Apr-2018 ISSUE-I, VOLUME-VII (I) · Gurukul International Multidisciplinary Research Journal (GIMRJ)with International Impact Factor 4.374 UGC Approved Journal Sr. No.48455 Page 1

Apr-2018 ISSUE-I, VOLUME-VII (I)

Published Special issue With ISSN 2394-8426 International Impact Factor 4.374

UGC Approved Journal Sr. No. 48455

Published On Date 30.04.2018

Issue Online Available At : http://gurukuljournal.com/

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Published By

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Gurukul International Multidisciplinary Research Journal

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Gurukul International Multidisciplinary Research Journal (GIMRJ)with

International Impact Factor 4.374

UGC Approved Journal Sr. No.48455

Page 1

ISSN No. 2394-8426

Apr– 2018

Issue–I, Volume–VII (I)

Quarterly Journal Peer Reviewed Journal ISSN No. 2394-8426 Indexed JournalReferred Journal http://www.gurukuljournal.com/

INDEX

Paper

No.

Title Author Page No.

1 Government Policy On Poverty

Reduction In India

Dr. Arunabha Bhaumik 1-8

2 Analysing The Barriers In Vendor

Managed Inventory In Medical Stores

Ms Jyoti & Dr.Neetu

Gupta 9-16

3 Impact Of Training & Development

Programmes On Teachers Performance

Dr. Hitesh A. Kalyani 17-22

4 Gendered Media, Identity And The

Marginalized Groups: Understanding

The Lives Of India’s Third Gender

Ruman Sutradhar 23-27

5 महारा��ातील ��ी श�ण आ�ण �गती �ा.डॉ.वदना रामराव चवर 28-33

6 महारा��ातील समाजकाय" महा#व$यालय

%थालयाचा अ(यास

�ा.वषा" अ.*तडक (शा*नवार) 34-41

7 औरगाबाद िज0हातील शालय पोषण आहार

योजणनाला पालकाचा �*तसाद एक 4च5क6सक

अ(यास

�ा. सानप सजाता #व8म 42-46

8 शळी पालन क0याण गगाराम सरोद 47-50

9 ��ी- श�णासाठ< आध*नक #वचार�वाह-एक

अ>ययन

�ा.डॉ.वदना रामराव चवर 51-55

10 Which is Better, an EVM or a Paper

Ballot?

S. K. Singh 56-59

11 ि��याचा दजा"तील प?रवत"नात शवधम"

चळवळीची भ मका

राजकमार एस.Bबरादार &

डॉ.सलभ गावड-खळतकर

60-68

12 Challenges Of Women Entrepreneurs Dr. Vanita Vijay

Naskulwar 69-72

13 Duties And Responsiblities Of

Consumers

Dr. K. B. Moharir &

Sharayu S. Bonde

73-75

14 Forest Industry Product Bamboo

Management For Productivity

Enhancement

Dr. S. B. Mohitkar 76-78




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ISSN No. 2394-8426

Apr– 2018



GOVERNMENT POLICY ON POVERTY REDUCTION IN INDIA

DR. ARUNABHA BHAUMIK

Associate Professor in Commerce

P.K.College, Contai Purba Medinipore West Bengal, 721401

Abstract:

After independence, the welfare government is trying to improve these villagers

economical background through 5-years plan. In 1st plan period, the government gave stress

on increasing agricultural products. In 2nd

plan period, the government understood that

agricultural product will be high if the fertilizers are used in the agricultural fields. So gave

stress on fertilizers industry in India. In this way the government tried to improve their

economical conditions. Not only that the Government tried to introduce so many welfare

schemes for their upliftment through Gram Panchayats. India has so many scopes for

alleviating poverty through small scale industries. In this sector, less investment is needed but

profit will be earned maximum. As it is labour intensive project, maximum population will be

engaged and the unemployment will be reduced.

Keynotes: British rule, Independence, Government welfare schemes for poverty alleviation.

INTRODUCTION:

Since independence, our government’s motive is to do welfare of the country. India was near

about 200years under the British rule. In these periods, the Indians had spent their life in

miserable conditions. The British tried to collect our wealth by hook and cook and ultimately

they sell it as finished product to the rest of the world with maximum profit motive. In this

way the maximum number of people who lived in the village they are tortured by the British

soldiers and at last they have changed into poor peasants and home-less. They were bound to

depended on village Mahajans(who give them loan as money, food in lieu of mortgaging

gold, land & house). But the poor peasants were not able to repay the loan amount with

interest within the stipulated time. The village Mahajans captured their mortgaging articles.

Ultimately, these peasants became landless, homeless for not repayment of their demanding

dues. Very few repaid their demand, maximum failed to pay it. In this way they have become

neglected people in India. But these people are the backbone of the Indian economy, because

they are the main pillar of the village level economical activities. India is basically

agricultural based country. 70% of the people lived in the village; they spent their life through

agriculture& agricultural activities. But the dual pressure of Mahajans & the British ruler they

gradually became poor more and more.

After independence, the welfare government is trying to improve these villagers economical

background through 5-years plan. In 1st plan period, the government gave stress on increasing

agricultural products. In 2nd

plan period, the government understood that agricultural product

will be high if the fertilizers are used in the agricultural fields. So gave stress on fertilizers

industry in India. In this way the government tried to improve their economical conditions.

Not only that the Government tried to introduce so many welfare schemes for their upliftment

through Gram Panchayats.




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ISSN No. 2394-8426

Apr– 2018



Former Prime Minister late Shri Rajib Gandhi had once famously said that only 16 paisa out of

one rupee sanctioned by government reach the poor. Ayer Swaminathan had commented that

“Likelihood of money reaching the poor would be higher if we simply drop the money by

helicopter or a gas balloon into rural areas than route it through employment programmes.

Dr. B.R.Ambedkar struggled for few welfare schemes. He was one of the founders of

Employment Exchange in our country for employments to the unemployed educated young

generations. He established National power grid, Central water Irrigation for to fulfill his

dream for green India & sufficient production of food grains, Scholarships and stipend, are

being provided to SC & ST students, supply of books, educational equipments and stationary.

Grants have also been provided for construction of schools and hostel buildings. Provisions

have also been made in integrated Rural Development Programme (IRDP) and Mahatma

Gandhi National Rural Employment Guarantee Act(MGNREGA). Various housing schemes,

like indira Awas Yojana, have been initiated for construction of micro habits and housing

units for SC’s ST’s and top priority is being given for supply of drinking water. Assistance is

given to them for self –employment like setting up poultry and dairy units. Training and

coaching centers have been established for the training of SC/ST persons in order to achieve

success in getting services.

Table-1

Performance of the Mahatma Gandhi NREGA (National Overview)

(Fy06-

07)

(Fy07-

08)

(Fy08-

09)

(Fy09-

010

)

(Fy10-

11)

(Fy11-

12)

(Fy012-

13)

(Fy13-

14)

Total job

card

issued

(in

crore)

3.78 6.48 10.01 11.25 11.98 12.50 12.79 12.72

Employment

provided

to

househol

ds (in

crore)

2.10 3.39 4.51 5.26 5.49 5.06 4.98 3.81

Total Person

days

(in crore)

90.5 143.59 216.32 283.59 257.15 218.75 229.86 134.80

SCs 22.5

(25%)

39.36(

27

%)

63.36(29

%)

86.45(3

0%)

78.76(

31

%)

48.47(

22

%)

50.96(2

2%)

31.53(2

3%

) STs 32.98(

36

%)

42.07

(29%)

55.02

(25%)

58.74

(21%)

53.62

(21%)

40.92

(19%)

40.75

(18%)

21.09

(16%)

Women 36.40

(40%)

61.15

(43%)

103.57

(48%)

136.40

(48%)

122.74

(48%)

105.27

(48%)

117.93

(51%)

73.33

(54%) Others 34.56

(38

%)

62.16

(43%)

97.95(45

%)

138.4

(49

%)

124.78

(48

%)

129.38

(59

%)

138.14

(60

%)

82.18

(61

%) Person days 43 42 48 54 47 43 46 35




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Apr– 2018



per HH

(Days)

Budget

Outlay

(in

crore)

11300 12000 30000 39100 40100 40000 33000 33000

Central

Release

(in

crore)

8640.8

5

12610.

39

29939.61 33506.6

1

35768.

95

29189.

77

30009.9

6

29885.

92

Total

available

fund

(in crore)

12073.

55

19305.

81

37397.06 49579.1

9

54172.

14

48805.

68

45051.4

3

37084.

76

Expenditure

(in crore) 8823.3

5

(73

%)

15856.

89

(82

%)

27250.10

(73

%)

37905.2

3

(76

%)

39377.

27

(73

%)

37072.

82

(76

%)

39657.0

4

(88

%)

24848.

75

(67

%) Expenditure

on

Wages

(in

crore)

5842.3

7

(66

%)

10738.

47

(68

%)

18200.03

(67

%)

25579.3

2

(70

%)

25686.

53

(68

%)

24306.

22

(70

%)

27128.3

6

(72

%)

17832.

19

(76

%)

Total works

taken up

(in lakh)

8.35 17.88 27.75 46.17 50.99 80.77 106.51 111.64

Works

complete

d

(in lakh)

3.87 8.22 12.14 22.59 25.90 27.56 25.60 11.17

Water

conserva

tion

(in lakh)

4.51 8.73 12.79 23.43 24.26 48.81 49.26 45.41

Rural

connecti

vity

1.80 3.08 5.03 7.64 9.31 13.86 13.04 12.62

Any other

activity 0.34 0.56 0.28 0.98 1.06 2.31 9.87 9.65

Source: MGNREGA-Report to the people

From the tables what appears can be summarized as below-

1: Total job card issue gradually increasing from its introduction to the date, which is a sign of

prosperity.

2: Employment provided to households-Increased up to financial year2010-11. After that, it has

been decreasing slowly which is a negative sign.

3: Person days- Total person days increased at a galloping rate up to financial year2009-10.

Gradually it has been decreasing.

4: Percentage of women participation is also increasing, which is a great achievement of

introduction of the project for the upliftment of the unemployed women.

5: Budget outlay-The Central government kept upward trend for sanctioning of budget, up to

financial year 2010-11. Then onwards, a downward trend is seen.




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ISSN No. 2394-8426

Apr– 2018



6: Central release of fund increased when budget was increasing and according to curtailment of

budget, release of fund also decreased.

7: Expenditure on wages was increasing but slowly.

8: Total works have increased at a galloping rate, matching with the demand of the local

development but works completion report are not satisfactory. It is increasing very slowly

due to budgetary control of the government. The Government is giving stress on assets

creation of the nation.

Table-2

The MGNREGA Outcomes: FY 2013-2014 till Dec,13 (Physical: Employment)

Person days in lakh

Sl.No

.

States No of

hous

e

holds

who

have

dema

nded

empl

oyme

nt

No of

house

holds

provi

ded

emplo

yment

Total SC % age

of

SC

part

icip

atio

n

ST %age

of

ST

part

icip

atio

n

1 Andhrapradesh 5067891 5067891 1910.38 457.4 23.94 249.76 13.07

2 Arunachal

Pradesh

139155 106286 22.43 0.02 0.07 19.90 88.75

3 Assam 1097100 1005137 197.92 12.55 6.34 31.85 16.09

4 Bihar 1839340 1432756 525.87 150.26 28.57 11.18 2.13

5 Chhatrisgarh 2439610 2058561 721.55 67.65 9.38 273.03 37.84

6 Gujrat 525013 428334 145.06 12.69 8.75 50.52 34.83

7 Haryana 303772 245423 78.12 38.91 49.81 0.00 0.00

8 Himachal

Pradesh

503656 435013 179.85 51.96 28.89 15.48 8.61

9 Jammu &

Kashmir

497083 322254 128.01 5.75 4.50 20.23 15.80

10 Jharkhand 993600 907552 306.86 39.14 12.76 113.41 36.96

11 Karnataka 1279992 799282 336.54 55.72 16.56 29.83 8.86

12 Kerala 1596790 1366447 542.44 85.63 15.79 15.72 2.90

13 Madhya Pradesh 2305470 1748436 507.29 94.96 18.72 147.27 29.03

14 Maharashtra 1039311 884149 346.24 32.40 9.36 63.30 18.28

15 Manipur 378221 363501 65.30 0.42 0.65 46.03 70.48

16 Meghalaya 321908 272125 96.63 0.61 0.63 90.49 93.65

17 Mizoram 172228 170982 73.07 0.02 0.02 72.88 99.74

18 Nagaland 384664 379172 81.43 0.62 0.76 76.58 94.04

19 Odisha 1573861 1323502 410.40 68.04 16.58 164.68 40.13




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20 Punjab 329345 261029 65.76 51.92 78.95 0.03 0.04

21 Rajasthan 3475719 2950179 1161.33 232.39 20.01 322.38 27.76

22 Sikkim 58465 50166 19.80 0.85 4.28 7.28 36.75

23 Tamilnadu 5956529 5919370 2867.84 846.81 29.53 36.52 1.27

24 Tripura 595427 585556 318.57 53.71 16.86 145.50 45.67

25 Uttar Pradesh 5151416 4474138 1383.76 461.03 33.32 14.16 1.02

26 Uttrakhand 265196 250203 79.78 15.63 19.60 2.72 3.42

27 West Bengal 5410360 4267334 896.09 313.20 34.95 87.18 9.73

28 Andaman and

Nikobar

11650 10998 3.57 0.00 0.00 0.43 1 1.96

29 Dadra&Nagar

Havely

NR NR NR NR NR NR N R

30 Daman & Diu NR NR NR NR NR NR NR

31 Goa 3110 3052 .52 0.01 2.04 0.20 38.17

32 Lakshadeep 794 499 0.10 0.00 0.00 0.10 99.18

33 Paduchery 42527 37128 7.10 2.60 36.62 0.00 0.07

34 Chandigarh NR NR NR NR NR NR NR

Total 4375920

3

38126455 13479.89 3152.89 23.39 2108.63 15.64

Source: MGNREGA-Report to the people

From Table-2 it is seen that

1: In West Bengal no. of households demanding employment was 5410360. In India the number

was 43759203, 12.3% of which are in West Bengal. But number of households who are

provided employment in West Bengal was 4267334 and in India total number of employment

provided was 938126455, out of which 11.19% are in West Bengal. The above percentages of

Employments demanded are 12.3% and provided are 11.19%. So it can be said that West

Bengal is doing well in employment generation.

2: Total person days created in West Bengal are 896.090 and in India are 13479.60 i.e. only 6%

in West Bengal. S.Cs participation in West Bengal is 34.95% and in India that is 23.39%,

which is more than national level, in case of S.Ts in West Bengal participation is 9.73%

whereas in India it is 15.64%.

Table-3

Employment Generated

Sl.

N

o

.

States Women % of women

particip

ation

Others Average

person

days

per

househ

old

No. of

househol

ds

availed

100 days

of

employ

ment

% of

househol

d

complete

d 100

days

employm

ent.




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ISSN No. 2394-8426

Apr– 2018



Source: www.MGNREGA performance

From Table-3, shows that,

1: Women participation in West Bengal was 300.44. In India the number was 7333.06, 4.09% of

which was in West Bengal. Participation in other few States was such as TamilNadu, Andhra

Pradesh, Kerala and Chhattisgarh were more than West Bengal.

1 Andhrapradesh 1116.16 58.43 1203.22 38 198906 3.92

2 ArunachalPradesh 7.05 31.43 2.51 21 8 0.01

3 Assam 48.56 24.53 153.53 20 2814 0.28

4 Bihar 179.56 34.14 364.44 37 50036 3.49

5 Chhatrisgarh 348.24 48.26 380.87 35 80274 3.90

6 Gujrat 65.30 45.02 81.85 34 12301 2.87

7 Haryana 32.75 41.92 39.20 32 5855 2.39

8 Himachal Pradesh 112.56 62.59 112.41 41 15469 3.56

9 Jammu and

Kashmir

28.63 22.36 102.03 40 9248 2.87

10 Jharkhand 96.06 31.31 154.31 34 34031 3.75

11 Karnataka 157.00 46.65 251.00 42 42086 5.27

12 Kerala 506.92 93.45 441.09 40 36974 2.71

13 Madhya Pradesh 209.81 41.36 265.06 29 33154 1.90

14 Maharashtra 149.89 43.29 250.53 39 70455 7.97

15 Manipur 22.65 34.68 18.85 18 0 0.00

16 Meghalaya 41.63 43.08 5.53 36 6173 2.27

17 Mizoram 19.73 27.01 0.17 43 0 0.00

18 Nagaland 21.40 26.29 4.24 21 365 0.10

19 Odisha 135.33 32.97 177.67 31 40353 3.05

20 Punjab 34.84 52.98 13.82 25 2838 1.09

21 Rajasthan 781.20 67.27 606.56 39 137627 4.67

22 Sikkim 9.11 46.01 11.67 39 1056 2.11

23 Tamilnadu 2409.10 84.00 1984.51 48 411150 6.95

24 Tripura 151.33 47.50 119.35 54 10786 1.84

25 Uttar Pradesh 306.51 22.15 908.57 31 76770 1.72

26 Uttrakhand 33.20 41.61 61.42 32 5701 2.28

27 West Bengal 300.44 33.53 495.71 21 30126 0.71

28 Andaman and

Nikobar

1.62 45.46 3.14 32 179 1.63

29 Dadra&Nagar

Havely

NR NR NR NR NR NR

30 Daman & Diu NR NR NR NR NR NR

31 Goa 0.38 73.38 0.31 17 2 0.07

32 Lakshadeep 0.03 27.35 0.00 21 0 0.00

33 Paduchery 6.07 85.52 4.50 19 3 0.01

34 Chandigarh NR NR NR NR NR NR

Total 7333.06 54.40 8218.07 35 1314740 3.45




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2: Average person days per household- in West Bengal the rate was 21, In India it was only 35

3: No. of household availed 100 days of employment-In West Bengal it was seen that 30126. In

India it was 1314740. In West Bengal it was 2.29%. Percentage of household completed 100

days employment in West Bengal 0.71% .In India was 3.45%. This is also an indicator of

fulfilling the MGNREGA.

Handloom Industry:

Since independence small scale industries have taken a very important role in Indian

economy. About 20%of national income is being contributed by this sector. Almost 70%

people are dependent on agricultural activities directly or indirectly for livelihood. With the

advancement of science and technology, the idea of small scale industry has changed greatly.

More emphasis has been given on agriculture as well as small scale industry. Handloom is

such type of industry, which begins with cultivation of cotton plant and ultimately ends up

with spinning and making of cotton cloths. In India on an average monthly consumption of

cotton textile is 122308198 (in kg). In West Bengal on an average monthly consumption

4449151 (in kg) which is 3.37% and monthly average production of cotton textile in India (in

meters) 3012495, in West Bengal on an average production of cotton textile (in meters)

60276, which is 2% in comparison with India. (Census of Handlooms in India 1997-98.,

National council of applied economic Research). In Medinipore cotton textile production is

142707(in values000). In West Bengal the geo-ecological condition is more or less ideal for

cotton plant cultivation and cotton processing. Cotton and cotton clothes are three times more

profitable than rice. As it has industrial processing sectors, it provides employment to a

considerable number of people including women and children.

The handloom industry runs throughout the year. It has an additional advantage of providing

employment to agriculturists even during the slack season. At present this sector acts as a

supplementary source of income in most of the district of West Bengal. But this can become

a full time more profitable occupation if productions of clothes are organized, marketing and

distribution are channelized in the era of globalization, because where consumption is

3.637% in West Bengal but production is 2% in comparison with India. As the demand is

high so there is greater scope for production of handloom products in West Bengal which will

be more profitable in future.

The financial position of the village level handloom industries suffer from an

incurable disease, i.e. paucity of funds. There is little supply of money to cope with ever

increasing demand of working capital funding. The Co-operative societies already in

operation are unable to satisfy the severe financial crunch towards supply of ever increasing

of demand of working capital. The prices of raw materials are increasing everyday and no

control over this increase exists. The whole sellers who are practically controlling the entire

market of raw materials are also controlling the price thereof and charging very high prices

for the same.

It is therefore suggested that there should be some positive control over the above

phenomena. Some government control agencies should be established who will operate in




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this sector to supply the necessary raw materials to the handloom operators directly at a

reasonable price and with a soft rate of interest on the credit on the one hand. On the other

hand the agency so established should come forward to foster the marketing of the handloom

products at a reasonable price.

It is noticed that positive steps have been taken by the Central Government and State

Government in this direction. We may therefore expect that in future a rosy picture will come

out and the present decaying position may be a thing of the past.

As India is under- developed country, it has so many resources for the economic development of

the country. It is a second largest population country in the world. According to Malthus

theory the country will be over populated when its resources will be shortfall for optimum

uses, as ratio between populations. So India is lucky, because it has so many resources which

can be utilized by its population, but in our country, our human resources are spending their

life without employing these resources properly. If these human resources are properly used

in a scientific way this country will be more and more developed than any other countries in

the rest of the world. Our Government is also trying to abolish poverty through its 5- year

plan periods. More stress should be given on small scale industries for the fulfillment of the

goal.

China is the first largest population country in the world, theirs electronic goods is

also a small scale product which has captured the world market, and in this way they are

alleviating of their poverty. Not only that they are producing toys from their small scale

industry which are also attractive in the rest of the world for poverty reduction schemes.

