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volume 3 issue 1 | NISA Namaskar |

namaskar

namaskara bilingual magazine by the NISA Family

Affordable Schooling, Commendable Learning VOLUME 3 / ISSUE 1

Policy challenges of Budget Private Schools p6

Education in India deserves a Jio revolution p16

Government interference in fee hike will not solve the problem p18

Government interference in fee hike will not solve the problem

p18

CONTENTS

Editor’s Desk04 Right to education Vs Right to quality education

AvinASh ChAndrA

05 From NISA SecretariatS r ThomAS AnTony

Editor’s Pick06 Policy challenges of Budget Private Schools

KuLbhuShAn ShArmA And AmiT ChAndrA

10 ‘Good intention’ is not enough for ‘good education’omeSh meenA

NISA Communique 13 State Meetings & Advocacy Meetings

15 Media

Education16 Education in India deserve a Jio revolution!

niTeSh AnAnd

18 Government interference in fee hike will not solve the problemAvinASh ChAndrA

Legal Update20 The mathematics of land norms

Ad. PrAShAnT nArAnG

Education Technology22 Becoming a Teacher’s best friend – Story of LEAD School Solution

SumeeT yAShPAL mehTA

25 Ask your Lawyer

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www.nisaindia.org| NISA Namaskar | volume 3 issue 14

According to the media reports quoting the Directorate of Education

of Delhi, during the academic session 2017-18, a total of 1,13,991 applications were received for the nursery classes filing under the EWS category. After the lottery/draw process by the Directorate in the past, the first list was released for the total available 31,653 seats. A state of chaos exists for the parents of 82,338 students who wish to get their wards enrolled in private schools. They have no clue as for how their children will get admission. Some optimistic parents are still hopeful that the names of their children may be listed in the second list as some of the students of the first list might not take admission or they cannot get admission on account of incomplete documentation consequently a second list will be issued. Although this situation is similar to the chattering of cat’s fate, and it will allow only a few thousand children to get admission. Despite this, approximately 80 thousand students will be denied admission to private schools of their choice. These students also have a large number of children whose names were not even on the list released last year.Since the process of admission under general category has almost come to an end, in such a situation, the only option left is a government school. It clearly means that notwithstanding all the efforts, people have not been attracted towards Government schools but due to non-availability of options parents have to be forced to enrol there.But if the government wants, a small change in the policy can lead to quality education and hence the students and parents who dream of enrolling in private schools can get

right to education vs right to quality education

Editor’s Desk

AvinASh ChAndrAEditor, www.azadi.me

relief. For example, there is a scarcity of such accredited schools in Delhi where under the RTE, the government can get free admission to the children of the poor, whereas in large cases there are schools which are not recognized due to “faulty policy” and the government cannot give reimbursement in lieu of enrolment there.

If the government improves its faulty policies, in which the primary mandate is possessing the land of a certain size, then about three thousand new schools will come into existence at once. In fact, to get the recognition of schools up to Class 5th in Delhi, about 320 square yards of land is required, whereas schools in the middle of the 8th standard requisite 700 sq. Meters i.e. that is about 840 square yards. In a city like Delhi where there is an enormous scarcity of land, it is extremely difficult to arrange such large chunks of land for budget schools. In such a situation, the government can recognise schools on the basis of ‘floor’. That means if the ‘second floor’ is made in schools built on 400 square yards, then it should be recognised as equivalent to 800 square yards. Or a ‘broken recognition’ or fragmented recognition can also be provided. For example, schools should be allowed to run in two shifts where sessions can be run in classes 5 to 6 and class 6 to 8 in the first shift. This can fulfil the dream of students wishing to enrol in private schools in large numbers. Apart from this, due to the recognition, the unsanctioned schools will be included in the mainstream and the students of these schools can also be linked to government schemes. In this way, the government will be able to give not only the right to education to its citizens but also provide the right to quality education.

5 volume 3 issue 1 | NISA Namaskar |

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NISA Namaskar and Greetings! It’s my great privilege to share

some milestones that we achieved in this annual journey with the support of all the state associations and individual contributions. NISA has been advocating for better education policy for the country and in this last one year journey we have been successful in bringing few policy changes in favor of private schools. The research data about the hike in the enrollment in the private schools strongly supports the volunteer approach and parental choice towards the need of the better education and adopting the choice of Budget Private Schools.

Day by day government orders are circulated against the private schools, media doing continuous criticism against the private schools, even judicial statements are against to the private schools. Yet we all are continuing contribution to our struggle to ensure the good quality education to the maximum number of children who are studying in budget private schools.

• We have been successful in outreaching with 18 State Meetings across the country and advocate for the Budget Private Schools. These meetings helped to attain a status of credible organization and as a result states like Delhi, Haryana, Maharashtra government invited NISA to understand the education scenario of Budget Private Schools.

• The Education world ranked 25 Budget Private Schools from NISA network as a Best BPS school in India.

• The MHRD - NEP Committee has invited the NISA for the presentation for NEP drafting process.

• Mr. Kulbhushan Sharma, President NISA has become a member of state committee to review RTE reimbursement and Mr.G N Var has become a member of Government Private Schools Committee in Srinagar.

From NISA Secretariat

S r ThomAS AnTonyNISA Secretariat

• Policy review committee has been formed by DISA, NISA and CCPS for work with Delhi Government.

• Delhi Government has adopted the idea of class room wise relaxation land norms for Delhi private schools.

• Organized a dedicated meeting with Delhi Budget Private Schools along with Delhi Government on land relaxation norms.

• Haryana government has announced the Direct cash transfer mechanism.

• NISA Namaskar converted into a quarterly magazine. Quarterly editions published, both online & print version. Regular dissemination to all NISA members, 80 targeted MPs, all state education ministers and secretaries, MHRD, SCPCR, 20 journalists.

• Tamil Nadu Nursery Primary and Matric Higher Secondary Schools Association organized the Symposium: New Education Policy- The perspective of Budget Private Schools

• Delhi State conference and Press Conference with Shri.Manish Sisodia, Deputy Chief Minister of Delhi and Education Minister of Delhi: NISA Delhi State BPS conference, 250 Participants. Representatives from Goa, Punjab, Haryana, Maharashtra & Uttarakhand also participated.

• Telangana - Meeting with Bandaru Duttatryea on ESIC: , on Amendment to ESIC on retrospective date , Demand letter sent on the behalf of the NISA Similar letter shared by all NISA state members. Successfully the policy has been changed from retrospective to the prospective date.

• Meeting with State Education Minister: Shir.Vinod Tawde-Maharashta, Shri.Ram Bilas Sharma-Haryana, Shri.Manish Sisodia- Delhi, Shri.Pandiarajan -Tamil Nadu and Shri.Mantri Prasad-Uttarakhand and introduced the NISA and also

the Policy challenges faced by Budget Private Schools.

• Per Child funding model has been adopted by Haryana Government. NISA advocacy influenced the CBSE to withdraw the order on Principal Recruitment.

• NISA Karnataka Chapter- KAMS challenged quantum of reimbursement. Initially, the Court directed the government to decide on the representation within six weeks (order attached herewith). Then, KAMS filed for contempt, to which the government recently decided to hike the reimbursement amount from 11.8k to 16k.A notification is issued and submitted to the High Court.


In India, the government is constitutionally bound to provide

elementary education to children in the age group of six to 14. Our education policy is designed in a manner that primarily focuses on providing education through schools operated by the government. Arguably, schools operated by non-government institutions only get secondary focus. Therefore, we observe the difference in policy approach toward government schools and private schools. The approach taken toward government schools is of support and facilitation. However, the approach taken towards private schools happens to be more of control and regulation. School infrastructure norms are one area where this regulatory inconsistency is more evident. For example, when a government school does not have a library, policy response is to build libraries in all those schools through public funds. However, when a private school does not have a library, the policy response is to mount pressure on school management to build that library within a stipulated time with a threat to derecognise the school. We must understand that budget private

Policy challenges of budget Private Schools

KuLbhuShAn ShArmA

AmiT ChAndrA

Kulbhushan is President, Federation of Private Schools Association, Haryana. He is also President of National Independent Schools Alliance (NISA), State President of Patriotic Forum of India and State Working President of National Human Rights Protection Organisation. Previously, he has been general council member of the ‘Rashtriya Madhyamik Shiksha Abhiyan’ and member of the School Education Rules Review Committee.

Amit heads policy advisory at Centre for Civil Society (CCS). He successfully led an advocacy campaign ‘Jeevika: Law, Liberty & Livelihood’ for recognition of street vending as a legitimate occupation in the urban space, which led to legislation formation in Rajasthan and Bihar.

schools (BPS)are community schools and part of the same eco-system where the students, parents and teachers live. The schools may not be significantly different from the ecosystem around it. Government adopts a supportive approach to build the capacity of government schools but adopts exactly the opposite approach for private schools with a heavy hand of regulation.

Private schools have always existed in India in small numbers and been largely confined to urban areas. However, BPS have evolved mainly in the last three decades and spread out to rural areas to provide quality education at affordable price. While BPS have come up and are catering to the needs of around 40 percent of school going children in the country, they have to operate under the same policy framework designed primarily for larger private schools and government schools. Compliance with regulatory norms has hence become a grave issue resulting in closure of thousands of schools across the country, or daily challenge of survival in case of those that are not yet closed down. Outlined in this essay are the major policy challenges faced by BPS.

Editor’s Pick


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opening and running a school

In a country with the need of opening more and more schools, it is disappointing to know how difficult it is to open and run a school. A school, depending upon its location and standard (primary, secondary or senior secondary) requires 15 to 36 permissions (certificates, approvals and documents). It becomes even more difficult to run the schools as norms to comply change from time to time. According to a study by Centre for Civil Society (CCS) conducted in 2001, a minimum of 15 licenses and permissions are required to start a school. The only change since 2001 in the process of opening a school, which has happened in few states, is removal of the requirement for an ‘Essentiality Certificate’.

Schools follow the rules and norms of the day during construction of school building and setting up other facilities. However, various authorities introduce new rules and norms to be followed with retrospective effect. It becomes very difficult to follow those norms, more so when it is related with infrastructure compliance. The government of Karnataka has decided that schools must have 1-1.5 acres land of open space as playground. Similarly, orders are issued requiring the school to have counsellor, psychologist, female support staff, courses in regional language, safety of school busses, installation of CCTV cameras etc. It becomes very difficult to comply and bear the cost of added provisions in the middle of the academic session. For example, the Labour Department in Telangana in its circular in December 2016 has asked schools to register all the teaching and non-teaching staffs below monthly salary of Rs 21,000 with a scheme of Employees State Insurance Corporation (ESIC) (based on the ESIC Act amendment of 2008) mandating schools to pay employer contribution since 2008. While the intent of such provisions may be commendable, it puts schools in a very difficult situation.

This essay outlines some of the major policy challenges faced by budget Private Schools (bPS) in obtaining recognition, and goes on to show that most regulations are input based and do not focus on learning outcomes. The authors argue that input based regulations are unfair to bPS as these schools cater to poorer parents who cannot afford to comply by these norms, and therefore are forced to shut down.

infrastructure norms

One of the main challenges in current approach to regulation of school education is that it is highly input-driven i.e. focus of regulation is on infrastructure, teacher salaries, compliance with various norms laid down by the central and state governments etc. While these norms seem to be designed for elite private schools, BPS also have to follow the same norms which don’t go with the ecosystem of these schools. For example, schools running up to class five require around 200 square yards of land in order to be recognised, while schools running up to class eight require around 800 square yards of land1. Schools operating in unauthorised and slum areas either don’t have enough land in their neighbourhood or don’t have the capacity to buy land and therefore, mostly operate as unrecognised schools. Central Board of Secondary Education (CBSE) mandates land size of 1.5 acres in urban areas and three acres in rural areas for affiliation. This is one of the biggest hurdles for BPS due to which most operate only up to class eight.

Right to Education (RTE) Act 2009 also mandates that all schools be recognised or shut down. Heavy infrastructure norms and increased regulatory compliance has led to closure of thousands of schools across the country since inception of RTE. The penalty provision in RTE for schools that do not meet the norms and still operate is Rs 100,000 fine and further Rs 10,000 fine per day if they continue to operate still. According to media reports, around 7,000 schools in Maharashtra, 1,300 in Punjab, 786 in Karnataka and 1,200 in Delhi had received notice to shut down. Ministry of Human Resource Development has admitted to the closure of 2,173 schools in a written reply to a question asked in parliament. Many schools have also voluntarily closed down since they don’t wish to take the risk of coming under allegation and having to pay the price for getting into noble cause. Even bigger numbers of


schools are going to be closed down in years to come unless steps are taken by government to relax infrastructure norms. Parents are choosing to pay fees and send their children to BPS instead of government schools, which come without any fee and added freebies.

The due process laid out by the High Court of Haryana and Punjab in the example above, ensuring the right to education of a child is not compromised, is also not being followed. In some instances, governments are attempting to close BPS to ensure enough enrolment into government schools in the neighbourhood.

Teacher qualification and salary

RTE Act 2009 mandates Bachelor of Education (B. Ed.) qualification as the eligibility criteria to become a teacher. Additionally, all teachers are required to clear Teachers’ Eligibility Test (TET). However, state governments have not relaxed these norms, and made it mandatory for all teachers in private schools to clear TET within five years.

Firstly, India does not have such a huge number of trained teachers to replace the existing teachers. Secondly, BPS cannot afford the additional cost to pay for B. Ed. and TET qualified teachers.

Schools have also been asked to pay salary to teachers in accordance with contemporary pay commission guidelines. BPS are a low-cost solution to provide standard quality education with minimum fee to meet the paying capacity of low-income parents. Increased salary to teachers doesn’t match with the socio-economic model these schools operate in. It leads to forcing schools to increase the fee, which does not match the paying capacity of parents to whom these schools cater.

Commercial charges and labour laws

On one hand, schools are meant to be

When the attempt of closing schools in Punjab was challenged in the high Court of Punjab and haryana in Chandigarh, the court laid down due process to be followed to close down the schools to safeguard children’s right to access schools. The due process to be followed in the event of school closures is:

instead of an omnibus order, the authorities must inform schools of particular reason(s) for closure and/or of the specific deficiencies that exist before they could be asked to close down. This means the authorities must physically inspect each school, record deficiencies on a case-to-case basis, and pass speaking orders.

education department must prepare a list of every child that will be affected and guarantee a seat in a neighbourhood school of their parents' choice by mentioning the school by name (not just a general assurance that there are enough seats in the schools in the area).

not-for-profit organisations, but on the other they are levied with charges and taxes at commercial rates on facilities and amenities such as electricity, water, property, land conversion etc. Government must clarify the status of non-government schooling service providers. Labour laws which were created keeping in mind the health of labourers working in hazardous industries, have now been extended to schools. This means provisioning for ESIC scheme, Employees’ Provident Fund and gratuity. The provisions do not seem to be a big requirement but give way to the threat of ‘Inspector Raj.’

Fee regulation

On one hand, there is increasing expectation of services and facilities from parents, and very strict and uncertain regulations of government to operate under; on the other hand, increase of school fee is usually considered as exorbitant. Tamil Nadu, Rajasthan, Karnataka, Maharashtra and Punjab have passed laws to regulate fee in private schools and in some cases even courts have asked for government to determine fee charged by private schools.

Around 90 percent of private schools in India fall under the BPS category which charge school fee lower than government per child expenditure on education; that too when government calculation of per child expenditure includes only recurrent expenditure whereas private school fee includes all the input cost with the heaviest burden of capital investment into land and building. There are only limited high fee charging schools, out of which only a few are occasionally found at fault regarding fee determination for any academic session, but the heavy hand of fee regulation comes strongly on BPS. The government even lacks the insight into this diversified sector to be able to determine the fee. What can be done is, looking into reasons of


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increasing fee in cases where schools have raised more than 15 percent in any academic session and devising a solution accordingly.

reservation of 25 percent seats under rTe Act 2009

Provision for reservation of 25 percent seats in private schools is designed for students of Economically Weaker Sections (EWS) & Disadvantaged Groups (DG) categories, whereas BPS largely caters to EWS category students only. As schools are designed to cater to the needs of low to middle-income groups based on their paying capacity, the quota for EWS category students in our schools doesn’t make much sense. On-ground experience of implementation of Section (12)(1)(c) of RTE Act 2009 identifies serious gaps in execution:

• No clarity on entry level of admission as grade one or nursery

• Neighbourhood criteria with respect to government schools in the area

• Long period of admission process, as much as all year long in some cases

• Need to keep seats vacant, in case of no admission

• Provision of fee reimbursement to schools which is lower than government per child expenditure

• Long delays in fee reimbursement

• Parents from non-eligible income group getting their children admitted under EWS category based on fake income certificate

• Passing on responsibility of documentation, verification etc. to schools

The government should take up the role of provisioning for EWS category students and not get into providing it. The government should empower EWS category students with funds/scholarships to enable them to go to schools. Money should go directly to the children in advance.

Safety norms

Safety of students is of utmost concern to all. Yet, there should be some realistic, measurable and cost effective safety norms to be followed. At the same time, the norms must not be revised frequently without wider consultation of all stakeholders. In the past, state governments and courts have passed orders for building safety, fire safety, environmental safety, and safe transportation, without any consultation and hence, burdened schools with the cost of complying with these norms. The orders have gone to the extent of having psychologists, counsellors, CCTV camera in class and corridor, trained driver and conductor in bus, and many more. In one case, the Haryana High Court ordered schools to employ

bus conductors from the transgender community, to ensure safety from sexual harassment cases. While the provisions may be desirable, cost effectiveness factor must be kept in consideration. While passing the safety norm related orders, government must seriously consider the cost-benefit analysis and feasibility of implementation.

Lack of financial support

While there is huge expectation from schools to bring the best infrastructural, academic and sports facilities, there is no financial support available to bring investment into the sector. Existing financial institutions such as banks don’t provide loans to start or expand schools, as the schools are not-for-profit organisations. With increased intervention by central and state governments into opening and day to day running of schools, and overall operation and management of schools, the sector has become more vulnerable to corrupt officials. Government should create a ‘School Investment Corporation’ to bring investment to the school education sector. A good model to replicate can be Punjab Education Foundation of Pakistan. Government should work toward making school education free from ‘Inspector Raj’ of bureaucracy. With integration of technology, scope of human intervention should be reduced.


Commencing from the ‘cognitive revolution’ which started 70000

years ago, the ‘Knowledge Journey’ of human society has reached the significant times of scientific revolution, the industrial revolution, the information revolution, and today education have been the co-consort of this long human life. Although education has been a part of ‘independent society’ from the beginning but since the principle of ‘state-nation’ has emerged; in all countries, it has become a victim of the monopoly of the government system. Since quality education available in any country determines the quality of human resources there, there are few questions raised about the government’s presence in the field of education. But the prominent liberal thinker and Nobel laureate Milton Friedman had called ‘competitive education system’ more competent than the government monopoly. Under this government monopoly, I will analyse the public quality education of public schools through ‘Praja Foundation’ through the white paper released on ‘The State of Education in Public Schools in Delhi’.

What is the government’s opinion about the key values of our country’s education system and its policy is known

omeSh meenA(the author is an independent critic)

Editor’s Pick

from the introduction on the website of Directorate of Education of Delhi Government. It reads - “Education has the key to economic development, social change, modernization and national integration. The objective of the National Policy on Education is to provide a comparable quality education to all students to a level. In order to improve its quality at all levels and to pay more attention to science and technology, this emphasises the need for a revolutionary change of education system. Directorate of Education is trying to implement this policy insistently.

Hardly anyone disagrees with the above-mentioned intentions of the education policy, but are only “good intentions” enough for good education? Is the current education system the key to modernization? Are the Government really aware of the quality of education? If the government is really doing a better job in the field of education, then the answer to these questions should not be seen in the ‘objectives’ of the policy, but in the ‘implementation’ and the ‘outcome’ of the policy. But the reports received from time to time raise questions on our ‘education quality’.

In the PISA survey of OECD, two Indian states out of 74 participants stood

‘Good intention’ is not enough for ‘good education’


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at 72 and 73rd position. The ‘Impact Report’ published every year unlocks the truth of quality of education provided in our rural India and indicates that option of ‘public school’ is rapidly changing to the ‘private schools’. According to the report, from 2006 to 2013, enrolment in private schools in rural India have increased from 19% to 29%. In the joint report of FICCI and EY of March 2014, 40% of the total students of the country are enrolled in private schools. The Economic Survey 2015-16, published by the Ministry of Finance, Government of India on the declining nomination in this way, has expressed serious concern, and advocated not only to ‘stop but also to turn back’.

Nevertheless, what are the reasons for the growing fascination towards private schools? According to the PROBE report published in 1999, the reason for parents giving preference to private schools is found to be weak ‘responsibility chain’ in government school system; While teachers are liable to children and their parents through ‘school management’ in private schools. Since many studies have found positive relations between investment in education and personal and social benefits gained from it. In Singhangari and Madeswaran’s working papers, ‘The Changing Rates of Return to Education in India: Evidence from NSS Data’, nearly 10% of the benefits have been found on the basis of hundreds of studies around the world, as well as positive impact of school education in ‘labor market’ and ‘income earning’. Therefore, especially the poor guardians are eager to send their children to private schools for better education. In view of all these questions, ‘Praja Foundation’ has issued a white paper on the ‘education status of public schools in Delhi’, which shows that not only in rural areas but also in cities like Delhi, questions are being raised about the quality of education system. In spite of heavy “public expenditure”, higher rates of Drop Out and more than half of the children attending government

schools have raised issues such as expenditure on private tuition, parents’ dissatisfaction with the quality of both education and teachers.

The most prominent scale of quality of school education is nominations, but between 2013-14 and 2014-15, about one lakh 50 thousand nominations have decreased in both the Municipal Corporation of Delhi and Delhi Government schools. If we look at the first-grade enrolment, there has been a reduction of around 45 thousand between 2010-11 and 2015-16. The decline in enrolment is clear indication that state schools are not able to attract children.

Even in the State Government schools, 0.7% of the students who were admitted in between 2013-14 and 2014-15, did not continue their studies in the next year of enrolment.

