a bilingual magazine by the NISA Family VOLUME 5 ISSUE 1 |...

a bilingual magazine by the NISA Family

VOLUME 5 ISSUE 1 | JUNE-SEP 2019Affordable Schooling, Commendable Learningnamaskar

Draft National Education Policy 2019

-Observations andSuggestions.

A Sinking Ship?

NEP2019

TEACHERACCOUNTABILITYLEARNINGOUTCOME

SCHOOLAUTONOMY

CONTENTS

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Editor’s Desk

02 Schools should be allowed to make profit? AVINASH CHANDRA

President’s Message

04 School Management Committees in private schools would be disastrous

KULBHUSHAN SHARMA

Education

05 Reimbursement Adv. PRASHANT NARANG

06 Have a Single Window System to establish schools S MADHUSUDHAN

07 Let there be three kinds of schools BHARAT MALIK

08 Regional aspects cannot be ignored MARTIN KENNEDY

09 Encourage Edupreneurs DEEPAK KHAITAN

10 All will benefit if autonomy is given to schools RAJENDRA SINGH

11 Medium of Instruction is the choice of the parent SHASHI KUMAR

12 Why are the management related responsibilities of the private institutions with their management system? DR. SUSHIL KUMAR GUPTA

13 NEP: Accept the reality Stop Hypocrisy! DR DILIP MODI

NISA

14 NISA Recommendations

Education

17 The long awaited draft NEP 2019 FR. JOSEPH MANIPADAM

18 Poor remedies to learning crisis: Draft National Education Policy amounts to rearranging deck chairs on the Titanic GEETA KINGDON

20 Government doesn’t require an education policy; it requires a clear-cut action plan because that is missing on the ground ANIL SWARUP

NISA

22 Call for quality schools assessments -National Initiative of Quality Schools in Action (NIQSA)

24 Nisa Singapore & London delegationNISA Communique

25 Media 26 NISA National and State ActivitiesNISA Members

28 NISA Association Members

2 www.nisaindia.orgnamaskar

EDITOR’S DESK

| volume 5 issue 1 | JUN-SEP 2019

Schools should be allowed to make profit?

Today, this is the common

notion that the quality of

education provided by

private schools is better than

government schools. Not

surprisingly, people prefer to

a private school, even if they

are more expensive. However,

this is also a fact that we have a

huge shortage of 'good' private

schools. But why is it so?

AVINASH CHANDRAEditor

T he issue of expensive education in private schools has always been 'hot' in the political corridor. During the past decade, this issue took such a serious

stand that the entire election campaign began to be central on this issue. The current Government of Delhi even promote the move to strictly control school fees as one of its greatest achievements. Imitating Delhi, others states such as Maharashtra, Gujarat, UP, Andhra Pradesh, have also implemented fee control laws in their territories and, many other States are trying to implement similar laws. The argument is that the teaching and School Operations in the country is Non-profit (not for profit) activity, and it cannot be allowed to make profit.

This cannot be ruled out that the expensive and uncontrollably ever increasing private schools’ fee is a big problem for the parents. This problem must be solved. But the increase in both, the school fees and increasing numbers of parents who are frustrated by the inability to enroll their children in the school, is enough to clarify that everything is not going well with our education system. The problem became even more serious after implementation of the Right to Education (RTE) 2009 act, guaranteeing free and compulsory education. Why did it happen?

Rising prices are not the problem, rather rising prices are just an indicator of the inherent problem in the system. Policymakers should keep an eye on this indicator and a solution should be explored, rather controlling it and wiping the very source of getting the information altogether.

The responsibility of providing education is unnecessarily taken over by the Government in the pretext of the welfare state and private institutions are only expected to supplement it.

After the enactment of the Right to Education Act, the need was to open many more schools. But setting up of new 'quality' school by the government is rarely seen. Even the existing schools are also deprived of basic amenities, and do not provide such education so that they may be classified as 'good' schools.

volume 5 issue 1 | JUN-SEP 2019 | namaskar 3

On the other side, every possible effort has been taken by the government for closure of small and budget schools that used to provide quality education at par or less than then per student cost incurring in government operated schools. This was done in the pretext of non-essential rules and laws framed under the Right to Education Act. Most such schools were closed, that did not meet the requirement of minimum land and number of rooms as per the RTE law.

Today, this is the common notion that the quality of education provided by private schools is better than government schools. Not surprisingly, people prefer a private school, even if they are more expensive. However, this is also a fact that we have a huge shortage of 'good' private schools. But why is it so? In fact, there is a lack of incentive for opening a lot of new quality schools in the country.

Just imagine what needs to be done to establish a good private school! Land purchased at commercial rates, suitable building, furniture as required to become a modern school and most importantly, teachers with the requisite experience and qualifications. In addition, there are all the more expenses such as maintenance costs and employees' salaries that always keep increasing. Also, if a new course is to be started or a new teacher to be hired, then that also costs extra! Then comes the turn of getting endless permissions and NOCs from various departments. In a city like D e l h i ,

completing all these procedures, the cost of opening a school is stand at least Rs 10 crore.

It's worth paying attention that a not-for-profit sector is unnecessarily criticized for fees charged by it. Any increase in charges is criticized, but the quality education that is provided by them is hardly mentioned anywhere.

Often, even knowing the fees and other expenses charged by these schools, parents want their children to be enrolled here and once they got admitted their ward, they start protesting against the fees.

Standard fees are fixed for every private school. 8 per cent increase in fees annually means A school that charges Rs 8,000 per month cannot be compared with a school charging a fee of Rs 500 per month. In fact, running a school requires an annual grant of over Rs 1.5 crore!

Another aspect is the Right to Education Act, which mandates that 25 percent admission in the schools be from the students belonging to economically weaker section [EWS]. In addition to this, there is also a provision for such students to be promoted to the next class every year, whether they are suitable or not fit for it. Up to Class VIII, after which the student has to leave the school, schools have to keep on promoting them. It is beyond comprehension as to what good will it do for the students. Such students deprive other students of the general class from opportunities, who are not getting admission because of the reservation system.

In addition to this, the Act provides for payment to

schools by the Government for admission of EWS students, but does the Government do it? The Supreme Court has ruled that no child should pay for another child's education, but when the

Government does not pay for EWS students or does not

pay on time, then in fact it happens. No nation can progress and

improve until there are good schools for all children. In such a situation, the requirement of more schools is self-evident. There is very little expectation of many newer government schools to come in existence, because we have the ruling authorities who are fond of presenting populist 'lollipop' in hopes of getting votes instead of spending on schools and other social needs.

Evidently, all hopes for building new schools rests on the private sector, but for it to happen, the government should keep itself away from the job of determining the limit of annual increase in fees, at the same time If the purpose of private schools is purely commercial, even then, they should be allowed to come forward.

The greater the number of schools, more will be competition among them, which will surely improve the quality of education and make them affordable too! To attract students, the schools have to improve their level further. The higher the number of students going to expensive schools, lower will be the pressure to admission in less expensive schools. The Government will have to simply focus more on the quality of education provided by schools.

Compared to private schools, what is the contradiction in the attitude of the Government towards private hospitals? Whatever these hospitals charge, there is no obstruction on that? Due to opening of so many private hospitals, it totally depends on patients that where can they afford to get their treatment? These private hospitals have eased the pressure on government hospitals, while in the case of private schools, the Government is concerned only about fees.

Our country can’t achieve that desired place among the noble nations, unless we ensure a good education facility for the children.

4 www.nisaindia.org| volume 5 issue 1 | JUN-SEP 2019namaskar

Big ‘No’ to School Management Committees

The proposal for imposition of School Management Committee (SMC) in private schools would have adverse consequences. It is tantamount to infringement on freedom. It is against the very principle of autonomy. Private school managements invest and design a school with a vision and purpose. It is their sole right to take their ideas forward.

School Finance Corporation

There is a perceptible change in the mindset of the population. Right from daily wage laborers to servant maids are aspiring to send their children to private schools. There is a need to set up a School Finance Corporation which would help build infrastructure. At present, banks do not provide loans for building schools. There are several schools that were established decades ago that need to move to the next level. Low-interest loans for upgradation

of schools setting up of new schools would go a long way.

Let schools decide which board to follow

Private schools are abiding by the rules and are following the diktats. After the customary re-recognition procedure is done every three years, the school management should be left alone to decide which board it wished to choose.

The implementation is left to the imagination. The draft talks about establishing world-class facilities with school complexes in villages but does not prescribe how it would tackle the issue of one lakh schools that have just one teacher.

The draft wants people to believe that admissions would pour into public schools once the recommendations are enforced. DNEP is a policy document that identifies issues but does not provide an action plan on implementation. Ironically, the ministers who propose the changes themselves

School Management Committees in private schools would be disastrous

PRESIDENT’S MESSAGE

KULBHUSHAN SHARMAPresident, NISA

send their children to private schools. While the voluminous document spells out a wide array of suggestions, there is little for the enhancement of private schools. A central government employee gets an education allowance of 2,250 month per child and never thinks twice of sending his or her child to a government school.

Everyone agrees that the road to arming the younger generation (52% of the present India was born after 1991) and who are looking at private schools for education need a fillip. Sample this: 75 million school students in the 350,000 private unaided schools in India that constitute 24% of the schools need to be taken into consideration.

A central government

employee gets an education

allowance of 2,250 month per

child and never thinks twice

of sending his or her child to a

government school.

namaskar 5volume 5 issue 1 | JUN-SEP 2019 |

Lengthy administrative procedures for

approval have no deadline. Babus can

object to a claim at any stage. There is no set

frequency. Once in three years or four years,

erratic payments is a common practice.

Advocate PRASHANT NARANGCentre for Civil Society

Section 12(1)(c) of the Right of Children to Free and Compulsory Education makes it compulsory for

all private unaided school to admit children from economically weaker sections and disadvantaged backgrounds. Such schools must block 25 per cent of their seats for this purpose. The state government would reimburse the schools at their fee or its cost of education a child in government schools, whichever is lower.

It is expropriation and such law should be narrowly construed. However, most courts have interpreted it expansively. Now, in several states, nursery class is also included. Some states also want schools to provide uniforms and books as well.

For schools, this section can be most problematic if the reimbursements are not made in time. In Delhi, for example, schools get reimbursed after 2-3 years. Lengthy administrative procedures for approval have no deadline. Babus can object to a claim at any stage. There is no set frequency. Once in three years or four years, erratic payments is a common practice.

School owners share that concerned officers charge 2-5 per cent commission on the payment to be released. It is not surprising.

These trends are disturbing.

School Associations must demand a five-point charter called “ease of reimbursements for EWSD admission” to be implemented in their states.

ReimbursementReimbursement

One, state’s recurring expenditure on education as well as the number of students in government schools for last year must be put in the public domain before the end of financial year.

Two, schools must be paid quarterly or at least, half-yearly, to begin with.

Three, if the payments are delayed beyond a certain time-frame, interest must be paid along with the dues.

Four, if no objections are raised within certain time-frame, it should be presumed that the documents are approved for reimbursements.

Five, the Department should pay directly to the parents for uniforms and books. It may transfer the money to their bank accounts after they submit the bills. Schools cannot be asked to make books and uniform available to the children at government-fixed rates. This is expropriation that RTE does not expressly validate/ mandate. Schools provide education but neither they produce books and uniforms, nor do they sell books and uniforms. It is an unfair and excessive burden on the schools to expect them to pay for uniform and books.

All school owners must unite for this cause and have this charter implemented!

EDUCATION

6 www.nisaindia.orgnamaskar | volume 5 issue 1 | JUN-SEP 2019

Have a SINGLE WINDOW SYSTEM to establish schools

ON SCHOOL MANAGEMENT COMMITTEEPresently, the School Management Committee (SMC) in government schools oversees if there is infrastructure and if the teachers are present. The essential function is to see there is no absenteeism by teachers. The SMC does not interfere in financial matters.

The proposal for SMCs in private schools would destroy the system. While the members would dictate terms but would not be responsible for the financial inputs that the private management would bear. This is unfair in any which way one looks at.

NO PROTECTION TO SCHOOLSThere have been several cases across the country of teachers and the head of institutions being manhandled. There is a dire need for a school protection Act. An assault on a teacher or a Principal should be a non-bailable Act. It is said that a teacher was revered as a guru in India, one who was looked up by one and all. Sadly, we have reached a stage when they need to be protected.

AMEND RTE, BRING DBTDirect Benefit Transfer (DBT) has eliminated middlemen in the farming sector especially in Telangana state. The RTE Act needs to be amended and DBT should be implemented. This would have multiple benefits as parents would have the choice to admit their children in a school of their choice.

S MADHUSUDHANVice President, NISA

REGULATIONSState governments over the decades have brought changes in specifications for school buildings. The National Building Code 2004 was implemented in 2009. There are several schools that date back to several decades and were established as per the existing norms then, asking them to comply with the present is incorrect.

While retaining the trust/society nomenclature, it is recommended to provide provision for starting and, or converting the existing Private schools as the case may be as Registered firms for profit and bring them under GST.

Establishing a school is fraught with a lot of complications. There is a need to reduce red tape and multiple clearances and pave the way for a single-window system.

CAPACITY BUILDINGGovernment school teachers are provided continuous professional development training. There should be a provision for all private school teachers too.

Better still, give a choice for people wishing to establish schools to choose between non- profit and for profit.

Creation of a monolith structure such as Rajya Shiksha Aayog (RSA) as an apex body for monitoring, regulation of all educational institutions and policy making is well intentioned. But, can it encompass the whole of India which is so complex is what educationists are asking.

The sheer complexities would make it, if not impossible, but hardly feasible for RSA to oversee. You have the up-market schools in the hills, as against the millions in the plains and towns in the cities, the urban (read English speaking) versus the rural schools, the one-teacher for 28 students schools where parents do not mind spending versus the jam-packed classrooms where the sole aim of the teacher is to rush through the syllabus.


A contentious issue in the DNEP is the role of School Management Committees (SMC). The draft policy states:

“Teachers and principals are often not allowed to take decisions of a local nature that they should be taking, this includes a choice of pedagogical approaches and teaching-learning materials, matters of setting the time table and basic financial matters that are important to the daily functioning of the school.

"Yet the teachers and principals are made accountable to SMC's constituted primarily of parents and elected representatives of people (local, corporate, etc. i.e. politicians) on them, who

will dictate to the teachers and principals on issues of everyday functions."

Advocates of laissez faire for private schools say that the per pupil expenditure on teacher salary of the government sector is ₹ 4,326 per month in 2017-18 but the state of affairs in terms of output is far from satisfactory. In such a scenario, it is the private schools that need to be nurtured.

Welcoming the draft policy recommendation of 5+3+3+4 model from nursery to grade XII, Madhusudan of NISA says,

“The draft policy intentions are good but there is a need to also show a path forward in implementation.”

Let there be three kinds of

SchoolsON BUDGET SCHOOLS These budget schools have main issues because the fee in these schools ranges from 6000-30,000 rupees per annum. These are the schools which are working for the masses. When a child or a parent decides to move out of government schools because he wants his child to study in private schools, he chooses according to his affordability and as per income. These budget schools, under the RTE act are going under pressure and are getting closure notices. Now what happens to these school students, what are their alternatives after getting quality education?

These budget schools have main issues because the fee in these schools ranges from 6000-30,000 rupees per annum. These are the schools which are working for the masses. These schools should be protected.

So let there be three kinds of schools1 GOVERNMENT SCHOOLS2 CHARITABLE SCHOOLS3 PRIVATE AUTONOMOUS (for Profit) SCHOOLS (taxable)

Let there be separate third party Syllabus Framing, Examination & Evaluation Autonomous Body common for all the three categories.

MAHARASHTRA SCENARIO Many of the schools have not got fee reimbursement for the last six years and somewhere the money is

BHARAT MALIKNISA founder member &

former president,Private Unaided School

Management Association,Maharashtra

EDUCATION


not coming in right proportion. All these are putting pressure on schools because of RTE admission. If money doesn’t come on time, the school’s financial situation is going to get worse. In this process, the schools will not be able to sustain.

ON FEE REGULATION Fee regulation Act is a state subject. Many governments have made fee regulation Acts. The important thing is PTA (Parent Teacher Association) & school management has to sit down and discuss that is how it can be done. Because of this Act, the sustainability of the schools and quality gets affected. Many times, parents do agitation against the schools. That agitation disturbs whole environment of the society and community. Best example is Gujarat state that is badly affected due to this fee regulation Act. Now these agitations lead to litigation- from there to Supreme Court. The school

management has to spend huge amount during this process and these process finally affects children only. The cost of litigation also goes on these children.

If NEP comes and stakeholders are taken into consideration, they should identify the ground reality faced by the schools. Most important factor is autonomy which will build more institutions to come in, help the community and serve the society. Too much of regulation leads to more corruption, hence there should be a single window process that eases the procedure to open new schools. This must be the top priority.

CATEGORIZE SCHOOLSIn 70 years of independence we can have three types of schools: Government run schools, Trust run schools and Schools for profit.

Why don't we accept the truth and give Young India freedom and choice of education?

REGIONAL ASPECTScannot be Ignored

STATE OF AFFAIRS IN TAMIL NADUIn Tamil Nadu after 12 years, the government has brought a major change in curriculum by making it more or less similar to CBSE. It should be introduced in phased manner instead of introducing at once. It affects students study pattern also as, now the syllabus & curriculum is different from what they were experiencing earlier. The books become heavy, huge portion, teaching methodologies, etc. gets affected.

EDUCATION IN PROFIT MODEEducation should definitely be brought to a profit mode. There should be freedom from the hands of the government and autonomy also has to be there. We are ready to pay taxes so we want autonomy in economic side also. Apart from the autonomy which we have in administrative aspects, we also want in economic side.

MARTIN KENNEDYPresident,

Tamil Nadu Private School Association

The most important problem is RTE & government should reimburse the 25% fee for economically weaker section students enrolled in private schools.

The reimbursement is getting delayed, sometimes not paying three-fourth of the amount too which burdens the school.

The option to choose between non-profit and for-profit model should be available to the existing as well newly opening schools.


Encourage EDUPRENEURS

ON EDUCATION AND PROFITIt should be profit mode; every educational entrepreneur is making some money. Because people who have come into education field are passionately working in schools and if they had been so commercial, they would have started other business. It should be legalized and should be made for profit; I mean it should be legally made.

CHALLENGESThe NEP committee has five persons & out of five, four are bureaucrats and one person is already a controversial academician. We want education to turn out global citizens. The present system of education roots are based in constitution which says that education should be scientific temperament as its base. Unfortunately the NEP is devoid of scientific approach and has roots in history.

FOR PROFIT AS RIGHT NOW IT IS ILLEGAL. ENCOURAGE EDUPRENEURS.

ON EDUCATION AND PROFITWhat do we get by being non-profit institutions? We spend huge amount for the field of education. Education is considered a Corporate Social Responsibility (CSR). There should be an option whether the school entrepreneurs want to make it to CSR or profit mode.

Autonomy is the only solution. Popular judgement of 11 judges (TMA-Pai) - schools should have reasonable autonomy. Based curriculum then there is no problem in one nation- one curriculum. Now they can use their own content to teach specific concepts. It should be a learning outcome-concept based curriculum.

DEEPAK KHAITANPresident,

All Goa Government Recognized Unaided Schools Association

EDUCATION


All will benefit if AUTONOMY is given to schools

CHALLENGESPrimarily it is with RTE Act, as schools are getting closed due to burden. The number of students is increasing and the amount of fee reimbursement is getting delayed, which is increasing & becoming unbearable. Since the last few years we had many GRs (Government Regulations) from the government of Maharashtra which are contradictory to previous GRs & the law. GRs are also not in the well-being of the students. After that the license raj has grown up & the harassment, the corruption has increased a lot. Many times paper work increases, the work not being online ultimately leads to corruption. Corruption is a means of harassment, reducing paper work & making it transparent will reduce corruption. These are the primary concerns.

