Shiksha Shodh Manthan

Shiksha Shodh ManthanA Half Yearly International Peer

Shiksha Shodh ManthanA Half Yearly International Peer

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ISSN : 2395

Shiksha Shodh Manthanlf Yearly International Peer-Reviewed Refereed Journal of Education

Impact Factor : 2.851

Shiksha Shodh Manthan International Peer-Reviewed Refereed Journal of Education

Running By- Addhyan Mantra Educational Society

Vol.5, No.2, October 2019

ISSN : 2395 – 728X

Shiksha Shodh Manthan Journal of Education

Journal of Education

ISSN : 2395 – 728X

Shiksha Shodh Manthan A Half Yearly International Peer-Reviewed Refereed Journal of Education

Chief Patron Dr. Surender S. Dahiya Director, SCERT, Chandigarh

Chief Editor

Dr. Jitendra Singh Goyal

Academic Counselor, IGNOU, M.G. Degree College, Mahona Lucknow (U.P.)

Executive Chief Editor

Dr. Sundeep Kumar Shrivas Assistant Professor, Dept. of B.Ed., Prof. H. N. Mishra College of Education, Kanpur (U.P.)

Refereed Board Prof. Nidhi Bala Professor, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Prof. Madhu Gupta Professor, Dept. of Education, M.D. University Rohtak (Haryana)

Prof. Rajani Ranjan Singh Head, Dept. of Special Education, Dr. S. M. National Rehabilitation University

Prof. Md. Faiz Ahmad MANUU College of Teacher Education, Chandanpatti Laheriasarai, Darbhanga

Prof. Nagendra Kumar Professor, Faculty of Education (K), BHU Varansi (U.P.)

Advisory Board

Prof. Sukhdev Thorat Ex-Chairman, ICSSR, New Delhi

Prof. S.P. Gupta Professor, Education Department, UPRTOU, Allahabad (U.P.)

Prof. Pooran Singh Professor, Department of Education, Kurukshetra University (Haryana)

Prof. Arbind Kr. Jha Dean, School of Education, BBAU, Lucknow (U.P.)

Dr. Arun Kumar Associate Prof., Dept. of Education, University of Lucknow, Lucknow

Dr. Munesh Kumar Head, Dept. of Education, CSJMU, Kanpur (U.P.)

Dr. Uday Singh Professor, Dept. of Education, DDUGU, Gorakhpur, (U.P.)

Dr. Dori Lal Chaudhry Asst. Prof. Dept. of TT & NFE (IASE), Jamia Millia Islamia, New Delhi

Dr. Sudhir Kumar Asst. Prof., Faculty of Education, M.P.G.P.G. College, Hardoi (U.P.)

Editorial Board

Dr. Surya Narayan Gupta

Assistant Chief Editor Ex. Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Monika Gupta,

Assistant Chief Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Dr. Amit Kumar

Assistant Chief Editor Assistant Professor, Balram Krishna Academy,Mohanlalganj, Lucknow (U.P.)

Vivek Gupta,

Assistant Chief Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Dr. Sadia Iqbal,

Assistant Editor Ex. JRF, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Martin Victor Ndedya

Assistant Editor

Teacher Educator, Morogoro Teachers College, Tanzania

Dr. Shilpa Kashyap

Assistant Editor Ex. Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Suneeta Chaudhari

Assistant Editor JRF, Dept. of Education, MJPRU, Bareilly (U.P.)

Dr. Ajay Kumar

Assistant Editor Research Scholar, Dept. of Education University of Lucknow, Lucknow (U.P.)

Ashish Kumar Sharma

Assistant Editor Research Scholar, Dept. of Education University of Lucknow, Lucknow (U.P.)

Devyani Awasthi,

Assistant Editor

Junior Research Fellow, Dept. of Education University of Lucknow, Lucknow (U.P.)

Samrat Bisai

Assistant Editor

Assistant Professor, Ramkrishna Mission Bramhanda college of Education, Rahara,

Kolkata

Priyanka Srivastava

Assistant Editor

Assistant Professor, Faculty of Education (K) BHU Varansi (U.P.)

Dr. Meenakshi Dwivedi

Assistant Editor

Assistant Professor, Department of Education, MJPR University Bareilly (U.P.)

ISSN: 2395-728X


Shiksha Shodh Manthan provides a platform to researchers and professionals

of humanities, educational administrators and others to share their experiences

and research work. It is reflection of genuine and sincere efforts of researchers

and educators.

This is a bilingual journal and published in April and October month every

year. We send the complimentary copy of the journal free of cost to the

interested persons and institutions.

For the publication of paper and get a copy of journal, contact on following

address-

Addhyayan Mantra Educational Society

1/66, Khera Muhal, Lakhna Post& Lakhna, Etawah (U.P.)-206127 &

331 SA/ 25, Regal Residency, Jankipuram, Lucknow(U.P.)-226021

E-mail : [email protected]

Authors are solely responsible for any copyright clearance and opinion

expressed in their papers published in the journal. It is not related to decisions

and views of editorial board.

The acceptance and selection of the papers and articles rest on the editorial

board and it depends entirely on their standard and relevance. The articles and

papers accepted for the publication may be modified to meet the journal’s

standard. Authors may be also be requested to revise their manuscripts before

the publication.

Vol.5, No.2, October 2019 ISSN : 2395–728X


A Study of Emotional Intelligence with Relation to Mental Health of Visually

Impaired Students

Paritosh Majhi & Prof. Amita Bajpai [email protected]

1

Impact of Co-curricular Activities Related to Environmental Education on B.Ed.

Students

Dr. Anjani Kumar Mishra

[email protected]

7

Revamping Teacher Education with Futuristic Approach

Bhawana Yadav

[email protected]

13

A Rethinking about Computer Self-Efficacy in the Techno Pedagogy Era

Ajithkumar.C & Prof. Jessy Abraham [email protected]

19

Performance of Boys and Girls at Competitive Examinations in Science to their

Social Role Model and Sex-role Stereo-types

Dr. Sushil Kumar Dubey

[email protected]

28

Human Reflective Teacher : The Guiding Approach to Teacher Education Dr. Ritu Sharma [email protected]

32

Role of Women in fostering Global Peace Masroor Fatima [email protected]

Role of Education in Women Empowerment Pratibha Singh [email protected]

35 39

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50

Index

Shiksha Shodh Manthan Vol.5, No.2, October 2019 ISSN : 2395–728X A Half Yearly International Peer-Reviewed Refereed Journal of Education

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Shiksha Shodh Manthan Vol.5, No.2, October 2019 ISSN : 2395–728X A Half Yearly International Peer-Reviewed Refereed Journal of Education

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f'k{kk vf/kdkj vf/kfu;e 2009 gsrq fd;s x;s ljdkjh iz;klksa dh lkFkZdrk dk v/;;u ¼,d fo”ys.kkRed v/;;u½ izks0 lfjrk ik.Ms; ,Oka jkts'k ;kno

[email protected]

mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;olk; p;u fu.kZ; dk v/;;u MkW0 jeu flMkuk ,Oka pUnzdkUrk 'kekZ [email protected]

mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk ,oa “kSf{kd miyfC/k dk rqyukRed v/;;u MkW0 jathr flag [email protected]

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“kkafr ds fy;s f”k{kk dk ikB~;p;kZ esa lekos”khdj.k % pqukSfr;k¡ ,oa lq>ko izfrek nsoh [email protected]

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116 121 127 132 137 142 151 156

Shiksha Shodh Manthan ISSN: 2395–728X Page 1 A Half Yearly International Peer- Reviewed Refereed Journal of Education, Vol.5, No.2

A Study of Emotional Intelligence with Relation to Mental Health of Visually

Impaired Students

Paritosh Majhi * & Prof. Amita Bajpai**

*Senior Research Fellow, Faculty of Education, University of Lucknow, Lucknow (U.P.)

**Professor, Faculty of Education, University of Lucknow, Lucknow (U.P.)

Abstract

Emotions are involved in every action, decision and judgment. Emotional Intelligence concept

has become an important indicator of person‘s knowledge, skills and abilities in human personal

life. People who are emotionally intelligent, who know how to manage their feelings well and

who can deal effectively with others feelings are at an advantage in every domain of life. All of

people has experienced excitements such as love, affection, spite, and hatred, sad and happiness,

anger and fear. These are excitement that are important in life and affect in happiness of

individuals and the mental health. The present study aims to find out the relationship between

emotional intelligence and mental health of visually impaired students. The data was collected

on a sample of 100 visually impaired students studying in special schools for class 9th

to 12th

standard using Emotional Intelligence Scale and Mental Health Scale developed by researcher.

Pearson’s product moment coefficient of correlation ‘r’ was applied to determine the

relationship between emotional intelligence and mental health of visually impaired students.

Results of the study indicated that emotional intelligence is positively and significantly related to

mental health of visually impaired students.

Keywords: Emotional intelligence, Mental health and Visually impaired students.

Introduction :

Emotions are involved in every action, decision and judgment. Emotionally intelligent

people recognize this and use their thinking to manage their emotions rather than being managed

by their emotions. Emotional Intelligence concept has become an important indicator of person’s

knowledge, skills and abilities in human personal life. Emotional Intelligence plays a significant

role in the job performance, motivation, decision making, successful management, adjustment

and well being. Every individual express their emotions in a different way. All of people has

experienced excitements such as love, affection, spite, and hatred, sad and happiness, anger and

fear. These are excitement that are important in life and affect in happiness of individuals and the

mental health. The expression of emotion in an inadequate way creates abnormality within the

person. The expression of emotions in an adequate manner is necessary for better mental health.

Further, the expression of emotion in a right way requires first, to ability to understand one’s

own emotion then and control it in a more effective way is a skill this may helps the individuals

to understand others emotions and control their emotions which helps them to adapt to their

environment in an effective way. Possibly this phenomena is called as ‘Emotional Intelligence’.


Individuals who can regulate their emotions are healthier because they accurately perceive and

appraise their emotional states, know how and when to express their feelings, and can effectively

regulate their mood states’. This set of characteristics, dealing with the perception, expression,

and regulation of moods and emotions, suggests that there must be a direct link between

emotional Intelligence and physical as well as psychological health (Salovey et al., 1999). An

emotionally intelligent person can cope better with life’s challenges and control their emotions

more effectively, both of which contribute to good psychological and physical health (Taylor,

2001). By keeping the above review in mind the present study was designed to see the

relationship between emotional intelligence and mental health.

Operational Definition of the Key terms :

Emotional Intelligence :

Emotional intelligence is the capacity of an individual having awareness of oneself,

understanding the feelings of others, maintaining the balance of his own feelings, self-directed to

his own activities and maintaining the harmonious relationship with others and oneself is

considered as Emotional Intelligence.

It is represented by the total score obtained by the visually impaired students on

emotional intelligence scale developed by researcher.

Mental Health :

Mental health is a term which is defined as state of an individual with emotional stability,

overall adjustment to the surrounding, appropriate perception of oneself, harmonious functioning

of personality, perception of reality and environmental competencies in their life.

In the present study mental health is indicated by the total score obtained by the visually

impaired students on the mental health scale developed by researcher.

Objective :

1. To study the relationship between emotional intelligence and mental health of

visually impaired students.

Hypothesis :

1. There is no relationship between emotional intelligence and mental health of visually

impaired students.

Delimitation of the study :

The present study was delimited under:

• This study was delimited to Uttar Pradesh only.

• The study was conducted on those visually impaired students who were enrolled

in special school for blind.

• As the sample of visually impaired students, it is very difficult to communicate

one by one in group so small sample has been taken for this study.

Review of Related Literature :

� Krishnkar, M. H. (2014) conducted a study on the effect of self concept and emotional

intelligence on mental health of rural and urban students. The major objective of this

study was to assess the impact of emotional intelligence on mental health of students.

Simple random sampling was used to collect the sample of 400 students. The researcher


was used Mangal Emotional Intelligence Inventory (MEII) and Mental health inventory

(developed by Dr. Jagadish and Dr. Srivastava) for collection of data. Mean, standard

deviation, t-test, F-test and product moment correlation statistical techniques were used

for analysis of data. The result showed that self concept and emotional intelligence are

positively correlated with mental health of students. � Manju (2016) conducted a study on emotional intelligence as predictor of mental health

among chronic disease group. Sample of the study comprised of 200 chronic patients.

Data were analyzed using correlation and regression analysis. Results of this study found

that emotional intelligence is positively and significantly correlated with mental health

and emerged as predictor of mental health.

� Bharvad, G. B. (2016) conducted a study on mental health of high school students in

relation to spiritual and emotional intelligence. The objectives of the study were: To

study the emotional intelligence of high school students. To study the mental health of

high school students in relation to emotional intelligence. For this study, Descriptive

survey method was used. Simple random sampling technique was used for selection of

the sample by the researcher. Mean, standard deviation, t-test and product moment

correlation statistical techniques were applied for data analysis. Major findings of the

study were: Majority students are having high level of emotional intelligence. Emotional

intelligence of the high school students are positively correlated with the mental health.

� Kaur, S. (2018) conducted a study on mental health of 10th

class students in relation to

emotional intelligence and personality. The objective of the study was to study the

relationship between mental health and emotional intelligence of 10th

class students.

Descriptive survey method was used for this study. Simple random sampling technique

was used for collect the sample of 600 students. Mean, standard deviation and pearson’s

product moment correlation were used for data analysis. Result of this study indicated

that positive and significant correlation exists between mental health and emotional

intelligence of 10th

class students.

Research Methodology:

Research Method :

In this study, Descriptive survey method has been used.

Population, Sample and Sampling technique :

Population :

The population for this study was visually impaired students studying in the special school

for blind of Uttar Pradesh.

Sample and Sampling technique :

100 visually impaired students studying in the special school for blind have been taken for the

study. Purposive sampling technique has been used for collected sample.

Tools used :

Two research tools were used in the study:

1. Emotional Intelligence Scale (EIS) developed by researcher:

A self constructed Emotional Intelligence Scale (EIS) was used to measure the emotional


intelligence. This scale has been developed on the basis of four dimensions of emotional

intelligence i.e. self awareness, self management, social awareness and relationship management

as categorized and defined by Daniel Goleman. 60 items are included in the Likert type 5 point

rating scale. Each item is in the form of statement have five responses these are: strongly agree,

agree, neutral, disagree and strongly disagree. The tool uses both positive and negative statement

under the entire dimension measured. For positive items the scoring is 5, 4,3,2,1 and for negative

statement items 1, 2,3,4,5.

2. Mental Health Scale (MHS) developed by researcher:

A self constructed Mental Health Scale (MHS) was used to measure mental health. This

scale has been developed on the basis four dimensions of mental health i.e. self concept,

adjustment, acceptance of reality and emotional intelligence. 40 items are included in the Likert

type 5 point rating scale. Each item is in the form of statement have five responses these are:

strongly agree, agree, neutral, disagree and strongly disagree. The tool uses both positive and

negative statement under the entire dimension measured. For positive items the scoring is 5,

4,3,2,1 and for negative statement items 1, 2,3,4,5.

Both the tools have been constructed specially for visually impaired students.

Data Collection :

Data has been collected by using the above mentioned tools. First of all, good rapport has

been established with the subjects by the researcher. Researcher has spent sufficient time with

the subjects. Data has been collected by the researcher in special school for blind in Varanasi and

Lucknow city with the help of Emotional Intelligence Scale and Mental Health Scale. Easy

language is used to explain tools to visually impaired students. Filled in scale has been taken by

the researcher.

Statistical technique used :

The statistical analysis was done on the basis of data collection. The data was analyzed

and interpreted by using “Pearson’s Product Moment Correlation”.

Results and Discussions:

The data were analyzed statistically by Pearson’s product moment method to find out the

correlation between emotional intelligence and mental health of visually impaired students.

Table-1

Correlation between emotional intelligence and mental health

Variables N Mean SD r-value

Emotional Intelligence

100

214.70 20.38

0.84**

Mental Health 175.59 18.30

** Correlation is significant at 0.01 levels (two tailed)


A scatter diagram displaying the relationship between

Emotional Intelligence and Mental Health of visually impaired students

The results of the correlation coefficient among the emotional intelligence and mental health

have shown in the above table 1. It was found that ‘r’ value of emotional intelligence and mental

health is 0.84 which shows strong positive and significant relationship. In other words, emotional

intelligence was found to be closely associated with mental health of visually impaired students.

The emotional intelligence of visually impaired students was found to be positively and

significantly correlated with mental health may be due to the reason that the person, who can

awareness of oneself, understanding, recognize and discriminate their own and other emotions,

maintaining the balance of his own feeling, maintaining the harmonious relationship with others

and oneself and are conscious of their potentialities and strength, make intelligent decision by

using a healthy balance between emotions and reasons which makes them mentally healthy.

These findings are consisted with the previous studies krishnkar (2014), bharvad (2016) and kaur

(2018) which found that emotional intelligence are positively and significantly correlated with

mental health.

Conclusion :

With the limitations of the study and from the statistical analysis of the collected data it is

concluded that there is found positive and significant relationship of emotional intelligence with

mental health of visually impaired students. Very recently Manju (2016) investigated

relationship between emotional intelligence and mental health and found that emotional

intelligence is positively and significantly correlated with mental health. These studies strongly

support results of present study. Therefore, it can be said that emotional intelligence is correlated

significantly and positively with mental health of student.

0

50

100

150

200

250

0 50 100 150 200 250 300

Men

tal

Hea

lth

Emotional Intelligence

Relationship between

Emotional Intelligence and Mental Health


References :

Best, J.W., & James, V. K. (2007). Research in Education. New Delhi : Prentice Hall of India

Pvt. Ltd.

Bharvad, G. B. (2016). A study on mental health of high school students in relation to spiritual

and emotional intelligence. Ph.D. thesis . Sardar Patel University. Vallabh Vidyanagar.

Chavhan, S. P. (2016). A study of mental health with relation to emotional intelligence and self-

confidence of college students. International Journal of Yoga, Physiotherapy and

Physical Education, 1(1), 1-5.

Faghirpour et al., (2011). The Relationship between Emotional Intelligence and Mental Health of

Students. Journal of Basic and Applied Scientific Research, 1(12), 3046-52.

Goleman, D. (1996). Emotional intelligence. Why it can matter more than IQ. New York :

Bantan Books.

Garret, H. E. (2011). Statistics in Psychology and Education. New Delhi : Paragon International

Publishers.

Krishnkar, M. H. (2014). A study on the effect of self concept and emotional intelligence on

mental health of rural and urban students. Ph.D. thesis. Gulbarga : Gulbarga University

Kaur, S. (2018). A study on mental health of 10th

class students in relation to emotional

intelligence and personality. Ph.D. thesis. Punjab : Guru Kashi University,

Kaur, S. (2018). Emotional intelligence in relation to mental health and adjustment among

students. International Journal of Advanced Research and Development, 3(1), 304-308.

Kumar, S. (2011). Alienation in Relation to Emotional Intelligence of College Students with

Visual Impairment and Normal Vision, Golden Research Thoughts, 1(6), 1-4.

Manju(2016). Emotional Intelligence as Predictor of Mental Health among Chronic Disease

Group. The International Journal of Indian Psychology, 3(4), 43-49.

Naz, S. (2016). Emotional intelligence of physically challenged and normal secondary school

students: A comparative study. International Journal of Advanced Research and

Development, 1(10), 58-65.

Shahzad et al., (2013). Understanding emotions in adolescents: linkage of trait emotional

intelligence with aggression. Asian Journal of Social Sciences & Humanities, 2(3), 386-

394.

********

How to cite this Article :

Majhi, P. & Bajpai, A. (2019). A Study of Emotional Intelligence with Relation to Mental Health

of Visually Impaired Students. Shiksha Shodh Manthan, 5(2), 1-6.


Impact of Co-curricular Activities Related to Environmental Education on

B.Ed. Students

Dr. Anjani Kumar Mishra

*Assistant Professor, Faculty of Education, Raja Harpal Singh Mahavidyalaya Singramau, Jaunpur (U.P.)

Abstract

Earth so far known to have an environment, where the various forms of life live and survive

under different conditions, is a unique planet of solar system. It has all the physical conditions

necessary for the origin and survival of plants and animals. The present study deals with the

Impact of organized Co-Curricular Activities related to Environmental Education on B.Ed.

Students. The co-curricular activities are related to the environment and Environmental

Education. Demonstration, discussion and brain storming methods are used for learning about

environment. The Objectives of study is- To prepare an organised plan of Co-curricular

Activities. To implement the prepared plan on B.Ed. Students. To evaluate the effectiveness of the

implemented activities and the Null Hypothesis is formulated in the study. The study is delimit in

Jaunpur District. The Methodology of the study is two groups, Randomized subjects, post test

only designed has bee selected for the study. The self maid tools apply for data collection. The

result of study as. Participation in appropriate co-curricular activities enhanced their awareness

and participation. Learning about environment became easy for these students who were taught

through this specially organized co-curricular activities/programme. These activities proved

inspiring for the pupil teachers and teacher- educators equally in the use of co-curricular

activities/programmes.

Keywords: Co-Curricular Activities, Environmental Education & teacher- educators.

Introduction :

Continuous reciprocal interaction between the components of environment maintains

proper natural balance, which is essential for the existence of life on earth. Basic needs of human

beings are food, shelter and clothes but man’s desire for ultimate joy and comfort has led him to

exploit nature’s free goods to the extent of reducing its natural capacity for self stablization. He

has made a different kind of environment that can be said ‘Human Created Environment’’. As a

consequence of this outright of the impact of these activities on the ecology balance and stability

through heavy industrialization, technological revolution, faster growth of means of

transportation and communication, rapid exploitation of natural resources, large scale of land use

change, unplanned expansion or urban population and industrial complexes. Thus, the human

activities on the modern man have disturbed the natural and harmonious relationship between

man and environment, there has also been a tremendous enlargement in the score of

environment, there has also been a tremendous enlargement in the scope of environmental

studies. The studies have takes into account not only the non Living and Living components of


environment but also social, economic, geographic and even political components of

environment that have affected the lifestyle of man. Therefore, it is the need of the day to employ

the concept of environmental education to maintain the ecological balance and stability of

ecosystem.

For the first time since the Industrial Revolution started, it was realized and pointed out

that the industrial growth produced widespread depletion of earth's natural resources and also

posed risk to human health and well being. It was in this conference that the concept of

environmental education was given a new birth. The conference resulted in the formation of

UNEP, the United Nations Environment Programme, which together with UNESCO launched

the International Environment Education Programme (IEEP).

An historic event took place in 1977 when UNESCO and UNEP jointly convened the

Inter-governmental conference on Environmental Education at Tbilisi, USSR. The Tbilisi

Declaration, the most important and single document on Environmental Education to date,

provides guidelines for Environmental Education. They established the following definition,

"Environmental Education is a process aimed at developing a world population that is aware of

and conserved about the total environment and its associated problems, and which has the

knowledge, attitudes, motivations, commitments, and skills to work individually and collectively

towards solutions of current problems and the prevention of new ones'. Environmental Education

is education through Environment, about Environment and for Environment. In teacher training

programme, there is a need for teacher training in Environmental Education. During the first

International Governmental Conference on Environmental Education convened by UNESCO

during 1977 in Tbilisi, USSR. that worldwide recognition was given to the need for teacher

training in Environmental Education.

The co-curricular activities of education are most appropriate means for providing

opportunities for the action. The International Dictionary of Education (1977) has defind co-

curricular activities as ''activities sponsored of recognized by a school or college which are not

the part of the academic curriculum but are acknowledged to be an essential part of educational

institution. Co-curricular activities. includes sport's school bands, students newspaper etc. They

may also be called as 'extra-curricular activities’, i.e. activities carried outside regular course of

study or as extra class activities. University level and in teacher training programmes, there are

various activities which are helpful in solving the problems of environment for sustainable

development, to create awareness, skills and participation also. These co-curricular activities

include physical and literary activities, creative activities, cultural activities, civic activities,

community welfare (cleanliness, wild life saving, shrmdaan etc.) drawing and paintings,

dramatics, singing, workshop, exhibition etc.

Importance of the Study :

This study is important for the teacher trainees. Through this, they will learn the

importance of co-curricular activities for acquiring education about environment. Through co-

curricular activities trainees will become more sensitive towards environmental components,

their inter-relationships and also the) will be more sensitive towards environmental problems and

their solutions for sustainable development. Present study is more helpful for deciding the

content and activities appropriate for teacher trainees. Co-curricular activities are most powerful


medium for creating awareness about environment and Environmental Education. developmen1

of skills, attitude, knowledge and values. Broad spectrum to Environmental Education can be

given through co-curricular activities. Educational researchers will be helped by this study for

developing a positive attitude towards co-curricular activities and to find avenues of research in

the use of these different subjects at different levels of education, in a systematic way.

Statement of Problem :

“Impact of Co-curricular Activities Related to Environmental Education on B.Ed.

Students”.

Objectives :

1. To prepare an organised plan of Co-curricular Activities.

2. To implement the prepared plan on B.Ed. Students.

3. To evaluate the effectiveness of the implemented activities.

Hypotheses :

Null Hypothesis is formulated in the study.

• There will be no significant difference in the learning about environment between the

post test scores of the students of the B.Ed. class belonging to the experimental group and

the students belonging to control group.


post test scores of the Girl students of the B.Ed. class belonging to the experimental

group and the Girl students belonging to control group.


post test scores of the Boys Students of the B.Ed. class belonging to the experimental

group and the Boys students belonging to control group.

Delimitation :

• The present study has been limited to only the regular B.Ed. colleges in 4th

Semester of

the Jaunpur District.

Sample and Sampling Method :

The sample of the present study comprised of 50 students studying in B.Ed. classes in

regular colleges of V.B.S.P.U. Jaunpur.

Tools :

1. Teacher-made Test (self prepared)- A paragraph consisting of some incomplete sentences

including thirty gaps was prepared.

2. A programme consisting of activities related to Environmental Education and

Environment.

Procedure :

In Raja Harpal Singh Mahavidyalay Singramau Jaunpur experimental group was given

treatment in the first period and control group was given placebo lessons and in the Ist period,

experimental group was given the treatment. This was done to avoid the scheduling effect.

Data Collection :

The experimental and control group students were given a post test. The data was

collected. Qualitative analysis was done on the basis of responses given by the students.


Scoring :

The answer of post tests of both the experimental and control groups were scored. For

every correct answer, one mark and for incorrect, no marks were given. Each gap of incomplete

sentence carried one mark.

Statistical Method :

After the scores of post tests of both the experimental and control groups were obtained,

‘t’ test was applied on the scores for interpretation.

Table- 1

S.

No.

Group No of

students

(N)

Mean

(M)

Standard

Deviation

(S)

Mean

Difference

(D)

Standard

Error

(SEp)

Value

of ‘t’

Level of

Significance

1. Experimental 30 23.84 4.523

15.44

0.883

17.48

0.05 2. Control 20 18.4 4.305

Table-1 shows that the ‘t' value (17.48) is much higher than the tabulated 't' value (1.66)

at 0.05 level of significance. It is evident that a significant difference has been found in the

learning about environment between the students belonging to Experimental group and the

students belonging to Control group.

Table- 2

S.

No.

Group No of

students

(N)

Mean

(M)

Combined

Standard

Deviation

(S)

Mean

Difference

(D)

Standard

Error

(SEp)

Value

of ‘t’

Level of

Significance

1. Experimental

Girls

10 13.84

4.27

04.80

1.208

10.25

0.05

2. Control Girls 10 10.32

Table-2 shows that the 't' value (l0.25) obtained is higher than tabulated 't' value (1.68) at

0.05 level of significance. This shows a significant difference exists in the learning about

environment between the girl students belonging to Experimental group and girl students

belonging to Control group.

Table- 3

S.

No.

Group No of

students

(N)

Mean

(M)

Combined

Standard

Deviation

(S)

Mean

Difference

(D)

Standard

Error

(SEp)

Value

of ‘t’

Level of

Significance

1. Experimental

Boys

15 13.68

4.657

05.36

1.317

8.62

0.05

2. Control Boys 15 8.32

Table-3 shows that the 't' value (8.62) obtained is higher than tabulated 't' value (1.68) at

0.05 level of significance. This shows a significant difference exists in the learning about

environment between the boy students belonging to Experimental group and boy students

belonging to Control group.


Conclusions :

The use of organized co-curricular activities programme to enhance the learning of B.Ed.

students about the environment was found to be beneficial. These students could be oriented

towards the environment, environmental education. and various methods for teaching the

environmental education. Participation in appropriate co-curricular activities enhanced their

awareness and participation. Learning about environment became easy for these students who

were taught through this specially organized co-curricular activities/programme. These activities

proved inspiring for the pupil teachers and teacher- educators equally in the use of co-curricular

activities/programmes. The results of the study paved the way for teaching of Science,

Geography, Mathematics, English and Economics through organized co-curricular activities

programme in an effective manner. The study showed the teaching through this method can

enhance the creativity of students as well as their teachers. As these activities invite participation

of students they help in widening their view points and encourage them.

Educational Implications :

The participation of students in these co-curricular activities will help the teachers and other

persons to recognize and enhance individual interest in environmental concerns. Well-organised

co-curricular activities based on teaching-learning method can be a powerful medium to

recognize the problems of Environment. Co-curricular activities can be very helpful for the

development of community participation among students. Through this, not only the sensitivity

but also creativity and curiosity can be developed. These activities provide a tool for teachers to

make their teaching effective. Principals through planning and administration of these co-

curricular activities can take advantage in teaching process. Development of feeling of self-

discipline can be achieved through these co-curricular activities. This approach provides the

teaching-learning on the principles of “from known to unknown” and “learning by doing”.

Participation in co-curricular activities may help the prospective teachers to develop their own

philosophy and educational strategies based on ground realities. Prospective teachers could be

encouraged towards interdisciplinary approach toward Education.

References :

Best, J.W. and Khan, J.V. (2003) : Research in Education, New Delhi : Prentice Hall of India

Pvt. Ltd., p.33, 67, 70 336.

Gupta S.P. (2003) : Adhunik maipan & Mulyurkan sharda pustak bhawan 11 University Road

Allahabad.

Kauli, L. (1984) : Methodology of Educational Research, New Delhi : Vikas Publishing House

Pvt. Ltd., pp466-467.

Kapil H.K. (1981) : Research Methodology Harprasad Bhargav Publication Agra.

Karlinger F.N. : Foundation of Behavioral Research Surjeet Publication Delhi.

Mathews, J.A. : Encyclopedia Dictionary of Environmental Change. London. Arnold Publishers,

p. 193.

Rajput, R.S. (2004) : Environmental Study, New Delhi, NCERT, pp 658-663 Sharma, R.A.

(1997) : Environmental Education, Meerut : Surya Publication, pp. 3-7.


Roy : Parasnath (2005): Anushandhan Bldhiya Laxmi Narayan Agrawal Prakashan Agra.

Singh, P. (2004) : Co-curricular Activities, Encyclopedia of Indian Education, Vol. 1, New Delhi

: NCERT, pp 288-293.

********


Mishra, A.K. (2019). Impact of Co-curricular Activities Related to Environmental Education on

B.Ed. Students. Shiksha Shodh Manthan, 5(2), 7-12.


Revamping Teacher Education with Futuristic Approach

Bhawana Yadav

*Research Scholar, Department of Education, MJPR University, Bareilly (U.P.)

Abstract

Teachers make the highest impact on quality of education in the classroom. They are at the core

of education. It is well known that the quality and extent of learner achievement are determined

primarily by teacher competence, sensitivity and teacher motivation. Education of teachers

facilitates improvement of school education by preparing competent, committed and

professionally well qualified teachers who can meet the demand of the system. It also functions

as a bridge between schooling and higher education. Education of teachers is crucial, not only

for ensuring greater professionalism in teachers but also for facilitating improvement and

effectiveness of schools.The rapid changes in society led to teachers facing new and complex

issues, resulting in changes in the area of teacher education. There is a need to explore the

development of performance-based evaluation or developmental teacher evaluation systems for

the purposes of teacher evaluation. Teacher education is a difficult assignment, especially at the

present stage where teacher education programmes are being delivered by a large number of

unaided private teacher education institutions. These institutions are also not sure of their

tenure, as in near future; possibility of huge unemployment of trained persons may result in

swingeing fall. This paper suggest an increase in responsibility for teachers but not an increase

in authority: teachers are losing decision-making authority in the classroom. This paper also

indicates that a positive policy environment and ample support for growth are essential for

creating and sustaining teacher quality.

Keywords: Teacher education, Professionalism & Futuristic approach.

Teacher Education: Meaning

It is well known that the quality and extent of learner achievement are determined

primarily by teacher competence, sensitivity and teacher motivation. The National Council for

Teacher Education has defined teacher education as a programme of education, research and

training of persons to teach from pre-primary to higher education level. Teacher education is a

programme that is related to the development of teacher proficiency and competence that would

enable and empower the teacher to meet the requirements of the profession and face the

challenges therein. Teacher education means, all the formal and non-formal activities and

experiences that help to qualify a person to assume responsibilities of a member of the

educational profession or to discharge his responsibilities more effectively.

Role of Teacher-Education:


Education of teachers facilitates improvement of school education by preparing

competent, committed and professionally well qualified teachers who can meet the demand of

the system. It also functions as a bridge between schooling and higher education.

It has to meet twin demands: (a) challenges of the education system including higher education,

and (b) the ever-changing demands of the social system. The importance of teacher education in

the process of nation building is universally recognised. It helps in man-making and producing

enlightened citizens.

But teacher education in India, because of its history and also due to various factors beyond its

control, has by and large been confined to school education only.

Need For Good Teacher Education:

Teachers make the highest impact on quality of education in the classroom. They are at

the core of education. But the status of overall teacher education in India is pathetic. We need

high quality teacher educators. The absence of high quality teacher educators leads to the vicious

cycle of poor quality in-service teacher development. A school principal can make or break a

school. Hence education functionaries need to be well equipped.

Role of A Teacher :

Education of teachers is crucial, not only for ensuring greater professionalism in teachers

but also for facilitating improvement and effectiveness of schools. A teacher should possess

subject knowledge, general pedagogical knowledge, and the knowledge of educational contexts

and goals. He should be able to use this knowledge creatively to deal with fluid classroom

situations.

In the present time teacher education has become institutionalized. It has gained

importance as a well-differentiated network of institutional programmes and categories meant for

different groups of educational functionaries. Professionalism from teachers require knowledge,

skills, commitment, competency, ability to provide the expert service and adherence to a

professional ethical code.

Current Status of Teacher Education:

Primary and secondary teachers in India are trained at universities. The educational

system is centralized and the Ministry of Education and its implementation units, such as local

education centers, have the primary responsibility for education policy, curricula design and

practice. The Parliament approves legislation on education and the Ministry of Education sets

guidelines for all practical issues including teacher education, as well as being the main funder in

the sector.

In general India does not experience shortages of school teachers but there are shortages

in particular subject fields and locations, such as in the areas of mathematics, and science,

especially in remote areas. To enhance the quality at all levels of education, Govt. of India has

been focusing its attention on quality and excellence in higher education and teacher education.

Management of teacher education is a difficult task. There are large numbers of variables in

teacher education programmes including variations in the purpose for which persons join teacher

training courses of various.


There are four types of teacher education institutions: (a) government managed, (b)

examining body managed, (c) government aided and privately managed and (d) self-financed

and privately managed.

Government of India Organisation Bodies In Teacher Education :

Department of Elementary Education & Literacy, Ministry of Human Resource

Development, Government of India is the apex body that looks after policy for teacher education.

Its agencies include:

• National Council for Teacher Education (NCTE)

• National Council of Educational Research and Training (NCERT)

• National University for Educational Planning & Administration (NUEPA).

University Grants Commission (UGC) is also involved with Departments of Teacher Education

or Departments of Education in the Universities and Institutions Deemed to be Universities and

Colleges of Teacher Education. Besides the MHRD, there are also other ministries that have

institutions which run teacher training programmes. Ministry of Women and Child Development

has a large net work of training of Anganwadi workers, who take care of pre-school component.

At the State level, the Government Department of Education is the apex body that looks

after teacher education. In certain States, it is looked after by the Department of School

Education. A few States have independent Directorates for Teacher education. The teacher

training institutions offering programmes for elementary and pre-school teachers are in many

states under the control of the Department of School Education, whereas the teacher training

institutions offering degree courses are under the Department of Higher Education. In certain

States all teacher education institutions are managed by the State government.

In certain other States, majority of teacher training institutions are managed by private

agencies under self-financed category. At the State levels, there are teacher training institutions

being run by the Departments of Tribal Welfare, and other administrative departments. Creation

of separate cadre for teacher educators has been an important issue to be solved in many states.

Issues and Challenges In Teacher Education :

An immense interest has appeared on educational quality in recent years, examining

factors that help improve education and proposing ways to promote better learning in schools.

The issue of quality has become critical in many countries. In countries like India where with

constrained resources, the successful effort to increase access to basic education has often led to

declining quality of education. In a search for the factors that promote quality, countries‟

programs as well as the literature increasingly emphasize teachers, schools, societies and

communities as the engines of quality, with teacher quality identified a primary focus.

The rapid changes in society led to teachers facing new and complex issues, resulting in

changes in the area of teacher education. One of the most significant developments was the

creation of Special education for children with special needs. For Special education teachers,

learning how to effectively convey subject content is as important as learning this information.

Special education teachers must be taught how information, especially more advanced and


complex subject material, can be effectively taught to students in non-traditional ways. Special

education teachers also often are required to study additional aspects of psychology and

sociology.

Advances in technology have also posed an issue for future educators. Many educators

have focused on ways to incorporate technology into the classroom. Television, computers,

radio, and other forms of mass media are being utilized in an educational context, often in an

attempt to involve the student actively in their own education. Hence, many teacher education

programs now include courses both in technology operation and how to use technology for

education purposes. With the coming on of distance learning utilizing mobile technologies and

the internet understanding of technology or we can say e-learning has become crucial for new

teachers in order to keep up with the knowledge and interests of their students in these delivery

systems. The emergence of a networked knowledge economy presents both opportunities and

challenges for teacher education. Used effectively, knowledge networks present opportunities for

better informed and supported practice by education professionals and more authentic learning

by students. The challenges include those identified above and, while much more research and

development will be required to answer them.

As India‟s population or worldwide populations increasing which turn up to increasing

demand for new teacher, while poverty, political instability, and other major issues have

hindered governments around the world from meeting new educational demands. In some parts

of the world, programs have been initiated to draw new talent into teacher educational programs.

The UN's Millennium Development Project has eight established goals, one of which is

to develop universal primary education in every country by the year 2015. Central Asia, Africa

and Latin America are all target areas for this initiative. In order to help achieve this end, the UN

has devoted resources and funds to helping improve educational infrastructure and to training

more new teachers in targeted areas.

Other Emerging Issues and Challenges Are :

• Innovation in pre-service teacher education curriculum

• Lack of up-to-date books, and materials on teacher education

• Development of national professional standards

• Strengthen workshops and partnership between universities and schools to prepare

teachers

• Mentoring Inexperienced teachers

• Development of a system of on-going professional development for teachers

• Establish learning communities and networks among teachers;

• Professional learning for educational leaders

• A greater transparency in the funding of teacher education

• Staff appraisal systems and the use of peer observation in schools are still in development

• Teacher evaluation seems to place more emphasis on professional duties/ responsibilities

than on actual classroom teaching practices.

• Teacher-centred strategies and pedagogy still dominate in the classroom


• There is a relatively large variation among schools in the area of instruction, particularly

concerning independent student practice, questioning skills, and teacher expectations for

student achievement

• There is a need to explore the development of performance-based evaluation or

developmental teacher evaluation systems for the purposes of teacher evaluation

• Needs to separate developmental and judgmental appraisal, for developmental appraisal,

teachers agreed that lesson observations enhance teaching quality. Teachers are more

supportive of lesson observation if their goal orientation is more learner-oriented than

performance-oriented.

Conclusion :

Teacher education is a difficult assignment, especially at the present stage where teacher

education programmes are being delivered by a large number of unaided private teacher

education institutions. These institutions are also not sure of their tenure, as in near future;

possibility of huge unemployment of trained persons may result in swingeing fall. The surviving

institutions can only be helped by appropriate authorities in improving quality of their academic

management. This paper suggest an increase in responsibility for teachers but not an increase in

authority: teachers are losing decision-making authority in the classroom. This paper also

indicates that a positive policy environment and ample support for growth are essential for

creating and sustaining teacher quality.

Government and educators will need to understand better the links between schooling and

its social and cultural environment, the kind of socialization and informal learning provided to

children both before school entry and outside of the classroom and ways to develop more literate

and encouraging environments in the family and the community surrounding the school.

Although the task of recruiting for both miscellany and quality seems discouraging, several well-

documented and proven long-term strategies exist and but now we should support the creation of

a stable pipeline for recruiting more and better qualified, diverse teachers.

Expand the teacher candidate pool by targeting: potential teaching candidates in high

school or before, teacher's aides and other para-educators, students at community colleges.

Promote and support to teacher candidates who are otherwise qualified (based on defined

eligibility criteria for teaching) but not passing the tests. Develop state, local, and national

policies that provide meaningful financial support for teacher preparation programs and their

students, including greater access to financial aid resources.

Teacher quality, teacher learning, and teacher improvement, therefore, are becoming the

foci of researchers, policy makers, program designers, implementers, and evaluators. Quality &

Excellencies in teaching in the Indian context is only possible if these points to be remembered:

Students should listen intently, and participate actively (Concentrated listening).

Teachers should try to interact with all of students in class (Thirst-quenching learning)

More emphasis given to educational activities, careful planning, timed questioning

session should be organised.

Students learn stage-setting routines that allow teachers to change activities without

interruption (Learner-trained learning)


Reference:

A. N. Maheshwar (ND).Assessment and Accreditation in Determination and Maintenance of

Norms and Standards for Teacher Education

Mishra, L. (2017).Teacher Education in India: Issues and Concerns. Cambridge Scholars

Publishing.

Vasishtha, K.K. (1979). Teacher Education in India: A Study in New Dimensions. New Delhi :

Concept Publishing Company.

Srivastava, R.C. (ND). Teacher Education in India: Issues & Perspectives

Banga, C.L. (ND). Indian Education is on the Crossroads: The role of Teacher-Education

Imam, A. (1979). Quality And Excellence In Teacher Education: Issues & Challenges In India

http://mhrd.gov.in/teacher-education-overview

********


Yadav, B. (2019). Revamping Teacher Education with Futuristic Approach. Shiksha Shodh

Manthan, 5(2), 13-18.


A Rethinking about Computer Self-Efficacy in the Techno Pedagogy Era

Ajithkumar.C *& Prof. Jessy Abraham**

* Ph.D. Research Scholar, IASE, Jamia Millia Islamia, New Delhi

**Professor, IASE, Jamia Millia Islamia, New Delhi

Abstract

The twenty first century is experiencing the development in technology at a faster rate and

provides different technological gadgets and software applications are being invented that are

useful in the filed of education and training. As we know, the newer technologies like, virtual

learning and virtual realities are gaining more attention in teaching and learning. It is a fact

that, today teaching and learning is possible even in the absence of educational organizations

and teachers. This concept of virtual learning and providing real like experiences using virtual

reality applications is providing the leaners chances of learning at their own pace and time and

also learning is an enjoyable experience. Even though, the newer technologies gain attention,

traditional and old technologies are also equally important in providing the learning

experiences. The stakeholders of education, mostly employ computers for accessing internet and

using application software’s. Thus, the individual competency in computer use is considered to

be a necessary skill in the educational process. The proficiency of an individual to accomplish

task through computer is called computer self -efficacy. The term self-efficacy was first used by

Bandura (1997) and defines ‘capability to organise and execute actions with proficiency

(Bandura, 1986). Later the term was extended to all other fields and thus the term computer self-

efficacy also emerged. (Compeau and Higgins, 1995) defines computer efficacy as the ‘ability of

an individual to use computer. Thus, both teacher and student of today’s century needs to

develop skills to operate computers for various purposes in teaching-learning. This doesn’t mean

switching on or switching off the computer but downloading files, blocking viruses, developing

own websites, creating audio/video materials, fetching OER materials, developing learning

materials for online course/programmes, utilizing virtual reality software’s in classrooms, and

all other advanced skills in using computers. Also, the teachers must be aware of the skills in

operating technological gadgets and software’s for research purposes. Thus, this paper

discusses the advanced skills that can help one to identify their position in using computers for

teaching, learning and research. The focus of the paper will be on skills needed for developing

learning materials for online programmes/e-content, identifying OERs and using virtual reality

applications and conducting research. Such skills are very much required in the present-day

classrooms to utilize the various technological based applications and organizing a technology-

based teaching-learning environment and conducting research.

Key Words: Computer Self-Efficacy, e-Content, MOOCs, OER, Virtual Reality, Action Research


Introduction :

Is it required to reorganize the way teaching and learning is organised? Absolutely! The

stakeholders of education would agree to the statement that, the teaching -learning processes

need a paradigm shift in the technological era. It is because, day by day, new technologies are

being created and those technologies support the educational process in various ways. A teacher

of elementary classroom can make use of computers and simple software applications for

teaching children while higher education teachers may seek the help of advanced technologies

like virtual realities and online teaching methods for instructional purposes. Even this would

make children happy and helps them engaged in meaningful learning. A teacher is also an action

researcher and needs to undertake small action researches helping them to identify the

shortcomings and areas for improvement in the instructional process. In this paper the role of

teachers in the techno pedagogical era in three domains viz school education, higher education

and research will be discussed. A teacher at the school level, at higher education level and while

conducting action research/research during the teaching days and the computer skills required in

these three domains will be discussed limiting to e-content, virtual reality, MOOCs, Open

Educational Resources and technological skills for carrying out research activities.

Computer Self Efficacy at School Level- Changing Requirements :

The generation of today are more proficient in technology use whether it is computer,

camera, mobile so on and so forth. Even the children are capable to independently operate such

devices and works effectively to accomplish their tasks. What would be the role of a teacher at

school level in such a context? A teacher may organise the teaching learning activities

integrating technological gadgets and software’s in the instructional system. A teacher teaching

‘counting’ at the elementary stage can either use lecture method or some specific software’s

designed for the purpose. It is not necessary to go for commercially tool/software’s but the

internet provide various free tools that are free to use as per the convenience of the teacher. Thus,

the teacher is the deciding factor in organising a technology enabled environment which most of

the children like to work with. Not only the software’s, the use of technological gadget is also

important and the mostly used devices are the computers and LCD projections. Even smart

boards are employed. A classroom utilizing multimedia for instructional purposes are called

smart classrooms; today smart calls room play a major role in the instructional system.

Fig. 1: Smart Classroom (Source: http://www.provisionprojector.com/provision-

interactive-smart-classroom)


In the changing scenario technology enable learning is emphasized and to organise such learning

environment, the teachers needs to develop and enhance their technological skills. A teacher

must be proficient to use computer, camera, mobile, projector, smart boards, television and also

e-learning tools and software’s. E-learning is gaining popularity and it refers to the teaching-

learning using electronic means. It covers wide range of electronic devices, e-learning

applications, testing tools, learning management system, content development tools, presentation

software’s, gaming software’s, graphic creations , audio-video development, animation tools,

virtual reality and simulated experiences, website development, blogs, chat services, discussion

forums, webinars and web conferencing, social networking, social bookmarking, curating

learning materials, open educational resources, concept mapping tools, journaling apps, audio-

video and multimedia file players, google tools, mobile applications, digital repositories, e-book

and e-libraries, online teaching-learning, flipped classrooms, learning analytics, etc. A teacher

who combines different e-learning tools in the teaching must develop expertise in using various

technological gadgets specially computers. Thus, computer efficacy skills are very much needed

in the present scenario to organise technology supplemented classrooms.

As discussed, use of e-learning applications requires expertise in various technological

gadgets and tools/software applications. For example, a teacher who uses a mobile to show an

image during the teaching must be aware of locating and displaying it through the projector.

Thus, teachers have to develop skills to download images and locate it. There after the same may

be either transferred to e-email, or via Bluetooth or some other means. Then the image will be

displayed in the classroom. Similarly, if the teacher wishes to develop an e-content, the teacher

needs to develop the skills to prepare electronic text, audio- video files downloaded from the

internet, develop audio-video by shooting the same in mobile, computers or cameras, insert

animations, and many more. A teacher may use either e-learning tools as standalone components

or develop e-content combining various e-learning tools/ applications. Whatever the form of

learning material, a teacher must enhance their skill in the following areas;

• To operate, diagnose and rectify the computer problems. One has to be proficient to

interconnect various computer parts and work efficiently with computers. This includes

advanced skills in using computers.

• Development of e-text using documentation software/tools. Also, to insert pictures,

images, audio, video, OERs, etc. during the development of e-text.

• To develop audio-video lessons/lectures, presentations, etc. The audio-video may be

downloaded or self-made.

• To set up learning management systems and to upload learning materials to various

learning management platforms.

• To manage learners in a technology enabled learning environment. This includes,

preparation of learning content, sharing, organising learning experiences, evaluating

learner’s performance, and maintain collaborative learning environment.

Computer Self Efficacy at Higher Education Level- Changing Requirements :

A learner who reaches higher education has already experienced the technology enabled learning

environment. The higher education faculties need to keep in mind the technology exposure of


such leaners. As discussed on the previous paragraph, higher education learning experiences

even though exploratory and self-study in nature, the teachers must organise and provide them

the learning experiences integrating technology and application software’s. Higher education

learners are proficient users of technology and prefer technology integrated learning. Even

understanding the higher learning contents also requires the explanation supported with

technology. Today many higher education learning institutions employ technology in a big at

various spheres like storing learner’s data, marinating students’ records, online admissions,

online examinations, online teaching, online conference, tele teaching, etc. The UGC, regulatory

body of higher education India has issued a circular allowing students to acquire 20% of credits

through Massive Open Online Course (MOOC). So, MOOCs are gaining momentum and

popularity in the Indian scenario. Similarly, open educational resource (OER) are widely

accepted and utilized for teaching learning both at school and higher education level. In this

section we will discuss about these two growing trends i.e. the MOOC and OER.

Relevance of MOOC in Higher Education :

MOOC is the acronym of Massive Open Online Course and it refers to the course offered

through online to a wider group of learners. MOOC is defined as an online course aimed at large-

scale interactive participation and open access via the web. In addition to traditional course

materials such as videos, readings, and problem sets, MOOCs provide interactive user forums

that help build a community for the students, professors, and teaching assistants (TAs)

(Wikipedia, 2019). Thus, MOOCs are educational programmes/courses delivered prominently

via internet/web. The term MOOC was coined by Dave Cormier, from the University of Prince

Edward Island (Canada) and Massachusetts Institute of Technology (MIT) in 2001 started the

first MOOCs. All the MOOCs are having unique features or a course is said to be a MOOC if it

satisfies the following attributes;

• Massive: The MOOCs enroll students in massive numbers and does not have restrictions

on the number of admissions. In traditional /regular course, the admission is limited while

MOOC have no restrictions in term of its admission capacity. Even the restrictions are

not imposed based on any geographical or societal classifications.

• Open: The term open has a broad meaning in the context of MOOC. It describes the

facilities for learners to enroll in course/programmes whenever they like. Also, the open

ness is extended to the facility for appearing in examinations as per the readiness of the

learners. Even the advanced stage of openness also indicates the eligibility criteria for

joining the course i.e. learners can enroll for any MOOC irrespective of their degrees in

hand. But, many of the MOCCs on offer today are restricted in many ways.

• Online: The term online indicates the nature of the execution of the programmes offered

as MOOC. Mostly the MOOCs are offered online and thus the learners are required to

access internet to enroll for MOOCs and one has to continue accessing internet till the

completion of the programme.

• Course: Course is nothing but the classical terminology representing the

programmes/courses that learners needs to complete for earning the degree. Thus, MOOC

is also an educational degree but it is offered via online, gives ample freedom to join


whenever learners wish, and without any restrictions imposed on the number of

enrollments.

In our country, the Govt. has initiated and developed a platform to offer MOOCs and that

platform is the study Webs of Active Learning for Young Aspiring Minds (SWAYAM). The

SWAYAM platform will host the MOOCs that are free to join. Any learner can join the MOOC

by registering in the SWAYAM portal. Two types of courses are offered through SWAYAM i.e.

credit and non-credit courses. The credit course will help learner to gain credit and will be part of

their regular programmes while non-credit course help learners to develop skills, awareness and

enrich their knowledge in various disciplines, subject, etc. The courses available at SWAYAM

portal follows a uniform pattern with respect to the learning material. The learning material is

organised in four quadrant approach which includes text, video, discussion forum and assessment

as shown in table 1 below.

Table 1: MOOC Structure in SWAYAM (Source: UGC & SWAYAM, Govt. of India)

Open Educational Resource (OER) for Instructional Purposes :

A very widely accepted and popular concept in the Information and Communications

Technologies is the Open Educational Resources shortly known as OER. OERs are digital

educational resources with an open license. “Open Educational Resources (OER) describes any

educational resources (including curriculum maps, course materials, textbooks, streaming

videos, multimedia applications, podcasts, and any other materials that have been designed for

the use in teaching and learning) that are openly available for use by educators and students,

without an accompanying need to pay royalties or license fees” (COL,2015). Generally, the

public is allowed to access and adapt OERs depending on the license attached to it. Today, the

search on internet will help you to identify the OERs suitable to your teaching content and the


same may be adopted, reused and modified to suit your local needs. The commonly used open

licensing is creative common licensee which has six license types as shown in Fig.1. Thus, the

teachers may search of available OERs and can be used for your teaching learning purpose.

Fig. 1: Creative Commons License (Source: https://openscience.com/creative-commons-and-proprietary-

licences/)

In the above paragraph we have discussed about MOOCs and OERs. The higher teachers must

be aware of these two concepts and enhance their skills for developing MOOCs and integrating

open educational resource. Similar to the school teachers, the higher education teachers must

also develop those skills mentioned above and also advanced computer skills that would enable

them to initiate actions for developing online programmes/MOOCs in four quadrant approach

suitable for SWAYAM portal. At the same time, care must be taken to identify and explore

digital teaching learning resources bearing open licenses and that could be integrated in the

instructional system. Below given is the computer self -efficacy skills required for higher

education teachers in the changing scenario;

• Explore and identify open educational resources and effectively integrating in the

teaching learning process

• Plan, develop and offer open online courses (MOOCs) in alignment with the four-

quadrant approach

• Develop expertise in preparing e-text, video lessons/lectures and assessment strategies for

MOOC programmes

• Enhance the skills to offer online programmes (MOOCs) and manage them effectively

during implementation

• Suggest, facilitate and guide leaners through online by replying their queries and help

them to successfully complete the programme

• Develop skills to organise online teaching and encourage children for online learning

methods by giving suggestions and hints about online teaching-learning resources

Shiksha Shodh Manthan ISSN

A Half Yearly International Peer- Reviewed Refereed Journal of Education, Vol.5, No.2

• Plan, develop and execute online

update subject knowledge

• Explore possibilities of advanced technologies suitable for higher education teaching and

learning.

Computer Self Efficacy and Research

The three major activities relating to higher education are teaching

extension. These three major activities are being regular activities of higher education

organisations, but there seems less concern in the research and extension services. However

vigorous research activities are undertaken in many Universities. In the twenty first century,

many advanced technological tools are being introduced and are extensively used. But many

researchers have not explored its potential in fullest sense. In the ini

calculations were manually completed and took a huge amount of time for feeding the

experimental data. But with statistical tools in place, calculations are easy. Similarly, in science

researches, the researchers need to wait for

simulated and virtual labs give instant results. Thus, the whole research process has been

impacted with technology and research studies are easier to complete.

The typical research process is depicted

continues to explore the studies conducted in the same filed. This helps the researcher to narrow

down and explore future possibilities of his/her research. Then the hypothetical statements are

developed which the researcher needs to prove with statistical support or qualitative data giving

accurate evaluation and judgement. After that, the proper plan of study i.e. the research design is

developed which would again help the researcher to focus on what

researched/explored? The research process is spelled out stage by stage in the research design so

that ambiguity is removed. Thereafter, the researcher collects the required data and are subjected

to statistical treatments. This leads to the

about the stated hypothesis. The final step of research work is the preparation and submission of

the whole work carried out during the research period in the form report.

Selection of a

research

problem

Sampling

Generalization

and

Interpretation

ISSN: 2395–728X

Reviewed Refereed Journal of Education, Vol.5, No.2

Plan, develop and execute online/web conferences and regularly attend webinars to

update subject knowledge

Explore possibilities of advanced technologies suitable for higher education teaching and

Computer Self Efficacy and Research- Changing Requirements :

tivities relating to higher education are teaching-learning, research and



igorous research activities are undertaken in many Universities. In the twenty first century,


researchers have not explored its potential in fullest sense. In the initial days, the statistical



researches, the researchers need to wait for days to find the experimental results but today, the


impacted with technology and research studies are easier to complete.

The typical research process is depicted in figure 2. It starts by identifying the problem and



ed which the researcher needs to prove with statistical support or qualitative data giving


developed which would again help the researcher to focus on what



to statistical treatments. This leads to the proof for hypothesis testing and making judgments


the whole work carried out during the research period in the form report.

Literature

review

Formulation of

HypothesisResearch Design

Data Collection Data AnalysisHypothesis

Testing

Preparation of

Report

Page 25

/web conferences and regularly attend webinars to

Explore possibilities of advanced technologies suitable for higher education teaching and

learning, research and



igorous research activities are undertaken in many Universities. In the twenty first century,


tial days, the statistical



days to find the experimental results but today, the


in figure 2. It starts by identifying the problem and



ed which the researcher needs to prove with statistical support or qualitative data giving


is going to be



proof for hypothesis testing and making judgments


Research Design

Hypothesis

Testing


Fig. 2: Research Process

In the twenty first century, many technological tools and software’s are available that support

various stages of research such as for identification of problem, for reviewing literature, in

data collection, for data analysis and for preparing research report and publications. For

identification of the problem, the traditional style of searching print materials may be

supplemented with searching internet. To search internet, one has to have understanding

about searching skills. Today, most of the search engines are provide with ‘advanced search’

option which would help one to narrow down the variables. The researcher can also use e-

library facilities, social networks, social networks to gain information and clues on the

research topics. The second major application of technology finds in data collection. Data

collection tools such as interview, questionnaire, check list, records, experimental method,

etc. can be completed using various ecteronic gadgets and application software’s. This

includes microphone, camera, mobiles, computers, online questionnaire tools, web

conferences, video calling, telephonic calls, etc. Thereafter, the usage of statistical packages

in data analysis is also a major application of technology. Finally, during the preparation of

final report, documentation tools are used. Thus, the technology and application software’s

are extensively used in the research process. So, one has to be proficient in usage of

computer to accomplish many of such computer related activities.

In research and allied activities, both the school and higher education teachers must equally

involve so that, the teaching learning practices at both school and higher education may be

improved. Apart from that, the higher education teachers may vigorously involve in research

activities that would contribute to further broadening the body of knowledge leading to

improvement in societal and living conditions. The effectiveness and efficiency of research

activities may be improved by employing the potential of technology and enhancing the

computer skills in the following ways;

• Enhancing the search skills that would help a researcher in various ways like

identifying problem, exploring the unidentified area, to narrow down variables, etc.

• To explore and identify accurate data stored in the internet world relating to the study

undertaken

• To utilize the potential of social network in identification of problem through

collaborative discussions.

• To utilize the online and other software applications for disseminating and collecting

research related data.

• To use web conferencing, web casting and other facilities for accumulating research

data from a wider population.

• Statistical packages may be employed for storing, analyzing and all other calculations

using the minimal efforts.

• Documentation and text creation tools and the facilities for preparing appealing

reports may be used while preparing the report of research activities.


Conclusion :

The educational process staring form schooling stages to higher education is impacted

with the latest technological tools and application software’s. Today, the stakeholders of

education cannot of think of organising technology enabled classrooms and researches. The

teaching learning process is made interesting and motivating with the help of electronic gadgets

and teaching learning apps. This leads to engaged and meaningful learning. Similarly,

technology is also utilized in the research process during various steps starting from identifying

the problem to preparation of report. In this article the impact of technology at various levels of

education have been discussed. To utilize technology, the teachers and researchers need to

enhance and develop their computer skills for the reason that most of technology applications are

worked through computers. Keeping the relevance of computer self-efficacy and its changing

requirements this article had discussed the priorities and areas of improvement in the school

sector in terms of computer self-efficacy. The changing requirements in computer self-efficacy is

equally applicable to higher education teachers but they need to concentrate on developing skills

required for offering and developing MOOC courses along with integrating OERs in teaching.

Also, both school and higher education teachers must be aware and enhance their computer skill

in carrying out and utilizing technology (computer) for research activities.

References :

Bandura, A. (1986-a). Self-efficacy: the exercise of control. New York: W.H. Freeman.

Bandura, A. (1978). Reflections on self-efficacy. Advances in Behavioral Research and Therapy,

(14), 237-269.

Butcher, N. (2015). A basic guide to open educational resources (OER). Vancouver:

UNESCO&COL.

http://mhrd.gov.in/

https://swayam.gov.in/

https://www.ugc.ac.in/

https://www.ugc.ac.in/oldpdf/xiplanpdf/EContentxiplan.pdf

OECD.92007). Giving knowledge for free: The emergence of open educational resources. Paris:

OECD.

********


C., Ajithkumar & Abraham, J. (2019). A Rethinking about Computer Self-Efficacy in the

Techno Pedagogy Era. Shiksha Shodh Manthan, 5(2), 19-27.


Performance of Boys and Girls at Competitive Examinations in Science to

their Social Role Model and Sex-role Stereo-types

Dr. Sushil Kumar Dubey

Lecturer, P. P. N. Inter College, Kanpur (U.P.)

Abstract

The present study studies performance of boys and girls at competitive examinations in Science

to there social role model and sex-role stereo-types. The researcher has investigated by taking

400 students studying in science professional course. The sample was equally distributed taken

sex as a variable. The self-prepared sex- role stereo-type scale was developed. The result

obtained on the basis of 't' value, mean and S.D. has shown the achievement difference was

found insignificant in High stereo-type groups. The girls were superior in achievement in science

in comparison to high-sex stereo-type boys. Why in some achievements are equal to that of Girls

is refer to the hypothesis that there is no significant difference between Boys and Girls.

Keywords : competitive examinations, stereo-type & some achievements.

Introduction :

Science has been considered in major vehicle for enhancing the quality of human life.

J.D. Bernal argues in 'Places of Science and Society' that effectiveness of any scheme of

Scientific Education is shown by the place science takes in life. The different education

commissions and national policy on education (1986) and its revision (1992) accepted that

science education be given to the children from primary stage to the higher secondary level and

also recommended advance level science courses at selected schemes, the twenty first century

has been most rewarding in terms of development in science and technology.

A large number of studies showed that girls tend to avoid scientific technical courses

because of sex-stereo-types under a fear, that these courses have a masculine image prevailing in

society. The findings in this regard revealed that children during adolescent period try to

establish their gender identity and self image. Therefore stereo-typing is supposed to determine

the attitude of children toward science courses but also the success of students at Examinations.

This hypothesis has frequently been advanced, Kelly (1981). But presently this conjecture was

tested because the results of Science and Technological course have showed superiority of girls

to those of boys. In present time it is difficult to ascertain that society determine the sex-role or

otherwise sex-role themselves are instrumental in modeling the social role. The social role are

model by living in society and with passage of time they become sex-stereotype.

The objectives of the present study is to study to attitude of individual toward oneself or

toward social-self, so, the relationship between social sole model, sex-role stereo-type and

achievement of boy's and girls was studied.

Sample :


The present study was field study selected for studying the performance of Boy's and

Girl's at competitive examination leading to admission in science professional courses. The

investigator focused on impact of certain social measures as social role-model and sex-role

sterio-type on the success of Boys and Girls at competitive examination of science group. The

sample consists of two hundred boy's and two hundred girl's who were studying in Ist year of

medical and engineering courses after being subjected through competitive examination

belonging to Kanpur and Lucknow district, were taken randomly for study. The sample was

equally distributed.

Tools of Study :

In the present study the researcher has been conceous enough in preparing tool for the

study of Social-role model and sex-role stereo-type together about the similarity of the concept

together for the purpose a attitudinal scale was prepared to measure the social-role model. The

scale consists of thirty two items, awarded weightage from highly positive to highly negative and

vice-versa based on lickert technique.

Procedure :

The selected subjects were given self-prepared sex role stereo-type scale questionnaire

having thirty two statements indifferent sitting sessions. After completion the obtained data was

subjected to different statistical technique to obtain the results. The scoring of each student was

completed according Lickert technique.

Result :

Table :- Showing mean achievement, S.D. and 't' value of Sex-stereo-type.

Boy's Girls

High sex Low sex High sex Low sex

Stereo-type Stereo-type Stereo-type Stereo-type

Mean 50.2 47.4 49.2 52.2

S.D. 10.0 10.0 10.3 13.3

Std. 2.40 2.8

't-value 1.20 1.06

The above table shows relationship of achievement at competitive examination with sex-

stereo type showed that both groups of high sex-stereo type Boy's and Girl's felt that in society

role of Boys and Girls are traditionally divided and they should strictly adhere to their function

but in field of learning they think about the courses of the studies. The 't' value is insignificant at

p<.05 for both groups. This showed that sex role-model is not related with achievement in

scientific test. This can also be explained on the basis of mean values, difference in mean for

Boy's is high but girls of low sex-stereo-type group M=52.2 showed that girls do not pay

attention too much for stereo-type behaviour than Boys. They pay more attentions to follow their

studies in subject of Science and Technology in comparison to Boy's.

The mean achievement differences have been tested significantly for the variable of

stereo-type, the results have showed that High sex-stereotyping Boys were superior to the low

sex stereo-type girls, than high stereo-type girls showed the trend of superiority of Boys over

Boys, Girls over girls has been revealed. This showed that boys are more sensitive to sex-role


models, they feel that Science and Technology courses are for Male but achievement draw out no

conclusion but girls are of Opinion that Science and Technological courses are not of male

orientations only.

Table: Showing mean, SD and 't' values of achievement between Boys and Girls of High

and low stereo-type.

High sex-stereo-type Low sex stereo-type Low sex stereo-type

Boys Girls Boys Girls

N 52 54 51 52

Mean 50 49.2 47.4 52.2

S.D. 10 10.0 10.0 13.3

't' Value 1.97 2.31

Error

't' Value 0.50 2.07

The table shows that 't' value for both stereo-type girls is significant this qualifies the

hypothesis that highly stereo-type Boys and Girls do not differ on stereo-typed counter part in

the lower range of stereo-typing girls were more sex oriented as shown by their mean value. The

conclusion may be drawn that a varied feeling of personal sex identity does not prevail. The girls

showed a definite superiority over Boys, meaning otherwise, that the sex rather than stereo-

typing influence the achievement of Boys and Girls.

The achievement difference was found insignificant to High stereo-type groups but the

trend change the two sex-stereo-type and achievement difference was significant p>.05. The

result showed that study of science and technological courses are not of male and female

orientation that is these courses are unrelated to any sex image. The girls seemed to adopt a more

non-traditional courses of less-feminine perceptions.

Table: Showing mean, SD and 't' values of achievement between Boys and Girls of High

and Low stereo-type.

High sex-stereo-type Low sex stereo-type Low sex stereo-type

Boys Girls Boys Girls

N 52 54 51 52

Mean 50 49.2 47.4 52.2

S.D. 10 10.0 10.0 13.3

't' Value 1.97 2.31

Error

't' Value 0.50 2.07

The course of Science and Technology induces girls for superior achievement in science.

This trend of achievement of students is being perceived superior in favour of girls from school

to higher education value, the achievement of high-sex stereo-type Boys whose achievements are

equal to that of Girls is refer therefore the hypothesis that there is no significant difference

between Boys and Girls have been found, so rejected at p>.05 for low sex-stereo-type girls.

The obtained results of the study are in accordance with the studies of Kelly (1981),

Vowen and Sund (1984) study found that due to social and attitudinal changes taking place girls

continue to study for Science and Technological courses. The sex difference affect their


examination achievement but due to attitudinal changes in society girls are also trying to achieve

Higher than Boys as showed by their achievement scores.

Reference :

Alexander, Benny (1990). A study of relationship of Critical thinking, Science aptitude and

Socio-Economic status to the Science achievement of see-year secular students. Ph.D.

thesis Banglore University.

Barbara E. Simpson (1984). Correlated of Female interest in Science. Adolpnus College, News

bulletin.

Chandra, D. (1993). Are cultural barrios the promoters of sucess of Girls of India GASAT,

U.S.A.

Chandra D. and Archna (1993). Transforming Science and Technology. Our future depends on

it. GASAT, CANADA.

Dubey, K.K. (1992). A study of Science temper and its measurements Ph.D. Education R.D.

Vishwvidyalaya Govt. of India; The National Committee of Women Education (1959,

1964, 1966)

Gupta H.O. and Rawat B.S. (2003). An experimental study of Technology based. Science

Learning excle for conceptual understanding and transfer journal of Science studies.

Joshi, P.K. (1989). Acquisition of Chemistry concepts as related to the variables of Educational

environmental. Ph.D. Education H.N. Bahuguna University.

Kell Y.A. (1981). The missing half girls and Science Education Manchester University press.

Kelly, A. and Smil, B. (1984). Sex differences in Science and Technology among eleven year old

school children research in Science and Technological Education 2(2) : 87-106.

Kelly, A. and Smil Barbara (1953). Sex steriotype and attitude of Science among eleven year old

children. IInd

GAST Conference, University of Oslo.

Kerlinger, F.N. - Foundation of behavioural Research. New York.

Pinchastamir (1988). Gender difference in High School Science in ISRAEL. British Educational

Journal, 14, 2.

