Education

Volume-2/Issue-3

Volume-2/Issue-32

Education

3

Contents

Volume-2/Issue-3

02 EDITORIALOf late honorable Union HRD minister Shri PrakashJavadekar gave his assent to make board examinations forclass 10 compulsory once again. Simultaneously, stategovernments were allowed to take formal examinationspost class 5.

06 EDITOR'S PICKOne is apt to get inured to the routine harrowing statisticson the condition of education in the country, from pitiablylow — and falling — learning achievement levels of schoolchildren, to mass cheating in board exams to highteacher-absence rates.

08 ADVOCACY MEETINGSNISA had a meeting with CBSE Chairman, RK Chaturvediand discussed the issue of suo moto information disclo-sure about the schools. The following points were dis-cussed and the formal representation was submitted tothe Chairman for supporting the CBSE Private Schools andit is also completely against the individual liberty.

14 SCHOOL CLOUSERS IN INDIAA REAL POLICY CHALLENGE

Closure of private unaided schools continues to attract atten-tion of researchers and educators in India after nearly 6 years ofintroduction of RTE, 2009. Centre for Civil Society (CCS) and Na-tional Independent Schools Alliance (NISA) have highlightedthe challenge (Report) of school closures created largely byschool recognition norms under Section 18 and 19 of RTE, 2009.

17 OUR FAILED EDUCATION POLICY NEEDS URGENT REFORM

We end the year with the Narendra Modi government just com-pleting the first half of its tenure. A good time for a midterm re-view. But any such review will inevitably be dominated by theconsequences of the demonetization shock (see my previouscolumn, Mint, 18 November)

Volume-2/Issue-34

Editor's Desk

Of late honorable Union HRD minister Prakash Javadekar gave his assent tomake board examinations for class 10 compulsory once again. Simultane-ously, state governments were allowed to take formal examinations postclass 5. Some states including Rajasthan went a step further and officially

announced that examinations be held for class 6 and above. The reasons cited for resuming board examinations for class 10 and annual examinations for class 6 andabove are: students take schools too lightly; and do not focus on studies. And to drivehome the point instances were given by different states that how miserably studentshave done in various government and non-government surveys and how poor their re-sults were in the annual examinations.

However, interestingly, the former Union HRD Minister Kapil Sibal too had his reasonswhile accommodating provision of 'No-detention' in Right to Education Act (RTE). Evenhe had cited surveys done in India and abroad. At that time it was said that pass andfail make a dent on mental development of school children. Also, the numbers of schooldrop-out go up due to detention policy, the earlier government held. The decision toresume compulsory board examinations for class 10 and annual examinations post class5 is another glaring example of the lack of vision on the part of the government. Thisalso goes to prove once again that how red tapism still weighs heavily on the educationsystem. It may be noted that along with no detention the provision of Continuous Com-prehensive Evaluation (CCE) too was made under the RTE. Under CCE schools were toldto fix a minimum benchmark for learning on the basis that class and students be com-pulsorily evaluated against that benchmark time to time. But teachers lobby and bu-reaucracy made a convenient use of no detention policy for promoting to next higherclass without any effort. As a result the entire responsibility shifted from teachers to stu-dents. So this is how a good scheme was turned into a flop-show by teachers lobby andbureaucracy. In due course, they highlighted the lack of examinations and pass-fail sys-tem as the culprit for children doing abysmally low.

Now, if you take a look at the various studies and instances the world over, it will becrystal clear that archaic fail-pass system is detrimental for education in a society wherethere is already a reservation against sending daughters to school. The problem getscompounded if girls fail. Moreover, what sense does it make to evaluate within 2-3 hoursall students got in one complete year. It is pushing the whole future generation againstthe wall. And in the wake of the recent decision to reimpose pass-fail system there willbe attendant problems. The government would do better to implement the CCE underRTE not only up to class 5 rather class 8 and even higher, for class 10 and 12. This willensure a continuous and comprehensive evaluation of the students. We must admitthat if we had really done continuous evaluation of the learning capacity of the studentsand provided them the required support there was no question of cropping up thisproblem. And I am sure the learning outcome too must have been far better. l

-Avinash ChandraEditor: Azadi.me

'DETENTION', 'NO DETENTION' ANDTHE LACK OF VISION IN THE SYSTEM

EDITORAvinash Chandra

EDITORIAL BOARDKulbhushan SharmaRajesh MalhotraAmit ChandraD. Shashi KumarS. Madhusudan Mohammed Anwar

CONTENT CO-ORDINATORJyoti Kalbhor

LEGAL CONTENT ADVISORAd. Prashant Narang

SOCIAL MEDIA TEAMAmit ChandraThomas Antony

One Year Subscription: INR 500 Cheques/drafts infavour of NISA Education

EDITORIAL OFFICEA-69, Hauz Khas,New Delhi- 110016, IndiaTel: 011 2653 7456Website: nisaindia.org

For sales, subscription & anyother query,contact: nisa@ccs.in

5Volume-2/Issue-3

Thomas AntonyNISA Secretariat

Greetings from NISA! Once againit's my great privilege to sharethe journey of NISA for this quar-

ter. As a national organization, we keepstriving to bring about some policychanges for the Budget Private Schoolsacross the country by supporting thestate associations with our regular advo-cacy activities and quality improvementprogram. We had some fruitful meetingswith the policy makers, bureaucrats andeducationists in this quarter too. Someof the important meetings I can highlightwere with the Karnataka Chief Minister,Siddaramaiah and Minister of School Ed-ucation and Literacy, Tanveer Sait.

Delhi members had successful meet-ings with the Union Minister of State forHRD, Upendra Kushwaha and CentralMinister for Labor and Employment, Ban-daru Dattatreya Garu and Member of Par-liament, Udit Raj. Through our flagshipevent, 8th School Choice National Confer-ence and NISA Mid Term Meeting in De-cember, NISA members got a national

platform to meet some policy makersand people representatives to advocatefor the struggles and issues faced byBudget Private Schools. As a partner withCentre for Civil Society in organizing the8th SCNC, NISA had a large outreach pro-gram reaching hundreds of stakeholdersin informing about the important roleplay by BPS across the country. This timeSCNC had introduced newer activitiessuch as NISA Edudoc film competitionand painting competition. Few NISAstates and member schools actively par-ticipated in these activities and con-tributed immensely in bringing out theinnovations and challenges in the educa-tion sector. NISA had its mid-term reviewmeeting to rework on strategies for advo-

cacy processes and around 45 membersfrom 18 state associations and this reallyhelped in shaping our goals and plan ourstrategies for the upcoming year.

At the advocacy front, we concen-trated our efforts in bringing a policychange concerning the ESI scheme. Byorganizing various meetings at the cen-tral and state level, we have succeededin convincing the Central Government toimplement ESIC in private schools as perour request i.e., implementation of theAct from the prospective date insteadfrom the retrospective effect. It is cer-tainly a big relief to a majority of ourmembers. We are still working on thisissue for permanent relief from thisscheme in considering the choice ofevery individual. I am extending mythanks to all the subscribers of NISA Na-maskar as we are gradually increasingour subscriber database. I am quitehappy that this initiative will help us inreaching a host of educationists, policymakers, people representatives and bu-reaucrats and our voice will be heardthrough a larger platform. l

Thank you!

Kulbhushan Sharma, President, NISAI want to wish all our readers and associationmembers, a very Happy New Year. We are on the

threshold of a new year andI foresee a struggling periodfor the budget privateschools (bps) due to thedigitization processes intro-duced by the government.We, as an alliance of bps,should show more solidarityto make our voice reach thegovernment and initiatechange that is required. l

Shashi Kumar, Advisor, Legal, NISANISA Namaskar is an initiative by a congrega-tion of various associations at national levelto share, know, learn and administer onels or-ganization effectively and to get updatedwith current affairs of school education inIndia. It also helps to share knowledge acrossthe country and it is one of its kind magazinereaching out from management heads tomanagements across the country. Letls carryforward the benefit of every page of NISANAMASKAR to enhance the quality of educa-tion and also to know and protect the bestinterest of every school management in thecountry. I wish all the best to CCS who is supporting to bring out such a mag-azine for the school fraternity. l

Message : From Stakeholders

Volume-2/Issue-36

Editor's Pick

Pro. Geeta Gandhi Kingdon

One is apt to get inured to the routine harrowing statisticson the condition of education in the country, from pitiablylow — and falling — learning achievement levels of school

children, to mass cheating in board exams to high teacher-ab-sence rates. However, analysis of the kDistrict Information Systemon Educationl (DISE) data reveals a hitherto unknown tragedywhich should prompt a determined policy response. Analysis ofthe raw DISE data for 21 states shows that in the four-year periodafter the implementation of the RTE Act, between 2010 and 2014,despite the number of public schools increasing by 13,498 in thecountry, total enrollment in such schools fell by 1.13 crore, andenrollment in private schools rose by 1.85 crore.

Over the same period, the number of “tiny” public schools —those with a total enrollment of 20 or fewer students — rosesharply. In 2014-15, these nearly one lakh tiny public schools hadan average enrollment of only 12.7 students per school, a pupil-teacher ratio of only 6.7 students per teacher, a per-pupil teacher-salary expense of just under Rs 80,000 per student per year, and astaggering teacher salary bill of Rs 9,440 crore. The number ofpublic schools with only “50 or fewer” students rose even moredramatically to 3.7 lakh small schools, that is, to 36 per cent of thetotal 10.2 lakh public elementary schools in the country by 2014-15. These 3.7 lakh “small” public schools had, on average, only 29students per school, a pupil-teacher ratio of only 12.7 pupils perteacher, a per-pupil-teacher-salary expense of Rs 40,800 per yearper child, and a monumental teacher salary bill of Rs 41,630 crorein 2014-15 — a grotesque squandering of tax-payersl resourceson pedagogically unviable public schools.

Why are public schools sick and emptying? A high teacher ab-sence rate of 25 per cent nationally, low time-on-teaching evenwhen teachers are in school (identified in the PROBE-2 Report)and the inability of education officials to implement the sanctions,specified in the rules, against erring teachers, because teachersare supported by powerful unions and sheltered by teacher-MLAs/MLCs, are the chief reasons. The truancy of public schoolteachers is also not because they are low-paid; they are signifi-cantly better-paid than private school teachers, and also better-paid than teachers in other countries: As per a NUEPA study, theiraverage salary was Rs 4.8 lakh in 2014, which was more than seventimes the per capita income of India. Compare this with China,Pakistan, Bangladesh and Indonesia, where teacher salaries areless than two times the per capita incomes.

The formulation of the National Education Policy (NEP) pro-vides a once-in-a-generation opportunity to cure the sickness. Ed-ucation policymakers in India have historically prescribed thewrong medicine. While inputs-based policies are largely discred-ited internationally, in India, inputs-enhancing policies that neg-

lect accountability have sadly been given legislative force underthe Right to Education Act 2009. For starters, the draft NEP needsto adopt “increase of accountability” as its central organisingtheme. The government must also embrace proven policies thathave worked elsewhere to raise accountability.

Per-student funding, used in educationally advanced coun-tries, is the single most powerful way of improving school/teacheraccountability — and teachers who slacken in effort stand to loseout financially under this scheme. Further, instead of giving per-student funding to schools directly, giving it to schools indirectlyvia a school voucher to parents (Direct Benefit Transfer or DBT)empowers parents. Where teachers are lax, parents withdraw theirchildren, taking their voucher with them (to another school), thuslowering the government grant receivable by that school. Thisability of parents to impose a financial penalty ensures thatschools and teachers remain accountable, even to poor and une-ducated parents — accountability structures are inherent and in-built within per-student DBT funding.

DBT voucher schemes can improve equity, compared to thecounterfactual (current) situation, by entitling every BPL child inthe country to attend a private school of their choice, or at least,to fill 25 per cent seats of private schools under the RTE Act 2009— since there is no lobby to oppose this DBT way of reimbursingprivate unaided schools. In due course, this could be extended topublic and aided schools.

The shambolic accountability system governing publicly-funded schools requires that the NEP includes even more far-reaching and courageous political economy and governancereform. It requires amendment of Article 171 (3c) of the Consti-tution that guarantees teachers representation in the state legis-latures; this has turned many teachers into politicians (forexample, 17 per cent of all MLCs in the UP Upper House are teach-ers); it requires that publicly paid teachers in aided schools berecognised as holding an office of profit under the government,thus debarring them from contesting elections. This will dismantlethe culture of political activism which diverts teachersl attentionfrom teaching; this also requires the Election Commission to re-duce the proportion of teachers in the official team manningpolling booths during election time.

The NEP must steer the education system away from beingrun for the promotion of teacher's interests, towards being run forimproving childrenls outcomes. This requires the government totake a firm and principled rather than an expedient stance—withDBT school voucher funding and governance reform. The childrenof India deserve it.l(The writer is chair of Education Economics and International Development, Uni-versity College, London and the president of City Montessori School, Lucknow.)

PUT THE ONUS ON TEACHERS

7Volume-2/Issue-3

TELANGANA RECOGNIZED SCHOOL MAN-AGEMENTS ASSOCIATION MEETING WITHUNION MINISTER FOR LABOR AND EMPLOY-MENT, BANDARU DATTATREYA

Date: 19 November 2016Venue: Annapurna Banquet Hall, Secunderabad, Telangana

Telangana state organized a meeting with UnionMinister for Labor and Employment, Bandaru Dat-tatreya in Secunderabad. The representation wassubmitted on the Employees State Insurance andProvident Fund (PF) issues. The demand and sug-gestions presented to the minister were:a) In most of the rural areas, ESI hospitals are not

available hence an option should be given toopt for alternate health insurance plans in-stead of making ESI mandatory.

b) Those who are willing to pay ESI and PFshould be given liberty to pay from the pro-gressive date. l

Date: 15 November 2016 Venue: Education Ministerls OfficeDate: 13 December 2016 Venue: CM's Office

NISA's Karnataka chapter, Karnataka Associated Managements of English Medium Schools (KAMS) representatives organized ameeting with Karnataka's Minister for Primary and Secondary Education, Tanveer Sait and Chief Minister, Siddaramaiah. Thesemeeting were undertaken to explain the ministers about the education scenario in Karnataka and primarily focused on thevarious issues faced by the budget private schools. Prior to the meeting, strategies were charted to build pressure on the stategovernment to bring about concrete policy changes. l

SUPER 30 MEETS NISA: FORGING PARTNERSHIPS FORBETTER EDUCATION

Date: 23 October 2016 Venue: Muni International School, New Delhi

NISA organized this meeting at Muni International School with Super 30 MrAnand Kumar. It was an interactive session between School leaders andSuper 30 team. The objective of this meeting was to understand the presentchallenges in the higher education system and how to sustain the qualityof primary education to compete the standard of education. Shri AnandKumar of Super 30, Patna was the key speaker at the event. Recognizing therole of BPS in providing quality education to economically and socially dis-advantaged communities, Shri Kumar highlighted the significance of thescholarships in bringing due exposure and an enriching learning experienceto deserving BPS students. Shri Kumar has been widely recognized for Super30 – an innovative educational program that has trained select studentsfrom economically backward sections for the IIT-JEE entrance examinationsfor the IITs. The United Group of Institutions has identified NISA as a key part-ner in implementing the scholarship program through competitive studentassessments. The scholarships would provide an opportunity to students inclasses 9 to 12 of NISA member schools to study in Japan or Russia in selectpartner schools. l

TELENGANA RECOGNIZED SCHOOL MANAGE-MENTS ASSOCIATION, KAREEMNAGAR(TRSMA) DISTRICT MEETING

Date: 7 December 2016 Venue: Kareem Nagar, Telangana

TRSMA organized a district level meeting at Ka-reemnagar on Budget Private School issues. Therecent survey was conducted by NCERT teamabout the learning outcomes of CCE. Their teamhas taken a one sided view by favoring best gov-ernment schools and underperforming privateschools. This is gross injustice to the privateschools and associations demanding to conductthe survey through the third party assessmentagency. l

MEETING WITH KARNATAKA'S MINISTER FOR PRIMARY AND SECONDARY EDUCATION, TANVEER SAIT AND CHIEFMINISTER, SIDDARAMAIAH REPRESENTING CBSE & ICSE SCHOOL ON EDUCATION DEVELOPMENT

Nisa Communique

State Meetings

Volume-2/Issue-38

Nisa CommuniqueAdvocacy Meetings

Date: 17 November 2016 Venue: CBSE Office, ITO, New Delhi

NISA had a meeting with CBSE Chairman, RK Chaturvedi and discussed the issue of suo moto information disclosure about the schools. The following points were discussed and the formalrepresentation was submitted to the Chairman for supporting the CBSE Private Schools and it isalso completely against the individual liberty.

MEETING WITH CHAIRMAN, CBSE, R K CHATURVEDI

1That it is a settled position that the Central Board ofSecondary Education, herein after referred as CBSEwas constituted by a resolution of Government ofIndia for specific purpose to conduct the examina-

tion at Secondary stage and accordingly the powers weregiven to the Board in the Constitution of the Board underclause 9. The said powers are specific in relation to Exami-nations to be conducted by the Board, curriculum for theseclasses, and qualification of teachers who may teach suchsubjects in these classes.

2That the Honlble Apex Court in the landmark judg-ment of TMA Pai has held that “ 54. The right to es-tablish an educational institution can be regulated;but such regulatory measures must, in general, be

to ensure the maintenance of proper academic standards,atmosphere and infrastructure including qualified staff) andprevention of maladministration by those in charge of man-agement. The fixing of rigid fee structure, dictating the for-mation and composition of governing body, compulsorynomination of teachers and staff for appointment or nomi-nating students for admission would be unacceptable re-strictions.”

3That the above captioned circular has been issuedwithout any authority either of law or even of theconstitution of the CBSE itself. No mention hasbeen made about the authority which has decided

to make the disclosure of information. It may kindly benoted that even the information supplied by the school tothe board either at the time of applying for grant or renewalof affiliation is for consumption of the board alone for spe-cific purpose and not to disclose in public domain. Any dis-closure by CBSE will be violation of “Right of privacy” and“Breach of Trust”.

4That a reference of clause 11.1 of Affiliation Byelaws has been made in the circular. The saidclause 11.1 neither mandates the school tomake a disclosure of details as asked in the cir-

cular and does not authorize CBSE to mandate schoolsto upload the same on the website.

5That the State of Rajasthan has enacted a leg-islation “The Rajasthan Schools (Regulation ofFee) Act, 2016” which prevails over the Affilia-tion Bye-laws of the CBSE. The school will fol-

low the procedure laid down by the state legislationsubject to outcome of the challenge to the vires of theAct.

6That earlier in the year 2005, the CBSE issued acircular dated 18.10.2005 by which it was man-dated to its affiliated schools to waive fee ofsingle girl child student. The same was chal-

lenged on the ground of competency and infringe-ment of constitutional right by Society for UnaidedPrivate Schools of Rajasthan by way of Writ Petition No.4240/2006. The CBSE submitted to the Honlble DelhiHigh Court that the said circular has been withdrawn/superseded by circular dated 22.02.2006.

In view of the above facts and position of law, we re-quest CBSE to withdraw its circular under reference. l

MEETING WITH MINISTER OF HRD FORSCHOOL EDUCATION AND LITERACY,UPENDRA KUSHWAHADate: 29 November 2016Venue: Shastri Bhawan, New DelhiNISA members had a meeting with Ministerof HRD for School Education and Literacy,Upendra Kushwaha to submit the charter of

9

Nisa Communique

Volume-2/Issue-3

Some of the major happenings and achievements in past 6months : l NISA members participation in l School Leaders Summit organized by Shimla Private Schools

Association.l Punjab Educational Conference 2016 organized by Punjab

Private School Organization.l Meeting with budget private schools of Malihabad districtl Punjab state meeting organized by Punjab Private Schools

Associationl In Karnataka, State Association has also challenged the

mechanism ofcalculating re-imbursementamount undersection 12(1)(c). It was sug-gested thatcases shouldbe filed on indi-vidual level bystate schools.

l Education World did India's Best Budget Private Schoolsranking 2016 of Budget Private Schools. Top 25 NISA BudgetPrivate Schools received Awards from Education World fortheir outstanding performance.

l Secretariat converted NISA NAMASKAR from a newsletter toa quarterly magazine. Issue 2 of Volume 2 was launched dur-ing SCNC 2016.

l For fund raising, NISA raised funds from various sources likeNISA Namaskar subscription and advertisements, service

providers, membership fees and other contributions l NISA formed the Delhi Chapter named Delhi Independent

Schools Alliancel NISA also organized “NISA Delhi State BPS Conference” on

BPS land relaxation norms wherein 250 participants partici-pated. Representatives from Goa, Punjab, Haryana, Maha-rashtra and Uttarakhand attended the meeting.

l Some of the meetings held with bureaucrats and govern-ment officials:

8 Meeting with Selja Ku-mari, Member of Parlia-ment – on schoolvoucher model & NEP

8 Meeting with HaryanaEducation Secretaries –on policy reforms forBudget Private Schools.

8 Meeting with EducationMinisters of Telangana, Haryana, Uttarakhand, Tamil Nadu &Delhi - on policy reforms and NEP.

8 Meeting with Labor Minister- Mr Bandaru Dattatreya8 NISA members participated in “Symposium on NEP” organ-

ized by Tamil Nadu State Association. l In Haryana, EWS category students are not given admission

under RTE; but under a separate rule. 10% of the studentsof EWS category were given admission and taught by theBPS but were not getting reimbursed. Association ap-proached High court for their reimbursement and an orderwas passed in favor of the BPS.

l In Tamil Nadu, the association has initiated many cases withrespect to RTE such as Van Issue, Land Norm Issue, et al. l

MEETING WITH UNION MINISTERFOR LABOR AND EMPLOYMENT,BANDARU DATTATREYA

demands with emphasis on land relaxation and otherpolicy issues of Budget Private Schools. NISA repre-sentatives also submitted the NISA Policy brief onNew Education Policy. l

Date: 21 December 2016Venue: Mr Dattatreyals Residence, Safdarjung Road,New DelhiNISA Members had a meeting with Honlble Union Min-ister for Labour and Employment, Bandaru Dattatreya.During this meeting, NISA representatives discussedabout the implementation of ESI for the employees ofprivate educational institutions with prospective effectinstead of retrospective effect. l

Date: 04 December 2016Venue: India International Centre, New Delhi

National Independent Schools Alliance (NISA) organized a Mid-Term StrategyPlanning Meet with its Executive Council and all 17 state members. The meet-ing had sessions on Advocacy updates, stock-taking of past 6 months, serviceproviderls presentations, state updates apart from discussions and way aheadfor the rest of the year.

Mid Term Review Meet

Education

Volume-2/Issue-310

11Volume-2/Issue-3

Q According to RTE Act, how many teachers should be in primary section consisting up to200 students?

8 Hari Kishann, Teacher, Rajasthan

There should be five teachers and a head-teacher. Please see the Schedule in the RTE Act 2009.

Q What is the penalty for being found to be indulging in tuition as per rule 28 of RTE act2009? Who all are liable if a school teacher is found indulging in tuitions?

8 Pramod Kumar, Researcher, Himachal Pradesh

RTE 2009 merely prohibits private tuitions but does not list down the penalty. Please checkyour state law and rules.

Q What is the legal age to get admission in Senior Kg? I am raising my concern because myson is born on 03rd January 2012 and currently pursuing Junior KG in preschool. For furtherstudies we tried to apply this year at St. Xavier's Loyala Hall, Ahmedabad and our applica-tion form was not accepted stating our son is over age. Until now we have heard about underage issues, but came across with something strange like over age criteria. We request foryour guidance to take it up with the school authorities.

8 Roumil Dalal, Parent, Gujarat

If the school in question is a minority unaided school, then it may not be subject to state rulesand regulation in this regard and has relatively more freedom than others to decide its age cri-terion.

Q Ryan International School has a centralized office at Delhi and running two branches atChandigarh Sec 49 and Mohali Sector 66. They have an EWS quota at Chandigarh branchbut are denying the same at their Mohali Branch located at Sector 66. Moreover, maximumschools based in Mohali deny the EWS quota. Please help to resolve the same.

8 Gurpreet Singh, Parent, Punjab

You can write to District/ Block Education Officer or complain to State Committee for Protectionof Child Rights.

Q Give me details about pupil teacher ratio related to primary school in Karnataka state?

8 Govindappa, Parent, Karnataka

As per RTE Act, it should not exceed 40:1. For Karnataka, please check the state rules as well.

Q I have recently shifted to Vijayanagar-Bangalore from Udupi so I donlt have any id prooffor this address. I only have the house agreement copy and LPG bill in my name for my cur-rent address. Am I eligible to apply for the schools near my current address in Bangalore?

8 Vedesha, Parent, Karnataka

Yes, a copy of the house rent agreement and a copy of LPG bill should suffice.

'Legal Boundaries' is an answer to all your law related queries on RTE and budget private schools,whether you are a school administrator, owner or parent.

Centre for Civil Society offers free legal advice and consult on RTE. We consult with Prashant Narang,legal expert and advocate from iJustice. Write to prashant@ijustice.in with your query.

Be as brief, clear and specific as possible, and put the subject line as: 'Legal Boundaries-NISA Query' l

ASK YOUR LAWYER Prashant Narang

Lawyer

Volume-2/Issue-312

Closure of private unaided schools continues to attractattention of researchers and educators in India afternearly 6 years of introduction of RTE, 2009. Centre forCivil Society (CCS) and National Independent Schools

Alliance (NISA) have highlighted the challenge (Report) ofschool closures created largely by school recognition normsunder Section 18 and 19 of RTE, 2009. Media reports from acrossthe country have consistently carried reports of closure facedby various types of schools. More recently, Azim Premji Foun-dation (APF) and The National Coalition for Education (NCE)have published research reports which attempt to look deeperinto the issue of School Closures. Of these, APF's research chal-

lenges the notion of closures itself and goes on to conclude thatlarge scale school closures is not a real phenomena. (Report)The NCE research looks into various trends in closure of bothprivate unaided and government schools, and observes thatthe schools closed so far are likely to be unrecognized privateschools. The report holds back from making a definitive com-ment on large-scale closure of recognized private schools,owing to lack of access to reliable and consistent data. (Report)

Inadequate data on closures is a challengeAmong the contrasting research observations on the issue ofschool closures, there are some common limitations faced by

SCHOOL CLOSURES IN INDIAA REAL POLICYCHALLENGE

Education

13

researchers irrespective of their choice of research methodology.Broadly summarizing methodologies adapted by researchers, APFbases their findings on discussions with government officers in afew randomly selected districts that the foundation operates in.NCE uses U-DISE data, 2012–14 and RTI queries filed with all statedepartments in addition to field visits in two states. CCS supportsits secondary research and analysis of media reports with field stud-ies in four states carried out through focus group discussions andsemi-structured interviews with parents, government officers andschool owners. Additionally, CCS looks closely at school closure no-tices issued by state education departments in four states and sub-sequent litigation initiated by private unaided school associationsin two states.

The most important limitation in all three studies is access to re-liable data on closures. It is understood that none of the sources usedby researchers for data collection help in comprehensively estimat-ing actual number of schools closed down and number of childrenimpacted. At best, the sources point at indicative number which re-quire authentication to be able to make a definitive comment on thescale of impact of school closures. This should not lead us to thehasty conclusion that school closures do not amount to a real policychallenge. In fact, to better understand how to improve access toquality education of choice, we should look into the nuances of clo-sures to cover the policy gaps that can potentially impact millions ofschool-going children in the country.

Closure of schools is a complex bureaucratic processA second limitation is in terms of understanding the process of clo-sures itself. RTE, 2009 while providing for closure of schools in caseof non-compliance of norms under Section 18 and 19, does not de-fine a standard process of school closures. This leaves the termkschool closuresl, open to interpretation. Government schools havebeen closed in large numbers in a few states, as observed by theNCE study, not for non-compliance with RTE norms, but for variousadministrative reasons such as poor enrollments. In fact, RTE normsunder Section 18 and 19 do not explicitly mention that governmentschools need to obtain recognition prior to their commencementunlike in case of private schools. Similarly, the punishment for non-compliance, which includes fines and closure under the same sec-tions of RTE, does not apply to government schools.

Media reports create a sense that school closures are drasticevents where hundreds of schools are evicted overnight. Yet clo-sures do not seem to follow any standard path across states, eitherin terms of causes or implementation. In Punjab, Haryana and UttarPradesh closure notices are duly issued by state education depart-ment whereas in Delhi and Karnataka, Education Ministers havepublicly announced their intent to close a specific number of private

Volume-2/Issue-3

Among the contrasting research observations on theissue of school closures, thereare some common limitationsfaced by researchers irrespective of their choice ofresearch methodology.

Volume-2/Issue-314

Education

schools that do not adhere to prescribed RTE rules. (Report) InAssam, closure notices are issued to unaided private schoolsunder existing state education law for reasons entirely differentthan violation of norms under Section 18 and 19 of RTE. TheHaryana High Court stayed closure of 1396 schools initiated bythe Department of Education, observing that government can-not take a straightjacket approach to closures by issuing standardorders to multiple schools at the same time. The Court indicatedthat closure must follow due process, looking individually intoevery case of non-compliance and defining the penalty for eachaccordingly. (Report Here) In Gautam Budh Nagar, Uttar Pradesh,the process of closure of approximately 200 unrecognized privateschools was initiated by the Basic Shiksha Adhikari (BSA). One ofthe schools (coincidentally run by a lawyer) moved the courts toobtain a stay order, which allowed the concerned school to con-tinue operating until the end of ongoing academic year. Someof these schools which did not reach out of legal intervention,did in fact close down.

In Punjab, school closure notices were issued to over 1100schools under Section 12 (1) © of the RTE Act, which does nothave any provision of closure in the event of non-compliance.Large number of schools closed down in response to these no-tices as reported in a study on school closures taken up by CCSin two districts of Punjab. (Report) NISA filed a PIL in Punjab HighCourt challenging the process of closures, which was turneddown with the court stating the issue of locus standi. NISA furtherapproached SCPCR, Punjab, which did not respond the plea. InDelhi, the Minister of Education made a public announcementof closure of 300 schools followed by publishing names of theseschools through the Department of Education. However, to thebest of our knowledge, actual process of closures was never ini-tiated. In all of the above cases government had ordered privateschools, which were supposed to be closed, to reallocate theirstudents in nearby schools. This is contrary to the provisionunder Section 18 and 19 of RTE which assigns the responsibilityof reallocation of children in nearby schools to the government.

Closures of Unrecognized schools is animportant issueClosure of unrecognized schools is an issue of particular signifi-cance from both research and policy point of view. Childrenstudying in these schools broadly come from two categories:One, children who are enrolled in nearby government schoolsbut attend classes in unrecognized private schools. Two, childrenwho are not enrolled in any other school. In states such as U.P.,Haryana and Delhi, significant number of schools are at varyingstages of long and complex recognition process.

As part of the closure process these schools sometimes get

shut down, in some cases with a threat of or actual police inter-vention. In its initial report of Gautam Budh Nagar, UP, CCS ob-serves based on anecdotal evidence that police action wasinitiated against unrecognized schools forcing them to shutdown in the middle of the academic session. There were nearly200 such schools which came under scanner of BSA. There wasno provision made for children enrolled in these schools to beappropriated to nearby schools. Here the violation of RTE pro-visions was on both parts, schools that were operating withoutrecognition and an education department which forced schoolsto close down without finding alternative arrangements for chil-dren studying in those schools. Such a phenomenon only hurtsthe interests of students from socioeconomically weaker sec-tions, who are meant to be the core beneficiaries of RTE, 2009.

Since unrecognized schools are not on any records and theiractual number is unknown, it is difficult to estimate the numberof closures as well as of children impacted. Here, the best sourceof information is associations of private schools operating in spe-cific regions. NISA uses this data to counter check against closurenumbers published by regional newspapers. (Report) Some ofthe researchers while questioning the validity of data presentedbased on news reports go on to question the closure of unrec-ognized schools as an issue worthy of public debate. It is impor-tant to pay attention to the challenge of data which is closelylinked with complex and cumbersome RTE recognition normsand the general status of poor governance in school education.Local education officers do not seem to keep a count of unrec-ognized schools or of children studying in these schools. Henceany data on closures collected from these officers through verbalinterviews is as valid or invalid as data collected from school as-sociations and media reports.

Way forwardOur attempt here has been to understand the nuances of schoolclosures, and avoid oversimplification of a serious policy issuewith the potential of impacting access to education for millionsof children studying in unaided private schools. NCE report ac-knowledges the issue of inadequate data on school closures andexpresses the need for more careful investigation in the issue ofclosures and more rigorous data collection. APF report too ex-presses the challenge of lack of data.

It is important that further research in this domain takes intoconsideration the nuances of school closures mentioned in thisnote and adapts robust data collection strategies to capture acomprehensive status of closures. l

—Rohan Joshi, Divya Aggarwal: Centre for Civil Society

15Volume-2/Issue-3

l Sudipto Mundle

We end the year with the Narendra Modi governmentjust completing the first half of its tenure. A goodtime for a midterm review. But any such review willinevitably be dominated by the consequences of the

demonetization shock (see my previous column, Mint, 18 Novem-ber). Moving beyond these short-term preoccupations, what is thesingle most important policy reform the government should ad-dress during the remaining half of its tenure? I would submit that itis the need to reform our failed education policy. The rest of this ar-ticle explains why that is so.

Two overarching challenges face the Indian economy over thelong term. One is the challenge of a rapidly deteriorating environ-ment, including the scarcity of fresh water, which I leave aside in thisarticle. The other is the spectre of unemployment or, more accu-rately, underemployment. There are multiple factors that accountfor the slow growth of productive jobs, ranging from poor infrastruc-ture to poor governance to the anti-employment bias of a whole

OUR FAILED EDUCATION POLICYNEEDS URGENT REFORM

Volume-2/Issue-316

Education

slew of economic policies. But the binding constraint on growthof high-productivity employment is the failure of Indials educa-tion policy. Only a small proportion of the workforce has the ed-ucational foundation required for skilled high-productivity jobs.Barely 5% of the workforce in India has had any skill training.Only 2% have any formal skill certificate compared to over 70%in advanced European countries like the UK or Germany, and asmuch as 80% to 90% in east Asian countries like Japan and SouthKorea.

Building on some initiatives of its predecessor, the presentgovernment introduced a National Policy on Skill Developmentand Entrepreneurship 2015 to address Indials enormous skilldeficit. Several programmes have been launched under this pol-icy, including the ambitious Pradhan Mantri Kaushal Vikas Yojana(PMKVY) that aims to train roughly 400 million workers in the15-45 age group over seven years. The results so far are disap-pointing. In its submission to a parliamentary committee, thegovernment indicated that of the 1.76 million candidates trainedunder the PMKVY till 25 April, only 580,000 could be certified ashaving successfully completed the training. Less than 82,000were actually placed in jobs. Why is the success rate so low? Theanswer is quite simple. No skill development programme, how-ever well designed, can succeed without an underlying founda-tion of basic education. But Indials long-standing neglect ofprimary and secondary education has greatly limited the accessto quality basic education.

The elitist bias of Indials approach to education is evidentnot in the stated policies, but in the manner of their implemen-tation and the outcomes. After decades of lofty policy goals, In-dials poor performance stands out when compared to that ofsome of our Asian neighbours and other emerging marketeconomies. India is finally approaching the goal of universal pri-mary education, more than a hundred years after it was origi-nally mooted in the famous “Gokhalels Bill” of 1911. China hadachieved this goal by the 1970s. South Korea achieved it evenearlier, by the 1960s, and had more or less achieved universalsecondary education by the 1970s.

As of 2012, over 26% of Indials population was still illiteratecompared to 5% in South Africa, 4% in China and only 2% inTurkey. About 50% of Indials population had only primary edu-cation or less, compared to 38% in China, 24% in South Africa,and only 20% in Turkey.

Oddly, the 13% of population with tertiary education at theupper end in India is quite comparable with 10% in China, 14%in South Africa and 15% in Turkey. This peculiar top-heavy struc-ture of Indials education profile, neglecting basic education andattaching priority to higher education, starkly captures the elitist

bias in the implementation of Indials education policy. Half thepopulation is still crowded at the bottom, either illiterate or withonly primary education. Meanwhile, a disproportionately largesegment is also bunched at the upper end with tertiary educa-tion.

Even these statistics, depressing as they are, do not fully re-flect the depth of Indials education policy failure. For that, wehave to look at the shocking learning outcomes reported in the2015 Annual Status of Education Report (Aser). About 52% ofclass V students could not read a simple text meant for class IIstudents. Similarly, about 50% of class V students could not do asimple subtraction meant for class II students. Sadly, these out-comes have shown no improvement over successive Aser sur-veys. Such deficits in foundational reading and arithmetic skillsare cumulative, leaving students grossly handicapped for furthereducation.

In 2008, 6,000 students from Odisha and Rajasthan partici-pated in the well-known global Trends in International Mathe-matics and Science Study test for mathematics and science. Theywere ranked 43rd and 47th out of 49. Their average performancewas three standard deviations below the Organisation for Eco-nomic Co-operation and Development (OECD) average. In 2009,students from Himachal Pradesh and Tamil Nadu, educationallytwo of Indials best-performing states, took the Programme forInternational Student Assessment (PISA) test conducted by theOECD. The two states were at the bottom, ranked 72nd and 73rdout of 74. The average standard of the Indian students was com-parable to that of the bottom fifth percentile of OECD students.

17Volume-2/Issue-3

The Indian authorities have been too ashamed to participate insubsequent PISA tests, allegedly Western-style tests not suitablefor Indian students. But the top three positions in 2009 went toSingapore, South Korea and Japan, and Asian countries havecontinued to rank at the top in subsequent PISA tests. So muchfor the official fig leaf.

Why has Indials school education policy been so ineffective?Among many factors, I believe the following are the most im-portant. First, education policy in India is focused on inputsrather than learning outcomes, which is what matters. Second,education policy has a strong elitist bias in favour of higher ed-ucation as opposed to primary or secondary education. AmongAsian countries, the ratio of per student public expenditure intertiary relative to primary education is less than four in Malaysia,two in Indonesia and one in Thailand and Korea. In India, it isover nine. Finally, and most importantly, the incentive structurefor government school teachers is highly distorted, virtuallyguaranteeing poor performance.

Teacher salaries in government schools are relatively high inIndia at three times per capita income compared to China,where it is about the same as per capita income. Moreover,teachers are guaranteed lifetime employment as public servantsregardless of performance. They have no accountability to stu-dents and their parents. Their only limited accountability is tothe education department bureaucracy. Teachers are rarely rep-rimanded for non-performance, let alone fired. High absen-teeism is routine, around 25% according to some surveys. Evenwhen present in schools, teachers often engage in activities

other than teaching. Poorly paid and less qualified contractteachers actually do a much better job than permanent teach-ers. Learning outcomes are also generally better in privateschools where average teacher salaries and costs per studentare less. The student share of private schools is already over athird and rising fast even though private schools have fees whilegovernment schools are free.

The failure of Indials education policy has far-reaching con-sequences. Given the fragile foundation of basic education, thelarge majority of our workforce cannot be trained for highskill,high-productivity jobs. The 2016 “India Employment Report(IER)” estimates that India needs to employ an additional 16 mil-lion persons every year in properly paid productive jobs. But theIER also points out that only five million of the incremental jobscould be for high-skilled work. Given the low education profileof the presently underemployed workers, they would mostlyhave to be employed in low- or medium-skill jobs, but would bebetter paid in the organized sector than in the unorganized sector.

Unfortunately, neither is the demand for such workers grow-ing fast enough, nor is the supply of such suitably skilled workerswho can move from the unorganized to the organized sector. Arecent report celebrated the fact that the employability of Indi-ans looking for jobs had gone up in the last four years fromaround 34% to over 40%. Ironically, it also implied that nearly60% of those looking for jobs are unemployable!

Because of space constraints, I have limited this discussionto the instrumental value of education in enabling the workforceto get properly paid, high-productivity jobs. However, the in-trinsic value of a sound education system in enabling the citi-zenry to enjoy fulfilling lives and participate in robustdemocratic processes is at least as important. For both its intrin-sic value as well as its instrumental value, reforming our dysfunc-tional education system is of paramount importance.Unfortunately, the forthcoming elections in Uttar Pradesh andother states are currently dominating the political space. More-over, the general election is just two and a half years away.Hence, unless statesmanship trumps political expediency, theroom for serious policy reforms that can pay off only in the longterm seems quite limited. But that is precisely why building aconstituency for long-term goals like education reform shouldremain high on the agenda of an informed public. l

The essay draws on parts of the authorls Radha Kamal Mukherjee MemorialLecture, delivered in Guwahati on 24 November.

Sudipto Mundle is emeritus professor at the National Institute of Public Fi-nance and Policy, and was a member of the Fourteenth Finance Commission.

Volume-2/Issue-318

Education

l Amit Chandra

India ranked seventy-second out of 73 countries in thePISA (Program for International Students Assessment)ranking of 2010 by the OECD (Organisation for Eco-nomic Cooperation and Development). India re-

sponded by not participating in later PISA rankings, butthe bad news comes from home as well. The Annual Sta-tus of Education Report (rural) 2016 released on 18 Jan-uary has shown pathetic learning quality with only 25 percent of children in grade III being able to read a grade IIlevel text. A similar exercise conducted recently by theDelhi government threw up equally depressing results.

As much as 74 per cent students in grade VI could notread a paragraph from their own Hindi textbook, 46 percent could not read a simple story of grade II level and 8per cent could not identify letters. Around 10 lakh out of

CAN ARUN JAITLEY PULL OFF A FEAT?

FINANCIAL REFORMS CANSPRUCE UP EDUCATION

Budget 2017 is around the corner andone of the areas that need the urgent attention of the finance minister is theeducation system. Our public educationsystem has irretrievably broken downand is not producing the desired results.Unless we fix this, none of the variousgovernment initiatives to bring achchedin will yield results.

19Volume-2/Issue-3

60 lakh teaching positions are vacant. According to a World Bankstudy, teacher absenteeism on any given day is as high as 25 percent. Of the teachers who do come to work, a large proportionof them lack the motivation and skills to perform well. The vic-tims are our children.

India has been growing at an average 7 per cent rate afterthe 1991 economic reforms, resulting in it becoming a middleincome country. With increased purchasing power, the aspira-tions of people have risen. Parents want the best for their chil-dren and even poor parents, whose only hope to change theirlives is through providing their children with good education,are choosing non-government schools.

According to an analysis of raw data of the District Informa-tion System on Education (DISE) by Geeta Gandhi Kingdon, de-spite the number of government schools increasing by 13,498between 2010 and 2014, student enrollment in governmentschools has gone down by 1.13 crore while enrollment in privateschools has gone up by 1.85 crore. Out of 10.2 lakh governmentschools, around 1 lakh have only up to 20 students on their rollsand another 3.6 lakh have only up to 50 students. These areschools which are certainly not giving good return on the invest-ment made. So, merely increasing budgetary allocation will notmake any difference.

The government currently spends around 3.8 per cent ofGDP on education while the aspiration has been to raise this ex-penditure to 6 per cent of GDP. Each finance minister has to dealwith this difficult situation when everyone wants more but noone wants to pay for it. The first question here is, can we imaginedesigning our education spending in a manner that the sameallocation can give us an outcome similar to that expected fromincreased allocation? Yes, by cutting down on leakages and lineitems which donlt give value for money. Therefore what weshould aim for is efficient budget management.

The second question is, how can this be achieved, keepingin mind the fact that education is largely a state subject andthere is only little that the central government can do? The Rightto Education Act, 2009, may be flawed in many respects, but of-fers a small window of opportunity, provided the finance minis-ter builds architecture for this. Section 12 1 C of the Act mandatesreservation of 25 per cent seats in private schools for economi-cally weaker and disadvantaged children to be taught for free.This has opened up around 20 lakh seats in private schools forpoor students. The schools are supposed to be reimbursed bythe state government for which funding is provided by the Min-istry of Human Resource Development under the Sarva ShikshaAbhiyan.

But schools have been charged with lack of interest in im-plementing this provision and they say the incentives are inad-equate. According to a recent study by Praja Foundation, the

per-student expenditure even in municipal corporation schoolsin Delhi is, on an average, around Rs 50,000 a year; this is onlythe recurring expenditure. It stands to reason that per studentspending in private schools will be more. However, the Delhigovernment reimburses only up to around Rs 19,000 per childper year to private schools.