ON AUTONOMYIt is very clear that in the present scenario, autonomy is the key to the success of education. Autonomy also has to be supported by government by giving appreciations to the entrepreneurships- in opening schools, by giving them ease, etc. Finally, parents will benefit as they can approach various schools with variety. They can choose the quality, curriculum, extracurricular activities, and there will be less competition. To reduce the cost, appreciations & support system should be given to new entrepreneurships by the government which will lead to healthy competition. Healthy competition is always good which will bring out better quality, better inventions and with full liberty these entrepreneurs will bring the best out of them. The complete focus will be the development of that particular school & students. Government schools should also run under anautonomous programme where the principal or a particular

SCHOOL LEADER CAN WORK TOWARDS QUALITY BENCHMARK.

RAJENDRA SINGHWorking President,Independent English Schools Association of Maharashtra


MEDIUM OF INSTRUCTION is the choice of the parent

HURDLES FROM THE GOVERNMENTFirst and foremost, in the inspector raj, corruption prevails. When you go in associations or in groups, there will be resistance. Or else, the individual people will be harassed and corruption will be huge. In order to control this, the associations are essential. Third, their own rules & regulations are not questioned. In order to see that they are properly put across, we need to raise our voice.

CHALLENGES FROM STATE GOVERNMENTThe first challenge is medium of instruction for which we fought for 23 years, and now it is the law of the land. The regional language is a fundamental right of a parent, so now, after we fought in Supreme Court, the constitutional body gave a judgment. We won after 23 years of long fight. Now it is the law of the land i.e. the victory of the country. In simple words, the medium of instruction is the choice of the parent on behalf of his/her child.

Second is we fought with fees policy as the government want to rigidly fix it. We made government to understand that you are not the authority to fix and you are only the authority to regulate. After lot of deliberations we could succeed to a certain extent and now, Karnataka has the best formula to regulate.

Third is RTE, there were lot of hiccups and corrections. Once it was welcomed we had a lot of deliberations, court cases and now the government

of Karnataka has realized what actually the Act is. They have diluted now by first taking responsibility of implementing RTE in their own school. Then, if there are no schools available in the city of 1 to 5 kms, it would be admitting in private unaided school. Finally, government has realized its responsibility but still they owe ₹1,600 crore to private unaided schools. This continues for the victory of the next seven years.

Any education department will make rules & regulations. Unfortunately, they never follow in their own schools and in the aim of implementation, they always harass.

CHALLENGES IN IMPLEMENTING FEEFees regulation is the subject matter of private unaided schools. It is very clear that every private unaided school can fix a reasonable fee as per their own facilities, infrastructure and along with service. Any government has no right to rigidly fix but it can regulate. But in the name of regulation government tries to fix the fees. It is also the subject matter of that pronounced in (TMA-Pai) Government of Karnataka in Para 50. So government has to follow the law.

SHASHI KUMARGeneral Secretary, Associated Management

of English Medium Schools in Karnataka

EDUCATION


Why are the management related responsibilities of the private institutions with their management system?

In ancient india, the education was aimed at making the students multi-talented. The education imparted at that time made a person self-reliant, thinker and righteous. The foundation of ancient Indian education system was very strong. With the change of time, there was a difference in the teaching system.The Britishers, first of all, demolished our education system to subjugate India. The purpose of ancient Indian education was lost somewhere. The aim of education, which was the development, self-reliance, character building of human beings, was replaced by just only getting jobs. The attainment of education has become a means of getting jobs today. Today's education system can neither produce good citizens nor give good soldiers.

After independence, on the one hand, we lacked resources and on the other hand the population grew at a rapid pace. Therefore, the government was not quite able to provide proper education for a large population, so the Government of India gave unconditional incentives to the private sector in the field of education, which helped to raise the level of education in the country. To promote private sector in the field of education, the government has taken several steps, such as giving financial assistance to private institutions, scheme of grant for them, making land available for educational building at low price etc. With the government's encouragement, the quality of education is continuously improving with the advent of private institutions in the field of education. Through these, the youth are getting employment.

But it is a matter of great regret that there seems to be an attempt to suppress that very private sector in the new draft education policy, which the government had been once encouraging to improve

the educational level of the country. The government provides a large amount of budget for basic education in government-run schools. You and all of us are well aware of the standard of education in government schools. Barring the top leaders, actors, administrative officers, not even a common man is willing to send his children to a government school, the main reason is the quality of education. Schools in the private sectors are managed in such a way that the quality of education progressively increases, not declines.

In the direction of the all-round development of the students, the management of the school is set to be indirectly handed over from the management system to the representatives of the people, social workers, parents. The school is a place where the welfare and development of students is paramount, not political manipulation. Further, the secondarying of the management system, that promotes new technology and method keeping in view the interest of the students, will definitely reduce the quality of private institutions. If the government has to improve the educational level, it should make all possible efforts to improve the government education system and should keep herself away from the steps of making such rules that lower down the level of such private institutions, that constantly strive for making the students qualified citizens. There is a need to take initiatives to raise the standard of education by removing corruption in the political and administrative system.

DR. SUSHIL KUMAR GUPTADirector, Prelude Public School Agra

President, Association of Progressive Schools of AgraRegional Convenor, Uttar Pradesh and Uttarakhand, NISA


NEPNEP

EDUCATION


Accept the reality Stop hypocrisy

Dr Dilip ModiNisa State Coordinator (Rajasthan)

Chairman, Jivem Education, Jhunjhunu

If Article 370 can be revoked then...Why can't education be made a profitable sector.

Today when 85% of the graduates are not employable then why are

we sticking to the age old traditional education system? Isn't the present education system fooling the youth of our nation by merely handing over them a piece of paper that neither earns them a job nor makes them skillful and does not allow them to work in the fields or in the corporate sector?A Concern...

The consumer is always at a brighter side in open market scenario. Competition in the market always balances everything. zAfter 73 years of Independence, it’s the government's monopolistic view over education that has deteriorated it year by year. Telecom industry is a classical example. If services and tariffs of BSNL and its private competitors are compared, then BSNL lags far behind with a huge margin in all fronts. Same is the case with Doordarshan. Compare Doordarshan with the thousands of privately owned T.V. Channels that continue to give enormous options today. Comparing the monopolistic nature of nationalised banks with

the services provided now by private banks are once again an eye opener. Private banks like ICICI, HDFC, HSBC etc. has changed the scenario of banking sector which means that the consumer is benefited when the market is open.

It's true and proven that wherever there is an unnecessary government intervention or influence in any field, the organisation or sector is the one that has underperformed.Air India, Indian Postal services, SAIL, STCL, MTNL are few examples of under performing government bodies. Privatisation balances good quality and cost. If the education sector is not made autonomous now, it's highly unexpected from people who haven't done anything in the past 73 years to do wonders now!

An average government school, today, is spending Rs. 6,000/- per month on a child in the form of salary to the teachers. A great deal of expense on free schemes, land, infrastructure, furniture and various other expenses are not included in this Rs. 6,000. It's our hard earned money i.e. the tax-payers' that is being squandered. A student who

studies in the government schools feels that he is given everything for free so he refrains himself from questioning and we the taxpayers can't question because we don't have any direct control over it. Who will question then?

There is a solution - DBT Scheme i.e. Direct Benefit Transfer of Rs. 3000/- per month can be provided to students and he must be given freedom to select the school of his/her choice. It's far less than what government is spending at present & they are free to examine the students by any third party assessment tools.

If quality of education is to be improved then schools should be made autonomous else the same process will continue, new governments will come and go and ornamental plans with zero outcome will be made on paper. Neither the students nor the educational institutions are free to receive and impart the type of education they want. When there is a huge difference in various human beings, then how could we even think that same educational system will benefit them all. What have we accomplished so far?

EDUCATION


National Independent Schools Alliance (NISA)

Recommendations

AUTONOMY TO SCHOOLS There is constant threat to autonomy of schools in terms timing, fee, teacher salary, curriculum, infrastructural facilities etc. One of main problems with lack of autonomy is lack of motivation, restricted scope for innovation and limited incentive for teachers and principals to perform. It is important that schools are given greater decision making powers and control over resources such as school finances to be able to innovate and improve their schools and classrooms respectively. Decision to detain a child or not should be left to schools based on various factors and it can’t be taken by the state.

EASE OF OPENING SCHOOLS In a country where there is need of opening more and more schools, it is disappointing to know how difficult it is to open and run a school. A school depending up on its location and standard (primary, secondary or senior secondary) requires 15 to 36 permissions (certificates, approval, documents) or even more. It becomes even more difficult to run the schools as norms to comply changes from time to time. It is time to introduce ‘Single Window Clearance’ with regard to getting all permissions in a time bound manner so that more schools can open up and contribute in providing quality education.

OUTCOMES BASED REGULATION One of the main challenges in current approach to regulation of school education is that it is highly inputs driven. i.e. focus of regulation is on infrastructure, teacher salaries, compliance with various norms laid down by the central and state governments etc. This has lead to closure of around 1 Lakh schools across the country. We must introduce a system of regulation where learning outcomes becomes the key factor in regulation of schools, both government and private.

RECOGNITION OF SCHOOLS AND CHOICE OF BOARD State rules under Right to Education Act require recognized schools to take re-recognition every three years. This adds unnecessary burden on schools and opens up the door of corruption and should be taken down. State government grants recognition to schools after inspection of infrastructure to ensure compliance of norms. After school is recognized, it should be free to choose the board (state, CBSE, ICSE etc). Boards should not be allowed to force its own conditions for affiliation. Boards should restrict their role to set syllabus, prescribe books, hold examination, taking up research to improve the quality of education etc.

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CHOICE TO BE PROFIT OR NON-PROFIT It is mandatory for schools to be a non-profit entity in India. While schools are not allowed to make profit, schools pay electricity, water, property and other charges at commercial rates. It is important to start considering education as an important component of service industry similar to health, telecom and electricity where entry of for-profit entities has immensely benefitted the sector in terms of both access and quality of services enjoyed by common citizens. The idea is not that all schools must become for-profit entities but the option to choose between non-profit and for-profit model should be available to the existing as well newly opening schools.

FUND STUDENTS, NOT SCHOOLS Government funding in education needs to take a new approach in which unit of funds allocation and spending is a “child” and not “schools”. Currently government while making budgets calculates costs per child but while allocating and spending budgets, funds are routed through institutions such as Education Department, schools. In addition to bringing more accountability and transparency in expenditure, funding students also facilitates healthy competition between different schools to attract and retain more students. Net outcome of the competition is improved quality of education.

THIRD PARTY ASSESSMENTS Third Party assessments can be described as a Health Check-Up of the education system. They hold a potential to provide clues for multiple non-performing and performing factors within the system. One of the foremost benefits of third party assessments is availability of per child learning data which provides important clues for higher level policy decisions as well as classroom level education delivery strategies to be implemented by teachers and principals. In the current system, scope of National Achievement Survey (NAS) can be expanded to cover all schools and all children enrolled therein to execute third party assessments.

GOVERNANCE MODEL: SEPARATE REGULATION, FINANCE AND DELIVERY Currently government plays a role of regulator, financer and provider of education for all, at the

same time. Some of the key challenges with this structure are: lack of independent and neutral monitoring of government and private schools, favorable treatment to the government schools, lack of accountability in financing education. It is important that these three roles are separated and handled by separate entities.

EDUCATION DATA IN PUBLIC DOMAIN Education data is collected by central agencies (at state and/or national level) periodically. While the data quite often is made available in public domain, the time lapse between data collection and publishing the data poses serious challenges in terms of validity and utility of the data. The data available in public domain is often in formats not understood by common citizens, particularly parents who could use the data while selecting schools for their children, to demand accountability from schools etc. It is important that Management Information Systems is created in each state and entire school data is available in vernacular languages in uniform formats at all the time on websites.

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EDUCATION


schools get opened near residential area. However, land allocation for private schools are usually outside city and therefore private schools have no other choice than arranging transport for students which puts additional burden of cost on students. Also, in case of mishappening, the school principal is held accountable with provision of imprisonment. There is lack of consistency in school bus safety policy and directions are given based on whims and fancies of bureaucrats.

INDEPENDENT REGULATOR: Today, almost 40% children across the country are enrolled in private schools and the number is constantly increasing. However, private schools don’t get to play almost any role in formulating education policy. Government plays the role of regulator which itself is a service provider and therefore education policies by design happens to have discriminatory approach towards private schools. We demand for setting up an independent and autonomous body, similar to the Election Commission of India or the Comptroller and Auditor General of India (CAG), to formulate education policy consisting of ‘Educationists’ with representatives from private schools.

TET BEFORE B.ED. RTE gives exemption from clearing Teacher Eligibility Test to teachers of government schools teaching before implementation of RTE Act. However, it makes exemption of only 5 years to teachers in private schools. The law should be applicable to both, government and private schools in the same manner and its application. TET is currently conducted for B.Ed passed outs. We recommend that TET should be conducted before B.Ed as qualifying exam.

SCHOOL FINANCE CORPORATION School education sector lacks infrastructural capacity and requires investment to build the facility. However, there is no investment support available to build infrastructure. Banks don’t provide loan to build schools. We recommend to set up a body like ‘School Finance Corporation’ to give low interest easy loan to build new schools or improve infrastructure in the existing schools to meet the existing norms.

SAFETY AND CONVENIENCE OF SCHOOL TRANSPORTATIONAllocation of land for government schools is done through Panchayat or Municipal Corporation and therefore the government

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Some disturbing questions that came up as we went through this draft NEP 2019 are:

Is the Government abdicating its responsibility of educating the children of this nation, say with a concept like School Complex and unbridled corporatisation?

Is it a fairy tale NEP that bites more than what it can chew?

What is the logic of extending the Right to Education when its implementation percentage has not been more than the single digit?

Why the insistence on “online information” especially for private institutions?

Why are all the Constitutional provisions overlooked regarding Minority Rights (SMCs, Fee fixation…)?

Why is centuries of Christian contribution in education once again ignored?

Why the drafting team did not include education providers from Minority Communities and Private School trusts and teachers?

As Dr. B. R. Ambedkar stated, “Education is something which ought to be brought within the reach of everyone, the policy therefore, ought to be to make higher education as cheap to the lower classes as it can possibly be made. If all these communities are to be brought to the level of equality, then the only remedy is to adopt the principle of inequality and give favoured treatment to those who are below level”.

The call of Jothiba Phule, Savithriba Phule, Shaheed Bhagat Singh, Mahatma Gandhi, Dr. B.R.Ambedkar, Maulana A.K. Azad and Thanthai Periyar is, “Education must be made Accessible to All and Affordable to All”. Is the Draft National Education Policy 2019 any closer to this clarion call?

An obvious question at every meeting conducted in any part of the country studying the draft policy was if our responses will make any difference? Will they be considered at all? Mistrust is in the air. But, we hope and pray that wisdom prevails and the consideration of the future of the millions of children will take the upper hand...

The long awaited Draft NEP 2019, second version of its kind, came out a day after the NDA Government

had sworn in for a second term when the schools and colleges were in the midst of the summer holidays. CBCI Education Office conducted a National Consultation making a critical study of the draft NEP in Delhi and a drafting committee was formed to collate responses from across the country and submit to the Government. This policy could be a game changer as the policy drafters claim or it could be a total flop if many presumed conditions don't show up and promises are not kept as it often happens. It is more an administrative policy rather than academic. Obviously so, because of the absence of the main stakeholders viz. teachers, students, school / college managements, people from the examination boards etc. who know better the ground realities of the present day education situation.

Fr. JOSEPH MANIPADAMNational Secretary

CBCI, Office of Education & CultureCatholic Bishops Conference of India, New Delhi

NEP2019

The long awaited

Draft

EDUCATION


NEPNEP

Accountabilty

LearningOutcome

POOR REMEDIES TO LEARNING CRISIS: Draft National Education Policy amounts to

rearranging deck chairs on the Titanic

The long-awaited draft National Education Policy (NEP) 2019 is finally out. Four years in the making, this comprehensive document of 484 pages contains some excellent individual recommendations on school education, including far reaching reform of teacher training and of the school exam system; the establishment of a national education commission; and the separation of roles in the governance of education instead of government being policy maker, operator, assessor and regulator of schools, which leads to deep conflicts of interest between its operator and assessor

roles, and whereby it cannot hold public schools accountable since it is operating them itself.

with no mention of the chronic teacher absenteeism and low teacher effort as key problems. Thus inevitably there is no big-ticket fundamental reform proposed for revamping the accountability structures for schools. Instead, the NEP provides that school management committees (SMCs) – institutions without any powers – shall hold schools and teachers accountable. This is a rather romantic notion, given that SMCs already mandated under the RTE Act were ineffectual.

GEETA KINGDONProfessor of Education Economics at University College London

There are downsides too. The draft NEP offers feeble prescriptions for the gargantuan problems in school

education. First, there is no explicit focus on learning levels as the main thing to fix, and indeed no citing of the staggering statistics on learning levels as the very cause of the perceived need for a new NEP.

Second, it misdiagnoses the causes behind the severe learning crisis, failing to recognise the elephant in the room – namely poor school and teacher accountability,


NEPNEP

Accountabilty

LearningOutcome

While the rest of the world has been dabbling with sweeping reform ideas such as school vouchers (a form of direct benefit transfer, DBT), the draft NEP does not even consider this, even though it could usefully be the central plank of reform to enable accountability.

This is unfortunate since the BJP government has boldly used DBTs to great benefit in many spheres (farmer subsidies, Ujjwala LPG gas subsidy, etc), giving the benefit directly to the citizen-voter, who is happy to receive the spending power palpably in her hand. Doing this also led to the removal of 80 million fake beneficiaries from the records, with savings of Rs 1.1 lakh crore on account of DBT. One could say this was an important secret of the popularity of Prime Minister Narendra Modi – his courage to countenance bold imaginative reform and implement it rigorously.

The same danger for theft exists when giving public money to private schools in reimbursement for educating disadvantaged children under the RTE Act. In 2017, it was reported that Madhya Pradesh private schools – with the connivance of education officials – siphoned off Rs 600 crore in RTE reimbursement fraud.

A revised NEP can seriously consider giving public subsidy for the education of disadvantaged children as DBT (giving the parent freedom to choose a school), rather than giving that money to private schools via leaky government structures. More generally, DBT could be used as the mode for giving all public subsidy to education, with crores of parents empowered to hold schools accountable when they have purchasing power in their hands. The central government already does this when it gives all central government employees a DBT (scholarship) of Rs 2,250 per month per child for education.

One high stakes policy prescription of the draft NEP that requires particularly close scrutiny is its advice to double public education expenditure to 20% of the total government budget. This is a demanding ask, and is not justified under current circumstances of massive wastage in school education.

While the NEP recognises the problem of unviably small public schools (Chapter 7 casually shares that 28% of all public primary schools in the country have less than 30 students), it does not diagnostically probe the extent of the emptying-out of public schools which have rendered them both pedagogically and economically unviable, as a precursor to policy prescription.

My analysis of raw official DISE data shows that between 2010-11 and 2017-18, enrolment in public elementary schools sadly fell by 2.4 crore students, while rising in the recognised private unaided schools by 2.1 crore students (the rest presumably going to unrecognised private schools that are not included in DISE); the reduction in public school enrolment was not due to any reduction in the elementary age child population since that population rose by 4.3% over part of the period (2009 to 2014) as per the IMRB surveys commissioned by the MHRD.

By 2017-18, just over 41% public elementary schools in 20 major states had a total enrolment of ‘50 or fewer’ pupils, an average enrolment of 27.9 pupils per school, and a lavish pupil teacher ratio of 12, signifying an acute teacher surplus. On these 41% of all public schools, in 2017-18, the public exchequer spent Rs 51,917 per pupil on teacher salary alone, which was equivalent to 45% of the per capita income of India and 134% of the per capita income of Bihar that year – so huge is the expenditure on more than two-fifths of the public schools.