Giving stresses on small scale industries China is alleviating poverty from their country.

India has so many scopes for alleviating poverty through small scale industries. In

this sector, less investment is needed but profit will be earned maximum. As it is labour

intensive project, maximum population will be engaged and the unemployment will be

reduced.

Conclusions:

Through the Government welfare schemes i,e, MGNREGA, Indira Abash Yojona,

grant for SC/ST are not the real poverty reduction process. These schemes do the ideal to the

public, they do not try themselves for permanent future earning capacity, they gradually

become dependent on Government grant only they do not seek other employment for protect

themselves from uncertain future. Government’s grant should be in way that the public will

be really benefitted through their permanent employment. Such as Toys making, Electronic

goods, Fishery, Handlooms, Sea fishing etc. where less investment is needed but scope of

large employment for a future golden rosy developing India.




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Analysing the barriers in Vendor Managed Inventory in medical stores

Ms Jyoti[1]&Dr.Neetu Gupta[2]

YMCA University of Science & Technology

Faridabad (Haryana)

Abstract:Vendor Managed Inventory came to light after its success story at Walmart. VMI is an

agreement for maintaining sufficient stock levels and ensuring customer satisfaction. It is a

collaborative approach for maintaining optimum inventory levels in a supply chain. VMI is applied in

various industries and the outcomes depend upon the kind of products manufactured or produced. In

our study we tried to enlist the barriers of VMI implementation on medical stores around. The

research quantified the present barriers using Graph Theoretic Approach and also figured out further

scope for removing these barriers.

Keywords: Vendor Managed Inventory,Graph theoretic approach.

Introduction: With the rise of complexities in supply chains,the methods adopted

formanagement of inventory levels /stock replenishment techniques also changed. One of

those methods which has proved itself in various industries is Vendor Managed Inventory.

Thisis applied ondifferent types of industries and inventory model is suggested according to

the need of the industry. VMI involves shifting if inventory controls in the hands of the

vendor.It differs from the traditional system in the way that no purchase orders are required,

transportation costs are shared,stock levels are shared .Vendor gets whole control on

inventory and stocks are filled accordingly.

Literature review:

Some researchers like Cachon (2001) [20] says, “VMI alone cannot provide an optimal solution

of VMI, both the vendors and retailers must agree on to participate actively in terms of VMI

contract and willingly share benefits”. Barrat(2003)[8] reviewed and call for the actual

economic benefits of VMI applications

The theory of VMI may appear promising, actual results of VMI implementations vary. Dong,

Muckstadt, Sabath and Fontanella,(2001)[19] interviewed seven executives in the field of

Supply Chain Management and quotes one of these managers saying:“Out of 10 VMI

implementations, three or four achieve great benefits. Three or four have some benefits, but

not as much as anticipated, and two or three do not get any benefits”.While there are many

benefits, there are also a number of challenges that may exist in practice and that can

potentially reduce the benefits obtained from VMI or lead to failures in VMI programs.Wu,

and Yang (2006)(2009)[7,8], Geethaand Uthayakumar (2010)[12] studied the policies for

non-instantaneous deteriorating items. Musa and Sani (2012)[17] have studied ordering

policiesfor non-instantaneous deteriorating items.

It was observed through the literature review that the VMI has not been able to prove itself in the

field of medicine. Even big pharmaceutical companies are facing issues like inefficiency in

discovering new drugs and expiry of patents registered in their name. The mainreason is the

huge cost involved in research and patents.These companies lack a drive to find a VMI

solution .For implementation of VMI many inventory models are already suggested.

We in our research are focussing on the big medical stores around us, it was observed that most

of these still note down the sales in registers and don’t use any data sharing process between




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the supplier and retailer, they seem to show resistance towards change. There are many

reasons that came out as a result of discussions in these retail stores.

BARRIERS IN MEDICAL STORES: Barriers as the name suggests is a hurdle in the way of

implementation of any strategy/planning. The barriers are more in the field of products that

have small life cycle. In our research we have gone through a research on medical stores in

our region,it was noticed that till date most of the medical stores with ample sales are not

using VMI .Even any kind of software for keeping records is not working for them.. After

analyzing the literature and after discussions with the vendors,we have analysed the

following barriers, these can be broadly classified into:

Reliability related factors:Between the vendor and supplier the relationship depends on mutual

trust and co-operation . Some of the major barriers in VMI implementation in this category

are:

• Lack of cooperation

• Delayed response time

• Full control of supplier

• Lack of trust

Lack of cooperation: In a VMI set up where everything works upon mutual cooperation. The

medical stores will loose customers if there is lack of cooperation by the vendor. Most of the

suppliers deal with multiple retailers so sharing the whole sales information will give an edge

to the supplier and the business is affected if he shows preference or cooperates with some

other retailer. Most of the retailers considered it as a barrier.

Delayed response time: For better implementation of VMI, the stock at retailers end should be

maintained keeping in view the market demand. The response time during the immediate

surge in demand should be very quick. The retailers fear increase in price of product or

delayed response which losses customers.

Full control of supplier:Since the whole replenishment process is under control of the supplier.

This is considered as a barrier rather than opportunity to grow business.

Lack of trust: This sector due to complexity and competition in the market, shows lack of trust

when it comes to sharing of data to supplier. This is a significant barrier in implementation.

Management related factors:

• Short shelf life

• Improper storage conditions

• Complexity in handling of products.

• Difficulty in assignment of codes.

Short shelf life: Some of the products have shorter life. Handling them in a proper way and delivering manufactured medicines on time is a challenge for the supplier. This is also a barrier

in VMI.

Improper storage conditions: Most of the medicines require an optimum temperature for storage. Some are to be kept at cool temperatures /away from direct sunlight. If this is not taken care of

the salts in the medicine become ineffective. This is also a barrier in this process.




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Complexity in handling products: As there are different types of medicines available with same

composition. For a big store, stock of different companies is required. It makes it a complex chain and proves to be a barrier in handling products.

Difficulty in assignment of codes: The complex nomenclature and variable costs of medicines

makes it difficult to assign barcodes and use any inventory maintaining system. The cost of implementing any such system is also high so generally it is avoided by store owner.

Marketing Issues:These issues are related to thedemand and issues that lead to certain changes

• Unexpected demand: In medical stores, one cannot predict the demand in case of an

epidemic or seasonal change related infections, the demand that stays consistent throughout

the year, shoots up to ten times in such cases.

• Bans by government agencies: Sometimes medicines are banned if some severe side effects

are detected. These can be the medicines which are frequently recommended and big stocks

maintained by reputed medical stores. In such situations ,none of the supply chain partner is

ready to bear the loss.

• Impact of new research findings: New researches in this field sometimes lead to bans on

certain medicines or increase demand of a particular medicine .again the barrier here is the

loss sharing if sales stop immediately.

• Failure of predicted sale graphs: It is quite common that the sales are not consistent to the

demands predicted. Predicted sales and actual sales generally show a gap. This too proves to

be a barrier in VMI.

Graph theoretic approach : A graph G=(B,E) consists of a set of objects B={B1,B2,B3_____}

called vertices or nodes and another set E={ e1,e2,e3,_____} of which the elements are called

the edges,each edge is identified with a pair of vertices.The vertices bi, bj associated with the

edge ekare end vertices of ek are end vertices of ek .

Most common representation of graph is by means of a diagram, in which vertices are

represented by small points or circles and each edge as a line segment joining its end vertices.

Graph theory has proved its mettle in various fields of science and technology such as physics,

chemistry, mathematics, sociology, economics and operations research, linguistics, internet

etc. It is not only useful in dealing with structure of the system but also in handling structure

of the system.

• Forming digraph: The digraph is a directed graph. Digraph consists of nodes and edges. A

node {bi} will represent presence or measure of the attribute. The number of nodes is equal to

the number of factors considered. If node i has some importance over the factor j then arrow

will move from i to j. If factor j have relative importance on I then arrow is directed from j to

i, based on this digraph is drawn.

• From this, a matrix is developed. It is a m*m matrix, where the diagonal element represent

sub-factors and off diagonal elements represent the interactions b/w them.

• Now calculation of ‘permanent function’ is done.

• Develop the BIV matrix calculating the benefits from the diagraph. Value of permanent

function at each sub-factor level provides inheritance for each factor,it is again decided after

discussions with experts.

• Now calculate the permanent function ‘BIV’, which quantities all the VMI benefits.




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Formation of digraphs:

For the first set of factors that act as barriers is given by:

For the second set of barriers in medical stores:

For factors that are related to marketing can be related as:

For assignment of values: For assigning values to the inheritance of factors we will use this table

F12

F13

F14

F11

F1

F3 F2

F31

F34

F33

F32

F21

F24

F23

F22




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Measure of factor Value

Assigned

Extremely insignificant

Very insignificant

Moderately insignificant

Slightly insignificant

Medium value

Slightly significant

Moderately significant

Very significant

Extremely significant

Tabel:II [1,2]

For interdependence of factors in VMI:

Qualitative Measure of factor Value Assigned

Very low

Low

Medium level

High

Very high

Tabel III [3,4] Matrix Representation: The directed graph helps us to look at the interdependencies between the

factors.The matrix converts these interdependencies in mathematical form and helps us to

calculate the ‘BIV’ value. Its calculation is done through GTA. �� = �� 7 3 34 7 21 3 8�

For reliability related factors: The matrix representation for the first set of factors is represented

as: �� ∗ = �� 8 4 3 44 7 2 42 3 4 24 3 3 7� For management related factors: The matrix representation for factors that relate to management

is �� ∗ �� 7 3 3 14 7 2 12 3 4 24 3 3 7�




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For marketing related factors: The matrix representation for factors that are related to marketing

are: �� ∗ = �� 6 3 4 43 7 4 43 4 6 33 4 3 8� The application.

In this application part, researchers tried to access benefits of VMI on an industry which using

VMI for resolving inventory issues. We followed the following steps:

1) We identified the major factors and used the table I for values.

2) The various sub-factors listed under the major factor were assigned values from table I.

3) Directed graph is developed showing the linkage b/w them.

4) The numerical inheritance values are assigned and the interdependent values are also

assigned.(using the tables II and III)

5) The matrix and diagraph are formed for all three categories of factors.

6) The values are calculated for ��∗, ��∗, ��∗ and F* using GRAPHER tool.

7) These values are than compared for the factors involved .

Results calculated using GRAPHER:

‘GRAPHER’ is a tool specifically designed to calculate the permanent function of interdependent

factors. This tool is used by us for calculation of result from the matrix obtained using digraph.

The numeric value obtained in our case shows the barrier faced by each category of factors.The results we obtained are

Category of factors Permanent function Obtained value

Reliability related factors ��∗ 6178.00000

Management related factors ��∗ 3911.00000

Marketing factors ��∗ 8955.00000

The ‘BIV’ value obtained after use of “GRAPHER” = 593.00000

CONCLUSION: In this work,we have tried to analyse the barriers in applying VMI on medical stores. For this

the barriers are classified into three major categories, their inheritance and

interdependence is assessed after discussions with medical store owners and literature

available on VMI in pharmaceutical industries and perishable goods industry. The analysis of work through GRAPHER gives us numerical values for the influence of

particular category of factors on VMI in medical stores.The factors that are the greatest barrier in VMI implementation are the marketing factors followed by reliability factors

and the least affecting barrier is management related factors .So, if we have to apply VMI

in medical stores we have to work upon marketing factors which includes unexpected demand, bans by government agencies, impact of new research findings, failure of

predicted sale graphs factors so that the collaborative planning can succeed. Most of these prominent factors are not controlled by supply chains so the difficulty of implementing

VMI on these medical stores still needs to be worked upon .The BIV value also suggests




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that the three categories of factors contribute a lot towards barriers in VMI

implementation .

References:

1. Das, S.K. (1996) ‘The measurement of flexibility in manufacturing systems’, International

Journal of Flexible Manufacturing Systems, Vol. 8, No. 67, pp.67–93.

2. Dev, N., Kachhwaha, “Decision Making in the Manufacturing Environment Using Graph

theory and Fuzzy Multiple Attribute Decision Making Methods”, January 2007

DOI 10.1007/978-1-4471-4375-8,Publisher: Springer Verlag, London

3. Cárdenas-Barrón, L.E., Treviño-Garza, G., andWee, H.M. (2012),‘A Simple and Better

Algorithm to solve theVendor ManagedInventory Control System of Multi-Product Multi-

ConstraintEconomic Order Quantity Model’, Expert Systems With Applications,39, 3888–

3895.

4. K. Jangra, S. Grover and A. Agrawal (2011), “Digraph and matrix method to evaluate the

machinability of tungsten carbide composite with wire EDM”, International Journal of

Advance manufacturing Technology, vol.56, pp.959-974.

5. K. Jangra, S. Grover, F.T.S. Chan and A. Agrawal (2011), “Digraph and matrix method for

the performance evaluation of carbide compacting die manufactured by wire EDM”,

International Journal of Advance manufacturing Technology,vol.54, pp.579-591.

6. M.N. Faisal, D.K. Banwet and R. Shankar (2011), “Quantification of Risk mitigation

Environment of supply chains using graph theory and matrix methods”, European Journal of

Industrial Engineering, vol.1, no.1, pp.22-39.

7. S.S. and Attri, R. (2014) ‘Development of reliability index for cogeneration cycle power

plant using graph theoretic approach’, International Journal of System Assurance

Engineering and Management, Vol. 5, No. 4, pp.700–710.

8. Marloes J.T. Claassen, Arjan J. van Weele, Erik M. van Raaij, (2008) "Performance

outcomes and success factors of vendor managed inventory (VMI)", Supply Chain

Management: An International Journal, Vol. 13 Issue: 6, pp.406-414

9. Wagner, S., &Neshat, N. (2009). Assessing the vulnerability of supply chains using graph

theory International Journal of Production Economics 121 (6), 121-129 DOI:

10.1016/j.ijpe.2009.10.007

10. Wu, K.S., Ouyang, L.Y., and Yang, C.T. (2006), ‘An Optimal ReplenishmentPolicy for Non

Instantaneous Deteriorating Itemswith Stock-Dependent Demand and Partial Backlogging’,

InternationalJournal of Production Economics, 101, 369–384.

11. Wu, K.S., Ouyang, L.Y., and Yang, C.T. (2009), ‘CoordinatingReplenishment and Pricing

Policies for Non-InstantaneousDeteriorating Items with Price-Sensitive Demand’,

InternationalJournal of Systems Science, 40, 1273–1281.

12. Geetha, K.V., and Uthayakumar, R. (2010), ‘Economic Design of an Inventory Policy for

Non Instantaneous Deteriorating ItemsUnder Permissible Delay in Payments’, Journal of

Computationaland Applied Mathematics, 223, 2492–2505.

13. D. J. Cook and L. B. Holder. Graph-Based Data Mining. IEEE Intelligent Systems, 15(2),

32-41, 2000.




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14. Maitrayee Mukherjee and Lawrence B. Holder. Graph-based Data Mining on Social

Networks. KDD04, 2004.

15. VineetChaoji, Mohammad Al Hasan, Saeed Salem and Mohammed J. Zaki. An integrated,

generic approach to pattern mining: data mining template library. Springer Science+Business

Media LLC 2008.

16. William Eberle and Lawrence Holder. Mining for Structural Anomalies in Graph-based

Data. IEEE. Graph Theoretic Approach for Data Mining.

17. Musa, A., and Sani, B. (2012), ‘Inventory Ordering Policies ofDelayed Deteriorating Items

Under Permissible Delay in Payments’,International Journal of Production Economics,

136,75–83.

18. Barratt, M. (2003). Positioning the role of collaborative planning in grocery supply chains.

International Journal of Logistics Management,14(2),53-66.

http://dx.doi.org/10.1108/09574090310806594

19. Blatherwick, A. (1998). Vendor-managed inventory: fashion fad or important supply chain

strategy?. Supply Chain Management: An International Journal, 3(1), 10-

11.http://dx.doi.org/10.1108/13598549810200825.

20. Marloes J.T. Claassen, Arjan J. van Weele, Erik M. van Raaij, (2008) "Performance

outcomes and success factors of vendor managed inventory (VMI)", Supply Chain

Management: An International Journal, Vol. 13 Issue: 6, pp.406-414

21. Cachon, G. 2001. Stock wars: inventory competition in a two echelon supply chain.

Operations Research. 49(5). 658-674




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Impact of Training & Development Programmes On Teachers Performance

Dr. Hitesh A. Kalyani

Assistant Professor

Department Of Commerce

S.N.Mor College,

Tumsar, Dist. Bhandara

Abstract:-

Teachers are major assets of any organization. The active role they play towards an Educational Institute success

cannot be underestimated. As a result, equipping these unique assets through effective training becomes

imperative in order to maximize the job performance. Also position them to take on the challenges of the

today’s competitive business climate. Although extensive research has been conducted in the area of Human

Research Management, the same cannot be said on teachers training especially as it concerns developing

countries. Education is a broader phenomenon breaking shell of a classroom teaching and has its own

importance in every sphere of life. Training & Development Programme helpful for the development of teachers

in Educational Institute. Training & Development Programmes play a vital role for the entire organisation. The

systematic and effective processing of these vital raw material i.e. education into a meaningful and practicable

form depends upon the quality of the way in which it is processed. University Grants Commission (UGC) has

shouldered this responsibility in the hands of college teachers. Thus the output, which universities provide to its

students, depends upon the quality of its college teachers. The quality of education providers i.e. college

teachers is improved, the overall purpose can be served more effectively. The conduct of training and

development programmes plays a significant role in improvising the quality of lecturer, if such programmes are

implemented effectively and systematically.

Keywords: Orientation course, Refresher course, training and development programmes, U.G.C.,

Education.

Introduction:

Universities in any country can be regarded as the backbone of its educational future and the

college teachers can better be described as its architectures. The most vital element in future

building and success of any country is education. Education can be judged from its following

ingredients:

� Flow of knowledge

� Voluntary and committed response of learner

� Mental perception

� Progressive improvement

� Ideas of universal validity

� Development of perfection

� Constant up gradation

In order to improvise the quality of education, there are two significant measures. First, either the

syllabus of the university can be enriched or second, the quality of education providers can be

improved. Enrichment in the university syllabus can again affect the students who may not be

proficient enough to gain all the knowledge. The researcher thus finds necessary to conduct a

research study on Role of Training & Development Programmes in Educational Institution.

If life implies growth, and if education is necessary to the full and continued growth of human

beings, then education cannot be simply a prelude to adult life or the attainment of some narrow

vocation.” The end of growth is more growth and the end of education is more education. “The

process of education is a continuous process of adjustment, having as its aim at every stage an

added capacity of growth.”




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AIMS OF EDUCATIONAL SYSTEM OF INDIA:

The major aims of Indian educational system consist:

° Conservation and Perpetuation of Social life

° Promotion of Culture and Civilization

° Development of Cultural Pluralism

° All-round Development of the Individual

° Spiritual Development of a student

° Responsibility of Social Reconstruction

° Development of Quality of Leadership

° Promotion of Social Efficiency

° Gateway to Lucrative jobs

° Society in Miniature

° Centre of Community life to solve Social & Cultural Problems

° Introduction of Productive work

° Satisfaction of human need

° Creation of sense of security in human

° Development of sense of co-operation

TRAINING & DEVELOPMENT PROGRAMMES:

It is not only the UGC but also college teachers who have the main responsibilities in regard to

conduct of training and development programmes for the teachers. The training and

development programmes should be conducted in such a way so to provide maximum benefits to

the teachers with minimum efforts and without hampering their normal employment.

In order to analyze the training and development programmes for college teachers or lecturers,

first of all it is very necessary to understand what training and development actually meant for

and what benefits can be provided by imparting training and development programmes.

TRAINING:

Training refers to effectively systemized and evaluated attempts tin any programmes, tailor made

to fit the needs of a particular organization. In harmony with its aims and policy and followed for

the purpose of developing in men and women at whatever level or responsibility certain attitudes,

actions, skills and abilities, that enable them to make the most effective contribution, as a living

organism, to the combined effort; while removing gross inequalities in organization and

improving their specific job performance.

Training can be defined from following four factors:

(1) Increasing specific job performance.

(2) Simplification of the system.

(3) Trump card of the take off stage in the process of development

(4) Drilling in quicker performance.

ESSENTIALS OF TRAINING:

1) Knowledge

2) Attitudes

3) Training for all




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4) Active participation

5) Timing of training

6) Conformity with objectives

7) Fulfilling certain needs of students

8) Teacher climate

DEVELOPMENT:

Development is a somewhat related concept. It not only improves the performance of current job

but also brings about growth of personality; help individuals in the progress towards maturity

and actualisation of their potential capacities. Training a person for a bigger and higher job is

development. Training is for imparting technical and mechanical knowledge whereas the

process of development takes place in top or middle level Teacher, which imparts not only

skill and knowledge but also certain personality and mental attitudes.

IMPORTANCE OF TRAINING & DEVELOPMENT PROGRAMMES:

Training is potentially one of the best useful tools available to teachers. A teacher can make use

of training to help him to get things done through in a college most effectively and most

efficiently. Training helps the teachers in its obligation to communicate its purpose and

policies to all levels of students so that they fulfil their dreams and prosper. The most

important task of teachers is to improve the competency of the students. Training focuses on

interaction problem-solving and information sharing and a means of expeditiously pooling

knowledge. Training is a corner- stone of sound Teacher, for it means teaching more

effective. The importance of training programme may be expressed in the following heads:-

1. Training is a service to college: - It is a service to college in the sense that under the

training several useful functions of college can be performed.