What the finance minister can do is to transfer the allocationof funds to be spent on implementation of this provision of theRTE Act on a per child basis directly to the students. This can bedone through various mechanisms such as direct benefit trans-fers into the bank account of the parents or vouchers or a smartcard with an added layer of security. The good news here is thegovernment has already created the basic infrastructure re-quired to seize this opportunity. Around 92 per cent childrentoday have an Aadhar number (enabling them to be tracked in-dividually) and their parents have a bank account. Once the ben-efit starts reaching the poor directly, they will have a choiceabout which school to send their children to and, thanks to thepurchasing power, hold the schools accountable to deliver qual-ity education to their children.

This will bring the efficiency of private sector in educationwhile ensuring equity, which is the objective of the public sector.Therefore, with a Constitutional mandate to provide free andcompulsory education as a fundamental right (the eighty-sixthamendment), the power of the law in the form of the RTE Act,the responsibility of providing finances and the infrastructure inplace, I see a great opportunity for the current finance ministerto become the architect of education reform, similar to how thefinance minister of 1991, Dr Manmohan Singh, became architectof economic reform.l

(Author is Associate Director, Centre For Civil Society)

India has been growing at an average 7per cent rate after the 1991 economicreforms, resulting in it becoming amiddle income country. With increasedpurchasing power, the aspirations ofpeople have risen. Parents want thebest for their children and even poorparents, whose only hope to changetheir lives is through providing theirchildren with good education, arechoosing non-government schools.

Volume-2/Issue-320

Education

1. Bring together educationists, plan-ners, policy experts, activists andgovernment officials to discussand debate various dimensions ofeducation policy for Budget Pri-vate Schools (BPS) in India.

2. Showcase cost effective innovativemodels that foster an enabling ed-ucation ecosystem.

Dr Parth J Shah, President, Centre for CivilSociety set the context of the conferenceby outlining the contribution made byBPS to our education system and neededreforms to leverage the strengths of these

schools. He suggested that BPS should berecognized as a separate category of pri-vate schools and focus should shift to-wards learning outcomes from inputs.

Mr Baijayant Jay Panda delivered thekey note address of the conference andshared his experiences from policy for-mulation to policy implementation. Hesaid that RTE was enacted with the bestof intentions to bring more children intothe schooling system and make themstay in education but failed in ensuringlearning outcomes. He said that the gov-ernment schools are yielding low value

for money and should explore optionslike school vouchers to give choice to par-ents. He concluded that government in-stead of seeing BPS as detractors, shouldwork in tandem with the private sector toimprove access to quality education.

The session speakers included illustri-ous names right from policy makers, ed-ucationists, legal heads to school leadersand journalists- Dr Syama Prasad Mook-erjee Research Foundation Director DrAnirban Ganguly, Nishith Desai Associ-ates Head Vivek Kathpalia, City Montes-sori School Head Susmita Basu, National

NEW EDUCATION POLICY ANDBUDGET PRIVATE SCHOOLS

8th School Choice National Conference 2016

3 December 2016, New Delhi: The 8th School Choice National Conference 2016organized by Centre for Civil Society (CCS) & National Independent Schools Al-liance (NISA) aimed to discuss the role of Budget Private Schools (BPS) in ex-panding the access of education in India in the context of India gearing uptowards a New Education Policy (NEP). The objectives of SCNC are two-fold:

21Volume-2/Issue-3

Independent Schools Alliance (NISA)President Kulbhushan Sharma, Econo-mist Geeta Kingdon, Central SquareFoundationls Bikkrama D Singh, Muni In-ternational School Founder AshokThakur, Centre for Civil Society AssociateDirector Amit Chandra and iJustice Advo-cate Prashant Narang who shared someof their personal experiences and anec-dotes from real life situations to suggestand propose ideas to meet the challengeof the changing needs of the newer gen-eration for the upcoming new educationpolicy. The day was packed with powerful ses-sions around regulatory challenges, re-search evidence and innovation inclassrooms. Some interesting delibera-tions took place through the day and themajor takeaways were:a) Regulation should be principles

basedb) Education should be child cen-

teredc) Voucher and choice should be

given to parents to improve learn-ing outcomes

d) Use of technology can bringchanges in teachers performance,childrenls learning outcomes,classroom communication etc.

The second edition of the EduDoc com-petition was showcased at the confer-ence. The Edudoc competition is aninternational short film competition andstudents painting competition. The

Bharatiya Janata Party MP Dr Udit Rajawarded the short films and the paintingcompetition winners. The films- 'Fall inline,' Transforming Civics Education,Transforming Communities' and 'Black-board', were given first, second and thirdprizes winners respectively. The studentspainting competition top 3 winners weregiven cash prizes. The conferencescreened the top 5 best films and top tenbest paintings were exhibited capturingthe creativity of the young kids and theirvision of kMy Dream School.lTOP REFORM IDEAS FOR NATIONAL ED-UCATION POLICY (NEP) FROM PARTICI-PANTSl POLLINGDuring the conference, the audience wasasked to vote for those NEP reform ideas

which require serious attention. Out of 12concerned reform ideas majority wasgiven to 5 reforms:1. Separate governmentls role as

regulator, financier and providerof education. (84%)

2. Use tools of per-student fundingsuch as Vouchers, Direct CashTransfers, Scholarships to improveefficiency and accountability ofpublic spending and providemore choice to the parents. (76%)

3. Institute learning outcomes-basedschool recognition and regulationof both government and privateschools. (56%)

4. Make selection / hiring of teachersand principals based on demon-strated competencies and not justdegrees and seniority. (48%)

5. Provide personalized and need-based coaching (not mass train-ing) to teachers and principals,offer online, on-demand modulesfor training and certification anddevelop platforms for regularsharing and learning from eachother. (48%) l

Volume-2/Issue-322

Education

l Shivanand Dwivedi

Healthy competition is the magic word we all lookfor in all walks of life, be it in public service or pri-vate production. No doubt, devoid of healthycompetition we cannot be assured of the quality

and transparency in any enterprise. That clearly calls forbenchmarking of quality and transparency along withthe competition. Lately, it is a trend that whenever theissue of quality in education comes for discussion we tryand drive the dialogue towards government versus pri-vate schools. In fact, this has become a norm. This isnothing but dodging the issue. The question is not,and neither should it be the government versus pri-vate schools. It is a question about adequate quality

and ensuring its continuous evaluation which,of course, must be transpar-

ent. The interaction must be focused on the policy of eval-uation and as a rule should apply on all schools uniformly.The yardstick must be the same for government schools,private budget schools and high end public schools. But itis a sheer failure of any interaction that conveniently shiftsfocus on the same old kgovernment versus private schoolsldebate. In fact even the subject of ktransparent uniformevaluationl doesnlt make up for the minutes of the meet-ings. Now, the question is whether we have any rationalefor this fixation. What does it mean that we want to bettergovernment school education without having a thoughtfor quality and competition? Why canlt we, for a change,try and get government schools on equal footing in thisfight with those private schools. Why canlt we make gov-ern—ment schools pull up their socks?

Ensuring every child below 14 free compulsory educa-tion is an obligation for the government under the Rightto Education Act. However, the term kfreel is practically aneyewash! After all, someone (the taxpayers) is paying for

the same. But despite being free for others theoption (or compulsion) to enroll

children in government schools forprimary education is clearly on the

wane. And if at all, enrolmentshave increased, the attendance

still is abysmally low. On thecontrary, the private schools

(without giving any free-bies) attract parents in

drove. Now, there are peo-ple who blame private

schools for the failure ofgovernment schools.

But there is no deny-ing that migration

towards privateschools is caused

by the lack ofquality in gov-

e r n m e n tschools. And

QUALITATIVE CHANGE IN EDUCATION NEEDS A UNIFORM SYSTEM OF EVALUATION FOR SCHOOLS

23Volume-2/Issue-3

it is the healthyc o m p e t i t i o namong privateschools that pro-pel them to excel.But the governmentschools have a shieldof government thatany competition is outof question. So why onearth do they toil to evencatch-up and even competeto make their quality of edu-cation better?

For the government schoolsto perform better it is imperativeto evaluate them on the same benchmark and bythe same yardstick as private schools. This calls for an in-dependent body capable of evaluating the government as well as private schools by applying thesame uniform policy for each type of school. So that theperformance, quality and learning outcomes are evaluated at an equal measure. But things right now standheavily tilted in the favor of the government schools.Rather, the government schools work beyond any scrutiny.If at all there is some evaluation, it is the government itselfthat controls the schools. It acts as the regulator, financierand provider of education. Given the facts, how can oneexpect impartiality in an otherwise heavily competitivesector like education. Say, for instance, if we talk aboutTRAI, the regulatory body for telecom sector, you know itis not a market player itself. It is out and out a monitoringbody. So you can expect transparency from TRAI. But in theeducation sector, it is government all the way. The schools,teachers, buildings, power to make legislations, fundingand the power to investigate the irregularities; everythingis governed by the government. One cannot expect anyfairness and impartiality in this matter. The government,at any cost, would be lenient towards its own baby- thegovernment schools. Any strictness it wants implementedwill be on the private schools. And that explains the exis-tence of a number of permissions and licenses to open andrun a private school. My question is whether the govern-ment itself goes by the same rules? No. To start with, itopens schools, takes licenses and performs the formalityof registration itself. But for a private school one has tomeet several conditions like the prerequisite number ofteachers, building area stipulations, etc. The governmentschools are above klawl in this regard. There are various

reports that re-veal that government schools inDelhi and Uttar Pradesh spend Rs. 1000- 1500per student whereas the same government getsstrict about the fees charged by private schools. Ifthe government cannot impart education to a childin less than Rs. 1000, how can it force private schoolsto cap the fees to Rs. 1000 and less.

In this scenario, the only way to improve the stan-dard of government schools is a paradigm shift toopen competition that will do good even for privateschools. At present, the law is for the private schoolsonly that are in fact a good option for students whowant to escape the depressing state of affairs in thegovernment schools. This has nothing to do with thecostly private schools as those who send their childrenin branded private schools donlt even consider the gov-ernment schools. But the hard reality is that the childrenfrom lower- middle class throng small budget privateschools that are beset with plethora of problems. Failureto meet several compliances makes such budget schoolskneel down before the system or shut shop. Hence, whatis needed today is level playing act on part of the govern-ment. Transparency in the system and equal rights to be inthe business will make small budget schools shouldermore burden of education and that too quite efficiently.But it all depends on an independent uniform evaluationpolicy that we need so earnestly. l

(The author is a research fellow at Dr. Syama Prasad Mookerjee ResearchFoundation and editor of The Nationalist Online)

Education

Inclusion of the Right to Education inour fundamental rights guaranteedby Indian Constitution, has onceagain raised a question we have been

grappling with for a long time. After all,this is the question of providing free andcompulsory education to all children. In1935, when the state governments, con-stituted under the Government of IndiaAct, were given eight subjects to admin-ister, education was one of those funda-mental subjects to be controlled.Mahatma Gandhi had envisioned the up-coming challenges, which is why he en-trusted the responsibility to Dr. ZakirHussain to take the lead to deliver a dis-course on the way forward for the educa-tion system of the states. Gandhi himselfprepared a fundamental paper on it onthe basis of which a fundamental educa-tion system was envisioned during theWardha Meet in the year 1937. Even atthat time, compulsory education for allchildren held high importance. The sys-tem had a vision that good quality uni-form education for all must be ensured asa right, not privilege. In fact, proliferationof government schools post independ-ence too focused on providing good

quality education to children. But evenafter 70 years of independence, the sorrystate of affairs in government schools is atravesty of the Gandhian philosophy wefondly take pride in. Private schools aredoing far better as compared to their gov-ernment counterparts which once againraises the question that what is the pointof running government schools if they arenot delivering. Why such a colossal wasteof public money on government schools?

Indian constitution provides for threelists for administrative purposes. TheUnion List has subjects that the Centre isresponsible for and the State List containsthe subjects which are the prerogatives ofthe State governments. And then there isa Concurrent List. But neither Centre norstate governments are mandated to crossthe boundaries demarcated. As the sub-ject of education is in the Concurrent List,both the Centre and State governmentshave a right to administer education attheir discretion. In case of a clash, therules and regulations made by the Centreprevail on the states. The reason whymakers of our constitution kept educa-tion in the concurrent list is the multicul-turalism of Indian society. But the same

has somehow become the cause of somany upheavals in the quality of our ed-ucation system.

There is no denying the fact that gov-ernment schools have qualified teacherswho are paid well as per the recommen-dations of the successive pay commis-sions. Most of the time, their salaries arefar more than their private counterparts.But the education imparted by govern-ment schools is nowhere close to becalled qualitative. As a result even a dailywage earner prefers to send his child to aprivate school. Yet the cost Delhi govern-ment bears for each student in a govern-ment school is astounding. A whoppingRs 24k- 30k per student per year wasspent as per the data from the year 2015-16 reveals and this amount does not in-clude the construction and electricitycharges. The story of states like Maharash-tra, West Bengal and Bihar is quite similar.Maharashtra spent about Rs 95-96k thisyear; wherein West Bengal and Bihar hadan approximate budget of Rs15-20k forthis year. Despite spending such hugeamounts, the majority of children fromthese government schools have a dismallearning standard. Except a chosen few

the performance of govern-ment schools and their stu-dents does not even comeclose to the standards main-tained by the private schools.

l Umesh Chaturvedi

Indian constitution provides for three lists for administrativepurposes. The Union List has subjects that the Centre is re-sponsible for and the State List contains the subjects whichare the prerogatives of the State governments. And thenthere is a Concurrent List.

Volume-2/Issue-324

DIRECT CASH TRANSFER IS THE WAYFORWARD FOR QUALITY EDUCATION

25

Legal Update

Volume-2/Issue-3

There is a marked growth in the num-ber of private schools as people havestarted recognizing the value of Englishlanguage which gives an edge to the stu-dents. Hence, parents prefer to send theirwards to such schools. The fact of the mat-ter is that the government schools are notperforming up to the mark with the qualityof education declining day by day and thenegligent behavior of the teachers is alsonot helping the cause. This again raises thequestion: what is the way forward if de-spite spending taxpayersl money on gov-ernment schools, learning outcome oftheir students is abysmally low.

Some organizations like Centre for CivilSociety have a unique solution for this issue.It advocates direct cash transfer to the eligi-ble students by the government, like it isdone to check the corruption in the case ofsubsidies. In fact, direct cash transfer forscholarships has worked well in case of stu-dents belonging to dalit and backwardclasses. This certainly is a real empowermentof the needy who are now getting scholar-ships without deductions and this helpsbring in transparency as well.

The experts at the Centre for Civil Soci-ety are firm in their belief that once the feereaches directly to the students or theirparents by the way of direct cash transfer,they can select a school of their choice. Thissolution leaves a room for bringing fees ofgovernment schools at par with the privateones which will lead to a healthy govern-ment-private school competition. Oncethe erstwhile privileged governmentschools come on equal footing they willbetter themselves to compete with theircounterparts so that they donlt lose thestudents. It may prove to be a multi-pronged approach covering quality of ed-ucation and utilization of taxpayersl moneyfor a worthy cause. This will be a sea-change we so earnestly need to make Indiaa knowledge based society. l

(Author is Sr. Journalist.)

With respect to the Fee regulations of Private Unaided Schools, it amounts to thedisrespect of Honorable Supreme Court 11 Bench Judgment in TMA Pai Foun-dation Vs Government of Karnataka. The fee regulation for ‘private unaided in-

stitutions’; as the respective Government is in clear violation of our constitutionalprotections; and therefore are void and unenforceable. We, at NISA, had pointed out andreiterate that; the move of this individual is in deliberate disobedience of the law declaredby the Supreme Court and amounts to disrespecting and committing contempt of theHon’ble Supreme Court. The various state education departments have been periodicallyattempting to check the fee regulation within the Education Institutions Act of respectivestates which on one hand is acceptable to a certain extent but keeping a rigid fee is un-acceptable. In SLP (Civil) Nos 1265-67/1997 dated 26/02/2004 of Honorable SupremeCourt in its order having looked at The Karnataka Education Act, 1983, its prima facie ob-serves that the Government requires to reconsider various provisions of the Act in lightof the Judgment of the Supreme Court in the case T.M.A. Pai Vs State of Karnataka re-ported in (2002) 8 SCC 481, and directed Government to do so within a period of 4months and also allowed the appellants to make their suggestions to the Governmentand said to take decision by keeping those suggestions in mind, based on same, Associ-ated Managements of Private School In Karnataka (KAMS) on 31 June 2016, submittedits suggestions, and in Section 48 which deals with fee & says no Governing Council ofrecognized educational institution shall levy or collect any fee or charges or donations orother payments by whatever name called and say at such rates and in such a manner asmay be prescribed. The section imposes unreasonable restrictions on the managementof the educational institution. It is submitted as per the law declared in T.M.A Pai case, themanagement shall be given liberty to fix and collect fee as per the quality of educationbeing imparted by them. In fact, Rule 10(3)(b) of the Karnataka Educational Institutions(Classification Regulation & Prescription of Curricula etc,. Rule 1995 say that the institutionshall be commensurate with the expenditure incurred towards the salary of staff and thequality of education provided by the institution. Thus, the tuition fee was left to be de-cided by the management as per the quality of education being imparted by them.

However, the State Government of Karnataka has framed Karnataka Educational In-stitutions (Regulation of Certain Fee & Donation) Rules 1999 which are on the face of it,unreasonable, arbitrary & contrary to the law declared by the Hon’ble Supreme Court.Rule 4 says that in lieu of tuition fee charged under rule 10(2) (b) (ii) of the curricula Rules1995, the maximum tuition fee in respect of Private Educational Institutions shall be fixedby taking into consideration the salary expenditure towards contingency and mainte-nance costs divided by the total number of students. Interpretation given by 1999 rulesfor the words “Quality of Education” use in 1995 Rules has absolutely no basis and thesame is disputed with only on rider that the tuition fee shall be commensurate with thequality of education and that the fee structure shall not be burdensome for the students.

We expect within the framework of Law and in furtherance of the guaranteed funda-mental rights under Article -19 (1) (g), 26 & 30 (1) of the Constitution of India. We areagainst the rigidity of fixing fee and accept only regulations. As you are aware, most ofthe Association consists of members who have established and who administer privateeducational institutions, since a number of years, say decades and which are ‘un-aided’and self – financing and have been very popular and sought after consideration of im-parting of high quality education and standards maintained with minimum fee and serv-ing for a larger section of EWS and underprivileged section. We are entitled to establishand administer educational institutions and such a right is recognized and guaranteedunder the Constitution of India. l

FEE REGULATIONS FOR PRIVATE UNAIDED SCHOOLSShashi Kumar

(Advisor, Legal, NISA)

Volume-2/Issue-326

Interview

Azadi: Kulbhushan Ji, Namaskar.

Kulbhushan: Namaskar

Azadi: Kulbhushan Ji, first of all tell us, what is a budget private schooland what role does it play in our education system?

Kulbhushan: Simply put, budget private schools are the ones thatrun with limited resources while providing quality education at bareminimum fees. Technically speaking, such schools charge less thanwhat is spent by government schools per student. For instance, thegovernment schools in Delhi spend Rs 17000 a year (Rs 1416monthly) per student. That means the schools charging less than Rs1416 monthly per student qualify for this category. Such schools arerun generally by those dedicated to education and mostly hold B.Ed. or relevant degrees. Budget schools have been present in ourcountry for the past 25-30 years and some of them are even 40-50years old. These schools have a significant role in implementing theSarva Shiksha Abhiyaan of the government, in letter and spirit. It isencouraging to learn that these schools have an outreach to evensuch remote places, where governments have not ventured till date.The number of such schools across the country is estimated to be 4-

5 lakhs. And I can say that 95 % students going to private schools areenrolled in budget private schools.

Azadi: What are the issues with budget private schools? And what isNISA?

Kulbhushan: The main issue with budget private schools is thatwhenever a policy is formed for schools, generally the governmentschools are taken into account and the budget schools are countedin the private schools category. Now, the policy is made for privateschools keeping in mind the big and elite schools. In this course,problems and limitations of budget private schools are overlooked.As a result, the budget private schools running without governmentaid, fail to comply with the rules and regulations made as per eliteschools. For instance, the schools that charge fees of Rs 500 per stu-dent cannot match the salary of schools charging Rs 5000. But, forthis failure, budget private schools have to bear the brunt of the gov-ernmentls ire. I would say that despite keeping education andschools in the not-for-profit category, rules like industries are im-posed on them in the matters like infrastructure, land, salary, PF, ESIand property, power, water taxes, etc. These schools already face dis-

Seven years have passed since 2010 when the Right toEducation Act (RTE Act 2009) was implemented withan objective of free and compulsory education for allchildren. But despite such a long period, all sorts ofproblems have been prevalent. On one hand, schoolsare against the provisions of the Act calling them im-practical while on the other hand, the government iskeen to implement them. The draconian Act slapsheavy penalty and even calls for closure of the schoolsthat are making all the efforts to implement the provi-sions in the stipulated time. According to unofficial dataand sources, post RTE, more than 2 lakh budget privateschools across the country have faced lock-out and areeven at the verge of shutting down. Such a situationhas brought about the future of 2,5 cr children in ques-tion. Throwing some light on school closures and enu-merating other plaguing issues in the education sector,Azadi me had a brief tête-à-tête with Mr KulbhushanSharma, President of National Independent SchoolsAlliance (NISA). Here is an excerpt:

IMPOSING REGULATIONS MEANTFOR INDUSTRIES ON SCHOOLS ISBREEDING A HOST OF PROBLEMS

—KULBHUSHAN SHARMA

27Volume-2/Issue-3

crimination as these un-aided schools do not qualify for a bank loaneither. Considering all such issues and way forward for budget pri-vate schools, an association called National Independent Schools Al-liance (NISA) was formed. It is a national organization of budgetprivate schools. It was constituted informally in the year 2011 and tilldate, all over India, more than 56,000 schools have joined it. NISAnot only voices the concerns of budget private schools but alsoshows its commitment to raise the benchmark of school education.It encourages and trains schools for overall qualitative change in theecology of education.

Azadi: NISA has been opposing RTE time and again? What are the is-sues with RTE that are troubling the BPS sector?

Kulbhushan: In fact, it is a misconception that must be set right. BPSis not against the RTE. We demand RTE be implemented even whereit is not, like in the state of Haryana and other similar states. What weoppose are certain provisions that defeat the very purpose of the Actthat is guaranteeing education to children. For instance, till aboutthe Act came in force, no recognition was required from governmentto run schools till class 7. There were small schools running in theneighborhood built in limited spaces of authorized and unautho-rized colonies. Once the Act came into force in the year 2009, gov-ernment recognition became mandatory for all schools and the rulesfor the same were made stringent. kLand norml provisions in the Actproved to be a huge deterrent for the schools already running on asmall budget. Acquiring the required amount of land was even oth-erwise a herculean task for budget private schools because suchschools are located in densely populated areas where it is nearly im-possible to get land even at higher prices. Adding salt to the injury,the Act, besides declaring death knell for schools not meeting theland criterion, even called for slapping penalties for running a school.The fact that there is a provision of 25% reservation for students ofweaker section proves futile, as reimbursements are not made intime in most cases. As a result, such schools are reeling under the fi-nancial burden. Then, there are provisions like NOC for traffic, fire,etc. which in any case is not given to schools running in narrow lanes.Besides, we are required to give stationery, uniform, etc. to the stu-dents, which is a tall order for budget private schools. NISA demandsrepeal of such blatantly devastating laws which is why NISA is toutedas anti-RTE.

Azadi: What is your view – should mandatory recognition for budgetprivate schools be abolished?

Kulbhushan: No, we are not asking for recognition to be abolished.But, yes, we want the rules for granting recognition be changed. Theeligibility for recognition of schools under the RTE is mostly inputbased like the land required, number of teachers and their essentialqualification, playground and a lot of NOCs. We, on the other hand,are demanding for recognition on the basis of output. Here, it wouldbe prudent to cite the example of the Gujarat government wherethey give priority to the learning outcomes of students while grant-ing recognition. We, too, demand from the central government that

priority be given to output instead of input while granting recogni-tion

Azadi: What does a budget private schools expect from the upcomingNew Education Policy?

Kulbhushan: We have met and given representations to the unionhuman resource development minister. Our most important demandis that there should be a representation of the budget private schoolsin the new committee that is being constituted for the new educationpolicy, apart from the administrators and representatives of the gov-ernment, educationists and representatives of elite public schools.We also want a dedicated and separate board for budget privateschools and it must be given patronage by the government as in thecase of small scale industries. We have also made some pertinent de-mands like land be made available for such schools. Also, the alreadyrunning schools should not be restricted with land norms provisionsor the government should make the land available. And last but notthe least is that the funds as vouchers be given directly to the studentsinstead of transferring in the name of schools, so that the childrencan have a say in selecting the right school for themselves that ulti-mately translates into healthy competition amongst such schools.

Azadi: Why do you want a dedicated board for budget private schools?

Kulbhushan: The rules and regulations of the existing educationboards are made mostly keeping the elite schools in considerationlike we have witnessed in most of the policies of the government.But for the budget private schools, it is a herculean task to complywith the said policies. So we demand a dedicated board for budgetprivate schools that will ensure smooth functioning of existingbudget private schools. Besides, we ask for autonomy in this boardand it must function without government interference.

Azadi: What are the views of budget private schools on detention policy?

Kulbhushan: One of the good provisions in RTE in its existing struc-ture is kno detentionl policy. In fact, researches and studies doneworld over have brought this fact to the fore that the system of failinga student has after all a negative impact on him/her. And in a countrylike India, this results in kdrop out in drovesl particularly in case ofgirl students. Even otherwise, it does not make any sense to evaluatestudents for a yearls learning in an examination of a couple of hours.As far as learning is concerned, the RTE provides for ContinuousComprehensive Evaluation (CCE) that lays emphasis on regular as-sessment. But in the government schools, no detention policy is forconvenience made into mandatory promotion of students, as a re-sult with which even students with no learning outcome get pro-moted to the next higher class. We are all in the favor of no detention.In fact, as compared to government schools, private schools havefared quite well during detention and also during the no detentionphase. If the government is curious enough to try out new things itmust do so in government schools. I urge them, not to hamper theprivate schoolsl performance by changing policies at the drop of a hat. l

Volume-2/Issue-328

NISA MEMBERSHIP FORM & NISA NAMASKAR SUBSCRIPTION FORM

8 Joining an alliance that provides a national voice, advocating for the interest of budget private schools

8 Opportunity to spread awareness about the need for associations

8 Reputation-building for the association at a national and international level

8 Exposure and opportunities to learn from the best practices of other member associations from different states

8 Latest information about education developments, new legislations, policies, regulations, amendments and related issues

8 Direct contact with colleagues across the country and throughout the nation - an open gateway to people and resources

that help make schools even better

8 Through a nationwide advocacy campaign, access to legal aid to protect interests of associations

8 Representation on a national citizenry platform that advocates for fewer regulations and greater transparency from the

government, media, academics and international organizations

8 Updates on important cases from alliance officers and staff who attend meetings with governments

Name of Association:

Name of President/Head of the Association:

Phone Number: E-mail ID:

Postal Address of Association/ Head of the Association (Whichever is applicable):

Website:

Yes, I wish to be a member of National Independent Schools Alliance (NISA)

Fill in the above form and send it to NISA Secretariat, A-69, Hauz Khas, New Delhi– 110016

For more information, call: +91 9899485667; 011 2653 7456 E-mail: nisa@ccs.in Website: www.nisaindia.org

Name:

Phone Number: Email ID:

Address:

Pin Code: Country:

Occupation:

Mode of Payment: Cash: Cheque: Net Banking:

For net banking, transfer the amount at A/C No.: 412102010057920

Union Bank of India, Nehru Place, New Delhi-110019 IFSC Code: UBIN0541214

Yearly Subscription Amount: INR 500

For payment via cheque, please enclose cheque/DD in favour of NISA Education, payable at Delhi for INR 500

For further queries, subscription or advertisement related, contact: nisa@ccs.in; 91 9899485667; 011 2653 7456

54Volume-2/Issue-3

53 Àfa´ffQIYe¹f¶fe °fZ dQ³fûÔ IZYÔQie¹f ¸ff³fU ÀfÔÀff²f³f dUIYfÀf ¸fÔÂfe ´fiIYfVf þfUOÞXZIYSX ³fZ 10UeÔIYÃff ¸fZÔ ¶fûOXÊ IYe ´fSXeÃff IYû ´fb³f: Ad³fUf¹fÊ ¶f³ff³fZ ´fSX A´f³fe ÀfWX¸fd°f QZ Qe.BÀfIZY Àff±f WXe SXfª¹fûÔ IYû ´ffÔ¨fUe IYÃff IZY ¶ffQ ´fSXeÃff IYSXf³fZ IYe ·fe QZ Qe ¦fBÊ.

51 Àfa´ffQIY IYe ´fÀfaQQZVf IYe dVfÃff ½¹fUÀ±ff IZY QbJQ AfÔIYOÞXûÔ ÀfZ ´fSXZVff³f WXû³ff EIY Àff¸ff³¹f-Àfe ¶ff°fWXû ¦fBÊ WX`. ÀIcY»fe LfÂfûÔ IYe A²¹f¹f³f IYe CX´f»¶fd²f¹ffÔ Q¹f³fe¹f PXÔ¦f ÀfZ IY¸f WXû SXWXeWX`Ô AüSX »f¦ff°ffSX ³fe¨fZ WXe d¦fSX SXWXe WX`Ô. BÀfIZY Àff±f WXe ¶fûOXÊ ´fSXeÃffAûÔ IZY QüSXf³f¶fPÞX°fe ÀffUÊþd³fIY øY´f ÀfZ WXû³fZUf»fe ³fIY»f AüSX dVfÃfIYûÔ IYe A³fb´fdÀ±f°f ·feBÀfIYe EIY UþWX WX`.

49 EOXUûIZYÀfe IZY d»fE ¶f`NXIZYÔ³fZVf³f»f BÔdOX´fZÔOXZÔÀf ÀIcY»Àf A»ff¹f³Àf ³fZ Àfe¶feEÀfBÊ IZY A²¹fÃf AfSX IZY¨f°fbUZQeÊ IZY Àff±f EIY ¶f`NXIY IYe AüSX ÀU°f: ÀfÔÄff³f IZY þdSX¹fZ ÀIcY»fûÔ IZY ¶ffSXZ¸fZÔ Àff¸f³fZ Af¹fe Àfc f³ffAûÔ AüSX þf³fIYfdSX¹fûÔ ´fSX dU¨ffSX dU¸fVfÊ dIY¹ff. ¶f`NXIY¸fZÔ d³f¸³fd»fdJ°f d¶fÔQbAûÔ ´fSX ¨f¨ffÊ IYe ¦fBÊ AüSX A²¹fÃf IYû Àfe.¶fe.EÀf.BÊ. ÀfZÀf¸¶fð d³fþe ÀIcY»fûÔ IZY Àf¸f±fʳf ¸fZÔ Aü´f¨ffdSXIY ¸ffÔ¦f´fÂf dQ¹ff ¦f¹ff :

43 ·ffSX°f ¸fZÔ d½fQйff»f¹fûÔ IYf ¶faaQ WXû³ff EIY UfÀ°fdUIY ³fed°f¦f°f ¨fb³fü°fe

U¿fÊ 2009 ¸fZÔ dVfÃff IZY Ad²fIYfSX IYf IYf³fc³f »ff¦fc WXû³fZ IZY »f¦f·f¦f L: Àff»f¶ffQ ·fe ¦f`SX A³fbQf³f ´fif~ d³fþe dUôf»f¹fûÔ IYf ¶fÔQ WXû³ff »f¦ff°ffSX dVfÃffdUQûÔAüSX Vfû²fIY°ffAûÊÔ IYf ²¹ff³f AfIÈYá IYSX°ff SXWXf WX`.

40 WX¸ffSXe dURY»f dVfÃff³fed°f ¸fZÔ °f°IYf»f Àfb²ffSX þ÷YSXeU¿fÊ 2016 IZY AÔ°f IZY Àff±f ³fSXZ³Qi ¸fûQe ÀfSXIYfSX IYf Af²ff IYf¹fÊIYf»f ´fcSXf WXû¨fbIYf WX`. A°f: ¸f²¹ffUd²f Àf¸feÃff IZY d»f¹fZ ¹fWX A¨Lf Àf¸f¹f WX`. ¸f¦fSX EZÀfedIYÀfe ·fe Àf¸feÃff ´fSX dU¸fbQieIYSX¯f Af§ff°f ÀfZ þbOÞXe §fMX³ffAûÔ IYf ´fi·fb°U °fûSXWXZ¦ff WXe.

37 Afd±fÊIY Àfb²ffSXûÔ ÀfZ WXe Àfb²fSXZ¦fe dVfÃff IYe °fÀUeSXU¿fÊ 2010 ¸fZÔ AûBÊÀfeOXe (Afg¦fZ³ffÊBþZVf³f RYfgSX BIYû³ffgd¸fIY IYûAfg´fSXZVf³f EÔOXOXZU»f´f¸fZÔMX) IYe SXÔdIÔY¦f ¸fZÔ ´feÀff (´fiû¦fif¸f RYfgSX BÔMXSX³fZVf³f»f ÀMXcOXZ³MXÐÀf EÀfZÀ¸fZÔMX)IZY 73 ÀfQÀ¹f QZVfûÔ ¸fZÔ ÀfZ ·ffSX°f IYû 72UfÔ À±ff³f dQ¹ff ¦f¹ff.

d½f¿f¹f Àff¸f¦fie

Àfa´ffQIYe¹fEducation

¶fe °fZ dQ³fûÔ IZYÔQie¹f ¸ff³fU ÀfÔÀff²f³f dUIYfÀf ¸fÔÂfe ´fiIYfVf þfUOÞXZIYSX ³fZ 10UeÔ IYÃff ¸fZÔ ¶fûOXÊ IYe´fSXeÃff IYû ´fb³f: Ad³fUf¹fÊ ¶f³ff³fZ ´fSX A´f³fe ÀfWX¸fd°f QZ Qe. BÀfIZY Àff±f WXe SXfª¹fûÔ IYû ´ffÔ¨fUe

IYÃff IZY ¶ffQ ´fSXeÃff IYSXf³fZ IYe ·fe QZ Qe ¦fBÊ. SXfþÀ±ff³f ÀfdWX°f IYBÊ SXfª¹fûÔ ³fZ LNXeÔ U Af¦fZ IYe IYÃff ¸fZÔ´fSXeÃff IYSXf³fZ IYe ¦f`SX Afd²fIYfdSXIY §fû¿f¯ff ·fe IYSX Qe. 10UeÔ ¸fZÔ ¶fûOXÊ IYe ´fSXeÃff U LNXeÔ °f±ff Af¦fZ IYeIYÃff ¸fZÔ Ufd¿fÊIY ´fSXeÃff ´fðd°f Uf´fÀf »ff³fZ IZY ´feLZ LfÂfûÔ õfSXf »ff´fSXUfWXe IYSX³fZ AüSX ´fPÞXfBÊ ´fSX ²¹ff³f ³fQZ³fZ IYû ´fi¸fbJ UþWX ¶f°ff¹ff ¦f¹ff WX`. BÀfZ °fIYÊÀfÔ¦f°f Àffd¶f°f IYSX³fZ IZY d»fE SXfª¹fûÔ õfSXf °f¸ff¸f ÀfSXIYfSXe,¦f`SX ÀfSXIYfSXe ÀfUZÊÃf¯fûÔ U ³füUeÔ IYÃff IYe Ufd¿fÊIY ´fSXeÃff IZY JSXf¶f ´fdSX¯ff¸fûÔ IYf WXUf»ff ·fe dQ¹ff ¦f¹ff.WXf»ffÔdIY EZÀfZ WXe °fIYÊ U QZVf-dUQZVf ¸fZÔ WXbE Vfû²f EUÔ ÀfUZÊÃf¯fûÔ IYf WXUf»ff ´fcUÊ IZYÔQie¹f ¸ff³fU ÀfÔÀff²f³f¸fÔÂfe IYd´f»f dÀf¶¶f»f IYe MXe¸f õfSXf dVfÃff IZY Ad²fIYfSX IYf³fc³f (AfSXMXeBÊ) fZÔ '³fû-dOXMXZÔVf³f' IYf fifU²ff³fþûOÞX³fZ IZY Àf¸f¹f ·fe dQ¹ff ¦f¹ff ±ff. °f¶f ¹fWX IYWXf ¦f¹ff ±ff dIY ÀIcY»fe dVfÃff ¸fZÔ RZY»f ´ffÀf IZY ´fifU²ff³f IYf¶f¨¨fûÔ IZY ¸ff³fdÀfIY dUIYfÀf ´fSX ´fid°fIcY»f ´fi·ffU ´fOÞX°ff WX`. Àff±f WXe dOXMXZÔVf³f IZY IYfSX¯f ÀIcY»f LûOÞX³fZUf»fZ LfÂfûÔ IYe ÀfÔ£¹ff ¸fZÔ UÈdð WXû³fZ IYe ´fiUÈd°f IYe ¶ff°f IYWXe ¦fBÊ ±fe.

´ffÔ¨fUeÔ IZY ¶ffQ ´fSXeÃff IYSXf³fZ IYf dUIY»´f SXfª¹fûÔ IYû QZ³fZ U 10UeÔ IYÃff ¸fZÔ ¶fûOXÊ ´fSXeÃff IYû ´fb³f:Ad³fUf¹fÊ dIYE þf³fZ IZY R`YÀf»fZ ³fZ EIY ¶ffSX dRYSX ÀfZ ¹fWX Àffd¶f°f IYSX dQ¹ff WX` dIY ÀfSXIYfSXe R`YÀf»fûÔ ¸fZÔQcSXQdVfÊ°ff IYe dIY°f³fe IY¸fe WXû°fe WX`. BÀfIZY A»ffUf dVfÃff ½¹fUÀ±ff ¸fZÔ »ff»fRYe°ff VffWXe dIY°f³fe WXfUe WX`¹fWX ¶ff°f ·fe Àffd¶f°f WXû þf°fe WX. AfSXMXeBÊ fZÔ ³fû-dOXMXZÔVf³f IZY Àff±f WXe Àff±f ÀfeÀfeBÊ (Àf°f°f Àf¸f¦fi fc»¹ffÔIY³f)IYf ·fe ´fifU²ff³f dIY¹ff ¦f¹ff ±ff. ÀfeÀfeBÊ IZY °fWX°f ÀIcY»fûÔ IYû IYÃff IZY Af²ffSX ´fSX ³¹fc³f°f¸f ÀfeJ³fZ IZY À°fSXIYû d³f²ffÊdSX°f IYSX³ff AüSX CXÀf À°fSX IZY Af²ffSX fSX Àf¸f¹f Àf¸f¹f fSX LfÂfûÔ IYf fc»¹ffÔIY³f IYSX³fZ IYû AfUV¹fIY¶f³ff¹ff ¦f¹ff ±ff. fc»¹ffÔIY³f IZY Af²ffSX fSX LfÂfûÔ IYû AfUV¹fIY ÀfWXf¹f°ff ·fe CX´f»f¶²f IYSXf³fZ IYf fifU²ff³fdIY¹ff ¦f¹ff ±ff. dIÔY°fb MXe¨fÀfÊ »ffg¶fe U ¶¹fcSXûIiYZÀfe ³fZ ³fû-dOXÔMXZVf³f IYû AfUV¹fIY øY´f ÀfZ A¦f»fe IYÃff ¸fZÔ´fiû³³f°f IYSX³fZ IYe ÀIYe¸f ¸fZÔ °f¶Qe»f IYSX dQ¹ff. ´fdSX¯ff¸fÀUøY´f þUf¶fQZWXe ´fcSXe °fSXWX ÀfZ A²¹ff´fIYûÔ ´fSX ÀfZÀ±ff³ffÔ°fdSX°f WXûIYSX LfÂfûÔ IZY CX´fSX Af ¦fBÊ. BÀf ´fiIYfSX EIY A¨Le ¹fûþ³ff IYû MXe¨fÀfÊ »ffg¶fe U ¶¹fcSXûIiYZÀfe³fZ μ»ffg´f Vfû ¸fZÔ °f¶Qe»f IYSX dQ¹ff. ¶ffQ ¸fZÔ BÀfZ BÀf ´fiIYfSX ´fi¨ffdSX°f dIY¹ff ¦f¹ff þ`ÀfZ ´fSXeÃff U ´ffÀf-RZY»f´fi¯ff»fe IZY A·ffU IZY IYfSX¯f WXe LfÂfûÔ IYf ´fiQVfʳf JSXf¶f WXbAf WXû.

Qbd³f¹ff ·fSX IZY Vfû²f AüSX CXQfWXSX¯f ¹fWX ¶f°ff³fZ IZY d»fE IYfRYe WX` dIY RZY»f ´ffÀf IYe ½¹fUÀ±ff dIYÀfeIZY d»fE »ff·fIYfSXe ³fWXeÔ WX`. ·ffSX°f þ`ÀfZ QZVf ¸fZÔ þWXfÔ »fOÞXdIY¹fûÔ IYû ÀIcY»f ·fZþ³fZ IZY ´fid°f ´fWX»fZ ÀfZ WXeþf¦f÷YIY°ff IYf A·ffU WX`, CX³fIZY RZY»f WXû³fZ ´fSX ÀIcY»f OÑfg´f AfCXMX IYe Àf¸fÀ¹ff ¸fZÔ UÈdð IYe AfVfÔIYf ¶fPÞXþf°fe WX`. U`ÀfZ ·fe U¿fÊ ·fSX IYe ´fPÞXfBÊ IYf AfÔIY»f³f Qû ¹ff °fe³f §fÔMXZ ¸fZÔ IYSX³ff LfÂfûÔ IZY d»fE ª¹ffQ°fe WXe WX`.´ffÀf-RZY»f IYf ³f¹ff R`YÀf»ff ÀIcY»fûÔ IZY d»fE ·fe ¶fOÞXe Àf¸fÀ¹ff ¶f³fIYSX AfE¦fe. ¶fZWX°fSX WXû dIY ÀfSXIYfSX,AfSXMXeBÊ IZY ÀfeÀfeBÊ A±ffÊ°f Àf°f°f EUÔ Àf¸f¦fi ¸fc»¹ffÔIY³f ´fifU²ff³f IYû ´ffÔ¨fUe IYÃff °fIY Àfed¸f°f IYSX³fZ IYe¶fþfE ³f IZYU»f AfNXUeÔ IYÃff °fIY ¶fd»IY CX¨¨f°fSX IYÃffAûÔ þ`ÀfZ IYe 10UeÔ AüSX 12UeÔ ¸fZÔ »ff¦fc IYSXZAüSX CXÀfIYf A³fb´ff»f³f IYSXfE. ¹fdQ U¿fÊ ·fSX LfÂfûÔ IZY ÀfeJ³fZ IYe Ãf¸f°ff IYf ¸fc»¹ffÔIY³f AüSX CXÀfIZYAf²ffSX fSX AdÀfÀMXZÔÀf fiQf³f dIY¹ff þf°ff °fû ¹fWX Àf¸fÀ¹ff f`Qf ³fWXeÔ WXû°fe AüSX LfÂfûÔ IYf »fd³fÔʦf AfCXMXIY¸f·fe ´fWX»fZ ÀfZ ¶fZWX°fSX WXû°ff. l

—AdU³ffVf ¨fÔQi(»fZJIY AfþfQe.¸fe IZY ÀfÔ´ffQIY WX`Ô.)

'dOXMXZÔVf³f', '³fû-dOXMXZÔVf³f' AüSX ÀfSXIYfSXe AQcSXQdVfÊ°ff

EdOXMXSXAdU³ffVf ¨fÔQi

EdOXMXûdSX¹f»f ¶fûOXÊ

IbY»f·fc¿f¯f Vf¸ffÊSXfþZVf ¸f»WXûÂffAd¸f°f ¨fÔQiOXe. VfdVf IbY¸ffSXEÀf. ¸f²fbÀfcQ³f¸fû. A³fUSX

IÔYMXZÔMX IYûAfdOXʳfZMXSXª¹fûd°f IYf»f·fûSX

»fe¦f»f EOXUfBþSX´fiVffÔ°f ³ffSXÔ¦f

ÀfûVf»f ¸fedOX¹ff MXe¸fAd¸f°f ¨fÔQifMXfg¸fÀf EMXÔ³fe

Ufd¿fÊIY Àf¶fdÀIiY´Vf³f: 500÷Y.¨fZIY/OÑfμMX NISA Education IZY ³ff¸f QZÔ.

