnkrk o`)tu vU; lewgksa a dsdk;Zdzeksa eas “kkfey gksus ij lEeku fn;k tkrkgSA dsoy 28-88 izfr”kr mRrjnkrk us dgk fdlEeku ugha fn;k tkrk gSA blh izdkj vU;lewgksa ds lkekftd& lkLdfrd dk;Zdze esaviuh bPNk ls tkus lacaf/kr rF;ksa dk fo”ys’k.kls Kkr gksrk gSA fd 95 izfr”kr mRrjnkrko)tuksa dk ekuuk gS fd os vius bPNk ls tkrsgSA ifjokfjd lek;kstu ij izHkko esa v/;;uxr~mRrjnkrk o)tuksa ds ds ?kjksa esa gksus okysegRoiw.kZ dk;kZsa esa jk; ysus lacaf/kr rF;ksa dkladyu dj fo”ys’k.k fd;k x;k gS fd lokZf/kd82-5 izfr”kr mRrjnkrkvksa ls egRoiw.kZ dk;kZsa esajk; fy;k tkrk gS] tcfd 17-5 izfr”krmRrjnkrkvksa o)tuksa ls jk; ugha fy;k tkrkgSA

v/;;uxr~ mRrjnkrkvksa o)tuksa ls ifjokjds lnL;ksa }kjk mudh t:jrksa dks iwjk fd;stkus ds fo’k; esa rF;ksa dk ladyu dj fo”ys’k.kfd;k x;k gS fd vf/kdka”k 80 izfr”krmRrjnkrkvksa us dgk fd ifjokj ds lnL;ksa ds}kjk mudh vko”;drkvksa dh iwfrZ dh tkrh gS] tcfd 12-5 izfr”kr mRrjnkrkvksa us dgk fdmudh vko”;drkvksa dh iwfrZ dHkh ugha gksrhgSA rFkk 7-5 izfr”kr mRrjnkrkvksaa us dgk fdmudh vko”;drkvksa dh iwfrZ dHkh & dHkh dhtkrh gSA vr% dgk tk ldrk gS fd vf/kdka”kmRrjnkrkvksa ds ifjokj ds lnL;ksa ds }kjkvko”;drkvksa ds }kjk iwfrZ dh tkrh gSAv/;;uxr~ lewgksa esa ifjokj ds lnL;ksa ds

e/; ruko dh fLFkfr ds fo’k; esa rF;ksa dkladyu fd; x;k gS] ftlesa vf/kdka”k 95 izfr”krmRrjnkrkvsa us dgk fd ifjokj esa ruko dhfLFkfr fufeZr gkrh gSA tcfd 5 izfr”kr us dgkfd fLFkfr fufeZr ugha gksrh gSA

vkfFk Zd leL;k ds iz zHkko d :Ik es s av/;;uxr~ mRrjnkrk o)tuksa ds vk; ds] L=ksrds fo’k; esa rF;ksa dk ladyu dj fo”ys’k.kfd;k x;k gS ftlesa vf/kdak”k 92 izfr”krmRrjnkrk o)tuksa }kjk Lo;a ds o)koLFkk ias”kudks vk; dk eq[; L=ksr crk;k gSA blh izdkjmRrjnkrk o)tuksa dks feyus okyh isa”ku jkf”kdk mi;ksx fdl en esa djus lacaf/kr fo’k; ijrF;ksa dk ladyu dj fo”ys’k.k fd;k x;k gSfd vf/kdka”k 92-5 izfr”kr mRrjnkrkvksa }kjkHkkstu ij [kpZ djrs gSA ,oa 7-5 izfr”kr mRrjnkrkbl ij [kpZ ugha djuk pkgrs gSA blh rjgLo;a ds bZykt ij 87-5 izfr”kr mRrjnkrk]nSfud t:jrksa ij 47-8 izfr”kr bl en esa [kpZdjuk pkgrs gSA

v/;;uxr~ lewg dh “kkjhfjd ;k LokLF;dh fLFkfr ij izHkko ds fo’k; esa mRrjnkrkvksao)tuksa dks gksus okys LokLF;xr~ leL;k dksladfyr rF;ksa ds fo”ys’k.k ;s Kkr gqvk fd 80izfr”kr mRrjnkrkvksa dks “kkjhfjd detksjh ]20izfr”kr mRrjnkrkkvksa dks “olu laca/kh leL;kls xzflr gSA LokLF;xr~ leL;ksa ds bZyktdjk;s tkus fo’k; ij 90 izfr”kr mRrjnkrkvksus crk;k fd mudk LokLF; leL;k dk bZyktpy jgk gSA rFkk 10 izfr”kr o)ksa LokLF;xr~leL;k bZykt ugha djk;k tk jgk gSAmRrjnkrkvksa ds bZykt esa gksus okys O;; dsfo’k; esa ladfyr rF;ksa ds fo”ys’k.k ls li’V

/ 107

gqvk gS fd 57-5 izfr”kr mRrjnkrkvksa dk bZyktesa O;; fd;s tkus okys jkf”k Kkr ugha crk;k gSA

vkfFkZd fLFkfr;kaWa eukSoSKkfud fLFkfr ijizHkko % bl fo’k; esa o)tuksa }kjk cPpksa dsizokl ds QyLo:Ik Fkdk eglwl djus dsfo’k; esa rF;kas dk ladyu dj fo”ys’k.k lsKkr gqvk gS] fd vf/kdka”k 57-5 izfr”krmRrjnkrkvksa ds }kjk Lo;a dks ges”kk Fkdkgqvk eglwl djrs gSA tcfd 40 izfr”krmRrjnkrkvksa ds }kjk Lo;a dks dHkh & dHkhFkdk gqvk eglwl djrs gSA rFkk 2-5 izfr”kr

mRrjnkrkvksa ds }kjk Lo;a dks Fkdk gqvkeglwl ugha djrs gSA blh izdkj o)okLFkk dsdkj.k muds O;ogkj esa fpM+fpM+kiu ds fo’k;esa rF;ksa dk ladyu dj fo”ys’k.k ls Kkrgksrk gSS fd vf/kdka”k 52-5 izfr”kr mRrjnkrkvksads }kjk muds O;ogkj esa ges”kk fpM+fpM+kiucuk jgrk gSA tcfd 40 izfr”kr mRrjnkrkvksads }kjk muds O;ogkj es a dHkh &dHkhfpM+fpM+kiu cuk jgrk gSA rFkk 7-5 izfr”krmRrjnkrkvks a ds }kjk muds O;ogkj es afpM+fpM+kiu dHkh ugha jgrk crk;k x;k gSA

lanHkZ %Ali Syed; (2007) ‘Go west young man’: the culture of migration among Muslims in Hyderabad,

India. JOURNAL OF ETHNIC AND MIGRATION STUDIES 33(1) Jan p37-58

Anna Petterson and Gunnar Malmberg(2009) ;Adult children and elderly parents as mobility attractions in Sweden, POPULATION, SPACE AND PLACE 15(4) p 343-357

Croy, Clavin D and Others(2009).; Young adult migration from a northern plains Indian reservation;who stays and who leaves, POPULATION RESEARCH AND POLICY REVIEW 28(5)OCTP641-60

Ek,Ellen and othern (,2007) ; Psychosocial factor as mediaton between migration and subjective well-being among young finnish adults p137-158

Gabriel, Michelle(2006); Youth Migration and social advancement : how young people manageemerging differences between themselves and their hometown. JOURNAL OF YOUTHSTUDIES 9(1) Feb p 33-46

Hamada, Kochi and kato, Hiromi, eds,( 2007).;Ageing and the labor market in Japan: problems andpolicies. ESRI STUDIES SERIES ON AGEING CHETLETENHAM, U.K. ANDMORTHAMPTON, MASS : ELGAR p 191

Jamuna D(2003).;Issues of elder care and elder abuse in the India context . Agingsoc.policy;152;125-42.

Jhilam Rudra De. Lecturer(2008).; NSHM College of Management and technology,p.134


108 /

Jun CZ (2002); Living arrangement and health status of the Elderly in Rural china, seminar papersubmitted as the partial required work the Master of philosophy in population studies, International institute for population Science, Mumbai.

Knodel, John and other(2010) ;How left behind are rural parents of migrant ? Evidence fromThailand AGEING & SOCIETY 30(5) Jul p 811-841

Legane J and Marked, L. , (2003 ).; Living Arrangments at older persons in the Early Nintys : AnInternational comparision, senus, vol.Lix No1 pp 85-103

Lena A., Ashok, padma, Karnath v,; kamath a Health and Social Problem of the elderly (2009) : Across-sectional study in udupi Taluk, Karnataka. Department of community Medicine,Kasturba Medical college, Mangalore, India Original Article ,Jul p 343-357

Martel L. and carrier y. (;2003), Descriptive analysis of the effect of Marrital Dissolution on livingArrangement of the older person : The canadia case and the International comparison,Genius, vol Lix, No 1 pp 137-167

Moneer Alam; Ageing, old age income security and reform: an exploration of Indian situation .ECONOMIC AND POLITICAL WEEKLY 39(33)

Phlip Kreager(2006) ;Migration, social structure and old age support network : a comparison ofthree Indonesian Communities, AGEING AND SOCIETY 26(1) Jan p 37-60 Perceptionof second generation towards old age problem, ANTHROPOLOGIST 3(1) Jan 2001

Punia Darshana and Punia, Shankuntala (2001) ;Perception of second generation towards old ageproblem, ANTHROPOLOGIST 3(1) Jan

Randall Kuhn and Others( 2011) ;The effects of Children’s migration on elderly Kin’s health : acounterfactual approach DEMOGRAPHY 48(1) p 183-209

Gautam, T R (2008) ;Migration and the problem of old age people in Nepal. DHAULAGIRIJOURNAL OF SOCIOLOGY AND ANTHROPOLOGY p 145-160


/ 109

NRrhlx<+ esa yksd fp=dyk&,d v/;;u

ekuo ds fodkl esa fp=dyk dk vk;ke vfrizkxSfrgkfld dky esa mldh ewy rFkk vkfneofRr;ka ds lkFk gh gqvk gSA vkfn ekuo dksvkt dh rjg lq[k lqfo/kk,a lqyHk ugha Fkh vkSjle; dh lkjh vlqfo/kkvksa vfuf”prrkvksa dschp mldh dyk dh lgt izfrHkk vfHkO;Drgksrh vk;h gSA ;g ,d fufoZokn lR; gS] fdvkfn ekuo dh iz[;k esa tks vkt gS og ifjorhZjhfrc) dyk esa T;knk ns[kus dks ugha feyrkAlhekvksa ca/kuksa ls ;qDr vkfn ekuo dh dyk dhLokHkkfodrk gh yksddyk dh fof”k’Vrk gSAyksddyk izR;sd oLrq dks lqanj vkSj vaydrns[kuk pkgrk gS] fp=dkjh dh nf’V ls ogfofHkUu voljksa ij nhokj rFkk Hkwfe ij fp=kadu

vrhr ls gh Hkkjr dh dyk,¡] gLrf’kYi vkSj yksdfp=dyk bldh lkaLd`frd vkSjijEijkxr izHkko”khyrk dks vfHkO;Dr djus dk l’kDr ek/;e jgs gSaA Hkkjr ns”k ds 29jkT;ksa vkSj 7 la?kh; jkT;ksa dh viuh fo’ks”k lkaLd`frd vkSj ikjEifjd igpku gS] tks ogkaizpfyr dyk ds fHkUu&fHkUu :iksa esa fn[kkbZ nsrh gSA ekuo lH;rk esa dyk dk fodkl rhuLo:i esa gqvk & LFkkiR; dyk] ewfrZdyk vkSj fp=dykA NRrhlx<+ esa yksdfp=dyk dh,d le) ijaijk izkphu dky ls jgh gSA NRrhlx<+ esa fofHkUu R;ksgkjksa esa xzkeh.k ,oe~ “kgjhvapy ds L=h ,oa iq#’k yksdfp=ksa dks vius ?kjksa ,oa vkaxu esa mdsjrs gSaA NRrhlx<+ esa edkuksadk vyadj.k dk vf/kdka”k dk;Z fL=;ka gh djrh gSa vkSj os bu vyadj.kksa ds ihNs fdlh fof”k’Vvk’k; dks ugha crk ikrhA nhokjksa dh lqanjrk gh mudk mn~ns”; izrhr gksrk gSA NRrhlx<+ esayksdfp=dyk ds izek.k jk;x<+ ,oa ljxqtk ftys esa izkxSfrgkfld dkyhu gSA

Received23 Oct. 2014


Accepted10 Oct. 2014

djrk gSA yksdfp=dyk ds eq[;r% rhu :ifeyrs gS&Hkwfe js[kkadu] fHkfRrfp=] dkxt vFkokoL=ksa ij fp=kaduA izFke oxZ ds varxZr Hkwfeij cuk;s tkus okys vusd js[kkfp= tSlsvYiuk jaxksyh vkfn vkrs gSA fofHkUu voljksaij bl rjg ds js[kkadu fd;s tkrs gSA f}rh;oxZ ds varxZr nhokjksa ij cuk;s tkus okysjs[kkaduksa dks j[kk tkrk gSA rrh; oxZ dsvarxZr dkxt vkSj oL=ksa ij fd;s tkus okysjs[kkadu vkrs gSaA

MkW- oklqnso “kj.k mik/;k; us dgk gS &**tuinh; L=h&iq:’kksa esa fp=dyk ds izfr :fpFkh] vius jgus ds ?kjksa ds fp=kRed fopkjksa lsvyadr djrs Fks] ?kjksa ds fp=kRed vyadj.k

*usgk jk;

*“kks/k Nk=k] “kkldh; nq/kk/kkjh ctjax efgyk Lo”kklh LukrdksRrj egkfo/kky;] jk;iqj


110 / NRrhlx<+ esa yksd----

dh izFkk vkt Hkh dgha&dgha cp xbZ gSA**1

NRrhlx<+ esa yksdfp=dyk dh ,d le) ijaijkizpfyr gSA ;gka vusd izdkj ds fp=kadu fofHkUuvoljksa ij fd;s tkrs gSaA eq[; :i ls ;gka dhyksdfp=dyk dks nks Hkkxksa esa ckaVk tk ldrk gS& nhokjksa dh jaxkbZ] iokZuqdwy fp=] nhokjksa dhjaxkbZA