Dropouts have been a big problem for the Indian education system and it continues in Delhi. During the academic year 2015-16, the municipal corporation and government schools of Delhi have lost 1 lakh 45 thousand students, which are very worrying. In the East Delhi Municipal Corporation, the drop rate has been around 18%. A prodigious standard of education of the European Commission is ‘successful and transition’ where successful transition from primary education to higher secondary education are necessary. According to this scale in the year 2014-15, 45% students of class 9 could not make to class 10 and approximately 35% of class 11 could not make it to class 12. These are very disappointing figures because these students have reached the ‘continuous and overall assessment’ period. It should be concluded that they did not receive rated education in government schools.

The principal investor and shareholder of children’s education are their parents, and therefore, their opinion of the ‘school’s educational quality’ matters a lot. A survey conducted by the Praja Foundation for Hansa Research on the parents of children

in the PiSA survey of oeCd, two indian states out of 74 participants stood at 72 and 73rd position. The ‘impact report’ published every year unlocks the truth of quality of education provided in our rural india and indicates that option of ‘public school’ is rapidly changing to the ‘private schools’. According to the report, from 2006 to 2013, enrolment in private schools in rural india have increased from 19% to 29%.


studying in public school found out that 52% of parents also provide private tuition to their children. Even after spending 43 thousand on each child by the government, if they are in need of private tuition then there is undoubtedly the problem of not making meaningful utilization of public resources. The three main reasons cited by parents for being unhappy with a public school are less scope for better future, quality of education is not very good and teachers are not good. Here one feels the need of ‘selection and competition’ in the field of education, which can bring quality in education and establish the responsibilities of the teachers towards children and guardians. Anita Joshua has expressed the concern of Montek Singh Ahluwalia, the then Deputy Chairman of the Planning Commission on private tuition in primary articles in her article in THE HINDU on January 16, 2014, in the following words: “While the state should continue to invest in school education Should all go to government school? In this situation, suggestions

of the Centre for Civil Society on the voucher arrangements and low-cost community and budget schools can prove to be a better option, which are on the verge of the closure of RTE!

In this white paper, an astounding disclosure reveals the unresponsive and neglected attitude towards the education of our public representatives. In spite of being an important subject of public service, 31% councillor (April 2015 to March 2016) and 40% of the legislators (Monsoon and Winter Session 2015) did not ask any questions related to education whereas only one question was asked on Drop Out.

This white paper of Praja Foundation will undoubtedly increase the demand for better accountability and transparency in the public education system of Delhi Government and Delhi Municipal Corporation and will insist on adding ‘urgency to education’ to budget planning so that the public resources are efficient and beneficial to be used. Taking cognizance of the ‘impact reports’, ‘The Economic Survey’ of 2015-16 while expressing

concern over ‘declining quality of education’, has called the government for immediate action by immediate effect, similarly this white- Letter of Praja foundation should be taken in cognition by the Delhi Government and Delhi Municipal Corporation.

In spite of heavy government expenditure, parents spending on private tuition encourages ‘unbelief in public services’, so parental participation should be ensured in every aspect of education policy and an attempt should be made to establish ‘School Management Committee’ as a functioning and competent institution. Since the right to education is an integral part of the “right to life” in accordance with the Indian Constitution in such a situation weak or sub-standard education is the violation of basic rights of the citizens and it is the responsibility of the state that it should not only get away by only providing easy and affordable education but also should make the quality of education even more affordable and economic.


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State meetings

Advocacy meetings

Press Conference of budget Private SchoolsDate: 30 January 2017

Venue: Press Club of India, New Delhi

NISA member, PUSMA Private Unaided Schools Management Association organized a state conference and awards ceremony named Child Safety Award for the best school drivers, Bus Assistants and School Transport managers. At this conference, 1000 of Private School bus drivers, principals and bus care takers were conferred with the Child Safety Award contribution in the education sector. NISA President, Mr Kulbhushan Sharma; NISA Policy Advisor Mr Amit Chandra and National Coordinator, Mr S R Thomas Antony also attended the conference.

National Independent Schools Alliance, Coordination Committee of Public Schools and Delhi Independent Schools Alliance organized a press conference to raise the probles and policy challenges faced by budget private schools. This was a second attempt to highlight and re-emphasise the issues after the first big meeting with Delhi Education Minister, Mr. Manish Sisodia who had promised some concrete measures last September 2016. Press Conference informed about the advocacy activities carried by the alliance. Time and again we have been raising our problems but no concrete step has been taken so far.

maharashtra State meeting on Child Safety Date: 7 February 2017

Venue: Rabindra Auditorium, Dadar, Mumbai

meeting with Secretary education, maharashtra mr. nand Kumar

Date: 13 February 2017Venue: Secretariat, Mumbai

NISA members had a meeting with Mr. Nand Kumar, Secretary Education, Maharashtra. NISA Members and PUSMA Members discussed about the Education Minister Mr.Vinod Tawde commitment for implementing the school voucher model in Maharashtra. Delegation Submitted the New Education Policy documents, policy challenges faced by the Budget Private Schools. Members explained the importance of the need of the policy changes to have a good quality education in our country. Discussion was also about the idea of the school voucher model, and how it can bring the change in the education system. Mr.Luis Miranda, Mr. Kulbhushan Sharma, Mr. Bharat Malik, Mr. Amit Chandra, Mr. Harjinder Singh, Mr. Avinash Chandra and Mr. Thomas Antony were part of this meeting.

NISA Communique


Jammu and Kashmir inter State ConferenceDate: 19 January 2017

Venue: J & K Public School, Jammu

One day inter- state conference of Private Schools was held on 19th January 2017. The conference was presided over by Kamal Gupta, President J & K PSA and attended by NISA president Kulbhushan Sharma, Thomas Antony (Advocacy Coordinator NISA), G N Var( President Joint Action Committee, Srinagar) and all District heads. The conference highlighted charter of demands, which include; one time recognition to for private schools, infrastructure required for running private schools as per SSA & RMSA norms, upper limit of fee should be fixed by the government, exempting private schools from commercial laws, labour laws, ensure single window clearance system.

Assam State ConferenceDate: 24 January 2017

Venue: Guwahati Film Institute, Asssam

NISA State Chapter Byktigata Vidyalaya Samannayrakshee organized the State Conference on the challenges faced by Affordable Private Schools in Assam. A daylong conference discussed various challenges faced by the affordable schools in Assam. Also the conference discussed the strategy to strengthen the association by creating the decentralized structure of schools association. NISA team of President Mr.Kulbhushan and Advisor Mr.A S Mahajan and National Coordinator Mr.Thomas attended the conference.

haryana Protest Against Anti education Policies

Date: 26 March 2017Venue: Kaithal, Harayana

NISA State Chapter Haryana Private Schools Welfare Association organized the State level protest at Kaithal District, Haryana. The protest followed with a large gathering of school owners raised their voice against the anti education policies. The federation demanded for the policy change for 134A admission provision, Property tax for private schools, Bus passing up gradation.

meeting with Secretary education, mhrd mr. Anil SwarupDate: 5 January 2017

Venue: Shastri Bhawan, New Delhi

NISA members had a meeting with Mr.Anil Swarup, Secretary Education-MHRD. NISA Members and discussed about the challenges faced by the Budget Private Schools across the country and submitted the charter of demands for better education policy.


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September 1, 2016; Reliance launches its telecommunication service “Jio”. It has free calling, and 4G internet data plans available for the customers. The whole of India rushes to join the

education in india deserves a Jio revolution!

niTeSh AnAnd Advocacy Associate, Centre for Civil Society

queue for getting the SIM of Reliance Jio. While I was travelling to different places in India, I found so many people including my friends always online and happily using the free 4G data

Education

services. It has been more than six months now. Jio recently announced a basic capitation charge of INR 100/- per month on its services starting April 2017. I have been an Airtel customer


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throughout my life and it was still strange for me to come in terms with the Jio tsunami. I was very much trying to keep my minds away from this and continue my loyalty to Airtel, though I was finding it a little unfair to pay a lot more comparatively. In January 2017, I got a new phone and I thought of switching to Jio, but before I could, Airtel came up with a plan on offer with all these required benefits at a much lower cost. I happily stayed with Airtel keeping my same number alive, that too at a much better cost. Throughout this, I was wondering what exactly I wanted as a customer. Better services, cost-effective performance topped my list. In fact, Jio, through market competition made it possible for me to get all this from Airtel. Even the government-run BSNL/MTNL followed the suit and lowered its prices and bettered its services. While all of this was being regulated and observed by another independent government authority, the Telecom Regulatory Authority of India (TRAI) to ensure no foul-play.

While in case of Indian Education system, here the government makes policies, regulations and frameworks at every level for all the stakeholders. The same department funds and finances it. And on top of that, the same officials are responsible for provision of education through government schools.

In India, the other large pool of providers, especially the low-cost Budget Private Schools, are regulated, assessed and managed by the government. Budget private schools are those where per pupil expenditure is comparatively lesser than the Government Schools in the same area. While the motive of improving learning outcomes for the children of the country the learning outcome have been there, the learning outcome level of private schools have been consistently higher than that of government schools. These Budget Private Schools are henceforth in direct

competition with Government schools. In India, more students are studying in Budget private Schools than in Government schools. According to ASER-2014 report, between 2010 and 2014 government school enrolment decreased by 6.2% whereas private schools enrolment increased by 6.5%. This has led to unnecessary turf battle at the cost of student and parent interest. Low-cost unaided private schools have emerged as an alternative to government schools, particularly for poorer parents in urban and rural areas. In bigger states like UP and Haryana, over 50% of children are enrolled in unaided private schools.

Additionally, the evaluation and assessment is done by the same government department. This is certainly not in proper spirits of fair competition. What are the choices for parents? Can’t a better and fairly competitive education space ensure improved quality in overall learning outcome level of our children?

I would like to get the choice and with the separation of Government’s role with a TRAI-like similar authority in Education space might propel a Jio to come and change the education space in India based on the principles of freedom of choice and competition which will bring the focus on the learning outcomes of the children. I want freedom and choice, and I’m sure you do the same. Separation of Government’s role can easily be the first step towards this.

I, as a citizen of the country, demand the Education of Choice in India!

in india, more students are studying in budget private Schools than in Government schools. According to ASer-2014 report, between 2010 and 2014 government school enrolment decreased by 6.2% whereas private schools enrolment increased by 6.5%.

What should the new education Policy have?• Separate Government’s role as regulators, financiers and

providers for education. • Promote autonomy, not control.• Third party assessment of all the providers.• Present a level playing field.• The focus to be on children’s learning and parental choice.


While deciding in a matter of raising the fees by private schools built on government land, the Supreme Court has said the government’s permission is necessary for this subject matter. It cannot be denied that school fees are a big issue; Social as well as political issues. On one hand, school management tries to rationalize the cost increment, citing its expenditure, while the guardian and the government along with it call it arbitrariness of schools.

Parents want government to

Government interference in fee hike will not solve

the problemAvinASh ChAndrA

Editor, www.azadi.me

of fact that due to opposition from schools, this impractical decision has not yet been complied with. But once the government intervened in fixing the fees, then government officials will be dominated by the teachers’ salary and terms of service. Then it will be difficult for school management to take action against careless teachers. The sad state of the government schools across the country shows that the government interference in private schools will also bring the

Education

intervene in school fees and get them rid of the arbitrariness of schools. Some NGOs and volunteer groups working in the field of education can also be seen pressurizing for government interference. However, there are different problems of government interference in the functioning of private schools. This intervention already exists in curriculum determination and the Government has already initiated initiatives to equalize teachers’ salary to government teachers. It is a matter


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One reason for school’s arbitrariness is the insufficient number of ‘good’ schools. The government should pave the way for the opening of new schools and there is a need to simplify the laws. If there are enough number of schools, profits will eventually be controlled by the market. With the passage of time many other schools will come into existence, which will provide equivalent quality education in lesser fees. Ultimately, the increasing number of these schools will offer competitions which will restrict the fees of leading schools. The market should be allowed to control fees. This will not adversely affect the quality of education.

The lands are made available to the schools at concessional rate by the government and relaxation is allowed in the income tax. The fees for these schools should be controlled with the collaborative participation of the government, the parent and the management, all three. This will prevent misuse of government facilities. Their accounts should be audited and should be made public. But, in order to control the fees of all private schools, we should not allow the quality of education to be annihilated.

same effects in private schools. The law of right to education is already resulted in jeopardy of the autonomy of private schools. School management is also on back foot since 25 percent of the poor children are enrolled in class according to age and relying on the government for reimbursement of the fees. With control of fees, this series will reach somewhere else. For government sector the control over private school is profitable deal. For them, another source of income will open and the possibility of return of Inspector Raj will increase.

In fact, on reason for the problem is the psychology of the parents that schools that have large buildings and that charge high fees yield better quality of education. While the truth is that there is no definite link between higher fees and good education.

Professor John McDermott of Southern California University says that increasing per head student expenditure beyond a minimum level does not affect success in the test. The role of domestic background and other social situations in academic performance is more. ‘In the US, 10 colleges were studied by the Wabash National Studies, whose academic achievement was equal. It was found that the difference in student expenditure was 6 times the difference.

Similar studies are not available in India’s context, but I am confident that the ground situation here is also similar. The rating of quality of schools is needed, as the hotels are given star ratings. The government should encourage the system of such ranking and display it on its website so that the parent can know the reality of the school before enrolling the child. Rather than interfering with the increase in the fees of schools, the rules should be made to increase the fees in the beginning of the academic year rather than in the middle of the session so that the guardian can take a call of enrolling the child in the school with a lower fee if desired. But the autonomy of schools should not be interfered.

The sad state of the government schools across the country shows that the government interference in private schools will also bring the same effects in private schools. The law of right to education is already resulted in jeopardy of the autonomy of private schools. School management is also on back foot since 25 percent of the poor children are enrolled in class according to age and relying on the government for reimbursement of the fees.


The Directorate of Education via Circular dated 22.03.2013 relaxed the minimum limit of land for both primary schools and middle schools located in unauthorized colonies. The current limit stands at 200 sq yd for primary schools and 700 sqm (857 sq yd) for middle schools.

The Directorate of Education via Circular dated 22.03.2013 relaxed the minimum limit of land for both primary schools and middle schools located in unauthorized colonies. The current limit stands at 200 sq yd for primary schools and 700 sqm (857 sq yd) for middle schools.

700 sqm is exorbitant requirement for a school with eight classrooms. If 200 sq yd is the requirement for five classrooms, ideally 120 sq yd should be the required for additional three classrooms. Mandating more than four times the requirement for primary school, that is, 700 sqm (=837 sq yd) is unreasonable and arbitrary.

Clause 5 in the same circular lays down two algorithms to calculate the classroom size:

1. Per Class Wise – The classroom size of a primary school seeking recognition shall be minimum 30

The mathematics of land norms

Ad. PRASHANT NARANG Supreme Court of India

Legal Update

sqm and in the case of middle school shall be 40 sqm. It comes to (5 X 30) + (3 X 40) = 270 sqm = 323 sq yd.

2. Per Student Wise – In case the classroom size is less than the prescribed size, the number of students in the class shall be restricted in such a way as to provide for 10 sq ft area for each student after leaving 60 sq ft for teaching area.

Both these algorithms lead to 320-325 sq yd only. It is evident that the policymakers envisage around 320 sq yd for middle level schools in unauthorized colonies, however a random figure of 700 sqm shows up in the table which does not match with the other two algorithms.

There is a paucity of land for private school owners. Even the government is

not in a position to open more schools for the underprivileged students. This has led to a deficit of around 35,000 seats between class V and VI. In addition, the policy is not clear whether it is allowed for primary schools to run middle level classes in the second shift, i.e. whether a Primary school (Nursery-class V) can run Middle classes (VI-VIII) in the second shift. Primary schools are allowed to run primary schools in the second shift though.

Even Right to Education Act, 2009 treats primary and middle level schools alike. It mandates one classroom per teacher and one teacher for every 30 children. RTE does not mention any special or extra arrangement for middle level school.

Delhi High Court in its order dated 29th April 2016 dismissed the petition filed by Coordination Committee of Public Schools (CCPS). It challenged the differentiation in the building norm for primary schools and middle primary schools. While rejecting the argument of arbitrariness and unreasonableness, the Court said that both these categories of schools are not alike and hence the differentiation


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created by the policy is justified. In addition, it refused to look further into the matter by saying that the Court do not normally interfere with the policy decisions. While arguing its case for the policy, the government counsel said that such move was created to prevent

commercialisation of education. It is appalling that such subjective reasoning devoid of any empirical backing has been used to root out middle schools resulting in a deficit of around 35,000 seats between class V and VI. Letters Patent Appeal 528/2016

entitled Coordination Committee of Public Schools vs. Government of NCT of Delhi has been filed by CCPS in order to challenge the Delhi High Court of 29.4.2016. Last hearing was on 23rd Sep. 2016 and the judgment has been reserved for almost six months.


Ten years back in 2007, I moved back to India from Singapore where I had been living and working for 7 years at Procter & Gamble Ltd. I was driven by a desire to change the face of education in India because I was deeply dissatisfied with the quality being dished out to our children. In order to learn about the education segment, I spent 5 years as Chief Executive Officer of one of India’s few listed education companies - Zee Learn Limited. This gave me a wide understanding of school and pre-school education. I was deeply interested in curriculum and pedagogy and together with my team, we developed innovative methods of developing young children and for teaching-learning of Math and Science.

Five years back in 2012, hit by the realization that my work was still restricted to the upper middle class

becoming a teacher’s best friend – Story of LeAd school solution

and big town parents, I quit Zee Learn to set up a school for first generation learners in a village in Gujarat with my co-founder, Smita Deorah. The goal: develop a solution that can help those students learn, who do not have access to good education and do not have home learning support. The first question that we were asked by everyone was: Where will you get your teachers? How will you train your teachers? How will you retain them?

Everyone had an intuitive understanding that student learning is a direct function of what the teacher does with her students. If the teacher is absent, there is no learning. If the teacher is present but not teaching, there is little learning. If the teacher teaches by traditional methods of lecture and rote, there is rote learning. (most teachers fell in this category).

SUMEET YASHPAL MEHTA Managing Director, LEAD School

Education Technology

Only when the teacher uses her own strong content and pedagogical skills, to help students learn through their preferred learning style (auditory, visual or kinesthetic), does robust learning take place - the one that can be applied outside the classroom and the one that still exists, long after exams are conducted. These teachers, alas, are few and far between!

When we started hiring teachers, we realized the paucity of good teachers. Candidates would come with BA, MA and B.Ed. but could hardly speak a sentence in English. Their conceptual understanding of basic science and math concepts was very poor. And their teaching ability was restricted to reading off the textbook and translating for the students’ benefit. So we did what everyone does - Train the Teacher!

We trained them on lesson


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planning, objective setting, classroom management, subject knowledge, teacher leadership, etc. over the first year. Our investment of time and energy in training was very high. The feedback to our training sessions was very good. Teachers were very engaged in our trainings and went happy that they had learnt something interesting. But we soon faced 2 problems:

1. The translation of their training to their classroom practice remained very low. We needed a very high amount of supervision and review to ensure that teachers were teaching the way they were trained. Even with supervision, very few teachers would make lesson plans. Very few would prepare the resources and very few would follow conduct the activities they had learnt. On checking why, paucity of time was often the most often quoted reason.

2. Also, due to high teacher turnover, at any point there was a need to train someone or the other. This was also a very high drain on resources. A teacher would leave because her husband was moving to another town, or she got married, or was expecting a child or sometimes for a few hundred rupees higher salary. And with her, all the training investment also went away.In short, training the teacher was

not a sustainable and effective strategy. We had thought that we’ll make standardized modules of training that can be replicated across schools but on this evidence, we had to think of a different approach.

Putting our heads together, we realized that we were expecting too much from our teachers. We were expecting them to understand the concepts of differential learning, Bloom’s taxonomy, multiple intelligences, and student centric learning. We were expecting them to make great lesson plans and prepare resources before their class. We were expecting them to analyze student results and conduct remedials. All this

while taking attendance, writing diaries, checking notebooks and filling registers! While all this might be possible in schools where teachers have sufficient non-teaching time, where teachers are highly motivated & capable and where a low student-teacher ratio reduces burden on teacher; in most schools teachers do not have the time, the intention or the capability to do all this. In short, we were expecting miracles from mortals. It was difficult to teach excellently, because it asked a lot from the teacher. Faced with her workload, she often resorted to the path of least resistance, i.e. rote learning from the textbook!

We needed something that made it easy for teachers to teach excellently. What if all the great pedagogical practices could be put in lesson plans and made available to teachers? What if all the resources that the teacher needed, could be pre-designed and provided to the teacher? Why would a teacher teach badly, if teaching excellently was easier?

These design questions led us to develop the LEAD School Solution. We designed a teacher app on a hand held device with detailed lesson plans mapped to the curriculum. Teachers gave us feedback that the plans were great but they had to spend a lot of time searching and gathering the resources needed to execute the plans. And then they had to figure out pen drives to transfer these files to a computer or projector. All this created friction and led to low adherence to plans. So, we upgraded the teacher app to contain all AV material needed for the plan. We also designed and sent a School Kit with all the physical resources required, so that the teacher didn’t have to prepare or search for them. And because books of national publishers were not appropriate for our students, we designed our own readers and workbooks mapped to NCERT. This took us 3 years but at the end, the LEAD School Solution made it easy for the teacher to teach excellently.

Now teachers wanted more because they had tasted the benefits

The same local teachers who were earlier teaching by lecture method leading to rote learning, became better teachers by using the LeAd Teacher App. Student learning improved.

Learning solution


of technology and centralized design. Based on further feedback, we enabled assessment data to be captured and analyzed through the app and remedial plans to be made based on this data. There was no need to do detailed Microsoft excel calculations anymore! We also enabled Attendance data to be captured in LEAD Teacher App. There was now no need to maintain separate registers! And finally, to include parents as equal partners, we developed a LEAD Parent App. All communication and notifications could now be sent digitally. There was no need for teachers to fill 35 diaries anymore! Slowly, over 4 years, we had created a LEAD School Solution that was comprehensive and catered to all stakeholders. Most importantly, it made the teacher’s task easier and allowed her to focus on her main job - teaching excellently!