2. Meeting Goals: - Training helps in achieving the desired output and hence meets the

goals. Proper training on good decision making and problem solving and skills training

would help achieve the organization goals.

3. Improving teacher’s performance: - The teacher’s performance depends on the

effectiveness and efficiency of their work. They need to get trained and developed to

increase their efficiency and get trained on required skills so that there are minimal errors

and re-work. This would save time and produce quality output.

4. Increased Result: - Right training and development sessions at right time will impart the

right KSA (knowledge, skill and attitude) to the teachers.

5. Teachers satisfaction: - Training also improves the quality of work and work life thus,

adding on to teacher’s satisfaction.

6. To meet new challenges: - Teachers can get trained on the skills which are the demand

of the time. Newer challenges crop up with the changing demands, to meet these

challenges training imparts the required KSA to the teachers.

7. Better performance with Increase in quality of teaching: - As already stated in the

need of training programme the objective of training programme to increase quality, by

training the teachers, quality may be increased.




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8. Proper utilization of 3 M’s:- “Teacher is the proper utilization of Men, Money and

Methods.” Trained teachers can achieve target by doing everything with proper planning

and by using traits when required.

9. Standardization: - With the help of proper and pre-planned training programmes the best

available methods of performing the work can be made available to all the teachers.

10. Team spirit: - Training and development helps the organization to develop a sense of

team work and inter- team institution.

The University Grants Commission is the controlling and governing body and is authorized to

conduct training and development programmers for college teachers of universities, which may

comprise the followings:

• Orientation courses

• Refresher courses

• Educational conference

• Seminars

• Workshops

• Vocational courses

• Sandwich Courses

• Intensive courses

• Symposium

• Publication Units

ORIENTATION PROGRAMME:

This program is mainly intended for the new entrants to the profession of teaching in the colleges

and the universities. The program is designed to inculcate in the young persons, who have

just finished their formal higher education and have joined institutes of higher education as

lecturers, a genuine love for teaching through a total understanding of their duties and

responsibilities to their students, peers, college administration and the society at large, and

above all to themselves. They are to be adequately informed of the teaching techniques,

which have seen a tremendous upheaval over the years and more particularly in recent times

through the information technology revolution and all the associated knowledge base.

REFRESHER COURSES:

The Refresher Course is subject-oriented providing opportunities for the serving teachers of

colleges and universities to meet their peers in an atmosphere of mutual learning and

interaction. The Course is intended to give information about the latest additions to the

knowledge base in the subject through acknowledged experts in various activity-fields. The

course also helps the teachers in tackling problems associated with introduction of new

courses of study and revision of syllabus, and in finding out the latest trends of research in the

subject. The Orientation Programs (Duration 4 weeks) and Refresher Courses (Duration 3

weeks)

IMPACT OF TRAINING & DEVELOPMENT PROGRAMMES

� Teachers thought that the Training & Development Programmes relevant to their

occupation.




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� Teachers thought that the Training & Development Programmes content sufficient to

cover the course. Teachers thought that the content sufficient to cover the course.

� Teachers agree that the duration of Training & Development Programmes was

adequate.

� Teachers view that the effectiveness of Teachers Training & Development

Programmes was good.

� Teachers thought that the Teachers Training & Development Programmes are well

organised.

� The various Training and Development Programmes conducted for college teachers

colleges are effective, valuable, suitably constructed and conducted proficiently.

IMPROVEMENTS IN TRAINING & DEVELOPMENT PROGRAMMES:

For improving the quality of the programme of teacher training and development:

Undertaking well-planned subject content courses leading to insight into basic concepts, objectives

and implications of subjects to be caught in collaboration with university departments;

(a) Introducing integrated courses of general and professional education in universities;

(b) Vitalising professional studies and basing them on Indian conditions through

development research;

(c) Improvement of training institutions.

(d) Revising the curricula and programmes at all levels of teacher training.

(e) Systematic and co-ordinated programmes should be organized by university.

(f) Some training is necessary for teachers and suitable arrangements should be made.

(g) The UGC should take the responsibility at the national level for the maintenance of

standards in teachers training.

(h) As a substantial allocation of funds should be made available to the UGC for

improvement in teachers training.

(i) The UGC should set up a standing committee for teachers training consisting of

persons from the profession to deal with standards of teachers training.

(j) The Government of India should make provisions of funds in the centrally sponsored

sector to assist state governments develop teacher training.

CONCLUSION:

Followings were conclusion regarding the conduct of training and development programmes of

college teachers

Teacher training is not the responsibility of the teacher alone. It is co-operative enterprise. It has

to be promoted by several agencies. These agencies are colleges, teachers, Governments and

teacher’s organizations.

� Proper incentives should be provided for teacher growth in training. The basic incentive is

provided by the dynamic of life in independent India. But inherent motivations should be

supported by better rewards for effort and quality of service.

� Individual teacher should follow ideals of service and participate in community development

and develop good human relations and professional activities in college.




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� The college themselves should organize training programmes, undertake democratic college

administration and provide constructive supervision.

� Teachers’ organizations should also provide leadership in bringing about professional

growth, co-operate with the Government and lay special emphasis on the provision of

professional activities rather than only on the financial improvement of their members.

� Teacher’s college should provide leadership in training programmes, provide short-term

professional courses for teachers, conduct workshops and promote professional writing.

� The Government should provide constructive inspection, provide training programmes and

give financial assistance to other agencies to undertake training programmes.

References:

Name of the book Name of the Author(s)

Research Methodology S. Sinha & AK Dhiman

UGC 10th Plan (Schemes & Guidelines) UGC

Research Methodology P. Saravanavel

Introduction to Quantitative Techniques and Data

Processing

K. Venkata Rao

In-service Teaching Education MA Siddique

A guide of teaching practices L. Mannon, L. Cohen & K. Morrison

www.ugc.ac.in UGC Website

www.nagpuruniversity.org/ Rashtrasant Tukadoji Maharaj Nagpur

University Web site




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GENDERED MEDIA, IDENTITY AND THE MARGINALIZED GROUPS:

UNDERSTANDING THE LIVES OF INDIA’S THIRD GENDER*

Ruman Sutradhar

Research Scholar

Department of Political Science

Assam University, Silchar

Email- [email protected]

Abstract

Media is the most powerful and influential means of communication in today’s world which can not only

have a positive impact but also have a negative impact on the society as a whole. Media is gendered in

the sense that it communicates stereotypical images of the sexes to the world. For instance, men are often

shown as aggressive and the sole bread earner of the family, women are shown as workers as well as care

takers and the third genders, who are the most underrepresented, are shown as begging or giving

blessings to the new born. Of the three sexes, women are at the margins but the third genders are beyond

the margins. Recent researches on the marginalization of the third sex have no doubt raised their issue

among a group of researchers, but that is mostly from a health perspective. As to understanding their

lives as an inseperable part of human society has remained largely underrepresented in media, especially

visual media. Under the backdrop, the paper is an attempt to understand how media is gendered in a

developing country like India, which will constitute the first part of the paper. The second part will focus

on some exceptions like the case of Laxmi Narayan Tripathi, the celebrity hijra. It will focus on how a

third gender people like Laxmi Narayan Tripathi and Manobi Bandopadhyay could confidently stand for

their identity, especially their gender identity where media played a strong role. Hence, this section will

focus on how media can have a positive impact on the lives of the marginalized groups, in the light of

their autobiographies. This will be followed by a concluding part on the lives of India’s third gender and

the positive changes that can be brought by media.

Keywords: Media, Gender, Identity, Third Gender, Marginalized Groups, Hijra.

Introduction

“Why explore the relationship between media, gender and identity? Media and communications

are a central element of modern life, whilst gender and sexuality remain at the core of how we

think about our identities”-writes David Gauntlett, the British sociologist and media theorist in

his 2008 book on Media, Gender and Identity. Media exerts considerable amount of influence

on the common masses through various means like television, internet or magazines. In most

Indian families, housewives are mostly engaged in watching TV programs, be it serials, movies

or other realistic programs; the male sections are mostly engaged in watching news or movies,

youths are in constant touch with internet and popular culture, while kids with cartoon

programs. This is commonly found in rural and semi urban areas, while urban areas have far

more modernized with an equal basis of sharing media. As we know a majority population of

India, around 70%, resides in rural areas, the content of programs in media is vital as it

influences the mind of the audience positively and negatively. Media has the “power to

represent ‘socially acceptable’ ways of being or relating to others, as well as to allocate, or more

usually withhold, public recognition, honour and status to groups of people” (Carter & Steiner,

2004, p. 1). To clarify, the gendered nature of media played an important role in the social




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acceptance of men as sole bread earners of the family and women as the one taking cooking

responsibility in home in a country like India. In fact, the social recognition being placed to the

dominant sections of society based on caste, class and gender is a vital factor due to which a rich

upper caste man is more accepted socially compared to a poor woman. Again, the

underrepresentation of the third genders in media is a reason why the social group today is a

neglected part of our society. The neglected status leads to ignorance, unawareness and

discrimination, which is a major reason why they hesitate to share their identity with the world.

Media representation on gender issues and gender recognition is important because media has

the power to enable a marginalized group as socially acceptable. As to the third genders whose

gender identity remains at the core of their marginalization, media’s role can really bring

significant changes.

Conceptual Framework: Media, Gender, Identity and Marginalization

Media, one of the most influential means of communication in present day world, is a medium or

instrument of communication through which people’s expressions, thoughts and feelings are

conveyed to a large number of people at a time. Media is gendered, where gender has been

defined as a socio-cultural concept and can be understood in terms of one’s masculinity or

femininity. It cannot be understood in separation from sexuality that constitutes an individual’s

identity. Now, the connection between identity and gender can be known from the fact that

“gender is only one part of an individual’s sense of self (Gauntlett, 2008, p. 15)”. Identity has

been defined by the British Sociologist and media theorist Gauntlett (2008) as “complex

constructions” (p. 15). For instance, “A transgendered person has a gender identity which does

not match their anatomical sex. A person with a female body and a male gender identity is

transgendered1”. Gender identity is an individual’s “internal sense of masculinity or femininity

or both or neither” (National Center for Transgender Equality, 2009; National Center for

Transgender Equality, 2014; Transgender people and the Law, 2015.). In simple words, gender

identity is nothing but an individual’s own perception and identification about their own gender.

Now, this gender identity of an individual when expressed by the individual himself/herself

refers to gender expression which constitutes one’s identity in public. This identity is then

conveyed to the general public through media which shapes people’s views on a particular

social group along the lines of gender, men, women or transgender or exclusion/inclusion as

dominant and marginalized, where marginalized are the one’s who are pushed to the outer

margins of society through the process of marginalization, whereby,

…people are systematically blocked from rights, opportunities and resources, resulting in the

prevention of the individual members from full participation in the economic, social and most

importantly political life of the society in which they live (Sutradhar, 2015, p. 2771).

Understanding the lives of India’s Third Gender

I was very confused; my life seemed like a never-ending maze—each time I arrived at the

same bend. Who was I? Why was my body different from my soul or was I mistaking my

1 See Joan V. (n.d.). Transgenderism. Retrieved June 27, 2017, from http://www.ict.griffith.edu.au/joan/ts/ts.pdf.




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identity?…Most of the people I knew concluded that I was a homosexual…They were not

sure of my genital status.

Manobi Bandyppadhyay

A Gift of goddess Lakshmi (2017): 31

The third genders of India are one of the most excluded and marginalized social groups of India.

The main factor behind their marginalization is their gender identity which does not place them

in the well accepted binary conceptions of male/female. Their perception of sex, sexuality and

gender is different and/or opposite from the anatomical and biological sex organs they posses.

The celebrity hijra Laxminarayan Tripathi writes in her autobiography (2015), “a hijra is neither

a man nor a woman. She is feminine but not a woman. He is masculine, a male by birth, but not

a man either” (p. 40). In India, hijras are mostly born as male with high levels of male hormone

testosterone but are psychologically female. However, there are also such individuals who are

born with high levels of female hormone estrogen but are psychologically male. The term hijra

is generally not used for such born women. They are instead called tomboys and butch females

(Tripathi, 2015. p. 173). Both the groups transgress social norms, take to cross dressing and

adopt social mannerisms of the opposite sex due to which they are called as transgenders. The

issue of transgenders is a much researched area in western countries, but when it comes to a

developing country like India, it is still a less talked of issue. As to the academic world, this can

still be known to some extent, but to the general public, it’s still an ignored matter. Infact, there

is widespread confusion on who the hijras actually are? Or, what is the difference between a

hijra, tomboy, or a homosexual? One of the vital reasons for this is the underrepresentation of

the third genders in media, be it hijra, a transgender or transgsexual. The third gender didn’t yet

receive enough media coverage with few exceptions like the case of Laxminarayan Tripathi and

Manobi Bandyopadhyay. Both of them have taken help of press media to publish their

autobiographies and have received considerable attention from media personals, scholars and

social activists as well.

The case of Laxminarayan Tripathi

Born in a high caste Brahmin family of Uttar Pradesh, Laxminarayan Tripathi, alias Raju was the

second child of the house. Laxmi stayed with her parents and siblings in a shanty on the banks of

Siddheswar lake in Thane and later in Khopat, Maharashtra. Laxmi’s autobiography shows

instances of not only sexual assaults and numerous boyfriends during her early days but also

struggle for identity, activism and empowerment. Laxmi was a graduate, professional dancer and

a model coordinator all of which drived her for being famous and receiving media attention. She

faced severe identity crisis from childhood because even though she was born a boy she always

felt like a girl. She began to cross dress in college but that was only occasionally. It was only

when she met Shabina that she realize she was a hijra or else she felt she was a gay due to her

sexual attraction towards men. Laxmi was a dance teacher and she sent her students to TV

programs like Boogie Woogie when she was in audience. It was with her entry as performer in

Vaishali Sawant’s album Lavani on Fire that she became stardom overnight. Then one day

Salman Khan, the Bollywood superstar called her to participate in Big Boss which further

enhanced identity. Her work in DWS as a hijra activist received international attention and she




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was interviewed by a German national Dorothy for her film Between the Lines. The excitement

that Laxmi had for receiving media attention despite her gender identity can be understood from

this extract of her autobiography Me Hijra, Me Laxmi-

At last, the second phase of the shooting of Between the Lines was over. I was the heroine of the

film! A celebrity hijra (p. 72).

In the “sets of Big Boss”, Laxmi in her own words “was beseiged by the media (p. 127)”. Her

role in television programs and her work as activist went on side by side. She was now an

international figure invited to World AIDS conference in Toronto, programs in Netherlands,

Bangkok, Switzerland, New York and even in the United Nations. Now Laxminarayan Tripathi

was a celebrity hijra.

The case of Dr. Manobi Bandyopadhyay

Manobi Bandyopadhyay, born as Somnath Bandopadhyay in her maternal grandparents’ home at

Chandernagore, was the youngest of the three siblings. Born after two sisters, Manobi’s father

was proud to have been the father of a son. After three months of birth, the child was brought to

Naihati in North 24 Parganas district of West Bengal where she grew up as a boy. She loved to

fashion like a girl and usually wore her elder sister’s clothes which seemed to be childish acts to

her family and relatives. She too had dancing as her passion but was a bright student from her

childhood. This was a reason why despite her feminine attitudes all the mouths were shut at her

results. She graduated to go to Jadavpur University and entered higher education where she

started her career as a student and then as a part time teacher in SriKrishna College, Bagula of

Nadia district. She got her permanent job in 1995. Throughout her life she struggled to stand by

her gender identity. Local people of the village used to tease her due to feminine mannerisms and

long hair saying “Look, Look! Who’s this, a man or a woman? (p. 91)”. Infact the librarian of the

college also made joke of her when her father came to meet her in college saying, “Why has this

old man come to you? Are you a schoolboy…er…girl? (p. 91)”. Infact her father also had to face

insults due to her identity. However, amidst struggles, she could complete her Ph. D. By the time

transgender rights were granted legal recognition and Dr. Manobi Bandopadhyay became the

first transgender principal of India and got appointment on the Krishnanagar Girl’s College. This

was a landmark achievement and received attention from media as well as general public. It’s a

major step towards empowering the marginalized groups of hijras in India.

Analysis

In both cases, it was media which played the most important role. In the first case, Laxmi

received media attention which turned Laxmi, a hijra to a celebrity hijra. If it had been so that

Laxmi and Manobi were like other hijras who live on begging, dancing and sex work then it

would not have been possible for them to receive media attention. Both Laxmi and Manobi were

educated and had exceptional things in life. Laxmi is a professional dancer and Manobi is the

first transgender principal. These exceptionalities attracted attention from people and that also

when people come to know about them through popular media. If it had been so that writing an

autobiography attract media attention then why less number of people know about A. Revathi

who in her autobiography The Truth about Me: A Hijra Life Story also disclosed her later life as

an activist? The difference lies in publicity gained through media. In case of Manobi, a university




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graduate, her being the first transgender principal is the factor of gaining popularity among

common masses also through media.

Conclusion

The two autobiographies Me Hijra, Me Lakhshmi (2015) of Laxminarayan Tripathi and A Gift of

Goddess Lakhshmi (2017) by Manobi Bandyopadhyay clearly shows how media is a

powerful instrument providing social recognition to individuals/groups. The positive

portrayal of the two hijras by media has a positive impact on society. Also, they are a source

of inspiration for the third genders of India-the hijras; alike the case of Shabnam Mausi, the

first hijra MLA from Madhya Pradesh. These cases have been in TV programs, news and

most importantly social media. If media coverage is increased on the issue of hijras then

perhaps the day will not be very far when hijras will not be neglected and be accepted as the

third gender of India. This will also change people’s perception on the binary notions of

male/female by male/female/transgender. This will obviously not change their status in one

day but is the only positive step towards the total inclusion of the transgenders and they

would not face identity crisis.

References

1) American Civil Liberties Union (2015). Transgender People and the Law. New York.

Retrieved June 27, 2017, from

https://www.aclu.org/sites/default/files/field_pdf_file/lgbttransbrochurelaw2015electronic.pd

f.

2) Bandyopadhyay, M. (2017). A gift of Goddess Lakhshmi. Penguin Random House India:

Haryana.

3) Carter, C. & Steiner, L. (2004). Introduction to Critical Readings: Media and Gender, In

C. Carter & L. Steiner, Critical Readings: Media and Gender (pp. 1-10). Maidenhead,

England: Open University Press.

4) Gauntlett, D. (2008). Media, Gender and Identity: An introduction. Abingdon: Routledge.

5) Joan V. (n.d.). Transgenderism. Retrieved June 27, 2017, from

http://www.ict.griffith.edu.au/joan/ts/ts.pdf.

6) National Center for Transgender Equality (2009). Understanding Transgender.

Massachusetts Avenue NW: Washington DC. Retrieved November 23, 2016, from

https://static1.squarespace.com/static/566c7f0c2399a3bdabb57553/t/566ca7bddf40f3a7317ef

adc/1449961405065/2009-NCTE-Understanding-Transgender-FAQ-Factsheet.pdf. 7) National Center for Transgender Equality. (January 2014). Transgender Terminology.

Massachusetts Avenue NW: Washington DC. Retrieved November 23, 2016, from

http://www.transequality.org/sites/default/files/docs/resources/TransTerminology_2014.pdf 8) Singharoy, D. K., ed. 2010. Surviving against Odds: The Marginalized in a Globalizing

World. New Delhi: Manohar Publishers & Distributors.

9) Sutradhar, R. (2015). What caused Marginalization: A Study of the Tea Plantation

Women of Cachar. International Journal of Science and Research. 4, 2771-2775.

10) Tripathi, L. (2015). Me Hijra, Me Laxmi. Oxford University Press: New Delhi. *

A version of this paper has been presented in the International Seminar on Media and Politics,

organized by Department of Mass Communications, Assam University, Silchar.




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egkjk"Vªkrhy L=h िश{k.k vkf.k izxrh izk- MkW- oanuk jkenkl pojs

foHkkx izeq[k & bfrgkl ysV- fu/kZu ikVhy ok?kk;s dyk] okf.kT; o foKku egkfo|ky;

lkuxMh rk- lkdksyh ft- HkaMkjk

समर� :-

िश�ण ह समाजप रवत�नाच एक मह�वाच साधन आह. कोण�याही दशा�या िकवा समाजा�या नविनिम�तीत िश�ण हा घटक

अ�यत मोलाची कामिगरी बजािवत आह. समाजातील उपल(ध सव�)ानाचा *ोत िश�ण हच आह. �यामळ कोण�याही

समाजाची जडण-घडण िश�ण आिण स/कारा�या मा0यमातन होत असत. समाजाचा समतोल िवकास हो2यासाठी ि*याच

िश�ण मह�वाच आह. �यामळ समाजाची 4गती झपाटयान होईल. izLrkouk :-

भारतातील िश�ण�9ा�या िवकासाचा व पया�यान �यातील महारा:;ा�या योगदानाचा ज<हा िवचार कला जात, त<हा महा�मा फल

याच नाव सव� 4थम यत. सव� समाज परपरा व @ढB�या जोखडाखाली वावरत असताना िश�णाचा िवचार क@न �यातन समाज

Dाती घडव2याचा EFीकोण बाळगणार महा�मा फल ह िश�ण �9ासाठी आदश�च आहत. कारण समाजात सामाGय माणसाला

िश�णाचा हHक नाकारला जात असताना ि*याना िशकव2याची भाषा क@न �या<दार समाजाम0य प रवत�न घडवन आण2याच

व त स�यात उतरव2यासाठी अखड 4य�न कर2याच �याच ह काय� वाखग2या सारखच आह.Jहणन �याना महारा:;ातील

सामािजक Dातीच अKदत Jहटल जात.