NRrhlx<+ ds xzkeh.k vapy esa vf/kdka”k ?kjdPps vkSj feV~Vh ls cus gksrs gSaA feV~Vh lsfufeZr bu edkuksa dh nhokjksa dks ihyh ,oa lQsnj[kk tkrk gS ,oa ckg~; nhokjksa dh vusd rjgds T;kferh; :ikdkjksa ls vyadr fd;k tkrkgSA dqN nhokjksa ij vkdfr;ka Hkh cukbZ tkrh gS]tks fd vf/kdka’kr% js[kkdfr;ka gh gksrh gSAnhokjksa dk bl rjg vyadj.k lkjs NRrhlx<+ esafd, tkrs gSa vyx&vyx rjg ds vyadj.kFkksM+s cgqr varj ds lkFk vyx&vyx LFkkuksa ijfd;s tkrs gSA ljxqtk ftys esa fofHkUu {ks=ksa esafeV~~Vh dk jax fHkUu gS] ftlds QyLo:i ;gkaij >ksifM+;ksa dk jax Hkh vyx&vyx ns[kus dksfeyrk gSA xzkeh.k vius gkFkksa ls viuh >ksifM+;ksadk fuekZ.k djrs gSa vkSj lgt ekuo izdfr dsQyLo:i viuh >ksiM+h dks vkSjksa dh vis{kkvf/kd vkd’kZd fn[kkus ds fy, fofHkUu izdkjdh vkdfr;ksa jaxksa ds la;kstu ls ?kjksa dksltk;k djrs gSaA2

>ksiM+h dh Nrksa dks Nkus ds fy, [kijksa dkmi;ksx fd;k tkrk gS] bu [kijksa dk fuekZ.kdqEgkj fd;k djrs gSA vfEcdkiqj] lhrkiqj]mn;iqj rglhyksa esa >ksiM+h dh Nrksa ij ftu[kijksa dk mi;ksx fd;k tkrk gS] mu ij fofHkUuizdkj dh vkdfr cuk;h tkrh gS] rjg&rjgdh fpfM+;k] cSy] dqRrk] ?kksM+k vkfn cukdj

[kijksa dks vkd”kZd cuk;k tkrk gSA bldsvfrfjDr nhokjksa ij laqnj fyikbZ djus dkizpyu gSA vafcdkiqj] mn;iqj] cSdq.Biqj] lqjtiqj{ks=ksa dh tutkfr;ka tSls ?kfl;k] jtokj] xksaM+]fpjok] dqEgkj] daoj vkfn bu dk;ksZa esa vR;Urizoh.k gS] fo”ks’k :i ls jtokj] ?kfl;k vkSj xksaM+tkfr;ka viuh >ksifM+;ksa dh ltkoV cgqr lqanj<ax ls djrs gSaA ljxqtk esa nhokjksa ij fyikbZvkSj ltkoV dh rjhdk xksnus dh “kSyh lsfeyrk&tqyrk gS] D;ksafd cgqr ls iSVuZ eNjhdkaVk] yoax] Qwy] dM+k] dylj] tks xksnuk esacuk;h tkrh gSA og ;gka fyikbZ dh ltkoV esanf’Vxkspj gksrh gSA

ljxqtk ftys ds vfrfjDr fcykliqj ftysds xzkeh.k vapyksa esa yksd vkSj vkfnoklh tkfr;ksads ?kj dh nhokjksa ij feV~Vh esa dykRed vkdfr;ksads m)j.k dh izFkk jgh gSA u;s ?kj dk fuekZ.kvFkok fdlh ioZ R;kSgkj ij fHkfRr vyadj.kcuk;k tkuk “kqHk ekuk tkrk gSA ?kjksa dh nhokjksa]njoktksa vkSj f[kM+fd;ksa ij cuk;s tkus okys:ikaduksa esa nsorkvksa dh ewfrZ;ksa dk fuekZ.k fd;ktkrk gS] tSls & guqeku] “kadj] x.ks”k] d’.kvkfnA buds vfrfjDr i”kqvksa ds :ikadu esagkFkh] flag] ?kksM+k] uanh] fgj.k] canj vkfnA flagvkSj ck?k “kfDr ds izrhd gSa] os “kfDr dh nsoh dsokgu ds :i esa iwT; gSA ?kksM+s] xfr vkSj “kkS;Zds izrhd gSaA vr% ;s ohj ;ks)kvksa ds okgu ds:i esa ekU; gSA if{k;ksa esa rksrk] eSuk] eksj] eqxhZvkfn dk vadu fd;k tkrk gS] ftudh ?kj esalq[k&lef) dk izrhd ekuk tkrk gSA yksddykesa o{kksa ds vadu ds fcuk fdlh Hkh ekaxfyddk;Z dh dYiuk ugha gksrh gS] vr% ;gka ij HkhfHkfRr vyadj.kksa esa vusd rjg dh yrk,a vkSj

/ 111

o{kksa dk m)j.k fd;k tkrk gSA eq[; :i lsdsys ds isM+ dk m)j.k ekaxfyd dk;ksZa esa fd;ktkrk gSA [ktwj] ukfj;y] isM+] dey Qwy vkfndk Hkh bu vyadj.ksa esa Hkjiwj iz;ksx fd;k tkrkgSA3 edkuksa esa fHkfRr vyadj.k dk;Z ftu yksxksadks Lo;a vkrk gS] os vius edkuksa dks [kqn ghltkrs gSa] fdUrq ;g dk;Z vusd yksxksa }kjkviuh vkthfodk ds lk/ku ds :i esa Hkh viuk;kx;k gS] bu yksxksa dks c<+bZ dgk tkrk gSA bulHkh fHkfRrfp=ksa vkSj vyadj.kksa esa yksdekul ds/kkfeZd fo”oklksa vkSj lkekftd ekU;rkvksa dkfp=.k gksrk gSA budks cukus okys dhdYiuk”khyrk] lTtu”khyrk vkSj lkSan;Z cks/kls bl ijaijkxr yksddyk dks uohu vFkZ vkSjvuqie lkSan;Z cks/k feyrk gSA

iokZuqdwy yksdfp= %/kkfeZd fo”oklksa vkSj ekU;rkvksa dks yksddyk

dk eq[; vk/kkj ekuk tk ldrk gSA fofHkUu/kkfeZd ekU;rkvksa ij vk/kkfjr yksd dyk,ayksd ekul dh /kkfeZd vkLFkkvksa dks iznf”kZrdjrh gSA NRrhlx<+ vapy esa fofHkUu ioksZa esavusd rjg ds yksdfp=ksa ds n”kZu gksrs gSaAeq[;r% vapy esa cuk, tkus okys yksdfp=lkou esa euk, tkus okys R;kSgkjksa vkSj ioksaZ esacuk, tkrs gSaA

loukgh %loukgh ds uke ls igpkus x, yksdfp=ksa dk

fp=.k gfj;kyh vekoL;k ds le; fd;k tkrkgSA blesa euq’; rFkk “ksj vkfn dh vkdfr;k¡cuk;h tkrh gS] ftudk mn~ns”; tknw Vksus lscpko djuk gksrk gSA ,slk fo”okl fd;k tkrkgS fd bu vkdfr;ksa dks ?kj ds ckgj cukus lsvfu’B dkjd tknw Vksus ls j{kk gksrh gSA bu

yksdfp=ksa dh lkou ds eghus esa cuk;s tkus dsdkj.k gh budksa loukgh dk uke fn;k x;kgksxk] ,slk izrhr gksrk gSA loukgh cukus dkdk;Z eq[; :i ls jkÅrksa ds }kjk xkscj o viuhmaxfy;ksa dh enn ls gksrk4

ukxiapeh ds fp= %ukxiapeh ds R;kSgkj esa nhokjksa ij fofHkUu

vkdfr;ksa vkSj eqnzkvksa esa ukxksa dk js[kkadufd;k tkrk gSA budks xs: vFkok xkscj ds }kjkcuk;k tkrk gS] bu vkdfr;ksa dh iwtk vpZukdh tkrh gSA cjlkr _rq esa cgqrk;r esa ukxksads fudyus ds dkj.k mudh iwtk vpZuk djmuls j{kk djus rFkk mudh dik jgs bu Hkkoukds lkFk bu fp=ksa dk vadu fd;k tkrk gSA

d`’.k tUek’Veh ds fp= ¼vkBs dUgS;k½%

d’.k tUek’Veh ds volj ij Hkh vusd rjgls Jhd’.k ds fp= cuk, tkrs gSaA fofHkUuvkdfr;ka ftudh {ks=h; cksyh esa **vkBs** dgktkrk gS] cuk;h tkrh gSA buesa Jhd’.k dh ckyyhykvksa dks fpf=r fd;k tkrk gS vkSj ckyd’.k dh iwtk dh tkrh gSA5 fofHkUu /kkfeZdvoljksa ij NRrhlx<+ esa vusd rjg ds pkSdiwjus dh ijaijk gSA lokZf/kd :i ls bUgsa nhikoyhds volj ij ns[kk tk ldrk gSA nhikoyh esay{eh nsoh ds in fpUgksa dk vadu fd;k tkrkgSA dey ds Qwyksa dk Hkh vadu fd;k tkrk gS];g vadu pkoy ;k xsagw ds vkVs ls fd;k tkrkgSA bu ij fpUgksa dks y{eh th ds vkxeu dkizrhd ekuk tkrk gS] ;s infpUg lnSo ?kj dsckgjh }kj ls iwtk LFky dh vksj cuk, tkrs gSAbuds lkFk vusd rjg dh vYiuk,¡ pkSd vkfncuk, tkrs gSaA /kkfeZd ,oa “kqHk voljksa ij cuk,

NRrhlx<+ esa yksd----

112 /NRrhlx<+ esa yksd----

tkus okys LokfLrd fpUg Hkh yksd fp=dykds izkphure mnkgj.k gSA NRrhlx<+ esa iwtkLFkyksa ij] nhokjksa ij }kj ij budk vadu ns[kktk ldrk gSA buds vykok vusd rjg ds csycwVs rFkk Qwy Hkh cuk, tkrs gSa] ftudks fofHkUujax ds jaxksa ls ltk;k tkrk gSA ,slk yksdfo”okl gS fd LoPN vkSj lqanj LFkku ns[kdj ghy{eh th vkrh gS] vr% ?kj dks lqanj djus dsfy, bu pkSd vkfn dks cuk;k tkrk gSA

fookg ds volj ij cuk;s tkus okysfp= %

NRrhlx<+ ds fofHkUu vapyksa esa fookg dsvolj ij vius ?kjksa dks ltkus ,oa nhokjksa ijvusd rjg ds fp= cukus dh ijaijk ik;h tkrhgSA bu fp=ksa esa nsoh&nsokrkvksa] Qwy ifRr;kavkSj i”kq&if{k;ksa ds fp= ik;s tkrs gSaA budkscukus esa fofHkUu jaxksa dk iz;ksx fd;k tkrk gSAuhys] yky] jaxksa dk iz;ksx eq[;r% fd;k tkrkgSA6 blesa eq[;r% nhokjksa ij guqeku th] fo’.kqth] y{eh th] eksj i{kh vkfn dk fp= vadufn[kkbZ nsrk gSA bu fp=ksa esa Hkxoku dks cukus esafookg ds eaxye; <ax ls laiUu gksus dh dkeukfn[kk;h nsrh gSA eksj if{k;ksa esa vR;Ur lqanji{kh gksrk gS] ftldk fp=.k fookg ds eaxyvolj dh lqanjrk iznku djuk gh gks ldrkgSA fofHkUu T;kferh; vkdkj Hkh nhokjksa dkslq”kksfHkr djrh gSaA

dy”k ij fp=kadu %fookg vkSj vU; /kkfeZd voljksa ij iwtk ds

fy, loZizFke ftl dy”k ij nhi izTtofyrfd;k tkrk gS] ml ij dh tkus okyh fp=dkjhNRrhlx<+ ds yksd&thou esa izpfyr ,d lqanjdykdfr gksrh gSA fookg ds volj ij tc

e.Mi ltk;k tkrk gS] e.Mi ds chp esa tgkaij lkjs jLe&fjokt laiUu fd, tkrs gSa] ogka,d dy”k feV~Vh dk cuk ?kM+k gksrk gS] ftldspkjksa vksj xksykdkj esa xkscj ls lqanj <ax lsjs[kkdfr cukbZ tkrh gS] bl js[kkfp=ksa esa lqanjT;kferh; vkdkj esa pkoy ¼jaxs gq,½ ls ltk;ktkrk gS] ;s pkoy ekgqn] gYn vkfn jaxksa ls jaxfy;k tkrk gSA e.Mi esa bl dy’k dks ftlLFkku ij j[kk tkrk gS] blds pkjksa vksj Hkwfe ijfeV~Vh ds vusd T;kferh; vkdfr dks jaxhupkoyksa ls fufeZr fd;k tkrk gSA fookg dsle; fd;k tkus okyk ;g dy”k fp=kaduNRrhlx<+h yksddyk dk lqanj mnkgj.k izLrqrdjrk gSA

xkscj fp=dkjh %NRrhlx<+ esa nhikoyh R;kSgkj jkÅrksa ds

fy, vR;ar egRoiw.kZ gksrk gSA nhikoyh dsle; xkso/kZu iwtk ds fnu ls budk mRloizkjaHk gks tkrk gSA blh volj ij ekfydksa dsxks/ku dh j{kk gsrq }kj ij vkSj nhokjksa ij**gkFkk** nsus dh izFkk izpfyr gS] ftls **vk”kh’knsuk** dgrs gSaA ;g ,d T;kferh; vkdkj dsleku gksrh gS] ftldk vadu tknw&Vksus vkfnls j{kk gsrq fd;k tkrk gSA blh fnu xk;ksa dsxys esa lksgkbZ cka/krs gSa] tks fd xks/ku dh j{kkgsrq eaxy dkeuk ds fy, gksrh gSA **gkFkk** nsusdh izFkk gjsyh ds volj ij Hkh gksrh gSA laiw.kZ?kj vFkok eos”kh cka/kus ds LFkku ij xkscj dhydhjsa] njoktksa ds Åij vFkok NIij ds uhpsnhokjksa ij cuk;h tkrh gS] bu ydhjksa ds mijvkSj chp esa Hkh vusd vkdfr;ka cukbZ tkrh gS& lw;Z] panzek] i”kq&i{kh vkfnA budk mn~ns”;veaxy fojks/kh gksrk gSA

/ 113

xksnuk %NRrhlx<+h efgyk,a xksnuk fiz; gSaA ckag]

gkFk] iSj] Bks<+h] xky vkfn ij ;s ,d u ,dxksnuk fy[kokrh gSaA vkdfr;ka vR;f/kd lqx<+]vFkZiw.kZ] vkd’kZd vkSj lqanj gksrh gSA ;g ;gkads yksd&thou dk izrhd fpUg gSA xksnukfy[kuk vkSj /kkj.k djuk nksuksa ;gka dh thoUryksd fp=dyk jgs gSaA