ÀfÔ´ffQIYe¹f IYf¹ffÊ»f¹fE-69, WXüþ JfÀf³fBÊ dQ»»fe-110016.QcSX·ff¿f: 011 2653 7456UZ¶fÀffBMX: nisaindia.org

Àf¶ÀfdIiY´Vf³f U A³¹f þf³fIYfdSX¹fûÔ IZYd»fE ÀfÔ´fIÊY IYSXZÔ.. nisa@ccs.in

Volume-2/Issue-353

52

d³fÀff ´fQfd²fIYfdSX¹fûÔ IZY ÀfaQZVf

Volume-2/Issue-3

±ffg¸fÀf EÔMXû³fe d³fÀff Àfd¨fUf»f¹f

d³fÀff IYe AûSX ÀfZ Vfb·fIYf¸f³ffEÔ!EIY ¶ffSX ´fb³f: BÀf d°f¸ffWXe IZY d»fE d³fÀff IYe ¹ffÂffIZY ÀfÔ¶fÔ²f ¸fZÔ A³fb·fU ÀffÓff IYSX³ff fZSXZ d»fE Àfü·ff¦¹fIYe ¶ff°f WX`. EIY SXf¿MÑXe¹f ÀfÔ¦fNX³f IZY øY´f fZÔ, d³f¹fd¸f°føY´f ÀfZ WX¸ffSXe ´fÃf´fûd¿f°f ¦fd°fdUd²f¹fûÔ IZY Àff±f SXfª¹fIZY ÀfÔ¦fNX³fûÔ IZY Àf¸f±fʳf AüSX ¦fb¯fUØff Àfb²ffSXIYf¹fÊIiY¸fûÔ õfSXf WX¸f QZVf ·fSX ¸fZÔ ¶fþMX d³fþe ÀIcY»fûÔIZY d»fE IbYL ³fed°f¦f°f ´fdSXU°fʳf »ff³fZ IYf fi¹ffÀf IYSXSXWXZ WXÔ. BÀf d°f¸ffWXe ¸fZÔ WX¸f»fû¦fûÔ ³fZ ³fed°f d³f¸ffÊ°ffAûÔ,³füIYSXVffWXûÔ AüSX dVfÃffdUQûÔ IZY Àff±f IYBÊ CX´f¹fû¦fe¶f`NXIZY IYe WX. IbYL ¸fWX°U´fc fÊ ¶f`NXIYûÔ IYf fÔ CX»»fZJIYSX ÀfIY°ff WXcÔ, IY³ffÊMXIY IZY ¸fb£¹f¸fÔÂfe dÀfðfSX¸f`¹ffAüSX ÀIcY»fe dVfÃff U ÀffÃfSX°ff ¸fÔÂfe °f³fUeSX Àf`°f IZYÀff±f ¶f`NXIY WXbBÊ WX`. dQ»»fe IZY ÀfQÀ¹fûÔ ³fZ ·fe IZYÔQie¹f¸ff³fU ÀfÔÀff²f³f SXfª¹f ¸fÔÂfe CX´fZÔQi IbYVfUfWXf, IZYÔQie¹fßf¸f U SXûþ¦ffSX ¸fÔÂfe ¶fÔOXføY QØffÂfZ¹f ¦ff÷Y AüSX Àf-fÔÀfQ CXdQ°f SXfþ IZY Àff±f ÀfRY»f ¶f`NXIZY IYe WX`. WX¸ffSXZ¸fWX°U´fc¯fÊ IYf¹fÊIiY¸f k8UfÔ ÀIcY»f ¨UfgBÀf ³fZVf³f»fIYfÔRiYZÔÀf (EÀfÀfeE³fÀfe)l AüSX dU¦f°f dQÀfÔ¶fSX ¸fZÔAf¹fûdþ°f d³fÀff ¸f²¹ffUd²f ¶f`NXIY ÀfZ d³fÀff IZYÀfQÀ¹fûÔ IYû ¶fþMX d³fþe ÀIcY»fûÔ IZY ÀfÔ§f¿fÊ AüSX fbïûÔIYû IbYL ³fed°f d³f¸ff°ffÊAûÔ AüSX »fûIY ´fid°fd³fd²f¹fûÔ

IZY Àf¸fÃf CXNXf³fZ IZY d»fE EIY SXf¿MÑXe¹f ¸fÔ¨f d¸f»ff.k8UfÔ ÀIcY»f ¨UfgBÀf ³fZVf³f»f IYfÔRiYZÔÀfl IYfAf¹fûþ³f ÀfZÔMXSX RYfgSX dÀfdU»f ÀfûÀffBMXe IZY ÀffÓfZQfSXIZY øY´f ¸fZÔ IYe ¦fBÊ, QZVf ·fSX ¸fZÔ ¶fþMX d³fþe ÀIcY»fûÔIYe ¸fWX°U´fc¯fÊ ·fcd¸fIYf IZY ¶ffSXZ ¸fZÔ Àfcd¨f°f IYSX³fZ IZYCXïZV¹f ÀfZ d³fÀff Àf`IYOÞXûÔ dWX°f²ffSXIYûÔ °fIY A´f³fZ BÀfIYf¹fÊIiY¸f °fIY ´fWXbÔ¨ff. U°fʸff³f ¸fZÔ EÀfÀfeE³fÀfe ³fZd³fÀff EOXcOXfgIY dRY»¸f ´fid°f¹fûd¦f°ff AüSX ´fZÔdMXÔ¦f´fid°f¹fûd¦f°ff þ`Àfe ³fBÊ ¦fd°fdUd²f¹fûÔ IYû fZVf dIY¹ff WX`.d³fÀff IYe IbYL SXfª¹f BÊIYfB¹ffÔ AüSX ÀfQÀ¹f ÀIcY»fûÔ³fZ B³f ¦fd°fdUd²f¹fûÔ ÀfdIiY¹f ·ff¦feQfSXe d³f·ffBÊ WX` AüSXdVfÃff IZY ÃfZÂf fZÔ ³fUf¨ffSXûÔ AüSX fb³füd°f¹fûÔ IYû Àff¸f³fZ»ff³fZ fZÔ IYfRYe ¹fû¦fQf³f dQ¹ff WX. d³fÀff IYe f²¹ffUd²f

Àf¸feÃff ¶f`NXIY fZÔ fÃf´fûd¿f°f fidIiY¹ff IZY d»fE SX f³fed°fAüSX 18 SXfª¹f ÀfÔ§fûÔ ÀfZ »f¦f·f¦f 45 ÀfQÀ¹fûÔ IZYÀff±f ´fb³f: IYf¹fÊ IYSX³fZ AüSX UfÀ°fU ¸fZÔ WX¸ffSXZ »fùfûÔIYû AfIYfSX QZ³fZ ¸fZÔ ¸fQQ d¸f»fe AüSX A¦f»fZ U¿fÊ IZYd»fE WX¸ffSXe SX¯f³fed°f IYe ¹fûþ³ff WX` ¶f³ffBÊ ¦fBÊ.´fÃf´fûd¿f°ff IZY Àff±f, WX¸f³fZ BÊEÀfAfBÊ ¹fûþ³ff IZYdU¿f¹f ¸fZÔ ³fed°f¦f°f ¶fQ»ffU »ff³fZ IZY A´f³fZ ´fi¹ffÀfûÔ´fSX ²¹ff³f IZYÔdQi°f dIY¹ff WX`. IZYÔQie¹f U SXfª¹f À°fSX ´fSXIYBÊ ¶f`NXIYûÔ õfSXf, WX f IZYÔQi ÀfSXIYfSX IYû d³fþe ÀIcY»fûÔ¸fZÔ BÊEÀfAfBÊÀfe »ff¦fc IYSX³fZ IZY d»fE Àf¸fÓff³fZ ¸fZÔÀfRY»f SXWXZ, WX¸ffSXf Af¦fiWX ±ff dIY ´fcUʽ¹ff´fe ´fi·ffUIZY ¶fþf¹f ÀfÔ·ffdU°f d°fd±f ÀfZ Ad²fd³f¹f¸f IYfIYf¹ffʳU¹f³f dIY¹ff þfE. ¹fWX d³fd›°f øY´f ÀfZ WX¸ffSXZÀfQÀ¹fûÔ IZY d»fE EIY ¶fOÞXe SXfWX°f WX`. WX¸f »fû¦f´fi°¹fZIY ½¹fdöY IZY dUIY»´f IYf ²¹ff³f SXJ°fZ WXbE BÀf¹fûþ³ff ÀfZ À±ff¹fe SXfWX°f IZY d»fE BÀf fbïZ fSX »f¦ff°ffSXIYf¸f IYSX SXWXZ WXÔ. fÔ d³fÀff ³f¸fÀIYfSX IZY Àf·fe ¦fifWXIYûÔIYû ²f³¹fUfQ Äffd´f°f IYSX°ff WXcÔ WX¸ffSXZ ¦fifWXIYûÔ IYfOXZMXf¶fZÀf ²feSX-²feSXZ »f¦ff°ffSX ¶fPÞX SXWXf WX`. ¸f`Ô IYfRYeJbVf WXcÔ dIY BÀf ´fWX»f ÀfZ WX¸fZÔ dVfÃffdUQûÔ, ³fed°fd³f¸ff°ffÊAûÔ, »fûIY fid°fd³fd²f¹fûÔ AüSX ³füIYSXVffWXûÔ °fIYA´f³fe AfUfþ ´fWXbÔ¨ff³fZ ¸fZÔ ¸fQQ d¸f»fZ¦fe AüSX EIY¶fOÞXZ ¸fÔ¨f ÀfZ ¹fZ AfUfþ CX³WXZÔ Àfb³f³fe WXû¦fe. l²f³¹fUfQ!

IbY»f·fc¿f¯f Vf¸ffÊA²¹fÃf, d³fÀff

WX¸ffSXZ Àf·fe ´ffNXIYûÔ AüSX EÀfûdÀfEVf³f IZY ÀfQÀ¹fûÔ IYû ³fUU¿fÊIYe Vfb·fIYf¸f³ffEÔ. WX¸f ³f¹fZ U¿fÊ ¸fZÔ ´fiUZVf IYSX ¨fbIZY WX`Ô AüSX ¸f`Ô³fZ

ÀfSXIYfSX õfSXf VfbøY IYe ¦fBÊdOXdþMX»feIYSX¯f fidIiY¹ffAûÔ IZY IYfSX¯f¶fþMX fifB½fZMX ÀIcY»fûÔ (¶fe´feEÀf) IZYd»fE ÀfÔ§f¿fÊ IZY Àf¸f¹f IYû ´fWX»fZ ÀfZ WXe·ffÔ´f d»f¹ff WX`. WX¸faZ, ¶fþMX ´fifB½fZMXÀIcY»f IZY EIY ¦fNX¶fÔ²f³f IZY øY´f ¸fZÔ,A´f³fe AfUfþ ÀfSXIYfSX °fIY fWXbÔ¨ff³fZIZY d»fE AüSX Ad²fIY EIYþbMX°ffdQJf³fe ¨ffdWXE AüSX ¶fQ»ffU IZYAfSXÔ·f IZY d»fE ¹fWX AfUV¹fIY WX`. l

VfdVf IbY¸ffSX,IYf³fc³fe Àf»ffWXIYfSX, d³fÀff

SXf¿MÑXe¹f À°fSX ´fSX dUd·f³³f ÀfÔ§fûÔ IZY EIY Àf¸fcWXõfSXf ·ffSX°f ¸fZÔ ÀIcY»fe dVfÃff IYZ ¸füþcQf ¸ffWXü»fIYû Aô°f³f IYSX ÀffÓff IYSX³fZ, Àf¸fÓf³fZ AüSXÀfeJ³fZ IZY d»fE EIY ÀfÔ¦fNX³f IZY ´fiVffÀf³f IYû´fi·ffUe PXÔ¦f ÀfZ ÀfÔ¨ffd»f°f IYSX³fZ IZY d»fE d³fÀff³f¸fÀIYfSX EIY fWX»f WX`. ¹fWX ·fe QZVf ·fSX fZÔ Äff³fÀffÓff IYSX³fZ ¸fZÔ ¸fQQ IYSX°ff WX` AüSX ¹fWX A´f³fe°fSXWX EIY EZÀfe fdÂfIYf WX` þû QZVf ·fSX IZY fi¶fÔ²f³f´fi¸fbJûÔ °fIY ´fWXbÔ¨f°fe WX`. dVfÃff IYe ¦fb¯fUØff¶fPÞXf³fZ AüSX QZVf ¸fZÔ WXSX ÀIcY»f ´fi¶fÔ²f³f IZYÀfUûÊØf¸f dWX°f IYe SXÃff IZY d»fE d³fÀff ³f¸fÀIYfSXIYf WXSX ´fÈâ »ff·fQf¹fIY WX`. ÀIcY»f d¶fSXfQSXe IZYd»fE BÀf ´fiIYfSX IYe ´fdÂfIYf »ff³fZ ¸fZÔ Àf¸f±fʳf QZ³fZ IZY d»fE ÀfZÔMXSX RYfSX dÀfdU»f ÀfûÀffBMXeIYû ¸f`Ô A´f³fe Vfb·fIYf¸f³ffEÔ Äffd´f°f IYSX°ff WXcÔ. l

Volume-2/Issue-351

Àfa´ffQIY IYe ´fÀfaQ

l ´fiû. ¦fe°ff ¦ffÔ²fe dIÔY¦fOX³f

QZVf IYe dVfÃff ½¹fUÀ±ff IZY QbJQ AfÔIYOÞXûÔ ÀfZ ´fSXZVff³f WXû³ff EIY Àff¸ff³¹f-Àfe ¶ff°f WXû¦fBÊ WX`. ÀIcY»fe LfÂfûÔ IYe A²¹f¹f³f IYe CX´f»¶fd²f¹ffÔ Q¹f³fe¹f PXÔ¦f ÀfZ IY¸f WXû SXWXe WX`Ô AüSX»f¦ff°ffSX ³fe¨fZ WXe d¦fSX SXWXe WXÔ. BÀfIZY Àff±f WXe ¶fûOXÊ fSXeÃffAûÔ IZY QüSXf³f ¶fPÞX°fe ÀffUÊþd³fIYøY´f ÀfZ WXû³fZUf»fe ³fIY»f AüSX dVfÃfIYûÔ IYe A³fb´fdÀ±f°f ·fe BÀfIYe EIY UþWX WX`.WXf»ffÔdIY, dVfÃff IZY d»fE ¶f³fe dþ»ff Àfc¨f³ff ´fi¯ff»fe ¹ffd³f dIY OXeAfBÊEÀfBÊ IZY AfÔIYOÞXZ¹fZ þfdWXSX IYSX°fZ WX`Ô dIY BÀfIZY ´feLZ dIY UþWX A¶f °fIY A³fþf³f WX`, þûdIY EIYd¨fa°ffªf³fIY ¶ff°f WX`. EZÀfZ ¸fZÔ þ»Q WXe EIY d³f²ffÊdSX°f ³fed°f ´fid°fdIiY¹ff IYû VfbøY IYSX³ffþ÷YSXe WX`Ô. OXeAfBÊEÀfBÊ IZY 21 SXfª¹fûÔ ÀfZ EIYdÂf°f VfbøYAf°fe AfÔIYOÞXûÔ ´fSX WXbE A²¹f¹f³fIZY ¸fb°ffd¶fIY dVfÃff IZY Ad²fIYfSX Ad²fd³f¹f¸f IZY »ff¦fc WXû³fZ IZY ¨ffSX Àff»f ¶ffQ, Àff»f2010 ÀfZ 2014 IZY ¶fe¨f fd¶»fIY ÀIcY»fûÔ IYe ÀfÔ£¹ff fZÔ ·f»fZ WXe 13,498 IYf BþfRYfWXbAf WXû »fZdIY³f, B³f ÀIcY»fûÔ ¸fZÔ QfdJ»fZ »fZ³fZUf»fZ ¶f¨¨fûÔ IYe ÀfÔ£¹ff ¸fZÔ 1.13 IYSXûOÞX°fIY IYe d¦fSXfUMX AfBÊ WXÔ. UWXeÔ BÀfIZY dU´fSXe°f d³fþe ÀIcY»fûÔ fZÔ EOXd¸fVf³f IYf ¹fZ AfÔIYOÞXf¶fPÞX ¦f¹ff WX` AüSX 1.85 IYSXûOÞX ¶f¨¨fûÔ ³fZ BÀf QüSXf³f B³f ÀIcY»fûÔ ¸fZÔ QfdJ»ff d»f¹ff WX`Ô.BÀfe QüSXf³f LûMXZ LûMXZ ´fd¶»fIY ÀIcY»fûÔ IYe ÀfÔ£¹ff dþ³f¸fZÔ 20 ÀfZ ·fe IY¸f ¶f¨¨fZ ´fPÞX°fZWX`Ô °fZþe ÀfZ ¶fPÞXe WX`Ô. Àff»f 2014-15 ¸fZÔ, »f¦f·f¦f EIY »ffJ EZÀfZ LûMXZ LûMXZ ´fd¶»fIYÀIcY»fûÔ ¸fZÔ ¶f¨¨fûÔ IZY ³ff¸ffÔIY³f IYe ÀfÔ£¹ff ´fid°f ÀIcY»f 12.7 LfÂf SXWXe WX`Ô. ¹fWXfÔ dVfÃfIY-LfÂf A³fb´ff°f SXWXf 6.7 LfÂf ´fid°f dVfÃfIY AüSX Àff»ff³ff ´fid°f LfÂf dVfÃfIY IYe°f³f£UfWX ´fSX J¨fÊ AÀÀfe WXþfSX ÀfZ ·fe IY¸f SXWXf. UWXeÔ Àf¶fÀfZ ¨füÔIYf QZ³fZUf»ff SXWXfdVfÃfIYûÔ IYe °f³f£UfWX IYf d¶f»f þûdIY 9,440 IYSXûOÞX ÷Y´fE SXWXf. ´f¨ffÀf ÀfZ IY¸fLfÂfûÔUf»fZ ´fd¶»fIY ÀIcY»fûÔ IYe ÀfÔ£¹ff Ad²fIY ³ffMXIYe¹f PXÔ¦f ÀfZ ¶fPÞXe AüSX 3.7 »ffJWXû ¦f¹fe WXÔ, ¹fZ ÀfÔ£¹ff Àff»f 2014-15 fZÔ QZVf IZY IbY»f 10.2 »ffJ fd¶»fIY ´fif±fd¸fIYÀIcY»fûÔ IYf 36 ´fid°fVf°f WX`Ô. B³f 3.7 »ffJ LûMXZ ´fd¶»fIY ÀIcY»fûÔ ¸fZÔ IZYU»f 29 LfÂf´fid°f ÀIcY»f WX`Ô, ¹fWXfÔ LfÂf-dVfÃfIY A³fb´ff°f IZYU»f 12.7 LfÂf ´fid°f dVfÃfIY WX`Ô, UWXeÔ´fid°f LfÂf-dVfÃfIY IYe °f³f£UfWX 40,800 ÷Y´fE Àff»ff³ff WX`Ô, UWXeÔ ¨füÔIYf QZ³fZUf»ffSXWXf dVfÃfIYûÔ IYe °f³f£UfWX IYf d¶f»f þûdIY Àff»f 2014-15 ¸fZÔ 41,630 IYSXûOÞX÷Y´fE SXWXf. EZÀfZ fZÔ IYSXQf°ffAûÔ IYf f`Àff EIY °fSXeIZY ÀfZ B³f Vf`Ãfd¯fIY údá ÀfZ A»ff·fIYfSXe´fd¶»fIY ÀIcY»fûÔ fSX J¨fÊ IYSX³ff dRYþc»fJþeÊ WXe IYWX»ffE¦ff WX`. AfdJSX ¢¹fûÔ ´fd¶»fIYÀIcY»f ¶fe¸ffSX AüSX Jf»fe WX`Ô? BÀfIYe IbYL UþWXZÔ SXf¿MÑXe¹f À°fSX ´fSX ÀIcY»fûÔ ¸fZÔ dVfÃfIYûÔIYe 25 ´fid°fVf°f °fIY IYe A³fb´fdÀ±fd°f, dVfÃfIYûÔ IYf ÀIcY»f ¸fZÔ WXû³fZ ´fSX ·fe ´fPÞXf³fZ ¸fZÔIY¸f UöY d¶f°ff³ff (¹fZ þf³fIYfSXe ´feAfSXAû¶feBÊ-2 IYe dSX´fûMXÊ ¸fZÔ AÔdIY°f WX`) AüSX´fid°f¶fÔ²fûÔ IYû »ff¦fc IYSX³fZ ¸fZÔ dVfÃff Ad²fIYfdSX¹fûÔ IYe AÃf¸f°ff, dUVfZ¿f øY´f ÀfZ d³f¹f¸fûÔIZY ¸ff¸f»fZ ¸fZÔ WXû ÀfIY°fe WX`Ô. Qû¿fe dVfÃfIYûÔ IZY dJ»ffRY IYfSXÊUfBÊ ³fWXeÔ WXû³ff, ¢¹fûÔdIY B³fdVfÃfIYûÔ IYû VfdöYVff»fe ¹fcd³f¹f³fûÔ IYf Àf¸f±fʳf fif~ WXÔ AüSX Àff±f WXe E¸fE»fE-E¸fE»fÀfeIYf ·fe ÀfÔSXÃf¯f ´fif~ WXû³ff BÀfIYe ¸fb£¹f UþWX WX`Ô. ´fd¶»fIY ÀIcY»fûÔ IZY dVfÃfIYûÔ ¸fZÔIYf¸f¨fûSXe IYe ´fiUÈdØf BÀfd»fE ³fWXeÔ WX`Ô ¢¹fûÔdIY CX³WXZÔ ´f`ÀfZ IY¸f d¸f»f°fZ WX`Ô, ¶fd»IY CX³WXZÔ °fûd³fþe ÀIcY»fûÔ IYe °fb»f³ff ¸fZÔ ¶fZWX°fSX °f³f£UfWX d¸f»f°fe WX`Ô AüSX Àff±f WXe A³¹f QZVfûÔ IZYdVfÃfIYûÔ IYe °fb»f³ff ¸fZÔ ·fe CX³WXZÔ ¶fZWX°fSX ´f`ÀfZ d¸f»f°fZ WX`Ô. E³f¹fcBÊ´feE IZY EIY A²¹f¹f³f IZY¸fb°ffd¶fIY, Àff»f 2014 ¸fZÔ CX³fIYe AüÀf°f °f³f£UfWX 4.8 »ffJ ±fe, þûdIY ·ffSX°f IYe´fSX I`Yd´fMXf B³fIY¸f IYf Àff°f ¦fb¯ff WX`. BÀfIYe °fb»f³ff ¨fe³f, ´ffdIYÀ°ff³f, ¶ffÔ¦»ffQZVf AüSXBÔOXû³fZdVf¹ff ÀfZ WXû³fe ¨ffdWXE þWXfÔ dVfÃfIYûÔ IYe °f³f£UfWX ´fSX I`Yd´fMXf B³fIY¸f IZY Qû¦fb³fZÀfZ ·fe IY¸f WX`.SXf¿MÑXe¹f dVfÃff ³fed°f IYf d³f¹f¸f³f BÀf ¶fe¸ffSXe IYû Àfb²ffSX³fZ IZY d»fE ÀfQe ¸fZÔ EIY ¶ffSXd¸f»f³fZUf»fZ ¸füIZY IYe °fSXWX WXe AUÀfSX ´fiQf³f IYSX°ff WX`Ô. ·ffSX°f ¸fZÔ dVfÃffdUQûÔ ³fZ Bd°fWXfÀf¸fZÔ WX¸fZVff ÀfZ WXe BÀfIZY d»fE ¦f»f°f °fSXeIZY ¶f°ffE WX`Ô. AÔ°fSXSXf¿MÑXe¹f À°fSX ´fSX B³f´fbMX ´fSX

Af²ffdSX°f d³fd°f¹ffÔ »ff¦fc WXû°fe SXWXe WX`Ô, UWXeÔ QbJQ ¶ff°f ¹fZ WX`Ô dIY dVfÃff IZY Ad²fIYfSXAd²fd³f¹f¸f 2009 IZY °fWX°f ·ffSX°f ¸fZÔ B³f´fbMX IYû ¶fPÞXf³fZUf»fe ³fed°f¹fûÔ IYû ¶fWXb°f Ad²fIYdU²ff¹fe ¶f»f d¸f»ff WXbAf WX`. ¹fZ ³fed°f¹ffÔ CXØfSXQfd¹f°U IYû A³fQZJf IYSX³fZ IYf IYf¸fIYSX°fe WX`Ô. BÀf ÃfZÂf ¸fZÔ AfBÊ ³fBÊ ÀfÔÀ±ffAûÔ ´fSX ¸fb£¹f ¸fbïZ IZY øY´f ¸fZÔ E³fBÊ´fe IZY OÑfμMX IZYþdSXE þUf¶fQZWXe ¸fZÔ UÈdð IYû A´f³ff³fZ IYe þ÷YSX°f WX`Ô. BÀfIZY Àff±f WXe ÀfSXIYfSX IYûþUf¶fQZWXe ¶fPÞXf³fZ IYe A³¹f þ¦fWXûÔ IYe ÀfRY»f ³fed°f¹fûÔ IYû ·fe ¦fiWX¯f IYSX³ff ¨ffdWXE.´fid°f LfÂf d³fd²fIYSX¯f, EIY EZÀfe ¹fûþ³ff WX` þûdIY dVfÃff ÃfZÂf ¸fZÔ ÀfRY»f IYBÊ QZVfûÔ ¸fZÔBÀ°fZ¸ff»f WXû°fe WX`Ô. ¹fZ dVfÃff Àfb²ffSX IYf Àf¶fÀfZ VfdöYVff»fe °fSXeIYf WX`. BÀfÀfZ ÀIcY»fûÔ AüSXdVfÃfIYûÔ IYe dþÞ¸¸fZQfSXe IYû ¶fPÞXf¹ff þf ÀfIZY¦ff AüSX ¹fZ ÀIYe¸f CX³f dVfÃfIYûÔ IZY d»fE ·feWX` þû Afd±fÊIY øY´f ÀfZ d³f¶fÊ»f SXWX þf°fZ WX`Ô. A¶f Af¦fZ, WXû³ff ¹fZ ¨ffdWXE dIY ´fid°f LfÂfd¸f»f³fZUf»fe dUØfe¹f ÀfWXf¹f°ff Àfe²fZ ÀIcY»fûÔ IYû d¸f»f³fZ IZY ¶fþf¹f, ´fSXûÃf øY´f ÀfZ UfCX¨fSXIZY øY´f ¸fZÔ ¸ff°ff-d´f°ff IYû d¸f»f þfE. (´fi°¹fÃf »ff·f AÔ°fSX¯f ¹ff OXe¶feMXe) BÀfÀfZAd·f·ffUIYûÔ IYf ÀfVfdöYIYSX¯f WXû¦ff. þWXfÔ dVfÃfIY dVfd±f»f ´fOÞXZ, Ad·f·ffUIY ¶f¨¨fûÔIYû UWXfÔ ÀfZ d³fIYf»f ÀfIY°fZ WX`Ô, CX³fIZY Àff±f A´f³fZ UfCX¨fSX QcÀfSXZ ÀIcY»f »fZ þf ÀfIY°fZWX`Ô, dþÀfÀfZ dIY CXÀf ÀIcY»f IYû d¸f»f³fZUf»fe ÀfSXIYfSXe dUØfe¹f ÀfWXf¹f°ff IY¸f WXû þfE¦fe.Ad·f·ffUIYûÔ IYû Afd±fÊIY QÔOX QZ³fZ IZY d»fE d¸f»fe ¹fZ Ãf¸f°ff ÀIcY»fûÔ AüSX dVfÃfIYûÔ IYûdþÞ¸¸fZQfSX ¶f³ffE¦fe, ¹fWXfÔ °fIY IYe ¦fSXe¶f AüSX AdVfdÃf°f Ad·f·ffUIYûÔ IYû ·fe ÀfVföY¶f³ffE¦fe. þUf¶fQZWXe IZY d»fE ¶f³fe ¹fZ ÀfÔSX¨f³ffEÔ ´fid°f LfÂf OXe¶feMXe A³fbQf³f ¸fZÔ d³fdWX°fAüSX AÔ°fd³fÊdWX°f WX`Ô. OXe¶feMXe UfCX¨fSX ÀIYe¸fûÔ ÀfZ U°fʸff³f dÀ±fd°f IYe °fb»f³ff ¸fZÔ d³f¿´fÃf°ff¶fPÞXZ¦fe. ¦fSXe¶fe SXZJf ÀfZ ³fe¨fZ SXWX SXWXZ WXSX ¶f¨¨fZ IYû QZVf ¸fZÔ A´f³fe ´fÀfÔQ IZY d³fþe ÀIcY»f¸fZÔ QfdJ»ff »fZ³fZ IYf Ad²fIYfSX d¸f»fZ¦ff. ¹ff dRYSX ¹fZ IYWXZ dIY IY¸f ÀfZ IY¸f dVfÃff IZYAd²fIYfSX Ad²fd³f¹f¸f 2009 IZY °fWX°f 25 ´fid°fVf°f ÀfeMXûÔ IYû ·fSX³fZ IYf d³f¹f¸f °fû »ff¦fcWXû WXe þfE¦ff ¢¹fûÔdIY, ¹fWXfÔ IYûBÊ »ffg¶fe ³fWXeÔ WXû¦fe BÀfd»fE OXe¶feMXe IZY ¦f`SX ÀfWXf¹f°ff´fif~ ÀIcY»fûÔ AüSX d³fþe ÀIcY»fûÔ IYû Q¯OX QZ³fZ IZY BÀf °fSXeIZY ¸fZÔ IYûBÊ Àf¸fÀ¹ff ³fWXeÔAfE¦fe. Àf¸f¹f IZY Àff±f BÀfZ ´fd¶»fIY AüSX ÀfSXIYfSXe ÀfWXf¹f°ff ´fif~ ÀIcY»fûÔ °fIY ·fe¶fPÞXf¹ff þf ÀfIY°ff WX`Ô. ÀffUÊþd³fIY A³fbQf³f ÀfZ ¨f»f³fZUf»fZ ÀIcY»fûÔ IYe A½¹fUdÀ±f°fþUf¶fQZWXe IZY ¨f»f°fZ A¶f þ÷YSX°f WX`Ô dIY E³fBÊ´fe ¸fZÔ Ad²fIY QcSX¦ff¸fe, ÀffWXdÀfIY R`YÀf»fZd»fE þfE. Àff±f WXe SXfþ³fed°fIY A±fʽ¹fUÀ±ff AüSX VffÀf³f ¸fZÔ Àfb²ffSX IYû þûOÞXf þfE.BÀfIZY d»fE þ÷YSX°f WX`Ô dIY ÀfÔdU²ff³f IZY AfdMXÊIY»f 171 (3Àfe) ¸fZÔ ¶fQ»ffU »ff¹ffþfE þûdIY SXfª¹f dU²ff³fÀf·ffAûÔ ¸fZÔ dVfÃfIYûÔ IZY ´fid°fd³fd²f°U IYû d³fd›°f IYSX°ff WX`.BÀf³fZ IYBÊ dVfÃfIYûÔ IYû SXfþ³fZ°ffAûÔ ¸fZÔ °f¶Qe»f IYSX dQ¹ff WXÔ. (CXQfWXSX¯f IZY °füSX fSX CXØfSX´fiQZVf IYe dU²ff³f ´fdSX¿fQÐ IZY 17 ´fid°fVf°f dU²ff¹fIY dVfÃfIY WX`Ô) BÀfIZY d»fE þ÷YSX°f WX`ÔdIY ÀffUÊþd³fIY øY´f ÀfZ °f³f£UfWX ´ff³fZUf»fZ ÀfWXf¹f°ff ´fif~ ÀIcY»fûÔ IZY dVfÃfIYûÔ IYû »ff·fIYf ´fQ ²ffSXIY IZY øY´f ¸fZÔ ÀfSXIYfSX ¸fZÔ ¸ff³¹f°ff d¸f»fZ, dþÀfÀfZ dIY CX³WXZÔ ¨fb³ffU »fOÞX³fZ ÀfZSXûIYf þf ÀfIZY¦ff. BÀfÀfZ SXfþ³f`d°fIY ÀfÔÀIÈYd°f þûdIY dVfÃfIYûÔ IYf ²¹ff³f ´fPÞXf³fZ ÀfZ WXMXf°feWX`Ô Uû ²UÀ°f WXû þfE¦fe. BÀfIZY Àff±f WXe ¨fb³ffU Af¹fû¦f IYe AûSX ÀfZ ¨fb³ffU IZY UöY´fûd»fÔ¦f ¶fc±f ¸fZÔ dVfÃfIYûÔ IYe Ad²fIYfdSXIY MXe¸f ¸fZÔ d³f¹fbdöY IZY A³fb´ff°f IYû IY¸f dIY¹ffþf³ff ·fe þ÷YSXe WX`Ô.E³fBÊ fe IYû dVfÃff ½¹fUÀ±ff IYû dVfÃfIYûÔ IYe °fSX¢IYe IYf ffÂf Àff²f³f ³fWXeÔ ¶f³f³fZ QZIYSX,LfÂfûÔ IZY ´fdSX¯ff¸fûÔ IYû ¶fZWX°fSX IYSX³fZ IYe dQVff ¸fZÔ A¶f »f¦ff³ff WXû¦ff. BÀfIZY d»fEOXe¶feMXe ÀIcY»f UfCX¨fSX A³fbQf³f AüSX VffÀf³f Àfb²ffSX IZY þdSXE ÀfSXIYfSX IYe AûSX ÀfZÀf£°f AüSX ¨fdSXÂfUf³f IYQ¸fûÔ IYe þ÷YSX°f WX`Ô ³f dIY dIYÀfe d°fIYOÞX¸f IYe. ·ffSX°f IZY¶f¨¨fZ BÀf Àfb²ffSX IZY »ff¹fIY WX`. l l

(»fZdJIYf ¹fcd³fUdÀfÊMXe IYfg»fZþ, »fÔQ³f ¸fZÔ ´fiûRZYÀfSX AüSX dÀfMXe ¸ff³MXZÀfSXe ÀIcY»f, »fJ³fDY IYe ´fiZdÀfOXZÔMX WX`Ô)

dVfÃfIYûÔ ´fSX dþÞ¸¸fZQfSXe IYf ·ffSX OXf»f³ff þøYSXed´fL»fZ IbYL Àf¸f¹f ¸fZÔ LûMXZ LûMXZ ´fd¶»fIY ÀIcY»fûÔ IYe ÀfÔ£¹ff A¨ff³fIY ÀfZ ¶fPÞXe WX`Ô. EZÀfZ ÀIcY»f dþ³f¸fZÔ 20 ¹ff CXÀfÀfZ ·fe IY¸f LfÂf WXû°fZ WX`Ô.

50Volume-2/Issue-3

IZYÔQie¹f ßf¸f AüSX SXûþ¦ffSX ¸fÔÂfe, ¶fÔOXføYQØffÂfZ¹f IZY Àff±f °fZ»fÔ¦ff³ff dSXIY¦³ffBªOXÀIcY»f ¸f`³fZþ¸fZÔMX EÀfûdÀfEVf³f IYe ¶f`NXIY dQ³ffÔIY: 19 ³fU¸¶fSX 2016À±ff³f: A³³f´fc¯ffÊ ¶f`Ô¢½fZMX WXfg»f, dÀfIÔYQSXf¶ffQ, °fZ»fÔ¦ff³ff

°fZ»fÔ¦ff³ff BIYfBÊ ³fZ IZYÔQie¹f ßf¸f EUÔ SXûþ¦ffSX ¸fÔÂfe, ¶fÔOXføYQØffÂfZ¹f IZY Àff±f dÀfIÔYQSXf¶ffQ ¸fZÔ EIY ¶f`NXIY IYe. IY¸fʨffSXeSXfª¹f ¶fe¸ff AüSX ·fdU¿¹f d³fd²f (´feERY) IZY ¸fbïûÔ ´fSX CX³WXZÔEIY Äff´f³f dQ¹ff ¦f¹ff AüSX fÔÂfe IZY Àf¸fÃf IbYL ffÔ¦fZÔ U ÀfbÓffUSXJe ¦fBÊÔ þû BÀf ´fiIYfSX WX`Ô.IY) Ad²fIY°fSX ¦fif¸fe¯f ÃfZÂfûÔ ¸fZÔ BÊEÀfAfBÊ AÀ´f°ff»fûÔ IYeÀfbdU²ff CX´f»f¶²f ³fWXeÔ WX`, BÀfd»fE BÊEÀfAfBÊ IYû Ad³fUf¹fʶf³ff³fZ IZY ¶fþf¹f U`IYd»´fIY ÀUfÀ±¹f ¶fe¸ff ¹fûþ³ffAûÔ IYû¨fb³f³fZ IYf dUIY»´f dQ¹ff þf¹fZ. J) þû »fû¦f BÊEÀfAfBÊ AüSX ´feERY IZY d»fE ·fb¦f°ff³f IYSX³fZIYû B¨LbIY WX`Ô CX³WXZÔ Af¦fZ IYe d°fd±f ÀfZ ·fb¦f°ff³f IYSX³fZ IYe¸fÔþcSXe Qe þf³fe ¨ffdWXE. l

°fZ»fÔ¦ff³ff dSXIYfg¦³ffBªOX ÀIcY»f ¸f`³fZþ¸fZÔMXEÀfûdÀfEVf³f, IYSXe¸f³f¦fSX dþ»ff ¶f`NXIY dQ³ffÔIY: 7 dQÀfÔ¶fSX 2016 À±ff³f: IYSXe¸f³f¦fSX, °fZ»fÔ¦ff³ff

°fZ»fÔ¦ff³ff dSXIY¦³ffBªOX ÀIcY»f ¸f`³fZþ¸fZÔMX EÀfûdÀfEVf³f ³fZ ¶fþMXd³fþe ÀIcY»f IZY ¸fbïûÔ ´fSX IYSXe¸f³f¦fSX ¸fZÔ EIY dþ»ff À°fSXe¹f¶f`NXIY IYf Af¹fûþ³f dIY¹ff. WXf»f WXe ¸fZÔ, E³fÀfeBÊAfSXMXe IYeMXe¸f ³fZ ÀfeÀfeBÊ IZY ÀfeJ³fZ IZY ´fdSX¯ff¸fûÔ IZY ¶ffSXZ ¸fZÔ EIY ÀfUZÊÃf¯fdIY¹ff. BÀf ÀfUZÊÃf¯f ¸fZÔ E³fÀfeBÊAfSXMXe IYe MXe¸f ³fZ ÀfSXIYfSXeÀIcY»fûÔ IYf ´fÃf »fZIYSX CX³fIYe ÀfSXfWX³ff IYe AüSX d³fþe ÀIcY»fûÔIZY ´fiQVfʳf IYû IY¸f AfÔIYf. ¹fWX d³fþe ÀIcY»fûÔ IZY Àff±f A³¹ff¹fWX` AüSX ÀIcY»fûÔ IZY ÀfÔ¦fNX³f ³fZ ¹fWX ÀfUZÊÃf¯f dIYÀfe °feÀfSXZ ´fÃfIYe EþZÔÀfe IZY ¸ff²¹f¸f ÀfZ IYSXf³fZ IYe ¸ffÔ¦f IYe WX`. l

dQ³ffÔIY: 15 ³fU¸¶fSX, 2016 dQ³ffÔIY: 15 dQÀf¸¶fSX, 2016 À±ff³f: dVfÃff ¸fÔÂfe IYf¹ffÊ»f¹f, IY³ffÊMXIY À±ff³f: ¸fb£¹f¸fÔÂfe IYf¹ffÊ»f¹f, IY³ffÊMXIY

³fZVf³f»f BÔdOX´fZÔOXZÔÀf ÀIcY»Àf A»ff¹f³Àf (d³fÀff) IZY IY³ffÊMXIY f`´MXSX, IY³ffÊMXIY EÀfûdÀfEVf³f f`³fZþ¸fZÔMX AfgRY BÔd¦»fVf fedOX¹f¸f ÀIcY»f IZY fid°fd³fd²f¹fûÔ ³fZ IY³ffÊMXIYIZY ¸fb£¹f¸fÔÂfe dÀfðfSX¸f`¹ff AüSX ´fif±fd¸fIY °f±ff ¸ff²¹fd¸fIY dVfÃff ¸fÔÂfe °f³fUeSX Àf`°f IZY Àff±f A»f¦f-A»f¦f ¶f`NXIZYÔ IYe. B³f ¶f`NXIYûÔ ¸fZÔ ¸fb£¹f¸fÔÂfe AüSX dVfÃff ¸fÔÂfeIYû IY³ffÊMXIY ¸fZÔ dVfÃff IYe ¸füþcQf dÀ±fd°f IZY ¶ffSXZ ¸fZÔ þf³fIYfSXe Qe ¦fBÊ. ¶f`NXIY ¸fZÔ JfÀf °füSX ´fSX ¶fþMX d³fþe ÀIcY»fûÔ IZY Àff¸f³fZ Af SXWXe ´fSXZVffd³f¹fûÔ AüSX A³¹f¸fbïûÔ IYû CXNXf¹ff ¦f¹ff. ¶f`NXIY ÀfZ ´fWX»fZ, ³fed°f¹fûÔ ¸fZÔ NXûÀf ¶fQ»ffU »ff³fZ AüSX SXfª¹f ÀfSXIYfSX ´fSX Q¶ffU ¶f³ff³fZ IZY d»fE JfÀf SX¯f³fed°f ¶f³ffBÊ ¦fBÊ. l

Àfb fSX-30 AüSX ³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹f³Àf IYe ¶f`NXIY: ¶fZWX°fSXdVfÃff IZY d»fE ·ff¦feQfSXe dUIYdÀf°f IYSX³ff dQ³ffÔIY: 23 A¢MXc¶fSX, 2016 À±ff³f: ¸fbd³f BÔMXSX³fZVf³f»f ÀIcY»f, ³fBÊ dQ»»fe

³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹f³Àf ³fZ Àfb´fSX-30 IZY ßfe Af³fÔQ IbY¸ffSX IZY Àff±f d¸f»fIYSX fbd³fBÔMXSX³fZVf³f»f ÀIcY»f, ³fBÊ dQ»»fe ¸fZÔ BÀf ¶f`NXIY IYf Af¹fûþ³f dIY¹ff. ¶f`NXIY ¸fZÔ ÀIcY»f IZY´fid°fd³fd²f¹fûÔ AüSX Àfb´fSX 30 MXe¸f IZY ¶fe¨f ¶fZWXQ Àff±fÊIY ¶ff°f¨fe°f WXbBÊ. BÀf ¶f`NXIY IYf ¸fb£¹fCXïZV¹f CX¨¨f dVfÃff ´fi¯ff»fe IYe ¸füþcQf ¨fb³füd°f¹fûÔ IYû Àf¸fÓf³ff ±ff. Àff±f WXe ¶f`NXIY ¸fZÔ BÀf ¶ff°f´fSX ·fe ¨f¨ffÊ WXbBÊ IYe dIY dVfÃff IZY CX¨¨f ¸ff³fIY WXfdÀf»f IYSX³fZ IZY d»fE ´fif±fd¸fIY dVfÃff IYe¦fb¯fUØff IYû I`YÀfZ ¶fSXIYSXfSX SXJf þf¹fZ. ´fMX³ff IZY Àfb´fSX-30 IZY ßfe Af³fÔQ IbY¸ffSX ¶f`NXIY IZY¸fb£¹f UöYf ±fZ. ßfe IbY¸ffSX ³fZ Afd±fÊIY AüSX Àff¸ffdþIY øY´f ÀfZ d´fLOÞXZ °f¶fIYûÔ IYû A¨Le dVfÃff´fiQf³f IYSX³fZ ¸fZÔ ¶fe´feEÀf IYe ·fcd¸fIYf IYe ÀfSXfWX³ff IYe. LfÂfUÈdØf IZY ¸fWX°U ´fSX ´fiIYfVf OXf»f°fZWXbE ßfe IbY¸ffSX ³fZ IYWXf dIY LfÂfUÈdØf IZY þdSX¹fZ ¹fû¦¹f ¶fe.´fe.EÀf. LfÂfûÔ IYû A´f³fe ´fid°f·ffdQJf³fZ AüSX dVfÃff IZY ´fid°f þf³fIYfSXe ¶fPÞXf³fZ IYf ¸füIYf d¸f»ff WX`. ßfe Af³f³Q IbY¸ffSX IYû Àfb´fSX-30 ÀfZ dUVfZ¿f ´fidÀfdð d¸f»fe WX`. Àfb´fSX 30 EIY A³fûJf Vf`Ãfd¯fIY IYf¹fÊIiY¸f WX` dþÀf¸fZ Af-BÊAfBÊMXe-þZBÊBÊ IYe ´fiUZVf ´fSXeÃff IZY d»fE Afd±fÊIY øY´f ÀfZ d´fLOÞXZ °f¶fIYûÔ ÀfZ ¨fbd³fÔQf LfÂfûÔ IYû´fidVfdÃf°f dIY¹ff þf°ff WX`. ¹fc³ffBMXZOX ¦fib´f AfgRY BÔÀMXeMXйfcVf³Àf ³fZ ´fid°f¹fû¦fe LfÂf AfIY»f³f IZYþdSXE LfÂfUÈdØf IYf¹fÊIiY¸f IYû »ff¦fc IYSX³fZ IZY d»f¹fZ d³fÀff IYû ¨fb³ff WX`. BÀf LfÂfUÈdØf ¸fZÔ ³fZVf³f»fBÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹f³Àf IZY ÀfQÀ¹f ÀIcY»fûÔ IZY IYÃff 9 ÀfZ 12 IZY LfÂfûÔ IYû þf´ff³f ¹fføYÀf IZY WX¸ffSXZ ÀfWX¹fû¦fe ÀIcY»fûÔ ¸fZÔ A²¹f¹f³f IYSX³fZ IYf ¸füIYf d¸f»fZ¦ff. l

dVfÃff IZY dUIYfÀf IZY ¸fbïZ ´fSX IY³ffÊMXIY IZY ¸fb£¹f¸fÔÂfe dÀfðfSX¸f`¹ff AüSX ´fif±fd¸fIY AüSX ¸ff²¹fd¸fIY dVfÃff ¸fÔÂfe °f³fUeSXÀf`°f IZY Àff±f ¶f`NXIY ¸fZÔ Àfe. ¶fe. EÀf. BÊ. AüSX AfBÊ.Àfe. EÀf. BÊ. ÀIcY»fûÔ IYf ´fid°fd³fd²f°U

d³fÀff Àfa½ffQ

SXfª¹f À°fSXe¹f ¶f`NXIZÔY

Volume-2/Issue-349

d³fÀff Àfa½ffQ

dQ³ffÔIY: 17 ³fUÔ¶fSX 2016 À±ff³f: Àfe¶feEÀfBÊ IYf¹ffÊ»f¹f, AfBÊMXeAû, ³fBÊ dQ»»fe

³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹f³Àf ³fZ Àfe¶feEÀfBÊ IZY A²¹fÃf AfSX IZY ¨f°fbUZÊQe IZY Àff±f EIY ¶f`NXIY IYe AüSX ÀU°f: ÀfÔÄff³f IZY þdSX¹fZ ÀIcY»fûÔ IZY¶ffSXZ ¸fZÔ Àff¸f³fZ Af¹fe Àfc¨f³ffAûÔ AüSX þf³fIYfdSX¹fûÔ ´fSX dU¨ffSX dU¸fVfÊ dIY¹ff. ¶f`NXIY ¸fZÔ d³f¸³fd»fdJ°f d¶fÔQbAûÔ ´fSX ¨f¨ffÊ IYe ¦fBÊ AüSX A²¹fÃf IYûÀfe¶feEÀfBÊ ÀfZ Àf¸¶fð d³fþe ÀIcY»fûÔ IZY Àf¸f±fʳf ¸fZÔ Aü´f¨ffdSXIY ¸ffÔ¦f´fÂf dQ¹ff ¦f¹ff :

IZÔYQie¹f ¸ff²¹fd¸fIY dVfÃff ¶fûOXÊ IZY A²¹fÃf AfSX IZY ¨f°fbUZÊQe IZY Àff±f ¶f`NXIY

1¹fWX À´fá WX` dIY ·ffSX°f ÀfSXIYfSX ³fZ ¸ff²¹fd¸fIY À°fSX ´fSX ´fSXeÃffAûÔ IYfAf¹fûþ³f AüSX ÀfÔ¨ff»f³f IYSX³fZ IZY d»fE IZYÔQie¹f ¸ff²¹fd¸fIY dVfÃff¶fûOXÊ IYf ¦fNX³f EIY ´fiÀ°ffU IZY þdSXE dIY¹ff ±ff AüSX ÀfÔdU²ff³f IZYJÔOX 9 IZY °fWX°f ¶fûOXÊ IYû VfdöY¹ffÔ fiQf³f IYe ¦fBÊÔ. ¹fWX VfdöY¹ffÔ dUVfZ¿f

øY´f ÀfZ ¶fûOXÊ õfSXf Af¹fûdþ°f IYe þf³fZ Uf»fe ´fSXeÃffAûÔ, IYÃffAûÔ IZY ´ffNXйfIiY¸fAüSX B³f IYÃffAûÔ ¸fZÔ ´fPÞXf³fZ Uf»fZ A²¹ff´fIYûÔ IYe ¹fû¦¹f°ffAûÔ IZY ÀfÔ¶fÔ²f ¸fZÔ WX`Ô.