Lयोितबाना साव�जिनक जीवनात 4वश कMयानतर भोवताल�या प रि/थतीच आकलन होत गल व �यातील िवदारक स�य जाणव

लागल. Jहणनच �यानी ि*या व अितशNा�या िश�णासाठी 4य�न कर2याचा िनधा�र कला. भारतात *ी-िश�णाकड दल��

कर2यात यत व आपMया दश बाधवा�या सधारण कड आपलच लोक कानाडोळा करतात, याच �याना अतीव द:ख होत.

आपMया िश�ण काया�त आपMया प�नीची साथ िमळाMयास ि*या व मलB�या िश�णासाठी चाललMया चळवळीसाठी उपयP

ठरल या दरEFीन �यानी प�नी सािव9ीबाइ�च ही िश�ण स@ कल. या साठी पती-प�नBनी अपार अवहलना सहन कली. परत ह

काय� नटान चाल ठवल. �याच फिलत Jहणन १८४८ म0य िभडवाडयात मलBची पिहली शाळा स@ कली.१िश�णाच मह�व

सागताना �यानी कलल वP<य खपच बोलक आह. ज आजही 4रणादायी आह.

िवUिवनामतीगली!मतीिवनानीितगली!!

नीतीिवनागतीगली!गतीिवनािवतगल!!

िवतािवनाशNखचल!इतकअनथ� !एकाअिवUनकल. �वत� महारा � शासनाची िश�ण िवषयक जबाबदारी:-

भारतीय शासन<यव/थच /व@प ‘सयP’(फडरल) 4कारच आहत. भारत ह सघराLय आह. िविवध राLयही �याच घटक आहत.

क[ Nसरकारची काम व राLय सरकारची काम अशी /पF िवभागणी सिवधानानच क@न िदली आह.२ सिवधानातील

िश�णाबाबत�या घटना�मक तरतदी पिढल 4माण आहत. अ)सघसची-सची-१:-

६३-ही घटना अमलात यत असताना बनारस िहद यिन<हिस�टी,अिलगढ मि/लम यिन<हिस�टी व िदMली िवUापीठया नावान

ओळखMया जाणा^ या स/था आिण रा:;ीय मह�वाची स/था Jहणन पाल�म[टन कायUान घोिषत कलली स/था,




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६४ –व)ािनक वा ताि9क िश�णा�या भारत सरकार�या अशत:वा पण� आिथ�क साहा`यान चालणा^ या आिण पाल�म[टन कायदा क@न

रा:;ीय मह�वा�या ठरिवलMया स/था. ६५ -(अ)<यावसाियक, औदयोिगक वा ताि9क 4िश�ण-�यात पोिलस अिधका^ याच 4िश�ण ही यत. यासाठी असणा^ या क[ N

शासना�या य9णा व स/था:(ब)िविशF अbयास वा सशोधन उcजन:(क)गणाचा शोध लाव2यासाठी Uावयाच वUािनक वा

ताि9क साहय. ६६- उ�च िश�ण वा सशोधन या�यासाठी आिण व)ािनक व ताि9क िश�ण यासाठी असणा^ या स/था या�यात एकस9ता आणण

वश�िणक गणवcच िनकष ठरिवण. ब)रा'यसची:सची:२:-

यादी १ मधील ६३,६४, ६५व६६ या तरतदBना व यादी ३ मधील २५<या तरतदीला बाधा न आणता, िवUापीठीय िश�णासह सव�

िश�ण. क)सामाियकसची:सची३:-

२० -आिथ�क आिण सामािजक िनयोजन.

२५ -कामगाराच औUोिगक आिण ताि9क 4िश�ण:

वरील याUाव@न ल�ात यत कg,‘िश�ण’ही सपण�पण राLयसरकारा�या अिधकरातील बाब आह. राLयातील िश�णाचा 4सार,

िव/तार, िश�णाच िनय9ण व पय�व�ण,�याची गणवcा,अbयासDम व परी�ा प0दती इ�यादी सव� गोFBचा िवचार राLय

सरकारनच करावयाचा आह. यािशवाय घटनतील कलम ४५ मधील माग�दश�क त�वाची अमलबजावणी कर2याची शासनावर

जबाबदारी आह. त माग�दश�क त�व 4ाथिमक िश�णासबधीच आह. 4�यक मलाला/मलीला वया�या१४<या वषा�पयiतच

सात/आठवषाiच 4ाथिमक िश�ण सPgन व मोफत िदल जाव,अशी �यात तरतद आह. कN सरकारचा िश�ण िवभाग

सव�/तरावरील िश�णाचा िवचार करत. योजना आखत, राLय सरकार�या उपDमाना आिथ�क साjही िदल जात.पण तस

कर2याच क[ Nावर बधन नाही.३

िश�ण ही बाब राLय सरकार�या अख�यारीतील असMयानच महारा:; शासनाला आपली श�िणक पनर�चनची योजना /वत9पण

आखता आली.�यात *ीिश�णासाठी ही िशफारशी कर2यात आMया. अ (+ाथिमक िश�ण:-

4ाथिमक िश�ण हा सव� िश�णाचा पाया आह. �या�या सkया�मक व गणा�मक 4गतीवरच <यPg�या पढील िश�णाची, आिथ�क व

औUोिगक �9ाची 4गती अवलबन आह. 4ाथिमक िश�णाची <यव/था सन१९४७ �या 4ाथिमक िश�ण कायUा4माण चाल

झाली. ज@री 4माण या कायUात िकरकोळ बदल झाल असल तरी एकदर कायUाच /व@प बदलल नाही. 4ाथिमक िश�णाच ह

सव� परी मह�व ल�ात घऊनच 4�यक बालकाला तो १४ वषा�चा होइ� पय�त ८ वषा�च सPgच व मोफत िश�ण िमळाल पािहज,

अशी तरतद भारता�या सिवधानात कलम४५ म0य कर2यात आली आह. आिण ती जबाबदारी राLयशासनावर सोपिवली आह.४

१९६२साली िजMहा प रषदा /थापन झाMयावर 4ाथिमक िश�ण आयोगा�या िशफारशीव@न राLय शासनान१९६८ म0य िश�णाची

‘oतपि9का’ तयार कली. सवा�ना िश�णाची समान सधी, सामािजक व आिथ�कEFया अिवकिसत घटकया�यावर िवशष ल�,

िश�णातील 4ादिशक समतोल,गणवcा वाढ, नव श�िणक 4योगही माग�दश�कत�व ि/वकार2यात आली.

राLयातील 4ाथिमक िश�णाची सवाiगीण चौकशी कर2यासाठी शासनान ‘4ा.राम मघ’या�या अ0य�तखाली आयोग नम2यात आला.

या आयोगान एि4ल १९९२ म0य आपMया िशफारशी राLय शासनाला सादर कMया. 4ाथिमक शाळातील मलामलBना दपारच

जवण, Dिमक प/तक, वjा, श�िणक सािह�य मोफत दण, ही सिमतीची िशफारस आह. खाजगी िश�णस/थाना 4ाथिमक

िश�णात वाव अस नय, अशीही िशफारस आयोगान कली.२००९ मिधल आकडवारी नसार शाळत जाणा^ या एकण मलापकg




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३० लाख मल शाळत 4वश घत नाहीत. �यात २० लाख मली आहत. राLयातील ८५ टHक शाळा िजMहा प रषदकड, ७ टHक

नगर पािलकाकड व ८ टHक खाजगी स/थकड आहत. राLयातील 4ाथिमक िश�णात गळतीच 4माण २० टHक व नापासाच

4माण ४० टHक आह. 4ाथिमक िश�णाच सस9ीकरण कर2यासाठी राLयात सव�9 िजMहा 4ाथिमक िश�ण मडळ /थापन

कर2यात आली आहत.५

ब (मा-यिमक िश�ण:-

महारा:;ात खजगी स/था<दार मोठया 4माणात चालिव2यात यणा^ या स/थाना शासिकय अनदान िदल जात. याबरोबरच /थािनक

स/था,िवo/त स/था,नगरपािलका,नगरसिम�या माफ� त �या भागात मा0यिमक शाळा चालवMया जातात.खाजगी िकवा िजMहा

प रषद व महा नगरपािलकाकडन चालवMया जाणा^ या शाळा, या महारा:; राLय मा0यिमक शालय 4माणप9 मडळ (महारा:;

/टट सकडरी /कल सिट�िफकट बोड�) िकवा भारतीय शालय 4माणप9 परी�ा सिमती (काऊिGसल ऑफ दी इिडयन /कल

सिट�िफकट एHझािमनशन)आिण मा0यिमक िश�ण मडळाच क[ Nीय मडळ(स[;ल बोड� ऑफ सकडरी एLयकशन)या�याशी सलsन

असतात .या शाळामधील मलBची पटसkया वाढली आह.

२००८ -०९साली १,५००प�ा जा/त मा0यिमक शाळामधन जवळ-जवळ ६० लाख िवUाथt िश�ण घत आहत.

d)उ/च िश�ण:-

राLयातील पिहल िवUापीठ मबइ� यथ सन १८५६ म0य /थापन झाल.त<हापासन १९४७ पयiत राLयातील उ�चिश�णाची सव�

<यव/था पाह2याच काम करणार ह एकटच सरकारमाGय िवUापीठ होत. पढ राLयातील िश�णाचा पसारा वाढMयान राLयात

आणखी िवUापीठ काढ2याची आवuयकता भास लागली. �यामळ१९४७ सालापासन 4ादिशक िवUापीठ /थापन कर2याच

धोरण सरकारन आखल.�यानसार पिहल 4ादिशक िवUापीठ पण यथ १९४८ साली /थापन झाल. मबइ� सोडन पवt�या मबइ�

राLयातील १२ मराठी िजMहया िवUापीठास जोड2यात आल.मराठवाडयात औरगाबाद यथ जन १९५८ पासन नवीन िवUापीठ

/थापन झाल.िशवाय नागपर यथ /वातvयपव� काळापासन िवUापीठ अि/त�वात होत. ही सव� िवUापीठ आिण �याना सलsन

असलली महािवUालय या�या माफ� त उ�चिश�णाच काय� स@ होत. िबनसरकारी महािवUालयाना सरकारी आिथ�क मदत

िमळत. ही मदत राLयसरकार4माण क[ Nाचीही असत. क[ Nसरकारन यिन<हिस�टी Kटस किमशन )य .िज.सी.)या सिमतीची /थापना

कली असन आिथ�क मदत द2याची <यव/था कर2यात आली आह.६

ताि9क, <यावसाियक, वUकgय या�9ात ही महारा:;ाची वाटचाल चागली झाली आह.सन२००६ -०७ �या

आकडवारीनसार दशातील एकण ११,४५८ महािवUालयापकg महारा:;ात कला व िव)ान शाखची१०१८ महािवUालय आहत.

इिजिनअ रग, त9)ान महािवUालय२०३ आहत. तर दशात२०१९ आहत. एमबीए कायदा इ�यादी िवषयीची ४३३ महािवUालय

राLयात आहत तर दशातती२६२६ आहत. उ�च िश�णतील भरती सkया मलाम0य १६.५८ टHक तर मलBम0य १२.५२टHक

आह.७

राLयात चार कषी िवUापीठ एक आरोsय िव)ान िवUापीठ,एक पशवUकgय िवUापीठ,एक त9शा* िवUापीठ आिण१२अGय

सव�साधारण िवUापीठ असन �या म0य कवळ मिहलासाठी असणार yीमती नाथीबाइ� दामोदर ठाकरसी िवUापीठ, मबइ�, स/कत

भाषचा अbयास, सशोधन, िवकास, व 4चार कर2यासाठी /थापन कर2यात आलल कवी कलग@ कािलदास िवUापीठ, रामटक,

नागपर याचा समावश आह. या <यित रP राLयात सहा अिभमत िवUापीठ आहत. वष� २००९ -१० म0य राLय शासनान उ�च व

त9िश�णा करीता३९४६.७८कोटी @पयाची तरतद कली आह. ८उ�चिश�णा�या �9ातही महारा:; अKसर आह. गली िदडश

वषz *ीिश�ण व ि*याचा सामािजक दजा� या�या िवषयी सतत जागतीच 4य�न चाल आहत.

१९६१साली राLया�या /थापन�या समारास महारा:;ात सा�रतच 4माण कवळ१६ टHक होत. दशभरातील सरासरी 4माण तवढच

होत. �यानतर�या 5 दशकात राLयाच सा�रतच 4माण वाढत जावन २०११ म0य ८२.९१ टHक वर जावन पोहचल �यावळी




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दशा�या पातळी वर त ७४.४५टHक होत. मलBम0य सा�रतच 4माण दशा�या पातळीवर ९टHHयापासन २०११ म0य ६९.४६

टHHयापयiत वाढल. मा9 महारा:;ा�या पातळीवर �यात अिधक वाढ होवन त १६टHHयापासन त(बल २०११ म0य ७५.४८

टHHयावर पोहचल. एकद रत सरासरी श�िणक 4गतीप�ा महारा:;ाची श�िणक वाटचाल अिधक दमदार आह.परत प@षा�या

तलनन ि*याचा सा�रता दर नहमीच कमी आह. ि*या�या िश�णात सधारणा हो2याची आवuयकता आह. अस खालील

तH�या व|न िनदश�नास यत महारा �ातील सा�रतची ट3कवारी.

वष� १९६१ १९७१ १९८१ १९९१ २००१ २०११

प@ष ४२.० ५१.० ६९.६६ ७६.५६ ८६.३ ८९.७२

*ी १६.० २६.४ ४१.१ ५२.३६ ६७.५ ७५.४८

एकण २९.८ ४१.० ५५.८ ६४.९ ७७.३ ८२.९१

आधार:- Provisinal Tables for 2001-2011 Census of Maharashtra.

२०११�याजनगनननसार सा�रतम0य करळचा पिहला Dमाक आह. तर महारा:;ान सा�रत�या बाबतीत दस^ या Dमाकावर झप

घतली आह. भारतातील जा�त सा�रता दर असलल रा'य

आधार - 2011 Census of India. महारा:;ाचा सा�रता दर वाढलला िदसत असला तरी, सव� िजMjाम0य सा�रतचा 4सार सारkया 4माणात झालला नाही .

उदाहरणाथ�, नदरबार, जालना,यासारkया िजMjाम0य मलB�या सा�रतच 4माण २०११ �या सा�रतनसार ६५ टHHयाप�ाही

कमी आह. ह खालील तH�या मधील आकडवारी व@न ल�ात यत.




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आधार - 2011 Census of India.

समाजाचा िवकास जर होईल तर तो फP िश�णाची कास ध@नच होईल अस ठाम मत डॉ. पजाबराव दशमखच होत. त त�कालीन व

सUकालीन सदभा�तही आवuयक व उपयPच ठरणार आह. �यानी आपMया (१९५०-६५) काय�कालाम0य १००सPgची िश�ण

क[ N उघडली. ११ वषz खालील मला-मलBना िश�ण सPgच कल तर न िशकवणा^ या पालकासाठी दडाची योजना कली. या

काया�साठी �यानी िजMहा कौिGसल�या कर आकारणीम0य वाढ क@न आिथ�क पाठबळ उभ कल. डॉ. पजाबराव दशमखा�याया

काया�मळ �या वळी अमरावती िजMहा Kामीण िवभाग िश�ण 4साराम0य भारतात दस^ या /थानावर होता. आज ज िश�णाच

साव�ि9कgकरण िदसन यत, �याची स|वात डॉ. पजाबराव दशमख यानी िश�ण साव�ि9क, सलभ व स/त या घोष वाHयान कली

अस Jहटल जात.

महारा:;ातील श�िणक ि/थतीचा िवचार कMयास महारा:; दशा�या तलनत अKसर आह, असा अनकाचा समज आह .मा9

व/ति/थती वगळी आह .क[ N सरकारण गोळाकलMया मािहती�या आधार 4वशाची उपल(धता , सरचना,िश�काची सkया आिण

शाळची गणवcा या चार िनकषा�या आधार सव�4मख राLयाचा श�िणक िनदzशाक काढ2यात आला आिण �याव|न वगवग�या

राLयाच 4गती प9क तयार कर2यात आल .या Dमवारीम0य महारा:;ाचा Dमाक सातवा आह. दशा�या पातळीवर तलना करता,

महारा:;ाची वाटचाल िनि�तच समाधान कारक वाटत असली तरी जागतीक पातळी�या तलनतती परशी नाही. ज<हा १०० टHक

*ीसा�र होईल त<हाच भारता�या एकण सा�रता दरात वाढ होऊन जगा म0य जा/त सा�रता दर असणारा दश गणMया जाईल.

दशाचा िवकास घडन य2यास मदत होईल.आजही *ीिश�णात सधारणसाठी खप वाव आिण सधी आह,यात शका नाही.

िन कष8 :-

भारताला /वातvय िमळMयावर क[ N सरकारण व महारा:; सरकारण श�िणक सधारणा क|न जा/तीत जा/त ि*याना

िश�णाची सधी उपल(ध क@न िदली आह .िवकासा�या EFीन िश�णाच मह�व जाणन �यावर भर िदला.*ी-िश�ण िव/ताराला

4ाधाGय िदMयान महारा:;ातील ि*याचीश�िणक 4गती होऊ शकली .महारा:; राLयात 4ाथिमक , मा0यिमक व उ�च िश�णात

ि*याच 4माण वाढल आह .महारा:;ात मा0यिमक व उ�च िश�ण स/था अिधक 4माणात खाजगी /व|पा�या आहत. तसच

/वयसवी िश�ण स/थाची सवा�िधक सkया महारा:; राLयात आह .Jहणन महारा:;ा�या िश�ण4सारावर , श�िणक धोरणावर,

वचा रक सामािजक चळवळBची छाप नHकgच आह, ह िनिव�वाद .महारा:;ातील सामाज सधारका�या श�िणक चळवळBचा

राLयातील ि*याना फायदा झालाआह .स ि9याचा सा�रता दर वाढत आह, ही एक उMलखिनय बाब आह.