The idea that education quality is poor due to a paucity of resources and a high pupil-teacher-ratio is a monumental misdiagnosis of the situation, and before asking for more resources it is imperative to improve the appalling inefficiency.

The draft NEP has ignored the root of the inefficiency afflicting public education, namely the lack of school and teacher accountability. It is the ignored elephant in the room. Till this elephant can be seen, and tamed via DBT funding of schools, the well-intentioned and laboriously crafted provisions of the NEP will come to naught.First published on June 24, 2019 in The Times Of India

While the rest of the world has

been dabbling with sweeping

reform ideas such as school

vouchers (a form of direct

benefit transfer, DBT), the draft

NEP does not even consider

this, even though it could

usefully be the central plank of

reform to enable accountability.

Q&A


What are your views on the draft National Education Policy 2019?

At the outset, we must clarify that this is not a new education policy. It is the draft of the policy that has been presented by a group constituted by the government of India. Coming to the policy part, my initial reaction to it is that

Government doesn’t require an education policy;

it requires a clear-cut action plan because that is missing on the ground

ANIL SWARUPFormer Secretary Education MHRD

the government doesn’t really require a policy. It requires a clear-cut defined action plan because what’s missing in education is the action on the ground. By and large, the diagnosis and prescriptions are available. Therefore, I feel we need an action plan rather than a policy statement.

What are the biggest challenges that this policy faces?

For any idea to fructify in this country, and education policy is

an idea, it has to be politically

The draft National Education Policy recently found itself in the eye of a storm. Anil Swarup, former secretary for school education and literacy, who provided inputs to the committee which

prepared the policy, speaks to Pratigyan Das about the larger problems with it:

acceptable. We have already run into a political problem in the language context. There will be more political challenges. Then, it has to be socially desirable. It has to be technologically feasible. More important, it has to be financially viable. Do we have the money? It has to be administratively doable. They have suggested certain administrative structures – some may be doable and some may not be. Last but not least, it has to be judicially tenable because they have talked about teachers’ pre-service training. Let’s face it. The biggest racket in this country is the BEd

... define an action plan and ascertain what it

will take to implement that action plan in terms

of institutional and financial support. That is

deliverable. More important – don’t define

parameters without them because each state is

very different from the other.

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colleges. We started action against them but the court stayed the proceedings. So, I keep saying most of what has been given in the policy is already known and prescribed. The question is how to make it happen. Until we know the reason why it is not working now, we will never be able to find a solution.

What are your thoughts on the need to tweak the draft because of the inclusion of Hindi as a mandatory language?

My personal view on language is that it should never be imposed on anybody. Any kind of imposition can be counterproductive as we have experienced in the past. Though presently we do have a three-language policy, it is not mandatory.

Critics feel that too much importance is given to English. How would you react to it?

Let us understand why English is given importance over other languages – we totally forget the statistics of market demand and supply. In the market, there is a perception that people who learn English are likely to get better jobs than others. That is why even in rural areas, you would find many so-called convent schools. Besides, one of the reasons, as per surveys, on why children prefer private schools over government has been the English language. I am not saying that is right. But that is what the market demands these days.

The policy talks about 5+3+3+4 design for school curriculum and pedagogy. Do you think it is a good move?

Well, this is very cosmetic. How does it make a difference whether it’s 5+3+3+2 or anything else?

We must first try and understand what is wrong with our education and then address them, rather than coming up with these formulations. However, I do agree with the emphasis that has been placed on pre-school teaching. Pre-school intervention is imperative for a child. But then, government already has a similar scheme, ‘Samagra Shiksha’, which includes pre-school training.

The draft proposal also talks of focussing on Indian values.

I have no problem with inculcating Indian values. But what has policy to do with it? Inculcating values is a known formulation. You don’t have to have a policy for that.

What, according to you is lacking in our educational system?

Teachers are the pivot around which our education revolves. We have to look at the issues relating to teachers. While talking about

private schools, they come up with a funny suggestion – Right to Education (RTE) should be extended to Class IX, X, XI and XII. I feel RTE has done us more damage than good. By merely extending the law to more classes, how will it help?

What should be the priority areas for the new HRD minister?

My suggestions to him would be that he should take forward the initiatives taken by his predecessor Prakash Javadekar. Some excellent initiatives were taken up during his tenure. Second, work on the action plan for each state separately, sit with them, define an action plan and ascertain what it will take to implement that action plan in terms of institutional and financial support. That is deliverable. More important – don’t define parameters without them because each state is very different from the other.

First published on June 12, 2019 in The Times Of India

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EDUCATION


National Initiative of Quality Schools in Action

ASSESSMENT | ANALYSIS | IMPROVEMENT

An Initiative of NISA for Quality Improvement in Budget Private Schools

SelfAssessment

of 600Schools

Be a part of NIQSASelf Assessed Schools

Parent Enga

gement

School Inf

rastructur

e

Teaching

&

Learnin

g Practic

e

Students'

attainment

and Develop

ment

School Le

adership

& Management

Team

Parent Enga

gement

School Inf

rastructur

e

Teaching

&

Learnin

g Practic

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Students'

attainment

and Develop

ment

School Le

adership

& Management

Team

CALL FOR QUALITY SCHOOLS ASSESSMENTS


National Initiative of Quality Schools in Action (NIQSA)Dear School Leader,Our public education system has irretrievably broken down and is not producing the desired results. India ranked seventy-second out of 73 countries in the PISA (Program for International Students Assessment) ranking of 2010 by the OECD (Organisation for Economic Cooperation and Development). The Annual Status of Education Report (rural) 2016 released on 18 January 2017 has shown pathetic learning quality with only 25 per cent of children in grade III being able to read a grade II level text. Around 10 lakh out of 60 lakh teaching positions are vacant. According to a World Bank study, teacher absenteeism on any given day is as high as 25 per cent. Of the teachers who do come to work, a large proportion of them lack the motivation and skills to perform well. The victims are our children.

India has been growing and with increased purchasing power, the aspirations of people have risen. Parents want the best for their children and even poor parents, whose only hope to change their lives is through providing their children with good education, are choosing non-government schools.

National Initiative of Quality Schools in Action (NIQSA) is an initiative of National Independent School Alliance (NISA) quality wing dedicated towards holistic quality improvement of budget private schools in India.

As part of the initiative, NISA envisions to work towards improving the quality parameters on the following five key components:

Students’ Attainment& Development

SchoolInfrastructure

Parent’sEngagement

School Leadership &Management Team

QUALITYPARAMETERS

Teaching &Learning Practices

Moving forward, NIQSA initiative will be involved in the following:

REPORT

Sign-up on Quality Charter

Sign-up form for assessment

Support third-party independent assessments

Sharing of assessment reports confidentially with the assessed schools

Developing a customized quality improvement plan for the assessed schools

The copy of self-declared expression of interest form can be downloaded from www.nisaindia.org/niqsa

If you wish to join the NIQSA, please contact us at [email protected] or call us at +91 9899485667, +91-11-26537456/ 26521882/ 41607006/ 41629006

NISA


NISA Singapore & London Delegation

MEDIA


NISA COMMUNIQUE


NISA National and State Activities

NISA STATE ASSOCIATION A PSA- AGRA ORGANIZED A

SYMPOSIUM ON NATIONAL EDUCATIONAL POLICY

(DRAFT) 201928 JUNE 2019

Agra, Uttar Pradesh

SYMPOSIUM ON NATIONAL EDUCATIONAL POLICY

(DRAFT) 201930 JUNE 2019

Banaras, Uttar pradesh

MEETING WITH MPS AND MINISTERS ON NEP-19

2 JULY 2019 Parliament, Delhi

EDUCATION CONCLAVE ON NEP -19

8 JULY 2019 | Punjab

STATE LEVEL CONSULTATION ON NATIONAL EDUCATION POLICY

DRAFT-2019.10 JULY 2019

Education Department, Haryana

NISA-DA TRAINING PROGRAM 27 JULY 2019 | Goa

CONFERENCE ON NEW EDUCATION POLICY DRAFT-2019

28 JULY 2019 Gorakhpur , Uttar Pradesh

A SYMPOSIUM ON NATIONAL EDUCATIONAL POLICY

(DRAFT) 20192 August 2019

L P Sawani Public School, Surat

A SYMPOSIUM ON NATIONAL EDUCATION POLICY

(DRAFT) 20193 August 2019

Rose Valley Public School, Delhi

CONFERENCE ON NEW EDUCATION POLICY 2019

25 August 2019 Sirsa , Haryana

NISA-DA TRAINING PROGRAM

26 August 2019 Andhra Pradesh

JUNE

JULY AUGUST


NATIONAL EDUCATION POLICY CAMPAIGN STRATEGY

PLANNING MEETING7 September 2019

CCI, Delhi

NATIONAL TEACHER AWARDS 2019

8 September 2019 IIC, Lodhi Road, Delhi

CELEBRATE WORLD LITERACY DAY

9 September 2019 Pacific Mall, Subhash Nagar,

Delhi

INTERNATIONAL MEDIA CONFERENCE “GENDER VIOLENCE”15 September 2019

Lucknow, Uttar Pradesh

eNREAD PROGRAM LAUNCH & AWARD FUNCTION

IN DWARKA SCHOOL,DELHI16 September 2019 Dwarka, New Delhi

RAJYA SABHA MEDIA HAS ORGANIZED A PANEL

DISCUSSION ON NATIONAL EDUCATION POLICY

DRAFT-201920 September 2019

Shri Ram College of Commerce, New Delhi

EDUCATION CONVENTION -2019 ON NEP IN FATEHABAD DISTT,

HARYANA21 September 2019

Tohana, Fatehabad, Haryana

EDUCATION CONVENTION ATTEND AT SINGAPORE

6 - 11 October 2019 Ramada Hotel, Singapore

POLICY DIALOGUE ON NEP-19 WITH BHARTIYA SHIKSHAN

MANDAL, DELHI11 October 2019

Greater Kailash, New Delhi

ATTEND SHIKSHARATAN AWARD PROGRAM AT BIHAR.12 - 14 October 2019

Patna, Bihar

SEPTEMBER

OCTOBER

NISA MEMBERS


NISA Association Members

KRISHNA REDDYAndhra Pradesh Unaided

Schools Management Association,

ANDHRA PRADESH

PANKAJ DASAll Assam Private Schools

Association, ASSAM

NANDITA MISHRAByktigata Vidyalaya Samannayrakshee,

ASSAM

PRADEEP SHUKLAChandigarh Private Schools

Association - Village, CHANDIGARH

KULBHUSHAN SHARMAFederation of

Private Schools Association, HARYANA

H S MAMIKIndependent Schools

Association, CHANDIGARH

ANIL GOELSouth Delhi Public Schools

Association, NEW DELHI

PREMCHAND DESWALPrivate Land Public Schools

Association, NEW DELHI

ABBAS ALI Unaided Recognised School Welfare Association, DELHI

DEEPAK KHAITANAll Goa Government Recognized Unaided Schools Association,

GOA

RAVI AZTAHimachal Pradesh

Private Schools Management Association,

HIMACHAL PRADESH

LAKSHYA CHHABARIAAffordable private

Schools Association, DELHI

NISA MEMBERS


SUNIL OLIYAGwalior Private Schools

Association Samiti, MADHYA PRADESH

ANIL DHUPURUnaided CBSE

Schools-Indore, MADHYA PRADESH

RAJENDRA SINGHIndependent English Schools Association,

MAHARASTRA

BHARAT MALIKPrivate Unaided Schools

Management Association, MAHARASTRA

SHASHI KUMARKAMS-Associated

Management of English Medium Schools, KARNATAKA

G N VARJoint Committee of Private

Schools, KASHMIR

RAMADAS KADIRURAll Kerala Self Financing

Schools Federation, KERALA

KULVIR CHANDPunjab Independent Schools

Alliance, Nakodar, PUNJAB

ANIRUDH GUPTAAssociation of Heads of

Recognized and Affiliated Schools- AHRAS, PUNJAB

BITHUNGO KIKONPresident,

All Nagaland Private School Association

KODARAM BADHURPrivate Schools Association,

Bikaner, RAJASTHAN

SATHIAMOORTHYAssociation of Private Schools

Management CBSE, TAMIL NADU

JOHN XAVIER THANGARAJChristian Minority

Institutions Association, TAMILNADU

ANIL CHOPRAC.B.S.E Affiliated Schools Association, Jallandhar,

DOBHA

HEMLATA SHARMASchool Kranti Sangh, Jaipur,

RAJASTHAN

AJAY GUPTAJoint Committee of Private

Schools, JAMMU

NISA MEMBERS


MARTIN KENNEDY Tamilnadu Nursery

Primary & Matric Higher Secondary School

Managements Association

MADHUSUDHANTelengana Recognized Schools Management

Association, TELENGANA

ATUL SRIVASTAVAssociation of Private

Schools - Lucknow, UTTAR PRADESH

SUSHIL GUPTAPresident, Association

of progressive schools of Agra, UTTAR PRADESH

N S DHALIWALUdham Singh Nagar

Independence schools Association - UTTARAKHAND

PRAVIN AGARWALPublic School Development

Society - Aligarh, UTTAR PRADESH

THOMAS C JIndependent schools'

Alliance - Maharajganj, UTTAR PRADESH

SUBA SINGHPrivate Schools

Management Association, UTTARAKHAND

ASHOK MALIKAssociation of Recognized

private schools- Saharanpur, UTTAR PRADESH

B B BHATTKashipur Independence

Schools Association - UTTARAKHAND

NISA MEMBERSHIP FORM FOR ASSOCIATION

VOLUME 5 ISSUE 1 | JUNE-SEP 2019Affordable Schooling, Commendable LearningueLdkja bilingual magazine by the NISA Family

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ueLdkj2 www.nisaindia.org| volume 5 issue 1 | JUN-SEP 2019

mís’; Nk=ksa dk fgr rks QaM Ldwyksa dks D;ksa\

vfouk”k paæ laiknd

bl ckr ls dksÃ Hkh badkj ugÈ djsxk fd xq.koÙkk ;qä f”k{kk gh 21oÈ lnh ds

Hkkjr dh n”kk vkSj fn”kk r; djsxhA dsaæ vkSj jkT; ljdkjsa Hkh vc bl vksj dkQh xaHkhj fn[kkÃ çrhr gksrh gSaA eksnh ljdkj }kjk uÃ f”k{kk uhfr ykus dk ç;kl bldh ,d ckuxh gSA gkykafd ns”k esa lkoZtfud f”k{kk O;oLFkk fo”ks’kdj çkFkfed f”k{kk dh gkyr esa lqèkkj gksus dh ctk, [kjkch gh vkÃ gSA

o’kZ 2010 esa vksÃlhMh ¼v‚xsZukbts”ku Qa‚j bdksu‚fed dksv‚ijs”ku ,aM MsoyiesaV½ dh jSaÇdx esa ihlk ¼çksxzke Q‚j baVjus”kuy LVwMsUV~l vlslesaV½ ds 73 lnL; ns”kksa esa ls Hkkjr dks 72oka LFkku fn;k x;k FkkA bldh çfrfØ;k ds :i esa Hkkjr us ckn dh jSaÇdx çfØ;k esa fgLlk gh ugÈ fy;k] ysfdu cqjh [kcj flQZ bruh ugÈ gSA çR;sd o’kZ tkjh gksus okyh ,uqvy LVsVl v‚Q ,Mqds”ku fjiksVZ esa ,d mHk;fu’B ckr f”k{kk dh xq.koÙkk esa yxkrkj gksrh tk jgh fxjkoV gksrh gSA fiNyh fjiksVZ dh ckr djsa rks rhljh d{kk ds flQZ 25 Qhln Nk=ksa ds gh nwljh d{kk dh fdrkcsa i<+ ldus esa l{kerk dh ckr mtkxj dh xÃ FkhA ,sls gh Çprktud urhts fiNys lky fnYyh ljdkj }kjk djk, x, pqukSrh losZ esa lkeus vk, FksA

vU; vè;;uksa ds eqrkfcd Hkh NBh d{kk ds 74% Nk= viuh fgUnh ikBî iqLrd ls ,d iSjkxzkQ ugÈ i<+ lds] 46% Nk= nwljh d{kk ds Lrj dh lkèkkj.k dgkuh ugÈ i<+ lds vkSj 8% Nk= v{kjksa dks ugÈ igpku ik,A

ysfdu ckr tc leL;k ds lekèkku dh gksrh gS rks dqN f”k{kkfon~ lnSo f”k{kk ds en esa

laikndh;

gksus okys [kpZ dks ukdkQh crkrs gq, bls ns”k dh thMhih dk 6% djus dh ekax djrs gSaA mUgsa yxrk gS fd vfèkd èku [kpZ dj f”k{kk ds {ks= esa Økafrdkjh ifjorZu yk, tk ldrs gSaA ysfdu è;ku jgs fd ns”k esa f”k{kk ds en esa gksus okys [kpks± esa vktknh ds ckn ls gh yxkrkj of) gksrh jgh gSA vktknh ds ckn igyh iapo’kÊ; ;kstuk esa f”k{kk ds fy, 153 djksM+ :i, ds ctV dk çkoèkku fd;k x;k Fkk tks fd ikap o’kZ dh vofèk esa [kpZ gksuk FkkA ctV dh ;g jkf”k c<+rs c<+rs o’kZ 2016&17 rd 68]968 djksM+ :i, çfro’kZ gks xÃA o’kZ 2019 ds ctV esa bls c<+kdj 94]853-64 djksM+ dj fn;k x;kA ysfdu f”k{kk dh xq.koÙkk esa lqèkkj u gksus Fks vkSj u gq,A

fnYyh ljdkj us Hkh xr o’kZ 14]000 djksM+ :i, ds ctV dk çkoèkku vdsys f”k{kk ds en esa fd;kA jktLFkku] gfj;k.kk] egkjk’Vª lfgr vU; jkT;ksa us Hkh f”k{kk ctV esa [kwc of) dh gSA ysfdu ;gka è;ku nsus dh t:jr gS fd f”k{kk dh xq.koÙkk ds uke ij gtkjksa djksM+ :i, ds dks’k dk vfèkdka”k fgLlk Ldwy Hkouksa ds fuekZ.k] f”k{kdksa o deZpkfj;ksa ds osru] u, f”k{kdksa dh HkrÊ] f”k{kdksa ds çf”k{k.k] feM Ms fey bR;kfn ij gh O;; gks tkrk gSA ;wfuoÆlVh d‚yst] yanu dh çks- xhrk xkaèkh ÇdxMu }kjk tqVk, x, vkadM+sa Hkh f”k{kk ds {ks= esa xq.koÙkk ds lqèkkj ds fy, vfèkd [kpsZ dh iksy [kksyrs gSaA çks- xkaèkh ds eqrkfcd o’kZ 2000 esa phu us f”k{kdksa ds osru ij ogka ds çfrO;fä vk; dk 0-9 xquk gh [kpZ fd;kA o’kZ 2009 esa baMksusf”k;k us 0-5 xquk] tkiku us 1-5 xquk] o’kZ 2012 esa ckaxykns”k us 1-0 xquk vkSj ikfdLrku us 1-9 xquk [kpZ fd;kA tcfd o’kZ 2004&05 esa Hkkjr ds 9 jkT;ksa us blh en esa

pqukoh eqís ds :i esa de egRoiw.kZ gksus ds ihNs ,d

vU; dkj.k blds dk;Z {ks= dk O;kid rkSj ij foLrkfjr

gksuk gSA f”k{kk ds fdlh Hkh ?kVd esa lqèkkj ds fy,

nh?kZvofèk ds fu;fer ç;kl dh t:jr gksrh gSA

3ueLdkjvolume 5 issue 1 | JUN-SEP 2019 |

çfrO;fä vk; dk 3-0 xquk T;knk [kpZ fd;kA o’kZ 2006 esa mÙkj çns”k ns”k ds çfr O;fä vk; dk 6-4 xquk tcfd çns”k ds çfrO;fä vk; dk 15-4 xquk vfèkd [kpZ fd;kA 2012 esa fcgkjus ns”k ds çfrO;fä vk; dk 5-9 xquk vkSjjkT; ds çfrO;fä vk; dk 17-5 xquk tcfdNÙkhlx<+ us Øe”k% 4-6 xquk vkSj 7-2 xqukT;knk [kpZ fd;kA ysfdu bu jkT;ksa esa f”k{kkdh xq.koÙkk fdlh ls fNih ugÈ gSA

njvly] ljdkjksa dh rjQ ls [kpks± esa yxkrkj o`f) dh tk jgh gSA ekStwnk le; esa ljdkj f”k{kk ij thMhih dk yxHkx 3% [kpZ djrh gS] ysfdu ;g èkujkf”k yf{kr O;fä rd igqap ugÈ ik jghA èku dk çokg reke fNæksa dh otg ls jkLrs esa gh yhd gks tk jgk gSA çks- ÇdxMu }kjk fMfLVªDV buQ‚esZ”ku flLVe v‚u ,Mqds”ku ¼MhvkÃ,lÃ½ ds “kq#vkrh vkadM+ksa ds fo”ys”k.k ls irk pyrk gS fd o’kZ 2010 vkSj 2014 ds chp 13]498 u, ljdkjh Ldwy [kqyus ds ckn Hkh ljdkjh Ldwyksa esa Nk=ksa ds ukekadu esa 1-13 djksM+ dh deh vkÃ gS tcfd futh Ldwyksa esa 1-85 djksM+ dh c<+ksrjh gqÃ gSA 10-2 yk[k ljdkjh Ldwyksa esa ls ,d yk[k Ldwyksa esa flQZ 20 cPpksa dk ukekadu gqvk gSA blds vykok 3-6 yk[k ljdkjh Ldwyksa esa Nk=ksa dh vfèkdre la[;k flQZ 50 rd gSA fuf”pr gh ,sls Ldwyksa esa fuos”k djus dk dksÃ fo”ks’k Qk;nk ugÈ fey ik jgk gSA blfy, flQZ ctV esa vkoaVu c<+k nsus ls dksÃ [kkl QdZ utj ugÈ vkus okyk gSA

loky ;g gS fd] D;k dksÃ rjhdk gS ftlls f”k{kk ds en esa dh tk jgh orZeku èkujkf”k dk vfèkdre mi;ksx dj okafNr ifj.kke gkfly fd;k tk ldsa!