2MXeE¸fE ´ffBÊ IZY EZd°fWXfdÀfIY R`YÀf»fZ ¸fZÔ ¸ff³f³fe¹f ÀfUûʨ¨f ³¹ff¹ff»f¹f³fZ IYWXf ±ff dIY EIY Vf`dÃfIY ÀfÔÀ±ff³f À±ffd´f°f IYSX³fZ IZY Ad²fIYfSXIYû d³f¹fÔdÂf°f dIY¹ff þf ÀfIY°ff WX`; »fZdIY³f BÀf °fSXWX IZY d³f¹fÔÂf¯f IZYCX´ff¹fûÔ IZY þdSX¹fZ dVfÃff IZY CXd¨f°f ¸ff³fIY, dVfÃff IZY d»fE ÀfWXe

Uf°ffUSX¯f, Af²ffSX·fc°f PXfÔ¨ff (BÀf¸fZÔ ¹fû¦¹f IY¸fʨffSXe ·fe Vffd¸f»f WX`Ô) AüSXdUôf»f¹f IZY ´fiVffÀf³f ¸fZÔ IbY´fi¶fÔ²f³f IYû SXûIY³ff Àfbd³fd›°f WXû³ff ¨ffdWXE. IYNXûSXVfb»IY ÀfÔSX¨f³ff, ÀfÔ¨ff»f³f Àfd¸fd°f IZY ¦fNX³f AüSX ÀfQÀ¹fûÔ IZY ¨f¹f³f, ´fiUZVf IZYCXïZV¹f ÀfZ LfÂfûÔ IYe d³f¹fbdöY ¹ff ³ff¸ffÔIY³f IZY d»fE dVfÃfIYûÔ AüSX IY¸fʨffdSX¹fûÔ IYeAd³fUf¹fÊ ³ff¸ffÔIY³f ´fSX ´fid°f¶f³²f AÀUeIYfSX WXû¦ff.

3DY´fSX ¶f°ff¹fZ ¦fE ´fdSX´fÂf IYû dIYÀfe Ad²fIYfSXe ³fZ dIYÀfe ·fe IYf³fc³f ¹ff¹fWXfÔ °fIY dIY Àfe¶feEÀfBÊ IZY ÀfÔdU²ff³f IZY °fWX°f þfSXe ³fWXeÔ dIY¹ff WX`.dIYÀfe ·fe °fSXWX IYe Àfc¨f³ff IYf Jb»ffÀff IYSX³fZ Uf»fZ ÀfÃf¸f Ad²fIYfSXeIYf CX»»fZJ ³fWXeÔ dIY¹ff ¦f¹ff WX`. ¹fWXfÔ ¹fWX IYWXf þf ÀfIY°ff WX` dIY ¶fûOXÊ

IYû A³fbQf³f ¹ff ÀfÔ¶fð°ff IZY ³fUe³feIYSX¯f IZY d»fE AfUZQ³f IYSX°fZ Àf¸f¹f ÀIcY»fõfSXf Qe þf³fZ Uf»fe þf³fIYfSXe IYf Jb»ffÀff ÀffUÊþd³fIY °füSX ´fSX ³fWXeÔ dIY¹ff þfÀfIY°ff WX`. Àfe¶feEÀfBÊ õfSXf EZÀfe dIYÀfe ·fe þf³fIYfSXe IYf Jb»ffÀff IYSX³ff 'd³fþ°ffIYf Ad²fIYfSX' AüSX 'dUV½ffÀf IYf CX»»fÔ§f³f' ¸ff³ff þf¹fZ¦ff.

4´fdSX´fÂf fZÔ ÀfÔ¶fð°ff ÀfZ þbOÞXZ CX´fd³f¹f¸fûÔ IZY JÔOX 11.1 IYf ÀfÔQ·fÊ dQ¹ff¦f¹ff WX`. JÔOX 11. 1 ¸fZÔ ³f °fû ÀIcY»fûÔ IYû dIYÀfe Àfc¨f³ff ¹ff þf³fIYfSXeIYf Jb»ffÀff IYSX³fZ IYf AfQZVf dQ¹ff ¦f¹ff WX` AüSX ³f WXe Àfe¶feEÀfBÊIYû ¹fWX AfQZVf dQ¹ff ¦f¹ff WX` dIY Uû ÀIcY»fûÔ ÀfZ dIYÀfe ·fe þf³fIYfSXe

IYû A´f³fe UZ¶fÀffBMX ´fSX A´f»fûOX IYSX³fZ IYû IYWXZ.

5SXfþÀ±ff³f ÀfSXIYfSX ³fZ SXfþÀ±ff³f dUôf»f¹f (Vfb»IY d³f¹fÔÂf¯f)Ad²fd³f¹f¸f, 2016 »ff¦fc dIY¹ff WX`. ¹fWX IYf³fc³f Àfe¶feEÀfBÊ IZYÀIcY»fûÔ IYe ÀfÔ¶fð°ff ÀfZ þbOÞXZ CX´fd³f¹f¸fûÔ ÀfZ ª¹ffQf ½¹ff´fIY WX`.dIYÀfe ·fe °fSXWX IYe Àf¸fÀ¹ff ÀfZ d³f´fMX³fZ IZY d»fE Àf·fe ÀIcY»f

SXfª¹f dU²ff³fÀf·ff õfSXf °f¹f IYe ¦f¹fe ´fidIiY¹ffAûÔ IYf ´ff»f³f IYSXZÔ¦fZ.

6BÀfÀfZ ´fWX»fZ U¿fÊ 2005 ¸fZÔ ·fe, Àfe¶feEÀfBÊ ³fZ 18 A¢MXc¶fSX2005 IYû EIY ´fdSX´fÂf þfSXe dIY¹ff ±ff. ´fdSX´fÂf ¸fZÔ Àf¸¶fðÀIcY»fûÔ ÀfZ CX³f ¶ffd»fIYfAûÔ IYe RYeÀf ¸ffRY IYSX³fZ IYû IYWXf ¦f¹ff±ff þû A´f³fZ ¸ff°ff-d´f°ff IYe EIY¸ffÂf ÀfÔ°ff³f WX`Ô. BÀf ´fdSX´fÂf

IYû EIY ¹ffd¨fIYf ÀfÔ£¹ff 4240/2006 IZY ¸ff²¹f¸f ÀfZ d¶f³ff ÀfSXIYfSXeÀfWXf¹f°ff IZY ¨f»f SXWXZ d³fþe ÀIcY»fûÔ IYe ÀfûÀff¹fMXe ³fZ ¨fb³fü°fe Qe ±fe. Àfe¶feEÀfBʳfZ dQ»»fe CX¨¨f ³¹ff¹ff»f¹f ¸fZÔ QfdJ»f A´f³fZ þUf¶f ¸fZÔ IYWXf dIY BÀf ´fdSX´fÂfIYû Uf´fÀf »fZ d»f¹ff ¦f¹ff WX AüSX dQ³ffÔIY 22 RYSXUSXe 2006 IYû ³f¹ff ´fdSX fÂfþfSXe dIY¹ff ¦f¹ff WX`.

CX´fSXûöY °f±¹fûÔ AüSX IYf³fc³f IYe dÀ±fd°f IYû ²¹ff³f ¸fZÔ SXJ°fZ WXbE, WX¸fÀfe.¶fe.EÀf. BÊ. ÀfZ A´f³fZ ´fdSX´fÂf IYû Uf´fÀf »fZ³fZ IYf A³fbSXû²f IYSX°fZ WX`Ô. l

IZYÔQie¹f ¸ff³fU ÀfÔÀff²f³f dUIYfÀf SXfª¹f¸fÔÂfe (ÀIcY»fe dVfÃff AüSX ÀffÃfSX°ff), CX´fZÔQi IbYVfUfWXf IZY Àff±f ¶f`NXIY

dQ³ffÔIY: 29 ³fUÔ¶fSX 2016 À±ff³f: VffÀÂfe ·fU³f, ³fBÊ dQ»»fe

³fZVf³f»f BÔdOX´fZÔOXZÔÀf ÀIcY»Àf A»ff¹f³Àf IZY ÀfQÀ¹fûÔ ³fZ IZYÔQie¹f ¸ff³fU ÀfÔÀff²f³fdUIYfÀf SXfª¹f¸fÔÂfe (ÀIcY»fe dVfÃff AüSX ÀffÃfSX°ff), CX´fZÔQi IbYVfUfWXf IZY Àff±f¶f`NXIY IYe. ¶f`NXIY ¸fZÔ EIY ¸ffÔ¦f ´fÂf IZY þdSX¹fZ ßfe IbYVfUfWXf IYû þ¸fe³fJSXeQ³fZ ¸fZÔ LcMX AüSX ¶fþMX d³fþe ÀIcY»fûÔ ÀfZ þbOÞXe ³fed°f IZY ¸fbïûÔ IZY ¶ffSXZ ¸fZÔ¶f°ff¹ff ¦f¹ff. ´fid°fd³fd²f¹fûÔ ³fZ ³fBÊ dVfÃff ³fed°f ´fSX ³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»ÀfA»ff¹f³Àf IYe AûSX ÀfZ EIY ÀfÔdÃf~ ³fed°f ·fe ´fiÀ°fb°f IYe. l

EOXUûIZYÀfe IZY d»fE ¶f`NXIZYÔ

48Volume-2/Issue-3

d³fªfe Àfa½ffQ

d½f¦f°f 8 ¸ffWX IZY QüSXf³f IYe ´fi¸fbJ ¦fd°fd½fd²f¹ffa AüSX CX´f»fd¶²f¹ffÔ :

l d³fÀff IZY ÀfQÀ¹fûÔ IYe ·ff¦feQfSXel dVf¸f»ff ´fifBUZMX ÀIcY»Àf EÀfûdÀfEVf³f õfSXf Af¹fûdþ°f ÀIcY»f »feOXSX Àfd¸fMX ¸fZÔ

·ff¦feQfSXe l ´fÔþf¶f ´fifBUZMX ÀIcY»Àf Af¦fZʳffBÊþZVf³f õfSXf Af¹fûdþ°f ´fÔþf¶f EþbIZYVf³f»f

IYfÔRiYZÔÀf 2016 ¸fZÔ ·ff¦feQfSXe l ¸f»feWXf¶ffQ dþ»fZ IZY ¶fþMX ´fifB½fZMX ÀIcY»fûÔ IZY Àff±f ¶f`NXIY ¸fZÔ ·ff¦feQfSXe l ´fÔþf¶f SXfª¹f IYe ´fÔþf¶f ´fifBUZMX ÀIcY»fÀf EÀfûdÀfEVf³f õfSXf Af¹fûdþ°f ¶f`NXIY

¸fZÔ ·ff¦feQfSXel IY³ffÊMXIY ¸fZÔ SXfª¹f EÀfûdÀfEVf³f

³fZ ²ffSXf 12 (1) (¦f) IZY°fWX°f ´fid°f´fcd°fÊ SXfdVf IYe ¦f¯f³ffIYSX³fZ IZY °fSXeIZY IYû ¨fb³fü°fe QeWX`. ¹fWX ÀfbÓffU dQ¹ff ¦f¹ff WX` dIYEZÀfZ ¸ff¸f»fûÔ IYû SXfª¹f IZY ÀIcY»fûÔIYû ½¹fdöY¦f°f À°fSX ´fSX QþÊIYSXUf³ff ¨ffdWXE.

l EþbIZYVf³f U»OXÊ ³fZ ·ffSX°f IZYÀfUÊßfZâ ¶fþMX ´fifB½fZMX ÀIcY»fûÔ 2016 SX`ÔdIÔY¦f ªffSXe IYe. d³fÀff IZY Vfe¿fÊ 25¶fþMX d³fþe ÀIcY»fûÔ IYû CX³fIZY CX°IÈYá ´fiQVfʳf IZY d»fE EþbIZYVf³f U»OXÊ ³fZ ´fbSXÀIÈY°f dIY¹ff.

l Àfd¨fUf»f¹f ³fZ d³fÀff ³f¸fÀIYfSX IZY ÀUøY´f IYû ³¹fcþ»fZMXSX ÀfZ ´fdSXUd°fÊ°f IYSX EIYÂf`¸ffdÀfIY ´fdÂfIYf ¸fZÔ ¶fQ»f dQ¹ff. EÀfÀfeE³fÀfe 2016 IZY QüSXf³f ´fdÂfIYf IZYJÔOX 2 IZY AÔIY 2 IYf dU¸fû¨f³f dIY¹ff ¦f¹ff.

l d³fÀff ³fZ RÔYOX þbMXf³fZ IZY d»fE dUd·f³³f pû°fûÔ þ`ÀfZ d³fÀff ³f¸fÀIYfSX ´fdÂfIYf IYeÀfQÀ¹f°ff AüSX dUÄff´f³f ÀfZUf ´fiQf°ffAûÔ, ÀfQÀ¹f°ff Vfb»IY AüSX A³¹f ¹fû¦fQf³fIZY þdSXE SXIY¸f þbMXfBÊ.

l d³fÀff ³fZ OXZ»WXe BÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹f³Àf IZY ³ff¸f ÀfZ dQ»»fe ¨f` MXSX IYf ¦fNX³fdIY¹ff.

l d³fÀff ³fZ ¶fþMX ´fifBUZMX ÀIcY»fûÔ IYe ¸ff³¹f°ff IZY d»fE ·fcd¸f ÀfÔ¶fÔ²fe d³f¹f¸fûÔ ¸fZÔ LcMX

IYe ¸ffÔ¦f IYû »fZIYSX 'd³fÀff dQ»»fe ÀMXZMX ¶fe´feEÀf IYfg³RiÞYZ³Àf' IYf Af¹fûþ³fdIY¹ff. BÀf Àf¸¸f»fZ³f ¸fZÔ »f¦f·f¦f 250 ´fid°f·ffd¦f¹fûÔ ³fZ dWXÀÀff d»f¹ff. Àf¸¸fZ»f³f¸fZÔ ¦fûUf, fÔþf¶f, WXdSX¹ff¯ff, fWXfSXf¿MÑX AüSX CXØfSXfJÔOX IZY fid°fd³fd²f¹fûÔ ³fZ dWXÀÀffd»f¹ff.

d³fÀff ³fZ ³füIYSXVffWXûÔ AüSX ÀfSXIYfSXeAd²fIYfdSX¹fûÔ IZY Àff±f Af¹fûdþ°fd³f¸³fd»fdJ°f ¶f`NXIYûÔ ¸fZÔ ·ff¦f d»f¹ff:

8 Vf`»fþf IbY¸ffSXe, ÀfÔÀfQ ÀfQÀ¹f IZYÀff±f ÀIcY»f UfCX¨fSX ¸ffgOX»f AüSXE³fBÊ fe IZY fbïZ fSX ¶fNXIY fZÔ dWXÀÀffd»f¹ff.

8 WXdSX¹ff¯ff dVfÃff Àfd¨fUûÔ IZY Àff±f¶fþMX ´fifBUZMX ÀIcY»fûÔ IZY d»fE³fed°f¦f°f Àfb²ffSXûÔ IZY dU¿f¹f ´fSX ¶f`NXIY ¸fZÔ ·ff¦f d»f¹ff.

8 °fZ»fÔ¦ff³ff, WXdSX¹ff¯ff, CXØfSXfJÔOX, °fd¸f»f³ffOXb AüSX dQ»»fe IZY dVfÃff ¸fÔdÂf¹fûÔ IZYÀff±f ³fed°f¦f°f Àfb²ffSXûÔ AüSX E³fBÊ´fe ´fSX ¶f`NXIY ¸fZÔ dWXÀÀff d»f¹ff.

8 IZYÔQie¹f ßf¸f ¸fÔÂfe ßfe ¶fÔOXføY QØffÂfZ¹f IZY Àff±f ¶f`NXIY ¸fZÔ ·ff¦f d»f¹ff.8 d³fÀff IZY ÀfQÀ¹fûÔ ³fZ °fd¸f»f³ffOXb SXfª¹f EÀfûdÀfEVf³f õfSXf Af¹fûdþ°f -

dÀf¸´fûdþÞ¹f¸f Afg³f E³fBÊ´fe- ¸fZÔ ·ff¦f d»f¹ff. 8 WXdSX¹ff¯ff fZÔ Afd±fÊIY øY´f ÀfZ d´fLOÞXZ U¦fÊ IZY LfÂfûÔ IYû AfSXMXeBÊ IZY °fWX°f QfdJ»f

³f QZIYSX EIY A»f¦f d³f¹f¸f IZY °fWX°f QfdJ»ff dQ¹ff þf°ff WX`. ¶fþMX ´fifBUZMXÀIcY»fûÔ õfSXf Afd±fÊIY øY´f ÀfZ d´fLOÞXZ U¦fÊ IZY 10% LfÂfûÔ IYû ´fiUZVf dQ¹ff ¦f¹ffAüSX dVfÃff Qe þf SXWXe WX`, »fZdIY³f ¶fe´feEÀf IYû BÀfIZY EZUþ ¸fZÔ ´fid°f´fcd°fÊ ³fWXeÔd¸f»f SXWXe. EÀfûdÀfEVf³f ³fZ ´fid°f´fcd°fÊ IZY d»fE CX¨¨f ³¹ff¹ff»f¹f IYf QSXUfþfJMXJMXf¹ff AüSX CX¨¨f ³¹ff¹ff»f¹f ³fZ ¶fe´feEÀf IZY ´fÃf ¸fZÔ AfQZVf ·fe dQ¹ff.

8 °fd¸f»f³ffOXb EÀfûdÀfEVf³f ³fZ AfSXMXeBÊ IZY °fWX°f UfWX³f U þ¸fe³f AfdQ ÀfZ þbOÞXZIYBÊ d³f¹f¸fûÔ IZY ÀfÔ¶fÔ²f ¸fZÔ IYBÊ ¸ff¸f»fZ QfdJ»f IYSXfE WX`Ô. l

IZYÔQie¹f ßf¸f AüSX SXûþ¦ffSX ¸fÔÂfe, ¶fÔOXføY QØffÂfZ¹f IZY Àff±f ¶f`NXIY dQ³ffÔIY: 21 dQÀf¸¶fSX 2016 À±ff³f: ßfe QØffÂfZ¹f IZY d³fUfÀf, ÀfRYQSXþÔ¦f SXûOX, ³fBÊ dQ»»fe

³fZVf³f»f BÔdOX´fZÔOXZÔÀf ÀIcY»Àf A»ff¹f³Àf IZY ´fid°fd³fd²f¹fûÔ ³fZ IZYÔQie¹f ßf¸f AüSX SXûþ¦ffSX ¸fÔÂfe, ¶fÔOXføY QØffÂfZ¹f ÀfZ ¸fb»ffIYf°f IYe. BÀf ¶f`NXIY IZYQüSXf³f, A»ff¹f³Àf IZY ´fid°fd³fd²f¹fûÔ ³fZ d³fþe dVfÃf¯f ÀfÔÀ±ff³fûÔ IZY IY¸fʨffdSX¹fûÔ IZY d»fE BÊEÀfAfBÊ IZY IYf¹ffʳU¹f³f IZY ¶ffSXZ ¸fZÔ ¨f¨ffÊ IYe. l

dQ³ffÔIY: 4 dQÀfÔ¶fSX 2016 À±ff³f: BÔdOX¹ff BÔMXSX³fZVf³f»f ÀfZÔMXSX, ³fBÊ dQ»»fe

³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹f³Àf (d³fÀff) ³fZ A´f³fe IYf¹fÊIYfSXe fdSX¿fQ AüSX Àf·fe 17 ÀfQÀ¹fSXfª¹fûÔ IZY Àff±f EIY ¸f²¹ffUd²f SX¯f³fed°fIY ¶f`NXIY IYe. BÀf ¶f`NXIY ¸fZÔ EOXUûIZYÀfe A´fOXZMX, dU¦f°f6 ¸ffWX IZY QüSXf³f IZY dWXÀff¶f dIY°ff¶f, ÀfZUf fiQf°ffAûÔ IYe fiÀ°fbd°f¹ffÔ, SXfª¹fûÔ IYe °fSXRY ÀfZ A´fOXZMXÐÀfIZY Ad°fdSXöY U¿fÊ IZY ¶ffIYe Àf¸f¹f IZY d»fE IYf¹fÊ ¹fûþ³ffAûÔ ´fSX ÀfÂfûÔ IYf Af¹fûþ³f dIY¹ff ¦f¹ff.

d³fÀff ¸f²¹ffUd²f Àf¸feÃff ¶f`NXIY

Volume-2/Issue-336

Education

46Volume-2/Issue-3

´fiV³f : dVfÃff IYf Ad²fIYfSX Ad²fd³f¹f¸f IZY A³fbÀffSX Qû Àfü dUôfd±fʹfûÔ Uf»fe ´fif±fd¸fIY IYÃff ¸fZÔ dIY°f³fZ dVfÃfIY WXû³fZ ¨ffdWX¹fZ? 8 WXdSXdIYVf³f, dVfÃfIY, SXfþÀ±ff³f.CXØfSX: Qû Àfü dUôfd±fʹfûÔ Uf»fe ´fif±fd¸fIY IYÃff ¸fZÔ ´ffa¨f dVfÃfIY AüSX EIY ´fi²ff³f dVfÃfIY WXû³ff ¨ffdWX¹fZ. BÀfIZY d»f¹fZ IÈY´f¹ffdVfÃff IZY Ad²fIYfSX Ad²fd³f¹f¸f, 2009 IYe A³fbÀfc¨fe QZdJ¹fZ.´fiV³f : dVfÃff IYf Ad²fIYfSX Ad²fd³f¹f¸f, 2009 IZY d³f¹f¸f 18 IZY A³°f¦fÊ°f MXйfcVf³f ¸fZÔ ÀfÔ»f¦³f WXû³fZ ´fSX dIY°f³ff A±fÊQ¯OXWX`? EIY dUôf»f¹fe³f dVfÃfIY ¹fdQ MXйfcVf³f ¸fZÔ ÀfÔ»f¦³f ´ff¹ff ¦f¹ff °fû CXÀfIZY d»f¹fZ IYü³f-IYü³f dþ¸¸fZQfSX WXûÔ¦fZ? 8 ´fi¸fûQ IbY¸ffSX, Vfû²fIY°ffÊ, dWX¸ff¨f»f ´fiQZVf.CXØfSX : dVfÃff IYf Ad²fIYfSX Ad²fd³f¹f¸f, 2009 IZYU»f ´fifBUZMX MXйfcVf³f IYf d³f¿fZ²f IYSX°ff WX` ¸f¦fSX BÀfIZY d»f¹fZ A±fÊQ¯OXAd²fÀfcd¨f°f ³fWXeÔ IYSX°ff WX`. IÈY´f¹ff A´f³fZ SXfª¹f IZY Àf¸¶fð Ad²fd³f¹f¸f AüSX d³f¹f¸fûÔ IYe þfa¨f IYSXZÔ.´fiV³f : Àfed³f¹fSX IZYþe IYÃff ¸fZÔ ´fiUZVf IYe dUd²f¸ff³¹f Af¹fb ¢¹ff WX`? ¸f`Ô ¹fWX ´fiV³f BÀfd»f¹fZ CXNXf SXWXf WXca ¢¹fûÔdIY ¸fZSXf Àfb´fbÂf 03þ³fUSXe 2012 IYû ´f`Qf WXbAf WX` AüSX U°fʸff³f ¸fZÔ UWX EIY ´fie-ÀIcY»f ¸fZÔ þcd³f¹fSX IZYþe ¸fZÔ ´fPÞX SXWXf WX`. Af¦fZ IYe ´fPÞXfBÊ IZYd»f¹fZ WX¸f³fZ BÀf U¿fÊ ÀfZÔMX þZdU¹fSX »ffg¹f»f WXfg»f ÀIcY»f, B»ffWXf¶ffQ ¸fZÔ AfUZQ³f IYSX ´fiUZVf dQ»ff³fZ IYe IYûdVfVf IYe ¸f¦fSX WX¸ffSXfAfUZQ³f-´fÂf ¹fWX IYfSX¯f ¶f°ff°fZ WXbE ÀUeIÈY°f ³fWXeÔ WXbAf dIY WX¸ffSXZ ¶f¨¨fZ IYe CX¸fi ª¹ffQf WX`. A¶f °fIY WX¸f³fZ CX¸fi IY¸f WXû³fZ IZY¸fbïZ IZY ¶ffSXZ ¸fZÔ WXe Àfb³ff ±ff ¸f¦fSX WX¸ffSXf Àff¸f³ff ´fWX»fe ¶ffSX Af›¹fÊþ³fIY ÷Y´f ÀfZ CX¸fi Ad²fIY WXû³fZ IZY ¸fbïZ ÀfZ WXbAf. WX¸ffSXe´fif±fʳff WX` dIY BÀf ¸ff¸f»fZ IYû dUôf»f¹f ´fiVffÀf³f IZY Àf¸fÃf CXNXf³fZ ¸fZÔ WX¸ffSXf ¸ff¦fÊQVfʳf IYSXZÔ. 8 SXûd¸f»f Q»ff»f , Ad·f·ffUIY,¦fbþSXf°f CXØfSX : ¹fdQ ´fiV³ff²fe³f dUôf»f¹f A»´fÀfÔ£¹fIY U¦fÊ IYf ¦f`SX A³fbQf³f ´fif~ dUôf»f¹f WX` °fû Uû BÀf Àf¸¶f³²f ¸fZÔ ÀfSXIYfSX IZYd³f¹f¸fûÔ AüSX dUd³f¹f¸fûÔ ÀfZ Àf¸¶fð ³fWXeÔ WXû°fZ Wa AüSX ´fiUZVf IZY CX¸fi Àf¸¶f³²fe ¸ff³fQ¯OXûÔ IYû °f¹f IYSX³fZ ¸fZÔ A´fZÃffIÈY°f ª¹ffQfAfþfQ WXû°fZ WX`Ô . ´fiV³f : dSX¹ff³f B¯MXSX³fZVf³f»f ÀIcY»f IYf EIY IZY³QieIÈY°f IYf¹ffÊ»f¹f dQ»»fe ¸fZÔ WX`Ô AüSX CXÀfIYe Qû VffJfEa ¨f¯OXe¦fPÞX IZY ÀfZ¢MXSX49 AüSX ¸fûWXf»fe IZY ÀfZ¢MXSX 66 ¸fZÔ WX`Ô. CX³fIYe ¨f¯OXe¦fPÞX VffJf ¸fZÔ Afd±fÊIY ÷Y´f ÀfZ IY¸fþûSX U¦fÊ IZY ¶f¨¨fûÔ IZY d»f¹fZ AfSXÃf¯fWX` »fZdIY³f UWXeÔ UZ ÀfZ¢MXSX 66 ¸fûWXf»fe ¸fZÔ dÀ±f°f VffJf ¸fZÔ EZÀfZ AfSXÃf¯f ÀfZ B³IYfSX IYSX°fZ WX`Ô . B°f³ff WXe ³fWXeÔ, ¸fûWXf»fe ¸fZÔ dÀ±f°fAd²fIYfÔVf dUôf»f¹f Afd±fÊIY ÷Y´f ÀfZ IY¸fþûSX U¦fÊ IZY d»f¹fZ AfSXÃf¯f ÀfZ B³IYfSX IYSX°fZ WX`Ô. IÈY´f¹ff WX¸ffSXe BÀf Àf¸fÀ¹ff IYfÀf¸ff²ff³f IYSXZÔ . 8 ¦fbSX´fie°fdÀfÔWX, Ad·f·ffUIY, ´fÔþf¶f.CXØfSX : Af´f BÀfe ¶ffSXZ ¸fZÔ dþ»ff/ ¶»ffgIY dVfÃff Ad²fIYfSXe IYû d»fJ ÀfIY°fZ WX`Ô ¹ff dRYSX ¶ff»f Ad²fIYfSXûÔ IZY ÀfÔSXÃf¯f IZY d»f¹fZ¦fdNX°f SXfª¹fÀ°fSXe¹f Àfd¸fd°f IYû dVfIYf¹f°f IYSX ÀfIY°fZ WX`Ô.´fiV³f : IÈY´f¹ff ¸fbÓfZ IY³ffÊMXIY SXfª¹f IZY ´fi±fd¸fIY dUôf»f¹fûÔ ¸fZÔ dVfÃfIY-dVfÃffd±fʹfûÔ IZY A³fb´ff°f IZY ¶ffSXZ ¸fZÔ dUÀ°fÈ°f þf³fIYfSXe QZÔ. 8 ¦fûdUÔQ´´ff, Ad·f·ffUIY, IY³ffÊMXIY CXØfSX: dVfÃff IZY Ad²fIYfSX Ad²fd³f¹f¸f IZY A³fbÀffSX IYÃff ¸fZÔ LfÂf U dVfÃfIY IYf A³fb´ff°f 40 : 01 ÀfZ Ad²fIY ³fWXeÔ WXû³ff¨ffdWX¹fZ. IY³ffÊMXIY IZY d»f¹fZ IÈY´f¹ff SXfª¹f IZY d³f¹f¸fûÔ IYû ·fe þfa¨f »fZÔ .´fiV³f : ¸f`Ô A·fe-A·fe CXOXb´fe ÀfZ dUþ¹f³f¦fSX-¶f`Ô¦f»fûSX Af¹ff WXca A°f: CXÀf ´f°fZ IYf IYûBÊ ´fWX¨ff³f-´fÂf (AfBÊ.OXe.) ´fi¸ff¯f ¸fZSXZ´ffÀf ³fWXeÔ WX`. ¸fZSXZ ¸füþcQf ´f°fZ IZY d»f¹fZ ¸fZSXZ ´ffÀf IZYU»f ¸fZSXZ ³ff¸f IZY ¸fIYf³f IZY A³fb¶f³²f IYe IYfg´fe AüSX E»f.´fe.þe.IYf d¶f»fWX`. ¢¹ff ¸f`Ô ¶fa¦f»fûSX ¸fZÔ A´f³fZ ¸füþcQf ´f°fZ IZY ´ffÀf IZY dIYÀfe dUôf»f¹f ¸fZÔ A´f³fZ ¶f¨¨fûÔ IZY ´fiUZVf IZY d»f¹fZ AfUZQ³f IYSX ÀfIY°ffWXca?8 dUdQVff, Ad·f·ffUIY, IY³ffÊMXIY CXØfSX : WXfa, ¸fIYf³f dIYSXf¹ff A³fb¶f³²f IYe EIY IYfg´fe AüSX EÀf´feþe d¶f»f IYe IYfg´fe ´f¹ffÊ~ WXû¦fe .BÀf À°fÔ·f ¸fZÔ AfSXMXeBÊ AüSX ¶fþMX ´fifBUZMX ÀIcY»Àf ÀfÔ¶fÔ²fe Af´fIZY Àf·fe ´fiV³fûÔ IZY CXØfSX d¸f»fZÔ¦fZ. ÀIcY»f ´fiVffÀfIY, ÀfÔ¨ff»fIY ¹ff dRYSX ¶f¨¨fûÔ IZY¸ff°ff d´f°ff Àf·fe BÀfIYf »ff·f »fZ ÀfIY°fZ WX`Ô. ÀfZÔMXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXe AfSXMXeBÊ ´fSX d³f:Vfb»IY IYf³fc³fe Àf»ffWX AüSX ´fSXf¸fVfÊ QZ°ff WX`.

WX¸ffSXZ Àf»ffWXIYfSX EOX. ´fiVffÔ°f ³ffSXÔ¦f IYf³fc³fe dUVfZ¿fÄf WX`Ô. Af´f A´f³fZ ´fiV³fûÔ IZY þUf¶f prashant@ijustice.in ´fSX ¸fZ»f IYSX ´fif~ IYSXÀfIY°fZ WX`Ô. l

´fiV³f d¶f»IbY»f ÀfÔdÃf~, À´fá AüSX dU¿f¹f IZYÔdQi°f WXû³fZ ¨ffdWXEÔ. Àf¶þZ¢MX »ffB³f ¸fZÔ kIYf³fc³fe Qf¹fSXZ: d³fÀff ´fcL°ffLl AUV¹f d»fJZÔ..

IYf³fc³fe Àf»ffWX´fiVffÔ°f ³ffSXÔ¦f d½fd²f dUVfZ¿fÄf

FEBRUARY-201738

dVfÃff

EÀfÀfeE³fÀfe IZY Qû CXïZV¹f WX`: 1. dVfÃffdUQûÔ, ¹fûþ³ffIYfSXûÔ, ³fed°f dUVfZ¿fÄfûÔ,

Àff¸ffdþIY IYf¹fÊIY°ffAûÊÔ AüSX ÀfSXIYfSXeAd²fIYfdSX¹fûÔ IYû EIY fÔ f fSX Af¸fÔdÂf°f IYSX³ffAüSX ·ffSX°f IYe dVfÃff ³fed°f IZY dUd·f³³f´fWX»fbAûÔ dUVfZ¿fIYSX ¶fþMX ´fifBUZMX ÀIcY»fûÔ(¶fe´feEÀf) IZY ÀfÔQ·fÊ fZÔ f¨ffÊ fdSX f¨ffÊ IYSXf³ff

2. Àf¸f±fÊIYfSXe dVfÃff ´ffdSXdÀ±fd°fIYe °fÔÂf IYû ¶fPÞX-fUf QZ³fZ IZY d»fE ³fUf¨ffSXûÔ ÀfZ ¹fböY IY¸f »ff¦f°fUf»fZ ´fi·ffUIYfSXe ¸ffgOX»fûÔ IYû ´fiQdVfÊ°f IYSX³ff

ÀfZ³MXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXe IZY ´fiZdÀfOXZÔMX OXf. ´ff±fÊþZ VffWX ³fZ dVfÃff IZY ÃfZÂf ¸fZÔ ¶fe´feEÀf IZY ¹fû¦fQf³fûÔAüSX B³fIYe Ãf¸f°ffAûÔ IYf »ff·f CXNXf³fZ IZY d»fE

Àfb²ffSX IYe AfUV¹fIY°ff IYû SXZÔJfÔdIY°f IYSX°fZ WXbEIYfÔRiYZ³Àf IYe øY´fSXZJf °f¹f IYe. CX³WXûÔ³fZ ÀfbÓffU dQ¹ffdIY ¶fe´feEÀf IYû d³fþe ÀIcY»fûÔ IYe EIY A»f¦f ßfZ feIZY øY´f ¸fZÔ QZJf þf³ff ¨ffdWXE AüSX ²¹ff³f B³f´fbMX¶fþfE AfCXMX´fbMX ´fSX IZYÔQie°f dIY¹ff þf³ff ¨ffdWXE.

ßfe d¶fþ¹f³°ff kþ¹fl ´ffÔOXf ³fZ Àf¸¸fZ »f³f IYf¸fb£¹f ÀfÔ¶fû²f³f dQ¹ff AüSX ³fed°f d³f²ffÊSX¯f ÀfZ ³fed°fdIiY¹ff³U ¹f³f IZY A´f³fZ A³fb·fUûÔ IYû ÀffÓff dIY¹ff.CX³WXûÔ ³fZ IYWXf dIY AfSXMXeBÊ IYf³fc³f IYf d³f¸ffʯfAd²fIY ÀfZ Ad²fIY ¶f¨¨fûÔÔ IYû ÀIcY»fe ´fi¯ff»fe ¸fZÔ»ff³fZ AüSX ÀIcYc»fe dVfÃff fZÔ ¶f³ffE SXJ³fZ IZY ¶fZWX°fSXe³fÀfû¨f IZY Àff±f dIY¹ff ¦f¹ff ±ff »fZdIY³f ¹fWX ÀfeJ³fZ IZY´fdSX¯ff¸fûÔ (»fd³fÔʦf AfCXMXIY¸f) IYû Àfbd³fd›°f IYSX³fZ

¸fZÔ AÀfRY»f SXWXf. CX³WXûÔ ³fZ IYWXf dIY ÀfSXIYfSXe ÀIc »f´fSX J¨fÊ IYe þf³fZ Uf»fe ²f³fSXfdVf IYf ÀfWXe ¸fc»¹f³fWXeÔ ¨fbIYf ´ff SXWXZ WX`Ô AüSX Ad·f·ffUIYûÔ IYû Ad²fIYdUIY»´f ´fiQf³f IYSX³fZ IZY d»fE ÀIcYÔ»f UfCX¨fSX ´fiQf³fIYSX³fZ þ`ÀfZ dUIY»´fûÔY ´fSX ·fe dU¨ffSX dIY¹ff þf³ff¨ffdWXE. A´f³fe ¶ff°fûÔ IYû d³f¿IY¿fÊ ´fiQf³f IYSX°fZ WXbECX³WXûÔÔ³fZ IYWXf dIY ¦fb fUØff ¹fböY dVfÃff °fIY fWXbÔ f IYûAfÀff³f ¶f³ff³fZ IZY d»fE ÀfSXIYfSX IYû ¶fe´feEÀf IYed³fÔQf IYSX³fZ IYe ¶fþfE d³fþe ÀfZ¢MXûX IZY Àff±f d¸f»fIYSXIYf¸f IYSX³ff ¨ffdWXE.

ÀfÂf IZY UöYf AûÔ ¸fZÔ OXfg. V¹ff¸ff ´fiÀffQ ¸fbJþeÊ´fid°fâf³f IZY d³fQZVfIY OXfg Ad³f¶ffʳf ¦ffÔ¦fb»fe, d³fdVf±fQZÀffBÊ EÀfûdÀfEMX IZY ´fi¸fbJ dUUZIY IYNX´ffd»f¹ff,

³fBÊ dVfÃff ³fed°f AüSX ¶fªfMX ÀIcY»f 8UfÔ ÀIcY»f ¨UfBÀf ³fZVf³f»f IYfÔRiZY³Àf 2016

ÀfZ³MXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXe (ÀfeÀfeEÀf) U ³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹fÔÀf (d³fÀff) IZY ÀfÔ¹fböY°f°UfU²ff³f ¸fZÔ 3 dQÀfÔ¶fSX 2016 IYû 8UZÔ ÀIcY»f ¨UfBÀf ³fZVf³f»f IYfÔRiYZ³Àf 2016 IYf Af¹fûþ³f dIY¹ff¦f¹ff. ³fBÊ dQ»»fe IZY BÔdOX¹ff BÔMXSX³fZVf³f»f ÀfZÔMXSX ¸fZÔ Af¹fûdþ°f BÀf IYfÔRiYZ³Àf IYf CXïZV¹f ³fBÊ dVfÃff ³fed°f(E³fBÊ´fe) IZY ¸fïZ³fþSX ·ffSX°f ¸fZÔ dVfÃff IZY ´fiÀffSX ¸fZÔ ¶fþMX ´fifBUZMX ÀIcY»fûÔ IYe ·fcd¸fIYf ´fSX ¨f¨ffÊ IYSX³ff ±ff.

Volume-2/Issue-345

44Volume-2/Issue-3

dÀfMXe ¸ffÔMXZÀfSXe ÀIcY»f IYe ´fi¸fbJ Àfbd¿¸f°ff ¶ffÀfc,³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»Àf A»ff¹fÔÀf (E³fAf-BÊEÀfE) IZY A²¹fbÃf IbY»f·fc¿f¯f Vf¸ffÊ, A±fÊVffÀÂfe¦fe°ff dIÔY¦fOX³f, ÀfZÔMXSX À¢½ff¹fSX RYfCXÔOXZVf³f IZY d¶fIiY¸ffOXe dÀfÔWX, ¸fbd³f BÔMXSX³fZVf³f»f ÀIcY»f IZY ÀfÔÀ±ff´fIYAVfûIY NXfIbYSX, ÀfZÔMXSX RYfgSX dÀfdU»f ÀfûÀffBMXe IZYEÀfûdÀfEMX OXfBSXZ¢MXSX Ad¸f°f ¨f³Qif AüSX EOX½fûIZYMX´fiVffÔ°f ³ffSXÔ¦f AfdQ ³fed°f d³f¸ff°ffÊ, dVfÃffdUQ, dUd²fdUVfZ¿fÄf, ÀIcYлf »feOXÀfÊ, ´fÂfIYfSX AfdQ ´fi¸fbJ øY´fÀfZ Vffd¸f»f SXWXZÔ. UöYfAûÔ ³fZ Af¦ff¸fe ³fBÊ dVfÃff ³fed°fIZY d»fE ³fBÊ ´fePÞXe IYe ¶fQ»f°fe AfUV¹fIY°ffAûÔ IYe¨fb³füd°f¹fûÔ ÀfZ d³f´fMX³fZ IZY d»fE CX´ff¹fûÔ IYû ÀfbÓff³fZ IZYd»fE UfÀ°f dUIY þeU³f IYe ´fdSXdÀ±fd°f¹fûÔ ÀfZ A´f³fZIbYL d³fþe A³fb·fUûÔ AüSX dIYÀÀfûÔ IYû ÀffÓff dIY¹ff.