Sharma, M. (1990). A study of scientific literacy, attitude toward science and personality traits of

students and teachers (Ph.D. Education) University of Rajasthan.

Sepehr, H. (1995). Teacher use of software for pupil with specific learnin difficulty - Journal of

Computer assisted learning, 11, 1.

Van Fossen, B.E. (1977). Sexual stratification and sex role socialization, Journal of Marriage

and Family, 39, 563-574.

Vaidyan (1991). Developing teaching learning strategies for enhancing student achievement in

Science. NCERT Report.

********


Dubey, S. K. (2019). Performance of Boys and Girls at Competitive Examinations in Science to

their Social Role Model and Sex-role Stereo-types Shiksha Shodh Manthan, 5(2), 28-31.


Human Reflective Teacher : A Guiding Approach to Teacher Education

Dr. Ritu Sharma Head of the Department, Department of Education, Babu Banarsi Das University, Lucknow (U.P.)

Abstract

Dewey in 1933 gave a new concept differentiating between two types of teachers “routine” and

“reflective”. In which routine teachers were the traditional teachers while reflective have three

main types of characteristics open-mindedness, responsibility and whole heartedness. This is a

new paradigm in the field of education it also helps teachers to enhance knowledge for better

understanding.

Keywords : Traditional teachers, Education & Teacher Education.

Introduction :

The field of education is not new for the value of making more reflective teachers. The

complexity of teaching process is increasing day by day. As it is not possible to train teachers for

every situation in an education program so reflective teaching is preferred to make teachers

decision makers. The concept of reflection thinking was given by Dewey and he differentiated it

between two types of teachers a “routine” and “reflective”. Routine action is a traditional type of

teachers where as the reflective actions aims at “active, persistent and careful consideration of

any belief in light of grounds that support it and the further conclusion to which it ends” (Dewey,

1933 P.9). He further defines reflective action into three characteristics open-mindedness,

responsibility and whole heartedness educationist. Max Van Manen (1977) has given three

form of reflectivity. The first form focuses on technical ways to reach the goal. The second form

is the process of analyzing meaning, assumptions and perception and third form is the highest

level which includes critical questions related to moral, ethical and political aspects of teaching

and schooling. A reflective teaching practice is a beneficial process both for in-service and pre-

service teachers.

Reflective teachers should be prepared during the pre-service teacher’s education to

challenge the traditional teaching methods and strategies. It provides an opportunity to share

their teaching experiences observes what others teach which help them to make their classroom

situations easier.

Reflective practices for in service teachers are also equally beneficial and fruitful.

According to Schon allow himself to experience surprises, puzzlement or confusion in a

situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on

the prior understandings which have been implicit in his behavior. He carries out an experiment

which serves to generate both a new understanding of the phenomenon and a change in the

situation.


As in-service teacher different strategies can be implemented to become a reflective

teacher like go through the current charging would and remain updated, share educational stories

with the students, keep record of the daily event. Actions research or teacher research is a

strategy which creates new insights on real experiences.

In this method the teacher questions oneself to bring perfection in his/her teaching in a

classroom setting which result in enhancing knowledge which is important in becoming an

effective teacher. So the main objective of reflective practices in teaching is to provide

meaningful understandings of a situations and appropriate actions to those situations for making

their performances better.

Objectives :

1. To find out how reflective teaching affects the performance of the students.

2. To find out how much reflective teaching is useful for teacher trainees.

Sample :

The study was done on 20 B.Ed. teachers’ educators of City Degree College of Lucknow

who are enrolled in the college of age between 22 to 35 years.

Methodology :

The teacher trainees were interviewed in two parts one the exploratory interview in the

middle of their teaching practices and the other reflective interview during the last days of their

teaching practices. Three groups of 20 trainees including male and female teachers were taken.

The research was qualitative research.

Data Collection And Data Analysis :

A semi structured interview was designed which was in two parts and each trainee was

interviewed separately. First part is in the middle of the training session and he questions were:-

1. Which teaching strategy are you using?

2. How do you apply in your action research?

3. Do you know about action research?

4. Is your strategy working on students?

The other part was interview during the last days of the training session after they applied

reflective practices. The questions were:-

1. What reflective strategies have you used in your teaching practices?

2. How you use reflection practices in your teaching?

3. Have you seen any change in your teaching practices after applying reflective practices?

4. Did the reflective practices was useful to you?

Result :

There was a change in the pedagogy of the teaching which was done in the last days of

the training sessions. The result and answer given by the teachers how they have handled the

students by developing their own reflective strategies and practices.

Conclusion :

In this paper the researcher explored how reflective practices changed the way of

teaching by making it more effective and developed their own reflective practices and thus can

be a guiding apporoach to teacher education.Today the need is to prepare human reflective

teachers and for this teacher education play an important role.A human reflective teacher should


be compassionate, confident, transparent and reflective,should have self respect and respect for

their students. The HRT is connected to their students so must have these qualities for being an

efficient teacher in their professional development.

Refrences:

Impedovo, M & Malik, S.K. (2016). Becoming a reflective in-service teacher : Role of research

attitude vol 41, 101-104. Retrived from http://ro.edu.au>cgi>view content.

Tsangaridou, N. & Siedentop, D (1995), Reflective teaching : A literature review. Retrived from

http://www.humankinetics.com

Dewey, J. (1933) How we think, Chicago: Regency

Navaneedhan, G.G. Reflective teaching pedagogy as innovative approach in teacher education

through open and distance learning http://wikieducation.org

Gibbs,G. (1998). Learning by doing. Retrived from http://thoughts mostly about learning.

********


Sharma, R. (2019). Human Reflective Teacher : The Guiding Approach to Teacher Education.

Shiksha Shodh Manthan, 5(2), 32-34.


Role of Women in fostering Global Peace

Masroor Fatima Research Scholar, Department of Education Babu Banarsi Das University, Lucknow (U.P.)

Abstract

Peace is a concept of societal friendship and harmony in the absence of hostility and violence. In

a social sense, peace is commonly used to mean a lack of conflict (such as war) and freedom

from fear of violence between individuals or groups. A woman being an important part of the

society plays a significant role in maintaining peace. They can be either adversely affected by

war or can be agents for maintenance of peace and harmony. They have played different roles in

their life span as a supporter of conflict, supporter of persons in any battlefield, as a house

maker, as decision maker and have contributed a lot to any community.

No society has ever successfully transitioned from being a conflict ridden society to a

developing society unless women were a part of the mainstream .A report by UN says that 4%

participants in peace processes were women and there is need for more female participants as

they bring a better peace plan rather than focusing on only making the warring party happy. It is

said that peace begins at home and it is the women who tries her best to maintain peace and

harmony within the family so women should be engage like other men or stakeholders to create

an environment which supports and strengthen the cohesion with her leadership quality in

fostering and advancing peace and development globally. The present paper attempts to analyse

that women in spite of all the hindrances plays different roles in community, family and other

areas and her empowerment will be effective when women will be inducted in the mainstream of

development and peace making of the country and globally with a sense of equality.

Keywords: Stakeholders, Women empowerment, Mainstream & global peace.

Introduction :

Empowerment of women is a necessity for the very development of a society, since it

enhances both the quality and the quantity of human resources available for development.

Empowerment is one of the main procedural concerns when addressing human rights and

development. Women's empowerment and achieving gender equality is essential for our society

to ensure the sustainable development of the country. Many world leaders and scholars have

argued that sustainable development is impossible without gender equality and women's

empowerment. Sustainable development accepts environmental protection, social and economic

development, and without women's empowerment, women wouldn't feel equally important to the

process of development as men. It is widely believed that, the full participation of both men and

women is critical for development. Only acknowledging men's participation will not be

beneficial to sustainable development. In the context of women and development, empowerment

must include more choices for women to make on their own. Without gender equality and

empowerment, the country could not be just, and social change wouldn't occur. Therefore,


scholars agree that women's empowerment plays a huge role in development and is one of the

significant contributions of development. Without the equal inclusion of women in development,

women would not be able to benefit or contribute to the development of the country.

Although the inclusion of women in peace building processes has gained momentum in

policy discussions over the last 15 years, the number of women in decision-making positions

remains relatively small. Peace building is the foundation for creating sustainable human security

and equitable development in countries emerging from conflict. A major challenge is that women

are often not perceived to have the skills, knowledge or social status needed to bring about

change in post-conflict environments. Changing this requires a mind-shift by negotiators and

mediators on how they view the role of women. The integration of women in key post-conflict

processes can take various forms. Women played a role in bridging clan divisions and acting as

mediators. The cases of Liberia and Somalia, for instance, show some of the different ways in

which women have been involved in peace processes. In Liberia, women’s peace building

participation included activities such as education and skills training, communal farming and

group micro-loans that encourage women to collaborate to improve their quality of life. In

Somalia, elder men were seen to exclude women from formal decision-making forums where

negotiations for peace took place. Somali clan-based politics are inherently gendered, which

meant that typically women did not participate in the peace talks. Yet, women still played a role

in bridging clan divisions and acting as mediators. While the men focused on political power and

settlement, women focused on sustainable livelihoods, education, truth and reconciliation.

The UNSC has passed a number of resolutions aimed at addressing the roles of women in

peace and security agenda. While these legal frameworks have increased awareness of how

conflict impacts on women specifically, calling for greater participation of women in

transforming conflict-affected societies, the UNSC has not been widely successful in rolling out

these strategies. Only nine percent negotiators during peace talks are women. Women occupying

parliamentary seats in conflict-affected countries were four points below the global average of

22%; and occupied only 13% of ministerial positions. Within peacekeeping missions

specifically, women’s share of senior positions has been declining from 21% to 19% between

2011 and 2013. Although countries’ laws are important for recognising gender equality, they do

not guarantee it in practice, and cannot ensure that women will receive the necessary space to be

part of the peace process.

Women are primarily seen as victims of conflict – as opposed to perpetrators, or agents of

change. By being included in prevention and response strategies, women can play an active role

towards sustainable peace. A start would be to engage with women at the very beginning of

peace processes. Studies have shown that gender mainstreaming can only be effective when

accompanied by strong empowerment structures – where women have greater voices in the

public sphere, and resources are allocated to human development priorities. But, allocations to

peace building projects with the objective of addressing women’s specific needs and advancing

gender equality or empowering women remain below the 15% target of UN-managed funds as

envisioned by the Secretary-General. In Africa, resolution 1325 implementation strategies should

be geared towards the development of national action plans that include more women in peace

processes, such as that of the Democratic Republic of Congo. To make policies more effective,


strategic steps need to be taken. Women are still primarily seen as victims of conflict – as

opposed to perpetrators, or agents of change – which means that responses mostly deal with

aspects of sexual and gender-based violence. Given that women’s roles in conflict are complex,

there is a need for relevant systematic policy research and analysis, including on issues related to

dispute-resolution, access to justice and economic empowerment.

Inclusion does not only mean promoting women’s participation in formal settings, but

also recognising where they have impact. Many instances of gender inclusivity have come

through informal structures, such as the influence women have within their families, which often

goes unrecognised. The review of UNSC resolution 1325 is still focused on the rhetoric, and

progress has been slow and limited. Moving forward, the review should consider how best to fast

track the involvement of women in the peace building process, and to ensure that women viewed

as agents of positive change in post-conflict settings. As long as a clear strategy is not developed

on how to put the resolution into practice, significant improvement in women’s representation in

peace building will remain low, and prospects for sustainable peace will stay dim.

Barriers to Women Empowerment :

Our culture, values and its norms becomes the root cause of gender inequality and

becomes barrier to women empowerment. The working place for women becomes a barrier in

their development and empowerment .the women’s becomes victims of harassment by their

seniors, they are sexually harassed which becomes a large barrier for their career progress .Not a

single industry is their where a women doesn’t face any type of problems. There is gender

related barriers they face wage-gap where they work for the same position but still are not paid

equally. Another type of hindrance for a working women is if she gets pregnant she is pulled

downwards where she has to make decision of whether to have babies or regarding her career.

However governments of different countries including India has started giving maternity leaves

to such candidates which has proved beneficial to the women’s. Other barriers are occupational

segregation, lack of access to land, capital, financial resources and technology. An important

barrier is that women can see themselves voting but not as leaders .They are very few women’s

who are leaders of any political party or are prime minister or president of a country . Political

parties do not frequently nominate women for leadership .

These obstacles make it harder for a women to be part of sustainable development of a

country.

Schemes And Strategies for Women Empowerment :

• Ensure social interaction and equal participation in the society.

• Foster decision making capabilities.

• Building self confidence and enhancing self esteem.

• Providing facilities for women education

• Providing avenues for self employment or build a career in their field of interest.

Conclusion :

In conclusion, women can be powerful actors for peace, security, and prosperity. When

they participate in peace processes and other formal decision-making processes, they can play an

important role in initiating and inspiring progress on human rights, justice, national


reconciliation and economic revitalisation. They can also build coalitions across ethnic and

sectarian lines and speak up for marginalised and minority groups. Investing in women's

leadership is therefore smart security as well as smart development. For the development of any

nation the women’s participation in decision making process, peace making process and

engaging them in economic and security policies of the nation is essential .To overcome the

barriers there should equality in job, young girls should be encouraged to take interest in political

career as politician and give them opportunity in economic decision and in other areas with

gender equality women are a powerful participants for peace and harmony process and thus can

play an active role in sustainable peace and development. We also have to guarantee women’s

economic participation under conditions of equality and their access to decision-making

positions in all areas while furthering equality in working conditions and reducing segregation in

the job market. Finally, we must also make evident their major contribution to sustainable

development, economic and inclusive growth, and their potential as key players in the fight

against extremism and radicalisation. Women empowerment is therefore crucial in achieving and

maintaining peace.

References :

Can women make the world more peaceful? Retrieved from http://www.theguardians.com

Global peace foundation. Retrieved from http://www.globalpeace.org

The Security Council and Global Peaces, “Issues and Challenges”. Retrieved from

http://www.iosjournals.org

A Study on Issues and Challenges of Women Empowerment in India. Retrieved from

http://www.iosjournals.org

National Policy for the Empowerment of Women(2001) Retrieved from http://www.wcd.nic.in

Kadam, R.N. (2012). Empowerment of Women in India-An Attempt to Fill the Gender Gap.

International Research Publication, 2(6), 11-13

Chatterjee, MadhushreeDasgupta (2016). Political Empowerment of Women: Pathway to

Inclusive Democracy, YOJANA.

********


Fatima, M. (2019). Role of Women in fostering Global Peace. Shiksha Shodh Manthan, 5(2), 35-

38.


Role of Education in Women Empowerment

Pratibha Singh Research Scholar, Department of Education, C.S.J.M. University, Kanpur (U.P.)

Abstract

Today women play a leading role in developing the society. In India women do not use their

rights and neither are considered independent to take any decision Discrimination of women

from womb to tomb is well known. There is continued inequality and vulnerability of women in

all sectors and women oppressed in all spheres of life, they need to be empowered in all walks of

life. Women empowerment in India is heavily dependent on many different variables that

includes geographical location (urban/rural), educational states, social states (cast and class),

and age. Policies on women’s empowerment exist at the national state and local level in

economic opportunities, gender based violence and political participations. However, there are

significant gaps between policy formation and actual implementation at the community level.

Women can be empowered only when they are literate and educated. Education is the key to

unlock the golden door of freedom for development. This paper aims to create awareness among

the women about different empowerment and identifying the impact of education in women's

overall empowerment.

Keywords : Women empowerment, Eduaction &Women education.

Introduction:

“Woman is an incarnation of ‘shakti’ – the Goddess of power, if she is bestowed with

education, India’s strength will double. Let the campaign of ‘Kanya Kelavani’ be spread in every

home; let the lamp of educating daughter be lit up in every heart”

Narendra Modi, Prime Minister of India

Education moulds the destiny of a nation in which women play a prominent role in the

society. Women perform multifarious roles, i.e., mother, sister, wife, friend and sometimes as

wage earners. According to Manu “Yatra nariyant pujyate, ramante tasya devta.” God become

satisfied where there is great respect for women. She is the creator, well-wisher for the society

and takes the form of Goddess Durga to abolish injustice, evil and establishes truth and justice.

Thus, women's education is a challenging issue in our society.

We as a nation, dream of becoming a superpower by 2020. For becoming a Superpower,

each element of our society/nation should contribute in the nation building process. But women,

who are a major factor of this society, aren’t literate then we can’t expect to become a

superpower.

During the literature review I found that - Women’s empowerment and economic

development are closely related (Duflo2011). Make a compelling case for the notion that

societies need to see women less as passive recipient of help, and more as dynamic promoters of

social transformation, suggesting that the education, employment and ownership rights of


women have a powerful influence on their ability to control their environment and contribute to

economic development.

Women’s education as basis for women empowerment:

Education not only opens up vast avenues and opportunities for growth but affects

families and future generations as well. So giving education to women will reduce their

dependency and enhance their status. It will also –

● Reduce fertility and slow population growth and Improve child survival

● Increase the share of family income allocated to food and healthcare for children

● Raise household income especially in families below the poverty line and ensure gender

equality

Women play a significant role in the family and promoting sustainable development of the

country. Peace, prosperity and stability of a family depends on the education of the females who

formulate household budget in a manner that it builds up a healthy family environment.

Scenario of Women education in Higher Institutions:-

Number of females per 100 males in University in Major Discipline-

Year Arts Science Commerce Engineering Medicines

2005-06 77.7 71.2 65.2 36.1 90.1

2006-07 76.9 71.2 60.9 35.8 89.5

2007-08 79.6 71.0 63.53 39.3 88.31

2008-09 86.80 66.90 65.30 39.7 88.31

2009-10 86.0 72.7 67.3 40.3 90.9

Source: Department of secondary & higher education, ministry of Human Resource Development

As shown in the Table there has been considerable progress for females enrolling for higher

education. After independence, to promote higher education of women government established

women universities and colleges.

Indicators of Empowerment:

● Participation in decision making processes.

● Feeling and expression of pride and value in her works.

● Self-confidence, self-esteem and ability to prevent violence.

● Increased number of women leaders at village district, provincial and national levels.

● Integration of women in the general national development plan.

Opportunities for equalisation of women :

1. Access to quality education

2. Content, education and gender bias.

3. Vocational education for women and Empowerment

4. Training of teachers and other personnel.

5. Research and development in women studies.

6. Representation of women in education hierarchy.

7. Adult women's education.

8. Resources Management


Steps taken in India for women empowerment :

Since independence education promotes national integration and functions the

democratic order properly. In Article 16 imposed non-discrimination on ground of sex in public

employment and Article 15 (3) empowered the state to make special provision for the welfare

and development of women and children which justify special allocation and relaxation of

procedures and conditions to expand a girl’s access to education at different levels. The NPE

1986 regarding education for women’s equality, states- “Education will be used as an agent of

basic change in the status of women.”

Journey of Commission and Policies :

Report of Kothari commission (1964-66) :

Strategies for the development of girls and women -

1. To emphasise the ‘special programs recommended by the national committee on women’s

education.

2. To give attention to the education of girls at all stages and sectors as an integral part of the

general programs for the expansion and improvement of education.

With regard to the first, we recommend that as suggested by the national committee, action

should be taken on the following lines-

1. Education of women should be regarded as program in education for some years to come

and determined efforts should be made to face the difficulties involved and to close the

existing gape between the education of men and women in as short a time as possible;

2. Special schemes should be prepared for this purpose and the funds required for them

should be provided on a priority basis;

3. Both at the Centre and states, there should be a special machinery to look after the

education of females. It should bring together officials and non-officials in the planning

and implementation of programmes for women’s education.

The role of women outside the home has become an important feature of the social and

economic life of the country and in the years to come, this will assume large proportions

affecting a majority of women. It will therefore, be necessary to pay adequate attention to the

problems of training and employment of women-

1. An important problem is to enable women to carry out their dual role of homemaking and

following a suitable career. The census of 1961 shows that there are at present more than

a million young women below the age of 24 with a minimum qualification of

matriculation, who are working only as housewives and this number will increase still

further in the days ahead. To enable these women to participate in programmes of

national reconstruction, opportunities for part-time employment will have to be greatly

increased.

2. Opportunities for fulltime employment will also have to expand. As the age of marriage

continues to rise, fulltime employment will have to be provided for most all young

unmarried women.


Report of the National Policy of Education 1986 :

Education will be used as an agent of basic change in the status of women. In order to

neutralize the accumulated distortions of the past, there will be a well-conceived edge in favour

of women. The education system will play a positive, interventionist role in the empowerment of

women. It will foster the development of new values through redesigned curricula, textbooks, the

training and orientation of teachers, decision makers and administrators and the active

involvement of educational institutions. Women’s studies will be promoted as a part of various

courses and educational institutions encouraged to take up active programs to further women’s

development.

The removal of women’s illiteracy and obstacles inhibiting their access to, and retention

in elementary education will receive overriding priority, through provision of special support

services, sitting of time targets, and effective monitoring. Major emphasis will be laid on

women’s participation in vocational, technical and professional education at different levels. The

policy of non-discrimination will be pursued vigorously to eliminate sex stereotype in vocational

and profession courses and to promote women participation in non-traditional occupations, as

well as in existing and emergent technologies.

(3) Report of the National Policy of Education 2019:

Girl’s access to education is the clearest path to disrupt poverty and violence, promote

community help and well-being and foster development dividends that carry on into the next

generation. Thus a key strategy in uplifting Indian society is to give concerted attention to

uplifting women and girls; and a key strategy in uplifting URG’s is to give due attention to

uplifting the women in these groups.

For all these reasons, and in order to achieve gender equality in education, the policy

aims to integrate gender as a cross-cutting priority for all aspects of policy implementation. Key

efforts will include-

Partnerships with states and community for girl’s education :– The Government of India will

develop a ‘Gender-inclusion fund’ to build the nation's capacity to provide quality and equitable

education for all girls, focussing on five pillars-

● Ensuring 100% participation of girls in the schooling system and a high participation rate

in higher education;

● Closing the gender gap in educational attainment at all levels;

● Changing mind-sets and halting harmful practices to foster gender equity and inclusion;

● Inculcating girls capacity for leadership to help develop current and future role models;

and

● Improving dialogue in civil society to exchange best practices in lesions learned.

The fund will authorised two funding streams-formula and discretionary grants. Formula

grants will be available to states to implement priorities determined by the central government

critical for assisting women and girls in gaining access to education (such as the provision of

sanitation and toilets, bicycles, conditional cash transfers etc.).

Discretionary funds will enable states to support and scale effective community-based

interventions that address localised and context specific barriers to girl’s access to and

participation in quality education.


� Fostering women’s participation and leadership in education

� Prioritising schools safety and security

� Addressing social mores and gender stereotypes that encourage school non-

attendance

� Gender sensitisation in schools

� The importance of focusing on girls from URG’s

A gender inclusion fund will focus on supporting quality and equitable education for all girls.

All school will develop credible mechanism to ensure that they remain free of discrimination,

harassment and intimidation especially for women and girls.

Barriers to women empowerment:

1. Negligence by officials

2. Problems relating to release of loan

3. Lack of adequate training

4. Impediments to training

5. Lack of proper monitoring

6. Lack of marketing and exhibition

7. Problems faced by group members

United Nations Population Fund and Activities (UNFPA) suggestion for women

empowerment at Cairo in 1994 :

The improvement of women’s health, political, social, and economic status is a highly

important. Education is one of the most important means of women empowering. Women with

the knowledge, skills and self-confidence necessary to participate fully in the development

process. More than 40 years ago, the Universal Declaration of Human Rights asserted that

“everyone has the right to education”. In 1990, Governments meeting at the World Conference

on Education for All in Thailand, committed themselves to the goal of universal access to basic

education. But despite notable efforts by countries around the globe that have appreciably

expanded access to basic education, there are approximately 960 million illiterate adults in the

world, of whom two thirds are women.

Countries should act to empower women and should take steps to eliminate inequalities

between men and women by:

● Establishing mechanisms for women’s equal participation at all levels of the life and

enabling women to articulate their concerns and needs

● Promoting the fulfilment of women’s potential through education, skill development and

employment giving paramount importance to the elimination of poverty, illiteracy and ill

health among women

● Eliminating all practices that discriminate against women; assisting women to establish

and realize their rights, including those that relate to reproductive and sexual health;

● Adopting appropriate measures to improve women’s ability to earn income beyond

traditional occupations, achieve economic self-reliance, and ensure women’s equal access

to the labour market and social security systems

● Eliminating violence against women and discriminatory practices by employers


● Making it possible, through laws, regulations and other appropriate measures, for women

to combine the roles of child-bearing, breast-feeding and child-rearing with participation

in the workforce

Suggestions :

● Women empowerment is an essential element for national development. Since women

constitute half of the population there can be no development unless the needs and

interests of women are fully taken into account. Therefore whenever policies are

amended or new policy are initiated government has to consider the interest of women

towards the new policy initiative. For examples as government has initiated 'Make in

India' project they should provide concessional interest for bank loan and single window

clearance for women entrepreneurs who are participating in this campaign. This initiative

will encourage more women to be entrepreneur.

● More awareness for women empowerment through education need to be undertaken

through free workshops and seminars, women councils. In rural areas as even today many

women are not aware of their basic rights. In order to motivate rural women for higher

education some scholarships should be announced for rural women and government

should ensure that this educational scholarship should go to deserving candidates.

● Some NGO should arrange programmes for interaction with other empowered women in

the society for motivating women. The institutions that are engaged in various fields of

social work can start short term diploma or certificate courses in areas of rural

development with special emphasis on projects for women's development. Even many

female celebrities can participate in these programmes toward empowering women as

they are the effective role model for many to follow.

● Healthcare and education are the least considered sector in financial budget as compared

to the rest of the world. It is imperative on the part of the government to scale up the

investment in education and health sector for women. The government should increase

investment to achieve gender parity and higher level of enrolment in completion of

secondary and tertiary education. Provide women and girls better health, social services,

decent employment and other support so that they are able to achieve the full benefit of

education.

● As a corporate social responsibility even the corporate players should also take an active

interest towards the project related to empowering women by investing funds towards

women literacy, health and safety of girl child, skill development centres for women

entrepreneurs. Their contribution can change the lives of many women in India.

Conclusion :

When the woman is empowered it means the whole family and society is empowered.

Education plays a key role towards empowerment. Women should pursue her education and

career opportunities. They should fight for themselves for having better living standard and they

should make their own decisions. For the development of the economy, women and men both

should work together. The process of empowering entails much more than awareness of

alternative, women’s rights and the nature of the requirements and increase the ability to secure

their own economic resources. This study helps to create the awareness about empowering


women. The effective management and development of women’s resources, their capabilities,

interests, skills and potentials are of paramount importance for the mobilization of human

resources. Economic development efforts to combat poverty can only succeed if women are part

of the solution.

References :

Rao, Digumarti Bhaskara (1999). Women, Education and Empowerment. New Delhi : Discovery

Publishing House

Rana, Narendra Kumar (1998) Women education/emerging issues and rethinking : A Mittal

Publication.

Khatri, Rita (2016). The role of education towards women empowerment in India. International

journal of advanced research (IJAR).

Shunmuga M, Sekar M, Subburaj A. (2014). Women empowerment : Role of education.

International Journal in management and social science (IJMSS). 2014. 2(12).

Duflo (2011). women’s empowerment and economic development NBER working paper no.

17702.

https://www.careerindia.com/features/13-quotes-on-education-by-the-mahatma-gandhi-jayanthi-

018049.html

http://www.mospi.gov.in/sites/default/files/reports_and_publication/statistical_publication/social

_statistics/chapter_3.pdf

https://archive.org/details/ReportOfTheEducationCommission1964-66D.S.KothariReport

https://mhrd.gov.in>NPE86-mod92

https://mhrd.gov.in>mhrd>files

https://Unfpa.org/resources/issue-7-women-empowerment

http://www.care.org/work/women-empowerment/women

www.censusindia.gov.in>pesreport

https://www.google.com/search?q=Amrit+Sen+1999+women%273+agency+and+Social+change+develo

pment+as+freedom

********


Singh, P. (2019). Role of Education in Women Empowerment. Shiksha Shodh Manthan, 5(2),

39-45.


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lkjka'k Hkkjrh; f'k{kk dk bfrgkl vR;Ur izkphu gSA le;≤ ij fofHkUu nk'kZfudksa us vius&vius <ax ls 'kSf{kd lUnHkZ esa Kku dk lqfu;kstu o lgt la;kstu fd;k gSA oSfnd ijEijkvksa ls ysdj vkt rd dh 'kSf{kd i"B Hkwfe dk v/;;u vuq'khyu djus ij vusd ,sls izcy lUnHkZ O;ogkj esa vkrs gSa] tks volj ds vuq:i lekt ds ek¡xksa dks iwfjr djus ds izeq[k dkjd cus gSa rFkk mUgsa la;kstuk gh jk"Vª ds fuekZ.kdkjh voLFkk dk ewy vk/kkj jgh gSA bl 'kSf{kd fodkl ;k=k esa Lokeh foosdkuUn vkSj Jh vjfoUn dk ;ksxnku vizfre o vf}rh; jgk gSA bu nksuksa f'k{kk euhf"k;ksa us jk"Vª fuekZ.k dh lewph ijEijk dks vius <ax ls vxzsf"kr djrs gq, 'kSf{kd i`"BHkwfe esa viuh vyx irkdk QgjkbZ gSA tgk¡ Jh vjfoUn us lukru ewY;ksa ij vk/kkfjr Hkkjrh; n'kZu ds izlkj ij cy fn;kA ogha Lokeh foosdkuUn us ekuork ds fodkl esa iz;qDr pkfjf=d lcyrk o uSfrdrk ds egRrk dks loksZifj fl) fd;k gSA bu nksukas f'k{kk euhf"k;ksa us jk"Vª fuekZ.k ;K esa vius fnO; Kku esa og iquhr lafoËkk lefiZr dh ftlds ikou izTToyu vkSj fof'k"V lqxU/k ls ek= Hkkjro"kZ gh ugha vfirq lEiw.kZ fo'o uohu fn'kk vkSj mi;qDr fn'kk dks izkIr dj ldkA bu nksuksa f'k{kk'kkfL=;ksa us bfUnz; lq[k Hkksx ls ijs vrhfUnz; txr dh m/oZ lRrk ds lr~ vUos"k.k esa viuh o`fRr yxkbZ rFkk vkuUn ds Jhl`tu esa layXu jgus gsrq vius vuq;kf;vksa ds lkFk&lkFk leLr fo'o ds lEiw.kZ ukxfjdksa dks ikou lans'k ls vk{kkfnr fd;kA ÞokLrfod vkuUn dks tku ikus ds fy, cgqr xgjkbZ rd tkuk gksrk gSA vkuUn mÙkstuk Hkj ugha gSA blds fy, eu vlk/kkj.k ifj"dkj fd;k tkuk vko';d gS u fd og ^Lo* dk tks Lo;a ds fy, vf/kd vkSj vf/kd dh ryk'k esa yxk jgrk gSA ,slk ^Lo* bl izdkj ds vkuUn dh vOkLFkk dks dHkh ugha tku ldrk] ftlesa vkuUn mBkus okyk dksbZ ugha gksrkA ladsr “kCn %& Hkkjrh; f'k{kk] Lokeh foosdkuUn vkSj Jh vjfoUnA

çLrkouk %& Jh vjfoUn dh Hkk¡fr Lokeh foosdkuUn us Hkh euq"; ds vkUrfjd lRrk ds xq.kkRedrk dks izLrqr fd;k gSA mUgksuas euq"; ds LoHkko esa lekfgr lPpkbZ dh voLFkk dk cgqr gh osckdh ls izdk'ku fd;k gS rFkk bl ckr ij fo'ks"k cy fn;k gS fd tks LokFkZghu /kkj.kkvksa dks vaxhd`r dj lkekftd i`"BHkwfe esa iyk;u djrk gS og loksZifj gksrk gS rFkk mlds }kjk vftZr lQyrk vuqie o vf}rh; gksrh gSA Lo;a mudk dFku gS fd ^^izR;sd lQy euq"; ds LoHkko esa dgha u dgha vlkekU; bZekunkjh vkSj lPpkbZ fNih jgrh gS vkSj mlh ds dkj.k mls thou eas bruh lQyrk feyrh gSA og iw.kZr;k LokFkZghu u jgk gks ij og mldh vksj vxzlj gksrk jgk FkkA ;fn og lEiw.kZ :i ls LokFkZghu gksrk] rks mldh lQyrk oSlh gh egku gksrh tSls cq) ;k bZlk dh loZ= fu%LokFkZrk dh ek=k ij gh lQyrk dh ek=k fuHkZj jgrh gSA


Jh vjfoUn us vkJe ds thou /keZ dks i`Fkd ugha gksus fn;kA mUgha us vk/;kfRed tkx`fr ij fo'ks"k cy fn;k gSA 'kkafrfudsru esa ,d ËkkfeZd okrkoj.k FkkA ogk¡ nSfud izkFkZukvksa ls fnu dk Jhx.ks'k vkSj volku gksrk FkkA ogk¡ izHkkr dh izkFkZuk fuEuor~ izdkj ls gksrh Fkh& Þvki gekjs firk gSaA ge vkidks firk ds :i esa tkus] blesa vki gekjh enn djsaA vius esa vkSj geesa fo;ksx iSnk djds vki gesa dHkh lUrku u nsaA ,s vkRekfHkO;fDr djus okysA ,s fo'o ds ekrk firkA gekjs ikiksa ds larki dks nwj djks vkSj tks dqN vPNk vkSj Js"B gS og ge rd igq¡pkvks] ftuls ln~xq.k vn~Hkqr gksrs gSaA ugha tks Lo;a lEiw.kZ vPNkb;ksa dk Hk.Mkj gS] mUgsa ge vHkh vkSj lnSo eqDr dj izek.k djrs gaSAÞ Jh vjfoUn ;g pkgrs Fks fd mudh f'k{kk laLFkk eas ckydksa dks tk¡p djus rFkk iz;ksx djus dh iw.kZ Lora=rk gksuh pkfg,A ftlls fd os vius thou dh Å¡ph ls Å¡ph dYiukvksa dks ns[k ldsAa ;gh dkj.k Fkk fd og cPpksa dks f'k{kk ds dBksj rFkk csyksp i)fr ls tdM+uk ugha pkgrs Fks tks fd 'kfDr ds lkFk mudks Bhd :Ik esa idM+s gq, gS rFkk tks thou ds fu;eksa rFkk fodkl dh vogsyuk dj jgh gSA foosdkuUn ds 'kCnksa esa] ßftl rjg ls vki ,d ikS/kk ugha mxk ldrs] mlh rjg vki fdlh ckyd dks f'k{kk ugha ns ldrsA ikS/kk Lo;a viuh izd`fr dks fodflr djrk gSAÞ Lokeh foosdkuUn us O;fDrRo fuekZ.k ds ifjizs{; esa cryk;k gS fd vkRe fuekZ.k dh izfØ;k tulkekU; dh lax&lax lEcU/kksa dh izxk<+rk esa lekfgr gSA tks O;fDr Lo;a dks fdlh ekxZ ij vdsys LFkkfir djrs gq, fodkl ds ijpe dks Qgjkuk pkgrk gS og fdlh Hkh izdkj ls thou dh lQyrk dh lqlap;u esa y{; dh izkfIr ugha dj ikrk gSA bl izdkj ls Jh vjfoUn vkSj Lokeh foosdkuUn us vius&vius nk'kZfud fl)kUrksa dks 'kSf{kd i`"BHkwfe esa izLrqr djus eas fo'ks"k lQyrk vftZr dh gSA bu nksuksa egku f'k{kk'kkfL=;ksa us vius Kkucks/k ds ekË;e ls lekt ds cgqvk;keh fodkl esa lgk;d rRoksa dks yksd thou ds le{k cM+h gh lgtrk ls vfHkO;Dr fd;k gSA vkReh; 'kq)rk] pkfjf=d mRrerk ,oa oSpkfjd Lora=rk dks nksuksa egf"kZ;ksa us vius&vius <ax ls O;k[;kf;r djus esa fo'ks"k egkjr gkfly dh gSA bu nksuksa nk'kZfudksa us ekuo fuekZ.k esa lgk;d pfj= vkSj laLdkj ds xq.k xzkº;rk ij cy nsrs gq, 'kkjhfjd LoLF;rk o lkekftd e`nqrk dks fo'ks"k egRo fn;k gSA budh n`f"V esa jk"V]ª lekt] ifjokj vkSj euq"; dh fujUrj mUufr vko';d ,oa vifjgk;Z gSA budk fdlh Hkh izdkj ls O;frØfed :i tu&thou dks lq[k&'kkfUr vkSj lef) iznku ugha dj ldrkA ;fn ns'k ds leLr ukxfjdksa dks iw.kZ euq"; dh bdkbZ ds :i esa vuqHkwfr djuk gS] rks mlds fy, vko';d gS fd mUgsa ln~pfj= ds fuekZ.k dk Kku iznku fd;k tk;A bl ifjizs{; esa Jh vjfoUn vkSj Lokeh foosdkuUn dk LFkku vizfre o vf}rh; jgkA orZeku f'k{kk O;oLFkk esa muds fopkjksa ds izHkko dk rqyukRed v/;;u Jh vjfoUn vkSj Lokeh foosdkuUn us vius 'kSf{kd fl)kUrkas esa ftu fo"k;ksa dks izlkfjr djus dk lQy m|e fd;k gSA orZeku ifjos'k esa mldh vfuok;Zrk loZ= n`";eku gksrh gSA thou dk dksbZ Hkh i{k ,slk ugha gS] ftlesa mlds izHkko dh voLFkk O;kIr u gksA v|kof/k ;fn mudh oSpkfjd Ëkkj.kkvksa dks O;oâr fd;k tk; rFkk dM+kbZ ls mldk vuqikyu lqfuf'pr fd;k tk; rks flQZ ekuo dk gh ugha vfirq lEiw.kZ fo'o dk Hkyk gksuk LoHkkfod gSA dgha fdlh izdkj dh dksbZ Hkh ,slh foMEcuk ugha mRiUu gks ldrh gS] tks ekuoh; ln~dekZsa ds iru dk dkjd cu ldsA Lokeh foosdkuUn us lnSo mi;qDr vkSj mfpr i{k dks gh ns[kus esa o vuqHkwfr djus dh ijEijk dk izdk'ku fd;k gSA mUgksuas bl lUnHkZ esa viuh fo'ks"k n`f"V Mkyh gS fd euq"; dks ek= vPNkbZ;ksa dk n'kZu djuk pkfg,A mls dHkh Hkh cqjkbZ;ksa ds ipjs esa iM+dj vius vfLerk o vfLrRo dks tku&cw> dj [krjs esa ugha Mkyuk pkfg,A muds erkuqlkj ^^nwljksa esa cqjkbZ u ns[kksA cqjkbZ vKku gS] nqcZyrk gSA


yksxksa dks ;g crkus ls D;k ykHk fd os nqcZy gSaA vkykspuk vkSj [k.Mu ls dksbZ ykHk ugha gksrkA gesa mUgsa dqN Å¡ph oLrq nsuh pkfg,( mUgsa muds xfjeke;h Lo:i dh] muds tUefl) vf/kdkj dh ckr crkvksA fo'oHkkjrh =;ekfld esa fy[kk gqvk gS fd ,d ys[k esa] tks ckn esa f'k{kk l= uked if=dk esa izdkf'kr gqvk] ijh{k.k esa iz;ksx fd;s tkus okys fl)kUrkas dk prqjrk ds lkFk fu:i.k fd;k x;k FkkA fo|ky; esa tks dk;Z vk/kqfud euksfoKku ij vk/kkfjr gS vkSj f'k{k.k dh vk/kqfud iz.kkfy;ksa vkSj fl)kUr tks viuk;s x;s Fks] mudks Li"V djus ds fy, dqN iafDr;ka gh i;kZIr gkasxhA v/;kiu& O;oLFkk dh n`f"V ls 'kkafr fudsru esa v/;kiu esa fo|kfFkZ;ksa ij cks> u yknus rFkk mudh Lora=rk ds de ls de vigj.k dks dsfUnzr egRo fn;k x;k FkkA fo|kfFkZ;ksa esa tkx`fr mRiUu djus ds fy, d{kk vè;kid dh O;oLFkk ls ijs dh i)fr dks Hkh viuk;k x;k FkkA izfl) f'k{kk'kkL=h Jh vjfoUn ds f'k{kk lEcU/kh fopkjksa ds rRokUos"kd fo}ku MkW0 fgek'akq Hkw"k.k eq[kthZ us bl i)fr dks ^MkYVu Iyku* ds leku ekurs gSa] tks 1920 esa MkYVu esa iz;qDr dh x;h Fkha ;g iz;ksx vk/kqfud lokZfËkd egRoiw.kZ 'kSf{kd iz;ksx FkkA Lokeh foosdkuUn us euq"; }kjk vrhfUnz; Kkucks/k dh egRrk dks cgqr gh lgt 'kCnksa eas mn?kksf"kr fd;k gSA mUgksuas lkalkfjd lq[kksa esa lafyIr ukxfjdksa dh lq#fp iw.kZrk vkSj vuqHkwfr ijd e`nqrk dks cgqr gh izHkkoh <ax ls yksd le{k lEizsf"kr fd;kA Lo;a muds vuqlkj ^^tks izk.kh ftruk gh fuEuLrj dk gksxk] mls bfUnz;tfur lq[kksa esa mruk gh vkuUn feysxkA cgqr de euq"; ,sls feysaxs] ftUgsa Hkkstu djrs le; oSlk gh mYykl gksrk gS] tSlk fdlh dqRrs ;k HksfM+;s dks( fdUrq tks yksx lqlLa dr ,oa lqf'kf{kr gSa] mUgsa fpUru] n'kZu dyk vkSj foKku esa vkuUn feyrk gSA vk/;kfRedrk mlls Hkh mPprj Lrj dh gSA** vjfoUn us vius fo|ky; esa dk;Z djus okys lHkh ukxfjdksa dh 'kfØ; Hkwfedk dks izLrqr djrs gq, viuk fopkj O;Dr fd;k fd eSaus igys gh ladsr fd;k gS fd ;gh dkQh ugha gS vkSj eaSus ,slss yksxksa vkSj lk/kuksa dh izrh{kk dh tks esjs Ldwy esa dke dk lfØ; mRlkg] gekjs pfj= fuekZ.k esa ennxkj] gekjh [kksth vkSj jpukRed ÅtkZvksa ds izlUu iz;ksx dh Hkkouk Hkjus es l{ke gksa vkSj viuh xfrfof/k;kas ls LoHkkor% xnkZsa&xqckj] {k; vkSj e`R;q dk <sj mM+kdj lkQ dj nsAa nwljs 'kCnksa es] eq>s ges'kk ifjpeh izKk dh t:jr dk vglkl jgk tks esjs 'kSf{kd vkn'kZ dks ;FkkFkZ dh ml 'kfDr ls laofyr dj ns tks O;kogkfjd dY;k.k ds Bksl y{; dh vksj tkus dk jkLrk cukuk tkurh gSA Lokeh foosdkuUn us L=h vkSj iq#"k ds e/; dh lekurk dks eq[kfjr fd;k gSA mUgksuas iq#"k lekt dks le>k;k gS fd og vius oSokfgd lEcU/k dks ek= lkalkfjd micU/kksa ds fy, gh ugha cuk;k gSA cfYd mlds lEcU/kksa dk dqN vyx gh uSfrd egRo gS] tks uSlfxZd lR;rk dk izfr"Bkiu djrh gS Hkkjrh; f'k{kk ds bfrgkl eas viuh vo/kkj.kk dk lqLFkkiu djus esa layXu f'k{kk euh"kh ts0 d`".kewfr us orZeku ifjos'k ds 'kSf{kd mi;qDrrk ds ifjizs{; esa viuk n`f"V Mkyrs gq, fy[kk gS fd Þ,sls f'k{kd lekt ds ekStwnk <k¡ps ds fy, [krjukd gksaxsA ysfdu okLro esa ge ,d izcq) lekt pkgrs gh ughaA vxj dksbZ v/;kid 'kkafr ds iw.kZ vfHkizk; dks le>dj jk"Vªokn ds lgh eryc dh rFkk ;q) dh ew[kZrk dh vksj ladsr djs] rks mls 'kh?kz gh viuh ukSdjh ls gkFk /kksuk iM+ ldrk gSA ;g lc tkudj vf/kdka'k v/;kid le>kSrk dj ysrs gSa] vkSj bl izdkj] 'kks"k.k vkSj fgalk ds orZeku ra= dks cuk, j[kus esa lgk;rk djrs gSaA Lokeh foosdkuUn us dFkuh vkSj djuh dh ,d :irk dk thou dk izeq[k fgLlk ekukA mUgksuas fopkj O;Dr fd;k fd ;fn euq"; vius fopkjksa dks vius dekZsa esa <kydj lnSo vkxs gh vkxs gh c<+rs jguk viuk gsrq cuk ys]a rks mlds }kjk Lo;a mldk rks vn~Hkqr] vizfer fodkl gksxk gh lkFk&lkFk mls


vius lekt vkSj jk"Vª dk fujUrj fodkl gksrk jgsxkA Lo;a muds fopkjksa ds vuqlkj ^^esjh vk'kk] fo'okl rqEgha yksx gksA esjh ckrkas dks Bhd&Bhd le>dj mlh ds dke esa yx tkA mins'k rks eq>s vusd fn;s de ls de ,d mins'k dks Hkh rks deksZa esa ifj.kr dj ysA cM+k dY;k.k gks tk;sxkA nqfu;k Hkh ns[ks fd rsjk 'kkL= i<+uk rFkk esjh ckrsa lquuk lkFkZd gqvk gSA Hkkjrh; f'k{kk 'kkL=h ts0 d`".kewfrZ us 'kk;n Bhd gh dgk gS fd ÞvkËkqfud f'k{kk gesa fopkjghu gfLr;ksa esa cny jgh gSA viuh O;fDrxr thfodk dks] deZ&O;olk; dks [kkstus esa og gekjh cgqr gh de enn djrh gSA ge dqN ijh{kk,a ikl djrs gSa vkSj ;fn HkkX;'kkyh gSa rks dksbZ ukSdjh ik ysrs gSa& ftldk vFkZ gS 'ks"k thou dks ,d varghu fnup;kZ esa O;rhr dj nsukA pkgs ge viuh ukSdjh ;k vius O;olk; dks ilan u djrs gks]a ijUrq ge mlh esa yxs jgus ds fy, ck/; gSa] D;ksafd gekjs ikl thfodksiktZu dk nwljk dksbZ lk/ku ugha gSA gks ldrk gS fd ge dksbZ nwljk iw.kZr;k fHkUu dk;Z gh djuk pkgrs gSa] ijUrq gekjh opuc)rk vkSj mRrjnkf;Ro gesa idM+s jgrs gSa( vkSj gekjh viuh gh fpUrk,a rFkk vk'kadk,a gesa vius ckM+s esa cUn j[krh gSA ge fujk'k ;k O;xz gksdj iyk;u ds fy, lsDl] 'kjkc] jktuhfr ;k dYiuktfur /keZ dh 'kj.k esa tkrs gSA fu"d"kZ%& bl izdkj ls Jh vjfoUn vkSj Lokeh foosdkuUn ds 'kSf{kd fopkjksa dh orZekudkfyd egRrk loZ= n`f"Vxr gksrh gSA ;fn vkt muds 'kSf{kd rF;ksa dks vaxhd`r dj euq"; viuh mUufr esa layXu gks rks 'kk;n ns'k dh cM+h ls cM+h leL;kvkas dk lek/kku fd;k tk ldrk gSA vkt dh lcls cM+h leL;k uSfrd ewY;ksa ds àkl dh gSA bUgha ds dkj.k lekt esa reke izdkj dh fod`fr;k¡ mRiUu gksdj vusd O;kf/k;ksa dk dkj.k cu jgh gSA vkradokn] tkfrokn] Nqvk&Nwrokn] Å¡p&uhpokn o 'kks"k.k dh ftruh Hkh voLFkk,¡ yksdkpkj esa ik;h tk jgh gSa] os lcdh&lc pkfjf=d U;wurk o uSfrd vdeZ.;rk ds dkj.k gh gSaA ;fn Jh vjfoUn vkSj Lokeh foosdkuUn ds fopkjksa dh izklafxdrk yksd O;âr fd;k tk;] rks orZekudkfyd lekftd fod`fr;ksa ls lEiw.kZ fo'o ekuo dks cpk;k tk ldrk gS rFkk ,d LoLF;] lcy vkSj fof'k"V lekt o jk"Vª dh ifjdYiuk ewfrZeku gks ldrh gSA lUnHkZ xzUFk lwph %& vkfon] vkj0 (ND). Lokeh foosdkuUn ¼+O;fDrRo ,oa fopkj½- esjB % ek#fr izdk'ku- i`"B&101&125- feJ] ,e0 ¼2006½- xq:nso johUnzukFk VSxksj- ubZ fnYyh % Mk;e.M cqDl- i`"B&141&142- d`".kewfr]Z ts0 ¼2006½- f'k{kk D;k gS\ ubZ fnYyh % jktiky ,.M lsUl- i`"B&90- Bkdqj] vkj0 ,Uk0 ¼2004½- johUnzukFk dk f'k{kkn'kZu- ubZ fnYyh % xazFk f'kYih ¼bafM;k½ izkbosV fyfeVsM-

i`"B&114- vkfon] vkj0 (ND). Lokeh foosdkuUn ¼+O;fDrRo ,oa fopkj½- esjB % ek#fr izdk'ku- i`"B&123- d`".kewfrZ ts0 ¼2005½- f'k{kk ,oa thou dk rkRi;Z- okjk.klh % d`".kewfrZ Q+kmaMs'ku bafM;k- i`"B&38- Bkdqj] vkj0 ,Uk0 ¼2004½- johUnzukFk dk f'k{kkn'kZu- ubZ fnYyh % xazFk f'kYih ¼bafM;k½ izkbosV fyfeVsM-

i`"B&128- vkfon] vkj0 (ND). Lokeh foosdkuUn ¼+O;fDrRo ,oa fopkj½] esjB % ek#fr izdk'ku- i`"B&127

********


JhokLro] ,l0 ,oa MkW0 xqIrk] ,e0ih0 ¼2019½- Jh foosdkuUn ,oa Jh vjfoUn ds f'k{kk n'kZu ,oa 'kSf{kd fopkjksa dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 46&49-


mPp izkFkfed Lrj ds fo|kfFkZ;ksa dh “kSf{kd fpUrk dk rqyukRed v/;;u

MkW0 lrh'k dqekj* ,oa lrohj flag** *lgk;d izksQslj]¼f'k{kk'kkL=½] vkbZ0,Q0Vh0,e0 fo'ofo|ky; eqjknkckn ¼mÙkj izns'k½

**'kks|kFkhZ ¼f'k{kk'kkL=½] vkbZ0,Q0Vh0,e0 fo'ofo|ky; eqjknkckn ¼mÙkj izns'k½

lkjka'k f”k{kk ds }kjk gh ckyd /keZ] lH;rk vkSj laLÑfr dk Kku izkIr djrk gS ftlls mlesa jk’Vªh; fodkl ds fy, vko”;d rRo ,oa vfuok;Z ?kVd ds lkFk lkspus le>us dh {kerk dk fodkl gksrk gSA ysfdu ;g rHkh lEHko gS tc ckyd “kkjhfjd vkSj ekufld :Ik ls LoLFk gksA vFkkZr~ “kkjhfjd vkSj ekufld :Ik ls mlesa f”k{kk xzg.k djus dh {kerk gks D;ksafd ,d LoLFk O;fDr gh vius thou] lekt vkSj jk’Vª ds izfr iw.kZ ;ksxnku dj ldrk gSA ijUrq vkt fo|kFkhZ vius Hkfo’; vkSj f”k{kk dks ysdj cgqr fpfUrr jgrs gSa vkSj cgqr tYnh volkn xzLr gks tkrs gSaA ,d f'k{kd fo|kFkhZ dh vko';drk] {kerk :fp] ;ksX;rk] fo'ks"krk% vkfn dks /;ku esa j[kdj f'k{kk iznku djrk gSA mu fo|kfFkZ;ksa esa dqN fo|kFkhZ ,sls Hkh gksrs gSa ftudh vko';drk] {kerk] ;ksX;rk ,oa :fp lkekU; fo|kfFkZ;ksa ls fHkUu gksrh gSA ;g ckyd fpUrk xzLr Hkh gks ldrs gSa budks vf/kd “kSf{kd fpUrk jgrh gS ftl dkj.k budk d{kk rFkk d{kk ds ckgj eu ugha yxk ikrk vkSj budh “kSf{kd miyfC/k izHkkfor gksrh gSA izLrqr 'kks/k ds fuEu fu"d"kZ izkIr gq;s& mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk vLohdkj dh tkrh gSA mPp izkFkfed Lrj ds xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk vLohdkj dh tkrh gSA mPp izkFkfed Lrj ds ljdkjh fo|yk;ksa ,oa futh fo|ky;ksa ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk Lohdkj dh tkrh gSA mPp izkFkfed Lrj ds vuqlwfpr tkfr oxZ ,oa vU; fiNM+k oxZ ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk Lohdkj dh tkrh ladsr “kCn %& “kSf{kd fpUrk] vuqlwfpr tkfr oxZ ,oa vU; fiNM+k oxZA

çLrkouk %&

f'k{kk lrr~ :i ls pyus okyh ,d ,slh xR;kRed izfØ;k gS tks ekuo dks viuh Hkwfedk izHkkoh <a+x ls vnk djus esa l{ke cukrh gS ,oa jk"Vª ds fodkl esa lg;ksx iznku djrh gSA f”k{kk ds }kjk gh ckyd /keZ] lH;rk vkSj laLÑfr dk Kku izkIr djrk gS ftlls mlesa jk’Vªh; fodkl ds fy, vko”;d rRo ,oa vfuok;Z ?kVd ds lkFk lkspus le>us dh {kerk dk fodkl gksrk gSA ysfdu ;g rHkh lEHko gS tc ckyd “kkjhfjd vkSj ekufld :Ik ls LoLFk gksA vFkkZr~ “kkjhfjd vkSj ekufld :Ik ls mlesa f”k{kk xzg.k djus dh {kerk gks D;ksafd ,d LoLFk O;fDr gh vius thou] lekt vkSj jk’Vª ds izfr iw.kZ ;ksxnku dj ldrk gSA ijUrq vkt fo|kFkhZ vius Hkfo’; vkSj f”k{kk dks ysdj cgqr fpfUrr jgrs gSa vkSj cgqr tYnh volkn xzLr gks tkrs gSaA

,d f'k{kd fo|kFkhZ dh vko';drk] {kerk :fp] ;ksX;rk] fo'ks"krk% vkfn dks /;ku esa j[kdj f'k{kk iznku djrk gSA mu fo|kfFkZ;ksa esa dqN fo|kFkhZ ,sls Hkh gksrs gSa ftudh vko';drk] {kerk] ;ksX;rk


,oa :fp lkekU; fo|kfFkZ;ksa ls fHkUu gksrh gSA ;g ckyd fpUrk xzLr Hkh gks ldrs gSa budks vf/kd “kSf{kd fpUrk jgrh gS ftl dkj.k budk d{kk rFkk d{kk ds ckgj eu ugha yxk ikrk vkSj budh “kSf{kd miyfC/k izHkkfor gksrh gS rFkk mudk lokZaxha.k fodkl Hkh izHkkfor gksrk gSA izLrqr y?kq “kks/k i= ls izkIr fu’d’kksa ds ek/;e ls budh “kSf{kd fpUrk dks nwj djus dk iz;kl fd;k tk;sxkA vko”;drk ,oa egRo & fo|ky;ksa esa i<+k;s tkus okys fo’k;ksa esa dqN fo’k; fpUrkxzLr fo|kfFkZ;ksa ds vf/kd fpUrkxzLr jgus ds dkj.k muds ekufld Lrj ls Åij ds Lrj ds fl) gks tkrs gSaA bu fo’k;ksa dks le>us ds fy, fpUrkxzLr fo|kfFkZ;k dks vfrfjDr “kSf{kd iz;kl djkuk ifjokj o fo|ky; dk dk;Z gSA ijUrq bu nksuksa ds /;ku u nsus ds dkj.k buesa “kSf{kd fiNM+kiu vk tkrk gSA fpUrkxzLr fo|kfFkZ;ksa ds fiNM+siu ds dbZ vkSj Hkh dkj.k gSA ftuesa eq[;r% mudk nwf’kr okrkoj.k] xjhch] vf”kf{kr ifjokj] ifjokj esa LFkku] buds izfr Lusg dk vHkko] ekrk firk dk /;ku u nsuk] ifjokj dk mÙkjnkf;Ro ,oa Hkfo’; dh fpUrk tks budh “kSf{kd miyfC/k dks izHkkfor djrk gS budh fpUrk dk izHkko mudh “kSf{kd miyfC/k] lh[kus esa l`tukRedrk] :fp] Le`fr vkSj O;fDrÙo vkfn ij lh/kk iM+rk gSA tks buds “kSf{kd ,oa lkekftd :i ls fpUrk xzLr jgus dk eq[; dkj.k gSA bu fo|kfFkZ;ksa ds “kSf{kd fpUrk ij /;ku ugha fn;k x;k rks budk lokZaxha.k fodkl Hkh izHkkfor gks tkrk gSA izLrqr “kks/k i= ds ek/;e ls izkIr fu’d’kksa ds }kjk bu fo|kfFkZ;ksa dh “kSf{kd fpUrk dks de djus dk iz;kl fd;k tk;sxk f”k{kk esa fuEufyf[kr “kks/kkfFkZ;ksa us vius v/;;u esa fpUrk ls lEcfU/kr fo|kfFkZ;ksa ij izdk”k Mkyk gSA ftlesa lh0vkj0 ijesjk ¼1973½] ,l0 xjokj ¼1974½] flag vkj0 ¼1978½, vk”kk0 Vh0 ¼1980½] lDlsuk vkj0 ¼1983½] vehuk ,e0 ¼1991½] th0 nsojkt ¼1992½] dqekj ,l0 ¼2007½] eh.kk Mh0ds0 ¼2010½ ,oa dqekj vkj0 ¼2013½ izeq[k gSaA leL;k dFku %& ^^mPp izkFkfed ek/;fed Lrj ds fo|kfFkZ;ksa ds “kSf{kd fpUrk dk rqyukRed v/;;uA** “kCnksa dk ifjHkk’khdj.k %& mPp izkFkfed Lrj %&mPp izkFkfed Lrj ls vk”k; d{kk 9 ls 12 rd dh f”k{kk ls gSA “kSf{kd fpUrk %& fdlh vkUrfjd mM~Mh;u ls mRiUu nq[kn vkSj Hk;ewyd jkxkRed vuqHkoksa dh n”kk] ftlesa psruk dk xq.k nq[kn vuqHkoksa esa psruk ds xq.k ls vyx gksrk gSA gjykWd& ds vuqlkj fpUrk ,d izdkj dk Hk; gS tks okLrfod dkj.kksa dh vis{kk dYiuk ds }kjk vf/kd iSnk gksrh gSA 'kks/k fof/k %&

orZeku 'kks/k gsrq loZs{k.k fof/k dk iz;ksx fd;k x;k gSA midj.k%&

orZeku 'kks/k gsrq ,0ds0ih0 flUgk }kjk fufeZr iz'ukoyh dk iz;ksx fd;k x;k gSA U;kn'kZ %&

orZeku 'kks/k gsrq d{kk 6 oha o 8 oha esa v/;;u djus okys yxHkx 40 fo|kfFkZ;ksa dks 'kkfey dj mudks fyax] {ks=] oxZ ,oa tkfr esa oxhZÑr fd;k fd;k x;k gSA “kks/k ds mn~ns”; %&

1- mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh “kSf{kd fpUrk dk rqyukRed v/;;uA 2- mPp izkFkfed Lrj ds xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh “kSf{kd fpUrk dk rqyukRed

v/;;uA


3- mPp izkFkfed Lrj ds ljdkjh fo|ky;ksa ,oa futh fo|ky;ksa ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk dk rqyukRed v/;;uA

4- mPp izkFkfed Lrj ds vuqlwfpr tkfr oxZ ,oa vU; fiNM+k oxZ ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk dk rqyukRed v/;;uA

“kks/k dh eq[; ifjdYiuk,a %& 1- mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k tkrk gSA 2- mPp izkFkfed Lrj ds xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj

ik;k tkrk gSA 3- mPp izkFkfed Lrj ds ljdkjh ,oa futh fo|ky;ksa ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd

vUrj ik;k tkrk gSA 4- mPp izkFkfed Lrj ds vuqlwfpr tkfr oxZ ,oa vU; fiNM+k oxZ ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk

esa lkFkZd vUrj ik;k tkrk gSA vkadMksa dk fo'ys"k.k ,oa O;k[;k

mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh “kSf{kd fpUrk dk e/;eku] ekud fopyu ,oa ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k

rkfydk la[;k&1 dqy fo|kFkhZ la[;k e/;eku ekud

fopyu LorU=ka'k la[;k

ØkfUrd vuqikr

Nk= 20 28-05 6-05 38 2-68

Nk=k;sa 20 35-06 7-92 O;k[;k %& rkfydk ls Li"V gS fd Nk=ksa dk e/;eku] ekud fopyu Øe'k% 28-05 ,oa 6-05 izkIr gqvk gSA tcfd Nk=kvksa dk e/;eku o ekud fopyu Øe'k% 35-06 ,oa 7-92 izkIr gqvk gSA bu nksuksa dk ØkfUrd vuqikr dk eku 2-68 izkIr gqvk gSA izkIr ØkfUrd vuqikr dk eku lkFkZdrk Lrj ls de gSA vr% Nk=ksa ,oa Nk=kvksa dh “kSf{kd fpUrk esa lkFkZd vUrj ugha ik;k tkrk gSA vr% gekjh ifjdYiuk la[;k &1 vLohdkj dh tkrh gSA

^^mPp izkFkfed Lrj ds xzkeh.k fo|kFkhZ ,oa “kgjh fo|kfFkZ;ksa dh “kSf{kd fpUrk dk e/;eku] ekud fopyu ,oa ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k&

rkfydk la[;k&2

dqy fo|kFkhZ la[;k e/;eku ekud fopyu

LorU=ka'k la[;k

ØkfUrd vuqikr

xzkeh.k fo|kFkhZ 20 27-9 6-36 38 0-51

“kgjh fo|kFkhZ 20 28-67 6-98 O;k[;k %& rkfydk ls Li"V gS fd xzkeh.k fo|kfFkZZ;ksa dk e/;eku] ekud fopyu Øe'k% 27-9 ,oa 6-36 izkIr gqvk gSA tcfd “kgjh fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 28-67 ,oa 6-98 izkIr gqvk gSA bu nksuksa dk ØkfUrd vuqikr dk eku 0-51 izkIr gqvk gSA izkIr ØkfUrd vuqikr dk eku lkFkZdrk Lrj ls de gSA de eku lkFkZd vUrj dks Li"V ugha djrk gSA vr% xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ugha ik;k x;k gSA vr% gekjh ifjdYiuk la[;k 2 vLohdkj dh tkrh gSA


^^mPp izkFkfed Lrj ds ljdkjh ,oa futh fo|ky;ksa ds fo|kfFkZ;ksa dh “kSf{kd fpUrk dk e/;eku] ekud fopyu ,oa ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k&

rkfydk la[;k&3


LorU=ka'k la[;k

ØkfUrd vuqikr

ljdkjh fo|ky;ksa ds fo|kFkhZ 20 27-75 6-67 38 2-88

futh fo|ky;ksa ds fo|kFkhZ 20 31-13 4-34 O;k[;k %&

rkfydk ls Li"V gS fd ljdkjh fo|ky;ksa ds fo|kfFkZ;ksa dk e/;eku] ekud fopyu Øe'k% 27-75 ,oa 6-67 izkIr gqvk gSA tcfd futh fo|ky;ksa ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 31-13 ,oa 4-34 izkIr gqvk gSA bu nksuksa dk ØkfUrd vuqikr dk eku 2-88 izkIr gqvk gSA izkIr ØkfUrd vuqikr dk eku lkFkZdrk Lrj ls vf/kd gSA vf/kd eku lkFkZd vUrj dks Li"V djrk gSA vr% ljdkjh fo|ky;ksa ds fo|kfFkZ;ksa ,oa futh fo|ky;ksa ds fo|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k gSA vr% gekjh ifjdYiuk la[;k 3 Lohdkj dh tkrh gSA ^^mPp izkFkfed Lrj ds vuqlwfpr tkfr oxZ ds fo|kfFkZ;ksa ,oa vU; fiNM+k oxZ ds fo|kfFkZ;ksa dh “kSf{kd

fpUrk dk e/;eku] ekud fopyu ,oa ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k& rkfydk la[;k&4


LorU=ka'k la[;k

ØkfUrd vuqikr

vuqlwfpr tkfr oxZ ds fo|kFkhZ 20 28-65 8-48 38 2-38

vU; fiNM+k oxZ ds fo|kFkhZ 20 35-50 8-14 O;k[;k %& rkfydk ls Li"V gS fd vuqlwfpr tkfr oxZ ds fo|kfFkZ;ksa dk e/;eku] ekud fopyu Øe'k% 28-65 ,oa 8-48 izkIr gqvk gSA tcfd vU; fiNM+k oxZ ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 35-50 ,oa 8-14 izkIr gqvk gSA bu nksuksa dk ØkfUrd vuqikr dk eku 2-38 izkIr gqvk gSA izkIr ØkfUrd vuqikr dk eku lkFkZdrk Lrj ls de gSA de eku lkFkZd vUrj dks Li"V ugha djrk gSA vr% vuqlwfpr tkfr oxZ ds fo|kfFkZ;ksa ,oa vU; fiNM+k oxZ ds fo|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k gSA vr% gekjh ifjdYiuk la[;k 4 Lohdkj dh tkrh gSA 'kks/k ds fu"d"kZ %&

1- mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk vLohdkj dh tkrh gSA

2- mPp izkFkfed Lrj ds xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk vLohdkj dh tkrh gSA

3- mPp izkFkfed Lrj ds ljdkjh fo|yk;ksa ,oa futh fo|ky;ksa ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk Lohdkj dh tkrh gSA


4- mPp izkFkfed Lrj ds vuqlwfpr tkfr oxZ ,oa vU; fiNM+k oxZ ds fo+|kfFkZ;ksa dh “kSf{kd fpUrk esa lkFkZd vUrj ik;k x;k] vRk% gekjh ifjdYiuk Lohdkj dh tkrh gSA

lanHkZ xazFk lwph %& dqekj] ,u0 ¼1985½- jk"Vªh; f'k{kk- ubZ fnYYkh % foØe izdk'ku- xqIrk] ,l- ih- ¼2009½- vuqla/kku lanf'kZdk- bykgkckn % 'kkjnk iqLrd Hkou- ik.Ms MkW0 ds0 ih0 ¼2006½- 'kSf{kd vuqla/kku- okjk.klh % fo'ofo|ky; izdk'ku- eaxy ,lådså ¼2004½- f“k{kk euksfoKku ,oa lkaf[;dh- vkxjk % fouksn iqLrd efUnj- jk;tknk ch0,l0 ¼1997½- f”k{kk esa vuqla/kku ds vko”;d rRo- t;iqj % fgUnh xzUFk vdkneh- jk; ih0 ,u0 ¼1999½- vuqla/kku fof/k;k¡- vkxjk % y{ehukjk;.k vxzoky izdk”ku- Lkqf[k;k] ,l0ih0 ¼1998½- “kSf{kd vuqla/kku ds ewy rRo- vkxjk %fouksn iqLrd efUnj-