The results were astounding! The

same local teachers who were earlier teaching by lecture method leading to rote learning, became better teachers by using the LEAD Teacher App. Student learning improved. Across our schools, students showed 1.6 years of English Literacy growth in just one year. In Math, class average improved from 51% to 63% in just one year. Teachers remarked how easy it had become to teach excellently. Their classes were much more engaged and they felt happy seeing their students learn. Schools had better data at hand. They could see which class was doing well and which teacher was teaching well based on student results. Some of our trainings were then directed to those teachers who had low student results, in areas they needed help with. Parents were happy because they now knew what their child was learning through regular notifications. The overall school

system improved.We then opened more LEAD Schools

and implemented the LEAD School Solution there too. We also offered it to a few partner schools to see the results. In both own and partner schools, student learning and teacher satisfaction were as good as our first school. These results gave us the confidence that teachers when empowered with the right tools and solutions, can create miracles with their students.

We are now implementing the LEAD School Solution in government schools in Delhi and affordable private schools in Maharashtra, Gujarat and other states, to improve student learning there too. Our mission is to bring excellent education to every child. And we are keenly looking for more similar minded educators and school leaders to partner with us on this mission!


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Child not given admission since we applied in open category

Q: We have applied for admission in Nursery in “General Education Academy” in Chembur. We are Hindu-Mochi and we want to seek admission in open category since we can afford the education and someone who really deserves the benefit should get it. But the school is denying admission stating that a reserved category student cannot seek admission in open category. Thanks

JairaJ | [email protected]

A: RTE Act indeed restricts 25 per cent seats to the children of economic weaker sections and disadvantaged background but it does not exclude any child to apply under open category. Such denial is illegal. You can write to the school asserting your right to not avail the legal privilege under section 12(1)(c) and your right to approach judicial forum for an appropriate remedy.

Grievance Title: Student bhanage Soham rajendra (17Ah002132) Allocated to the School dAhAnuKAr enG med Pri TiLAKnAGAr (27261004309) under 25% rTe rule however the School demanding Admission Fee & other Fees to the parents

Q: Student Bhanage Soham Rajendra (17AH002132) Allocated to the School DAHANUKAR ENG MED PRI TILAKNAGAR (27261004309) under 25% RTE Rule however the School Demanding Admission Fee & Other Fees to the parents And also demanding Bus Fees however home to school distance is less than 3 KM. School also gives receipt to pay the amount in the bank & stated that, parents should pay the amount other wise admission would be cancelled. School also gives same statement to below students which allocated under RTE Rule Pawar Atharv (17AH002255), Jadhav Harshal (17AH004346). Lastly school admission authority person told you may call any RTE officer but we don’t gives admission without pay this amount. Thanks,

Bhanage raJenDra JaBaJi | [email protected]

A: No school can ask for any tuition fee or admission fee from any child allocated or admitted as per section 12(1)(c) of the RTE Act. Regarding bus fee, please check the state rules and high court judgments, if any.

number of holidays permitted

Q: My child is going to be in the 1st STD at JBCN - PAREL in the academic year 2017-18. As per their holiday list - they have given a total of 178 holidays and only 187 working days. I want to know what is the minimum no. of working days a school should compulsorily adhere to. Co we are paying huge amounts of fees for only 187 working days

eshita gala | [email protected]

A: As per the Schedule to the RTE Act, minimum number of working days for class I-V must be not less than 200 in an academic year. You can write to the state education department and state commission for protection of child rights.

Q: Is the RTE applicable to Minority Educational Institutes?sikh national high school | [email protected]

A: 25 per cent quota provision is certainly not applicable to Minority Educational Institutes even if those are aided schools. For other provisions, you will need to check your state high court judgments.

how to register my pre school in bihar

Q: please help me how to register my school blockViVek yaDaV | [email protected]

A: Most states do not have any regulations for pre-schools. Please contact the state education department for registration of your pre-schools.

rTe - 25% reservation Quota

Q: Why income certificate is Rs 1 lakh? If Government given tax free income slab was rs. 2,50,000/- to

3,00,000/- then why RTE-25% given condition of rs.1,00,000/- income certificate, if it is wrong give new notification. It means government dos not wants to enroll middle class family child in good education. Please clarify.

saDananD | [email protected]

A: The eligibility criteria for admission under section 12(1)(c) RTE Act which reserves and provides state funding for 25 per cent of seats in private non-minority schools is decided by the state government or the state education departments. The objective is to benefit economically weaker sections and other disadvantaged groups only. You can apply for open category seats.

Centre for Civil Society offers free legal advice and consult on RTE. We consult legal expert and advocate from iJustice. Write to [email protected] with your query.

Be as brief, clear and specific as possible, and put the subject line as: ‘Legal Boundaries - NISA Query’.

Ask your lawyer

Ad. PRASHANT NARANG Supreme court of India


We are looking for motivated partners to transform government schools into centers of excellence. The partnership has strong support from South

Delhi Municipal Corporation and philanthropists.

28 schools 12 partners 5000 students

Will you help me achieve my

dreams?

[email protected] +91 98180 20998 / +91 11 49125907For further details, contact Kanchan Lall

www.theeducationalliance.org

“It’s a very rewarding partnership, with potential for great impact.”

Ashok Kumar Thakur, Muni International School(Partner in 3 schools in South Delhi)


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ueLdkj

volume 3 issue 1 | NISA Namaskar |

ueLdkja bilingual magazine by the NISA Family

Affordable Schooling, Commendable Learning VOLUME 3 / ISSUE 1

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National Independent Schools Alliance (NISA) is the unified voice of budget

private schools (BPS) in India, that aim at improving access to affordable and quality

education for the economically weaker students.

20 States, 24 Associations’ 55,000+ Schools, 22,00,00,000+ Students

Become a member today! Join NISA

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laikndh;

jkt/kkuh fnYyh ds f”k{kk funs”kky; ds gokys ls ehfM;k esa çdkf”kr [kcjksa ds

eqrkfcd “kS{kf.kd l= 2017&18 esa bZMCyw,l dSVsxjh ds rgr ulZjh d{kkvksa nkf[kyksa ds fy, dqy 1]13]991 vkosnu çkIr gq,A chrs fnuksa funs”kky; }kjk y‚Vjh/ Mª‚ çfØ;k ds ckn dqy miyC/k 31]653 lhVksa ds fy, igyh lwph tkjh dh x;hA futh Ldwyksa esa nkf[kys dh bPNk j[kus okys 82]338 Nk=ksa ds vfHkHkkodksa ds fy, mgkiksg dh fLFkfr cuh gqbZ gSA mUgsa le> ugha vk jgk gS fd muds cPpksa dks nkf[kyk dSls feysxk \ dqN vk”kkoknh vfHkHkkodksa dks vc Hkh mEehn gS fd igyh lwph esa uke fudyus okys dqN Nk=ksa ds nkf[kyk u ysus vFkok vko”;d dkxtkrksa ds u gksus dh n”kk esa fudyus okyh nwljh lwph esa “kk;n muds cPpksa dk uke vk tk,A gkykafd ;g fLFkfr fcYyh ds HkkX; ls Nhdk QwVus ds tSlh gh gS vkSj blls vf/kdre dqNsd gtkj cPpksa dks gh nkf[kys dk ekSdk fey ldsxkA ckotwn blds yxHkx 80 gtkj Nk= vius ilan ds futh Ldwyksa esa nkf[kys ls oafpr jg tk,axsA bu Nk=ksa esa cM+h rknkr mu cPpksa dh Hkh gS ftudk uke fiNys o’kZ tkjh lwph esa Hkh ugha FkkA pwafd tujy dSVsxjh ds rgr nkf[kys dh çfØ;k yxHkx lekIr gks pqdh gS ,sls esa bu Nk=ksa ds le{k vc ljdkjh Ldwyksa esa gh nkf[kyk ysus dk jkLrk cprk gSA dgus dk rkRi;Z ;g gS fd reke ç;klksa ds ckotwn yksxksa dks nkf[kys ds fy, ljdkjh Ldwyksa dh rjQ vkdf’kZr djus esa lQyrk ugha fey ldh gS ysfdu dksbZ vU; fodYi u gksus ds dkj.k vfHkHkkodksa dks ogha nkf[kyk ysus ds fy, etcwj gksuk iM+rk gSA ysfdu ;fn ljdkj pkgs rks i‚fylh esa ,d NksVs ls cnyko ls xq.koÙkk;qä f”k{kk gkfly djus vkSj bl fy, futh Ldwyksa esa nkf[kyk djkus dk liuk j[kus okys Nk=ksa o vfHkHkkodksa dks jkgr fey ldrh gSA mnkgj.k ds fy,] fnYyh esa ,sls ekU;rk çkIr Ldwyksa dh csgn deh gS tgka vkjVhbZ ds rgr xjhc oxZ ds cPpksa dks ljdkj fu”kqYd nkf[kyk fnyk ldrh gS] tcfd cM+h rknkr esa ,sls Ldwy ekStwn gSa ftUgsa *Q‚YVh i‚fylh* ds dkj.k ekU;rk çkIr ugha gS vkSj ljdkj ogka nkf[kys ds ,ot esa *jh&bZEclZesaV* ugha ns ldrhA ;fn ljdkj

viuh Q‚YVh i‚fyfl;ksa ftlesa fuf”pr vkdkj dh tehu dh vfuok;Zrk çeq[k gS] esa lq/kkj dj ysrh gS rks yxHkx rhu gtkj u, Ldwy ,d ckj esa gh vfLrRo esa vk tk,axsA njvly] fnYyh esa çkbejh vFkkZr 5oha d{kk rd ds Ldwyksa dks ekU;rk çkIr djus ds fy, yxHkx 320 LDok;j ;kMZ tehu tcfd fefMy vFkkZr 8oha d{kk rd ds Ldwyksa dks ekU;rk çkIr djus ds fy, 700 LDok;j ehVj ;kfu fd yxHkx 840 LDok;j ;kMZ dh t:jr gksrh gSA fnYyh tSls “kgj esa tgka tehu dh Hkkjh fdYyr gS] ogka ctV Ldwyksa ds fy, brus tehu dh O;oLFkk djuk laHko ugha gSA ,sls esa ljdkj Ldwyksa dks ^¶yksj* ds vk/kkj ij ekU;rk çnku dj ldrh gSA vFkkZr 400 LDok;j ;kMZ dh tehu ij cus Ldwyksa esa ;fn ^lsdsaM ¶yksj* cuk fy;k tk, rks mls 800 LDok;j ;kMZ ds cjkcj ekudj ekU;rk çnku dh tk,A vFkok ^czksdsu fjdfXu”ku* vFkkZr [kafMr ekU;rk Hkh çnku dh tk ldrh gSA mnkgj.k ds fy, Ldwyksa dks nks ikfy;ksa esa Ldwy pykus dh vuqefr çnku dh tkuh pkfg, tgka igyh ikyh esa 5oha vkSj nwljh ikyh esa d{kk 6 ls 8 rd dh d{kk,a pykbZ tk ldsaA blls cM+h rknkr esa futh Ldwyksa esa nkf[kyk ysus ds bPNqd Nk=ksa dk liuk iwjk gks ldrk gSA blds vfrfjä ekU;rk fey tkus ds dkj.k xSjekU;rk çkIr Ldwyksa dks eq[;/kkjk esa “kkfey dj ogka ds Nk=ksa dks ljdkjh ;kstukvksa ls Hkh tksM+k tk ldsxkA bl çdkj] ljdkj vius ukxfjdksa dks lgh ek;us esa jkbV Vw ,tqds”ku cfYd jkbV Vw DokfyVh ,tqds”ku çnku djus esa l{ke gks ldsxhA

ueLdkj


fu lk ueLdkj vkSj gkfnZd vfHkuanu ! ;g esjk vnE; lkSHkkX; gS fd eq>s bl

okf’kZd ;k=k ds nkSjku gkfly fd, x, lQyrk ds dqN ehy ds iRFkjksa dks vki lHkh ds lkFk lk>k djus dk volj çkIr gks jgk gSA fulk yxkrkj ns”k ds fy, csgrj f”k{kk uhfr dh odkyr djrk jgk gS vkSj fiNys ,d o’kZ dh ;k=k ds nkSjku geus futh Ldwyksa ds i{k esa dqN uhfrxr ifjorZu ykus esa lQyrk ik;h gSA futh Ldwyksa esa nkf[kys dh la[;k esa o`f) laca/kh “kks/k o vkadM+s csgrj f”k{kk dh pkgr vkSj blds çfr LoSfPNd –f’Vdks.k vkSj vfHkHkkodh; fodYi dk leFkZu djrs gSa vkSj ctV çkbosV Ldwyksa dh ilan dh iqf’V djrs gSaA

futh Ldwyksa ds f[kykQ fnu çfrfnu ljdkjh vkns”k çlkfjr fd, tkrs gSa] ehfM;k yxkrkj futh Ldwyksa dh vkykspuk dj jgh gS] ;gka rd fd U;kf;d oäO; Hkh futh Ldwyksa ds gh fojks/k esa gksrs gSaA blds ckotwn ge lHkh ctV çkbosV Ldwyksa esa i<+us okys mu lc vf/kla[; cPpksa dks xq.koÙkk ;qä f”k{kk çnku djuk lqfuf”pr djus ds fy, vius la?k’kZ esa yxkrkj ;ksxnku ns jgs gSaA

• ge iwjs ns”k esa lQyrkiwoZd 18 çkarh; cSBdsa ¼LVsV ehfVaXl½ vkSj ctV çkbosV Ldwyksa ds leFkZu esa ,Moksdslh djus esa dke;kc gq, gSaA bu cSBdksa us fulk dh igpku ,d fo”oluh; laxBu ds rkSj ij LFkkfir djus esa enn dh gSA blds ifj.kkeLo:i fnYyh] gfj;k.kk] egkjk’Vª tSls jkT;ksa us ctV çkbosV Ldwyksa dh f”k{kk ifj–”; dks le>us ds fy, fulk dks vkeaf=r fd;kA

• ,tqds”ku oYMZ eSxthu }kjk rS;kj fd, x, Hkkjr ds loZJs’B ctV çkbosV Ldwyksa dh lwph esa fulk usVodZ ls tqM+s 25 ctV çkbosV Ldwyksa dks LFkku fn;k gSA

• dsaæh; ekuo lalk/ku fodkl ea=ky; }kjk ubZ f”k{kk uhfr ds ckcr xfBr lfefr us fulk dks ubZ f”k{kk uhfr çk:i.k ¼,ubZih Mª‚f¶Vax½ dh çfØ;k ds nkSjku çLrqfr ds fy, vkeaf=r fd;k gSA

• fulk ds jk’Vªh; v/;{k Jh dqyHkw’k.k “kekZ dks vkjVhbZ Qhl çfriwfrZ ¼vkjVhbZ fjbZEclZesaV½ ds iqufoZyksdu ¼fjO;w½ gsrq xfBr jkT; Lrjh; lfefr dk lnL; cuk;k x;k gSA Jh th ,u okj Jhuxj esa ljdkjh futh Ldwy lfefr ds lnL; cuk, x, gSaA

• fnYyh ljdkj ds lkFk dke djus ds fy, MhvkbZ,l, ¼fnlk½] ,uvkbZ,l, ¼fulk½ vkSj lhlhih,l }kjk i‚fylh leh{kk

lfefr ¼i‚fylh fjO;w dfeVh½ dk xBu fd;k x;k gSA

• fnYyh ljdkj us fnYyh ds futh Ldwyksa ds fy, fuf”pr vkdkj dh Hkwfe dh vfuok;Zrk ¼ySaM u‚ElZ½ esa jkgr nsus ds fy, d{kk ds dejksa dh la[;k ds vk/kkj ij ekU;rk nsus okys fopkj dks Lohdkj fd;k gSA

• fnYyh ds ctV çkbosV Ldwyksa dh fnYyh ljdkj ds lkFk fuf”pr vkdkj dh Hkwfe dh vfuok;Zrk ds eqís ij vk/kkfjr ,d cSBd dk vk;kstu fd;k x;kA

• gfj;k.kk ljdkj us çR;{k udnh gLrkarj.k ra= ¼Mk;jsDV dS”k VªkalQj eSdsfuTe½ dh ?kks’k.kk dh gSA

• fulk ueLdkj U;wt ysVj vc =Sekfld if=dk esa ifjofrZr gks pqdk gSA ;g =Sekfld çdk”ku v‚uykbu o eqæ.k laLdj.k nksuksa esa çdkf”kr gksrk gSA fulk ds leLr lnL;ksa] 80 pqfuank laln lnL;ksa] lHkh jkT;ksa ds f”k{kk eaf=;ksa o f”k{kk lfpoksa] ekuo lalk/ku fodkl ea=ky;] jkT; cky vf/kdkj laj{k.k vk;ksxksa] 20 pqfuank ofj’B i=dkjksa ds chp bl if=dk dks fu;fer :i ls forfjr fd;k tkrk gSA

• rfeyukMw ulZjh çkbejh ,aM eSfVªd gk;j lsdsaMjh LdwYl ,lksfl,”ku us ubZ f”k{kk uhfr – ctV çkbosV Ldwyksa dk –f’Vdks.k fopkj xks’Bh dk vk;kstu fd;kA

• fnYyh ds mi eq[;ea=h o f'k{kk ea=h Jh euh"k fllksfn;k ds lkFk fnYyh jkT; lEesyu ¼fnYyh LVsV d‚UÝsal½ o laoknnkrk lEesyu dk vk;kstu% fulk fnYyh jkT; ctV çkbosV Ldwy lEesyu] 250 çfrHkkxhA xksok] iatkc] gfj;k.kk] egkjk"Vª o mÙkjk[kaM ds çfrfuf/k;ksa us Hkh f'kjdr dhA

• rsyaxkuk& bZ,lvkbZlh ds eqís ij dsaæh; ea=h Jh caMk: nrk=s; ds lkFk bZ,lvkbZlh dks chrs le; ls ykxw djus ds vkns”k esa lalks/ku ds fy, cSBd] fulk dh vksj ls ,d ekax i= çsf’kr fd;k x;k ckn esa mlh i= dks fulk ds çkarh; lnL;ksa us Hkh lk>k fd;kA ifj.kke Lo:i bZ,lvkbZlh lacaf/kr uhfr esa cnyko fd;k x;k vkSj bls chrs le; dh ctk, vkus okys le; ls ykxw djkus esa lQyrk çkIr gqbZA

• jkT; ds f”k{kk eaf=;ksa ds lkFk cSBd% egkjk’Vª ds Jh fouksn rkoM+s] gfj;k.kk ds Jh jke fcykl “kekZ] fnYyh ds Jh euh’k fllksfn;k] rfeyukMw ds Jh ikafM;kjktu vkSj mÙkjk[kaM ds Jh ea=h çlkn ds lkFk cSBd dj fulk o ctV çkbosV Ldwyksa ds le{k mRiUu

,l vkj Fk‚el ,aVksuhfulk lsØsVsfj,V

fulk lUns’k

pqukSfr;ksa ls voxr djk;k x;kA• gfj;k.kk ljdkj }kjk çfr Nk= QafMax ds e‚My dks Lohdkj dj fy;k x;k gSA fulk }kjk dh xbZ ,Moksdslh ds QyLo:i dsaæh; ek/;fed f”k{kk cksMZ ¼lhch,lbZ½ dks ç/kkukpk;ksaZ dh fu;qfä ls lacaf/kr vius vkns”k dks okil ysuk iM+kA