IYfÔRiYZ³Àf IZY QüSXf³f dQ³f·fSX dUd³f¹ff¸fIY¨fb³füd°f¹fûÔ, A³fbÀfÔ²ff³ff°¸fIY Àffùf AüSX IYÃff ¸fZÔ³fUf¨ffSX þ`ÀfZ dU¿f¹fûÔ ´fSX þûSXQfSX f¨ffÊ WXbBÊ. BÀf füIZY´fSX IbYL dQ»f¨fÀ´fY ¨f¨ffÊEa ·fe WXbBÊÔ dþ³fIZY ¸fb£¹fAÔVf d³f¸³fd»fdJ°f WX`: IY) dUd³f¹f¸f³f dÀfðfÔ°f Af²ffdSX°f WXû³ff ¨ffdWXE J) dVfÃff ¶f¨¨fûÔ ´fSX IZYd³Qi°f WXû³fe ¨ffdWXE¦f) ÀfeJ³fZ IZY ´fdSX¯ff¸fûÔ ¸fZÔ Àfb²ffSX IZY d»fEAd·f·ffUIYûÔ IYû UfCX¨fSX AüSX dUIY»´f fiQf³f IYSX³fZ¨ffdWXE§f) °fIY³feIY IZY BÀ°fZ¸ff»f ÀfZ dVfÃfIYûÔ IZY ´fiQVfʳf,¶f¨¨fûÔIY IZY ÀfeJ³fZ IZY ´fdSX¯ff¸fûÔ AüSX IYÃff ÀfÔ¨ffSXB°¹ffdQ ¸fZÔ ´fdSXU°fʳf »ff¹ff þf ÀfIY°ff WX`. IYfÔRiYZ³Àf IZY QüSXf³f kEOXcOXfgIYl ´fid°f¹fûd¦f°ff IZY QcÀfSXZÀfÔÀIYSX¯f IYf ´fiQVfʳf dIY¹ff ¦f¹ff. EOXcOXfgIY´fid°f¹fûd¦f°ff EIY AÔ°fSXfÊ¿MÑXe¹f »f§fb dRY»¸f fid°f¹fûd¦f°ffAüSX dUôfd±fʹfûÔ IYe d¨fÂfIY»ff ´fid°f¹fûd¦f°ff WX`.·ffSX°fe¹f þ³f°ff ´ffMXeÊ IZY ÀffÔÀfQ OXfg. CXdQ°f SXfþ ³fZ»f§fb dRY»¸fûÔ»f AüSX d¨fÂfIY»ff ´fid°f¹fûd¦f°ff IZY

dUþZ°ffAûÔ IYû ´fbSXÀIYfSX ´fiQf³f dIYE. dRY»¸f 'RYfg»fB³f »ffB³f', kMÑfÔÀfRYfgd¸fÔʦf dÀfdU¢Àf EþbIZYVf³fl,kMÑfÔÀfRYfgd¸fÔʦf IY¸¹fcd³fMXeþl AüSX '¶»f`SXIY¶fûOXÊ'dRY»¸fûÔk IYû IiY¸fVf: ´fWX»ff, QcÀfSXf AüSX °feÀfSXf ´fbSXÀIYfSX fiQf³f dIY¹ff ¦f¹ff. dUôfd±fʹfûÔ IYe d¨fÂfIY»ff´fid°f¹fûd¦f°ff ¸fZÔ 3 Vfe¿fÊ dUþZ°ffAûÔ IYû ³fIYQ´fbSXÀIYf³fSX ´fiQf³f dIY¹ff ¦f¹ff. Àf¸¸fZ»f³f IZY QüSXf³fVfe¿fÊ 5 CX°IÈYá dRY»¸fûÔ IYf ´fiQVfʳf dIY¹ff ¦f¹ff AüSX³f³WXZÔZ ¶f¨¨fûÔ IYe Àfþȳff°¸fIY°ff AüSX CX³fIZY k¸ffBÊOÑe¸f ÀIcY»fl IZY údáIYû¯f IYû QVffÊ°fe ßfZâ 10´fZÔdMXÔ¦fûÔ IYe ´fiQVfʳfe »f¦ffBÊ ¦f¹fe. ´fid°f·ffd¦f¹fûÔ ³fZ UûMX IYSX SXf¿MÑXe¹f dVfÃff ³fed°f(E³fBÊ´fe) ¸fZÔ Àfb²ffSX IZY d»fE dQE ÀfbÓffU Àf¸¸fZ»f³fIZY QüSXf³f QVfÊIYûÔ ÀfZ CX³f E³fBÊ´fe Àfb²ffSXûÔ ´fSX ¸f°fQf³fIYSX³fZ IZY d»fE IYWXf ¦f¹ff dþ³fIYe AûSX Ad²fIY ²¹ff³fdQE þf³fZ IYe AfUV¹ffIY°ff WX`. 12 ÀfÔ¶fÔd²f°f Àfb²ffSXdU¨ffSXûÔ ¸fZÔ ÀfZ 5 Àfb²ffSXûÔ IYû ´fif±fd¸fIY°ff Qe ¦fBÊ. 1. dUd³f¹ff¸fIY dUØf fû¿f¯fIY°ffÊ AüSX dVfÃff fiQf°ff

IZY øY´f ¸fZÔ ÀfSXIYfSX IYe A»f¦f A»f¦f ·fcd¸fIYf(84 ´fi°fdVf°f)

2. IYf¹fÊ Ãf¸f°ff ¸fZÔ Àfb²ffSX °f±ff ÀffUÊþd³fIY J¨fûÊÔIYe þUf¶fQZWXe °f¹f IYSX³fZ U Ad·f·ffUIYûÔ IYûAd²fIY ÀfZ Ad²fIY dUIY»´f ´fiQf³f IYSX³fZ IZYd»fE ´fid°f LfÂf d³fd²f¹f³f (´fSX ÀMXcOXZÔMX RÔYdOXÔ¦f)IZY A³¹f Àff²f³fûÔ þ`ÀfZ UfCX¨fSX, ´fi°¹fÃf ³fIYQWXÀ°ffÔ°fSX¯f, LfÂfUÈd°f þ`ÀfZ °fSXeIYûÔ IYf ´fi¹fû¦fIYSX³ff (76 ´fi°fdVf°f)

3. ÀfSXIYfSXe AüSX d³fþe Qû³fûÔ ÀIcY»fûÔ IYû ¸ff³¹f°ff´fiQf³f IYSX³fZ U d³f¹f¸f³f IYSX³fZ IZY d»fE ÀfÔÀ±ff¦f°f Ad·f¦f¸f ´fdSX¯ff¸f (BÔdÀMXMXйfcMX »fd³fÔʦfAfCXMXIY¸f) IYû Af²ffSX ¶f³ff³ff (56´fid°fVf°f)

4. dVfÃfIYûÔ AüSX ´fi²ff³ff¨ff¹fûÊÔ IYf ¨f¹f³f/ d³f¹fbdöY´fid°fÀ´f²feÊ IYüVf»f IZY ´fiQVfʳf ´fSX IYSX³ff ³f dIYIZYU»f dOX¦fie dUdSXâ°ff IZY Af²ffSX ´fSX (48´fid°fVf°f)

5. dVfÃfIYûÔ AüSX fi²ff³ff¨ff¹fûÊÔ IYû ½¹ffdöY¦f°f AüSXAfUV¹ffIY°ff Af²ffdSX°f fidVfÃf¯f (³f dIY ffÀfMÑZd³fÔ¦f) ´fiQf³f IYSX³ff, ´fidVfÃf¯f U ÀfdMXÊdRYIZYVf³f IZY d»fE Afg³f»ffB³f U ¸ffÔ¦fþd³f°f ¸ffgOXйfc»f ´fiQf³f IYSX³ff °f±ff EIY QcÀfSXZÀfZ ÀfeJ³fZ U BÀfZ d³f¹fd¸f°f ÀffÓff IYSX³fZ IZY d»fE¸fÔ¨f °f`¹ffSX IYSX³ff (48 ´fid°fVf°f) l

l SXûWX³f þûVfe U dQ½¹ff A¦fiUf»f

U ¿fÊ 2009 ¸fZÔ dVfÃff IZY Ad²fIYfSX IYf IYf³fc³f »ff¦fc WXû³fZ IZY »f¦f·f¦fL: Àff»f ¶ffQ ·fe ¦f`SX A³fbQf³f ´fif~ d³fþe dUôf»f¹fûÔ IYf ¶fÔQ WXû³ff»f¦ff°ffSX dVfÃffdUQûÔ AüSX Vfû²fIY°ffAûÊÔ IYf ²¹ff³f AfIÈYá IYSX°ff SXWXfWX`. ÀfZ³MXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXe (ÀfeÀfeEÀf) AüSX ³fZVf³f»f

Bd¯OX´fZ³OXZ¯MX ÀIcY»Àf E»ffB³Àf (d³fÀff) ³fZ fb£¹f°f: dVfÃff IZY Ad²fIYfSX Ad²fd³f¹f¸fIZY A³fb¨LZQ 18 AüSX 19 IZY A³°f¦fÊ°f dUôf»f¹fûÔ IYe ¸ff³¹f°ff IZY ¸ff³fQ¯OXûÔ IZYIYfSX¯f ¶f³Q WXû³fZ Uf»fZ dUôf»f¹fûÔ IYe ¨fb³fü°fe IYû SXZJfÔdIY°f dIY¹ff WX`. Àf¸fc¨fZ QZVf ÀfZ´fi¨ffSX ¸ff²¹f¸fûÔ IYe Àfc¨f³ffAûÔ ¸fZÔ Àf°f°f ÷Y´f ÀfZ dUd·f³³f ´fiIYfSX IZY dUôf»f¹fûÔ IZY

þ¶fdSX¹ff ¶fÔQ WXû³fZ IZY J¶fSXZÔ Af°fe SXWXeÔ WX`Ô. WXf»f WXe ¸fZÔ Aþe¸f ´fiZ¸fþe RYfCX¯OXZVf³f(E´feERY) AüSX Qe ³fZVf³f»f IYûE»fZVf³f AfgRY EªfbIZYVf³f (E³fÀfeBÊ) ³fZ EIY Vfû²f´fid°fUZQ³f ´fiIYfdVf°f dIY¹ff WX` dþÀf¸fZÔ dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY ¸fbïZ ´fSX EIY ¦fWX³fúdáIYû¯f ÀfZ dU¨ffSX IYf ´fi¹ffÀf dIY¹ff WX`. B³f¸fZÔ ÀfZ E´feERY IYf Vfû²f ´fid°fUZQ³f °fûdUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY Ad·f¸f°f IYû WXe ¨fb³fü°fe QZ°fZ WXbE d³f¿IY¿fÊ°f: ¹fWX IYWX°ff WX`dIY ¶fOÞXZ ´f`¸ff³fZ ´fSX dUôf»f¹fûÔ IYf ¶fÔQ WXû³ff UfÀ°fdUIY °f±¹f ³fWXeÔ WX`. E³fÀfeBÊ IZYVfû²f fid°fUZQ³f fZÔ d³fþe ¦f`SX A³fbQf³f fif~ dUôf»f¹fûÔ AüSX ÀfSXIYfSXe dUôf»f¹fûÔ, Qû³fûÔIZY ¶fÔQ WXû³fZ IYe dUd·f³³f ´fiUÈdØf¹fûÔ IYe ¨f¨ffÊ IYe ¦fBÊ WX` AüSX ¹fWX QZJf WX` dIY A·fe°fIY þû dUôf»f¹f ¶fÔQ WXbE WX`Ô CX³f¸fZÔ ÀfZ Ad²fIYfÔVf ¦f`SX ¸ff³¹f°ff ´fif~ d³fþe dUôf»f¹fWX`Ô. U`ÀfZ dUV½fÀf³fe¹f AüSX Àf°f°f AfaIYOÞXûÔ IZY ´fif~ ³f WXû³fZ ÀfZ ¹fWX ´fid°fUZQ³f ¸ff³¹f°ff

EIY UfÀ°fdUIY³fed°f¦f°f ¨fb³fü°fe

Volume-2/Issue-343

dVfÃff

·ffSX°f ¸fZÔdUôf»f¹fûÔ IYf

¶fÔQ WXû³ff

´fif~ d³fþe dUô»f¹fûÔ IZY ¶fÔQ WXû³fZ ´fSX IYûBÊ d³fd›°f dMX´´f¯fe IYSX³fZ ÀfZ ´feLZ WXMX ¦f¹ff WX`.

dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ ´fSX A´f¹ffÊ~ AfgÔIYOÞXZ EIY ¨fb³fü°fe WX`:dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY ¸fbïZ ´fSX Vfû²f IZY dUSXû§ff·ffÀfe ´f¹fÊUZÃf¯f IZY ¶fe¨f ·feVfû²fIY°ffAûÊÔ IYû, Vfû²f IZY A´f³fZ ´fÀf³QeQf °fSXeIYûÔ IZY ¶ffUþcQ IbYL Af¸f Àfe¸ffAûÔIYf Àff¸f³ff IYSX³ff ´fOÞXf, ¸fb£¹f°f: Vfû²fIY°ffAûÊÔ õfSXf þ¶f ÀfÔdÃf~eIYSX¯f IYf °fSXeIYfA´f³ff¹ff ¦f¹ff. E´feERY ³fZ Vfû²f IZY A´f³fZ ³f°feþûÔ IYf Af²ffSX, RYfCX¯OXZVf³f dþ³f dþ»fûÔ¸fZÔ IYf¹fÊSX°f WX` CX³f¸fZÔ ÀfZ IbYL SXZ¯OX¸f ¨f¹fd³f°f dþ»fûÔ ¸fZÔ IYf¹fÊSX°f ÀfSXIYfSXe Ad²fIYfdSX¹fûÔÀfZ dU¨ffSX dU¸fVfÊ IYû ¶f³ff¹ff. E³fÀfeBÊ U¿fÊ 2012-14 IZY ¹fc-OXfBÀf OXfMXf IYf CX´f¹fû¦fIYSX°ff WX`Ô AüSX Qû SXfª¹fûÔ ¸fZÔ Ad°fdSXöY RYe»OX dUdþMX ÀfdWX°f, SXfª¹fûÔ IZY Àf·fe dU·ff¦fûÔõfSXf dVfÃff IZY Ad²fIYfSX ÀfZ Àf¸¶fd³²f°f ÀfUf»fûÔ IYf CX´f¹fû¦f ·fe IYSX°ff WX`. ÀfeÀfeEÀfBÀfIYe dõ°fe¹fIY Vfû²f AüSX fi ffSX ff²¹f¸fûÔ IZY fid°fUZQ³f IZY dUãZ¿f¯f IYf Àf¸f±fʳf IYSX°ffWX` þû ¨ffSX SXfª¹fûÔ fZÔ Ad·f·ffUIYûÔ, ÀfSXIYfSXe Ad²fIYfdSX¹fûÔ AüSX dUôf»f¹fûÔ IZY ¸ffd»fIYûÔIZY AðÊÀfÔSXd¨f°f ÀffÃff°IYfSXûÔ AüSX IZYd³Qi°f Àf¸fcWX ¨f¨ffAûÊÔ IZY Àff±f dRY»OX dUdþMX ÀfZ°f`¹ffSX IYSXUf¹fZ ¦f¹fZ ±fZ. BÀfIZY A»ffUf ÀfeÀfeEÀf ³fZ ¨ffSX SXfª¹fûÔ IZY dVfÃff dU·ff¦fûÔ õfSXf

dUôf»f¹f ¶fÔQ dIY¹fZ þf³fZ IZY d»f¹fZ þfSXe AfQZVfûÔ AüSX Àff±f WXe Qû SXfª¹fûÔ ¸fZÔd³fþe ¦f`SX ¸ff³¹f°ff ´fif~ dUôf»f¹fûÔ IZY ÀfÔ¦fNX³fûÔ õfSXf IYe ¦fBÊ IYf³fc³fe IYfSXÊUfBÊ´fSX ·fe IYSXe¶fe ³fþSX SXJe.

dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY dUV½fÀf³fe¹f AfaIYOÞXûÔ IYû ´fif~ IYSX ´ff³ff °fe³fûÔWXe A²¹f¹f³fûÔ IYe Àf¶fÀfZ ¸fWX°U´fc¯fÊ Àfe¸ff SXWXe. ¹fWX ¸ff³ff þf°ff WX` dIYVfû²fIY°ffAûÊÔ õfSXf AfaIYOÞXûÔ IZY ÀfÔ¦fiWX¯f IZY d»f¹fZ CX´f¹fû¦f dIY¹fZ ¦f¹fZ ÀfÔÀff²f³fûÔ¸fZÔ ÀfZ IYûBÊ ·fe Àf¸f¦fi°f: ¶fÔQ WXû³fZ Uf»fZ dUôf»f¹fûÔ IYe UfÀ°fdUIY ÀfÔ£¹ff AüSX´fi·ffdU°f ¶f¨¨fûÔ IYe ÀfÔ£¹ff IYf A³fb¸ff³f ¶f°ff ÀfIZYÔ. Uû °fû A¨Lf ¹fWX SXWXf dIYÀfÔÀff²f³fûÔ õfSXf ÀffÔIZYd°fIY °füSX ´fSX EIY AfaIYOÞXf dQ¹ff ¦f¹ff ¸f¦fSX BÀfIYf ·feA·fe ´fi¸ff¯feIYSX¯f WXû³ff WX` °ffdIY dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY ´fi·ffU IZY ´f`¸ff³fZ´fSX EIY d³fd›°f dMX´´f¯fe IYe þf ÀfIZY. BÀf Àf¶fÀfZ IYWXeÔ WX¸f BÀf þ»Q¶ffþe·fSXZ d³f¿IY¿fÊ ´fSX ³f ´faWXb¨fZ dIY dUôf»f¹fûÔ IYf ¶fÔQ WXû³ff IYûBÊ UfÀ°fdUIY ³fed°f¦f°f¨fb³fü°fe ³fWXeÔ WX`. UÀ°fb°f: A´f³fZ ´fÀf³Q IYe ¦fb¯fUØff´fc¯fÊ dVfÃff IYû ´fif~ IYSX³fZIYe Ãf¸f°ff WX¸f I`YÀfZ ¶fPÞXfEÔ ¹fWX ¶fZWX°fSX °fSXeIZY ÀfZ Àf¸fÓf³fZ IZY d»f¹fZ WX¸fZÔ dUôf»f¹fûÔIZY ¶fÔQ WXû³fZ IZY CX³f ¸ff¸fc»fe dU·fZQûÔ IYû QZJ³ff WXû¦ff þû ³fed°f¹fûÔ IZY AÔ°fSXf»fIYû ´ffMX°fZ WX`Ô dþÀfIYf ¸fc»f°f: ´fi·ffU QZVf IZY »ffJûÔ ÀIcY»f þf³fZ Uf»fZ ¶f¨¨fûÔ´fSX ´fPÞX ÀfIY°ff WX`.

ÀIcY»fûÔ IYf ¶fÔQ WXû³ff EIY þdMX»f ³füIYSXVffWXe ´fidIiY¹ff WX`:dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IYe ´fidIiY¹ff IYû Àf¸fÓf³fZ IZY ÷Y´f ¸fZÔ A´f³fZ Af´f ¸fZÔ EIYQcÀfSXe Àfe¸ff IYf ÀfÔIZY°f WX`. AfSXMXeAfBÊ 2009 IZY A³fb¨LZQ 18 AüSX 19 ¸fZÔ°f¹f ¸ff³fQ¯OXûÔ IZY A³fb´ff»f³f ³f IYSX³fZ ´fSX dUôf»f¹fûÔ IZY ¶fÔQ IYSX³fZ IZY ´fifU²ff³fþ÷YSX WX`Ô ¸f¦fSX dUôf»f¹fûÔ IYû ¶fÔQ dIY¹fZ þf³fZ IYe ¸ff³fIY ´fidIiY¹ff ¢¹ff WXû¦fe ¹fWX´fdSX·ffd¿f°f ³fWXeÔ WX`. BÀfÀfZ ÀIcY»f ¶fÔQ Uf»ff þb¸f»ff A´f³fe-A´f³fe ½¹ff£¹ff IZYd»f¹fZ Jb»ff LcMX þf°ff WX`. þ`Àff dIY E³f.Àfe.BÊ. ³fZ EIY A²¹f¹f³f ¸fZÔ QZJf dIY ³fIZYU»f dVfÃff IZY Ad²fIYfSX IYf³fc³f IZY °fWX°f ¸ff³fQ¯OXûÔ IZY A³fb´ff»f³f ³f WXû³fZ´fSX ¶fd»IY dUd·f³³f ´fiVffÀfd³fIY IYfSX¯fûÔ ¹f±ff A°¹f»´f ´fiUZVf IZY IYfSX¯f ·feIbYL SXfª¹fûÔ ¸fZÔ ¶fOÞXZ ´f`¸ff³fZ ´fSX ÀfSXIYfSXe dUôf»f¹f ¶fÔQ dIY¹fZ ¦f¹fZ. UÀ°fb°f:AfSX.MXe.BÊ, IZY A³fb¨LZQ 18 AüSX 19 ¸fZÔ ¹fWX À´fá °füSX ´fSX ³fWXeÔ ¶f°ff¹ff ¦f¹ffWX` dIY ÀfSXIYfSXe dUôf»f¹f IYû AfSX¸·f IYSX³fZ IZY ´fWX»fZ ¸ff³¹f°ff WXfdÀf»f IYSX³ffþ÷YSXe WXû°ff WX` þ¶fdIY d³fþe dUôf»f¹fûÔ IZY ¸ff¸f»fZ ¸fZÔ EZÀff ³fWXeÔ WX`. BÀfe ´fiIYfSXd³f¹f¸fûÔ IZY A³fb´ff»f³f ³f IYSX³fZ ´fSX Àfþf IZY ´fifU²ff³f, dþÀf¸fZÔ A±fÊQ¯OX AüSXdUôf»f¹f ¶fÔQ IYSX³ff Vffd¸f»f WX, AfSXMXeBÊÊ IYf ¹fWXe A³fb LZQ ÀfSXIYfSXe dUôf»f¹fûÔ´fSX »ff¦fc ³fWXeÔ WXû°ff WX`. ´fi ffSX ¸ff²¹f¸fûÔ ÀfZ ´fif~ Àfc f³ffAûÔ ÀfZ ¹fWX Ad·f´fiZ°f WXû°ffWX` dIY dUôf»f¹fûÔ IYf ¶fÔQ WXû³ff EIY ·f¹ffUWX §fMX³ff WX` þWXfa Àf`IYOÞXûÔ dUôf»f¹fSXf°fûÔ-SXf°f Jf»fe IYSXUf d»f¹fZ þf¹fZÔ¦fZ. BÀf Àf¶fIZY ¶ffUþcQ SXfª¹fûÔ ¸fZÔ dUôf»f¹fûÔIYû ¶fÔQ IYSX³fZ IZY dIYÀfe ¸ff³fIY SXfÀ°fZ IYû ³fWXeÔ A´f³ff°fZ WX`Ô, ³f °fû IYfSX¯fûÔ IZYÀfÔQ·fÊ ¸fZÔ AüSX ³f WXe A¸f»f IZY ÀfÔQ·fÊ ¸fZÔ. ´fÔþf¶f, WXdSX¹ff¯ff AüSX CXØfSX´fiQZVf ¸fZÔdUôf»f¹f ¶fÔQ IYSX³fZ IZY ³fûdMXÀf SXfª¹f dVfÃff dU·ff¦f þfSXe IYSX°ff WX` þ¶fdIYdQ»»fe AüSX IY³ffÊMXIY ¸fZÔ dVfÃff ¸fÔdÂf¹fûÔ ³fZ ´fifd²fIÈY°f AfSX.MXe.BÊ. d³f¹f¸fûÔ IZY´ff»f³f ³f IYSX³fZ ´fSX IbYL d³fþe dUôf»f¹fûÔ IYû ¶fÔQ IYSX³fZ IYe Àfc¨f³ff IYeÀffUÊþd³fIY §fû¿f¯ff IYe. AfÀff¸f ¸fZÔ ¸füþcQf SXfª¹f dVfÃff IYf³fc³f IZY A³°f¦fÊ°fAfSXMXeBÊ IZY A³fb LZQ 18 AüSX 19 IZY A³°f¦fÊ°f ¸ff³fQ¯OXûÔ IZY CX»»fÔ§f³f IYSX³fZ

42Volume-2/Issue-3

Volume-2/Issue-341

dVfÃff

ÀfZ EIYQ¸f A»f¦f IYfSX¯fûÔ ÀfZ ¦f`SX ¸ff³¹f°ff ´fif~ d³fþe dUô»f¹fûÔ IYû ¶fÔQ IYSX³fZ IZYÀfc¨f³ff ´fÂf þfSXe dIY¹fZ ¦f¹fZ. WXdSX¹ff¯ff CX¨¨f ³¹ff¹ff»f¹f ³fZ dVfÃff dU·ff¦f IYe ´fWX»f´fSX 1396 dUôf»f¹fûÔ IZY ¶f³Q dIY¹fZ þf³fZ IZY AfQZVf ´fSX ¹fWX QZJ°fZ WXbE À±f¦f³fdQ¹ff dIY ÀfSXIYfSX EIY ¸ff³fIY AfQZVf þfSXe IYSX EIY WXe Àf¸f¹f ¸fZÔ ¶fOÞXe ÀfÔ£¹ff ¸fZÔdUôf»f¹fûÔ IYû ¶fÔQ IYSX³fZ IYe EZÀfe IYNXûSX Q¯OXf°¸fIY ´fWX»f ³fWXeÔ IYSX ÀfIY°fe WX`.³¹ff¹ff»f¹f ³fZ ¹fWX ÀfÔIZY°f ·fe dQ¹fZ dIY dUôf»f¹fûÔ IYû ¶fÔQ IYSX³fZ IZY d»f¹fZ d³f¹f¸f IYf´ff»f³f ³f IYSX³fZ Uf»fZ fi°¹fZIY fiIYSX¯f IYû ½¹fdöY¦f°f ÷Y´f ÀfZ QZJ³fZ AüSX °fQÐ A³fbÀffSXþb¸ffʳff °f¹f IYSXIZY ´fidIiY¹ff IYf ´ff»f³f IYSX³ff ¨ffdWX¹fZ. CXØfSX´fiQZVf IZY ¦fü°f¸f¶fbð³f¦fSX fZÔ »f¦f·f¦f Qû Àfü ¦f`SX ff³¹f°ff fif~ d³fþe dUôf»f¹fûÔ IYû ¶fÔQ IYSX³fZ IYe ´fidIiY¹ff¶fZdÀfIY dVfÃff Ad²fIYfSXe õfSXf Àf¸´f³³f IYe ¦fBÊ. B³f¸fZÔ ÀfZ EIY dUôf»f¹f ³fZ, þûÀfÔ¹fû¦f ÀfZ EIY UIYe»f õfSXf ¨f»ff¹ff þf SXWXf ±ff, À±f¦f³f IZY d»f¹fZ ऩйff¹ff»f¹f ¸fZÔAfUZQ³f dIY¹ff AüSX ³¹ff¹ff»f¹f ³fZ dUôf»f¹f IYû Vf`Ãfd¯fIY ÀfÂf IZY AÔ°f °fIY þfSXeSXJ³fZ IZY AfQZVf dQ¹fZ. B³f¸fZÔ ÀfZ þû dUôf»f¹f IYf³fc³fe QJ»f IZY d»f¹fZ Af¦fZ ³fWXeÔAf¹fZ CX³WXZ dUôf»f¹f ¶fÔQ IYSX³fZ ´fOÞXZ. ´fÔþf¶f ¸fZÔ AfSX.MXe.BÊ. Ad²fd³f¹f¸f IYe ²ffSXf12(1) Àfe IZY A³°f¦fÊ°f ¦¹ffSXWX Àfü dUôf»f¹fûÔ IYû ¶fÔQ IYSX³fZ IZY ³fûdMXÀf dQ¹fZ ¦f¹fZþ¶fdIY B³f ²ffSXfAûÔ ¸fZÔ d³f¹f¸f IYf A³fb´ff»f³f ³f IYSX³fZ ´fSX ¶fÔQ dIY¹fZ þf³fZ IYf IYûBÊ´fifU²ff³f ³fWXeÔ WX`. ´fÔþf¶f IZY Qû dþ»fûÔ ¸fZÔ ÀfeÀfeEÀf õfSXf IYSXUf¹fZ ¦f¹fZ A²¹f¹f³f ÀfZ¹fWX f°ff f»f°ff WX` dIY B³f ³fûdMXÀfûÔ IZY IYfSX¯f ¶fOÞXZ f`¸ff³fZ fSX dUôf»f¹f ¶fÔQ WXû ¦f¹fZ.d³fÀff ³fZ BÀf ¸ff¸f»fZ ¸fZÔ þ¶f ´fÔþf¶f CX¨¨f ³¹ff¹ff»f¹f ¸fZÔ dUôf»f¹f ¶fÔQ IYSX³fZ IYe´fidIiY¹ff IYû ¨fb³fü°fe QZ°fZ WXbE EIY þ³fdWX°f ¹ff×d¨fIYf Qf¹fSX IYe °fû ³¹ff¹ff»f¹f ³fZ ¹fWXIYWX°fZ WXbE ¹ffÂff JfdSXþ IYSX Qe dIY ¸ff¸f»ff »fûIYÀf ÀMXZ¯OX IYf WX`. d³fÀff ³fZ BÀfIZY¶ffQ EÀfÀfe´feÀfeAfSX, ´fÔþf¶f IZY Àff¸f³fZ ¸ff¸f»ff SXJf ¸f¦fSX UWXfa ÀfZ ·fe A´fZdÃf°fþUf¶f ³fWXeÔ d¸f»ff. dQ»»fe ¸fZÔ ·fe dVfÃff ¸fÔÂfe ³fZ °fe³f Àfü dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IYeÀffUÊþd³fIY §fû¿f¯ff IYe AüSX dVfÃff dU·ff¦f IZY ¸ff²¹f¸f ÀfZ B³f ¶fÔQ IYe ¦fBÊ ÀIcY»fûÔIYe Àfc fe ·fe L´fUf Qe. þû ·fe WXû, WX¸ffSXe A´f³fe þf³fIYfSXe IZY A³fbÀffSX, dUôf»f¹f¶fÔQ dIY¹fZ þf³fZ IYe UfÀ°fdUIY ´fidIiY¹ff IY·fe ·fe AfSX¸·f ³fWXeÔ WXû ´ffBÊ. CX´fSXûöYÀf·fe fiIYSX¯fûÔ fZÔ ÀfSXIYfSX ³fZ CX³f Àf·fe d³fþe dUôf»f¹fûÔ IYû, dþ³WXZÔ ¶fÔQ dIY¹ff þf³ffWX` CX³WXZa AfQZVf dQ¹ff dIY UZ A´f³fZ dUôf»f¹f IZY ¶f¨¨fûÔ IZY ´ffÀf IZY QcÀfSXZ dUôf»f¹fûÔ¸fZÔ ·fZþZÔ. ¹fWX AfSX.MXe.BÊ. IZY A³fb¨LZQ 18 AüSX 19 IZY ´fifU²ff³f ÀfZ dU´fSXe°f WX`dþÀf¸fZÔ dIYÀfe ·fe dUôf»f¹fe³f ¶f¨¨fZ IYû ´ffÀf IYe dIYÀfe ÀIcY»f ¸fZÔ ·fZþ³fZ IYf CXØf-SXQfd¹f°U ÀfSXIYfSX IYû dQ¹ff ¦f¹ff WX`.

¦f`SX ¸ff³¹f°ff ´fif~ dUôf»f¹fûÔ IYû ¶fÔQ dIY¹ff þf³ffEIY ¸fWX°U´fc¯fÊ ¸fbïf WX` : Vfû²f EU¸ ³fed°f, Qû³fûÔ WXe údá ÀfZ ¦f`SX ¸ff³¹f°ff ´fif~ dUôf»f¹fûÔ IYf ¶fÔQ dIY¹ff þf³ffEIY ´fi¸fbJ ¸fbïf WX`. B³f dUôf»f¹fûÔ ¸fZÔ ´f×PÞX³fZ Uf»fZ ¶f¨¨fZ ¸fb£¹f ÷Y´f ÀfZ Qû U¦fûÊÔ ÀfZAf°fZ WX`: EIY, Uû ¶f¨¨fZ dþ³fIYf ³ff¸ffÔIY³f °fû ´ffÀf IZY dIYÀfe ÀfSXIYfSXe dUôf»f¹f¸fZÔ WXû°ff WX` ¸f¦fSX UZ CX´fdÀ±fd°f ¦f`SX ¸ff³¹f°ff ´fif~ d³fþe dUôf»f¹f ¸fZÔ QZ°fZ WX`Ô, QcÀfSXZ,UZ ¶f¨¨fZ þû dIYÀfe ·fe ÀIcY»f fZÔ ³ff¸ffÔdIY°f ³fWXeÔ WXû°fZ WX`Ô. CXØfSX´fiQZVf, WXdSX¹ff¯ff AüSXdQ»»fe þ`ÀfZ SXfª¹fûÔ ¸fZÔ ¶fOÞXe ÀfÔ£¹ff ¸fZÔ EZÀfZ ÀIcY»f WX` þû dUd·f³³f À°fSXûÔ ´fSX ¸ff³¹f°ffIYe »f¸¶fe AüSX þdMX»f ´fidIiY¹ff ÀfZ þcÓf SXWXZÔ WX`Ô.

dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IYe fidIiY¹ff IZY QSX¸¹ff³f IY·fe-IY·fe ¹fZ dUôf»f¹f JbQ-

¶f-JbQ ¶fÔQ WXû þf°fZ WX`Ô, IY·fe dIYÀfe ·f¹f ÀfZ °fû IY·fe ´fbd»fÀf IZY UfÀ°fdUIY QJ»fÀfZ ÀfeÀfeEÀf ³fZ A´f³fZ VfbøYAf°fe ´fid°fUZQ³f ¸fZÔ CXØfSX´fiQZVf IZY ¦fü°f¸f¶fbð³f¦fSX ´fSXIZYd³Qi°f A²¹f¹f³f AüSX CX´f»f¶²f Àffùf IZY Af²ffSX ´fSX ¶f°ff¹ff dIY ¦f`SX ¸ff³¹f°ff fif~dUôf»f¹fûÔ IZY dJ»ffRY ´fbd»fÀf IYfSXÊUfBÊ B³f dUôf»f¹fûÔ IYû Vf`Ãfd¯fIY ÀfÂf IZY ¶fe¨f¸fZÔ WXe ¶fÔQ IYSX³fZ ´fSX ¸fþ¶fcSX IYSX SXWXe WX`. BÀfe ´fiIYfSX ¶feEÀfE IYe Jûþ-´fOÞX°ff»f¸fZÔ ·fe EZÀfZ »f¦f·f¦f Qû Àfü dUôf»f¹f EZÀfZ WX`Ô þWXfa ³ff¸ffÔdIY°f ¶f¨¨fûÔ IYû Àf¸fe´fU°feÊdUôf»f¹f ¸fZÔ ´fb³f¹fûÊdþ°f IYSX³fZ IYf IYûBÊ ´fifU²ff³f ³fWXeÔ WX`. ¹fWXfa Qû³fûÔ AûSX ÀfZAfSX.MXe.BÊ. ´fifU²ff³fûÔ IYf CX»»fÔ§f³f WXbAf. EIY AûSX dUôf»f¹f ±fZ þû d¶f³ff ff³¹f°ffIZY ¨f»f SXWXZ ±fZ AüSX QcÀfSXe AûSX dVfÃff dU·ff¦f ±ff þû dUôf»f¹f ¸fZÔ ´fPÞX³fZUf»fZ ¶f¨¨fûÔIZY U`IYd»´fIY ´fi¶f³²f °f»ffVfZ d¶f³ff dUôf»f¹fûÔ IYû ¶fÔQ IYSX³fZ IZY d»f¹fZ Q¶ffU ¶f³ff¹ff.BÀf ´fiIYfSX BÀf Àf¸fc¨fe ½¹fUÀ±ff ³fZ IZYU»f CX³f dUôfd±fʹfûÔ IZY dWX°f IYû ³fbIYÀff³f´fWXba¨ff¹ff þû IY¸fþûSX Afd±fÊIY AüSX Àff¸ffdþIY U¦fÊ IZY ±fZ AüSX þû AfSX.MXe.AfBÊ.2009 IZY ¸fb£¹f »ff·ffd³U°fûÔ ¸fZÔ ÀfZ ±fZ. A¶f þ¶fdIY ¦f`SX ¸ff³¹f°ff ´fif~ dUôf»f¹fûÔIYe UfÀ°fdUIY ÀfÔ£¹ff ´f°ff ³fWXeÔ WX` AüSX BÀfÀfZ þbOÞXZ Ad·f»fZJ ·fe CX´f»f¶²f ³fWXeÔWX` A°f: ¹fWX A³fb¸ff³f »f¦ff³ff IYdNX³f WX` dIY IY»f EZÀfZ dIY°f³fZ dUôf»f¹f ¶fÔQ WXbEAüSX CX³fÀfZ dIY°f³fZ ¶f¨¨fZ ´fi·ffdU°f WXbE. BÀf Àf¸¶f³²f ¸fZÔ Àfc f³ff IYf Àf¶fÀfZ ßfZâ ÀÂfû°fCXÀf ÃfZÂf dUVfZ¿f ¸fZÔ IYf¹fÊSX°f d³fþe dUôf»f¹fûÔ IZY ÀfÔ¦fNX³f WXû ÀfIY°fZ WX`Ô. ÃfZÂfe¹fÀf¸ff¨ffSX ´fÂfûÔ ¸fZÔ dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IYe ÀfÔ£¹ff IYf ´fid°f ´fSXeÃf¯f d³fÀff BÀfe ÀfZIYSX°fe WX`. IbYL A³fbÀfÔ²ff³fIY°ffAûÊÔ ³fZ Àf¸ff¨ffSX ´fÂfûÔ ¸fZÔ ´fid°fUZQ³f IZY ÷Y´f ¸fZÔ L´fZdUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY AfaIYOÞXûÔ IYe U`²f°ff ´fSX ÀfUf»f CXNXf¹fZ WX`Ô. BÀf ´fiIYfSX¦f`SX ¸ff³¹f°ff ´fif~ dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IYf ¹fWX ÀfUf»f ÀffUÊþd³fIY ¶fWXÀf IYf¸fbïf ¶f³f ¦f¹ff WX`. A¶f B³f AfaIYOÞXûÔ IYe ¨fb³füd°f¹fûÔ ´fSX ²¹ff³f QZ³ff þ÷YSXe WX` þûAfऱ.MXe.BÊ. IZY ¸ff³¹f°ff Àf¸¶f³²fe þdMX»f AüSX ´fifU²ff³fûÔ AüSX ÀIcY»f dVfÃff IZYQ¹f³fe¹f VffÀf³f IYe Àff¸ff³¹f QVff ÀfZ þbOÞXe WX`. À±ff³fe¹f dVfÃff Ad²fIYfSXe B³f ¦f`SX¸ff³¹f°ff ´fif~ dUôf»f¹fûÔ IYe AüSX CX³f dUôf»f¹fûÔ ¸fZÔ ´fPÞX³fZ Uf»fZ ¶f¨¨fûÔ IYe ¦f¯f³ff´fSX d³f¦ffWX ³fWXeÔ SXJ°fZ WX`Ô. A°f: B³f Ad²fIYfdSX¹fûÔ õfSXf ¸füdJIY ¶ff°f¨fe°f ÀfZ EIYÂfdUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY AfaIYOÞXZ CX°f³fZ WXe U`²f A±fUf AU`²f WXû°fZ WX`Ô dþ°f³fZ IYedUôf»f¹f ÀfÔ¦fNX³fûÔ AüSX ¸fedOX¹ff E¢Àf´fMXÊ õfSXf EIYÂf AfaIYOÞXZ WXû°fZ WX`Ô.

Af¦fZ IYe SXfWXWX¸ffSXf ´fi¹ffÀf ¹fWXfa dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IYe QVff IYû Àf¸fÓf³fZ IYf WXû³ff ¨ffdWX¹fZ°ffdIY ¦f`SX ¸ff³¹f°ff ´fif~ dUôf»f¹fûÔ ÀfZ dVfÃff ´fif~ IYSX³fZ Uf»fZ »ffJûÔ ¶f¨¨fûÔ IYû´fi·ffdU°f IYSX³fZ Uf»fZ BÀf ¦fÔ·feSX ³fed°f¦f°f ¸fbïZ IYf Ad°fÀff¸ff³×¹feIYSX¯f ³f WXû þf¹fZ.dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY A´f¹ffÊ~ AfaIYOÞXûÔ IZY ¸fbïZ IYû E³fÀfeBÊ ·fe A´f³fZ fid°fUZQ³f¸fZÔ ÀUeIYfSX IYSX°ff WX` AüSX dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ ´fSX ÀffU²ff³fe´fc¯fÊ A³UZ¿f¯f EUÔAfaIYOÞXûÔ IZY AüSX ÀfÔ¦fiWX¯f IYe þ÷YSX°f ´fSX A´f³fZ dU¨ffSX ½¹föY IYSX°ff WX`. AfaIYOÞXûÔIZY A·ffU IYe ¨fb³fü°fe ´fSX E´feERY IYe dSX´fûMXÊ ¸fZÔ ·fe dU¨ffSX ½¹föY dIY¹fZ ¦f¹fZ WX`Ô. ¹fWX ¸fWX°U´fc¯fÊ WX` dIY BÀf ÃfZÂf ¸fZÔ AüSX Vfû²f IYf¹fÊ dIY¹ff þf¹fZ °ffdIY BÀf Af»fZJ ¸fZÔ CX»»fZdJ°f dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY ¸fbïZ ´fSX AüSX Àf§f³f AfaIYOÞXfÀfÔ¦fiWX¯f IYe SX¯f³fed°f A´f³ffIYSX dUôf»f¹fûÔ IZY ¶fÔQ WXû³fZ IZY Àf¸¹fIY IYfSX¯fûÔ IYûÀf¸fÓff þf ÀfIZY. l

(ÀfZ³MXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXe)

40

dVfÃff

Volume-2/Issue-3

U ¿fÊ 2016 IZY AÔ°f IZY Àff±f ³fSXZ³Qi ¸fûQe ÀfSXIYfSX IYf Af²ffIYf¹fÊIYf»f ´fcSXf WXû ¨fbIYf WX`. A°f: ¸f²¹ffUd²f Àf¸feÃff IZY d»f¹fZ ¹fWXA¨Lf Àf¸f¹f WX`. ¸f¦fSX EZÀfe dIYÀfe ·fe Àf¸feÃff ´fSX dU¸fbQieIYSX¯f

Af§ff°f ÀfZ þbOÞXe §fMX³ffAûÔ IYf ´fi·fb°U °fû SXWXZ¦ff WXe. BÀf EIY A»´ffUd²f IZY§fMX³ff¨fIiY IYû LûOÞXIYSX ÀfSXIYfSX IYû A´f³fZ IYf¹fÊIYf»f IZY CXØfSXf²fÊ ¸fZÔ dIYÀfEIY ¸fWX°U´fc¯fÊ ³fed°f¦f°f Àfb²ffSX ´fSX þûSX QZ³ff ¨ffdWX¹fZ? °fû ¸f`Ô ¹fWX IYWXch¦ff dIY¹fWX WX¸ffSXe dURY»f dVfÃff ³fed°f WX` dþÀf¸fZÔ Àfb²ffSX IYe þ÷YSX°f WX`. Af¦fZ ´fcSXfAf»fZJ BÀfe ¶ff°f IYe ½¹ff£¹ff IYSXZ¦ff dIY EZÀff ¢¹fûÔ þ÷YSXe WX`?