“kSy fp= %yksdfp=dyk dk bfrgkl vR;ar izkphu gSA

yksdfp=dyk ds lokZf/kd izkphu mnkgj.k“kSyfp=ksa ds :i esa ns[kk tk ldrk gSA bu “kSyfp=ksa esa vkfn ekuo dh Hkkoukvksa dh vfHkO;fDrns[kh tk ldrh gSA bu fp=ksa esa euq’; us viusvklikl ds izkdfrd ifjos”k ls izsj.kk xzg.k dhgS] lkFk gh mlus viuh dYiukvksa dk Hkh blesalekos”k fd;k gSA MkW- jktcyh ik.Ms; dgrsgSa fd **euq’; bu fp=ksa esa izdfr dk vuqdj.kvkSj dgha dgha Lo;a ltu djrk fn[kkbZ nsrkgSA**7 NRrhlx<+ vk;Z vkSj vuk;Z laLdfr;ksa dklaxe LFky gSA dcjk vkSj fla?kuiqjh ds fHkfRrfp=vuk;Z lH;rk ds izrhd gSaA fljiqj dk gfjeafnj Hkkjrh; vk;Z okLrqdyk dk izrhd gSAjk;iqj vkSj fcykliqj ftls izkIr xkssM+ksa dsizLrj “ko LFkku nzkfoM+h lH;rk ds izrhd gSaA8

izkxSfrgkfld dky esa NRrhlx<+ es vusd “kSyxgksads mnkgj.k feyrs gSaA jk;x<+ ,oa ljxqtk {ks=izkxSfrgkfld fp=dyk ,oa ukV~;’kkyk dhmiyfC/kuh nf’V ls fo”o izfl) gSA9 yksd ekuodh ;q;qRlk dkSrqgy dk fp=.k xqQkvksa esa izkIr“kSy fp=ksa ds }kjk feyrk gSA NRrhlx<+ esadjhc 30 fdeh0 nwj djekx<+ ds igkM+ksa esa“kSyfp=ksa dk cgqr cM+k laxzg izkIr gqvk gS] bl

ioZr esa 1000 QqV Åaph fLFkr “kSy xqQk esa 200QqV dh iV~Vh esa 300 lseh- vf/kd “kSyfp=vafdr gSaA

djekx<+ ds “kSy fp=ksa dh lcls izeq[k[kkfl;r ;gka ds fp=ksa esa ,d lh ekuokdfr ugksuk gS] ;gka ij eq[;r% i”kqvksa dh vkdfr;ksafpf=r dh xbZ gSA ;g vk”p;Z dh ckr gS fdi”kqvksa esa Hkh ;gka eq[; :i ls ty thoksa dkfp=.k fd;k x;k gS] eNyh] esa<d] dNqvk vkSjlkai fo”ks’k :i ls fpf=r gSA bu fp=ksa esa jaxksadk iz;ksx Hkh vk”p;Zpfdr djrk gS] eq[;r;kyky o ihys jax ls ty thoksa dk fp=.k fd;kx;k gS] frrfy;ka dk lqanj fp=.k fd;k x;kgSA typjksa dh vf/kdrk dks ns[krs gq,] ;gdgk tk ldrk gS fd ;gka ij “kSykJ; dslehi orZeku esa tks NksVk lk ukyk gS] ogka dHkhfo”kky tyk”k; ;k iq’i ljksoj jgk gksxkA10

typjksa ds vfrfjDr ;gka ij oU; izkf.k;ksads Hkh fp= mdsjs x, gSa] buesa fgj.k] ckjgfla?kk]taxyh lqvj] uhyxk;] HkSalk vkSj xksg ds Hkhfp= gSaA djekx<+ ds “kSyfp=ksa esa T;kferh;js[kkdfr;ka ik;h xbZ gSaA vkt Hkh xzkeh.kksa }kjkiwtk ds fy, Mkys x, pkSd ;k njokts ijcuk;h x;h “kqHkkdfr ;k izkphu :i bu “kSyfp=ksaesa nf’Vxkspj gksrk gSA MkW- txnh”k xqIr dsvuqlkj] fo”oO;kih Lrj ij dgk tk ldrk gSfd dqN “kSykJ; ¼”kSyfp=½ ekuoh; Hkkoukvksadh izkphure gh ugha lqanjre vfHkO;fDr Hkh gSvkSj bl :i esa ;s euq’; ek= dh vrqyuh;lEifRr gSA11 vkfnokfl;ksa us vykSfdd “kfDr;ksaesa xgjh vkLFkk ls ewfrZ;ksa vkSj fp=ksa dk fuekZ.kfd;kA vkfnokfl;ksa dh fp=dyk fHkfRr] njoktksa]“kjhj] oL=ksa vkfn ds ek/;e ls izkIr gksrh gSA12


114 / NRrhlx<+ esa yksd----

taxyksa vkSj nqxZe igkfM+;ksa ds chp jg jgsvkfn ekuoksa us tgka fxfjdanjkvksa dk fuekZ.kfd;k ogha nhokjksa esa fHkfRrfp= cukdj viuhHkkoukvksa dh vfHkO;fDr dhA vaxzstksa ,oa ns”kh“kkldksa us tc vkokxeu ds lk/kuksa dk foLrkjfd;k] rc ;s xqQk,a vkSj fHkfRrfp= izdk”k esavk,A N-x- ds vkfnoklh ckgqY; oukapy jk;x<+ftys dh ifjlhek esa ,slh vusd xqQk,a fHkfRrfp=esa lqlftTr gSaA13 jk;x<+ ftys ds fla?kuiqj dhigkM+h esa izkxSfrgkfld “kSykJ; gksus dh iqf’V19oha “krkCnh ds e/; iqjkrRo vf/kdkjh ,-lh-djrsys us dh FkhA 1918 bZ- esa bafM;u E;wft;evkWQ dydRrk ds funsZ”kd fe- ijlh czkmu usviuh iqLrd **bafM;u isafVXl** esa igyh ckjbu fHkfRrfp=ksa dk mYys[k fd;kA14

ijlh czkmu ls vkd’B gksdj vusd iqjkrRoizseh vkSj bfrgkldkj fla?kuiqj dh “kSykJ;ksa dsizfr vkdf’kZr gq,A lj gsujh us bUgsa iwoZ ik’kk.kdky dk ekuk gSA vejukFk nRrk Jh us lu~1931 bZ- esa bls **,izh fgLVªksfjd fjysDl ,.M njkWd isafVXl vkWQ fla?kuiqj** “kh’kZd ls iqLrdizdkf’kr djk;kA

fla?kuiqj ds fHkfRrfp= igkM+h ds ckgj ghvafdr gS] ;gka ij pkj xqQk,a gSa] ftuesa nks xqQknf{k.keq[kh] ,d nf{k.k&iwoZ rFkk ,d if”peeq[kh gSA fla?kuiqj ds ,d fp= esa dqN euq’;fdlh fo”kkydk; i”kq dks fueZerk ds lkFkykfB;ksa ls ekj jgs gSa] mlds lehi gh ,d vU;i”kq vafdr gSA15 bu fp=ksa esa ekuo vkdfr;ksadks lh/ks MaMs rFkk lh<+h ds vkdkj esa vafdrfd;k x;k gSA16 jk;x<+ ls yxHkx 26 fdeh dhnwjh ij cluk>j xqQk gSa] bl xqQk esa 400 dsyxHkx fHkfRrfp= gSa] ;gka ds fp=ksa esa taxyh

tkuojksa ds fp= vf/kd gS] blds vfrfjDr uR;djrs ekuo] ?kqM+ lokjh djrs ekuo vkfn dsfp= gSaA dekZx<+ jk;x<+ ls 30 fdeh dh nwjhij ,d iwokZfHkeq[k xqQk gSA bldh yackbZ 300QqV rFkk pkSM+kbZ 20 QqV gSA bl xqQk esa 325 dsyxHkx fHkfRrfp= gSa] ;s fp= vYiuk fMtkbuvkSj cgqjaxh vkdfr;ksa okys gSaA17

jkex<+ dh igkM+h ij fLFkr izkphu eafnj]xqQkvksa] fHkfRrfp=ksa ls izkphu ,oa oSHkoiw.kZ Hkkjrh;laLdfr dk vkHkkl feyrk gSA jkex<+ dh igkM+hij fLFkr *lhrkcksaxjk* o **tksxhekjk xqQk** lclsegRowi.kZ gSA bu xqQkvksa rd igqapus ds fy,1800 QqV yach ,d iFkjhyh] fo’kky izkdfrdlqjax ikj djuh iM+rh gS] ftls **gkFkh [kksg**dgrs gS] bl lqjax ds mij **lhrkcksaxjk** vkSj**tksxhekjk** dh vf}rh; dykRed xqQk,a gS]dgk tkrk gS fd Hkxoku jke us vius ouokldky esa jkex<+ ioZr ij fuokl fd;k Fkk rFkklhrk th us bl xqQk esa vkJ; fy;k FkkA vr%ckn esa og **lhrkcksaxjk** ds uke ls izfl)gqbZA18 ckn esa ;gh xqQk,a jax”kkyk ds :i esadyk iszsfe;ksa dk LFky cuhA

fu’d’kZ %&NRrhlx<+ esa yksdfp= dyk lkekU; tu

thou dh ?kVukvksa ij vk/kkfjr gSA NRrhlx<+esa yksdfp= dyk tutkrh; thou dk vfHkUuvax gS] ;gka ds yksx R;kSgkjksa] ioksZ] mRloksa rFkkfookg ds volj ij yksx viuh vfHkO;Drhfp=ksa ds ek/;e ls djrs gSA ;g lR; gS fdNRrhlx<+ esa fp=dyk fo”ks’kdj fHkfRrfp= dsizek.k jk;x<+ rFkk ljxqtk ftys ds xqQkvksa esafeys gSA iqjkrRofonksa ds fy;s ;g vkt Hkhvk”p;Z dk ,oae~ “kks/k dk fo’k; gSA

/ 115

lanHkZ

1 jktLFkku Hkkjrh¼yksd laLdfr fo”ks’kkad½] laiknd izdk”k ifj;y] Hkkx 12] vad 3&4] lu~ 1970] i’B 26

2 **>ksifM+;k vkSj mudh ltkoV**( e-iz- lans”k] 25 vizsy] 1986] i’B 42

3 **pkSeklk**( Qjojh] twu 1990

4 **e/;izns”k dh le‘) yksdfp= ijaijk**( e-iz- lan”k 10 uoacj] 1985] i’B 10

5 ;nq] euksgj yky] **NRrhlx<+ dh thoar yksddyk**( uoHkkjr nSfud 22 twu] 1975

6 oekZ] oanuk] **N-x- dh yksddyk dk ,sfrgkfld vuq”khyu**( 1995] i’B- 50

7 tks”kh] bZ”kukjk;.k] **ekyok dh yksdfp=dyk**( i’B- 6

8 feJ] jesUnzukFk] **NRrhlx<+ dk bfrgkl**( 1988] i’B- 182

9 feJ] jesUnzukFk] **N-x- ds ,sfrgkfld ,oa iqjkrkfRod LFky**( ¼izxfr iFk ij e-iz-½ if=dk 1987] i’B- 198

10 xqIr] txnh”k] **izkxSfrgkfld Hkkjrh; fp=dyk**( i’B- 7

11 xks;y] dqary] **e/;izns”k lans”k**( 25 uoacj] 1983] i’B- 20

12 ogh] i’B- 21

13- ds”kjokuh vf”ouh] **egkunh ?kkVh esa fc[kjs fHkfRrfp= ¼uo Hkkjr if=dk½**( 2001] i’B-117

14- uVoj] fla?kkfu;k] **jk;x<+ esa jktoa”k ¼Lej.k if=dk½**( 2001] i’B- 54A

15- feJ] jesUnzukFk] **iwoksZDr**( i’B- 176A

16- oekZ] Hkxoku flag] **iwoksZDr**( i’B- 273A

17- iwoksZDr] i’B- 274A

18-oY;kZuh ts- vkj- ,oa Ogh- Ogh- lkglh] **N-x- dk jktuSfrd ,oa lkaLd‘frd bfrgkl**( 1997]i’B- 250A


116 /

dchj nkl th ekuo lekt esa ,d mPp dksfV ds lk/kd] ØkfUrn”khZ] lekt&lq/kkjd]ekuorkokn rFkk leRo&Hkkouk ds izpkjd ,oaaa Js’B dfo ds :Ik esa yksdfiz; gSaA mudh dforkekuo&lekt vkSj ekuo&thou ls tqM+h gqbZ dfork gSA ekuo muds dkO; dk dsUn fcUnq gSAekuo dks NksM+dj u rks os lekt dh ehekalk djrs gSa vkSj u gh thou dhA dchj ekuork dsIk;kZ; gSaA os leLr ekuo dks ,d gh bZ”oj dh larku ekurs gSaA mUgksaus tkfr&ikWafr] NqvkNwr]NksVk & cM+k] czkg~e.k “kqnz efUnj&efLtn vkfn ds HksnHkko dks vLohdkj dj fn;kA os euq’; dschp lEiznk;] /keZ] tkfr] rFkk fopkj ds Hksn dks rqPN ekurs FksA dchj dsoy fo”o isze vkSj lkSgknzZHkko dks lekt esa fodflr djuk pkgrs FksA os nwljksa ds nq[k esa nq[kh gksrs FksA mUgksaus thou dksx<+us dk euq’; dks x<+us dk iz;Ru fd;kA >wBs deZdk.M] ckg~;kpkj] /kkfeZd dV~Vjrk ,oava/kfo”oklksa dk mUgksaus fojks/k fd;kA dchj us ekuo dks ekuo ls tksM+us okyk ,oa euq’; dks bZ”ojrd igqaWpkus okyk ekxZ izse dk ekxZ crk;k gSA dchj nkl th us vius lkf[k;ksa ,oa inksa esa ekuothou ds izR;sd igyqvksa dks js[kkafdr fd;k gSA dchj dk lkjk fpUru ekuo lkis{k gSA

dchj nkl th HkfDrdky ds lokZf/kd yksdfiz;lar dfo gS aA mudk O;fDrRo u dsoye/;dkyhu HkDrkas esa vfirq lexz fgUnh lkfgR;esa cstksM+ gSaA og ,d mPp dksfV ds lk/kd]ØkfUrn”khZ] lekt&lq/kkjd] ekuorkokn rFkkleRo&Hkkouk ds izpkjd ,oaaa Js’B dfo ds :Ikesa lnSo Lej.kh; jgsaxsA os e/;;qqxhu lkaLdfrdL=ksrks ds la”ys’k ek= ugha gS vfirq bu L=ksrksds ldkjkRed euq’;/kehZ rRoksa ds vk/kkj ij ,d

Ekkuorkokn vkSj dchj*izoh.k lkgw

Received4 Oct. 2014


Accepted20 Nov. 2014

lPps ekuo /keZ ds laLFkkid lar gSaAdchj dh dfork ekuo&lekt vkSj

ekuo&thou ls tqM+h gqbZ dfork gSA ekuomuds dkO; dk dsUn fcUnq gSA ekuo dks NksM+dju rks os lekt dh ehekalk djrs gaS vkSj u ghthou dhA dchj ekuork ds Ik;kZ; gSaA ekuorkdh jpuk ftu vewrZ rarqvksa ls gksrh gS muesad:.kk] R;kx] izse] {kek] eerk] lfg’.kqrk] lsokvkSj leiZ.k tSls dkjd lgk;d curs gSA