********


dqekj] ,l0 ,oa flag] ,l0 ¼2019½- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dh “kSf{kd fpUrk dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 50&54-


fgUnh ek/;e ,oa vaxzsth ek/;e ds fo|ky;ksa esa v/;;u djus okys fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk dk rqyukRed v/;;u

jke ckcw lgk;d izksQslj ¼f'k{kd f'k{kk foHkkx½ jru lSu fMxzh dkWyst] ckalh] fl)kFkZ uxj ¼m0iz0½

lkjka'k

izÑfr ls tks Hkh gekjs pkjksa vksj ifjyf{kr gksrk gS] tSls ok;q ty] rkieku] Hkwfe dh cukoV] ou] [kfut inkFkZ] vknzrk rFkk lkekftd <k¡pk] lkekftd laLFkk,sa] lkekftd fu;e fojklr] /keZ Hkk"kk] uSfrdrk] izFkk ijEijk] vfo"dkj] lkekftd ewY; vkfn vkrs gSaA dksbZ Hkh euq’; Ik;kZoj.k ds fcuk thfor ugha jg ldrk gSA izR;sd izk.kh ds fopkj Ik;kZoj.k ls izHkkfor gksrs gSa vkSj fcuk Ik;kZoj.k ds fdlh Hkh O;fDr ds vfLrRo dh dYiuk ugha dh tk ldrh gSA izLrqr 'kks/k ds fu"d"kZ bl izdkj gSA fgUnh ek/;e ds fo|kfFkZ;ksa ,oa vaxzsth ek/;e ds fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk eas lkFkZd vUrj ik;k x;k rFkk fgUnh ek/;e ds fo|kfFkZ;ksa eas vaxzsth ek/;e esa i<+us okys fo|kfFkZ;ksa dh vis{kk vf/kd Ik;kZoj.k tkx:drk ik;h x;hA vr% gekjh ifjdYiuk vLohdkj dh tkrh gSA fgUnh ek/;e ds Nk=ksa o vaxzsth ek/;e ds Nk=ksa dh Ik;kZoj.k tkx:drk esa lkFkZd vUrj ik;k x;kA vr% gekjh ifjdYiuk Lohdkj dh tkrh gSA fgUnh ek/;e ds Nk=kvksa esa rFkk vaxzsth ek/;e ds fo|ky;ksa esa f'k{kk izkIr djus okyh Nk=kvksa dh i;kZoj.k tkx:drk esa lkFkZd vUrj gSA vr% gekjh ifjdYiuk LOkhdkj dh tkrh gSAizÑfr ls tks Hkh gekjs pkjksa vksj ifjyf{kr gksrk gS] fgUnh ek/;e ds vuq-tkfr fo|kfFkZ;ksa esa rFkk vaxzsth ek/;e dh vuq-tkfr fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk esa lkFkZd vUrj gSA vr% gekjh ifjdYiuk LOkhdkj dh tkrh gSA

ladsr “kCn %& fo|ky;] i;kZoj.k tkx:drk ,Oka vfHko`fÙk A

izLrkouk %& Ik;kZoj.k ,d O;kid “kCn gS] vkSj lHkh n”kkvksa dk ;ksx gS] Ik;kZoj.k dk vFkZ ifj$vkoj.k] vFkkZr] pkjksa vksj <+dk gqvkA vFkkZr~ tks euq’; dks pkjksa vksj ls <+dk jgrk gS ogh i;kZoj.k dgykrk gSA izÑfr ls tks Hkh gekjs pkjksa vksj ifjyf{kr gksrk gS] tSls ok;q ty] rkieku] Hkwfe dh cukoV] ou] [kfut inkFkZ] vknzrk rFkk lkekftd <k¡pk] lkekftd laLFkk,sa] lkekftd fu;e fojklr] /keZ Hkk"kk] uSfrdrk] izFkk ijEijk] vkfo"dkj] lkekftd ewY; vkfn vkrs gSaA dksbZ Hkh euq’; Ik;kZoj.k ds fcuk thfor ugha jg ldrk gSA izR;sd izk.kh ds fopkj Ik;kZoj.k ls izHkkfor gksrs gSa vkSj fcuk Ik;kZoj.k ds fdlh Hkh O;fDr ds vfLrRo dh dYiuk ugha dh tk ldrh gSA izkphu dky ls ysdj orZeku dky rd fcuk Ik;kZoj.k ds ekuo thou lEHko ugha jgk gS u gh vkxs vkus okys le; esa jgsxkA ijUrq vkt Ik;kZoj.k dks nwf"kr fd;k tk jgk gSA cqf) thfo;ksa }kjk gh Ik;kZoj.k dks uqdlku igq¡pk;k tk jgk gS ijUrq ekuo Hkwy x;k gS fd Ik;kZoj.k ugha rks ekuo thou ugha gSA


v/;;u dh vko”;drk %& Ik;kZoj.k ekuo thou dk lcls fgrslh lkFkh gSA Ik;kZoj.k ds fcuk fdlh Hkh izk.kh dk vfLrRo ugha gS ijUrq vkt vkS|ksfxdj.k vkSj uxjhdj.k us Ik;kZoj.k dks cgqr {kfr igq¡pkbZ gSA Ik”pkR; laLÑfr ds vuqlj.k rFkk Hkksx foyklh thouds ek;k tky esa Q¡ldj vkt O;fDr Ik;kZoj.k dks u’V djus esa yxk gSA izkphu dky esa rqylh iwtk] dsys dh iwtk] /kwi ?kkl dh iwtk vkfn bl ckr dk izek.k gSa fd izkphu dky esa Ik;kZoj.k vkSj /keZ esa dksbZ vUrj ugha Fkk] /keZ ds lkFk Ik;kZoj.k ls tksM+k tkrk FkkA ijUrq vkt ;g fLFkfr ugha gSA Ik;kZoj.k dks cpkus ds fy, f”k{kk ds rhuksa Lrj ij xEHkhj ls ykxw djus dh vko”;drk gS ijUrq rhuksa Lrj ij ;g i<+k;k tkrk gS fQj Hkh i;kZoj.k ds izfr tkx:drk ds ifj.kke lkFkZd ugha gSA Ik;kZoj.k ds izfr ldkjkRed ifjorZu] lksp rFkk vfHko`fÙk dk gksuk vfr vko”;d gS izLrqr “kks/k ds ek/;e ls fo|kfFkZ;ksa esa Ik;kZoj.k psruk ds izfr tkx:drk iSnk djus dk iz;kl fd;k tk;sxk ftlls vkxs pydj os i;kZoj.k ds izfr lekt esa tkx:drk fodflr dj ldsaxsA lEcfU/kr lkfgR; dk losZ{k.k %& fuEufyf[kr “kks/kfFkZ;ksa us Ik;kZoj.k lEcU/kh fo’k; ij “kks/k dk;Z fd;s gSaA ftlesa dfy;kB ¼1988½] eks0 lyhe ¼1989½] pkS0 ,l0,l0 ¼1990½] eknjke ¼1995½] vxzoky ¼1995½] leyksd ¼1995½] ikjhd ,e ¼1996½] HkV~Vkpk;Z ,u0 ¼2006½ ljyk Vh0 ¼2010½] ftrsUnz ¼2017½ vkfn izeq[k gSaA leL;k dFku %& ^^fgUnh ek/;e ,oa vaxzsth ek/;e ds fo|ky;ksa esa v/;;u djus okys fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk dk rqyukRed v/;;u** iz;qDr “kCnksa dk ifjHkk’khdj.k %&

• fgUnh ek/;e ds fo|ky; %& mÙkj izns”k ljdkj ls lgk;rk izkIr ,oa ekU;rk izkIr fo|ky; fgUnh ek/;e ds fo|ky;ksa dh Js.kh esa vkrs gSaA

• vaxzsth ek/;e ds fo|ky; %& bu fo|ky;ksa esa v/;;u o v/;kiu vaxzsth ek/;e esa gksrk gS vkSj budks lh0ch0,l0bZ0 vkSj vkbZ0lh0,l0bZ0 ls ekU;rk izkIr gksrh gSaA

• Ik;kZoj.k tkx:drk & i;kZoj.k ds izfr le> o mlds izfr lEeku vkfn i;kZoj.k tkx:drk ds izrhd gSA

• vfHko`fÙk& vfHko`fÙk euq’; dh ,d ,slh fLFkfr gS ftlds ek/;e mlds dqN djus lksp le>us fof”k’V dk;Z djds] mlds er vkSj muds fopkjksa dk Kku gksrk gSA

“kks/k ds mís”; %& izLrqr y?kq “kks/k izcU/k ds eq[; mís”; fuEufyf[kr gSaA

1- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk dk rqyukRed v/;;uA

2- fgUnh ek/;e ,oa vaxszth ek/;e ds Nk=ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk dk rqyukRed v/;;uA

3- fgUnh ek/;e ,oa vaxszth ek/;e ds Nk=kvksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk dk rqyukRed v/;;uA

4- fgUnh ek/;e ,oa vaxszth ek/;e ds vuqlwfpr tkfr ds fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk dk rqyukRed v/;;uA


“kks/k ifjdYiuk,a %& 1- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk esa lkFkZd

vUrj ik;k tkrk gSA 2- fgUnh ek/;e ,oa vaxszth ek/;e ds Nk=ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk esa lkFkZd

vUrj ik;k tkrk gSA 3- fgUnh ek/;e ,oa vaxszth ek/;e ds Nk=kvksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk esa lkFkZd

vUrj ik;k tkrk gSA 4- fgUnh ek/;e ,oa vaxszth ek/;e ds vuqlwfpr tkfr ds fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk ds

izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA pj %& LorU= pj %& fo|kFkhZ] vkfJr pj %& Ik;kZoj.k tkx:drk U;kn”kZ %&

izLrqr y?kq “kks/k gsrq 80 ckydksa dk p;u fd;k tk;sxkA “kks/k midj.k& bl y?kq “kks/k gsrq LofufeZr iz”ukoyh dk iz;ksx fd;k x;k gSA vkadM+ksa dk ladyu %&

fo|ky;ksa esa v/;;ujr fo|kfFkZ;ksa ls O;fDrxr lEidZ djds iz”ukoyh ds ek/;e ls vkadM+ksa dk ladyu fd;k x;k gSA “kks/k fof/k %&

izLrqr y?kq “kks/k esa losZ{k.k fof/k dk iz;ksx fd;k x;k gSA Lkhekadu %&

izLrqr “kks/k dks eqjknkckn tuin rd lhfer j[kk x;k gSA ifjdYiukvksa dk fo'ys"k.k ,oa O;k[;k %& ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds fo|kfFkZ;ksa o vaxzsth ek/;e ds fo|kfFkZ;ksa dh

Ik;kZoj.k tkx:drk dk e/;eku] ekud fopyu] o ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k rkfydk la[;k&1

dqy fo|kFkhZ la[;k e/;eku ekud fopyu LorU=ka'k la[;k

ØkfURkd la[;k

fgUnh ek/;e ds fo|kFkhZ

40 187-10 12-46 78

1-71 vaxzssth ek/;e ds

fo|kFkhZ 40 200-5 9-27

O;k[;k %& rkfydk ls Li"V gS fd fgUnh ek/;e ds dqy fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 187-10 o 12-46 izkIr gqvk gSA tcfd vaxzsth ek/;e ds dqy fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 200-5 o 9-27 izkIr gqvk gSA LorU=ka'k la[;k 78 ij ØkfUr ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls de gS tks lkFkZd vUrj dks Li"V ugha djrk gSA vFkkZr~ fgUnh ek/;e ds fo|kfFkZ;ksa ,oa vaxzsth ek/;e esa f'k{kk izkIr djus okys fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk esa vUrj ugha ik;k tkrk gSA gekjh ifjdYiuk Øek¡d ,d Lohdkj dh tkrh gSA


ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs] fgUnh ek/;e ds Nk=ksa o vaxzsth ek/;e ds Nk=ksa dh Ik;kZoj.k tkx:drk dk ek/;eku] ekud fopyu Lora=k'k la[;k o ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k

rkfydk la[;k&2 dqy fo|kFkhZ la[;k e/;eku ekud fopyu LorU=ka'k

la[;k ØkfURkd la[;k

fgUnh ek/;e Nk=

20 184-32 16-30

38 3-60 vaxzssth ek/;e ds Nk=

20 174-17 10-84

O;k[;k %& rkfydk ls Li"V gS fd fgUnh ek/;e esa f'k{kk izkIr djus okys Nk=ksa dk e/;eku o ekud fopyu Øe'k% 184-32 o 16-30 izkIr gqvk gS tcfd vaxzsth ek/;e ds Ldwyksa esa f'k{kk izkIr djus okys Nk=ksa dk e/;eku o ekud fopyu Øe'k% 174-17 o 10-840 izkIr gqvk gSA 38 Lor=ka'k la[;k ij ØkfUrd ewY; dk eku 3-60 izkIr gqvk gSA izkIr ØkfUrd ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gSA tks fgUnh ek/;e ds Nk=kssa ,oa vaxzsth ek/;e ds Nk=ksa ds e/; Ik;kZoj.k tkx:drk ds lanHkZ esa lkFkZd vUrj dks n”kkZrk gSA vr% gekjh ifjdYiuk Lohdkj dh tkrh gSA

ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e dh Nk=kvksa o vaxzsth ek/;e dh Nk=kvksa dh Ik;kZoj.k tkx:drk dk e/;eku] ekud fopyu LorU=ka'k la[;k o ØkfUrd vuqikr dk fo'ys"k.k ,oa

O;k[;k ¼rkfydk la[;k&3½

dqy fo|kFkhZ la[;k e/;eku ekud fopyu LorU=ak'k la[;k

ØkfURkd vuqikr

fgUnh ek/;e dh Nk=k,¡

20 196-85 9-54

38 3-14 vaxzssth ek/;e dh

Nk=k,¡ 20 187-85 8-56

O;k[;k %& rkfydk ls Li"V gS fgUnh ek/;e ds fo|ky;ksa esa f'k{kk izkIr djus okyh Nk=kvksa dk Ik;kZoj.k tkx:drk dk e/;eku o ekud fopyu Øe'k% 196-85 o 9-54 izkIr gqvk gS tcfd vaxzsth ek/;e ds Ldwyksa eas f'k{kk izkIr djus okyh Nk=kvksa dh Ik;kZoj.k tkx:drk dk e/;eku o ekud fopyu Øe'k% 187-85 o 8-56 izkIr gqvk gSA 38 LorU=ka'k la[;k ij ØkfUrd ewY; dk eku 3-14 izkIr gqvk gSA izkIr ØkfUrd ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gSA blls fl) gksrk gS fd nksuksa lewgksa ds Ik;kZoj.k tkx:drk esa vUrj ik;k tkrk gSA blfy, 'kwU; ifjdYiuk Lohdkj dh tkrh gSA ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs] fgUnh ek/;e ds o vaxzsth ek/;e ds vuq- tkfr ds fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk dk e/;eku] ekud fopyu Lora=ka'k la[;k o ØkfUrd vuqikr dk fo'ys"k.k

,oa O;k[;k rkfydk la[;k& 4

dqy fo|kFkhZ la[;k e/;eku ekud LorU=ka'k ØkfURkd


fopyu la[;k vuqikr fgUnh ek/;e ds vuq- tkfr ds fo|kFkhZ

20 200-5 8-48

38 7-42 vaxzssth ek/;e vuq- tkfr ds

fo|kFkhZ 20 176-80 11-53

O;k[;k %& rkfydk ls Li"V gS fd fgUnh ek/;e Ldwyksa eas v/;;u djus okys vuqlwfpr tkfr ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 200-5 o 8-48 izkIr gqvk gSA tcfd vaxzsth ek/;e ds Ldwyksa esa v/;;u djus okys vuq- tkfr ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 176-80 o 11-53 izkIr gqvk gSA tcfd 38 Lora=k; la[;k ij ØkfUrd ewY; dk eku 7-42 izkIRk gqvk gSA izkIr ØkfUrd ewY; dk eku lkFkZdrk ds nksuksa ls vf/kd gSA vFkkZr izkIr ØkfUrd ewY; dk eku fgUnh ek/;e ds vuq- tkfr ds fo|kfFkZ;ksa vkSj vaxzsth ek/;e vuq- tkfr ds fo|kfFkZ;ksa ds chp Ik;kZoj.k tkx:drk esa vUrj dks Li"V djrk gSA vr% gekjh ifjdYiuk Lohdkj dh tkrh gSA 'kks/k fu"d"kZ %& 1- fgUnh ek/;e ds fo|kfFkZ;ksa ,oa vaxzsth ek/;e ds fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk eas lkFkZd vUrj

ik;k x;k rFkk fgUnh ek/;e ds fo|kfFkZ;ksa eas vaxzsth ek/;e esa i<+us okys fo|kfFkZ;ksa dh vis{kk vf/kd Ik;kZoj.k tkx:drk ik;h x;hA vr% gekjh ifjdYiuk vLohdkj dh tkrh gSA

2- fgUnh ek/;e ds Nk=ksa o vaxzsth ek/;e ds Nk=ksa dh Ik;kZoj.k tkx:drk esa lkFkZd vUrj ik;k x;kA vr% gekjh ifjdYiuk Lohdkj dh tkrh gSA

3- fgUnh ek/;e ds Nk=kvksa esa rFkk vaxzsth ek/;e ds fo|ky;ksa esa f'k{kk izkIr djus okyh Nk=kvksa dh i;kZoj.k tkx:drk esa lkFkZd vUrj gSA vr% gekjh ifjdYiuk LOkhdkj dh tkrh gSA

4- fgUnh ek/;e ds vuq-tkfr fo|kfFkZ;ksa esa rFkk vaxzsth ek/;e dh vuq-tkfr fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk esa lkFkZd vUrj gSA vr% gekjh ifjdYiuk LOkhdkj dh tkrh gSA

lanHkZ lwph %&

vxzoky ,e0ih0 ¼2005½ - Lkkaf[;dh ds ewy rRo- t;iqj % jes”k cqd fMiks- vksM+0 ,y0 ds ¼2005½- “kSf{kd iz”kklu ,oa fo|ky; laxBu vkxjk % fouksn iqLrd efUnj- xqIrk] ,l- ih- ¼2009½- vuqla/kku lanf'kZdk- bykgkckn % 'kkjnk iqLrd Hkou- ik.Ms MkW0 ds0 ih0 ¼2006½- 'kSf{kd vuqla/kku- okjk.klh % fo'ofo|ky; izdk'ku- jk;tknk ch0,l0 ¼1997½- f”k{kk esa vuqla/kku ds vko”;d rRo- t;iqj % fgUnh xzUFk vdkneh- jk; ih0 ,u0 ¼1999½- vuqla/kku fof/k;k¡- vkxjk % y{ehukjk;.k vxzoky izdk”ku- “kekZ vkj0,0 ¼1998½- f”k{kk vuqla/kku- esjB % lw;kZ izdk”ku- Lkqf[k;k] ,l0ih0 ¼1998½- “kSf{kd vuqla/kku ds ewy rRo- vkxjk % fouksn iqLrd efUnj-

********


jke ckcw ¼2019½- fgUnh ek/;e ,oa vaxzsth ek/;e ds fo|ky;ksa esa v/;;u djus okys fo|kfFkZ;ksa dh Ik;kZoj.k tkx:drk ds izfr vfHko`fÙk dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 55&59-


ek/;fed Lrj ds fo|kfFkZ;ksa dh ;ksx ds izfr vfHko`fÙk dk rqyukRed v/;;u

MkW0 lqjsUnz flag* ,Oka uouhr dqekj ekS;Z ** *,lksfl,V izksQslj] f'k{kd izf'k{k.k foHkkx fgUnw dkWyst] eqjknkckn

**'kks/kkFkhZ ¼f'k{kk'kkL=½ fgUnw dkWyst] eqjknkckn

lkjka'k vkt Hkkjrh; f'k{kk ds bfrgkl dk v/;;u djsa rks ik,xs fd f'k{kk O;fDr ds lokZxha.k fodkl dk lk/ku jgh gSA gekjh oSfnd f'k{kk lfgr izkphu f'k{kk esa ;ksx f'k{kk ds cgqr vf/kd egRo iznku fd;k tkrk FkkA ftl dkj.k ls ckyd ds vUnj reke ewY; fodflr gksrs FksA ijUrq orZeku le; esa ,slk ugha gSA orZeku le; esa vxj ckyd iFkHkz"V gks jgk gSA rks mldh f'k{kk esa ;ksx f'k{kk dk vHkko ek= gSA vxj ckyd dh f'k{kk ds ikB~;Øe esa ;ksx f'k{kk dks 'kkfey fd;k tk;s rks dqN gn rd fo|kfFkZ;ksa dks lgh jkLrs ij yk;k tk ldrk gS ,oa mudk ekufld fodkl lgh fn'kk esa gks ldrk gSAorZeku ;qx HkkSfrdoknh ;qx gS vkSj HkkSfrdokn es] /keZ lLÑfr] ewY;] fopkj/kkj] vkfn dks dksbZ egRo ugha jgrk gSA mi;qZDr vax HkkSfrdoknh lH;rk ls izHkkfor gksrs tkrs gSA bl izHkko ls ekuo esa lekftdrk] uSfrdrk] /kkfeZdrk vkfn dk gzkl gks jgk gSA bldk ftEesnkj ek= f”k{kk dks Bgjkuk Bhd ugha gSA ysfdu vkaf”kd :Ik ls f”k{kk gks dgha u dgha bldh nks"kh ik;h tkrh gSA D;ksafd orZeku f”k{kk ekuo ds vUnj n;k] ÑI;k lfg".kqrk] lkglh pfj= vkfn fo”ks’krkvksa dk lekos”k djus esa vleFkZ gks jgh gSA bl laLÑfr dks cpkus o jk’Vª dks mfpr fn”kk iznku djus ds fy, vkt ;ksx f”k{kk dh vko”;drk gSA izLrqr 'kks/k ds fuEu fu"d"kZ izkIr gq;s&eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys Nk=ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k 1 Lohdkj dh tkrh gSA eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okyh Nk=kvksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k 2 Lohdkj dh tkrh gSA eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys xzkeh.k fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k 3 Lohdkj dh tkrh gSA eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys 'kgjh fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k 4 Lohdkj dh tkrh gSA ladsr “kCn %& ek/;fed Lrj] ;ksxk ,Oka vfHko`fÙkA izLrkouk %&

orZeku le; esa f'k{kk izkIr djus okys fo|kFkhZ viuh voLFkk ds laØe.k dky ls xqtj jgs gSaA f'k{kk izkIr djus ds i'pkr~ vkt dk O;fDr vPNk bUlku cuus esa vleFkZ gS vkt cgqr ls fo|kFkhZ pksjh] O;kfHkpkj] MdSrh] ywV] gR;k vkfn {ks=ksa esa lfEefyr ik;s tkrs gSA vFkkZr~ f'k{kk izkIr djus ds i'pkr~ Hkh vkt O;fDr dk ekufld fodkl ugha gks jgk gSA vFkkZr~ ge dg ldrs gS fd vkt f'k{kk IkzkIr djus ds ckn O;fDr dk fodkl ds LFkku ij fouk'k gks jgk gSA ftl dkj.k ls ckyd ds lokaZxha.k fodkl gsrq orZeku le; esa ;ksx f'k{kk dh vko';drk dks le>k tkus yxk gSA vxj vkt Hkkjrh;


f'k{kk ds bfrgkl dk v/;;u djsa rks ik,xs fd f'k{kk O;fDr ds lokZxha.k fodkl dk lk/ku jgh gSA gekjh oSfnd f'k{kk lfgr izkphu f'k{kk esa ;ksx f'k{kk ds cgqr vf/kd egRo iznku fd;k tkrk FkkA ftl dkj.k ls ckyd ds vUnj reke ewY; fodflr gksrs FksA ijUrq orZeku le; esa ,slk ugha gSA orZeku le; esa vxj ckyd iFkHkz"V gks jgk gSA rks mldh f'k{kk esa ;ksx f'k{kk dk vHkko ek= gSA vxj ckyd dh f'k{kk ds ikB~;Øe esa ;ksx f'k{kk dks 'kkfey fd;k tk;s rks dqN gn rd fo|kfFkZ;ksa dks lgh jkLrs ij yk;k tk ldrk gS ,oa mudk ekufld fodkl lgh fn'kk esa gks ldrk gSAorZeku ;qx HkkSfrdoknh ;qx gS vkSj HkkSfrdokn es] /keZ lLÑfr] ewY;] fopkj/kkj] vkfn dks dksbZ egRo ugha jgrk gSA mi;qZDr vax HkkSfrdoknh lH;rk ls izHkkfor gksrs tkrs gSA bl izHkko ls ekuo esa lekftdrk] uSfrdrk] /kkfeZdrk vkfn dk gzkl gks jgk gSA bldk ftEesnkj ek= f”k{kk dks Bgjkuk Bhd ugha gSA ysfdu vkaf”kd :Ik ls f”k{kk gks dgha u dgha bldh nks"kh ik;h tkrh gSA D;ksafd orZeku f”k{kk ekuo ds vUnj n;k] ÑI;k lfg".kqrk] lkglh pfj= vkfn fo”ks’krkvksa dk lekos”k djus esa vleFkZ gks jgh gSA bl laLÑfr dks cpkus o jk’Vª dks mfpr fn”kk iznku djus ds fy, vkt ;ksx f”k{kk dh vko”;drk gSA D;ksafd ;ksx f”k{kk fo|kFkhZ dk “kkjhfjd fodkl] ekufld fodkl] uSfrd fodkl] lekftd fodkl] vk/;kfRed fodkl] loasxkRed fodkl vkfn djrh gSA bl izdkj ;ksx f”k{kk ds ek/;e ls mi;qZDr fodkl ckyd dk fd;k tk ldrk gSA vkt filrh djkgrh vkSj nSfgd rFkk ekufld O;k/kkvksa ls f?kjh bl HkkSfrdoknh nqfu;k dks ;ksx f”k{kk ds ek/;e ls lathouh cwVh iznku dh tk ldrh gS] vius ns”k ?kksj] uSfrd] Hkz’Vkpkj] vijk/k ,oa fxjrs ewY; dks mBkus ,oa ladV ls mHkkjus ds fy, ;ksx f”k{kk dh vko”;drk dk vuqHko fd;k tk jgk gSA fo|kfFkZ;ksa dks “kq: ls ;ksx] f”k{kk vxj iznku dh tk,] rks mudk] v/;fRed] vkfRed “kkjhfjd ekufld] lkekftd] laosxkRed fodkl fd;k tk ldrk gS vkSj vius ns”k “kfDr”kkyh cuk;k tk ldrk gSA vko”;drk ,oa egRo %& orZeku ;qx HkkSfrdoknh ;qx gS vkSj HkkSfrdokn es] /keZ lLÑfr] ewY;] fopkj/kkj] vkfn dks dksbZ egRo ugha jgrk gSA mi;qZDr vax HkkSfrdoknh lH;rk ls izHkkfor gksrs tkrs gSA bl izHkko ls ekuo esa lekftdrk] uSfrdrk] /kkfeZdrk vkfn dk gzkl gks jgk gSA bldk ftEesnkj ek= f”k{kk dks Bgjkuk Bhd ugha gSA ysfdu vkaf”kd :Ik ls f”k{kk gks dgha u dgha bldh nks"kh ik;h tkrh gSA D;ksafd orZeku f”k{kk ekuo ds vUnj n;k] ÑI;k lfg".kqrk] lkglh pfj= vkfn fo”ks’krkvksa dk lekos”k djus esa vleFkZ gks jgh gSA bl laLÑfr dks cpkus o jk’Vª dks mfpr fn”kk iznku djus ds fy, vkt ;ksx f”k{kk dh vko”;drk gSA D;ksafd ;ksx f”k{kk fo|kFkhZ dk “kkjhfjd fodkl] ekufld fodkl] uSfrd fodkl] lekftd fodkl] vk/;kfRed fodkl] loasxkRed fodkl vkfn djrh gSA bl izdkj ;ksx f”k{kk ds ek/;e ls mi;qZDr fodkl ckyd dk fd;k tk ldrk gSA vkt filrh djkgrh vkSj nSfgd rFkk ekufld O;k/kkvksa ls f?kjh bl HkkSfrdoknh nqfu;k dks ;ksx f”k{kk ds ek/;e ls lathouh cwVh iznku dh tk ldrh gS] vius ns”k ?kksj] uSfrd] Hkz’Vkpkj] vijk/k ,oa fxjrs ewY; dks mBkus ,oa ladV ls mHkkjus ds fy, ;ksx f”k{kk dh vko”;drk dk vuqHko fd;k tk jgk gSA fo|kfFkZ;ksa dks “kq: ls ;ksx] f”k{kk vxj iznku dh tk,] rks mudk] v/;fRed] vkfRed “kkjhfjd ekufld] lkekftd] laosxkRed fodkl fd;k tk ldrk gS vkSj vius ns”k “kfDr”kkyh cuk;k tk ldrk gSA lEcfU/kr lkfgR; dk losZ{k.k %&

f'k{kk esa fuEufyf[kr “kks|kfFkZ;kas us vius v/;;u esa ;ksx ds egRo ij izdk”k Mkyk ftlessa “kadj ¼1995½] da”ky ¼1998½] Økbu ¼1999½]pØorhZ ,l0 ¼2203½] xksiky ¼2009½ ,oa vkj0 dqekj ¼2012½] enu vkj0 ¼2013½] jkTksUnz ¼2015½] vjfoUn ¼2018½] flag 'kadj ¼2019½ vkfn izeq[k gSaA


leL;k dFku %& ^^ek/;fed Lrj ds fo|kfFkZ;ksa dh ;ksx ds izfr vfHko`fÙk dk rqyukRed v/;;u**

'kCnksa dk ifjHkk"khdj.k %&

• ek/;fed Lrj %& ek/;fed Lrj ls vk'; d{kk 6 ls ysdj 12 rd dh f'k{kk ls gSA

• ;ksx %& ;ksx “kCn dh O;qRifRr laLÑr dh ^;qt* /kkrq ls gqbZ gS ftldk vFkZ gS ;qDr djuk] tksM+uk ;k feykukA fofHkUu fon~okuksa us le;≤ ij blds vFkZ dks Li’V djus ds fy, dbZ ifjHkk’kk,¡ nh gSaA blesa ls dqN ifjHkk’kkvksa dks uhps mn~/kr fd;k tk jgk gSA

• Hkxon~xhrk esa Hkxoku JhÑ’.k n~okjk ;ksx dk vFkZ le>krs gq, dgk x;k gS & ^leRoa ;ksx mP;rs* vFkkZr leRo ¼thokRek vkSj ijekRek ds ,dhdj.k½ dk uke ;ksx gSA blh xzUFk ds NBs v/;k; esa iqu% os dgrs gS%] ^;ksx% deZlq dkS”kye* vFkkZr izR;sd dk;Z dks dq”kyrk ls laiUu djuk ;ksx gSA

• osnkar ds erkuqlkj & ^^tho vkSj vkRek ds feyu dh laKk gh ;ksx gSA**

• ;ksx of”k’B ds vuqlkj & ^^lalkj&lkxj ls ikj gksus dh ;qfDr dks gh ;ksx dgrs gSaA

• fo|kFkhZ %& f'k{kk f”k{kd f”k{kkFkhZ vkSj ikB~;Øe ls iw.kZ gksrh gS vkSj fo|kFkhZ f”k{kk izfØ;k dk egRoiw.kZ vax gksrk gSA fcuk fo|kFkhZ ds f'k{kk dh dYiuk v/kwjh gSA

• vfHko`fÙk %& vfHko`fÙk euq’; dh ,d ,slh fLFkfr gS ftlds ek/;e mlds dqN djus lksp le>us fof”k’V dk;Z djus] mlds er vkSj mlds fopkjksa dk Kku gksrk gSA

midj.k % Mk0 egs'k dqekj ewPNy }kjk fufeZr ;ksx vfHko`fÙk ekudh Ñr ekiuh dk iz;ksx fd;k x;k gSA U;kn'kZ %&

100 fo|kfFkZ;ksa dk p;u djds mudks fyax vkfn {ks=ksa esa ckaVk x;k gSA vkadM+ksa dk ladyu %&

fo|ky;ksa esa v/;;ujr fo|kfFkZ;ksa ls O;fDrxr lEidZ djds iz”ukoyh ds ek/;e ls vkadM+ksa dk ladyu fd;k fd;k x;k gSA “kks/k fof/k %& izLrqr y?kq “kks/k esa losZ{k.k fof/k dk iz;ksx fd;k fd;k x;k gSA Lkhekadu %&

izLrqr “kks/k dks eqjknkckn tuin rd lhfer j[kk x;k gSA 'kks/k mís'; %&

1- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys Nk=ksa dh ;ksxk ds izfr vfHko`fÙk dk rqyukRed v/;;u djukA

2- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okyh Nk=kvksa dh ;ksxk ds izfr vfHko`fÙk dk rqyukRed v/;;u djukA

3- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys xzkeh.k fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk dk rqyukRed v/;;u djukA

4- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys 'kgjh fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk dk rqyukRed v/;;u djukA

ifjdYiuk,sa %&


1- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys Nk=ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

2- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okyh Nk=kvksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

3- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys xzkeh.k fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

4- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys 'kgjh fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds dqy Nk=ksa o vaxzsth ek/;e ds Nk=ksa dh ;ksx ds izfr vfHko`fÙk dk e/;eku] ekud fopyu] o Vh0 ewY; vuqikr dk fo'ys"k.k ,oa O;k[;k

lkj.kh la[;k &1 dqy fo|kFkhZ la[;k e/;eku ekud

fopyu LorU=h; la[;k

Vh0 ewY;

fgUnh ek/;e ds dqy Nk= 25 51-12 7-15 48

4-234 vaxzssth ek/;e ds dqy Nk= 25 47-16 5-29

O;k[;k %& rkfydk la[;k 4-1 eas ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds fo|kFkhZ ,oa vaxzsth ek/;e ds Ldwyksa esa f'k{kk izkIr dj jgs fo|kfFkZ;ksa ds dh ;ksx ds izfr vfHko`fÙk dk rqyukRed fLFkfr esa n'kkZ;k x;k gSA rkfydk ls Li"V gS fd fgUnh ek/;e ds dqy Nk=ksa dk e/;eku o ekud fopyu Øe'k% 51-12 o 7-15 izkIr gqvk gS tks fd tcfd vaxzsth ek/;e ds dqy fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 47-16 o 5-29 izkIr gqvk gSA LorU=; la[;k 48 ij Vh0 ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gS tks lkFkZd vUrj dks Li"V djrk gSA vFkkZr~ fgUnh ek/;e ds fo|kfFkZ;sak ,oa vaxzsth ek/;e esa f'k{kk izkIr djus okys fo|kfFkZ;ksa esa ;ksx ds izfr vfHko`fÙk esa vUrj ik;k tkrk gSA fgUnh ek/;e ds dqy fo|kfFkZ;kas esa vaxzsth ek/;e ls f'k{kk izkIr djus okys fo|kfFkZ;ksa dh vis{kk vf/kd ;ksx esa :fp j[kus okys gksrs gSa] tcfd vaxzsth ek/;e ls f'k{kk izkIr djus okys fo|kfFkZ;ksa esa fgUnh ek/;e ls f'k{kk izkIr djus okys fo|kfFkZ;ksa dh vis{kk de vfHko`fÙk ;ksx ds izfr ik;h xbZA ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgha fgUnh ek/;e o vaxzsth ek/;e dh Nk=kvksa dh ;ksx ds izfr vfHko`fÙk dk e/;eku] ekud fopyu LorU=ka'k la[;k o Vh0 ewY; vuqikr dk fo'ys"k.k ,oa O;k[;k


la[;k Vh0 ewY;

fgUnh ek/;e dh dqy Nk=k;sa

25 52-16 4-23

48 2-78 vaxzssth ek/;e dh dqy

Nk=k;sa 25 50-63 3-89

O;k[;k %& rkfydk la[;k &2 eas ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds Nk=ksa ,oa vaxzsth ek/;e ds Ldwyksa esa f'k{kk izkIr dj jgs Nk=ksa dh ;ksx ds izfr vfHko`fÙk dk rqyukRed fLFkfr esa n'kkZ;k x;k gSA rkfydk ls Li"V gS fd fgUnh ek/;e ds dqy Nk=ksa dk e/;eku o ekud fopyu


Øe'k% 52-16 o 4-23 izkIr gqvk gS tks fd tcfd vaxzsth ek/;e ds dqy Nk=ksa dk e/;eku o ekud fopyu Øe'k% 50-63 o 3-89 izkIr gqvk gSA LorU=ka'k la[;k 48 ij Vh0 ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gS tks lkFkZd vUrj dks Li"V djrk gSA vFkkZr~ fgUnh ek/;e ds Nk=ksa ,oa vaxzsth ek/;e esa f'k{kk izkIr djus okys Nk=ksa esa ;ksx ds izfr vfHko`fÙk esa vUrj ik;k tkrk gSA fgUnh ek/;e ds dqy Nk=ksa esa vaxzsth ek/;e ls f'k{kk izkIr djus okys Nk=ksa dh vis{kk vf/kd ;ksx esa :fp j[kus okys gksrs gSa] tcfd vaxzsth ek/;e ls f'k{kk izkIr djus okys Nk=ksa esa fgUnh ek/;e ls f'k{kk izkIr djus okys Nk=ksa dh vis{kk de vfHko`fÙk ;ksx ds izfr ik;h xbZA ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e o vaxzsth ek/;e ds xzkeh.k fo|kfFkZ;ksa dh ;ksx ds izfr vfHko`fÙk dk e/;eku] ekud fopyu LorU=ka'k la[;k o ØkfUrd vuqikr dk fo'ys"k.k ,oa

O;k[;k & rkfydk la[;k&3


Vh0 ewY;

fgUnh ek/;e ds xzkeh.k fo|kFkhZ

25 49-45 4-25

48 2-70 vaxzssth ek/;e ds xzkeh.k

fo|kFkhZ 25 51-84 3-98

O;k[;k %& rkfydk la[;k& 3 eas ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds xzkeh.k fo|kFkhZ ,oa vaxzsth ek/;e ds Ldwyksa esa f'k{kk izkIr dj jgs xzkeh.k fo|kfFkZ;ksa ds dh ;ksx ds izfr vfHko`fÙk dk rqyukRed fLFkfr esa n'kkZ;k x;k gSA rkfydk ls Li"V gS fd fgUnh ek/;e ds xzkeh.k fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 49-45 o 4-25 izkIr gqvk gS tks fd tcfd vaxzsth ek/;e ds xzkeh.k fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 51-84 o 3-98 izkIr gqvk gSA LorU=ka'k la[;k 48 ij Vh0 ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gS tks lkFkZd vUrj dks Li"V djrk gSA vFkkZr~ fgUnh ek/;e ds xzkeh.k fo|kfFkZ;ksa ,oa vaxzsth ek/;e esa f'k{kk izkIr djus okys xzkeh.k fo|kfFkZ;ksa esa ;ksx ds izfr vfHko`fÙk esa vUrj ik;k tkrk gSA ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs] fgUnh ek/;e dh o vaxzsth ek/;e ds 'kgjh fo|kfFkZ;ksa dh

;ksx ds izfr vfHko`fÙk dk e/;eku] ekud fopyu] Lora=k'k la[;k o Vh0 ewY; vuqikr dk fo'ys"k.k ,oa O;k[;k


la[;k Vh0 ewY;

fgUnh ek/;e ds 'kgjh fo|kFkhZ

25 53-24 4-13

48 2-12 vaxzssth ek/;e ds 'kgjh fo|kFkhZ

25 50-12 3-90

O;k[;k %& rkfydk la[;k 4 eas ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds 'kgjh fo|kFkhZ ,oa vaxzsth ek/;e ds Ldwyksa esa f'k{kk izkIr dj jgs 'kgjh fo|kfFkZ;ksa ds dh ;ksx ds izfr vfHko`fÙk dk rqyukRed fLFkfr esa n'kkZ;k x;k gSA rkfydk ls Li"V gS fd fgUnh ek/;e ds dqy Nk=ksa dk e/;eku o ekud fopyu Øe'k% 53-24 o 4-13 izkIr gqvk gS tks fd tcfd vaxzsth ek/;e ds 'kgjh fo|kfFkZ;ksa dk


e/;eku o ekud fopyu Øe'k% 50-12 o 3-90 izkIr gqvk gSA LorU=ka'k la[;k 48 ij ØkfUr ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gS tks lkFkZd vUrj dks Li"V djrk gSA vFkkZr~ fgUnh ek/;e ds 'kgjh fo|kfFkZ;ksa ,oa vaxzsth ek/;e esa f'k{kk izkIr djus okys 'kgjh fo|kfFkZ;ksa esa ;ksx ds izfr vfHko`fÙk esa vUrj ik;k tkrk gSA fu"d"kZ %&

1- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys Nk=ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k& 1 Lohdkj dh tkrh gSA

2- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okyh Nk=kvksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k &2 Lohdkj dh tkrh gSA

3- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys xzkeh.k fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k &3 Lohdkj dh tkrh gSA

4- eqjknkckn tuin ds fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;kas eas v/;;u djus okys 'kgjh fo|kfFkZ;ksa dh ;ksxk ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k] ifjdYiuk la[;k &4 Lohdkj dh tkrh gSA

lanHkZ lwph %&

vYrsdj] ,l0 ¼1994½- Ikzkphu Hkkjr esa f”k{kk- okjk.klh % fo'ofo|ky; izdk'ku- vkpk;Z] Hkxokunso nkl ¼1985½- LokLF; vkSj ;ksxklu- ubZ fnYyh % lqcks/k ikWdsV cqDl- czãpkjh Mh0 ¼1980½- ;ksxklu foKku- ubZ fnYyh % /khjsUnz ;ksx izdk'ku- czãpkjh] Mh0 ¼1981½- ;kSfxd lw{e O;k;ke- ubZ fnYyh % /khjsUnz ;ksx izdk'ku- xkSre] lh0 ,y0 ¼1978½- ;ksx egkfoKku- cjsyh % laLÑfr laLFkku- 'kqDyk] lh0 ,l0] ¼2005½- LokLF; foKku- esjB % b.Vjus'kuy ifCyf'kax gkml- Lkqf[k;k] ,l0ih0 ¼1998½- “kSf{kd vuqla/kku ds ewy rRo- vkxjk % fouksn iqLrd efUnj-

********


flag] ,l0 ,Oka ekS;Z] ,u0 ds0 ¼2019½- ek/;fed Lrj ds fo|kfFkZ;ksa dh ;ksx ds izfr vfHko`fÙk dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 60&65-


vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu dk orZeku ifjizs{; esa izklafxdrk dk v/;;u

MkW0 lqjsUnz flag* ,Oka jtuh ;kno** *,lksfl,V izksQslj] f'k{kd izf'k{k.k foHkkx fgUnw dkWyst] eqjknkckn

**'kks/kkFkhZ ¼f'k{kk'kkL=½ fgUnw dkWyst] eqjknkckn

lkjka'k ts0 Ñ".k ewfrZ dk n'kZu vU; ls fHkUu gS mudk n'kZu ckyd ds lEiw.kZ fodkl dh vo/kkj.kk ij vk/kkfjr gS mUgksaus orZeku 'kSf{kd leL;kvksa ds mn; dk dkj.k f'k{kk ds ladqfpr n`f"Vdks.k dks ekuka mudk n'kZu f'k{kk ds lEcU/k esa fuEukafdr Fkk** muds vuqlkj f'k{kk og gS tks ckyd dks vagdkj ls eqDr] lkglh] 'kkjhfjd ,oa ekufld :i ls LoLFk o uSfrd ewY;ksa ls ifjiw.kZ cuk;sA Nk=ksa dks cpiu ls gh muds O;fDrRo ds fodkl ds fy, eqDr dj nsuk pkfg, mudks vius vuq:i fdlh lkps esa ugha Mkyuk pkfg,A ts0 Ñ".k ewfrZ us cMs+ iSekus ij NksVs Ldwyksa dh LFkkiuk ij cy fn;k vkSj dgk fd fo|ky; ds lapkyu esa vfHkHkkodksa dks Hkh lg;ksx djuk pkfg,A mUgksaus ikB~;Øe dh vko';drk gsrq izHkko'kkyh rjhds ls O;fDrxr lkewfgd o jk"Vªh; thou dks vkn'kZ cukus ds fy, mfpr ikB~;Øe viukuk pkfg,A ^lHkh ykssx vius thou n'kZu ds vuq:i vFkkZr~ txr ds lEcU/k esa viuh /kkj.kk ds vuqlkj thou fcrkrs gSaA ;g ckr fpUru 'kwU; yksxksa ds fy;s Hkh lgh gSA rRo Kku ds fcuk thuk vlEHko gSA rRo fpUru vFkok rRo fpUru 'kwU;rk ds chp gekjs ikl dksbZ fodYi ugha gS] vfirq fodYi dsoy lr] rRo fpUru vkSj dqrRo fpUru ds chp gSA n'kZu gekjh Hkkoukvksa rFkk euksn'kkvksa dks izfrfcfEcr djrk gS vkSj ;s Hkkouk;sa gekjs dk;kZsa dks fu;af=r djrh gSaA f'k{kk dk ,d izeq[k dk;Z LoLFk eukso`fRr;ksa dk fuekZ.k djuk gS] vr% n'kZu ls f'k{kk dks izsj.kk xzg.k djuh gh iM+rh gSA Hkkjr esa n'kZu dk mn~xe vlarks"k ;k vr`fIr ls ekuk tkrk gSA ge orZeku ls vlUrq"V gksdj Js"Brj dh [kkst djuk pkgrs gSaA ;gh [kkst nk'kZfud xos"k.kk dgykrh gSA f'k{kk n'kZu dk mn~xe Hkh dqN blh izdkj gksrk gSA orZeku f'k{kk iz.kkyh eas gesa vlUrks"k gS] vr`fIr gSA gesa yxrk gS fd orZeku f'k{kk gekjh vdka{kkvksa ds vuq:i ugha gSA fufgr LokFkZ rFkk xSj ftEesnkjh ds rRo tksj idM+rs tk jgs gSaA f'kf{kr csjkstxkjksa dh la[;k c<+ jgh gSA f'k{kk }kjk gekjk uSfrd fodkl ugha gks ik jgk gSA ,slh vjktdrk dh fLFkfr esa ts0 Ñ’.k ewfrZ dk n'kZu gekjh lgk;rk dj ldrk gSA ladsr 'kCn %& ts0 Ñ".kewfrZ dk n'kZu] thou n'kZu] jk"Vªh; thou A izLrkouk %& orZeku ;qx HkkSfrdoknh ;qx gS vkSj HkkSfrdokn esa] /keZ lLÑfr] ewY;] fopkj/kkjk] vkfn dk dksbZ egRo ugha jgrk gSA mi;qZDr vax HkkSfrdoknh lH;rk ls izHkkfor gksrs tkrs gSaA bl izHkko ls ekuo esa lekftdrk] uSfrdrk] /kkfeZdrk vkfn dk âkl gks jgk gSA bldk ftEesnkj ek= f”k{kk dks Bgjkuk Bhd ugha gSA ysfdu vkaf”kd :Ik ls f”k{kk gh dgha u dgha bldh nks"kh ik;h tkrh gSA D;ksafd orZeku f”k{kk ekuo ds vUnj n;k] Ñik lfg".kqrk] lkglh pfj= vkfn fo”ks’krkvksa dk lekos”k djus esa vleFkZ gks jgh gSA bl laLÑfr dks cpkus o jk’Vª dks mfpr fn”kk iznku djus ds fy, vkt ewY; f”k{kk dh vko”;drk gSA D;ksafd ewY; f”k{kk fo|kFkhZ dk “kkjhfjd fodkl] ekufld fodkl] uSfrd fodkl] lekftd fodkl]


vk/;kfRed fodkl] loasxkRed fodkl vkfn djrh gS blfy, vkpk;Z ts0 Ñ".kewfrZ us ckyd ds fodkl ds fy, lE;d~ f'k{kk dks vko';d crk;k gSA vkt filrh djkgrh vkSj nSfgd rFkk ekufld O;k/kkvksa ls f?kjh bl HkkSfrdoknh nqfu;k dks lE;d f”k{kk ds ek/;e ls lathouh cwVh iznku dh tk ldrh gS] vius ns”k esa ?kksj uSfrd] Hkz’Vkpkj] vijk/k ,oa fxjrs ewY; dks mBkus ,oa ladV ls mHkkjus ds fy, lE;d f”k{kk dh vko”;drk dk vuqHko fd;k tk jgk gSA fo|kfFkZ;ksa dks “kq: ls lE;d f”k{kk vxj iznku dh tk,] rks mudk] v/;kfRed] vkfRed “kkjhfjd ekufld] lkekftd] laosxkRed fodkl fd;k tk ldrk gS vkSj vius ns”k dks “kfDr”kkyh cuk;k tk ldrk gSA ftlds fy, vkpk;Z ts0 Ñ".kewfrZ ds n'kZu dh vko';drk gSA vk/kqfud ;qx Kku foLQksV dk ;qx gSA fo”o esa Kku&foKku dk fodkl rhoz xfr ls gks jgk gSA if”peh o iwohZ fo}kuksa dh nk”kZfudrk] fopkj/kkjk ij vk/kkfjr f”k{kk rFkk orZeku ifjisz{k; dk /;ku j[krs gq, f”k{kk n”kZu dk fodkl djuk vkt ds ;qx dh vko”;drk gSA vr% n”kZu esa fufgr ekuoh;] lkaLd`frd rFkk “kSf{kd i{kksa dk v/;;u djuk O;fDr;ksa ds fy, ewY;oku] egRoiw.kZ ,oa mikns; gksxkA ftUgksaus orZeku rFkk Hkfo’; eas vius ns”k dk vFkok fo”o dh f”k{kk dk fuekZ.k djus dk nkf;Ro xzg.k dj j[kk gSA tks v/;;u fuEu izdkj ls egRoiw.kZ gks ldrk gSA

lalkj ds vusd nk'kZfud O;fDr;ksa ds lkekftd fodkl ds i{k/kj FksA ;fn O;fDr lkekftd :Ik ls LoLFk gks rHkh og ,d nwljs dh dY;k.kdkjh dkeuk ls izsfjr gks orZeku ifjisz{; dks /;ku esa j[kdj lkekftd laxBuksa dk fuekZ.k djrk gS vkSj vius Lo;a rFkk vius iztkra= dks lQy cuk ldrk gSA orZeku ;qx HkkSfrdoknh ;qx gSA vf/kd ls vf/kd /ku dekuk euq’; dk ije y{; cu pqdk gSA blds fy;s og vius drZO; dks iw.kZ :Ik ls Hkwy pqdk gSA FkksMs+ ls iSls dh [kkfrj ,d O;fDr nwljs O;fDRk dks ekj nsrk gSA ,sls esa vkpk;Z ts0 Ñ".kewfrZ dk nk”kZfud n`f’Vdks.k lekt ds fy, vko”;d gSA orZeku f”k{kk jkstxkjijd f”k{kk ugha] blfy, O;fDr jkstxkj dh ryk”k esa b/kj&m/kj HkVdrk fQjrk gS vUr esa mldk mn~ns'; dsoy fMxzh izkIr djuk gksrk gSA fMxzh izkIr djds fo|kFkhZ ukSdjh dh ryk”k esa b/kj m/kj HkVdrk fQjrk gSA f”k{kk ds lkFk mldk Lo;a dk Hkh nkf;Ro gksrk gS fd tc rd mlus f”k{kk xzg.k ugha dh ml le; og vius vkidks igpkurk ughaA og vius vkidks igpku ysrk rks mls ;g lc dk;Z djus dh vko”;drk ugha iM+rh vFkkZr og vkRegR;k ugha djrkA vkpk;Z ts0 Ñ".kewfrZ dk n”kZu geas ;gh fl[kkrk gS fd geas fdl izdkj vius thou dks thuk gSA vkpk;Z ts0 Ñ".kewfrZ us tgk¡ ckyd ds lokZaxha.k fodkl gsrq lE;d f'k{kk dks vko';d crk;kA muds vuqlkj f'k{kk dk vFkZ ckyd ds efLr"d esa fofHkUu izdkj dh tkudkjh Hkjuk ugha gS cfYd mls Kku] pfj= vkSj laLÑfr dk iz;ksx djus dks izsfjr djuk rFkk muds efLr"d o vkRek dk vf/kdre fodkl djuk gSA f'k{kk dk y{; ckyd dks mldh izÑfr ds vuq:i gh fodkl ds lk/ku miyC/k djkus ls gSA f'k{kk iz.kkyh ckyd ds Kku dks foLr`r djus okyh] Le`fr] fu.kZ; 'kfDr] l`tukRed 'kfDr dks izsfjr djus okyh] v/;;u esa fopkj dh Hkwfedk dks izksRlkfgr djus okyh 'kfDr gSA vr% ge dg ldrs gSa fd bu lc ckrksa dks ekuo thou esa O;ogkfjdrk ykus ds fy, vkpk;Z ts0 Ñ".kewfrZ dk v/;;u vfrvko';d gks x;k gSA ftlls ckyd dk lokZaxh.k fodkl gksxk ,oa og ns'k ds fuekZ.k esa egRoiw.kZ Hkwfedk vnk djsxkA lEcfU/kr lkfgR; dk losZ{k.k %&

Bkdqj lh0,e0 ¼1957½] lju ch0 ¼1958½] fnokdj ,l0,u0 ¼1960½] ,0 tqR'kh ¼1980½] nsosUnz eqfu 'kkL=h ¼1981½] Mk0 lkxj ey tSu ¼1982½] xks;y oh0ds0 ¼1986½] dqekj vlu ¼1990½] frokjh jkds'k ¼2001½] tSu izfrHkk ¼2005½] dqekj eukst ¼2006½] dqekj fodkl ¼2007½] nhid ,0 ¼2012½A


leL;k dFku %&

^^vkp;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu dk orZeku ifjizs{; esa izklaxfdrk dk v/;;u** orZeku “kks/k ds mn~ns”; %&

1- vkpk;Z ts0 Ñ".kewfrZ ds O;fDrRo dk v/;;u djukA 2- vkpk;Z ts0 Ñ".kewfrZ ds f'k{kk n'kZu ds 'kSf{kd mn~ns';ksa dk v/;;u djukA 3- vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu esa f'k{k.k fof/k dh ladYiuk dk v/;;u djukA 4- vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu esa f'k{kd&Nk= lEcU/k dh ladYiuk dk v/;;u djukA 5- vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu esa ikB~;Øe dh ladYiuk dk v/;;u djukA 6- vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu esa fo|ky; dh ladYiuk dk v/;;u djukA 7- vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu esa vuq'kklu dh ladYiuk dk v/;;u djukA

“kks/k dh fof/k %& orZeku “kks/k eas “kks/kkfFkZuh }kjk vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu dk v/;;u djus ds fy,

,sfrgkfld fof/k dk iz;ksx fd;k tk;sxkA tula[;k ,oa U;kn”kZ %&

“kks/kkfFkZuh lEiw.kZ lkfgR; dk iz;ksx ugha dj ldsxha] dqN fu/kkZfjr iqLrdksa dk iz;ksx lEHko gSA tks lkfgR;] iqLrd] lgk;d iqLrdsa ,oa rqyukRed O;k[;kuksa dk iz;ksx] ”kks|kfFkZuh }kjk iz;ksx U;k;kn”kZ dgyk;sxkA f'k{kk n'kZu ds vax %&

• ts0 Ñ".kewfrZ ds f'k{kk ds mn~ns'; % &

fdlh Hkh dk;Z dks okafNr fn'kk nsus ds fy, ml ds mn~ns';ksa dks fu/kkZfjr djuk vR;Ur vko';d gSA mn~ns'; ds fu/kkZj.k ds fcuk dk;Z dh iw.kZrk lEHko gSA vr% vkpk;Z ts0 Ñ".kewfrZ us mn~ns'; ghu f'k{kk dks fujFkZd crk;kA mUgksaus lE;d f'k{kk dks ckyd ds fy, vko';d crk;k gSA lE;d f'k{kk ogh gS tks fo|kFkhZ dks thou dk lkeuk djus esa enn djs rkfd og thou dks le> lds] mlls gkj uk eku ys] mlds cks> ls nc uk tk;s tSlk dh ge esa ls vf/kdka'k yksxksa ds lkFk ,slk gksrk gSA gekjh f'k{kk ,slh gks fd og vkidks bl ncko dks le>us ds ;ksX; cuk;s bls mfpr Bgjkus ds ctk, vki bls le>sa vkSj blls ckgj fudysa ftlls fd ,d O;fDr gksus ds ukrs] ,d euq"; gksus ds ukrs vki vkxs c<+dj dqN u;k djus esa l{ke gks ldsa vkSj dsoy ijEijkxr <ax ls gh fopkj djrs u jg tk;saA ;gh okLrfod f'k{kk gSA ts0 Ñ".k ewfrZ us ckyd ds 'kSf{kd mís';ksa dh O;k[;k djrs gq, crk;k fd ckyd ds fy, 'kkjhfjd fodkl] ekufld fodkl] lkekftd fodkl] vk/;kfRed fodkl] lakLÑfrd fodkl ,oa jk"Vªh;rk ,oa vUrjkZ"Vªh;rk ds fodkl dh f'k{kk iznku dh tkuh pkfg,A

• ts0 Ñ".kewfrZ ds f'k{kk esa f'k{k.k fof/k;ksa dh Hkwfedk % & tSlk fd ge ns[k pqds gSa] 'kSf{kd mn~ns'; dh izkfIr ds fy, ge ikB~;Øe dk fuekZ.k djrs gSa] fdUrq vc iz'u ;g gS fd ikB~;Øe dks fdl fof/k ls Nk= ds eu dk vax cuk fn;k tk;s ftlls og vius mn~ns'; dh izkfIr dj ldsA oLrqr% fof/k dk fuekZ.k djuk oSKkfud dk dke gSA ijUrq] mi;qDr fof/k dk fuekZ.k rc rd ugha fd;k tk ldrk tc rd mn~ns'; dk Kku u gksA nwljs 'kCnksa eas] dg ldrs gSa fd y{; ds Kku ds vHkko eas fof/k dk fuekZ.k djuk lEHko ugha gSA vr% ge dg ldrs gSa fd


f'k{k.k&fof/k;ka] n'kZu ls izHkkfor gksrh gSaA bl lEcU/k esa jkWl dk dFku gS] ^^'kSf{kd mn~ns'; vkSj fof/k;k¡ nk'kZfud fl)kUrksa ds LokHkkfod ifj.kke gSaA

• ts0 Ñ".kewfrZ ds f'k{kk n'kZu esa f'k{kd&f”k{kkFkhZ lEcU/k %& fo|ky; rFkk 'kSf{kd i)fr ds lqlapkyu ds fy, f'k{kdkas dh vko';drk gksrh gSA vr% f'k{kd dSls gksus pkfg,\ mldks fo|kfFkZ;ksa ds fy, dSlk gksuk pkfg,\ mlds fo|kFkhZ ls dSls lEcU/k cukus pkfg,\ f'k{kdkas dk n`f"Vdks.k fo|kfFkZ;ksa ds fy, dSlk gks\ f'k{kdksa dh fu;qfDr ds le; fdu ckrksa ij /;ku fn;k tk;s\ vkfn iz'uksa dk mRrj nsus esa n'kZu gh gekjh lgk;rk djrk gS izR;sd n'kZu vius n`f"Vdks.k ls f'k{kd&f”k{kkFkhZ ds LFkku dk fu/kkZj.k djrk gSA ts0 Ñ".k ewfrZ us f'k{kd ds fo"k; esa vius fopkj O;Dr djrs gq,s dgk gSA fd ^^okLrfod f'k{kk iznku djus dk dk;Z f'k{kd gh drkZ gS] f'k{kd ds fy, ;g vko';d gS fd og Lo;a ,oa vius fo|kfFkZ;ksa dkss le>s rFkk fopkj ds LFkkfir izk:iksa ls eqDr gks D;ksafd tks dqN og Lo;a gksrk gS ogh og nwljksa dks nsrk gSA ts0 Ñ".k ewfrZ us f'k{kk esa ckyd ds egRo dh O;[;k djrs gq, dgk fd ^^ckyd vrhr vkSj orZeku nksuksa dk ifj.kke gS vkSj blfy, igys ls gh laLdkj c) gSA tc cPps NksVs gksa rks gesa fu%lUnsg bldk /;ku j[kuk pkfg, fd mUgsa dksbZ 'kkjhfjd pksV u yxs vkSj 'kkjhfjd n`f"Vdks.k ls vius dks vlqjf{kr Hkh vuqHko u djsaA**

• ts0 Ñ".kewfrZ ds f'k{kk n'kZu esa ikB~;Øe dh Hkwfedk % & f'k{kk ds mn~ns';ksa ds leku ikB~;Øe Hkh n'kZu ij vk/kkfjr gSA cksM dk dFku gS] ^^ikB~;Øe dks Bhd izdkj ls fuf'pr djus ds fy, n'kZu dh vko';drk gSA** rF; dks vf/kd Li"V djus ds fy, dqjhdqye 'kCn dk vFkZ tkuuk vko';d gSA bl 'kCn dh mRifRr] ySfVu Hkk"kk ds D;wjj 'kCn ls gqbZ gS] ftldk vFkZ gS& nkSM+ dk eSnkuA

• ts0 Ñ".kewfrZ ds f'k{kk ds n'kZu esa fo|ky; dh Hkwfedk % & ts0 Ñ".k ewfrZ us cMs+ iSekus ij NksVs Ldwyksa dh LFkkiuk ij cy fn;k vkSj dgk fd fo|ky; dks Nk=ksa ds lokZaxh.k fodkl dk lk/ku gksuk pkfg, ftrus fo|ky; esa de cPps gksaxsA mruk f”k{k.k dk;Z vkn”kZ gksxkA blfy, ts0 Ñ’.k ewfrZ th us fo|ky;ksa dh la[;k cM+kus ds fy, dgk vkSj muds lapkyu esa vfHkHkkodksa ds egRo dks Lohdkj fd;kA

• ts0 Ñ".kewfrZ ds f'k{kk n'kZu esa vuq'kklu dh Hkwfedk % & jLd dk dFku gS fd] ^^fo|ky; dk;Z ds vU; fdlh i{k dh vis{kk vuq'kklu fdlh

O;fDr ;k ;qx dh nk'kZfud /kkj.kkvksa dks vf/kd izR;{k :i ls izfrfcfEcr djrk gSA** fo|kfFkZ;ksa dks vkn'kZ vkRekuq'kklu viukuk pkfg,A

lUnHkZ xzUFk lwph %& vksM] izks0 ,y0ds0 ¼1982½- f'k{kk dh nk'kZfud i`"BHkwfe- t;iqj % jktLFkku fgUnh vdkneh] mik/;k; ch0 ¼1986½- Hkkjrh; n'kZu- y[kuÅ % fgUnh lfefr m0iz0 - vkpk;Z] vkj0,l0 ¼1981½- f'k{kk n'kZu] ;qx fuekZ.k ;kstuk- eFkqjk % xk;=h izdk'ku - d`".kewfrZ] ts0 ¼1998½- f'k{kk vkSj thou dk rkRi;Z] okjk.klh % d`".kewfrZ Qkm.Ms'ku bf.M;k jktdksVZ]

i`"B&1 d`".kewfrZ] ts0 ¼2009½- f'k{kk D;k gS- fnYyh % jktiky ,aM lal- i`"B&9 d`".kewfrZ] ts0 ¼2009½- f'k{kk D;k gS- fnYyh % jktiky ,aM lal- i`"B&66 5- d`".kewfrZ] ts0 ¼2009½- f'k{kk D;k gS- fnYyh % jktiky ,aM lal-i"B&155&156


lDlSuk] ,u0vkj0,l0 ¼1985½- f”k{kk ds nk”kZfud ,oa lekt”kkL=h; fl)kUr esjB % vkj0 yky] cqd fMiks-

********


flag] ,l0 ,Oka ;kno] vkj0 ¼2019½- vkpk;Z ts0 Ñ".kewfrZ ds 'kSf{kd n'kZu dk orZeku ifjizs{; esa izklafxdrk dk v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 66&70-


bykgkckn e.My ds 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u

MkW0 nyohj dqekj foHkkxkè;{k ch0,M0 foHkkx LukrdksÙkj egkfo|ky; iqjs cqf)èkj ckckxat] çrkix<+ mÙkj çns'k

lkjka'k vkt ds ;qx esa bUgh fodykax O;fDr;ksa dks lekt ds vU; lkekU; O;fDr;ksa dh rjg le>k tkus yxk gSA mudks f'k{kk iznku djus ds fy, fofHkUu laLFkkvksa dh LFkkiuk dh x;h gS] ftlls os vU; lkekU; O;fDr;ksa ds leku viuh mi;ksfxrk dks fl) dj ldsA ;g 'kksèk i= bykgkckn e.My ds 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u gS] izLrqr 'kks/k v/;;u esa ,sfrgkfld fof/k iz;qDr gqbZ gSA 'kks/k v/;;u ds vUkqlkj 'kkjhfjd :i ls fodykax ckydksa dh la[;kRed o`f) gqbZ gSA 'kkjhfjd :i ls fodykax ckydksa ds fo|ky;ksa esa la[;kRed o`f) gqbZ gSA o"kZ 1980&81 esa fo|ky;ksa dh la[;k 1 tks 1999&2000 esa c<+dj 12 gks x;h gSA v/;kidksa dh la[;kRed o`f) gqbZ gSA ladsr 'kCn %& fodykax ckyd] 'kSf{kd izxfr ,oa la[;kRed o`f) A ÁLrkouk %&

vU; lkekftd izkf.k;ksa dh HkkWafr fodykax Hkh vko';d :i ls lekt dk ,d lnL; gksrk gS rFkk mldh ,oa 'kkjhfjd :i ls l{ke O;fDr dh lajpuk esa dksbZ vUrj ugha gksrk gSA fodykax O;fDr dh Hkh viuh dqN fo'ks"krk,a ,oa mi;ksfxrk,a gksrh gSA dqN le; iwoZ mUgs ek= n;k dk ik= ;k iki dk mnkgj.k le>k tkrk Fkk fdUrq tSls&tSls lkekftd tkx`fr c<+rh x;h fodykaxksa ds izfr yksxksa dk n`f"Vdks.k cnyrk x;kA vkt ds ;qx esa bUgh fodykax O;fDr;ksa dks lekt ds vU; lkekU; O;fDr;ksa dh rjg le>k tkus yxk gSA mudks f'k{kk iznku djus ds fy, fofHkUu laLFkkvksa dh LFkkiuk dh x;h gS] ftlls os vU; lkekU; O;fDr;ksa ds leku viuh mi;ksfxrk dks fl) dj ldsA izLrqr 'kks/k izcU/k ^^bykgkckn e.My ds 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u** ds vUrxZr 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk o.kZu fd;k x;k gSA 'kks/k leL;k mldh vko';drk %& LorU=rk ls iwoZ Hkkjr esa 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk ds fy, cgqr de gh O;oLFkk FkhA ysfdu Lora=rk ds ckn Hkkjr esa 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk gsrq /khjs&/khjs f'k{k.k laLFkkvksa esa o`f) gqbZA fodykax ckydksa dh la[;k c<+us yxh rFkk lapkfyr laLFkkvksa ds Lo:i dk foLrkj fd;k x;kA ;|fi vktknh ds 40 o"kksZa rd bls flQZ 'kgjh lekt rd gh ewyr% lhfer jguk iM+k rFkk blds ckn bldk foLrkj xzkeh.k {ks=ksa esa gksus yxkA p;fur bykgkckn e.My esa 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk ds izfr :>ku c<+us yxkA 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk ds bl fodkl ds lE;d v/;;u fufeRr mDr izofRr ls izsj.kk feyuk furkUr LokHkkfod Fkk] vkSj vUrr% izLrqr 'kks/k dh vko';drk dk vuqHko fd;k x;k gSA orZeku ifjizs{; esa 'kks/kdrkZ us Lo;a vuqHko fd;k gS fd gekjs e.My esa 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr n;uh; voLFkk esa gks jgh gS rFkk vU; lkekftd izkf.k;ksa dh Hkk¡fr


'kkjhfjd fodykax ckyd Hkh vko';d :i ls lekt ds lnL; gksrs gS rFkk bu ckydksa ds lEiw.kZ f'k{kk esa lq/kkj ykus gsrq fofHkUU Lrj ij fopkj djuk gksxkA ,d gh ckj esa lEiw.kZ {ks= dk v/;;u djds f'k{kk dh ;kstuk dk vk/kkj e.My ,oa ftyk Lrj rd gks] vkSj izR;sd ftys ds fodkl ls gh ns'k dk fodkl lEHko gS] lEiw.kZ f'k{kk iz.kkyh ds fodkl gsrq gesa loZizFke ftys Lrj] e.My Lrj ,oa jkT; Lrj ij mldh leL;kvksa dk fujkdj.k djuk gksxkA m0iz0 esa bykgkckn e.My ,d fodkl'khy e.My gS ijUrq fQj Hkh 'kkjhfjd :i ls fodykax ckydksa dh okafNr izxfr ugha gks ik;hA dfri; v/kksfyf[kr fcUnqvksa dks /;ku esa j[kdj izLrqr 'kks/k v/;;u fd;k x;k gS%& 1- bykgkckn e.My ds fodkl vkSj 'kSf{kd mUu;u esa :fp j[kus okyksa dks bl rF; ls voxr

djkus fufeRr fd Lora=rk ds i'pkr ;gkWa 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk dh izxfr dc] D;k vkSj fdruh gqbZ\

2- 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk esa izxfr gqbZ rks mlds ifj.kke D;k gS rFkk izxfr gsrq D;k&D;k ck/kk;sa mRiUu gks jgh gS vkSj muds D;k&D;k lq/kkj djus gSA

3- lHkh 'kkjhfjd fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u dSls fd;k tk;\ 'kks/k leL;k ds mn~ns'; %& ^^bykgkckn e.My ds 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u djuk** leL;k dFku %& ^^bykgkckn e.My ds 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u djuk** 'kks/k ifjdYiuk %&

1- 'kkjhfjd :i ls fodykax Nk=@Nk=kvksa dh 'kSf{kd izxfr esa dksbZ vUrj ugh gSA 2- 'kkjhfjd fodykaxrk 'kSf{kd izxfr dks izHkkfor ugha djrh gSA