·ffSX°fe¹f A±fʽ¹fUÀ±ff »f¸¶fZ Àf¸f¹f ÀfZ Qû ½¹ff´fIY ¨fb³füd°f¹fûÔ IYf Àff¸f³ffIYSX³ff SXWXe WX`. EIY fb³fü°fe °fû °fZþe ÀfZ d¶f¦fOÞX°fZ ´f¹ffÊUSX¯f IYe WX`, dþÀf¸fZÔ ÀU¨Lþ»f IYf A·ffU Vffd¸f»f WX`, dþÀfZ ¸f`Ô A·fe BÀf Af»fZJ ÀfZ A»f¦f SXJ³ff¨ffWXch¦ff. QcÀfSXe ¨fb³fü°fe WX` ¶fûSXûþ¦ffSXe IYf ·fc°f (¹ff ·f¹f), EIYQ¸f ÀfMXeIYVf¶QfU»fe ¸fZÔ IYWXZÔ °fû A¯OXSX-E¸´f»ff¹f¸fZ³MX A±ffÊ°f ´fcSXe °fSXWX ÀfZ SXûþ¦ffSX ³fd¸f»f³ff. EZÀfZ ¶fWXb°f-ÀfZ IYfSX¯f WX`Ô þû SXûþ¦ffSX IZY AUÀfSX ´f`Qf IYSX³fZ IYe ²fe¸fe

UÈdð IZY d»f¹fZ dþ¸¸fZQfSX WX`Ô, dU´f³³f A²fûÀfÔSX¨f³ff ÀfZ »fZIYSX dU´f³³f VffÀf³f°fIY AüSX Afd±fÊIY ³fed°f¹fûÔ IZY SXûþ¦ffSX dUSXû²fe ´fÃf´ff°fe §UÔÀf ·fe BÀfIZY d»f¹fZdþ¸¸fZQfSX WX`Ô. ¸f¦fSX CX¨¨f CX°´ffQIY°ff Uf»fZ SXûþ¦ffSX IYe Ad·fUÈdð ¸fZÔ Àf¶fÀfZ¶f³²f³fIYfSXe ¶ff²ff ·ffSX°f IYe dVfÃff³fed°f IYe dURY»f°ff WX`. QZVf IZY IbY»fIYf¹fʶf»f IYf EIY LûMXf-Àff dWXÀÀff WXe IbYVf»f CX ¨f CX°´ffQIY°ff Uf»fZ SXûþ¦ffSXIZY d»f¹fZ Vf`Ãfd¯fIY Af²ffSX SXJ°ff WX`. ·ffSX°f ¸fZÔ ¸fbdVIY»f ÀfZ ´ffh¨f ´fid°fVf°fIYf¹fʶf»f WXe dIYÀfe IYüVf»f ´fidVfÃf¯f ÀfZ ¹fböY WX` IZYU»f Qû ´fid°fVf°f IYf¹fʶf»fIZY ´ffÀf IYûBÊ Aü´f¨ffdSXIY IYüVf»f ´fi¸ff¯f ´fÂf WX`, þ¶fdIY ¹fcSXûd´f¹f³f QZVfûÔ-þ`ÀfZ ¹fcIZY ¹ff þ¸fʳfe ¸fZÔ ¹fWX ÀfØfSX ´fid°fVf°f AüSX ´fcUeÊ EdVf¹ffBÊ QZVfûÔ þ`ÀfZþf´ff³f AüSX QdÃf¯fe IYûdSX¹ff ¸fZÔ ¹fWX AÀÀfe ÀfZ ³f¶¶fZ ´fid°fVf°f WX`.

´fcUÊU°feÊ ÀfSXIYfSX IZY IYd°f´f¹f ´fi¹ffÀfûÔ IZY Af²ffSX ´fSX ¸füþcQf ÀfSXIYfSX ³fZ·ffSX°f ¸fZÔ IYüVf»f IYe ·ffSXe IY¸fe IYû QZJ°fZ WXbE "SXf¿MÑXe¹f IYüVf»f dUIYfÀfAüSX CXôd¸f°ff ³fed°f, 2015 ´fiÀ°fb°f IYe. BÀf ³fed°f IZY A³°f¦fÊ°f ¸fWX°UfIYfÔÃfe´fi²ff³f¸fÔÂfe IYüVf»f dUIYfÀf ¹fûþ³ff (´feE¸fIZYUeUfBÊ) AfSX¸·f IYe ¦fBÊ, þû

WX¸ffSXe dURY»f dVfÃff³fed°f ¸fZÔ °f°IYf»f Àfb²ffSX þ÷YSXe

Volume-2/Issue-339

dVfÃff

Af³fZ Uf»fZ Àff°f Àff»fûÔ fZÔ ´f³QiWX ÀfZ ´fÔ°ffd»fÀf Af¹fbU¦fÊ IZY »f¦f·f¦f ¨ffSX Àfü d¸fd»f¹f³fßfd¸fIYûÔ IYû ´fidVfdÃf°f IYSXZ¦fe. BÀf ¹fûþ³ff IZY ÀfdWX°f ¶fWXb°f ÀfZ dUIYfÀf IYf¹fÊIiY¸fAfSX¸·f dIY¹fZ ¦f¹fZ. BÀf ¹fûþ³ff IZY A·fe °fIY IZY ´fdSX¯ff¸f d³fSXfVffþ³fIY WX`Ô. BÀf¹fûþ³ff IZY ¶ffSXZ ¸fZÔ ÀfÔÀfQe¹f Àfd¸fd°f IYû ´fiÀ°fb°f ´fid°fUZQ³f ¸fZÔ ÀfSXIYfSX ³fZ ¹fWX ¶f°ff¹ffWX` dIY ´fi²ff³f¸fÔÂfe IYüVf»f dUIYfÀf ¹fûþ³ff IZY A³°f¦fÊ°f 25 A´fi`»f 2016 °fIY1.76 d¸fd»f¹f³f CX¸¸feQUfSX ´fidVfdÃf°f dIY¹fZ ¦f¹fZ WX`Ô. B³f¸fZÔ ÀfZ IZYU»f 5,80,000WXe ÀfRY»f°ff´fcUÊIY ´fidVfÃf¯f ´fc¯fÊ IYSX³fZ IYf ´fi¸ff¯f ´fÂf ´fif~ IYSX ´ff¹fZ. B³f ¸fZÔ ÀfZ·fe ¸ffÂf 82,000 UfÀ°fdUIY ÷Y´f ¸fZÔ SXûþ¦ffSX ´fif~ IYSX ´ff¹fZ. ¹fWX ÀfRY»f°ff IYeQSX B°f³fe IY¸f ¢¹fûÔ WX`? CXØfSX ¶fOÞXf ÀfSX»f WX`, IYûBÊ ·fe IYüVf»f dUIYfÀf IYf¹fÊIiY¸fdRYSX Uû ¨ffWXZ dþ°f³ff A¨Lf ¢¹fûÔ ³f ¶f³ff¹ff ¦f¹ff WXû, ¶fbd³f¹ffQe dVfÃff IZY Af²ffSXIZY d¶f³ff ÀfRY»f ³fWXeÔ WXû ÀfIY°ff WX` »fZdIY³f ·ffSX°f ¸fZÔ »f¸¶fZ Àf¸f¹f °fIY ´fif±fd¸fIYAüSX ¸ff²¹fd¸fIY dVfÃff IYe CX´fZÃff ÀfZ ¦fb¯fUØff´fc¯fÊ ¶fbd³f¹ffQe dVfÃff IYe ´fifd~ IZYAUÀfSX ¶fZWXQ Àfed¸f°f WXû ¦f¹fZ.

¹fWX °fû À´fá WX` dIY dVfÃff IZY ´fid°f ·ffSX°f IYe Àf¸·fifÔ°fUfQe ´fcUfʦfiWX´fc¯fÊ ´fWX»fB³f §fûd¿f°f ³fed°f¹fûÔ ¸fZÔ ³fWXeÔ WX`. ¸f¦fSX ³fed°f¹fûÔ IZY A¸f»f AüSX CXÀfIZY ³f°feþûÔ IYû

QZJ³fZ ÀfZ ¹fWX ÀffRY WX` dIY QVfIYûÔ °fIY CXQfØf ³fed°f¦f°f »fùfûÔ IZY ¶ffQ ·fe WX¸f·ffSX°f IYf A´f³fZ ´fOÞXûÀfe EdVf¹ffBÊ QZVfûÔ AüSX CX·fSX°fe WXbBÊ A±fʽ¹fUÀ±ffAûÔ IYe°fb»f³ff ¸fZÔ ´fiQVfʳf ¶fZWXQ Q¹f³fe¹f WX`Ô. ·ffSX°f AÔ°f°f: ¹fc³feUÀfÊ»f ´fif±fd¸fIY dVfÃff IZY»fùf IYe AûSX ¶fPÞX SXWXf WX`, Àfü ÀfZ ·fe ª¹ffQf Àff»f ´fWX»fZ ¹fWX dU¨ffSX ´fidÀfð¦fûJ»fZ'þ d¶f»f AfgRY 1911 ¸fZÔ ´fifQc·fcÊ°f WXbAf ±ff. ¨fe³f ³fZ ¹fWX »fùf 1970 ¸fZÔ´ff d»f¹ff ±ff. QdÃf¯fe IYûdSX¹ff ³fZ °fû BÀfÀfZ ·fe ´fWX»fZ 1960 ¸fZÔ WXe ¹fWX »fùf ´fif~IYSX d»f¹ff ±ff AüSX IY¸fû¶fZVf 1970 ¸fZÔ ¹fb³feUÀfÊ»f ÀfZIY¯OXSXe EþbIZYVf³f IYf »fùf´ff d»f¹ff ±ff.

U¿fÊ 2012 ¸fZÔ ·ffSX°f ¸fZÔ ÀfIY»f þ³fÀfÔ£¹ff ¸fZÔ ÀfZ 26 ´fid°fVf°f d³fSXÃfSX ±fZ

þ¶fdIY °fb»f³ff°¸fIY ÷Y´f ¸fZÔ QdÃf¯f ARiYeIYf ¸fZÔ 5 ´fid°fVf°f, ¨fe³f ¸fZÔ 4 ´fid°fVf°fAüSX °fbIYeÊ ¸fZÔ IZYU»f 2 ´fid°fVf°f WX`. ·ffSX°f IYe Af¶ffQe IYf 50 ´fid°fVf°f dÀfRÊY´fi±fd¸fIY dVfÃff ´fif~ WX` þ¶fdIY ¨fe³f ¸fZÔ ¹fWX ´fid°fVf°f 38, QdÃf¯fe ARiYeIYf ¸fZÔ24 ´fid°fVf°f AüSX °fbIYeÊ ¸fZÔ 20 ´fid°fVf°f WX`. ·ffSX°f IZY DY´fSXe Àfe¸ff³°f ¸fZÔ 13 fid°fVf°fdVfdÃf°f WX`Ô, dþÀfIYe °fb»f³ff AfÀff³fe ÀfZ ¨fe³f ¸fZÔ 10 ´fid°fVf°f, QdÃf¯fe ARiYeIYf¸fZÔ 14 ´fid°fVf°f AüSX °fbIYeÊ ¸fZÔ 15 ´fid°fVf°f ÀfZ IYe þf ÀfIY°fe WX`. ·ffSX°f IYe dVfÃff´fiûRYfBÊ»f IYe BÀf Aþe¶f Vfe¿fÊ ´fSX ·ffSXe ÀfÔSX¨f³ff ÀfZ CX¨¨f dVfÃff IZY Àff±f´fif±fd¸fIY°ff þbOÞX SXWXe WX` AüSX ¶fbd³f¹ffQe dVfÃff IYe CX´fZÃff WXû SXWXe WX`. ·ffSX°f IYedVfÃff ³fed°f IYf dIiY¹ff³U¹f Àf¸·fif³°fUfQe ÷YÓff³f IYe ´fIYOÞX ¸fZÔ WX`. QZVf IYe Af¶ffQeIYf Af²ff dWXÀÀff d³f¨f»fZ dWXÀÀfZ (¶ffgMX¸f) ¸fZÔ WX`, þû ¹ff °fû d³fSXÃfSX WX` ¹ff dRYSXIZYU»f ´fif±fd¸fIY dVfÃff ´fif~ WX`. BÀf ¶fe¨f× MXZdSXMXSXe dVfÃff ÀfZ DY´fSXe Àf°fWX ´fSX EIY¦f`SX Af³fb´ffd°fIY ¶fOÞXf J¯OX ¶f³f þf°ff WX`.

¹fZ AfÔIYOÞXZ d³fऱfVffþ³fIY WX`Ô dRYSX ·fe ¹fZ ·ffSX°fe¹f dVfÃff ³fed°f IYe dURY»f°ffIYe ¦fWXSXfBÊ IYû ´fid°fd¶fd¸¶f°f ³fWXeÔ IYSX°fe WX`. BÀfIZY d»f¹fZ WX¸fZÔ CXÀf ÀfQ¸fZ ¸fZÔ OXf»f³fZUf»fZ ÀfeJ³fZ IZY CX³f ³f°feþûÔ IYû QZJ³ff WXû¦ff þû E³fbA»f ÀMXZMXÐÀf AfgRY Eª¹fcIZYVf³f

dSX´fûMXÊ ¸fZÔ dQ¹fZ ¦f¹fZ WX`Ô. IYÃff ´ffh¨fUeÔ IZY »f¦f·f¦f 52 ´fid°fVf°f dUôf±feÊCXÀf EIY Àff²ffSX¯f ÀfZ ´ffNX IYû ·fe ³fWXeÔ ´fPÞX ´ff°fZ WX`Ô þû IYÃff Qû IZYd»f¹fZ ¶f³ff¹ff ¦f¹ff ±ff. BÀfe ´fiIYfSX IYÃff ´ffh¨fUea IZY »f¦f·f¦f ´f¨ffÀf´fid°fVf°f dUôf±feÊ EIY Àff¸ff³¹f-Àff þûOÞX -§fMXfU ·fe ³fWXeÔ IYSX ´ff°fZWX` þû IYÃff Qû IZY dUôfd±fʹfûÔ IZY d»f¹fZ ¶f³ff¹fZ ¦fE ±fZ. d³fSXfVffþ³fIY¶ff°f ¹fWX WX` dIY ¶ffSX-¶ffSX AÀfSX (EEÀfBÊAfSX) ÀfUZÊÃf¯f ¸fZÔ EZÀfZ³f°feþûÔ IZY ¶ffQ ·fe dÀ±fd°f ¸fZÔ IYûBÊ Àfb²ffSX ³fþSX ³fWXeÔ Af¹ff ¹ff ´fPÞX³fZAüSX ¦fd¯f°f IZY ¶fbd³f¹ffQe IYüVf»f ¸fZÔ EZÀfZ §ffMXZ ÀfÔ¨f¹fe WX`Ô AüSXdUôfd±fʹfûÔ IYe Af¦fZ IYe ´fPÞXfBÊ IZY d»f¹fZ ¶ffd²f°f IYSX QZ°fZ WX`.

U¿fÊ 2008 ¸fZÔ AûdOXÀff AüSX SXfþÀ±ff³f IZY L: WXþfSX Ad²fIYdUôfd±fʹfûÔ ³fZ ¦fd¯f°f EUa dUÄff³f IZY þf³fZ-¸ff³fZ '¦»fû¶f»f MÑZ¯OX B³fB¯MXSX³fZVf³f»f ¸f`±fZd¸MX¢Àf E¯OX ÀffB³Àf ÀMXOXe MXZÀMX' ¸fZÔ ·ff¦f d»f¹ff.UZ BÀf¸fZÔ dWXÀÀff »fZ³fZ Uf»fZ IbY»f 49 ´fid°f·ffd¦f¹fûÔ ¸fZÔ ÀfZ IiY¸fVf: 43UZÔU 47UZÔ À±ff³f ´fSX SXWXZ ±fZ. CX³fIYf AüÀf°f ´fiQVfʳf IYf dU¨f»f³fAfg¦fʳffBÊþZVf³f RYfgSX BIYû³ffgd¸fIY IYû-Af´fSXZVf³f E¯OX OXZU»f´f¸fZ³MX(AûBÀfeOXe) IZY ¸ff³fIY ÀfZ °fe³f ¸ff³fIY ³fe¨fZ ±ff. U¿fÊ 2009 ¸fZÔVf`dÃfIY údá ÀfZ ·ffSX°f IZY ßfZâ ´fiQVfʳf IYSX³fZ Uf»fZ Qû SXfª¹fûÔ -dWX¸ff¨f»f´fiQZVf AüSX °fd¸f»f³ffOXb ³fZ AûBÀfeOXe õfSXf ÀfÔ¨ffd»f°f '´fiû¦fif¸f RYfgSX

B³MXSX³fZVf³f»f ÀMXcOXZ¯MX EÀfûdVfEVf³f (´feAfBÊÀfeE) MXZÀMX ¸fZÔ ·ff¦f d»f¹ff. Qû³fûÔSXfª¹f BÀf MXZÀMX ¸fZÔ EIYQ¸f d³f¨f»fZ IiY¸f A±ffÊ°f IbY»f 74 ´fid°f·ffd¦f¹fûÔ ¸fZÔ ÀfZ 72UZÔAüSX 73UZÔ À±ff³f ´fSX SXWXZ. ·ffSX°fe¹f dUôfd±fʹfûÔ IYf AüÀf°f À°fSX AûBÊÀfeOXedUôfd±fʹfûÔ IYe °fb»f³ff ¸fZÔ EIYQ¸f °f»fWXMXe ´fSX dRYμ±f ´fSXÀfZ³MXfBÊ»f ±ff. ·ffSX°fe¹f´fifd²fIYfSXe BÀfÀfZ þbOÞXZ '´feAfBÊEÀfE' (´feÀff) ´fSXeÃf¯f ¸fZÔ ·ff¦f »fZ³fZ ´fSX ·fe ¶fZWXQVfd¸fʳQf WX`Ô. IYd±f°f ÷Y´f ÀfZ ´fd›¸fe Vf`»fe IZY ¹fZ MXZÀMX ·ffSX°fe¹f dUôfd±fʹfûÔ IYû¸ffdRYIY ³fWXeÔ ¶f`NX°fZ WX`Ô. »fZdIY³f U¿fÊ 2009 ¸fZÔ °fe³f ÀfUûʨ¨f À±ff³fûÔ ´fSX dÀfÔ¦ff´fbSX,QdÃf¯f IYûdSX¹ff AüSX þf´ff³f SXWXZ AüSX EdVf¹ffBÊ QZVf »f¦ff°ffSX '´feAfBÊEÀfE' MXZÀMXûÔ¸fZÔ ·fe CX¨¨f À±ff³f ´fSX SXWXZ. B°f³ff ÀfÔ·fU°f: Ad²fIYfdSX¹fûÔ IZY d»f¹fZ °f¸f¦fZ ÀfZ IY¸f

38Volume-2/Issue-3

³fWXeÔ WX`.·ffSX°f IYe ÀIcY»fe dVfÃff ³fed°f B°f³fe

A´fi·ffUe ¢¹fûÔ WX`? ¶fWXb°f-ÀfZ IYfSX¯fûÔ ¸fZÔ ¸fZSXfdUV½ffÀf WX dIY IbYL A°¹f³°f fWX°U´fc fÊ IYfSX f¹fWX WXÔ: fWX»ff, ·ffSX°f fZÔ dVfÃff³fed°f ÀfeJ³fZ IZY´fdSX¯ff¸fûÔ (»fd³fÔʦf AfCXMXIY¸f) IYe °fb»f³ff ¸fZÔ'B³f´fbMX' ´fSX ª¹ffQf IZYd³Qi°f WX`. QcÀfSXf, dVfÃff³fed°f fif±fd¸fIY ¹ff ff²¹fd¸fIY dVfÃff IZY dU´fSXe°fCX¨¨f dVfÃff IZY ´fÃf ¸fZÔ IYOÞXf Àf¸·fif³°fUfQe÷YÓff³f SXJ°fe WX`. EdVf¹ffBÊ QZVfûÔ ¸fZÔ, ´fid°fdUôf±feÊ »fûIY ½¹f¹f °fÈ°fe¹fIY (CX¨¨f) dVfÃffIZY ÃfZÂf IYe °fb»f³ff fZÔ fi±fd¸fIY AüSX ¸ff²¹fd¸fIYdVfÃff IZY ÃfZÂf ¸fZÔ ¸f»fZdVf¹ff ¸fZÔ ¨ffSX ÀfZ IY¸f,B¯OXû³fZdVf¹ff ¸fZÔ Qû AüSX ±ffBÊ»f`¯OX AüSXIYûdSX¹ff ¸fZÔ EIY WX`, ·ffSX°f ¸fZÔ ¹fWX ÀfÔ£¹ff ³f. ÀfZAd²fIY WX`. Àf¶fÀfZ ¸fWX°U´fc¯fÊ IYfSX¯f ÀIcY»fe dVfÃfIYûÔ IZY d»f¹fZ ´fiû°ÀffWX³f IZY PXfh¨fZIYf dUIÈY°f WXû³ff WX`, dþÀfÀfZ UÀ°fb°f: Q¹f³fe¹f ´fiQVfʳf °fû Àff¸f³fZ Af³ff WXe WX`.

ÀfSXIYfSXe ÀIcY»fûÔ IZY dVfÃfIYûÔ IYf UZX°f³f ¶fWXb°f Ad²fIY WX. ¹fWX QZVf ¸fZÔ ´fid°f½¹fdöYAüÀf°f Af¹f IYf °fe³f ¦fb³ff WX` þû A³¹f QZVfûÔ IYe °fb»f³ff ¸fZÔ IYfRYe Ad²fIY WX`. ¹fWX¨fe³f IYe °fb»f³ff ¸fZÔ ª¹ffQf WX` þWXfh dVfÃfIYûÔ IYf UZ°f³f ´fid°f ½¹fdöY Af¸fQ³fe IZY¶fSXf¶fSX WX`Ô. CXÀfÀfZ ¶fOÞXe ¶ff°f ¹fWX WX` dIY ·ffSX°f ¸fZÔ EIY dVfÃfIY IYe ³füIYSXe»fûIYÀfZUIY IZY ÷Y´f ¸fZÔ dþ³Q¦fe ·fSX SXûþ¦ffSX IYe ¦ffSXÔMXe WXû°fe WX` ¨ffWXZ ³füIYSXe ¸fZÔCXÀfIYe fiQVfʳf I`YÀff ·fe WXû. dUôfd±fʹfûÔ AüSX CX³fIZY Ad·f·ffUIYûÔ IZY ´fid°f CX³fIYfIYûBÊ CXØfSXQfd¹f°U ³fWXeÔ WXû°ff WX`. CX³fIYf IZYU»f Àfed¸f°f CXØfSXQfd¹f°U dVfÃff dU·ff¦f¹ff³fe ³füIYSXVffWXe IZY ´fid°f WXû°ff WX`. dVfÃfIYûÔ IYû A´fUfQ ÀU÷Y´f WXe IYf¸f ³f IYSX³fZ´fSX OXfhMX ´fOÞXe WXû, IZYU»f IbYL A±fÊQ¯OX WXû°ff WX` °fû WXû þf³fZ Qû. Af¸f°füSX ´fSX·ffSXe A³fb´fdÀ±f°f SXWX³ff, IbYL ÀfUZÊÃf¯f IZY A³fbÀffSX »f¦f·f¦f 25 ´fid°fVf°f. ¹fWXfh°fIY IYe þ¶f ÀIcY»f ¸fZÔ CX´fdÀ±f°f WXû°fZ WX`Ô °f¶f ·fe dVfÃfIY ´fif¹f: ´fPÞXf³fZ IZY A»ffUfQcÀfSXe ¦fd°fdUd²f¹fûÔ fZÔ ½¹fÀ°f SXWX°fZ WX`Ô. IY¸f °f³f£UfWX AüSX ª¹ffQf ¹fû¦¹f°ff IZY Àff±fÀfÔdUQf dVfÃfIY À±ff¹fe dVfÃfIYûÔ IYe °fb»f³ff ¸fZÔ ª¹ffQf ¶fZWX°fSX °fSXeIZY ÀfZ ³füIYSXeIYSX°fZ WX`Ô. ÀfeJ³fZ IYe ¹fû¦¹f°ff ·fe Àff¸ff³¹f°f: d³fþe ÀIcY»fûÔ ¸fZÔ ¶fZWX°fSX WXû°fe WX` þWXfhdVfÃfIYûÔ IYû AüÀf°f UZ°f³f d¸f»f°ff WX` AüSX ´fid°f dUôf±feÊ dVfÃf¯f IYe »ff¦f°f ·feIY¸f WXû°fe WX`. d³fþe ÀIcY»fûÔ ¸fZÔ ÀfSXIYfSXe ÀIcY»fûÔ IYe °fb»f³ff ¸fZÔ °fe³f ¦fb¯ff dUôf±feÊ´fiUZVf »fZ°fZ WX`Ô þ¶fdIY d³fþe ÀIcY»fûÔ ¸fZÔ dVfÃf¯f Vfb»IY »f¦f°ff WX` AüSX ÀfSXIYfSXeÀIcY»fûÔ ¸fZÔ dVfÃf¯f d³f:Vfb»IY d¸f»f°ff WX`.

·ffSX°f IYe dVfÃff ³fed°f IYe dURY»f°ff IZY QcSX¦ff¸fe ´fi·ffU WXûÔ¦fZ. ¶fbd³f¹ffQe dVfÃffIZY BÀf CX´f»f¶²f ³ffþbIY Af²ffSX ÀfZ ¶fOÞXe ÀfÔ£¹ff ¸fZÔ QZVf IYf IYf¹fÊ ¶f»f CX¨¨fIYüVf»f AüSX CX¨¨f CX°´ffQIY°ff Uf»fe ³füIYdSX¹fûÔ ¸fZÔ d»f¹fZ ´fidVfdÃf°f ³fWXeÔ WXû ´ff°ffWX`. BÔdOX¹ff B¸´f»ff¹f¸fZ³MX dSX´fûMXÊ (AfB.BÊ.AfSX.) IYe 2016 ¸fZÔ ¹fWX A³fb ff³f L´ffWX` dIY ·ffSX°f ¸fZÔ ´fid°fU¿fÊ ¹f±fûd¨f°f ·fb¦f°ff³f Uf»fe CX°´ffQIY°ff Uf»fe ³füIYdSX¹fûÔ ¸fZÔÀfû»fWX d¸fd»f¹f³f Ad°fdSXöY IYf¸f¦ffSX ¨ffdWX¹fZ. dSX´fûMXÊ ¸fZÔ »fZdIY³f ¹fWX ·fe ¶f°ff¹ff¦f¹ff WX` dIY IZYU»f ´ffh¨f d¸fd»f¹f³f UZ°f³fUÈdð ¹fböY ³füIYdSX¹ffh WXe CX¨¨f IYüVf»f

Uf»fZ IYf¹fÊ IZY d»f¹fZ CX´f»f¶²f WX`. ¸füþcQf Àf¸f¹f ¸fZÔ dþ³f A¯OXSXB¸´f»ffBÊOX IYf¸f¦ffSXûÔIYû d³f¸³f À°fSX ´fSX dVfÃff Qe ¦fBÊ WX`, UZ ª¹ffQf°fSX d³f¸³f A±fUf ¸f²¹f¸f IYüVf»fUf»fe ³füIYdSX¹ffh WXe ´ff ÀfIZYÔ¦fZ, »fZdIY³f AÀfÔ¦fdNX°f ÃfZÂfûÔ IYe °fb»f³ff ¸fZÔ ÀfÔ¦fdNX°fÃfZÂfûÔ ¸fZÔ UZ A¨Lf UZ°f³f ´ff ÀfIZYÔ¦fZ. Qb·ffʦ¹f ÀfZ EZÀfZ IYf¸f¦ffSXûÔ IYe ³f °fû ffh¦f Àf¸fbd¨f°f÷Y´f ¸fZÔ °fZþe ÀfZ ¶fPÞX ´ff SXWXe WX` AüSX ³f WXe EZÀfZ CX´f¹fböY IbYVf»f IYf¸f¦ffSXûÔ IYeAf´fcd°fÊ WXû ´ff SXWXe WX` þû AÀfÔ¦fdNX°f ÃfZÂfûÔ ÀfZ ÀfÔ¦fdNX°f ÃfZÂfûÔ IYe AûSX þf ÀfIZYÔ.EIY Aô°f³f ´fid°fUZQ³f ¸fZÔ ¹fWX °f±¹f ´fiÀ°fb°f dIY¹ff ¦f¹ff WX` dIY ·ffSX°fe¹f IYf¸f¦ffSXûÔIYe ऱûþ¦ffdSX°ff þû IYf¸f ¨ffWX°fZ WX`Ô Uû d´fL»fZ ¨ffSX Àff»fûÔ ¸fZÔ ¨füÔ°feÀf ´fid°fVf°f ÀfZ¶fPÞXIYSX ¨ff»feÀf ´fid°fVf°f WXû ¦fBÊ WX`. dUOX¸¶f³ff QZdJ¹fZ »f¦f·f¦f ÀffNX ´fid°fVf°fþû SXûþ¦ffSX ¨ffWX°fZ WX`Ô Uû A·fe ¶fZSXûþ¦ffSX WX`Ô.

À±ff³ff·ffU IZY IYfSX¯f , ¸f`Ô BÀf dU¸fVfÊ IYû dVfÃff IZY UÀ°fbd³fâ ¸fc»¹fûÔ °fIYþû IYf¹fʶf»f IYû ¹f±fûd¨f°f ·fb¦f°ff³f Uf»fe CX¨¨f CX°´ffQIY°ff Uf»fe ³füIYdSX¹ffhdQ»fUf ÀfIZY CXÀf °fIY WXe Àfed¸f°f SXJ ´ff¹ff. þ¶fdIY EIY ÀfÃf¸f dVfÃff ½¹fUÀ±ffIZY AfÔ°fdSXIY ¸fc»¹f ·fe CX°f³fZ WXe ¸fWX°U´fc¯fÊ WX`Ô þû dIY ³ff¦fdSXIYûÔ IYû þeU³f IYfAf³f³Q »fZ³fZ AüSX EIY ¸fþ¶fc°f ´fiþf°ffÔdÂfIY ½¹fUÀ±ff ¸fZÔ ·ff¦feQfSXe ¶f³ff ÀfIZY.dVfÃff IZY UÀ°fbd³fâ (B³ÀMÑc¸fZ³MX»f) ¸fc»¹f AüSX AfÔ°fdSXIY ¸fc»¹f , Qû³fûÔ WXe WX¸ffSXe¶fZIYfSX dVfÃff ½¹fUÀ±ff IZY d»f¹fZ ÀfUûÊ´fdSX ¸fWX°U SXJ°fZ WX`Ô. Qb·ffʦ¹f ÀfZ CXØfSX´fiQZVfAüSX A³¹f SXfª¹fûÔ IZY Af³fZ Uf»fZ ¨fb³ffU ¸fZÔ SXfþ³f`d°fIY ¸fbïZ WXe ª¹ffQf Àff¸f³fZ AfSXWXZ WX`Ô. A¶f þ¶fdIY »fûIYÀf·ff ¨fb³ffU IZYU»f PXfBÊ Àff»f IYe QcSXe ´fSX WX`Ô °f±ffd´fþ¶f °fIY dIY VffÀfIY SXfþIYüVf»f AüSX SXfþ³f`d°fIY B¨LfVfdöY IYf ´fiQVfʳf ³fWXeÔIYSXZÔ¦fZ ¦fh·feSX ³fed°f¦f°f Àfb²ffSX dþ³fIYf Qe§fʦff¸fe AÀfSX WXû¦ff Uû EIYQ¸f Àfed¸f°fSXWXZÔ¦fZ. »fZdIY³f dRYSX ·fe ÀfÔdÃf~°f: dVfÃff Àfb²ffSX þ`ÀfZ Qe§ffÊUd²f »fùfûÔ IZY d»f¹fZÀ±ff³f ¶f³ff³ff þf³fIYfSX »fû¦fûÔ IZY þ³ffQZVf ¸fZ Vffd¸f»f dIY¹ff þf³ff ¢¹fûÔ þ÷YSXe.WX` CXÀf ´fSX dU¸fVfÊ WXû. l

(¦fbUfWXfMXe ¸fZÔ SXf²ffIY¸f»f ¸fZ¸fûdSX¹f»f ½¹ff£¹ff³f¸ff»ff ¸fZ »fZJIY õfSXf 24 ³fU¸¶fSX IYû ´fiÀ°fb°f

´fid°fUZQ³f ´fSX ¹fWX d³f¶f³²f Af²ffdSX°f WX`Ô. ÀfbQe~û ¸f¯OX»f, ³fZVf³f»f B³ÀMXeMXйfcMX AfgRY ´fd¶»fIY

RYf¹f³fZ³Àf E¯OX ´ffgd»fÀfe ¸fZÔ ´fiûRZYÀfSX AüSX ¨füQWXUZÔ dUØf Af¹fû¦f IZY ÀfQÀ¹f WX`Ô.)

Volume-2/Issue-337

Afd±fÊIY Àfb²ffSXûÔÀfZ WXe Àfb²fSXZ¦fedVfÃff IYe °fÀUeSX¶fþMX 2017 ´fZVf IYSX³fZ IYf Àf¸f¹f dÀfSX ´fSX Af ¦f¹ff WX` AüSX dVfÃff ½¹fUÀ±ff IYf ÃfZÂf EZÀfZ IbYLZIY ÃfZÂfûÔ ¸fZÔVffd¸f»f WX` dþ³f ´fSX dUØf ¸fÔÂfe IYû °fbSXÔ°f ²¹ff³f QZ³ff ¨ffdWXE. WX¸ffSXe ÀffUÊþd³fIY dVfÃff ½¹fUÀ±ff d¶f»IbY»f°fWXÀf-³fWXÀf WXû ¨fbIYe WX` AüSX CX¸¸feQ IZY ¸fb°ffd¶fIY ³f°feþZ ³fWXeÔ QZ ´ff SXWXe. WX¸f þ¶f °fIY BÀfZ Qb÷YÀ°f ³fWXeÔIYSXZÔ¦fZ, °f¶f °fIY A¨LZ dQ³f »ff³fZ IYe ÀfSXIYfSX IZY °f¸ff¸f IYûdVfVfZÔ ¶fZIYfSX Àffd¶f°f WXûÔ¦fe.

36

dVfÃff ¶fªfMX

Volume-2/Issue-3

l Ad¸f°f ¨fÔQi

U ¿fÊ 2010 ¸fZÔ AûBÊÀfeOXe (Afg¦fZ³ffÊBþZVf³f RYfgSX BIYû³ffgd¸fIYIYûAfg fSXZVf³f EÔOX OXZU»f´f¸fZÔMX) IYe SXÔdIÔY¦f fZÔ feÀff (´fiû¦fif¸f RYfgSXBÔMXSX³fZVf³f»f ÀMXcOXZ³MXÐÀf EÀfZÀ¸fZÔMX) IZY 73 ÀfQÀ¹f QZVfûÔ fZÔ ÀfZ ·ffSX°f

IYû 72UfÔ À±ff³f dQ¹ff ¦f¹ff. BÀfIYe ´fid°fdIiY¹ff IZY øY´f ¸fZÔ ·ffSX°f ³fZ ¶ffQ IYeSX`ÔdIÔY¦f ´fidIiY¹ff ¸fZÔ dWXÀÀff ³fWXeÔ d»f¹ff, »fZdIY³f QZVf ÀfZ ·fe ¶fbSXe J¶fSX WXe d¸f»fSXWXe WX`. U¿fÊ 2016 IZY d»fE 18 þ³fUSXe IYû þfSXe IYe ¦fBÊ E³fbA»f ÀMXZMXÀfAfgRY EOXbIZYVf³f dSX´fûMXÊ ¸fZÔ fPÞXfBÊ IYe ¦fb fUØff IYe Q¹f³fe¹f dÀ±fd°f IYû CXþf¦fSXdIY¹ff ¦f¹ff WX`. dSX´fûMXÊ ¸fZÔ ¶f°ff¹ff ¦f¹ff WX` dIY °feÀfSXe IYÃff IZY dÀfRYÊ 25 RYeÀfQLfÂf WXe QcÀfSXe IYÃff IZY À°fSX IYe dIY°ff¶fZÔ ´fPÞX ÀfIY³fZ ¸fZÔ ÀfÃf¸f WX`Ô. EZÀfZ WXed¨fÔ°ffþ³fIY ³f°feþZ WXf»f WXe fZÔ dQ»»fe ÀfSXIYfSX õfSXf IYSXfE ¦fE ÀfUZÊ fZÔ Àff¸f³fZAfE WX`Ô.

LNXe IYÃff IZY 74% LfÂf A´f³fe dWX³Qe ´ffNXйf´fbÀ°fIY ÀfZ EIY ´f`SXf¦fifRY³fWXeÔ ´fPÞX ÀfIZY, 46% LfÂf QcÀfSXe IYÃff IZY À°fSX IYe Àff²ffSX¯f IYWXf³fe ³fWXeÔ´fPÞX ÀfIZY AüSX 8% LfÂf AÃfSXûÔ IYû ³fWXeÔ ´fWX¨ff³f ´ffE. dVfÃfIYûÔ IZY 60»ffJ ´fQûÔ ¸fZÔ ÀfZ 10 »ffJ ´fQ Jf»fe ´fOÞXZ WX`Ô. dUV½f ¶f`ÔIY IZY EIY A²¹f¹f³fIZY ¸fb°ffd¶fIY QZVf ¸fZÔ 25% dVfÃfIY IYÃff fZÔ A³fb fdÀ±f°f SXWX°fZ WXÔ. þû dVfÃfIYÀIcY»f ¸fZÔ ¸füþcQ SXWX°fZ WX`Ô, CX³f¸fZÔ ÀfZ Ad²fIY°fSX fZÔ ³f °fû A¨LZ fiQVfʳf IZY d»fEIYûBÊ ´fiZSX¯ff WXû°fe WX` AüSX ³f WXe IYüVf»f. BÀf Àf¶f IZY dVfIYfSX WXû°fZ WX`Ô WX¸ffSXZ³füd³fWXf»f.

1991 IZY Afd±fÊIY Àfb²ffSXûÔ IZY ¶ffQ ·ffSX°f fZÔ 7 RYeÀfQ IYe AüÀf°f UÈdðQSX ÀfZ dUIYfÀf WXû SXWXf WX`. BÀfIZY ´fdSX¯ff¸fÀU÷Y´f ¹fWX ¸f²¹f Af¹f U¦fÊ IYf QZVf¶f³f ¦f¹ff WX`. IiY¹f VfdöY ¸fZÔ ¶fPÞXû°fSXe IZY Àff±f WXe »fû¦fûÔ IYe AfIYfÔÃffEÔ ·fe¶fPÞXeÔ WX`Ô. Ad·f·ffUIY A¶f ¶f¨¨fûÔ IZY d»fE ¶fZWX°fSX ½¹fUÀ±ff ¨ffWX°fZ WX`Ô ¹fWXfÔ°fIY dIY ¦fSXe¶f Ad·f·ffUIY ·fe, dþ³fIZY d»fE A´f³fZ þeU³f IYû ¶fQ»f³fZ IYeEIY¸ffÂf AfVff ¶f¨¨fûÔ IYû A¨Le dVfÃff QZ IYSX WXe ´fcSXe WXû ÀfIY°fe WX`, ´fPÞXfBÊIZY d»fE ¦f`SX-ÀfSXIYfSXe ÀIcY»fûÔ IYû ¨fb³f³fZ »f¦fZ WX`Ô.

¦fe°ff ¦ffÔ²fe dIÔY¦OX³f IYe dOXdÀMÑ¢MX B³fRYfg¸fZÊVf³f dÀfÀMX¸f Afg³f EOXbIZYVf³f(OXeAfBÊEÀfBÊ) IZY VfbøYAf°fe AfÔIYOÞXûÔ IZY dUãZ¿f¯f ÀfZ ´f°ff ¨f»f°ff WX` dIYU¿fÊ 2010 AüSX 2014 IZY ¶fe¨f 13,498 ³fE ÀfSXIYfSXe ÀIcY»f Jb»f³fZ IZY¶ffQ ·fe ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔ LfÂfûÔ IZY ³ff¸ffÔIY³f ¸fZÔ 1.13 IYSXûOÞX IYe IY¸feAfBÊ WX` þ¶fdIY d³fþe ÀIcY»fûÔ ¸fZÔ 1.85 IYSXûOÞX IYe ¶fPÞXû°fSXe WXbBÊ WX`. 10.2»ffJ ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔ ÀfZ EIY »ffJ ÀIcY»fûÔ ¸fZÔ dÀfRYÊ 20 ¶f¨¨fûÔ IYf³ff¸ffÔIY³f WXbAf WX`. BÀfIZY A»ffUf 3.6 »ffJ ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔ LfÂfûÔ IYeAd²fIY°f¸f ÀfÔ£¹ff dÀfRYÊ 50 °fIY WX`. d³fd›°f WXe EZÀfZ ÀIcY»fûÔ fZÔ d³fUZVf IYSX³fZIYf IYûBÊ dUVfZ¿f RYf¹fQf ³fWXeÔ d¸f»f ff SXWXf WX`. BÀfd»fE dÀfRYÊ ¶fþMX fZÔ AfUÔMX³f¶fPÞXf QZ³fZ ÀfZ IYûBÊ JfÀf RYIYÊ ³fþSX ³fWXeÔ Af³fZ Uf»ff WX`.

¸füþcQf Àf¸f¹f ¸fZÔ ÀfSXIYfSX dVfÃff ´fSX þeOXe´fe IYf 3.8% J¨fÊ IYSX°fe WX`þ¶fdIY »fÔ¶fZ Àf¸f¹f ÀfZ BÀf J¨fÊ IYû 6 RYeÀfQ °fIY ¶fPÞXf³fZ IYe CX¸¸feQ IYeþf°fe SXWXe WX`. WXSX dUØf ¸fÔÂfe IYû BÀf ¸fbdVIY»f ´fdSXdÀ±fd°f IYf Àff¸f³ff IYSX³ff´fOÞX°ff WX` þ¶f J¨fÊ ¶fPÞXf³fZ IYe CX¸¸feQ WXSX IYûBÊ IYSX°ff WX` »fZdIY³f BÀfIYf ¶fûÓfIYûBÊ CXNXf³ff ³fWXeÔ ¨ffWX°ff. ¹fWXfÔ ´fWX»ff ÀfUf»f ¹fWX WX` dIY, ¢¹ff WX¸f dVfÃff ´fSX

dIYE þf SXWXZ J¨fÊ fZÔ BÀf °fSXWX ÀfZ ¶fQ»ffU »ff ÀfIY°fZ WX`Ô dIY füþcQf AfUÔMX³fÀfZ WX¸fZÔ BÀf °fSXWX ÀfZ ³f°feþZ d¸f»fZÔ °fû AfUÔMX³f ¶fPÞXf³fZ ´fSX d¸f»f ÀfIZY¦ff? WXfÔ,EZÀfZ J¨fÊ dþ³fÀfZ ´f`ÀfZ IYû ¸fû»f UÀfc»f ³fWXeÔ WXû ´ff°ff AüSX ¶f¶ffQeÊ IYû SXûIYIYSX. BÀfd»fE WX¸fZÔ AÀfSXQfSX ¶fþMX ´fi¶fÔ²f³f ´fSX ²¹ff³f QZ³ff WXû¦ff.

A¶f QcÀfSXf ÀfUf»f ¹fWX WX` dIY BÀfZ WXfdÀf»f I`YÀfZ dIY¹ff þfE, JfÀf °füSX´fSX °f¶f þ¶f IZYÔQi BÀf ÀfÔ¶fÔ²f ¸fZÔ ¶fWXb°f IbYL ³fWXeÔ IYSX ÀfIY°ff ¢¹fûÔdIY dVfÃffSXfª¹f IYf dU¿f¹f WX`. dVfÃff IYf Ad²fIYfSX IYf³fc³f, 2009 ¸fZÔ IYBÊ Jfd¸f¹ffÔ WXûÀfIY°fe WX`Ô, »fZdIY³f A¦fSX dUØf ¸fÔÂfe BÀfIZY d»fE IYûBÊ PXfÔ¨ff °f`¹ffSX IYSX ´ffEÔ°fû BÀf¸fZÔ IYfRYe ÀfÔ·ffU³ffEÔ ·fe WX`Ô. AfSXMXeBÊ IYf³fc³f IYe ²ffSXf 12.1 (Àfe)¸fZÔ d³fþe ÀIcY»fûÔ fZÔ Afd±fÊIY øY´f ÀfZ IY¸fþûSX LfÂfûÔ IZY d»fE 25% ÀfeMXZÔ Af-SXdÃf°f IYSX ¸fbμ°f ´fPÞXfBÊ IYf ´fifU²ff³f dIY¹ff ¦f¹ff WX`. BÀfÀfZ d³fþe ÀIcY»fûÔ ¸fZÔ¦fSXe¶f LfÂfûÔ IZY d»fE IYSXe¶f 20 »ffJ ÀfeMXûÔ IYe ½¹fUÀ±ff WXû ¦fBÊ WX`. ÀIcY»fûÔIYû BÀfIZY d»fE SXfª¹fûÔ ÀfZ ²f³f IYe Af´fcd°fÊ IYSXfBÊ þf°fe WX` dþÀfIZY d»fE ÀfUÊdVfÃff Ad·f¹ff³f IZY °fWX°f ff³fU ÀfÔÀff²f³f dUIYfÀf fÔÂff»f¹f ¶fþMXe¹f AfUÔMX³fIYSX°ff WX`.