• fulk dukZVd pSIVj& dkEl ¼ds , ,l ,l½ us Qhl çfriwfrZ dh jkf”k dh ek=k dks U;k;ky; esa pqukSrh nhA çkFkfed Lrj ij U;k;ky; us ljdkj dks 6 lIrkg ds Hkhrj bl ekax ij fu.kZ; ysus dk funsZ”k tkjh fd;kA mlds i”pkr dkEl us voekuuk dk eqdnek nk;j fd;k ftlds i”pkr ljdkj us gky gh esa Qhl çfriwfrZ ¼fjbZEclZesaV½ jkf”k dks 11-8 gtkj ls c<+kdj 16 gtkj djus dk QSlyk fy;kA bl lanHkZ esa ,d vf/klwpuk tkjh dj mPp U;k;ky; esa tek djk;k x;kA


ctV çkbosV Ldwyksa dh uhfrxr pqukSfr;kaHkkjr esa] ljdkj 6 ls 14 o’kZ vk;qoxZ ds

cPpksa dks çkjafHkd f”k{kk çnku djus ds fy, laoS/kkfud :i ls ck/; gSA gekjs ns”k esa f”k{kk uhfr dh lajpuk bl çdkj dh xbZ gS fd og f”k{kk e;Llj djkus ds fy, eq[; :i ls ljdkj }kjk lapkfyr fd, tkus okys Ldwyksa ij dsaæhr gSA ;dhuu] xSj ljdkjh laLFkkuksa }kjk lapkfyr Ldwyksa dks nks;e Lrj dk ntkZ gkfly gSA blfy,] gesa vius i;Zos{k.k ds nkSjku ljdkjh vkSj futh Ldwyksa ds çfr uhfrxr –f’Vdks.k esa Li’V varj ns[kus dks feykA ljdkjh Ldwyksa ds laca) esa ;g –f’Vdks.k tgka lg;ksxh vkSj lqfo/kk çnku djus okyk gksrk gS ogha futh Ldwyksa ds çfr ;g –f’Vdks.k vf/kd fu;a=.kdkjh vkSj fu;eu ;qä gksrk gSA Ldwy baÝkLVªDpj ¼cqfu;knh <kaps½ ls lacaf/kr ekunaM ,d ,slk gh {ks= gS tgka fu;eu esa vlaxrrk T;knk Li’V rkSj ij fn[kkbZ nsrh gSA mnkgj.k ds fy,] ,d ljdkjh Ldwy esa tc iqLrdky; dh lqfo/kk miyC/k ugha gksrh rks uhfrxr çfrfØ;k mu lHkh Ldwyksa esa lkoZtfud dks’k ls iqLrdky; cukus okyh gksrh gSA gkykafd tc fdlh futh Ldwy esa iqLrdky; lqfo/kk miyC/k ugha gksrh gS rks uhfrxr çfrfØ;k Ldwy dh ekU;rk jí djus dh /kedh nsrs gq, ,d fuf”pr le; lhek ds Hkhrj iqLrdky; cukus ds fy, Ldwy çca/ku ij ncko cukus okyh gksrh gSA ge lHkh dks ;g le>uk gksxk fd ctV çkbosV LdwYl ¼chih,l½ lkeqnkf;d Ldwy gksrs gSa vkSj mlh ikfjfLFkfrd ra= dk fgLlk gksrs gSa ftlesa Nk=] vfHkHkkod

dqyHkw’k.k 'kekZdqyHkw’k.k “kekZ] ^QsMjs”ku v‚Q çkbosV LdwYl

,lksfl,”ku*] gfj;k.kk ds çsflMsaV gSaA og

^us”kuy bafMisaMsaV LdwYl vyk,al* ¼fulk½ ds

çsflMsaV] ^iSfVª;‚fVd Qksje v‚Q bafM;k* ds

LVsV çsflMsaV o ^jk’Vªh; ekuokf/kdkj laj{k.k

laxBu* ds dk;Zdkjh LVsV çsflMsaV Hkh gSaA

og iwoZ esa ^jk’Vªh; ek/;fed f”k{kk vfHk;ku*

ds tujy dkmafly ds lnL; vkSj ^Ldwy

,tqds”ku :Yl fjO;w desVh* ds lnL; Hkh jgs

gSaA

vfer paækvfer lsaVj Q‚j flfoy lkslk;Vh ¼lhlh,l½ dh i‚fylh ,Mok;tjh ds gsM gSaA mUgksaus “kgjh ifjos”k esa LVªhV osafMax dks oS/k jkstxkj ds :i esa igpkus fnykus ds fy, ^thfodk% y‚] fycVhZ ,aM ykboyhgqM* ,Moksdslh dSaisu dk lQy lapkyu fd;k vkSj jktLFkku o fcgkj esa dkuwu ds xBu dh jkg lqfuf”pr djus esa vge Hkwfedk fuHkkbZA

laiknd dh ilan

vkSj v/;kid lfEefyr gksrs gSaA Ldwy vius vkl ikl dh ikfjfLFkfrdh ls T;knk vyx ugha gks ldrsA ljdkjh Ldwyksa dh {kerk esa o`f) ds fy, ljdkj lg;ksxkRed –f’Vdks.k viukrh gS ysfdu mlh ljdkj dk –f’Vdks.k futh Ldwyksa dks ysdj loZFkk foijhr vkSj dM+s fu;eu okyk gksrk gSA Hkkjr esa futh Ldwy de la[;k esa ges”kk ls vfLrRo esa jgs gSa vkSj eq[;r% “kgjh {ks=ksa rd lhfer jgs gSaA gkykafd chrs rhu n”kdksa ds nkSjku lLrh nj ij xq.koÙkk ;qä f”k{kk miyC/k djkus okys ctV çkbosV Ldwyksa dk mn~Hko gqvk vkSj xzkeh.k {ks=ksa esa budk foLrkj gqvkA vfLrRo esa vkus ds ckn ls ctV çkbosV Ldwy ns”k esa Ldwy tkus ;ksX; yxHkx 40 çfr”kr cPpksa dks viuh lsok,a çnku dj jgs gSa] fQj Hkh mUgsa mUgha leku uhfrxr <kapksa ds rgr dke djuk iM+rk gS ftuds rgr cM+s futh Ldwy vkSj ljdkjh Ldwy lapkfyr gksrs gSaA fu;ked ekunaMksa dk vuqikyu djuk ,d xaHkhj eqík cu x;k gS vkSj bldk ifj.kke ns”k ds gtkjksa Ldwyksa dh canh ds :i esa ns[kus dks fey jgk gSA tks vcrd can ugha gq, gSa mUgsa Hkh vfLrRo esa cus jgus ds fy, fnu çfrfnu pqukSfr;ksa dk lkeuk djuk iM+ jgk gSA çLrqr ys[k esa chih,l }kjk lkeuk fd, tkus okys çeq[k uhfrxr pqukSfr;ksa ij ppkZ dh xbZ gSA

Ldwy [kksyuk vkSj pykuk,d ,sls ns”k esa tgka T;knk ls T;knk la[;k esa Ldwy [kksyus dh vko”;drk gS] ;g tkudj vR;ar fujk”kk gksrh gS fd ;gka Ldwy [kksyuk vkSj

ueLdkj


;g ys[k ctV çkbosV Ldwyksa ¼chih,l½ ds }kjk ekU;rk çkIr djus dh jkg esa vkus okyh eq[; uhfrxr pqukSfr;ksa dh foLrkj ls ppkZ djrk gS vkSj crkrk gS fd vf/kdka”k fu;eu fuos”k ¼buiqV½ vk/kkfjr gSa vkSj lh[kus ds ifj.kke ¼yfuaZx vkmVde½ ij /;ku ugha nsrk gSA ys[kdksa dk ekuuk gS fd pwafd chih,l xjhc vfHkHkkodksa dks viuh lsok,a çnku djrs gSa vkSj fu;eu dh “krksaZ dks iwjk djus esa vleFkZ gksrs gSa blfy, fuos”k vk/kkfjr fu;eu chih,l ds lkFk T;knrh gSA ,slk gksus ds dkj.k ;s Ldwy can gksus dks etcwj gks jgs gSaA

mldk lapkyu djuk fdruk eqf”dy dk;Z gSA LFkku vkSj Lrj ¼çk;ejh] lsdsaMjh vFkok lhfu;j lsdsaMjh½ ds vk/kkj ij ,d Ldwy dks [kksyus ds fy, 15 ls 36 vuqefr;ksa ¼lfVZfQdsV~l] ekU;rkvksa vkSj nLrkostksa½ dh t:jr iM+rh gSA blds vykok le; le; ij cnyrs jgus okys fu;eksa vkSj muds vuqikyu dh ck/;rk ds dkj.k ;g dk;Z vkSj vf/kd eqf”dy gksrk tkrk gSA lsaVj Q‚j flfoy lkslk;Vh ¼lhlh,l½ }kjk o’kZ 2001 esa djk, x, ,d v/;;u ds eqrkfcd ,d Ldwy [kksyus ds fy, de ls de 15 ykblsalks vkSj vuqefr;ksa dh vko”;drk gksrh gSA o’kZ 2001 ds ckn ls dsoy bruk ifjorZu gqvk gS fd dqN jkT;ksa }kjk Ldwy [kksyus ds fy, vko”;d ^,lsafl;y lfVZfQdsV* dh vfuok;Zrk dks lekIr dj fn;k x;k gSA

Ldwyksa dks Ldwy Hkou 25ds fuekZ.k dk;Z o vU; lqfo/kkvksa dh O;oLFkk djus ds nkSjku ds ml le; ds fu;e dkuwuksa dk vuqikyu djuk gksrk gSA gkykafd] fofHkUu çkf/kdj.kksa }kjk le; le; ij u, u, fu;eksa dks cukus dk Øe tkjh jgrk gS vkSj mUgsa chrs le; ls çHkkoh Hkh djk;k tkrk jgrk gSA ,sls esa mu fu;eksa] fo”ks”kdj Hkou fuekZ.k o baÝkLVªDpj ls lacaf/kr dkuwuksa esa gq, ifjorZu dk vuqikyu djuk vR;ar eqf”dy gks tkrk gSA mnkgj.k ds fy,] dukZVd ljdkj us lHkh Ldwyksa ds fy, [ksy ds eSnku ds :i esa 1 ls 1-5 ,dM+ dh [kqyh Hkwfe ¼vksiu Lisl½ j[kuk vfuok;Z djus dk QSlyk fy;k gSA blh çdkj] Ldwyksa dks dkmalyj] euksfpfdRld] efgyk lgkf;dk] {ksf=; Hkk’kk esa ikBîØe] Ldwy clksa dh lqj{kk] lhlhVhoh dSejksa dh LFkkiuk tSlh vko”;drkvksa ds lanHkZ esa Hkh vkns”k ikfjr fd;s x, gSaA vdknfed l= ¼,dsMfed ls”ku½ ds chp esa ykxw fd, tkus okys ,sls ,sls fu;eksa dk vuqikyu vkSj muds [kpksaZ dks ogu djuk Ldwyksa ds fy, vR;f/kd eqf”dy dk;Z gks tkrk gSA mnkgj.k ds fy, rsyaxkuk ds Je foHkkx us fnlacj 2016 esa tkjh fd, vius ldZ~;qyj ds ek/;e ls Ldwyksa ls vius mu lHkh “kS{kf.kd o xSj “kS{kf.kd deZpkfj;ksa dk iathdj.k deZpkjh jkT; chek fuxe ¼bZ,lvkbZlh½] ds rgr djkus dk vkns”k ikfjr fd;k] ftudk osru çfr ekg 21 gtkj :i, ls de gSA ;g vkns”k bZ,lvkbZlh ,DV esa o’kZ 2008 esa fd, x, ml lalks/ku ij vk/kkfjr Fkk ftlds rgr Ldwyksa ds fy, o’kZ 2008 ls fu;ksäk lg;ksx jkf”k dks tek djkuk vko”;d fd;k x;k FkkA gkykafd ,sls çko/kkuksa dks ykxw djus ds ihNs dh fu;r rkjhQ ds dkfcy gS ysfdu blls Ldwyksa ds le{k vR;ar eqf”dy ifjfLFkfr;ka rks mRiUu gks gh tkrh gSA

ewyHkwr lajpuk laca/kh fu;eLdwyh f”k{kk dks fu;fer ¼jsX;qysV½ djus ds orZeku –f’Vdks.k ds dkj.k mRiUu gksus okyh çeq[k pqukSfr;ksa esa ls ,d blds fuos”k ¼buiqV½ vk/kkfjr gksuk gSA mnkgj.k ds fy,] fu;eu ds dsaæ dk HkkSfrd lajpuk ¼baÝkLVªDpj½] f”k{kdksa ds osru] dsaæ o jkT; ljdkjksa ds }kjk ikfjr reke fu;eksa ds vuqikyu vk/kkfjr gksuk gSA oSls rks ;s dkuwu cM+s o ,yhV çkbosV Ldwyksa ds fy, cus çrhr gksrs gSa ysfdu NksVs ctV çkbosV Ldwyksa dks Hkh mu fu;eksa dk ikyu djus dks etcwj gksuk iM+rk gS tcfd bu Ldwyksa dh iwjh lajpuk gh muls vyx gksrh gSA mnkgj.k ds fy,] d{kk 5 rd lapkfyr gksus okys Ldwyksa ds ikl ekU;rk gkfly djus ds fy, 200 LDok;j ;kMZ Hkwfe dk gksuk vfuok;Z gS] tcfd d{kk 8 rd pyus okys Ldwyksa ds ikl 800 LDok;j ;kMZ Hkwfe gksuk vko”;d gSA vuf/k—r ¼vuv‚FkjkbTM½ d‚yksfu;ksa o >qXxh cfLr;ksa ¼Lye½ esa lapkfyr gksus okys Ldwyksa ds vkl iM+ksl esa ,d rks i;kZIr tehu dh deh gksrh gS nwljs] ;fn HkkX;o”k tehu miyC/k gks Hkh rks fQj Ldwyksa dh {kerk mUgsa [kjhnus dh ugha gksrh gS] blfy, ,sls {ks=ksa esa vf/kdka”k Ldwy xSjekU;rk çkIr laLFkku ds rkSj ij lapkfyr gksrs gSaA dsaæh; ek/;fed f”k{kk cksMZ ¼lhch,lbZ½ ls lac)rk çkIr djus ds fy, “kgjh {ks= esa lapkfyr gksus okys Ldwyksa dks 1-5 ,dM+ tehu o xzkeh.k {ks= esa lapkfyr gksus okys Ldwyksa dks 3 ,dM+ tehu dh vko”;drk iM+rh gSA ctV çkbosV Ldwyksa ds le{k lcls cM+h ck/kk brus cM+s Hkw[kaM dks gkfly djuk gh gS blfy, vf/kdka”k Ldwy dsoy d{kk 8oha rd ds gh gksrs gSaA f”k{kk dk vf/kdkj vf/kfu;e ¼vkjVhbZ½ 2009 Hkh Ldwyksa ds fy, ekU;rk çkIr gksuk vko”;d cukrk gS] vkSj ,slk u gksus ij mUgsa can djus dh ckr dgrk gSA Hkkjh vk/kkjHkwr lajpkukvksa okys fu;eksa vkSj c<+rs fu;ked vgZrkvksa ¼jsX;qysVjh dEIyk;alst½ ds dkj.k vkjVhbZ ykxw gksus ds ckn ls ns”k Hkj esa gtkjksa Ldwy can gksus dks etcwj pqds gSaA tks Ldwy vgZrkvksa dks iwjk djus esa vleFkZ gSa fQj Hkh lapkfyr gks jgs gSa ,sls Ldwyksa ij 1 yk[k :i, dk ,d eq”r tqekZuk vkSj çfrfnu 10 gtkj :i, ds fglkc ls tqekZus dk çko/kku gSA ehfM;k esa çdkf”kr [kcjksa ds eqrkfcd egkjk’Vª esa yxHkx 7 gtkj Ldwy] iatkc esa 13 lkS Ldwy] dukZVd esa 786 Ldwy vkSj fnYyh esa 12 lkS Ldwyksa dks can djus dk uksfVl çnku fd;k tk pqdk gSA dsaæh; ekuo lalk/ku ,oa fodkl ea=ky; us laln esa iwNs x, ,d ç”u ds tokc esa 2]173 Ldwyksa dk can gksuk Lohdkj djrs gq, bldh fyf[kr tkudkjh nh gSA cgqr


lkjs Ldwy f”k{k.k tSls vkn”kZ dk;Z ds ,sot es naM çkIr djus dk [krjk ¼fjLd½ eksy ysus dh ctk, Lor% gh can gks tkuk equkflc le>kA ;fn ljdkj us vk/kkjHkwr lajpuk okys fu;e dks vklku ugha cuk;k rks vkus okys o’kksaZ esa vkSj vf/kd la[;k esa Ldwy can gksus okys gSaA ljdkjh Ldwyksa ds eq¶r gksus o reke vU; lqfo/kk,a eq¶r esa feyus ds ckotwn vfHkHkkod vius cPpksa dks Qhl pqdk dj ctV çkbosV Ldwyksa esa Hkstuk ilan dj jgs gSaA

mijksä ?kVukvksa esa Nk=ksa ds f”k{kk ds vf/kdkj dh vuns[kh u gks lds blds fy, iatkc vkSj gfj;k.kk mPp U;k;ky; }kjk r; çfØ;kvksa dk Hkh ikyu ugha fd;k tk jgk gSA dqN ekeyksa esa rks ;g Hkh ns[kus dks fey jgk gS fd] ljdkjsa chih,l dks can djus dk ç;kl egt blfy, Hkh dj jgh gSa rkfd iM+ksl ds ljdkjh Ldwyksa esa i;kZIr nkf[kyk lqfu”pr gks ldsA

v/;kidksa dh “kS{kf.kd ;ksX;rk vkSj osruf”k{kk dk vf/kdkj ¼vkjVhbZ½ dkuwu 2009 esa f”k{kd gksus ds fy, cSpyj v‚Q ,tqds”ku ¼ch,M½ dh ;ksX;rk dks vfuok;Z cuk fn;k x;k gSA blds vfrfjä] igys ls gh v/;kiujr leLr v/;kidksa ds fy, v/;kid ik=rk ijh{kk ¼VhbZVh½ mrh.kZ djuk Hkh vfuok;Z dj fn;k x;k gSA jkT; ljdkjksa us Hkh mä fu;eksa esa fj;k;r ugha nh vkSj lHkh futh Ldwyksa ds v/;kidksa ds fy, ikap o’kZ ds Hkhrj VhbZVh mrh.kZ djuk vko”;d dj fn;kA

igyh ckr rks ;s fd Hkkjr esa orZeku esa çf”kf{kr f”k{kdksa dh bruh cM+h la[;k ekStwn ugha gS ftlls fd ekStwnk v/;kidksa dks muls cnyk tk ldsA nwljh ckr chih,l ch,M o VhbZVh mrh.kZ v/;kidksa dks fu;qä djus dk vfrfjä [kpZ Hkh ogu ugha dj ldrsA

Ldwyksa dks vius f”k{kdksa dks lkef;d osru vk;ksx dh flQkfj”kksa ds vuq:i osru çnku djus dks Hkh dgk x;k gSA chih,l de vk; okys vfHkHkkodksa }kjk ogu fd, tk ldus okys Qhl çdks’B ¼czSdsV½ esa ekud xq.koÙkk ;qä f”k{kk çnku djus ds lLrs ek/;e gSaA v/;kidksa ds osru esa c<+ksrjh bu Ldwyksa ds lapkyu ds lkekftd o vkfFkZd e‚My ds vuq:i ugha gSA ,slk djuk Ldwyksa dks Qhl c<+kus ds fy, ck/; djuk gS tks fd vfHkHkkodksa ds ml lewg ds [kpZ djus dh {kerk ds vuq:i ugha gS ftUgsa ;s viuh lsok çnku djrs gSaA

O;kolkf;d “kqYd vkSj Je dkuwu,d rjQ rks Ldwyksa dks xSj ykHkdkjh laLFkku ekuk tkrk gS] ysfdu nwljh rjQ mu ij fctyh]

iatkc esa Ldwyksa dks can djus ds ç;kl dks tc iatkc ,oa gfj;k.kk mPp U;k;ky;] paMhx<+ esa pqukSrh nh xbZ rc U;k;ky; us Nk=ksa ds Ldwy tkus ds vf/kdkj dh j{kk djus ds fy, Ldwyksa dks can djus ds fy, ,d fuf”pr çfØ;k r; dj nhA Ldwyksa dks can djus ds QSlys ds nkSjku iwjh dh tkus okyh çfØ;k fuEufyf[kr gS%

,d lkoZHkkSfed çfØ;k dh ctk;] çkf/kdj.kksa ds }kjk Ldwyksa dks can djus ds dkj.k fo”ks’k vkSj /vFkok Ldwy can djus dks dgus ds iwoZ muesa ekStwn [kkfe;ksa dh lwpuk nsuk vko”;d gSA bldk bldk rkRi;Z ;g gS fd çkf/kdj.kksa dks lHkh Ldwyksa dk O;fäxr rkSj ij fujh{k.k djuk gksxk] çR;sd Ldwyksa dh [kkfe;ksa dk fjd‚MZ cukuk gksxk vkSj blds ckn foLr`r vkns”k ikfjr djuk vko”;d gksxkA

f”k{kk foHkkx ds fy, ;g vko”;d gksxk fd og Ldwy ds can gksus dh n”kk esa çHkkfor gksus okys çR;sd Nk= dh lwph rS;kj djs vkSj vfHkHkkodksa ds ilan ds vk/kkj ij iM+ksl ds Ldwy ¼uke crkuk vko”;d gksxk½ esa nkf[kyk lqfuf”pr djuk gksxkA mä {ks= esa nkf[kys ds fy, i;kZIr lhVsa miyC/k gSa egt ,slk vk”oklu nsuk i;kZIr ugha gksxkA

ikuh] laifÙk] Hkwfe ifjorZu ¼ySaM dUotZu½ tSlh lqfo/kkvksa ds fy, “kqYd o dj okf.kfT;d nj ij olwys tkrs gSaA ljdkj dks pkfg, fd xSj ljdkjh f”k{kk lsok çnkrkvksa dh fLFkfr dks Li’V djsA ftu Je dkuwuksa dk çko/kku [krjukd m|ksx /ka/kksa esa dk;Zjr etnwjksa dh lsgr dks /;ku esa j[krs gq, fd;k x;k Fkk] mUgs Hkh foLrkfjr dj Ldwyksa ij ykxw dj fn;k x;kA Je dkuwuksa dks ykxw djus ls rkRi;Z bZ,lvkbZlh ;kstuk] ,EIy‚bt ç‚foMsaV QaM o xzsP;qVh dk çko/kku djuk gSA ;s çko/kku cgqr cM+h ekax ugha gS] ysfdu buls ^baLisDVj jkt* dh okilh dk [krjk vo”; iSnk gks x;k gSA

“kqYd fu;eu ¼Qh jsX;qys”ku½,d rjQ rks lsokvksa vkSj lqfo/kkvksa dks ysdj vfHkHkkodksa dh vis{kk,a yxkrkj c<+rh tk jgh gSa tcfd ljdkj dh rjQ ls Ldwyksa ds lapkyu ls lacaf/kr dM+s o vfuf”pr fu;eu dk dk;Z tkjh gSA nwljh rjQ Ldwyh Qhl esa o`f) dks Hkh vkerkSj ij cgqr vf/kd eku fy;k tkrk gSA rfeyukMw] jktLFkku] dukZVd] egkjk’Vª vkSj iatkc jkT;ksa us Ldwyh Qhl ds fu;eu dks ysdj dkuwu ikl dj fn;k gS] ;gka rd fd vnkyrksa }kjk Hkh ljdkjksa ls futh Ldwyksa }kjk fy, tkus okys Qhl dks fu/kkZfjr djus laca/kh funsZ”k nsus ds dbZ ekeys lkeus vk, gSaA