'kks/k v/;;u ds fo"k; dk ifjlheu %& izLrqr 'kks/k v/;;u dh ifjf/k esa bykgkckn e.My ds 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u fd;k x;k gSA Lora=rk izkfIr ds iwoZ fodykax fo|ky;ksa ds vHkko ls 'kks/kdrkZ us Lora=rk izkfIr ds ckn ls ysdj 1999&2000 rd ifjlhfer fd;k gSA 'kks/k fof/k %&

izLrqr 'kks/k v/;;u esa iz;qDr fof/k dks ,sfrgkfld fof/k Hkh dgk tk ldrk gSA ,sfrgkfld fof/k esa n`f"V izeq[kr% f'k{kk ds bfrgkl ij jgrh gS ,oa bl lUnHkZ esa bfrgkl ls izkir o mlds }kjk iznRr lkexzh ds vk/kkj ij rF;ksa dk laxzg fd;k x;k gS ijUrq 'kks/kdrkZ dk lEiw.kZ dk;Z ,sfrgkfld fof/k ls ugha lEiUu gks ik;k ,slh fLFkfr esa 'kks/kdrkZ us o.kZukRed vuql/kku ¼losZ{k.kkRed½ dk lgkjk fy;k gSA 'kks/k v/;;u ds midj.k %& izLrqr 'kks/k dk;Z gsrq 'kks/kdrkZ us voyksdu ,oa izys[kh euqlwph dk iz;ksx fd;k gS] voyksdu ds vUrxZr fodykax fo|ky;ksa dk fujh{k.k fd;k ,oa izys[kh vuqlwph ds vUrxZr fo|ky;h; vfHkys[kkuqlkj vkWadM+ksa dk ladyu fd;k x;k gSA

lkfj.kh ua0&1 e.My esa us=ghu fodykax ckydksa dh 'kSf{kd izxfr dk fooj.k

o"kZ 1987&88 ls 1999&2000 izkFkfed Lrj


o"kZ 1987&88

1988&89

1989&90

1990&91

1991&92

1992&93

1993&94

1994&95

1995&96

1996&97

1997&98

1998&99

1999&2000

Dqy Nk=kvksa dh

la[;k

10 10 10 15 15 15 20 20 31 36 52 66 81

Nk= 10 10 10 12 12 12 15 15 23 29 36 48 48 Nk=k 0 0 0 3 3 3 5 5 8 7 16 18 23

lkfj.kh ua0&1 ls Kkr gksrk gS fd bykgkckn e.My esa 'kkjhfjd :i ls fodykax ckydksa ¼us=ghu½ dh 'kSf{kd izxfr fujUrj gksrh jghA o"kZ 1987&88 esa Nk=ksa dh la[;k 10 Fkh fujUrj of) ds dkj.k 1995&96 esa budh la[;k 31 gks x;h ftlesa 23 Nk= vkSj 8 Nk=k,a FkhA o"kZ 1999&2000 esa budh la[;k c<+dj 81 gks x;h ftlesa 48 Nk= vkSj 23 Nk=k,a o"kZ 1998&99 ds lkis{k 1999&2000 esa Nk=ksa dh la[;k esa dksbZ o`f) ugh gqbZ ijUrq Nk=ksa dh la[;k esa 27 izfr'kr dh o`f) gqbZA

lkfj.kh ua0&2 e.My esa ewd cf/kj fodykax ckydksa dh 'kSf{kd izxfr dk fooj.k

o"kZ 1980&81 ls 1999&2000 izkFkfed Lrj@twfu;j Lrj

o"kZ 1980&81

1981&82

1982&83

1983&84

1984&85

1985&86

1986&87

1987&88

1988&89

1989&90

1990&91

dqy Nk= la[;k

85 89 103 104 99 109 112 120 139 146 216

Nk= 48 52 60 60 62 70 78 80 87 95 153 Nk=k 37 37 43 44 37 39 34 40 52 51 63 o"kZ 1991&

92 1992&93

1993&94

1994&95

1995&96

1996&97

1997&98

1998&99

1999&2000

dqy Nk= la[;k 222 243 255 287 284 288 293 309 311 Nk= 160 163 170 208 214 218 225 235 231 Nk=k 62 80 85 79 70 70 68 74 80 lkfj.kh ua0&2 ds vuqlkj 1980&81 esa ewd cf/kj fo|kfFkZ;ksa dh dqy la[;k 85 Fkh ftlesa 48 Nk= vkSj 37 Nk=k,a v/;;u dj jgh FkhA fo|kfFkZ;ksa dh la[;k esa vuojr o`f) ds dkj.k 1996&97 esa dqy fo|kfFkZ;ksa dh la[;k 288 rd igqWp x;h ftlesa 218 Nk= vkSj 70 Nk=k,a FkhA o"kZ 1999&2000 esa la[;k c<+dj 311 gks x;h ftlesa 231 Nk= vkSj 80 Nk=kvksa dh o`f) gqbZA lkfj.kh ua0&3

e.My esa 'kkjhfjd :i ls v{ke ¼fo:fir ckyd½ o"kZ 1983&84 ls 1999&2000

o"kZ 1983&84

1984&85

1985&86

1986&87

1987&88

1988&89

1989&90

1990&91

1991&92

1992&93

1993&94


dqy Nk= la[;k

89 93 92 95 97 105 104 109 103 163 189

Nk= 89 93 92 95 97 105 104 89 89 130 148 Nk=k 0 0 0 0 0 0 0 20 14 33 41 o"kZ 1994&95 1995&96 1996&97 1997&98 1998&99 1999&2000 dqy Nk= la[;k

262 400 552 568 622 552

Nk= 198 310 440 452 475 451 Nk=k 64 90 112 116 147 101

lkfj.kh ua0&3 ls ;g Kkr gksrk gS fd 'kkjhfjd :i ls v{ke ckyd@ckfydkvksa dh la[;k o"kZ 1983&84 esa 89 FkhA vuojr o`f) ds dkj.k 1992&93 esa budh la[;k c<+dj 163 rd igqWap x;h ftlesa 130 Nk= ,oa 33 Nk=k,a FkhA 1995&96 esa budh la[;k c<+dj 400 rd igqWap x;hA 1998&99 rd vuojr o`f) gksrh jgh o"kZ 1999&2000 esa 1998&99 ds lkis{k la[;k;kRd o`f) esa âkl gqvkA 1999&2000 esa ek= 552 Nk=@Nk=k,a gh v/;;ujr jgsA

lkfj.kh ua0&4 e.My esa 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk fooj.k

o"kZ 1980&81 ls 1999&2000 izkFkfed Lrj@twfu;j Lrj

o"kZ 1980&81

1981&82

1982&83

1983&84

1984&85

1985&86

1986&87

1987&88

1988&89

1989&90

1990&91

Dqy Nk= la[;k

85 89 103 193 191 201 207 227 254 260 340

fo|ky;ksa dh la[;k

1 1 1 2 2 2 2 3 3 3 4

v/;kidksa dh la[;k

5 5 5 13 14 15 15 19 19 19 28

o"kZ 1991

&92 1992&9

3 1993&94

1994&95

1995&96

1996&97

1997&98

1998&99

1999&2000

dqy Nk= la[;k 340 401 426 569 715 876 913 1001 944

fo|ky;ksa dh la[;k 4 6 6 8 10 11 12 12 12

v/;kidksa dh la[;k 28 37 37 37 45 48 49 53 54

vkWadM+ksa dk fo'ys"k.k %& lkfj.kh ua0&4 ls Kkr gksrk gS fd bykgkckn e.My esa 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr esa fujUrj o`f) gks jgh gS o"kZ 1980&81 bZ0 esa 'kkjhfjd :i ls fodykax


ckydksa dh la[;k 85 Fkh tks 1981&82 esa c<+dj 89 gks x;hA o"kZ 1982&93 esa 'kkjhfjd :i ls fodykax fo|kfFkZ;ksa dh la[;k 103 Fkh tks 1981&82 dh rqyuk esa yxHkx 16izfr'kr dh o`f) gqbZA o"kZ 1984&85 esa 'kkjhfjd :i ls fodykax ckydksa dh la[;k 191 gks x;hA tks o"kZ 1983&84 dh rqyuk esa nks Nk=ksa dh deh vk;hA 1985&86 ls ysdj 1998&99 rd 'kkjhfjd :i ls fodykax fo|kfFkZ;ksa dh la[;k esa vuojr o`f) gksrh jgh o"kZ 1998&99 esa budh la[;k igqWapdj 1001 gks x;hA tks o"kZ 1997&98 dh rqyuk esa o"kZ 1998&99 esa 88 Nk=ksa dh o`f) gqbZA blds ckn o"kZ 1999&2000 esa 'kkjhfjd :i ls fodykax fo|kfFkZ;ksa dh la[;k esa deh vk;h tks ?kVdj 944 gks x;hA 1998&99 dh rqyuk esa o"kZ 1999&2000 esa 57 fo|kfFkZ;ksa dh deh vk;hA bl izdkj 'kkjhfjd :i ls fodykax ckydksa dh la[;kRed o`f) ds dkj.k ge bl fu"d"kZ ij igqWaprs gS fd f'k{kk ds {ks= esa 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk ds egRo dks Lohdkj fd;k tk ldrk gS vkSj bu ckydksa dh izxfr gsrq vPNs 'kSf{kd izkfo/kku fd;s tk ldrs gS ftlls buds izxfr esa dksbZ vM+pus u ldsA

lkfj.kh ua0&4 ls ;g Kkr gksrk gS fd bykgkckn e.My esa o"kZ 1980&81 esa fodykax fo|ky;ksa dh la[;k 01 FkhA o"kZ 1983&84 esa fodykax fo|ky;ksa dh la[;k c<+dj 02 rd igqWap x;hA tks o"kZ 1982&83 dh rqyuk esa 1983&84 esa 100izfr'kr dh o`f) gqbZA 1986&87 rd fo|ky;ksa dh la[;k esa dksbZ o`f) ugha gqbZA o"kZ 1987&88 esa budh la[;k c<+dj 03 gks x;hA 1988&89 rd fo|ky;ksa dh la[;k esa dksbZ o`f) ugha gqbZA 1995&96 rd fo|ky;ksa dh la[;k esa vuojr o`f) gksrh jgh] ftldh la[;k c<+dj 10 rd igqWap x;hA 1996&97 esa 01 fo|ky; dh of) gqbZA o"kZ 1997&98 esa fodykax fo|ky;ksa dh la[;k c<+dj 12 rd igqWap x;hA o"kZ 1997&98 ls ysdj 1999&2000 rd fo|ky;ksa dh la[;k esa dksbZ o`f) ugha gqbZA lkfj.kh ua0&4 ls ;g Kkr gksrk gS fd bykgkckn e.My esa fodykax fo|kfFkZ;ksa ,oa fo|ky;ksa dh la[;k ds lkFk lkFk v/;kidksa dh la[;kRed o`f) gqbZ tks vfuok;Z gSA o"kZ 1980&81 ds vuqlkj fo|ky;ksa esa dqy 5 v/;kid f'k{kk dk izlkj dj jgs FksA tSls Nk=ksa ,oa fo|ky;ksa dh la[;kRed of) gqbZ] v/;kid Hkh c<+rs x;sA vuojr o`f) ds dkj.k 1999&2000 esa budh la[;k c<+dj 54 gks x;h tks o"kZ 1998&99 dh rqyuk esa 01 v/;kid dh o`f) gqbZA fu"d"kZ%&

mi;qZDr fo'ys"k.k ls ;g Kkr gksrk gS fd bykgkckn e.My esa 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr fujUrj gksrh jgh gSA orZeku v/;;u esa 'kks/kdrkZ Lora=rk ds ckn ls ysdj vkt rd ¼1999&2000½ bykgkckn e.My esa 'kkjhfjd :i ls fodykax ckydksa ds 'kSf{kd izxfr dk vkykspukRed v/;;u dk fo"k; cuk;k gSA v/;;u ds mijkUr 'kks/kdrkZ fuEufyf[kr fu"d"kZ ij igqWapk gS%&

1- 'kkjhfjd :i ls fodykax ckydksa dh la[;kRed o`f) gqbZ gSA 2- 'kkjhfjd :i ls fodykax ckydksa ds fo|ky;ksa esa la[;kRed o`f) gqbZ gSAo"kZ 1980&81 esa

fo|ky;ksa dh la[;k 1 tks 1999&2000 esa c<+dj 12 gks x;h gSA 3- v/;kidksa dh la[;kRed of) gqbZ gSA

bl izdkj bykgkckn e.My esa 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk dk fodkl vuojr gqvk gSA e.My esa f'k{kk ds fodkl esa fd;s x;s dqN fo|ky;ksa esa Nk=kokl ,oa iqLrdky; dh Hkh O;oLFkk dh x;h gSA ckydksa dh f'k{kk ds lkFk&lkFk ckfydkvksa dh f'k{kk gsrq lqfo/kk,a gks jgh gSA vr% bykgkckn e.My esa 'kkjhfjd :i ls fodykax ckydksa dh f'k{kk dk fodkl Lora=rk ds i'pkr~ yxHkx 80 ds n'kd esa dkQh xfr ls gqvk gS rFkk izxfr ds ekxZ ij c<+ jgk gSA


chrs 5 n'kdksa esa e.My dh dqy tula[;k esa fodykaxksa dh tula[;k ek= -02 izfr'kr gS] ftlesa 8 izfr'kr lk{kj ,oa 92 izfr'kr fuj{kj gS ftlls Lo;a esa Li"V gS fd lk{kj ,oa fuj{kjksa dh la[;k esa dkQh vUrj gSA ,sls vUrjksa dks rksM+us ds fy, e.Myh; Lrj ij 'kkjhfjd fodykax ckydksa dh f'k{kk esa o`f) gsrq rks iz;kl fd;s x;s fdUrq vHkh rd ek= 8 izfr'kr fodykax gh f'k{kk dk ykHk mBk jgs gSA 'ks"k 92 izfr'kr ckyd f'k{kk ls oafpr gSA ftuds dkjdksa esa i;kZIr fo|ky;ksa dh deh] ,dhdr f'k{kk dk vHkko] n{k f'k{kdksa dk vHkko] iquZokl dsUnzksa dk vHkko] lhfer lk/ku dk vHkko] lqfo/kkvksa dk vHkko] vuqi;qDr ikB~;Øe ,oa fodykax ds izfr f'k{kdksa ds lhfer n`f"Vdks.k rFkk fodykax ckydksa dk izf'k{k.k ,oa vkxs dh 'kSf{kd rduhdh dh i<+kbZ ds fy, vius esa lq/kkj ykus gsrq mfpr <ax ls ekxZ n'kZu u djk;k tkuk 'kkfey gSA mi;qZDr leL;kvksa ds lek/kku ds fy, fuEufyf[kr 'kSf{kd izko/kku gksus pkfg,%& 1- fo'ks"k ifjHkkeh v/;kid dh O;oLFkkA 2- fof'k"V d{kkvksa dk izko/kkuA 3- mi;qDr ikB~;ØeA 4- fo|ky;ksa dh O;oLFkkA 5- lefUor f'k{kkA 6- O;olkf;d f'k{kkA 7- lkekftd ,oa iquZokl dsUnz dh LFkkiukA 8- izf'kf{kr v/;kid dh O;oLFkkA lUnHkZ xzUFk lwph %& HkkxZo] ,u0¼1984½- 'kkjhfjd fodykaxrk ds euksoSKkfud v/;;u dk losZ{k.k] bf.M;u tuZy vkWQ lkbdksesVjh ,.M ,twds'ku- i`"B&1&15- 'kekZ] vkj0 ih0 ¼1955½- cgjks ds fy, O;olkf;d f'k{kk- ih&,p0Mh0 Fksfll bykgkckn % bykgkckn fo'ofo|ky;- ckuZ] MCyw ch0 ¼1955½- fof'k"V ckyd & n lsUVj Qkj viekbV fjlpZ bu ,twds'ku- jke] xaxk ¼1981½ Lora=rk izkfIr ds i'pkr~ tuin lqYrkuiqj esa ek0 f'k{kk dh izxfr dk ,d v/;;u- vkIVu & ,0,0 gS.MhdSi Vw n ukWu gS.MhdSi- HkkxZo] ,e0 ¼1884½- losZ vkWQ lkbdksyksftdy LVMht vkWu fQtdyh gS.MhdSi bf.M;u tuZy vkWQ lkbdksesVjh ,.M ,twds'ku i`"B&15-


dqekj]Mh0 ¼2019½- bykgkckn e.My ds 'kkjhfjd :i ls fodykax ckydksa dh 'kSf{kd izxfr dk vkykspukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 71&76-


dkedkth efgykvksa dh leL;kvksa dk rqyukRed v/;;u

MkW0 va'kq ljhu* ,Oka ukfgnk ch**

*foHkkxk/;{kk] f'k{kd izf'k{k.k foHkkx] xksdqynkl efgyk egkfo|ky;] eqjknkckn ¼mÙkj çns'k½

**'kks|kfFkZuh] f'k{kd izf'k{k.k foHkkx] xksdqynkl efgyk egkfo|ky;] eqjknkckn ¼mÙkj çns'k½

lkjka'k

jk’Vªh; fodkl dh ladYiuk ns”kdky ds vuqlkj ifjofrZr gksrh jgrh gSA izR;sd ns”k ds ns”kokfl;ksa dh vk”kkvksa ,oa vkdka{kkvksa dh iwfrZ gsrq jk’Vªh; fodkl dk Lo:i le;kuqdwy ,oa iw.kZ fu/kkZfjr uhfr ls fufeZr gksrk gSA ljdkj }kjk cuk;h x;h fodkl dh dksbZ Hkh ;kstuk rc rd fu’Qy gS tc rd vf”kf{kr yksxksa dh la[;k vf/kd gSA bl fodkl ;kstukvksa dk mn~ns”; fucZy oxZ rFkk fiNM+s oxZ dk mRFkku djuk gksrk gS ijUrq ;g oxZ Lo;a esa bruk tkx:d ugha gS fd og vius dks bu ;kstukvksa ls ykHk mBkus ;ksX; le>sA xjhch bR;kfn ds dkj.k dqN vfHkHkkod vius cPpksa dks Ldwy Hkstus ds ctk; jkstxkj esa yxkuk pkgrs gSa D;ksafd muds ikl vPNs Ldwy esa Hkstus ds fy, /ku ugha gSA xjhcksa rd f”k{kk fdl izdkj igqapkbZ tk, ;g ,d leL;k dk fo’k; gSA ;fn ge Hkkjro’kZ esa fL=;ksa dh lk{kjrk izfr”kr ij /;ku ns rks gesa Kkr gksxk fd ;g iq:’kksa dh lk{kjrk nj dh rqyuk esa dkQh de gSA vr% gesa fL=;ksa dh f”k{kk ij fo”ks’k /;ku nsuk gksxkA L=h f”k{kk dh leL;k ,d O;kid leL;k gSaA 'kks/k ds fuEu fu"d"kZ izkIr gq;s ^^dkedkth efgykvksa dh leL;kvksa esa {ks= ds vk/kkj ij lkFkZd vUrj ik;k x;kA ifjdYiuk la[;k 1 Lohdkj dh tkrh gSA** ^^dkedkth efgykvksa dh leL;kvksa esa lsok ¼futh o ljdkjh½ ds vk/kkj ij lkFkZd vUrj ik;k x;kA ifjdYiuk la[;k 2 Lohdkj dh tkrh gSA** ^^dkedkth efgykvksa dh leL;kvksa esa /keZ ds vk/kkj ij lkFkZd vUrj ik;k x;kA ifjdYiuk la[;k 3 Lohdkj dh tkrh gSA** ^^dkedkth efgykvksa dh leL;kvksa esa O;olk; ds vk/kkj ij lkFkZd vUrj ik;k x;kA ifjdYiuk la[;k 4 Lohdkj dh tkrh gSA** ladsr 'kCn %& efgyk;sa] dkedkth vkSj xSj dkedkth] leL;k;sa A

ÁLrkouk %&

fdlh Hkh jk"Vª dh egRrk ,oa izxfr mlds ukxfjdksa ds 'kSf{kd Lrj ij fuHkZj djrh gSA lqf'kf{kr ukxfjdksa ds ek/;e ls gh jk"Vª dk vrhr] orZeku ls lekfgr gksdj dY;k.ke; Hkfo"; dh fn'kk dk fu/kkZj.k djrk gSA f'k{kk dh ftruh vko';drk iq:"k ds fy, gS mruh gh ukjh ds fy,A ukjh us f'k{kk izkIr dj Hkkjrh; lekt dks ubZ fn'kk iznku dh gSA vxj ukjh f'kf{kr gksrh rks fofHkUu {ks=ksa esa viuh lsok iznku djsxhA izk;% ns[kus esa vkrk gS fd f'k{k.k {ks= esa Hkh efgykvksa us viuh ;ksX;rk dk ifjp; fn;k gS] QyLo:i f'k{kk ds Lrj esa lq/kkj gqvk] D;ksafd ,d f'kf{kdk ckyd dh fo'ks"krkvksa] vko';drkvksa] {kerkvksa vkSj ;ksX;rkvksa ls iw.kZ :i ls ifjfpr gksrh gSA ftl dkj.k oks fo|kfFkZ;ksa dh 'kSf{kd miyfC/k esa lq/kkj djus dh {kerk j[krh gSA

jk’Vªh; fodkl dh ladYiuk ns”kdky ds vuqlkj ifjofrZr gksrh jgrh gSA izR;sd ns”k ds ns”kokfl;ksa dh vk”kkvksa ,oa vkdka{kkvksa dh iwfrZ gsrq jk’Vªh; fodkl dk Lo:i le;kuqdwy ,oa iw.kZ


fu/kkZfjr uhfr ls fufeZr gksrk gSA ljdkj }kjk cuk;h x;h fodkl dh dksbZ Hkh ;kstuk rc rd fu’Qy gS tc rd vf”kf{kr yksxksa dh la[;k vf/kd gSA bl fodkl ;kstukvksa dk mn~ns”; fucZy oxZ rFkk fiNM+s oxZ dk mRFkku djuk gksrk gS ijUrq ;g oxZ Lo;a esa bruk tkx:d ugha gS fd og vius dks bu ;kstukvksa ls ykHk mBkus ;ksX; le>sA xjhch bR;kfn ds dkj.k dqN vfHkHkkod vius cPpksa dks Ldwy Hkstus ds ctk; jkstxkj esa yxkuk pkgrs gSa D;ksafd muds ikl vPNs Ldwy esa Hkstus ds fy, /ku ugha gSA xjhcksa rd f”k{kk fdl izdkj igqapkbZ tk, ;g ,d leL;k dk fo’k; gSA ;fn ge Hkkjro’kZ esa fL=;ksa dh lk{kjrk izfr”kr ij /;ku ns rks gesa Kkr gksxk fd ;g iq:’kksa dh lk{kjrk nj dh rqyuk esa dkQh de gSA vr% gesa fL=;ksa dh f”k{kk ij fo”ks’k /;ku nsuk gksxkA L=h f”k{kk dh leL;k ,d O;kid leL;k gSaA vkfndky ls gh fL=;ksa dk fdlh u fdlh :i esa “kks’k.k gksrk jgk gSA ckY;koLFkk ckyd o ckfydkvksa ds thou dk lcls egRoiw.kZ le; gksrk gSA NksVh mez esa mfpr f”k{kk o okrkoj.k u feyus ij mudh “kkjhfjd o ekufld {kerk {kh.k gks tkrh gS ftlls muds fodkl ds ekxZ vo:) gks tkrs gSaA lokZf/kd fLFkfr dk;Z'khy efgykvksa dh n;uh; gS ljdkj dks blds fy, Bksl dne mBkus dh vko';drk gSA vko';drk ,oa egRo %& fdlh Hkh jk’Vª vFkok fo”o dh l”kDr cukus ds fy, f”k{kk mlh izdkj vko”;d gS ftl izdkj fdlh cgqeaftyk bekjr ds fuekZ.k gsrq etcwr uho dhA fdlh jk’Vª dks izkUrokn] lEiznk;okn] tkfrokn vkfn ls Åij mBkus dk dk;Z ek= ukxfjdksa dks mfpr f”k{kk nsdj gh fd;k tk ldrk gSA Hkkjr tSls fo”kky rFkk fofHkUu lEiznk; okys ns”k esa ;g vkSj Hkh vko”;d gks tkrk gS fd lcds fy, f”k{kk ds leku voljksa dh O;oLFkk dh tk, D;ksafd jk’Vª dk fodkl mldh f”k{kk O;oLFkk ij fuHkZj djrk gSSaA ;fn ukxfjdksa dks vius vf/kdkjksa ds lkFk&lkFk drZO;ksa dk Hkh Kku gks rFkk os mUgsa vius vkpj.k dk ,d vax cuk ysa] rHkh iztkra= lQy gks ldrk gSA izk;% ns[kk x;k gS fd f'kf{kr efgyk,¡ vius O;fDrRo ds izfr vf/kd lpsr gksrh gSaA vkt c<+rh f'k{kk] tkx`fr] vkRefuHkZjrk rFkk dkedkt ds foiqy lEHkkukvksa us ukjh ds n`f"Vdks.k esa i;kZIr ifjorZu yk fn;k gS og iq:"k dks laj{kd ugha vFkok lkFkh ds :i esa ns[kuk pkgrh gSA L=h dh iq:"k ds leku Lora= rFkk LokoyEch gksuk egRodka{kk cu x;k gSA ;gh dkj.k gS fd vFkkZHkko u gksrs gq, Hkh vusd efgyk,¡ vFkksZiktZu dj ds vkfFkZd Lora=rk dh mn~?kks"k.kk Hkh dj jgh gSA dk;Z'khy efgykvksa dks dk;kZy; rFkk ?kj esa vusdksa leL;kvksa dk lkeuk djuk iM+rk gSA efgykvksa dks lkekU; :i ls ifjokfjd leL;k] vkfFkZd leL;k] lkekftd lkekU; vkfn dk lkeuk djuk iM+rk gSA izLrqr 'kks/k&i= ds ek/;e ls efgykvksa dh leL;kvksa dks tkudj laLFkkvksa dks lq>ko nsus dk iz;kl fd;k tk;sxkA ftlls efgykvksa dh dk;Z {kerk dk fodkl gks ldsxkA lEcfU/kr lkfgR; dk losZ{k.k%& nkl ¼1974½ us f”k{kk ij fo|ky; ifjfLFkfr;ksa ds izHkko dk egÙo Lohdkjrs gq, dgrs gSa fd ^^fo|ky; esa miyC/k HkkSfrd lqfo/kkvksa dk ckyd dh miyfC/k ,oa dk;Zdq”kyrk ij lkFkZd izHkko iM+rk gSA ,e0 vxzoky ¼1980½ us ^^fgUnw o eqfLye efgykvksa ds lkekftd o lkaLÑfrd Lora=rk ij f'k{kk ds izHkko dk rqyukRed v/;;u** mn~ns'; %&

fgUnw o eqfLye efgykvksa dh vfHko`fRr esa f'k{kk }kjk fuEu esa ifjorZuksa dk Kku djuk&lkekftd laLFkkvksa o jhfr&fjoktksa ds lUnHkZ esaA U;kn'kZ %&


e/;e vk; oxZ dh 300 fgUnw o eqfLye efgyk,a gSaA izfrn'kZ fnYyh 'kgj dk gSA ;g U;kn'kZ vk;q dk gSA izFke vk;q oxZ 17&25 o"kZ dh f'kf{kr efgyk,a] f}rh; vk;q oxZ 40&60 o"kZ dh f'kf{kr o vf'kf{kr efgyk,a vkfnA 1- efgykvksa dh ijEijkxr vfHko`fRr esa ifjorZu gsrq f'k{kk egRoiw.kZ Hkwfedk vnk djrh gSA 2- /keZ vfHko`fRr ifjorZu esa egRoiw.kZ Hkwfedk fuHkkrk gSA blds vfrfjDr eqfLye efgyk;sa fgUnw

efgykvksa dh vis{kk vf/kd ladqfpr ik;h xbZA 3- efgykvksa dh fopkj/kkjk esa vk;q dk vUrj dksbZ lkFkZd izHkko ugha Mkyrk gSA 4- dkbZ LDok;j us fo'ysf"kr fd;k fd f'kf{kr efgyk;sa vf/kd {ks=ksa esa vk/kqfud fopkj iznf'kZr djrh gSa

tcfd nwljs {ks=ksa esa os vf'kf{kr fL=;ksa ds leku ijEijkxr n`f"Vdks.k dh fn[kkbZ nhA 5- la;qDr ifjokj dh rqyuk esa ,dkadh ifjokj dh efgyk;sa vf/kd Lora= FkhA ysfdu eqfLye efgyk;sa

mi;qDr nksuksa lewgksa esa ,d leku fopkj j[krh gSA 6- Hkkjrh; efgykvksa ds vk/kqfudhdj.k Lrj ij firk@ifr ds 'kSf{kd Lrj dk izHkko ugha iM+rk gSaA pkScs ¼2005½ dgrs gSa fd ^^”kSf{kd izfØ;k;sa tsls i<+uk] fy[kuk] lquuk] Lej.k djuk vkfn dk;Z ckyd ds fodkl esa ;ksx nsrs gSa ftudh O;oLFkk izR;sd fo|ky; fdlh u fdlh :i esa vo”;d djrk gS] ijUrq “kkjhfjd fodkl dh n`f’V ls fo|ky; esa fofo/k [ksydwn ,oa O;k;ke dh O;oLFkk dh tkuh pkfg,A Hkze.k gsrq m|ku] ikdZ] fpfdRlk gsrq fpfdRlky;] ØhMkFkZ ØhMk LFky rFkk lkaLd`frd o vU; dk;ksZ gsrq fofHkUu midj.kksa dh O;oLFkk vko”;d gSA blds vfrfjDr lekt dk ;g Hkh nkf;Ro gS fd og f”k{kky;ksa dks ,sls okrkoj.k esa LFkkfir djsa tgka “kq) ty] ok;q ,oa jks”kuh miyC/k gks ldsaA blds vykok ckyd ds lokZxh.k fodkl gsrq mudks viuh Hkkoukvksa] ;ksX;rkvks a,oa {kerkvks adk LorU= izdk”ku djus dk volj nsuk pkfg,A ;s volj ckyd dks fofo/k lkekftd] jk’Vªh; ,oa O;fDrxr leL;kvksa ij fpUru djus] fu.kZ; djus rFkk gy [kkstus dh lkeF;Z mRiUu djrs gSaA i=&if=dk;sa] jsfM;ksa] Vh0oh0] izn”kZuh] esys] iqLrdky;] xksf’B;ka] lHkk;sa] jaxeap ,oa pyfp= vkfn bu lkeF;ksZ ds fodkl esa egRoiw.kZ Hkwfedk dk fuokZg djrs gSaA vr% fo|ky;ksa esa bu leLr lqfo/kkvksa dk gksuk vkoo”;d gSA** eaxy ¼2010½ dgrs gS & ^^fdlh jk’Vª dh lqO;oLFkk ,oa izxfr mlh fLFkfr esa gks ldrh gS tcfd ml jk’Vª ds ukxfjd mldh izR;sd ;kstuk ,oa dk;Z esa iw.kZ ;ksxnku dj ldsA ,d f'kf{kr O;fDr gh “kku ds dk;Z ,oa fopkj dks Hkyh izdkj le>dj mldh lQyrk ds fy, viuk lg;ksx ns ldrk gSA ftl ns”k dh vf/kdka”k turk vf”kf{kr gksxh] ml ns”k dh izxfr dh dYiuk rks D;k mldk vfLrRo gh iy&iy [krjsa esa jgsxkA** ,e0 bUnq dqekjh ¼2018½ us %&^^dsjy dh eqfLye efgykvksa dh f'k{kk o lkekftd Lrj dk v/;;uu** fd;kA mn~ns'; %& eqfLye efgykvksa ds lkekftd thou Lrj dks mBkus esa f'k{kk dh Hkwfedk dk v/;;uA U;kn'kZ %& orZeku v/;;u esa 456 eqfLye efgyk,a o 150 iq:"kksa ij U;kn'kZ fy;k x;k gSA miyfC/k;k¡%& 1- Lukrd Lrjh; f'k{kk izkIr efgyk,a mPp f'k{kk izkIr djuk pkgrh Fkh os O;olk; gsrq bPNqd FkhaA 2- 'kS{kf.kd laLFkkvksa dh vfLFkjrk o lkekftd <kapk eqfLye efgykvksa dh mPprj f'k{kk esa ck/kk Mkyrs

gSaA blds lkFk /keZ dh vfuok;Zrk o 'kh?kz fookg dh izo`fRr Hkh efgykvksa dh f'k{kk esa ck/kk mRiUu djrh gSA


3- efgykvksa dks ?kj esa cUn djds j[kus dk nq"V pØ Hkh L=h f'k{kk esa deh dk dkj.k gSA ftlds dkj.k efgykvksa esa ?kj ls ckgj dh 'kSf{kd izsj.kk dk vHkko ik;k tkrk gSA

leL;k dFku ,oa ifjHkk"khdj.k %& ^^dkedkth efgykvksa dh leL;kvksa dk rqyukRed v/;;u**

dkedkth efgyk;sa %& tks efgyk;sa futh ,oa ljdkjh laLFkkuksa esa dk;Zjr~ gS dkedkth efgykvksa dh Js.kh esa vk;sxhA leL;k;sa & leL;kvksa ls rkRi;Z ikfjokfjd] dk;kZy;h] lkekftd ,oa vkfFkZd leL;kvksa ls gS tks efgykvksa ds thou dks izHkkfor djrh gSA v/;;u ds mn~ns'; %& 1- ^^dkedkth efgykvksa dh leL;kvksa dk {ks= ds vk/kkj ij rqyukRed v/;;u** 2- ^^dkedkth efgykvksa dh leL;kvksa dk lsok ¼futh o ljdkjh½ ds vk/kkj ij rqyukRed v/;;u** 3- ^^dkedkth ,oa xSj dkedkth efgykvksa dh leL;kvksa dk /keZ ds vk/kkj ij rqyukRed v/;;u** 4- ^^dkedkth efgykvksa dh leL;kvksa dk O;olk; ds vk/kkj ij rqyukRed v/;;u** v/;;u dh ifjdYiuk;sa %& 1- ^^dkedkth efgykvksa dh leL;kvksa esa {ks= ds vk/kkj ij lkFkZd vUrj ik;k tkrk gSA** 2- ^^dkedkth efgykvksa dh leL;kvksa esa lsok ¼futh o ljdkjh½ ds vk/kkj ij lkFkZd vUrj ik;k tkrk

gSA** 3- ^^dkedkth efgykvksa dh leL;kvksa esa /keZ ds vk/kkj ij lkFkZd vUrj ik;k tkrk gSA** 4- ^^dkedkth efgykvksa dh leL;kvksa esa O;olk; ds vk/kkj ij lkFkZd vUrj ik;k tkrk gSA**

lkj.kh la[;k & 1 dkedkth vkSj xSj dkedkth xzkeh.k ,oa 'kgjh efgykvksa dh leL;kvksa dk e/;eku ekud fopyu ,oa

ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k efgyk,sa la[;k e/;eku izeki

fopyu ØkfUrd vuqikr

dkedkth xzkeh.k efgyk;sa 25 16-0 1-360 3-33*

dkedkth 'kgjh efgyk;sa 25 14-0 1-483

O;k[;k %& izLrqr lkj.kh esa dkedkth efykvksa dk {ks= ds vk/kkj ij e/;eku ekud] ekud fopyu ,oa ØkfUrd vuqikr dks n'kkZ;k x;k gSA ftl esa xzkeh.k dkedkth efgykvksa dk e/;eku o ekud fopyu Øe'k% 16-0 ¼1-360½] 'kgjh dkedkth efgykvksa dk e/;eku ekud fopyu Øe'k% 14-0 ¼1-483½ izkIr gqvk gSA tcfd ØkfUrd vuqikr 3-33 izkIr gqvk gSA izkIr ØkfUrd vuqikr lkFkZdrk Lrj ls vf/kd gSA tks nksuksa lewgksa ds e/; lkFkZd vUrj dks Li"V djrk gS vr% ifjdYiuk la[;k 1 Lohdkj dh tkrh gSA

lkj.kh la[;k& 2 dkedkth efgykvksa dh leL;kvksa dk lsok ¼futh o ljdkj½ ds vk/kkj ij e/;eku ekud fopyu ,oa

ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k efgyk,sa la[;k e/;eku izeki


futh lsok 25 14-90 2-12 3-74


ljdkjh lsok 25 13-15 1-98

O;k[;k %& izLrqr lkj.kh esa dkedkth efgykvksa dk lsok ds vk/kkj ij e/;eku ekud] ekud fopyu ,oa ØkfUrd vuqikr dks n'kkZ;k x;k gSA ftl esa futh lsok esa dk;Zjr dkedkth efgykvksa dk e/;eku o ekud fopyu Øe'k% 14-90 ¼2-12½] vkSj ljdkjh lsok esa dkedkth efgykvksa dk e/;eku ekud fopyu Øe'k% 13-15 ¼1-98½ izkIr gqvk gSA tcfd ØkfUrd vuqikr 3-74 izkIr gqvk gSA izkIr ØkfUrd vuqikr lkFkZdrk Lrj ls vf/kd gSA tks nksuksa lewgksa ds e/; lkFkZd vUrj dks Li"V djrk gS vr% ifjdYiuk la[;k 2 Lohdkj dh tkrh gSA

lkj.kh la[;k & 3 dkedkth efgykvksa dh leL;kvksa dk /keZ ds vk/kkj ij e/;eku ekud fopyu ,oa ØkfUrd vuqikr

dk fo'ys"k.k ,oa O;k[;k efgykvksa la[;k e/;eku izeki


vYila[;d dkedkth efgyk;sa 20 15-50 1-90 4-79

cgqla[;d dkedkth efgyk;sa 20 13-39 2-12

O;k[;k %& izLrqr lkj.kh esa dkedkth efgykvksa dk /keZ ds vk/kkj ij e/;eku ekud] ekud fopyu ,oa ØkfUrd vuqikr dks n'kkZ;k x;k gSA ftlesa vYila[;d dkedkth efgykvksa dk e/;eku o ekud fopyu Øe'k% 15-50 ¼1-90½] vkSj cgqla[;d dkedkth efgykvksa dk e/;eku ekud fopyu Øe'k% 13-39 ¼2-12½ izkIr gqvk gSA tcfd ØkfUrd vuqikr 4-79 izkIr gqvk gSA izkIr ØkfUrd vuqikr lkFkZdrk Lrj ls vf/kd gSA tks nksuksa lewgksa ds e/; lkFkZd vUrj dks Li"V djrk gS vr% ifjdYiuk la[;k 3 Lohdkj dh tkrh gSA

lkj.kh la[;k & 4 dkedkth efgykvksa dh leL;kvksa dk O;Oklk; ds vk/kkj ij e/;eku ekud fopyu ,oa ØkfUrd

vuqikr dk fo'ys"k.k ,oa O;k[;k efgykvksa la[;k e/;eku izeki


y?kq O;olk; 20 13-15 1-78 3-16

O;kid O;olk; 20 12-22 2-09

O;k[;k %& izLrqr lkj.kh esa dkedkth efykvksa dk O;olk; ds vk/kkj ij e/;eku ekud] ekud fopyu ,oa ØkfUrd vuqikr dks n'kkZ;k x;k gSA ftlesa y?kq O;olk;esa dk;Zjr dkedkth efgykvksa dk e/;eku o ekud fopyu Øe'k% 13-15 ¼1-78½] vkSj O;koid O;olk; esa dk;;Zjr dkedkth efgykvksa dk e/;eku ekud fopyu Øe'k% 12-22 ¼2-09½ izkIr gqvk gSA tcfd ØkfUrd vuqikr 3-16 izkIr gqvk gSA izkIr ØkfUrd vuqikr lkFkZdrk Lrj ls vf/kd gSA tks nksuksa lewgksa ds e/; lkFkZd vUrj dks Li"V djrk gS vr% ifjdYiuk la[;k 4 Lohdkj dh tkrh gSA


fu"d"kZ %& 1- ^^dkedkth efgykvksa dh leL;kvksa esa {ks= ds vk/kkj ij lkFkZd vUrj ik;k x;kA ifjdYiuk

la[;k 1 Lohdkj dh tkrh gSA** 2- ^^dkedkth efgykvksa dh leL;kvksa esa lsok ¼futh o ljdkjh½ ds vk/kkj ij lkFkZd vUrj ik;k

x;kA ifjdYiuk la[;k 2 Lohdkj dh tkrh gSA** 3- ^^dkedkth efgykvksa dh leL;kvksa esa /keZ ds vk/kkj ij lkFkZd vUrj ik;k x;kA ifjdYiuk

la[;k 3 Lohdkj dh tkrh gSA** 4- ^^dkedkth efgykvksa dh leL;kvksa esa O;olk; ds vk/kkj ij lkFkZd vUrj ik;k x;kA

ifjdYiuk la[;k 4 Lohdkj dh tkrh gSA** lUnHkZ xzUFk lwph %& Hkkj}kt] fnus'k pUnz ¼1964½- Hkkjrh; f'k{kk dh vk/kqfud leL;k;sa- vkxjk % fouksn iqLrd eafnj- HkVukxj] lqjs'k ¼2008½- vk/kqfud Hkkjrh; f'k{kk o mldh leL;k;sa- esjB % vkj- yky cqd fMiks- xqIrk] ,u- ,y- ¼2000½- ewY;ijd f'k{kk vkSj lekt- fnYyh % ueu izdk'ku- ik.Ms;] jke'kDy ¼2001½ - 'kSf{kd fuca/k- vkxjk % fouksn iqLrd eafnj- ikBd] ih- Mh- ¼1974½-'kSf{kd fuca/k- vkxjk % fouksn iqLrd eafnj- jk;] ih- ,u- ¼2002½- vuqla/kku ifjp;- vkxjk % fouksn iqLrd eafnj jk;] ikjlukFk ¼1963½- vuqla/kku ifjp;- vkxjk % y{eh ukjk;.k vxzoky- ljhu ,oa ljhu ¼2008½ - 'kSf{kd vuqla/kku fof/k;k] vkxjk % fouksn iqLrd eafnj-

********


ljhu] ,0 ,Oka ch],Uk0 ¼2019½- dkedkth efgykvksa dh leL;kvksa dk rqyukRed v/;;u- Shiksha

Shodh Manthan, 5 ¼2½] 77&82-


fgUnh ek/;e ,oa vaxzsth ek/;e ds fo|ky;ksa esa v/;;u djus okys fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk dk rqyukRed v/;;u

jktho flag lgk;d izksQslj] ¼f'k{kd f'k{kk foHkkx½ jru lSu fMxzh dkWyst] fl)kFkZuxj ¼m0iz0½

lkjka'k

O;fDr ds thou esa vkSipkfjd f”k{kk vkSj vukSipkfjd f”k{kk dh egRoiw.kZ Hkwfedk gksrh gSA vkSipkfjd f”k{kk fo|ky; ls izkIr gksrh gS tcfd vukSipkfjd f”k{kk dk ek/;e gekjk lekt vkSj vklikl dk okrkoj.k gksrk gS ,d O;fDr vkthou vukSipkfjd f”k{kk ds ek/;e ls lh[krk jgrk gSA izkphu dky esa tc lHkh dks f”k{kk ds volj izkIr ugha FksA rks vukSipkfjd f”k{kk ds ek/;e ls gh ckyd dks vkn”kZ thou thus dh f”k{kk iznku dh tkrh Fkh vkSj ekrk&firk ckyd ds lokZaxh.k fodkl ds fy, iz;kl djrs Fks vkSj ckyd ds lkekftd fodkl] ekufld fodkl] pkfjf=d fodkl] laosxkRed fodkl] v/;kfRed fodkl] vkfn djus ds fy, vusdksa dk;ZØeksa dk vk;kstu lekt }kjk fd;k tkrk FkkA vkt ge xzkeh.k {ks=ksa esa esyks dk vk;kstu ns[krs gSa og ekuo ds lkekftd fodkl vkSj lkaLÑfrd fodkl dk lcls cM+k lk/ku gksrk Fkk ijUrq orZeku le; esa bu lHkh dk vfLrRo [kRe gksus yxk gS vkSj budk LFkku lks”ky ehfM+;k us ys fy;k gSA vkt ckydksa dk fodkl lks'ky ehfM+;k ds ek/;e ls gks jgk gSA izLrqr 'kks/k ds fuEu fu"d"kZ izkIr gq;s fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys Nk=ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k ifjdYiuk la[;k 1 Lohdkj dh tkrh gSA fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okyh Nk=kvksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ugha ik;k x;k ifjdYiuk la[;k 2 vLohdkj dh tkrh gSA fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys okf.kT; oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k ifjdYiuk la[;k 3 Lohdkj dh tkrh gSA fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;;ksa esa v/;;u djus okys foKku oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM++;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k ifjdYiuk la[;k 4 Lohdkj dh tkrh gSA ladsr 'kCn %&fgUnh o vaxzsth ek/;e] lks”ky fefM;k ,oa vfHko`fÙkA izLrkouk %& ,d jk’Vª vFkok lekt ds fy, f”k{kk ,d egRoiw.kZ lk/ku gS] dksbZ O;fDrRo lewg] jk’Vª fcuk f”k{kk ds fodkl ugha dj ldrk gSA izR;sd O;fDr esa bZ”oj us cgqr lkjh “kfDr;k¡ dk lekos”k fd;k gSA vkSj f”k{kk ds ek/;e ls bu “kfDr;ksa dks fo|ky;h okrkoj.k esa ,d f”k{kd ckgj fudkyrk gSA O;fDr ds thou esa vkSipkfjd f”k{kk vkSj vukSipkfjd f”k{kk dh egRoiw.kZ Hkwfedk gksrh gSA vkSipkfjd f”k{kk fo|ky; ls izkIr gksrh gS tcfd vukSipkfjd f”k{kk dk ek/;e gekjk lekt vkSj vklikl dk okrkoj.k gksrk gS ,d O;fDr vkthou vukSipkfjd f”k{kk ds ek/;e ls lh[krk jgrk gSA izkphu dky esa tc lHkh dks f”k{kk ds volj izkIr ugha FksA rks vukSipkfjd f”k{kk ds ek/;e ls gh ckyd dks vkn”kZ thou thus dh f”k{kk iznku dh tkrh Fkh vkSj ekrk&firk ckyd ds lokZaxh.k fodkl ds fy, iz;kl djrs Fks vkSj


ckyd ds lkekftd fodkl] ekufld fodkl] pkfjf=d fodkl] laosxkRed fodkl] v/;kfRed fodkl] vkfn djus ds fy, vusdksa dk;ZØeksa dk vk;kstu lekt }kjk fd;k tkrk FkkA vkt ge xzkeh.k {ks=ksa esa esyks dk vk;kstu ns[krs gSa og ekuo ds lkekftd fodkl vkSj lkaLÑfrd fodkl dk lcls cM+k lk/ku gksrk Fkk ijUrq orZeku le; esa bu lHkh dk vfLrRo [kRe gksus yxk gS vkSj budk LFkku lks”ky ehfM+;k us ys fy;k gSA vkt ckydksa dk fodkl lks'ky ehfM+;k ds ek/;e ls gks jgk gSA lwpuk ØkfUr us ns”k dks izxfr ds iFk ij t:j yk fn;k gS] blds lkFk&lkFk ns”k dh ;qok ih<+h Hkh blds izHkko ls vNwrh ugha jgh gSA bldk lokZf/kd izHkko fd”kksjkoLFkk ds fo|kfFkZ;ksa ds Åij gqvk vkSj ifj.kke Lo:Ik vkt fo|kfFkZ;ksa esa cgqr lh dq:fr;ksa us tUe ys fy;k gSA ftlds dkj.k vkt fo|kfFkZ;ksa ds vUnj ewY;ksa dk vHkko ns[kus dks feyrk gSA vkt iwjs fnu ckyd b.VjusV dk iz;ksx djrs gSaA b.VjusV ds ek/;e ls dksbZ Hkh O;fDr nqfu;k lss fdlh dksus ls cSBs gq, O;fDr ls okrkZyki dj ldrk gSA tc lks”ky ehfM;k ugha Fkk rc ckyd vPNh ckrsa lh[kus ds fy, vius cqtqxkZsa rFkk cM+ksa ds ikl tkrs Fks] muds vUnj laLdkjksa dk lekos”k gksrk Fkk] ckyd vkn”kZ thou thuk lh[krs FksA ijUrq vkt ,slk ugha gS] ftlds dkj.k vkt ds fo|kFkhZ viuk jkLrk HkVd x;s gSa vkSj mudks dksey eu Hkfo’; ds izfr lpsr ugha gSA ftlds nq"ifj.kke vkxs vkus okys le; esa ?kkrd gks lldrs gSaA v/;;u dh vko”;drk %&

orZeku le; esa lks”ky ehfM+;k ds ek/;e ls cgqr ls lEiznkf;d naxs gks x;s gSa vkSj izR;sd O;fDr vius fopkjksa dh vfHkO;fDr ds fy, bldk lgkjk ysrk gS ijUrq vU; fopkj/kkjk ds yksxksa dks vxj ;g fopkj /kkjk lEiznkf;d yxrh gS vkSj naxs dk :Ik /kkj.k dj fy;k tkrk gSA lks”ky ehfM;k ,d rjg ls nqfu;k ds fofHkUu dksuksa esa cSBs mu yksxksa ls laokn gS ftuds ikl izR;{k :Ik ls feyus dk le; ugha gSA blds ek/;e ls dksbZ O;fDr vius fopkjksa ls nwljs ds le{k j[k ldrk gSA ijUrq fd”kksjkoLFkk dh vk;q ds ckyd tks”k esa bldk vf/kd ls vf/kd iz;ksx dj jgs gSaA vf/kd iz;ksx ls mudk lokaZxh.k fodkl izHkkfor gks jgk gSA lks”ky ehfM+;k ls v/kwjk Kku izkIr djds vkt ds fo|kFkhZ viuk uSfrd vkSj pkfjf=d fodkl djus esa l{ke ugha gks jgs gSa vkSj lks”ky ehfM+;k dk vf/kd iz;ksx budh “kSf{kd miyfC/k dks izHkkfor dj jgk gSA bu izHkkoksa ls vaxzsth ek/;e ds fo|kFkhZ rks izHkkfor gSa gh lkFk gh fgUnh ek/;e ds fo|kFkhZ Hkh izHkkfor gks jgs gSaA izLrqr y?kq “kks/k ds ek/;e ls izkIr fu’d’kksaZ dks fgUnh ek/;e vkSj vaxzsth ek/;e ds fo|kfFkZ;ksa dks fn”kk funsZ”k fn;k tk;sxk vkSj lks”ky ehfM;k ds ldkjkRed o udkjkRed izHkkoksa dh tkudkjh nh tk;sxhA tks muds 'kSf{kd miyfC/k esa vkus okyh ck/kkvksa dks jkksdus esa l{ke gksxhA 'kks/k ls izkIr ifj.kke lks'ky ehfM;k dk iz;ksx djus okys fo|kfFkZ;ksa ds fy, lathouh lkfor gksaxsA lEcfU/kr lkfgR; dk losZ{k.k %&

fuEufyf[kr “kks/kkfFkZ;ksa us b.VjusV ,oa lks”ky ehfM;k ls lEcfU/kr dk;Z fd;k gSA ftlesa fuEufyf[kr izeq[k gSa& dqekj vfuy ¼2008½] R;kxh ,l0ds0 ¼2010½] iztkifr vkj0ds0 ¼2013½] tkfgnk ¼2016½] “kekZ :fp ¼2018½] flag jke ¼2019½A leL;k dFku %&

^^fgUnh ek/;e ,oa vaxzsth ek/;e ds fo|ky;ksa esa v/;;u djus okys fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk dk rqyukRed v/;;u** iz;qDr “kCnksa dk ifjHkkf’kdj.k&

• fgUnh ek/;e ds fo|ky; %& mÙkj izns”k ljdkj ls lgk;rk izkIr ,oa ekU;rk izkIr fo|ky; fgUnh ek/;e ds fo|ky;ksa dh Js.kh esa vkrs gSaA


• vaxzsth ek/;e ds fo|ky; %& bu fo|ky;ksa esa v/;;u o v/;kiu vaxzsth ek/;e esa gksrk gS vkSj budks lh0ch0,l0bZ0 vkSj vkbZ0lh0,l0bZ0 ls ekU;rk izkIr gksrh gSaA

• fo|kFkhZ %& f'k{kk f”k{kd f”k{kkFkhZ vkSj ikB~;Øe ls iw.kZ gksrh gS vkSj fo|kFkhZ f”k{kk izfØ;k dk egRoiw.kZ vax gksrk gSA fcuk fo|kFkhZ ds f'k{kk dh dYiuk v/kwjh gSA

• lks”ky ehfM+;k %& lks”ky ehfM+;k fopkjksa dk vknku iznku djus dk ,d ek/;e gS blesa ,d O;fDr fcuk ns[ks nwljs ns”k ds O;fDr ls b.VjusV ds ek/;e ls okrkZyki dj ldrk gSA

• vfHko`fÙk %& vfHko`fÙk euq’; dh ,d ,slh fLFkfr gS ftlds ek/;e mlds dqN djus lksp le>us fof”k’V dk;Z djus] mlds er vkSj mlds fopkjksa dk Kku gksrk gSA

“kks/k ds mís”;& 1- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys Nk=ksa dh lks”ky ehfM+;k ds

izfr vfHko`fÙk dk rqyukRed v/;;uA 2- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okyh Nk=kvksa dh lks”ky ehfM;k

ds izfr vfHko`fÙk dk rqyukRed v/;;uA 3- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys okf.kT; oxZ ds fo|kfFkZ;ksa

dh lks”ky ehfM;k ds izfr vfHko`fÙk dk rqyukRed v/;;uA 4- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys foKku oxZ ds fo|kfFkZ;ksa dh

lks”ky ehfM;k ds izfr vfHko`fÙk dk rqyukRed v/;;uA “kks/k ifjdYiuk,a %&

1- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys Nk=ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

2- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okyh Nk=kvksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

3- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys okf.kT; oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

4- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;;ksa esa v/;;u djus okys foKku oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM++;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k tkrk gSA

U;kn”kZ %& izLrqr y?kq “kks/k gsrq 100 fo|kfFkZ;ksa dk p;u fd;k tk;sxkA 50 fo|kFkhZ fgUnh ek/;e ds 50

fo|kFkhZ vaxzsth ek/;e ds gksaxsA “kks/k midj.k %&

bl y?kq “kks/k gsrq LofufeZr iz”ukoyh dk iz;ksx fd;k x;k gSA vkadM+ksa dk ladyu %&

fo|ky;ksa esa v/;;ujr fo|kfFkZ;ksa ls O;fDrxr lEidZ djds iz”ukoyh ds ek/;e ls vkadM+ksa dk ladyu fd;k fd;k x;k gSA “kks/k fof/k %&

izLrqr y?kq “kks/k esa losZ{k.k fof/k dk iz;ksx fd;k fd;k x;k gSA Lkhekadu %&

izLrqr “kks/k dks eqjknkckn tuin rd lhfer j[kk x;k gSA


ifjdYiukvksa dk fo'ys"k.k ,oa O;k[;k& ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds Nk=ksa o vaxzsth ek/;e ds fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk dk e/;eku] ekud fopyu] o ØkfUrd vuqikr dk fo'ys"k.k ,oa

O;k[;k ¼lkj.kh la[;k&1½


ØkfURkd vuqikr

fgUnh ek/;e ds Nk= 25 54-44 6-76 48

2-74 vaxzssth ek/;e ds Nk=

25 48-67 8-12

O;k[;k %& rkfydk ls Li"V gS fd fgUnh ek/;e ds dqy Nk=ksa dk e/;eku o ekuo fopyu Øe'k% 54-44 o 6-76 izkIr gqvk gS tcfd vaxzsth ek/;e ds dqy Nk=ksa dk e/;eku o ekud fopyu Øe'k% 48-67 o 8-12 izkIr gqvk gSA LorU=ka'k la[;k 48 ij ØkfUrd ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gS tks lkFkZd vUrj dks Li"V djrk gSA vFkkZr~ fgUnh ek/;e ds Nk=ksa ,oa vaxzsth ek/;e esa f'k{kk izkIr djus okys Nk=ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa vUrj ik;k tkrk gSA gekjh ifjdYiuk Øekad ,d Lohdkj dh tkrh gSA

ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgh] fgUnh ek/;e o vaxzsth ek/;e dh Nk=kvksa dh lks”ky ehfM+;k ds izfr vfHko`fÙk dk e/;eku] ekud fopyu Lora=k'k la[;k o ØkfUrd vuqikr dk fo'ys"k.k

,oa O;k[;k rkfydk la[;k&2

dqy Nk=k,sa la[;k e/;eku ekud fopyu LorU=ka'k la[;k

ØkfURkd vuqikr

fgUnh ek/;e dh Nk=k,sa 25 49-64 9-76

48 1-54 vaxzssth ek/;e dh Nk=k,sa

25 50-92 6-59

O;k[;k % & rkfydk ls Li"V gS fd fgUnh ek/;e esa f'k{kk izkIr djus okyh Nk=kvksa dk e/;eku o ekud fopyu Øe'k% 49-64 o 9-76 izkIr gqvk gS tcfd vaxzsth ek/;e Ldwyksa esa f'k{kk izkIr djus okyh Nk=kvksa dk e/;eku o ekud fopyu Øe'k% 50-92 o 6-59 izkIr gqvk gSA 48 Lor=ka'k la[;k ij ØkfUrd ewY; dk eku 1-54 izkIr gqvk gSA izkIr ØkfUrd ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls de gSA tks fgUnh ek/;e dh Nk=kvksa ,oa vaxzsth ek/;e dh Nk=kvksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj dks ugha n”kkZrk gSA vr% gekjh ifjdYiuk vLohdkj dh tkrh gSA

ek/;fed fo|ky;ksa esa f'k{kk izkIr dj jgs fgUnh ek/;e ds Nk=ksa o vaxzsth ek/;e ds okf.kT; oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk dk e/;eku] ekud fopyu LorU=ka'k la[;k o ØkfUrd

vuqikr dk fo'ys"k.k ,oa O;k[;k rkfydk la[;k&3



ØkfURkd vuqikr

fgUnh ek/;e ds okf.kT; oxZ ds fo|kFkhZ

25 46-68 9-12

48 2-90 vaxzssth ek/;e ds

okf.kT; oxZ ds fo|kFkhZ 25 40-92 8-59

O;k[;k %& rkfydk ls Li"V gS fgUnh ek/;e ds fo|ky;ksa esa f'k{kk izkIr djus okys okf.kT; oxZ ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 46-68 o 9-12 izkIr gqvk gS tcfd vaxzsth ek/;e ds Ldwyksa eas f'k{kk izkIr djus okys okf.kT; oxZ ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 40-92 o 8-59 izkIr gqvk gSA 48 Lor=ka'k la[;k ij ØkfUrd ewY; dk eku 2-90 izkIr gqvk gSA izkIr ØkfUrd ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ls vf/kd gSA blls fl) gksrk gS fd nksuksa lewgksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa vUrj ik;k tkrk gSA blfy, ifjdYiuk Lohdkj dh tkrh gSA

ek/;fed fo|ky;ksa esa f'k{kk izkIr dj us okys fgUnh ek/;e o vaxzsth ek/;e ds foKku oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk dk e/;eku] ekud fopyu Lora=ka'k la[;k o ØkfUrd vuqikr dk

fo'ys"k.k ,oa O;k[;k& rkfydk la[;k&4


ØkfURkd vuqikr

fgUnh ek/;e ds foKku oxZ ds fo|kFkhZ

25 49-64 9-76

48 3-02 vaxzssth ek/;e ds foKku

oxZ ds fo|kFkhZ 25 54-44 6-76

O;k[;k %& rkfydk ls Li"V gS fd fgUnh ek/;e Ldwyksa eas v/;;u djus okys foKku oxZ ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 49-64 o 9-76 izkIr gqvk gSA tcfd vaxzsth ek/;e ds Ldwyksa esa v/;;u djus okys foKku oxZ ds fo|kfFkZ;ksa dk e/;eku o ekud fopyu Øe'k% 54-44 o 6-76 izkIr gqvk gSA tcfd 48 Lora=ka'k la[;k ij ØkfUrd ewY; dk eku 3-02 izkIRk gqvk gSA izkIr ØkfUrd ewY; dk eku lkFkZdrk ds nksuksa Lrjksa ds e/; ls vf/kd gSA vFkkZr ØkfUrd ewY; dk eku ls nksuksa lewg lks”ky ehfM;k ds izfr vfHko`fÙk esa vUrj dks Li"V djrk gSA vr% gekjh ifjdYiuk vLohdkj dh tkrh gSA 'kks/k fu"d"kZ %&

1- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys Nk=ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k ifjdYiuk la[;k 1 Lohdkj dh tkrh gSA

2- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okyh Nk=kvksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ugha ik;k x;k ifjdYiuk la[;k 2 vLohdkj dh tkrh gSA


3- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys okf.kT; oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k ifjdYiuk la[;k 3 Lohdkj dh tkrh gSA

4- fgUnh ek/;e ,oa vaxszth ek/;e ds fo|ky;ksa esa v/;;u djus okys foKku oxZ ds fo|kfFkZ;ksa dh lks”ky ehfM++;k ds izfr vfHko`fÙk esa lkFkZd vUrj ik;k x;k ifjdYiuk la[;k 4 Lohdkj dh tkrh gSA

lanHkZ xzaFk lwph %& vYrsdj] ,l0 ¼1994½- Ikzkphu Hkkjr esa f”k{kk- okjk.klh % fo'ofo|ky; izdk'ku- vxzoky ,e0ih0 ¼2005½ - Lkkaf[;dh ds ewy rRo- t;iqj % jes”k cqd fMiks- vksM+0 ,y0 ds ¼2005½- “kSf{kd iz”kklu ,oa fo|ky; laxBu vkxjk % fouksn iqLrd efUnj- xqIrk] ,l- ih- ¼2009½- vuqla/kku lanf'kZdk- bykgkckn % 'kkjnk iqLrd Hkou- f>axr] ,e0,y0 ¼1997½- lkf[;dh; vFkZ”kkL=- fnYyh % o`ank ifCyds”kUl- ik.Ms MkW0 ds0 ih0 ¼2006½- 'kSf{kd vuqla/kku- okjk.klh % fo'ofo|ky; izdk'ku- jk;tknk ch0,l0 ¼1997½- f”k{kk esa vuqla/kku ds vko”;d rRo- t;iqj % fgUnh xzUFk vdkneh- jk; ih0 ,u0 ¼1999½- vuqla/kku fof/k;k¡- vkxjk % y{ehukjk;.k vxzoky izdk”ku- Lkqf[k;k] ,l0ih0 ¼1998½- “kSf{kd vuqla/kku ds ewy rRo- vkxjk % fouksn iqLrd efUnj-

********


flag] vkj0 ¼2019½- fgUnh ek/;e ,oa vaxzsth ek/;e ds fo|ky;ksa esa v/;;u djus okys fo|kfFkZ;ksa dh lks”ky ehfM;k ds izfr vfHko`fÙk dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 83&88-


mPp izkFkfed Lrj ij v/;;ujr fo|kfFkZ;ksaa dh laosxkRed cqf) dk rqyukRed v/;;u

izks0 MkW0 ;'kiky flag* ,Oka ;ksxsUnz dqekj 'kekZ**

* izksQslj] f'k{kd izf'k{k.k foHkkx] ,e0ts0ih0:0 fo'ofo|ky; ifjlj cjsyh] ¼mÙkj izns'k½

**'kks|kFkhZ ¼f'k{kk'kkL=½ ,e0ts0ih0:0 fo'ofo|ky; cjsyh] ¼mÙkj izns'k½

lkjka'k

f'k{kk fdlh u fdlh :i esa ,d f'k'kq dk lokZxh.k fodkl djds mldks vius thou esa fofHkUu drZO; o mÙkjnkf;Roksa dks fuokZg djus ds fy, iw.kZ :i ls rS;kj djrh gSA f'k{kk O;fDrRo dk 'kkjhfjd] ekufld] lkekftd] pkfjf=d] uSfrd] v/;kfRed ,oa laosxkRed fodkl djrh gSA f'k{kk ds ek/;e ls gh O;fDr lHkh leL;kvksa dk lek/kku djus ds fy, ;ksX;rk /kkj.k djrk gSA] ftl izdkj lw;Z dk izdk'k ikdj dey dk Qwy f[ky tkrk gS] mlh izdkj i'kq leku ekuo Hkh f'k{kk ds izdk'k ls vius Hkfo"; dks mTtoy rFkk izdk'ke; cukrk gSA ftlds i'pkr~ mldh dhfrZ nwj&nwj rd QSyh jgrh gSA f'k{kk ,d vksj O;fDr dk lokZaxh.k fodkl djrh gS ftlls O;fDr dh mUufr rFkk izxfr gksrh gSA ogha nwljh rjQ mls lekt dk egRoiw.kZ ukxfjd cukdj ns'k izse dh Hkkouk mlesa iSnk djrh gSA f'k{kk ds }kjk izkphu ijEijkvksa vkSj laLÑfr;ksa dk gLrkukUrj.k ih<+h ls nwljh ih<+h esa djrh gSA f'k{kk ckyd ds ân; esa ns'k izse cfynku o fufgr LokFkksaZ dh R;kx dh Hkkouk dks tkxzr djrh gS] f'k{kk O;fDr] lekt vkSj jk"Vª lHkh ds fodkl esa vR;Ur egRoiw.kZ ,oa lkFkZd Hkwfedk vnk djrh gSA fu'p; gh f'k{kk lrr~ :i ls pyus okyh ,d ,slh xR;kRed izfØ;k gS tks ekuo dks viuh Hkwfedk izHkkoh <a+x ls vnk djus esa l{ke cukrh gS ,oa jk"Vª ds fodkl esa lg;ksx iznku djrh gSA f'k{kk dk vFkZ O;fDr dh ml iww.kZrk dk fojke ftldh O;fDr esa {kerk gSA ladsr 'kCn %& mPp izkFkfed Lrj] fo|kFkhZ ,Oka laosxkRed cqf)A

izLrkouk %&

f'k{kk dks nks /kqozh; izfØ;k dgk tkrk gS ftlesa f'k{kd fl[kkrk gS vkSj fo|kFkhZ lh[krk gSA f'k{kd funsZ'ku djrk gS rks Nk= mldks x`g.k djrk gSA f'k{kk dh izfØ;k esa f'k{kd rFkk Nk= nksuksa ds chp ijLij vknku&iznku gksrk gSA f'k{kd vius O;fDrRo rFkk Kku ds fofHkUu vaxksa ds izHkko ls Nk= ds O;ogkj esa ifjorZu rFkk lq/kkj djrk gSA ftlls og lE;d fodkl dh vksj vxzlj gksrk gSA Nk= dks fo|kFkhZ] f'k{kkFkhZ vkSj f'k"; vkfn ukeksa ls tkuk tkrk gSA nks i{kksa ds vfrfjDr ,d i{k vkSj gksrk gS] ftldks ikB~;Øe dgk tkrk gSA bu rhuksa i{kksa esa f'k{kd dk egRoiw.kZ LFkku gksrk gSA dksbZ Hkh f'k{kk dh izfØ;k izR;{k o ijks{k :i ls f'k{kd ds fcuk iw.kZ ugha gks ldrh gSA vko”;drk ,oa egRo %&

izLrqr 'kks/k 'kSf{kd n`f"V ls vR;Ur egRoiw.kZ gSA f'k{kk og izfØ;k gS tks Nk=ks esaa ok¡fNr O;ogkj mRiUu djrh gSA bu ok¡fNr O;ogkjksa dks mRiUu djus ds fy, vkSipkfjd o vukSipkfjd lalk/kkuks dk iz;ksx fd;k tkrk gSA ifjokj dks f'k{kk dk ,d vkSipkfjd lk/ku ekuk tkrk gSA vU; ifjHkk"kk ds


vuqlkj ^f'k{kk ckyd dh vUrfuZfgr ;ksX;rkvksa ds fodkl dh izfØ;k gS%^A cPpk ,d NksVs ikS/ks dh HkkWfr gksrk gSA mls Qyus Qwyus ds fy, ftruk [kqyk o LokHkkfod okrkoj.k feysxk og mruk gh vPNk iqf"ir iYyfor gksxkA ijUrq cPps ek= ikS/ks gh ugha gksrs fo'ks"k :i ls fd'kksj vOkLFkk ds vkl ikl og Lo;a Hkh p<+krs gSA mUgs vfu;fU=r Hkh ugha Nks+M+k tk ldrkA ifjokj esa mfpr okrkoj.k iSnk djus ds fy, ekrk&firk fofHkUu ,dkf/kdkjoknh tUrkf=d O;oLFkkvksa dk iz;ksx djrs gSA Nk= ds O;ogkjks ij mldh laosxkRed cqf) dk cgqr vf/kd izHkko iM+rk gSA ,d ?kj ftldk vuq'kklfud okrkoj.k ,dkUriw.kZ] ,dkf/kdkjoknh] jkscnkj o MkV ls Hkjiwj gks] og Nk=ksa dh laosxkRed cqf) dh n`f"V ls vPNk ugha ekuk tkrkA ifjokj dk tUkrkfU=d okrkoj.k gh Nk= esaa ok¡fNr O;ogkj rFkk laosxkRed cqf) ds fy, vkn'kZ ekuk tkrk gSA cgqr vf/kd [kqykiu o gLr{ksi jfgr okrkoj.k Hkh Nk=ksa ds fy, gkfudkjd gks ldrk gS] ijUrq laosxkRed cqf) ds fy, vPNk ekuk tkrk gSA izLrrq 'kks/k ds ek/;e ls fo|kfFkZ;ksa dh laosxkRed cqf) dk rqyukRed v/;;u dj izHkkfor gksus okys dkjdksa dk v/;;u fd;k tk;sxkA ftlls fo|kfFkZ;ksa dh laosxkRed cqf) ls vU; izHkkfor dkjdksa dks jksdk tk;s vkSj mudk lokZaxha.k fodkl fd;kA f”k{kk esa fuEufyf[kr “kks/kkfFkZ;ksa us vius v/;;u esa laosxkRed cqf) ls lEcfU/kr fo|kfFkZ;ksa ij izdk”k Mkyk gSA ftlesa ih0 flUgk ¼19663½] jLrkSxh ds0th0 ¼1974½] vxzoky okbZ0ih0 ¼1978½] vp:yk ¼1980½] th'kku ¼2012½] ih0,l0 ,Mfou ¼2014½ ,oa fln~fndh Qjgk ¼2017½] flag dhfrZ ¼2019½ izeq[k gSaA leL;k dFku %&