nwljk loky ;g gS fd bls gkfly dSls fd;k tk,] [kkl rkSj ij rc tc dsaæ bl lacaèk esa cgqr dqN ugÈ dj ldrk D;ksafd f”k{kk jkT; dk fo’k; gSA f”k{kk dk vfèkdkj dkuwu] 2009 esa dÃ [kkfe;ka gks ldrh gSa] ysfdu vxj ekuo la”kkèku ,oa fodkl ea=h blds fy, dksÃ <kapk rS;kj dj ik,a rks blesa dkQh laHkkouk,a Hkh gSaA vkjVhÃ dkuwu dh èkkjk 12¼1½¼lh½ esa futh Ldwyksa esa vkÆFkd :i ls detksj vkSj oafpr rcds ds Nk=ksa ds fy, 25% lhVsa vkjf{kr dj eq¶r i<+kÃ dk çkoèkku fd;k x;k gSA blls futh Ldwyksa esa xjhc Nk=ksa ds fy, djhc 20 yk[k lhVksa dh O;oLFkk gks xÃ gSA mä lhVksa ds ,sot esa ljdkj Ldwyksa dks ¼vius Ldwyksa esa çfr Nk= gksus okys [kpZ vFkok Ldwy ds okLrfod [kpZ nksuksa esa ls tks Hkh de gks½

Hkqxrku djrh gSAysfdu Ldwyksa ij bl çkoèkku dks ykxw

djus esa :fp ugÈ fn[kkus ds vkjksi yxs gSa vkSj mudh f”kdk;r ;g gS fd blds fy, mUgsa dksÃ çksRlkgu ugÈ fn;k tk jgk gSA çtk QkmaMs”ku ds gky gh esa djk, x, vè;;u ds eqrkfcd fnYyh uxj fuxe ls Ldwyksa esa vkSlru çfr Nk= 50]000 # okÆ’kd [kpZ gksrk gSA futh Ldwyksa esa fuf”pr gh blls T;knk [kpZ vkrk gksxkA ysfdu fnYyh ljdkj futh Ldwyksa dks ,d Nk= ds fy, 19]000 # çfr o’kZ ds fglkc ls Hkqxrku djrh gSA

tcfd ljdkj dks djuk ;g pkfg, fd vkjVhÃ ,DV ds rgr bl çkoèkku dks lgh rjhds ls ykxw djkus ds fy, vkoafVr jkf”k dk Hkqxrku lhèks Nk=ksa dks djk,A blds fy, vfHkHkkod ds [kkrs esa MkbjsDV csusfQV VªkalQj ;k okmpj ;k LekVZ dkMZ ds tfj, Hkqxrku dh O;oLFkk dh tk ldrh gSA vPNh ckr ;g gS fd ljdkj bl ekSds dk Qk;nk mBkus ds fy, t#jh cqfu;knh <kapk rS;kj dj pqdh gSA djhc 92% cPpksa ds ikl vkèkkj dkMZ vkSj muds vfHkHkkodksa ds ikl cSad [kkrs gSaA blls gj cPps dh O;fäxr :i ls fuxjkuh laHko gks ldsxhA ,d ckj xjhcksa rd lhèkk ykHk igqapus yxs rks muds ikl ;g fodYi gksxk fd os vius cPpksa dks ilan ds Ldwy HkstsA nwljh rjQ vkÆFkd :i ls detksj vfHkHkkodksa dh Ø; “kfä c<+us ls] Ldwyksa ij f”k{kk dh xq.koÙkk esa lqèkkj dk ncko Hkh c<+sxkA lkFk gh blls QtÊ Ldwyksa] vè;kidksa o Nk=ksa ds uke ij [kpsZ ds :i esa gksus okyh pksjh jksdh tk ldsxhA

fiNys o’kZ ekuo lalkèku ea=ky; us ljdkjh Ldwyksa 80000 QtÊ vè;kidksa dh igpku dhA xr o’kZ gfj;k.kk esa Nk=ksa dks vkèkkj ls tksM+us ds ckn ljdkjh Ldwyksa esa 400000 Nk= QtÊ ik, x,A è;ku jgs fd ,slk nks dkj.kksa ls fd;k tkrk gSA ,d] de Nk= gksus ds dkj.k Ldwy dks nwljs Ldwy ds lkFk la;ksftr u dj fn;k tk,] nwljk Nk=ksa ds uke ij feM Ms fey o vU; enksa dh jkf”k dh canjckaV Hkh gks ldsA fofnr gS fd ljdkj }kjk ,yihth flysaMj ds fy, nh tkus okyh lfClMh dks Mk;jsDV dS”k VªkalQj ls tksM+dj 50000 djksM+ :i, ls T;knk cpkus dk nkok Lo;a djrh gSA

MhvkÃ,lÃ ds 21 jkT;ksa ls ,df=r “kq#vkrh vkadM+ksa ij gq, vè;;u

ds eqrkfcd f”k{kk ds vfèkdkj vfèkfu;e ds ykxw gksus ds pkj

lky ckn] lky 2010 ls 2014 ds chp ifCyd Ldwyksa dh la[;k esa Hkys gh 13]498 dk btkQk gqvk gks ysfdu] bu Ldwyksa esa nkf[kys

ysusokys cPpksa dh la[;k esa 1-13 djksM+ rd dh fxjkoV

vkÃ gSaA ogÈ blds foijhr futh Ldwyksa esa ,Mfe”ku dk ;s vkadM+k c<+ x;k gS vkSj 1-85 djksM+ cPpksa us bl nkSjku bu Ldwyksa esankf[kyk fy;k gSaA

blh nkSjku ,sls ljdkjh Ldwyksa dh la[;k ftuesa çfr d{kk 20 ls Hkh de cPps i<+rs gSa rst+h ls c<+h gSaA lky 2014&15 esa] yxHkx ,d yk[k Ldwy ,sls jgs tgka cPpksa ds ukekadu dh la[;k çfr Ldwy vkSlru 12-7 Nk= jgh gSA ;gka çfr f”k{kd Nk=ksa dh vkSlr la[;k 6-7 jghA ogÈ lcls pkSadk nsusokyk jgk f”k{kdksa dh ru[okg dk fcy tksfd 9]440 djksM+ #i, jgkA ipkl ls de Nk=ksaokys ifCyd Ldwyksa dh la[;k esa Hkh ukVdh; <ax ls o`f) gqÃ gS vkSj budh la[;k c<+ dj 3-7 yk[k gks x;h gSaA ;g la[;k lky 2014&15 esa ns”k ds dqy 10-2 yk[k ljdkjh çkFkfed Ldwyksa dk 36çfr”kr gSaA bu 3-7 yk[k NksVs ifCyd Ldwyksaesa vkSlru dsoy 29 Nk= nkf[ky gSa vkSj ;gkaçfr f”k{kd Nk=ksa dh vkSlr la[;k dsoy12-7 Nk= gSA tcfd ;gka ds f”k{kdksa ds osruij lky 2014&15 esa 41]630 djksM+ #i, dhHkkjh Hkjde jkf”k [kpZ dh xÃA Li’V gS fddjnkrkvksa dk iSlk ,d rjhds ls bu “kS{kf.kd–f’V ls xSj ykHkdkjh ifCyd Ldwyksa ij [kpZdjuk fQt+wy[ktÊ gh dgyk,xk gSA

vc vkxs] gksuk ;s pkfg, fd çfr Nk= feyusokyh foÙkh; lgk;rk lhèks Ldwyksa dks feyus ds ctk;] ijks{k :i ls okmpj ds :i esa ekrk&firk dks fey tk,A ¼çR;{k ykHk varj.k ;k MhchVh½ blls vfHkHkkodksa dk l”kfädj.k gksxkA tgka f”k{kd f”kfFky iM+s] vfHkHkkod cPpksa dks ogka ls fudky ldrs gSa] muds lkFk vius okmpj nwljs Ldwy ys tk ldrs gSa] ftlls fd ml Ldwy dks feyusokyh ljdkjh foÙkh; lgk;rk de gks tk,xhA vfHkHkkodksa dks vkÆFkd naM nsus ds fy, feyh ;s {kerk Ldwyksa vkSj f”k{kdksa dks ft+Eesnkj cuk,xh] ;gka rd dh xjhc vkSj vf”kf{kr vfHkHkkodksa dks Hkh l”kä cuk,xhA tokcnsgh ds fy, cuh ;s lajpuk,a çfr Nk= MhchVh vuqnku esa fufgr vkSj varÆufgr gSaA lafoèkku esa fn, x, eq¶r vkSj vfuok;Z f”k{kk dks cqfu;knh vfèkdkj cukus ds vfèkdkj ¼86oka la”kksèku½] vkjVhvkÃ ,DV ds :i esa dkuwu dh rkdr] èku eqgS;k djkus dh O;oLFkk vkSj cqfu;knh <kaps ds viuh txg nq#Lr gksus ij] eq>s ekStwnk ekuo la”kkèku ,oa fodkl ea=h ds lkeus uÃ o tokcnsgh ls ;qä f”k{kk O;oLFkk dk okLrqdkj cu ldus dh cM+h laHkkouk,a fn[kkÃ ns jgh gSa] yxHkx oSls gh] tSls 1991 esa M‚ eueksgu Çlg] vkÆFkd lqèkkjksa ds okLrqdkj cu x, FksA lkoZtfud vuqnku ls pyusokys Ldwyksa dh vO;ofLFkr tokcnsgh ds pyrs vc t+#jr gSa fd ljdkjh Lrj ij vfèkd nwjxkeh o lkgfld QSlys fy, tk,A


dqyHkw’k.k 'kekZçsflMsaV] fulk

çkbosV Ldwyksa esa ,l,elh fouk”kdkjh gksxh

çsflMsaV dk lUns”k

,l,elh! fcYdqy ugÈ--çkbosV Ldwyksa esa Ldwy eSustesaV

desVh ¼,l,elh½ dh LFkkiuk djus ds çLrko dk ifj.kke mYVk gksxkA ;g Lora=rk ij dqBkjk?kkr ds leku gSA ;g Lok;rrk ds fl)kar ds f[kykQ gSA çkbosV Ldwyksa dk çcaèku Ldwy dh LFkkiuk vkSj mldh lajpuk esa fuos”k ,d –f’V vkSj mís”; ds rgr djrs gSaA vius fopkjksa dks vkxs c<+kuk mudk ije vfèkdkj gSA uhfr fuèkkZj.k esa vfHkHkkodksa dks “kkfey djuk ml fopkj dks foèoal djus dk dke djsxkA

Ldwy Qkbusal d‚iksZjs”kuyksxksa dh èkkj.kk esa tkfgjh rkSj ij

cM+k ifjorZu vk;k gSA fngkM+h etnwjksa ls ysdj ?kjsyw ukSdjksa vkSj lgk;dksa dh Hkh ;g bPNk gksrh gS fd muds cPps i<+us ds fy, çkbosV Ldwyksa esa tk,A ,d Ldwy Qkbusal d‚iksZjs”ku LFkkfir djus dh vko”;drk gS tks vkèkkjHkwr lajpuk ds fuekZ.k esa lgk;rk çnku djsA orZeku esa] cSad Ldwyksa ds fuekZ.k ds fy, _.k çnku ugÈ djrs gSaA reke ,sls Ldwy gSa tks n”kdksa igys LFkkfir fd, x, Fks vkSj mUgsa vxys Lrj ij ys tkus dh vko”;drk gSA Ldwyksa ds mUu;u vkSj u, Ldwyksa dh LFkkiuk ds fy, de C;kt ij _.k dkQh ennxkj lkfcr gksxkA

fdl ijh{kk cksMZ ls tqM+uk gS bldk QSlyk Ldwyksa dks djus nsa

futh Ldwy fu;eksa ls caèks gksrs gSa vkSj lHkh Qjekuksa dk ikyu djrs gSaA çR;sd rhu o’kZ ij iquZ ekU;rk çnku djus okyh çFkkxr çfØ;k ds i”pkr] Ldwy çcaèku dks ;g r; djus ds fy, vdsyk NksM+ nsuk pkfg, fd og fdl cksMZ dks pquuk pkgrk gSA

bls ykxw djuk mudh dYiuk ij NksM+ fn;k tkuk pkfg,A elkSnk xkaoksa esa Ldwy ifjljksa ds lkFk foÜo Lrj dh lqfoèkk,a LFkkfir djus ds ckjs esa ckr djrk gS] ysfdu ;g ugÈ crkrk gS fd ;g mu ,d yk[k Ldwyksa ds eqís ls dSls fuiVsxk ftuesa flQZ ,d f”k{kd gSaA

;g elkSnk pkgrk gS fd yksx ,slk foÜokl djsa fd ,d ckj flQkfj”ksa ykxw gks tkus ds ckn nkf[kys lkoZtfud Ldwyksa esa gksaxsA Mh,uÃih ,d uhfr nLrkost gS tks leL;kvksa dh igpku rks djrk gS ysfdu blds lekèkku ds fy, dksÃ dk;Z ;kstuk ;kstuk çnku ugÈ djrk gSA foMacuk ;g gS fd cnykoksa dk çLrko j[kus okys vdeZ.; yksx Lo;a vius cPpksa dks futh Ldwyksa esa Hkstrs gSaA ,d rjQ rks ;g Hkkjh Hkjde nLrkost lq>koksa dh ,d O;kid _a[kyk çLrqr djrk gS ysfdu futh Ldwyksa esa lqèkkj ds uke ij blesa cgqr FkksM+h phtsa gSaA ,d dsaæ ljdkj ds

dsaæ ljdkj ds deZpkjh dks çfr cPps çfr ekg 2]250 dk f”k{kk HkÙkk feyrk gS] vkSj blds ckotwn og dHkh Hkh vius cPpksa dks ljdkjh Ldwyksa esa Hkstus ds ckjs esa ugÈ lksprkA

deZpkjh dks çfr cPps çfr ekg 2]250 dk f”k{kk HkÙkk feyrk gS] vkSj blds ckotwn og dHkh Hkh vius cPpksa dks ljdkjh Ldwyksa esa Hkstus ds ckjs esa ugÈ lksprkA

bl ckr ls lHkh lger gksxsa fd gekjh ;qok ih<+h dks lqlfTtr djus dh jkg ¼orZeku Hkkjr dh 52% vkcknh 1991 ds ckn iSnk gqÃ gS½ tks fd f”k{kk çkIr djus ds fy, çkbosV Ldwyksa dh rjQ mEehn ls ns[krs gSa] mudksa çksRlkgu dh t:jr gSA Hkkjr ds 350]000 futh xSj&ekU;rk çkIr Ldwyksa esa 75 fefy;u Ldwyh Nk= i<+rs gSaA ;g dqy Ldwyksa dk 24% fgLlk gSa ftls è;ku esa j[kus dh t:jr gSA

;g ,d fl) fu’d’kZ gS] vxj Hkkjr dks vkxs c<+uk gS] rks futh Ldwyksa dks lajf{kr djus vkSj eqä gksdj dke djus nsus dh t:jr gSA


cPpksa ds fy, fu%”kqYd vkSj vfuok;Z f”k{kk dk vfèkdkj dh èkkjk 12 ¼1½ ¼lh½] xSj&lgk;rk çkIr lHkh futh fo|ky;ksa ds fy,

vkÆFkd :i ls detksj oxZ vkSj oafpr i`’BHkwfe ls lacafèkr cPpksa dks ços”k nsus dks vfuok;Z cukrh gSA ,sls Ldwyksa dks bl mís”; ds fy, viuh lhVksa ds 25 çfr”kr Hkkx dks vfuok;Z :i ls vkjf{kr j[kuk gksxkA jkT; ljdkj ,sls cPps dh ljdkjh Ldwyksa esa yxus okyh Qhl ds lerqY; jkf”k ;k f”k{kk dh ykxr] esa ls tks Hkh de gks] mldh çfriwÆr Ldwyksa dks djsxhA

;g ,d çdkj dk lEifÙk gj.k gS vkSj bl rjg ds dkuwu ds vk”k; dks ladh.kZ dj lhfer fd;k tkuk pkfg,A gkyk¡fd] vfèkdka”k U;k;ky;ksa us blds vk”k; dks foLrkfjr fd;k gSA vc] dÃ jkT;ksa esa] ulZjh d{kk dks Hkh “kkfey dj fy;k x;k gSA dqN jkT; pkgrs gSa fd Ldwyksa }kjk ;wfuQ‚eZ vkSj fdrkcsa Hkh miyCèk djkÃ tk,aA

Ldwyksa dks çfriwÆr dk Hkqxrku le; ij ugÈ fd;k tk, rks ;g èkkjk lcls vfèkd leL;k mRiUu djus okyh gks ldrh gSA mnkgj.k ds fy,] fnYyh esa Ldwyksa dks 2&3 lky ckn çfriwÆr çkIr gksrh gSA vuqeksnu ds fy, yach ç”kklfud çfØ;kvksa dh dksÃ le; lhek ugÈ gksrh gSA ckcw yksx fdlh Hkh Lrj ij nkos ij vkifÙk dj ldrs gSaA bldh dksÃ fuèkkZfjr vko`fÙk ugÈ gSA rhu lky ;k pkj lky esa ,d ckj] vfu;fer :i ls Hkqxrku fd;k tkuk ,d lkekU; ckr gSA