Hkkjr esa yxHkx 90 çfr”kr futh Ldwy ctV çkbosV Ldwyksa ds oxZ esa vkrs gSa tks ljdkjh Ldwyksa esa gksus okys çfr Nk= [kpZ ls Hkh de [kpZ esa f”k{kk çnku djrs gSa] og Hkh rc tcfd çfr Nk= ljdkjh [kpZ ds fglkc esa dsoy vkorhZ [kpsZ gh “kkfey fd, tkrs gSaA m/kj] futh Ldwyksa dh Qhl esa tehu o Hkou fuekZ.k esa gksus okys Hkkjh Hkjde lfgr leLr foÙkh; fuos”k Hkh “kkfey gksrs gSaA Qhl ds :i esa cM+h jde olwyus okys Ldwy lhfer la[;k esa gh gSa] muesa ls Hkh ,sls Ldwyksa dh la[;k csgn de gS tks dHkh dHkkj vdknfed l= ds e/; esa Qhl fu/kkZfjr djus ds nks’kh ik, tkrs gSaA fdarq Qhl fu;a=.k dh lcls T;knk ekj chih,l dks >syuh iM+rh gSA ;gka rd fd ljdkj ds ikl brus foLr`r vkSj fofo/k {ks= esa Qhl fu/kkZj.k ds fy, vko”;d var–Zf’V dk vkHkko Hkh gSA blds lek/kku ds fy, fd;k ;g tk ldrk gS fd] fdlh Hkh vdknfed l= esa 15 çfr”kr ls vf/kd Qhl o`f) djus okys Ldwyksa ds otgksa dks ns[krs gq, bldk vyx ls gy fudkyus dk ç;kl fd;k tk,A

vkjVhbZ ,DV 2009 ds rgr 25 çfr”kr lhVksa dk vkjf{kr gksukvkfFkZd :i ls detksj oxZ ¼bZMCyw,l½ ,oa oafpr

ueLdkj


rcdksa ¼fMl,MokaVst xzqi½ ds cPpksa ds fy, futh Ldwyksa dh 25 çfr”kr lhVksa dks vkjf{kr j[kus ds çko/kku fd;k x;k gS] tcfd chih,l cM+s iSekus ij bZMCyw,l Nk=ksa dks gh viuh lsok,a çnku djrs gSaA pwafd chih,l Ldwyksa dh lajpuk gh de vFkok e/;e vk; oxksaZ dks lsok çnku djuk gS] ,sls esa bu Ldwyksa esa bZMCyw,l oxZ ds Nk=ksa ds fy, dksVs dk çko/kku cgqr vf/kd ek;us ugha j[krk gSA vkjVhbZ ,DV 2009 dh /kkjk ¼12½ ¼1½ ¼lh½ dks ykxw fd, tkus ds tehuh gdhdr ds vuqHko blds vuqikyu esa xaHkhj [kkfe;ksa dh vksj bafxr djrs gS%

• nkf[kys ds fy, ços”k Lrj ¼,aVªh ysoy½ D;k gksxk] igyk ntkZ ;k ulZjh bl ckcr dqN Li’V ugha gS

• fdlh {ks= esa ljdkjh Ldwyksa ds fy, iM+ksl dk ekunaM ¼uscjgqM ØkbVsfj;k½ D;k gS

• nkf[kys dh yach çfØ;k] dqN ekeyksa esa rks nkf[kys o’kZ Hkj tkjh jgrs gSa

• nkf[kyk u gksus dh n”kk esa lhVksa dks [kkyh j[kuk

• ljdkj }kjk çfr Nk= fd, tkus okys [kpZ ls de jkf”k dk Ldwyksa dks crkSj Qhl çfriwfrZ nsuk

• Qhl jkf”k dh çfriwfrZ çfØ;k esa yach nsjh• vk; ds vk/kkj ij bZMCyw,l oxZ ds fy, v;ksX; gksus ds ckotwn vfHkHkkodksa }kjk QthZ vk; çek.k i= ds vk/kkj ij vius cPpksa dk nkf[kyk djkuk

• nLrkostksa dh çekf.kdrk vkfn ds tkap dh

ftEesnkjh Ldwyksa ds ftEes Mkyukljdkj dks bZMCyw,l oxZ ds Nk=ksa dks f”k{kk miyC/k djkus ds çko/kku djuk pkfg, u fd Nk=ksa dks Lo;a f”k{kk miyC/k djkus dk dk;Z djuk pkfg,A ljdkj dks pkfg, fd og bZMCyw,l oxZ ds Nk=ksa dks dks”k/ Nk=o`fr vkfn ds ek/;e ls l”kä djs rkfd os Ldwy tkus esa l{ke gks ldsaA Qhl çfriwfrZ dh jkf”k lh/ks Nk=ksa dks is”kxh ¼vMokal½ feyuh pkfg,A

lqj{kk laca/kh fu;eNk=ksa dh lqj{kk ls lacaf/kr eqís lHkh ds fy, cM+h fpark dk fo’k; gSaA ysfdu fQj Hkh Ldwyksa ds fy, lqj{kk laca/kh fu;eksa dk O;ogkfjd] ekius ;ksX; o fdQk;rh gksuk vko”;d gSA blds lkFk gh O;kid fgr /kkjdksa ds lkFk ijke”kZ ds cxSj fu;eksa esa tYnh tYnh vkSj ckj ckj cnyko ugha gksus pkfg,A iwoZ esa] jkT; ljdkjksa vkSj U;k;ky;ksa }kjk Hkouksa dh lqj{kk] vkx ls lqj{kk] i;kZoj.k lqj{kk o lqjf{kr ifjogu O;oLFkk ls lacaf/kr fu;e fgr/kkjdksa ls cxSj ijke”kZ ds gh ykxw dj fn, x, ftlls bu fu;eksa ds ikyu esa yxus okyh ykxr Ldwyksa ds fy, cM+h vkfFkZd cks> cu xbZA ;s vkns”k ;gha rd lhfer ugha jgs cfYd euksfpfdRldksa o dkmalyjksa dh fu;qfä] d{kkvksa o xfy;kjksa esa lhlhVhoh dSejk yxkus] clksa esa çf”kf{kr Mªkbojksa o daMDVjksa dh fu;qfä tSls reke vU; fu;eksa rd foLrkfjr dj fn, x,A ,sls gh ,d ekeys esa gfj;k.kk mPp U;k;ky; us Nk= Nk=kvksa ds “kkjhfjd “kks’k.k dh ?kVukvksa dks jksdus ds fy, Ldwyh

clksa esa mHk;fyaxh leqnk; ¼VªkaltsaMj dE;qfuVh½ ds daMDVjksa dh fu;qfä ds vkns”k tkjh fd, FksA ,sls çko/kku okaNuh; Hkys gks ldrs gSa ysfdu ljdkjksa dks ,sls vkns”kksa ds vuqikyu djkus ds nkSjku budh laHkkO;rk ¼fQthfcyhVh½ vkSj ykxr o ykHk fo’ys”k.k ¼d‚LV csfuQhV ,ukfyfll½ dk Hkh /;ku vo”; j[kuk pkfg,A

foÙkh; lgk;rk dk vHkko,d rjQ tgka Ldwyksa ls mR—’V vk/kkjHkwr

lajpuk ¼baÝkLVªDpj½] v/;kiu vkSj [ksy lqfo/kkvksa dh vis{kk dh tkrh gS ogha bl {ks= esa fuos”k ykus ds fy, dksbZ foÙkh; lgk;rk miyC/k ugha gSA pwafd Ldwy lapkyu dk dk;Z xSj ykHkdkjh ç;kstu gS blfy, ekStwnk foÙkh; laLFkku tSls cSad bR;kfn Ldwy [kksyus o bUgsa foLrkfjr djus ds fy, dtZ bR;kfn Hkh ugha çnku djrsA dsaæ o jkT; ljdkjksa ds }kjk Ldwy [kksyus] blds lapkyu o fnu çfrfnu ds çca/ku dk;Z esa c<+rs n[ky ds dkj.k ;g {ks= Hkz’V vf/kdkfj;ksa ds vkSj T;knk paxqy esa Qal x;k gSA ljdkj dks pkfg, fd og ^Ldwy bUosLVesaV d‚iksZjs”ku* ¼fo|ky; fuos”k fuxe½ tSlh laLFkk dk fuekZ.k djs rkfd Ldwyh f”k{kk ds {ks= esa vf/kd ls vf/kd fuos”k vkus dk jkLrk lkQ gks ldsA bl lanHkZ esa ikfdLrkuh e‚My ^iatkc ,tqds”ku QkmaMs”ku* ls lcd yh tk ldrh gSA ljdkj dks pkfg, fd Ldwyh f”k{kk dks ukSdj”kkgksa ds ^baLisDVj jkt* ls eqä djus dh fn”kk esa dk;Z djsA rduhfd ds vf/kdkf/kd ç;ksx ls ekuoh; gLr{ksi dh xqatkb”k dks de fd;k tkuk pkfg,A


^vPNh f’k{kk* ds fy, ^vPNs bjkns* gh dkQh ugha

70000 o’kZ iwoZ “kq: gqbZ ^laKkukRed Økafr* ls ekuo lekt dh ^Kku ;k=k* oSKkfud Økafr]

vkS|ksfxd Økafr] lwpuk Økafr tSls egRoiw.kZ iM+koksa ls xqtjrh gqbZ vkt ds nkSj esa igq¡ph gSa vkSj f”k{kk bl yacs ekuo thou dh lgpkfj.kh jgh gSaA gkyk¡fd çkjEHk ls gh f”k{kk ̂ Lora= lekt* dk fgLlk jgh gSa ysfdu tcls ^jkT;&jk’Vª* ds fl/nkUr dk mn; gqvk gSaA lHkh ns”kksa es ;g ljdkjh O;oLFkk ds ,dkf/kdkj dk f”kdkj cudj jg x;h gSaA pw¡fd fdlh Hkh ns”k esa miyC/k xq.koÙkkiw.kZ f”k{kk gh ogk¡ ds ekuo lalk/ku dh xq.koÙkk fu/kkZfjr djrh gSa blfy, f”k{kk ds {ks= esa ljdkj dh mifLFkfr dks ysdj de ç”u mBs gSa ysfdu çeq[k mnkjoknh fpard vkSj ukscsy fotsrk vFkZ”kkL=h feYVu ÝhMeSu us ljdkjh ,dkf/kdkj dh ctk; ^çfrLi/khZ f”k{kk O;oLFkk* dks T;knk l{ke crk;k FkkA eSa blh ljdkjh ,dkf/kdkj ds v/khu ifCyd Ldwyksa dh f”k{kk xq.koÙkk dk ^çtk QkmaMs”ku^ ds }kjk *fnYyh esa ifCyd Ldwyksa esa f”k{kk dh fLFkfr* ij fjyht fd;s “osr&i= ds ek/;e ls fo”ys’k.k d:¡xkA

gekjs ns”k dh f”k{kk O;oLFkk ds çeq[k ewY; vkSj mldh uhfr dks ysdj ljdkj dh D;k jk; gSa mls fnYyh ljdkj dh f”k{kk funs”kky; dh osclkbV ij fn, x, ifjp; ls tkurs gSaA blesa fy[kk gSa &Þf”k{kk ds ikl vkfFkZd fodkl] lkekftd ifjorZu] vk/kqfudhdj.k vkSj jk’Vªh; ,drk dh pkch gSA f”k{kk ij jk’Vªh; uhfr dk mís”; ,d Lrj rd lHkh Nk=ksa dks ,d rqyuh; xq.koÙkk;qä f”k{kk çnku djukA lHkh pj.kksa esa

vkses”k eh.kkys[kd Lora= fVIi.khdkj gSa

laiknd dh ilan

bldh xq.koÙkk esa lq/kkj djus ds fy, vkSj foKku ,oa çkS|ksfxdh ij vf/kd /;ku nsus ds fy,] f”k{kk ç.kkyh ds ,d Økafrdkjh ifjorZu dh t:jr ij ;g tksj nsrk gSA f”k{kk funs”kky; vkxzg&iwoZd bl uhfr dks ykxw djus ds fy, ç;kljr gSAß

“kk;n gh dksbZ f”k{kk uhfr ds mi;qZä bjknksa ls vlgefr tkfgj djs ysfdu D;k ^vPNh f”k{kk* ds fy, ^vPNs bjkns* gh dkQh gSa\ D;k orZeku f”k{kk O;oLFkk vk/kqfudhdj.k dh pkch gSa\ D;k ljdkj okdbZ xq.koÙrk ds çfr tkx:d gSa\ ;fn ljdkj okdbZ esa f”k{kk ds {ks= esa csgrj dk;Z dj jgh gSa rks bu lokyksa dk tokc bl uhfr ds mís”;ksa esa ugha cfYd uhfr ds ^fØ;kUo;u* vkSj mlls çkIr ^ifj.kkeksa* esa fn[kuk gh pkfg,A ysfdu le; le; ij vkus okyh fjiksVZ gekjh ^f”k{kk xq.koÙrk^ ij loky [kM+s dj tkrh gSaA

OECD ds PISA losZ esa 74 Hkkxhnkjksa esa ls nks Hkkjrh; jkT; 72 vkSj 73 osa ik;nku ij jgsA gj lky çdkf”kr gksus okyh ^vlj fjiksVZ* gekjh xzkeh.k Hkkjr esa nh tk jgh f”k{kk dh xq.koÙkk dh iksy [kksy nsrh gSa vkSj rsth ls ^ifCyd Ldwy* dk fodYi ^çkbosV Ldwyksa* ds gksus dk ladsr nsrh gSaA vlj fjiksVZ ds eqrkfcd 2006 ls 2013 esa xzkeh.k Hkkjr esa çkbosV Ldwyksa esa ukekadu 19% ls c<+dj 29% gks x;k gSaA FICCI vkSj EY dh ekpZ 2014 dh la;qä fjiksVZ esa ns”kHkj ds lEiw.kZ fo|kfFkZ;ksa dk 40% ukekadu çkbosV Ldwyksa esa crk;k x;k gSaA ljdkjh fo|ky;ksa esa bl çdkj ?kVrs ukekadu ij dsaæ ljdkj

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ds foÙk ea=ky; }kjk çdkf”kr vkfFkZd losZ 2015&16 us Hkkjh fpark trkrs gq, bls u flQZ *jksdus dh vfirq okil eksM+us* dh odkyr dh gSaA

vkf[kj çkbosV Ldwyksa dh rjQ c<+rs eksg dk D;k dkj.k gSa\ 1999 esa çdkf”kr PROBE report ds vuqlkj vfHkHkkodksa }kjk çkbosV Ldwyksa dks çkFkfedrk fn, tkus dk dkj.k ljdkjh Ldwy O;oLFkk esa ^mÙkjnkf;Ro Jà[kyk* dk detksj gksuk gSaA tcfd çkbosV Ldwy esa ^Ldwy çca/ku* ds ek/;e ls f”k{kd cPpksa vkSj muds vfHkHkkodksa ds çfr mÙkjnk;h gksrs gSaA pw¡fd dbZ v/;;uksa ls f”k{kk esa fd;s x, fuos”k vkSj mlls çkIr futh vkSj lkekftd ykHkksa ds e/; ldkjkRed lEcU/k ik;k x;k gSaA fla?kkjh vkSj e/ksLoju ds ofdaZx isij ‘The Changing Rates of Return to Education in India: Evidence from NSS Data’ esa nqfu;kHkj ds lSadM+ksa v/;;uksa ds vk/kkj ij Ldwfyax ij yxHkx 10% dk ykHk ik;k x;k gSa vkSj lkFk gh ^Je cktkj* vkSj ^vk; miktZu* esa Hkh fo|ky;h f”k{kk dk ldkjkRed çHkko vk¡dk x;k gSaA blfy, [kkldj xjhc vfHkHkkod Hkh csgrj f”k{kk ds fy, vius cPpksa dks çkbosV Ldwyksa esa Hkstus ds fy, rRij jgrs gSaA bUgh lHkh lokyksa ds eísutj ̂çtk QkmaMs”ku^ us ̂ fnYyh esa ifCyd Ldwyksa dh f”k{kk fLFkfr* ij ,d “osri= tkjh fd;k gSa tks fn[kykrk gSa fd flQZ xzkeh.k {ks=ksa esa gh ugha fnYyh tSls “kgj dh Hkh f”k{kk O;oLFkk xq.koÙrk ds Lrj ij lokyksa ds ?ksjs esa gSaA Hkkjh Hkjde îfCyd [kpZ* ds ckotwn Hkh Mªki vkmV dh mPp nj vkSj ljdkjh Ldwy esa tkus okys cPpksa esa ls vk/ks ls T;knk }kjk çkbosV Vîw”ku ij [kpZ] f”k{kk vkSj f”k{kd nksuksa dh xq.koÙkk ls vfHkHkkodksa dh vlarqf’V tSls eqís lkeus vk;s gSaA

fo|ky;h f”k{kk dh xq.koÙkk dk lcls çeq[k iSekuk muesa gksus okys ukekadu gSa ysfdu 2013&14 ls 2014&15 ds chp fnYyh uxj fuxe vkSj fnYyh ljdkj nksuksa ds fo|ky;ksa esa yxHkx 1 yk[k 50 gtkj ukekadu de gq, gSaA ;fn igyh d{kk ds ukekadu ij utj Mkys rks 2010&11 vkSj 2015&16 ds chp yxHkx 45 gtkj dh deh vk;h gSA ukekadu esa fxjkoV lkQ rkSj ij jktdh; fo|ky;ksa }kjk cPpksa dks viuh vkSj vkdf’kZr ugha fd;s tkus dk ladsr gSaA ;gk¡ rd dh jkT; ljdkj ds Ldwyksa esa 2013&14 vkSj 2014&15 ds chp nkf[kyk ysus okys

dqN Nk=ksa esa ls 0-7% fo|kfFkZ;ksa us ukekadu ds vxys lky ogk¡ i<+kbZ tkjh ugha j[khA

Mª‚ivkmV Hkkjrh; f”k{kk O;oLFkk ds fy, ,d cM+h leL;k jgh gSa vkSj fnYyh esa ;g tkjh gSaA fnYyh ds uxj fuxe vkSj jktdh; Ldwyksa esa l= 2015&16 ds nkSjku 1 yk[k 45 gtkj fo|kFkhZ Mªki vkmV gq, gSa tks fd cgqr fparktud gSaA iwohZ fnYyh uxj fuxe esa rks Mªki vkmV nj yxHkx 18% jgh gSaA ;wjksih; deh”ku dh f”k{kk xq.koÙkk dk ,d cM+k ekud ^lQy vkSj laØe.k^ gSa tgk¡ çkFkfed f”k{kk ls mPp ek/;fed f”k{kk dh vksj lQy xeu t#jh gSaA bl iSekus ds vuqlkj ns[ks rks 2014&15 esa 45% d{kk 9 ls d{kk 10 esa vkSj yxHkx 35% d{kk 11 ls d{kk 12 esa ugha tk ldsA ;s cgqr gh fujk”kktud vkadM+s gSa D;ksafd ;s lHkh fo|kFkhZ ^lrr vkSj lexz ewY;kadu* ds nkSj dks ikj djds igq¡ps gSaA blls ;gh fu’d”kZ fudkyk tkuk pkfg, fd ljdkjh fo|ky;ksa esa mudks Lrjh; f”k{k.k ugha feyk FkkA

cPpksa dh f”k{kk ds çeq[k fuos”kd vkSj “ks;jgksYMj cPpksa ds vfHkHkkod gh gksrs gSa vkSj ,sls esa mudh *afo|ky; dh “kSf{kd xq.koÙkk* ds çfr jk; cgqr ek;us j[krh gSaA çtk QkmaMs”ku us gh galk fjlpZ ds fy, ifCyd Ldwyksa esa tkus okys cPpksa ds vfHkHkkodksa ij fd;s x, losZ esa ik;k fd 52% vfHkHkkod vius cPpksa dks çkbosV Vîw”ku Hkh djokrs gSaA ljdkj }kjk çR;sd cPps ij yxHkx 43 gtkj [kpZ fd;s tkus ds ckotwn Hkh ;fn mUgsa çkbosV Vîw”ku dh njdkj gSa rks fuLlansg tu&lalk/kuksa ds lkFkZd mi;ksx ugha fd;s tkus dh leL;k dks lkeus vkrh gSaA vfHkHkkodksa us ifCyd Ldwyksa ls uk[kq”k gksus ds 3 çeq[k dkj.kksa esa csgrj Hkfo”; dh de xq¡tkb”k gksuk] f”k{kk dh xq.koÙkk cgqr vPNh ugha gksuk vkSj f”k{kdksa ds vPNs ugha gksuk crk;k gSaA ;gh ij f”k{kk ds {ks= esa ^p;u vkSj çfrLi/kkZ* dh t#jr eglwl gksrh gSa ftlls f”k{kk esa xq.koÙkk vk lds vkSj f”k{kdksa dh ftEesnkjh cPpksa vkSj vfHkHkkodksa ds çfr gks ldsA vuhrk tks”kqvk us 16 tuojh 2014 dks THE HINDU esa vius ys[k esa çkFkfed f”k{kk esa çkbosV Vîw”ku ij ;kstuk vk;ksx ds rRdkyhu mik/;{k eksaVsd flag vgywokfy;k dh fpark dks fuEu “kCnksa esa tkfgj fd;k gSa& “tcfd jkT; dks Ldwy f”k{kk esa iSlk yxkrs jguk pkfg,] D;k ;g lc ljdkjh Ldwy esa gh tkuk pkfg,\ ” ,sls

OECD ds PISA losZ esa 74 Hkkxhnkjksa esa ls nks Hkkjrh; jkT; 72 vkSj 73 osa ik;nku ij jgsA gj lky çdkf”kr gksus okyh ^vlj fjiksVZ* gekjh xzkeh.k Hkkjr esa nh tk jgh f”k{kk dh xq.koÙkk dh iksy [kksy nsrh gSa vkSj rsth ls îfCyd Ldwy* dk fodYi ^çkbosV Ldwyksa* ds gksus dk ladsr nsrh gSaA vlj fjiksVZ ds eqrkfcd 2006 ls 2013 esa xzkeh.k Hkkjr esa çkbosV Ldwyksa esa ukekadu 19% ls c<+dj 29% gks x;k gSaA


esa *lsaVj Q‚j flfoy lkslkbVh* }kjk lq>k, x, okmpj O;oLFkk vkSj de ykxr okys lkeqnkf;d vkSj ctV Ldwy csgrj fodYi lkfcr gks ldrs gSa tks fd RTE dh pisV esa vkus ls can gksus dh dxkj ij gSa!