*lgk;d izk/;kid “kkldh; egkfo|ky; i[kkatwj ftyk& m- c- dkadsj ¼N-x-½

/ 117

ftlus bu “kk”or ewY;ksa dk lao)Zu dj fy;kogh euq’; gS vkSj buds vkyksd esa fd, tkusokys dk;Z ekuork&lwpd gSA ^Lo* ds R;kxvkSj îj* dh Lohdfr gh ekuork gSA Hkkjrh;lkaLdfr dk vkn”kZ okD; ôlq/kSo dqVqEcde* gSvFkkZr leLr fo”o dks ,d ifjokj ekuuk gekjhosn;qxhu _f’k dkeuk dk pje&mRd’kZ gSAeuq’; pkgs ftl tkfr ;k egtc dk gks] lHkhdk ijefirk ,d gSA gekjh /kkfeZd ladYiuk,Wabruh thoUr gSa fd muesa loZ= ekuork dsvtZu dk lans”k gSA euq’; dh tkrh; Js’Brk,d Lohdr lPpkbZ gSA ûfga ekuq’kkr Js’BrjafdfUpr* tSlk izek.k ,d vksj egkHkkjr nsrk gSrks ^“kqu gs ekuq’k HkkbA lokj Åijs ekuq’k lR;rkgkj Åijs ukb* dgdj ekuo&lR; dks lclsÅij LFkku nsus dh ps’Vk oS’.ko lgft;kp.Mhnkl }kjk Hkh dh xbZ gSA ^cM+s Hkkx ekuqlru ikok* dh ckr dgdj euq’; tkfr ds HkkX;dh ljkguk ,d vksj rqylhnkl djrs gSa rksêkuql tue nqjyHk vgS gksb u nwtks ckj *dgdj euq’;&thou dks lkFkZd cukus dh lh[kdchj Hkh nsrs gSaA lexz :Ik esa] Hkkjrh; lkfgR;esa euq’; tkfr vkSj mlds ekuoh; la)HkZ dhLohdfr loZ= feyrh gSA1

dchj dk vkfoHkkZo e/;dky dh lkekftd]/kkfeZd] jktuSfrd] vkfFkZd vkSj lkaLdfrdvkanksyukas gypyksa vkSj }U}ksa ds e/; gqvk FkkAoss vius ;qx dh reke folaxfr;ksa ,oa fo’kerkvksls u dsoy voxr Fks vfirq mu ifjfLFkfr;ksa dksmUgaksus ns[kk vkSj Hkksxk Hkh FkkA ,d izdkj ls osvius ;qx dh fo’ke ifjfLFkfr;ksa dh mit FksAblh dkj.k thou ds izfr mudk –f’Vdks.kLokuqHkwr FkkA dchj vuqHko izlwr Kku dks loksZifj

ekurs FksA mUgkasus “kkL=ksa vkSj fdrkcksa esa fy[khxbZ ckrksa dks Lohdkj ugha fd;kA os dgrs gSa&

rsjk esjk euqvkW dSls bd gksb jsAeSa dgrk gkS vkf[ku ns[khrq dgrk dkxn dh ys[khAeSa dgrk lqj>kou gkjhrq jk[;ksa mj>kb jsAA2

dchj ekuoh; laosnuk ds izR;sdLiUnu ls ifjfpr FksA mudk ekuuk Fkk fdleLr ekuo ,d gh bZ”oj ds larku gSA ekuols ekuo dk fookn mldsss vKku dk ifjpk;dgSA bZ”ojh; jpuk esa rks lHkh ,d gS] ijUrqvkilh foxzg euq’; dh nsu gSA tkfr &ikWaafr]NqvkNqr] NksVk& cM+k] czkge.k & “kqn z]efUnj&efLtn vkfn dk HksnHkko rks ekuo }kjkfufeZr fd;k x;k gSA bZ”oj us euq’; dks lekurRoksa ls fufeZr dj iSnk fd;k gSA lHkh euq’;,d gh tSls [kwu vkSj ,d gh tSls gkM+ vkSjekal dk cuk gSA fQj czkge.k vkSj “kqnz dk HksndgkWa ls vk;kA dchj csckdh ls dgrs gSa&

,d cwan ,d ey ewrj] ,d pke ,d xwnkA,d tkfr FkS lc mitk] dkSu czkge.k dkSu

lqnkAA3

dchj nkl ekuo ek= ds i{k/kj FksA mUgsa/keZ] lEiznk;] tkfr] dqy vkfn ds vk/kkj ijekuo&ekuo esa Hksn ekU; ugha FkkA os euq’; dschp lEiznk;] /keZ] rFkk fopkj ds Hksn dks rqPNekurs FksA dchj dsoy fo”o isze vkSj lkSgknzZHkko dks lekt esa fodflr djuk pkgrs FksAdchj fgUnw vkSj eqlyeku nkasuks dks leku –f’Vls ns[krs FksA tkfrxr Js’Brk ds vk/kkj ijlekt eas vlekurk dk mUgkassa [k.Mu fd;kAdchj nkl th us Li’V “kCnksa esa dgk & ftl

Ekkuorkokn vkSj----

118 /Ekkuorkokn vkSj----

ekxZ ls fgUnw vk;k gS mlh ekxZ ls eqlyekuAtUe ds le; ls gh u dksbZ czkEg.k ;Kksiohrcudj vkrk gS vkSj u gh dksbZ [kruk lfgreqlyeku cudj &

tks rq ckaHku ckaHkuh tk;k] vku ckV rs D;ksaugha vk;kA

tks rq rwjd rqjfduh tk;k] Hkhrj [kruk D;ksau djk;kA 4

dchj ds le; lekt mPpoxZ vkSj fuEuoxZ esa cVk gqvk FkkA mPpoxZ esa czkge.k] {kf=;vkSj oS”; Fks vkSj fuEu ;k nfyr oxZ esa “kqnzo.kZ ds yksx vkrs FksA mPp oxZ gj izdkj lsfuEu oxZ dk “kks’k.k fd;k djrs FksA Lo;a dchjuhph tkfr ds FksA os vusd ckj mPp tkfr dsvR;kpkj vkSj izrkM+uk ds f”kdkj gq, FksA mUgkasusyksxksa dks le>k;k fd euq’; dk tUe ysuk ,dlkekftd fdz;k gSA dsoy Åaps dqy ¼ckzge.k]{kf=; ;k oS”; ½ esa tUe ysus ls O;fDr ÅWapkugha gks tkrk tc rd mlds deZ ÅWaps u gks &Åaps dqy D;k tufe;ka] ts dj.kh Åap u gksbZAlqoju dy”k lqjk Hkj;k] lk/kw fuUnk lksbZAA5

dchj ,d ekuorkoknh fopkjd gSaA ekuomudh dfork dh dsUnzh; bdkbZ gSA osfo”o&ekuo dks fodflr voLFkk esa ns[kus dksykykf;r gSaA os ekuo & ek= dks fodkl”khyfLFkfr rd igWqapkus okys rRoksa dks gh ^ekuo&ewY;* dgrs gSaA dchj us lekt lq/kkjd dslkFk thou dks x<+us dk euq’; dks x<+us dkiz;Ru fd;kA dchj “kkL=h; Kku dh vis{kkvuqHko Kku dks vf/kd egRo nsrs FksA mudkfo”okl lRlax esa FkkA6 os O;fDr dks cu[kaMhvkSj xqQkvksa esa ys tkus okyh lk/kuk ds i{k?kjugha FksA os ?kj & xgLFkh ds mRrjnkf;Roksa dk

ikyu djrs gq, vius /keZ dk ikyu djus okyhlk/kuk dks mfpr ekurs FksA mUgksaus turk dksle>k;k bZ”oj u rks dkcs esa gS vkSj u dSyk”kesa] u efLtn esa gS vkSj u eafnj esaA og rksrqEgkjs Hkhrj okys eafnj ¼?kV&”kjhj ½ esa fLFkrgSA mls ckgj [kkstuk O;FkZ gS&

eksdks dgkWa <wa<s cans] eSa rks rsjs ikl esaAuk eSa nsoy uk eSa elftn] uk dkck dSykl

esaAA7

dchj ds ;qx esa /kkfeZd ik[kaM dh izofrpje ij FkhA fgUnw vkSj eqlyeku nksuksa /keZ dsuke ij <ksax djds vke turk dks xqejkg djjgs FksA mUgks aus >wBs deZdk.M] ckg~;kpkj]/kkfeZd dV~Vjrk ,oa va/kfo”oklksa dk fojks/k fd;kAfdUrq mudk fojks/k fdlh /keZ ;k Hkkouk dsfo#) ugha FkkA os dsoy /keZ dks ik[kaM ,oavkMEcj eqDr ns[kuk pkgrs FksA fgUnqvksa esa ozr]rhFkZ] Nkik] fryd yxkdj mins”k nsus okyksalarkas dh ck<+ vk xbZ FkhA dchj us ,sls Nn~eos”k/kkjh ik[kafM;ksa dk inkZQk”k fd;kA os ;gtkurs gSa fd fgUnqvksa esa ewfrZiwtk dh ijEijk gSAos iRFkjksa vkSj igkM+kas dh iwtk bZ”oj izkfIr dsfy, djrs gaSA mUgkasus bl va/kJ)k dk fojks/kcM+s rh[ks “kCnksa esa fd;k&

Þikgu iwts gfj feys] rks eSa iwtwa igkjAikFkj ls pkdh Hkyh] fifl [kk; lalkjAA8

dchj nkl th LoLFk thou i)fr vkSj “kq)thou –f’V ds fgek;rh FksA mUgsa thou dsfdlh Hkh {ks= esa feykoV drbZ ilan ugha FkkAmUgksaus dsoy fgUnqvksa dh FkksFkh iwtk i)fr dkgh [kaMu ugh fd;k cfYd eqlyekuks a dh[kks[kysiu ls vkiwfjr ckax uekt i)fr ds fy,QVdkjkA os ;g ckr vPNh rjg tkurs Fks fd

/ 119

efLtn esa vtku yxkus dh ijEijk gSA ijUrqvtku [kqnk ds fy, ugha yxkbZ tkrh cfYdeqgYys okyksa dks lqukus ds fy, yxkbZ tkrh gSAdchj us bl ik[kaM dk [kaMu fd;kA mudkfojks/k bl fjokt ds ihNs fNis Hkko ;k [kqnk dkfojks/k ugha FkkA vfirq bl izFkk ls tqM+s ik[kaMdk etkd mM+kuk FkkA mUgsa tgka Hkh iksykiuutj vkrk viuh ok.kh #ih ykBh dh Bksdjekjus ls os ugh pwdrs FksA os Mads dh pksV ijdgrs gSa&

dkadj ikFkj tksfj dS] efLtn ybZ cuk;Ark pf<+ eqYyk ckax nS] D;k cfgjk gqvk

[kqnk;AA9

dchj ;FkkFkZ esa egkekuo FksA mUgksus iafMr]ekSyk dchj ;ksfx;ksa dks QVdkj blfy, yxkbZrkfd os ik[kaM jfgr ifo= thou i)fr dkstuekul esa LFkkfir dj ldsA dchj us izse dhvko”;drk vkSj egÙkk ij cy fn;kA dsoy izsegh og oLrq gS tks ekuo dks ekuo ls tksM+djj[k ldrk gSA euq’; dks bZ”oj rd igqapkusokyk ekxZ Hkh izse dk gh ekxZ gSA izse dk lkcqulHkh ds eu dks mTToy cuk ldrk gSA ØkafrjktkSfj;k dk er gS Þe/;dkyhu lar dfo;ksa esafo”ks’kdj dchj us lkekU; turk ds chp viuk,d egRoiw.kZ LFkku cuk fy;k FkkA os furkarmnkj laar FksA os nwljks ds nq[k ls nq[kh gks tk;kdjrs FksA mudh nq[kkRed vkSj lq[kkRed laosnuk,WaokLrfod FkhA mUgksaus lpeqp turk ls I;kjfd;k FkkA muds bl izse esa vikj fo”okl Fkk[kks[kykiu ughsaA os izse dh uSfrdrk vkSj e;kZnkdks HkfyHkkafr le>rs FksA os ftanxh dh Bksllaaosnukvksa dk vuqHko djus esa leFkZ FksA osturk ls tqM+s gq, dfo Fks] fNUuewy ughsA os izse

ds okLrfod ewY; dks igpkurs FksA ;gh izsemUgsa vPNk balku cuk, gq, FkkA ;g izse bZ”ojrFkk bUlkfu;r dh izkfIr ds fy, Hksn&Hkko dksfeVkus okyk vkSj lerk ds fl)kar dks vey esaykus okyk FkkAß10 izse u fdlh ckM+h esa iSnk gksrkgS u nqfu;k ds fdlh cktkj esa fcdrk gSaA dchjdgrsa gS lPps izse dh izkfIr dksbZ viuk fljnsdj vFkkZr vgadkj dks R;kx dj izkIr djldrk gS&

izse u ckjh mitS] izse u gkV fcdkbZAjktk ijtk tsfg #pS] lhl nsbZ ys tkbZA11

dchj dh nf’’V esa vkn”kZ ekuo og gS tksbZ”oj esa fo”oklh gksA lalkj ds vkd’kZ.k lsfojDr gks] HksnHkko ls ijs gks] lR;fu’B gks] euok.kh vkSj deZ ls ,d gksA dchj esa bZ”ojh;fpUrk gSA ekuo dk bZ”oj cu tkuk gh ekuo/keZ gSA jkepan frokjh dk dFku gS& dchj nklus Hksn&Hkko dh leLr lhekvksa dks rksM+dj HkDrds :Ik esa ftl vkn”kZ ekuo dks lkeus j[kk gS]og ekuo O;fDrRo ds fodkl dh laiw.kZ laHkkoukdks lekIr djds mls bZ”ojRo ds Lrj rdigaWqapk nsus okyk gSA uj dk ukjk;.kRo izkIr djysuk gh lPpk ekuo /keZ gSAß12

fu’d’kZr% dgk tk ldrk gS fd dchj nklth vius egkekuoh; ewY;ksa ds dkj.k lnSoizklafxd gSaA dchj dk lkjk fpUru ekuo lkis{kgSA dchj us vius ;qx rd ds izpfyr lHkh erksals lkjrRo dks xzg.k djrs gq, mls vius vuqHkods /kjkry ij izHkkoh <ax ls mrkjus dh dksf”k”kdh gSA lekt esa O;kIr vU/kfo”okl vkSj Hksn &cqf) ds izfr larks dh fpark us “kq) ekuookn dkizpkj fd;kA lHkh dks bZ”oj dh lUrfr le>uk]euq’; ek= dks leku tkuuk] tkfr vkSj yksd

Ekkuorkokn vkSj----

120 /

/keZ ds foHksn ls eqDr jguk rFkk dqy feykdjmnkj ekuork/keZhZ nf’V dks ok.kh nsuk larks adsvH;kl esa “kkfey FkkA bl rjg dh leRo nf’VvkSj HkkrRo & Hkkouk dk izFke #i dchj esayf{kr gksrk gSA yksdksUeq[krk] ekuoh;rk vkSj

lanHkZ %

1- flag ] oklqnso] ¼1999½] dchj lkfgR; vkSj lk/kuk] vfHkO;fDr izdk”ku] bykgkckn] i’B& 233