^^mPp izkFkfed Lrj ij v/;;ujr fo|kfFkZ;ksaa dh laosxkRed cqf) dk rqyukRed v/;;u** “kCnksa dk ifjHkk’khdj.k %& mPp izkFkfed Lrj %& mPp izkFkfed Lrj ls vk”k; d{kk 6 ls 8 rd dh f”k{kk ls gSA laosxkRed cqf) %& laosxkRed cqf) Lo;a dh ,oa nwljksaa dh Hkkoukvksa vFkok laosxksa dks le>us] O;Dr djus vkSj fu;af=r djus dh ;ksX;rk gSA 'kks/k fof/k %&

orZeku 'kks/k gsrq loZs{k.k fof/k dk iz;ksx fd;k x;k gSA midj.k %&

orZeku 'kks/k gsrq MkW0 ,0ds0 flag ,oa lq:fr ukjk;.k }kjk fufeZr iz'ukoyh dk iz;ksx fd;k x;k gSA U;kn'kZ%& orZeku 'kks/k gsrq d{kk 6 oha o 8 oha esa v/;;u djus okys yxHkx 100 fo|kfFkZ;ksa dks 'kkfey dj mudks fyax] {ks=] oxZ ,oa tkfr esa oxhZÑr fd;k fd;k x;k gSA “kks/k ds mn~ns”; %&

1- mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh laosxkRed cqf) dk rqyukRed v/;;uA 2- mPp izkFkfed Lrj ds xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh laosxkRed cqf) dk rqyukRed

v/;;uA 3- mPp izkFkfed Lrj ds ljdkjh fo|ky;ksa ,oa futh fo|ky;ksa ds fo+|kfFkZ;ksa dh laosxkRed cqf)

dk rqyukRed v/;;uA “kks/k dh eq[; ifjdYiuk,a %& 1- mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh laosxkRed cqf) esa lkFkZd vUrj ik;k tkrk gSA


2- mPp izkFkfed Lrj ds xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh laosxkRed cqf) esa lkFkZd vUrj ik;k tkrk gSA

3- mPp izkFkfed Lrj ds ljdkjh fo|ky;ksa ,oa futh fo|ky;ksa ds fo+|kfFkZ;ksa dh laosxkRed cqf) esa lkFkZd vUrj ik;k tkrk gSA

vkadMksa dk fo'ys"k.k ,oa O;k[;k mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh laosxkRed cqf) dk e/;eku] ekud fopyu ,oa ØkfUrd

vuqikr dk fo'ys"k.k ,oa O;k[;k rkfydk la[;k&1


LorU=ka'k la[;k

ØkfUrd vuqikr

Nk= 55 16-22 1-360 98 3-33 Nk=k;sa 45 14-13 1-483

O;k[;k %& rkfydk ls Li"V gS fd mPp izFkfed Lrj ij v/;;ujr Nk=ksa dh laosxkRed cqf) dk e/;eku] ekud fopyu Øe'k% 166-22 ,oa 1-360 izkIr gqvk gSA tcfd mPp izFkfed Lrj ij v/;;ujr Nk=kvksa dh laosxkRed cqf) dk e/;eku o ekud fopyu Øe'k% 14-13 ,oa 1-483 izkIr gqvk gSA bu nksuksa dk ØkfUrd vuqikr dk eku 3-33 izkIr gqvk gSA izkIr ØkfUrd vuqikr dk eku lkFkZdrk Lrj ls de gSA vr% Nk=ksa ,oa Nk=kvksa dh laosxkRed cqf) esa lkFkZd vUrj ik;k tkrk gSA vr% gekjh ifjdYiuk la[;k 1 Lohdkj dh tkrh gSA mPp izkFkfed Lrj ij v/;;ujr xzkeh.k ,oa “kgjh fo|kfFkZ;ksa dh laosxkRed cqf) dk e/;eku] ekud

fopyu ,oa ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k& rkfydk la[;k&2


LorU=ka'k la[;k

ØkfUrd vuqikr

xzkeh.k fo|kFkhZ 52 14-83 2-22 98 3-78

“kgjh fo|kFkhZ 48 13-95 1-98 O;k[;k %& rkfydk ls Li"V gS fd xzkeh.k fo|kfFkZZ;ksa dh laosxkRed cqf) dk e/;eku] ekud fopyu Øe'k% 14-83 ,oa 2-22 izkIr gqvk gSA tcfd “kgjh fo|kfFkZ;ksa dh laosxkRed cqf) e/;eku o ekud fopyu Øe'k% 13-95 ,oa 1-98 izkIr gqvk gSA bu nksuksa dk ØkfUrd vuqikr dk eku 3-78 izkIr gqvk gSA izkIr ØkfUrd vuqikr dk eku lkFkZdrk Lrj ls de gSA de eku lkFkZd vUrj dks Li"V ugha djrk gSA vr% xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh laosxkRed cqf) esa lkFkZd vUrj ik;k x;k gSA vr% gekjh ifjdYiuk la[;k 2 Lohdkj dh tkrh gSA mPp izkFkfed Lrj ds ljdkjh ,oa futh fo|ky;ksa ds fo|kfFkZ;ksa dh laosxkRed cqf) dk e/;eku] ekud

fopyu ,oa ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k& rkfydk la[;k&3


LorU=ka'k la[;k

ØkfUrd vuqikr


ljdkjh fo|ky;ksa ds fo|kFkhZ 56 15-73 1-98 98 3-21

futh fo|ky;ksa ds fo|kFkhZ 44 16-12 2-23 O;k[;k %& rkfydk ls Li"V gS fd ljdkjh fo|ky;ksa ds fo|kfFkZ;ksa dh laosxkRed cqf) dk e/;eku] ekud fopyu Øe'k% 15-73 ,oa 1-98 izkIr gqvk gSA tcfd futh fo|ky;ksa ds fo|kfFkZ;ksa dh laosxkRed cqf) dk e/;eku o ekud fopyu Øe'k% 16-12 ,oa 2-23 izkIr gqvk gSA bu nksuksa dk ØkfUrd vuqikr dk eku 3-21 izkIr gqvk gSA izkIr ØkfUrd vuqikr dk eku lkFkZdrk Lrj ls vf/kd gSA vf/kd eku lkFkZd vUrj dks Li"V djrk gSA vr% ljdkjh fo|ky;ksa ds fo|kfFkZ;ksa ,oa futh fo|ky;ksa ds fo|kfFkZ;ksa dh laosxkRed cqf) esa lkFkZd vUrj ik;k x;k gSA vr% gekjh ifjdYiuk la[;k 3 Lohdkj dh tkrh gSA 'kks/k ds fu"d"kZ %&

1- mPp izkFkfed Lrj ds Nk= ,oa Nk=kvksa dh laosxkRed cqf) esa lkFkZd vUrj ik;k x;kA 2- mPp izkFkfed Lrj ds xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh laosxkRed cqf) esa lkFkZd

vUrj ik;k x;kA 3- mPp izkFkfed Lrj ds ljdkjh fo|ky;ksa ,oa futh fo|ky;ksa ds fo+|kfFkZ;ksa dh laosxkRed cqf)

esa lkFkZd vUrj ik;k x;kA lanHkZ lwph %& xqIrk] ,l- ih- ¼2009½- vuqla/kku lanf'kZdk- bykgkckn % 'kkjnk iqLrd Hkou- ik.Ms MkW0 ds0 ih0 ¼2006½- 'kSf{kd vuqla/kku- okjk.klh % fo'ofo|ky; izdk'ku- jk;tknk ch0,l0 ¼1997½- f”k{kk esa vuqla/kku ds vko”;d rRo- t;iqj % fgUnh xzUFk vdkneh- jk; ih0 ,u0 ¼1999½- vuqla/kku fof/k;k¡- vkxjk % y{ehukjk;.k vxzoky izdk”ku- Lkqf[k;k] ,l0ih0 ¼1998½- “kSf{kd vuqla/kku ds ewy rRo- vkxjk % fouksn iqLrd efUnj-

********


flag] okÃ0 ,Oka 'kekZ okÃ0 ds0 ¼2019½- mPp izkFkfed Lrj ij v/;;ujr fo|kfFkZ;ksaa dh laosxkRed cqf) dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 89&92-


ek/;fed Lrj ij fo|kfFkZ;ksa dh “kSf{kd miyfC/k dk rqyukRed v/;;u

Mk0 uhrk xqIrk* ,Oka fcUnq flag**

* ,lksfl,V izksQslj ¼f'k{kk foHkkx½ vkbZ,QVh,e fo'ofo|ky;] eqjknkckn ¼mÙkj izns'k½

**'kks|kfFkZuh ¼f'k{kk 'kkL=½ vkbZ,QVh,e fo'ofo|ky;] eqjknkckn ¼mÙkj izns'k½

lkjka'k

Hkkjrh; f”k{kk O;oLFkk vfr izkphu gSA Hkkjrh; f”k{kk us izkphu dky ls ysdj orZeku dky rd fo”o esa vius izn”kZu ls viuh vyx igpku cukbZ gSA Hkkjrh; bfrgkl esa >k¡d dj ns[kk tk, rks ekuo fodkl dk eq[; lk/ku f”k{kk gh jgh gSA ;fn Bhd ls ns[kk tk, rks Hkkjrh; laLÑfr f”k{kk ij gh vk/kkfjr gS] ftlds vusd izek.k Hkh miyC/k gksrs gSa] ekuork dk rkRi;Z dsoy O;fDr gh ugh vfirq lef’V rd dk laj{k.k ,oa lao)Zu gSA f'k{kk lrr~ :i ls pyus okyh ,d ,slh xR;kRed izfØ;k gS tks ekuo dks viuh Hkwfedk izHkkoh <a+x ls vnk djus esa l{ke cukrh gS ,oa jk"Vª ds fodkl esa lg;ksx iznku djrh gSA f”k{kk ds }kjk gh ckyd /keZ] jkT; leqnk;] lH;rk vkSj laLÑfr dk Kku izkIr djrk gS ftlls mlesa jk’Vªh; fodkl ds fy, vko”;d rRo ,oa vfuok;Z ?kVd ^^lekt ds lkFk lek;kstu** dh {kerk dk fodkl gksrk gSA ysfdu ;g rHkh lEHko gS tc ckyd “kkjhfjd vkSj ekufld :Ik ls LoLFk gksA ckyd dh 'kSf{kd miyfC/k esa fo|ky; okrkoj.k dk cgqr cM+k ;ksxnku gksrk gSA ftl izdkj dk fo|ky; dk okrkoj.k gksrk gSA mlh izdkj mudh 'kSf{kd miyfC/k Hkh gks tkrh gSA blls ;g fl) gksrk gS fd ,d vPNh 'kSf{kd miyfC/k ds fy, ,d vPNk f'k{kd vkSj vPNk fo|ky;h okrkoj.k t:jh gSAa ladsr 'kCn %& ek/;fed fo|ky;] fo|kFkhZ ,oa 'kSf{kd miyfC/k A

izLrkouk %&

,d f'k{kd fo|kFkhZ dh vko';drk] {kerk :fp] ;ksX;rk] fo'ks"krk% vkfn dks /;ku esa j[kdj f'k{kk iznku djrk gSA mu fo|kfFkZ;ksa esa dqN fo|kFkhZ ,sls Hkh gksrs gSa ftudh vko';drk] {kerk] ;ksX;rk ,oa :fp lkekU; fo|kfFkZ;ksa ls fHkUu gksrh gSA budks f'k{kk dh lkekU; izfØ;k esa 'kkfey ugha fd;k tk ldrk gS] ,sls fo|kFkhZ d{kk esa le;kstu ugha dj ikrs gSa ftl dkj.k mudh 'kSf{kd miyfC/k izHkkfor gksrh gSA ,d vPNk f'k{kd vius d{kk ds fo|kfFkZ;ksa dh O;fDrxr fHkUurk dks /;ku esa j[kdj f'k{k.k djrk gSA ftldk izHkko fo|kfFkZ;ksa 'kSf{kd miyfC/k lfgr mlds lokZaxha.k fodkl ij iM+rk gSA ,d vPNk f'k{kd ekufld vkSj 'kkjhfjd :i ls l'kDr gksuk t:jh gSA ftlls og vius fo|kfFkZ;ksa ds Åij izHkko NksM+ ldsA blds fy, ,d f'k{kd dks izf'kf{kr gksuk Hkh t:jh gSA vko”;drk ,oa egRo %& fo|ky;ksa esa i<+k;s tkus okys fo’k;ksa esa dqN fo’k; lkekU; cqf)yfC/k ls Åij ds Lrj ds gksrs gSaA bu fo’k;ksa dks le>us ds fy, fOk|kfFkZ;ksa dks vfrfjDr “kSf{kd iz;kl djkuk ifjokj o fo|ky; dk dk;Z gSA ijUrq bu nksuksa ds /;ku u nsus ds dkj.k buesa “kSf{kd fiNM+kiu vk tkrk gSA fo|kfFkZ;ksa ds fiNM+siu ds dbZ vkSj Hkh dbZ dkj.k gSA ftuesa eq[;r% mudk nwf’kr okrkoj.k gS tks mudh f”k{kk dks izHkkfor djrk gas muds ikfjokfjd okrkoj.k dk izHkko muds lek;kstu] “kSf{kd miyfC/k] lh[kus es


l`tukRedrk] :fp] Le`fr vkSj vfHkO;fDr vkfn ij lh/kk iM+rk gSA tks buds “kSf{kd :i ls fiNM+siu dk eq[; dkj.k gSA lkekU; v/;kid cPpksa dks le>us o v/;kfir djus esa iw.kZr% l{ke ugha gSA ftl dkj.k ls cPpksa dh 'kSf{kd izxfr izHkkfor gksrh gSA lkFk gh lkFk budh lek;kstu {kerk] l`tukRedrk vkSj cqf)yfC/k Hkh izHkkfor gksrh gSA ekufld fnO;kax fo|kfFkZ;ksa dks vxj fo'ks"k] izf'k{k.k] fo'ks"k f'k{k.k ,oa fo'ks"k lgk;rk iznku dh tk; rks budh 'kSf{kd miyfC/k] :fp] lkeatL;rk vkSj l`tukRedrk dks izHkkfor gksus ls jksdk tk ldrk gSA fdlh Hkh “kks/k esa bu lc pjksa dks ysuk vlEHko gSA ysfdu lqfo/kk dh n`f’V ls “kSf{kd miyfC/k dks gh fy;k x;k gSA fo|ky; ds nSfud dk;ksZ esa :fp iwoZd Hkkx u ysus ds dkj.k fo|kfFkZ;ksa dh miyfC/k;k¡ fujk”kktud jgrh gSaA izLrqr 'kks/k i= esa budh “kSf{kd miyfC/k dk rqyukRed v/;;u fd;k x;k gSA lEcfU/kr lkfgR; dk losZ{k.k %& fuEufyf[kr fo|kfFkZ;ksa oktis;h vfurk ¼2007½] ;kno deys”k ¼2009½] fd”kksj jke ¼2010½] izdk”k osn ¼2010½] “kkfyuh ¼2011½] jke eksgu ¼2014½] eqdqy e/kqdj ¼2016½ ,oa flag Vh0] oh0 Å’kk ¼2018½ us ckydksa dh 'kSf{kd miyfC/k ij 'kks/k dk;Z ij izdk”k Mkyk gSA leL;k dFku %&

^^ek/;fed Lrj ij fo|kfFkZ;ksa dh “kSf{kd miyfC/k dk rqyukRed v/;;u** ifjHkk’khdj.k %& “kSf{kd miyfC/k %& “kSf{kd miyfC/k ls rkRi;Z gS] fo|ky; esa v/;kfir fo’k;ksa esa larks’ktud Kku izkIr djukA fdlh Hkh fo|kFkhZ ds fo|ky;h fo’k;ksa esa izkIr Kku dk irk ,d fyf[kr izek.k i= ds :i esa gksrk gS] tks Nk= fo’k;d dk;kasZ ds ckjs esa lwfpr djrk gS] ;g izkIr Kku ,oa fodflr dkS”ky nSfud] ekfld ,oa okf’kZd ijh{kkvksa esa izkIr vadksa ls Kkr gksrk gSA U;kn'kZ %&

orZeku 'kks/k gsrq ek/;fed fo|ky;ksa esa v/;;u djus okys yxHkx 200 fo|kfFkZ;ksa dks 'kkfey dj mudks fyax ,oa {ks= ,oa /keZ esa oxhZÑr fd;k x;k gSA 'kks/k fof/k %&


1- “kSf{kd miyfC/k& LofufeZr “kks/k ds mn~ns”; %&

1- ek/;fed fo|ky;ksa esa v/;;ujr Nk= ,oa Nk=kvksa dh “kSf{kd miyfC/k dk rqyukRed v/;;uA 2- ek/;fed fo|ky;ksa esa v/;;ujr xzkeh.k ,oa 'kgjh fo|kfFkZ;ksa dh “kSf{kd miyfC/k dk rqyukRed

v/;;uA 3- ek/;fed fo|ky;ksa esa v/;;ujr fgUnw ,oa eqfLye fo|kfFkZ;ksa dh “kSf{kd miyfC/k dk rqyukRed

v/;;uA “kks/k dh eq[; ifjdYiuk,a %&

1- ek/;fed fo|ky;ksa esa v/;;ujr Nk= ,oa Nk=kvksa dh “kSf{kd miyfC/k esa lkFkZd vUrj ugha gSA 2- ek/;fed fo|ky;ksa esa v/;;ujr xzkeh.k ,oa 'kgjh fo|kfFkZ;ksa dh “kSf{kd miyfC/k esa lkFkZd

vUrj ugha gSA 3- ek/;fed fo|ky;ksa esa v/;;ujr fgUnw ,oa eqfLye fo|kfFkZ;ksa dh “kSf{kd miyfC/k esa lkFkZd

vUrj ugha gSA


ifjdYiukvksa dk fo”ys’k.k ,oa O;k[;k %&

ek/;fed fo|ky;ksa esa v/;;ujr Nk= ,oa Nk=kvksa dh “kSf{kd miyfC/k ds e/;] e/;eku ekud fopyu o ØkfUrd vuqikr dk fo”ys’k.k ,oa O;k[;k

rkfydk la[;k&1 dqy fo|kFkhZ Lka[;k e/;eku Ekud fopyu ØkfUrd la[;k LkkFkZdrk dk

Lrj Nk= 100 47-12 4-28

2-10 0-01* Nk=k;sa 100 48-12 3-92 Rkkfydk la[;k 1 esa ek/;fed fo|ky;ksa esa v/;;ujr Nk= ,oa Nk=kvksa dh “kSf{kd miyfC/k ds e/; lEcU/k dks n”kkZ;k x;k gSA ftlesa Nk=ksa dk e/;eku ,oa ekud fopyu Øe”k% 47-12 ¼4-28½ tcfd Nk=kvksa dk e/;eku ,oa ekud fopyu Øe”k% 48-12 ¼3-92½ izkIr gqvk gSA bu nksuksa ds e/; ØkfUrd vuqikr 2-10 izkIr gqvk gSA izkIr ØkfUrd vuqikr lkFkZdrk Lrj ls vf/kd gS tks bl ckr dk izek.k gS fd nksuksa lewgksa Nk= ,oa Nk=kvksa esa “kSf{kd miyfC/k ds e/; lkFkZd vUrj ik;k tkrk gSA ek/;fed fo|ky;ksa esa v/;;ujr xzkeh.k fo|kfFkZ;ksa ,oa “kgjh fo|kfFkZ;ksa dh “kSf{kd miyfC/k ds e/;]

e/;eku ekud fopyu o ØkfUrd vuqikr dk fo”ys’k.k ,oa O;k[;k rkfydk la[;k&2

dqy fo|kFkhZ Lka[;k e/;eku Ekud fopyu ØkfUrd la[;k LkkFkZdrk dk Lrj

Xkzkeh.k fo|kFkhZ 100 35-96 4-36 3-84 0-01*

“kgjh fo|kFkhZ 100 36-19 3-89 Rkkfydk la[;k 2 esa ek/;fed fo|ky;ksa esa v/;;ujr xzkeh.k fo|kFkhZ ,oa “kgjh fo|kfFkZ;ksa dh vkSj “kSf{kd miyfC/k ds e/; lEcU/k dks n”kkZ;k x;k gSA ftlesa xzkeh.k fo|kfFkZ;ksa dk e/;eku ,oa ekud fopyu Øe”k% 35-96 ¼4-36½ tcfd “kgjh fo|kfFkZ;ksa dk e/;eku ,oa ekud fopyu Øe”k% 36-19 ¼4-40½ izkIr gqvk gSA bu nksuksa ds e/; ØkfUrd vuqikr 3-84 izkIr gqvk gSA izkIr ØkfUrd vuqikr lkFkZdrk Lrj ls vf/kd gS tks bl ckr dk izek.k gS fd nksuksa lewgksa ¼xzkeh.k] “kgjh½ ds fo|kfFkZ;ksa dh “kSf{kd miyfC/k ds e/; lkFkZd vUrj ik;k tkrk gSA ek/;fed fo|ky;ksa esa v/;;ujr fgUnq fo|kfFkZ;ksa ,oa eqfLye fo|kfFkZ;ksa dh “kSf{kd miyfC/k ds e/;]

e/;eku ekud fopyu o ØkfUrd vuqikr dk fo”ys’k.k ,oa O;k[;k rkfydk la[;k&3

dqy fo|kFkhZ Lka[;k e/;eku Ekkud fopyu ØkfUrd la[;k LkkFkZdrk dk Lrj

fgUnq fo|kFkhZ 100 45-94 3-69 1-24 0-01*

eqfLye fo|kFkhZ 100 46-76 2-92 Rkkfydk la[;k 3 esa ek/;fed fo|ky;ksa esa v/;;ujr fgUnw fo|kFkhZ ,oa eqfLye fo|kfFkZ;ksa dh “kSf{kd miyfC/k ds e/; lEcU/k dks n”kkZ;k x;k gSA ftlesa fgUnq fo|kfFkZ;ksa dk e/;eku ,oa ekud fopyu


Øe”k% 45-94 ¼3-69½ tcfd eqfLye fo|kfFkZ;ksa dk e/;eku ,oa ekud fopyu Øe”k% 46-76 ¼2-92½ izkIr gqvk gSA bu nksuksa ds e/; ØkfUrd vuqikr 1-24 izkIr gqvk gSA izkIr ØkfUrd vuqikr lkFkZdrk Lrj ls vf/kd gS tks bl ckr dk izek.k gS fd nksuksa lewgksa ds ¼fgUnq] eqfLye½ fo|kfFkZ;ksa dh “kSf{kd miyfC/k ds e/; lkFkZd vUrj ik;k tkrk gSA “kks/k ds fu’d’kZ %&

1- ek/;fed fo|ky;ksa esa v/;;ujr Nk= ,oa Nk=kvksa dh “kSf{kd miyfC/k esa lkFkZd vUrj ik;k x;kA

2- ek/;fed fo|ky;ksa esa v/;;ujr xzkeh.k ,oa 'kgjh fo|kfFkZ;ksa dh “kSf{kd miyfC/k esa lkFkZd vUrj ik;k x;kA

3- ek/;fed fo|ky;ksa esa v/;;ujr fgUnw ,oa eqfLye fo|kfFkZ;ksa dh “kSf{kd miyfC/k esa lkFkZd vUrj ugha ik;k x;kA

lanHkZ lwph %& vjksM+k vkj0 ¼2007½- f'k{kk euksfoKku ,oa lkaf[;dh- esjB % yky cqd fMiks- pkSgku] vkj0 ¼2005½- lesfdr f'k{kk esa fofHkUu ckydksa dk lekos'k- t;iqj % KkuihB izdk'ku- 'kekZ vkjå ¼2006½- pkbYM lkbdksykWth- fnYyh % ,VykafVd izdk'ku ,oa forjd- tkslsQ vkjå,å ¼2007½% fo'ks"k f'k{kk ,oa iquokZl- cukjl % lekdyu izdk'ku djkSanh- eaxy ,lådså ¼2003½ % f'k{kk euksfoKku ,oa lkaf[;dh vkxjk vkxjk % fouksn iqLrd efUnj- dfiy ,p-ds- ¼1998½ % vuqla/kku fof/k;k¡- vkxjk % HkkxZo fizUVlZ- ;qx fdcay ¼2004½% f'k{kk euksfoKku dh vk/kkj f'kyk- vkxjk % fouksn iqLrd efUnj] vkxjk-

********


xqIrk] ,u0 ,Oka flag] ch0 ¼2019½- ek/;fed Lrj ij fo|kfFkZ;ksa dh “kSf{kd miyfC/k dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 93&96-


eqjknkckn tuin ds ek/;fed fo|ky;ksa esa f”k{kdksa dh vfHko`fRr dk rqyukRed v/;;u

Mk0 jfo dqekj ,lksfl,V izksQslj

lkjka'k f'k{kk ckyd ds lok±xh.k fodkl ds fy, vR;Ur vko';d gSA f'k{kk gh ekuo dh vfHkO;fDr] lek;kstu dh {kerk ,oa O;fDrRo fuekZ.k esa lgk;d gksrh gSA f'k{kk gh l'kDr lk/ku ds :i esa thou esa vkus okyh pqukSfr;ksa dk eqdkcyk djus ds fy, egRoiw.kZ Hkwfedk vnk djrh gSA vUrjkZ"Vªh; fodkl vk;ksx dh fjiksVZ esa dgk x;k gS fd izkFkfed f'k{kk equ"; dk ekSfyd ,oa laoS/kkfud vf/kdkj gSA ysfdu mPp f'k{kk jk"Vª ds fodkl o izxfr dk vk/kkj ekuh x;h gSA mPp f'k{kk ds fodkl o izxfr ds fy, gh egkfo|ky;ksa ,oa fo'ofo|ky;ksa dh LFkkiuk dh xbZ gSA fo'ofo|ky; lekt dh fLFkfr dk niZ.k gksrk gS ;gha ls gesa ns'k ds Hkkoh usrk feyrs gSa vr% fo'ofo|ky;h f'k{kk dk jk"Vªh; thou esa Hkkjh egRo gSA mPp f'k{kk ds {ks= esa izeq[k leL;k,¡ gSa& f'k{kk ds Lrj dk fuEu gksuk] fo'ofo|ky;ksa esa vuqlU/kku] v/;;u lkexzh] ikB~;Øe] lkekU; f'k{kk dk lw=ikr] fo|kfFkZ;ksa ds dk;ZØe rFkk mudk dY;k.k] fo'ofo|ky; dh vkUrfjd Lok;Ÿk lŸkk rFkk xzkeh.k mPp f'k{kk dh leL;k vkfnA f'k{k.k Lrj dks Å¡pk djus ds fy, vPNh ikB~; iqLrdksa dh jpuk] d{kk esa cSBus ds fy;s i;kZIr LFkku] vf/kd f'k{kdksa dh fu;qfDr] ckgjh O;fDr;ksa ds izos'k ij fu;U=.k] iqLrdky;ksa rFkk iz;ksx'kkykvksa dk fodkl] V~;wVksfj;y d{kk,a] f'k{kdksa esa Kkuo/kZu rFkk mudh n'kk esa lq/kkj bR;kfn mik; vko';d gSaA eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa ySfxad vk/kkj ij lkFkZd vUrj ugha ik;k tkrk gSA eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa {ks=h; vk/kkj ij lkFkZd vUrj ugha ik;k tkrk gSA eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa fo|ky; dh fLFkfr ds vk/kkj ij lkFkZd vUrj ugha ik;k tkrk gSA eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa oxZ ds vk/kkj ij lkFkZd vUrj ugha ik;k tkrk gSA ladsr 'kCn %& iq:’k f”k{kd] efgyk f”k{kd ,oa “kSf{kd vfHko`fRr A

izLrkouk %&

fo|k izkIr djus ds fy, f'k{kd ,oa fo|ky; dh vko';drk gksrh gSA ßf'k{kdÞ vFkkZr~ Kku :ih ikS/ks dks iYyfor djus okyk ßo`{kÞA lH; lekt esa izkjEHk ls gh f'k{kd dk LFkku lEekuuh; ,oa loksZPp jgk gS] ysfdu orZeku ifjfLFkfr;ksa vkSj lekt ds cnyrs Lo:i ds dkj.k f'k{k.k us ,d O;olk; dk :i ys fy;k gS] tks dk;Z izkjEHk esa lekt dks lH; vkSj f'kf{kr cukus ds fy, iw.kZ lefiZr Hkko ls fd;k tkrk Fkk vkSj cnys esa fdlh Hkh oLrq vFkok /ku dh izkfIr dk Hkko ugha gksrk FkkA 'kS{kf.kd dk;ZØeksa ds fØ;kUo;u vkSj f'k{kk ds vk;kstu ds fy, v/;kid ,d eq[; lk/ku gSA blds vUrxZr vkSipkfjd f'k{k.k laLFkk,a] vukSipkfjd f'k{k.k laLFkk,¡] izkS<+ f'k{kk dsUæ] nwjLFk f'k{kk nsus dh fofHkUu f'k{k.k laLFkk,¡ rFkk muesa f'k{k.k dk;Z djus okys iw.kZdkfyd f'k{kdx.k rFkk va'kdkfyd f'k{kdx.k rFkk vU; dk;ZdrkZ lfEefyr gS] tks fdlh fof'k"V mn~ns'; dh iwfrZ gsrq fdlh fuf'pr le; ds fy, fu;qDr fd;s tkrs gSaA leLr f'k{k.k laLFkkvksa esa iw.kZdkfyd f'k{kdksa dh Hkwfedk vius


Nk=&Nk=kvksa dks d{kk&d{k f'k{k.k ,oa ekxZn'kZu rFkk futh lEidks± vkSj vusd u;s ,oa izkphu rjhdksa rFkk vU; fof/k;ksa ls vius leLr Nk=&Nk=kvksa dk uSfrd ,oa pkfjf=d fodkl djuk gksrk gSA f'k{kdksa ls lHkh Lrjksa ij izksUufr ,oa uofuekZ.k dh vk'kk dh tkrh gS] D;ksafd f'k{kd u flQZ Nk=&Nk=kvksa dks oju~ leLr lekt ds foLrkj ,oa fodkl easa ,d egRowi.kZ ,oa vifjgk;Z Hkwfedk fuHkkrk gSA f'k{kd f'k{k.k laLFkkvksa ,oa lekt dks tksM+us okyh ,d bdkbZ ds :i esa ns[kk tkrk gSA leL;k dh vko';drk o egRo %&

f'k{kk ,d lksn~ns'; izfØ;k gSA f'k{kk ls gh lekt] O;fDr] lH;rk ,oa laLÑfr dk fodkl lEHko gSA Hkkjrh; euhf"k;ksa ds izR;sd ;qx esa f'k{kk vR;Ur egRoiw.kZ jgh gSA vUrjkZ"Vªh; fodkl vk;ksx dh fjiksVZ esa dgk x;k gS fd izkFkfed f'k{kk euq"; dk ekSfyd ,oa laoS/kkfud vf/kdkj gS ysfdu ek/;fed f'k{kk jk"Vª ds fodkl o izxfr dk eq[; vk/kkj ekuh tkrh gSA izkFkfed f'k{kk ckyd dks Hkfo"; ds fy, rS;kj djrh gS tcfd ek/;fed f'k{kk mlds orZeku ls lEcfU/kr gSA izkphu dky esa NBh 'krkCnh bZ0iw0 esa ek/;fed f'k{kk dk egRoiw.kZ dsUæ FkkA ftuesa mPp f”k{kk ds f”k{kd rS;kj fd;s tkrs Fks ftlls fo|kfFkZ;ksa dks cgqr dqN lh[kus dks feyrk Fkk ijUrq vc orZeku le; esa f”k{kdksa dh vfHko`fRr fofHkUu dkj.kksa ls izHkkfor gks jgh gS ftldk izHkko f”k{kdkas lfgr fo|kfFkZ;ksa ij Hkh iM+ jgk gS tcrd ,d f”k{kd iwjs euks;ksx ls viuk f”k{k.k ugha djsxk rc rd og fo|kfFkZ;ksa dh mPp “kSf{kd miyfC/k dks izkIr ugha djk ik;sxkA izLrqr “kks/k ds ek/;e ls f”k{kdksa dh “kSf{kd vfHko`fRr ekius dk iz;kl fd;k tk;sxkA “kks/k ls izkIr ifj.kke f”k{kdksa dh “kSf{kd vfHko`fRr dks c<+kus esa lgk;d gksaxsA leL;k dFku %&

eqjknkckn tuin ds ek/;fed fo|ky;ksa esa f”k{kdksa dh vfHko`fRr dk rqyukRed v/;;u** 'kks/k fof/k%&orZeku 'kks/k gsrq loZs{k.k fof/k dk iz;ksx fd;k x;k gSA midj.k%& vfHko`fRr ekiuh&Mk0 ,l- ih- ,Ygwokfy;k }kjk fufeZr U;kn'kZ%& izLrqr “kks/k gsrq 100 f”k{kdksa dk p;u fd;k x;k gSA “kks/k ds mn~ns”; %&

1- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdksa dh vfHko`fRr dk ySfxad vk/kkj ij rqyukRed v/;;u

2- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdksa dh vfHko`fRr dk {ks=h; vk/kkj ij rqyukRed v/;;u

3- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdksa dh vfHko`fRr dk fo|ky; dh fLFkfr ds vk/kkj ij rqyukRed v/;;u

4- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdksa dh vfHko`fRr dk oxZ ds vk/kkj ij rqyukRed v/;;u

“kks/k dh eq[; ifjdYiuk,a %& 1- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa ySfxad vk/kkj ij lkFkZd

vUrj ik;k tkrk gSA 2- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa {ks=h; vk/kkj ij lkFkZd

vUrj ik;k tkrk gSA 3- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa fo|ky; dh fLFkfr ds vk/kkj

ij lkFkZd vUrj ik;k tkrk gSA


4- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa oxZ ds vk/kkj ij lkFkZd vUrj ik;k tkrk gSA

ifjdYiukvksa dk fo'ys"k.k ,oa O;k[;k %& ifjdYiuk & 1 %& eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa ySfxad vk/kkj dk e/;eku] ekud

fopyu o Vh0 ewY; dk fo'ys"k.k ,oa O;k[;k lkj.kh la[;k & 1

f”k{kd la[;k e/;eku ekud fopyu LorU=ka'k la[;k

lh0vkj0

efgyk 50 38-76 6-82 98 1-19

iq:’k 50 39-93 7-04 O;k[;k %&

rkfydk la[;k 1 eas eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdksa dh vfHko`fRr dks n”kkZ;k x;k gSA rkfydk ls izkIr efgyk f”k{kdksa dk e/;eku] ekud fopyu 38-76 ¼6-82½ ,oa iq:’k f”k{kdksa dk e/;eku] ekud fopyu 39-93 ¼7-04½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 1-19 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA ifjdYiuk & 2 %& eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa {ks=h; vk/kkj dk e/;eku] ekup



Vh0 ewY;

xzkeh.k 50 38-21 6-43 48 0-61

“kgjh 50 38-77 6-55 O;k[;k %&

rkfydk la[;k 2 eas eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds vfHko`fRr dks n”kkZ;k x;k gSA rkfydk ls izkIr xzkeh.k f”k{kdksa dk e/;eku] ekud fopyu 38-21 ¼6-43½ ,oa “kgjh f”k{kdksa dk e/;eku] ekud fopyu 38-77 ¼6-55½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-61 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA ifjdYiuk & 3 %& eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa fo|ky;h dh fLFkfr ds vk/kkj dk

e/;eku] ekup fopyu o Vh0 ewY; dk fo'ys"k.k ,oa O;k[;k lkj.kh la[;k & 3


Vh0 ewY;


ljdkjh 50 38-30 6-51 98 0-79

xSj ljdkjh 50 37-57 6-54 O;k[;k %&

rkfydk la[;k 4-3 eas eqjknkckn tuin ds f”k{kdksa dh vfHko`fRr dks n”kkZ;k x;k gSA rkfydk ls izkIr ljdkjh f”k{kdksa dk e/;eku] ekud fopyu 38-30 ¼6-51½ ,oa xSj ljdkjh f”k{kdksa dk e/;eku] ekud fopyu 37-57 ¼6-54½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-79 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA ifjdYiuk & 4 %& eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa oxZ ds vk/kkj dk e/;eku] ekup


f”k{kd la[;k e/;eku ekud fopyu

LorU=ka'k la[;k

Vh0 ewY;

dyk oxZ 50 38-78 7-03 98 0-34

foKku oxZ 50 37-13 7-45 O;k[;k %&

rkfydk la[;k 4 eas eqjknkckn tuin ds f”k{kdksa dh vfHko`fRr dks n”kkZ;k x;k gSA rkfydk ls izkIr dyk oxZ ds f”k{kdksa dk e/;eku] ekud fopyu 37-78 ¼7-03½ ,oa foKku oxZ ds f”k{kdksa dk e/;eku] ekud fopyu 37-13 ¼7-45½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-34 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA 'kks/k ds fu"d"kZ %& 1- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa ySfxad vk/kkj ij lkFkZd vUrj

ugha ik;k tkrk gSA 2- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa {ks=h; vk/kkj ij lkFkZd vUrj

ugha ik;k tkrk gSA 3- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa fo|ky; dh fLFkfr ds vk/kkj

ij lkFkZd vUrj ugha ik;k tkrk gSA 4- eqjknkckn tuin ds ek/;fed fo|ky;ksa ds f”k{kdks dh vfHko`fRr esa oxZ ds vk/kkj ij lkFkZd vUrj

ugha ik;k tkrk gSA lUnHkZ xzUFk lwph %& oktis;h] ,l0 ¼1997½- bf.M;u tuZy vkWQ ,T;wds'kuy fjlpZ oksY;we- 16 ¼2½] 55&59 ikBd] ih0 Mh0 ¼2006&07½ - Hkkjrh; f”k{kk vkSj leL;k,¡- vkxjk % fouksn iqLrd eafnj- ik.Ms; jke”kdy ¼2006&07½- mnh;eku Hkkjrh; lekt esa f”k{kd vkxjk % fouksn iqLrd eafnj- ik.Ms;] ds0 ih0] ¼2003½ - “kSf{kd vuqla/kku dh :ijs[kk- esjB % vfer izdk”ku- flg¡] v:.k dqekj ¼2006½- euksfoKku] lekt”kkL= rFkk f”k{kk esa “kks/k fof/k;k¡- ubZ fnYyh % eksrhyky

cukjlhnkl-


r:.k gfjoa”k ¼2000½- Hkkjrh; f”k{kk rFkk fo”o dh f”k{kk iz.kkfy;k¡] ubZ fnYyh- <kSaf<+;ky] ,l0 ,u0 ,oa ikBd] ,0 oh0 ¼2003½- “kSf{kd vuqla/kku dk fof/k”kkL=]- t;iqj % jktLFkku

fgUnh xzUFk vdkneh-

********


dqekj] vkj0 ¼2019½- eqjknkckn tuin ds ek/;fed fo|ky;ksa esa f”k{kdkas dh vfHko`fRr dk rqyukRed Shiksha Shodh Manthan, 5 ¼2½] 97&101-


orZeku ifj–'; esa L=h f'k{kk : leL;k ,oa lq>ko

lksuh nsoh 'kks/k Nk=k ¼f'k{kk'kkL= foHkkx½] N=ifr 'kkgw th egkjkt fo'ofo|ky; dkuiqj ¼m0iz0½

lkjka'k

L=h ,oa iq#"k nksuksa lekt :ih xkM+h ds nks ifg, gSaA fL=;ksa ds fodkl ds fcuk fdlh Hkh jk"Vª dk fodkl laHko ugha gSA fL=;k¡ ifjokj lekt ,oa lq–<+ jk"Vª dh jpuk esa egRoiw.kZ Hkwfedk fuHkkrh gSaA orZeku le; esa fL=;ksa dh n'kk esa dkQh cnyko vk;k gSA e/; ;qx esa tks fofHkUu çdkj ds çfrca/k fL=;ksa ds Åij ykxw fd, x, Fks] muesa ls vf/kdka'k lekIr gks x, gSaA ,slk L=h f'k{kk ds dkj.k gh laHko gks ik;k gSA ftlds dkj.k fL=;k¡ Lo;a ds çfr tkx:d gks jgh gSa] ysfdu blds i'pkr Hkh mUgsa vusd çdkj dh leL;kvksa tSls fyax Hksn&Hkko] ikfjokfjd leL;k;sa] oSokfgd leL;k;sa] çnk çFkk] LokLF; laca/kh leL;k;sa] 'kS{kf.kd leL;k;sa] vkfFkZd leL;k;sa rFkk lkekftd leL;kvksa dk lkeuk djuk iM+ jgk gSA vkt Hkh vk/kkjHkwr :i ls fganw lkekftd O;oLFkk ;g ekudj pyrh gSA fd iq=h ifjokj dk Hkkx ugha gSA iq= dks o`)koLFkk dk lgkjk rFkk eks{k çkfIr dk lk/ku ekuk tkrk gSA nksuksa ds ikyu&iks"k.k esa Hkh HksnHkko Li"V :i ls fn[kkbZ nsrk gSA bUgha leL;kvksa dks ns[krs gq, Hkkjrh; lafo/kku esa efgykvksa ds mRFkku ds fy, f'k{kk ,oa jkstxkj ls lacaf/kr leku volj] leku thfodk] leku dk;Z ds fy, leku Hkqxrku ds vf/kdkj fn, x, gSaA Hkkjrh; lafo/kku u dsoy efgykvksa dks leku volj çnku djrk gSA cfYd ljdkj dks ;g 'kfä çnku djrk gS fd og efgykvksa ds i{k esa ldkjkRed HksnHkko ds fy, dne mBk ldsA efgyk f'k{kk ,oa efgyk l'kfädj.k dks lqfuf'pr djus ds fy, fofHkUu iapo"khZ; ;kstukvksa ds ek/;e ls ljdkj us efgyk f'k{kk dks c<+kok nsus dk Hkjiwj ç;kl fd;k vkSj lQyrk Hkh feyh gSA Hkkjr dh yxHkx vk/kh vkcknh efgyk ernkrkvksa dh gSA gekjs lafo/kku us ;g vf/kdkj fL=;ksa dks Hkh fn;k gS] exj bl vf/kdkj dk oSlk çHkkoh vey ugha gksrk tSlk fd gksuk pkfg, tSls& ge lekt esa ns[krs gSa fd ;fn dksbZ efgyk çfrfuf/k ds :i esa pquh tkrh gS fQj Hkh lÙkk dh ckxMksj dgha uk dgha iq#"k ds gkFk esa gh gksrh gSA blds fy, vR;ar vko';d gS fd fL=;ksa dks vf/kd ls vf/kd f'k{kk ds volj çnku fd, tk;sa rkfd lekt esa fL=;ksa dh leku Hkkxhnkjh lqfuf'pr dh tk ldsA ladsr 'kCn %& efgyk f'k{kk] efgyk l'kfädj.k ,oa lkekftd O;oLFkk A

çLrkouk %&

ÞL=h f'k{kk ds fcuk yksx f'kf{kr ugha gks ldrsA ;fn f'k{kk dks iq#"kksa vFkok fL=;ksa ds fy, lhfer djus dk ç'u gks rks ;g volj fL=;ksa dks fn;k tk;s D;ksafd muds }kjk gh Hkkoh larku dks f'k{kk nh tk ldrh gSAÞ fo'ofo|ky; vk;ksx ¼1948&49½ laL—r esa ;g mfä çfl) gS&^ukfLr fo|klea p{kqukZfLrekrlksexqj%* vFkkZr bl lalkj esa fo|k ds leku {ks= ugha gS vkSj ekrk ds leku xq# ugha gSA ;g ckr iwjh rjg ls lR; gSA ckyd ds fodkl ij çFke vkSj lcls vf/kd çHkko mldh ekrk dk gh iM+rk gSA ekrk gh vius cPps dks çFke ikB i<+krh gSA


ckyd dk ;g çkjafHkd Kku iRFkj ij cuh vfeV ydhj ds leku thou dk LFkk;h vk/kkj cu tkrk gSA L=h f'k{kk L=h vkSj f'k{kk dks vfuok;Z :i ls tksM+us okyh ,d vo/kkj.kk gSA bldk ,d :i f'k{kk esa fL=;ksa dks iq#"kksa dh rjg 'kkfey djus ls lacaf/kr gSA nwljs :i esa fL=;ksa ds fy, cuk;h x;h fo'ks"k f'k{kk i)fr dks lanfHkZr djrk gSA Hkkjr esa e/; vkSj iqutkZxj.k dky ds nkSjku fL=;ksa dks iq#"kksa ls vyx rjg dh f'k{kk nsus dh /kkj.kk fodflr gqbZ FkhA orZeku le; esa ;g ckr loZekU; gS fd L=h dks Hkh mruk f'kf{kr gksuk pkfg, ftruk fd iq#"k gksA ;gh dkj.k gS fd iqutkZxj.k ds le; Hkkjr esa L=h f'k{kk dks u, fljs ls egÙo feyus yxk vkSj bZLV bafM;k daiuh ds }kjk lu~ 1854 esa L=h f'k{kk dks

Lohdkj fd;k x;kA ljdkjh vkSj xSj ljdkjh ç;klksa ds dkj.k lk{kjrk dh nj 0-2% ls c<+dj 6%

ij igqap x;hA Hkkjr esa dksydkrk fo'ofo|ky; efgykvksa dh f'k{kk dks Lohdkj djus okyk igyk fo'ofo|ky;

gSA Lora=rk çkfIr ds i'pkr lu 1947 ls ysdj Hkkjr ljdkj us ikB'kkyk esa yM+fd;ksa dks vf/kd volj nsus ds fy, vkSj mudh ukekadu la[;k esa o`f) ds fy, vusd ;kstuk;sa cuk;h tSls& fu%'kqYd iqLrdsa] nksigj dk Hkkstu vkfnA blds vykok Lora=rk ds ckn 1947 esa fo'ofo|ky; f'k{kk vk;ksx cuk;k x;k ftlls L=h f'k{kk dh xq.koÙkk esa lq/kkj yk;k tk;sA blh fn'kk esa dk;Z djrs gq, Hkkjr ljdkj us efgyk lk{kjrk ds fy, lk{kj Hkkjr fe'ku dh 'kq#vkr dh ftlls efgyk vf'k{kk nj dks uhps yk;k tk ldsA fQj Hkh gekjs ns'k dk ;g nqHkkZX; gS fd vkt iwjs Hkkjro"kZ esa dbZ vlkekftd rRo mHkjdj lkeus vk, gSa] ftlds dkj.k xkWao ls ysdj 'kgj rd efgyk;sa vlqjf{kr gSa vkSj vlqj{kk ds dkj.k gh vk, fnu vusd ?kVuk;sa efgykvksa ds lkFk ?kfVr gksrh gSaA vlqj{kk fd ;g Hkkouk fdlh uk fdlh :i esa mUgsa çHkkfor djrh gSa vkSj muds Hkkoh thou ds fy, ck/kk mRiUu djrh gSA okLro esa dgk tk ldrk gS fd efgykvksa dh f'k{kk ] fdlh Hkh iq#"k ls de egRoiw.kZ ugha gS D;ksafd lekt dh ubZ :ijs[kk rS;kj djus esa efgykvksa dh f'k{kk iq#"kksa ls 100 xquk vf/kd mi;ksxh gSA oSfnd dky esa L=h&f'k{kk dh fLFkfr %&

oSfnd dkyhu lekt Lora=rk ,oa lekurk dh Hkkouk ls vksrçksr Fkk] fL=;ksa dks gj Lrj ij lEeku ,oa J)k dh –f"V ls ns[kk tkrk FkkA mUgsa iq#"kksa ds leku volj miyC/k Fks ,oa os Hkh gj {ks= esa c<+&p<+ dj fgLlk ysrh FkhA x`gdk;ksaZ ls ysdj —f"k ç'kklu ,oa ;K deZ ls ysdj v/;kRe lk/kuk rd dksbZ Hkh {ks= muds fof'k"V O;fäRo] çfrHkk ,oa dkS'ky dh Nki ls vNwrs ugha FksA çkphu xzaFkksa esa vusd fonq"kh fL=;ksa dk o.kZu feyrk g]S ftuesa ?kks"kk] vikyk] moZ'kh] fo'orkjk] xkxh] eS=s;h vkfn ds uke mYys[kuh; gSaA euqLe`fr esa ckfydkvksa ds miu;u laLdkj dk Hkh o.kZu feyrk gSA f'k{kk ds lkFk gh os fofHkUu çdkj ds xk;u] oknu ,oa u`R; tSlh yfyr dykvksa esa Hkh fgLlk ysrh FkhA ckS)dky esa L=h&f'k{kk dh fLFkfr%&

ftl dky esa egkRek cq) us vius /keZ dk çpkj&çlkj vkjEHk fd;k] ml dky esa L=h f'k{kk dh fLFkfr vR;f/kd lkspuh; gks xbZ FkhA çkjEHk esa cq) Hkh L=h f'k{kk nsus ds i{k esa ugha Fks fdarq vius fç; f'k"; vkuan ds dgus ij fL=;ksa dks Hkh la?k esa ços'k djus dh vuqefr ns nhA fL=;ksa dks f'k{kk çkIr djus ds fy, iq#"kksa dh rjg gh la?k ds dBksj fu;eksa dk ikyu djuk gksrk FkkA bl le; fL=;k¡ f'k{kk çkIr djds eBksa ,oa fogkjksa esa /kkfeZd n'kZu'kkL= dh xzaFkksa vkSj v/;kfidk;sa Hkh cu ldrh FkhA L=h f'k{kk ij çdk'k Mkyrs gq, egkRek cq) us dgk gS fd&ÞfuokZ.k dh çkfIr uk dsoy czkã.k dks gh gksrh gS] oju~ euq"; ek= dks gks ldrh gS vkSj fL=;ksa dks Hkh gks ldrh gSA**


eqxy dky esa L=h&f'k{kk dh fLFkfr%&

e/;dkyhu Hkkjr esa L=h f'k{kk ds ckjs esa bCucrwrk fy[krs gSa– Þfd tc og gkukSj igqaWpk rks ogk¡ mlus 23 ,sls fo|ky; ns[ksa ftuesa ckfydk;sa f'k{kk xzg.k djrh FkhA uxjksa o cM+s ?kjkuksa dh fL=;ksa ds i<+us&fy[kus ds ladsr feyrs gSa] fdarq lkekU; ifjokjksa ,oa xzkeh.k {ks= esa f'k{kk dk Lrj uhpk FkkA** bl dky esa e/;e oxZ ,oa mPp oxZ }kjk vius ?kjksa esa gh ckfydkvksa ds fy, f'k{kk dh O;oLFkk dh tkrh Fkh vkSj uSfrd f'k{kk ds fy, mUgsa cksLrk rFkk xqfyLrk i<+k;k tkrk FkkA fdarq lkekU; oxZ dh ckfydkvksa ds fy, f'k{kk dh mfpr O;oLFkk ugha FkhA

bl dky dh L=h f'k{kk ds ckjs esa ;wlqQ+ gqlSu us fy[kk gS&Þ futh ?kjksa esa ckfydkvksa dks /kkfeZd f'k{kk nsus ds fy, edrc Fks] tgk¡ vf/kd vk;q dh fL=;k¡ mUgsa dqjku] xqfyLrk] cksLrk vkSj lnkpkj dh iqLrdsa i<+krh FkhA^*

jktdh; ifjokjksa dh f'kf{kr rFkk fo|k laiUu dbZ fL=;ksa dk mYys[k çkIr gksrk gSA jft;k lqYrku tykyqíhu dh iRuh i<+h&fy[kh efgyk FkhA vykmíhu dh iq=h fQjkstk Hkh iw.kZ f'kf{kr Fkh] og T;ksfr"k fo|k esa fuiq.k FkhA jktdqekfj;ksa esa tgk¡vkjk] tscqfUulk lqçfl) dfof;=h FkhA blds vykok uwjtgk¡] gqek;w¡ dh cgu xqycnu csxe] eqerkt egy ftudh f'k{kk dh O;oLFkk jkt?kjkuksa esa dh tkrh FkhA orZeku dky esa L=h&f'k{kk dh fLFkfr%&

orZeku dky esa L=h dh f'k{kk ,oa fLFkfr nksuksa esa Økafrdkjh ifjorZu ns[kus dks fey jgk gSA vc og ?kj dh pkjnhokjh ls ckgj fudydj ns'k ds cgqvk;keh fodkl esa vewY; ;ksxnku nsus yxh gSA lfn;ksa ls 'kksf"kr ,oa innfyr ukjh iq#"k ç/kku lekt ds çHkko ls eqä gksdj vkfFkZd] jktuSfrd vkSj lkekftd nklrk ls fudydj LoNPNan thou dk fodkl djus dh lqfo/kk,¡ çkIr dj jgh gSaA f'k{kk ds {ks= esa çxfr gksus ij fL=;ksa esa psruk tkxr gqbZ] vius vf/kdkjksa ds çfr tkx:drk c<+h vkSj Lora= fu.kZ; 'kfä dk fodkl gqvkA vkt flz;k¡ jktuhfr] foKku] O;olk;] lkfgR; vkSj lekt ds çR;sd {ks= esa mPp f'k{kk çkIr dj jgh gSaA dbZ fL=;k¡ ekufld :i ls iq#"kksa ls çfr;ksfxrk djds viuh çfrHkk dk ifjp; ns jgh gSaA ;s lc f'k{kk ds }kjk gh lEHko gks ik;k gSA Hkkjr esa efgyk&f'k{kk dh fLFkfr %&

fiNys dqN o"kksaZ ds lk{kjrk ds vkaWdM+ksa dk v/;;u djds irk pyrk gS fd L=h f'k{kk vR;ar n;uh; fLFkfr esa pyh x;h FkhA fdarq Hkkjrh; lafo/kku us L=h f'k{kk dks iquthZfor fd;k vkSj L=h f'k{kk esa lq/kkj ,oa fodkl gsrq fo'ks"k mica/k cuk;s ftlls u fd L=h f'k{kk dks ,d ubZ fn'kk feyh cfYd L=h f'k{kk dks c<+kok nsus ds fy, vusd ;kstuk;sa Hkh ykxw dh x;hA

lk{kjrk ds vkWaaaadM+ksa ls irk pyrk gS fd o"kZ 1951 esa dsoy 8-86% efgyk;sa gh lk{kj FkhA

1961 esa 15-35%] 1971 esa 21-97%] 1981 esa 29-76%] 1991 esa 39-29% vkSj 2001 esa nj 53-67% rd

igqap x;hA fujarj ç;kl ds pyrs 2001 esa iq#"k rFkk fL=;ksa dh lk{kjrk nj ds e/; 21-59% dk tks

varj Fkk og 2011 esa 4-91% de gksdj 16-68% gh jg x;kA Ø-la- tux.kuk o"kZ O;fä

¼çfr'kr esa½ iq#"k ¼çfr'kr esa½

efgyk,a ¼çfr'kr esa½

iq#"k&efgykvks dh lk{kjrk nj esa varj ¼çfr'kr esa½


1 1951 18.33 27.26 8.86 18.30

2 1961 28.03 40.04 15.35 25.05

3 1971 34.45 45.96 21.97 23.98

4 1981 43.57 56.38 29.76 26.62

5 1991 52.21 64.13 39.29 24.84

6 2001 64.83 75.26 53.67 21.59

7 2011 74.04 82.14 65.46 16.68

iapo"khZ; ;kstukvksa esa efgyk f'k{kk ,oa lk{kjrk %& çFke iapo"khZ; ;kstuk ¼1951& 56½& f'k{kk o vuqla/kku dk;Z ij 149 djksM+ #i, O;; fd, x,] ml

le; efgyk lk{kjrk nj de Fkh dqy lk{kjrk nj 18-33% Fkh] ftlesa iq#"k lk{kjrk nj 27-16% vkSj

efgyk lk{kjrk nj 8-86% Fkh vkSj 1000 iq#"k lk{kj ij 299 efgyk;sa gh lk{kj FkhA bl ;kstuk esa cqfu;knh f'k{kk] O;kolkf;d f'k{kk o çkfof/kd f'k{kk ds lkFk gh laLFkkvksa dh ekU;rk o vk/kkj f'k{kk j[kh x;hA f}rh; iapo"khZ; ;kstuk ¼1956&61½ %& bl ;kstuk esa rduhdh f'k{k.k laLFkkvksa ds fodkl ij vf/kd cy fn;k x;kA bl ;kstuk dky esa f'k{kk {ks= ij 273 djksM+ #i, O;; fd, x,A bl /kujkf'k ls çkFkfed f'k{kk ds lkFk fo'ofo|ky; f'k{kk ds fodkl ij fo'ks"k /;ku fn;k x;kA r`rh; iapo"khZ; ;kstuk ¼1961&66½ %& ;g ;kstuk lokZf/kd egRoiw.kZ ;kstuk Fkh D;ksafd f'k{kk o vuqla/kku dk;Z ds fy, 660 djksM+ #i, dh /kujkf'k O;; dh x;h tks fd bl ;kstuk O;; dk dqy 7-

7% Fkh] bl ;kstuk esa xzkeh.k {ks=ksa esa foKku o rduhdh f'k{kk ds lkFk gh cgqmís'kh; 'kSf{kd laLFkkvksa dh LFkkiuk dh x;hA fQj Hkh efgyk f'k{kk dh n'kk esa dksbZ Hkh lq/kkj ugha gks ik;kA bl dky esa

lk{kjrk dk tks çfr'kr Fkk og 28-30% Fkk ftlesa iq#"k&L=h lk{kjrk 40-40% o 15-35% jgkA prqFkZ iapo"khZ; ;kstuk ¼1969&74½ %& efgykvksa ds ek/;fed Lrj ds fo|ky;ksa esa foKku o O;kolkf;d ikB~îØeksa dh O;oLFkk o çkS<+ f'k{kk dk;ZØe dks lapkfyr fd;k x;k] bl ;kstuk dky esa 405 djksM+

#i, f'k{kk ij O;; fd;k x;k] ftlesa efgyk lk{kjrk nj 21-92% jgh 1000 iq#"kksa ij 440 efgyk;sa lk{kj FkhA ikaWpoh iapo"khZ; ;kstuk ¼1974&79½& bl ;kstuk dky esa f'k{kk ds leku voljksa dk fodkl dj vkRefuHkZj lekt dh LFkkiuk ds y{; dks Lohdkj fd;k x;kA f'k{kk ij bl dky esa 3200 djksM+ #i, O;; fd;k x;kA NBh iapo"khZ; ;kstuk ¼1980&85½& bl ;kstuk ds rgr çkS<+ f'k{kk dh egRokdka{kh ;kstuk çkjaHk dh x;h ftlesa 15 ls 35 o"kZ ds fuj{kjksa dks jk"Vªh; lk{kjrk dk;ZØe ls tksM+us dk ç;kl fd;k x;kA bl ;kstuk dky esa f'k{kk ij O;; 3997 djksM+ #i;s fd;k x;sA bl ;kstuk ds çkjfEHkd o"kZ ¼1981½ esa lk{kjrk dk çfr'kr c<+dj 43-57 çfr'kr gks x;kA ftlesa 56-38 çfr'kr iq#"k ,oa 29-76 çfr'kr efgykvksa dk gSA lkroha iapo"khZ; ;kstuk ¼1985&90½& bl ;kstuk ds rgr vkSipkfjd] vukSipkfjd vkSj çkS<+ f'k{kk ds uohu vfo"dkjksa ij fo'ks"k /;ku fn;k x;kA jk"Vªh; Lrj ij f'k{kk {ks= esa ,d:irk LFkkfir djus ds


fy, 1986 esa jk"Vªh; f'k{kk uhfr ykxw dh x;hA ftlds varxZr efgyk f'k{kk dks çHkkoh cukus ds fy, ;g uhfr viukbZ x;hA lkFk gh rduhdh o O;kolkf;d {ks=ksa esa efgykvksa dh lgHkkfxrk c<+kus ij fo'ks"k cy fn;k x;k ftldk ifj.kke ;g gqvk fd efgyk lk{kjrk nj 39-29 çfr'kr gks x;hA bl çdkj çfr gtkj iq#"k ij efgyk lk{kj la[;k 569 gks x;hA bl ;kstuk esa 7686 djksM+ #i, O;; fd;s x;sA vkBoha iapo"khZ; ;kstuk ¼1992&97½& bl ;kstuk esa fu/kZurk lekIr djus rFkk vkRefuHkZj lekt dh LFkkiuk gsrq vf/kdkf/kd jkstxkj ltu djus ds y{; dks Lohdkj fd;k x;k gSA bl ;kstuk ds fy, 10599 djksM+ #i, O;; fd, x;sA dqy ;kstuk O;; 4-5 çfr'kr jgkA bl ;kstuk ds varxZr 1986 dh jk"Vªh; f'k{kk uhfr dk vuqlj.k djrs gq, L=h f'k{kk dks vf/kdkf/kd çksRlkfgr fd;k x;kA 9oha iapo"khZ; ;kstuk ¼1997&2002½& bl ;kstuk esa efgykvksa ds lEcU/k esa vk;kstu 'kSyh esa nks mYys[kuh; ifjorZu gq;sA igyk efgyk l'kfädj.k 9oha ;kstuk ds 9 eq[; ;kstuk mís';ksa esa ls ,d cu x;kA blds fy, ,d jk"Vªh; efgyk l'kfädj.k uhfr 2001 esa Lohdkj dh x;hA nwljh ekStwnk lsokvksa vkSj efgyk fof'k"V ,oa efgyk ls lEcfU/kr {ks=ksa esa f'k{kk vk; lajpuk rFkk ekuoh; 'kfä dks lkadsfrd djus dk ç;kl fd;k x;kA egkfo|ky;ksa dh LFkkiuk ij tksj fn;k x;k ftlesa f'k{kk ij

[kpZ 37487 djksM+ #i, O;; fd;s x;sA vkSj bldk ifj.kke lk{kjrk çfr'kr ¼64-83%½ns[kus dks feyrk gSA nloha iapo"khZ; ;kstuk ¼2002&2007½& bl ;kstuk esa vU; ckrksa ds lkFk 12 vuqos{k.k ;ksX; y{; fu/kkZfjr fd;s x;sA ftlesa pkj çR;{k :i ls efgykvksa ,oa cPpksa ls lEcfU/kr gSaA rFkk ikWap çR;{k :i ls efgykvksa ls lEcfU/kr gSaA bl ;kstuk esa gh fo'ks"k çko/kku ds rgr cPps 2003 rd ços'k ik;sa ,oa

2007 rd lHkh Ldwyh f'k{kk iw.kZ djsa vkSj lk{kjrk nj esa 75% dh o`f) djuk ;g y{; j[kk x;kA L=h f'k{kk dh leL;k,a %&

� L=h f'k{kk ds çfr :f<+oknh fopkj/kkjk � fyaxHksn � voljksa dh vuqiyC/krk � ySafxd fgalk � ikfjokfjd ftEesnkfj;ka � fL=;ksa ds dk;Z dk lhekadu � L=h f'k{kk ds çfr iwokZxzg � xjhch � inkZ çFkk ,oa cky fookg � tkx:drk dh deh

L=h f'k{kk ds mUu;u ,oa xq.kkRed fodkl gsrq lq>ko %&

• efgyk lk{kjrk ij fo'ks"k /;ku nsrs gq, jk"Vªh; Lrj ij 'kSf{kd fodkl dk;ZØeksa dks mPp çkFkfedrk ds vk/kkj ij lapkfyr fd;k tk;sA bls vkSj vf/kd çHkkoh ,oa dkjxj cukus ds fy, xSj&ljdkjh laxBuksa dks Hkh Hkkxhnkj cuk;k tk;sA

• yM+fd;ksa dh vf'k{kk ds :f<+xr lkekftd dkj.kksa dks nwj djus ds fy, lekt esa efgykvksa esa f'k{kk ds çfr tkx:drk yk;h tk;sA


• uxjksa dh rjg gh xzkeh.k {ks=ksa esa Hkh f'k{kk ,oa lk{kjrk dk çlkj fd;k tk;s blds fy, ljdkj dks efgyk f'k{kk ds çfr xzkeh.k {ks=ksa esa tkx:drk vfHk;ku pykuk pkfg,A

• fofHkUu vk;q lewg dh efgykvksa dh f'k{kk vkSj O;olk; flQZ çf'k{k.k Lojkstxkj O;olk; ekxZn'kZu tSls ikB~îØe viukdj LFkkuh; ifjfLFkfr;ksa ds vuqlkj f'k{kk çnku dh tk,A

• efgykvksa dh vf/kdkf/kd Hkkxhnkjh lqfuf'pr djus ds fy, lHkh Lrjksa ¼'kSf{kd] lkekftd] jktuSfrd] vkfFkZd½ ij vkj{k.k çnku fd;k tk;sA

• efgykvksa vkSj ckfydkvksa ds fy, 'kSf{kd lqfo/kk;sa miyC/k djkus okyh laLFkkvksa dks fn'kk&funsZ'k nsdj mUgsa dk;kZfUor fd;k tk;sA

• efgyk lfefr;ksa dk xBu djds mUgsa efgyk f'k{kk ds mUu;u dh ftEesnkjh nh tk;sA

• tks vfHkHkkod xjhch&js[kk ds uhps thou ;kiu dj jgs gSa mu ij ls f'k{kk dk cks> iwjh rjhds ls [kRe fd;k tk;sA

• ljdkj }kjk pykbZ tk jgh fofHkUu ;kstukvksa ,oa dk;ZØeksa tSls&¼csVh cpkvks csVh i<+kvks ;kstuk] lqdU;k le`f) ;kstuk] dLrwjck xka/kh ckfydk fo|ky; ;kstuk] Lokeh foosdkuan ,dy ckfydk v/;srk ofÙk vkfn½ dh tkudkjh tulapkj ¼jsfM;ks] Vhoh] nwjn'kZu½ ds ek/;e ls ?kj&?kj igqapkukA

• flusek ds ek/;e ls L=h f'k{kk dks c<+kok nsukA blds fy, tks fL=;k¡ mPpre f'k[kj ij igWqaph gSa] mudh ck;ksfid ;k muds }kjk fd, x, dk;ksaZ dks lekt ds lkeus fQYe ds ek/;e ls çLrqr djukA

• ik'pkR; flusek dh rjg gekjs ns'k esa Hkh fL=;ksa dks eq[; Hkwfedk ds :i esa lekt ds lkeus çLrqr fd;k tk;s ftlls lekt dks lans'k feys dh efgyk;sa Hkh iq#"kksa ls fdlh dk;Z esa de ugha gSA

• tulapkj ds ek/;e ls vf/kdkf/kd L=h f'k{kk dks çksRlkgu fn;k tk;sA lanHkZ xzaFk lwph%& xks;y] ts0 ,l0 ,oa pkS/kjh] ,l0 ¼2014½- orZeku ifj–'; esa efgyk f'k{kk n'kk ,oa fn'kk% Hkkjrh;

vk/kqfud f'k{kk tuZy] ,u0lh0bZ0vkj0Vh0]34¼2½-85&193- oekZ] M‚a- lokfy;k fcgkjh ¼2011½- xzkeh.k efgyk mRFkku]ubZ fnYyh % ;wfuoflZVh ifCyds'ku- egkyk] vjfoan vkSj lqjsaæ dVkfj;k ¼2013½- Hkkjr esa efgyk l'kfädj.k ç;kl vkSj ck/kk,a] t;iqj %

efyd ,aM daiuh- f=ikBh] dqlqe ¼2007½- efgyk,a n'kk vkSj fn'kk- dq#{ks= if=dk- ikaMs] jktsaæ ¼1994½- lks'ky ç‚CyEl v‚Q daVsaijsjh bafM;k- ubZ fnYyh % vk'kh"k ifCyds'ku- xqIrk] ,l0] dqekj vkj0 ,oa xks;y] ts0 ,l0 ¼2014½- efgyk f'k{kk % fu;r] uhfr vkSj fu;fr] laokn% bZ

tuZy] 3¼2½- dqekjh] lksuh ¼2016½- csVh cpkvks csVh i<+kvks- dq#{ks= if=dk 1¼3½- ubZe] M‚- eqgEen ¼2014½- efgyk l'kfädj.k% pqukSfr;kWa ,oa lek/kku] ubZ fnYyh % ;wfuoflZVh

ifCyds'ku- flag] oh0 ,u0 ,oa tuest; flag ¼2010½- vk/kqfudrk ,oa efgyk l'kfädj.k- ubZ fnYyh % jkor

ifCyds'ku-


http://www.ugc.ac.in/pdfnews/9895925_Annual-Report2015-Hindipdf(Accessedon12

March2016 )

http://www.censusindia.gov.in/2011-common/censusdataonline.html(accessed 02 july 2017)

http://www.nuepa.org/Download/Publications/EFA%20Report.(accessed 27August 2013)

http//:www.literature.awgp.org.

http//:www.anvpublication.org.