»fZdIY³f ÀIcY»fûÔ ´fSX BÀf ´fifU²ff³f IYû »ff¦fc IYSX³fZ ¸fZÔ øYd¨f ³fWXeÔ dQJf³fZIZY AfSXû´f »f¦fZ WX`Ô AüSX CX³fIYe dVfIYf¹f°f ¹fWX WX` dIY BÀfIZY d»fE CX³WXZÔ IYûBÊ´fiû°ÀffWX³f ³fWXeÔ dQ¹ff þf SXWXf WX`. ´fiþf RYfCXÔOXZVf³f IZY WXf»f WXe ¸fZÔ IYSXfE ¦fEA²¹f¹f³f IZY ¸fb°ffd¶fIY dQ»»fe ³f¦fSX d³f¦f¸f ÀfZ ÀIcY»fûÔ ¸fZÔ AüÀf°f³f ´fid°f LfÂf50,000 ÷Y Ufd¿fÊIY J¨fÊ WXû°ff WX`. d³fþe ÀIcY»fûÔ ¸fZÔ d³fd›°f WXe BÀfÀfZ ª¹ffQfJ¨fÊ Af°ff WXû¦ff. »fZdIY³f dQ»»fe ÀfSXIYfSX d³fþe ÀIcY»fûÔ IYû EIY LfÂf IZYd»fE 19,000 ÷Y ´fid°f U¿fÊ IZY dWXÀff¶f ÀfZ ·fb¦f°ff³f IYSX°fe WX`.

dUØf ¸fÔÂfe B°f³ff IYSX ÀfIY°fZ WX`Ô dIY AfSXMXeBÊ E¢MX IZY °fWX°f BÀf ´fifU²ff³fIYû »ff¦fc IYSX³fZ IZY d»fE AfUÔdMX°f SXfdVf IYf ·fb¦f°ff³f Àfe²fZ LfÂfûÔ IYû IYSXfEÔ.BÀfIZY d»fE Ad·f·ffUIY IZY Jf°fZ ¸fZÔ OXfBSXZ¢MX ¶fZ³fZdRYMX MÑfÔÀfRYSX ¹ff UfCX¨fSX¹ff À¸ffMXÊ IYfOXÊ IZY þdSXE ·fb¦f°ff³f IYe ½¹fUÀ±ff IYe þf ÀfIY°fe WX`. A¨Le¶ff°f ¹fWX WX` dIY ÀfSXIYfSX BÀf füIZY IYf RYf¹fQf CXNXf³fZ IZY d»fE þ÷YSXe ¶fbd³f¹ffQePXfÔ¨ff °f`¹ffSX IYSX ¨fbIYe WX`. IYSXe¶f 92% ¶f¨¨fûÔ IZY ´ffÀf Af²ffSX IYfOXÊ AüSXCX³fIZY Ad·f·ffUIYûÔ IZY ´ffÀf ¶f`ÔIY Jf°fZ WX`Ô. BÀfÀfZ WXSX ¶f¨¨fZ IYe ½¹fdöY¦f°føY´f ÀfZ d³f¦fSXf³fe ÀfÔ·fU WX`. EIY ¶ffSX ¦fSXe¶fûÔ °fIY Àfe²ff »ff·f ´fWXbÔ¨f³fZ »f¦fZ °fûCX³fIZY ffÀf ¹fWX dUIY»´f WXû¦ff dIY UZ A´f³fZ ¶f¨¨fûÔ IYû ÀIcY»f ·fZþZ AüSX IiY¹fVfdöY ¶fPÞX³fZ ÀfZ, ÀIcY»fûÔ fSX dVfÃff IYe ¦fb fUØff fZÔ Àfb²ffSX IYf Q¶ffU ·fe ¶fPÞXZ¦ff.

BÀfÀfZ dVfÃff ¸fZÔ d³fþe ÃfZÂf Àf¸ff³f°ff IZY Àff±f WXe A¨Le dVfÃff QZ³fZ ¸fZÔIYfSX¦ffSX Àffd¶f°f WXûÔ¦fZ þû ÀffUÊþd³fIY ÃfZÂf IYf »fùf WX`. BÀfd»fE, ÀfÔdU²ff³f¸fZÔ dQE ¦fE ¸fbμ°f AüSX Ad³fUf¹fÊ dVfÃff IYû ¶fbd³f¹ffQe Ad²fIYfSX ¶f³ff³fZ IZYAd²fIYfSX (86UfÔ ÀfÔVfû²f³f), AfSXMXeAfBÊ E¢MX IZY øY´f ¸fZÔ IYf³fc³f IYe°ffIY°f, ²f³f fbWX`¹ff IYSXf³fZ IYe ½¹fUÀ±ff AüSX ¶fbd³f¹ffQe PXfÔ fZ IZY A´f³fe þ¦fWXQb÷YÀ°f WXû³fZ ´fSX, ¸fbÓfZ ¸füþcQf dUØf ¸fÔÂfe IZY Àff¸f³fZ dVfÃff ½¹fUÀ±ff IYfUfÀ°fbIYfSX ¶f³f ÀfIY³fZ IYe ¶fOÞXe ÀfÔ·ffU³ffEÔ dQJfBÊ QZ SXWXe WX`Ô, »f¦f·f¦f U`ÀfZWXe, þ`ÀfZ 1991 ¸fZÔ OXfg ¸f³f¸fûWX³f dÀfÔWX, Afd±fÊIY Àfb²ffSXûÔ IZY UfÀ°fbIYfSX ¶f³f¦fE ±fZ. l

»fZJIY ÀfZÔMXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXe IZY EÀfûdÀfEMX OXfBSXZ¢MXSX WX`Ô.

dVfÃff

Volume-2/Issue-335

dVfÃff

dVfÃff ÃfZÂf ¸fZÔ Àf¸ff³f¸fc»¹ffÔIY³f ´fi¯ff»fe ÀfZ WXû¦fe¦fb¯fUØff ¸fZÔ ¶fPÞXûØfSXe

ldVfUf³f³Q dõUZQe

B Àf¸fZÔ IYûBÊ VfIY ³fWXeÔ dIY dIYÀfe ·fe ÃfZÂf ¸fZÔ, ¨ffWXZÔ Uû ÀfZUf IYf ÃfZÂf WXû A±fUfCX°´ffQ³f IYf, þ¶f°fIY ÀUÀ±f ´fid°fÀ´f²ffÊ Uf»fe dÀ±fd°f ³fWXeÔ WXû°fe WX` °f¶f°fIY¦fb¯fUØff AüSX ´ffSXQdVfÊ°ff Qû³fûÔ IYf A·ffU ¶f³ff SXWX°ff WX`. ´fid°fÀ´f²ffÊ IZY Àff±f-

Àff±f ¦fb¯fUØff AüSX ´ffSXQdVfÊ°ff IZY d»fE ¸fc»¹ffÔIY³f IYf WXû³ff d³f°ffÔ°f AfUV¹fIY WX`. Afþþ¶f ´fiV³f dVfÃff ¸fZÔ ¦fb¯fUØff IYf CXNX°ff WX` °fû ¶fWXÀf IYû ÀfSXIYfSXe ¶f³ff¸f d³fþe ÀIcY»f IYe°fSXRY ¸fûOÞX QZ³fZ IYf ¨f»f³f WX`. ¹fWX ¸fbïZ ÀfZ ²¹ff³f ·fMXIYf³fZ Uf»fe dÀ±fd°f ·fSX WX`. ÀfUf»f ¹fWXIY·fe ³fWXeÔ WXû³ff ¨ffdWXE dIY dVfÃff ÀfSXIYfSXe WXû ¹ff ´fifBUZMX? ÀfUf»f ¹fWX WXû³ff ¨ffdWXE dIYdVfÃff ¦fb¯fUØff ÀfZ ´fdSX´fc¯fÊ WXû AüSX CXÀfIYf Àf°f°f EUÔ ´ffSXQVfeÊ ¸fc»¹ffÔIY³f dIY¹ff þf ÀfIZY.¶fWXÀf BÀf ¶ff°f ´fSX ·fe WXû³fe ¨ffdWXE dIY ¸fc»¹ffÔIY³f IYe ³fed°f ³¹ff¹fÀfÔ¦f°f WXû þû Àf¸ff³f øY´f

ÀfSXIYfSXe dUôf»f¹f ·fe ¶fZWX°fSX IYSXZÔ BÀfIZYd»fE þ÷YSXe WX` dIY CX³fIYf ·fe ¸fc»¹ffÔIY³fCX³WXeÔ d³f¹ff¸fIYûÔ ÀfZ dIY¹ff þf¹f, dþ³f¸ff³fQÔOXûÔ IYû d³fþe ÀIcY»fûÔ IZY d»fE °f¹fdIY¹ff ¦f¹ff WX`. BÀfIZY d»fE ¹fWX Ad³fUf¹fÊ WX`dIY EIY ÀUf¹fØf ÀfÔÀ±ff WXû þû Àf¸ff³f fc»¹ffÔIY³f³fed°f ÀfZ ÀfSXIYfSXe AüSX d³fþe Qû³fûÔ dUôf»f¹fûÔIZY ´fiQVfʳf, ¦fb¯fUØff, J¨fÊ AüSX »fd³fÔʦfAfCXMXIY¸f IYf ¸fc»¹ffÔIY³f IYSXZ.

34Volume-2/Issue-3

ÀfZ WXSX EIY dUôf»f¹f ´fSX »ff¦fc WXû SXWXe WXû. ÀfSXIYfSX IZY dUôf»f¹fûÔ IZY d»fEA»f¦f ¸ff³fQÔOX, LûMXZ d³fþe dUôf»f¹fûÔ IZY d»fE A»f¦f ¸ff³fQÔOX AüSX ¶fOÞXZ¶fþMX IZY dUôf»f¹fûÔ IZY d»fE A»f¦f fc»¹ffÔIY³f IZY ff³fQÔOX ³fWXeÔ WXû³fZ ffdWXE.»fZdIY³f ¹fWX Qb·ffʦ¹f´fc¯fÊ WX` dIY Àf¸ff³f ¸fc»¹ffÔIY³f IYe ´ffSXQVfeÊ ´fidIiY¹ff IYûÀ±ffd´f°f IYSX³fZ IYe ¶fþf¹f WX¸ffSXe ´fcSXe ¶fWXÀf ÀfSXIYfSXe ¶f³ff¸f ´fifBUZMX ´fSXþfIYSX dMXIY þf°fe WX`. þ¶fdIY ½¹fUWXfdSXIY ´fÃf ¹fWX WX` dIY BÀf dþQ IZY ´feLZIYûBÊ °fIYÊ ³fWXeÔ WX` dIY WXSX WXf»f ¸fZÔ d¶f³ff dIYÀfe ¸fc»¹ffÔIY³f AüSX ´fid°fÀ´f²ffÊ IZYÀfSXIYfSXe dUôf»f¹fûÔ IYû WXe ¶fZWX°fSX IYSX³fZ IYf ´fi¹ffÀf dIY¹ff þf¹f ³f dIY CX³WXZÔÀf¸ff³f øY´f ÀfZ d³fþe dUôf»f¹fûÔ ÀfZ ´fid°fÀ´f²ffÊ IZY d»fE Àfªþ dIY¹ff þf¹f!

dVfÃff IZY Ad²fIYfSX IYf³fc³f IZY °fWX°f ÀfSXIYfSX IYf ¹fWX Qfd¹f°U WX` dIY UWX¨füQWX Àff»f °fIY IZY WXSX ¶f¨¨fZ IYû ¸fbμ°f dVfÃff ¸fbWX`¹ff IYSXf¹fZ. WXf»ffÔdIY ¹fWXfhdþÀfZ k¸fbμ°fl IYWXf þf SXWXf WX`, ½¹fUWXfdSXIY °füSX ´fSX UWX ¸fbμ°f ³fWXeÔ WX` ¶fd»IYIYûBÊ ³f IYûBÊ (IYSXQf°ffAûÔ IZY ´f`ÀfZ ÀfZ ÀfSXIYfSX) CXÀf J¨fZÊ IYû CXNXf SXWXe WX`.¶ffUþcQ BÀfIZY Ad·f·ffUIYûÔ IYf ÷YÓff³f fif±fd¸fIY dVfÃff IZY ff¸f»fZ fZÔ ÀfSXIYfSXedUôf»f¹fûÔ IZY ´fid°f IY¸f WXû SXWXf WX. A¦fSX ³ff¸ffÔIY³f ¶fPÞX ·fe SXWXf WX °fû CX fdÀ±fd°fIZY AfÔIYOÞXZ d³fSXfVffþ³fIY Af SXWXZ WX`Ô. þ¶fdIY BÀfIZY CX»fMX d³fþe dUôf»f¹fûÔ¸fZÔ IbYL ·fe ¸fbμ°f þ`Àff AfgRYSX ³fWXeÔ WX` dRYSX ·fe Ad·f·ffUIY A´f³fZ ¶f¨¨fZ IYû·fZþ SXWXZ WX`Ô. EZÀfZ ¸fZÔ IbYL »fû¦f ¹fWX °fIYÊ QZ°fZ WX`Ô dIY d³fþe dUôf»f¹fûÔ IYe UþWXÀfZ ÀfSXIYfSXe dUôf»f¹fûÔ IYe dÀ±fd°f JSXf¶f WXbBÊ WX`. þ¶fdIY Àf¨¨ffBÊ ¹fWX WX` dIYÀfSXIYfSXe dUôf»f¹fûÔ ³fZ ¦fb¯fUØff IZY ¸ff³fIYûÔ ´fSX JbQ IYû JSXf ³fWXeÔ Àffd¶f°fdIY¹ff AüSX »fû¦fûÔ IYf ÷YÓff³f d³fþe dUôf»f¹fûÔ IYe °fSXRY ¦f¹ff. d³fþe dUôf»f¹fûÔIYe ¦fb¯fUØff ÀfSXIYfSXe dUôf»f¹fûÔ IYe °fb»f³ff ¸fZÔ ¶fZWX°fSX WXû³fZ IZY ´feLZ ¸fc»fIYfSX¯f ´fid°fÀ´f²ffÊ WX`. d³fþe dUôf»f¹f Af´fÀfe fid°fÀ´f²ffÊ IYe UþWX ÀfZ ¶fZWX°fSXIYSX ´ff SXWXZ WX`Ô þ¶fdIY ÀfSXIYfSXe dUôf»f¹fûÔ IYû ´fid°fÀ´f²ffÊ IZY Qf¹fSXZ ÀfZ ¸fböYkÀfSXIYfSXel WXû³fZ IYf EZÀff °f¸f¦ff d¸f»ff WX`, þû CXÀfZ ¶fZWX°fSXe IZY d»fE ³f °fû´fiû°ÀffdWX°f WXû³fZ IYf IYûBÊ NXûÀf UþWX QZ ´ff SXWXf WX` AüSX ³f WXe ¹fZ dUôf»f¹f¶fZWX°fSX WXû SXWXZ WX`Ô.

ÀfSXIYfSXe dUôf»f¹f ·fe ¶fZWX°fSX IYSXZÔ BÀfIZY d»fE þ÷YSXe WX` dIY CX³fIYf ·fe¸fc»¹ffÔIY³f CX³WXeÔ d³f¹ff¸fIYûÔ ÀfZ dIY¹ff þf¹f, dþ³f ¸ff³fQÔOXûÔ IYû d³fþe ÀIcY»fûÔIZY d»fE °f¹f dIY¹ff ¦f¹ff WX`. BÀfIZY d»fE ¹fWX Ad³fUf¹fÊ WX` dIY EIY ÀUf¹fØfÀfÔÀ±ff WXû þû Àf¸ff³f ¸fc»¹ffÔIY³f ³fed°f ÀfZ ÀfSXIYfSXe AüSX d³fþe Qû³fûÔ dUôf»f¹fûÔIZY ´fiQVfʳf, ¦fb fUØff, J¨fÊ AüSX »fd³fÔʦf AfCXMXIY¸f IYf fc»¹ffÔIY³f IYSXZ. A·fedÀ±fd°f A»f¦f WX`. ÀfSXIYfSX A´f³fZ dUôf»f¹fûÔ ¸fZÔ JbQ WXe d³f¹fÔÂfIY WX`, JbQ WXed³f¹fûöYf WX`, JbQ WXe RÔYOXSX WX`, JbQ WXe d³f¹ff¸fIY ¶f³ff³fZ Uf»fe ¶ffgOXe WX`. EZÀfZ¸fZÔ ·f»ff Jb»fe ´fid°fÀ´f²ffÊ ¸fZÔ d³f¿´fÃf°ff IYe ¦fbÔþfBVf I`YÀfZ ÀfÔ·fU WX`. MXZd»fIYfg¸fÀfZ¢MXSX ¸fZÔ MÑfBÊ ¸fWXþ ¸fûd³fMXdSXÔ¦f ¶ffgOXe WX` ³f dIY Uû JbQ EIY MXZd»fIYfg¸f ´ffMXeÊWX`, d»fWXfþf CXÀfÀfZ d³f¿´fÃf°ff IYe CX¸¸feQ IYe þf ÀfIY°fe WX`. »fZdIY³f dVfÃff ¸fZÔ°fû ÀIcY»f ·fe ÀfSXIYfSX IYf, dVfÃfIY ·fe ÀfSXIYfSXe, d¶fd»OXÔ¦f ·fe ÀfSXIYfSXe, d³f¹f¸f¶f³ff³fZ IYf Ad²fIYfSX ·fe ÀfSXIYfSX IYû, ´f`Àff ·fe ÀfSXIYfSX IYf AüSX ¦fOÞX¶fOÞXeIYe dÀ±fd°f ¸fZÔ þfÔ¨f ·fe ÀfSXIYfSXe. ¹fWX dÀ±fd°f IY°fBÊ B¸ff³fQfSX AüSX d³f¿´fÃfdÀ±fd°f ³fWXeÔ IYWXe þf ÀfIY°fe WX`. EZÀfe dÀ±fd°f ¸fZÔ WXSX WXf»f ¸fZÔ ÀfSXIYfSX A´f³fZdUôf»f¹fûÔ IZY ´fid°f CXQfSX SXWXZ¦fe þ¶fdIY d³fþe dUôf»f¹fûÔ IZY ´fid°f Àf£°f. EIY

d³fþe ÀIcY»f Jû»f³fZ IZY d»fE °f¸ff¸f °fSXWX IZY ´fSXd¸fVf³f, »ff¹fÀfZÔÀf AfdQ IYf´fifU²ff³f WX`. ¢¹ff ÀfSXIYfSX A´f³fZ ÀIcY»fûÔ IYû VfbøY IYSX³fZ IZY d»fE ·fe Uû ÀffSXZ¸ff³fIY fcSXf IYSX°fe WX`? ³fWXeÔ! ÀfSXIYfSX ÀIcY»f fWX»fZ Jû»f°fe WX`, dRYSX »ff¹fÀfZÔÀf·fe JbQ WXe »fZ°fe WX` AüSX fÔþeIYSX¯f ·fe JbQ WXe IYSX »fZ°fe WX`. d³fþe dUôf»f¹fIYe ¸ff³¹f°ff ÀfZ ´fWX»fZ dVfÃfIYûÔ IYe ÀfÔ£¹ff, d¶fd»OXÔ¦f EdSX¹ff þ`Àfe °f¸ff¸f Vf°fZÊÔWXû°fe WXÔ þ¶fdIY ÀfSXIYfSXe ÀIcY»fûÔ IZY d»fE ¹fZ ÀffSXe Vf°fZÊÔ IYWXeÔ ³fWXeÔ WXû°feÔ. °f¸ff¸fdSX´fûMXÐÀfÊ ¹fWX ¶f°ff°fZ WX`Ô dIY ¹fc´fe AüSX dQ»»fe þ`ÀfZ SXfª¹fûÔ ¸fZÔ ÀfSXIYfSX ´fid°f¶f¨¨ff EIY WXþfSX ÀfZ OXZPÞX WXþfSX øY´fE J¨fÊ IYSXIZY dVfÃff QZ°fe WX` þ¶fdIY¹fWXe ÀfSXIYfSX d³fþe ÀIcY»fûÔ IYe RYeÀf IYû »fZIYSX Àf£°f SXWX°fe WX`. A¦fSX ÀfSXIYfSXEIY ¶f¨¨fZ IYû WXþfSX ÷Y´fE ¸fWXe³fZ ÀfZ IY¸f ¸fZÔ ³fWXeÔ ´fPÞXf ´ff SXWXe °fû CXÀfZ IYûBÊWXIY ³fWXeÔ dIY Uû dIYÀfe d³fþe ÀIcY»f ÀfZ IYWXZ dIY Uû BÀfÀfZ IY¸f ¹ff B°f³fZ RYeÀf¸fZÔ ´fPXf¹fZ.

EZÀfZ ¸fZÔ A¦fSX Jb»fe ´fid°fÀ´f²ffÊ IYe dÀ±fd°f IYSX Qe þf¹f °fû Vff¹fQ ÀfSXIYfSXeÀIcY»f ·fe ¶fZWX°fSX IYSX³fZ »f¦fZÔ AüSX LûMXZ-LûMXZ d³fþe ÀIcY»f ·fe ¶fZWX°fSX PXÔ¦f ÀfZ¨f»fZÔ. A·fe IYf³fc³f IYf ÀffSXf OXÔOXf CX³f LûMXZ-LûMXZ ÀIcY»fûÔ ´fSX ´fOÞX SXWXf WX` þûJSXf¶f ¦fb¯fUØff Uf»fZ ÀfSXIYfSXe ÀIcY»fûÔ IZY ¶f¨¨fûÔ IZY d»fE dUIY»´f WX`Ô. BÀfIYf¶fOÞXZ ÀIcY»fûÔ ÀfZ IYûBÊ »fZ³ff QZ³ff ³fWXeÔ WX`, ¢¹fûÔdIY U`ÀfZ ·fe CX³f ÀIcY»fûÔ ¸fZÔ A´f³fZ¶f¨¨fûÔ IYû ´fPXf³fZ Uf»fZ »fû¦f ÀfSXIYfSXe ÀIcY»f ¸fZÔ ¶f¨¨fûÔ IYû ³fWXeÔ ·fZþ°fZ WX`Ô.»fZdIY³f ¸f²¹f¸f d³f¸³f U¦fÊ IYf þû ¶fOÞXf °f¶fIYf WX` Uû °fû LûMXZ-LûMXZ ÀIcY»fûÔ ´fSXWXe Afdßf°f WX`. EZÀfZ ¸fZÔ QûWXSXZ IYf³fc³fe ¸ff³fQÔOX WXû³fZ ÀfZ B³f LûMXZ-LûMXZ ¶fþMXÀIcY»f ¹ff °fû ¶fÔQ WXû þf°fZ WX`Ô ¹ff dRYSX PXÔ¦f ÀfZ ¨f»f ³fWXeÔ ´ff°fZ. BÀfd»fE Afþ¹fWX þ÷YSXe WX` IYe Àf¶fIYû Àf¸ff³f AUÀfSX d¸f»fZ, ´ffSXQVfeÊ PXÔ¦f ÀfZ IYf¹fÊ WXû, Àf·feÀIcY»fûÔ IZY Àff±f ³¹ff¹f WXû AüSX þû ¶fdPÞX¹ff IYSXZ CXÀfZ dSXUfOXÊ d¸f»fZ BÀfIZY d»fEÀf¸ff³f ¸fc»¹ffÔIY³f ³fed°f Uf»fe ÀUf¹f°f ´fi¯ff»fe IYû »ff¹ff þf³ff ¨ffdWXE. l

(»fZJIY OXf. V¹ff¸ff ´fiÀffQ ¸fbIYþeÊ dSXÀf¨fÊ RYfCXÔOXZVf³f IZY dSXÀf¨fÊ

RZY»fû AüSX Q ³fZVf³fd»fÀMX Afg³f»ffB³f IZY ÀfÔ´ffQIY WX`Ô)

Volume-2/Issue-333

—CX¸fZVf ¨f°fbUZÊQe

ÀfÔ dU²ff³f ´fiQØf ¸füd»fIY Ad²fIYfSXûÔ ¸fZÔ dVfÃffIZY Ad²fIYfSX IYû Vffd¸f»f dIYE þf³fZ IZY¶ffQ EIY ¶ffSX UWX fbSXf³ff ÀfUf»f dRYSX CXNX³fZ

»f¦ff WX`. ÀfUf»f ¹fWX dIY QZVf IZY Àf·fe ¶f¨¨fûÔ IYû EIYÀf¸ff³f dVfÃff IYf Ad²fIYfSX d¸f»f³ff WXe ffdWXE. 1935¸fZÔ þ¶f ·ffSX°f ÀfSXIYfSX Ad²fd³f¹f¸f IZY °fWX°f ¦fdNX°fSXfª¹fûÔ IYe ÀfSXIYfSXûÔ IYû dþ³f AfNX dU¿f¹fûÔ ´fSX VffÀf³fIYSX³fZ IYf Ad²fIYfSX °f°IYf»fe³f AÔ¦fiZþ ÀfSXIYfSX ³fZ dQ¹ff±ff, CX³f¸fZÔ ÀfZ EIY Ad²fIYfSX dVfÃff ½¹fUÀ±ff IYf ·feÀfÔ¨ff»f³f ±ff. ¦ffÔ²feþe IYû °f¶f Af³fZ Uf»fe ¨fb³füd°f¹fûÔIYf ´f°ff ±ff, BÀfed»fE CX³WXûÔ³fZ OXfg¢MXSX þfdIYSX WXbÀf`³fIYe A²¹fÃf°ff ¸fZÔ SXfª¹fûÔ IYe dVfÃff ½¹fUÀ±ff I`YÀfe WXû,BÀf ´fSX dU¨ffSX IYSX³fZ IYe dþ¸¸fZQfSXe Qe ±fe. ¦ffÔ²fe þe³fZ JbQ ·fe BÀf ´fSX Af²ffSX ´fÂf d»fJf ±ff, dþÀfIZYAf²ffSX ´fSX 1937 ¸fZÔ U²ffÊ fZÔ Af¹fûdþ°f ¶f`NXIY fZÔ dþÀf¶fbd³f¹ffQe dVfÃff ½¹fUÀ±ff IYe IY»´f³ff IYe, CXÀf¸fZÔ ·feÀf·fe ¶f¨¨fûÔ IYû ´fif±fd¸fIY dVfÃff EIY Àf¸ff³f QZ³fZ ´fSXþûSX ±ff. CXÀf ½¹fUÀ±ff IYf fIYÀfQ QZVf IZY Àf·fe ¶f¨¨fûÔIYû EIY Àf¸ff³f ¶fZWX°fSX dVfÃff ½¹fUÀ±ff QZ³ff ±ff.AfþfQe IZY ¶ffQ ÀfSXIYfSXe dUôf»f¹fûÔ IYe ÀfÔ£¹ff fZÔ þûdUÀ°ffSX WXbAf, CXÀfIZY ¸fc»f ¸fZÔ ·fe ¹fWXe dU¨ffSX ±ff.

»fZdIY³f AfþfQe IZY ÀfØfSX Àff»f ¶ffQ WXf»f°f ¹fWX WX` dIYÀfSXIYfSXe dUôf»f¹fûÔ ¸fZÔ ¦fb¯fUØff¹fböY dVfÃff ³fWXeÔ d¸f»fSXWXe WX`. CX³fIYe °fb»f³ff ¸fZÔ d³fþe ÀIcY»fûÔ ¸fZÔ ´fif±fd¸fIYdVfÃff IYWXeÔ ª¹ffQf ¶fZWX°fSX °fSXeIZY ÀfZ d¸f»f SXWXe WX`. EZÀfZ¸fZÔ ÀfUf»f ¹fWX WX` dIY þ¶f ÀfSXIYfSXe ÀIcY»f ¶fZWX°fSX dVfÃffQZ WXe ³fWXeÔ ÀfIY°fZ °fû CX³fIYe þøYSX°f WXe ¢¹fûÔ WXû³fe ¨ffdWXE.

·ffSX°f fZÔ VffÀf³f ½¹fUÀ±ff f»ff³fZ IZY d»fE ÀfÔdU²ff³f¸fZÔ °fe³f Àfcd¨f¹fûÔ IYf ´fifU²ff³f WX`. ÀfÔ§f Àfc¨fe IZY °fWX°fþWXfÔ IZYÔQi ÀfSXIYfSX IYe dþ¸¸fZQfSXe Uf»fZ dU¿f¹f Af°fZ WX`Ô,UWXeÔ SXfª¹f Àfc¨fe IZY °fWX°f SXfª¹fûÔ IZY þdSXE ½¹fUÀ±ffUf»fZ dU¿f¹f WX`Ô. Qû³fûÔ WXe Àfc¨fe IZY dU¿f¹fûÔ ÀfZ d¸f»fZAd²fIYfSXûÔ ¸fZÔ IZYÔQi ¹ff SXfª¹f ÀfSXIYfSXZÔ A´f³fe Àfe¸ffEÔ³fWXeÔ »ffÔ§f ÀfIY°feÔ. »fZdIY³f dVfÃff IYf dU¿f¹f °feÀfSXe¹ff³fe Àf¸fU°feÊ Àfc¨fe ¸fZÔ Vffd¸f»f WX`. ¹ff³fe dVfÃff IYe½¹fUÀ±ff SXfª¹f AüSX IZYÔQi A´f³fZ-A´f³fZ °fSXeIZY ÀfZ IYSXÀfIY°fZ WX`Ô AüSX A¦fSX dUUfQ WXbAf °fû ÀfÔ§f ¹ff³fe IZYÔQiÀfSXIYfSX IZY ¶f³ffE IYf³fc³f AüSX ½¹fUÀ±ff WXe SXfª¹fûÔ ´fSX·fe »ff¦fc WXûÔ¦fZ. ¶fWXbSXÔ¦fe Àf¸ffþ ½¹fUÀ±ff IZY ¨f»f°fZÀfÔdU²ff³f d³f¸ff°ffÊAûÔ ³fZ Vff¹fQ dVfÃff IYû Àf¸fU°feÊ Àfc fe¸fZÔ SXJf, »fZdIY³f Afþ dVfÃff ½¹fUÀ±ff ¸fZÔ ¦fb¯fUØff IZYÀ°fSX fSX dþ°f³ff CX°ffSX-¨fPÞXfU WX`, CXÀfIZY feLZ IYWXeÔ ³fIYWXeÔ BÀf ÀfÔU`²ffd³fIY ½¹fUÀ±ff IYf ·fe WXf±f WX`.

¶fZVfIY ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔ ¹fû¦¹f A²¹ff´fIY WX`Ô,CX³WXZÔ UZ°f³f Af¹fû¦f IYe dÀfRYfdSXVfûÔ IZY ¸fb°ffd¶fIY UZ°f³f·fe d¸f»f°ff WX`. þû IYBÊ ¶ffSX d³fþe dVfÃff ÀfÔÀ±ff³fûÔ IZY¸fbIYf¶f»fZ IYBÊ ¦fb³ff °fIY ª¹ffQf WXû°ff WX`. »fZdIY³f CX³fIZY¹fWXfÔ dVfÃff ½¹fUÀ±ff ¶fZWXQ JSXf¶f WX`. B°f³fe JSXf¶f WX`dIY Afþ dQWXfOÞXe °fIY ´fSX IYf¸f IYSX³fZ Uf»ff Af¸f·ffSX°fe¹f ·fe ÀfSXIYfSXe dUôf»f¹fûÔ ¸fZÔ A´f³fZ ¶f¨¨fûÔ IYûOXf»f³fZ ÀfZ ¶f¨f SXWXf WX`. dQ»»fe ÀfSXIYfSX EIY ¶f¨¨fZ ´fSXdIY°f³ff J¨fÊ IYSX°fe WX`, BÀfIYf AÔQfþf BÀf ¶ff°f ÀfZ»f¦ff¹ff þf ÀfIY°ff WX` dIY 2015-16 IZY AfÔIYOÞXûÔ IZY¸fb°ffd¶fIY CXÀf³fZ ´fid°f ¶f¨¨ff 24 ÀfZ »fZIYSX 30 WXþfSXøY´fE Àff»ff³ff J¨fÊ dIYE. ²¹ff³f SXWXZ, BÀf J¨fÊ ¸fZÔd¶fd»OXÔ¦f d³f¸ffʯf ¹ff d¶fþ»fe d¶f»f þ`ÀfZ J¨fÊ Vffd¸f»f³fWXeÔ WX`Ô. BÀfe °fSXWX ¸fWXfSXf¿MÑX ÀfSXIYfSX ³fZ BÀfe ÀfÂf ¸fZÔ´fid°f LfÂf 95-96 WXþfSX Àff»ff³ff J¨fÊ dIYE. ´fd›¸f¶fÔ¦ff»f AüSX d¶fWXfSX þ`ÀfZ SXfª¹f ·fe fÔQiWX ÀfZ »fZIYSX ¶feÀfWXþfSX Àff»ff³ff °fIY ´fid°f LfÂf A´f³fZ ¶fþMX IYf J¨fÊIYSX SXWXZ WX`Ô. BÀfIZY ¶ffUþcQ B³f ÀIcY»fûÔ ÀfZ d³fIY»fZª¹ffQf°fSX ¶f¨¨fûÔ IYf Vf`dÃfIY À°fSX ¶fZWX°fSX ³fWXeÔ WX. SXfª¹fûÔIZY IbYL EIY ÀfSXIYfSXe ÀIcY»fûÔ IYû ¶f°füSX A´fUfQ LûOÞXQZÔ °fû ª¹ffQf°fSX IYf Vf`dÃfIY dSXIYfgOXÊ AüSX CX³fÀfZ d³fIY»fZ¶f¨¨fûÔ IYf À°fSX d³fþe ÀIcY»fûÔ IZY ¶f¨¨fûÔ IZY ¸fbIYf¶f»fZ IY¸f°fSX WX`.

dVfÃff

dVfÃff IYe ¦fb¯fUØff¶fPÞXf³fZ ¸fZÔ OXf¹fSXZ¢MXI`YVf MÑfÔÀfRYSX ÀfZd¸f»fZ¦fe IYf¸f¹ff¶fe

¹fWX Àf¨f WX` dIY SXûþe-SXûþ¦ffSX ¸fZÔ AÔ¦fiZþe IYe¶fPÞX°fe ¸ffÔ¦f IZY ¨f»f°fZ ¦f»fe-¸fbWX»»fZ ¹ff ÀfbQcSX QZWXf°feB»ffIZY °fIY ¸fZÔ Jb»fZ IYd±f°f ´fd¶»fIY ÀIcY»fûÔ IYe¸ffÔ¦f ¶fPÞXe WX`. »fZdIY³f EIY Àf¨¨ffBÊ ¹fWX ·fe WX` dIYÀfSXIYfSXe ÀIcY»fûÔ IYe dVfÃff ½¹fUÀ±ff ¸fZÔ d¦fSXfUMXAüSX A²¹ff´fIYûÔ ¸fZÔ ¶fPÞX°fe ¦f`SX dþ¸¸fZQfSXe ³fZ ·fe B³fÀIcY»fûÔ IYû ¶fPÞXfUf d¸f»ff WX`. EZÀfZ ¸fZÔ ÀfUf»f ¹fWX WX`dIY IYSXQf°ffAûÔ IZY ´f`ÀfZ J¨fÊ WXû³fZ IZY ¶ffUþcQ A¦fSXA¨Le dVfÃff ³fWXeÔ d¸f»f ´ff SXWXe WXû °fû ¢¹ff CX´ff¹fdIY¹ff þf³ff ¨ffdWXE. ÀfZÔMXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXeþ`ÀfZ ÀfÔ¦fNX³f BÀfIZY d»fE ³ff¹ff¶f ÀfbÓffU QZ SXWXZ WX`Ô.dþÀf °fSXWX Àfd¶ÀfOXe ¸fZÔ ¶fPÞX°fZ ·fiáf¨ffSX ´fSX IYf¶fc´ff³fZ IZY d»fE ÀfSXIYfSX ³fZ Àfe²fZ ³fIYQ À±ff³ffÔ°fSX¯f¹ff³fe OXfBSXZ¢MX MX¢Àf MÑfÔÀfRYSX IYf °fSXeIYf dUIYdÀf°fdIY¹ff, CXÀfe °fþÊ ´fSX A¶f ¶f¨¨fûÔ IYû ·fe ÀfSXIYfSXIYe °fSXRY ÀfZ Àfe²fZ I`YVf MÑfÔÀfRYSX IYe ÀfbdU²ff QZ³fZIYe ¸ffÔ¦f IYe þf SXWXe WX. dVfÃff ¸fZÔ Qd»f°fûÔ AüSX d´fLOÞXZU¦fÊ IZY LfÂfûÔ IYe LfÂfUÈdØf IYe SXIY¸f IYû Àfe²fZ I`YVfMÑfÔÀfRYSX IZY þdSXE QZ³fZ Uf»fe ½¹fUÀ±ff IYf¸f¹ff¶fSXWXe WX`. BÀfIYf AÀfSX ¹fWX WXbAf WX` dIY ÀfWXe AüSXþøYSX°f ¸fÔQ °fIY LfÂfUÈdØf ´fWXbÔ f SXWXe WX` AüSX CXÀf¸fZÔIYûBÊ IYMXü°fe ³fWXeÔ WXû ´ff SXWXe WX`. BÀfIZY Àff±f WXe½¹fUÀ±ff ¸fZÔ ´ffSXQdVfÊ°ff ·fe AfBÊ WX`.

ÀfZÔMXSX RYfgSX dÀfdU»f ÀfûÀff¹fMXe IZY dUVfZ¿fÄfûÔIYf °fIYÊ WX dIY A¦fSX RYeÀf IYe SXIY¸f ·fe Àfe²fZ LfÂfûÔ¹ff CX³fIZY Ad·f·ffUIYûÔ IYû Qe þfE¦fe °fû UZ CXÀfe´f`ÀfZ IYf BÀ°fZ ff»f A´f³fZ ¶f¨¨fZ IZY d»fE ¶fZWX°fSX ÀIcY»fIYf ¨fb³ffU IYSX³fZ ¸fZÔ IYSXZÔ¦fZ. dRYSX ÀfSXIYfSXe ÀIcY»fûÔIYe RYeÀf ·fe d³fþe ÀIcY»fûÔ dþ°f³fe IYe þf ÀfIY°feWX`. BÀfIZY ¶ffQ ÀfSXIYfSXe ÀIcY»fûÔ IYû ·fe d³fþeÀIcY»fûÔ ÀfZ ÀUÀ±f ´fid°f¹fûd¦f°ff IZY d»fE fiZdSX°f dIY¹ffþf³ff WXû¦ff. CX³WXZÔ °fSXþeWX QZ³fZ IYe ³fed°f ´fSX´fb³fdUʨffSX IYSX³ff WXû¦ff. °f¶f ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔQfdJ»ff §fMXZ¦ff °fû CX³fIZY ¹fWXfÔ ·fe ¦fb¯fUØff ¹fböYdVfÃff QZ³fZ IYf Q¶ffU ¶fPÞXZ¦ff. BÀfÀfZ d³fd›°f °füSX´fSX dVfÃff IYe ¦fb¯fUØff ¸fZÔ Àfb²ffSX WXû¦ff. °f¶f IYSXQf°ffAûÔ IYe SXIY¸f IYf ÀfWXe BÀ°fZ ff»f ·fe WXû ÀfIZY¦ffAüSX dþÀf Äff³f Af²ffdSX°f ·ffSX°fe¹f Àf¸ffþ ¶f³ff³fZIYf Àf´f³ff QZJf þf SXWXf WX`, CXÀfZ ¶f³ff³ff ·fe AfÀff³fWXû¦ff. l

(»fZJIY UdSXâ À°fÔ·fIYfSX WX`Ô.)