2- f}osnh] gtkjh izlkn] ¼2013½] dchj] jktdey izdk”ku] ubZ fnYyh] i‘’B & 247

3- nkl] “;kelqanj] ¼2012½] dchj xzaFkkoyh] fo”o Hkkjrh izdk”ku] ukxiqj] i’B&38

4- ogh] i’B& 43

5- ogh] i’B&100

6- tknkSu] jkexksiky flag] ¼ 2013 ½] dchj ds dkO; fl/nkar] uo Hkkjr izdk”ku] fnYyh] i’B & 55

7- f}osnh] gtkjh izlkn] ¼ 2013½] dchj] jktdey izdk”ku] ubZ fnYyh] i‘’B & 179

8- dkSf”kd] food Jh] dchj ok.kh] iwtk izdk”ku] fnYyh] i‘’B&54

9- ogh] i’B&130

10- jktkSfj;k] dzkafr] ¼ 2011½] HkfDrdkyhu dfork ;FkkFkZ laizs’k.k vkSj fo”ys’k.k ] v/;;u ifCyllZ ,Ma fMLVªhC;wVlZ] ubZ fnYyh] i’B &78

11- nkl] “;kelqanj] ¼2012½] dchj xzaFkkoyh] fo”o Hkkjrh izdk”ku] ukxiqj] i’B&120

12- frokjh] jkepan] ¼2011½] dchj& ehekalk ] yksdHkkjrh izdk”ku] bykgkckn] i’B&122

lkekftd Li’Vhdj.k tSlh vkn”kZ Hkkoukvksa dsifo= /ot dk dchj us mUu;u fd;k gS vkSjblhfy, fgUnh lkfgR; esa ekuork ds izFke dfods #i esa dchj dks izfrf’Br djus esa erHksn ughagksuk pkfg,A

Ekkuorkokn vkSj----

/ 121

dksbZ Hkh dfo, fapard ;k fopkjd vius ;qx dh mit gksrk gSA izR;sd ;qx tks bfrgklds iUuksa esa vfdar gksdj ;qx ifjos”k esa ca/kk gksrk gSaA ml ;qx dh dqN leL;k,Wa gksrh gS, ml;qx vkSj lekt ds yksx bu leL;kvksa ds lkFk la?k’kZ djrs gSA dqN leL;k,Wa ,slh gksrh gSftudk funku vius ;qx es gh gks tkrk gSA ysfdu dqN leL;k,W ,slh gksrh gS tks vius ;qx esvkfa”kd :Ik ls gy gksus ds ckn leL;kvksa dh vEckj yxk nsrs gSA tks bu leL;kvksa, pqukSfr;ksavkSj =klnh dk fo”ys’k.k dj ldsa, ogh lar] dfo] egku lkfgR;dkj, fpUrd, fopkjd o lektlq/kkjd dgykrs gSA dbZ leL;k,W o foMEcuk,W ,slh Hkh gksrh gS tks ;qx lhek dks ikj dj dbZ;qxksa rd cuh jgrh gSA rkRi;Z ;g gS fd leL;k dh gy dh dks[k es gh ubZ leL;k,W Hkjh gksrhgSA bl rjg ;qx nj ;qx leL;kvks dk flyflyk pyrk jgrk gS vkSj fopkjdksa dh ohfFkdkltrh jgrh gSA bu fopkjdksa, fpUrdksa o larksa es dqN ,sls gksrs gS ftudh izklafxdrk vius ;qxdh lhfer vof/k ds fy, gksrh gSA ysfdu dqzN fopkjdksa dh izklafxdrk dbZ ;qxksa rd cuh jgrhgSA ,sls fopkjd] fapard o leku lq/kkjd lukru~ fpard dgykrs gSA muesa ,d uke gS&lardchjA dchj dk fpUru o n”kZu ewY;ksa ij vk/kkfjr gSA os egku lar ds lkFk&lkFk fpard]fopkjd o Js’B lekt lq/kkjd FksA muds thou ewY;ksa ls iw.kZ FksA lekt es O;kIr va/kfo”oklksa]vkMEcjksa] ladh.kZ Hkkoukvksa vkSj ik[k.Mksa dk [kqydj fojks/k fd;kA lekt ds Bsdsnkjks dks [kwc[kjh&[kksVh lquk;k o QVdkjkA o’kksZ ckn Hkh dchj n”kZu lekt ds fy, vkt Hkh izklafxd gSA

iztkra= nks “kCnksa ds ;ksx ls cuk gSAiztk+ra=] iztk] tu ;k yksx ds lewg ;ktky dks iztkra= dg ldrs gSA Hkkjr izkphudky ls gh iztkra= ns”k dgk tk jgk gS ij;qx cnyk] yksx cnys] iztkra= jktra= esa ojktra= iztkra= esa ifj.khr gksrs x;kA ysfdu

iztkra= % /keZ&tkfr vkSj dchj

*MkW- jktkjke cuthZ]

Received04 Aug. 2014

Reviewed20 Aug. 2014

Accepted05 Sep. 2014

okLro esa ns[kk tk, rks Hkkjr D;k iztkra= ns”kgS\] D;k ;gkWa okLrfod iztkvksa dk “kklu gS\]D;k iztk vkfFkZd] ekufld] lkekftd] /kkfeZd,oa lkaLd`fr n`f’V ls Lora= gS\] D;k iztkLora= gksdj dksbZ Hkh fu.kZ; ys ldrk gS\]D;k viuh Hkkoukvksa dks Lora= gksdj ns”k vkSj

*lgk;d izk/;kid fgUnh “kkldh; uohu egkfo|ky; cykSnk] tkatxhj &pkaik ¼N-x-½


122 / iztkra= % /keZ&tkfr---

lekt ds lkeus j[k ldrk gS\ ugha! eq>syxrk gS iztkra= ds uke ij ;s lc fn[kkok o<dkslyk gSA vkt gh iztkra= ij jktra=gkoh gSA Hkys gh ns[kus esa okLrfod jktk rksflagklu ij ugha cSBk gS ysfdu flagklu ijcSBus okyk jktk ,slk jktk gS tks yksdra= dksHkkoukRed n`f’Vdks.k ls iaxq cukdj yksdra=ds uke ij “kklu dj jgk gSA losZ”oj n;kylDlsuk th “kCnksa esa &

^^yksdra= dks twrs dh rjgykBh esa yVdk,aWHkkxs tk jgs gSa lHkh]lhuk Qqyk,WaA^^ 1

vkt Hkh yksdra= ds uke ij lekt esafoHkRl folaxfr;ka cuh gqbZ gSaA iztkra= ds ukeij “kks’k.k] vR;kpkj] O;fHkpkj vkfn fodkjlekt esa dSalj dh rjg QSyh gqbZ gSA vkt gjxyh] eqgYyksa dbZ nq%”kklu ?kwers utj vktk,axs dfo gfjukjk;.k O;kl us Bhd gh dgkgS &

^^nzksinh&lh ph[krh gS ukjh;ka fuoZL=]ftuds ph[k] nq%”kklu dgh ijQsd vk;k gS [khpdjA^^ 2

yksdra= ij tkfrokn] /keZ] {ks=okn ,oa vkfFkZdfo’kerk,a ncko cuk pqds gSaA yksdra= ,slk ncx;k gS fd mBus dh pkgr j[kdj Hkh mB ughaik jgh gSA blfy, yksdra= dks le>us dsfy, dchj n”kZu dks le>uk lehphu gks x;kgSA lar dchj lPps fny ls mikld Fks ftlfnu muds n”kZu dks le>dj dk;Z fd;k tk,mlh fnu ls HkkjrHkwfe esa okLrfod :i lsizfr’Bkfir gksxhA

dchj dk n”kZu ewY;kas ij vk/kkfjr gSA og

fparu Fks ekuo dks lR;kxzgh cukus ds fy,AewY;ksa ls yckyc dchj n”kZu lekt esa O;kIrva/kfo”oklksa] ladh.kZ Hkkoukvksa vkSj ik[k.Mksa dsfojks/k [k.Ms+ gq, FksA ml ij djkjh pksV Hkhdjus esa rRij jgrs FksA mUgksaus lekt dsBsdsnkjksa dks QVdkjrs gq, dgk gS &

^^tks rw ckaHku&ckaHkuh tk;k] vku ckV D;ksaugha vk;kA

tks rw rqjd&rqjduh tk;k] rkS Hkhrj [krukD;ksa u djk;kA^^

vjs bu nksmu jkg u ikbZAfgUnw viuh djs cMkbZ] xkxj Nqvu u nsbZAosL;k ds ikourj lkSoS ;g ns[kh fgUnwvkbZAeqlyeku ds ihj & vkSfy;k eqxkZ&eqxhZ

[kkbZA[kkyk dsjh csVh C;kgS] ?kj esa gh djs lxkbZAA 3

bUgha Hkkoksa dks lesVs gq, egkjk’Vª ds egkulekt lq/kkjd egkRek T;ksfrckW Qwys us viusiaokMksa ¼chjxkFkk½ esa vius&vkidks ÅWp le>usokys czkg~e.kksa dk udkjkiu dk o.kZu fd;kgS&

^^izFke czkg~e.k iSnk gqvk fgUnqLrku esaAfn[krk “kwnz tSlk fujarj]Luku iwtk&ikB fur&fur fryd ekFks ij]mBkrs xksn esa oS”;kvksa dksAlquuk osnks dk “kwnzks dks can fd;k]ysfdu i<+k;k vaxzstksa dksAikWo /kqyokdj “kwnz dks rhFkZ nsrs]eqagiku djrs ;ouh dkA^^ 4

dchjnkl LoHkko ds QDdM+] euekSth vkSjeLr lar FksA eksg&ek;k ls cgqr nwj] lR; dsmikld D;ksafd lR; gh muds mikld Fks vkSjfla)kr gh lR;A vU;k; dk fojks/k djus esa

/ 123

muds O;fDrRo esa ghpdiu ugha] fcuk ykxyisV ds dksbZ Hkh ckr dg nsrs FksA mUgsa fdlhdk Mj ugha FkkA fgUnw gks ;k eqLyeku] jktkgks ;k jad fcuk Hk; vkSj ladksp ds tks dgukgS og dg nsrs FksA lcds fy, muds g~n; esaizse Hkkouk Fkh &

^^dchj [kM+k cktkj esa] lcdh ekaxs[kSjA

uk dkgqa ls nksLrh] uk dkgaq ls cSjAA^^ 5

lar dchj okLrfod :i ls /keZ laLFkkidFksA ekuoewY;ksa dk tc&tc g~okl gqvk gS rctuekul dks tkxr djus ds fy, tks lfn;ksals lks;s jgrs gSa] fdlh u fdlh egkiq:’k] lar]fopkjd] fpard vkfn us tUe fy;k gSA lardchj rRdkfyu le; dh ekax o nsu gSAdchj ewY;ksa ls iw.kZ /keZ ds izfr’Bkrk gSaA dchjfparu] fopkj/kkjk Hkkoksa ds dfo gS] mu ewY;ksads tks thou thus ds fy, vko”;d ,oa vfuok;ZgSA mudk lcc] jeSuh vkSj lk[kh vkLFkk] izsevkSj laosnuk ls iw.kZ gSA tks lekt esa ewY;ksa dhLF k kiuk d s fy, vfuok; Z g SA dc hjph[ k&ph[ kdj ;g h dg jg k g S fdeafnj&efLtn] osn&dqjku] ÅWap&uhp vkfn dsiziap esa er iM+ksA thou ewY;ksa ls Hkjk gqvk gSAvius ewY; dks le>ks rkfd ns”k&lekt dkfodkl gks lds] yksx “kkafr&leHkko ls jglds] thou ds okLrfod vFkZ dks le> ldsAegku ogh gksrk gS tks ;FkkFkZ dks igpku djthou ewY;ksa dh j{kk dj ldsA dchj dks eSa;qx Økafrdkjh lar ekurk gwWA mUgksaus oDr dspqukSrh dks fuHkhZdrk vkSj cgknqjhiwoZd Lohdkjfd;kA dchj ,d izxfroknh fopkjd ,oa larFks ftUgksaus laiw.kZ lekt dks yydkjk &

^^vjs bu nksmu jkg u ikbZ]fgUnqvu dh fgUnqvkbZ ns[kh]rqjdu dh rqjdkbZA^^ 6

,slk izgkj djus okys dchj tcjnLr fuHkhZdlar leUo;oknh ,oa ekuorkoknh Økafrdkjhfopkjd FksA thou dh lPpkbZ gS fd la?k’kZ gh/keZ laLFkkid] fpard] fopkjd] usrk o lektlq/kkjd dks tUe nsrk gSA dchj izfrHkk laiUular] fopkjd] fpard o lekt lq/kkjd FksAmUgks aus n s[kk fd nks lE;rk,a vkil es aVdjk&Vdjkdj pqj&pqj gks jgh gSA nksuksalaLdfr;ksa esa ruko gS tks ekuo fodkl dsck/kd rRo cus gq, gSaA ;fn bl ck/kd rRo dksnwj dj fn;k tk; rks fuf”pr gh lerkoknhlekt dh LFkkiuk gks ldrh gS ij ;g rHkhlaHko gksxh tc nksuksa :f<+oknh fopkj/kkjk vkSj/kkfeZd ik[k.M dks NksM+dj lerkewyd rRoksadks Lohdkj djsaA ?k‘.kk NksM+dj izse] n;k vkSjd:.kk dks viuk;sA dchj us bu ck/kd rRoksavius ok.kh :ih rhj ls izgkj djuk “kq: djfn;kA /keZ esa dksbZ ÅWp&uhp ugha gksrk laiw.kZtuekul bZ”oj ds fy, leku gSA izdfr dhxksn esa ge lHkh leku :i ls gh tUe ysrs gSavkSj izdfr leku :i ls gekjk ikyu&iks’k.kdjrh gSA Hksn&Hkko] ÅWp&uhp] NksVk&cM+k]Nwvk&Nwr vkfn euq’; dh gh nsu gSA dksbZ Hkh/keZ Hksn ugha lh[kkrk] ?k.kk dks c<+kok ugha nsrkvkSj ;g Hkh ugha dgrk fd bZ”oj&vYyk]eafnj&efLtn esa gh ugha feyrk gSA bZ”ojloZO;kIr gS] lcds fy, gS vkSj lc mlds fy,gS&

^^eksdks dgka <w<s cUns eSa rks rsjs ikl jsAu eSa eafnj u eSa efLtn u dkck dSyk”k jsA

iztkra= % /keZ&tkfr---

124 /iztkra= % /keZ&tkfr---

ukgq dksuks fØ;kdje esa ukgh tksx cSjkx esaA[kksth gks; rqjrS feygkS iyHkj dh ryk”k esaA^ 7

dchj ds lkekftd n”kZu dk eq[; fo’k;ekuo ek= esa lekurk vkSj ,drk dh Hkkouk gSAmUgksaus /keZ] tkfr] uLy] dqy ;k ifjokj dsvk/kkj ij fd;s x;s HksnHkko dh HkRlZuk dhArqjdks dh tks tkfr mPprk vkSj uLyxr Js’Brkds fy, vfHkeku j[krs Fks] mUgsa QVdkjkA mudsvuqlkj lHkh izk.kh ,d gh gok ikuh esa thrs gSaA,d gh feV~Vh ls cus gSA ;gkaW rd fd os ,d ghcwUn ls tUe ysrs gSaA vkSj muesa ,d gh izdkjdh gh vfLFk;ka vkSj eTtk gSaA^^,d cwUn ,d eyewrj] ,d pke ,d xqnkA,d T;ksfr ls lc tx mRiuk] dk ckHku dk“kwnzkA^^

blfy, jktk ;k jad] czkg~e.k ;k “kwnz] ÅWp;k uhp le>uk] dqyxr HksnHkko j[kuk] fgUnw;k eqLyeku dks vyx&vyx le>uk O;FkZ gSAdchj dgrs gSa &