bl “osr i= esa ,d pkSadkus okyk [kqyklk gekjs tu&çfrfuf/k;ksa dk f”k{kk ds çfr vuqÙkjnk;h vkSj misf{kr joS;kA ifCyd lfoZl dk egRoiw.kZ fo’k; gksus ds ckotwn Hkh 31% ik’kZn ¼vçSy 2015 ls ekpZ 2016½ vkSj 40% fo/kk;dksa ¼ekulwu vkSj “khrdkyhu l= 2015½ us f”k{kk ls lacaf/kr dksbZ loky ugha iwNk tcfd Mªki vkmV ij flQZ ,d loky iwNk x;kA çtk QkmaMs”ku dk ;g “osr&i= fuLlansg

fnYyh ljdkj vkSj fnYyh uxj fuxe dh yksd f”k{kk O;oLFkk esa csgrj mÙkjnkf;Ro vkSj ikjnf”kZrk dh ek¡x c<+k,xk vkSj ^xq.koÙkkiw.kZ* f”k{kk ds vkxzg dks ctV Iykfuax ls tksM+s tkus ij tksj nsxk rkfd tu&lalk/kuksa dk dq”ky ,oa ykHkçn mi;ksx fd;k tk ldsA 2015&16 ds *vkfFkZd losZ{k.k* us ftl çdkj ^vlj fjiksVZ^ dk laKku ysrs gq, ^f”k{kk dh ?kVrh xq.koÙkk^ ij fpUrk trkrs gq, ljdkj }kjk rqjar çHkko ls lkFkZd dne mBkus ds fy, vkºoku fd;k gSa oSls gh çtk QkmaMs”ku ds bl “osr&i= dk laKku fnYyh ljdkj vkSj fnYyh uxj fuxe dks ysuk pkfg,A Hkkjh Hkjde ljdkjh [kpZ ds ckotwn Hkh

vfHkHkkodksa }kjk çkbosV Vîw”ku ij [kpZ djuk *yksd lsokvksa esa vfo”okl* dks c<+kok nsrk gSa blfy, f”k{kk uhfr ds gj igyw esa vfHkHkkodksa dh Hkkxhnkjh lqfuf’pr dh tk, vkSj *fo|ky; çca/ku lfefr*dks fØ;k”khy vkSj l{ke laLFkk ds :i esa cuk;s tkus dk ç;kl fd;k tkuk pkfg,A pw¡fd f”k{kk dk vf/kdkj Hkkjrh; lafo/kku ds vuqlkj *thou ds vf/kdkj* dk vfHkUu fgLlk gSa ,sls esa detksj ;k xq.koÙkkghu f”k{kk ukxfjdksa ds ewy vf/kdkj dk guu gksxk vkSj ;g jkT; dh ftEesnkjh gSa og flQZ lqyHk vkSj lLrh f”k{kk gh miyC/k djokdj gh viuh ftEesnkjh ls ewag u eksM+s cfYd ml f”k{kk esa xq.koÙkk dks Hkh loZlqyHk vkSj lLrk cuk;saA

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ctV çkbosV Ldwyksa dh çsl okrkZfnukad% 30 tuojh 2017

LFkku% çsl Dyc v‚Q bafM;k

çkarh; cSBdsa

,Moksdslh ehfVax

us”kuy bafMisaMsaV LdwYl vyk;al ¼fulk½] dks&v‚fMZus”ku desVh v‚Q ifCyd LdwYl ¼lhlhih,l½ vkSj fnYyh bafMisaMsaV LdwYl vyk;al ¼fnlk½ us ,d çsl okrkZ dks vk;ksftr dj ctV çkbosV Ldwyksa }kjk >syh tk jgh leL;kvksa vkSj uhfrxr pqukSfr;ksa ds eqís dks ehfM;k ds le{k mBk;kA fnYyh ds f”k{kk ea=h Jh euh’k fllksfn;k ds lkFk flracj 2016 esa gqbZ igyh cM+h cSBd vkSj bl nkSjku dqN Bksl dkjZokbZ djus ds muds okns ds ckn Ldwyksa dh leL;kvksa dks mtkxj djus vkSj eqíksa ij tksj nsus dk ;g gekjk nwljk ç;kl FkkA çsl okrkZ ds nkSjku vyk,al ds }kjk pykbZ tk jgh ,Moksdslh xrfof/k;ksa dh tkudkjh nh xbZA le; le; ij ge viuh leL;k,a ljdkj ds lkeus mBkrs jgrs gSa ysfdu ljdkj ds }kjk vc rd dksbZ Hkh Bksl dne ugha mBk;k x;k gSA

cPpksa dh lqj{kk ds eqís ij egkjk’Vª çkar dh cSBdfnukad% 7 Qjojh 2017

LFkku% jchaæ v‚fMVksfj;e

fulk lnL;] çkbosV vu,MsM LdwYl eSustesaV ,lksfl,”ku ¼ih;w,l,e,½ }kjk ,d çkarh; lEesyu dk vk;kstu fd;k x;kA bl nkSjku loZJs’B Ldwy cl pkydksa] cl ifjpkydksa o Ldwy ifjogu çca/kdksa dks lEekfur djus ds fy, pkbYM ls¶Vh vokMZ uked ,d iqjLdkj lekjksg dk Hkh vk;kstu fd;k x;kA bl lEesyu esa ,d gtkj dh rknkr esa Ldwyksa ds cl pkydksa] ç/kkukpk;ksaZ vkSj clksa ds j[kokyksa ¼ds;j VsdlZ½ dks f”k{kk ds {ks= esa muds ;ksxnku ds fy, pkbYM ls¶Vh vokMZ ls lEekfur fd;k x;kA fulk ds v/;{k Jh dqyHkw’k.k “kekZ] fulk ds i‚fylh ,Mokbtj Jh vfer paæk vkSj jk’Vªh; la;kstd Jh ,l vkj Fk‚el ,aVksuh us Hkh lEesyu ds nkSjku mifLFkr FksA

egkjk’Vª ds f”k{kk lfpo Jh uan dqekj ds lkFk eqykdkrfnukad% 13 Qjojh 2017LFkku% eqcabZ lfpoky;

fulk ds lnL;ksa us egkjk’Vª ds f”k{kk lfpo Jh uan dqekj ds lkFk ,d eqykdkr dhA fulk ds lnL;ksa vkSj ih;w,l,e, ds lnL;ksa us f”k{kk ea=h Jh fouksn rkoM+s ds }kjk egkjk’Vª esa Ldwy okmpj e‚My ykxw djus ds ckcr trk;h xbZ çfrc)rk ds laca/k esa ppkZ dhA çfrfuf/k eaMy us f”k{kk lfpo dks ubZ f”k{kk uhfr o ctV çkbosV Ldwyksa }kjk lkeuk fd, tkus okys uhfrxr pqukSfr;ksa ls lacaf/kr nLrkost Hkh lkSaisA bl ekSds ij lnL;ksa us ns”k esa vPNh vkSj xq.koÙkk ;qä f”k{kk ds fy, f”k{kk ds {ks= dh orZeku uhfr;ksa esa ifjorZu dh vko”;drk dh O;k[;k dhA eqykdkr ds nkSjku Ldwy okmpj e‚My dk fopkj D;k gS vkSj ;g fdl çdkj f”k{kk ç.kkyh esa ifjorZu yk ldrk gS ds lanHkZ esa Hkh ppkZ gqbZA Jh yqbZl fejkaMk] Jh dqyHkw’k.k “kekZ] Jh Hkjr efyd] Jh vfer paæk] Jh gjftanj flag] Jh vfouk”k paæk vkSj Jh Fk‚el ,aVksuh us Hkh

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bl eqykdkr esa fgLlk fy;kAtEew vkSj d”ehj varjkZT;h; lEesyu

fnukad% 19 tuojh 2017

LFkku% ts ,aM ds ifCyd Ldwy] tEew19 tuojh dks futh Ldwyksa dk ,d fnolh; varjkZT;h; lEesyu vk;ksftr fd;k x;kA lEesyu dh v/;{krk ts ,aM ds çkbosV LdwYl ,lksfl,”ku ds v/;{k Jh dey xqIrk us dhA fulk ds v/;{k Jh dqyHkw’k.k “kekZ] fulk ds lykgdkj la;kstd ¼,Moksdslh dksvkfMZusVj½ Jh Fk‚el ,aVuh] TokbaV ,D”ku dfeVh] Jhuxj ds v/;{k Jh th ,u okj o lHkh ftyksa ds çeq[k vkfn Hkh lEesyu ds nkSjku mifLFkr jgsaA lEesyu ds nkSjku futh Ldwyksa dks ,d eq’r ekU;rk çnku djus] futh Ldwyksa dks pykus ds fy, ,l,l, vkSj vkj,e,l, ekudksa ds vuq:i HkkSfrd lajpuk dh vko”;drk] Ldwy Qhl dh vf/kdre lhek ljdkj }kjk fuf”pr djus] futh Ldwyksa dks okf.kfT;d dkuwuksa ls NwV fnykus] Je dkuwuksa] flaxy foaMks fDy;jsal ç.kkyh lqfuf’pr djus laca/kh ekax i= dks çeq[krk ls mYysf[kr fd;k x;kA

vle jkT; lEesyufnukad% 24 tuojh 2017

LFkku% xqokgkVh fQYe bafLVVîwV

fulk dh jkT; “kk[kk cSfäxr fo|ky; lekUuk;j{kh us fofHkUu pqukSfr;ksa dk lkeuk djus dks etcwj vle ds de “kqYd okys ¼vQksMsZcy½ futh Ldwyksa ds eqís ij çkar Lrjh; lEesyu dk vk;kstu fd;kA bl ,d fnolh; lEesyu ds nkSjku vle ds de “kqYd okys Ldwyksa dh fofHkUu leL;kvksa ij fopkj foe”kZ fd;k x;kA lEesyu ds nkSjku laxBu dks etcwrh çnku djus ds fy, Ldwyksa ds laxBu ds Lo:i dks fodsaæh—r djus dh j.kuhfr ij Hkh ppkZ dh xbZA fulk Vhe dh vksj ls v/;{k Jh dqyHkw’k.k “kekZ] o lykgdkj Jh , ,l egktu o fulk dksvkfMZusVj Jh Fk‚el ,aVuh us bl lEesyu esa fgLlk fy;kA

dSFky] gfj;k.kk esa f”k{kk fojks/kh uhfr;ksa ds f[kykQ çn”kZu

fnukad% 26 ekpZ 2017

fulk dh jkT; “kk[kk gfj;k.kk çkbosV LdwYl osyQs;j ,lksfl,”ku us gfj;k.kk ds dSFky ftys esa jkT; Lrjh; fojks/k çn”kZu dk vk;kstu fd;kA fojks/k çn”kZu esa cM+h la[;k esa Ldwy lapkyd “kjhd gq, vkSj jkT; dh f”k{kk fojks/kh uhfr;ksa ds f[kykQ viuh vkokt cqyan dhA bl nkSjku QsMjs”ku us 134 , ds rgr nkf[kys ds çko/kku] futh Ldwyksa ds fy, laifÙk dj] cl ikflax vixzsMs”ku vkfn uhfr;ksa esa cnyko dh ekax dhA

Jh vfuy Lo:i] f”k{kk lfpo] ,e,pvkjMh ls eqykdkrfnukad% 5 tuojh 2017

LFkku% “kkL=h Hkou] ubZ fnYyh

fulk lnL;ksa us ekuo lalk/ku fodkl ea=ky; ds f”k{kk lfpo Jh vfuy Lo:i ds lkFk ,d eqykdkr dhA bl nkSjku fulk lnL;ksa us ns”k Hkj ds ctV çkbosV Ldwyksa ds le{k mRiUu gqbZ leL;kvksa ij ppkZ dh vkSj ,d csgrj f”k{kk uhfr ds ckcr ekax i= lkSaikA

ueLdkj


lqf[kZ;ka


Hkkjrh; f’k{kk O;oLFkk dks ft;ks Økafr dh njdkj!

fjyk;al us 1 flracj 2016 dks viuh nwjHkk’k lsok ¼VsyhdE;wfuds”ku lfoZl½

^ft;ks* dk yksdkiZ.k fd;kA blds rgr Qksu ij fu”kqYd ckrphr djus vkSj xzkgdks ds fy, 4 th baVjusV MsVk Iyku miyC/k gSA bl ;kstuk dk ykHk mBkus ds fy, vko”;d fjyk;al ft;ks dk fle gkfly djus ds fy,

iwjk ns”k meM+ iM+k vkSj drkjc) gksdj [kM+k gks x;kA ns”k ds fofHkUu bykdksa dh esjh ;k=k ds nkSjku eSusa ik;k fd esjs fe=ksa lfgr cgqr lkjs yksx ges”kk v‚uykbu jgrs Fks [kq”kh [kq”kh fu”kqYd 4 th MsVk lfoZl dk bLrseky dj jgs FksA ,slk gksrs gq, vc Ng eghus ls T;knk dk le; chr pqdk gSA ft;ks us gky gh esa

f’k{kk

viuh lsok ds cnys 100 :i, çfr ekg ds csfld dSfiVs”ku pktZ ysus dh ?kks’k.kk dh tks fd vçSy 2017 ls ykxw gks x;hA thou Hkj eSa ,;jVsy dk xzkgd jgk gwa vkSj esjs fy, vc rd ft;ks dh lqukeh ls u tqM+uk vk”p;Z djus okyk FkkA eSa vius fnekx dks blls nwj j[kus dh Hkjld dksf”k”k dj jgk Fkk vkSj ,;jVsy

furs’k vkuan ,Moksdslh ,lksfl,V] lsaVj Q‚j flfoy lkslk;Vh

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ds lkFk viuk Hkjkslk cuk, j[kuk pkgrk FkkA gkykafd rqyukRed :i ls T;knk dher pqdkuk Hkh lgh ugha FkkA

tuojh 2017 esa eSaus ,d u;k Qksu [kjhnk vkSj ft;ks ls tqM+us dk lkspk] ysfdu blls igys dh eSa ,slk dj ikrk] ,;jVsy us lHkh vko”;d ykHk de dher esa miyC/k djkus okyk Iyku fn;kA eSa [kq”kh [kq”kh ,;jVsy ds lkFk cuk jgk vkSj esjk iqjkuk uacj Hkh cjdjkj jgk og Hkh T;knk csgrj dher ijA bl iwjs okd;s ds njE;ku eSa ;g lksprk jgk fd okLro esa crkSj ,d miHkksäk esjh [okfg”k Fkh D;k\

de ykxr esa csgrj lsok esjh lwph esa “kh’kZ ij FkhA njvly] ft;ks dh cktkj vk/kkfjr çfrLi/kkZ okyh O;oLFkk us ,;jVsy }kjk eq>s ;g lc miyC/k djkuk lqfuf”pr fd;k FkkA

;gka rd fd ljdkj }kjk lapkfyr ch,l,u,y / ,eVh,u,y us Hkh bl ifjikVh dk vuqlj.k fd;k vkSj dherksa dks ?kVkrs gq, viuh lsok esa csgrjh djus dks etcwj gqvkA tcfd bl lkjh çfØ;k dk fu;eu o fujh{k.k ,d vU; Lora= ljdkjh çkf/kdj.k n Vsyhd‚e jsX;qysVjh vFk‚fjVh v‚Q bafM;k ¼VªkbZ½ }kjk fd;k tk jgk Fkk rkfd fdlh çdkj dh xM+cM+h u gksuk lqfuf”pr fd;k tk ldsA

vc Hkkjrh; f”k{kk ç.kkyh ds ekeys dks ns[krs gSaA ;gka fgr/kkjdksa ¼LVsd gksYMlZ½ ls lacaf/kr lkjh uhfr;ka] fu;eu o dke dkt ds leLr rkSj rjhds ¼dk;Zp;kZ / ÝseodZ½ lHkh Lrj ij ljdkj gh r; djrh gSA ;gh foHkkx bls dks’k miyC/k djkrh gS vkSj foÙk çnku djrh gSA lcls cM+h ckr ;g gS ogh vf/kdkjh ljdkjh Ldwyksa ds ek/;e ls f”k{kk ls tqM+s çko/kku rS;kj djus ds fy, Hkh ftEesnkj gksrs gSaA bl {ks= esa Hkkjr ds vU; cM+s lsok çnkrkvksa fo”ks’kdj de ykxr okys ctV çkbosV Ldwyksa dk fu;eu] leh{kk o çca/ku ljdkj }kjk gh fd;k tkrk gSA ctV çkbosV Ldwy ,sls Ldwy gksrs gSa tgka çfr Nk= ykxr mlh {ks= esa lapkfyr gksus okys ljdkjh Ldwyksa dh rqyuk esa de gksrk gSA pwafd Nk=ksa dh lh[kus dh {kerk ¼yfuaZx vkmVde½ esa lq/kkj ds mís”; ls ns”k esa lh[kus dh {kerk ds ewY;kadu dk çko/kku gS] tks crkrs gSa Nk=ksa ds lh[kus dh {kerk ds ekeys esa ctV çkbosV Ldwy ljdkjh Ldwyksa dh rqyuk esa yxkrkj csgrj çn”kZu dj jgs gSaA bl çdkj]

;g Li’V gS fd bu ctV çkbosV Ldwyksa dh çfrLi/kkZ lh/ks lh/ks ljdkjh Ldwyksa ds lkFk gSA Hkkjr esa] ljdkjh Ldwyksa dh rqyuk esa ctV çkbosV Ldwyksa esa vf/kd cPps i<+rs gSaA vlj ¼,,lbZvkj½ 2014 dh fjiksVZ ds eqrkfcd o’kZ 2010 ls 2014 ds chp ljdkjh Ldwyksa esa nkf[kys 6-2 çfr”kr rd de gks x, tcfd blh nkSjku futh Ldwyksa esa nkf[kys 6-5 çfr”kr rd c<+ x,A bl ?kVuk us Nk=ksa vkSj vfHkHkkodksa ds fgrksa dh dher ij vuko”;d ;q) iSnk dj fn;kA de dher okys xSj lgk;rk çkIr futh Ldwy ljdkjh Ldwyksa ds ,d fodYi ds rkSj ij mHkjs gSa] fo”ks’kdj] “kgjksa vkSj xzkeh.k bykdksa ds xjhc vfHkHkkodksa ds fy,A ;wih vkSj gfj;k.kk tSls cM+s jkT;ksa ds 50 çfr”kr ls T;knk Nk=ksa us xSj lgk;rk çkIr futh Ldwyksa esa nkf[kyk fy;k gSA

blds vykok] ewY;kadu o leh{kk dk dk;Z Hkh mlh ljdkjh foHkkx }kjk fd;k tkrk gSA ;g fdlh Hkh lwjr esa LoLFk çfrLi/kkZ dh lE;d Hkkouk ugha dgh tk ldrhA vfHkHkkodksa ds ikl vkfdj fodYi gh D;k gS\ D;k ,d csgrj vkSj LoLFk çfrLi/kkZ okys “kSf{kd ekgkSy dh LFkkiuk ugha dh tk ldrh tks gekjs cPpksa ds laiw.kZ “kS{kf.kd ifj.kke dh xq.koÙkk esa lq/kkj lqfuf”pr dj ldsA

eq>s f”k{kk ds {ks= esa ljdkjh Hkwfedkvksa dks vyx vyx djus okys VªkbZ ds leku çkf/kdj.k okys fodYi çkIr djuk ilan gksxk tks laHkor% ft;ks tSls e‚My dks f”k{kk ds {ks= esa vkuk çksRlkfgr djs vkSj f”k{kk ds {ks= esa cM+k cnyko yk lds] rFkk tks fodYi dh Lora=rk vkSj çfrLi/kkZ dks Nk=ksa ds lh[kus dh ço`fr esa cnyko yk ldsA eq>s Lora=rk vkSj fodYi ilan gS vkSj eq>s iDdk fo”okl gS fd vkidks Hkh ;gh ilan gksxkA ljdkjh Hkwfedkvksa dks vyx vyx djuk bl vksj igyk dne c<+kusa dk vklku rjhdk gks ldrk gSA

ns”k ds ,d ukxfjd ds rkSj ij eSa Hkkjr esa euilan f”k{kk dh ekax djrk gwaA

ubZ f”k{kk uhfr esa dkSu dkSu ls çko/kku gksus pkfg,\• fu;ked] foÙk çnkrk o f”k{kk çnkrk dh ljdkj dh Hkwfedk dks vyx vyx djsa• fu;a=.k dh ctk, Lok;rrk dks çksRlkfgr djsa• lHkh f”k{kk çnkrkvksa dh rhljs i{k ls leh{kk gks• lHkh ds fy, leku fu;e gksa• Nk=ksa ds lh[kus vkSj vfHkHkkodksa ds fy, fodYi ij /;ku dsaæhr gks

Hkkjr esa] ljdkjh Ldwyksa dh rqyuk esa ctV çkbosV Ldwyksa esa vf/kd cPps i<+rs gSaA vlj ¼,,lbZvkj½ 2014 dh fjiksVZ ds eqrkfcd o’kZ 2010 ls 2014 ds chp ljdkjh Ldwyksa esa nkf[kys 6-2 çfr”kr rd de gks x, tcfd blh nkSjku futh Ldwyksa esa nkf[kys 6-5 çfr”kr rd c<+ x,A


Qhl o`f) esa ljdkjh n[ky ls leL;k dk lek/kku ugha

vfouk’k paækys[kd www.azadi.me ds laiknd gSa

ljdkjh tehu ij cus çkbosV Ldwyksa }kjk Qhl c<+kus ds ,d ekeys esa QSlyk

lqukrs gq, lqçhe dksVZ us blds fy, ljdkj dh vuqefr dks vko”;d crk;k gSA bl ckr ls badkj ugha fd;k tk ldrk fd Ldwyh Qhl ,d cM+k eqík gSA lkekftd eqík Hkh vkSj jktuSfrd

eqík HkhA ,d rjQ Ldwy çca/ku vius [kpsZ dk gokyk nsrs gq, Qhl o`f) dks U;k;laxr lkfcr djus dh dksf”k”k djrk gS ogha vfHkHkkod vkSj muds lkFk lkFk ljdkj bls Ldwyksa dh euekuh crkrh gSA vfHkHkkod pkgrs gSa fd Ldwyh Qhl ds ekeys esa ljdkj n[ky ns vkSj Ldwyksa dh

euekuh ls mUgsa futkr fnyk,A f”k{kk ds {ks= esa dk;Zjr dqN ,uthvks o Lo;alsoh lewg Hkh ljdkjh n[ky ds fy, ncko cukrs ns[ks tk ldrs gSaA ysfdu] futh Ldwyksa ds dkedkt esa ljdkjh n[ky dh vyx leL;k,a gSaA

ikBîØe fu/kkZj.k esa ;g n[ky igys ls

f’k{kkf’k{kk

ueLdkj


ekStwn gS vkSj ljdkj v/;kidksa ds osru dks ljdkjh v/;kidksa ds cjkcj djkus dh igy Hkh dj gh pqdh gSA ;g ckr vkSj gS fd Ldwyksa ds fojks/k ds dkj.k bl vO;ogkfjd QSlys dk vuqikyu vHkh ugha djk;k tk ldk gSA fdarq ,d ckj Qhl fu/kkZj.k esa ljdkjh n[ky gks x;k rks ljdkjh egdek v/;kidksa ds osru vkSj lsok “krksaZ vkfn ij Hkh gkoh gks tk,xkA rc Ldwy eSustesaV dk ykijokg Vhpjksa ds fo#) dkjZokbZ djuk dfBu gks tk,xkA iwjs ns”k esa ljdkjh Ldwyksa dh cngkyh crkrh gS fd ljdkjh n[ky ls çkbosV Ldwyksa dk Hkh ;gh gky gks tk,xkA f”k{kk ds vf/kdkj dk dkuwu igys ls gh çkbosV Ldwyksa dh Lok;Ùkrk dks ladV esa Mkys gq, gSA 25 çfr”kr xjhc cPpksa dks vk;q ds vuqlkj d{kk esa ços”k nsus vkSj Qhl dh çfriwfrZ ds fy, ljdkj ij vkfJr gks tkus ds ckn ls Ldwy çca/ku ;gka Hkh cSdQqV ij gSA Qhl ij fu;a=.k ls ;g flyflyk dgha vkSj gh igqap tk,xkA ljdkjh egdes ds fy, futh Ldwyksa ij fu;a=.k ykHk dk lkSnk gSA muds fy, uaŒ 2 dh vk; dk ,d vkSj lzksr [kqy tk,xk vkSj baLisDVj jkt dh okilh dh laHkkouk c<+sxhA

njvly] leL;k dk ,d dkj.k cM+h fcfYMax vkSj Åaph Qhl olwy djus okys Ldwyksa esa f”k{kk dh DokfyVh vPNh gksrh gS] okyh vfHkHkkodksa dh ekufldrk dk gksuk Hkh gSA tcfd lPpkbZ ;g gS fd Åaph Qhl vkSj vPNh f”k{kk dk dksbZ fuf”pr laca/k ugha gSA