Ldwy ds ekfydksa ds }kjk dÃ ckj ;g crk;k x;k gS fd çfriwÆr tkjh djus okys vfèkdkjh lacafèkr vfèkdkjh tkjh fd, tkus okys Hkqxrku 2&5 çfr”kr deh”ku ysrs gSaA ;g dksÃ vk”p;Z dh ckr ugÈ gSA

;s ço`fÙk ijs”kku djus okyh gSA

çfriwÆrçfriwÆr

Ldwy ds ekfydksa ds }kjk dÃ ckj ;g crk;k x;k gS fd çfriwÆr tkjh djus okys vfèkdkjh lacafèkr

vfèkdkjh tkjh fd, tkus okys Hkqxrku 2&5 çfr”kr deh”ku ysrs gSaA ;g dksÃ vk”p;Z dh ckr ugÈ gSA

ç”kkar ukjax lsaVj Q‚j flfoy lkslkbVh

Ldwy la?kksa dks vius jkT;ksa esa ykxw fd, tkus ds fy, ÞvkÆFkd :i ls detksj oxZ vkSj oafpr i`’BHkwfe ls lacafèkr cPpksa ds ços”k gsrq çfriwÆr dh ljyrkÞ uked ikap&lw=h; ?kks’k.kk&i= dh ekax vo”; gh djuh pkfg,A igyk] f”k{kk ij jkT; ds vkorÊ O;; ds lkFk&lkFk fiNys lky

ljdkjh Ldwyksa esa Nk=ksa dh la[;k dks foÙkh; o’kZ dh lekfIr ls igys lkoZtfud Mksesu esa vo”; Mky fn;k tkuk pkfg,A

nwljk] Ldwyksa dks =Sekfld ;k “kq#vkr esa de ls de vèkZ okÆ’kd :i ls Hkqxrku fd;k tkuk pkfg,A

rhljk] ;fn Hkqxrku essa ,d fuf”pr le;&lhek ls vfèkd foyac gksrk gS] rks cdk;k èkujkf”k ds lkFk C;kt dk Hkqxrku Hkh vo”; gh fd;k tkuk pkfg,A

pkSFkk] ;fn fuf”pr le;&lhek ds Hkhrj dksÃ vkifÙk;ka ugÈ mBkÃ tkrh gSa] rks ;g ekuk tkuk pkfg, fd nLrkost çfriwÆr ds fy, vuqeksfnr gSaA

ikapok¡] foHkkx dks ;wfuQ‚eZ ¼x.kos”k½ vkSj iqLrdksa ds fy, lhèks ekrk&firk dks Hkqxrku djuk pkfg,A

Ldwyksa dks ljdkj }kjk r; njksa ij cPpksa dks fdrkcsa vkSj ;wfuQ‚eZ miyCèk djkus ds fy, ugÈ dgk tk ldrk gSA ;g ,slk laifÙk gj.k gS ftldh iqf’V f”k{kk ds vfèkdkj }kjk Li’V :i ls O;ä dj ekU; dh xÃ ;k vfèklwfpr dh xÃ ugÈ gSA Ldwy f”k{kk çnku djrs gSa ysfdu os fdrkcsa ;k ;wfuQ‚eZ ugÈ cukrs gSa vkSj ugh fdrkcksa ;k ;wfuQ‚eZ dh fcØh djrs gSaA Ldwyksa ls ;wfuQ‚eZ vkSj fdrkcksa ds fy, Hkqxrku djus dh vis{kk djuk mu ij vR;fèkd cks> Mkyuk gS tks vuqfpr gSA

lHkh Ldwy ekfydksa dks bl mís”; ds fy, ,d tqV gksuk pkfg, vkSj bl ?kks’k.kk&i= dks ykxw djokuk pkfg,A

f’k{kk


Ldwy eSustesaV desVh ds ckjs esaorZeku esa ljdkjh Ldwyksa esa Ldwy eSustesaV desVh ¼,l,elh½ dk dke ogka miyCèk vkèkkjHkwr HkkSfrd lajpuk vkSj vè;kidksa dh mifLFkfr ij utj j[kuk gSA vè;kidksa dh d{kk esa mifLFkfr vkSj vuqifLFkfr ij fuxkg j[kuk cgqr t:jh dke gSA ,l,elh foÙkh; ekeyksa esa n[ky ugÈ nsrh gSA

çkbosV Ldwyksa esa ,l,elh ds xBu dk çLrko iwjh O;oLFkk dks pkSiV dj nsxkA ,l,elh ds lnL; lHkh phtksa dh O;k[;k rks djsaxs ysfdu foÙkh; fuos”k ds fy, tokcnsg ugÈ gksxk ftldk çcaèk futh çcaèku dks gh djuk gksxkA bls pkgs fdlh Hkh rjhds ls ns[kk tk, ;g vuqfpr gh gksxkA

Ldwyksa dks fdlh çdkj dk laj+{k.k çkIr ugÈns”k Hkj esa f”k{kdksa vkSj f”k{k.k laLFkkuksa ds çeq[kksa ds lkFk gkFkkikÃ fd, tkus dh dÃ

Ldwy [kksyus ds fy, Çlxy ÇoMks flLVe dh LFkkiuk djsa

,l eèkqlwnuokbt+ çsflMsaV] fulk

?kVuk, ?kfVr gqÃ gSaA ,slh ekeyksa dks jksdus ds fy, ,d Ldwy çksVsD”ku ,DV dh l[r t:jr gSA f”k{kd ;k çèkkukpk;Z ij geyk xSj&tekurh —R; ?kksf’kr gksuk pkfg,A dgk tkrk gS fd Hkkjr esa f”k{kdksa dks xq# ds :i esa lEeku fn;k tkrk Fkk vkSj lcds }kjk mudk [;ky j[kk tkrk FkkA vR;ar nq%[k dh ckr gS fd vkt ge ,d ,sls nkSj esa igq¡p x, gSa] tcfd mUgsa lajf{kr djus dh vko”;drk iM+us yxh gSA

vkjVhÃ esa la”kksèku djsa] Mk;jsDV csfufQV VªkalQj ¼MhchVh½ yk,aMk;jsDV csfufQV VªkalQj ¼MhchVh½ us —f’k {ks= ls fcpkSfy;ksa dks [kRe dj fn;k gS] [kkldj rsyaxkuk jkT; lsA vkjVhÃ vfèkfu;e esa Hkh la”kksèku dj blesa MhchVh dks ykxw fd;k tkuk pkfg,A blls dÃ ykHk gksaxs D;ksafd ekrk&firk ds ikl vius cPpksa dks mudh ilan ds Ldwy esa nkf[kyk fnykus dk fodYi gksxkA

fu;eun”kdksa ls jkT; ljdkjksa us Ldwy Hkouksa ds fy, fof”k’Vrkvksa esa cnyko yk;k gSA us”kuy fcÇYMx dksM 2004 dks 2009 esa ykxw fd;k x;k FkkA vusdksa Ldwy ,sls gSa tks dÃ n”kd igys ls py jgs gSa vkSj rkRdkfyu ekunaMksa ds vuqlkj LFkkfir fd, x, Fks] vkSj vc mUgsa orZeku ds fu;eksa ds vuqikyu ds fy, dguk xyr gSA

VªLV@lkslkbVh ds ukedj.k dks cuk, j[krs gq,] ,sls çkoèkku fd, tkus pkfg, tks u, [kqyus okys futh Ldwyksa dks QElZ ds rgr iathdj.k djkus vkSj ykHk ds mís”; ls dk;Z djus dh vktknh çnku djsA lkFk igys ls py jgs Ldwyksa dks Hkh viuh fLFkfr esa ifjorZu dj ykHk vÆtr djus dh NwV nsuh pkfg, vkSj Ldwyksa dks th,lVh ds rgr ykuk pkfg,A

,d Ldwy dks “kq# djuk cgqr lkjh tfVyrkvksa vkSj isaphnfx;ksa ls Hkjk gqvk gSA ykyQhrk”kkgh vkSj dÃ eatwfj;ksa dh t#jrksa dks de djus vkSj Çlxy ÇoMks flLVe dk ekxZ ç”kLr djus dh vko”;drk gSA

{kerkvksa dk fodklljdkjh Ldwyksa ds f”k{kdksa dks fujarj is”ksoj fodkl çf”k{k.k çnku fd;k tkrk gSA ;g çkoèkku lHkh futh Ldwyksa f”k{kdksa ds fy, Hkh gksuk pkfg,A

LokLF; {ks= dh rjg gh tgka fd ykHk vc ,d *cqjk* “kCn ugÈ gS] futh Ldwy “kq# djus ds bPNqd yksxksa dks Hkh xSj&ykHkdkjh vkSj ykHk vÆtr djus ds mís”; ds fodYi dk p;u djus dh Lora=rk gksuh pkfg,A

lHkh “kS{kf.kd laLFkkvksa dh fuxjkuh


ctV Ldwyksa ijbu ctV Ldwyksa esa eq[; eqís gksrs gSa D;ksafd bu Ldwyksa esa Qhl 6000&30]000 #i;s çfr o’kZ ds chp gksrh gSA ;s ,sls Ldwy gSa tks vke turk dks viuh lsok,a nsrs gSaA xq.koÙkk ;qä f”k{kk gkfly djus ds mís”; ls tc cPps ;k vfHkHkkod ljdkjh Ldwyksa ls ckgj tkus dk QSlyk djrs gSa rks mudh eafty futh Ldwy gh gksrs gSaA blds fy, os viuh {kerk vkSj lkeF;Z ds vuqlkj Ldwyksa dk pquko djrs gSaA bl çdkj viuh vk; ds vuqlkj os vkl iM+ksl ds ctV Ldwyksa dks pqurs gSaA ,slk os blfy, djrs gSa D;ksafd ;s vfHkHkkod mPp “kqYd okys Ldwyksa esa ugÈ tk ldrsA vkjVhÃ ,DV ds dÃ çkoèkkuksa ds dkj.k ;s ctV Ldwy ncko esa gSa vkSj bUgsa yxkrkj can djus ds uksfVl fey jgs gSaA Ldwyksa ds can gksus ij ;gka i<+us okys Nk=ksa ds lkFk D;k gksrk gS vkSj xq.koÙkk iw.kZ f”k{kk çkIr djus ds fy, muds ikl D;k fodYi cprs gSa\

vkb,] rhu çdkj ds Ldwy pyus nsa

Hkjr efydfulk ds laLFkkid lnL; vkSj çkbosV vu,MsM

Ldwy eSustesaV ,lksfl,”ku] egkjk’Vª ds iwoZ vè;{k

blfy, vke turk ds fy, dke djus okys bu Ldwyksa dks can djus dh ctk, lajf{kr djus dh t:jr gSA

bl çdkj] rhu rjg ds Ldwyksa dh vko”;drk gS1- ljdkjh Ldwy2- èkekZFkZ Ldwy3- futh Lok;Ùk ¼ykHk ds fy, dk;Zjr½

Ldwy ¼dj yxk;s tkus ;ksX;½

rhuksa Jsf.k;ksa ds Ldwyksa ds fy, vyx&vyx FkMZ ikVÊ }kjk flycsl dk fuèkkZj.k vkSj Lok;Ùk laLFkk ds }kjk ijh{kk vkSj ewY;kadu dh O;oLFkk gksuh pkfg,A

egkjk’Vª dk ifj–”;dÃ Ldwyksa dks ÃMCyw,l Nk=ksa dks nkf[kyk nsus ds ,sot esa feyus okyh çfriwÆr dh jkf”k fiNys Ng o’kks± ls çkIr ugÈ gqÃ gS rks dÃ Ldwyksa dks iSlk lgh vuqikr esa ugÈ fey jgk

vkSj muds fu;eu ds mís”; ls jkT; f”k{kk vk;ksx ¼vkj,l,½ tSls iRFkj ds [kaHkksa okyh ,d vkSj lapjuk dh LFkkiuk djus dk bjknk vPNk gS ysfdu D;k ;g iwjs ns”k dks ,d lw= esa fijks ldrk gS tks fd cgqr tfVy lajpuk gS] vkSj ;gh og ç”u gS tks f”k{kkfon iwN jgs gSaA

DNEP dk lcls vfèkd fooknkLin eqík Ldwy eSustesaV desVh ¼,l,elh½ dks ysdj gSA uhfrxr elkSnk dgrk gS fd ^f”k{kdksa vkSj çkpk;ks± dks Ldwyksa ds fnu çfrfnu ds lapkyu ds fy, vko”;d NksVs NksVs QSlys ysus dh Hkh vuqefr ugÈ gSa

tks mUgsa ysus pkfg, tSls fd “kS{kf.kd rkSj rjhds vkSj f”k{k.k çf”k{k.k lkexzh] le; lkj.kh o lkèkkj.k foÙkh; ekeys Hkh “kkfey gSaA blds ckotwn f”k{kdksa o çkpk;ks± dks eq[; :i ls vfHkHkkodksa vkSj turk ds pqus gq, çfrfufèk;ksa ¼LFkkuh;] d‚iksZjsV] jktusrk vkfn vkfn½ ds çfr tokcnsg cuk;k tk jgk gS tks fd f”k{kdksa vkSj çkpk;ks± dks fnu çfrfnu dh dkjZokÃ okys eqís ij fn”kk funsZ”k nsaxsA*

futh Ldwyksa ds lapkyu esa gLr{ksi u djus dh uhfr ds leFkZdksa dk dguk gS fd o’kZ 2017&18 esa ljdkjh Ldwyksa

ds f”k{kdksa ds osru ij çfr ekg çfr Nk= 4]326 #i, [kpZ fd;s x;s] ysfdu mRiknu ds ekeys esa fLFkfr larks’ktud gksus ls dkslks nwj gSA ,sls ifj–”; esa] t#jh gks tkrk gS fd futh Ldwyksa dk laj{k.k fd;k tk,A

ulZjh ls 12oÈ d{kk rd ds fy, 5$3$3$4 e‚My okyh uhfr dk elkSnk rS;kj djus dk Lokxr djrs gq, fulk ds eèkqlwnu dgrs gSa fd] Þf”k{kk uhfr ds lanHkZ esa çLrqr elkSns ds bjkns vPNs gSa] ysfdu dk;kZUo;u dh fn”kk esa vkxs dh jkg fn[kkus dh Hkh t:jr gSAß

f’k{kk


ekÆVu dSusMhçsflMsaV] rfeyukMq çkbosV Ldwy ,lksfl,”ku

rfeyukMq esa ljdkj dh dk;Zç.kkyhrfeyukMq esa 12 o’kks± ds ckn jkT; ljdkj us ikBîØe esa ,d cM+k cnyko ykrs gq, bls lhch,lÃ ds leku djus dk ç;kl fd;k gSA pwafd orZeku esa ikBîØe ¼flyscl½ vkSj ikBî fooj.k ¼dfjdqye½ fcYdqy vyx gS vkSj vpkud ls bls ifjoÆrr djus ij Nk=ksa ds i<+us dk rkSj rjhdk çHkkfor gksxk blfy, bls ,d ckj esa ykxw djus dh ctk; pj.kc) rjhds ls is”k fd;k tkuk pkfg,A igys dh rqyuk esa vc fdrkcsa Hkkjh gks xÃ gSa] ikBîØe dk fgLlk cM+k gks x;k gS vkSj f”k{k.k i)fr;ka vkfn Hkh çHkkfor gqÃ gSA

f”k{kk vkSj ykHkktZufuf”pr rkSj ij f”k{kk dks ykHkktZu ekè;e esa ykus dh vko”;drk gSA bls ljdkj ds fu;a=.k ls vktkn djkdj Lok;Ùk cukuk pkfg,A ge

{ks=h;rk okys igyw dh vuns[kh ugÈ dh tk ldrh

djksa dk Hkqxrku djus ds fy, rS;kj gSa ysfdu lkFk gh ge vkÆFkd i{k esa Hkh Lok;Ùkrk pkgrs gSaA Ldwyksa ds nSfud çcaèku ds lanHkZ esa gekjs ikl tks Lok;rrk gS] oSlh gh Lok;rrk ge vkÆFkd igyqvksa ds lanHkZ esa Hkh pkgrs gSaA

gekjs le{k lcls cM+h leL;k vkjVhÃ gS vkSj ljdkj dks futh Ldwyksa esa ukekafdr vkÆFkd :i ls detksj oxZ ds Nk=ksa ds fy, 25% “kqYd dh çfriwÆr le; ls djuh pkfg,A

çfriwÆr feyus esa cgqr vfèkd foyac gksrk gS] vkSj dHkh&dHkh rhu&pkSFkkÃ jkf”k dk Hkqxrku fd;k gh ugÈ tkrk gS ftlls Ldwyksa ij vfrfjä cks> iM+rk gSA

Ldwyksa ds le{k xSj ykHkdkjh vkSj ykHk vÆtr djus okys e‚My ds chp p;u djus dk fodYi ekStwn gksuk pkfg, vkSj ;g fodYi u, [kqyus okys Ldwyksa ds lkFk gh lkFk igys ls ekStwn Ldwyksa ds fy, Hkh miyCèk gksuk pkfg,A

gSA bl dkj.k Ldwy vR;ar ncko esa gSaA vxj le; ij iSls ugÈ feyrs gSa rks Ldwyksa dh igys ls [kjkc foÙkh; fLFkfr vkSj [kjkc gksus yxrh gSA ,slh ifjfLFkfr esa Ldwyksa dk yacs le; rd fVd ikuk laHko ugÈ gSA

Qhl fu;a=.k ijQh jsX;qys”ku ,DV dk ekeyk jkT; ljdkjksa ds vfèkdkj {ks= ds rgr vkrk gSA dÃ ljdkjksa us vius ;gka Qh jsX;qys”ku ,DV ykxw fd;s gSaA egRoiw.kZ ckr ;g gS fd ihVh, ¼isjsaV VhplZ ,lksfl,”ku½ vkSj Ldwy çcaèku dks cSBdj ppkZ djuh gksxh fd ;g dSls fd;k tk ldrk gSA bl vfèkfu;e ds dkj.k Hkh leL;k mRiUu gks jgh gS vkSj Ldwyksa dh fLFkjrk vkSj xq.koÙkk çHkkfor gks jgh gSA dÃ ckj vfHkHkkod Ldwyksa ds f[kykQ vkanksyu djrs gSaA ,sls vkanksyuksa ls lekt vkSj leqnk; dk iwjk okrkoj.k vLr O;Lr

gksrk gSA bldk Toyar mnkgj.k xqtjkr dk gSA ;g jkT; bl Qh jsX;qys”ku ,DV ds dkj.k cqjh rjg ls çHkkfor gSA ,sls vkanksyu eqdnesckth esa ifjoÆrr gks tkrs gSa vkSj LVsV vkSj fQj lqçhe dksVZ rd igqap tkrs gSaA bl çfØ;k ds nkSjku Ldwy çcaèku dks cM+h jkf”k [kpZ djuh iM+rh gS vkSj ;s çfØ;k vkf[kjdkj cPpksa dks gh çHkkfor djrh gSA eqdnesckth dh dher Hkh bu cPpksa ij gh tkrh gSA