^^dgs dchj psrgw js HkksUnwAcksyugkjk rqjd u fgUnwA^^ 8

MkW- gtkjh izlkn f}osnh us Bhd gh dgk gS& ^^dchj eqlyeku ugha Fks] fgUnq gksdj HkhfgUnq ugha Fks os lk/kq gksdj Hkh lk/kq ugha Fks] osoS’.ko gksdj Hkh oS’.ko ugha FksA os ;ksxh gksdj Hkh;ksxh ugha FksA os Hkxoku ds ujflagkorkj dhekurkewfrZ FksA uflag dh Hkkafr os vlaHko le>htkus okyh ifjfLFkfr;ksa ds feyu fcUnq ij vorh.kZgq, Fks] tgka ls ,d vksj Kku fudy tkrk Fkk]nwljh vksj HkDrhekxZ] tgkWa ls ,d vksj fuxq.kZHkkouk fudy tkrh gS vkSj nwljh vksj lxq.klk/kuk] os mlh iz”kLr pkSjkgs ij [kMs+ FksA os

nksuksa vksj ls ns[k jgs Fks vkSj ijLij fo:)fn”kk eas x;s ekxksZ ds nks’kxq.k mUgsa Li’V fn[kkbZns jgs FksA^^

ns”k dks Lora= gq, dbZ o’kZ fcr x;s] ns”k rksLora= gks x,] ij ns”k ds okLrfod ekfyd¼yksx tu ;k iztk½ Lora= ugha gks ik;sA iztkra=ds uke ij vkt Hkh mu ij “kklu fd;k tkjgk gS blfy, eSa dguk pkgwWxk &

leL;k] esjs ns”k vkSj lekt dh]yksx dc lqjf{kr vkSj laxfBr gksaxs]dc eqDr gksaxs] bl vlekurke; thou lsAetgc ds uke ij dc rd yM+kbZ gksxh]jke&jfge dc rd vyx&vyx gksaxs]tjk fopkj djks!fparu ds ckn - - -mBks] vkxs c<+ks] la?k’kZ djksAQsd nks bu :f<+oknh] vkMEcjksa ls ;qDr]ik[k.M fopkjksa dksA,d fnu [kM+s jgksxs yksxksa ds chp]dchj dh rjgA^^lqqnkek ik.Ms; /kwfey th iztkra= ij izgkj

djrs gq, fy[krs gSa &^^,d vkneh jksVh csyrk gS],d vkneh jksVh [kkrk gS],d rhljk vkneh gS tks jksVh csyrk gS u

[kkrk gS] cfYd jksVh ls [ksyrk gSAeSa iwNrk gwW] og rhljk vkneh dkSu gS\esjs ns”k dh laln ekSu gSA^^D;k ;gh yksdra= gS\ &^^;g rks ogh ckr gqbZ[kkus dk nkWr vyxfn[kkus dk nkWr vyxA^^

/ 125

lanHkZ%

1 mPp f”k{kk vuqnku vk;ksx ¼1994½ Hkk’kk laLd`fr vkSj fparu Hkksiky i’B 96

2 mPp f”k{kk vuqnku vk;ksx ¼1995½ ledkyhu dkO; ladyu & Hkksiky i’B 44

3 “kekZ] d’.knso ¼1990½- dchj ok.kh lq/kklkj v”kksd izdk”ku ubZ fnYyh laLdj.k i’B 82

4 dqekj] izdk”k ¼2011½- nfyr fparu vkuan Kku izdk”ku jkaph laLdj.k i’B 33

5 “kekZ] d’.knso ¼1990½- dchj ok.kh lq/kklkj v”kksd izdk”ku ubZ fnYyh laLdj.k i’B 10

6 ipkSjh ds- ,y- ¼2012½ izkphu ,oa iwoZ e/;dkyhu dkO; , xkft;kckn izFke laLdj.k i’B 53

7 “kekZ] d’.knso] ¼1997½ dchj v”kksd izdk”ku ubZ fnYyh uohu laLdj.k i’B 52

8 “kksHkk] lkfo=hpan] ¼2004½ fgUnh HkfDr lkfgR; esa lkekftd ewY; o vo/kkjk.kk,a ok.kh izdk”ku ubZ fnYyh izFke laLdj.k i’B 54

iztkra= % /keZ&tkfr---

126 /

Lkkekftd dqjhfr;ksa dh csfM+;ksa ls eqDr] f”k{kk ds izdk”k ls iznhIr vkfFkZd LokoyEcu dhvksj xfr”khy tks L=h gesa vkt fn[kkbZ iM+rh gSa] mlds ihNs lekt l/kkjdksa] jktusrkvksa ,oaefgyk vkUnksyudkfj;ksa ds la?k’kZ dk bfrgkl gSA ik”pkR; esa efgykvksa ds tks reke lkekftd,oa jktuhfrd vkUnksyu vius lEeku vkSj vf/kdkjksa dh lekurk dks ysdj gks jgas Fks] mldkizHkko Hkkjrh; tu&ekul ij Hkh /khjs&/khjs iM+ jgk Fkk Hkkjrh; lanHkZ esa L=h psruk ds fodklesa le;≤ ij vusd lekt lq/kkjdksa dk ;ksxnku jgk gSA lekt lq/kkjdksa esa jktkjkeeksgu jk;] ds’kopUn lsu] Lokeh n;kuUn] egkRek xka/kh] rFkk ,suhcsls.V vkfn vusd fopkjdksadh fopkj/kkjkvksa ls yksx izHkkfor gq,A lq/kkj vkUnksyu dh J[kayk dh igyh dM+h esa 1829 esalrh izFkk dh lekfIr] ftlus fL=;ksa dh vfLerk dks lqj{kk nhA lrh izFkk ds leku gh vU;vekuqf’kd izFkk,a Fkh&cky fookg] vuesy fookg] fo/kok fookg fu’ks/k] cgqfookg] inkZ&izFkk vkfnds dkj.k l=h dh fLFkfr “kkspuh; Fkh] vkSj bu dqjhfr;ksa ,oa izFkkvksa dks lq/kkjus vkSj neu djusds fy, le;≤ ij lq/kkjoknh vkUnksyuksa }kjk lQy iz;kl fd;k x;k] vkSj bu vkUnksyuksads pyrs ckSf)d oxZ&pkgs og ik”pkR; dk gks ;k Hkkjr dk& dk /;ku L=h fparu dh vksj tkusyxk] ftlds QyLo:Ik ik”pkR; lekt ds lkFk gh Hkkjrh; lekt esa Hkh L=h&fpru dks ysdjreke lkekftd] jktuhfrd] lkaLdfrd ,oa lkfgfR;d foe”kZ izkjaHk gks x;s vkSj fr”eRrkedlekt }kjk ,d yEcs le; ls gks jgs L=h ds ekufld ,oa “kkjhfjd ‘kks’k.k ds eqdkyQr ,dlaoS/kkfud igy Hkh izkjEHk gks tkrh gSA ifj.kker% ,d u;h fopkj/kkjk dk Lo:i mHkj dj vkrkgS] tks L=h thou ds fparu dks izJ; nsus yxrh gS] vkSj L=h&fparu] L=h foe”kZ ,oa L=h&thoudh fopkj/kkjk lkeus vkrh gSA bl fopkj/kkjk dk eq[; vk/kkj L=h ys[ku gSA

L=h ys[ku vkSj efgyk miU;kldkj*Lkqeu lko

L=h ys[ku dks izk;% nks vFkksZa esa fy;k tkldrk gSA igyk og ys[ku tks *L=h&thou*dks ysdj gqvk gS] pkgs og iq:’kksa }kjk gks ;kfL=;ksa }kjkA nwljk og tks *L=h&thou* dks

ysdj dsoy fL=;ksa }kjk gh gqvk gksA iq:’kksa}kjk tks L=h&thou dks ysdj ys[ku gqvk]mldksa vf/kdrj firlRrkRed fopkj/kkjk dkekuk x;k] D;ksafd laosnuk ds Lrj ij fdruk gh

Received12 Aug. 2014

Reviewed30 Aug. 2014

Accepted10 Sep. 2014

*“kks/k Nk=k] fgUnh foHkkx] dk”kh fgUnw fo”ofo|ky; okjk.klh


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vPNk ys[ku D;ksaa u gks & Hkksxs gq, ;FkkFkZ ls ognwj dk gh gksrk gS] og LokuqHkwfr ds Lrj dks NwHkh ugha ldrkA vr% fo}kuksa }kjk ;gha r; gqvkfd L=h }kjk fy[ks x;s lkfgR; dks gh*L=h&ys[ku* dgk tkuk pkfg,] og LokuqHkwfr,oa Hkksxs gq, ;FkkFkZ dh vfHkO;fDr esa vf/kd rdZlaxr ,oa euksoSKkfud Bgjrk gSA MkW0 okxh”kqDy Hkh fy[krs gSa fd& **okLrfod vFkksZa esaukjh&ys[ku mu vfHkO;atukvksa dk O;Dr :igksxk] ftUgas iq:’k&otuk ls izdV ugha gksusfn;k] ukjh&ys[ku mu vuqHkwfr;ksa dk “kCn:iadj.k gksxk] ftlds “kkCnhdj.k ds jkLrsiq:’k&otuk ds izHkko us can dj j[ksa gSa] ftldsfy, dksbZ jpukRed izR;{k vodk”k lkaLdfrdizdF;u esa dHkh NksM+ ugah x;k** ¼lk{kkRdkj] i011½ blds vfrfjDr izHkk [ksrku ds bl dFkudks Hkh tku ysuk lVhd tku iM+rk gS fd&**vDlj eSa lksprh gwa fd vkSjr vius ckjs esa ,slkdqN fy[ks] ftls fdlh iq:’k us vHkh rd ufy[kk gks ! D;k fy[kuk pkfg,\ eSa vHkh Hkh ughale{k ik jgh gwaA ,slh dksbZ Li’V fopkj/kkjk esjsikl ugha] fdUrq bruk tkurh gw fd L=h dsvuqHko dh vfHkO;fDr dqN fo”ks’k vkSj vyxjaxksa vkSj js[kkvksa dh igpku gSA de&ls&dedqN rks ,slk v[kkstk jgk gS] ftls dsoy vkSjrgh [kkst ldrh gSA** ¼vkSjr] vfLrRo vkSjvfLerk] i0&64½

fgUnh lkfgR; esa L=h ys[ku dh igpku ,oaegRrk Lok/khu Hkkjr esa gksrh gS vkSj mldh ;gigpku ,oa egRrk /khjs&/khjs c<+rh tkrh gSAblh dkj.k lwjt ikyhoky us fy[kk gS fd&**Lok/khu Hkkjr esa efgyk ys[ku ftl xaHkhjrkvkSj mRrj nkf;Ro ds lkFk vkxs vk;k mlls

mldh fof”k’V igpku cuhA** ¼ik[kh i’B&9½ysfdu ;g /;ku j[kuk pkfg, fd L=h dkys[ku dsoy Lok/khu Hkkjr esa gh ugha gqvk cfYdLok/khurk ds cgqr igys] vk/kqfudrk ds mn; dslkFk gh izkjEHk gks tkrk gS] ysfdu ,d L=h dsys[ku dks og egRrk ugha feyh] tks iq:’k ys[kudks feyhA ftlds dkj.k mldk lkfgR;lelkef;d i=&if=dkvksa dh lhek esa ca/k djjg x;k vkSj dkQh dqN dkj.k ;k vdkj.k :ilekIr Hkh gks x;k] ftldh vksj vc vkykspdksadk /;ku x;k gS] vkSj mldh [kkst gks jgh gSALora=rk ds igys dh efgyk jpukdkjksa esa egknsohoekZ] lqHknzk dqekjh pkSgku vkfn dqN uke NksM+fn;s tk;s] rks de yksxk tkurs gSa fd bl nkSjesa ;k blds igys Hkh L=h ys[ku ,d vPNs Lrjdk gqvk gSA efgyk miU;kl ys[ku dh ,dyEch Ja[kyk Hkh blh nkSj esa FkhA 19oha lnh dsvUr vkSj 20oha lnh dh “kq:vkr esa ljLorhxqIrk] fiz;oank nsoh] gseUr dqekjh pkSgku] ;lksnknsoh] czg~e dqekjh ,oa yhkorh nsoh vkfn efgykmiU;kldkj lfØ; :i ls miU;kl ys[ku djgh FkhaA MkW0 lqeu jkts fy[krh gS fd & **bumiU;kldkjksa ¼nsodhuanu [k=h o fd”kksjh ykyxksLokeh vkfn½ dh rqyuk esa efgyk miU;kldkjksadh jpuk,a fdlh y{; dks ysdj thou lsmBk; s x;s dFkkudks a ij vk/kkfjr gSA,d&vkn”kZ&pkgs og furkar jksekafVd D;ksa ugks & buesa ik;k tkrk gSA** ¼fgUnh lkfgR; dkvk/kk bfrgkl i’B&83½

izsepan dh ledkyhu Å’kk nsoh fe=k ,dvPNh efgyk miU;kldkj Fkh] mUgksaus ikapmiU;kl fy[ksa gSa] ftlds uke ugha feyrs] ysfdubruk t:j feyrk gS fd mUgksaus viuh olh;r

L=h ys[ku vkSj----

128 / L=h ys[ku vkSj----

esa fy[kk Fkk fd& **esjh lkjh iqLrdas esjs lkFkfprk esa tyk nh tk;A** ¼fgUnh lkfgR; dkvk/kk bfrgkl i’B&284½ ysfdu vHkh rd dh[kkstksa ds vk/kkj ij ;g dgk tk ldrk gS fdbl nkSj esa efgyk jpukdkjdksa }kjk dforkys[ku ,oa dgkuh ys[ku dh rqyuk es amiU;kl&ys[ku de gqvk gSA 4o] 5o ,oa 6osn”kd esa jtuh ifudj ,oa dapu yrk lCcjokydk efgyk miU;kldkjksa esa cM+k uke gSA tgkajtuh ifudj d *ikuh dh nhokj*] *ekse dseksrh*] *I;kls ckny*] *dkyh yM+dh*] *tkM+s dh/kwi*] *,d yM+dh nk jk;*] *egkuxj dh ehrk*]vkfn miU;kl izdkf”kr gq, gSA ogha dapu yrklCcjoky ds *ewd iz”u*] *Hkksyh Hkwy*] ladYi*]*ewd riLoh*] *LorU=rk dh vksj f=osuh*] HkVdrhvkRek^] îqu:}kj^] vutkuh jkg^]^ vupkgk^]û;k eksM+ ,oa Lusg ds nkosnkj vkfn miU;klizdkf”kr gSA ysfdu bu miU;klk s a ,oamiU;kldkjksa dh vksj de /;ku vkykspdksa dkx;k gSA bu lHkh miU;klksa esa fo”ks’k :Ik lsreke izdkj ds lkekftd ,oa ikfjokfjd ;kruk,a,oa izrkM+uk,a tks fd fL=;ksa ij fuR;&izfr gksrhgS] dk fp=.k vf/kd gqvk gSA