********


nsoh] ,l0¼2019½- orZeku ifj–'; esa L=h f'k{kk : leL;k ,oa lq>ko- Shiksha Shodh Manthan, 5 ¼2½] 102&108-


ek/;fed Lrj ij v/;;ujr fo|kfFkZ;ksa ds vkRecks/k dk v/;;u

lU/;k dfV;kj 'kks/k Nk=k ¼f'k{kk'kkL= foHkkx½] N=ifr 'kkgw th egkjkt fo'ofo|ky; dkuiqj ¼m0iz0½

lkjka'k bl 'kks/k v/;;u dk mÌs'; ek/;fed Lrj ij v/;;ujr~ uxjh; ,oa xzkeh.k Nk=&Nk=kvksa ds vkRecks/k dk v/;;u djuk gSA bl mÌs'; dh iwfrZ gsrq 180 mRrjnkrkvksa dk p;u ;kn`fPNd U;kn'kZ fof/k ds }kjk fd;k x;k] ftlesa Nk= ,oa Nk=k,a dkuiqj tuin ds uxjh; ,oa xzkeh.k vapyksa ls fy, x;s gSa ftudk vk;q izlkj 16 ls 17 o"kZ gSA 'kks/kd=hZ }kjk bl 'kks/k v/;;u esa losaZ{k.k fof/k dk iz;ksx djds vk¡dM+s ,df=r fd;s x;s gSaA vk¡dM+ksa ds ladyu gsrq mRrjnkrkvksa ij th0ih0] vkj0ih0 oekZ ,oa ih0 ds0 xksLokeh }kjk fufeZr ,oa ekudhd`r ijh{k.k ^LOkr% cks/k ijh{k.k* dks iz'kkflr fd;k x;kA vk¡dM+ksa ds fo'ys"k.k ds i'pkr~ ;g fu"d"kZ fudkyk x;k fd ek/;fed Lrj ij v/;;ujr~ uxjh; ,oa xzkeh.k Nk=&Nk=kvksa ds vkRecks/k esa lkFkZd vUrj gSA vr% ;g dgk tk ldrk gS fd ek/;fed Lrj ij v/;;ujr~ uxjh; ,oa xzkeh.k Nk=&Nk=kvksa ds e/;ekuksa esa tks vUrj fn[kkbZ ns jgk gS] og muds ikfjokfjd ,oa fo|ky;h okrkoj.k rFkk vfHkHkkodksa dh lksp ,oa O;ogkj ds dkj.k gSA ladsr 'kCn %& ek/;fed Lrj] vkRecks/k ,oa fo|ky;h okrkoj.k A

izLrkouk %&

euq"; ,d lkekftd izk.kh gS rFkk lekt esa mldh miyfC/k egRoiw.kZ gksrh gSA ogh lekt dk fuekZrk ,oa laj{kd gksrk gSA ;gh dkj.k gS fd euq"; ds thou esa f'k{kk ,d ikSf"Vd inkFkZ dh rjg gS] ftlds }kjk mls 'kfDr vkSj cy izkIr gksrk gSA O;fDr vkSj lekt nksuksa f'k{kk ds ek/;e ls fodflr ,oa iYYkfor gksrs gSa rFkk f'k{kk ds dkj.k gh O;fDr vius mRrjnkf;Roksa dks le>rk gS vkSj vius drZO;ksa dk fuoZgu djrk gSA

ckyd dk vkRecks/k mlds lkaLd`frd vuqHkoksa dk izHkko gksrk gSA ;s vuqHko ckyd dks vius ifjokj ls vius ekrk&firk ls izkIr gksrs gSaA ekrk&firk dk cPPks ds lkFk O;ogkj] izse dk izn'kZu] ikyu&iks"k.k dk <ax] ifjokj dk okrkoj.k] lkekftd] vkfFkZd Lrj vkfn lHkh vkRecks/k ds fodkl esa lgk;d gksrs gSaA bUgha vuqHkoksa ds vk/kkj ij ckyd dh fd'kksjkoLFkk dh leL;k,a o lqdwu lc fuHkZj djrs gSaA vkRecks/k Hkh O;fDrRo dk xq.k gS] vr% ifjokj ls izHkkfor gksrk gSA vkRecks/k dk fodkl ckY;dky ls gh gksus yxrk gS] blesa ifjorZu Hkh gkssrs jgrs gSa vFkkZr~ ;g LFkk;h ugha gksrk gSA ;g ,d fodklkRed voLFkk ls nwljh fodklkRed voLFkk esa fHkUUk gksrk gSA ;g ,d O;fDr ls vU; O;fDr;ksa esa mudh lkekftd ifjfLFkfr;ksa ds dkj.k fHkUu gksrk gS] tks tSfod rFkk lkekftd vUrfØZ;k dk ifj.kke gksrk gSA vr% ge dg ldrs gSa fd vkRecks/k O;fDrRo dh dqath gSA bls O;fDrRo dk e/; fcUnq ekuk tkrk gS] ftlds pkjksa vksj O;fDrRo ds eq[; rRo ?kwers jgrs gSaA vkRecks/k O;fDr dh vfHko`fRr] fu.kZ;] O;ogkj ls lEcfU/kr ewY;] ;ksX;rk o xq.kksa dk ;ksx gSA vkRecks/k vius vUnj bu lc ds ckjs esa tkx:drk o ewY;kadu gSA


v/;;u dh vko';drk ,oa egRo %& ek/;fed f'k{kk Lrj] f'k{kk dk es#n.M gS D;kasfd ;gha ls Nk=ksa ds Hkkoh thou dk vk/kkj ,oa

fu/kkZj.k izkjEHk gksrk gSA bl Lrj ij f'k{kk ds ftrus Hkh vk;ke gksrs gSa os lc fdlh u fdlh :i esa Nk=&Nk=kvksa ds vUnj izfo"V jgrs gSaA vr% bl ckr dh vko';drk gS fd muds bu vk;kekas dks n`f"Vxr j[krs gq, bl Lrj ds lHkh Nk=&Nk=kvksa dks lkekU; :i ls f'kf{kr djus dh O;oLFkk gksuh pkfg,A rkfd lHkh ds vkREkcks/k dk iw.kZ fodkl gks ldsA tc fdlh ckyd dk vkREkcks/k /kukRed gksrk gS rks mlesa vkRefo'okl ,oa ;FkkFkZijdrk ds xq.kksa dk fodkl gksrk gSA og blh ds }kjk vU; O;fDr;ksa ds lkFk vius lEcU/kksa dk ekiu ,oa ewY;kadu djrk gS fdUrq tc fdlh ckyd dk vkRecks/k _.kkRed gksrk gS rks mlesa ghuHkkouk fodflr gks tkrh gSA ckydksa ds vkRecks/k dks le>dj gh mUgsa orZeku rFkk Hkkoh thou ds fy, rS;kj fd;k tk ldrk gSA 'kks/kd=hZ us blhfy, bl v/;;u dh vko';drk dks vuqHko djrs gq, ek/;fed Lrj ij v/;;ujr fo|kfFkZ;ksa ds vkRecks/k dk v/;;u djus dk fu.kZ; fy;kA leL;k dFku %& ^^ek/;fed Lrj ij v/;;ujr fo|kfFkZ;ksa ds vkRecks/k dk v/;;u** rduhdh 'kCnksa dh lafØ;kRed ifjHkk"kk %& ek/;fed Lrj %&

d{kk 9 ,oa 10 dks mPPk ek/;fed Lrj rFkk d{kk 11 ,oa 12 dks mPPkrj ek/;fed Lrj dgk tkrk gSA vkRecks/k %&

vkRecks/k O;fDr ds fopkjksa] Hkkoukvksa] iz;Ruksa] dYiukvksa rFkk ewY;ksa ds lEcU/k esa mldh vfHko`fRRk;ksa dk lfEeJ.k gSA vkRecks/k ds vUrxZr O;fDr dk ek= izR;{khdj.k gh ugha vkrk gS cfYd ;g Hkh vkrk gS fd og D;k lksprk gS fd og D;k gS rFkk D;k gksuk pkgrk gSA

According to Baumeister (1999) ''The individuals belief about himself or herself, including

the persons attributes and who and what the self is.'' (Encyclopedia)

'kks/k ds mÌs'; %& 1- ek/;fed Lrj ij v/;;ujr uxjh; Nk=&Nk=kvkas ds vkRecks/k dk v/;;u djukA 2- ek/;fed Lrj ij v/;;ujr xzkeh.k Nk=&Nk=kvksa ds vkRecks/k dk v/;;u djukA 3- ek/;fed Lrj ij v/;;ujr uxjh; Nk=ksa rFkk xzkeh.k Nk=ksa ds vkREkcks/k dk v/;;u djukA 4- ek/;fed Lrj ij v/;;ujr uxjh; Nk=kvksa rFkk xzkeh.k Nk=kvksa ds vkRecks/k dk v/;;u

djukA 5- ek/;fed Lrj ij v/;;ujr uxjh; Nk=ksa rFkk xzkeh.k Nk=kvksa ds vkRecks/k dk v/;;u djukA 6- ek/;fed Lrj ij v/;;ujr uxjh; Nk=kvksa rFkk xzkeh.k Nk=ksa ds vkRecks/k dk v/;;u djukA 7- ek/;fed Lrj ij v/;;ujr uxjh; Nk=&Nk=kvksa rFkk xzkeh.k Nk=&Nk=kvksa ds vkRecks/k dk

v/;;u djukA ifjdYiuk,¡ %&

1- ek/;fed Lrj ij v/;;ujr uxjh; Nk=&Nk=kvksa ds vkRecks/k esa vUrj gksxkA 2- ek/;fed Lrj ij v/;;ujr xzkeh.k Nk=&Nk=kvksa ds vkRecks/k esa vUrj gksxkA 3- ek/;fed Lrj ij v/;;ujr uxjh; Nk=ksa rFkk xzkeh.k Nk=ksa ds vkRecks/k esa vUrj gksxkA 4- ek/;fed Lrj ij v/;;ujr uxjh; Nk=kvksa rFkk xzkeh.k Nk=kvksa ds vkRecks/k esa vUrj gksxkA


5- ek/;fed Lrj ij v/;;ujr uxjh; Nk=ksa rFkk xzkeh.k Nk=kvksa ds vkRecks/k esa vUrj gksxkA 6- ek/;fed Lrj ij v/;;ujr uxjh; Nk=kvkas rFkk xzkeh.k Nk=ksa ds vkRecks/k esa vUrj gksxkA 7- ek/;fed Lrj ij v/;;ujr uxjh; Nk=&Nk=kvksa rFkk xzkeh.k Nk=&Nk=kvksa ds vkREkcks/k esa

vUrj gksxkA 'kks/k leL;k dk ifjlhekadu %&

1- ;g 'kks/k v/;;u dkuiqj tuin ds uxjh; {ks= ,oa xzkeh.k {ks= ds ek/;fed Lrj ij v/;;ujr ek= d{kk 10 ds fo|kfFkZ;ksa ij fd;k x;k gSA

2- bl v/;;u esa Nk=&Nk=kvksa dk p;u leku la[;k esa djus dk iz;kl fd;k x;k gSaA 3- bl 'kks/k v/;;u esa dkuiqj tuin ds ek= 6 ek/;fed fo|ky;ksa dk p;u fd;k x;k gS] ftlesa

rhu dkuiqj tuin ds uxjh; {ks= ds rFkk rhu xzkeh.k {ks= ds fo|ky; p;fur fd, x, gSaA 4- bl v/;;u esa ek= 180 fo|kfFkZ;ksa dk p;u fd;k x;k gS] ftlesa 90 Nk= rFkk 90 Nk=k,a gSaA 5- izLrqr v/;;u esa ek= fgUnh ek/;e ds fo|kfFkZ;ksa dks fy;k x;k gSA

lEcfU/kr lkfgR; dh leh{kk %& lpku] vatw ¼2007½+++- us ^^fnYyh dh iquokZl dkWyksfu;ksa ds izkFkfed Lrj ds fo|kfFk;ksa ds vkRecks/k] 'kSf{kd #fp] vkdka{kk Lrj rFkk miyfC/k dk v/;;u** fd;k vkSj ik;k fd ljdkjh ,oa futh Ldwy ds Nk= & Nk=kvksa ds lEiw.kZ vkRecks/k esa vUrj gS] ftlesa Nk=ksa dk lEiw.kZ vkRecks/k vis{kkdr Nk=kvksa ls mPp gSA 'kkgw] fouhrk ¼2011½- us ^^vukFk cPpksa esa vkReizR;;] ekufld LokLF; ,oa fu;U=.kksaUeq[krk dk ,d v/;;u** fd;k vkSj ik;k fd vukFk mRrjnkrkvksa dh rqyuk esa lkekU; mRrjnkrkvksa esa rFkk ckfydkvksa dh rqyuk esa ckydksa esa vkReizR;; dk Lrj mPp gS] tks bl rF; dh vksj ladsr djrk gS fd vukFkRo ,oa ;kSu ifjoR;Z dk lkFkZd izHkko cPpksa ds vkReizR;; ds fodkl ij iM+rk gSA 'kks/k fof/k %&

izLrqr v/;;u esa 'kks/kkfFkZuh }kjk losZ{k.k fof/k dk iz;ksx fd;k x;k gSA tula[;k %&

izLrqr 'kks/k v/;;u esa dkuiqj tuin ds uxjh; ,oa xzkeh.k ,oa xzkeh.k {ks= ds ek/;fed fo|ky;ksa esa v/;;ujr d{kk 10 ds Nk=&Nk=kvksa dks tula[;k ds :i esa fy;k x;k gSa

U;kn'kZu fof/k %& izLrqr 'kks/k v/;;u esa dkuiqj tuin ds Øe'k% rhu&rhu uxjh; ,oa xzkeh.k ek/;fed fo|ky;ksa dk p;u lqfo/kktU; U;kn'kZu fof/k ls fd;k x;k gS vkSj Nk=&Nk=kvksa dk p;u Lrjhdr U;kn'kZu fof/k ls fd;k x;k gSA

U;kn'kZ %& izLrqr 'kks/k v/;;u esa dkuiqj tuin ds rhu uxjh; {ks= ds ek/;fed fo|ky; rFkk rhu xzkeh.k {ks= ds ek/;fed fo|ky;ksa dk p;u fd;k x;k gSA izR;sd fo|ky; ls 30 fo|kfFkZ;ksa dk U;kn'kZ fy;k x;k gS] ftlesa 15 Nk= rFkk 15 Nk=k,a gSaA

'kks/k midj.k %& th0ih0 'kSjh] vkj0ih0 oekZ ,oa ih0ds0 xksLokeh }kjk fufeZr ekudhdr ijh{k.k ^Lor% cks/k ijh{k.k* dk iz;ksx fd;k x;k gSA blesa 48 in vkSj 8 foek,a gSa] tks ckyd ds vkRecks/k dk ekiu djrs gSaA blesa dFkuksa dk mRrj gk¡ vFkok ugha esa nsuk gSA


lkaf[;dh; fof/k;k¡ %& izLrqr 'kks/k v/;;u esa fo|kfFkZ;ksa ds vkRecks/k ds v/;;u gsrq e/;eku] ekud fopyu] ekud =qfV] ,oa ØkfUrd vuqikr dh x.kuk dh x;h gSA iznRrksa dk lkaf[;dh; fo'ys"k.k ,oa O;k[;k %&

lkj.kh& 1- uxjh; Nk=&Nk=kvksa ds vkRecks/k ds v/;;u ls izkIr vadksa ds lkaf[;dh; ifj.kke

lewg la[;k e/;eku ekud fopyu

ØkfUrd vuqikr

Lora=rk ds va'k

lkFkZdrk Lrj 0-05

fu"d"kZ

uxjh; Nk= 45 35-31 7-24 1-49 88 1-99 lkFkZd vUrj ugha

gS uxjh; Nk=k;sa

45 37-53 6-93

mi;qZDr lkj.kh&1 ls Li"V gS fd uxjh; Nk=&Nk=kvksa ds vkRecks/k ls izkIr ØkfUrd vuqikr dk eku 1-49 gS tks t lkj.kh esa Lora=rk ds va'k 88 ij 0-05 fo'okl ds Lrj ij fu/kkZfjr eku 1-99 ls de gSA vr% nksuksa lewgksa esa lkFkZd vUrj gSA blfy;s 'kks/kd=hZ }kjk fufeZr 'kks/k ifjdYiuk ¼ek/;fed Lrj ij v/;;ujr uxjh; Nk=&Nk=kvksa ds vkRecks/k esa vUrj gksxk½ vLohd`r gksrh gSA

lkj.kh& 2 xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ds v/;;u ls izkIr vadksa ds lkaf[;dh; ifj.kke


ØkfUrd vuqikr

Lora=rk ds va'k

lkFkZdrk Lrj 0-05

fu"d"kZ

xzkeh.k Nk= 45 29-89 6-81 3-8 88 1-99 lkFkZd vUrj gS xzkeh.k

Nk=k;sa 45 33-56 7-48

mi;ZqDr lkj.kh&2 ls Li"V gS fd xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ls izkIr ØkfUrd vuqikr dk eku 3-8 gS tks t lkj.kh esa Lora=rk ds va'k 88 ij 0-05 fo'okl Lrj ij fu/kkZfjr eku 1-99 ls vf/kd gSA vr% nksuksa lewgksa esa lkFkZd vUrj gSA blfy;s 'kks/kd=hZ }kjk fufeZr 'kks/k ifjdYiuk ¼ek/;fed Lrj ij v/;;ujr xzkeh.k Nk=&Nk=kvksa ds vkRecks/k esa vUrj gksxk½ Lohd`r gksrh gSA

lkj.kh& 3 uxjh; ,oa xzkeh.k Nk=ksa ds vkRecks/k ds v/;;u ls izkIr vadksa ds lkaf[;dh; ifj.kke


ØkfUrd vuqikr

Lora=rk ds va'k

lkFkZdrk Lrj 0-05

fu"d"kZ

uxjh; Nk=

45 35-31 7-24 3-66 88 1-99 lkFkZd vUrj gS

xzkeh.k Nk=

45 29-89 6-81

mi;ZqDr lkj.kh&3 ls Li"V gS fd xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ls izkIr ØkfUrd vuqikr dk eku 3-66 gS tks t lkj.kh esa Lora=rk ds va'k 88 ij 0-05 fo'okl Lrj ij fu/kkZfjr eku 1-99 ls vf/kd gSA


vr% nksuksa lewgksa esa lkFkZd vUrj gSA blfy;s 'kks/kd=hZ }kjk fufeZr 'kks/k ifjdYiuk ¼ek/;fed Lrj ij v/;;ujr uxjh; rFkk xzkeh.k Nk=ksa ds vkRecks/k esa vUrj gksxk½ Lohd`r gksrh gSA

lkj.kh& 4 uxjh; ,oa xzkeh.k Nk=kvksa ds vkRecks/k ds v/;;u ls izkIr vadksa ds lkaf[;dh; ifj.kke

lewg la[;k e/;eku ekud


Lora=rk ds va'k

lkFkZdrk Lrj 0-05

fu"d"kZ

uxjh; Nk=k;sa 45 37-53 6-93 5-03 88 1-99 lkFkZd vUrj gS xzkeh.k Nk=k;sa 45 29-89 7-48

mi;ZqDr lkj.kh&3 ls Li"V gS fd xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ls izkIr ØkfUrd vuqikr dk eku 5-03 gS tks t lkj.kh esa Lora=rk ds va'k 88 ij 0-05 fo'okl Lrj ij fu/kkZfjr eku 1-99 ls vf/kd gSA vr% nksuksa lewgksa esa lkFkZd vUrj gSA blfy;s 'kks/kd=hZ }kjk fufeZr 'kks/k ifjdYiuk ¼ek/;fed Lrj ij v/;;ujr uxjh; ,oa xzkeh.k Nk=kvksa ds vkRecks/k esa vUrj gksxk½ Lohd`r gksrh gSA

lkj.kh& 5 uxjh; Nk=ksa ,oa xzkeh.k Nk=kvksa ds vkRecks/k ds v/;;u ls izkIr vadksa ds lkaf[;dh; ifj.kke


ØkfUrd vuqikr

Lora=rk ds va'k

lkFkZdrk Lrj 0-05

fu"d"kZ

uxjh; Nk= 45 35-31 7-24 1-13 88 1-99 lkFkZd vUrj ugha

gS xzkeh.k Nk=k,a

45 33-56 7-48

mi;ZqDr lkj.kh&5 ls Li"V gS fd xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ls izkIr ØkfUrd vuqikr dk eku 1-13 gS tks t lkj.kh esa Lora=rk ds va'k 88 ij 0-05 fo'okl Lrj ij fu/kkZfjr eku 1-99 ls de gSA vr% nksuksa lewgksa esa lkFkZd vUrj ugha gSA blfy;s 'kks/kd=hZ }kjk fufeZr 'kks/k ifjdYiuk ¼ek/;fed Lrj ij v/;;ujr uxjh; Nk=ksa ,oa xzkeh.k Nk=kvksa ds vkRecks/k esa vUrj gksxk½ vLohdr gksrh gSA

lkj.kh& 6 uxjh; Nk=kvksa ,oa xzkeh.k Nk=ksa ds vkRecks/k ds v/;;u ls izkIr vadksa ds lkaf[;dh; ifj.kke


ØkfUrd vuqikr

Lora=rk ds va'k

lkFkZdrk Lrj 0-05

fu"d"kZ

uxjh; Nk=k,a

45 37-53 6-33 5-52 88 1-99 lkFkZd vUrj gSA

xzkeh.k Nk= 45 29-89 6-81

mi;ZqDr lkj.kh&6 ls Li"V gS fd xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ls izkIr ØkfUrd vuqikr dk eku 5-52 gS tks t lkj.kh esa Lora=rk ds va'k 88 ij 0-05 fo'okl Lrj ij fu/kkZfjr eku 1-99 ls vf/kd gSA vr% nksuksa lewgksa esa lkFkZd vUrj gSA blfy;s 'kks/kd=hZ }kjk fufeZr 'kks/k ifjdYiuk ¼ek/;fed Lrj ij v/;;ujr uxjh; Nk=kvksa ,oa xzkeh.k Nk=ksa ds vkRecks/k esa vUrj gksxk½ Lohd`r gksrh gSA


lkj.kh& 7

uxjh; Nk=&Nk=kvksa ,oa xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ds v/;;u ls izkIr vadksa ds lkaf[;dh; ifj.kke


ØkfUrd vuqikr

Lora=rk ds va'k

lkFkZdrk Lrj 0-05

fu"d"kZ

uxjh; Nk=&Nk=k,a

90 36-43 7-08 4-47 178 1-99 lkFkZd vUrj gS

xzkeh.k Nk=&Nk=k,a

90 31-72 7-14

mi;ZqDr lkj.kh&7 ls Li"V gS fd xzkeh.k Nk=&Nk=kvksa ds vkRecks/k ls izkIr ØkfUrd vuqikr dk eku 4-47 gS tks t lkj.kh esa Lora=rk ds va'k 178 ij 0-05 fo'okl Lrj ij fu/kkZfjr eku 1-99 ls vf/kd gSA vr% nksuksa lewgksa esa lkFkZd vUrj gSA blfy;s 'kks/kd=hZ }kjk fufeZr 'kks/k ifjdYiuk ek/;fed Lrj ij v/;;ujr uxjh; Nk=&Nk=kvksa ,oa xzkeh.k Nk=&Nk=kvksa ds vkRecks/k esa vUrj gksxk½ Lohd`r gksrh gSA fu"d"kZ ,oa lq>ko %& fu"d"kZ %&

ek/;fed Lrj ij v/;;ujr~ Nk=&Nk=kvksa ds vkREkcks/k esa lkFkZd vUrj gSA uxjh; Nk=kvksa dk e/;eku xzkeh.k Nk=kvksa ls vf/kd gS buds e/;ekuksa esa tks vUrj fn[kkbZ ns jgk gS og uxjh; vfHkHkkodksa dh lksp o O;ogkj ds dkj.k gS os yM+dksa dh rjg yM+fd;ksa dks Hkh i<+kbZ ls lEcfU/kr o vU; vko';d lqfo/kk,a miyC/k djkrs gSa tcfd xzkeh.k {ks= esa ,slk ugha gSA xzkeh.k {ks= dh yM+fd;ksa dks i<+kbZ ds lkFk&lkFk x`gdk;Z o [ksrh&ckM+h dk dk;Z Hkh djuk iM+rk gSA blh izdkj uxjh; Nk=ksaa ,oa xzkeh.k Nk=ksa ds vkRecks/k esa Hkh lkFkZd vUrj gSA lq>ko %& � fo|kfFkZ;ksa ds vkRecks/k ds fxjrs Lrj jksdus gsrq fo'ks"k ikB~;Øe ,oa f'k{k.k fof/k;ksa dk iz;ksx

fd;k tk ldrk gSA � fo|kFkhZ lkekU; v/;;u ,oa vU; lwpukvksa ds ek/;e ls vius vkRecks/k ds Lrj dks Å¡pk mBk

ldrs gSaA � vfHkHkkodksa dks muds vkRecks/k dks le>dj gh fo"k;ksa dk fu/kkZj.k ,oa f'k{kk Lrj dk pquko

djuk pkfg,A � vfHkHkkodksa dks vius cPPkksa ds mPPk vkRecks/k ds fy, gj lEHko iz;kl djus pkfg,A � f'k{k.k laLFkkvksa dks fo|kfFkZ;ksa dh lEHkkfor ;ksX;rkvksa ds iw.kZ fodkl ds fy, mfpr okrkoj.k

iznku djuk pkfg,A � mPPk vkRecks/k okys fo|kfFkZ;ksa dks izksRlkgu nsuk pkfg, rkfd fuEu vkRecks/k okys fo|kFkhZ Hkh

vius vkRecks/k dks mPPk cukus gsrq izksRlkfgr gks ldsaaA lUnHkZ xzUFk lwph %& xqIrk] ,l0ih0 ,oa xqIrk] ,0 ¼2014½- mPPkrj f'k{kk euksfoKku fl)kUr ,oa O;ogkj- bykgkckn % 'kkjnk

iqLrd Hkou-


xqIrk] ,l0ih0 ,oa xqIrk] ,0 ¼2016½- vk/kqfud ekiu ,oa ewY;kadu- bykgkckn % 'kkjnk iqLRkd Hkou Tkhr] ch-okbZ- ¼2010½- f”k{kk euksfoKku- vkxjk % vxzoky ifCyds”ku- dkSy] ,y- ¼2011½- 'kSf{kd vuqla/kku dh dk;Z iz.kkyh- fnYyh % fodkl ifCyf'kax gkml izk0 fy0-- eaxy] ,l0ds0 ,oa eaxy] ,l0 ¼2019½- O;ogkfjd foKkuksa esa vuqla/kku fof/k;k¡- fnYYkh % ih-,p-vkbZ-

yfuZax izkbosV fy0- ekFkqj] ,l0,l0 ¼2019½- f'k{kk euksfoKku- vkxjk % Jh fouksn iqLrd efUnj- lpku- ,0 ¼2007½- fnYyh dh iquokZl dkyksfu;ksa ds izkFkfed Lrj ds fo|kfFkZ;ksaa ds vkRecks/k- “kSf{kd

#fp] vkadk{kk Lrj rFkk miyfC/k dk v/;;u- ih-,p-Mh- Fkhfll- f”k{kk”kkL= foHkkx-N-“kk-e-fo-fo-dkuiqj- Retrivedfrom:Shodhganga@inflibnet://hdl.handle.net/10603/222174. 09.08.2019.

10:30A.M.

“kkgw] oh- ¼2011½- vukFk cPpksa esa vkReizR;;] ekufld LokLF; ,oa fu;a=.kksaUeq[krk dk ,d v/;;u] ih-,p-Mh- Fkhfll- euksfoKku foHkkx- oh-ch-,l- iwokZapy fo”ofo|ky;] tkSuiqj- Retrived from:

[email protected]://hdl.handle.net/10603/181736. 10.08.2019. 09.08.2019P.M.

JhokLro] Mh-,u- ¼2015½- O;fDrRo dk euksfoKku- vkxjk % vxzoky ifCyds”ku- Baumeister, (1999), Encyclopedia. http://www.simple psychology. Org. 27.08.2019. 12:15P.M.

********


dfV;kj] ,l0¼2019½- ek/;fed Lrj ij v/;;ujr fo|kfFkZ;ksa ds vkRecks/k dk v/;;u- Shiksha Shodh

Manthan, 5 ¼2½] 109&115-


eqjknkckn tuin ds xzkeh.k o “kgjh f”k{kdksa ds ewY;ksa dk rqyukRed v/;;u

MkW0 t; izdk”k flag* ,Oka bejku vyh **

* ,lksfl,V izksQslj ,Oka foHkkxk/;{k] Mh0,l0 dkWyst] vyhx<+ MkW0 ch0vkj0 vEcsMdj fo”ofo|ky; vkxjk ¼mÙkj izns'k½

** 'kks/kkFkhZ] ¼f'k{kk'kkL=½ Mh0,l0 dkWyst] vyhx<+ ¼mÙkj izns'k½

lkjka'k Hkkjrh; f”k{kk O;oLFkk vfr izkphu gSA izkphu f”k{kk O;oLFkk ls ysdj orZeku dky rd fo”o esa Hkkjrh; f”k{kk O;oLFkk us viuh igpku cukbZ gSA Hkkjrh; laLÑfr] oSfnd ,oa O;oLFkkid gSA ;fn Bhd ls ns[kk tk, rks Hkkjrh; laLd`fr dh igpku ewY; f”k{kk ij gh vk/kkfjr feyrs gSaA oLrqr% fdlh Hkh ifjos'k ds yksx ;fn Hknz gksaxs rks blesas fo|eku O;fDr Hkh dY;k.kdkjh vkneh gksxkA vHknz ifjos”k dk izk.kh dY;k.kdkjh ugha gks ldrkA vr% lqn`<+ mRikn ls gh lqn`<+ lekt dh uhao j[kh tkrh gSA f”k{kk euq’; ds fodkl dk ewy lk/ku gSA f”k{kk izkIr djds gh ekuo Js’B cu ldrk gSA Hkkjrh; n”kZu esa Kku “kCn ogh vFkZ j[krk gS tks fd O;kid vFkksZa esa f”k{kk dk gksrk gSA Kku rRoksa ds ewY;ksa dks le>us esa leFkZ cukrk gSA Hkkjrh; n”kZu esa lwpuk vFkZ rRoksa ds fy, foKku “kCn dk iz;ksx gksrk gSA vej dks”k esa Kku rFkk foKku “kCnksa dk vUrj Li’V djrs gq, dgk gS fd Kku dk fo’k; eqfDr gS tcfd foKku dk f”kYi vkSj fofo/k“kkL= nwljs “kCnksa esa Kku og gS tks euq’; dks mUur djrk gS tcfd O;kogkfjd thou esa iz;ksx ds fy;s tks dqN tkuk tkrk gS vFkok lh[kk tkrk gS og foKku dgykrk gSA Hkkjr dh orZEkku f”k{kk O;oLFkk vkt ,d laØe.k ls xqtj jgh gSA f”k{kk dks ysdj vk/kkj iznku djus okys gekjs thou ewY; orZeku ds lanHkZ esa viuk vfLrRo [kksrs tk jgs gSaA bl dkj.k f”k{kk dk Lrj fxjrk tk jgk gSA ewY; f”k{kk ds ek/;e ls f'k{kk ds Lrj dks Å¡pk mBk;k tk ldrk gSA ewY; f”k{kk laklkfjd lq[kksa dh bPNk ls R;kx dk vkxzg ogha nwljh vksj mfpr fof/k ls thfodksiktZu dk Hkh mins”k nsrh gSA ewY; f”k{kk ds vuqlkj f”kf{kr O;fDr pkgs tks dk;Z djs uSfrd thou dk ikyu djrk gSA O;fDr Lo;a dks lkekftd fgr ds fy;s lefiZr djds lq[k “kkfUr rFkk vkuUn dk vtZu dj ldrk gSA tcfd r`’.kk vkdka{kk, vkfn LokFkZxr izo`fRr;k¡ dsoy nq[k dk dkj.k curh gSaAeqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lS)kfUrd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds vkfFkZd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds jktuSfrd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds dykRed ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lkekftd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA ladsr 'kCn %& xzkeh.k f”k{kd] “kgjh f”k{kd] ,Oka ewY;A izLrkouk %&

izkphu dky ls ysdj orZeku dky rd n”kZu us f”k{kk ds mn~ns”; dks izHkkfor fd;k gSA izkphudky esa f”k{kk ds mn~ns”; eks{k dh izkfIr o vk/;kfRed fodkl gksrk Fkk mlds ckn e/;dky esa f”k{kk dk mn~ns”; /keZ dk izpkj izlkj gks x;kA mlds ckn f”k{kk ds mn~ns”; izR;sd n”kZu ds vuqlkj cnyrs jgsA f”k{kk ds mn~ns”; ;s ifjorZu dk dkj.k ekuo tkfr dk fodkl gh jgk gS ;k dgk tk ldrk gS fd ckyd dk lokZaxh.k djuk f”k{kk ds 3 vaxksa esa f”k{kd Nk= o ikB~;Øe dks “kkfey fd;k


tkrk gSA vkSj rhuksa esa ls Nk= dks NksM+dj nksuksa dk mn~ns”; ckyd ds vUnj ln~xq.kksa dk fodkl djuk gSA ;k dgk tk ldrk gS fd ckyd ds vUnj ewY;ksa dk fodkl djuk gSA HkkSfrdoknh ;qx esa f”k{kdksa ds le{k ewY;ksa dh ckr djuk ,d ,slh ?kVuk dh ppkZ djuk gS ftlds ckjs esa f”k{kdksa us dHkh Hkh ugha lqukA

orZeku esa f”k{kd dks fo|kFkhZ ds ckn f”k{kk dk eq[; dsUnz ekuk tkrk gSA ijUrq fo|kfFkZ;ksa ds vUnj fxjrs ewY;ksa dks mBkus esa dgha u dgha f”k{kd vius drZO;ksa dk fuokZgu ugha dj jgs gSA lekt ;g ekurk gS fd dgha u dgha f”k{kdksa esa ewY;ksa dk vHkko gS ftl dkj.k og fo|kfFkZ;ksa ds vUnj ewY;ksa dk lekos”k djus esa l{ke ughaA izLrqr y?kq “kks/k ds ek/;e ls f”k{kdksa ds lS)kfUrd] lkekftd] dykRed] jktuSfrd] vkfFkZd ewY; dks tkuus dk iz;kl fd;k tk;sxk vkSj ;g tkuk tk;sxk fd xzkeh.k vkSj “kgjh f”k{kdksa esa ls nksuksa esa dkSu vf/kd ewY;oku gksrs gSA vxj f”k{kd ewY; ls ifjiw.kZ gksxk rks fo|kFkhZ Hkh ewY;oku gksxsaA leL;k dFku %& ^

eqjknkckn tuin ds xzkeh.k o “kgjh f”k{kdksa ds ewY;ksa dk rqyukRed v/;;uA 'kks/k fof/k %&


ewY; iz'ukoyh % Mk0 gjHktu ,y0 flag }kjk fufeZr A U;kn'kZ %&

izLrqr “kks/k gsrq 100 f”k{kdksa ¼50 xzkeh.k ,oa 50 “kgjh½ dk p;u fd;k tk,xk “kks/k ds mn~ns”; %& 1- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lS)kfUrd ewY;ksa dk v/;;u djukA 2- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds vkfFkZd ewY;ksa dk v/;;u djukA 3- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds jktuSfrd ewY;ksa dk v/;;u djukA 4- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds dykRed ewY;ksa dk v/;;u djukA 5- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lkekftd ewY;ksa dk v/;;u djukA “kks/k dh eq[; ifjdYiuk,a %& 1- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lS)kfUrd ewY;ksa esa lkFkZd vUrj ik;k tkrk gSA 2- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds vkfFkZd ewY;ksa esa lkFkZd vUrj ik;k tkrk gSA 3- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds jktuSfrd ewY;ksa esa lkFkZd vUrj ik;k tkrk gSA 4- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds dykRed ewY;ksa esa lkFkZd vUrj ik;k tkrk gSA 5- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lkekftd ewY;ksa esa lkFkZd vUrj ik;k tkrk gSA ifjdYiukvksa dk fo'ys"k.k ,oa O;k[;k %& ifjdYiuk Øekad 1& eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lS)kfUrd ewY;ksa dk e/;eku] ekuofopyu] o Vh0

ewY; dk fo'ys"k.k ,oa O;k[;k lkj.kh la[;k 1


lhñvkjñ

xzkeh.k 50 90-25 13-81 98 0-15


“kgjh 50 91-25 14-35 O;k[;k %&

rkfydk la[;k &1 eas eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lS)kfUrd ewY;ksa dks n”kkZ;k x;k gSA rkfydk ls izkIr xzkeh.k f”k{kdksa dk e/;eku] ekud fopyu 90-25 ¼13-85½ ,oa “kgjh f”k{kdksa dk e/;eku] ekud fopyu 91-25 ¼14-35½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-15 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA ifjdYiuk Øekad 2& eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds vkfFkZd ewY;ksa dk e/;eku] ekuo fopyu LorU=ka'k

la[;k o Vh0 ewY; dk fo'ys"k.k ,oa O;k[;k rkfydk la[;k&2


Vh0 ewY;

xzkeh.k 50 88-09 15-99 48 0-72

“kgjh 50 86-47 15-72 O;k[;k %&

rkfydk la[;k& 2 eas eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds vkfFkZd ewY;ksa dks n”kkZ;k x;k gSA rkfydk ls izkIr xzkeh.k f”k{kdksa dk e/;eku] ekud fopyu 88-09 ¼15-99½ ,oa “kgjh f”k{kdksa dk e/;eku] ekud fopyu 86-47 ¼15-72½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-72 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA ifjdYiuk Øekad 3& eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds jktuSfrd ewY; dk ek/;eku] ekud fopyu Lora=ka'k

la[;k o ØkfUrd vuqikr dk fo'ys"k.k ,oa O;k[;k & rkfydk la[;k&3


Vh0 ewY;

xzkeh.k 50 85-08 16-27 98 0-64

“kgjh 50 86-45 14-04 O;k[;k %& rkfydk la[;k& 3 eas eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds jktuSfrd ewY;ksa dks n”kkZ;k x;k gSA rkfydk ls izkIr xzkeh.k f”k{kdksa dk e/;eku] ekud fopyu 85-08 ¼16-27½ ,oa “kgjh f”k{kdksa dk e/;eku] ekud fopyu 86-45 ¼14-04½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-64 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA ifjdYiuk Øekad 4& eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds dykRed ewY;ksa dk ek/;eku] ekud fopyu Lora=k'k

la[;k o Vh0 ewY; dk fo'ys"k.k ,oa O;k[;k rkfydk la[;k&4



Vh0 ewY;

xzkeh.k 50 81-48 14-90 98 0-20

“kgjh 50 81-08 14-32 O;k[;k %& rkfydk la[;k& 4 eas eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds dykRed ewY;ksa dks n”kkZ;k x;k gSA rkfydk ls izkIr xzkeh.k f”k{kdksa dk e/;eku] ekud fopyu 81-48 ¼14-90½ ,oa “kgjh f”k{kdksa dk e/;eku] ekud fopyu 81-08 ¼14-32½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-20 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA ifjdYiuk Øekad 5& eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lkekftd ewY;ksa dk ek/;eku] ekud fopyu Lora=k'k

la[;k o Vh0 ewY; dk fo'ys"k.k ,oa O;k[;k & rkfydk la[;k&5


Vh0 ewY;

“kgjh 50 85-71 16-92 98 0-86

xzkeh.k 50 87-63 14-93 O;k[;k %& rkfydk la[;k& 5 eas eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lkekftd ewY;ksa dks n”kkZ;k x;k gSA rkfydk ls izkIr xzkeh.k f”k{kdksa dk e/;eku] ekud fopyu 85-71 ¼16-92½ ,oa “kgjh f”k{kdksa dk e/;eku] ekud fopyu 87-63 ¼14-93½ izkIr gqvk gSA nksuks lewgksa ds e/; ØkfUrd vuqikr 0-86 izkIr gqvk gS tks fdlh Hkh Lrj ij lkFkZd ugha gSA blls fl) gksrk gS fd nksuks lewgksa ds e/; lS)kfUrd ewY;ksa esa dksbZ lkFkZd vUrj ugha ik;k tkrk gSA 'kks/k ds fu"d"kZ %& 1- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lS)kfUrd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA 2- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds vkfFkZd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA 3- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds jktuSfrd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA 4- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds dykRed ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA 5- eqjknkckn tuin ds xzkeh.k ,oa “kgjh f”k{kdksa ds lkekftd ewY;ksa esa lkFkZd vUrj ugha ik;k x;kA lUnHkZ xzUFk lwph %& 'ksjh] MkW0 th0ih0 ,oa oekZ] izks0 vkj0ih0 ¼1998½- foojf.kdk ^O;fDrxr ewY; ekiuh- vkxjk % us'kuy

lkbZdksyksftdy dkjiksjs'ku- i`0 1&30- JhokLro] lqgkuh ¼2004½- Hkkjrh; f'k{kk 'kks/k laLFkku y[kuÅ ¼m0iz0½ Hkkjrh; f'k{kk'kks/k if=dk 23 ¼2½

i`0 25&30- lDlsuk] ;w0¼1987½- Hkkjrh; f'k{kk cks/k laLFkku*- y[kuÅ 6¼2½ i`0 47- 'kkg] g¡lk edwypUn ¼1992½- ih&,p0Mh0 lkSjk"Vª fo'ofo|ky;] cqp ,e0ch0 iape losZ fjlpZ bu

,T;qds'ku¼oksY;we f}rh;½] i`0 1346-


flag] ,l0 ¼2000½- dyk oxZ ,oa foKku oxZ ds fo|kfFkZ;ksa esa /kkfeZd ewY;ksa dk rqyukRed v/;;u- y?kq 'kks/k izcU/k okjk.klh % cukjl fo'ofo|ky;-

oekZ] Mh0ih0 ,oa JhokLro] ,l0,l0 ¼2001½- fo|kHkkjrh ds loZJs"B ,sFkfyfVdksa ds lUnHkZ esa 'kS{kf.kd miyfC/k vkSj ewY; i)fr dk v/;;u*- ih0&,p0Mh0 f'k{kk'kkL=- t;iqj % jktLFkku fo'ofo|ky;-

********


flag] ts0 ih0 ,Oka vyh] vkÃ0 ¼2019½- eqjknkckn tuin ds xzkeh.k o “kgjh f”k{kdksa ds ewY;ksa dk rqyukRed vè;;u- Shiksha Shodh Manthan, 5 ¼2½] 116&120-


f'k{kk vf/kdkj vf/kfu;e 2009 gsrq fd;s x;s ljdkjh iz;klksa dh lkFkZdrk dk v/;;u ¼,d fo”ys.kkRed v/;;u½

izks0 lfjrk ik.Ms; * ,Oka jkts'k ;kno **

* f”k{kk”kkL= foHkkx] nhu n;ky mik/;k; xksj[kiqj fo”ofo|ky; xksj[kiqj ¼mÙkj izns'k½

**”kks/kNk= ¼f”k{kk”kkL=½ nhu n;ky mik/;k; xksj[kiqj fo”ofo|ky; xksj[kiqj ¼mÙkj izns'k½

lkjka'k f”k{kk ekuo lekt ds fy, ,d lrr~ çfØ;k vkSj vk/kkj jgh gSA bldk mi;ksx fpjarj dky ls pyrk vk jgk gSA f”k{kk ds ek/;e ls euq"; viuh cnyrh ifjfLFkfr;ksa ds lkFk lek;kstu djds vius thou iFk ij vxzlj gksrs pys vk jgk gSA f”k{kk lkekftd fodkl ds fy, gesa izsfjr djrh gSA rFkk ge lHkh yksx vkSipkfjd o vukSipkfjd #i ls yh x;h f”k{kk ds }kjk gh vius lekt ds fy, lgHkkfxrk iznku djrs gSaA f”k{kk dks gh euq"; dk rrh; us= dh mikf/k iznku dh x;h gS] ftlls euq"; viuh vKkurk dks R;kxdj Kkurk dh vksj mUeq[k gksrk gSA f”k{kk gh ,d ,slk izdk”k iqat gS ftlds ek/;e ls euq"; vius ekrk&firk] ifjokj] lekt rFkk vius jk"Vª ds fodkl es viuk vewY; ;ksxnku nsrk gSA f”k{kk ds ek/;e ls gekjs vUnj yksdrkaf=d Hkkouk dk fodkl gksrk gS rFkk ge lHkh yksx leku vf/kdkjks dks igpkurs gSa ,oa mudk lEeku djrs gq, lHkh dks mRre ukxfjd cuus es viuk lg;ksx iznku djrs gSA jk"Vªh; fodkl dh izfØ;k esa f”k{kk iz.kkyh dks viuh Hkwfedk dkjxj <ax ls fuHkk ldus ds ;ksX; cukus ds fy, ;g vfuok;Z gS fd lHkh yksx f”k{kk dk ykHk mBk ldsA ladsr 'kCn %& f”k{kk] lek;kstu ,Oka f'k{kk vf/kdkj vf/kfu;e A izLrkouk %&

bl ykSfdd thou ds lkFk&lkFk ikjykSfdd thou ds ifjçs{; es Hkh f”k{kk gh ,d ek= ,slk ek/;e gS] ftlds }kjk ges eqfDr feyrh gSA blds lUnHkZ esa txrxq# 'kadjkpk;Z dh ;g ;qfDr ^lk% fo|k ;k foeqDr;s dh ;qfDr vius dks lkFkZd fl) djrh gSA muds bl ;qfDr ds ek/;e ls dgus dk rkRi;Z ;g gS fd ,d ek= f”k{kk gh ,slk ek/;e gS ftlls ges eqfDr fey ldrh gSA f”k{kk ds ek/;e ls gesa ykSfdd lalkj dk Kku gksrk gSA oSfnd dky ls ysdj vkt orZeku le; rd f”k{kk ds egRo dks udkjk ugh tk ldrk gSA f”k{kk ds egRo Lohdkjrs gq, Hkkjrh; euh"kh Lokeh foosdkuUn th us dgk fd f”k{kk og gS tks euq"; dh vUrfuZfgr iw.kZrk dks vfHkO;Dr djsA f”k{kk ds egRo dks Lohdkj djrs gq,& eqgEen lkgc us Hkh dgk Fkk fd nku esa /ku dh vis{kk vius cPpksa dks f”k{kk nsuk dgha vf/kd vPNk gSA Nk=ksa ds dye dh L;kgh “kghnksa ds [kwu ls Hkh vf/kd ifo= gSA f”k{kk ds }kjk euq"; viuh pkfjf=d] ekufld] uSfrd] vk/;kfRed] jktuhfrd] vkfFkZd] lkekftd vkfn xq.kksa dk fodkl djrk gS] f”k{kk gh O;fDr ds O;ogkj dks ifjekftZr djrh gSA f”k{kk ds }kjk gh O;fDr dks lH; o lqlaLdr cukdj mls lekt o jk"Vª dk ,d mi;ksxh ukxfjd cuk;k gSA f”k{kk dh ;g izfØ;k tUe ls izkjEHk gksdj e`R;qi;ZUr yxkrkj fdlh u fdlh #i esa lnSo pyrh jgrh gSA izkjEHk es ckyd vius ekrk&firk] ifjokj ds vU; lnL;ksa rFkk iM+ksfl;ksa vkfn ls vukSipkfjd <ax ls f”k{kk izkIr djrk gSA ik¡p ;k N% o"kZ dh vk;q gksus ij vkSipkfjd <ax ls f”k{kk ysuk izkjEHk dj nsrk gSA f”k{kk ds bl vewY; egRo dks


ns[krs gq, Hkkjr esa oSfnddkyhu f”k{kk] ckS)dkyhu] eqfLyedkyhu f”k{kk] f”k{kk vk;ksx o f”k{kk lfefr;ksa ds ek/;e ls f”k{kk dks ewrZ #i iznku djus dk iz;kl fd;k x;k gS rFkk izkFkfed f”k{kk ij fo”ks"k #i ls lHkh vk;ksxksa o lfefr;ksa us lkFkZd iz;kl djus dh dksf’k’k fd;kA Hkkjrh; lafo/kku esa izkFkfed f”k{kk dks c<kok nsus ds fy, 'kq#vkr esa 6&14 o"kZ ds ckydks ds fy, f”k{kk dk izko/kku uhfr funs”kd rRo ds vuqPNsn&45 esa j[kk x;k FkkA ijUrq ;g ck/;dkjh ugh Fkk] ftl dkj.k vius mn~ns”; dks iw.kZ djus es vleFkZ jgkA lHkh cPpksa ds fy, f'k{kk dh O;oLFkk ds laca/k esa mPPkre U;k;ky; }kjk fn;s x, ^mUuhÑ".ku* ¼1993½ ds ,sfrgkfld QSlys esa ;g dgk x;k fd ^^f'k{kk ds fcuk thou dk vf/kdkj viw.kZ gS rFkk 14 o"kZ rd ds leLr cPpksa dks fu%'kqYd izkjfEHkd f'k{kk iznku djuk jkT; dk nkf;Ro gSA** bl fu.kZ; ds mijkUr 86ok¡ laoS/kkfud la'kks/ku] 13 fnlEcj 2002 ds vUrxZr ewy vf/kdkjksa esa vuqPNsn 21&¼,½ lfEefyr fd;k x;k ftlds vuqlkj ^^jkT; 06&14 o"kZ ds vk;q oxZ okys lHkh cPpksa ds fy, fu%'kqYd vkSj vfuok;Z f'k{kk miyC/k djkus dk] ,slh jhfr esa tks jkT; fof/k }kjk vo/kkfjr djsa] mica/k djsxkA**

blds lkFk gh lafo/kku ds vuqPNsn&45 ds fy, fuEufyf[kr vuqPNsn LFkkukiUu fd;k x;k fd ^^jkT; lHkh cPpksa dks tc rd os viuh 06 o"kZ dh mez iwjh ugha dj ysrs] cpiu iwoZ lqj{kk miyC/k djkus dk iz;kl djsaxsA** lafo/kku ¼86oka la'kks/ku½ vf/kfu;e 2002 vuq0&51&¼d½ esa u;k [k.M ¼V½ var^ LFkkfir fd;k x;kA ftlesa ^^;fn ekrk&firk ;k laj{kd gSa rks 06 o"kZ ls 14 o"kZ ds e/; rd dh vk;q ds vius cPpksa ;k ;FkkfLFkfr vius izfrikY; dks f'k{kk dk volj iznku djsaA**

blds QyLo:i izkjfEHkd f'k{kk dks ,d ekSfyd vf/kdkj dk ntkZ izkIr gqvk vkSj lHkh cPpksa dks ;g vf/kdkj miyC/k djkus ds fy, iz;RUk izkjEHk gq,A blh Øe esa 2006 esa ^f'k{kk dk vf/kdkj vf/kfu;e* dk ,d ekWMy fo/ks;d fodflr gqvk tks 04 vxLr 2009 dks ^fu%'kqYd vfuok;Z cky f'k{kk dk vf/kdkj vf/kfu;e&2009* ds :i esa ikfjr rFkk 27 vxLr 2009 dks Hkkjr ds jkti= esa izdkf'kr gqvkA vUrr% Hkkjr ds lHkh cPpksa dks fu%'kqYd vkSj vfuok;Z f'k{kk izkIr djkus dh ;k=k yxHkx ,d 'krkCnh ds ckn 2010 esa eafty izkIr dj ldh vkSj 01 vizSy 2010 ls ^f'k{kk dk vf/kdkj vf/kfu;e ykxw gks x;kA f'k{kk dk vf/kdkj vc 06&14 o"kZ rd ds lHkh cPpksa ds fy, ,d ekSfyd vf/kdkj gS rFkk jkT; izR;sd cPps dks d{kk&8 rd fu%'kqYd f'k{kk miyC/k djkus ds fy, mÙkjnk;h gSA

f”k{kk ds vf/kdkj vf/kfu;e 2009 gsrq fd;s x;s ljdkjh iz;kl dh lkFkZdrk ds fofHkUu Lrj %& ¼1½ f”k{kd&Nk= vuqikr %& f”k{kk dk vf/kdkj vf/kfu;e 2009 esa ekud vuqikr 1%30 fuf”pr fd;k x;k gSA bl okafNr vuqikr dks izkIr djus ds fy, mRrj izns”k ljdkj }kjk o"kZ 2010 ds i'pkr izkFkfed f”k{kk es dbZ pj.k dh fu;qfDr;ka izkFkfed ,oa mPp izkFkfed Lrj ij dh xbZ gSaA blesa lgk;d v/;kid rFkk mnwZ Hkk"kk ds f”k{kd lfEefyr gSaA lkFk gh lkFk “kkjhfjd ,oa LokLF; f”k{kk] ;ksx] izn”kZu dyk rFkk dEI;wVj lEcfU/kr vuqns”kdksa dks Hkh i;kZIr la[;k es fu;qDr fd;k x;k gSA f”k{kd&Nk= vuqikr dk okf"kZd vuqeku ds vk/kkj ij rFkk dk;Zjr f”k{kdksa ds lsok fuo`fRr ds dkj.k fjDr inksa dks izfro"kZ vkesfyr dj ubZ fu;qfDr;ksa gsrq foKkiu tkjh fd;s tkrs gSA f”k{kk ds vf/kdkj vf/kfu;e esa vfuok;Z ik=rk ijh{kk dks n`f"Vxr j[krs gq, lkekU;r% o"kZ esa nks ckj f”k{kd&ik=rk ijh{kk djkuk vko”;d gSA orZeku es 1%52 dk f”k{kd&Nk= vuqikr gSA ftls fd izLrkfor ubZ fu;qfDr;ksa }kjk 1%40 rd fd;s tkus dh vis{kk dh x;h gSA ¼2½ foRrh; lalkk/ku gsrq vkfFkZd vuqnku %& mRrj izns”k vlj fjiksZV 2018 ds vuqlkj fn;s x;s vkdM+ks esa o"kZ 2010&2018 rd ds v/;;u ls ;g fu"d"kZ izkIr gksrk gS fd e/àku Hkkstu ;kstuk o"kZ 2010 esaa 89�3 izfr”kr ls c<dj o"kZ 2018 esa 95�4 izfr”kr rd foLr`r gks x;h FkhA blh rjg ls is;ty dh 'kr


izfr”kr miyC/krk FkhA 'kkSpky; dh miyC/krk o"kZ 2010 esa 47�4 izfr”kr ls c<dj o"kZ 2016 esa 72�7 izfr”kr rd igqp x;hA iqLrdky; dh miyC/krk o"kZ 2010 es tgka 22�9 izfr”kr Fkh] ogh 2018 esa 35�7 izfr”kr gks x;hA fo|qr miyC/krk 2016 esa 41 izfr”kr Fkk tksfd c<dj 2018 es 55�2 izfr”kr gks x;hA dsoy dEI;wVj gh ,d ,slk lalkk/ku Fkk] ftlesa vU; {ks=ksa dh vis{kk vf/kd /;ku nsus dh vko”;drk gSA D;kasfd 1 izfr”kr ls Hkh de fo|ky;ksa esa ckydksa }kjk dEI;wVj dk iz;ksx fd;k tk jgk gSA

*vlj fjiksVZ¼2018½]mRrj çns’k #jy] Vscy 17 VªsUM~l vksHkj Vkbe]2010&2018 i`"B la[;k&227

rkfydk la0&1

% School 2010 2014 2016 2018

Mid-day

meal

Kitchen shed for cooking .

Mid-day meal served in school on day of visit

89.3

71.3

96.0

93.9

96.5

91.2

95.4

93.3

Drinking

water

No facility for drinking water.

Facility but no drinking water available.

Drinking water available.

Total

6.9

10.9

82.2

100

2.5

11.7

85.8

100

5.4

12.6

82.0

100

3.3

11.5

85.1

100

Toilet No toilet facility.

Facility but toilet not useable.

Toilet useable.

Total

6.7

45.9

47.4

100

4.2

40.9

54.9

100

4.7

40.5

54.8

100

3.0

24.4

72.7

100

Girls’toilet No separate provision for girl’s toilet.

Separate provision but locked.

Separate provision,unlocked but not useable.

Separate provision,unlocked and useable.

Total.

24.9

25.3

15.9

33.9

100

12.3

18.6

20.0

49.1

100

10.5

16.6

21.5

51.5

100

8.4

6.5

17.9

67.2

100

Library No library.

Library but no book being used by children on day

of visit.

Library books being used by children on day of visit.

Total.

51.4

25.8

22.9

100

25.5

38.4

36.2

100

28.5

28.8

42.8

100

36.9

27.5

35.7

100

Electricity Electricity connection.

Of school with electricity connection,%schools with

electricity available on day of visit

52.0

41.0

66.5

55.2

Computer No computer available for children to use.

Available but not being used by children on day of

visit.

Computer being used by children on day of visit.

Total.

98.6

1.1

0.3

100

97.8

1.9

0.3

100

97.3

2.1

0.6

100

96.7

2.6

0.7

100


¼3½- nqcZy oxZ ,oa oafpr lewg gsrq 25 izfr”kr lhV dh miyC/krk & f”k{kk ds vf/kdkj vf/kfu;e 2009 ds vUrZxr futh fo|ky;ksa esa Hkh 25 izfr’kr lhV bl izdkj ds ckydksa ds fy, ukekadu gsrq izko/kku j[kk x;k gS ijUrq mi;qDr fuxjkuh u gksus ds dkj.k izfrf"Br futh {ks= ds fo|ky;ksa }kjk bldk lgh rjhds ls vuqikyu ugh fd;k tk jgk gSA izk;% ;g ns[kk x;k gS fd fu%”kqYd izko/kku dh txg ij fo|ky;ksa }kjk fofHkUu enks esa ukekadu ds cnys esa vfHkHkkodksa ls /ku fy;k tkrk gSA

rkfydk la0&2

*vlj fjiksVZ ¼2018½]mRrj çns”k #jy] pkVZ 2 VªsUM~l vksHkj Vkbe]2010&2018 i`"B la[;k&223

¼4½ 'kgjh ,oa xzkeh.k {ks=ksa esa leL;kvksa dk rqyukRed v/;;u %& lalkk/kuks dh n`f"V ls ;g ns[kk x;k gS fd fo|ky;ksa esa ukekadu gsrq 'kgjh {ks=ks esa tkx#drk vf/kd gksrh gSA lkFk gh lkFk vfHkHkkodks dk vkfFkZd Lrj Hkh xzkeh.k vfHkHkkodks dh vis{kk vf/kd gksrk gSA csgrj igWqp] ;krk;kr lqfo/kk,a ukekadu nj dks xzkeh.k {ks=ks dh vis{kk vf/kd j[krs gSaA iz”kklfud fuxjkuh ra= ds dkj.k fo|ky;ks esa f”k{kdksa dh mifLFkfr Hkh vis{kkd`r vf/kd jgrh gSA blds foijhr xzkeh.k {ks=ksa es v/;kidksa ds nsj ls igqWpuas] vuqifLFkr jgusa rFkk dHkh&dHkh viuh txg ij ikfjJfed nsdj voS/k #i ls fdlh vizf”kf{kr O;fDr dks f”k{k.k dk;Z gsrq fu;qDr dj fn;k tkrk gSA izk;% ;g Hkh ns[kk x;k gS fd xzkeh.k {ks=ksa esa dk;Zjr f”k{kkfe= fo|ky; ds vkl&ikl ds gh jgus okys gksrs gSa vkSj fo|ky;ksa ds iz/kkuk/;kid ;k izHkkjh funsZ”kksa dh vogsyuk djrs gSaa ftlls fo|ky; esa vuq”kklughurk O;kIr gks tkrh gSA xksj[kiqj e.My ds rjkbZ {ks= es fLFkr gksus ds dkj.k vf/kdka”k fo|ky;ksa esa o"kkZ ;k ck< dk tyHkjko gks tkrk gS ;k fo|ky;ksa dks tkus okys lEidZ ekxZ tyHkjko ds dkj.k {kfrxzLr gks tkrs gSa ;k Mwc tkrs gSaA ftl dkj.k ls xzkeh.k {ks=ks eas ;g leL;k dkQh gn rd f”k{k.k dk;Z dks ckf/kr dj nsrs gSaA f'k{kdksa dh leL;k,a %& v/;;u es ;g ik;k x;k fd dk;Zjr f”k{kdks esa f”k{k.k ds le; vusd leL;kvksa dk lkeuk djuk iM+rk gS ftlls mudk f”k{k.k dk;Z izHkkfor gksrk gSA vkt dk orZeku ;qx vFkZ iz/kku ;qx gSA f”k{kdksa dks le; ls osru u fey ikus ls os viuh nSfud vko”;drkvksa dh iwfrZ ugh dj ikrs gSa] ftlls muesa f”k{k.kdk;Z ds izfr dq.Bk dh Hkkouk O;kIr gks jgh gSA 'kgj ls nwj LFkkfir fo|ky;ksa esa f”k{kdksa dk le; ij igqpuk Hkh ,d pqUkkSrhiw.kZ dk;Z gSA ;krk;kr ds lk/ku lgh le; ls u feyus ds dkj.k f”k{kdksa dk fo|ky; es nsj ls igqpuk Hkh muds fy, ,d flj nnZ gSA LFkkukarj.k dh uhfr Hkh f”k{kdksa es leL;k mRiUu djrh gSA bl uhfr ds dkj.k f”k{kdksa dk HkkoukRed tqM+ko fo|ky; o

0

10

20

30

40

50

60

Std II Std IV Std VI Std VIII

2010

2012

2014

2016

2018


fo|ky; izca/ku ls ugh gks ikrk gS] ftlls muds f”k{k.k dk;Z izHkkfor gksrs gSA orZeku le; es mRrj izns”k ljdkj us f”k{kk dh xq.koRrk dks c<kus ds fy, izsj.kk ,Ii ykUp fd;k gSA izsj.kk ,si ls lHkh f”k{kdksa ds le{k leL;k mRiUu gks jgh gSA izsj.kk ,si es cus fu;e vkt f”k{kd ds fy;s [krjs dh ?k.Vh tSlk gks x;k gSA bles ;g izko/kku gS fd feM&Ms ehy ds le; cPpksa ds lkFk lsYQh viyksM djuk gSA ,slk u djus ij f”k{kdks dh ukSdjh rd tk ldrh gSA izkFkZuk ds le; mifLFkr cPpksa dh xzqi QksVks viyksM djuk gS]lkFk gh fnu esa rhu ckj lsYQh Hkstusa dk çko/kku gSA f”k{kdksa dh M~;wVh vxj vU; dk;ksZ esa Hkh yx tkrh gS tSls& tux.kuk] erx.kuk] iksfy;ksa vfHk;ku] ch0,y0vks0 M~;wVh vkfn rks f”k{kd fo|ky; esa mifLFkr ugh gks ikrs gS vkSj çsj.kk ,Ii esa rhu lsYQh dk çko/kku gS] ftlds dkj.k f”k{kdksa esa leL;k cuh gqbZ gSA vr% f”k{kdksa dh ekax gS fd bles lq/kkj fd;k tk;A f”k{kk vf/kdkj vf/kfu;e 2009 gsrq fd;s x;s ljdkjh ç;klks dks vf/kd lkFkZd cukus ds fy, lq>ko & f”k{kk vf/kdkj vf/kfu;e 2009 gsrq fd;s x;s ljdkjh ç;klks dks vf/kd lkFkZd cukus ds fy, fuEufyf[kr lq>ko ij vey fd;s tkus dh vko’;drk gS&

1- ljdkjh uhfr;ksa dks LFkkuh; vko”;drkvksa ds vuqlkj yphyk cuk;k tkuk pkfg, rFkk jkT;ksa dks bl fn”kk es vyx ls dkuwu ikfjr fd;s tkus pkfg,A

2- ljdkjh ç;klks ds lekukaUrj Lo;alsoh laxBuksa ,oa tulg;ksx dh Hkwfedk dks misf{kr ugh fd;k tk ldrk gSA vr% vPNk ;g gksxk fd tulg;ksx dks ljdjh ç;klks dk gh vax cuk fn;k tk;A

3- dsoy vkWdM+ks ij gh [kkuk iwfrZ u dh tk; vkSj mudk HkkSfrd lR;kiu dj xSj ukekafdr ckydksa ds fo"k; esa lwpuk ,df=r dh tk;] vkSj mUgsa ukekafdr djus dk ç;kl fd;k tk;A

4- HkkSxksfyd #i ls nwjLFk Hkkxksa es fLFkr tula[;k ,oa ?kqeUrw ifjokj ds cPpksa dk ck;kseSfVªd fjdkMZ j[kk tk;] vkSj le;≤ ij budh çxfr dk irk yxk;k tk;A

5- ljdkjh ;kstukvksa dk lh/kk ykHk bl vk;q oxZ ds ckydksa rd igqps rFkk chp esa fdlh ek/;e dk lgkjk ugh fy;k tkuk pkfg,A

6- çkFkfed f”k{kk ls tqM+s gq, vfHkdj.kksa ds e/; vf/kd çHkkoh leUo; LFkkfir fd;k tk; vkSj çR;sd lUnHkZ esa mudk nkf;Ro fuf”pr fd;k tk;A nkf;Roksa ds fØ;kUo;u dk ikyu u djus okyksa ij n.Muh; çko/kku LFkkfir fd;s tk;sA

7- le;≤ ij uokpkjh çfof/k;ksa dks 'kklu }kjk fo|ky;ksa dks miyC/k djk;k tkuk pkfg,A vkSj f”k{k.k dk;Z yxs v/;kidksa dk bl fo/kk esa çf”k{k.k Hkh djk;k tkuk pkfg,A

8- f”k{kdksa rFkk ljdkj ds e/; lh/kk okrkZyki LFkkfir fd;k tkuk pkfg,A ftlls f”k{kdksa ds e/; O;kIr leL;kvksa dk Rofjr fuLrkj.k fd;k tk ldsA

9- Nk=ksa ds lkFk&lkFk f”k{kdksa rFkk vfHkHkkodksa dks ikjn”khZ lsok,a@lqfo/kk,a miyC/k djk;h tkuh pkfg, rkfd mudh leL;kvksa dk funku gks ldsA

10- f”k{k.k çfØ;k esa rduhdh tfVyrkvksa dks ;Fkk&çsj.kk ,si ls tqM+h leL;k] e/àku Hkkstu ds ,l0,e0,l0 ls tqM+h lsok, dks vf/kd lqpk# #i ls ifjpkfyr djus ds fy, vko”;d dne mBk;s tkus pkfg,A

lUnHkZ&xzUFk lwph %& 'kadjkpk;Z }kjk m)fjr] yky fcgkjh] jeu ¼2013&14½- f”k{kk ds nk”kZfud ,oa lekt 'kkL=h; fla)kUr*-

esjB % jLrksxh ifCyds”kUl- i`"B la[;k&2-


flag] MkW0 d.kZ ¼2008&09½- Hkkjr esa f’k{kk iz.kkyh dk fodkl*- y[kheiqj [khjh % xksfoUn izdk”ku- i"B la[;k&36-

flag] e`nqy dqekj ¼2007½- f”k{kk dk vf/kdkj vf/kfu;e ¼2009½ ds fØ;kUo;u lEcU/kh O;ogkfjd leL;kvkas ,oe~ fujkdj.k ds iz;klksa dk v/;;u* vf/kxe] 6] i`"B la[;k 58&59-

vlj fjiksVZ ¼2018½- mRrj izns”k #jy] Vscy&17 VªsUM~l vksHkj Vkbe] 2010&2018] i`"B la[;k&227A vlj fjiksVZ ¼2018½- mRrj izns”k #jy] pkVZ&2 VªsUM~l vksHkj Vkbe] 2010&2018] i`"B la[;k&223- jkT; ifj;kstuk funs”kd]mRrj izns”k “kklu ¼2019&20½]^loZ f”k{kk vfHk;ku* ia=kd la[;k 2075 fnukad

20 vxLr 2019-

********


ik.Ms; ,l0 ,Oka ;kno] vkj0¼2019½- f'k{kk vf/kdkj vf/kfu;e 2009 gsrq fd;s x;s ljdkjh iz;klksa dh lkFkZdrk dk v/;;u ¼,d fo”ys.kkRed v/;;u½- Shiksha Shodh Manthan, 5 ¼2½] 121&126-


mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;olk; p;u fu.kZ; dk v/;;u

MkW0 jeu flMkuk* ,Oka pUnzdkUrk 'kekZ**

* vflLVsaV izksQslj] f”k{kk”kkL= foHkkx] Jhxaxkuxj f”k{kd izf”k{k.k egkfo|ky; VkafV;k fo”ofo|ky;] Jhxaxkuxj ¼jkt-½