;fn uÃ jk’Vªh; f”k{kk uhfr vkrh gS vkSj mlesa fgrèkkjdksa dks è;ku esa j[kk tkrk gS rks bls Ldwyksa ds le{k mRiUu gksus okyh ifjfLFkfr;ksa vkSj mudh tehuh gdhdr dh igpku vo”; djuh pkfg,A lcls egRoiw.kZ dkjd Lok;Ùkrk gS ftlds dkj.k <sjksa u, Ldwyksa [kqysaxs tks leqnk; dh lgk;rk djsaxs vkSj lekt dh lsok Hkh djsaxsA cgqr vfèkd fu;a=.k Hkz’Vkpkj

dk dkj.k curs gSa blfy, u, Ldwyksa ds [kqyus dh çfØ;k dks vklku cukus ds fy, Çlxy ÇoMks ç.kkyh gksuh pkfg,A ;g loksZPp çkFkfedrk gksuh pkfg,A dHkh&dHkh jktuSfrd ykHk gkfly djus ds fy, vfHkHkkodksa ds vkanksyu dks jktuhfrd nyksa }kjk viâr dj fy;k tkrk gS vkSj blls Ldwy esa vkSj vklikl cgqr xM+cM+h gksrh gSA

Ldwyksa dk oxÊdj.k gksgekjs ikl rhu çdkj ds Ldwy gks ldrs gSa%&& ljdkj }kjk lapkfyr Ldwy]& VªLV }kjk lapkfyr Ldwy vkSj& ykHk ds fy, pyus okys LdwyA

ge lR; dks Lohdkj D;ksa ugÈ djrs vkSj ;qok Hkkjr dks f”k{kk dh Lora=rk vkSj fodYi D;ksa ugÈ nsrs gSa\


nhid [kSrkuçsflMsaV] v‚y xksok xouZesaV fjd‚XukbTM

vu,MsM LdwYl ,lksfl,”ku

,MqçsU;kslZ ¼f”k{kk m|fe;ksa½

dks çksRlkfgr dhft,

f”k{kk ds ykHkkFkZ gksus ds fo’k; ij;g ykHkktZu okys çk#i esa gksuk pkfg,( lHkh f”k{kk m|eh ¼,tqds”kuy vka=çsU;ksj½ FkksM+k cgqr èku dek jgs gSaA f”k{kk ds {ks= esa vkus okys lHkh yksx mRlkgiw.kZ rjhds ls Ldwyksa ds fy, dke dj jgs gSaA vkSj ;fn os brus gh okf.kfT;d mís”; okys gksrs rks os dqN vkSj O;olk; “kq# djrs u fd bl {ks= esa vkrsA bls dkuwuh cuk;k tkuk pkfg, vkSj ykHk vÆtr djus nsuk pkfg,A esjs dgus dk rkRi;Z ;g gS fd bls dkuwuh #i ls ykHk dekus okyk {ks= cuk;k tkuk pkfg, u fd orZeku ljh[kk tgka ,slk djuk xSjdkuwuh gSA

pqukSfr;kauÃ f”k{kk uhfr desVh esa ikap lnL; gSa vkSj bu ikap esa ls pkj ukSdj”kkg ¼C;wjksØsV~l½ gSa vkSj ,d f”k{kkfon~ igys ls gh fooknksa esa gSA ge f”k{kk ds ekè;e ls oSfÜod ukxfjd rS;kj djuk pkgrs gSaA orZeku f”k{kk ç.kkyh dh tM+sa lafoèkku vkèkkfjr gSa ftlds eqrkfcd f”k{kk dk vkèkkj oSKkfud fetkt okyk gksuk pkfg,A ysfdu nqHkkZX;iw.kZ gS fd ,uÃih

oSKkfud –f’Vdks.k ls jfgr gS vkSj bldh tM+sa bfrgkl esa gSaA

ykHk ds mís”; okyh f”k{kk vHkh xSj dkuwuh gSA f”k{kk m|fe;ksa dks çksRlkfgr dhft,A

f”k{kk vkSj ykHk ds ckjs esaxSj&ykHkdkjh laLFkku gksus ls gesa D;k feyrk gS\ ge f”k{kk ds {ks= ds fy, cM+h jkf”k [kpZ djrs gSaA f”k{kk dks d‚iksZjsV lkekftd nkf;Ro ¼lh,lvkj½ ekuk tkrk gSA Ldwy lapkydksa ds le{k bl ckr dk fodYi ekStwn gksuk pkfg, fd mUgsa ;g lh,lvkj ds fy, djuk gS ;k ykHkkFkZA

Lok;Ùkrk gh ,dek= mik; gSA 11 U;k;kèkh”kksa ¼Vh,e,&ikÃ ekeys esa½ dk yksdfç; fu.kZ; Hkh dgrk gS fd & Ldwyksa dks mfpr Lok;Ùkrk gksuh pkfg,A ikBîØe vkèkkfjr gks rks ,d jk’Vª& ,d ikBîØe esa dksÃ leL;k ugÈ gSA vc os fof”k’V voèkkj.kkvksa dks fl[kkus ds fy, viuh Lo;a dh lkexzh dk mi;ksx dj ldrs gSaA ikBîØe dks lh[kus ds ifj.kke vkSj voèkkj.kk vkèkkfjr gksuk pkfg,A

f’k{kk


pqukSfr;kaleL;k,a eq[; :i ls vkjVhÃ vfèkfu;e ds dkj.k gh gSa] ftlls Ldwyksa ij vfrfjä cks> iM+ jgk gS vkSj os can gks jgs gSaA Nk=ksa dh la[;k c<+ jgh gS tcfd “kqYd çfriwÆr esa nsjh gks jgh gSA leL;k c<+rh tk jgh gS vkSj vlguh; gksrh tk jgh gSA fiNys dqN o’kks± ds Hkhrj egkjk’Vª ljdkj us dÃ u,

Ldwyksa dks Lok;Ùkrk nh tkrh gS rks lcdk Qk;nk gksxk

jktsaæ ÇlgoÉdx çsflMsaV] bafMisaMsaV bafXy”k LdwYl ,lksfl,”ku v‚Q egkjk’Vª

thvkj ¼xouZesaV jsX;qys”kal½ tkjh fd, gSa tks fiNys thvkj vkSj dkuwuksa ds fojksèkkHkklh gSaA thvkj Hkh Nk=ksa ds fgr dks ysdj ugÈ gSaA vkjVhÃ vkus ds ckn ykblsal jkt vkSj vfèkd foLrkfjr gqvk gS vkSj Hkz’Vkpkj vkSj mRihM+u dkQh c<+ x;k gSA dÃ ckj dkxth dke c<+ tkrk gS vkSj dke v‚uykbu ugÈ gksus ls varr% Hkz’Vkpkj dks c<+kok feyrk gSA Hk’Vkpkj mRihM+u dk ,d lkèku gS] dkxt ds dke dks de djus vkSj bls ikjn”kÊ cukus ls Hkz’Vkpkj de gksxkA ;s gh gekjs le{k eq[; pqukSfr;ka gSaA

Lok;rrk ds ckjs esa;g cgqr Li’V gS fd orZeku ifj–”; esa Lok;Ùkrk gh f”k{kk dh lQyrk dh dqath gSA Lok;Ùkrk ds lkFk gh ljdkj dh m|ferk dh ço`fr dh ljkguk djuh pkfg,A Ldwy

lapkydksa ds thou dks vklku cukrs gq, u, Ldwyksa ds [kqyus dk leFkZu djuk pkfg, ftlls vfHkHkkodksa dks Qk;nk gksxk vkSj vyx vyx çdkj ds Ldwyksa rd mudh igqap c<+sxhA os xq.koÙkk] ikBîØe] ikBîsrj ¼,DLVªk dfjdqyj½ xfrfofèk;ksa vkfn dk p;u dj ldsaxsA blds fy, ljdkj dks u, m|fe;ksa ds f”k{kk ds {ks= esa ços”k dh ljkguk djuh pkfg, vkSj mUgsa lg;ksx çnku djuk pkfg, ftlls bl {ks= esa LoLFk çfrLièkkZ dks c<+kok feysA LoLFk çfrLièkkZ ds c<+us ls f”k{kk dh xq.koÙkk csgrj gksxh vkSj u, u, buksos”kal dks c<+kok feysxkA blls Ldwyksa vkSj Nk=ksa nksuksa dk fodkl gksxkA ljdkjh Ldwyksa dks Hkh Lok;rrk çnku djuh pkfg, ftlls çèkkukpk;Z vFkok Ldwy yhMj dks ogka dh xq.koÙkk lqèkkj dh fn”kk esa dk;Z djus dh vktknh feysA


ljdkj dh rjQ ls ckèkk,a lcls igyh vkSj egRoiw.kZ ckr ;g gS fd baLisDVj jkt esa Hkz’Vkpkj dks c<+kok feyrk gSA tc vki laxBuksa ;k lewg ds :i esa dk;Z djrs gSa rks bldk çfrjksèk gksrk gSA vkSj ;fn vki vdsys vkSj O;fäxr :i ls dk;Z djrs gSa rks vkidk mRihM+u gksrk gS vkSj vR;fèkd Hkz’Vkpkj gksrk gSA bls fu;af=r djus ds fy, laxBu vfr vko”;d gSaA rhljh egRoiw.kZ ckr ;s fd muds Lo;a ds fu;eksa vkSj fofu;eksa ij ç”ufpUg ugÈ mBrsA lHkh phtsa lgh Øe vkSj çfØ;k ls py jgh gSa ;g ns[kus ds fy, gesa vkokt mBkuh gh gksxhA

jkT; ljdkjksa dh rjQ ls pqukSfr;kaigyh pqukSrh f”k{kk çnku djus dk ekè;e gS] ftlds fy, geus 23 o’kks± rd la?k’kZ fd;k vkSj bl lanHkZ esa dkuwu cuok;kA {ks=h; Hkk’kk dk vè;;u ekrk&firk dk ,d ekSfyd vfèkdkj gS] vkSj bl vfèkdkj ds fy, geus lqçhe dksVZ esa yM+kÃ yM+h vkSj laoSèkkfud ihB us blds leFkZu esa fu.kZ; fn;kA

nwljk] ge ljdkj }kjk Ldwyksa dh Qhl dks dM+kÃ ls fu;af=r djus dh i‚fylh ds f[kykQ yM+saA geus ljdkj dks ;g le>k;k fd Qhl r; djuk mudk dk;Z ugÈ gSA mudk dk;Z dsoy bls fu;fer ¼jsX;qysV½ djuk Hkj gSA vFkd ç;klksa ds ckn ge ljdkj dks

le>kus esa dqN gn rd lQy jgsa vkSj vkt Qhl jsX;qysV djus dk Js’B rjhdk dukZVd ds ikl gSA

rhljh pqukSrh gS vkjVhÃA blesa cgqr lkjh [kkfe;ka gSaA blds fy, geus cgqr ç;kl fd;s] dksVZ dsl fd, rc tkdj dukZVd ljdkj dks irk pyk fd ;g vfèkfu;e okLro esa gS D;k\ vc ljdkj vkjVhÃ dks igys vius Lo;a ds Ldwyksa esa ykxw djus dh ftEesnkjh ys jgh gSA blds ckn ;fn 1 ls 5 fdyksehVj ds Hkhrj dksÃ nwljk Ldwy ugÈ cprk gS rc tkdj vkjVhÃ ds rgr xSj lgk;rk çkIr çkbosV Ldwyksa esa nkf[kyk fn;k tk,xkA bl çdkj] ljdkj dks viuh ftEesnkjh dk ,glkl rks gqvk gS] ysfdu fQj Hkh mlij futh xSj lgk;rk çkIr Ldwyksa dk 1]600 djksM+ dk cdk;k gSA

f”k{kk foHkkx u, u, fu;e vkSj dkuwu rks cukrk gS ysfdu vius Lo;a ds Ldwyksa esa Hkh os bldk dHkh Hkh ikyu ugÈ djrs gSaA

Qhl fu;a=.k dh pqukSfr;kaQhl fuèkkZfjr djuk xSj lgk;rk çkIr futh Ldwyksa dk futh ekeyk gSA ;g cgqr Li’V gS fd çR;sd futh xSj lgk;rk çkIr Ldwy vius }kjk çnku dh tkus okyh lqfoèkkvksa] HkkSfrd lajpukvksa vkSj lsok ds ,sot esa mfpr “kqYd r; dj ldrk gSA fdlh Hkh ljdkj dks ;g r; djus dk dksÃ vfèkdkj ugÈ gS ysfdu ;g mls fofu;fer dj ldrh gSA ysfdu fu;eu ds uke ij ljdkj Qhl r; djus dh dksf”k”k djrh gS tks fd futh xSj&ekU;rk çkIr Ldwyksa ds ekSfyd vfèkdkj dk mYya?ku gSA ;g 50 ds n”kd esa dukZVd ds Vh,e,&ikb cuke dukZVd ljdkj ekeys esa ikfjr vkns”k esa Hkh Li’V gSA blfy, ljdkj dks dkuwu dk ikyu djuk gh pkfg,A

f”k{kk dk ekè;e pquuk vfHkHkkodksa dk dke

“kf”k dqekjtujy lsØsVjh] vlksfl,VsM eSustesaV v‚Q

baxfy”k ehfM;e LdwYl] dukZVd

ueLdkj12 www.nisaindia.org

laiknd dh ilan

| volume 5 issue 1 | JUN-SEP 2019

izkphu Hkkjr esa f”k{kk dk mn~ns”; fon~;kFkhZ dks cgqeq[kh izfrHkk dk /kuh

cukuk FkkA ml le; tks f”k{kk nh tkrh Fkh] og O;fDr dks vkRefuHkZj] fpard vkSj ln~ekxhZ cukrh FkhA izkphu Hkkjrh; f”k{kk i)fr dh uhao cgqr etcwr FkhA le; ds ifjorZu ds lkFk&lkFk f”k{k.k i)fr esa varj vk;kA vaxzstksa us Hkkjr dks vius v/khu cukus ds fy, lcls igys gekjh f”k{kk O;oLFkk dks /oLr fd;kA izkphu Hkkjrh; f”k{kk dk mn~ns”; dgha [kks x;kA ftl f”k{kk dk mn~ns”; euork dk fodkl] vkRefuHkZjrk pfj= fuekZ.k Fkk] mldk LFkku ukSdjh ikuk us ys fy;kA f”k{kk dh izkfIr vkt ukSdjh ikus dk lk/ku cu xbZ gSA vkt dh f”k{kk in~/kfr u rks vPNs ukxfjdksa dk fuekZ.k dj ldrh gS] u gh vPNs lsukuh ns ldrh gSA

Lora=rk ds ckn tgk¡ ,d vksj gekjs ikl lalk/kuksa dk vHkko Fkk] ogha nwljh vksj tula[;k esa rhoz xfr ls o`n~f/k gqbZA bl dkj.k ,d cM+h vkcknh ds fy, f”k{kk dh leqfpr O;oLFkk djuk ljdkj ds o”k dh ckr ugha Fkh] blfy, Hkkjr ljdkj us f”k{kk ds {ks= esa futh {ks= dks fcuk fdlh “krZ ds izksRlkgu fn;k] ftlls ns”k esa f”k{kk ds Lrj dks Åij mBkus esa lg;ksx feysA futh {ks= dks f”k{kk ds {ks= esa c<+kok nsus ds fy,

futh laLFkkuksa ds izca/ku es gLr{ksi xyr!

ljdkj us vusd dne mBk,] tSls fd futh laLFkkuksa dks vkfFkZd lgk;rk nsuk] muds fy, vuqnku dh ;kstuk] “kS{kf.kd bekjr gsrq de ewY; ij Hkwfe miyC/k djkuk vkfnA ljdkj ds n~okjk izksRlkgu fn, tkus ls f”k{kk ds {ks= esa futh laLFkkuksa ds vkus ls f”k{kk dh xq.koRrk esa fujarj lq/kkj gks jgk gSA buds tfj, cgqrk;r ls f”kf{kr ;qokvksa dks jkstxkj volj fey jgs gSaA

ij vR;ar vQlksl dk fo’k; gS fd ftl futh {ks= dks ljdkj Lo;a ns”k ds “kS{kf.kd Lrj esa lq/kkj ds fy, izksRlkfgr djrh jgh Fkh] ubZ f”k{kk uhfr ds izk:i esa mlh futh {ks= ds neu dk Hkjld iz;kl utj vkrk gSA ljdkj n~okjk lapkfyr fon~;ky;ksa esa ljdkj ewyHkwr f”k{kk ds fy, cgqr cM+h ek=k esa ctV miyC/k djkrh gSA vki vkSj ge lHkh ljdkjh fon~;ky;ksa dh f”k{kk ds Lrj ls Hkyh&Hkk¡fr ifjfpr gSaA cMs+&cMs+ usrk] vfHkusrk] iz”kklfud vf/kdkfj;ksa dks rks NksfM,] ,d vketu Hkh vius cPPkksa dks ljdkjh fon~;ky; esa Hkstus dks rS;kj ugha gksrk] ftldk eq[; dkj.k gS f”k{kk dh xq.koRrkA futh {ks=ksa ds fon~;ky;ksa dk izca/ku bl izdkj fd;k tkrk gS fd f”k{kk dh xq.koRrk esa mRrjksRj o`n~f/k gh gks] fxjkoV u vk,A

Nk=ksa ds lokZaxh.k fodkl dh fn”kk esa fon~;ky;ksa ds izca/ku dh ckxMksj vizR;{k :i ls izca/k ra= ls ysdj tu izfrfuf/k;ksa] lkekftd dk;ZdrkZvksa] vfHkHkkodksa dks lkSaius dh RkS;kjh gSA fon~;ky; ,d ,slk LFky gksrk gS] tgk¡ jktuSfrd nk¡o&isp ugha] Nk=ksa dk dY;k.k ,oa fodkl loksZifj gksrk gSA vkSj Nk=ksa ds fgr dks /;ku esa j[kdj lrr~ uohu rduhdh vkSj in~/kfr dks c<+kok nsus okys izca/k ra= dks laLFkk ds izca/ku esa xkS.k dj nsus ls fuf”pr :i ls futh laLFkkuksa dh xq.koRrk esa deh gh vk,xhA vxj ljdkj dks “kS{kf.kd Lrj dks lq/kkjuk gh gS rks mls ljdkjh f”k{kk O;oLFkk dks lq/kkjus dk iqjtksj iz;kl djuk pkfg,] u fd Nk=ksa dks lq;ksX; ukxfjd cukus ds fy, lrr~ iz;Ru”khy futh laLFkkuksa dks fuEu Lrj ij ykus ds fu;e cukus pkfg,A jktuhfr rFkk iz”kklfud ra= esa Hkz’Vkpkj :ih dksM dks nwj djds f”k{kk ds Lrj dks Åij mBkus dh igy dh tkus dh vko”;drk gSA

MkW- Lkq”khy xqIrkfuns”kd] fizY;wM ifCyd Ldwy] vkxjk

v/;{k] ,lksfl,”ku vkWQ izksxzsflo LdwYl vkWQ vkxjkjhftuy dUohuj] mRrj izns”k ,oa mRrjk[k.M] us”kuy bafMisaMsal Ldwy ,yk;Ul


vkt 85% xzstq,V~l vkSj bZathfu;lZ tkWc ds yk;d ugha gS! fQj D;ksa ge

dkxth “ksj rS;kj dj jgs gSa\ ,slh f”k{kk ls ;qok u rks jkstxkj ds fy, rS;kj gqvk vkSj dkxth izek.k i= gkFk esa ysdj uk gh [ksrh&ckM+h / etnqjh ;k gkFk dh fLdy dh vksj og dHkh tk,xk-- vkf[kj dgka ys tk jgs gSa ge ns”k dks \\,d fparu---

eqDr cktkj esa ges”kk Qk;ns esa miHkksDrk gh jgrk gSA izfrLi/kkZ Lor% gh gj pht dks cSysal dj nsrh gSA vktknh ds ckn 73 lky ls ljdkjh ,dkf/kdkj us gh f”k{kk dk caVk/kkj fd;k gqvk gSA BSNL ds le; VsfyQksu lsok vkSj “kqYd ;kn djks vkSj vc eqDr eksckbZy lsok vkSj “kqYd rFkk DokfyVh dh rqyuk djksA flQZ nwjn”kZu Fkk rc vkSj vc gtkjksa izkbosV pSuy esa ls pquus ds fodYi vkSj xq.koÙkk ns[kksA jk’Vªh;d`r cSadksa ds ,dkf/kdkj ds le; dks ;kn djks vkSj vc ICICI, HDFC tSls futh cSadksa dh lsok vkSj rduhdh lqfo/kkvksa esa varj eglwl djksA

ftl fdlh Hkh lsok {ks= esa ljdkjh miØeksa dk ,dkf/kdkj ;k vuko”;d fu;a=.k gS ogh {ks= vkt Hkh cckZn gS tSls Air India, Indian Postal Services, SAIL, STCL,