L=h miU;kldkjksa ,oa muds miU;klksa dkLi’V Lo:i 7osa n”kd ls m’kk fiz;aonk dsîpiu [kaHks yky nhokjsa ] :dksxh ugha jkf/kdk]pUnzfdj.k lksufjDlk dk panu pkWaaanuh^] f”kokuhds ^pkSng Qsjs ] ^d’.kdyh] ^HkSjoh^] ^fo’kdU;k^]“kf”kizHkk “kkL=h dk veyrkl^ esg:fUulk ijostdk vkWa[kksa dh ngyht^ vkfn efgyk miU;kldkjksads fo’k; esa xksikyjk; fy[krs gS fd &^^lhfervk; okys e/;oxhZ; ifjokj esa ,d i<+h &fy[kh]ukSdjh is”kk] vf/kd mez rd vfookfgr jg tkus

okyh yM+fd;ksa dh D;k fLFkfr gksrh gS]mls fdlizdkj ds ekufld rukoksa vkSj la/k’kksZ ls xqtjukiM+rk gS] bldk m’kk us cgqr gh izHkkoh vadufd;k gSA^^ ¼fgUnh miU;kl dk bfrgkl&277½vkxs og ;g Hkh fy[krs gS fd & ^îpiu [kEHkksavkSj yky fnokjksa okyh gkWLVy dh bekjr ckgjls fo”kky vkSj HkO; gksus ij Hkh vanj ls cgqrladh.kZ] uSfrd :f<+;ksa] ioknksa vkSj ca/kuksa dhizrhd gS ^ ¼fgUnh miU;kl dk bfrgkl]&277½^panu pkaWnuh^ esa ukjh fo’k;d lkekftd :f<+;ksals xzLr e/;oxhZ; ifjokj dh /kqWavkrh] :)izokg ] NViVkrh ftUnxh dk ;FkkZFk fp=.kgqvk gS] vkSj ^:dksxh ugh jkf/kdk^ vk/kqfudukjh ds thou dh tfVyrk] HkVdko dh ihM+kvkSj fonzksg dks vafdr djrh gSA ^pkSng Qsjs esaf”kokuh us “kjrpanz ds miU;klksa dh dFkkoLrqdks ,d u;k tkek iguk;k gS] vkSj ;gh lsmudh fof”k’V igpku curh gS] ftldk foLrkj]^d‘’.kdyh^] ^HkSjoh^] ^fo’kdU;k^ vkfn esa feyrkgSA veyrkl^ esa ,d vfHktkR; oxZ dh misf{kr&voekfur L=h dh dFkk izLrqr dh xbZ gS] tksijEijkxr Hkkjrh; iRuh dh Hkwfedk bZekunkjhds lkFk fuHkkus ij Hkh ifr dk izse vkSj lEekuugha izkIRk dj ikrh vkSj ifjR;Drk dk thouO;rhr djus dks vfHk’kIr gks tkrh gSA

8osa n”kd esa fnus”k uafnuh Mkyfe;k ds êq>sekQ djuk^] ^vkgksa dh osSlkf[k;kWa] ^dUnhy dk/kqvk¡ “kf”k izHkk “kkL=h ds ukosa^] lhf<+;k^] ijNkb;ksads ihNs ] ^D;ksfda ] f”kokuh ds ^dfj, fNek^]^”elku paik^] ^Lo;afl}^] ^jfrfoyki^] êf.kd^]^jF;k^] ^fd”kquyh^] d’.kk lkscrh ds ^lwjteq[khva/ksjs ds ] ^ftUnxhukek^] ^nhfIr [k.Msyoky ds^fiz;k^] ^dksgjs ] ôg rhljk^] îzfr/ofu;k¡^] eUUkw

/ 129

HkaMkjh ds ^vkidk caVh^] êgkHkkst^ dkUrk Hkkjrhds ^jsr dh dgkuh^ êatwy Hkxr^ ds vukjksa ]^cxkus ?kj esa enqyk xxZ ds ^mlds fgLLks dh/kwi^ ] *oa’kt*] ^fprdkscjk^] ^vfuR;^] esg:fUUk”kkijost ds ^mldk ?kj^] dksjtk^ fu:iek lkscrhds ir>M+ dh vkokts ] c¡Vrk gqvk vkneh^] esjkujd viuk gS d’.kk vfXugks=h ds ^Vijs okys ]^dqekfjdk,¡^] eerk dkfy;k ds cs?kj^] ujd njujd^] îzse dgkuh^ lw;Zckyk ds êsjs lfU/ki=^]^lqcg ds bartkj rd^]vkfn miU;kl efgykmuU;kldkjksa ds }kjk fy[ks x;s gSA bu lHkhmiU;klksa dh viuh vyx tehu gSS] fQj Hkh^vkidk caVh^ ^ egkHkkst^ ^ftUnxhukek^]^lwjteq[kh va/ksjsa esa ] mlds fgLLks dh /kwi] ^fpRRkdkscjk^ ^cs?kj^ bl n”kd ds cgqpfpZr miU;klgSA

fnus”k ufUnuh Mkyfe;k us :<+ uSfrd ewY;ksa]ikfjJfed tdM+uksa] ‘kM+;a=ks a] iq:’kksa dh rkuk”kkfg;ksadks lgrh] vkSjr dh ihM+k vkSj ruko dh ekfeZdvfHkO;fDr dh gSA buds ukjh ik= thou dhfo’kerkvksa dks thrs gq, ,oa vusd ;kruk,¡ lgrsgq, Hkh lekt }kjk fu/kkZfjr e;kZnkvksa ds ckgjugha fudy ikrhA “kf”kizHkk “kkL=h ds miU;klksaesa orZeku ih<+h ds HkVdko] ikfjokfjd thou dsfofo/k i{k vkSj mlesa mHkjus okyh leL;k,a]ukjh ds vkUrfjd vkSj ckg~; ruko] vkRefuHkZjgksus ds fy, mlds }kjk fd;s tkus okys la?k’kZ]vkfFkZd vkRefuHkZjrk ds ckotwn ifjokj dhe;kZnk dk vfrdze.k u dj ikus dh mldhfoo”krk vkfn dk ltho fp=.k feyrk gSAf”kokuh us ,d ikjokfjd O;oLFkk dk lqO;ofLFkrdjus dk iz;Ru fd;k gS] ysfdu u;s dk Lohdk;Zde fd;k gSA fQj Hkh buds dFkkoLrq esa jkspdrk

cgqr gSA nhfIr [k.Msyoky us cnyrs gq, ekgkSyesa L=h&iq:’k ds laca/kks a dh tfVyrk dkseuksoSKkfud vk/kkj ij fpf=r fd;k gSAesg:fUUklk ijost us e/;izns”k ds [kklrkSj ijcLrj {ks= dk lkekftd fp=.k] tks dh L=hlkis{k gS&fd;k gSA eqfLye vkSj bZlkbZ ifjokjesa L=h fd tks fu;fr gS] og [kqydj lkeusvkrh gSA fu:iek lkscrh ds fo’k; esa jkepUnzfrokjh fy[krs gS fd& ^^ fu:iek lkscrh usvk/kqfud lkekftd O;oLFkk ds Hkhrj ?kqVrh gqbZukjh ds thou la/k’kZ dks vusd fcUnqvksa ijmHkjrs gq, Hkfo’; ds izfr vk”kkoknh Loj eq[kfjrfd;k gSA^^ ¼fgUnh miU;kl]&189½ d`’.kkvfXugks=h ds miU;klksa esa Hkksxs gq, ;FkkZFk dkvadu gqvk gS] vkSj ml ;FkkZFk ds vadu dks ogvius ik=ksa ds ek/;e ls vfHkO;fDr nsrh gSAeatqy Hkxr fuEu e/;oxhZ; ukjh ds thou dsfp=.k esa fl}gLr gSA muds miU;kl esa ukjhthou dh =klnh ds vusd lanHkksZ dk fp=.kgqvk gSA

^vkidk caVh^ miU;kl dbZ n`f’V;ksa lsfopkj.kh; gSA xksikyjk; fy[krs gS fd &^^vkidkcaVh esa eUUkw Hk.Mkjh us rykd “kqnk ifr& ifRuvkSj mudh f”k”kq larku dks dsUnz esa j[kdjmlds pkjksa vksj dh fLFkfr;ksa dk ,slk tky cqukgS] rFkk mldh okLrfodrk dk ,slk fp= izLrqrfd;k gS] tks laosnu”khy vkSj fopkjoku ikBddks >d>ksj nsrk gSA nkEiR; laca/k dk fo?kVuvkSj u;s fljs ls] u;s laca/k cukdj thus dkvkxzg vk/kqfud thou dh ,d lPpkbZ gS] ijbl fLFkfr dh tfVyrk rc pqukSrhiw.kZ vkSj=kln gks tkrh gS] tc blds chp dksbZ laosnu”khycky larku vk [kM+h gksrh gSA^^ ¼fgUnh miU;kl

L=h ys[ku vkSj----


dk bfrgkl] &341½ jkepUnz frokjh fy[krsgS fd & ^^vkt ds e/;oxhZ; lekt esa rykddh leL;k us vusd vkuq”kafxd leL;k,¡ mRiUUkdh gSA buesa lcls tfVy leL;k rykd “kqnknEifRR;ksa ds cPPkksa dh gSA^^ ¼fgUnh miU;kl]&178½ esjs fopkj ls ;g miU;kl L=h&iq:’k dslEcU/kksa o rykd nEifRRk ds cPPkk dk euksoSKkfudtfVyrk dk laf”y’V :Ik gSA egkHkkst ds fo’k;esa tgk¡ ,d vksj xksikyjk; dk ekuuk gS fd&^êgkHkkst ledkyhu jktuhfrd ifjos”k lslacaf/kr miU;kl gSA ftlesa jktfufr esaizfo’VewY;ghurk] “kSrkfu;r vkSj uSfrd lM+¡k/kdk vR;Ur ;FkkZFk vkSj ltho fp= izLrqr fd;kx;k gSA^^ ¼fgUnh miU;kl dk bfrgkl] &341½ogka nwljh vksj jkepUnz frokjh dk ekuuk gS fd^êgkHkkst bl rF; dk lk{kh gSfd vc efgykysf[kdk,¡ ?kj dh pgkj fnokjh ds Hkhrj mHkjh&nchikfjokfjd leL;kvksa rd lhfer u jgdj lektds O;kid lanHkksZ ls tqM+dj tufgr esa mRd’VlTtu dj jgh gSA^^ ¼fgUnh miU;kl]&178½^mlds fgLls dh /kwi^ esa vk/kqfud L=h ds izsedk f=dks.kkRed la/k’kZ fcYdqy u;s :Ik esaijEijkxr ewY;ksa vkSj Hkkoqdrk dh ekufldrkdks udkjrs gq, &izLrqr fd;k gSA blesaL=h&thou dh fu;fr dk Hkh lVhd o.kZu gqvkgSA ^lwjteq[kh va/kssjs ds^ miU;kl fy[kus esad‘’.kk lkscrh cgqr gh lkgl dk ifjp; nsrhgS] D;ksfd L=h eu dh ^lsDl /kkj.kk^ dks ysdjtks csckd vfHkO;fDr gqbZ gS] og ml le; dhvfHkO;fDRk dk [kjkiu gh FkkA ^ftUnxhukek^20oha lnh ds izkjfEHkd 15 o’kksZa esa iatkc dsxzkeh.k fdlkuksa ds thou dk fp=.k gSA cs?kj esaukjh thou dh ifo=rk dh dlkSVh mlds

ekufld ,dkRed vkSj leiZ.k dh Hkkouk dksekuk x;k gS] “kkjhfjd dq¡okjkiu dks ughaAûjd nj ujd^ esa iwjh lkekftd O;oLFkk dsirZ&nj&irZ dks ujd ds :Ik fpf=r fd;kx;k gSA blesa bZekunkjh ls vkxs c<+us dhdksf”k”k djrs gq, ;qodksa dk fp=.k gS] tksnj&nj dh Bksdjs [kkrs gSA vkSj pkiywlksa ,oale>kSrkokfn;ksa dh fnu nwuh jkr pkSxquh rjDdhgksus dh izfØ;k dks n”kkZ;k gSA

9osa n”kd esa fnus”k uafnuh Mkyfe;k ds Qwydk nnZ “kf”kizHkk “kkL=h ds ^ddZ js[kk^ ]îjlksads ckn^] ^;s NksVs egk;q}^] ^mez ,d xfy;kjsdh^] ^lkxj ikj dk lalkj^ f”kokuh ds ^foorZ ]m’kk fiz;aonk d^^k’k ;k=k^] jkth lsB ds ^RkRle^]eatqy Hkxr ds ^[kkrqy^] ^frjNh ckSNkj^] enqykxxZ dk êSa vkSj e] pUnzdkark ds ^vFkkZUrj^]vafre lk{;] ckfd lc [kSfj;r gS ] ,syku xyhftank gS ] dqlqe dqekj ds ^ghjkeu gkbZLdwyêerk dkfy;k ds lkFkh^ ] yM+fd;ka ] esg:fUUklkijost ds ^vdsyk iyk”k] fp=k eqn~xy ds ^,dtehu viuh^ lw;Zckyk ds ^vfXu ia[kh^ e.kkyik.Ms; ds iVjax iqjk.k^ dey dqekj ds vFkkZFkûkfljk “kekZ ds ^lkr& ufn;k¡ %,d lqanj ]‘kkYeyh^] ^Bhdjs dh eaxuh ^ fu:iek lkscrh ds^ngdu ds ikj^ fp=k prqosZnh ds êgkvkjrh^]^ru;k^ ]d’.kk vfXugks=h ds ^ckr ,d vkSjrdh^] ckSuh ijNkb;ka] ^vfHk’ksd ^]ûhyksQj^ izHkk[krku ds ^]^vkvks isis ?kj pys êS=s;h iq’ik ds^Lefr ns”k^ “kHkk oekZ ds Ýh ykalj^ ] eksgrjek^]^vuke fj^^rksa ds uke MkW- lq’kek nsoh ds ^gou^flEEkh gf’krk ds ^lEca/kksa ds fdukjs ]^;krukf”kfoj^] vkfn efgyk miU;kldkjksa ds izdkf”krmiU;kl gSA buesa “ks’k;k=k^] ^rRle^] ^,syku