;qfuoflZVh v‚Q lnuZ dSfyQksfuZ;k ds çks- tku eSdMje‚V dgrs gSa fd *,d U;wure Lrj ds vkxs çfr LVwMsaV [kpZ c<+kus ls VsLV esa lQyrk ij çHkko ugh iM+rk gSA “kSf{kd çn”kZu esa ?kjsyw i`’BHkwfe vkSj nwljh lkekftd fLFkfr;ksa dh Hkwfedk T;knk gksrh gSA* vesfjdk esa okck”k uS”kuy LVMh }kjk 10 dkystksa dk v/;;u fd;k x;k ftudh “kS{kf.kd miyfC/k cjkcj FkhA ik;k x;k fd buds çfr LVwMsaV [kpZ esa 6 xqus rd dk varj FkkA

Hkkjr ds lanHkZ esa ,sls v/;;u miyC/k ugha gSa ijarq eq>s Hkjkslk gS fd ;gka Hkh tehuh fLFkfr ,slh gh gSA t:jr Ldwyksa dh Do‚fyVh jSafdax dh gS] ftl çdkj gksVyksa dks LVkj jSafdx nh tkrh gSA ljdkj dks pkfg, fd ,slh jSafdax dh O;oLFkk dks çksRlkfgr djs vkSj viuh osclkbV ij bls çnf”kZr djs rkfd cPps dk nkf[kyk djkus ls iwoZ vfHkHkkod dks Ldwy dh okLrfodrk dk irk py ldsA Ldwyksa dh Qhl o`f) esa gLr{ksi djus dh ctk, Qhl o`f) dks l= ds chp esa dHkh Hkh dh ctk, l=kjaHk esa

djus dk fu;e cukuk pkfg, rkfd vfHkHkkod vxj pkgsa rks de Qhl okys Ldwy esa cPps dk nkf[kyk djk ldsaA ijarq Ldwyksa dh Lok;Ùkrk esa n[ky ugha nsuk pkfg,A

Ldwyksa dh euekuh dk ,d dkj.k *vPNs* Ldwyksa dh vi;kZIr la[;k Hkh gSA ljdkj dks u, Ldwyksa ds [kqyus dk ekxZ ç”kLr djuk pkfg, vkSj blds fy, fu;e dkuwuksa dks ljy cukus dh vko’;drk gSA i;kZIr la[;k esa Ldwy gksus ij equkQk[kksjh varr% cktkj }kjk fu;af=r dj yh tk,xhA le; chrus ds lkFk dbZ nwljs Ldwy [kM+s gks tk,axs] tks de Qhl esa mruh gh vPNh f”k{kk miyC/k djk nsaxsA varr% bu Ldwyksa dh gksM+ ls gh vxz.kh Ldwyksa dh Qhl ij yxke yxsxhA cktkj dks Qhl ij fu;a=.k djus nsuk pkfg,A blls f”k{kk dh xq.koÙkk ij nq’çHkko ugha iM+sxkA

Ldwyksa dks ljdkj }kjk fj;k;rh nj ij Hkwfe miyC/k djkbZ tkrh gS vkSj vk;dj esa NwV nh tkrh gSA bu Ldwyksa dh Qhl ljdkj] iSjaV~l rFkk eSustesaV] rhuksa dh Hkkxhnkjh ls fu;af=r dh tkuh pkfg,A blls ljdkjh lqfo/kkvksa ds nq#i;ksx ls cpk tk ldsxkA buds [kkrksa dk vkfMV djkdj mls lkoZtfud djuk pkfg,A ysfdu] lHkh çkbosV Ldwyksa dh Qhl ij fu;a=.k djus ds pDdj esa gesa f”k{kk dh Do‚fyVh dk lR;kuk”k ugha gksus nsuk pkfg,A

Ldwyksa dh euekuh dk ,d dkj.k *vPNs* Ldwyksa dh vi;kZIr la[;k Hkh gSA ljdkj dks u, Ldwyksa ds [kqyus dk ekxZ ç”kLr djuk pkfg, vkSj blds fy, fu;e dkuwuksa dks ljy cukus dh vko”;drk gSA i;kZIr la[;k esa Ldwy gksus ij equkQk[kksjh varr% cktkj }kjk fu;af=r dj yh tk,xhA le; chrus ds lkFk dbZ nwljs Ldwy [kM+s gks tk,axs] tks de Qhl esa mruh gh vPNh f”k{kk miyC/k djk nsaxsA varr% bu Ldwyksa dh gksM+ ls gh vxz.kh Ldwyksa dh Qhl ij yxke yxsxhA


Hkwfe ls lacaf/kr ekunaMksa dk xf.kr

f”k{kk funs”kky; us 22 ekpZ 2013 dks ,d ifji= ¼ldZ~;qyj½ tkjh dj vuf/k—r

d‚yksfu;ksa esa lapkfyr gksus okys çkbejh Ldwyksa o fefMy Ldwyksa ds fy, Hkwfe dh U;wure lhek dh vfuok;Zrk esa <hy nh FkhA orZeku esa ;g lhek çkbejh Ldwyksa ds fy, 200 LDok;j ;kMZ vkSj fefMy Ldwyksa ds fy, 700 LDok;j ehVj ¼857 LDok;j ;kMZ½ gSA

8 dejksa okys ,d Ldwy ds fy, 700 LDok;j ehVj tehu dh vfuok;Zrk cgqr vf/kd gSA ;fn 5 dejksa ds Ldwy ds fy, 200 LDok;j ;kMZ tehu vfuok;Z gS rks bl fglkc ls 3 vkSj dejksa ds fy, 120 LDok;j ;kMZ vfrfjä tehu dh vko”;drk gksuh pkfg,A bl çdkj] fefMy Ldwy pykus ds fy, çkbejh Ldwy ds fy, vko”;d tehu dh vfuok;Zrk ls pkj xquk vfrfjä tehu ¼700 LDok;j ehVj ¾ 837 LDok;j ;kMZ½ dh vfuok;Zrk r; djuk vuqfpr vkSj euekuh iw.kZ gSA

mlh ifji= ¼ldZ~;qyj½ dh mi /kkjk 5 d{kk ds dejksa ds vkdkj dh x.kuk ds fy, nks vkadyu fof/k;ksa ¼,Yxksfjn~e½ dks vk/kkj cuk;k x;k gS1- d{kk dh la[;k ds vk/kkj ij & ekU;rk

çkIr djus ds fy, ,d çkbejh Ldwy esa d{kk ds dejksa dk vkdkj de ls de 30 LDok;j ehVj gksuk pkfg,A fefMy Ldwy ds ekeys esa d{kk ds dejksa dk vkdkj 40 LDok;j ehVj gksuk pkfg,A bl xf.kr ds fglkc ls ,d fefMy Ldwy pykus ds fy, vko”;d tehu

dh vfuok;Zrk ( 5 X 30 ) + ( 3 X 40 ) = 270 LDok;j ehVj ¾ 323 LDok;j ;kMZ gksuh pkfg,A

2- Nk=ksa dh la[;k ds vk/kkj ij d{kk ds dejksa dk vkdkj fu/kkZfjr vkdkj ls de gksus dh n”kk esa] d{kk esa Nk=ksa dh la[;k bl çdkj fuf”pr dh tkuh pkfg, ftlls fd 60 LDok;j QhV {ks= f”k{k.k dk;Z ds fy, NksM+ dj çR;sd Nk= dks d{kk esa 10 LDok;j QhV dh txg çkIr gks ldsA

vkadyu dh nksuksa fof/k;ksa ¼,Yxksfjn~e½ ds fglkc ls fefMy Ldwy ds lapkyu ds fy, 320 LDok;j ;kMZ ls 325 LDok;j ;kMZ tehu dh gh vko”;drk iM+rh gSA bl çdkj] ;g Li’V gS fd uhfr fu/kkZjdksa ds fopkj ls Hkh vuf/k—r d‚yksfu;ksa esa fefMy Ldwy pykus ds fy, 320 LDok;j ;kMZ tehu i;kZIr gS] fQj Hkh rkfydk esa fcuk lksps le>s 700 LDok;j ehVj {ks= dh t#jr ntZ dj nh xbZ tcfd vkadyu dh nksuksa fof/k;ksa ds rgr çkIr vko”;d {ks= ls ;g dgha Hkh esy ugha [kkrk gSA

futh Ldwy lapkydksa ds ikl tehu dk vHkko gksrk gSA ysfdu ljdkj Hkh oafpr rcds ds Nk=ksa ds fy, vkSj vf/kd Ldwy [kksyusa dh fLFkfr esa ugha gSA bl dkj.k d{kk 5oha vkSj 6oha d{kk ds fy, vko”;d lhVksa ls yxHkx 35 gtkj lhVksa dh deh iSnk gks xbZ gSA blds lkFk gh lkFk] ;g uhfr Hkh Li’V ugha gS fd çkbejh Ldwyksa dks nwljh ikyh esa fefMy ysoy dh d{kk,a pykus dh vuqefr gS vFkok ughaA dgus dk rkRi;Z ;g gS fd ulZjh ls 5oha rd pyus okys çkbejh Ldwy nwljh ikyh esa 6oha ls 8oha rd fefMy Dykl dh d{kk,a pyk ldrs gSa ;k ughaA gkykafd çkbejh Ldwyksa dks nwljh ikyh esa çkbejh Lrj dh d{kk,a pykus dh vuqefr vo”; gSA

;gka rd fd f”k{kk dk vf/kdkj dkuwu ¼vkjVhbZ ,DV½ 2009 Hkh çkbejh vkSj fefMy Ldwyksa ds lkFk ,d leku O;ogkj djrk gSA ;g çfr d{kk ,d v/;kid vkSj çfr v/;kid 30 cPpksa ds çko/kku dks t:jh cukrk gSA vkjVhbZ fefMy ysoy ds Ldwyksa ds fy, fdlh fo”ks’k vFkok vfrfjä O;oLFkk dh ckr ugha djrk gSA

29 vçSy 2016 dks fn, ,d vkns”k esa fnYyh gkbZ dksVZ us dksvkfMZus”ku desVh v‚Q ifCyd LdwYl ¼lhlhih,l½ }kjk nk;j ,d ;kfpdk dks [kkfjt dj fn;k FkkA ;kfpdk ds ek/;e ls çkbejh Ldwyksa o fefMy Ldwyksa ds fy, fcfYMax u‚eZ~l

dkuwuh ?kVukØe

,M- ç’kkar ukjax ¼ys[kd loksZPp U;k;ky; ds vf/koäk gS)

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esa HksnHkko dks pqukSrh nh xbZ FkhA bl euekusiu o vuqfpr çko/kku ds fojks/k esa nk;j ;kfpdk dks [kkfjt djrs gq, dksVZ us dgk Fkk fd Ldwyksa dh ;s nksuksa Jsf.k;ka leku ugha gS vkSj blfy, uhfr fu/kkZj.k ds nkSjku nksuksa ds fy, vyx vyx u‚eZ~l cukuk mfpr gSA lkFk gh dksVZ us ekeys esa vkSj lquokbZ djus ls badkj djrs gq, dgk fd vnkyr vke rkSj ij uhfrxr QSlyksa

ds ekeyksa esa gLr{ksi ugha djrhA bl ekeys esa cgl djrs gq, ljdkjh vf/koäk us dgk fd ,slk dne blfy, mBk;k x;k gS rkfd f”k{kk ds O;olk;hdj.k ij jksd yxk;h tk ldsA ;g Hk;kog gS fd fdlh Hkh vuqHkotU; leFkZu ls jfgr ,sls O;fäijd rdZ dk ç;ksx fefMy Ldwyksa ds [kkResa ds fy, fd;k tk jgk gS ftlds dkj.k fnYyh esa 6oha vkSj 8oha d{kk esa 35 gtkj ls vf/

kd lhVksa dh deh ns[kus dks fey jgh gSA dksvkfMZus”ku desVh v‚Q ifCyd LdwYl cuke xouZesaV v‚Q ,ulhVh v‚Q fnYyh dh isVsaV vihy i= la[;k 528/2016 ds ek/;e ls lhlhih,l }kjk fnYyh gkbZdksVZ ds 29 vçSy 2016 ds vkns”k dks pqukSrh nh gSA bl ekeys esa fiNyh lquokbZ 23 flracj 2016 dks gqbZ Fkh vkSj QSlys dks lqjf{kr j[ks gq, yxHkx Ng ekg chr pqds gSaA


fdlh f’k{kd dk lcls vPNk fe= cuuk & yhM Ldwy l‚Y;q’ku dh dgkuh

flaxkiqj esa lkr o’kZ rd çokl djus vkSj ç‚DVj ,aM xSEcy fyfeVsM esa

dke djus ds ckn nl lky igys lu~ 2007 esa eSa Hkkjr ykSV vk;kA Hkkjr esa f”k{kk dh rLohj cnyus dh bPNk eq>esa cyorh gks jgh Fkh D;ksafd gekjs cPpksa dks ;gka feyus okyh f”k{kk dh [kjkc xq.koÙkk ls eSa csgn vlarq’V FkkA f”k{kk ds çk:i dks le>us ds fy, eSusa Hkkjr dh fxuh pquh fyLVsM ,tqds”ku daifu;ksa esa ls ,d – th yuZ fyfeVsM ds lkFk eq[; dk;Zdkjh vf/kdkjh ds rkSj ij ikap o’kZ rd tqM+k jgkA blls eq>s f”k{kk ds Ldwy vkSj çh Ldwy okys çk:i ds ckjs esa foLr`r le> çkIr djus dk volj çkIr gqvkA esjh ikBp;kZ ¼dfjdqye½ rS;kj djus o v/;;u v/;kiu ¼isMkx‚th½ dyk esa xgjh :fp Fkh vkSj eSusa viuh Vhe ds lkFk feydj NksVs cPpksa dh çxfr vkSj xf.kr o foKku i<+kus o lh[kus ds fy, uokpkj ¼buksosfVo½ ;qä rjhdksa dks fodflr fd;kA ikap o’kZ iwoZ

lqehr ;’kiky esgrkçca/k funs’kd] yhM Ldwy

o’kZ 2012 esa eq>s ;g vglkl gqvk fd esjk lkjk dke dsoy cM+s “kgjksa o mPp e/; oxZ ds vfHkHkkodksa rd gh lhfer jg tkrk FkkA blfy, eSusa th yuZ dks NksM+ fn;k vkSj lg laLFkkfidk fLerk nsoM+k ds lkFk feydj xqtjkr ds ,d xkao esa igyh ih<+h ds f”k{kkfFkZ;ksa ds fy, Ldwy dh LFkkiuk dhA gekjk y{; ,sls Nk=ksa dh leL;k dk lek/kku ryk”kuk Fkk ftuds fy, u rks ogka vPNh f”k{kk miyC/k Fkh u gh ?kj ij mUgsa i<+kbZ esa lg;ksx djus okyk dksbZ FkkA gj fdlh ds }kjk gels tks lcls igyk ç”u fd;k tkrk Fkk og ;g Fkk fd gesa ogka i<+kus ds fy, f”k{kd dgka ls feysaxs\ ge vius v/;kidksa dks çf”kf{kr dSls djsaxs\ ge mUgsa vius lkFk jksd dj dSls j[k ldsaxs\ lHkh yksxksa ds eu esa ;g vke /kkj.kk Fkh fd Nk=ksa ds lh[kus dk lh/kk laca/k v/;kidksa }kjk vius Nk=ksa ds lkFk fd, tkus okys O;ogkj ls gksrk gSA ;fn f”k{kd d{kk esa vuqifLFkr jgrk gS rks fcYdqy

f’k{kk rduhdh

i<+kbZ ugha gks ldrhA ;fn f”k{kd mifLFkr jgrk gS ysfdu d{kk esa i<+krk ugha gS rks cgqr FkksM+h i<+kbZ gksxhA ;fn f”k{kd ijai-jkxr jêk yxokus okyh i)fr ¼vf/kdka”k f”k{kd blh oxZ ls vkrs gSa½ ls i<+kbZ djkrk gS rks jVk jVk;k Kku feysxkA tc f”k{kd vius Lo;a dh l”kä fo’k; lkexzh vkSj f”k{k.k dkS”ky dk ç;ksx Nk=ksa dks lh[kus ds muds Lo;a dh çkFkfedrk okys rjhds tSls fd JO;] –”; vFkok ç;ksxkRed ¼dj ds lh[kuk½ rjhds ls lh[kus esa lgk;rk djrk gS rc tkdj Nk= lq–<+ rjhds ls f”k{kk xzg.k dj ikrk gSA bl çdkj çkIr dh xbZ f”k{kk lnSo ;kn jgrh gS vkSj ijh{kk gks tkus ds ckn ckgjh nqfu;k esa bLrseky Hkh gksrh gSA nqHkkZX; ls ,sls f”k{kd csgn de vkSj fxuh pquh la[;k esa gh miyC/k gSaA tc geus f”k{kdksa dh HkrhZ djuh “kq: dh rks gesa Hkh bl vHkko ls nks pkj gksuk iM+kA ch,] ,e, vkSj ch,M tSls fMxzh /kkjd vH;FkhZ gekjs ikl igqaprs rks ysfdu

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ceqf”dy os vaxzsth ds ,d okD; dks Hkh cksy ikrsA lkekU; foKku dh vo/kkj.kk,a vkSj xf.kr fo’k; ds lkekU; fl)kar dh mudh le> Hkh csgn detksj FkhA f”k{k.k dh mudh {kerk fdrkcksa dks i<+kus vkSj vuqokn dj Nk=ksa dks le>kus rd gh lhfer FkhA vr% geus Hkh ogha dke fd;k tks vU; yksx djrs gSa - f”k{kdksa dk çf”kf{kr djus dk dkeA

igys o’kZ geus mUgsa ikBî lkexzh vkSj v/;k; ds ckcr çf”kf{kr fd;k] geus mUgsa y{; fu/kkZfjr djus ds ckcr çf”k{k.k fn;k] geus Dykl :e ¼d{kk½ çca/ku] fo’k; Kku] v/;kid usr̀Ro vkfn dk Hkh çf”k{k.k fn;kA v/;kidksa dks çf”kf{kr djus ds Øe esa gesa vR;f/kd le; vkSj ÅtkZ [kpZ djuh iM+hA ysfdu çf”k{k.k l= ds i”pkr bls ysdj gesa dkQh vPNk QhMcSd Hkh çkIr gqvkA çf”k{k.k dk;Z ds nkSjku iwjs le; v/;kid lfØ; gksdj blls tqM+s jgs vkSj mUgsa dqN u;k vkSj jkspd lh[kus dks feyk bl ekU;rk ds lekiu ds ckn os [kq”kh [kq”kh ykSVsA ysfdu tYn gh gesa nks vkSj leL;kvksa ls tw>uk iM+k% 1 çf”k{k.k ds ckn Dykl:e esa ;g vH;kl

ewrZ gksrk de gh fn[kkA gesa v/;kidksa ij dM+h fuxjkuh j[kus dh t:jr Fkh rkfd ;g lqfuf”pr gks lds os d{kkvksa esa Bhd oSlk gh i<+k jgs gSa tSlk fd mUgsa çf”k{k.k fn;k x;k FkkA fuxjkuh j[kus ds ckotwn cgqr de v/;kid v/;k; ;kstuk rS;kj dj jgs FksA cgqr de v/;kid lalk/kuksa dh rS;kjh djrs Fks vkSj cgqr de v/;kid mu xfrfof/k;ksa dks vatke nsrs Fks tks xfrfof/k;ka mUgsa çf”k{k.k ds nkSjku fl[kkbZ xbZ FkhaA tc dkj.kksa dh iM+rky dh xbZ rks ftu dkj.kksa dks crk;k x;k muesa lcls vf/kd ckj le; dh deh dh ckr crkbZ xbZA