**,e0,M0 Nk=k] Jhxaxkuxj f”k{kd izf”k{k.k egkfo|ky; VkafV;k fo”ofo|ky;] Jhxaxkuxj ¼jkt-½

lkjka'k izLrqr 'kks/k esa Jhxaxkuxj ftys esa mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;olk; p;u fu.kZ; dk v/;;u fd;k x;k gSA U;kn”kZ ds :i esa 200 fo|kfFkZ;ksa dk p;u fd;k x;k] ftlesa la;qDr ifjokj ds 50 Nk=ksa o 50 Nk=kvksa ,oa ,dy ifjokj ds 50 Nk=ksa ,oa 50 Nk=kvksa dk p;u fd;k x;k gSA 'kks/k fof/k ds fy, losZ{k.k fof/k dk iz;ksx fd;k x;kA vk¡dM+ksa ds ,d=hdj.k gsrq LofufeZr iz”ukoyh dk iz;ksx fd;k x;k gSA vk¡dM+ksa ds fo”ys"k.k gsrq e/;eku] ekud fopyu rFkk Vh&ewY; lkaf[;dh fof/k;ksa dk iz;ksx fd;k x;k gSA fo”ys"k.k esa ik;k x;k fd la;qDr ifjokj ds fo|kfFkZ;ksa esa O;olk; p;u fu.kZ; {kerk vf/kd ikbZ xbZA ,dy ifjokj dh ctk; la;qDr ifjokj ds Nk=ksa esa O;olk; fu.kZ; {kerk vf/kd ikbZ tkrh gS] tcfd nksuksa izdkj ds ifjokjksa dh Nk=kvksa esa O;olk; p;u fu.kZ; {kerk leku ikbZ tkrh gSA ladsr 'kCn %& mPp ek/;fed Lrj] O;olk; p;u ,oa fu.kZ; {kerkA

izLrkouk %& dksbZ O;fDr thou ds fofHkUu dkyfof/k;ksa esa ftl {ks= esa dke djrk gS] vFkok tks dke djrk gS] mlh dks mldh vkthfodk@o`fÙk ;k dWfj;j dgrs gSaA vkthfodk izk;% ,sls dk;ks± dks dgrs gSa] ftuls thfodksiktZu gksrk gSA f'k{kd] MkWDVj] bathfu;j] izcU/kd] odhy] Jfed dykdkj vkfn dqN vkthfodk,¡ gSaA thfodk dk 'kkfCnd vFkZ gS ,d ,slk O;olk;] ftlds }kjk thou esa vkxs c<+us ,oa mUufr esa voljksa dk ykHk mBk;k tk ldsA blls vfHkizk; dsoy jkstxkj@thfodk p;u gh ugha] cfYd fodkl] izxfr o pgqaeq[kh :i ls gSA mnkgj.k ds fy;s tSls dksbZ fdlh O;fDr dks dk;kZy; lgk;d dk in feyrk gS rks mlls og mPp ls mPp in] v/kh{kd o izcU/kd Hkh cu ldrk gSA f'k{kk ds fo"k; esa xka/kh th ds fopkj vR;Ur iz'kaluh; gSaA xka/kh th ds vuqlkj] **f'k{kk ls esjk vfHkizk; gS fd ckyd rFkk euq"; ds 'kjhj] eu rFkk vkRek ls lokZÙke rRoksa dks izkIr djukA f'k{k.k O;olk; esa de le; [kpZ dj fu;kstu dks viuk;k tkrk gS rFkk blds lkFk gh ikB~; lgxkeh fØ;kvksa }kjk f'k{kd Lo;a dk Hkh lok±xh.k fodkl dj ldrk gSA og f'k{kd ds in ij jgdj Hkh v/;;ujr jgdj Hkfo"; esa fujUrj inksUufr izkIr djrk gSA vr% f'k{k.k O;olk; esa :fp ds dkj.k orZeku esa fofHkUu f'k{kd&izf'k{k.k laLFkk,¡ [kqy pqdh gSaA tgka mUgsa Hkkoh f'k{kdksa ds :i esa rS;kj fd;k tkrk gS] rkfd Hkfo"; esa og ,d lqlaLdr lekt dk fuekZ.k dj ldsA vr% egkfo|ky; Lrj ij rFkk izf'k{k.k Lrj ij fo|kfFkZ;ksa dh f'k{k.k O;olk; ds izfr :fp fHkUu&fHkUu gksxh] ftlesa vko';d izsj.kk nsdj mudh vfHk:fp esa ldkjkRed o`f) dh tk ldrh gSA


f'k{k.k dk vFkZ %& f'k{k.k f'k{kk }kjk O;ogkj esa ifjorZu ykus dh izfØ;k gSA f'k{k.k ,d lkSn~ns';iw.kZ izfØ;k gSA f'k{k.k esa vusd izdkj dh fØ;k,¡ laikfnr dh tkrh gSA f'k{k.k fØ;kvksa dh ,d fof/k gS] tks lh[kus dh mRlqdrk tkxr djrh gSA f'k{k.k dh fØ;kvksa dk eq[; ykHk ;k y{; fo|kfFkZ;ksa dks fl[kkuk gSA f'k{k.k 'kCnksa ls rkRi;Z *lh[kuk* gSA ,d f'k{kd viuh fØ;kvksa }kjk ckydksa ds O;ogkj esa visf{kr O;ogkjxr ifjorZu djrk gSA tSls fo|kFkhZ igys mUgsa f'k{k.k djokrk gS] Li"V mPpkj.k djrk gS rFkk fy[kdj lh[krk gSA muls og o.kZekyk nksgjkrk gSA bl izdkj iqujko`fÙk }kjk og ckyd dks LFkk;h f'k{k.k iznku djrk gSA fo|kfFkZ;ksa dk izR;sd&fu.kZ; ,d xfr'khy izfØ;k dk ifj.kke gS] tks fd vla[;d 'kfDr;ksa ls izHkkfor gksrk gS rFkk bls izHkko ls fo|kFkhZ vius ifjokj rFkk lekt dk fodkl djus ds fy;s O;olk; p;u dh vksj [khap ysrk gS rFkk og viuh vk;q ds vuqlkj vius O;olk; ds ryk'k djrk gSA f'k{k.k O;olk; ls gekjk vfHkizk; ml O;olk; ls gS tks fd funsZ'k nsrk gSA eq[; :i ls ;g funsZ'kkRed dk;Z fo|ky; o egkfo|ky; Lrj ij gksrk gSA orZeku esa f'k{k.k O;olk; ,d u, O;olk; ds :i esa mHkjk gSA 'kks/k dh vko';drk ,oa egRo %& gekjh leL;k vkt ds lekt ds fy, ,d l'kDr vk/kkj rS;kj djrh gS rFkk gekjk 'kks/k fo|kfFkZ;ksa dks vkRefo'okl rFkk le;kuqdwy Hkfo"; dh lksp ds izfr vxzlj djrh gSA vxj fo|kfFkZ;ksa dks lgh mez esa vius O;olk; ds izfr lksp dk fodkl gksrk gS rc og ;qokoLFkk rd vkrs&vkrs ,d lQy O;olk;h ;k ukSdjh is'kk O;fDr cu ldrk gS tks ns'k ,oa lekt ds fodkl dk vk/kkj gSA O;olkf;d fu"Bk] tkudkjh ,oa izfrc)rk ds fy, O;fDr dks vkRefo'okl ls Hkjiwj gksuk pkfg, rHkh og ,d lgh fn'kk dh rjQ c<+rk gqvk ,d lgh fu.kZ; ysrk gSA lQyrk] vlQyrk thou ds nks ewy vk/kkj gSa ijUrq dksbZ Hkh vlQyrk thou dh vafre y{;ghurk ;k dk;Z ugha gSA vkRefo'okl O;fDr dks ;g Hkh fl[kkrk gS fd ,d vlQyrk ds ckn Hkh vusd lQyrk,a gekjs lkeus gSa vko';drk gS le; ,oa ifjfLFkfr vuqlkj mu ij pyus dhA vr% bUgha leLr rF;ksa dks ns[krs gq, 'kks/kd=hZ us izLrqr fo"k; ij 'kks/k dk;Z djus dk fu.kZ; fy;kA leL;k dFku %& izLrqr 'kks/k dk leL;k dFku fuEu izdkj ls gS & **mPp ek/;fed Lrj ds fo|kfFkZ;ksa dk O;olk; p;u fu.kZ; dk v/;;u** izLrqr 'kks/k ds mn~ns'; %& 'kks/kd=hZ us vius 'kks/k esa fuEufyf[kr mís'; lfEefyr fu/kkZfjr fd, gSa &

1- la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;kolkf;d p;u fu.kZ; {kerk dk v/;;u djukA

2- la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj ds Nk=ksa esa O;kolkf;d p;u fu.kZ; {kerk dk v/;;u djukA

3- la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj dh Nk=kvksa esa O;kolkf;d p;u fu.kZ; {kerk dk v/;;u djukA

izLrqr 'kks/k dh ifjdYiuk,¡ %& 'kks/kd=hZ us vius 'kks/k esa fuEufyf[kr ifjdYiuk,¡ fu/kkZfjr dh gSa %&


1- la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;kolkf;d p;u fu.kZ; {kerk esa dksbZ lkFkZd vUrj ugha gSA

2- la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj ds Nk=ksa esa O;kolkf;d p;u fu.kZ; {kerk esa dksbZ lkFkZd vUrj ugha gSA

3- la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj dh Nk=kvksa esa O;kolkf;d p;u fu.kZ; {kerk esa dksbZ lkFkZd vUrj ugha gSA

izLrqr 'kks/k dh ifjlhek,¡ %& 'kks/kd=hZ us vius 'kks/k esa fuEufyf[kr ifjlhek,¡ fu/kkZfjr dh gSa %&

1- izLrqr 'kks/k v/;;u dsoy Jhxaxkuxj ftys rd gh lhfer j[kk x;k gSA 2- izLrqr 'kks/k v/;;u dks dsoy 200 fo|kfFkZ;ksa rd gh lhfer j[kk x;k gSA 3- izLrqr 'kks/k v/;;u dks dsoy mPp ek/;fed Lrj ds fo|kfFkZ;ksa rd gh lhfer j[kk x;k gSA 4- izLrqr 'kks/k v/;;u dk dsoy la;qDr o ,dy ifjokjksa ds Nk= o Nk=kvksa rd gh lhfer j[kk

x;k gSA 'kks/k esa iz;qDr fof/k %& izLrqr 'kks/k esa 'kks/kd=hZ }kjk losZ{k.k fof/k dk iz;ksx fd;k x;k gSA 'kks/k esa iz;qDr U;kn'kZ %&

1- izLrqr 'kks/k esa U;kn'kZ gsrq Jhxaxkuxj ftys ds 200 fo|kfFkZ;ksa dk p;u fd;k x;k gSA 2- izLrqr 'kks/k esa U;kn”kZ gsrq la;qDr ifjokj ds 100 fo|kfFkZ;ksa ,oa ,dy ifjokj ds 100 fo|kfFkZ;ksa

dk p;u fd;k x;k gSA 3- izLrqr 'kks/k esa U;kn”kZ gsrq la;qDr ifjokj ds 100 fo|kfFkZ;ksa esa ls 50 Nk=ksa ,oa 50 Nk=kvksa ,oa

,dy ifjokj ds 100 fo|kfFkZ;ksa esa ls 50 Nk=ksa ,oa 50 Nk=kvksa dk p;u fd;k x;k gSA 'kks/k esa iz;qDr midj.k %& izLrqr 'kks/k esa 'kks/kd=hZ }kjk LofufeZr O;kolkf;d fu.kZ; ekiuh dk iz;ksx fd;k x;k gSA 'kks/k esa iz;qDr lk¡f[;dh %&

1- e/;eku 2- izeki fopyu 3- Vh ijh{k.k

rF;ksa dk fo”ys"k.k %& lkj.kh la[;k &1

la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;kolkf;d p;u fu.kZ; dh {kerk dks n'kkZrh lkj.kh

Øa- la-

fo|kFkhZ fo|kfFkZ;ksa dh la[;k

e/;eku ekud fopyu

ØkfUrd vuqikr

ifj.kke

1- la;qDr ifjokj ds fo|kFkhZ

100 13-46 3-401

3-711

vLohd`r 2- ,dy ifjokj ds fo|kFkhZ

100 11-80 2-905


df = N1 + N2 – 2 = 100 + 100 – 2 = 200 – 2 = 198 O;k[;k %& mijksDr lkj.kh ls Li"V gksrk gS fd la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;kolkf;d p;u fu.kZ; dh {kerk ls lEcfU/kr nÙkksa dk e/;eku Øe'k% 13-46 o 11-80 gS rFkk ekud fopyu Øe'k% 3-401 o 2-905 izkIr gqvk rFkk Vh&ewY; 3-711 izkIr gqvk] tks LorU=rk dh dksfV 198 ds vk/kkj ij Vh dh rkfydk ds Lrj ij 0-05 ds eku 1-97 o 0-01 ds eku 2-60 ls vf/kd gS] ftlls Li"V gS fd nksuksa lewgksa esa lkFkZd vUrj gSA vr% ifjdYiuk la[;k 1 **la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;kolkf;d p;u fu.kZ; dh {kerk esa dksbZ lkFkZd vUrj ugha gS**] vLohd`r gSA

lkj.kh la[;k &2 la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj ds Nk=ksa esa O;kolkf;d p;u fu.kZ; dh {kerk

dks n'kkZrh lkj.kh Øa- la-


e/;eku ekud fopyu

ØkfUrd vuqikr

ifj.kke

1- la;qDr ifjokj ds Nk= 50 14-44 3-336 5-678 vLohd`r 2- ,dy ifjokj ds Nk= 50 11-10 2-484

df = N1 + N2 – 2 = 50 + 50 – 2 = 100 – 2 = 98

O;k[;k %& mijksDr lkj.kh ls Li"V gksrk gS fd la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj ds Nk=ksa esa O;kolkf;d p;u fu.kZ; dh {kerk ls lEcfUèkr nÙkksa dk e/;eku Øe'k% 14-44 o 11-10 gS rFkk ekud fopyu Øe'k% 3-336 o 2-484 izkIr gqvk rFkk Vh&ewY; 5-678 izkIr gqvk] tks LorU=rk dh dksfV 98 ds vk/kkj ij Vh dh rkfydk ds Lrj ij 0-05 ds eku 1-98 o 0-01 ds eku 2-63 ls vf/kd gS] ftlls Li"V gS fd nksuksa lewgksa esa lkFkZd vUrj gSA vr% ifjdYiuk la[;k 2 **la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj ds Nk=ksa esa O;kolkf;d p;u fu.kZ; dh {kerk esa dksbZ lkFkZd vUrj ugha gS**] vLohdr gSA

lkj.kh la[;k& 3 la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj dh Nk=kvksa esa O;kolkf;d p;u fu.kZ; dh

{kerk dks n'kkZrh lkj.kh Øa- la-


e/;eku ekud fopyu

ØkfUrd vuqikr

ifj.kke

1- la;qDr ifjokj dh Nk=k,¡

50 12-48 3-176

0-03

Lohd`r 2- ,dy ifjokj dh Nk=k,¡

50 12-50 3-119

df = N1 + N2 – 2 = 50 + 50 – 2 = 100 – 2 = 98

O;k[;k %& mijksDr lkj.kh ls Li"V gksrk gS fd la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj dh Nk=kvksa esa O;kolkf;d p;u fu.kZ; dh {kerk ls lEcfUèkr nÙkksa dk e/;eku Øe'k% 12-48 o 12-50 gS rFkk ekud fopyu Øe'k% 3-176 o 3-119 izkIr gqvk rFkk Vh&ewY; 0-03 izkIr gqvk] tks LorU=rk dh


dksfV 98 ds vk/kkj ij Vh dh rkfydk ds Lrj ij 0-05 ds eku 1-98 o 0-01 ds eku 2-63 ls de gS] ftlls Li"V gS fd nksuksa lewgksa esa dksbZ lkFkZd vUrj ugha gSA vr% ifjdYiuk la[;k 3 **la;qDr ifjokj ,oa ,dy ifjokj ds mPp ek/;fed Lrj dh Nk=kvksa esa O;kolkf;d p;u fu.kZ; dh {kerk esa dksbZ lkFkZd vUrj ugha gS**] Lohdr gSA 'kks/k fu"d"kZ %& la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;kolkf;d p;u fu.kZ; dh {kerk ls izkIr iznÙkksa dk vkadyu djus ij ik;k x;k fd la;qDr ifjokj ds fo|kfFkZ;ksa dh p;u fu.kZ; dh {kerk vf/kd gksrh gSA la;qDr ifjokj o ,dy ifjokj esa mPp ek/;fed Lrj ds Nk=ksa esa O;kolkf;d p;u fu.kZ; dh {kerk ls izkIr iznÙkksa dk vkadyu djus ij ik;k x;k fd la;qDr ifjokj ds Nk=ksa dh p;u fu.kZ; dh {kerk vf/kd gSA la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj dh Nk=kvksa esa O;kolkf;d p;u fu.kZ; dh {kerk ls izkIr iznÙkksa dk vkadyu djus ij ik;k x;k fd la;qDr ifjokj o ,dy ifjokj ds mPp ek/;fed Lrj dh Nk=kvksa dh fu.kZ; fuekZ.k {kerk leku gSA lUnHkZ xzUFk lwph %& vjksM+k] MkW0 vkj0 ,oa ekjokg] MkW- lqns'k ¼2006½- f'k{k.k o vf/kxe ds eukslkekftd vk/kkj- t;iqj %

f'k{kk izdk'ku] mik/;k;] fouksn dqekj ¼2009½- vf/kxe dk eukslkekftd vk/kkj ,oa f'k{k.k- t;iqj % vfjgUr f'k{kk

izdk'ku- dfiy] ,p0ds0 ¼2008½- lkaf[;dh ds ewy rRo- vkxjk % fouksn iqLrd efUnj- vxzoky fofiu ¼2010½- euksfoKku vkSj f'k{kk esa ekiu ,oa ewY;kadu- vkxjk % fouksn iqLrd efUnj- ikBd] ih0Mh0 ¼2010½- f'k{kk euksfoKku- vkxjk % fouksn iqLrd efUnj- feJk] MkW- egsUnz dqekj ¼2008½- fodklkRed euksfoKku- t;iqj %;wfuoflZVh cqd gkÅl ¼izk-½ fy- c?ksyk] MkW- gsr flag ¼2006½- vf/kxe ,oa f'k{k.k ds eukslkekftd vk/kkj- t;iqj % jktLFkku izdk'ku]

28&29

********


flMkuk] vkj0 ,Oka 'kekZ] lh0 ¼2019½- mPp ek/;fed Lrj ds fo|kfFkZ;ksa esa O;olk; p;u fu.kZ; dk v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 127&131-


mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk ,oa “kSf{kd miyfC/k dk rqyukRed v/;;u

MkW0 jathr flag izoDrk] f”k{kk”kkL=] nso fo|ky; b.Vj dkWyst] rjkSyh] v;ks/;k

lkjka”k “kSf{kd vuqdwyu cgqr dqN Nk= ds vkfFkZd fLFkfr ij fuHkZj djrk gSA ;fn Nk= vkfFkZd n`f’V ls fiNM+k gS rks og vius v/;;u lkexzh ds vHkko esa vfHkizsfjr ugh gks ik;sxk ftlls mudh “kSf{kd miyfC/k fiNM+ tk;sxhA D;ksafd cPpksa dks [kkusa ds fy;s Hkkstu] iguus ds fy;s oL=] jgus ds fy;s ?kj] v/;;u ds fy;s vko”;d lkexzh] [ksyus ds fy;s euksjatu ds lk/ku rFkk fodkl ds fy;s leqfpr okrkoj.k izkIr ugh gksrk gS rc mudk “kkjhfjd rFkk ekufld fodkl leqpfr :i esa dSls gks ldrk gSA ,slh fLFkfr esa “kSf{kd miyfC/k esa Hkh mu Nk=ksa ls de vad izkIr djrk gS ftudks lHkh lq[k lqfo/kk;sa izpqj ek=k esa miyC/k gSA lkjka”kr% dgk tk ldrk gS fd vkfFkZd oxZ ls mPp Nk=kvksa dk vfHkizsj.kk Lrj vkfFkZd oxZ ls fuEu Nk=kvksa ds vfHkizsj.kk Lrj ,oa “kSf{kd miyfC/k ls lkFkZd :i ls vf/kd gSA rFkk mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk rFkk “kSf{kd miyfC/k ds chp lglEcU/k esa lkFkZd vUrj gSA ladsr “kCn %& “kSf{kd vfHkizsj.kk] “kSf{kd miyfC/k ,oa vkfFkZd oxZA izLrkouk %& vkfFkZd n`f’V ls lEiUu ifjokj ds cPpksa dks mŸke izdkj ls viuk “kkjhfjd fodkl ekufld] laosxkRed rFkk v/;kfRed fodkl djus dk leqfpr volj miyC/k gksrk gS blds foijhr fu/kZu ifjokj ds cPpksa dks bl izdkj ds dksbZ lk/ku miyC/k ugh gksrs gSa] ftlds ifj.keLo:i muds fodkl dk Øe vo:) gks tkrk gSA izfrHkk”kkyh gksrs gq;s Hkh fu/kZu ifjokjksa ds ;s Nk= vko”;d “kSf{kd lkexzh ds vHkko esa f”k{kk izkIr djus ls oafpr jg tkrs gSa D;ksafd f”k{kk dh vis{kk buds lEeq[k thou ;kiu dh leL;k izeq[k gksrh gSA vkt Hkh Hkkjr esa ,sls ifjokj gS tgka vkt rd f”k{kk dk dksbZ iz;kl ugha igqap ik;k gSA

lu~ 1976 esa 42osa la”kks/ku esa f”k{kk dks leorhZ lwph esa j[kk x;k gSA vFkkZr~ dsUnz o jkT; ljdkj lcds fy;s f”k{kk miyC/k djkus dh ftEesnkjh gSA Hkkjr esa lhfer lk/kuksa ds dkj.k lcds fy;s f”k{kk O;oLFkk djuh vlEHko lh yxrh gSA vkSj fQj efgyk txr ds fy;s f”k{kk dh ckr vkt Hkh vlEHko yxrh gSA fQj Hkh orZeku le; esa laln o cq)thfo;ksa ds }kjk ckfydkvksa dh mUufr ,oa fLFkfr dh ckr lksph tk jgh gS rFkk ckfydkvksa dks vkRefuHkZj cukus ds fy;s dbZ ;kstuk rS;kj dh tk jgh gSA vr% blds fy;s ;g tkuuk vfr vko”;d gks tkrk gS fd ckfydkvksa dk vdka{kk Lrj D;k gS \ D;k mUgsa mudh vdka{kk Lrj dks ikus ds fy;s vfHkizsj.kk nh tk jgh gS \ lHkh oxZ dh Nk=k;sa mPp f”k{kk izkIr dj jgh gSa \ mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh vfHkizsj.kk esa vUrj gS fd ugha] “kSf{kd miyfC/k esa vUrj gksrk gS ;k ugha vkSj ;fn gS rks D;k mik; lq>k;s tk ldrs gSaA “kks/k ds mn~ns”; %&


1- mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk ,oa “kSf{kd miyfC/k dk rqyukRed v/;;u djukA

2- mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa esa “kSf{kd vfHkizsj.k rFkk “kSf{kd miyfC/k ds e/; lglEcU/k dk v/;;u djukA

ifjdYiuk %& 1- mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk esa dksbZ lkFkZd vUrj ugha gSA 2- mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd miyfC/k esa dksbZ lkFkZd vUrj ugha gSA 3- mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa esa vfHkizsj.kk rFkk “kSf{kd miyfC/k ds e/; lglEcU/k esa

dksbZ lkFkZd vUrj ugh gSA ifjlhek %&

� “kks/k v/;;u dsoy 5 fo|ky; dh Nk=kvksa ij fd;k x;k gS lHkh fo|ky; >k¡lh “kgj esa fLFkr gSaA

� dsoy d{kk 11 dh Nk=kvksa dks v/;;u gsrq fy;k x;k gSA � izLrqr “kks/k es U;kn”kZ ds fy, dsoy 100 Nk=kvksa dks fy;k x;k gSA tks lHkh fgUnh ek/;e dh

gSaA � izLrqr v/;;u fof/k esa losZ{k.k fof/k dk iz;ksx fd;k x;k gSA vr% izLrqr “kks/k dh ogh lhek;sa

gSa tks losZ{k.k fof/k dh gSA pj %&

1- “kSf{kd vfHkizsj.kk 2- “kSf{kd miyfC/k

U;kn”kZ %& >k¡lh ftyk “kgjh {ks= esa fLFkfr mPprj ek/;fed fo|ky;ksa esa i<+us okyh Nk=kvksa dks

tula[;k esa “kkfey fd;k x;k gSA bl “kks/k dk;Z esa 100 Nk=kvksa dks U;kn”kZ ¼izfrp;u½ dh bdkbZ;ksa ds :i esa fy;k x;k gS ftlesa 50 Nk=k;sa fuEu vkfFkZd oxZ dh gSa rFkk 50 Nk=k;sa vkfFkZd oxZ ls mPp gSaA izR;sd fo|ky; dh Nk=kvksa dks vkfFkZd oxZ ds vk/kkj ij ;kn`fPNd p;u fof/k ls pquk x;k gS ftldk oxhZdj.k lkj.kh esa n”kkZ;k x;k gSA

lkj.kh la[;k& 1

Øe la[;k

fo|ky;ksa ds uke

Nk=kvksa dh la[;k

mPp vkfFkZd oxZ dh

fuEu vkfFkZd oxZ dh

1- 2- 3- 4- 5-

ykMZ egkdkys”oj b.Vj dkWyst >k¡lh ohjkaxuk >ydkjh b.Vj dkWyst >k¡lh yksdekU; fryd dU;k b.Vj dkWyst] >k¡lh lwjt izlkn jktdh; ckfydk b.Vj dkWyst] >k¡lh Kku LFkyh b.Vj dkWyst] >k¡lh

10 10 10 10

10

10 10 10 10

10

dqy la[;k & 5 50 50


iz;qDr midj.k %& “kks/kdrkZ us “kks/kdk;Z ds fy, fuEufyf[kr midj.kksa dk iz;ksx fd;k gSA “kSf{kd vfHkiszj.kk i=h Mk0 ts0ih0 JhokLro esjB }kjk fufeZr “kSf{kd miyfC/k %& gkbZLdwy vadi= ds vk/kkj ij mijksDr Nk=kvksa dh miyfC/k dk fooj.k ,df=r fd;k x;k gSA vk¡dM+ks dk lk¡f[;dh; fo'ys"k.k %& izLrqr mn~ns”;ksa dh iwfrZ ek/;eku] izekf.kr&fopyu] lh0vkj0 ijh{k.k ,oa lglEcU/k dk iz;ksx fd;k x;k gSA

ifj.kke o fu"d"kZ %& lkj.kh la[;k & 2

mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk ds vUrj gsrq rkfydk &

vkfFkZd oxZ dh

Nk=kvksa dh la[;k

(N)

Nk=kvksa dh

e/;eku

(M)

Nk=kvksa dk eku fopyu

S.D.

Nk=ksa dk

C.R. ewY;

lkFkZdrk Lrj

(100%) ij

ifj.kke

-05 01

mPp Nk=k,¡ 50 233 18-08 14-21

1-96

2-58

vLohd`r fuEu Nk=k,¡ 50 173 23-75

izkIr vUrj dh lkFkZdrk ds fu/kkZj.k ds fy, C.R. ewY; Kkr fd;k x;k] mi;qDr lkj.kh esa

C.R. ewY; dk eku 14-21 gSA tks fd 0-01 Lrj ij vko”;d C.R. lkj.kh esa eku ¼2-58½ ls vf/kd gksus ds dkj.k vUrj lkFkZd gSaA

vr,o iwoZ fufeZr “kwU; ifjdYiuk ^^mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk esa dksbZ lkFkZd vUrj ugha gSA^^ vLohd`r dh tkrh gSA vr% dgk tk ldrk gS fd nksuks lewgksa ds “kSf{kd vfHkizsj.kk esa lkFkZd vUrj gSA ;g fu’d’kZ fudkyk tk ldrk gS fd vkfFkZd oxZ ls mPp Nk=kvksa dk vfHkizsj.kk Lrj vkfFkZd oxZ ls fuEu Nk=kvksa ds vfHkizsj.kk Lrj ls lkFkZd :i ls vf/kd gSA lkj.kh la[;k & 3 mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd miyfC/k ds vUrj gsrq rkfydk

vkfFkZd oxZ dh

Nk=kvksa dh la[;k

(N)

Nk=kvksa dh

e/;eku

(M)

Nk=kvksa dk eku fopyu

S.D.

Nk=ksa dk

C.R. ewY;

lkFkZdrk Lrj

(100%) ij

ifj.kke

-05 01

mPp Nk=k,¡ 50 57 4-91 8-49

1-96

2-58

vLohd`r fuEu Nk=k,¡ 50 49 4-51

izkIr vUrj dh lkFkZdrk fu/kkZj.k ds fy, C.R. ewY; Kkr fd;k x;k] mi;qDr lkj.kh esa C.R.

ewY; dk eku 8-49 gSA tks fd 0-01 Lrj ij vko”;d C.R. eku ¼2-58½ ls vf/kd gksus ds dkj.k vUrj lkFkZd gSA


vr,o iwoZ fufeZr “kwU; ifjdYiuk mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd miyfC/k esa dksbZ lkFkZd vurj ugha gSA vLohd`r dh thr gS vr% dgk tk ldrk gS fd nksuksa lewgksa ds “kSf{kd miyfC/k esa lkFkZd vUrj gSA ;g fu’d’kZ fudkyk tk ldrk gS fd mPp vkfFkZd oxZ dh Nk=kvksa dk miyfC/k Lrj fuEu oxZ dh Nk=kvksa ds miyfC/k Lrj ls lkFkZd :i ls vf/kd gSA

lkj.kh la[;k & 4 mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk rFkk “kSf{kd miyfC/k ds e/; lglEcU/k

ds vUrj gsrq rkfydk & vkfFkZd oxZ dh

Nk=kvksa dh la[;k

(N)

Nk=kvksa dh “kSf{kd vfHkizsj.kk rFkk “kSf{kd miyfC/k ds chp lglEcU/k

Nk=ksa dk

C.R. ewY;

lkFkZdrk Lrj

(100%) ij

ifj.kke

-05 -01

mPp Nk=k,¡ 50 0-381 4-84

1-96

2-58

vLohd`r fuEu Nk=k,¡ 50 0-887

izkIr vUrj dh lkFkZdrk ds fu/kkZj.k ds fy, C.R. ewY; Kkr fd;k x;k] mijksDr lkj.kh esa C.R. ewY;

dk eku 4-84 gSA tks fd 0-01 Lrj ij vko”;d C.R. eku 2-58 ls vf/kd gksus ds dkj.k vUrj lkFkZd gSA

vr,o iwoZ fufeZr “kwU; ifjdYiuk ^^mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk rFkk “kSf{kd miyfC/k ds e/; lglEcU/k esa dksbZ lkFkZd vUrj ugha gSA^^ vLohd`r dh tkrh gS vr% dgk tk ldrk gS fd mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk rFkk “kSf{kd miyfC/k ds chp lglEcU/k esa lkFkZd vUrj gSA foospuk %&

1- mPp oxZ dh Nk=kvksa dks oks lHkh “kSf{kd lqfo/kk;sa fey tkrh gS] tks “kSf{kd miyfC/k izcy cukus esa lgk;d gksrh gS cfYd fuEu oxZ dh Nk=k,¡ bu lqfo/kvksa ls oafpr jg tkrh gSA

2- vkfFkZd n`f’V ls mPp Nk=kvksa dk ikfjokfjd ifjos”k f”kf{kr lnL;ksa dk gksrk gS lHkh cqf)thoh gksrs gSaA tks le;≤ ij vius cPpksa dks vfHkizsfjr djrs jgrs gSa ftlds dkj.k fd bu Nk=kvksa dh “kSf{kd vfHkizsj.kk dkQh Å¡ph gksrh gS tcfd fuEu vkfFkZd oxZ dh Nk=kvksa dk ikfjokfjd Lrj ,slk ugha gksrk gS ftlds dkj.k “kSf{kd vfHkizsj.kk de gksrh gSA

3- mPp oxZ dh Nk=kvksa dh “kSf{kd miyfC/k rFkk “kSf{kd vfHkizsj.kk blfy, Hkh vf/kd gksrh gS] D;ksafd mudh ewy izo``fRr;ksa dh r`fIr lgtrk ls gks tkrh gS mUgsa Hkj.k&iks’k.k dh fpUrk ugha gksrh flQZ viuh mUufr ds ekxZ dh ryk”k esa jgrh gSa] mUgsa ges”kk ;g vfHkizsj.kk feyrh jgrh gS fd mUgsa dqN u;k djuk gS ftlls lekt esa mUufr rFkk lEeku ikus dh vfHkyk”kk cuh jgs tcfd nwljh vksj fuEu vkfFkZd oxZ dh Nk=kvksa esa “kSf{kd miyfC/k rFkk “kSf{kd vfHkizsj.kk blfy, de gksrh gS D;ksafd mudh ewy izk;f;d izofRr;ksa dh r`fIr ugha gks ikrh vkSj os i<+us ds lkFk&lkFk Hkj.k&iks’k.k rFkk fdrkcksa&dkafi;ks dh vuqiyfC/krk dh fpUrk esa jgrh gSaA

4- mfpr iks’k.k ds vHkko esa fuEu oxZ dh Nk=kvksa dk ckSf)d Lrj ij fxj tkrk gS ftlds dkj.k mudh “kSf{kd miyfC/k rks de gksrh gS lkFk esa “kSf{kd vfHkizsj.kk ij bHkh bldk izHkko iM+rk gSA D;ksafd vfHkizsj.kk fiNyh fu’ifRr;ksa ij vk/kkfjr gksrh gS] tcfd mPp vkfFkZd oxZ dh Nk=kvksa dks mfpr iks’k.k feyrk gS rFkk mPp ckSf)d Lrj ds dkj.k “kSf{kd vfHkizsj.kk rFkk “kSf{kd miyfC/k dk Lrj mPp gks tkrk gSA


5- mPp oxZ dh Nk=kvksa dks muds vfHkHkkod “kSf{kd mUufr ds fy,s izsfjr djrs jgrs gSaA vkSj vkdka{kk tkudj vfHkizsfjr djus ij ifj.kke mruk gh mPp gksrk gS] tcfd fuEu vkfFkZd oxZ dh Nk=kvksa ds vfHkHkkod “kSf{kd mUufr ds fy, vfHkizsfjr ugha djrs vkSj dHkh&dHkh rks os grksRlkfgr dj fo|ky; Hkh ugha tkus nsrsA

6- mPp vkfFkZd oxZ dh Nk=kvksa dks fo|ky;h; f”k{kk ds vfrfjDr vU; izdkj ds Kku ds Jksr dEI;wVj] Vh0oh0 jsfM;ks] lekpkj i= rFkk vU; lalk/kuksa ls izkIr gksrs gSaA ftlds ek/;e ls mudh egRokdka{kk c<+rh tkrh gS] vkSj og egRokdka{kk “kSf{kd vfHkizsj.k rFkk “kSf{kd miyfC/k dks c<+kus esa egRoiw.kZ Hkwfedk dk fuokZg djrs gSaA tc fd fuEu vkfFkZd oxZ dh Nk=k,¡ vkfFkZd foiUurk ds dkj. buds Kku ls oafpr jg tkrh gSaA vr% bl dkj.k Hkh budh “kSf{kd vfHkizsj.kk rFkk “kSf{kd miyfC/k esa deh jgrh gSA

lUnHkZ xzUFk lwph %& Hurlock, E.B. (2001). Child Development. New Delhi: Tata McGraw Hill publishing company

limited.

Mishra, U.R. (1971). An investigation into the achievement of with and without parent.

Unpublished doctoral dissertation, Allahabad University, Allahabad.

flUgk ,l0 ih0-¼1967½- , LVMh vkWQ bUVyhtSUl ,.M le ilZusfyVh QSDVlZ bu fjys”ku Vw ,dsMfed ,phoesUV Vw Ldwy LVwMsUV~l,t ih0,p0Mh0 lkbdksykWth ex/k ;wfuoflZVh lkbVsM bu lsds.M losZ vkWQ fjlpZ bu ,twds”ku okMZ ,e0oh0 cqp U;w fnYyh,u0lh0bZ0 vkj0Vh0 1972&78

flag uhye- ¼1989½- vkfFkZd n`f’V ls oakfNr rFkk vokafNr Nk=ksa dh v/;;u dh vknr ,oa mudh “kSf{kd miyfC/k dk v/;;u vuifCyLM fMtjVs”ku bykgkckn ;wfuoflZVh-

feJk] T;ksfr ¼1993½. ek/;fed Lrj ds Nk=ksa dh “kSf{kd vfHkizsj.kk rFkk “kSf{kd larqf’V ds e/;

lglEcU/k dk v/;;u. vizdkf”kr fMtjVs”ku] bykgkckn fo”ofo|ky;] bykgkckn

xSjsV] ,påbZå ¼1989½. f”k{kk vkSj euksfoKku esa lkaf[;dh. ubZ fnYyh % dY;k.kh ifCy”klZ] i`0 242] i0

393] i`0 404.

flag] ,uå ¼1989½. vkfFkZd n`f’V ls oakfNr rFkk vokafNr Nk=ksa dh v/;;u dh vknr ,oa mudh “kSf{kd

miyfC/k dk v/;;u. vizdkf”kr fMtjVs”ku] bykgkckn fo”ofo|ky;] bykgkckn.

********


flag] vkj0 ¼2019½- mPp vkSj fuEu vkfFkZd oxZ dh Nk=kvksa dh “kSf{kd vfHkizsj.kk ,oa “kSf{kd miyfC/k dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 132&136-


izkFkfed d{kkvksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus rFkk fo|ky; NksM+us ds dkj.kksa dk v/;;u

MkW0 jeu flMkuk* ,Oka lriky **

* vflLVsaV izksQslj] f”k{kk”kkL= foHkkx] VkafV;k fo”ofo|ky;] Jhxaxkuxj ¼jkt-½

**'kks/k Nk= ¼,e0,M0½ VkafV;k fo”ofo|ky;] Jhxaxkuxj ¼jkt-½

lkjka”k izLrqr 'kks/k Jhxaxkuxj ftys ds izkFkfed d{kkvksa ds fo|kfFkZ;ksa fo|ky; ls vuqifLFkfr jgus rFkk fo|ky; NksMus ds dkj.kksa dk v/;;u fd;k x;k gSA bl v/;;u gsrq losZ{k.k fof/k dk iz;ksx fd;k x;k gSA U;kn'kZ ds :i esa dqy 100 fo|ky;ksa esa ls 50 fo|ky; dk p;u fd;k x;k A bl izdkj p;uksijkar fo|ky;ksa ls vuqifLFkr jgus okys dqy 300 fo|kFkhZ ,oa fo|ky; NksM+us okys dqy 200 fo|kFkhZ v/;;u esa U;kn'kZ gsrq p;fur gq,A vkadMksa dk ,ddhj.k ds fy;s 'kks/kdrkZ }kjk izkFkfed fo|ky; ds fo|kFkhZ gsrq fo|ky; ls vuqifLFkr jgus ds o fo|ky; NksM+us ds dkj.kksa ds v/;;u gsrq fofHkUu lkaf[;dh fof/k;ka ftlesa e/;eku] ekud fopyu] izk;d lead fo'ys"k.k rFkk T- eku dk iz;ksx fd;k x;kA 'kks/k fo'ys"k.k ds vk/kkj ij ;g irk pyk fd Jhxaxkuxj ftys ds izkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+ nsus ds dkj.kksa esa fyax ds vk/kkj ij gS rFkk lkekftd vkfFkZd fLFkfr ds vk/kkj ij varj ik;k x;k gSA ladsr 'kCn %& izkFkfed fo|ky;] fo|kFkhZ ,oa lkekftd vkfFkZd fLFkfr A

izLrkouk %& fdlh Hkh ns'k esa çkFkfed f'k{kk esa cPpksa dks lEçs"k.k ds ek/;e ls Hkk"kk dk Kku djk;k tkrk gS] mUgsa lkekU; ekuo O;ogkj esa çf'kf{kr fd;k tkrk gS] muesa ns[kus&le>us dh 'kfDr fodflr dh tkrh gS vkSj mUgsa v/;;u dkS'ky esa çf'kf{kr fd;k tkrk gSA ;s lc vkxs dh f'k{kk çkIr djus ds lk/ku gksrs gSa] ek/;e gksrs gSaA bUgha ij vkxs dh f'k{kk fuHkZj djrh gS] bl çdkj çkFkfed f'k{kk vkxs dh f'k{kk dh uhao gksrh gSA ;fn uhao etcwr gksrh gS rks cPpksa dh vkxs dh f'k{kk lqpk: :i ls pyrh gSA

çkFkfed fo|ky;ksa esa cPpksa dk lkekftd] lkaLd`frd] uSfrd ,oa pkfjf=d fodkl fd;k tkrk gS vkSj ekuo O;ogkj esa çf'kf{kr fd;k tkrk gS vkSj bl çdkj muds O;fDrRo dk fodkl fd;k tkrk gSA

tc ge ;g dgrs gSa fd çkFkfed f'k{kk tu f'k{kk gS] lcds fy, f'k{kk gS rks blds ihNs ;g Hkko fNik gS fd blds }kjk lcdks lkekU; thou dh f'k{kk nh tkrh gS] mUgsa lkekU; thou thus ;ksX; cuk;k tkrk gSA vkxs dh f'k{kk rks gesa thou ds fofHkUu {ks=ksa ds fy, rS;kj djrh gSA 'kks/k v/;;u dh vko';drk %&

fo|kfFkZ;ksa dk fo|ky; ls vuqifLFkr jguk ,d ogn leL;k gSA f'k{kdksa rFkk nk'kZfudksa us fo|kfFkZ;ksa dh d{kk esa mifLFkfr dks vR;f/kd egRo fn;k gSA dsoy d{kk ifjos'k esa mifLFkr gksus ij gh fo|kFkhZ f'k{kd ls lh/ks lEidZ esa vkrs gSa] d{kk ifjppkZ esa Hkkx ysrs gSa vkSj lgt lwpuk vknku çnku


dj ykHk çkIr dj ldrs gSaA fo|ky;h mifLFkfr miyfC/k dk vkykspukRed dkjd gS vFkkZr fo|ky;h mifLFkfr miyfC/k dks çHkkfor djrh gSA 'kks/k ls ;g Li"V Hkh gqvk gS fd ^^,sls fo|kFkhZ tks vf/kd vuqifLFkr jgrs gSa os mifLFkr jgus okys fo|kfFkZ;ksa ds rqyuk esa fuEu xzsM çkIr djrs gSaA** d{kk&d{k fo|kfFkZ;ksa dks Qsl&Vw&Qsl le`) okrkoj.k miyC/k djkrk gS tks okLro esa fo|kfFkZ;ksa dh dYiuk 'kfDr dks c<+krk gSA fo|kfFkZ;ksa ds vf/kxe esa ,d çeq[k ck/kk d{kk esa mudh mifLFkfr esa deh gSA ^^vuqifLFkfr dh leL;k çkFkfed Lrj ls 'kq: gksrh gS vkSj ek/;fed Lrj rd pyrh gS rFkk fo|kfFkZ;ksa dh 'kSf{kd ;k=k dks ckf/kr djrh gSA** çkFkfed Lrj ij d{kk esa vuqifLFkr jguk vkxs pydj fo|ky; NksM+us esa ifjofrZr gks tkrk gSA

Ldwy dh ntZ la[;k esa ckyd@ckfydk ds vuqikr esa dkQh vlarqyu gS rFkk cPpksa }kjk Ldwy NksM+ nsuk ,d cgqr cM+h leL;k curh tk jgh gSA tc rd gekjk f'k{kk cks/k fodflr jk"Vªksa dh rjg f'k{kk ij dsafnzr ugha gks tkrk rc rd ge fodflr jk"Vªksa dh rjg m|ksxe;] /kuh ,oa mUufr'khy ugha cu ldsaxsA bl ekxZ esa lcls cM+h ck/kk 'kgjh ,oa xzkeh.k vapyksa ds cPpksa }kjk çkFkfed f'k{kk Lrj ls vkxs ugha c<+uk ;k f'k{kk ds nkSjku mifLFkfr ,oa vojks/ku tSlh leL;kvksa dk f'kdkj gksuk gS tks orZeku le; dk lcls fparuh; fo"k; cu x;k gSA fo"k; dh xaHkhjrk dks le> dj mlds funkukRed igyqvksa dks Kkr djus ds mn~ns'; ls bl fo"k; dk xgu v/;;u fd;k x;kA izeq[k 'kCnksa dh ifjHkk"khdj.k %&

1- çkFkfed fo|ky; (Primary School) çkFkfed fo|ky;ksa ls vk'k; gS ftuesa d{kk 1 ls 5 rd ds fo|kFkhZ f”k{kk xzg.k djrs gSaA

2- vuqifLFkr (Absent) vuqifLFkr 'kCn ls vk”k; fo|kfFkZ;ksa ds çfrfnu fo|ky; esa mifLFkr u gksus ls gSa vFkkZr ~ ,sls fo|kFkhZ ftudh mifLFkfr ekg esa 50 çfr'kr ls Hkh de gksrh gSA

3- fo|ky; NksM+uk (Dropout) fo|ky; NksM+us ls vk”k; d{kk 1 esa dqy ukekafdr fo|kfFkZ;ksa dk vxyh d{kk esa f”k{kk u çkIr djus ls gS vFkkZr~ os fo|kFkhZ tks d{kk 5 rd dh i<+kbZ iw.kZ djus ls iwoZ gh chp esa i<+kbZ NksM+ nsrs gSaA

v/;;u ds mn~ns'; %& izLrqr 'kks/k v/;;u ds fuEu mn~ns'; gS&

1- çkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+us ds dkj.kksa dk fyax ds vk/kkj ij v/;;u djukA

2- çkFkfed fo|ky;ksa ds fo|kfFkZ;kas ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+us ds dkj.kksa dk lkekftd&vkfFkZd fLFkfr ds vk/kkj ij v/;;u djukA

v/;;u dh ifjdYiuk,a %& 1- çkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus fo|ky; NksM+us ds dkj.kksa esa

fyax ¼Nk=@Nk=k½ ds vk/kkj ij dksbZ vUrj ugha gSA 2- çkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus fo|ky; NksM+us ds dkj.kksa esa

lkekftd&vkfFkZd fLFkfr ¼mPp@fuEu½ ds vk/kkj ij dksbZ vUrj ugha gSA v/;;u dk lhekadu %& U;kn'kZ&

bl v/;;u gsrq losZ{k.k fof/k dk iz;ksx fd;k x;k gSA U;kn'kZ ds :i esa dqy 100 fo|ky;ksa esa ls 50 fo|ky; dk p;u fd;k x;kA bl izdkj p;uksijkar fo|ky;ksa ls vuqifLFkr jgus okys dqy 300 fo|kFkhZ ,oa fo|ky; NksM+us okys dqy 200 fo|kFkhZ v/;;u esa U;kn'kZ gsrq p;fur gq,A vkadMksa dk


,ddhj.k ds fy;s 'kks/kdrkZ }kjk izkFkfed fo|ky; ds fo|kFkhZ gsrq fo|ky; ls vuqifLFkr jgus ds o fo|ky; NksM+us ds dkj.kksa ds v/;;u gsrq fofHkUu lkaf[;dh fof/k;ka ftlesa e/;eku] ekud fopyu] izk;d lead fo'ys"k.k rFkk T- eku dk iz;ksx fd;k x;kA 'kks/k fo'ys"k.k ds vk/kkj ij ;g irk pyk fd Jhxaxkuxj ftys ds izkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+_us ds dkj.kksa esa fyax ds vk/kkj ij gS rFkk lkekftd vkfFkZd fLFkfr ds vk/kkj ij varj ik;k x;k gSA 'kks/k midj.k %& çLrqr vuqla/kku esa fo|kfFkZ;ksa ds fo|ky;ksa esa ls vuqifLFkr jgus ,oa fo|ky; NksaM+us ds dkj.kksa dk v/;;u djus gsrq 'kks/kdÙkkZ }kjk nks ekifu;ksa dk fuekZ.k fd;k x;k gSA

1- çkFkfed fo|ky; ds fo|kfFkZ;ksa gsrq fo|ky; ls vuqifLFkr jgus ds dkj.kksa ds v/;;u gsrq ekiuh rFkk & LofufeZr

2- çkFkfed fo|ky; ds fo|kfFkZ;ksa gsrq fo|ky; NksM+us ds dkj.kksa ds v/;;u gsrq ekiuh& LofufeZr rF;ksa dk fo'ys"k.k ,oa O;k[;k %& ifjdYiuk&1

^^çkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+us ds dkj.kksa esa fyax ¼Nk=@Nk=k½ ds vk/kkj ij dksbZ vUrj ugha gSA**

rkfydk la[;k

ifjdfyr ewY;

fo|kfFkZ;ksa ds çkIrkad

Nk= Nk=k ek/; 10-58 11-41 ekud fopyu 2-46 2-11 fo|kfFkZ;ksa dh la[;k 282 218 çeki foHkze 0-21 ek/; vUrj 0-83 ØkfUrd vuqikr ijh{k.k (C.R. test) 4-01 5% lkFkZdrk Lrj ij rkfydk eku 1-96

rkfydk ls Li"V gS fd fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+us ds ds dkj.kksa ds ekiu esa Nk=ksa ds çkIrkadksa dk e/;eku 10-58 rFkk Nk=kvksa ds çkIrkadksa dk e/;eku 11-41 çkIr gqvk gS] tcfd çekf.kd fopyu ds eku Øe”k% 2-46 rFkk 2-11 çkIr gq;s gSaA nksuks lewgksa ds e/;ekuksa dh rqyuk djus ij ØkfUrd vuqikr ijh{k.k (C.R. test) dk eku 4-01 çkIr gqvk gS] tks fd lkFkZdrk dh nh x;h rkfydk ds 5% ds eku ¼1-96½ ls vf/kd gSA vr% dgk tk ldrk gS fd nksuksa e/;ekuks esa lkFkZd vUrj gSA

vr% 'kks/k dk;Z ls iwoZ cuk;h x;h 'kwU; ifjdYiuk vLohdkj dh tkrh gS ifjdYiuk&2

^^çkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+us ds ds dkj.kksa esa lkekftd&vkfFkZd fLFkfr ¼mPp@fuEu½ ds vk/kkj ij dksbZ vUrj ugha gSA**

rkfydk la[;k


ifjdfyr ewY;

fo|kfFkZ;ksa ds çkIrkad

mPp lkekftd vkfFkZd fLFkfr ds

fo|kFkhZ fuEu lkekftd vkfFkZd

fLFkfr ds fo|kFkhZ ek/; 10-24 11-24 ekud fopyu 2-51 2-22 fo|kfFkZ;ksa dh la[;k 147 353 çeki foHkze 0-22 ek/; vUrj 1 ØkfUrd vuqikr ijh{k.k (C.R. test) 4-54 5% lkFkZdrk Lrj ij rkfydk eku 1-96 rkfydk ls Li"V gS fd fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+us ds ds dkj.kksa ds ekiu esa mPp lkekftd&vkfFkZd fLFkfr ds fo|kfFkZ;ksa ds çkIrkadksa dk e/;eku 10-24 rFkk fuEu lkekftd&vkfFkZd fLFkfr ds fo|kfFkZ;ksa ds çkIrkadksa dk e/;eku 11-24 çkIr gqvk gS] tcfd çekf.kd fopyu ds eku Øe”k% 2-51 rFkk 2-22 çkIr gq;s gSaA nksuks lewgksa ds e/;ekuksa dh rqyuk djus ij ØkfUrd vuqikr ijh{k.k (C.R. test) dk eku 4-54 çkIr gqvk gS] tks fd lkFkZdrk dh nh x;h rkfydk ds 5% ds eku ¼1-96½ ls vf/kd gSA vr% dgk tk ldrk gS fd nksuksa e/;ekuks esa lkFkZd vUrj gSA vr% 'kks/k dk;Z ls iwoZ cuk;h x;h 'kwU; ifjdYiuk vLohdkj dh tkrh gS fu"d"kZ %&

çkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus o fo|ky; NksM+us ds ds dkj.kksa esa Nk=ksa dh vis{kk Nk=kvksa esa vuqifLFkfr o fo|ky; NksM+us gsrq vf/kd dkj.k mRrjnk;h ik;s x;sA

çkFkfed fo|ky;ksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus ds dkj.kksa esa mPp lkekftd&vkfFkZd fLFkfr ds fo|kfFkZ;ksa dh vis{kk fuEu lkekftd&vkfFkZd fLFkfr ds fo|kfFkZ;ksa esa vuqifLFkfr o fo|ky; NksM+us gsrq vf/kd dkj.k mRrjnk;h ik;s x;sA 'kks/k v/;;u dh mi;ksfxrk %&

çLrqr v/;;u v/;kidksa esa f'k{k.k dyk ds lq/kkj vkSj mlds cPpksa ds fo|ky; NksM+us ds çHkkoksa ds Li"Vhdj.k dh n`f"V ls cgqr egRoiw.kZ gSA

ekrk&firk ¼vfHkHkkod½ vius cPpksa dh f'k{kk ij leqfpr /;ku nsxsa vkSj fo|ky;ksa esa c<rh vuqifLFkfr ,oa fo|ky; NksM+us dh leL;k dk dkQh gn rd lek/kku lEHko gks ldsxkA

fofHkUu 'kSf{kd ,oa lkekftd uhfr;ksa dks cukus okyksa ds fy, çLrqr 'kks/k vR;Ur egRoiw.kZ gSA Hkkoh vuqla/kku gsrq lq>ko %&

bl gsrq dqN lq>ko fuEufyf[kr gSa & 1- çLrqr 'kks/k v/;;u esa dsoy Jh xaxkuxj ds çkFkfed Lrj ds fo|kfFkZ;ksa dks U;kn”kZ esa 'kkfey

fd;k x;k gSA Hkfo"; esa ;g 'kks/k gkbZLdwy vFkok dkystksa ds fo|kfFkZ;ksa ij Hkh fd;k tk ldrk gSA


2- çLrqr 'kks/k v/;;u fyax] lkekftd&vkfFkZd fLFkfr] tkfr&oxZ rFkk fo|ky; dh fLFkfr ds vk/kkj ij ck¡Vk x;k gSA Hkfo"; esa bls f'k{kk ds ek/;e] /keZ] f'k{kdksa ds O;ogkj o ;ksX;rk ,oa vfHkHkkodksa dh 'kSf{kd fLFkfr ds vk/kkj ij Hkh ck¡Vk tk ldrk gSA

3- çLrqr 'kks/k v/;;u esa fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus rFkk fo|ky; NksM+us ds dkj.kksa dk v/;;u fd;k x;k gS ftlesa dsoy fo|kfFkZ;ksa ls gh vk¡dM+s çkIr fd, x, gSaA Hkfo"; esa fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus rFkk fo|ky; NksM+us ds dkj.kksa dk v/;;u f'k{kdksa rFkk vfHkHkkodksa ls vk¡dM+s çkIr djds Hkh fd;k tk ldrk gSA

lanHkZ xzaFk lwph %& vfXugks=h] vkj0 ¼1990½- Hkkjrh; f'k{kk dh orZeku leL;k,¡- u;h fnYyh % fjlpZ ifCyds'kUl bu lksly

lkbalst voLFkh] vkj0 vkSj ik.Ms] ;w0 ¼2008½] çkFkfed f'k{kk dh lkoZHkkSfedrk esa ^fo'ks"kdj ckfydk f'k{kk esa*

viO;; ,oa vojks/ku- ifjçs{;-15]¼1½- dqekj] vkj0 ¼2010½- e/;kgu Hkkstu ;kstuk dh Lohdk;Zrk rFkk gfj}kj ftys ds çkFkfed fo|ky;ksa esa

v/;;ujr~ Nk=ksa ds ukekadu ij blds çHkko dk v/;;u*- 'kks/k leh{kk vkSj ewY;kadu- b';w 20] ikBd] ih0Mh0 ¼2014½] Hkkjrh; f'k{kk vkSj mldh leL;k;sa- vkxjk % fouksn iqLrd efUnj- egjks=k] eerk ,oa 'kekZ] egs'k ¼2011½- f'k{kk dk vf/kdkj- fnYyh % çHkkr çdk'ku- ;kno] vkj0 ¼2011½] çkFkfed ,oa iwoZ ek/;fed f'k{kk esa viO;; ,oa vojks/ku dk rqyukRed v/;;u]

¼tuin lUr jfonkl uxj] Hknksgh ds fo'ks"k lUnHkZ esa½- ih-,p&Mh- 'kks/k çcU/k ¼vçdkf'kr½ f'k{kk 'kkL=] bykgkckn % mRrj çns'k jktf"kZ V.Mu eqDr fo'ofo|ky;]

jke]ih0 vkSj jke] ,l0 ¼2008½- çkFkfed fo|ky;ksa esa lkekU; ,oa n`f"Vghu cPpksa ds 'kSf{kd viO;; laca/kh leL;kvksa dk rqyukRed v/;;u*- ifjçs{;- 15]¼1½-

jke'kdy ik.Ms; ,oa d#.kk 'kadj feJ ¼2001½- Hkkjrh; f'k{kk dh lelkef;d leL;k,¡- vkxjk % fouksn iqLrd efUnj-

'kekZ] vkj-,- ¼2000½- f”k{kk vuqla/kku- esjB % vkj-yky cqd fMiks- lkjLor] ekyrh ,oa cktis;h] ,y-ch- ¼2000½- f'k{kk dh leL;k;sa ,oa ç;ksx- bykgkckn % vkyksd

çdk'ku-

********


flMkuk] vkj0 ,Oka lRkiky ¼2019½- izkFkfed d{kkvksa ds fo|kfFkZ;ksa ds fo|ky; ls vuqifLFkr jgus rFkk fo|ky; NksM+us ds dkj.kksa dk v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 137&141-


izf”k{kq f”k{kdkas eas ySafxd :f<+;qfDr;ksa dk v/;;u

MkWå xkSjo jko* ,Oka jke xqIrk** *mikpk;Z] ch0,M0@,e-,M- foHkkx] f”k{kk ,oa lgc) foKku ladk;] egkRek T;ksfrck Qqys :gsy[k.M fo”ofo|ky;]

cjsyh **“kks/k Nk=] f”k{kk foHkkx] N=ifr “kkgw th egkjkt fo”ofo|ky;] dkuiqj

lkjka”k

ekuoh; lf’V dh lajpuk esa efgykvksa dk egRRoiw.kZ LFkku gSA os lekt dh vk/kkjf”kyk dk fuekZ.k blds ukxfjdksa ds l`tu }kjk djrha gSaA mUgsa bl gsrq lkekftd lEekutud vfHko`fRRk ls ns[kk tkuk pkfg, vkSj ;fn ugha rks de ls de lekt esa lekurk ds volj o n`f’V dk okafNr gd rks vo”; gh izkIr gksuk pkfg,A orZeku esa rduhd o foKku ds bl vFkZiz/kku ;qx esa efgyk,a vkRefuHkZj gks jgha gSa vkSj iq#’kksa ds lkFk dU/ks ls dU/kk feykdj thou ds izR;sd {ks= esa mudh lg;ksxh cuh gqbZ gSa ijUrq fQj Hkh lekt esa mUgsa de le>dj lekt ds nwljs oxZ] iq#’kksa] }kjk mUgsa gs; n`f’V ls ns[kk tkrk gSAQyLo#i lekt esa efgykvksa o iq#’kksa esa ijLij ,d fof”k’V vfHko`fRr dk fuekZ.k gqvk gSA ,d yEcs le; ls lekt esa O;kIr ;g vfHko`fRr lekt esa ,d n`<+ vk/kkj fufeZr dj pqdh gS ftls ySafxd #f<+;qfDr dh laKk ls igpkuk tkrk gSA lekt esa f”k{kd dks lekt ds vk/kkjksa o ewY;ksa dh n”kk o fn”kk fu/kkZjd ds #i esa Lohdkj fd;k tkrk gSA f”k{kd] Kku ds izdk”k ls lekt esa O;kIr cqjkb;ksa dks fou’V dj mls fueZy cukus dk dk;Z djrk gSA izLrqr “kks/k v/;;u esa blh rF; dks n`f’Vxr j[krs gq, izf”k{kq&f”k{kdksa esa {ks= o fyax ds vk/kkj ij ySafxd #f<;qfDr;ksa dk rqyukRed v/;;u fd;k x;k gS ftlls lekt esa “kSf{kd ØkfUr ds vkyksd esa Hkkoh f”k{kd bu #f<+;qfDr;ksa dks nwj dj ldsaA bl v/;;u esa dkuiqj tuin ds xzkeh.k o “kgjh {ks= ds 44 egkfo|ky;ksa esa ls 8 egkfo|ky;ksa dk ;kn`fPNd p;u dj muesa vlekuqikfrd LrjhÑr ;kn`fPNd U;kn”kZu fof/k }kjk 200 izf”k{kq&f”k{kdksa dk p;u fd;k x;k rFkk LofufeZr ySafxd #f<+;qfDr erkoyh ds }kjk izkIr iznRrksa ds ØkfUrd&vuqikr ijh{k.kxr lkaf[;dh; fo”ys’k.k }kjk Kkr fd;k fd “kgjh {ks= ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksa esa ySafxd #f<+;qfDr;k¡ lcls de ik;h x;ha o buesa lkFkZd vUrj Hkh ugha ik;k x;kA xzkeh.k {ks= ds iq#’k izf”k{kq&f”k{kdksa esa ySafxd #f<+;qfDr;k¡ lokZf/kd ik;h x;ha rFkk xzkeh.k {ks= esa iq#’k o efgyk izf”k{kq&f”k{kdksa dh ySafxd #f<+;qfDr;ksa eas Hkh lkFkZd vUrj ik;k x;kA “kgjh o xzkeh.k {ks= ds iq#’k izf”k{kq f”k{kdksa o “kgjh o xzkeh.k {ks= dh efgyk izf”k{kq f”k{kdksa esa ySafxd #f<+;qfDr;ksa ds vk/kkj ij vUrj lkFkZd ik;k x;kA eq[; “kCn izf”k{kq&f”k{kd] ySafxd&#f<+;qfDr;k¡A izLrkouk %&

fdlh Hkh jk’Vª ds fodkl dh dYiuk ml ns”k dh efgykvksa ds mRFkku fcuk lEHko ugh gSA thou ds izR;sd {ks= esa efgykvksa dk ;ksxnku fof”k’V gSA ekuoh; lf’V ds ltu esa egrh Hkkxhnkjh ds lkFk gh fo”o dh yxHkx vk/kh vkcknh dk izfrfuf/kRo Hkh efgykvksa ds }kjk gksrk gS lkFk gh os iq#’kksa dks thou ds izR;sd {ks= esa cjkcjh ls lg;ksx nsrh jgha gSaA Hkkjr eas lkekftd o laoS/kkfud rkSj ij izR;sd {ks= eas mUgs iq:’kksa ds leku ekus tkus dk vf/kdkj izkIr gS( ijUrq reke laoS/kkfud] lkewfgd o


oS;fDrd iz;klksa ds ckotwn vkt Hkh mUgas lekt esa iq:’kksa ds leku og mfPkr vf/kdkj izkIr ugha gSftldk izeq[k dkj.k gS( iq:’kksa ds vUnj O;kIRk og ijaijkoknh vfHko`fRr ftlds dkj.k efgykvksa ds izfr mUkdk O;ogkj :f<+;qDr fn[kkbZ nsrk gSA QyLo:i fL=;ksa dks vlekurk >syuh iM+rh gS rFkk mUgs lekt dh detksj dM+h le>k tkus yxrk gSA

lekt es O;kIr :f<+;qfDr;ksa dk vk/kkj fdlh u fdlh izdkj dk erHksn gS tks /keZ] tkfr] {ks=] “kkjhfjd cukoV bR;kfn ds vk/kkj ij ekufld vk/kkj xzg.k dj lekt o O;fDr esa lekfgr gks tkrk gSA dkykUrj esa ;fn fdlh izdkj bu erHksnxr fufeZr fo”ks’krkvksa ds vk/kkj ij dksbZ iwokZuqeku iq’V gksrk gS rks Øfed #i esa ;g eukso`fRr n`<+ gksdj :f<+;qfDr;ksa dk vkdkj ys ysrh gSA

lekt esa dHkh&dHkh fdlh O;fDr dh :f<+;qfDr ls lEcfU/kr gekjh vfHk/kkj.kk rFkk ml O;fDr ds okLrfod O;ogkj ds chp vlaxfr ds dkj.k ge ruko rFkk }U} dh fLFkfr esa iM tkrs gS( tSls j{kd dk Hk{kd tSlk O;ogkj ns[kuk ;k fo”oLr dk /kks[kk nsuk vkfnA dHkh&dHkh vUrZoS;fDrd lEcU/kksa dks LFkkfir djus ds ekXkZ esa Hkh ;s :f<+;qfDr;k¡ ck/kd fl) gksrh gSA

ySafxd :f<+;qfDr;ksa dk vk/kkj fyax vk/kkfjr erHksn gSA ekuo lekt esa dqN fo”ks’krkvksa ds vk/kkj ij gqvk ;g foHkktu lekt ds fy, udkjkRed gksrk gS D;ksafd buds QyLo#i bu lewgksa esa lg;ksx dh vis{kk lgt }U} gksus dh lEHkkouk vf/kd jgrh gSA

efgykvksa ds lkFk gksus okys bl rjg ds vleku O;ogkj dk dkj.k dsoy iq#’k lRrkRed vfHko`fRr gh ftEesnkj ughagS oju~ muds lkFk&lkFk Lo;a efgykvksa dh Hkh vfHko`fRr ftEesnkj gSAvf/kdrj os ukjh lekt ds izfr Lo;a gh udkjkRed vfHko`fRr dks /kkj.k dj ysrh gaS ftlds dkj.k os Lo;a efgykvksa ds lkFk gksus okys vU;k; ds fy;s ftEesnkj gksrh gSaA dbZ ckj rks Lo;a dbZ efgyk,a Lo;a ij gksus okys vU;k; ds fy;s HkkX; ;k Lo;a dks gh ftEesnkj eku ysrh gSa vkSj vU;k; lgu djrh jgrh gSaA

efgykvksa ,oa iq:’kkas ds vUnj O;kIr bl rjg dh ySafxd :f<+;qfDr;ksa dks lekIr djus esa f”k{kk dk vge ;ksxnku jgk] tu lkekU; dh efgykvksa ds izfr udkjkRed :f<+;qfDr;ksa dks cnyus esa f”kf{kr lekt dke;kc lkfcr gksrk fn[krk gS] fdUrq bu lc ds ckotwn vkt Hkh dgha u dgha efgykvksa ds izfr ySafxd :f<+;qfDr;k¡ vHkh Hkh fn[kkbZ nsrh jgrh gSaA vkt Hkh Hkkjr esa fir`lRrkRed fopkj/kkjk ds dkj.k f”kf{kr yksx Hkh efgykvkas ds izfr viuh :f<+;qfDr;ksa ls foeq[k ugh gks ikrs gaSA

fczfV”k nklrk ls eqfDr ds ckn Hkkjr ljdkj }kjk f”k{kk O;oLFkk esa ifjektZu gsrq le;≤ ij fofHkUu vk;ksaxksa] lfefr;ksa dk fuekZ.k gqvk ftuds QyLo:i f”k{kk O;oLFkk dk orZeku Lo:i O;ofLFkr gksdj [kMk gqvk gSA bruh dksf”k”kksa ds ckotwn vk, fnu efgykvksa ds lkFk gksus okys HksnHkko o vijk/k] tSls yM+dh Hkzw.k dh gR;k] fookg esa ngst izrkM+uk] yM+dh dh vis{kk f”k{kk o vU; vkfFkZd voljksa esa yM+dksa dks ojh;rk vkfn crkrs gSa fd vHkh f”k{kk iz.kkyh esa mUu;u dh vko”;drk gS] ftlls lekt esa O;kIr ySafxd :f<+;qfDr;ksa dks de ;k lekIr fd;k tk ldsA jk’Vªds fodkl ds fy, efgykvksa dk fodkl vfr vko”;d gSA Lokeh foosdkuUn ds vuqlkj& ^^tc rd efgykvksa dh fLFkfr ugh lq/kjrh rc rd fo”o ds dY;k.k dh dksbZ laHkkouk ugh gSA**

loZfofnr gS fd izR;sd jk’Vª vius lekt dks fodflr djus ds fy;s le;≤ ij ubZ&ubZ ;kstuk,a rS;kj djrk gS D;ksafd fdlh Hkh jk’Vª dk fodkl fo”ks’k :i ls mlds lekt dh mUufr ij gh fuHkZj djrk gSA lekt ds fuekZ.k dh ;g igy fcuk f”k{kk ds l”kDr ek/;e ds lEHko ugha gks ldrhA ;g f”k{kk O;fDr dks fo”ys’kd cqf) dk Lokeh cukdj fofHkUu :f<+;qfDr;ksa ds cU/ku ls eqDr djrh gSA lekt esa O;kIr ySafxd :f<+;qfDr;ksa dks nwj djus ds fy, Hkh f”k{kk ds izdk”k dh vko”;drk gS ftls


lekt esa leku #i esa QSykdj mls izxfr”khy cukus dk egku nkf;Ro f”k{kd dk gksrk gSA ijUrq lekt dk vifjgk;Z vax gksus ds dkj.k f”k{kd dks Hkh :f<+;qfDr;ksa ls xzLr gksus dh lEHkkouk ls bUdkj ugha fd;k tk ldrkA ;fn f”k{kd gh :f<+;qfDr;ksa ls xzLr gksxk rks lekt ls bl cqjkbZ ds fujkdj.k dk ekxZ vR;Ur nq’dj gks tkrk gSA f”k{kd ds fuekZ.k dk dk;Z izf”k{k.k laLFkkuksa esa gksrk gS vkSj cgqr ls dkS”kyksa ds fodkl ds lkFk gh muesa reke ewY;ksa ds vkjksi.k vkSj vfHko`fRRk ifjektZu dk dk;Z blh nkSjku gksrk gSA

vr%“kks/kkFkhZ us orZeku f”k{kk iz.kkyh esa f”k{kk izfØ;k dh es#jTtq bUgha izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa dk v/;;u djus dk fu”p; fd;k] ftlds vk/kkj ij ;g Kkr gks lds fd uohu ih<+h esa ySafxd :f<+;qfDrxr dksbZ ifjorZu gqvk gS ;k ughaA LkkFk gh v/;;u ds ek/;e ls “kks/kkFkhZ f”kf{kr lekt dh ySafxd :f<+;qfDr;ksa ds laHkkfor dkj.kksa] vfHko`fRr dk Lrj] ”kSf{kd Lrj ij dfe;k¡ Kkr dj muds lek/kku rd igqapk tk ldsA izeq[k inksa dk ifjHkk’khdj.k %& izf”k{kq f”k{kd %&

izf”k{kq f”k{kd ls rkRi;Z ,sls fdlh O;fDr ls gS tks vHkh fdlh f”k{kd&izf”k{k.k laLFkku esa izf”k{k.kjr~ gSA ySafxd :f<+;qfDr %&

ySafxd :f<+;qfDr;k¡ okLro esa fopkjkas vFkok /kkj.kkvksa dh ,slh iwoZdYiuk,¡ gSa] ftuds }kjk efgykvksa ,oa iq:’kksa dh Hkwfedkvkas ,oa fo”ks’krkvksa dks euekus@,di{kh; rjhds ls fu/kkZfjr vFkok fuf”pr dj mudh Hkwfedkvksa dks lhfer dj fn;k tkrk gSA “kks/k v/;;u dsmn~ns”; %& “kks/k v/;;u ds izeq[k mn~ns”; fuEufyf[kr gS&