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xyh ftank gS ] ^,d tehu viuh^] vkSj ^vkvksisis ?kj pys ] bl n”kd ds cgqpfpZr miU;kljgs gSA bl nkSj dh lHkh efgyk miU;kldkj8osa n”kd dh efgyk miU;kldkjksa dh ijEijkdk fodkl djrh gSA vkSj vius thokukuqHkko dsvk/kkj ij lkekftd thou o L=h thou dsfofHkUUk i{kksa dks lkfgR; &fparu ds dsUnz esaykrh gSA ^”ks’k;k=k^ Hkkjrh; vkSj vejhdh;ukfj;ksa dk fp=.k izLRkqr djrk gS] ftlds fo’k;esa tgk¡ ,d vksj jkepUnz frokjh fy[krs gSfd&^^bl miU;kl esa vk/kqfud ukjh dh leL;kdks dsUnz esa j[kk x;k gS] fdUrq ;gk¡ og vlgk;vkSj vlqjf{kr ugha gSA Lokyacu ] vkRexkSjo]lEEkku vkSj Lokra=; &Hkko ds cy ij fu[kjdjog u;s thou &;FkkZFk esa u;s fo”okl ls izfrf’Brgks pqdh gSA^^ ¼ fgUnh miU;kl &179 ½ oghnwljh vksj xksikyjk; vuq ¼miU;kl dh ukf;dk½ds fo’k; esa dgrs gS] fd&^^;g vk/kqfud Hkkjrh;ukjh dh rLohj gS tks dfBu vkSj foijhrifjfLFkfr;ksa esa Hkh vius fy, u;k vkSj lkFkZdekxZ pqu ikus esa leFkZ gSA^^ ¼fgUnh miU;kl dkbfrgkl]&278 ½ ^rRle^ esa ,d ,slh ukjh dkfp=.k gqvk gS] ftldk ifr tYn gh ej tkrkgS] og mlh dh ;knksa esa viuk thou dkV nsukpkgrh gS] ysfdu og var esa viuk thou lkFkhcuk ysrh gSA vius ifr dh ;kn esa vkSj u;sthou &lkFkh ds pquko dh izfØ;k esa L=h dhtks ekufld m/ksM+&cqu gksrh gS&dk vPNk mYYks[kgqvk gSA iq’iiky flag fy[krs gS fd &^^foosP;miU;kl Lokra=;] ukjh Lokra=; dh nf’V dksdsUnz esa j[kdj ,d vR;ar izcq}] lqf”kf{krk ukjhds iufoZokg ds iz”u dks vk/kqfud thou fLFkfr;ksads ifjizs{; esa j[kdj ns[kus dk ,d lgh iz;Ru

gSA^^ ¼vkykspuk&96 ½ ^,syku xyh ftank gS esaJhuxj dh ,syku xyh dh nkLrka dk c;ka fd;kx;k gSA ogk¡ dh viuh laLdfr dh ekU;rk,¡gSA bl xyh dh u;h ih<+h cnyko ykuk pkgrhgS] ysfdu yk ugha ikrhA iwjs miU;kl esa blhubZ vkSj iqjkuh ih<+h ds varZfojks/k ,oa }U} dkfp=.k gqvk gSA ^,d tehu viuh^ lapkjek/;eksa dh Hkksxoknh ofr dk inkZQk”k djrh gS]ftlesa L=h dk nSfgd vkSj ekufld “kks’k.k gksrkgSA xksikyjk; fy[krs gS ]fd& ^^ftldk dsUnzh;dF; cacbZ ds egkuxjh; ifjos”k esa foKkiu&txr ds XySej ]ewY;ghu izfr;ksfxrk] frdM+e]nsg&O;kikj vkfn ds chp izLrqr ûkjh foe”kZgSA bl ifjos”k esa ukjh pkgs fdruh Hkh ;ksX; gS]mls HkksX; OkLrq ds :Ik esa gh ns[kk tkrk gSA^^

¼fgUnh miU;kl dk bfrgkl]&390½ ^vkvksisis ?kj pys esa vesfjdk ds cMs+ “kgjksa &ykal,atsYl] lsaV yqbZl vkSj U;q;kdZ esa jgrs gq,ysf[kdk us vius vuqHkoksa ds vk/kkj ij vesfjdhukjh dh fLFkfr dk voyksdu fd;k gS] ,oamlds gko&Hkko vkSj fopkj dk fp=.k HkhAmiU;kl dh ik= vkbfyu dgrh gS] fd ^^vkSjrdg¡k ugha jksrh] vkSj dc ugha jksrh\og ftrukHkh jksrh gS] mruk gh vkSjr gksrh tkrh gSA^^¼fgUnh miU;kl dk bfrgkl]&383½ jkepUnz frokjhfy[krs gS] fd & vesfjdk tSls le} ns”k dhukjh dh ihM+k dk mn~?kkVu djds ;g miU;klfof”k’V vkSj egRoiw.kZ gks x;k gSA^^ ¼fgUnhmiU;kl &190½

20 oha lnh ds vafre n”kd esa fnUks”k uafnuhMkyfe;k ds ^vk¡[k fepkSyh^] ^;g Hkh >wB gS ]êjthok^ “k”khizHkk “kkL=h ds êhukjs ] ^[kkeksa”kgksrs loky^] gj fnu dk bfrgkl^ d’.kk lkscrh

L=h ys[ku vkSj----


ds ^fnyks nkfu^^] ^le; ljxe^ m’kk fiz;aonkdk ^ vUroZ’kh ^ jkth lsB dk ^fu’dop^ eatwyHkxr dk ^xath^ enqyk xxZ dk ^ dB xqykc^pUnzdkark ds ;gk¡ forLrk cgrh gS ] vius&viusdks.kkdZ^ dqlqe dqekj dk înkZckM+h^ eerkdkfy;k ds ^,d ifRu ds uksV~l^] ^nkSM+ fp=keqn~xy dk vkok¡^ {kek “kekZ dk ijNkbZ vUUkiw.kkZ] e.kky ikaMs dk^ jkLrksa ij HkVdrs gq,^ deydqekj ds ^vkorZu^] ^gSEcjxj^] ^;s [kcj ughûkfljk “kekZ dk ftank eqgkojs fp=k prqosZnh dhôSt;arh ¼nks [k.Mksa esa½ izHkk [ksrku ds rkykcanh^]fNUUkeLrk^] ^vius &vius psgjs ] îhyh&vka/khêS=s;h iq’ik ds ^csrok cgrh jgh^] ^bnUUkee~ ]^pkd^ ]^>wykuV^ ^vYek&dcwrjh^] jek flag ds^xqykc NM+h^ ] ^rqe fy[kksxh lR;Hkkek^ oh.kkflUgk dk îFk izKk^] xhrkatyh Jh ds êkbZ ]^gekjk “kgj ml cjl^] e/kq dkdfj;ka dk ^[kqysxxu^ ds yky flrkjs^] t;k tknokuh dk^rRoefl^] vYkdk ljkoxksa dk ^dfy dFkk%ok;kckbZikl^] uhjtk tk/ko dk ^vHkh Bgjksa va/khxyh^] “kqHkk oekZ ds êdku uEcj iSrhl^] ^dkykeB ^ ]M k W - l q ’ kek o sn h d s y k SVu k ^ ]^drjk&nj&drjk^] ^brj^ ^xkFkk vejcsy dh^]m’kk fdj.k [kku dh ^lhekar dFkk^ vkfn efgykmiU;kldkjksa ds miU;kl gSA

bl n”kd ds dqN miU;klksa dsk NksM+djlHkh pfpZr ,oa egRoiw.kZ miU;kl gS] ;kfu fd^dks c<+ &NksV dgr vijk/kw A ftldh ppkZFkksM+s esa ugh fd tk ldrh fQj Hkh ;s lHkhmiU;kl LFkku] le;] ijEijk] lkekftd :f<+;k,oa fodfr;ka ] vkfn dh nf’V ls dkQh egRoiw.kZ,oa oSpkfjd gSaA bl nkSj esa Hkwe.Myhdj.k dhfopkj/kkjk tks ik”pkR; ls /khjs&/khjs Hkkjr esa vk

jgh Fkh] dks fopkj/kkjk dk izHkko Hkh bu miU;klksaij fn[kykbZ iM+rk gSA L=h Lokra=; dh igydk :Ik dsoy mPPk] e/; ,oa fuEu ifjokj ds:Ik esa gh ugh jgrk] cfYd reke tutkfr;ksa lsysdj xzkeh.k lekt dh fL=;ksa rd foLrkfjrgksrk gSA firlRRkkRed lekt tks fd iq:’kiz/kku lekt gS] ,oa “kklu djus dh euksofRrj[krk gS& ls bu miU;klksa dh ukjh&ik= viusdks Lora= djuk pkgrh gS] vkSj dkQh gn rdLora= Hkh gksrh gSA blds vfrfjDr reke izdkjds L=h&iq:’k ds lEca/k] pkgs og “kkfjfjd Lrjds gks] ;k HkkoukRed Lrj ds mudk Hkh cgqvk;kehmYYks[k gqvk gSA

21oha lnh ds igys n”kd esa m’kk fiz;aonk dk^Hk;k dchj mnkl^ e‘nqyk xxZ dk ^feytqyeu^ pUnzdkark dk ^dFkk lrhlj^ dqlqe dqekjds îwoksZ}kj^ eerk dkfy;ka ds ^va/ksjsa dk rkyk^^n qD[ke&lqD[ke^ esg:fUUklk ijo st ds^lejkaxu^ ]îklax^ dey dqekj dk^ ikloMZukfljk ”kekZ dk ^v{k;oV^]^dqb;katku^] ^thjkjksM^] îkfjtkr^ fp=k prqosZnh dh ^vEck ugha eSaHkh’ek^ d`’.kk vfXugks=h dk êS vijk/kh gw¡]^fcRRkkHkj dh Nksdjh^ eS=s;h iq’ik ds vxu ik¡[kh^]^fotu^ ] ^dgs bZlqjh Qkx^] ^f=;kgV^ jek flagds ykV vkvks gSjh^ drks iaFkk ] oh.kk flUgk dk^liuksa ds ckgj^] xhrkatyh Jh dk^ ^frjksfgr^ ]^[kkyh txg^ e/kq dkdfj;k dk lyke vk[kjh^]îRRkk[kksj^] ^lst ij laLdr^] t;k tknokuh dk^dqN u dqN NwV tkrk gS vydk ljkoxh dk“^ks’k dknEcjh^] ^ dksbZ ckr ugh ^] ^,d czsd dsckn^ jtuh xqIr ds dgh dqN vkSj^] fd”kksjh dkvkleka uhjtk ek/ko ds ^;enhi^] ^rsH;%Lo/kk^]^bZgkex MkW-lq’kek osnh ds ûokHkwfe dh jldFkk^]

/ 133

ekspsZ ] ^ eSus ukrk rksM+k^ flEEkh gf’kZrk ds ^jax^^“kkyk^] ^ty rjax^ m’kk fdj.k [kku ds ^Qkxquds ckn^] ^glhuk eafty^] jrukjs u;u^ ^Hkkerhvkfn efgyk miU;kldkjksa ds cgqpfpZr miU;klgSA ;s lHkh 20oha lnh ds vafre n”kd dsmiU;klksa dk fodklkRed :Ik gSA bl nkSj esa osdsoy vius vkl&ikl dh lkekftd] jktfufrd,oa ikfjokfjd fLFkfr;ksa dk fp=.k gh ughadjrh] cfYd ml Hkwfe dks yka/kdj ns”k& fons”kds reke fparu dh vksj Hkh eq[kj gksrh gS]ysfdu eq[; lkekftd leL;k ds lkFk L=h&thou dk i{k gh vf/kd lfØ;rk ds lkFkvfHkO;Dr gqvk gSA dqy feykdj 21 oha lnh dsizFke n”kd esa bu efgyk miU;kldkjksa dhfparu fojkV &lkekftd & fparu dh vksjmUeq[k gSA

21oha lnh ds nwljs n”kd tks fd vHkh “kq:vkrhnkSj esaa gS& esa dqlqe dqekj dk *ehBh uhe* eS=s;hiq’ik dk *xqukg&csxqukg] e/kq dkadfj;k dk *lw[krsfpukj* Mk0 bjkorh dk *fp”kiiFkxk* “kqHkk oekZdk *dfrdk* m’kk fdj.k [kku dk *fljtu gkj*vkfn egRoiw.kZ miU;kl izdkf”kr gq,] ;g dgk

tk ldrk gS fd fgUnh efgyk miU;kldkjksa dh,d yEch ,oa l”kDr ijEijk fgUnh lkfgR; dsfodkl iFk ij xfreku gS vkSj bl ;k=k esafuf”pr :i ls muds jpuk&lalkj ds fparu dknk;jk O;kid gqvk gS ,oa fopkj/kkjk Hkkoqdrk lsÅij mBdj /khjs&/khjs laosnu”khy dhvksj c<+h gSA jkepUnz frokjh us Bhd gh fy[kk gSfd& **e/;eoxhZ; ikfjokfjd thou ds vUrfoZjks/kksa vkSj iq:’k& iz/kku lekt esa viuh igpkuds fy, la?k’kZjr ukjh&thou ds =kln fLFkfr;ksads nk;js ls ckgj vkdj vc efgyk miU;kldkjthou ds vusd vk;keksa dk fp=.k djus yxh gSaA¼fgUnh miU;kl]&201½ bl ckr dks /;ku nsus ij;g ekywe gksxk fd lcls igys bl nk;js dhigy cM+s Lrj ij d’.kk lkscrh] eUuw Hk.Mkjh vkSjm’kk fiz;oank us ikj fd;k] ftldk foLrkj izHkk[ksrku] fp=k eqnxy] eS=s;h iq’ik] xhrkatfy Jh]vydk ljkoxh] fp=k prqosZnh] dey dqekj ,oaMk0 bjkorh vkfn efgyk miU;kldkjksa esa fn[kkbZiM+rk gSA vkus okyk le; esa fuf”pr :i lsefgyk miU;kldkjksa dk fparu ,oa egRrk lkfgR;ds {ks= esa c<+rh tk;sxhA

lanHkZ%1-jkts] lqeu ¼2004½ fgUnh lkfgR; dk vk/kk bfrgkl] Hkkjrh; KkuihB izdk”ku u;h fnYyhA2- frokjh] jkepUnz¼2010½ fgUnh miU;kl ] fo”ofo|ky; izdk”ku] okjk.klhA3- jk;] xksiky ¼2009½ fgUnh miU;kl dk bfrgkl] jktdey izdk”ku] u;h fnYyhA4- tSu] vjfoUn ¼2009½ vkSjr] vfLrRo vkSj vfLerk] jktdey izdk”ku u;h fnYyhA5- “kqDy] /kzqo¼1996½ lk{kkRdkj] l;qDrkad tqykbZ&vxLrA6- Hkkj}kt]izse ¼2012½ika[kh] uks;Mk] mRrj izns”k vad tuojhA7-vkykspuk] ¼1985½ o’kZ&34] vad&75] vDVwcj&fnlacjA

L=h ys[ku vkSj----

134 /

Mind and SocietyA Refereed Research Journal in Humanities and Social Sciences

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