2 blds lkFk gh v/;kidksa ds NksM+dj tkus dh mPp nj ds dkj.k ges”kk u, yksxksa dks çf”kf{kr djus dh t:jr cuh jgrh FkhA bl dkj.k miyC/k lalk/ku yxkrkj de gks jgs FksA v/;kfidkvksa ds NksM+dj tkus ds cgqr lkjs dkj.kksa esa ls v/;kfidkvksa ds ifr;ksa dk “kgj NksM+dj nwljh txg tkuk] v/;kfidkvksa dk fookg gksuk] xHkZorh gksuk vkSj dbZ ckj dqN lkS #i, vf/kd osru dk feyuk gksrk FkkA v/;kfidkvksa ds tkus dk eryc muds lkFk muds çf”k{k.k esa gq, fuos”k dk tkuk Hkh gksrk FkkA

la{ksi esa dgsa rks] f”k{kdksa dks çf”kf{kr djus dk dke nh?kZdkyhu vkSj çHkkoh j.kuhfr ugha FkkA gekjk fopkj ,d ekud ekinaM r; djus vkSj bls lHkh Ldwyksa esa ykxw djus dk Fkk ysfdu ,sls okd;ksa ds ckn gesa u, –f’Vdks.k ls lkspus dh t:jr FkhA

dkQh lksp fopkj djus ds ckn ge bl fu’d’kZ ij igqaps fd ge vius f”k{kdksa ls dkQh T;knk vis{kk dj jgs FksA ge muls fo”ks”kh—r vo/kkj.kkvksa] Cywe ds oxhZdj.k] fofo/k cqf)erk vkSj Nk= dsaæhr lh[k dks le>us dh mEehn dj jgs FksA ge muls mudh d{kk ls igys cf<+;k v/;k; ;kstuk vkSj lalk/kuksa dh rS;kjh dh mEehn dj jgs FksA ge muls Nk=ksa ds fjtYV dk fo’ys”k.k djus vkSj lq/kkjkRed dne mBkus dh mEehn dj jgs FksA ge muls ,slh vis{kk Nk=ksa dh mifLFkfr] Mk;fj;ka fy[kus] uksVcqd psd djus vkSj jftLVj Hkjus ds dke ds vfrfjä dj jgs FksA ,slk mu Ldwyksa esa rks laHko gS tgka v/;kidksa ds ikl xSj “kS{kf.kd dk;ksaZ ds fy, i;kZIr le; gksrk gS] tgka v/;kid vR;f/kd vfHkçsfjr o l{ke gksrs gSa vkSj tgka d{kk esa v/;kid o Nk=ksa dh la[;k dk vuqikr de gksus ds dkj.k mudk Hkkj de gksrk gS] tcfd vf/kdka”k Ldwyksa esa v/;kidksa ds ikl ,slk djus dk u rks le; gksrk gS u mís”; vkSj u gh ;g lc djus dh {kerk gksrh gSA la{ksi esa dgsa rks ej.kk/khu O;fä ls peRdkj dh mEehn dj jgs FksA mR—’V f”k{kk çnku djuk cgqr dBhu dk;Z Fkk] D;ksafd ,slk djus ds fy, v/;kid dks cgqr vf/kd dke djuk iM+rk gSA f”kf{kdk,a çk;% vius dke ds cks> dks de djus ds fy, fdrkcksa dh ikBî lkexzh dk jêk yxokus tSls mik;ksa dk jkLrk viuk ysrh FkhaA gesa dqN ,slk dke djus dh t:jr Fkh ftlls v/;kid mR—’V f”k{k.k dk dk;Z vklkuh iwoZd dj ldsaA dSlk gks ;fn leLr v/;kiu dyk ls lacaf/kr vH;kl dk;Z ,d v/;k; ;kstuk esa “kkfey dj v/;kidksa dks miyC/k djk fn;k tk,a\ dSl gks ;fn v/;kidksa dh t:jr ds lHkh lalk/ku igys ls fMtkbu dj mUgsa miyC/k djk fn, tk,a\ ;fn v/;kiu dk dke vklku gks tk, rks v/;kid [kjkc v/;kiu D;ksa djsxk\ ,sls [kkdksa esa [khaps x, ç”uksa ds dkj.k gh ge ^yhM* Ldwy l‚Y;q”ku fodflr dj ldsaA geus Vhpj ,si uked ,si fMtkbu fd;k tks gkFk esa lek ldus okyh ¼gSM gsYM½ e”khu ds ek/;e ls ,Dlsl fd;k tk ldrk FkkA bl ,si esa geus ikBîp;kZ ¼dfjdqye½ esa lekfgr foLr`r ikBî lkexzh lfEefyr dj nhA f”kf{kdkvksa us bl ckcr QhMcSd nsrs gq, bl ;kstuk dks “kkunkj rks crk;k ysfdu mudk ;g Hkh dguk Fkk fd ;kstuk dks ewrZ :i nsus ds fy, lalk/ku ryk”kus vkSj bdëk djus esa mUgsa cgqr le; fcrkuk iM+rk gSA mlds ckn mUgsa lkexzh ¼MsVk½ dks dEI;wVj vFkok çkstsDVj esa VªkalQj djus ds fy, isu MªkbOl dh vko”;drk iM+rh FkhA blls eueqVko dh lh fLFkfr iSnk gksus yxh ftlls ;kstuk dk ikyu de gksus yxsA blfy,

v/;kfidkvksa ds NksM+dj tkus ds cgqr lkjs dkj.kksa esa ls v/;kfidkvksa ds ifr;ksa dk “kgj NksM+dj nwljh txg tkuk] v/;kfidkvksa dk fookg gksuk] xHkZorh gksuk vkSj dbZ ckj dqN lkS #i, vf/kd osru dk feyuk gksrk FkkA v/;kfidkvksa ds tkus dk eryc muds lkFk muds çf”k{k.k esa gq, fuos”k dk tkuk Hkh gksrk FkkA

lh[kus ds u, rjhds


geus vc Vhpj ,si dks vixzsM fd;k vkSj lHkh JO; –”; ¼v‚fM;ks fotqvy½ lkexzh dks mlh esa lekfgr dj fn;kA lkFk gh geus lHkh vko”;d HkkSfrd lalk/kuksa ls ;qä ,d Ldwy fdV fMtkbu fd;k vkSj bls f”k{kdksa dks Hkstk rkfd blds fy, mUgsa [kkstchu vkSj vyx ls rS;kjh djus dh t:jr u iM+sA

vkSj pwafd jk’Vªh; çdk”kdksa dh fdrkcsa gekjs Nk=ksa ds fy, mi;qä ugha Fkha] blfy, geus ,ulhbZvkjVh ds [kkds dks /;ku esa j[krs gq, vius Lo;a ds ikBî vkSj dk;Z iqLrdksa ¼odZcqd½ dks rS;kj fd;kA bl dke esa gesa 3 lky yx x, ysfdu varr%] yhM Ldwy l‚Y;q”ku us f”k{kdksa ds fy, mR—’V f”k{k.k dk dk;Z djuk ljy cuk gh fn;kA vc f”k{kdksa dks vkSj vf/kd dh pkgr gksus yxh Fkh D;ksafd mUgksaus çkS|ksfxdh vkSj dsaæh—r fMtkbu ds Qk;nksa dks ns[k fy;k FkkA iqu% vkxs feyh çfrfØ;k ¼QhMcSd½ ds vk/kkj ij] geus ,si ds ek/;e ls MsVk ds ewY;kadu dk;Z dSIpj fd;k vkSj ,si ds tfj, bldh leh{kk djrs gq, MsVk ds vk/kkj ij fd, tkus okys mipkjkRed ;kstuk,a rS;kj dhA

vc foLr`r x.kuk ds fy, ekbØksl‚¶V ,Dlsy dh lgk;rk ysus dh dksbZ t:jr ugha Fkh! geus yhM Vhpj ,si esa v/;kidksa dh mifLFkfr dk MsVk dSIpj djus ds Qhpj dks Hkh lfØ; dj fn;k ftlls vc vyx jftLVjksa dks cuk, j[kus dh dksbZ t:jr ugha Fkh! vkSj var esa] ekrk&firk dks leku

lk>snkjksa ds :i esa “kkfey djus ds fy,] geus ,d yhM isjsaV ,si Hkh fodflr fd;kA lans”kksa ds lHkh vknku çnku vkSj lwpuk,a vc fMftVy :i ls Hksth tk ldrh gSaA f”k{kdksa dks vc 35 Mk;jh Hkjus dh dksbZ t:jr ugha gS! /khjs&/khjs] 4 o’kksaZ esa] geus ,d yhM Ldwy l‚Y;q”ku rS;kj fd;k tks O;kid vkSj lHkh fgr/kkjdksa ds fy, rS;kj FkkA lcls egRoiw.kZ ckr ;g gS fd blus f”k{kdksa ds dk;Z dks vklku cuk;k vkSj mUgsa vius eq[; dke – mR—’V f”k{k.k] ij /;ku nsus dh vktknh nh!

bl igy ds ifj.kke vk”p;Ztud Fks! ogha LFkkuh; f”k{kd tks igys O;k[;ku fof/k ¼ysDpj esFkM½ ls jêk ekjus okyh i<+kbZ djk jgs Fks] yhM ,si dk ç;ksx dj csgrj f”k{kd cu x,A

Nk=ksa ds lh[kus dh {kerk esa Hkh lq/kkj gqvkA gekjs Ldwyksa ds Nk=ksa us vaxzsth lk{kjrk ds {ks= flQZ ,d lky esa 1-6 lky esa gkfly dh tkus okyh o`f) çkIr dj fn[kkbZA xf.kr esa] Dykl dh vkSlr çxfr ,d o’kZ esa 51% ls c<+dj 63% gks xbZ gSA bu lcds ckcr f”kf{kdkvksa dh fVIi.kh Fkh fd mR—’V rjhds ls fl[kkus dk dke fdruk vklku gks x;k\

mudh d{kk,a vc cgqr vf/kd layXu ¼baxsTM½ gks xbZ Fkha vkSj os vius Nk=ksa dks lh[krk ns[k cgqr [kq”k FkhaA Ldwyksa ds ikl Hkh igys ls csgrj MsVk FkkA os ns[k ldrs gSa fd dkSu lk Dykl vPNk dj jgk Fkk

vkSj Nk=ksa ds ifj.kkeksa ¼fjtYV½ ds vk/kkj ij dkSu lh f”kf{kdk vPNh rjg ls f”k{k.k dj jgh FkhA blds ckn gekjk dqN çf”k{k.k dk;Z mu f”kf{kdkvksa ij dsaæhr gks x;k ftuds Nk=ksa ds ifj.kke Bhd ugha Fks vkSj ftu {ks=ksa esa mUgsa lgk;rk dh vko”;drk FkhA ekrk&firk [kq”k Fks D;ksafd mUgsa vc fu;fer uksfVfQds”ku ds ek/;e ls irk py tkrk Fkk fd muds cPps D;k lh[k jgs FksA Ldwy ç.kkyh esa lexz lq/kkj gqvkA

blds i”pkr geus vkSj vf/kd yhM LdwYl [kksys vkSj ogka Hkh yhM Ldwy l‚Y;q”ku ykxw fd;kA geus dqN lg;ksxh Ldwyksa dks Hkh ;g lsok nh rkfd muds ifj.kke Hkh ns[k ldsaA gekjs vkSj lg;ksxh Ldwyksa nksuksa esa cPpksa ds lh[kus vkSj f”k{kdksa ds larq’Vh gekjs igys Ldwy ds tSls gh vPNh FkhA bu ifj.kkeksa us gesa ;g Hkjkslk fnyk;k fd ;fn f”k{kdksa dks lgh midj.k vkSj lgh lek/kkuksa ds lkFk “klä cuk;k tk, rks os vius Nk=ksa ds lkFk peRdkj dj ldrs gSaA vc ge fnYyh ds ljdkjh Ldwyksa o egkjk’Vª] xqtjkr o vU; jkT;ksa ds ctV Ldwyksa esa Nk=ksa ds lh[kus ds Lrj dks lq/kkjus ds fy, yhM Ldwy l‚Y;q”ku ykxw dj jgs gSaA gekjk mís”; lHkh cPpksa dks mR—’V f”k{kk çnku djkuk gS vkSj ge mRlqdrk iwoZd leku lksp okys f”k{kkfonksa vkSj Ldwy yhMlZ dh ryk”k dj jgs gSa rkfd bl mís”; esa lg;ksxh cu ldsaA

ueLdkj


ç”u “kh’kZd% lkekU; oxZ ¼vksiu dSVsxjh½ esa vkosnu fd;k rks cPps dks ugha ns jgs nkf[kyk

ç: geus vius cPps dk psEcwj fLFkr ̂tujy ,tqds”ku

,dsMeh* Ldwy esa ulZjh d{kk esa nkf[kyk djkus

ds fy, vkosnu fd;k gSA ge fganw eksph gSa vkSj

pwafd ge vius cPps ds f”k{kk ds en esa gksus

okys [kpZ dks ogu djus esa l{ke gSa blfy, ge

nkf[kyk lkekU; oxZ ¼vksiu dSVsxjh½ esa djkuk

pkgrs gSaA ge pkgrs gSa fd fu”kqYd f”k{kk dk

Qk;nk fdlh okLrfod t:jrean dks fey ldsA

ysfdu vc ;g dg dj gesa nkf[kyk nsus ls euk

dj jgk gS fd vkjf{kr oxZ ds Nk= dks lkekU;

oxZ ds rgr nkf[kyk ugha fn;k tk ldrk gSA

/kU;okn

t;jkt | [email protected]

m: ;g lgh gS fd f”k{kk dk vf/kdkj vf/kfu;e ¼vkjVhbZ ,DV½ ços”k Lrj ij

d{kk dh 25 çfr”kr lhVksa dks vkfFkZd :i ls detksj oxZ o oafpr rcds ls

laca) j[kus okys Nk=ksa ds fy, vkjf{kr j[kus dk çko/kku djrk gSA ysfdu

;g vf/kfu;e vkjf{kr oxZ ds fdlh Nk= dks lkekU; oxZ esa nkf[kyk ysus

ls ugha jksdrk gSA ,slk djuk xSj dkuwuh gSA vki Ldwy dks /kkjk 12 ¼1½

lh ds rgr fdlh oS/kkfud lqfo/kk dk ykHk ysus ls euk djus ds vf/kdkj

ij tksj nsrs gq, leqfpr mik; ds fy, U;kf;d eap ls laidZ djus ds vius

vf/kdkj ds ckjs esa fyf[kr rkSj ij lwfpr djsaA

f”kdk;r “kh’kZd% Nk= Hkkukts lksge jktsaæ ¼17AH002132½ dks vkjVhbZ ds rgr vkjf{kr 25 çfr”kr lhVksa ds varxZr nkf[kys ds fy, /kkuqdj baxfy”k ehfM;e çkbejh Ldwy fryduxj ¼27261004309½ vkoafVr fd;k x;kA ysfdu Ldwy ç”kklu vfHkHkkodksa ls nkf[kyk “kqYd o vU; “kqYdksa dh ekax dj jgk gSA

ç: Nk= Hkukth lksge jktsaæ (17AH002132) dks vkjVhbZ ds rgr vkjf{kr

25 çfr”kr lhVksa ds varxZr nkf[kys ds fy, /kkuqdj baxfy”k ehfM;e

çkbejh Ldwy fryduxj ¼27261004309½ vkoafVr fd;k x;kA ysfdu Ldwy

ç”kklu vfHkHkkodksa ls nkf[kyk “kqYd o vU; “kqYdksa dh ekax dj jgk gSA

lkFk gh ifjogu “kqYd ¼cl Qhl½ dh Hkh ekax dh tk jgh gS tcfd Ldwy

ls gekjs ?kj dh nwjh 3 fdeh ls Hkh de gSA Ldwy cSad [kkrs esa jkf”k tek

djkus dh ikorh jlhn Hkh çnku djrk gS ftl ij ;g fy[kk gksrk gS fd

vfHkHkkod mä jkf”k dks tek djk nsa vU;Fkk mudk nkf[kyk fujLr dj

fn;k tk,xkA Ldwy us oSlk gh fooj.k ¼LVsVesaV½ fuEu of.kZr Nk= iokj

vFkoZ ¼17AH002255½] tk/ko g”kZy ¼17AH004346½ vkfn dks Hkh fn;k x;k

gS ftudk nkf[kyk vkjVhbZ ,DV ds rgr vkjf{kr lhVksa ij gqvk gSA

var esa Ldwy dk nkf[kys dh ftEesnkjh laHkkyus okys O;fä us dgk fd vki

ftl Hkh vkjVhbZ vf/kdkjh ls pkgsa ckr dj ldrs gSa ysfdu ge bl jkf”k

ds Hkqxrku ds cxSj nkf[kyk ugha nsrs gSaA /kU;okn

Hkukth jktsaæ tckth | [email protected]

m: f”k{kk dk vf/kdkj vf/kfu;e dh /kkjk 12 ¼1½ ¼lh½ ds rgr nkf[kyk çkIr

fd, gq, Nk=ksa ls dksbZ Hkh Ldwy fdlh çdkj dk Vîw”ku Qhl vFkok nkf[kyk

Qhl ugha olwy ldrk gSA ifjogu “kqYd ds lanHkZ esa —i;k jkT; ds fu;e

o mPp U;k;ky; ds QSlys ¼;fn dksbZ gks½ dks ns[ksaA

ç”u “kh’kZd% vuqefr çkIr Nqfê;ksa dh la[;k

ç: esjk csVk “kS{kf.kd l= 2017&18 esa tschlh,u& ijsy Ldwy esa igyh d{kk esa

ços”k djus okyk gSA muds vodk”k lwph ds eqrkfcd mUgsa dqy 178 Nqfê;ka

nh xbZ gSa vkSj dk;Z fnolksa dh la[;k 187 gSaA eSa ;g tkuuk pkgrk gwa fd

dk;Z fnolksa dh U;wure la[;k D;k gS ftldk ikyu djuk Ldwyksa ds fy,

vko”;d gSA D;ksafd ge Qhl ds :i esa cM+h jkf”k D;k dsoy 187 ofdaZx

fnolksa ds fy, pqdk jgs gSa\

bZf”krk xkyk | [email protected]

m: vkjVhbZ ,DV dh lkj.kh ds eqrkfcd d{kk 1 ls d{kk 5 rd ds Ldwyksa esa

,d “kS{kf.kd o’kZ esa dk;Z fnolksa dh la[;k U;wure 200 ls de ugha gksuh

pkfg,A vki bl ckcr jkT; f”k{kk foHkkx o jkT; cky vf/kdkj laj{k.k

vk;ksx ¼,llhihlhvkj½ dks i= fy[k dj voxr djk ldrs gSaA

ç: D;k vkjVhbZ vYila[; “kS{kf.kd laLFkkvksa ij Hkh ykxw gksrk gS\

fl[k us”kuy gkbZ Ldwy | [email protected]

m: 25 çfr”kr dksVk dk çko/kku vYila[;d “kS{kf.kd laLFkkuksa ij fuf”pr rkSj

ij ykxw ugha gksrs ;gka rd fd muds ,MsM ¼lgk;rk çkIr½ Ldwy gksus ij

HkhA vU; çko/kuksa ds fy, vkidks jkT; ds mPp U;k;ky; ds vkns”kksa dh

tkap djuh pkfg,A

ç: fcgkj esa eSa vius çh Ldwy dk iathdj.k dSls djkÅa\

foosd ;kno | [email protected]

m: vf/kdka”k jkT;ksa esa çh Ldwyksa dks ysdj dksbZ fu;eu ugha gSA vius çh Ldwy

ds iathdj.k ds fy, —i;k jkT; f”k{kk foHkkx ls laidZ djsaA

ç”u “kh’kZd% vkjVhbZ 25 çfr”kr vkj{k.k dksVk

ç: 1 yk[k rd dh vk; okyk vk; çek.k i= gh D;ksa\

;fn ljdkj }kjk dj jfgr vk; dh lhek <kbZ yk[k ls 3 yk[k :i, fu/kkZfjr

dh xbZ gS fQj vkjVhbZ ds rgr feyus okys 25 çfr”kr vkj{k.k dh lqfo/kk

gkfly djus ds fy, 1 yk[k rd dh vk; ds fy, vk; çek.k i= tkjh djus

dh “krZ D;ksa\ ;fn ;g xyr gS rks u;h vf/klwpuk tkjh dhft,A

bldk eryc ljdkj ugha pkgrh fd e/; oxZ ds ifjokj ds cPps vPNh f”k{kk

çkIr djsaA —i;k Li’V djsaA

lnkuan | [email protected]

m: vkjVhbZ ,DV dh /kkjk 12 ¼1½ ¼lh½ tks fd çkbosV xSj vYila[;d Ldwyksa dh

25 çfr”kr lhVksa dks vkjf{kr djrk gS vkSj muds ,sot esa çfriwfrZ dk çko/kku

djrk gS; ds rgr nkf[kys dh ;ksX;rk gsrq ekunaM dk fu/kkZj.k jkT; ljdkjsa

vFkok jkT; f”k{kk foHkkxsa djrh gSaA bldk mís”; dsoy vkfFkZd :i ls detksj

oxZ o vU; oafpr rcdksa dks ykHk igqapkuk gSA vki lkekU; oxZ ¼vksiu dSVsxjh½

dh lhVksa ds fy, vkosnu dj ldrs gSaA

dkuwuh lykg

,M. ç’kkar ukjaxfof/k fo’ks”kK

bl LraHk esa vkjVhbZ vkSj ctV çkbosV Ldwyksa ls laca/kh vkids lHkh ç”uksa ds mÙkj feysaxsA Ldwy ç”kkld] lapkyd ;k fQj cPpksa ds ekrk firk lHkh bldk ykHk ys ldrs gSaA lsaVj Q‚j flfoy lkslk;Vh vkjVhbZ ij fu%”kqYd dkuwuh lykg vkSj ijke”kZ nsrk gSA

gekjs lykgdkj ,M- ç’kkar ukjax dkuwuh fo’ks”kK gSaA vki vius ç’uksa ds tokc [email protected] ij esy dj çkIr dj ldrs gSaAç”u fcYdqy laf{kIr] Li’V vkSj fo’k; dsafær gksus pkfg,A lCtsDV ykbu esa *dkuwuh nk;jsa% fulk iwNrkN* vo”; fy[ksa

We are looking for motivated partners to transform government schools into centers of excellence. The partnership has strong support from South

Delhi Municipal Corporation and philanthropists.

28 schools 12 partners 5000 students

Will you help me achieve my

dreams?

[email protected] +91 98180 20998 / +91 11 49125907For further details, contact Kanchan Lall

www.theeducationalliance.org

“It’s a very rewarding partnership, with potential for great impact.”

Ashok Kumar Thakur, Muni International School(Partner in 3 schools in South Delhi)

ueLdkj

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