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1 (ताबोळी शामसि�न :महारा:;ाचा श�िणक िवकास : िनराली 4काशन, २००७,प.D. ९६, ९७

रानड 4ितभा : *ी-4�ाची चचा�- एकोणीसाव शतक : प�गधा 4काशन, पण, माच� २००५, प.D. १८

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4) िकcा प.D. १६

5) मोर िदनश : आधिनक महारा:;ाचा इितहास१८१६ त १९६० :क. एस प(लीकशस २००६ प. १४०�

6) िकcा प. १४०

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izLrkouk- Kkuykylk gh ek.klkph lgt ÁoŸkh vkgs- ;k ÁoŸkheqGs rks Kku laiknu dj.;kps Á;Ru djhr jkgrks]

lkrR;kus uouohu Kkukpk ‘kks/k ?ksr vlrks- ;k dkeh xzaFkky;s eksykph dkefxjh ikj ikMw ‘kdrkr- rh yksdkae/;s

KkuÁkIrhph] Kku laiknukph th lgt ÁoŸkh vlrs rh tksiklrkr- rh lektkrhy loZ Fkjkarhy ukxfjdkauk dks.krkgh HksnHkko u djrk R;kaP;k vfHkyk”ksph] xjtsph fofo/k Ádkjph Kkulk/kus miyC/k d:u nsr vlY;keqGs R;kauk

Lof’k{k.kkph Kkuykylk tksikl.;kph la/kh ÁkIr d:u nsrkr- R;k –“Vhus xzaFkky;s Kkukph lnkorsZp vlrkr] rh okpdkalkBh Kkukph ik.kiksbZ pkyw Bso.;kps dk;Z pkaxY;k Ádkjs djrkr- lektksUurhlkBh fofo/k ÁdkjP;k lkekftd laLFkk dk;Z djhr vlrkr- R;kaP;keqGsp lektkpk fofo/k vaxkauh fodkl gksr vlrks- xzaFkky; gh v’khp ,d

lkekftd laLFkk vkgs- lkekftd ;k ukoke/;sp ;k xzaFkky;kps Lo:Ik nMysys vkgs- brj lkekftd laLFkkaÁek.ks ;k laLFksps dk;Z ,dk fof’k”V {ks=kiqjrsp e;kZfnr ulrs rj rs fofo/k {ks=ka’kh] lektkrhy loZ ?kVdka’kh fuxfMr vlrs-

Eg.ktsp gh laLFkk loZrksijh lektk’kh fuxfMr vlrs- xzaFkky;s lektkrhy loZ yksdkauk R;kaP;k xjtsuqlkj dks.kR;kgh Ádkjpk HksnHkko u djrk loZÁdkjP;k xzaFkky;lsok miyC/k d:u nsÅu lektkyk ÁxfriFkkoj us.;kps] R;kph

tM.k?kM.k dj.;kps dk;Z djrkr- lektkP;k lokZaxh.k mUurhe/;s xzaFkky;kaps ;ksxnku egRoiw.kZ vkgs- rh lektkP;k ‘kS{kf.kd] lkekftd] lkaL—frd fopkj Ácks/kukyk gkrHkkj ykorkr]

lektkP;k lokZaxh.k fodklklkBh ewyHkwr Lo:ikps dk;Z djhr vlrkr- xzaFkky;kar vlysY;k fofo/k fo”k;kojhy xzaFkkaP;k ek/;ekrwu rh vkiY;k okpdkaP;k cq/nhyk Ásj.kk nsrkr] R;kaP;ke/khy lqIr ‘kähyk tkxs d:u

R;akuk dk;ZÁo.k djrkr- okpdkaph tM.k?kM.k dj.;kps gs eksBs lkeF;Z xzaFkky;kae/;s vkgs- Eg.ktsp lektkP;k lokZaxh.k fodklke/;s ;k xzaFkky;kaps egRokps ;ksxnku vkgs-

xzaFkky; gh v’khp ,d lkekftd laLFkk vkgs- lkekftd ;k ukoke/;sp ;k xzaFkky;kps Lo:Ik nMysys vkgs-

brj lkekftd laLFkkaÁek.ks ;k laLFksps dk;Z ,dk fof’k”V {ks=kiqjrsp e;kZfnr ulrs rj rs fofo/k {ks=ka’kh] lektkrhy loZ ?kVdka’kh fuxfMr vlrs- Eg.ktsp gh laLFkk loZrksijh lektk’kh fuxfMr vlrs-Eg.ktsp gh laLFkk loZrksijh

lektk’kh fuxfMr vlrs- l

xzaFkky;kaph vko’;drk---




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vki.k ekfgrh ;qxkr jkgrks vkgksr- ;sFks vkfFkZd] jktdh; vkf.k lkekftd okrkoj.kkr dke dj.;klkBh

ekfgrhyk egÙoiw.kZ Hkwfedk ikj ikMko;kph vkgs- yksd’kkgh ‘kkluO;oLFksr tkx:d ukxfjdkyk R;kps vf/kdkj vkf.k drZO;s ikj ikM.;klkBh osxosxG;k ÁdkjP;k ekfgrhph tkLrhr tkLr xjt vlrs- ekfgrheqGs lektkph Áxrh o cny ‘kD; vkgs- fu.kZ; ?ks.kkÚ;k ‘kkldkyk ekfgrhph xjt vlrs- vk/kqfud dk;Zdkjh vf/kdkjh] ‘ksrdjh] m|ksxkrhy

dkexkj bR;knh ?kVdkauk R;kaps mRiknu fdaok bekjr cka/kdke dj.kkÚ;kyk bekjr cka/kdke djrkauk lk/kulaiÙkh tls tfeuhpk Lrj] ik.;kph ikrGh ;klkj[kh ekfgrh] frph miyC/krk] Hkfo”;krhy ladVs ;kckcrph ekfgrh tk.kwu

?ks.;kph xjt vlrs- la’kks/kd] fo|kFkhZ] Á’kkld] m|kstd] O;oLFkkid] ‘ksrdjh] dkexkj bR;knhauk R;kaP;k nSuafnu dkedktklkBh ekfgrhph vko’;drk vlrs- vk/kqfud lekt O;oLFkk ,dkdh dk;Z dj.;klkBh vuqerh nsr ukgh

ekuoh fodklklkBh laLFkkRed fdaok lkekftd ;a=.kkaph enr ?ks.ks vifjgk;Z >kys vkgs- ;klkBh xzaFkky; ghp laLFkk mi;ksxkph vkgs vls fun’kZukl ;srs- ekfgrh xksGk dj.ks] frps laxzg.k dj.ks

frP;koj ÁfØ;k d:u rh ikfgts vlysY;k Lo:ikr miyC/k d:u ns.ks ;klkj[ks egÙokpsdk;Z lektke/;s xzaFkky;kps LFkku

xzaFkky; gh laLFkk Lor%gwu mHkh jkg.kkjh laLFkk ukgh- frps vfLrRo lektkph xjt fdaok ikyd laLFksph xjt Eg.kwu vlrs-loZ ÁdkjP;k xzaFkky;kauh iq<hy mfÌ”Vkaph iwrZrk dj.ks visf{kr vkgs-

1- ekfgrh o Kku ;kaps ekfgrh o laÁs”k.k dsaæ 5- f’k{k.k

2- vkSipkfjd f’k{k.k 6- fujarj f’k{k.k 3- fuj{kjkaps f’k{k.k

4- vukSipkfjd o vk;q”;Hkj f’k{k.k 7- la’kks/ku O;kolkf;d vH;klØe@f’k{k.kkps egRo loZ lkekU; ek.kwl gk lektkpk ,d ?kVd vlY;keqGs rks lrr lektkrp

jkgrks] okojrks] ok<rks o dk;Zjr vlrks o vf/kdkf/kd lektkfHkew[k gks.kkÚ;kpk R;kpk Á;Ru vlrks- gh ekufldrk R;kyk lektkrhy vU; ?kVdka’kh ,d:Ik gks.;ke/;s lgk¸;d Bjr vlrs- R;kaP;k lektkrhy brj ?kVdkaP;k vMp.hkaph o

leL;kaph tk.kho o ekfgrh R;kyk gksr vlrs- vlk tk.krk lektfHkew[k ek.kwl gk brjkauk enr dj.;kl o ekxZn’kZu dj.;kl fulxZr%p ÁoÙk gksrks- ;sFks lektdk;kZpk ÁkjaHk gksrks- 12 enr] ekxZn’kZu dj.;kph gh ekufldrkp R;kyk

lektdk;kZlkBh Ásj.kk nsr vlrs o lektdk;Z dj.;klkBh ÁoÙk djhr vlrs- f’k{k.k Eg.kts vuqHkokrwu gks.kkjs ifjorZu o Lor%pk lektkpk fodkl vuqHko ek.klkyk] ?kjkrwu] lektkrwu ;srkr- lkekftd O;ogkj] lkekftd laca/kkrwu O;DrhP;k vkpkj fopkjkauk oGu ykxrs- ;kdjhrk O;kolk;hd vH;klØekps f’k{k.k ?ks.ks vko’;d vkgs-

lektdk;Z Ekgkfo|ky; Ekgkfo|ky;kl ^lekt* eku.ks ;kpkp vFkZ ‘kkGsrhy ?kVdke/;s n< laca/k vl.ks] leku mfn~n”Vs vl.ks vkf.k

lokZauh ,d fnykus izxrhlkBh >Vwu lgdk;Z dj.ks] vFkkZr gh vkn’kZ lektkph dYiuk vkgs- egkfo|ky;krp vkn’kZ lekt thoukpk vuqHko feGkyk rj fo|kFkhZ Hkkoh thoukr O;kid lektkps mi;qDr ?kVd B: ‘kdrhy o lektkP;k

izxrhyk R;kapk gkrHkkj ykxsy- egkfo|ky;s o ‘kkGk ;k vkn’kZ lekt thoukpk vuqHko ns.kkÚ;k izfr—rh vkgsr- lektdk;Z egkfo|ky;kP;k fo|kF;kZaP;k O;kolkf;d izn’kZukr R;kaP;k Kkukph Qkj eksBh Hkwfedk vkgs- lekt dk;ZdR;kZyk

lektdk;kZP;k fofo/k {ks=kr dk;Z djk;ps vlrs- ;k {ks=kr lektdk;kZP;k i)rhaP;k okij dsyk tkrks- gs dk;Z djrkuk dk;ZdR;kZyk osxosxG;k ÁdkjP;k Hkwfedk lsokFkhZP;k xjtsuq:i ikj ikMk;P;k vlrkr- Kkukph fuoM] mi;ksx djk;pk

vlrks] lsok n;k;P;k vlrkr- ojhy Ádkjs dk;Z dj.kkÚ;k dk;ZdR;kZyk vusdfo/k dkS’kY;kaph xjt Hkklrs o ;kdjhrk xzFkky;kaph Hkwfedk Qkj egRokph vlrs- lekt dk;ZdR;kZr vko’;d dkS’kY;] R;kP;k fBdk.kh f’k{k.kkrwu o ljkokrwu] dk;kZuqHkokrwu fuekZ.k gksrkr- R;klkBh dk;ZdR;kZdMwu tk.khoiwoZd Á;Ru dsys tkrkr- lekt dk;ZdR;kZrhy dkS’kY;s o

dkS’kY;iw.kZrsus dke dj.;kps ra=] ;k nksu ckch dkekpk ÁHkko Bjorkr o ok<orkr- dkS’kY;iw.kZ dke@enr gh




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lektdk;kZph fo’ks”krk vkgs- ;keqGsp visf{kr rks ÁHkko lk/krk ;srks] mfÌ”V ÁkIr djrk ;ssrs- dkS’kY;s o ra= fodflr u

>kysyk lekt dk;ZdrkZ ÁHkkoghu Bjrks- lektdk;Z egkfo|ky; o xzaFkky;kph vko’;drk

ns'kkr xzkeh.k o ‘kgjh yksdkapk lokZfx.k fodkl Ogkok- R;kpÁek.ks rGkxGkrhy yksdkae/;s jk”Vªh;rk] ,dkfRerk

o v[kaMrk fuekZ.k Ogkoh ;k –“Vhus lektdk;Z fo”k;kyk ‘kklukdMwu pkyuk feGkyh- lektdk;Z f’k{k.kkpk eq[; mÌs’k vH;klys vlrk R;kr fu/kZ.k vkf.k Jhear nks?kkaph lkgk;rk dj.ks] lektkrhy lk/ku vkf.k ‘kDrhpk mi;ksx dj.ks] O;Drh

lektkps dY;k.k lk/k.ks] lektkrhy loZ O;Drhauk fodklkP;k la/kh lekursus Ánku dj.ks lektdk;Z] yksdrka=hd vkn’k Z o ekoh; vf/kdkj ÁkIr dj.ks vkf.k loZ ukxfjdkauk lqanj thou brj lkekftd lqj{kk laca/kh loZ lkekftd ekuoh

vko’;drk iq.kZ dj.;kl enr dj.ks vkgs- R;kp Áek.ks lektdk;Z vH;klØekr vusd la/kh miyC/k vkgsr- tls Lo;alsoh laLFkke/;s uohu jkstxkj}kjs

Lor%yk fl) dj.;kph la/kh] leqins’kd Eg.kwu ukSdjhph la/kh fofo/k ÁdYi jkcowu Lo;ajkstxkj feGfork ;srks] efgyk ckydY;k.k foHkkxkr ukSdjhph la/kh] usg: ;qok dsaækr ukSdjhph la/kh] lektdY;k.k vf/kdkjh] ckydY;k.k vf/kdkjh]

ÁdYi] leUo;d ÁdYi lgk¸;d] Á;Zos{kd vf/kdkjh] xgiky vf/k{kd] lektdY;k.k foHkkx] vkfnoklh fodkl] Lo;alsoh laLFkkr ukSdjhph la/kh bR;knh- ,danjhr lektkP;k lokZxh.k fodklkP;k –“Vhus ns’kke/;s o jkT;ke/;s lektdk;Z egkfo|ky; LFkkiu dj.;kr vkys o egkfo|ky;kP;k LFkkus cjkscjp xzaFkky; dk;Zjr vkgsr-

leL;klw=.k egkjk"Vª jkT;ke/;s 55 lektdk;Z egkfo|ky;s o R;kaph xzaFkky;s dk;Zjr vlwu ;k xzaFkky;kph ok< o

fodkl ;koj la’kks/kukRed vH;kl dj.;kP;k gsrwu fopkj 19 dj.;kr vkyk- ;ke/;s ÁR;sd foHkkx ftYgk] rglhy ;ke/;s ;k egkfo|ky; xzaFkky;kph lkrR;kus ok< gksr vkyh vkgs- rlsp xzaFkky;krhy ik;kHkwr lqfo/kk ;ke/;s bekjr]

miØe] midj.ks] xzaFklaxzg] fo|kFkhZ] fofo/k lalk/kus ekfgrhlsok] lks;h o loyrh dk; vlrhy vkf.k okpdkaph dk; xjt vlsy ;kckcrhr ÁÜu mHkk jkfgyk- vH;klkP;k –“Vhus ekfgrhP;k vuq”kaxkus ;k fo”k;kph fuoM dj.;kr vkyh

vkgs- lektdk;kZph O;k[;k%&

,fyl psuh ¼1926½ ;kaP;k ers] ßlektdk;kZr loZ ,sfPNd Á;Ru lekfo”V vkgsr T;kpk mÌs’k R;k vko’;drkaph iwrZrk dj.ks vkgs- T;kpk

laca/k lkekftd laca/kk’kh vkgs- ts oSKkfud Kku vkf.k oS|kfud i)rhpk mi;ksx djrs-Þ

fo”k;kph fuoM lektdk;kZph lkekftd Hkwfedk fopkjkr ?ksowu ekuokP;k lokZafx.k fodklklkBh lektdk;Z egkfo|ky;

ns’kkP;k vkf.k jkT;LRkjkoj dk;Zjr vkgs- ;k ‘kklu O;oLFksekQZr miØe vkf.k dk;ZØe fodklklkBh jkcfo.;kr ;srkr- ;k dk;kZlkBh ‘kklu LRkjkoj Á’kkldh; O;oLFkk vlwu lsokHkkoh laLFkk dk;Zjr vkgsr- ;k –“Vhus lektdk;Z

‘kkL=h; i)rhus o lokZfx.k fodkl gks.;kP;k –“Vhus lektdk;Z egkfo|ky; LFkkiu dj.;kr vkys o egkfo|ky;kP;k LFkkiys cjkscj xzaFkky; dk;Zjr vkgs- Hkkjrkr ,dw.k 183 lektdk;Z egkfo|ky;s o R;kph xzaFkky;

dk;Zjr vkgs- R;kiSdh egkjk”Vª jkT;ke/;s 55 lektdk;Z egkfo|ky;s o R;kaph xzaFkky; vkgsr- lektdk;Z egkfo|ky; o R;kaph xzaFkky; ;kaph la[;k fopkjkr ?ksr rlsp R;kaph fodklkRed ok< y{kkr ?ksrk- egkjk”Vªke/;s

lektdk;Z egkfo|ky; xazFkky;kph ok< fodkl la’kks/kukP;k –“Vhus vH;kl vko’;d okVyk vkf.k R;keqGs la’kks/ku lkfgR;kpk vk<kok ?ks.;kr vkyk- lektdk;Z egkfo|ky; xzaFkky;kph ok< o fodklkP;k –“Vhus vusd ckchapk lekos’k gksrks- R;ke/;s Ákeq[;kus ik;kHkwr lqfo/kk] xazFklaxzg] ekuo lalk/ku] vkfFkZd lalk/ku] ekfgrh lsok] miyC/k




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lqfo/kk] mi;kstd bR;knh vH;kl dj.ks vfr’k; xjtsps okVys- R;kuqlkj egkjk”Vªkrhy lektdk;Z egkfo|ky;

xzaFkky;kph ok< o fodkl ;k fo”k;kph fuoM dj.;kps Bjfo.;kr vkys- fo”k; f’k”kZd ¼Title Research Topic½ egkjk”Vªkrhy vuqnkfur lektdk;Z egkfo|ky; xzaFkky;kpk fodkl% fpfdRld vH;kl fo”k;kph O;kIrh ¼Scope of Study½ Hkkjrkr ,dw.k 183 lektdk;Z egkfo|ky;s o R;kaph xzaFkky; dk;Zjr vlwu egkjk”Vªkr 55 lektdk;Z egkfo|ky; o

R;kr xzaFkky; dk;Zjr vkgsr- ;k xzaFkky;kph lkrR;kus vuqØes gks.kkjk fodkl ;k ckchaoj vH;kl dj.;kr vkyk vkgs- xzaFkky; fodklkr [kkyhy ckch lekfo”V dj.;kr vkY;k-

• Ikk;kHkwr lqfo/kk ¼bekjr] miLdj] midj.ks½

• xzaFklaxzg fodkl

• ekuo lalk/ku fodkl

• vkfFkZd lalk/kukapk fodkl

• lks;h o loyrh la’kks/kukph mfn”Vîks ¼Objective of Study½ egkjk”Vªkrhy ,dw.k lektdk;Z egkfo|ky;krhy xzaFkky;kapk foHkkx ftYgk o rkyqdkfugk; vH;kl dj.ks- egkjk”Vªkrhy

xzaFkky;kP;k ok<hckcr vH;kl dj.ks xzaFkky;krhy fodklkckcr vH;kl dj.ks ;ke/;s ik;kHkwr lqfo/kk] xzaFklaxzg] ekul lalk/ku fodkl] vkfFkZd lalk/kukapk fodkl] ekfgrh lsok] lks;h] loyrh- mi;kstdkaph ekfgrhph xjt o

m.khokapk ‘kks/k ?ks.ks- xzaFkky;krhy miyC/k lqfo/kkckcr vH;kl dj.ks- lektdk;Z xzaFkky;krhy ekfgrhps ,dkfRed dsaæ ÁLrkfor dj.ks-

xfgrds ¼Hypotheses½

• lektdk;Z egkfo|ky; xzaFkky;s vuqnkfur vlyh rjh [kktxh O;oLFkkiukekQZr pkyfo.;kr ;srkr- cgqrsd lektdk;Z egkfo|ky; xazFkky;kr ik;Hkwr lqfo/kkar vHkko vlY;kps fnlrs-

• ekuo lalk/ku iqjs’kk Áek.kkr miyC/k ulwu vÁf’k{khr vlY;kps fnlrs- fo|eku fLFkrh fopkjkr ?ksowu xzaFkky;kpk fodkl >kysyk fnlr ukgh-

• vkfFkZd ckcrhr miyC/krk deh vlY;kps fnlr vlwu QDr lektdY;k.k foHkkxkrwup vuqnku miyC/k gksr vkgs-

• cgqrka’k xzaFkky;kr vk/kqfud ekfgrh lsokapk vHkko vkgs- la’kks/ku in~/krh

la’kks/ku gs QDr dkS’kY;kapk lap ukgh] rj rks fopkj dj.;kpk ekxZ vkgs- ;k fopkjkaP;k pkSdVhr lkekU;r% ;kr la’kks/kudR;kZus dk; fujh{k.k dsys] iq<hy vUos”k.kklkBh Á;Ru dj.ks] fujh{k.ks letwu ?ks.ks vkf.k Li”V dj.ks vkf.k

fu”d”kZ o vuqekus] ljkokph xq.koŸkk ok<fo.ks] dkS’kY; o Kkukpk ik;k mapko.;klkBh] vkiY;k dkekdMs pkSdli.ks] fpfdRldi.ks vkf.k fo’ys”k.kkRed jhrhus rdZcq/nh] ;FkkFkZrk] ifj.kkedkjdrk vkf.k dk;Z{kerk ;kps l[kksy Kku feGfo.ks- la’kks/ku rkfdZd vkf.k cqf/nÁkek.;kP;k fopkjkpk ekxZ fodflr djrs vkf.k rqEgkyk nSuafnu ifjfLFkrhrhy

ÁR;sd iSywaps fpfdRldi.ks ijh{k.k dj.;klkBh ÁksRlkgu nsrs-10 ftKklk vFkok Kku laiknu dj.ks gh ek.klkph ,d ewyHkwr ÁoŸkh vkgs- R;klkBh rks vkiY;k Kkusafæ;kapk mi;ksx djhr

vlrks- HkksorkyP;k thoukps voyksdu djrks o R;kiklwu fofo/k Ádkjps vuqHko ?ksrks o feGfoysY;k Kkukpk




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vkiY;k thoukr mi;ksx djrks] Eg.ktsp dks.krsgh ueqU;knk[ky fnysY;k ojhy O;k[;kao:u gs y{kkr ;srs dh] ‘kkL=

vFkok foKku Eg.kts Kkulaxzgkph o rF; laiknu dj.;kph i/nr- R;kr Kku vkf.k Kku feGfo.;kph i/nr ák nksUgh ?kVdkaoj Hkj vkgs- FkksMD;kr] la’kks/ku gh ckS)hd izØh;k vkgs o la’kks/ku dk;kZRk fuekZ.k gks.kkÚ;k leL;k o R;kauk lksMfo.;klkBh ykx.kkjs ra= o mik; ;kaps fu;kstu dj.ks vko’;d vkgs- ;klkBh ekfgrh ladyu dj.ks o fo’ys”k.k

d:u uequk fuoMhpk vk/kkj Bjfo.ks vko’;d vlrs- R;kuqlkj la’kks/ku i)rhe/;s losZ{k.k in~/krhpk okij dj.ks vko’;d vlY;kps vk<Grs-

lkekftd la’kks/ku lkekftd la’kks/ku gk ‘kCn nksu ‘kCnkapk feGwu cuysyk vkgs- lkekftd vkf.k la’kks/ku- jsMesy vkf.k eksjh ák ‘kkL=KkaP;k

ers] la’kks/ku Eg.kts uohu Kku ÁkIr d:u ?ks.;klkBh dsysys i/nr’khj Á;Ru- dkWQksMZ ákaP;k erkÁek.ks la’kks/ku Eg.kts dks.kR;krjh leL;sP;k lksMo.kqdhlkBh Øec/n o fo’kq/n fparu rFkk fof’k”V midj.kk}kjs dsysyk Á;ksxfo/kh-

dks.krsgh la’kks/ku tsOgk lkekftd rF;s] ?kVuk] fl/nkUr vFkok uohu Kku ák ckcrhr lacaf/kr vlrs] rsOgk R;kyk lkekftd la’kks/ku Eg.krkr- lkekftd la’kks/ku gh ,d ÁØh;k vFkok i/nr vkgs-