NEPNEPokLrfodrk dks Lohdkj djsaokLrfodrk dks Lohdkj djsa

Ldwyksa dks *u‚V Q‚j ç‚fQV* ds caèku ls eqfä dc\

MTNL futh {ks= esa lgh ewY; ij mPp xq.koÙkk cktkj Lo;a cSysal dj ysrk gSA dSlh Hkh f”k{kk fufr cuk yks--- vxj f”k{kk esa Lok;RRkrk ugha nh xbZ rks tks vktknh ds 73 o’kZ ckn Hkh ugha dj ik, vc ogh yksx vkxs Hkh dqN ugha dj ik,axsA ljdkjh Ldwyksa esa izfr fo|kFkhZ vkt Hkh vkSlru 6 gtkj :Ik, izfrekg ls Hkh vf/kd dsoy f”k{kdksa ds osru ij gh [kpZ gks jgk gSA Ýh Ldhe] Hkwfe] Hkou] QuhZpj] lk/ku] lqfo/kk] ljdkjh foHkkxksa dk Hkkjh Hkjde [kpZ vyx gS] vkSj vkmViqV @ DokfyVh D;k vk jgh gS\ ;gka Hkh vkidk esjk VSDl dk iSlk gh cckZn gks jgk gSA pwafd xjhc tks ljdkjh Ldwy esa i<+rk gS mls yxrk gS fd lc dqN eq¶r esa feyrk gS] blfy, og cksyrk ugha vkSj tks VSDl nsrk gS] mldk MkbZjsDV bu ij dksbZ fu;a=.k ugha !!! blfy, cksys dkSu \\

mik; ,d gh gS] DBT vFkkZr~ Direct Benefit Transfer 3000@& :Ik, izfrekg dk okmpj fo|kFkhZ dks nks vkSj mls vius ilan dh Ldwy pquus dh vktknh nksA ljdkj ds izfr fo|kFkhZ orZeku [kpZ ds vk/ks ls Hkh de [kpZ esa xq.koRrkiw.kZ f”k{kk feyus dh xkjaVh gSA

DokfyVh dh f”k{kk pkfg, rks bls eqDr cktkj ds gokys djuk gh gksxk ojuk tks

py jgk gS ;g oSls gh vkxs Hkh pysxk] ljdkjsa vk,axh] tk,axh] fufr;ka cusaxh] fQj ubZ cusaxh] fQj ubZ canj ckV ;wa gh gksrh jgsxhA uk dksbZ viuh ethZ ls f”k{kk ns ldrk gS] uk ys ldrk gSA tc gj O;fDr dk DNA xq.k /keZ vyx vyx gS rks lcdks ljdkj dh ilan dh gh f”k{kk ysus ij ck/; D;ksa fd;k tk jgk gS\\\ vkSj mlls vc rd D;k fey x;k\\ uk tkus fdrus iz;ksx vkius dj fy, vc rd] f”k{kk dks Lok;Ùkrk nsdj ,d iz;ksx vkSj dj yksA D;k ywV tk,xk vkidk] fu;a=.k ds vykok!!

bls vxj nwljs “kCnksa esa dgsa rks ;fn ljdkjh [kt+kus ls 1 :Ik;k [kpZ gksrk gS rks fQYM esa fo|kfFkZ;ksa dks 15 iSls ¼15%½ ds cjkcj ewY; dh Hkh f”k{kk ugha fey ikrh gSA ;fn ljdkj okLro esa f”k{kk esa lq/kkj pkgrh gS rks bls lHkh ^^fcpkSfy;ksa^^ ls eqDr djuk gksxkA

bl le; eanh ls mcjus dk jkeck.k mik; ;g gS fd f”k{kk dks oS/kkfud rjhdksa ls ykHk ds fy, [kksy nhft,] ¼dksfpax ds voS/k /ka/kksa ls ;k ihNs ds jkLrksa ls dkys /ku ds :Ik esa ugha½ ml ij VSDl olwy dhft,A blls fj;y ,LVsV] okgu m|ksx lesr lHkh ,Tkqds”ku liksVZ lfoZl lsDVj esa tcjnLr rsth u vk tk, rks dgukA

MkW- fnyhi eksnhps;jeSu] those ,Tkqds’kujktLFkku jkT; izHkkjh] fulk

EDUCATION

14 namaskar | volume 5 issue 1 | JUN-SEP 2019 www.nisaindia.org

नशनल इडिपिट सकलस अलायस (नीसा)

अनशसाए

स‍कल ो क स‍वायत‍तता

समय, शलक, शशकषक वतन, पाठयकरम, बननयादी ढाचा सववधाओ आदद क मामल म सकलो की सवायततता को लगातार खतरा रहता ह। सवायततता की कमी होन स एक

मखय समसया अशिपररणा की कमी, नवपरवततन की सीशमत

गजाइश और ननष‍पादन करन हत शशकषको और परधानाचायो क शलए सीशमत परोतसाहन होता ह। नवपरवततन करन और

करमशः अपन सकलो और ककषाओ म सधार लान म समरत बनान क शलए, यह जररी ह कक सकलो को अधधक स अधधक

ननणतय लन की शकततया और सकल ववतत जस ससाधनो पर

ननयतरण ददया जाना चादहए। ववशिनन कारको क आधार पर

बचच को रोकन या न रोकन का ननणतय सकलो पर छोड ददया जाना चादहए और यह राजय दवारा नही ककया जा सकता ह।

सकल ख लन की सगमता

कजस दश म जयादा स जयादा सकल खोलन की जररत

हो, वहा यह जानकर ननराशा होती ह कक सकल खोलना और चलाना ककतना मकककल ह। अपनी अवकसरनत और

ककषाओ (परारशमक, माधयशमक या उच‍चतर माधयशमक)

क आधार पर सकलो को 15 स 36 अनमनतयो (परमाण

पतर, अनमोदन, दसतावज) या इसस िी अधधक की आवकयकता पडती ह। समय-समय पर होन वाल पररवततनो का पालन करत हए मानदिो क अनसार सकल

चलाना और िी कदिन हो जाता ह। समयबदध तरीक स सिी अनमनतया परापत करन क सबध म 'शसगल वविो तलीयरस' शर करन का समय आ गया ह ताकक अधधक

स अधधक सकल खल सक और गणवततापणत शशकषा परदान

करन म योगदान कर सक ।

परिणाम आधारित वववनयमन

सकली शशकषा क ववननयमन क वततमान दकषटकोण म एक

मखय चनौती यह ह कक यह अतयधधक आदान सचाशलत ह

यानी ववननयमन बननयादी ढाच, शशकषक वतन, क दर और राजय

सरकारो दवारा ननधातररत ववशिनन मानदिो क अनपालन आदद

पर क ददरत होता ह। इसक चलत दश िर म लगिग 1 लाख

सकल बद हो गए ह। हम ववननयमन की ऐसी परणाली परचशलत

करनी चादहए, जहा अधधगम पररणाम सरकारी और ननजी दोनो सकलो क ववननयमन क परमख कारक बन जात ह।

सकल ो की मानयता औि ब रड का चनाव

शशकषा का अधधकार अधधननयम क तहत राजय क ननयम मानयता परापत सकलो स हर तीन वरत म किर स मानयता लन की माग करत ह। इसस सकलो पर अनावकयक बोझ पडता ह और भरषटाचार का मागत परशस‍त होता ह और इस कम ककया जाना चादहए। राजय सरकार मानदिो का अनपालन सननककचत करन क शलए बननयादी ढाच क ननरीकषण क बाद सकलो को मानयता परदान करती ह। मानयता परापत होन क बाद, स‍कल को बोित (राजय, सीबीएससी, आईसीएसई आदद) चनन की सवततरता होनी चादहए। बोिो को सबदधता क शलए अपनी शतो रोपन की अनमनत नही दी जानी चादहए। बोिो को शशकषा की गणवतता म सधार लान क शलए अपनी िशमका पाठयचयात, पस‍तक ननधातररत करन, परीकषा आयोकजत करन, अनसधान तक सीशमत रखना चादहए।

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http://www.nisaindia.org/

लाभ या गि-लाभ का ववकलप

िारत म सकलो क शलए गर-लािकारी ससरा होना अननवायतह। जहा सकलो को लाि कमान की अनमनत नही दी जाती ह,

वही सकलो को वयावसानयक दरो पर बबजली, पानी, सपवततऔर अनय शलको का िगतान करना पडता ह। ऐस म यहसोचना जररी हो जाता ह कक शशकषा सवासय, दरसचार औरबबजली की िानत सवा उदयोग का एक महतवपणत घटक ह,जहा लािकारी ससराओ क परवश न आम नागररको दवाराउपिोग की जान वाली सवाओ की पहच और गणवतता दोनोक सदित म, इस कषतर को अतयधधक लािाकनवत ककया ह।ववचार यह नही ह कक सिी सकलो को लािकारी ससराएबनना चादहए, बकलक गर-लािकारी और लािकारी मॉिल कबीच चयन करन का ववकलप मौजदा और सार ही नए खलनवाल सकलो क शलए उपलबध होना चादहए।

ववदयावथडय ो की फो वरोग कि , न वक स‍कल ो का

शशकषा कषतर म सरकारी िडिग क शलए नया दकषटकोणअपनान की जररत ह, कजसम िि आवटन और व‍यय कीइकाई "बचचा" न कक "सकल" हो। वततमान म सरकारबजट बनात समय परनत बचचा लागत की गणना करती ह,

लककन बजट का आवटन और व‍यय करत समय, ििशशकषा वविाग, सकलो जस ससरानो क माधयम स ददयाजाता ह। वयय म अधधक जवाबदही और पारदशशतता लानक अलावा, ववदयाधरतयो की िडिग अधधक स अधधकववदयाधरतयो को आकवरतत करन और बनाए रखन क शलएववशिनन सकलो क बीच सवसर परनतसपधात की सववधा िीपरदान करगी। परनतयोधगता का शदध पररणाम शशकषा कीगणवतता म सधार होगा।

ततीय पकष मल‍याोकन

तनतय पकष मल‍याकन को शशकषा परणाली की सवासय जाचक रप म वरणतत ककया जा सकता ह। ततीय पकषमलयाकन परणाली क िीतर कई गर-ननषपादक औरननष‍पादक कारको का सतर परदान करन की कषमता रखताह। ततीय पकष मलयाकन का एक सबस महतवपणत लािपरनत बचचा अधधगम आकडो की उपलबधता ह। यह उचचसतरीय नीनतगत ननणतयो क सार-सार शशकषको औरपराचायो दवारा कायातकनवत की जान वाली ककषा सतर कीशशकषापरदाय रणनीनतयो क शलए महतवपणत सतर परदानकरता ह। वततमान परणाली म राष‍रीय उपलकबध सवकषण(एनएएस) का दायरा ततीय पकष मलयाकन ननषपाददतकरन क शलए सिी सकलो और उसम नामाककत सिीबचचो को अच‍छाददत करन क शलए बढाया जा सकता ह।

शासन मॉरल: अलग वववनयमन, ववतत औि परदाय

वततमान म सरकार एक सार ननयामक, ववततपोरक और सिीको शशकषा परदाता की िशमका ननिा रही ह। इस सरचना मकछ परमख चनौनतया इस परकार ह: सरकारी और ननजीसकलो की सवततर और तटसर ननगरानी की कमी, सरकारीसकलो क शलए अनकल व‍यवहार, शशकषा क ववतत पोरण मजवाबदही की कमी। यह जररी ह कक इन तीन िशमकाओ कोपरक ककया जाए और अलग-अलग ससराओ दवारा सिालाजाए।

सावडजवनक कषतर म शवकषक आोकड

समय-समय पर क दरीय एजशसयो (राजय म और/या राजयसतर पर) दवारा शकषकषक आकड एकतर ककए जात ह। जहाअतसर सावतजननक कषतर म आकड उपलबध कराए जात ह,वही आकडा सगरह और आकडो क परकाशन क बीच वयतीतसमय आकडो की वधता और उपयोधगता क सदित म गिीरचनौनतया पदा करता ह। सावतजननक कषतर म उपलबध आकडपराय: सामानय नागररको, ववशर रप स माता-वपता, कीसमझ म नही आन वाल सवरपो म होत ह जो अपन बचचोक शलए सकलो का चयन करत समय, सकलो स जवाबदही,आदद की माग करन क शलए इन आकिो का उपयोग करसकत ह। यह जररी ह कक परतयक राजय म परबधन सचनापरणाली बनाई जाए और सपणत सकल आकडो को वबसाइटोपर हर समय एकसमान सवरपो म दशी िाराओ मउपलबध कराया जाए।

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EDUCATION

बी.एर. स पहल टीईटी

आरटीई अधधननयम यह अधधननयम लाग होन स पहलसरकारी सकलो म पढा रह शशकषको को शशकषक पातरता परीकषाउत‍तीणत करन स छट दता ह। हालाकक, यह ननजी सकलो कशशकषको को कवल 5 वरत की छट दता ह। यह कानन समानरप स सरकारी और ननजी दोनो सकलो पर लाग ककया जानाचादहए। वततमान म टीईटी बी.एि. उत‍तीणत करन वालो क शलएआयोकजत ककया जाता ह। हम अनशसा करत ह कक योगयतापरीकषा क रप म बी.एि स पहल टीईटी को आयोकजत ककयाजाना चादहए।

सकल ववतत वनगम सकली शशकषा कषतर म बननयादी ढाचा सबधी कषमता की कमी हऔर सववधा क ननमातण क शलए ननवश की आवकयकता ह।हालाकक, बननयादी ढाचा ननमातण क शलए कोई ननवश सहायताउपलबध नही ह। हम नए सकल बनान या मौजदा मानदिो कोपरा करन क शलए मौजदा सकलो क बननयादी ढाच म सधारलान क शलए कम बयाज दर पर आसान ऋण दन क शलए'सकल ववतत ननगम' जस ननकाय की सरापना करन की सलाहदत ह।

सकल परिवहन की सिकषा औि सोिकषण

पचायत या नगरपाशलका क माधयम स सरकारी सकलो

क शलए िशम का आवटन ककया जाता ह। इसशलएआवासीय कषतरो क ननकट सरकारी सकल खल जात ह।हालाकक, ननजी सकलो क शलए आम तौर पर शहर क बाहरिशम आवटन ककया जाता ह और इसशलए ननजी सकलो कपास छातरो क शलए पररवहन की वयवसरा करन क अलावाऔर कोई ववकलप नही होता ह, कजसस छातर-छातराओ परलागत का अनतररतत बोझ पडता ह। सार ही, दघतटना कीकसरनत म, सकल क पराचायत को कारावास क दि क सारजवाबदह िहराया जाता ह। सकल बस सरकषा नीनत मससगतता का अिाव ह और नौकरशाहो की सनक औरमनमजी क आधार पर ददशा-ननदश ददए जात ह।.

सवतोतर वववनयामक: आज, दश िर म लगिग 40% बचच ननजी सकलो म नामाककतह और यह सखया लगातार बढ रही ह। हालाकक, ननजी सकलोको शशकषा नीनत तयार करन म ननिान क शलए लगिग कोईिशमका नही शमलती ह। सरकार ननयामक की िशमका ननिातीह जो स‍वय िी एक सवा परदाता ह और इसशलए अशिकल‍पना कअनसार शशकषा नीनतया ननजी सकलो क परनत िदिावपणतदकषटकोण रखन वाली होती ह। इसशलए, हम शशकषा नीनत तयारकरन क शलए िारतीय ननवातचन आयोग या ननयतरक औरमहालखा परीकषक (सीएजी) की िानत सकलो क परनतननधधयो कसार ‘शशकषाववदो' स शमलकर बनन वाल सवततर और सवायततननकाय की सरापना करन की माग करत ह।

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2019

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elkSns esa dÃ udkjkRed igyw Hkh gSaA ,uÃih dk elkSnk Ldwyh f”k{kk esa O;kIr xaHkhj leL;kvksa ds vçHkkoh lekèkku çLrqr

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nwljk] ;g [kjkc Ldwyksa dh ekStwnxh] vè;kidksa esa tokcnsgh dh deh] vè;kidksa dh vuqifLFkfr tSlh leL;kvksa ds lekèkku ds fy, fd, tkus okys ç;klksa dh deh tSls f”k{kk ds {ks= esa O;kIr ladVksa ds dkj.kksa dh xyr O;k[;k djrk gSA ;g Bhd oSls gh gS tSls fd dejs esa ekStwn fo”kkydk; gkFkh dks ns[kdj Hkh vuns[kk djukA blfy,] bl elkSns esa Ldwyksa dh tokcnsgh lqfuf”pr djus okyh lajpukvksa dks iqutÊfor djus ds fy, vfuok;Z :i


dbZ vU; jkT;ks¡ esa Hkh fiN~ys ikap o’kks¡Z ds nkSjku Nk=ks¡ ds ,ujksyesaV esa dkQh fxjkoV vkbZA gfj;k.kk esa 0-4 fefy;u dh] fgekpy çns”k esa 0-16 fefy;u dh] tEew vkSj d”ehj esa 0-18 fefy;u dh] >kj[kaM esa 0-86 fefy;u dh] dsjy esa 0-21 fefy;u dh] e/; çns”k esa 2-6 fefy;u dh] egkjk’Vª esa 1-4 fefy;u dh] vksfMlk esa 0-6 fefy;u dh] iatkc esa 0-09 fefy;u dh vkSj dukZVd esa 2010&11 ls 2015&16 ds chp 0-5 fefy;u dh fxjkoV vkbZA

NEPNEP

Accountabilty

LearningOutcome

ls dksÃ cM+k ekSfyd lqèkkj çLrkfor ugÈ gSA blds ctk;] Ldwyksa vkSj vè;kidksa dks tokcnsg cukus ds fy, ,uÃih fcuk fdlh “kfä;ksa okys Ldwy çcaèku lfefr;ksa ¼,l,elh½ dk çkoèkku djrk gSA ;g egt+ ,d :ekuh voèkkj.kk Hkj gh gS] D;ksafd vkjVhÃ vfèkfu;e ds rgr igys ls gh vfuok;Z fd, x, ,l,elh vçHkkoh lkfcr gks pqds gSaA

ckdh nqfu;k tgka Ldwy okmpj ¼çR;{k ykHk gLrkarj.k] MhchVh½ tSls O;kid lqèkkj okys fopkjksa ds lkFk dke dj jgh gS] ,uÃih dk elkSnk bl ij fopkj rd ugÈ djrk gSA tcfd ;g tokcnsgh lqfuf”pr djus okys cM+s lqèkkj dh èkqjh cu ldrk gSA