• O1: “kgjh i`’BHkwfe ds izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa dk rqyukRed v/;;u djukA

• O2: xzkeh.k i`’BHkwfe ds izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa dk rqyukRed v/;;u djukA

• O3: “kgjh ,oa xzkeh.k i``’BHkwfe ds iq#’k izf”k{kq&f”k{kdkasdh ySafxd :f<+;qfDr;ksa dk rqyukRed v/;;u djukA

• O4: “kgjh ,oa xzkeh.k i``’BHkwfe dh efgyk izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa dk rqyukRed v/;;u djukA

• O5: “kgjh ,oa xzkeh.k i`’BHkwfe ds izf”k{kq&f”k{kdksaas dh ySafxd :f<+;qfDr;ksa dk rqyukRed v/;;u djukA

v/;;u dh ifjdYiuk,a %& “kks/k v/;;u dh izeq[k ifjdYiuk,a fuEufyf[kr gSa&

• H1: “kgjh i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA

• H2: xzkeh.k i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA


• H3: “kgjh ,oa xzkeh.k i``’BHkwfe ds iq#’k izf”k{kq&f”k{kdkas dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA

• H4: “kgjh ,oa xzkeh.k i`’BHkwfe dh efgyk izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA

• H5: “kgjh ,oa xzkeh.k i`’BHkwfe ds efgyk ,oa iq#’k izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA

v/;;u dk ifjlhekadu %& bl “kks/k v/;;u dh tula[;k]tuin dkuiqj uxj ds “kgjh ,oa xzkeh.k {ks= esa fLFkr N=ifr

“kkgw th egkjkt fOk”ofo|ky;] dkuiqj ls lEc) egkfo|ky;ksa esa ch- ,M- ikB~;Øe ds vUrxZriwoZ lsokdkyhu izf”k{k.kjr~ izf”k{kq f”k{kd gSaAv/;;u dh ifj”kq+)rk dk Lrj 95 izfr”kr ;k 0-05 lkFkZdrk Lrj fu/kkZfjr fd;k x;kA v/;;u esa iz;qDr “kks/k fof/k %&

izLrqr “kks/k v/;;u eas losZ{k.k “kks/k fof/k dk iz;ksx dj vkadM+ksa dk ladyu fd;k x;k gSA blesa dkuiqj tuin ds “kgjh o xkeh.k {ks= esa fLFkr 44 egkfo|ky;ksa esa ls 8 egkfo|ky;ksa dk p;u dj muls 200 izf”k{kq&f”k{kdksa ds U;kn”kZ dk p;u vlekuqikfrd LrjhÑr ;kn`fPNd U;kn”kZu fof/k }kjk fd;k x;k gSA

izf”k{kqvksa esa ySafxd :f<+;qfDr;ksa dks Kkr djus ds fy, LofufeZr midj.k dk iz;ksx fd;k x;k ftldk fuekZ.k N% vk;keksa ds vUrxZr fd;k x;k ftlesa vufUre #i ls izfr vk;ke 10 dFkuksa ds lkFk dqy 60 dFkuksa dks lfEefyr fd;k x;k ftlesa ls dfBukbZ Lrj ,oa foHksnu {kerk dh dlkSVh ds ckn 50 dFkuksa dk p;u dj midj.k dk vfUre izk#i fufeZr fd;k x;kA ;s N% vk;ke fuEufyf[kr gSa& 1- Lkkekftd&ikfjokfjd vo/kkj.kk lEcU/kh ySafxd :f<+;qfDr;ksa ij vk/kkfjr dFku 2- v/;;u fo’k;&“kS{kf.kd {ks= p;u lEcU/kh ySafxd :f<+;qfDr;ksa ij vk/kkfjr dFku 3- is”kk@jkstxkj p;u lEcU/kh ySafxd :f<+;qfDr;ksa ij vk/kkfjr dFku 4- [ksydwn ds {ks=&p;u lEcU/kh ySafxd :f<+;qfDr;ksa ij vk/kkfjr dFku 5- LoHkko lEcU/kh ySafxd :f<+;qfDr;ksa ij vk/kkfjr dFku 6- vknr lEcU/kh ySafxd :f<+;qfDr;ksa ij vk/kkfjr dFku

midj.k dh fo”oluh;rk foHkDrk)Z fof/k }kjk fo”oluh;rk xq.kkad0-84 rFkk lEiw.kZ ijh{k.k dh fo”oluh;rk Lih;jeSu&czkmu izksQslh }kjk 0-91izkIr gqbZA midj.k dh vkeq[k oS/krk fo”ks’kKksa dh jk; ij mPp lqfuf”pr dh x;hA iznRrksa dk fo”ys’k.k ,oa ifjdYiukvksa dk ijh{k.k %&

bl v/;;u gsrq 200 izf”k{kqvksa dk p;u dj iznRr ladyu fd;k x;kA iznRrksa ds Qykadu mijkUr izkIr iznRrksa dh lgk;rk ls e/;eku rFkk ekud fopyu Kkr fd;k x;k gS ftlds vk/kkj ij ifjdYiukvksa dk ijh{k.k Hkh fd;k x;k gSA iznRrksa ds laxzg.k mijkUr izR;sd lewg ds fy, ifjxf.kr e/;eku rFkk ekud fopyu ds ekuksa dks fuEu izdkj ls n.M vkjs[k }kjk iznf”kZr fd;k x;k gS&


e/;eku o izkekf.kd fopyu Kkr djus ds ckn pkjksa oxkasZ ¼”kgjh&xzkeh.k rFkk iq#’k ,oa efgyk izf”k{kq f”k{kd½ ds e/;ekuksa ds vUrj dh lkFkZdrk Kkr djus ds fy, 0-05 Lrj ij i`Fkdr% ØkfUrd vuqikr dh x.kuk dh xbZ gS ftls izR;sd rkfydk esa ifjdYiuk ijh{k.k ds lkFk gh iznf”kZr fd;k x;k gSA

v/;;u esa mn~ns”;ksa ds vuqlkj ifjdYiukvksa ¼�n; n=1,2,3,4,5½ dk ijh{k.k Øe”k% “kwU; ifjdYiukvksa (�on) ds f}&iqPNh; (Two Tailed) ØkfUrd vuqikr lkFkZdrk ijh{k.k }kjk fd;k x;kA vr% nksuksa lewgksa ds e/;ekuksa ds vUrj dh lkFkZdrk ds fu/kkZj.k esa iz;qDr “kks/k ,oa “kwU; ifjdYiuk dk fu/kkZj.k fuEuor~ fd;k x;k&

“kks/k ifjdYiuk] �n: μ1&μ2≠0

“kwU; ifjdYiuk] �on: μ1&μ2=0; tgk¡ n=1,2,3,4,5. mn~ns”; O1ds vuq#i ifjdYiuk H1 dh tkap djus gsrq “kwU; ifjdYiuk Ho1fufeZr dh x;h

gSAHo1 ds lkis{k fufeZr lkaf[;dh; “kwU; ifjdYiuk “kgjh i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj ugha gS] dks iznf”kZr djrh gSA nksuksa lewgksa ds izkIrkadksa ls ØkfUrd&vuqikr fuEukafdr rkfydk ds vuq#i ifjxf.kr fd;k x;kA

Øe la[;k

Lkewg dqy la[;k

e/;eku

(M)

Ekkud

fopyu (σ)

ekud =qfV

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ØkfUrd&vuqikr dk ifjxf.kr

eku

ØkfUrd&vuqikr dk lkfj.kh

eku*

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01

“kgjh iq#’k izf”k{kq f”k{kd

50 22-04 9-7014

1-7629 0-0226 1-96 vlkFkZd

02

“kgjh efgyk izf”k{kq f”k{kd

50 22 7-8281


voyksduksijkUr ik;k x;k fd ifjxf.kr ØkfUrd&vuqikr dk eku 0-0226 f}&iqPNh; lkFkZdrk ijh{k.k ds fy, 0-05 lkFkZdrk Lrj ij fu/kkZfjr lkfj.kh eku 1-96 ls de gSA vr% “kgjh i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj ugha gSA QyLo#i “kwU; lkaf[;dh; ifjdYiuk dh iqf’V gksrh gS ftl dkj.k “kwU; ifjdYiuk Lohdkj dh tkrh gS vkSj “kks/k ifjdYiuk dks fujLr fd;k tkrk gSA ifj.kker% dgk tk ldrk gS fd “kgjh i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj ugha gSA

mn~ns”; O2 ds vuq#i ifjdYiuk H2 dh tkap djus gsrq “kwU; ifjdYiuk Ho2 fufeZr dh x;h gSA Ho2 ds lkis{k fufeZr lkaf[;dh; “kwU; ifjdYiuk xzkeh.k i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj ugha gS] dks iznf”kZr djrh gSA nksuksa lewgksa ds izkIrkadksa ls ØkfUrd&vuqikr fuEukafdr rkfydk ds vuq#i ifjxf.kr fd;k x;kA

Øe la[;k

Lkewg dqy la[;k

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Ekkud fopyu

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01 xzkeh.k iq#’k izf”k{kq f”k{kd

50 34-58 6-0269

1-2199 2-52 1-96 lkFkZd

02 xzkeh.k efgyk izf”k{kq f”k{kd

50 31-50 6-1717

fu’d’kZ* H2 : μ1-μ2≠0; LohÑr

Ho2 : μ1-μ2=0; fujLr

*0-05 lkFkZdrk Lrj ij

voyksduksijkUr ik;k x;k fd ifjxf.kr ØkfUrd&vuqikr dk eku 2-52 f}&iqPNh; lkFkZdrk ijh{k.k ds fy, 0-05 lkFkZdrk Lrj ij fu/kkZfjr lkfj.kh eku 1-96 ls vf/kd gSA vr% xzkeh.k i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj gSA QyLo#i “kwU; lkaf[;dh; ifjdYiuk dh vlR; fl) gksrh gS ftl dkj.k “kwU; ifjdYiuk vLohdkj dh tkrh gS vkSj “kks/k ifjdYiuk dks Lohdkj fd;k tkrk gSA ifj.kker% dgk tk ldrk gS fd xzkeh.k i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA

mn~ns”; O3ds vuq#i ifjdYiuk H3 dh tkap djus gsrq “kwU; ifjdYiuk Ho3 fufeZr dh x;h gSAHo3 ds lkis{k fufeZr lkaf[;dh; “kwU; ifjdYiuk “kgjh ,oa xzkeh.k i`’BHkwfe ds iq#’k izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj ugha gS] dks iznf”kZr djrh gSA nksuksa lewgksa ds izkIrkadksa ls ØkfUrd&vuqikr fuEukafdr rkfydk ds vuq#i ifjxf.kr fd;k x;kA

fu’d’kZ*

H2 : μ1-μ2≠0; fujLr

Ho2 : μ1-μ2=0; LohÑr

*0-05 lkFkZdrk Lrj ij


voyksduksijkUr ik;k x;k fd ifjxf.kr ØkfUrd&vuqikr dk eku 7-76 f}&iqPNh; lkFkZdrk ijh{k.k ds fy, 0-05 lkFkZdrk Lrj ij fu/kkZfjr lkfj.kh eku 1-96 ls vf/kd gSA vr% “kgjh ,oa xzkeh.k i`’BHkwfe ds iq#’k izf”k{kq f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj gSA QyLo#i “kwU; lkaf[;dh; ifjdYiuk vlR; fl) gksrh gS ftl dkj.k “kwU; ifjdYiuk vLohdkj dh tkrh gS vkSj “kks/k ifjdYiuk dks Lohdkj fd;k tkrk gSA ifj.kker% dgk tk ldrk gS fd “kgjh ,oa xzkeh.k i`’BHkwfe ds iq#’k izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA

mn~ns”; O4ds vuq#i ifjdYiuk H4 dh tkap djus gsrq “kwU; ifjdYiuk Ho4 fufeZr dh x;h gSA Ho4 ds lkis{k fufeZr lkaf[;dh; “kwU; ifjdYiuk “kgjh ,oa xzkeh.k i`’BHkwfe dhefgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj ugha gS] dks iznf”kZr djrh gSA nksuksa lewgksa ds izkIrkadksa ls ØkfUrd&vuqikr fuEukafdr rkfydk ds vuq#i ifjxf.kr fd;k x;kA

Øe la[;k

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(M)

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(σ)

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eku


eku*

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01

“kgjh efgyk izf”k{kq f”k{kd

50 22 7-8281

1-4097 6-74 1-96 lkFkZd

02

xzkeh.k efgyk izf”k{kq f”k{kd

50 31-50 6-1717

fu’d’kZ*



*0-05 lkFkZdrk Lrj ij voyksduksijkUr ik;k x;k fd ifjxf.kr ØkfUrd&vuqikr dk eku 6-74 f}&iqPNh; lkFkZdrk ijh{k.k ds fy, 0-05 lkFkZdrk Lrj ij fu/kkZfjr lkfj.kh eku 1-96 ls vf/kd gSA vr% “kgjh ,oa xzkeh.k i`’BHkwfe dh efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj gSA QyLo#i “kwU; lkaf[;dh; ifjdYiuk vlR; fl) gksrh gS ftl dkj.k “kwU; ifjdYiuk vLohdkj dh tkrh gS vkSj “kks/k ifjdYiuk dks Lohdkj fd;k tkrk gSA ifj.kker% dgk tk ldrk gS fd “kgjh ,oa xzkeh.k i`’BHkwfe dh efgyk izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA

mn~ns”; O5 ds vuq#i ifjdYiuk H5 dh tkap djus gsrq “kwU; ifjdYiuk Ho5 fufeZr dh x;h gSA Ho5 ds lkis{k fufeZr lkaf[;dh; “kwU; ifjdYiuk “kgjh ,oa xzkeh.k i`’BHkwfe ds izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj ugha gS] dks iznf”kZr djrh gSA nksuksa lewgksa ds izkIrkadksa ls ØkfUrd&vuqikr fuEukafdr rkfydk ds vuq#i ifjxf.kr fd;k x;kA


Øe la[;k

Lkewg dqy la[;k

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(M)

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(σ)

ekud =qfV

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eku


eku*

lkFkZdrk

fu.kZ;*

01 “kgjh izf”k{kq f”k{kd

100 22-02 8-8147

1-1727 10-176 1-96 lkFkZd

02 xzkeh.k izf”k{kq f”k{kd

100 33-04 6-2911

fu’d’kZ*



*0-05 lkFkZdrk Lrj ij voyksduksijkUr ik;k x;k fd ifjxf.kr ØkfUrd&vuqikr dk eku 10-176 f}&iqPNh; lkFkZdrk ijh{k.k ds fy, 0-05 lkFkZdrk Lrj ij fu/kkZfjr lkfj.kh eku 1-96 ls vf/kd gSA vr% “kgjh ,oa xzkeh.k i`’BHkwfe ds izf”k{kq f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkad e/;ekuksa esa lkFkZd vUrj gSA QyLo#i “kwU; lkaf[;dh; ifjdYiuk vlR; fl) gksrh gS ftl dkj.k “kwU; ifjdYiuk vLohdkj dh tkrh gS vkSj “kks/k ifjdYiuk dks Lohdkj fd;k tkrk gSA ifj.kker% dgk tk ldrk gS fd “kgjh ,oa xzkeh.k i`’BHkwfe ds izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj gSA v/;;u ds ifj.kke ,oa O;k[;k %&

bl ”kks/k v/;;u ds fu’d’kZ mRrj izns”k ds dkuiqj tUkin esa fLFkr N=ifr “kkgw th egkjkt fo”ofo|ky; ls lEc) ch-,M- egkfo|ky;ksa eas izf”k{k.kjr~ izf”k{kq f”k{kdksa ds ySafxd #f<+;qfDr;ksa ds lUnHkZ esa izkIr iznRrksa ds vk/kkj ij izkIr gq, gSa tks izf”k{kq f”k{kdksa eas ySafxd :f<+;qfDr;ksa dk rqyukRed fooj.k {ks= vkSj fyax ds vk/kkj ij iznf”kZr djrs gSaA bl “kks/kdk;Z esa ladfyr iznRrksa ds lkaf[;dh; fo”ys’k.k ds i”pkr~ fuEufyf[kr ifj.kke izkIr gq, gSa&

• v/;;u esa ik;k x;k gS fd “kgjh i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa ds izkIrkadksa ds e/;ekuksaesa lkFkZd vUrj ugha gS vFkkZr~ ge ;g dg ldrs gSa fd “kgjh i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa esa lkFkZd vUrj ugha gSA

• v/;;u esa ik;k x;k gS fd xzkeh.k i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksadh ySafxd :f<+;qfDr;ksa ds izkIrkadksa ds e/;ekuksa esa lkFkZd vUrj gS vFkkZr~ ge ;g dg ldrs gSa fd xzkeh.k i`’BHkwfe ds iq#’k ,oa efgyk izf”k{kq&f”k{kdksadh ySafxd :f<+;qfDr;ksa esa vUrj gksrk gSA

• v/;;u esa ik;k x;k gS fd “kgjh ,oa xzkeh.k i`’BHkwfe ds iq#’k izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa ds izkIrkadksa ds e/;ekuksaesa lkFkZd vUrj gS vFkkZr~ ge ;g dg ldrs gSa fd “kgjh ,oa xzkeh.k i`’BHkwfe ds iq#’k izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa esa vUrj gksrk gSA

• v/;;u esa ik;k x;k gS fd “kgjh ,oa xzkeh.k i`’BHkwfe dh efgyk izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa ds izkIrkadksa ds e/;ekuksa esa lkFkZd vUrj gS vFkkZr~ ge ;g dg ldrs gSa fd “kgjh ,oa xzkeh.k i`’BHkwfe dh efgyk izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa esa vUrj gksrk gSA


• v/;;u esa ik;k x;k gS fd “kgjh ,oa xzkeh.k i`’BHkwfe ds izf”k{kq&f”k{kdksas dh ySafxd :f<+;qfDr;ksa ds izkIrkadksa ds e/;ekuksaesa lkFkZd vUrj gSvFkkZr~ ge ;g dg ldrs gSa fd “kgjh ,oa xzkeh.k i`’BHkwfe ds izf”k{kq&f”k{kdksa dh ySafxd :f<+;qfDr;ksa esa vUrj gksrk gSA

lUnHkZ xzUFk lwph %& Best, J.W., Kahn, J. V.& Jha, A.K. (2017).Research in Education. Noida: Pearson India

Education Services Pvt. Ltd.

Bhatnagar, R. P. & Bhatnagar, M. (2005).Shiksha Anusandhan. Meerut: Loyal Book Depot.

Gay, L. R., Mills, G. E.& Peter, W.A. (2015).Educational Research: Competencies for Analysis

and Applications. Noida. Pearson India Education Services Pvt. Ltd.

Gupta, S.P.& Gupta, A. (2016).Modern Measurement & Evaluation. Allahabad: Sharda Pustak

Bhawan.

Gupta, S. P. & Gupta, A. (2015).Statistical Methods in Behavioural Sciences. Allahabad: Sharda

Pustak Bhawan.

Kerlinger, F. N. (2015). Foundations of Behavioral Research. Delhi: Surjeet.

Koul, L. (2009). Methodology of Educational Research. Noida: Vikas Publishing House Pvt.

Ltd.

Singh A. K. (2013). Research methods in psychology sociology and education. Delhi: Motilal

Banarasidas.

vYrsdj] ,- ,l- ¼2014½- izkphu Hkkjrh; f”k{k.k i)fr- okjk.klh % vuqjkx izdk”ku- pksiM+k] ts- ds- ¼2015½- lkekU; v/;;u- ubZ fnYyh % ;wuhd ifCy”klZ ¼bafM;k½ izk0 fy0- xqIrk] ,l- ih- ,oa xqIrk] ,- ¼2015½- mPprj f”k{kk euksfoKku- bykgkckn % “kkjnk iqLrd Hkou- xqIrk] ,l- ih- ,oa xqIrk] ,- ¼2012½- Hkkjrh; f”k{kk dk rkuk&ckuk- bykgkckn % “kkjnk iqLrd Hkou- JhokLro] ,- ¼2018½- e/;dkyhu Hkkjrh; laLd`fr- vkxjk % f”koyky vxzoky ,.M dEiuh- lqySeku] ,e- ¼1999½- vk/kqfud lekt&euksfoKku- iVuk % “kqDyk cqd fMiks- lqySeku] ,e- ¼1998½- lkekU; euksfoKku- izzFke laLdj.k- iVuk % “kqDyk cqd fMiks-

********


jko] th0 ,Oka xqIrk] vkj0 ¼2019½- izf”k{kq f”k{kdkas eas ySafxd :f<+;qfDr;ksa dk v/;;u- Shiksha Shodh

Manthan, 5 ¼2½] 142&150-


“kkafr ds fy;s f”k{kk dk ikB~;p;kZ esa lekos”khdj.k % pqukSfr;k¡ ,oa lq>ko

izfrek nsoh **“kks/k Nk=k] f”k{kk foHkkx] N=ifr “kkgw th egkjkt fo”ofo|ky;] dkuiqj

lkjka”k

vk/kqfud oSKkfud rduhdh ;qx esa tgk¡ f”k{kk us nqfu;k dks HkkSfrdokn ds mPp f”k[kj ij mifLFkr dj fn;k gS ogh foKku vkSj rduhdh dh vk/kkjf”kyk ij fufeZr vk/kqfud lekt ds O;fDr;ksa esa ekuoh; mnkRr xq.kksa dk {kj.k gksrk tk jgk gSA ftlls lekt esa oSeuL;rk] ladh.kZrk] bZ’;k]Z dVqrk] vlfg’.kqrk] vkardokn tSlh cqjkbZ;k¡ viuk opZLo LFkkfir djrh tk jgh gS jk’Vªh; ,oa vUrjk’Vªh; Lrj ij vusd fgalkRed ?kVuk;sa ns[kus o lquus dks feyrh gS fQj pkgs og 26@11 eqEcbZ dk vkradh geyk gks ;k fQj iqyokek esa Hkkjrh; lSfudksa ij gqvk vkradoknh geykA bu ?kVukvksa esa ,slh vk/kqfud rduhf;ksa dk iz;ksx fd;k x;k ftudk iz;ksx vf”kf{kr O;fDr;ksa }kjk fd;k tkuk laEHko ugha A,slh ?kVuk;sa vo”; gh gekjh f”k{kk O;oLFkk ij iz”u fpUg yxkrh gSaA dgha u dgha gekjh f”k+{kk ds detksj i+{k dks mtkxj djrh gSA bu cqjkbZ;ksa dk mUewyu f”k{kk }kjk gh fd;k tk ldrk gS f”k{kk dks “kkafr ds fy;s mUeq[k gksuk pkfg;sAfo|ky;h ikB~;p;kZ esa “kkafr f”k{kk dks fofo/k fo|ky;h xfrfof/k;ksa esa lfEefyr fd;k tkuk pkfg;sA izLrqr “kks/k i= esa “kkafr ds fy;s f”k{kk dks ikBp;kZ esa lekos”khdj.k dk v/;;u djus dk iz;kl fd;k x;k gSA ladsr 'kCn %& “kkafr ds fy;s f”k{kk] ikB~;p;kZ] ,oa lekos”khdj.kA

izLrkouk %&

izR;sd O;fDr dh ,d viuh ekufld izd`fr gksrh gS vkSj blh izd`fr ds vuq:Ik O;fDr ds fopkj ,oa O;ogkj gksrs gS mlh izd`fr ds vuq:i og viuk thou ;kiu djrk gS ;g izd`fr ,d cPps esa gksrh gSA vkSj ,d cqtqxZ esa HkhA cl bls le>us dh vko”;drk gS ijUrq ekuo dh ykylk dHkh Hkh r`Ir ugh gksrh og lnSo c<+rh jgrh gSA ,d oLrq dh izkfIr ds Ik”pkr nwljh dh izkfIr dh vksj izo`Rr gksrh gSA tc ;g ykylk mfpr rjhds ls iw.kZ ugha gks ikrh gS rks og vuqfpr rjhdksa dks viukus yxrk gS ;g rjhds dHkh&dHkh fgald Hkh gks tkrs gSA ftlls lekt esa vO;oLFkk ,oa va”kkfr QSyus yxrh gSA lkekftd lajpuk dk fo?kVu gksus yxrk gS O;fDr;ksa esa ewY;ksa dk {kj.k gksus yxrk gS lekt esa vlfg’.kqrk] dV~Vjokn] bZ’;kZ] }s’k iuius yxrs gS orZeku rduhdh ;qx esa ik”pkR; lH;rk vkSj laLd`fr ds c<rs izHkko ds dkj.k euq’; dh thou “kSyh esa O;kid ifjorZu gqvk gS mldh vko”;drk esa c`f} gq;h gS O;fDr;ksa esa miyfC/k;k¡ tqVkus vkSj izHkko”kkyh cuus dh gksM+ O;fDr;ksa esa lR;] U;k;] izse] lekurk] lgu”khyrk] “kkSgknZ] fouezrk] ,dtqVrk vkSj vkRela;e tSls xq.kks dk {kj.k gks x;k gSA

,slh ifjfLFkfr esa dy ds Hkkoh ukxfjdksa dks “kkafr dk jkLrk pquus dh {kerk ds ifjiw.kZ djus dh t:jr gS vkSj ;g dk;Z “kkafr ds fy;s f”k{kk }kjk HkyhHkk¡fr fd;k tk ldrk gSA “kkafr ds fy;s f”k{kk bu ewY;k]sa dkS”kyksa] n`f’Vdks.kksa ds iks’k.k ij cy nsrh gS tks izd`fr vkSj ekuo txr ds chp leatL; cSBkus ds fy;s vko”;d gS mlesa thus dk g’kZ] izse] lkgl vkfn ds vfrfjDr O;fDrRo dk fodkl


“kkfey gS “kakfr ewY;ksa vkSj dkS”kyksa dks fodflr djus ds fy;s “kkafr ds fy;s f”k{kk dh ikB~;ppkZ ij fopkj djuk vR;Ur vko”;d gS D;ksa fd dfua?ke ds vuqlkj ikB~;p;kZ dykdkj ¼v/;kid½ ds gkFkksa esa og ;a= gS ftlls og viuh oLrq ¼fo|kFkhZ½ dks vius dyk d{k ¼fo|ky;½ esa vius vkn”kkZs ds vuqlkj cukrk gSA

ikB~~~;p;kZ ftlds fy;s vaxzsth esa ßdjhdqyeÞ “kCn dk iz;ksx fd;k tkrk gS bldh mifRr ySfVu “kCn ßD;wjsjÞ ls gqbZ gS vkSj D;wjsj dk vFkZ gS nkSM+ukA bl izdkj ikB~;p;kZ dk vFkZ gS ^nkSM+ dk eSnku^A vr% tc nkSM+ dk eSnku ¼ikB~;p;kZ½ mn~ns”;kuq:Ik gksxk rHkh fo|kFkhZ :ih /kkod vius fuf”pr xUrO; dh izkfIr dj ldrk gSAikB~;dze v/;;u dk ,d fuf”pr ,oa rdZiw.kZ dze gS ftlds ek/;e ls fo|kFkhZ ds O;fDrRo dk fodkl gksrk gS rFkk uohu vuqHkoksa dks xzg.k djrk gSA

lekos”khdj.k izR;; ls rkRi;Z gS fdlh pht dk vax gksuk]lEiw.kZ esa lekfo’V gksukA lEcfU/kr lkfgR; %&

1- flag eukst dqekj ¼2017½ us ikB~;Øe esa “kkafr f”k{kk dh izkalfxdrk dk v/;;u fd;k vkSj ik;k fd lekt esa c<+ jgh v”kkafr dks nwj djus ds fy;s “kkafr f”k{kk egRoiw.kZ Hkwfedk fuHkk ldrh gSA blds fy;s ns”k ds d.kZ/kkjksa dks “kkafr dks nwr cukuk gksxk ftldh “kq:vkr “kkafr f”k{kk dks ikB;Øe esa “kkfey djds dh tk ldrh gSA ¼Ja[kyk ,d “kks/kijd oSpkfjd if=dk½

2- dqekj-vkj-¼2011½ us mPp “kSf{kd yfC/k ds fy;s Nk=ksa ds fgald vkSj izfrdkjd rjhdksa dks fu;fU=r djus esa “kkafr f”k{kk dh izHkko”khyrk dk v/;;u fd;kA bUgksaus eksnh uxj ds lkr Ldwyksa dk p;u ;kn`fPNd fof/k ls v/;;u ds fy;s fd;k vkSj iz;ksxkRed “kks/k fof/k }kjk ukxfjdrk ds Hkko vkSj O;fDr ds izHkko dk v/;;u fd;k vkSj ik;k fd “kkafr f”k{kk ukxfjdrk Hkko esa c`f} djrh gSA

“kkafr ds fy;s f”k{kk gh D;ksa \ %& ;g ,d vR;Ur egRoiw.kZ iz”u gS fd “kkafr ds fy;s f”k{kk gh D;ksa \ f”k{kk euq’; dk lokZaxh.k

fodkl djrh gS lokZaxh.k fodkl dk vFkZ gS lkekftd] lkaLd`frd] ekufld] pkfjf=d vkfn i{kksa ds fodklA blds fy;s f”k{kk ds fuEu fcUnq fopkj.kh; gaS &

1- f”k{kk ,d xfr”kkhy izfØ;k gS dksbZ xfrghu izfØ;k ugh uohu Kku vuqHko ,oa vfo’dkjksa ds vk/kkj ij lkekftd lkaLd`frd ifjorZu gksrs jgrs gSA ftlls u;k lekt ,d ubZ f”k{kk dh ek¡x djrk gS vkt lekt dh ek¡x “kkafr gS ftls f”k{kk vius Lo#i fof/k esa ifjorZu }kjk iw.kZ djrh gSA

2- f”k{kk lksn~ns”; izfØ;k gS f”k{kd vius lkeus dqN iz;kstu j[krk gS mlh ds vuqlkj og ckyd dks f”kf{kr djrk gS mlds O;ogkj esa ifjorZu ykrk gS O;ogkj eas izse]lg;ksx]lkSgknZ tSls xq.kksa ds vHkko ds dkj.k ijLij Vdjko HksnHkko mRiUu gksrs gSA f”k{kk O;ogkj ifjorZu }kjk “kkfUr ewY;ksa dk fodkl djrh gSA

3- f”k{kk thou dh rS;kjh dh izfØ;k gS f”k{kk ckyd dks “kkafr dk Kku ,oa vuqHko iznku djds Hkkoh “kkfUr fuekZrk ds :Ik rS;kj djrh gSA

4- f”k{kk lek;kstu dh izfØ;k gS f”k{kk O;fDr dks bl ;ksX; cukrh gSA fd og lekt esa vuqdwyu LFkkfir dj lds “kkafr ds xq.kks ,oa dkS”kyksa dk fodkl dj lds] lekt esa “kkafr LFkkfir djus ;ksX; cusA


“kkafr ds fy;s f”k{kk vkSj f”k{k.k xfrfof/k;k¡ %& “kkafr ds fy;s f”k{kk dks fo|ky; ds lgikB~;Øe ds tfj;s Hkh O;ofLFkr fd;k tk ldrk gSA

“kkafr fo’k; dks lkdkj djus okyh xfrfof/k;k¡ tSls& “kkfUr fc’k;ksa ij okn&fookn vkSj laxks’Bh dk vk;kstu] v/;kid }kjk “kkfUr ds vxznwr egkiq#’kksa dh dgkfu;k¡ lqukuk] “kkfUr ls lEcfU/kr ukVdksa es Hkwfedk fuHkkus ds fy;ss izsfjr djuk] c`}kvkJe] vukFkky; dk nkSjk fd;k tk ldrk gSA ikB~;iqLrd ys[ku %&

ikB~;iqLrdksa esa “kkafr O;ogkj vkSj ewY;ksa dks Li’V vkSj lkQ&lkQ fu’BkiwoZd O;Dr gksuk pkfg;sA iqLrdksa dh “kCn “kSyh vkSj fp=ksa esa fgalk ls cpk tkuk pkfg;sA iqLrdsa cky O;ogkj dks izR;{kr% izHkkfor djrh gSaA rhu o’kZ dh vk;q ds ckyd dks fyf[kr Hkk’kk dk Kku ugha gksrk gS rFkk og vFkZghu dfork;sa] rqdcUnh] ;k yksfj;k¡ lquuk ilUn djrk gS pkj ls N% o’kZ rd dk ckyd fp= ns[kdj izlUu gksrk gSA ikB~;iqLrdksa dh Hkk’kk esa fglkaRed “kCnksa] fglkaRed fp=ksa dks iznf”kZr ugh djuk pkfg;sA ikB~;iqLrdksa dks “kkafr ds fy;s f”k{kk ds n`f’Vdks.k ls fy[kk vkSj rS;kj fd;k tkuk pkfg;sA fofHkUu fc’k;ksa esaa “kkafr ewY; %&

lekt jk’Vª rFkk fo”o esa “kkfUr dh LFkkiuk ds fy;s tehuh Lrj ls iz;kl fd;s tkus dh vko”;drk gS fdlh jk’Vª dk Hkfo’; mlds fo|ky;ksa es i<us okys fo|kFkhZ gksrs gSaAdksBkjh f”k{kk v;ksx us Hkh bl dFku dks Li’V djrs gq;s dgk gS fd ÞHkkjr ds Hkfo’; dk fuekZ.k mldh d{kkvksa esa gks jgk gSß fo|ky; os LFkku gS tgk¡ fofHkUu fc’k;ksa ds f”k{k.k ds ek/;e ls fo|kfFkZ;ksa ds O;fDrRo fuekZ.k dk “kqHkkjEHk fd;k tkrk gSA

Hkk’kk f”k{k.k fo’k;ksa }kjk “kkafr ewY;ksa dh f”k{kk nh tk ldrh gSA f=Hkk’kk lw= ds vuqlkj izR;sd fo|kFkhZ rhu Hkk’kkvksa dk v/;;u djsxkA 1- ekr`Hkk’kk ;k izknsf”kd Hkk’kk 2- fgUnh ;k vk/kqfud Hkkjrh; Hkk’kk 3- vaxzsthA fgUnh fc’k; esa dgkorksa ,oa dchj] jghe ds uhfr dFku tSls & Þjfgeu /kkxk izse dk er rksM+ks pVdk; VwVs ls fQj uk tqjS&tqjS xk¡B ifj tk;ß ls fo|kfFkZ;ksa esa izse dk “kkfUr ewY; fodflr gksxkA

foKku fo’k; ds v/;;u eas fo|kfFkZ;ksa dks oSKkfud [kkstksa o mlds ifj.kke dh uSfrd o lkekftd mikns;rk ls voxr djk;k tkrk gS blls fo|kfFkZ;ksa esa lkekftd dY;k.k ,oa lektlsok dk “kkafr ewY; fodflr gksrk gSA

bfrgkl fo’k; ds v/;;u esa iqjkus jkuh jktkvksa ds R;kx cfynku dh dgkfu;k¡ ikB~;Øe esa lfEefyr dh tkuk pkfg;sA tSls& jkuh y{eh ckbZ ds R;kx cfynku ls fo|kfFkZ;ksa dks voxr djkuk] ukxfjd “kkL= fo’k; esa fo|kfFkZ;ksa dks lafo/kku esa of.kZr ekSfyd drZO;ksa] ekSfyd vf/kdjksa dk Kku vkfnAgkykafd mi;ZqDr fc’k; lkexzh dks ,u0lh0bZ0vkj0Vh }kjk ikB~;p;kZ esa iwoZ gh lfEefyr fd;k tk pqdk gS ijUrq iqu% la”kks/ku ,oa uohuhdj.k ls ikB~;oLrq dks vf/kd ljy] lqcks/k ,oa vuqdj.kh; cuk;k tk ldrk gSA

vr% ;g Li’V gS fd izR;sd fo’k; “kkfUr laLd`fr ds fuekZ.k esa lgHkkx djrk gSA “kk;n blhfy;s esfj;k ekUVsljh us dgk gS lkjh f”k{kk “kkfUr ds fy;s gh gSA “kkafr ds fy;s f”k{kk dk lekos”khdj.k ,d pqukSrh %&

pqukSrh dksbZ ,d leL;k ugha gS vkerkSj ij mu eqf”dyksa dks pqukSrh dgk tkrk gS tks egRoiw.kZ gSa ftu ij fot; gkfly dh tk ldrh gS ;fn fdlh eqf”dy ds Hkhrj ,slh lEHkkouk gS fd mlls NqVdkjk fey ldrk gS pqqukSrh dgrs gaS f”k{kk esa “kkfUr ds lekos”khdj.k ds fy;s f”k{kk ds izR;sd la?kVd esa iquZla”kks/ku dh vko”;drk gS blesa iqLrd ys[ku] d{kk esa f”k{kd Nk= dh vUr%fdz;k]


v/;kid izf”k{k.k] v/;kid izsj.kk]fo’k;oLrq] fo|ky;h O;oLFkk “kkfey gS Hkkjrh; f”k{kkO;oLFkk vR;f/kd tfVy ,oa fofHkUu Lrjksa okyh gS blesa “kkfUr f”k{kk dks ykxw djus ds fy;s lEHkkfor ck/kkvksa dk mipkj djuk vko”;d gS A “kkfUr ds fy;s f”k{kk es lekos”khdj.k esa nwljh pqukSrh ikB~;p;kZ Hkkj dh gS dsoy ikB~;iqLrdksa ds Hkkj ls ikB~;p;kZ Hkkj dk vuqeku ughsa yxk;k tk ldrk AdksbZ fc’k;oLrq cks> rc gksrh gS tc fo|kFkhZ mls le>us esa vleFkZ gksA

jk’Vªh; Qksdl lewg “kkfUr ds fy;s f”k{kk esa dgk x;k gS fd& ßblesa dksbZ lUnsg ugha fd cks> dk iz”u le> esa u vkus okyh fc’k;oLrq ds Hkkj dks “kkfey djrk gS cks> ftruk ek=kRed mruk joS;s ls lEcfU/kr HkhAÞ f“k{kk esa ikB;p;kZ Hkkj dh leL;k ds fy;s Hkkjr ljdkj ds ekuo lalk/ku fodkl ea=ky; }kjk ekpZ 1992 esa Ldwyh Nk=ksa ds “kSf{kd cks> dks de djus ds rjhdksa dks lq>kus ds fy;s ,d jk’Vªh; lykgdkj lfefr dk xBu izks0 ;”kiky dh v/;{krk esa fd;k x;kA “kkfUr f”k{kk dks cks> ugha le>k tkuk pkfg;s ”kkfUr rks ,dhdj.k dk vkn”kZ gS ”kkfUr ,dhdr vkSj lHkh dks xys yxkus dh ladYiuk gSA aaaaa lq>ko %& 1- vkt ds oSKkfud rduhdh ;qx esa ukxfjdksa dks “kq} is; ty dh vis{kk eksckby] Vsyhohtu vkSj

b.VjusV dh miyC/krk vR;f/kd lgt gS bu lk/kuksa dk iz;ksx “kkfUr ds izpkj &izlkj esa djds vo”; gh ldkjkRed ifj.kke izkIr fd;s tk ldrs gSaA

2- “kkfUr;qDr lekt ds fuekZ.k ds fy;s fo|kfFkZ;ksa ds ikfjokfjd okrkoj.k es lq/kkj ds fy;s vfHkHkkodksa dksa tkx#d fd;k tkuk pkfg;s] vfHkHkkod lEesyu dk vk;kstu fd;k tkuk pkfg;sA

3- v/;kidks dks “kkfUr O;ogkjksa dk Kku djkus ds fy;s fc”ks’k izf”k{k.k dk;Zdzeksa dk v;kstu fd;k tkuk pkfg;sA

4- fo|ky;ksa ds iqLrdky; esa “kkfUr ls lEcfU/kr iqLrdksa ,oa if=dkvksa dks miyC/k djk;k tkuk pkfg;s A blds fy;s vyx jhfMxa #e dh O;oLFkk dh tkuh pkfg;s A

5- fo|kfFkZ;ksa }kjk vPNk O;ogkj fd;s tkus ij mUgs iz”kaflr ,oa iqjLdr fd;k tkuk Pkkfg;sA 6- ikB;oLrq dks nSfud thou dh fdz;kvksa ,oa vuqHkoksa ls tqMk gksuk Pkkfg;s ftls og vius fnu

izfrfnu dh fdz;kvksa ls tksMdj O;ogkj esa <ky ldsaA fu’d’kZ %&

“kkafr ds fy;s f”k{kk “kkfUr f”k{kk ls fcYdqy fHkUu gS “kkfUr f”k{kk dh fLFkfr ikB~;p;kZ esa “kkfey ,d fo’k; dh rjg gS tcfd “kkafr ds fy;s f”k{kk dks x<+us vkSj l¡okjus dh ckr ij cy nsrh gSA “kkafr f”k{kk gekjs fo|ky;ksa esa ,d fo’k; ds :Ik ls ikB~;p;kZ esa lfEefyr ugha gS ftls v/;kid d{kk esa fo|kfFkZ;kas dks i<+krs le; ;g dgs fd vkt ge “kkafr f”k{kk ds izeq[k ikB dk v/;;u djsaxs cfYd fo’k;ksa esa “kkafr ewY;ksa lekfgr fd;k tk ldrk gSA ftlls fo|kfFkZ;ksa dk lkekftd uSfrd vkSj pkfjf=d fodkl gksA ftl izdkj nky esa ued dsoy Lokn ds fy;s gh ugha cfYd “kjhj esa vk;ksMhu lksfM;e rFkk vU; rRoksa dh iwfrZ djrk gSA mlh izdkj ikB~;p;kZ fodkl esa dsoy HkkSfrd rduhdh fodkl gh ugh cfYd “kkafr ,oa vafglk ds ewY;ksa dks Kku vko”;d gSA lUnHkZ lwph %& f}osnh- deyk- ¼1986½- xak/khth dk f”k{kk n”kZu- ubZ fnYyh % “kkjnk iqLrd Hkou- ik.Ms- jke”kdy ,oa feJ- d:.kk”kadj- ¼2017½- ewY; f”k{kk- vkxjk % fouksn iqLrd eafUnj- i`’B la0 97 yky- jeu fcgkjh- ¼2014½- f”k{kk ds nk”kZfud ,oa lekt”kkL=h; fl}kUr- esjB % jLrksxh ifCyds”ku i`’B

la0 80-


flag- eukstdqekj- ¼2017½- ikB;Øe esa “kkafr f”k{kk dh izklafxdrk- J`a[kyk ,d “kks/kijd oSpkfjd if=dk 4 ¼11½-

“kekZ- mek jkuh] f”k{kk ds lekt”kkL=h; vk/kkj- bykgkckn % vkyksd izdk”ku i`’B la0 5] 6- ,u- lh- bZ- vkj- Vh vk/kkj i=- “kkafr ds fy;s f”k{kkjk’Vªh; ikB;p;kZ dh :ijs[kk 2005- ubZ fnYyh % ,u0lh0bZ0vkj0Vh0 i`’B la0 70- dqekj- vkj- ¼2011½- mPp “kSf{kd yfC/k ds fy;s Nk=ksa ds fgald vkSj izrhdkRed rjhdksa dks fu;af=r

djus esa “kkafr f”k{kk dh izHkko”khyrk dk v/;;u] ¼pkS/kjh pj.k flag fo0 fo0 esjB½ Retrived

from .http://handle.net/10603/24025A

********


nsoh]ih0 ¼2019½- “kkafr ds fy;s f”k{kk dk ikB~;p;kZ esa lekos”khdj.k % pqukSfr;k¡ ,oa lq>ko- Shiksha

Shodh Manthan, 5 ¼2½] 151&155-


ljdkjh ,oa xSj&ljdkjh fo“ofo|ky; ds iq:’k vkpk;ksZ esa thou dh xq.koRrk dk rqyukRed v/;;u

izksQslj dfork oekZ* ,Oka lkfjdk xqIrk** * izksQslj] f”k{kk”kkL= foHkkx] th0,y0,0 fo'ofo|ky; eFkqjk ¼m0iz0½

**“kks/k Nk=k] f”k{kk”kkL= foHkkx] th0,y0,0 fo'ofo|ky; eFkqjk ¼m0iz0½

lkjka”k mPp f”k{kk fdlh Hkh ns”k dh f”k{kk dk egRoiw.kZ Lrj gSA jk’Vª ds fuekZ.k esa fo”ofo|ky;ksa dk ;ksxnku gksrk gSA xq.koRrk ds fcuk dksbZ Hkh f”k{kk mn~ns”;ksa dks izkIr ugh dj ldrhA mPp f”k{kk O;fDr dks mlds y{; rd igqWpkus esa lgk;d gksrh gS vkSj ;g f”k{kk gesa f”k{kd ls izkIr gksrh gSA thou dh xq.koRrk] og ;ksX;rk gS ftlds fy, ,d O;fDr LoLFk] vkjkenk;d vkSj thou dh ?kVukvksa esa Hkkx ysus ;k vkuan ysus esa l{ke gSA izLrqr “kks/k v/;;u esa Xokfy;j “kgj ds ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds lgk;d vkpk;ksZ ds thou dh xq.koRrk dk rqyukRed v/;;u fd;k x;k gSA “kks/k dk;Z ds v/;;u gsrq ljdkjh thokth fo”ofo|ky; ,oa xSj&ljdkjh vkbZ0 Vh0 ,e0 fo”ofo|ky; ds vkpk;ksZ dk p;u U;kn”kZ ds #i esa fd;k x;k gSA iznRrks dk fo”ys’k.k e/;eku] ekud fopyu rFkk Vh&ijh{k.k lkaf[;dh ds }kjk fd;k x;k gSA fu’d’kZr% ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq#’k vkpk;ksZ esa lkFkZd varj ik;k x;kA Lakdsr “kCn %& thou dh xq.koRrk] vkpk;Z] ,oa fo”ofo|ky; tula[;k A izLrkouk %&

thou dh xq.koRrk] og ;ksX;rk gS ftlds fy, ,d O;fDr LoLFk] vkjkenk;d vkSj thou dh ?kVukvksa esa Hkkx ysus ;k vkuan ysus esa l{ke gSA thou dh xq.koRrk LokHkkfod :i ls vLi’V gS] D;ksfd ;g ,d O;fDr dks vius Lo;a ds thou vkSj mu thfor fLFkfr;ksa esa vuqHko dk mYys[k dj ldrk gS] ftlesa O;fDr [kqn dks ikrs gSA blfy, thou dh xq.koRrk vR;f/kd O;fDrijd gSA tgkW ,d O;fDr thou dh xq.koRrk dks thou esa /ku ;k larqf’V ds vuqlkj ifjHkkf’kr dj ldrk gS] ogh nwljk O;fDr bls {kerkvksa ds lanHkZ esa ifjHkkf’kr dj ldrk gSA

thou dh xq.koRrk og mikf/k gSa ftlesa ,d O;fDr LoLFk] vkjkenk;d vkSj thou dh ?kVukvksa dk vkUun ysus esa l{ke gksrk gSaA thou dh xq.koRrk “kCn LokHkfod :i ls vLi’V gSa D;ksafd ;g fdlh O;fDr ds vius thou vkSj mlds thou dh fLFkfr;ksa] nksuksa ds vuqHkoks dks lanfHkZr djrh gS blfy;s thou dh xq.koRrk vR;f/kd O;fDrijd gSaA ,d O;fDr thou dh xq.koRrk dks LokLF; vkSj larqf’V ds lkFk ikfjHkkf’kr dj ldrk gSaA ogh nwljk O;fDr thou dh xq.koRrk dks HkkoukRed vkSj “kkjhfjd dY;k.k ds lkFk vPNk thou thus dh {kerk ds :i esa ifjHkkf’kr dj ldrk gSA mPp f”k{kk fdlh Hkh ns”k dh f”k{kk dk egRoiw.kZ Lrj gSA jk’Vª ds fuekZ.k esa mPp f”k{kk dk ;ksxnku gksrk gSA xq.koRrk ds fcuk dksbZ Hkh f”k{kk mn~ns”;ksa dks izkIr ugh dj ldrhA mPp f”k{kk O;fDr dks mlds y{; rd igqWpkus esa lgk;d gksrh gS vkSj ;g f”k{kk gesa f”k{kd ls izkIr gksrh gSA izkphu dky es O;fDr dh bPNk,W vkSj vko”;drk,W lhfer gqvk djrh FkhA fdlh izdkj dh izfrLi/kkZ ugh Fkh vkSj


O;fDr LoLF; jgrk FkkA orZeku le; esa gesa vius pkjksa rjQ voyksdu djus ij ;g irk pyrk gS fd tks O;fDr f'kf{kr gS mldh thou dh xq.koÙkk dk Lrj ÅWpk gksrk gSA f'k{kk gh og ek/;e gS tks O;fDr dh lHkh izdkj dh vko';drkvksa dks iwjk djus esa lgk;d gksrh gSA eq[; mnns'; %&

ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ esas thou dh xq.koRrk dk rqyukRed v/;;uA fof”k’V mn~ns”; %&

midj.k esa fn;s x;s vk;keksa ds vk/kkj ij

• midj.k esa fn;s x;s vk;keksa ds vk/kkj ij Lkjdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ esas thou dh larqf’V] y{; vkSj izsj.kk] vk/;kfRedrk ,oa [kq”kh] vk”kk,W vkSj dkeuk,W] ruko esa deh] fujk”kk] fpark ,oa lek;kstu] LokLF; ,oa Lo;a dh ns[kHkky] izHkko”khyrk@n{krk] O;fDrxr fodkl@ewY;kadu esa rqyukRed v/;;uA

ifjdYiuk %& ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ ds thou dh xq.kork esa dksbZ

lkFkZd varj ugha gSaA

• midj.k esa fn;s x;s vk;keksa ds vk/kkj ij Lkjdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ esas thou dh larqf’V] y{; vkSj izsj.kk] vk/;kfRedrk ,oa [kq”kh] vk”kk,W vkSj dkeuk,W] ruko esa deh] fujk”kk] fpark ,oa lek;kstu] LokLF; ,oa Lo;a dh ns[kHkky] izHkko”khyrk@n{krk] O;fDrxr fodkl@ewY;kadu esa dksbZ lkFkZd varj ugha gSaA

U;kn'kZ %& “kks/k dk;Z dss fy, Xokfy;j “kgj ds Lkjdkjh ,oa xSj&ljdkjh fo'ofo|ky; dk p;u fd;k

x;k gSA U;kn'kZ ds fy, Xokfy;j “kgj ds ljdkjh thokth fo”ofo|ky; ds 50 ,oa xSj&ljdkjh vkbZ0 Vh0 ,e0 fo”ofo|ky; ds 50 iq:’k lgk;d vkpk;kZs dk ;kn`fPNd fof/k ds vk/kkj ij p;u fd;k x;k gSA 'kks/k midj.k %&

izLrqr 'kks/k leL;k ds fy, izek.khdr ekiuh thou dh xq.koÙkk] ftls lkfjdk 'kekZ vkSj fu[kr uljhu ds }kjk cuk;k x;k gS] dk iz;ksx fd;k x;k gSA 'kks/k fof/k %&

izLrqr 'kks/k esa leL;k ds v/;;u gsrq o.kkZRed losZ{k.k fof/k dk iz;ksx fd;k x;k gSA bl vuqla/kku dk;Z dk mn~ns'; orZeku esa fo|eku rF;ksa dk v/;;u fLFkfr] o.kZu ,oa O;k[;k djuk gSA lkf[;dh fo'ys"k.k %&

izLrqr 'kks/k esa fuEufyf[kr lkf[;dh rduhdksa dk mi;ksx fd;k gS & e/;eku ] ekud fopyu ] ^Vh* ewY; fo'ys"k.k ,oa Ikfj.kke %&

midj.k esa fn;s x;s vk;keksa ds vk/kkj ij rqyukRed v/;;u& midj.k esa 42 iz'uksa dks 9 {ks=ksa esa foHkDr fd;k x;k gSA midj.k es fn;s x;s izR;sd {ks= dk vyx vyx rqyukRed v/;;u fd;k x;k gSA rkfydk 1 esa ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ ds e/;eku ,oa ekid fopyu dks n”kkZ;k x;k gS


rkfydk&1

dz0 la0

{ks+= ljdkjh iq:’k vkpk;Z N=50

xSj&ljdkjh iq:’k vkpk;Z

N=50

^Vh^dk eku

lkFkZdrk 0-05 Lrj Ikj

e/;eku Ekkud fopyu

e/;eku Ekkud fopyu

1 thou dh larqf’V 10-9 0-97 10-38 1-10 2-50 lkFkZd 2 y{; vkSj iszj.kk 10-12 1-28 9-3 1-47 2-97 lkFkZd 3 vk/;kfRedrk ,ao [kq'kh 15-48 1-66 14-86 1-73 1-82 lkFkZd ugh 4 vk'kk,W vkSj dkeuk,W 14-3 1-19 13-2 1-78 3-63 lkFkZd 5 ruko esa deh 8-84 1-54 8-5 1-43 1-14 lkFkZd ugh 6 fujk'kk]fpark ,ao lek;kstu 12-3 1-69 10-74 1-80 4-46 lkFkZd 7 LokLF; ,ao Loae dh

ns[kHkky 13-08 1-42 11-8 1-70 4-08 lkFkZd

8 izHkko'khyrk] n{krk 13-68 1-09 12-58 1-44 4-30 lkFkZd 9 O;fDrxr fodkl ,ao

ewwY;kadu 11-3 0-73 10-42 1-44 3-85 lkFkZd

1- thou dh larqf"V %&

thou ls okLro es larq"V vkSj mRrsftr gksus ds fy,] ,d O;fDr dks vkarfjd #i ls larq’V gksus dh vko';drk gksrh gSA bl izdkj ;g Li"V gS fd dksbZ O;fDr dsoy rHkh [kq'k jg ldrk gS tc mlds ikl okLrfod vkdk{kkvks vkSj vis{kkvks dks fodflr djus ds fy, viuh {kerkvksa dk ;FkkFkZoknh ewY;kadu gksA thou ds izfr ,d vk'kkoknh n`f"Vdks.k vkSj galeq[k LoHkko ,d LoLFk n`f"Vdks.k gS ftlds fcuk thou esa larqf"V gksuk eqf'dy gSA ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr izFke {ks= thou dh larqf’V ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 10-9] 0-97 ,oa 10-38] 1-10 izkIr gqvkA e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 2-50 izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls vf/kd gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgksa esa lkFkZd vUrj gSA 2- y{; vkSj iszj.kk %&

y{; vkSj iszj.kk dk vkil es xgjk laca/k gSA fdlh Hkh y{; dks izkIr djus ds fy, ge tks “kfDr yxkrs gS og gekjh izsj.kk gksrh gS tks gesa y{; rd igq~Wpkrh gSA ^^vfHkizsjd O;fDr fo”ks’k dh og voLFkk gS tks mls fdaUgh y{;ks dh izkfIr gsrq dksbZ fo'ks’k O;ogkj djus dks rRij djrh gSaA^^ oqMoFkZ ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr f}rh; {ks= y{; vkSj iszj.kk ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 10-12] 1-28 ,oa 9-3] 1-47 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 2-97 izkIr gqvk


tks Lora=rk ds va”k 0-05 Lrj ds eku ls vf/kd gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgks esa lkFkZd vraj gSaA 3- vk/;kfRedrk ,ao [kq'kh %&

vk/;kfRedrk ,d /kkfeZd vLFkk ds izfr leiZ.k ds ckjs es gSA og “kfDr'kkyh Lo:i ftldh ge dYiuk djrs gS mlesa izR;sd O;fDr fdlh u fdlh :i esa vkLFkk o fo'okl djrs gS rFkk ldkjkRed euksfoKku vkSj [kq'kh ds {ks= esa vuqla/kku vDlj ,d [kq'kgky O;fDr dks ifjHkkf’kr djrk gS] tks yxkrkj ldkjkRed Hkkoukvks dk vuqHko djrk ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds efgyk ,oa iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr =rh; {ks= vk/;kfRedrk ,ao [kq'kh ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 15-48] 1-66 ,oa 14-86] 1-73 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 1-82 izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls de gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgksa esa dksbZ lkFkZd vUrj ugh gSA 4- vk'kk,W vkSj dkeuk,W %&

vk'kk thou dk lkj gSA ;g gesa orZeku ds d’Vks dks vuns[kk djus esa enn djrh gSA tc ge vius Hkfo’; ds ckjs esa ldkjkRed jgrs gS vkSj eglwl djrs gS fd gesa leL;kvks dks thrus ds fy, yMuk gS] rks gekjs lQy gksus dh laHkkouk c< tkrh gSA ,slk blfy, gksrk gS D;ksfd ge ekufld :Ik ls etcwr jgus dh dksf'k'k djrs gSA

ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds efgyk ,oa iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr prqFkZ {ks= vk'kk,W vkSj dkeuk,W ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 14-3] 1-19 ,oa 13-2] 1-78 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 3-63 izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls vf/kd izkIr gqvk gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgks esa lkFkZd vraj gSaA 5- ruko esa deh %&

ruko ,d cnyrh ekWx] i;kZoj.k dh izfrfdz;k gSA mfpr :i ls ekuk tkrk gS] ruko okLro esa ifjorZu dks laHkkyus dh gekjh {kerk ds ckjs esa vf/kd gS fd D;k ;g ifjorZu gesa vPNk ;k cqjk eglwl djkrk gSA ifjorZu gj le; gksrk gS] vkSj ruko cMs fgLls es gksrk gS tks ge rc eglwl djrs gS tc ge ml ij izfrfdz;k dj jgs gksrs gSA izR;sd O;fDr vius O;fDrxr thou es fofHkUu izdkj dh leL;kvks dk vuqHko djrk gS vkSj bl ruko dks de djus ds fy, og vyx vyx mipkj djrk gSA ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds efgyk ,oa iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr iakpos {ks= ruko esa deh ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 8-84] 1-54 ,oa 8-5] 1-43 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 1-14 izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls de izkIr gqvk gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgksa esa dksbZ lkFkZd vUrj ugh gSA 6- fujk'kk@fpark] lek;kstu %&

fujk'kk ,d ekufld fLFkfr gS tks vkosxiwZ.k gksrh gSA ;g ekufld fLFkfr fdlh vko';drk dh larqf’V vFkok y{; dh izkfIr es foQyrk ds dkj.k mRiUu gksrh gSA fpark dk rkRi;Z ml ?kVuk ls gS tks ekufld ijs”kkuh mRiUu djrk gSA ;g fpark “kkjhfjd] lkekftd rFkk euksoSKkfud gksrh gSA


lek;kstu ,d ,slh lrr~ izfdz;k gS ftlds }kjk ,d O;fDr vius O;ogkj es bl izdkj ls ifjorZu djrk gS fd mls Loa; rFkk vius okrkoj.k ds chp vkSj vf/kd e/kqj laca/k LFkkfir djus es enn fey ldsA ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds efgyk ,oa iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr NBs {ks= fujk'kk] fpark ,ao lek;kstu ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k 12-3] 1-69 ,oa 10-74] 1-80 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 4-46 izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls de gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgksa esa lkFkZd vUrj gSA 7- LokLF; ,oa Lo;a dh ns[kHkky %&

LokLF; ls vkJ; “kkjhfjd lqj{kk] vPNk LokLF; vkSj ekufld dY;k.k ls gSA ;fn gekjs ikl vPNk “kkjhfjd LokLF; gS] rks ge Lopkfyr :i ls csgrj ekufld vkSj HkkokRed dY;k.k dk vuqHko djsxsaA izR;sd O;fDr ds Hkhrj Lao; dh ns[kHkky ds dbZ vyx vyx vk;ke gS & “kkjhfjd] HkkokRed] ekufld vkSj vk/;kfRedA ,d O;fDr ds Hkhrj bu vk;keksa es ls izR;sd dks lexz LokLF; vkSj dY;k.k ds vuqdwyu ds fy, ns[kHkky] /;ku vkSj O;ogkj dh vko”;drk gksrh gSA ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds efgyk ,oa iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr lkros {ks= LokLF; ,ao Loae dh ns[kHkky ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 13-08] 1-42 ,oa 11-8] 1-70 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 4-08 izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls de izkIr gqvk gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgks esa lkFkZd vUrj gSA 8- izHkko'khyrk ,oa n{krk %&

O;fDrxr izHkko”khyrk ldkjkRed lksp dh “kfDr vkSj ldkjkRed euksfoKku ls dqN fopkjks dks ,dhdr djrh gSA izHkko”khyrk lgh dk;Z djus] xfrfof/k;ksa dks iwjk djus vkSj y{;ks dks izkIr djus dks dgrs gS rFkk n{krk ls rkRi;Z gS fd fdlh dke dks fdruh vPNh rjg ls fd;k tk ldrk gSA ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds efgyk ,oa iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr vkBosa {ks= izHkko'khyrk] n{krk ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 13-68] 1-09 ,oa 12-58] 1-44 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku fudkyk x;k tks 4-30izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls de izkIr gqvk gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgksa esa lkFkZd vUrj gSA 9- O;fDrxr fodkl@ewY;kadu %&

O;fDrxr fodkl ,d ifjorZudkjh izfdz;k gS] ftlesa vkids HkkSfrd] HkkokRed] ckSf)d] vk/;kfRed] lkekftd vkSj fofRr; fLFkfr es lq/kkj fd;s tkrs gSA bl izfdz;k dks vDlj ,d egRoiw.kZ thou ?kVuk ls “kq: fd;k tkrk gS tks vkidks ;g irk yxkus ds fy, izsfjr djrh gS fd vki [kqn dks csgrj vkSj l”kDr cuk ldrs gSA ifj.kke ,d vf/kd larks’ktud vkSj lkFkZd thou gS] tks vkids fj”rksa] dke djus dh txg] vkReNfo vkSj vkRefo”okl ds lkFk&lkFk vkids fo”on`f’V ds :i es Li’V gSA

ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds efgyk ,oa iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk ds vUrxZr uosa {ks= O;fDrxr fodkl ,ao ewwY;kadu ij O;Dr fopkjksa dk e/;eku ,oa ekud fopyu dze”k% 11-3] 0-73 ,oa 10-42] 1-44 izkIr gqvk e/;eku ds vUrj dh lkFkZdrk ds fy, ^Vh^ eku


fudkyk x;k tks 3-85 izkIr gqvk tks Lora=rk ds va”k 0-05 Lrj ds eku ls de izkIr gqvk gS blls ;g fu’d’kZ fudyrk gS fd nksuks lewgksa esa lkFkZd vUrj gSA ifj.kke %&

ifj.kkeksa ds vk/kkj ij dgk tk ldrk gS fd e/;eku dh n`f’V ls ljdkjh fo”ofo|ky; ds lgk;d vkpk;ksZa dk e/;eku xSj&ljdkjh fo”ofo|ky; ds lgk;d vkpk;ksZa dh vis{kk fn;s x;s 9 {ks=ks esa ls 7 {ks=ksa esa vf/kd gS vFkkZr 7 {ks=ksa esa lkFkZd vUrj ik;k x;k gS rFkk 2 {ks=ksa esa dksbZ lkFkZd vUrj ugh gSA Lkjdkjh ,oa xSj&ljdkjh fo’ofo|ky; ds iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk dk rqyukRed

v/;;u& rkfydk 2 esa Lkjdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ ds e/;eku ,oa ekud fopyu dks n”kkZ;k x;k gS

rkfydk&2 lewg la[;k e/;eku izekf.kd fopyu Vh&ijh{k.k

Lkjdkjh iq:’k lgk;d vkpk;Z

50 109-72 5-390 6-88

xSj&ljdkjh iq:’k lgk;d

vkpk;Z

50 101-88 5-978

fo'ys"k.k %&

Lkjdkjh iq:’k lgk;d vkpk;ksZ dk e/;eku 109-72 vkSj izekf.kd fopyu 5-390 izkIr gqvkA xSj&Lkjdkjh iq#’k lgk;d vkpk;ksZ dk e/;eku 101-88 vkSj izekf.kd fopyu 5-978 izkIr gqvkA nksuksa lewgks ds e/; *Vh* dk eku Kkr djus ds fy, *Vh* lw= dk iz;ksx fd;k x;kA Lkjdkjh ,oa xSj&ljdkjh iq:’k lgk;d vkpk;ksZ ds e/; Vh eku 6-88 izkIr gqvkA tks Lora=rk ds va”k 98 ij lkj.kh eku 1-98 ¼0-05½ Lrj ls vf/kd gSA e/;ekuksa ds chp lkFkZd varj ik;k x;k gSaA vr% “kwU; ifjdYiuk dks vLohd`r fd;k tkrk gSaA

Lkjdkjh ,oa xSj&ljdkjh fo’ofo|ky; ds iq:’k lgk;d vkpk;ksZ ds thou dh xq.koRrk esa rqyuk


fu’d’kZ %&

ifj.kke ds vk/kkj ij fu’d’kZ :i esa dgk tk ldrk gS fd ljdkjh ,oa xSj&ljdkjh fo”ofo|ky; ds iq:’k lgk;d vkpk;ksZ esa lkFkZd vUrj ik;k x;kA ljdkjh iq:’k vkpk;ksZ dk e/;eku xSj&ljdkjh iq:’k vkpk;ksZ ds e/;eku ls vf/kd gS vFkkZr ljdkjh iq:’k vkpk;ksZ ds thou dh xq.koRrk xSj&ljdkjh iq:’k vkpk;ksZ ls vf/kd gSA midj.k esa fn;s x;s vk;keksa ds vk/kkj ij rqyuk djus ij 9 esa ls 7 {ks=ksa esa lkFkZd vUrj ik;k x;kA iadt vjksjk] “kSO;k joky ,oa Mksyh lsBh ¼2018½ esa fd;s x;s “kks/kdk;Z futh ,oa lkoZtfud {ks= esa ukSdjh dh larqf’V dk rqyukRed v/;;u esa fn;s x;s 6 mn~ns”; esa ls osru] laxBukRed laLd`fr] le; lhek] dk;Z Hkkj rFkk dk;Z esa ruko {ks=ksa esa lkoZtfud {ks= ds deZpkjh futh {ka= ds deZpkfj;ksa dh rqyuk esa vf/kd larq’V gSaA vr% ;g fu’d’kZ fudyrk gS fd vxj f”k{kd vius dk;Z {ks= ds dk;ksZ rFkk osru ls larq’V ugh gS rks mlds thou dh xq.koRrk Hkh de gksxhA lUnHkZ xzUFk lwph %& xqIrk] ,l0ih0 ¼2007½- mPprj f'k{kk euksfoKku% bykgkckn % 'kkjnk iqLrd- i`"B& 359&360 xqIrk] ,l0ih0 ¼2006½- vk/kqfud ekiu ,oa ewY;kadu% bykgkckn % 'kkjnk iqLrd HkouA 'kekZ] vkj0,0 ¼2011½- f”k{kk ds nk”kZfud ,oa lkekftd ewYk vk/kkj- esjB % vkj yky cqd fMiks- i`"B&517 'kekZ] vkj0,0 ¼2011½- v/;kid f'k{kk% esjB % b.Vjus'kuy ifCyf'kax gkml- 'kekZ] vkj-,- ¼1995½- f'k{kk vuqla/kku% esjB % lw;kZ izdk'ku- lqyseku] eqgEen- ¼2006½- vlkekU; euksfoKku- fnYyh % eksrhyky cukjlhnkl izdk”ku- i"B&108&109]

123&124- Ackerman,Courtney.(2019). Positive Psychology Program. Retrieved From

https://www.positivepsychologyprogram.com/what-is-happiness Arora,Pankaj.,Rawal,Shevya. And Sethi, Dolly.(2014). A comparative study of job satisfaction in

private and public sector. Pp.193-196. http://csjournals.com/IJITKM/ICFTEM/pdf

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100

102

104

106

108

110

112

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Series1


Bhatt,D J.(1987). Personality Determination of Job- Satisfaction of college teachers in

Saurashtra Region of Gujarat.

Shodhgana.inflibnet.ac.in/bitstream/10603/91301/14/14_referencepdf Defination of Life Satisfaction Psychology Essay. Retrieved From

https//www.ukessays.com/essays/…/definition-of-life-satisfaction-psycholoyg- essay

http://en.wikipedia.org/wiki/qualityoflife Jenkinson, Crispin. Quality of life. Retrieved From www.brtannica.com/topic/quality-of-life Nicogossian,Claire.(2017). Self-care and well-being:what you need to Know star your

wellness journey. Retrieved From http://medium.com/.../selfcare-well-being-what-you-

need- to-know-start-your-wellness-journey Personal Growth and Development: A Transformational Journey.(2005). Retrieved From

http:/www.pachamama.org/personal-growth-and-development Shookner,Malcolm.(1997).Quality of life in Ontario. Ontario: Ontario Social

Development Council. Sinha,DK.Paragrap on hope. Retrieved From

www.yourarticallibrary.com/paragraphs/pragraph-on-hope-the-essence-of-life Virgil.(2019). The Greatest wealth is health: Econation for people and planet. Retrieved From

http://econation.co.nz/physical-well-being

WHO. Quality of Life. world health Organisation:Genava. Retrieved From

http://www.who.int/mental_health/publications/whoqol/en

www.himanchaldastak.com

********


oekZ] ds0 ,Oka xqIrk] ,l0 ¼2019½- ljdkjh ,oa xSj&ljdkjh fo“ofo|ky; ds iq:’k vkpk;ksZ esa thou dh xq.koRrk dk rqyukRed v/;;u- Shiksha Shodh Manthan, 5 ¼2½] 156&163-

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