1½ ih-Ogh-;ax & ákaP;k ers] ßlkekftd la’kks/ku Eg.kts lkekftd thoukckcr uohu rF;s ‘kks/k.;klkBh vFkok tqU;k rF;kaps ijh{k.k dj.;klkBh R;k rF;krhy vuqØe] ijLijlaca/k o dk;Zdkj.kHkko ;kafo”k;h Li”Vhdj.k vkf.k lkekU;hdj.k ÁLFkkfir dj.;kph ,d i/nr’khj ÁfØ;k gks;-Þ

2½ eks>j& ákaP;k erkÁek.ks] ßlkekftd ?kVuk o leL;k ákackcr uohu Kku ÁkIr Ogkos Eg.kwu dsysY;k Øec/n la’kks/kukyk lkekftd la’kks/ku vls Eg.krkr-Þ

;k O;k[;kao:u gs y{kkr ;srs dh] lkekftd la’kks/kukr uohu rF;s mtsMkr vk.k.ks] tqU;k rF;kaps Ákek.; fl/n dj.ks] rF;kapk vuqØe] ijLijlaca/k] R;kaP;krhy dk;Zdkj.kHkko Bjo.ks] R;ko:u ‘kkL=’kq/n i/nrhus fu;e ‘kks/kwu

dk<.ks] R;k fu;ekaps Li”Vhdj.k dj.ks bR;knh dk;kZapk lekos’k gksrks- la’kks/ku izfØ;k %

la’kks/ku dk;kZlkBh funksZ”k ekfgrh feG.;klkBh o la’kks/kukph mn~ns’kiqrhZ gks.;klkBh izzek.khdr la’kks/ku i)rhpk okij dsyk xsyk- la’kks/kukph mfn~n”Vs vH;klqu R;kuqlkj la’kks/ku dj.;kdfjrk losZ{k.k o fo’ys”k.k i)rhpk mi;ksx dj.;kr

vkyk- izLrqr la’kks/kuke/;s losZ{k.k (Survey Method) i)rhpk iz;ksx dj.;kr vkyk- izLrqr vH;kl fo”k; ^êgkjk"Vªkrhy vuqnkfur lektdk;Z egkfo|ky; xzaFkky;kpk fodkl % ,d fpfdRld vH;kl** gk vlY;keqGs losZ{k.k in~/krh}kjs la’kks/ku dj.;kr vkys- izdj.kkP;k ;k foHkkxkr v/;;ukdjhrk mi;ksxkr vk.kY;k xsysY;k

dk;Zi)rhps o.kZu dj.;kr vkys vkgs- Lka’kks/kukps dk;Z{ks= %

izLrqr la’kks/ku dj.;klkBh la’kks/ku {ks= Eg.kqu v/;;udR;hZus laiq.kZ egkjk"Vª jkT;kph fuoM dsyh- v/;;u fo’o %

izR;sd la’kks/kukr la’kks/kdkps ifgys drZO; gs vlrs dh] vkiY;k la’kks/kukfo”k;h ekfgrh ?ks.ks] tls yksdla[;spk vkdkj] miyksdla[;k d’kkizdkjs vkgs ;koj vk/kkjysys vlkos- izLrqr v/;;u gs oLrqfu”B vlkos ;k

lanHkkZr dkGth ?ksryh vkgs- ÁLrwr v/;;ukr egkjk"Vªkrhy loZ vuqnkfur lektdk;Z egkfo|ky;krhy xzaFkikyakpk v/;;u fo’o Eg.kwu fopkj dj.;kr vkyk-

la'kks/ku vkjk[kMk %& izR;sd la’kks/kukpk ,d fuf’pr y{; vkf.k mís’k vlrks- ;k y{; o mís’kkP;k iwrZrslkBh la’kks/kukr fo”k;

oLrwaP;k vusd :ikph iMrkG.kh dsyh tkrs- v’kk iMrkG.khlkBh iz;qDr ;kstuk gkp la’kks/kukpk vkjk[kMk gks;-

Eg.ktsp la’kks/ku 28 vkjk[kMk ,d rkfdZd o O;ofLFkr ;kstuk vkgs-12 izLrqr la’kks/kukr fuekZ.k >kysY;k fu”d”kkZph




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la’kks/ku mn~ns’kkP;k n”Vhus lac)rk o la’kks/ku dk;kZr ferO;;rk ;kph lkaxM ?kky.;kr vkyh vkgs- vFkkZrp rF;kaps

;ksX; ladyu o fo’ys”k.k ;klkBh vko’;d vVhph iwrZrk d:u o.kZukRed la’kks/ku vkjk[kM;kph fuoM dj.;kr vkyh vkgs

Ukequk fuoM %

fo’o gs O;kid :ikr iljysys vlY;keqGs R;krwu uequk fuoM.ks vko’;d vkgs- rF; fdaok lkeqxzhps fo’o gs O;kid o fo’kky vlrs R;keqGs la’kks/kdkyk rF; ladyu dj.;kr e;kZnk iMrkr- R;keqGs uequk fuoM

dj.ks vfr’k; xqarkxqarhps ijarq frrdsp egRokps dk;Z vkgs- la’kks/kudrkZ v/;;u fo’okrhy T;k dkgh ,ddkaph fuoM djrkss rs fuoMyssys ,dd fdaok gk uequk laiw.kZ v/;;u lexzkps o fo’okps izfrfu/khRo dj.kkjk vlko;kl gok-

uequk fuoMhP;k fofHkUu i)rhP;k xq.knks”kkpk iw.kZ fopkj d:up uequk fuoMyk xsyk vkf.k v/;;ukl vko’;d Eg.kwu ,dkis{kk tkLr uequk fuoMhP;k i)rhpk mi;ksx dj.;kr vkyk vkgs- fuoM djrkauk osG ‘kDrh o iSlk ;kpk

viO;; u gksrk] fuoM.;kr vkysyk uequk laiw.kZ v/;;u fo’okps izfrfu/khRo dj.kkjk vkgs ;kph [kcjnkjh la’kks/kudR;kZus ?ksrysyh vkgs- lkekftd rF; xksGk dj.;klkBh R;k la’kks/ku lexzkrhy izR;sd lnL;kaph fdaok

,desdka’kh laidZ LFkkiu dj.ks o R;kaP;kdMwu rF; laiknu dj.ks ‘kD; gksr ukgh Eg.kwu leqgkps izfrfu/kh lnL; fuoMwu R;kaP;kdMwu rF; ladyu dj.;kr vkys o gh ekfgrh laiw.kZ leqgkph fdaok lexzkph vkgs vls eku.;kr vkys- izLrqr ‘kks/kdk;kZrhy fo’ys”k.kkdjhrk egkjk"Vªkrhy loZ ¼55½ vuqnkfur lektdk;Z egkfo|ky;krhy xzaFkikyakpk

yksdla[;k Eg.kqu fopkj dj.;kr vkyk o ijarq] izR;{kkr 46 egkfo|ky;krhy xzaFkikyakdMwu ekfgrh izkIr >kyh- egkjk”Vªkrhy foHkkxfugk; ftYákuqlkj egkfo|ky; o xzaFkky;s

egkjk"Vªke/;s HkkSxksfyd –“Vîkk lgk foHkkx ikMysys vlwu R;kr vejkorh foHkkxkr 9 lektdk;Z egkfo|ky;s] vkSjaxkckn foHkkxkr 8 lektdk;Z egkfo|ky;] dksd.k foHkkxkr 1 lektdk;Z egkfo|ky;] ukxiwj

foHkkxkr 22 lektdk;Z egkfo|ky;] ukf’kd foHkkxkr 8 lektdk;Z egkfo|ky;] iq.ks foHkkxkr 7 lektdk;Z egkfo|ky; o R;kaph xzaFkky;s dk;Zjr vkgsr-

v-Ø- foHkkx ftYgk fBdk.k Ekgk- xzaFkky;kaph la[;k

1- vejkorh 1- vdksyk 2- vejkorh 3- cqy<k.kk 4- ;orekG 5- okf’ke

[kMdh vejkorh eydkiwj iqln] foðyokMh okf’ke

2 1 2 3 1

2 vkSjaxkckn 6- vkSjaxkckn 7- mLekukckn 8- ijHk.kh 9- tkyuk 10- ukansM 11- fcM 12- ykrwj 13- fgaxksyh

vkSjaxkckn mLekukckn lkojxkaok tkyuk ukansM vkacstksxkbZ ykrwj fgaxksyh

2 2 2 1 1

3 dksd.k 14- eqacbZ 15- Bk.ks 16- jk;xM 17- jRukxhjh 18- fla/kqnwxZ

eqacbZ 1




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4 Ukkxiwj 19- ukxiwj 20 HkaMkjk 21 xksafn;k 22 panziwj 23 xMfpjksyh

Ukxiwj dkeBh mejsM uj[ksM dkVksy HkaMkjk xksafn;k fpeqj oMlk

1 1 1 1 1 1 2 2

5 ukf'kd 24- ukf’kd 25- vgenuxj 26- uanqjckj 27- /kqGs 28- tGxkao 29- veGusj

Ukkf’kd vgenuxj ryksMk dq:Eck pksiMk veGusj

1 1 2 1 2 1

6 iq.ks 31- iq.ks 32- lkaxyh 33- lkrkjk 34- lksykiwj 35- dksYgkiwj

iq.ks lkaxyh lkrkjk lksykiwj dksYgkiwj

2 1 2 2

ftYgk fugk; lektdk;Z egkfo|ky;kph ;knh 55 rF; ladyu

la’kks/kukpk vk/kkj rF; lkeqxzh ekuwu la’kks/kd vkiys la’kks/ku dk;Z djrks- R;kP;k vHkkoh la’kks/kd la’kks/ku d: ‘kdr ukgh- la’kks/kukph ;’kfLork rF; lkeqxzhP;k lk/kukP;k fo’olfu;sroj fuHkZj vkgs- Eg.kwu la’kks/kdkyk vkiys v/;;u

lq: dj.;kiwohZp rF; lkeqxzzhP;k ladyukP;k fofo/k lk/kukaph laiw.kZ ekfgrh vlkoh ykxrs la’kks/kukph lk/kus %

izLrqr v/;;ukr ekfgrh ladfyr dj.;kdfjrk dj.;kr vkyk- v/;;ukP;k mfn~n”Vkauk vuql:u iz’ukoyh r;kj dj.;kr vkyh- lektdk;Z egkfo|ky;krhy xzaFkikyakdjhrk Á’ukoyh r;kj dj.;kr vkyh-

nq ;e L=ksr %

rF; ladyuklkBh fo”k;k’kh laca/khr lkfgR;] fofo/k nSfuds] lkIrkfgds] ekflds] okf”kZdkad] iqLrds] xzaFk] fu;rdkfyds o brj izdkf’kr lkfgR;kaps v/;;u dj.;kr vkys- ‘kklukP;k fofo/k foHkkxkaekQZr izdkf’kr lkfgR;]

‘kks/k izca/kkps voyksdu vkf.k ijh{k.k dj.;kr vkyss- fofo/k egkfo|ky;krhy rlsp fo|kihBkP;k xzaFkky;krwu izkIr iqLrds] ‘kks/k izca/k vkf.k brj miyC/k lkfgR;kpk vH;kl] voyksdu vkf.k ijh{k.k d#u rF;s ladfyr dsyh xsyh-

rF; ÁØh;u la’kks/kukr rF;kps ladyu vR;ar egRoiw.kZ dk;Z vkgs- ijarq rs la’kks/kukps vafre y{; ukgh- rF; ladyu

rj ‘kks/kkP;k y{; izkIr dj.;kps ,d lk/ku vkgs- la’kks/kukps y{; foHkhUu ?kVukaP;k mRiRrhP;k L=ksrkpk iRrk yko.ks rFkk R;kr dk;Zdkj.k laca/kkP;k vk/kkjkoj oS/k fu”d”kZ izfriknu dj.ks gks;- ;k mís’kkP;k izkIrhlkBh ladfyr rF;kps

fo’ys”k.k dj.;kph vko’;drk vlrs-Þ rF;kaps laiknu %




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rF;akps ifj{k.k d:u R;krhy m.khok ok =Vh nwj dj.ks Eg.kts rF;kps laiknu gks;- rF;kapk O;ofLFkr Øe

ykoyk] mRrjkps ifj{k.k dsys vkf.k vuko’;d rF;kauk oxG.;kr vkys- la’kks/kudR;hZus Lor% iz’ukoyh Hkjowu ?ksrY;keqGs laiknukps dk;Z tM >kys ukgh- v/;;ukP;k n”Vhus mi;qDr ul.kkÚ;k rF;kuk oxG.;kr vkys- fo”k;k’kh lacaf/kr vl.kkÚ;k mRrjkpkp fopkj dj.;kr vkyk-

rF;kaps ladsrhdj.k ladsru ,d lkaf[;dh; Øh;k vkgs- ladsrukpk vFkZ eksBeksB;k o.kZukRed mRrjkauk ladsr rFkk Áfr”BkaP;k

ek/;ekus O;Dr dj.ks] Eg.kwup ekstj vkf.k dsYVu Eg.krkr-18 ÁLrqr v/;;ukr rF;s ok ÁfrØh;k ;kauk lks;hÁek.ks vad o fpUg fnys- ladsrhdj.kke/;s miyC/k rF;kaiSdh fu:i;ksxh rF;s oxGY;k xsyh o ,d ladsr iqLrhdk r;kj

dsY;k xsyh- lkj.kh;u%

lkj.kh;u Eg.kts xq.kkRed rF;kpk O;oLFkhr :ikr ÁLrqr dj.ks T;keqGs R;k lgtfjR;k letwu ?ksÅ ‘kdrkr- gWflu iko ;axP;k ‘kCnkr Tabulation is the summarization of results in the form of

statistical tables.”19 lkj.kh}kjs la’kks/kdkyk fofo/k rF;kaph lqyHkrsus rqyuk djrk vkyh- rlsp lkj.kho:u rF;kapk vFkZ vkf.k R;kps egRo y{kkr ;srs- rF;kaps oxhZdj.k] ladsru] ekst.kh dk;Z dj.ks la’kks/kudR;hZyk lqyHk

xsys- rF;akps lkaf[;dh; fo’ys”k.k o fuoZpu

Lkkj.khc/n >kysY;k rF;karhy vaxHkwr vl.kkjs lR; vkf.k vFkZ ‘kks/kwu dk<.;kP;k n”Vhus vH;kl dj.;kyk ^rF;kaps fo’ys”k.k* vls Eg.krkr- ;k ÁfØ;sr xqarkxqarhP;k ?kVdkaps lwyHk Hkkxake/;s :ikarj dsY;k xsys- loZ Hkkxkaph

ufou i/nrhus jpuk dsyh xsyh- rF;kP;k vk/kkjs egRoiw.kZ lkj.;k fuf’pr dsY;k xsY;k- leL;sP;k fo/kkukps dkGthiwoZd ijh{k.k dsys- Lak’kks/kdkps fu”d”kZ O;kid vFkkZus 'kks/kwu dk<.ks Eg.ktsp fuoZpu gks;- fo’ys”k.kkf’kok; fuoZpu djrk ;sr ukgh vkf.k fuoZpukf'kok; fo’ys”k.k djrk ;sr ukgh gs nksUgh ijLijkoyach vkgs- ÁLrqr v/;;ukr

la’kks/kukP;k laiq.kZ o.kZukRed vkjk[kM;kpk vH;kl d:u fofo/k ?kVdkaph fLFkrh ;kpk vH;kl dsyk xsYkk- ekfgrhps lkaf[;dh; fo’ys”k.k %

lka[;dh; ra=krhy fofo/k xzkgîkrk pkp.khpk fo’ks”kRokus mi;ksx dj.;kr vkyk- R;k vk/kkjkoj fu”d”kZ dk<ys xsysr- ÁkIr ekfgrho#u okjaokjhrk ¼Frequency½ o cgqyd ¼Mode½ dk<.;kr vkys- vH;klkrhy fofo/k

?kVd] iMrkG.;kdfjrk ns.;kr vkysys xfgr Áes; vkf.k okij.;kr vkysyk la’kks/kukpk vkjk[kMk y{kkr ?ksrk ‘Chi-

Square’ VsLVpk okij dj.;kr vkyk- Significance Level 0.05 Bjfo.;kkr vkyh- ojhy loZ izfØ;kuarj

fu”d”kZ tkLrhr tkLr oLrqfu”B dls jkgrhy ;kaph n[ky ?ks.;kr vkyh o lkaf[;dh; ijh{k.kko:u izkIr ijh.kkekauk ;ksX; R;k vkys[k o rDR;kapk okij d:u izLrqr dj.;kr vkys-

lanHkZ 1- dks..kwj] ,e-ch- Mk;eaM xzaFkky; o ekghrh'kkL= dks'k] iq.ks % Mk;eaM iCyhds'kUl] 2008- 2- VkadlkGs] Ák-] O;kolkf;d lektdk;Z] ds*lkxj ifCyds’kUl] ikpoh vkoŸkh 2015-

3 tjkjs fo-] la’kks/ku iz.kkyh] lqfo/kk ifCy’klZ] 35&,] uVjkt uxj] beyh QkVd] t;iwj- 4 cks/kudj lq-] vyksuh fo-] lkekftd la’kks/ku i)rh] Jh lkbZukFk izdk’ku ukxiwj-

5 dqekj] j-] la’kks/ku i/nrh& uoksfnrkadfjrk Øeokj ekxZn’kZu] lst Hkk”kk ifCyds’ku] nqljh vkoRrh 2017- 6 tjkjs fo-] la’kks/ku iz.kkyh] lqfo/kk ifCy’klZ] 35&,] uVjkt uxj] beyh QkVd] t;iwj-




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औरगाबाद िज�हातील शालय पोषण आहार योजणनाला पालकाचा ��तसाद एक �च क!सक

अ#यास

�ा. सानप सजाता %व'म

)ह%व*ान

रामाता इ�दरागाधी महा�वदयालय जालना

��तावना:-

आ�थ�क �वकासात !श#णाच अ(यत मह(वाच �थान आह. �व�वध �कारच �वकास काय�)म

राब�व+यासाठ- आव.यक असणार �!श/#त मनयबळ वाढवन मानवी भाडवल 6नमा�ण कर+याच

!श#ण ह म7य साधन आह.

दशा8या सामािजक व आ�थ�क �वकासातील !श#णाची मह(वाची भ!मका ल#ात घउन !श#ण

�वषयक �व�वध काय�)म राब�वल जातात.

�ाथ!मक !श#ण हा !श#णाचा प�हला ट?पा असन दशात सजान नागर�क बन�व+याचा तो पाया आह.

!श#णाचा पाया क8चा राह�Aयास माBय!मक,उ8च माBय!मक आCण उ8च !श#ण घ+या पय�त मल

�टकण राह शकत नाह�त.पया�यान �वदयाथD �ाथ!मक शाळत �टकन राहावत Eहणन शासना8या

�व�वध योजना काय�रत आहत.

(या पकG शालय पोषण आहार योजना �ह �वदयाHयाIसाठ- यश�वी आCण उपयJत ठरलल� आह.

�ाथ!मक !श#ण ह �(यकाला !मळाल पा�हज Eहणजच �ाथ!मक !श#णाच साव�KLकGकरण कल

पाह�ज भारतामBय वाढ(या वया8या मलामBय कपोषणाची सम�या आढळत याचा �ाथ!मक

!श#णा8या साव�KLकG करणावर पर�णाम होत असAयामळ भारत सरकारन शालय पोषण आहार

योजना सM कल� आह.

सशोधनाच मह(व :-

शालय पोषण आहार योजन अतग�त �वदयाHयाIना सकस व पोट�क आहार द+यात यत आह. यासाठ-

M 2 .00/- �6त�दन �6त �वदयाथD खच� कर+यात आला आह.

ह� योजना अ�धक स#म व पारदश�क हो+यासाठ- या समाजाचा सहभाग वाढ�व+यात यत आह. याचा एक

भाग Eहणन �थानीक माताचा सहभाग या योजनत कर+यात यावा. अस शासन पPरपLक ) शालय

पोषण आहार सन 2006 8या शासन 6नण�याQवय सचीत कर+यात आल आह. �वदयाHयाIना अQन

!शजवन वाटप कर+या8या �R)य मBय �था6नक माताचा सहभाग घतAयास व (या8या दखरखी

खाल� या योजनची अमलबजावणी कAयास दपारच भोजन द+यास 6नय!मतता तर यईलच परत

भोजनाचा दजा� वाढ�व+यामBय (याचा उपयोग होईल.