32Volume-2/Issue-3

A ³fEOXZOX ´fifBUZMX ÀIcY»fûÔ IZY RYeÀf IYû SXZ¦¹fb»fZMX IYSX³ff QSXAÀf»f, MXeE¸fE ´fBÊ ¶f³ff¸f IY³ffÊMXIY ÀfSXIYfSX¸ff¸f»fZ ¸fZÔ ÀfUûʨ¨f ³¹ff¹ff»f¹f IZY 11 ÀfQÀ¹fe¹f J¯OX´feNX IZY R`YÀf»fZ IYe AUÄff WX`. ÀfSXIYfSX õfSXf

A³fEOXZOX ´fifBUZMX ÀIcY»fûÔ IZY RYeÀf IYû SXZ¦¹fb»fZMX IYSX³ff, ³f IZYU»f ÀfÔdU²ff³f õfSXf CX³WXZÔ ´fiQØf ÀfÔSXÃf¯f IYf À´fáCX»»fÔ§f³f WX` ¶fd»IY d³f¿´fi·ffUe AüSX A¶ff²¹fIYfSXe ·fe WX`. d³fÀff IZY ¸ff²¹f¸f ÀfZ WX¸f³fZ BÀf ¸fbïZ IYû CXNXf¹ff WX`AüSX ¶ffSX-¶ffSX QûWXSXf¹ff ·fe WX` dIY EZÀfe IYfSXÊUfBÊ ¸ff³f³fe¹f ÀfUûÊ ¨f ³¹ff¹ff»f¹f 11 ³¹ff¹ff²feVfûÔ IYe ÀfÔU`²ffd³fIY´feNX IZY d³f¯fʹf IYf A´f¸ff³f WX` AüSX ¸ff³f³fe¹f ÀfUûʨ¨f ³¹ff¹ff»f¹f IZY AfQZVf IYe AU¸ff³f³ff IYSX³ff WX`.SXfª¹fûÔ IZY dVfÃff dU·ff¦f A´f³fZ dVfÃff ÀfÔÀ±ff³f Ad²fd³f¹f¸f IZY A²fe³f Àf¸f¹f-Àf¸f¹f ´fSX Vfb»IY IZY d³f¹f¸f³f IYûþfh¨f°fZ SXWX°fZ WX`Ô. ¹fWX CX´fIiY¸f EIY AûSX °fû IYfRYe WXQ °fIY ÀUeIYfSX¹fû¦¹f ±fe ¸f¦fSX EIY IYNXûSX Vfb»IY IYe½¹fUÀ±ff IYû ÀUeIYf¹fÊ ³fWXeÔ dIY¹ff þf ÀfIY°ff. IY³ffÊMXIY EþbIZYVf³f E¢MX, 1983 IYû ²¹ff³f ¸fZÔ SXJ°fZ WXbEdQ³ffÔIY 26/02/2004 IYû EÀfE»f´fe (dÀfdU»f) ³f¸¶fSX 1265-67/1997 IZY QüSXf³f ¸ff³f³fe¹f ÀfUûʨ¨f³¹ff¹ff»f¹f ³fZ ¹fWX ¸ff³ff dIY ÀfSXIYfSXûÔ IYû A´f³fZ dUd·f³³f ´fifU²ff³fûÔ ´fSX ´fb³fÊ-dU¨ffSX MXeE¸fE ´fBÊ dU÷Yð IY³ffÊMXIYSXfª¹f Uf»fZ ¸ff¸f»fZ IYû ²¹ff³f ¸fZÔ SXJ°fZ WXbE IYSX³fZ IYe þøYSX°f WX` dþÀfIYf CX»»fZJ ( 2002 ) 8 SCC 481¸fZÔ WX`. ÀfUûʨ¨f ³¹ff¹ff»f¹f ³fZ ÀfSXIYfSX IYû ¹fWX d³fQZÊVf ·fe dQ¹fZ dIY UWX ¨ffSX ¸fWXe³fZ IYe AUd²f ¸fZÔ ¹fWX ´fb³fdUʨffSXIYSXZ AüSX AfUZQIY IYû ¹fWX A³fb¸fd°f ·fe QZ dIY UZ ÀfSXIYfSX IYû A´f³fZ ÀfbÓffU QZ U ÀfSXIYfSX CX³f ÀfbÓffUûÔ IYû²¹ff³f ¸fZÔ SXJIYSX WXe d³f¯fʹf »fZ. BÀfe Af²ffSX ´fSX EÀfûdVfEMXZOX ¸f`³fZþ¸fZ MXÐÀf AfgRY ´fif¹fUZMX ÀIcY»Àf B³f IY³ffÊMXIY(KAMS) ³fZ 31 þc³f 2016 IYû A´f³fZ ÀfbÓffU dQ¹fZ AüSX ²ffSXf 48 dþÀf¸fZÔ Vfb»IY IYf Àf³Q·fÊ WX` AüSX IYWXf¦f¹ff WX` dIY dIYÀfe ·fe ¸ff³¹f°ff ´fif~ dVfÃf¯f ÀfÔÀ±ff IYe IYf¹fÊIYfdSX¯fe ´fdSX¿fQ ऩ °fû IYûBÊ CX¦ffWXe IYSX ÀfIY°fe WX`,³f IYûBÊ Vfb»IY ÀfÔ¦fidWX°f IYSX ÀfIY°fe WX`, ³f IYûBÊ ´fi·ffSX »f¦ff ÀfIY°fe WX`, ³f ¨f³Qf ¹ff IYûBÊ A³¹f ·fb¦f°ff³f dIYÀfe·fe ³ff¸f ÀfZ »fZ ÀfIY°fe WX` AüSX ³f WXe dIYÀfe QSX ´fSX ¹ff dRYSX ¹ff dIYÀfe ·fe EZÀfZ °fSXeIZY ÀfZ þû ´fifd²fIÈY°f WXû, ²f³f»fZ ÀfIY°fe WX`. ¹fWX ²ffSXf Vf`Ãfd¯fIY ÀfÔÀ±ff IZY ´fi¶fÔ²f³f ´fSX A³fbd¨f°f ´fid°f¶f³²f »f¦ff°fe WX`. MXeE¸fE ´fBÊ ¸ff¸f»fZ ¸fZÔAfE R`YÀf»fZ IZY A³fbÀffSX ¹fWX ¶ff°f Àff¸f³fZ SXJe ¦fBÊ dIY ´fi¶fa²f³f IYû CX³fIZY õfSXf ´fiQf³f IYe þf SXWXe ¦fb¯fUØff´fc¯fÊdVfÃff IZY Af²ffSX ´fSX Vfb»IY d³f²ffÊdSX°f IYSX³fZ IYe AüSX CXÀfZ ÀfÔ¦fidWX°f IYSX³fZ IYe ÀU°f³Âf°ff Qe þf¹fZ. QSXAÀf»f,Qe IY³ffÊMXIY EþbIZYVf³f»f B³ÀMXeMXйfcVf³f (¢»ffdÀfdRYIZYVf³f, SXZ¦fc»fZVf³f E¯OX d´fidÀIiY´Vf³f AfgRY IYdSX¢¹fb»ffEMXÐÀfZMÑf IZY d³f¹f¸f 10(3)(b) U d³f¹f¸f 1995 IZY A³fbÀffSX, dVfÃf¯f ÀfÔÀ±ff³f IY¸fʨffdSX¹fûÔ IZY UZ°f³f AüSX¦fb¯fUØff ¹fböY dVfÃff ´fiQf³f IYSX³fZ ¸fZÔ WXû³fZ Uf»fZ J¨fÊ IZY A³fb÷Y´f RYe °f¹f IYSX ÀfIY°fZ WX`Ô. A°f: ÀfÔÀ±ff³f IZY´fi¶fÔ²f³f IYû CX³fIZY õfSXf ´fiQf³f IYe þf³fZ Uf»fe dVfÃff IYe ¦fb¯fUØff IZY Af²ffSX ´fSX MXйfcVf³f RYeÀf °f¹f IYSX³fZ IYfAd²fIYfSX QZ dQ¹ff ¦f¹ff. WXf»ffÔdIY, IY³ffÊMXIY IYe SXfª¹f ÀfSXIYfSX ³fZ kIY³ffÊMXIY EþbIZYVf³f»f BÔdÀMXMXйfcVf³Àf(SXZ¦¹fc»fZVf³f AfgRY ÀfSXMXZ³f RYe E¯OX OXû³fZVf³f), ÷Y»f 1999 ¶f³ff¹ff þû QZJ³fZ ¸fZÔ WXe A³fbd¨f°f, ¸f³f¸ff³fe ´fc¯fÊ,AüSX ¸ff³f³fe¹f ÀfUûʨ¨f ³¹ff¹ff»f¹f õfSXf §fûd¿f°f IYf³fc³f IZY dU´fSXe°f WX`. d³f¹f¸f 4 IZY A³fbÀffSX, IYdSX¢¹fb»ff d³f¹f¸f1995 IZY d³f¹f¸f 10(2)(b)(ii) IZY A³°f¦fÊ°f d³fþe Vf`Ãfd¯fIY ÀfÔÀ±ff³fûÔ ¸fZÔ Ad²fIY°f¸f MXйfcVf³f RYe IYf d³f²ffÊSX¯fAfIYdÀ¸fIY AfUV¹fIY°ffAûÔ AüSX SXJSXJfU IZY J¨fZÊ IYû LfÂfûÔ IYe IbY»f ÀfÔ£¹ff ÀfZ dU·ffdþ°f IYSX dIY¹ffþf ÀfIY°ff WX`. d³f¹f¸f 1999 ¸fZÔ Ud¯fÊ°f Vf¶Q -kdVfÃff IYe ¦fb¯fUØffl IYe ½¹ff£¹ff ¸fWXþ EIY A½¹fU dIY'MXйfcVf³f RYe IYf d³f²ffÊSX¯f dVfÃff IYe ¦fb¯fUØff IZY Af²ffSX ´fSX IYe þfE¦fe »fZdIY³f Vfb»IY ÀfÔSX¨f³ff LfÂfûÔ ´fSX¶fûÓf ³fWXeÔ WXû³ff ffdWXE' þ`ÀfZ Af²ffSXWXe³f °f±¹f ´fSX IYe ¦fBÊ WX`. WX¸f IYf³fc³f IZY Qf¹fSXZ ¸fZÔ AüSX ·ffSX°f IZY ÀfÔdU²ff³fIZY A³fb¨LZQ- 19(1)(g), 26 & 30(1) IZY A³°f¦fÊ°f WX¸fZÔ ´fif~ ¸füd»fIY Ad²fIYfSXûÔ IYe CX¸¸feQ IYSX°fZ WX`Ô.WX¸f IYNXûSX°ff IZY Àff±f Vfb»IY IZY d³f²ffÊSX¯f IZY dU÷Yð WX`Ô AüSX WX¸f IZYU»f d³f¹f¸f³f IYû ÀUeIYfSX IYSX°fZ WX`Ô. þ`ÀffdIY Af´fIYû Äff°f WXe WX` dIY ª¹ffQf°fSX ÀfÔ¦fNX³f EZÀfZ ÀfQÀ¹fûÔ ÀfZ ¶f³fZ WX`Ô dþ³WXûÔ³fZ ¹ff °fû d³fþe Vf`Ãfd¯fIY ÀfÔÀ±ffAûÔIYû À±ffd´f°f dIY¹ff WX` ¹ff UZ CXÀfIZY ´fiVffÀfIY WX`Ô, Uû ·fe IYBÊ Àff»fûÔ ÀfZ ¹ff IYdWXE QVfIYûÔ ÀfZ. ¹fZ ÀfÔÀ±ffEh ¦f`SX-ÀfWXf¹f°ff ´fif~ WX`Ô AüSX ÀUdUØf ´fûd¿f°f WX`Ô AüSX þû ¶fZWXQ »fûIYd´fi¹f WX`Ô AüSX CX¨¨f ¦fb¯fUØff¹fböY dVfÃff ´fiQf³fIYSX SXWXeÔ WX` AüSX ³¹fc³f°f¸f Vfb»IY »fZIYSX ¶fOXe× Afd±fÊIY ÷Y´f ÀfZ IY¸fþûSX AüSX dUVfZ¿ffd²fIÈY°f U¦fÊ IYe ÀfZUf IYSXSXWXZÔ WX`Ô .WX¸f, dIYÀfe Vf`Ãfd¯fIY ÀfÔÀ±ff³f IYû À±ffd´f°f IYSX³fZ CXÀfIYf ´fiVffÀf³f IYSX³fZ IZY d»f¹fZ Ad²fIÈY°f WX`Ô AüSX WX¸fZÔ EZÀffIYSX³fZ IYf Ad²fIYfSX ·ffSX°f IYZ ÀfÔdU²ff³f ÀfZ d¸f»ff WX`. l

¦f`SX ÀfWXf¹f°ff ´fif~ d³fþedUôf»f¹fûÔ IZY Vfb»IY IYf d³f¹f¸f³fOXe. VfdVf IbY¸ffSX

( dUd²fIY Àf»ffWXIYfSX, d³fÀff)

IYf³fc³fe §fMX³ffIiY¸f

Volume-2/Issue-331

ÀffÃff°IYfSX

AfþfQe: IbY»f·fc¿f¯f þe ³f¸fÀIYfSX!IbY»f·fc¿f¯f: ³f¸fÀIYfSX!AfþfQe: IbY»f·fc¿f¯f þe, Àf¶fÀfZ ´fWX»fZ WX¸fZÔ¶f°ffBÊE dIY ¶fþMX ´fifBUZMX ÀIcY»f IYü³f WXÔ? AüSXdVfÃff IZY ÃfZÂf ¸fZÔ B³fIYf ¢¹ff ¹fû¦fQf³f WX`?IbY»f·fc¿f¯f: Àff²ffSX¯f Vf¶QûÔ ¸fZÔ IYWXZÔ °fû Àfed¸f°fÀfÔÀff²f³fûÔ IZY Àff±f ÀfÔ¨ffd»f°f WXû³fZ Uf»fZ EZÀfZ ÀIcY»fªfû IY¸f ÀfZ IY¸f RYeÀf »fZIYSX dVfÃff ´fiQf³f IYSX°fZ WX`Ô,¶fþMX ´fifBUZMX ÀIcY»f IYWX»ff°fZ WX`Ô. °fIY³fedIY °füSX´fSX ¶ff°f IYSXZÔ °fû EZÀfZ ÀIcY»f þû ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔ´fid°f LfÂf J¨fÊ IYe þf³fZ Uf»fe ²f³fSXfdVf ÀfZ IY¸fVfb»IY »fZ°fZ WXbE dVfÃff ´fiQf³f IYSX°fZ WX`Ô EZÀfZ ÀIcY»f¶fþMX ÀIcY»fûÔ IYe ßfZ¯fe ¸fZÔ Af°fZ WX`Ô. CXQfWXSX¯f IZYd»fE dQ»»fe ¸fZÔ ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔ ´fid°fLfÂf 17WXþfSX øY´fE ´fid°fU¿fÊ (1416 øY´fE ´fid°f¸ffWX)J¨fÊ WXû°ff WX`. BÀf ´fiIYfSX dQ»»fe ¸fZÔ 1416 øY´fE´fid°f¸ffWX ÀfZ IY¸f RYeÀf »fZ³fZ Uf»fZ ÀIcY»f ¶fþMXÀIcY»fûÔ IYe ßfZ fe fZÔ AfEÔ¦fZ. EZÀfZ ÀIcY»fûÔ IZY ÀfÔ ff»fIYAf¸f°füSX ´fSX dVfÃff IZY ´fid°f A°¹fÔ°f d³fâfUf³f WXû°fZWX`Ô AüSX ÀU¹fÔ ·fe ¶feEOX AfdQ WXû°fZ WX`Ô. ¶fþMX ÀIcY»fQZVf fZÔ 25-30 U¿fûÊÔ ÀfZ dVfÃff ´fiQf³f IYSX SXWXZ WXÔ AüSXIYBÊ IYBÊ ÀIcY»f EZÀfZ WX`Ô þû 40-50 U¿fûÊÔ ÀfZÀfÔ¨ffd»f°f WXû SXWXZ WX`Ô. B³f ÀIcY»fûÔ IYf ÀfSXIYfSX IZYÀfUÊdVfÃff Ad·f¹ff³f IZY CXïZV¹f IYû A¸f»fe þf¸ff´fWX³ff³fZ ¸fZÔ ¶fOÞXf ¹fû¦fQf³f WX`. QZVf IZY QcSXQSXfþ IZYÃfZÂfûÔ ¸fZÔ þWXfÔ A¶f ·fe ÀfSXIYfSXe ÀIcY»f ³fWXeÔ WX`Ô UWXfÔEZÀfZ ÀIcY»f WXe dVfÃff ´fiQf³f IYSX³fZ IYf IYf¹fÊ IYSX°fZAfE WX`Ô. EIY A³fb¸ff³f IZY ¸fb°ffd¶fIY QZVf ¸fZÔ 4-5

»ffJ ¶fþMX ´fifBUZMX ÀIcY»f WX`Ô AüSX d³fþe ÀIcY»fûÔ ¸fZÔ´fPÞX³fZ Uf»fZ 95 RYeÀfQe LfÂf EZÀfZ ÀIcY»fûÔ ¸fZÔ³ff¸ffÔdIY°f WX`Ô.AfþfQe: ¶fþMX ´fifBUZMX ÀIcY»fûÔ IYe Àf¸fÀ¹ffEÔ¢¹ff WX`Ô? d³fÀff ¢¹ff WX`?IbY»f·fc¿f¯f: ¶fþMX ´fifBUZMX ÀIcY»fûÔ IZY Àff±f Àf¸fÀ¹ff¹fWX WX` dIY ÀIcY»fûÔ IZY ¶ff¶f°f þ¶f ·fe ³fed°f¹ffÔ ¶f³f°feWX` °fû ¸fûMXZ °füSX ´fSX d³fþe EUÔ ÀfSXIYfSXe ÀIcY»fûÔ IYû²¹ff³f ¸fZÔ SXJ°fZ WXbE ¶f³f°fe WX`. Àff±f WXe ¶fþMX ÀIcY»fûÔIYû d³fþe ÀIcY»f U¦fÊ ¸fZÔ SXJ dQ¹ff þf°ff WX`. A¶fd³fþe ÀIcY»fûÔ IYe ³fed°f¹ffÔ ¶fOÞXZ AüSX Ed»fMX ÀIcY»fûÔ

IYû ²¹ff³f ¸fZÔ SXJIYSX ¶f³ff¹fe þf°fe WX` AüSX LûMXZ¶fþMX ÀIcY»fûÔ IYe Àf¸fÀ¹ffAûÔ AüSX Àfe¸ffAûÔ IYûA³fQZJf IYSX dQ¹ff þf°ff WX`. ´fdSX¯ff¸f ÀUøY´f ¶fþMXÀIcY»f þû dIY ¦f`SXÀfSXIYfSXe ÀfWXf¹f°ff ´fif~ ÀIcY»fWXû°fZ WX`Ô UZ ¶fOÞXZ ÀIcY»fûÔ Uf»fZ d³f¹f¸f IYf³fc³fûÔ IYû ´fcSXf³fWXeÔ IYSX ´ff°fZ. CXQfWXSX¯f IZY d»fE, 500 øY´fE RYeÀf»fZ³fZ Uf»ff ÀIcY»f A´f³fZ A²¹ff´fIYûÔ IYû 5 WXþfSXRYeÀf »fZ³fZ Uf»fZ ÀIcY»f IZY ¶fSXf¶fSX UZ°f³f QZ³fZ fZÔ ÀfÃf¸f³fWXeÔ WXû ´ff°ff WX`. »fZdIY³f EZÀff ³f IYSX³fZ ´fSX CXÀfZ ÀfSXIYfSXe IYû´f·ffþ³f IYf dVfIYfSX ¶f³f³ff ´fOÞX þf°ffWX`. Àfe²fZ Vf¶QûÔ ¸fZÔ IYWXZÔ °fû dVfÃff AüSX ÀIcYd»fÔ¦f IYû¦f`SX »ff·fIYfSXe (³ffgMX RYfgSX ´fifgdRYMX) U¦fÊ ¸fZÔ SXJf

d³fVfb»IY EUÔ Ad³fUf¹fÊ dVfÃff ´fiQf³f IYSX³fZ IZY CXïZV¹f ÀfZ d³fd¸fÊ°f dVfÃff IYf Ad²fIYfSX IYf³fc³f (AfSXMXeBÊ E¢MX 2009) Af³fZ AüSX U¿fÊ 2010 ÀfZ »ff¦fc WXû³fZ IZY 7 U¿fÊ´fcSXZ WXû ¨fbIZY WX`Ô. »fZdIY³f B°f³fe ¶fOÞXe Àf¸f¹ffUd²f ¶fe°f þf³fZ IZY ¶ffQ ·fe °f¸ff¸f Àf¸fÀ¹ffEÔ A¶f ·fe ¶fSXIYSXfSX WX`Ô. EIY °fSXRY ÀIcY»f AfSXMXeBÊ IZY ´fifU²ff³fûÔ IYû A½¹fUWXfdSXIY¶f°ffIYSX BÀfIYe ¸fbJf»fRY°f IYSX SXWXZ WX`Ô UWXeÔ ÀfSXIYfSX WXSX WXf»f ¸fZÔ CX³f ´fifU²ff³fûÔ IYû »ff¦fc IYSXf³ff ¨ffWX°fe WX`. °f¹f Àf¸f¹f Àfe¸ff IZY ·fe°fSX ´fifU²ff³fûÔ IZY »ff¦fc ³f dIYEþf³fZ IYe QVff ¸fZÔ ÀIcY»fûÔ ´fSX °f¦fOÞXZ þb¸ffʳfZ AüSX CX³WXZÔ ¶fÔQ IYSX³fZ IYf d³f¹f¸f WX`. ¦f`SX Afd²fIYfdSXIY AfÔIYOÞXûÔ IZY ¸fb°ffd¶fIY AfSXMXeBÊ IYf³fc³f Af³fZ IZY ¶ffQ ÀfZ A¶f°fIY QZVf·fSX¸fZÔ °ff»ff¶fÔQe IYe ¸ffSX ÓfZ»f SXWXZ A±fUf ¶fÔQ WXû ¨fbIZY LûMXZ LûMXZ ÀIcY»fûÔ IYe ÀfÔ£¹ff 2 »ffJ ÀfZ ª¹ffQf WX`. B°f³fe ·ffSXe °ffQf°f ¸fZÔ ÀIcY»fûÔ IZY ¶fÔQ WXû³fZ ÀfZ IYSXe¶f PXfBÊ IYSXûOÞX¶f¨¨fûÔ IZY Vf`Ãfd¯fIY ·fdU¿¹f ´fSX J°fSXf ¸fÔOXSXf³fZ »f¦ff WX`. B³WXeÔ ÀffSXZ ¸fbïûÔ ´fSX AfþfQe. ¸fe ³fZ ¶fþMX ´fifBUZMX ÀIcY»fûÔ IYe AdJ»f ·ffSX°fe¹f ÀfÔÀ±ff '³fZVf³f»f BÔdOX´fZÔOXZÔMXÀIcY»Àf A»ffEÔÀf' (d³fÀff) IZY ´fiZdÀfOXZÔMX IbY»f·fc¿f¯f Vf¸ffÊ ÀfZ ¶ff°f IYe. ´fiÀ°fb°f WX` ¶ff°f¨fe°f IZY IbYL ´fi¸fbJ AÔVf:

BÔOXÀMÑeþ IZY d»fE ¶f³fZ d³f¹f¸f ÀIcY»fûÔ ´fSX±fû´f³fZ ÀfZ ´f`Qf WXû SXWXeÔ ÀffSXe Àf¸fÀ¹ffEÔ

—IbY»f·fc¿f¯f Vf¸ffÊ

30Volume-2/Issue-3

¦f¹ff WX` »fZdIY³f BÔRiYfÀMшYSX, »f`ÔOX, Àf`»fSXe, ´feERY,BÊEÀfAfBÊ, IY¸fdVfʹf»f SXZMX ´fSX ´fifg´fMXeÊ, d¶fþ»fe,´ff³fe MX`¢Àf AfdQ þ`ÀfZ 'BÔOXÀMÑeþ' ´fSX »ff¦fc WXû³fZUf»fZ d³f¹f¸f B³f ÀIcY»fûÔ ´fSX ·fe ±fû´f dQE ¦fE WX`Ô.´fWX»fZ ÀfZ WXe ¦f`SX ÀfSXIYfSXe ÀfWXf¹f°ff ´fif~ ÀIcY»fûÔ IYû¶fÔIY RYfB³fZÔÀf ·fe ³fWXeÔ IYSX°fZ. ¶fþMX ÀIcY»fûÔ IYe EZÀfeLûMXe-¶fOÞXe °f¸ff¸f Àf¸fÀ¹ffAûÔ IYû »fZIYSX AfUfþCXNXf³fZ IZY d»fE '³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»ÀfA»ffEÔÀf' (d³fÀff) IYf ¦fNX³f dIY¹ff ¦f¹ff. ¹fWX ¶fþMX´fifBUZMX ÀIcY»fûÔ IYf QZVf½¹ff´fe ÀfÔ¦fNX³f WXÔ. BÀf ÀfÔ¦fNX³fIYf A³fü´f¨ffdSXIY ¦fNX³f U¿fÊ 2011 ¸fZÔ WXbAf ±ffAüSX A¶f°fIY QZVf·fSX ÀfZ 55 WXþfSX ÀfZ Ad²fIYÀIcY»f BÀfIZY Àff±f þbOÞX ¨fbIZY WX`Ô. Àf¸fÀ¹ffAûÔ IZYdJ»ffRY AfUfþ CXNXf³fZ IZY Àff±f WXe Àff±f ¹fWXÀfÔ¦fNX³f ¶fþMX ÀIcY»fûÔ fZÔ fiQf³f IYe þf³fZ Uf»fe dVfÃffIYe ¦fb¯fUØff ¸fZÔ Àfb²ffSX IZY d»fE ·fe ´fid°f¶fð WX` AüSXÀIcY»fûÔ IYû BÀfIZY d»fE fiZdSX°f U ´fidVfdÃf°f IYSX°ff WX`.AfþfQe: d³fÀff Àf¸f¹f Àf¸f¹f ´fSX AfSXMXeBÊ IYe·fe dJ»ffRY°f IYSX°ff SXWX°ff WX`? ¶fe´feEÀf IYûAfSXMXeBÊ ÀfZ ¢¹ff Àf¸fÀ¹ff WX`?IbY»f·fc¿f¯f: QSXAÀf»f, ¹fWX ¦f»f°fRYWX¸fe WX` dþÀfZQcSX dIY¹ff þf³ff ¶fZWXQ þøYSXe WX`. ¶fe´feEÀf AfSXMXeBÊIZY dJ»ffRY ³fWXeÔ WX`. WX¸f °fû WXdSX¹ff¯ff ÀfdWX°f A³¹fSXfª¹fûÔ ¸fZÔ þWXfÔ AfSXMXeBÊ »ff¦fc ³fWXeÔ WX` UWXfÔ ·fe AfSXMXeBÊ »ff¦fc IYSX³fZ IYe ¸ffÔ¦f IYSX°fZ WX`Ô. UfÀ°fU ¸fZÔ AfSXMXeBÊ IZY IbYL ´fifU²ff³f A°¹fÔ°f Qû¿f´fc¯fÊ WX`Ô dþÀfIZY IYfSX¯f ¶f¨¨fûÔ IYû dVfÃff ´fiQf³f IYSX³fZ IYe¦ffSXÔMXe QZ³fZ Uf»ff ¹fWX IYf³fc³f ÀU¹fÔ WXe dVfÃff ÀfZUÔd¨f°f IYSX³fZ IZY IYf³fc³f ¸fZÔ °f¶Qe»f WXû ¦f¹ff WX`. CXQfWXSX¯f IZY d»fE, AfSXMXeBÊ E¢MX »ff¦fc WXû³fZ IZY´fWX»fZ °fIY QZVf ¸fZÔ Àff°fUeÔ IYÃff °fIY IZY ÀIcY»fûÔ IZYd»fE ÀfSXIYfSX ÀfZ ff³¹f°ff »fZ³fZ IYe AfUV¹fIY°ff ³fWXeÔWXû°fe ±fe. EZÀfZ ¸fZÔ ¦f»fe ¸fûWX»»fûÔ ÀfdWX°f Ad²fIÈY°f,A³fd²fIÈY°f Àf·fe ÃfZÂfûÔ fZÔ LûMXZ LûMXZ ·fc·ff¦f ¸fZÔ ÀIcY»fJc»f ¦fE AüSX '³fZ¶fSXWXbOX' fZÔ dVfÃff ´fiQf³f IYSX³fZ »f¦fZ.2009 ¸fZÔ AfSXMXeBÊ E¢MX ´ffdSX°f WXû³fZ IZY ¶ffQ Àf·feÀIcY»fûÔ IZY d»fE ¸ff³¹f°ff »fZ³ff AfUV¹fIY IYSX dQ¹ff¦f¹ff AüSX BÀfIZY d»fE IYOÞXZ ´fifU²ff³f IYSX dQE ¦fE.B³f fifU²ff³fûÔ fZÔ þ¸fe³f IYe CX f»f¶²f°ff A±ffÊ°f '»fÔOX³ffg ÀfÊ' Àf¶fÀfZ ª¹ffQf Qû¿f´fc fÊ fifU²ff³f Àffd¶f°f WXbAf.¢¹fûÔdIY LûMXZ ÀIcY»fûÔ IZY ffÀf EIY °fû ¶fþMX IYe IY¸feWXû°fe WX` QcÀfSXZ dþ³f ÃfZÂfûÔ ¸fZÔ QVfIYûÔ ÀfZ ¹fZ ÀIcY»fÀfÔ¨ffd»f°f WXû SXWXZ WX`Ô UWXfÔ §f³fe ¶fdÀ°f¹ffÔ ¶fÀf ¨fbIYeWX`Ô. EZÀfe dÀ±fd°f fZÔ þ¸fe³f CX´f»f¶²f WXe ³fWXeÔ WX`. CX´fSXÀfZ °fbSXfÊ ¹fZ dIY ¹fdQ ÀIcY»f AfUV¹fIY ·fc ÃfZÂf ¸fZÔÀfÔ ffd»f°f ³fWXeÔ WXûÔ¦fZ °fû CX³WXZÔ ff³¹f°ff ³fWXeÔ ´fiQf³f IYe

þfE¦fe AüSX CX³f´fSX þb¸ff³ffÊ »f¦ff³fZ IZY Àff±f ¶fÔQIYSX³fZ IYf ´fifU²ff³f WX`. ÀIcY»fûÔ ¸fZÔ Afd±fÊIY øY´f ÀfZIY¸fþûSX U¦fÊ IZY ¶f¨¨fûÔ IYû 25 RYeÀfQe AfSXÃf¯fIYf ´fifU²ff³f WX` »fZdIY³f dSXBʸ¶fÀfʸfZÔMX Àf¸f¹f ÀfZ ³fWXeÔWXû°ff, dþÀfÀfZ ¹fZ ÀIcY»f Afd±fÊIY ¶fûÓf ÀfZ Q¶f°fZ þfSXWXZ WX`Ô. BÀfIZY A»ffUf MÑ`dRYIY, RYf¹fSX E³fAûÀfeB°¹ffdQ WXû³fZ IYf ·fe ´fifU²ff³f WX` þ¶fdIY ¦fd»f¹fûÔ ¸fZÔ¨f»f³fZ Uf»fZ ÀIcY»fûÔ IYû ¹fZ E³fAûÀfe d¸f»f°fZ WXe ³fWXeÔWX`Ô. Àff±f WXe ¶f¨¨fûÔ IYû ÀMXZVf³fSXe, ¹fcd³fRYfg¸fÊ AfdQQZ³fZ ÀfÔ¶fÔd²f°f RYSX¸ff³f ·fe IYûPÞX ¸fZÔ Jfþ IYe dÀ±fd°f´f`Qf IYSX°fZ WX`Ô. d³fÀff EZÀfZ WXe Qû¿f´fc¯fÊ ´fifU²ff³fûÔ ¸fZÔÀfÔVfû²f³f IYe ¸ffÔ¦f IYSX°fe WX`Ô dþÀfZ »fû¦f AfSXMXeBÊ IYedJ»ffRY°f Àf¸fÓf ¶f`NX°fZ WX`Ô.AfþfQe: °fû Af´f ¢¹ff ¨ffWX°fZ WX`Ô dIY ¶fþMXÀIcY»fûÔ IZY d»fE ¸ff³¹f°ff IYe Ad³fUf¹fÊ°ff WXeÀf¸ff~ IYSX Qe þfE?IbY»f·fc¿f¯f: ³fWXeÔ. WX¸f ¸ff³¹f°ff IYe Ad³fUf¹fÊ°ffÀf¸ff~ IYSX³fZ IYe ¶ff°f ³fWXeÔ IYWX°fZ. WXfÔ, WX¸f ¸ff³¹f°ff´fiQf³f IYSX³fZ IZY °fSXeIYûÔ ¸fZÔ ¶fQ»ffU IYe ¶ff°f IYSX°fZWX`Ô. AfSXMXeBÊ ¸fZÔ ÀIcY»fûÔ IYe ¸ff³¹f°ff IZY d»fE þûAWXÊ°ffEÔ WX`Ô UZ Ad²fIYfÔVf°f: B³f´fbMX Af²ffdSX°f WX`Ô,þ`ÀfZ dIY ·fcd¸f IYe CX´f»f¶²f°ff, A²¹ff´fIYûÔ IYeÀfÔ£¹ff EUÔ CX³fIYe dOX¦fie, IYÃff ¸fZÔ LfÂf EUÔA²¹ff´fIY A³fb´ff°f, JZ»f IZY ¸f`Qf³f, °f¸ff¸fE³fAûÀfe B°¹ffdQ. þ¶fdIY WX¸ffSXe ¸ffÔ¦f ¸ff³¹f°ffAfDYMX´fbMX IZY Af²ffSX ´fSX QZ³fZ IYe WX`. ¹fWXfÔ ¦fbþSXf°fÀfSXIYfSX IYf CXQfWXSX¯f QZ³ff CX´f¹fböY WXû¦ff. ¦fbþSXf°f¸fZÔ ÀIcY»fûÔ IYû ¸ff³¹f°ff QZ³fZ IZY d»fE ¶f¨¨fûÔ IZY ÀfeJ³fZIZY ´fdSX¯ff¸f (»fd³fÔʦf AfCXMXIY¸f) IYû USXe¹f°ff Qeþf°fe WX`. WX¸f ·fe IZYÔQi ÀfSXIYfSX ÀfZ ¹fWXe ¸ffÔ¦f IYSX°fZWX`Ô dIY ÀIcY»fûÔ IYû ¸ff³¹f°ff QZ³fZ IZY d»fE B³f´fbMX IYe¶fþfE AfCXMX´fbMX IYû USXe¹f°ff Qe þfE.AfþfQe: ³fBÊ dVfÃff ³fed°f ÀfZ ¶fþMX ´fifBUZMXÀIcY»fûÔ IYû ¢¹ff CX¸¸feQZÔ WX`Ô?IbY»f·fc¿f¯f: IZYÔQie¹f ¸ff³fU ÀfÔÀff²f³f ¸fÔÂfe ÀfZ IYBʶffSX d¸f»fIYSX WX¸f³fZ A´f³fe ¸ffÔ¦fûÔ ÀfZ ÀfÔ¶fÔd²f°f Äff´f³fdQ¹ff WX`. BÀf¸fZÔ Àf¶fÀfZ ¸fWX°U´fc¯fÊ ¸ffÔ¦f ¹fWX WX` dIY ³fBÊdVfÃff ³fed°f °f`¹ffSX IYSX³fZ IZY d»fE ¦fdNX°f WXû³fZ Uf»feIY¸fZMXe ¸fZÔ ´fiVffÀfd³fIY Ad²fIYfdSX¹fûÔ, ÀfSXIYfSXe´fid°fd³fd²f¹fûÔ, dVfÃffdUQûÔ, ¶fOÞXZ ÀIcY»fûÔ IZY Àff±f Àff±f¶fþMX ´fifBUZMX ÀIcY»fûÔ IYf ´fid°fd³fd²f°U ·fe WXû. BÀfIZYA»ffUf WX¸ffSXe ¸ffÔ¦f WX` dIY ¶fþMX ÀIcY»fûÔ IYû A»f¦fU¦fÊ ¸fZÔ SXJ°fZ WXbE B³fIZY d»fE A»f¦f ¶fûOXÊ IYf ¦fNX³fdIY¹ff þfE, B³WXZÔ »f§fb CXôû¦fûÔ IYe ·ffÔd°f ÀfSXIYfSXeÀfÔSXÃf¯f ´fif~ WXû. LûMXZ ÀIcY»fûÔ IYe À±ff´f³ff IZY d»fEþ¸fe³f CX´f»f¶²f IYSXfE þfEÔ, þû ÀIcY»f ´fWX»fZ ÀfZ

ÀfÔ¨ffd»f°f WXû SXWXZ WX`Ô CX³WXZÔ »f`ÔOX ³ff¸ÀfÊ ÀfZ LcMX ´fiQf³fIYe þfE A±fUf ÀfSXIYfSX CX³fIZY d»fE þ¦fWXCX´f»f¶²f IYSXfE U ÀIcY»fûÔ IYû RÔYOX ´fiQf³f IYSX³fZ IYe¶fþfE LfÂfûÔ IYû UfCX¨fSX IZY ¸ff²¹f¸f ÀfZ RÔYOX ´fiQf³fdIYE þfEÔ °ffdIY ¶f¨¨fûÔ IZY ´ffÀf dUIY»´f ¸füþcQ WXûÔAüSX ÀIcY»fûÔ ¸fZÔ ¶fZWX°fSX IYSX³fZ IYe ´fid°fÀ´f²ffÊ IYf¸ffWXü»f ¶f³f ÀfIZY.AfþfQe: ¶fþMX ÀIcY»fûÔ IZY d»fE A»f¦f ¶fûOXÊIYe ¢¹ff AfUV¹fIY°ff WX`?IbY»f·fc¿f¯f: füþcQf EþbIZYVf³f ¶fûOXÐÀfÊ IYe SXed°f¹ffÔ³fed°f¹ffÔ ·fe ÀfSXIYfSXe ³fed°f¹fûÔ IZY þ`ÀfZ WXe ¸fb£¹f°f:¶fOÞXZ d³fþe ÀIcY»fûÔ IYû ²¹ff³f ¸fZÔ SXJIYSX ¶f³ffBÊ ¦f¹feWX`Ô. EZÀfe ³fed°f¹fûÔ IYf ´ff»f³f IYSX ´ff³ff LûMXZ ¶fþMXÀIcY»fûÔ IZY d»fE ÀfÔ·fU ³fWXeÔ WX`. BÀfd»fE WX¸ffSXe ¸ffÔ¦fWX` dIY ¶fþMX ÀIcY»fûÔ IYû ²¹ff³f ¸fZÔ SXJ°fZ WXbE A»f¦f¶fûOXÊ IYe À±ff´f³ff IYe þfE °ffdIY ¶fOÞXe °ffQf°f ¸fZÔ¸füþcQ ¶fþMX ÀIcY»fûÔ IYf Àfb¨fføY øY´f ÀfZ ÀfÔ¨ff»f³fÀfbd³fd›°f WXû ÀfIZY. BÀfIZY A»ffUf ¶fûOXÊ IYû ÀUf¹fØff·fe ´fif~ WXû AüSX CXÀf¸fZÔ ÀfSXIYfSXe WXÀ°fÃfZ´f ³f WXû.AfþfQe: ³fû dOXMXZÔVf³f ´ffgd»fÀfe IYû »fZIYSX¶fþMX ÀIcY»fûÔ IYf ¢¹ff ÀMX`ÔOX WX`?IbY»f·fc¿f¯f: AfSXMXeBÊ IZY ¸füþcQf ´fiføY´f ¸fZÔ ¹fdQIbYL A¨LZ ´fifU²ff³f WX`Ô °fû '³fû dOXMXZÔVf³f' CXÀf¸fZÔ ÀfZEIY WX`. Qbd³f¹ff·fSX IZY Vfû²f EUÔ A²¹f¹f³fûÔ ¸fZÔ ¹fWXÀffd¶f°f WXû ¨fbIYf WX` dIY ¶f¨¨fûÔ IYû RZY»f IYSX³fZ IYf´fdSX¯ff¸f AÔ°f°f: ³fIYfSXf°¸fIY WXe WXû°ff WX`. ·ffSX°f þ`ÀfZQZVfûÔ ¸fZÔ BÀfIYf ´fdSX¯ff¸f ¶fOÞXe ÀfÔ£¹ff ¸fZÔ OÑfg´f AfCXMXdUVfZ¿fIYSX »fOÞXdIY¹fûÔ IZY ¸ff¸f»fZ ¸fZÔ CX°´f³³f WXû ÀfIY°ffWX`. U`ÀfZ ·fe U¿fÊ ·fSX IYe ´fPÞXfBÊ IYf ¸fc»¹ffÔIY³f 2 §fÔMXZIYe ´fSXeÃff ¸fZÔ IYSX³ff IY°fBÊ þf¹fþ ³fWXeÔ WX`. þWXfÔ°fIY ÀfeJ³fZ IYe ¶ff°f WX` °fû AfSXMXeBÊ ¸fZÔ BÀfIZY d»fEÀf°f°f EUÔ Àf¸f¦fi ¸fc»¹ffÔIY³f (ÀfeÀfeBÊ) IYf ´fifU²ff³fWX` dþÀfIZY °fWX°f SXZ¦¹fb»fSX AÀfZÀf¸fZÔMX IYe ¶ff°f IYWXe¦fBÊ WX`. þ¶fdIY ÀfSXIYfSXe ÀIcY»fûÔ ¸fZÔ ³fû dOXMXZÔVf³f IYû¸fZÔOXZMÑe ´fi¸fûVf³f IZY °füSX ´fSX »fZ d»f¹ff ¦f¹ff, dþÀfIYf´fdSX¯ff¸f ¹fWX WXbAf dIY IbYL ³f ÀfeJ³fZ Uf»fZ LfÂf·fe A¦f»fe IYÃffAûÔ ¸fZÔ ¶fPÞX°fZ ¦fE. WX¸f ³fû dOXMXZÔVf³fIZY Àf¸f±fʳf ¸fZÔ WX`Ô. WXf»ffÔdIY dOXMXZÔVf³f IZY Àf¸f¹f ·feAüSX A·fe ³fû dOXMXZÔVf³f IZY QüSX ¸fZÔ ·fe ´fifBUZMX ÀIcY»fûÔIZY LfÂfûÔ IYf ´fiQVfʳf ÀfSXIYfSXe ÀIcY»fûÔ IYe °fb»f³ff ¸fZÔIYfRYe A¨Lf SXWXf WX`. ¹fdQ ÀfSXIYfSX IYû ´fi¹fû¦f WXeIYSX³ff WX` °fû ¶fZWX°fSX WXû¦ff dIY UWX A´f³fZ ÀIcY»fûÔ ¸fZÔIYSXZ AüSX ¶ffSX ¶ffSX ³fed°f¹fûÔ ¸fZÔ ´fdSXU°fʳf IYSX WX¸fd³fþe ÀIcY»fûÔ IYû ´fSXZVff³f ³f IYSXZ. l

(AfþfQe.¸fe IZY ÀfÔ´ffQIY AdU³ffVf ¨fÔQi ÀfZ ¶ff°f¨fe°f ´fSX Af²ffdSX°f)

Volume-2/Issue-329

d³fÀff EÀffZdÀfEVf³f

d³fÀff EÀffZdÀfEVf³f

Volume-2/Issue-3

Volume-2/Issue-3

Education

EOXZ»fd¦fU RYfCXÔOXZVf³f IZY ÀfWX¹fû¦f ÀfZ ³fZVf³f»f BÔdOX´fZÔOXZÔMX ÀIcY»ÀfA»ff¹f³Àf (³feÀff) AüSX ÀfZÔMXSX RYfgSX dÀfdU»f ÀfûÀffBMXe IZY ÀfÔ¹fböY°f°UfU²ff³f ¸fZÔ SXf¿MÑXe¹f À°fSX ´fSX IYÃff 6 ÀfZ 9 IZY dUôfd±fʹfûÔ IZYd»fE EIY ´fZÔdMXÔ¦f ´fid°f¹fûd¦f°ff IYf Af¹fûþ³f dIY¹ff ¦f¹ffÜ 2 ¸fWXe³fZ°fIY ¨f»fe BÀf ´fid°f¹fûd¦f°ff ¸fZÔ 200 ÀfZ Ad²fIY ¶f¨¨fûÔ ³fZ A´f³feIY»ff IYf ¶fZWX°fSXe³f ³f¸fc³ff A´f³fe ´fZÔdMXÔ¦f IZY ¸ff²¹f¸f ÀfZ ´fiÀ°fb°f dIY¹ffÜdVfÃffdUQûÔ AüSX ´fÂfIYfSXûÔ IYe 5-ÀfQÀ¹fe þcSXe ³fZ MXfg´f 10 ´fZÔdMXÔ¦fIYf ¨fb³ffU dIY¹ffÜ BÀf U¿fÊ IZY ´fid°f¹fûd¦f°ff IYf ±fe¸f "¸fZSXZ Àf´f³fûÔ IYfÀIcY»f" ±ffÜ ¶f¨¨fûÔ IZY ´fZÔdMXÔ¦Àf ¸fZÔ ¹fZ ¶fWXb°f WXe A¨LZ ÀfZ dQJf dIY CX³WXZÔA´f³fZ Àf´f³fûÔ IZY ÀIcY»f ¸fZÔ SX¨f³ff°¸fIY dVfÃff, IY»´f³ff AüSX JZ»fIYf ¸ffWXü»f ¨ffdWXEÜ

3 dQÀfÔ¶fSX 2016 IYû ³fBÊ dQ»»fe IZY BÔdOX¹ff WX`d¶fMXZMX ÀfZÔMXSX ¸fZÔAf¹fûdþ°f ÀIcY»f ¨UfBÀf ³fZVf³f»f IYfgRiYZÔÀf IYf¹fÊIiY¸f IZY QüSXf³f MXfg´f3 ´fZÔdMXÔ¦Àf IYû ´fbSXÀIÈY°f dIY¹ff ¦f¹ff AüSX dUþZ°ff LfÂfûÔ IYû MÑfgRYeAüSX ÀfdMXÊdRYIZYMX IZY Àff±f I`YVf AUfOXÊ ´fiQf³f dIY¹ff ¦f¹ffÜ ¹fZ AUfOXÊQZ³fZ IZY d»fE »fûIYÀf·ff ÀfQÀ¹f ßfe CXdQ°f SXfþ CX´fdÀ±f°f ±fZÜ BÀf´fid°f¹fûd¦f°ff IZY ¸ff²¹f¸f ÀfZ WX¸f ¨ffWX°fZ WX`Ô dIY WXSX Àff»f ´fcSXZ QZVf ·fSXIZY ¶f¨¨fZ A´f³fe IY»´f³ff AüSX SX¨f³ff°¸fIY°ff IYû ´fiQdVfÊ°f IYSX°fZ WXbEBÀf¸fZÔ Vffd¸f»f WXû°fZ SXWXZÔÜ l

EOXbOXfgIY ´fZÔdMXÔ¦f IY¸´fMXeVf³f 2016 IZYdUþZ°ff LfÂf WXbE ´fbSXÀIÈY°f

Volume-2/Issue-3

National Independent Schools Alliance (NISA) Family

In association with With support from

Volume-2/Issue-3

Education

National Independent Schools Alliance (NISA) in collabo-ration with Centre for Civil Society with support from Edel-Give organized a nationwide painting competition forstudents of class 6-9. This national painting competitionran for 2 months and more than 200 quality paintings bythe students from different schools of India were received.A 5-people esteemed jury comprising of educationalistsand journalists selected the top 10. The theme for thisyear's competition was "My Dream School". Childrenpainted their dream schools and used all sorts of imagina-tion. It was clearly evident from the paintings that the stu-dents imagined their dream schools to be more of a funspace, full of creative learning and imagination.

Top 3 paintings got felicitated and winner studentswere given cash awards along with certificates and me-mento by Dr. Udit Raj, Member of Parliament on 3rd De-cember 2016 during 8th School Choice NationalConference at India Habitat Centre, New Delhi. We encour-age students creativity and wish for all the students fromacross the country to participate in the following years. l

Winners of EduDoc PaintingCompetition 2016 felicitated

59

Education

Volume-2/Issue-3

Volume-2/Issue-360

dVfÃff