;g nqHkkZX;iw.kZ gS D;ksafd Hkktik ljdkj us dÃ {ks=ksa ¼fdlku lfClMh] mTToyk ,yihth xSl lfClMh] vkfn½ esa cM+s ykHk ds fy, MhchVh dk lkgliwoZd mi;ksx fd;k gSA ;g ykHk lhèks ukxfjdksa&ernkrkvksa dks ns jgh gS] tks [kpZ djus dh “kfä dks çkIr dj çlUurkiwoZd mldk mi;ksx dj jgs gSaA ,slk dj 80 fefy;u QtÊ ykHkkÆFk;ksa dks fjd‚MZ ls gVk 1-1 yk[k djksM+ #i, dh cpr djus esa lQyrk çkIr gqÃA ;g dguk xyr ugÈ gksxk fd çèkkuea=h ujsaæ eksnh dh yksdfç;rk dk ,d egRoiw.kZ dkj.k lkgliw.kZ dYiuk”khy lqèkkj ds çfr mudk lkgl vkSj bls dBksjrk ls ykxw djuk gSA

vkjVhÃ vfèkfu;e ds rgr oafpr rcds ds cPpksa dks f”kf{kr djus ds fy, çfriwÆr ds rkSj ij futh Ldwyksa dks ljdkjh èku nsrs le; mlh çdkj dh pksjh dk [krjk mifLFkr jgrk gSA o’kZ 2017 esa eè; çns”k ds futh Ldwyksa vkSj f”k{kk vfèkdkfj;ksa dh feyhHkxr ls vkjVhÃ çfriwÆr ds uke ij 600 djksM+ #i;s ds xcu dk [kqyklk gqvk FkkA

la”kksfèkr ,uÃih] oafpr cPpksa dh f”k{kk ds fy, lkoZtfud vuqnku dks fjlko okyh ljdkjh lajpuk ds ekè;e ls futh Ldwyksa dks nsus dh ctk, MhchVh ds ekè;e ls nsus ij xaHkhjrk ls fopkj dj ldrh gS ftlls vfHkHkkodksa dks Lo;a Ldwy pquus dh Lora=rk Hkh çkIr gksxhA vke rkSj ij] MhchVh dk mi;ksx f”k{kk ds fy, lHkh lkoZtfud lfClMh nsus ds fy, eksM ds :i esa fd;k tk ldrk gS ftlls djksM+ksa vfHkHkkodksa ds ikl Ldwy pquus vkSj mUgsa tokcnsg cukus dk vfèkdkj feysxkA dsaæ ljdkj igys ls gh ,slk djrh gS tc og lHkh dsaæh; ljdkjh deZpkfj;ksa dks f”k{kk ds fy, 2]250 #i;s çfr ekg çfr cPpk MhchVh ¼Nk=o`fÙk½ nsrh gSA

,uÃih vleku :i ls NksVs ljdkjh Ldwyksa ¼vè;k; 7 gYds QqYds rjhds ls ;g crkrk gS fd ns”k ds lHkh ljdkjh çkFkfed Ldwyksa ds 28% esa 30 ls de Nk= gSa½ dh leL;k dh igpku rks djrk gS] ysfdu ;g ljdkjh Ldwyksa ds [kkyh gksus ds dkj.kksa dk funku ugÈ djrk gS ftlls ;s Ldwy “kS{kf.kd vkSj vkÆFkd nksuksa :iksa esa vO;ogkfjd gSaA

MhvkÃ,lÃ ds vkfèkdkfjd vkadM+ksa ds fo”ys’k.k ls eq>s irk pyk fd o’kZ 2010&11 vkSj 2017&18 ds chp] ljdkjh çkFkfed fo|ky;ksa esa gksus okys nkf[kyksa 2-4 djksM+ Nk=ksa dh deh vkÃ tcfd ekU;rk çkIr futh xSj&lgk;rk çkIr Ldwyksa esa 2-1 djksM+ Nk=ksa dh o`f) ntZ dh xÃ ¼ekuk tkrk gS fd ckdh Nk= laHkor% xSj ekU;rk çkIr futh Ldwyksa esa tk jgs gSa tks MhvkÃ,lÃ ds vkadM+ksa esa “kkfey ugÈ gSa½A ;g rks r; gS fd ljdkjh Ldwyksa esa nkf[kyksa esa vkÃ deh dk dkj.k bl vk;q oxZ ds cPpksa dh vkcknh esa deh vkus ds dkj.k ugÈ Fkh D;ksafd mlh le;Urjky ¼2009 ls 2014 ds chp½ ,e,pvkjMh }kjk deh”ku fd, x, vkÃ,evkjchr ds losZ{k.kksa ds vuqlkj tula[;k esa 4-3% dh o`f) gqÃ FkhA

2017&18 rd 20 çeq[k jkT;ksa esa 41% ls vfèkd ljdkjh çkFkfed fo|ky;ksa esa 50 ;k mlls de Nk= nkf[ky Fks tcfd çfr fo|ky; i<+us okys Nk=ksa dh vkSlr la[;k 27-9 FkhA bu Ldwyksa esa f”k{kdksa vkSj Nk=ksa dk vuqikr 1%%12 Fkk tks ;g crkrk gS fd bu Ldwyksa esa vè;kidksa dh la[;k t:jr ls cgqp T;knk gSA o’kZ 2017&18 esa mijksä 41% ljdkjh Ldwyksa esa ljdkjh [ktkus ls vdsys f”k{kdksa ds osru ij 51]917 #i;s çfr Nk= [kpZ fd;k x;kA ;g jkf”k mlh o’kZ Hkkjr dh çfr O;fä vk; ds 45% vkSj fcgkj dh çfr O;fä vk; ds 134% ds cjkcj FkhA bl çdkj lalkèkuksa dh deh vkSj mPp Nk=&f”k{kd vuqikr ds dkj.k f”k{kk dh xq.koÙkk [kjkc gksus dh nyhy fcYdqy rdZghu gSA f”k{kk esa lqèkkj ds fy, vfèkd lalkèkuksa dh ekax djus okyksa ls igys Hk;kog v{kerk dks vfuok;Z :i ls lqèkkjus ds fy, dgk tkuk pkfg,A

,uÃih ds elkSns us ljdkjh f”k{kk dks çHkkfor djus okyh v{kerk dh tM+ vFkkZr~ Ldwyksa vkSj f”k{kdksa dh tokcnsgh dh deh dks utjvankt fd;k gSA ;g dejs esa gkFkh dh ekSt+wnxh dks utjvankt djus tSlk gSA tc rd bl gkFkh dks

ns[kk ugÈ tkrk gS vkSj Ldwyksa dks MhchVh QaÇMx ds ekè;e ls fu;af=r ugÈ fd;k tkrk gS] ,uÃih dh vPNh uh;r vkSj vR;fèkd Je ls rS;kj fd, x, çkoèkkuksa dk ifj.kke “kwU; gh gksxkA

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gh ugÈ gSA ftl pht dh vko”;drk gS og gS ,d Li’V :i ls ifjHkkf’kr dk;Z ;kstuk vFkkZr ,D”ku Iyku dhA D;ksafd ,d ek= pht tks f”k{kk O;oLFkk ls xk;c gS og gS ;kstukvksa dk tehu ij fØ;kUo;u dk vkHkkoA dqy feykdj dgsa rks leL;k dh igpku vkSj mldk lekèkku yxHkx yxHkx miyCèk gSA blfy, esjk ekuuk gS fd ,d uhfr fooj.k ;kfu fd i‚fylh LVsVesaV dh ctk, gesa ,d dk;Z ;kstuk dh vfèkd t:jr gSA

jk’Vªh; f”k{kk uhfr 2019 ds çLrqr elkSns dks ysdj vkidh D;k jk; gS\

lcls igys rks gesa ;g Li’V gksuk pkfg, fd ;g dksÃ uÃ f”k{kk uhfr ugÈ gSA ;g ml uhfr dk elkSnk gS ftls Hkkjr ljdkj ds }kjk xfBr ,d lewg }kjk çLrqr fd;k x;k gSA vc vkrs gSa i‚fylh vFkkZr uhfr okys ç”u ijA tgka rd esjh çfrfØ;k dk loky gS rks eSa ;g dguk pkgwaxk fd okLro esa ljdkj dks fdlh i‚fylh dh vko”;drk

jk’Vªh; f”k{kk uhfr dk elkSnk gky gh esa leL;kvksa ls f?kjk jgkA Ldwyh f”k{kk vkSj lk{kjrk foHkkx ds iwoZ lfpo] vfuy Lo:i] ftUgksaus f”k{kk uhfr dk elkSnk rS;kj djus okyh lfefr dks buiqV çnku fd, Fks] us blls tqM+h dqN cM+h leL;kvksa ds ckjs esa

çKkuan nkl ls ckrphr dh%

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vfuy Lo#iiwoZ f’k{kk lfpo

ekuo lalkèku ,oa fodkl ea=ky;

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Q Q vkids fglkc ls bl i‚fylh ds le{k lcls cM+h pqukSrh dkSu lh gS\

bl ns”k esa fdlh ;kstuk ds QyhHkwr gksus ds fy, mldk jktuSfrd :i ls Lohdk;Z gksuk vko”;d gSA f”k{kk uhfr Hkh ,slh gh ,d ;kstuk gSA Hkk’kk okys ekeys esa geus igys gh jktuSfrd c[ksM+k gksrk ns[k fy;k gSA vkxs vHkh vkSj jktuSfrd pqukSfr;ka mRiUu gksuh ckdh gSaA blds ckn ckjh vkrh gS lkekftd okaNuh;rk dhA bldk rduhfd rkSj ij O;ogkfjd gksuk t:jh gSA vkSj lcls T;knk egRoiw.kZ bldk foÙkh; rkSj ij O;ogkfjd gksuk Hkh gSA D;k gekjs ikl èku gS\ ç”kklfud Lrj ij Hkh ;g fd;k tk ldus yk;d gksuk pkfg,A çLrqr elkSns esa ç”kklfud lajpuk ds lanHkZ esa dqN fopkj lq>k, x, gSa – buesa ls dqN fd;s tk ldus yk;d gSa tcfd dqN ds tk ldus yk;d ugÈ gSaA bldk U;kf;d rkSj ij Hkh rdZ laxr gksuk vko”;d gS D;ksafd elkSns


esa f”k{kdksa ds lsok iwoZ çf”k{k.k dh ckr Hkh dgh xÃ gSA vkÃ, bldk lkeuk djsaA bl ns”k esa lcls cM+k jSdsV ch,M d‚ystksa dk gSA geus muds f[kykQ dkjZokÃ djuh “kq# dh ysfdu vnkyr us mlij LVs yxk fn;kA blhfy,] eSa dgrk gwa fd çLrqr uhfr esa tks dqN lq>k;k x;k gS oks igys ls gh Kkr gS vkSj fuèkkZfjr fd;k tk pqdk gSA loky ;g gS fd bls gkfly dSls fd;k tk,\ tc rd ge bl dkj.k dks ugÈ tkurs fd ;g dke D;ksa ugÈ dj jgk gS rcrd ge bldk lekèkku ugÈ ryk”k ik,axsA

çLrqr elkSns esa Çgnh dks vfuok;Z Hkk’kk ds rkSj ij “kkfey fd, tkus ds eqís ij vkids D;k fopkj gSa\

Hkk’kk dks ysdj esjk futh er gS fd bls dHkh Hkh fdlh ij Fkksik ugÈ tkuk pkfg,A dqN Hkh tcjnLrh Fkksiuk vuqRiknd gks ldrk gS tSlk fd Hkwr esa geus vuqHko fd;k Hkh gSA ;|fi orZeku esa Hkh gekjs ;gka f=&Hkk’kk uhfr gS] ysfdu ;g vfuok;Z ugÈ gSA

leh{kdksa dk ekuuk gS fd vaxzsth dks cgqr T;knk roTtks nh tk jgh gSA vkidh bl ij D;k çfrfØ;k gS\

igys gesa le>uk gksxk fd vaxzsth dks vU; Hkk’kkvksa dh rqyuk esa vfèkd egRo D;ksa fn;k tkrk gS – ge cktkj dh ekax vkSj vkiwÆr okys vkadM+ksa dks Hkwy tkrs gSaA cktkj esa yksxksa dh ;g vke èkkj.kk gS fd tks yksx vaxzsth tkurs gSa mUgsa vaxzsth u tkuus okys yksxksa dh rqyuk esa csgrj ukSdjh feyrh gSA blhfy,] ;gka rd fd xzkeh.k bykdksa esa Hkh vkidks dÃ rFkkdfFkr dkUosaV LdwYl fey tk,axsA blds vfrfjä reke losZ{k.kksa ds eqrkfcd vaxzsth Hkk’kk ds dkj.k gh Nk= ljdkjh Ldwyksa dh rqyuk esa çkbosV Ldwyksa dks pqurs gSaA eSa ;g ugÈ dgrk fd ;g lgh ;k xyr gSA ysfdu bu fnuksa ekdsZV esa blh dh fMekaM gSA

Ldwyh ikBîØe vkSj f”k{k.k çf”k{k.k ds fy, f”k{kk uhfr esa 5$3$3$4 çk:i dh ckr dh xÃ gSA D;k vkidks ;g igy lgh yxrh gS\

nsf[k,] ;g flQZ d‚LesfVd ;kfu fd Åijh jax jksxu okyh ckr gSA blls D;k QdZ

iM+rk gS fd QkE;qZyk 5$3$3$2 gS ;k dksÃ vkSj\ lcls igys gesa ;g le>us dk ç;kl djuk pkfg, fd gekjh f”k{kk ç.kkyh esa dgka xM+cM+h gS vkSj fQj mldk lekèkku fudkyuk pkfg, ctk, fd QkE;qZyk ysdj vkus dhA gkykafd] çh&Ldwy f”k{k.k ij ;gka tks tksj fn;k x;k gS eSa mlls lger gwaA cPpksa ds fy, çh&Ldwy okyh “kq#vkr vPNh gSA ysfdu fQj ogh ckr fd ljdkj ds ikl rks igys ls gh ,slh ,d ^lexz f”k{kk* uke dh ;kstuk gS] ftlesa çh&Ldwy çf”k{k.k “kkfey gSA

çLrqr elkSnk esa Hkkjrh; ewY;ksa ij è;ku dsafær djus dh ckr Hkh dh xÃ gSA

eq>s Hkkjrh; ewY;ksa dks varÆufo’V djus esa dksÃ leL;k utj ugÈ vkrh gSA ysfdu uhfr dk blls D;k ysuk nsuk gS\ ewY;ksa dk c<+uk ,d Kkr lw=hdj.k gSA mlds fy, vkidks fdlh uhfr dh t#jr ugÈ gSA

vkids vuqlkj] gekjh “kSf{kd ç.kkyh esa D;k deh gS\

f”k{kd og èkqjh gSa ftlds pkjksa vksj gekjh f”k{kk ?kwerh gSA gesa f”k{kdksa ls lacafèkr eqíksa

dks ns[kuk gksxkA futh Ldwyksa ds ckjs esa ckr djrs le;] os ,d etsnkj lq>ko nsrs gSa & f”k{kk dk vfèkdkj ¼vkjVhÃ½ d{kk IX] X] XI vkSj XII rd c<+k;k tkuk pkfg,A eq>s yxrk gS fd vkjVhÃ us gesa vPNs ls T;knk uqdlku igqapk;k gSA dsoy dkuwu dks vfèkd oxks± rd igqapkus ls] ;g dSls enn djsxk\

u, ekuo lalkèku fodkl ea=h ds fy, çkFkfedrk okys {ks= D;k gksus pkfg,\

muds fy, esjk lq>ko ;g gksxk fd og vius iwoZorÊ çdk”k tkoM+sdj }kjk dh xÃ igy dks vkxs c<+k,aA muds dk;Zdky ds nkSjku dqN mR—’V igy dh xÃ FkhA nwljk] çR;sd jkT; ds fy, vyx ls dk;Z ;kstuk ij dke djuk] muds lkFk cSBuk] ,d dk;Z ;kstuk dks ifjHkkf’kr djuk vkSj ;g irk yxkuk fd laLFkkxr vkSj foÙkh; lgk;rk ds ekeys esa ml dk;Z ;kstuk dks ykxw djus esa D;k yxsxkA og nsus ;ksX; gSA vfèkd egRoiw.kZ & muds fcuk ekinaMksa dks ifjHkkf’kr u djsa D;ksafd çR;sd jkT; nwljs ls cgqr vyx gSA

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National Initiative of Quality Schools in Action

ASSESSMENT | ANALYSIS | IMPROVEMENT

An Initiative of NISA for Quality Improvement in Budget Private Schools

SelfAssessment

of 600Schools

Be a part of NIQSASelf Assessed Schools

Parent Enga

gement

School Inf

rastructur

e

Teaching

&

Learnin

g Practic

e

Students'

attainment

and Develop

ment

School Le

adership

& Management

Team

Parent Enga

gement

School Inf

rastructur

e

Teaching

&

Learnin

g Practic

e

Students'

attainment

and Develop

ment

School Le

adership

& Management

Team

Ldwyksa dh xq.koÙkk ds ewY;kadu ds fy, cqyk,a


National Initiative of Quality Schools in Action (NIQSA)Dear School Leader,Our public education system has irretrievably broken down and is not producing the desired results. India ranked seventy-second out of 73 countries in the PISA (Program for International Students Assessment) ranking of 2010 by the OECD (Organisation for Economic Cooperation and Development). The Annual Status of Education Report (rural) 2016 released on 18 January 2017 has shown pathetic learning quality with only 25 per cent of children in grade III being able to read a grade II level text. Around 10 lakh out of 60 lakh teaching positions are vacant. According to a World Bank study, teacher absenteeism on any given day is as high as 25 per cent. Of the teachers who do come to work, a large proportion of them lack the motivation and skills to perform well. The victims are our children.

India has been growing and with increased purchasing power, the aspirations of people have risen. Parents want the best for their children and even poor parents, whose only hope to change their lives is through providing their children with good education, are choosing non-government schools.

National Initiative of Quality Schools in Action (NIQSA) is an initiative of National Independent School Alliance (NISA) quality wing dedicated towards holistic quality improvement of budget private schools in India.

As part of the initiative, NISA envisions to work towards improving the quality parameters on the following five key components:

Students’ Attainment& Development

SchoolInfrastructure

Parent’sEngagement

School Leadership &Management Team

QUALITYPARAMETERS

Teaching &Learning Practices

Moving forward, NIQSA initiative will be involved in the following:

REPORT

Sign-up on Quality Charter

Sign-up form for assessment

Support third-party independent assessments

Sharing of assessment reports confidentially with the assessed schools

Developing a customized quality improvement plan for the assessed schools

The copy of self-declared expression of interest form can be downloaded from www.nisaindia.org/niqsa

If you wish to join the NIQSA, please contact us at [email protected] or call us at +91 9899485667, +91-11-26537456/ 26521882/ 41607006/ 41629006

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jkT; lHkk ehfM;k us jk’Vªh; “kSf{kd uhfr ¼çk:i½ 2019 ij iSuy ppkZ dk vk;kstu fd;k

gSA20 flracj 2019

Jh jke d‚yst v‚Q d‚elZ] uÃ fnYyh

Qrsgkckn ftyk] gfj;k.kk esa ,u Ã ih ij f”k{kk

lEesyu&201921 flrEcj 2019

Vksgkuk] Qrsgkckn] gfj;k.kk

f”k{kk lEesyu Çlxkiqj esa çfrHkkfxrk

6 ls 11 vDVwcj 2019jkenk gksVy] Çlxkiqj

Hkkjrh; f”k{k.k eaMy]fnYyh ds lkFk ,uÃih&19 ij uhfr

fo’k;d laokn11 vDVwcj 2019

xzsVj dSyk”k] uÃ fnYyh

fcgkj esa f”k{kk jRu iqjLdkj dk;ZØe esa çfrHkkfxrkA

12 ls 14 vDVwcj 2019iVuk] fcgkj

flrEcj

vDVwcj

a bilingual magazine by the NISA Family VOLUME 5 ISSUE 1 |...

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Transcript of a bilingual magazine by the NISA Family VOLUME 5 ISSUE 1 |...