दपारच अQन !शजवताना व (याच �वदयाHयाIना वाटप करता वळी Rकमान एका वा अ�धक माताची

उपि�थती राह�ल याची द#ता Tयावी या कर�ता आव.यता वाटAयास माताना आठवडयातील �दवसाच

वाटप कर+यात याव.व (यानी (या�दवशी शाळमBय उपि�थत राह+याकर�ता (याना �ो(साहन दयाव.




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सशोधन सम�या �वधानातील पPरभा�षक सUानचा काया�(मक Vया7या :-

1. �ाथ!मक शाळा :-

इय(ता नसार :-

इय(ता प�हल� पासन त इय(ता आठवी पयIतच !श#ण Eहणज �ाथ!मक !श#ण होय. ह

!श#ण दणार शाळाना �ाथ!मक शाळा अस Eहटल आह.

2. वयानसार :-

वय वष� सहा पासन त मल चौदावषा�च होईपयIत दल जाणार !श#ण Eहणज �ाथ!मक !श#ण होय.

व ह !श#ण Xया शाळत �दल जात (या शाळाना �ा�थमीक शाळा अस Eहटल जात.

3. �चकG(सक अYयास :-

�चकG(सक अYयास Eहणज सZम सगोपाग तप!शलवार व स!म#ा(मक अYयास होय �चकG(सक

अYयासात कारण!ममासा आCण उपाय योजना याचा �ह अतभा�स अप#ीत आह.

4. सशोनाची [ह�तक :-

महारा शासनामाफ� त सव� शाळामBय शालय पोषण आहार योजना राबवल� जात आह. शालय पोषण

आहार योजनबददल पालकाची सकारा(मक भ!मका.

5. सशोधन सम�यची उदद�ठय:-

1. शालय पोषण आहारामळ मलाम�धल शाPरर�क बदल अYयासण

2. शालय पोषण आहार योजन मBय श#Cणक बदल अYयासण

3. शालय पोषण आहार योजन मBय पालकाचा सहभाग असण

4. शालय पोषण आहार योजन मधील आहाराचा दजा� अYयासण

Qयायदश� 6नवड :-

सशोधनातन �व�वध सम�या साठ- !मळालAया मा�हती8या आधार 6नक� ष काढल जातात. अशा

6नष�षाचा सव� अYयासत #Lासाठ- उपयोग करता यतो.

(यासाठ- सशोधकास आपAया मा�हती8या आधार समाQयीकरण करण कराव लागत.

Qयायदश� :-

जनस7य8या तHया�वषयी पवDनमान कर+याकर�ता जनस7यतन 6नवडलल� VयJती Rकवा व�त

या8या लहाण ससचला Qयादश� Eहणतात.

Rकवा आपणास अस Eहणता यईल Rक सम[ Rकवा सपण� अYयास #Lामधन 6नवडलला लहाण भाग

Eहणजच नमना होय.जVहा सपण� अYयास #Lाबाबत काह� मा�हती �ा?त क]न घ+याचा Rकवा काह�

6नकष� कर+या8या इरादयान काह� एकक पाहणी कर�ता 6नड+यात यतात.जVहा 6नवडलAया

एकका8या उपसमहास नमना Rकवा Qयायदश� अस Eहणतात.

*सा�ह(य आCण काय�पBदती *

अBयायन #L:-




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औरगाबाद िजAहातील �ाथ!मक शाळतील शालय पोषण आहार योजनला पालकाचा �तीसाद एक

�चकG(सक अYयास ह सशोधन ह औरगाबद िजAहयापरत मया�द�त आह. या साठ- 100 पालकाची 6नवड

कर+यात आल�.

नमना 6नवड पBदती:-

कोण(याह� �वषयाचा अYयास करावयाचा असAयास नमना 6नवड करण अ(यत मह(वाच असत.

नमना 6नवड पBदतीत पढ�ल बाबीचा समावश कर+यात आला.

औरगाबाद िजAहातील �ाथ!मक शाळमधील �वदयाHयाI8या 100 पालकाची अBययनासाठ- 6नवड कर+यात

आल�.

ह� माह�ती जमा कर+यासाठ- या ऐ8छ-क नमना 6नवड पBदतीचा वापर कर+यात आला.

ह� मा�हती �(य#ात पालकानाकडन भ]न घतल� आह.

पालकाकडन �ा?त मा�हतीच �व.लषण व अथ� 6नव�चन:-

सशोधन क(या�स अस अ!भ�त आह कG �ाथ!मक शाळतील �वदयाHयाIना शालय पोण आहार योजन

बददल पालकाचा सहभाग असन गरजच आह. ह जाणन घण आव.यक वाटत. (या कर�ता सशोधन

क(या�न आपAया �.नावल�तील सामाQय मा�हती �वभागातील �.न 1 त 5 खाल�ल �माण अतभा�व

कला. उपरोJत �.ना8या पालकाचा �तीसाद खाल�ल तJ(यात नमद कलला आह.

तJता ).1

पालक शाळला भट दतात त दश��वणारा तJता

अ.). पालक शाळला भट दतात टJकवार� 1 होय

65

2 नाह� 35

एकण 100

6नकष� :-

वर�ल टJकवार� व]न अस आढळन यत कG शालय पोण आहाराबददल पालक जाग]क आहत.

तJता ).2

आहाराची चव दश�वीनारा तJता.

अ.). आहाराची चव टJकवार� 1 6न)ट

15

2 बर� 20

3 चागल� 65

एकण 100




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6नकष� :-

1) 15 % पालका8या मत 6न)ट आहार �दला जातो.

2) तसच आहाराची चव बर� आह अस 20 % पालक Eहणतात.

3) 65 % पालका8या मत आहाराची चव चागल� आह.

तJता ). 3

शालय पोषण आहारामळ मलामBय कोणता बदल झाला.

अ.). कोणता बदल जाणवला टJकवार� 1 दररोज शाळत जातो 45

2 6नयमीत अYयास करण 35

3 �व�वध खळामBय सहभाग 20

4 एकण 100

6नकष�:- 1. पालका8या मत 45%मल दररोज शाळत जातात.

2. 35%पालका8या मत �वदयाथD 6नयमीत अYयास करतात.

3. 20%पालका8या मत �वदयाथD �व�वध खळामBय सहभागी होतात.

तJता ). 4

तEह� शालय पोषण आहाराबददल समाधानी आहात का.

अ.). आहाराबददल समाधान टJकवार� 1 होय

65

2 नाह� 35

एकण 100

6नकष�:-

1. 65%पालक आहाराबददल समाधानी आहत.

2. 35%पालक आहाराबददल समाधानी नाह�त.

तJता ).5

अQन पदाथा�मBय कोणता बदल असावा अस वाटत.

अ.). अQन पदाथा�त बदल टJकवार� 1 पोळी भाजी 5

2 तादळ वाटप 50

3 Cखचडी 10

4 कडधाQयाची उसळ 15

5 इतर 20

एकण 100




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6नकष�:-

पोळी भाजी असावी अस 5%पालकाना वाटत.

पवDची जी तादळ वाटप योजना चाल असावी अस 50%पालकाना वाटत.

Cखचडी असावी अस 10%पालकाना वाटत.

15%पालका8या मत कडधाQयाची उसळ असावी अस वाटत.

इतर (उदा.पराठ,धपाट,पकGगच पदाथ�,)काह� वगळ असाव अस 20%पालकाना वाटत.

ब-यापकG पालकाना वाटत ह� योजना चागल� आह. परत !श#क म7याBयापकाचा या मBय जा�त वळ

चालला आह. (यासाठ- शासनान या Cखचडी ऐवजी कोरडा तादळ तसच पRकग पदाथा�ची वाटप करावी

(यामळ म7याBयापक ,!श#क याचा वळ जाणार नाह� तसच काह� शाळमBय Cखचडी सदभा�त Xया

घटना घडतात (या घटना घडन (या शाळच नाव बदणाम होणार नाह� (यासाठ- महारा शासनान

Cखचडी ऐवजी इतर पRकग पदाथ� ठवावत.

सदभ� सची :-

आरोcय�दप (2008) , तMणातील अप-या पोषणा8या सम�या व उपचार आरोcय�दप वष� 33 व अक 9 स?टdबर 2008

काचौळ दो. धो. (जल 2011),समाज शा�Lीय परपरा आCण सशोधन पBदती कलास पeल�कशन औरगाबाद.

दशपाड स�चता(2011), !श#ण मह(वाच पण, चतरग लोकस(ता श6नवार 6 ऑग�ट 2011.

महारा शासन 6नण�य व पर�पLक, शालय पोषण आहार योजना.




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MesUer heeueve mebMeesOekeâ efJeÅeeLeea

keâuÙeeCe iebieejece mejesos ØemleeJevee :

peieele meJee&efOekeâ MesUŸee Ûeerve ceOÙes Demetve, YeejleeÛee ogmeje ›eâceebkeâ ueeielees. ceneje°^ jepÙeeceOÙes MesUer heeueve ne JÙeJemeeÙe Mesleeruee hegjkeâ JÙeJemeeÙe cnCetve meceesj Ùesle Deens. keâejCe jepÙeeceOÙes meve 1978 ÛÙee heMegieCevesvegmeej MesUŸeebÛeer mebKÙee 75.63 ueeKe nesleer lee r 2007 ÛÙee heMegieCevesvegmeej 103.91 ueeKe Peeueer cnCepesÛe 1978 ÛÙee leguevesle 2007 ceOÙes MesUŸeebÛÙee mebKÙesle 28.28 ueeKe SJe{er Jee{ PeeuÙeeÛes efometve Ùesles. jepÙeeceOÙes meve-2013-14 ceOÙes MesUŸeebheemetve 250 efce.šve SJe{s otOe Glheeove Peeues lej 57 efce.šve SJe{s ceebme Glheeove Peeues nesles. 1997 ÛÙee heMegieCevesvegmeej jepÙeeceOÙes 114.34 ueeKe SJe{er nesleer leer 2003 ceOÙes 104.49 SJe{er Peeueer lej 2007 ceOÙes 103.91 SJe{er nesleer. cnCepesÛe 2007 heÙeËleÛÙee heMegieCevesheÙeËle MesUŸeebÛÙee mebKÙesle Jee{ nesle DemeuÙeeÛes efometve Ùesle hejbleg 2012 ÛÙee heMegieCevesvegmeej 84.35 SJe{er Peeueer cnCepesÛe 2007 ÛÙee leguevesle Ieš Peeueer Demeueer lejer veJeveJeerve leb$eeÛee Je DeeOegefvekeâ heOoleerÛee Jeehej keâ™ve MesUer heeueve keâjCeeNÙeebÛÙee mebKÙesle cees"Ÿee ØeceeCeele Jee{ nesle DemeuÙeeÛes efometve Ùesle s Deens. lemesÛe jepÙeele MesUer Je ceW{er heeueve keâjCeeNÙee 2225 menkeâejer mebKÙee Demetve, hegCÙeMueeskeâ DeefnuÙeeosJeer ceneje°^ ceW{er Je MesUer efJekeâeme ceneceb[UeÛÙee Deewjbieeyeeo, veebos[ Je yeer[ Ùee leerve ef"keâeCeer MeeKee Deensle.

MesUer heeueve JÙeJemeeÙeeÛee Fefleneme : MesUer ne cetUÛee jevešer ØeeCeer Demetve, jevešer MesUŸeebvee ’’ke@âheje efnjkeâme’’ ns MeeŒeerÙe veeJe Deens. ue@šerve Yee<esle Ùee MeyoeÛee DeLe& Gòece peveeJej Demee neslees. MesUÙeebÛee cetU pevce ne DeheâieeefCemleeve, yeuegÛeermleeve, heeefkeâmleeve, efmebOe ØeebleeÛee [eWiejeU Je he"ejer Yeeie, YeejleeceOeerue keâeefMcejÛee [eWiejeU Yeeie, efleyesšÛee Yeeie, FjeCe, škeâea DeeefCe «eerme FlÙeeoer Yeeieele nŸee jevešer MesUŸee Dee{Utve Ùesle Demes. cnCepesÛe Ùee efJeefJeOe ef"keâeCeer jenle Demeue suÙee jevešer MesUŸee nŸee DeepeÛÙee MesUerÛes hetJe&pe Demetve, MesUer heeueve ne JÙeJemeeÙe hegjeleve keâeUeheemetve Ûeeuele Deeuesuee Deens. hetJeea ceeveJe MesUer Je ceW{er heeueve ne JÙeJemeeÙe ogOeeÛeer Je ceebmeeÛeer iejpe hetCe& JneJeer cnCetve keâjerle Demele, hejbleg meJe&Ûe ueeskeâ meoj JÙeJemeeÙe keâjerle vemele lej Oeveiej meceepeÛe MesUer Je ceW{er heeueve keâjerle neslee.2 MesUer heeueve ne JÙeJemeeÙe meJe& peeleer Oecee&Ûes ueeskeâ «eeceerCe Yeeieeyeje syejÛe Menjer Yeeieele megOoe keâje rle Demetve, Jee{les MenjerkeâjCe, Mesleceeueeuee vemeuesuee nceer YeeJe, Jee{leer ueeskeâmebKÙee Je lÙeebÛeer Jee{leer ceebmeeÛeer ceeieCeer Ùee meJe& yeeyeer heenlee Deepe efJeefJeOe meceepeeleerue ueeskeâ MesUer heeueve Ùee JÙeJemeeÙeekeâ[s JeUle DeeuÙeeÛes efometve Ùesles. lej Deepe ceW{erheeueve ne JÙeJemeeÙe Oeveiej meceepe cees"Ÿee ØeceeCeele keâjerle Deens. MesUer heeueveeÛes cenòJe :

MesUer heeueve ne JÙeJemeeÙe keâceer KeÛee&le peemle Glheeove osCeeje JÙeJemeeÙe Demetve, Jee{leer ueeskeâmebKÙee, yesjespeieejerÛÙee ØeceeCeele nesle Demeuesueer Jee{, Yeejleele lemesÛe efJeosMeele ner MesUŸeebÛÙee ceemeeÛeer Jee{leer ceeieCeer, MesUŸeebÛÙee meJe& DeJeÙeesJeeheemetve efvejefvejeUs GheÙeesÙe, MesUŸeebÛÙee ogOeele DemeuesuÙee Deew<eOeer iegCeOecee&cegUs ogOeeÛÙee ceeieCeerle nesle Demeue sueer Jee{, DeeefCe efoJemeWefoJeme Mesleer ner leesšŸeele peele DemeuÙeecegUs Mesleeruee pees[ JÙeJemeeÙe cnCetve MesUer heeueve ne JÙeJemeeÙe DeefleMeÙe heâeÙeosMeerj Demee JÙeJemeeÙe DeuÙeecegUs MesUer heeueve Ùee JÙeJemeeÙeeÛes efoJemeWefoJeme cenòJe Jee{le Demetve, peemleerle peemle ueeskeâ Ùee JÙeJemeeÙeekeâ[s JeUle DemeuÙeeÛes efometve Ùesles. ceneje°^ jepÙeeleerue yeeieeÙeleer MesleerÛes ØeceeCe 17 škeäkesâ Demetve, keâesj[Jeent MesleerÛes ØeceeCe ns 83 ške äkesâ Deens. cnCepesÛe ceneje°^ jepÙeeceOÙes efmebÛeveeÛee DeYeeJe Demetve, 83 škeäkesâ Mesleer #es$e ns heeJemeeÛÙee heeCÙeeJej DeJeuebyetve Deens.3 DeJesUer he[Ceeje heeTme, og<keâeU, Jee{leer yesjespeieejer, keâpe&yeepeejerheCee, Mesleer #es$eele Jee{leer Goeefmevelee ÙeecegUs veJeerve megefMeef#ele Jeie& Deepe cees"Ÿee ØeceeCeele DeeOegefvekeâ heOoleerves keâjlee ÙesCeeNÙee MesUer Je ceW{er heeueve JÙeJemeeÙeekeâ[s /GÅeesieekeâ[s Deekeâe|<ele nesle Deens. Flej JÙeJemeeÙeehes#ee Ùee JÙeJemeeÙeele keâceer Yeeb[Jeue iegbleJetve meoj JÙeJemeeÙe meg™ keâjlee Ùeslees. lemesÛe Me sleerÛÙee keâeceeletve heâeJeuÙee JesUele megOoe MesUŸeebÛes heeueve hees<eCe keâjlee Ùesle s. lÙeebÛeer jesieØeeflekeâejkeâ Meòeâer Gòece Demetve, ce=lÙetÛes ØeceeCe keâceer Demeles. lemesÛe KeeÅeeJej keâesCeleener KeÛe& ve keâjlee, cegòeâ heOoleerves mebieesheve keâjlee ÙesTve keâewšgbefyekeâ De[ÛeCeerÛÙee JesUer efJe›eâer keâ™ve hewmes efceUefJelee Ùeesleele Je keâgšgbyeeÛÙee GlheVeele Yej šekeâlee




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Ùesles. ÙeecegUs MesUerheeueve JÙeJemeeÙeeÛes cenòJe efoJemeWefoJeme Jee{le Demetve, Mesleeruee hegjkeâ JÙeJemeeÙe cnCetve MesUer heeueve JÙeJemeeÙeeÛeer YejYeješ nesle Deens.

ieÇeceerCe mJeÙebjespeieejemee"er MesUerheeueve : heMegmebJeOe&ve efJeYeeieeceehe&âle oj 5 Je<ee&uee heMegieveCee IesCÙeele Ùesle s. ceneje°^ jepÙe DeefmLelJeele ÙesCÙeeDeieesoj meJe& ØeLece cegbyeF& jepÙeeceOÙes heMegmebJeOe&ve efJeYeeieeceehe&âle 1920 ceOÙes heefnueer heMegieveCee IesCÙeele Deeueer. lej 1961 ceOÙes ceneje°^ jepÙeeÛÙee mLeeheves

veblej meJe& ØeLece 9 Jeer heMegieveCee DeLe& Je meebKÙeskeâerÙe mebÛeeueveeueÙee ceehe&âle IesCÙeele Deeuee r nesleer. DeeceeheÙeËle jepÙeeceOÙes 19 heMegieveCee PeeuesuÙee Demetve, 16 JÙee heMegieveCesvegmeej jepÙeeleerue MesUŸeebÛeer mebKÙee 114.34 ueeKe SJe{er Deensle. lej 17 JÙee heMegieCevesvegmeej 104.49 ueeKe, 18 JÙee heMegCevesvegmeej 103.91 ueeKe SJe{er Demetve, 19 JÙee cnCepesÛe 12 JÙee heMegieCevesvegmeej 84.35 ueeKe SJe{er MesUŸeebÛeer mebKÙee Deens. cnCepesÛe Ùee Ûeej heMegieCevesvegmeej MesUŸeebÛÙee mebKÙesle efoJemesefobJeme Ieš nesle DemeuÙeeÛes efometve Ùesles hejble g DeeOetefvekeâ heOoleerves MesUer heeueve keâjCeeNÙeebÛÙee mebKÙesle cees"Ÿee ØeceeCeele Jee{ nesle Deens.

MesUer heeueveeÛes heâeÙeos : MesUerheeueve Ùee JÙeJemeeÙeeÛes Deveskeâ heâeÙeos Demetve, lÙeehewkeâer keâener cenòJeeÛes heâeÙeos Keeueerue ØeceeCes :-

1. MesUerheeueve ne JÙeJemeeÙe keâceer KeÛee&le peemle Glheeove osCeeje JÙeJemeeÙe Deens. 2. MesUŸeebÛes otOe ueneve cegueebvee efheCÙeemee"er hew°erkeâ Demeles. 3. MesUŸee efveke=â° opee&Ûes DeCCe KeeTve ÛeeNÙeeÛeer iejpe YeeieJeleele. 4. MesUer heeueve Ùee JÙeJemeeÙeemee"er Flej JÙeJemeeÙeeÛÙee leguevesle keâceer peeiee ueeieles. 5. MesUŸeebÛes oesve efhe{erleerue Deblej keâceer Demetve ueJekeâj Glheeove efceUles. 6. keâener peeleeRÛÙee MesUŸeebheemetve ueekeâj (ceesnj) efceUles. 7. MesUŸeebÛÙee efMebieeheemetve Je Kegjeheemetve ef[bkeâÙegòeâ heoeLe& yeveefJeuespeeleele. 8. Mesleer mee"er jemeeÙeefCekeâ Keleehes#ee MesUŸeebÛes Kele Glke=â° Demeles. 9. MesUer heeueve JÙeJemeeÙe ceefnueebceehe&âle menpe kesâuee peeT Mekeâlees. 10. osMeele ieesceebme peemle ueeskeâ Keele vemeuÙeecegUs Je MesUerÛes ceemeb meJe& Oecee&Ûes ueeskeâ Keele DemeuÙeecegUs MesUerÛÙee ceemeebuee peemle

ØeceeCeele ceeieCeer Deens. DeMeeØekeâejs MesUer heeueveeÛes efJeefJeOe heâeÙeos DemeuÙeeÛes efometve Deensle. cnCetve MesUer heeueve Ùee JÙeJemeeÙeele cees"Ÿee ØeceeCeele Jee{ nesle

Deens.

YeejleerÙe DeLe&JÙeJemLesle MesUŸeebÛes cenòJe : MesUer heeueve ne JÙeJemeemeÙe hegJeea heejbheejerkeâ heOoleerves kesâuÙee peele Demes lej Deepener ne JÙeJemeeÙe heejbheejerkeâ heOoleerves «eeceerCe Yeeieele

cees"Ÿee ØeceeCeele kesâuÙee peele Deens. hejble g Deefuekeâ[erue keâeUele Ùee JÙeJemeeÙeekeâ[s Meemeveeves ue#e IeeleuÙeeÛes efometve Ùesles les cnCepe s ceneje°^ jepÙeeceOÙes mJeleb$e hegCÙeMueeskeâ DeefuÙeeosJeer ceneje°^ ceW{er Je MesUer efJekeâeme ceneceb[UeÛeer mLeehevee kesâueer. meoj ceneceb[UeÛÙee ceneje°ele SketâCe 11 MeeKee Deensle Ùee MeeKesceOegve meoj ceneceb[U mebhetCe& ceneje°^Yej keâeÙe& keâjerle Deens. cnCepesÛe, YeejleerÙe DeLe&JÙeJemLesceOÙes Flej ØeeCÙeebvee pÙeeØeceeCes cenòJe Deens lÙeeØeceeCesÛe MesUer Ùee ØeeCÙeeme cenòJe ØeePeeuÙeeÛes efometve Ùesles. ceneje°eÛÙee «eeceerCe Yeeieele Deepener heejbheejerkeâ heOoleerves MesUer heeueve kesâuÙee peeles. hejbleg ceneceb[UeÛÙee mLeehevesheemetve DeeOetefvekeâ heOoleerves MesUerheeueve keâjCÙeeme meg™Jeele PeeuÙeeÛes efomeles. lemesÛe Yeejleele Je ceneje°ele DeeOetefvekeâ heOoleerves MesUer heeueve keâjCeeNÙee efJeefJeOe mebmLee keâeÙe&jle Deens lÙee mebmLeeÉejs DeeOetefvekeâ heOoleerves MesUer heeueve keâmes keâjeJes ÙeeefJe<eÙeeJej ueeKees Meslekeâjer ØeefMe#eCe IesTve DeeOetefvekeâ heOoleerves JÙeeheejer leòJeeJej MesUer heeueveekeâ[s JeUle Deensle.

Yeejleele meve-2002-03 ceOÙes 86.2 efce.šve, 2003-04 ceOÙes 88.1 efce.šve, 2004-05 ceOÙes 92.5 efce.šve, 2005-06 ceOÙes 97.1 efce.šve, 2006-07 ceOÙes 102.6 efce.šve, 2007-08 ceOÙes 107.9 efce.šve, 2008-09 ceOÙes 112.2 efce.šve, 2009-10 ceOÙes 116.4 efce.šve, 2010-11 ceOÙes 121.8 efce.šve DeeefCe 2011-12 ceOÙes 127.9 efce.šve SJe{s otOe Glheeove Peeues nesles. cnCepesÛe Jejerue Deekeâ[sJeeje r heenlee Demes efome tve Ùesles keâer, Yeejleeleerue SketâCe otOe Glheeoveele melele Jee{ nesle DemeuÙeeÛes efometve Ùesles.




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YeejleeceOÙes SketâCe ceebme Glheeoheve meve-2002-03 ceOÙes 2.1 efce.šve, 2003-04 ceOÙes 2.1 efce.šve, 2004-05 ceOÙes 2.2 efce.šve, 2005-06 ceOÙes 2.3 efce.šve, 2006-07 ceOÙes 2.3 efce.šve, 2007-08 ceOÙes 4.0 efce.šve, 2008-09 ceOÙes 4.3 efce.šve, 2009-10 ceOÙes 4.6 efce.šve, 2010-11 ceOÙes 4.8 efce.šve DeeefCe 2011-12 ceOÙes 5.5 efceueerÙeve šve SJe{s ceebme Glheeove Peeues nesles. cnCepesÛe, SketâCe ceebme Glheeoveele Yeejleele ceebme Glheeoveele efoJemeWefoJeme Jee{ nesle iesuÙeeÛes efome tve Ùesles.

Lees[keäÙeele, Jejerue Deekeâ[sJeeje r heenlee Demes efometve Ùesles keâer, Yeejleeleerue MesUŸeebÛÙee ceebme Je otOeeÛÙee Glheeoveele Jee{ nesle Deens cnCepeÛes lÙeeØeceeCeele ceebme Je otOeeuee ceeieCeer Demetve lÙee ceeieCeerle melele Jee{ nesle Deens. ÙeeJe™ve Demes mhe° nesles keâer, YeejleerÙe DeLe&JÙeJemLesceOÙes MesUŸeebÛes cenòJe efoJemeWefoJeme Jee{le Deens.

ceneje°eÛÙee DeLe&JÙeJemLesle MesUer heeueveeÛes cenòJe : YeejleerÙe DeLe&JÙeJemLesØeceeCesÛe, ceneje°eÛÙee DeLe&JÙeJemLesceOÙes MesUer heeueve Ùee JÙeJemeeÙeeuee cenòJe Øeehle Peeues Demetve, 2003-04

ceOÙes MesUŸeebheemetve 301 efce.šve.otOe Glheeove Peeues nesles lej 2004-05 ceOÙes 279 efce.šve otOe Glheeove Peeues. 2005-06 ceOÙe s 282 efce.šve, 2006-07 ceOÙes 281 efce.š, 2007-08 ceOÙes 265 efce.šve, 2008-09 ceOÙes 277 efce.šve, 2009-10 ceOÙes 282 efce.šve, 2010-11 ceOÙes 273 efce.šve, 2011-12 ceOÙes 293 efce.šve, 2012-2013 ceOÙes 303 efce.šve DeeefCe 2013-14 ceOÙes 250 efce.šve SJe{s MesUŸeebheemetve otOe Glheeove Peeues nesles. Jejerue Deekeâ[sJeeje rJe™ve Demes efometve Ùesles keâer, otOe Glheeoveele heenerpes lÙee ØeceeCeele Jee{ Peeuesueer vener hebjlet Ieš megOoe Peeuesueer veener cnCepesÛe otOe Glheeove ns mece ØeceeCeele Deens.

MesUŸeebheemetve ceneje°^ jepÙeele ceebme Glheeove 2003-04 ceOÙes 53 efce.šve, 2004-05 ceOÙes 53 efce.šve, 2005-06 ceOÙe s 54 efce.šve, 2006-07 ceOÙes 56 efce.šve, 2007-08 ceOÙes 58 efce.šve, 2008-09 ceOÙes 59 efce.šve, 2009-10 ceOÙes 59 efce.šve, 2010-11 ceOÙes 62 efce.šve, 2011-12 ceOÙes 63 efce.šve, 2012-13 ceOÙes 71 efce.šve DeeefCe 2013-14 ceOÙe s 57 efce.šve SJe{s MesUŸeebheemetve ceebme Glheeove PeeuÙeeÛes efometve Ùesles. cnCepesÛe MesUŸeebheemetve efceUCeeNÙee ceebme Glheeoveele melele Jee{ nesle DemeuÙeeÛes efometve Ùesles cnCepesÛe MesUŸeebheemetve efceUCeeNÙee ceebmeeuee megOoe cees"Ÿee ØeceeCeele ceeieCeer leÙeej nesle Deens.

Yeejleeleerue MesUŸeebÛÙee peeleer : osMeele MesUŸeebÛÙee ØecegKe 23 peeleer Demetve, Ùee meJe& MesUŸeebÛÙee peeleerÛee otOe Je ceebme Glheeoveemee"er GheÙeesie

neslees. lÙeeØeceeCesÛe MesUŸeebheemetve Mesleermee"er GheÙeesieer Demeuesues ceebmeeÛes Kele, ueW[erKele, keâele[er FlÙeeoer Glheeove cees"Ÿee ØeceeCeele efceUles. osMeeceOÙes ceebme Glheeoveemee"er yue@keâ yeWieeue, ceueyeejer, Gmceeveyeeoer, DeeefCe iebpece ÙeebÛee

GheÙeesie neslees. lej otOe Je ceebme Ùee oesvnerner Glheeoveemee"er peceveeheejer, yeejyeejer, efmejesner, yeeršue, peeKejevee, megjleer, mebiecevesjer, cesnsmeevee, DeeefCe PeeueeJee[er Ùee peeleeRÛÙee MesUŸeebÛee GheÙeesie neslees. lej ÛeebieLeebieer, ieñer, Ûesiet Ùee MesUŸeebheemetve cees"Ÿee ØeceeCeele ueeskeâj efceUles.

Yeejleeleerue MesUŸeebÛÙee ØecegKe peeleeRÛeer ceeefnleer De. ›eâ

peele cetUmLeeve GheÙegòeâlee Meejerefjkeâ Jepeve efmveiOeebMe

efJeleeÛee keâeU

peeleerÛes JewefMe°Ÿes

vej ceeoer

1 veeheeje r Gòej ØeosMe otOe-ceebme 65-86 45-60 5.2 274 jbie heeb{je Yegjkeâš, jesceve veespe, ceeb[erJej Yejhetj ueebye kesâme, keâeve ueebyeš efheJeUoej

2 megjleer iegpejele,

ceneje°

otOe-ceebme 35-40 25-35 3.5 150 Gòej ceneje° KeevosMeele, iegpejeLe ceOÙes megjlepeJeU

Dee{Ules.

3 yeejyesjer Gòej ØeosMe otOe-ceebme 35-40 25-35 3.9 167 jbie hee{bje, Yegjkeâe, efJeškeâjer, leebyegme jbieeÛes ef"heke sâ,

pegUŸeeÛes ØeceeCe DeefOekeâ, yebefomle heOoleerves mebieesheve

keâjCÙeeme Devegketâue

4 efyešue hebpeeye otOe-ceebme 65-85 45-60 4.5 287 jbie keâeUe Ûecekeâoej, jesceve veespe, peceveeheeje r peeleerheemetve mebkeâjerle peele

5 efmejesner jepemLeeve otOe-ceebme 50 40 3.5 150 jbie keâeUe, pegUs osCÙeeÛeer #ecelee, oesve Je<ee&le leerve

Jesles osles, keâeškeâ efveÙeefcele Jesles osles.

6 keâeUer yebieeue, ceebme Je 14-16 9-14 4.1 150 ceebme Je keâele[ermee"er Øee fmeOo yeškeâer peele, keâele[e r




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yebieeueer Deesefjmee keâele[er

Glheeove

efveÙee&le nesles.

7 eveeyeeoer ceneje° otOe-ceebme 50-60 35-45 3.5 150 pegUs osCÙeeÛeer #ecelee, jbie keâeUe, oesve Je<ee&le leerve Jesles osles, keâeškeâ efveÙeefcele Jesles osles.

8 keâeefMcejer

(heef§evee)

efleyesš

mejno, keâeMceerj

Keesjs

(heâj) 40 35 3.0 100 DeefleLeb[ ØeosMeele efleyesš mejnöerle Dee{Ules, leuece

OeeiÙeemee"er ØeefmeOo

9 ceejJee[er jepemLeeve otOe-ceebme 35 25 3.5 150 jbie keâeUe Je Ûecekeâoej, DebieeJej ueebye kesâme Demeleele.

10 Pee[ueeJee[er iegpejele otOe-ceebme 50 40 3.5 150 DeefleLeb[ ØeosMeele efleye sš mejnöerJej Dee{Ules, leuece

OeeiÙeemee"er ØeefmeOo

Œeesle : osMeheeb[s heer.Sce. ’’mJeÙebjespeieejemee"er yebefomle MesUer heeueve JÙeJemeemeÙe’’, DeeefolÙe heefyuekesâMeve, Deewjbieeyeeo. he=.39-40.

meboYe& :

1. heMegmebJeOe&ve ceeefnleer hegefmlekeâe, ’heMegieCevee’ ceneje° jepÙe hegCes. he=.62. 2. osMe DeefJeveeMe (2015), ’ceneje°eleerue MesUer-ceW{erheeueve JÙeJemeeÙe meÅeefmLeleer DeeefCe DeeJneves’, heMegOeve

SÕeÙe& ceeefmekeâ, heMegmebJeOe&ve DeeÙegòeâeueÙe, ceneje° jepÙe, hegCes.he=.98. 3. jmeeUs GOoJe (2015),’’yebefomle MesUer heeueve keâeUeÛeer iejpe’’, iees[Jee ke=â<eer ØekeâeMeve, hegCes. he=.20,21.) 4. MebYejkeâj DeÛe&vee (2013), ‘‘ogmejer Ûenefjle›eâebleer’’, ueeskeâjepÙe, ceeefnleer Je pevemebheke&â cenemebÛeeueveeueÙe,

ceneje° Meemeve, veesJnWyej, he=.36. 5. heMegieCevee 16 Jeer 1997, 17 Jeer 2003, 18 Jeer 2007 DeeefCe 19 Jeer 2012. 6. meboYe&-ØeeCeer Je celmÙe efJeYeeie, 2002-12.

7. meboYe&-Fkeâe@vee@efcekeâ meJex Dee@heâ ceneje°, 2012-13.




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9ी-िश�णासाठी आधिनक िवचार+वाह -एक अ-ययन +ा. डॉ. वदना रामदास चवर

िवभाग 4मख - इितहास लट िनध�न पाटील वाघाय कला,वािणLय,व िव)ान महािवUालय

सानगडी ता. साकोली िज. भडारा समरी:-

सरकारन *ी िवषयक िश�ण धोरण आखन श�िणक �9ात मोठी Dाती घडवन आणली आह.)ान, कौशMय आिण

रोजगार 4ा� कर2यासाठी लोकाना स�म क|न मानव िवकास साध2याम0य िश�ण मह�वाची भिमका बजािवत आह. कोणतही

श�िणक काय�Dम, िवशषत: राLयशासन आिण /थािनक /वराLय स/था�या सयP िवUमाण राबिवल जात असतात. मलभत

िश�णाची अिधकाश जबाबदारी जरी राLयशासनाची असली तरी श�िणक य9णा,/थािनक प रि/थतीशी अिधक 4ितसादशील <हावी

व �याम0य सामािजक सहभाग िमळिवण सलभ <हाव, या हतन Kामीण व नागरी jा दोGही भागाम0य /थािनक /वराLय स/थाना

दखील शालय िश�णाम0य सहभागी क|न घतल आिण श�िणक �9ात अिधक पारदश�कता आण2याचा 4य�न कला आह.

आधिनक िश�णामळ ि*या जागितकgकरणा�या आिथ�क िवकासा�या �9ातही सहभागी होऊन आपMया काया�चा ठसा उमटिवत

आह. +�तावना:-

भारत हा िवकसनशील दश आह. आपMया िवकसनशील दशाला िवकिसत अव/थपयiत पोहाचिव2यासाठी २०२० सालाच

एक नवीन /व�न आपल माजी रा:;पती ‘ए. पी. ज. अ(दल कलाम’ यानी सव� भारतीयाना दाखिवल आह. लोकसkया शा*ा�या

अbयासकानी सkयाशा*ा�या साहा`यान अस दाखवन िदल आह कg, २०२० साली भारत हा जगातील सवा�त अिधक त|ण

असणारा दश असल. २०२० साली त|ण असणा^ या या लोकसkयला स�म कर2यासाठी सUि/थतीत िश�णा�या भिमकचा िवचार

करण अ�यत गरजच आह. िश�णा�या मा0यमातन मानवी yमाचा दजा� उचावला जाण आवuयक असत. Jहणनच िश�णावरील

खच�, कौशMयिनिम�ती, सशोधन, आरोsय सिवधातील सधारणा याचा वापर मन:यबळ िवकासासाठी करावा लागणार आह. िश�ण ह

मन:यबळ िवकासाच एकमव साधन आह. Jहणन थोर िश�णत)ानी Jहटल आह कg, िश�ण ही भिव:यकाळाची गतवणक व समाज प रवत�नाच साधन आह.१

/वातvयोतर भारतान १९५१ पासन िनयोजना�या मा0यमातन आिथ�क िवकासाला चालना िदलली आह. भारतान १९९१

पासन ि/वकारलMया खMया आिथ�क धोरणामळ सवा �9ा�या जोरावर दशाची िवकासा�मक वाटचाल झपाटयान होत आह.

भारतीयानी वसाहतकाळा पासन असलल इKजीच )ान, मािहती त9)ान �9ातील Dाती आिण जागितक <यापार सघटन�या सवा

<यापार िवषयक करारास मजरी (GATS- General Agreement on Trade in Services) यामळही सवा �9ाच /व|प व <या�ीत

वाढ झालली आह. स0या जगातीलपिहMया १०बाजारािभमख अथ�<यवथापकg एक Jहणन भारतीय अथ�<यव/थचा उMलख कला

जात आह.२

भारत- सवा �� व-दी दर (%)

वष8 सवा �� व-दीदर% अथ8 Aयव�था व-दीदर%

२००१– ०१ ७.७ ४.४

२००१- ०२ ७.१ ५.८

२००२-०३ ७.३ ३.८

२००३-०४ ८.२ ८.५




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२००४-०५ ९.९ ७.५

२००५-०६ १०.० ८.४

२००६-०७ ११.२ ९.२

२००७-०८ ११.० ९.२

२००९-१० १० ८.०५

सदभ� : RBI Annual Report 2008-09. Economic Survey of India 2010-11

तH�यातील आकडवारीनसार भारतीय अथ�<यव/थची भरभराट सवा �9ा�या जोरावर होत असMयाच /पF होत. सन

२००० नतर भारतान ‘GATS’करारावर िशHकामोत�ब कल असन प रणामी �यानतर सवा�9ाची व0दी वगान होत असMयाच

िदसन यत. सवा�9ाला शती व उUोग �9ाची अपि�त साथ न िमळाMयान दशाचा व0दीदर दोन अकg बन शकलला नाही, जी

िवकासाची अट आह. सवा��ाच अथ8Aयव�थत �थान :-

अथ8Aयव�थच उBपादक उपDम

+ाथिमक �� िEितयक �� ततीयक ��/ सवा��

शती, जगल, म/य

<यवसाय, नसिग�क साधन

सपतीवर आधारीत मानवी

सामKीचा कमाल वापर.

खिनज उ�पादन,

कारखानदारी, बाधकाम,

वीज, गस, पाणीपरवठा

उ�पादक उपDम.

सव� 4कार�या उ�पादक सवा

<यापार, वाहतक, दळणवळण बक िवc <यवहार,िश�ण,आरोsय, िवमा सामािजक

व वयितक सवा. इतर दोGही �9ा�या वाढीला

हात भार .

�थल दशातग8त उBपादनाच ��ीय िवHषण (%)

वष8 शती उIोग सवा

१९५०-५१ ५५ १४.५० ३०.५०

१९८०-८१ २७ ४४.०० २९.००

१९९०-९१ २८.५२ ३०.४७ ४१.१०

१९९५-९६ २५.८९ ३०.४७ ४३.६४

२००१-०२ २२.२६ २७.६४ ५०.१०

२००५-०६ १८.०० २८.३६ ५३.६४

२००९-१० १७.०० २८.०० ५५.००

सदभ� : Centre for monitoring Indian Economy National Accounts Statistics.

सवा ��ाच महKवाच काय8 :-

4ाथिमक व ि±ितयक �9ा�या िवकासाला हातभार लावण िव/तारीत असत.

Jहणजच सवा�9ाच मह�व अनGय साधारण आह. सवा�9ात Lया घटकाचा समावश होतो �या म0य िश�ण ह

अKभागी आह. रा �ीय उBपादन :-

१) यात 4ाथिमक �9ाच योगदान खप जा/त असल अस दश अMपिवकिसत.

२) ि±ितयक �9ाच योगदान खप जा/त असल तर त दश िवकिसत असMयाच ल�ण.




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३) ततीयक �9 चागलच िव/ता रत असल व /थल दशातग�त उ�पादन व एकण रोजगारात ततीयक �9ाचा वाटा फार मोठा असल तर त िवकसीत दश असतात.३

भारता/या �थल दशातग8त उBपादनातील +Bयक

��ाचा वाटा वष8

4ाथिमक ि±ितयक ततीयक

१९५०-५१ ५७.७०% १४.८०% २७.५०%

२०००-०१ २८.४०% २२.२०% ४९.४०%

वरील तH�या व|न अस िदसन यत कg सन १९५०-५१ त सन २०००-०१ या कालावधीत भारता�या /थल दशातग�त उ�पादनातील सवा�9ाचा वाटा वाढत गला आह. Jहणजच दश अMप िवकास अव/थकडन िवकसनशील अव/थकड आलला आह.४

सवा��ात आधिनक िश�णाच �थान :-

सवा �9ात सव� 4कार�या उ�पादक सवाचा समावश होतो. �यामधील काही सवाची नाव : <यापार, वाहतक दळणवळण, बका

आिण िवc <यवहार, िश�ण, आरोsय, िवमा, सामािजक आिण वयिPक सवा.

िविवध 4कार�या सवाचा िवचार करता आिण सवा�9ाच मह�वाच काय� आिण हत बघता अस ल�ात यत कg िश�ण हा

सवा�9ातील अ�यत मह�वाचा घटक आह. उ�पादन 4िDयच ज चार घटक आहत. भमी, भाडवल yम, सयोजन या प²कg भाडवल,

yम आिण सयोजन याम0य सकारा�मक, िवकासिभमख बदल घडव2याच िश�ण ह मह�वाच साधन आह. यासव� वरील प रि/थती

मळ *ी- िश�णावरही आधिनक िवचार 4वाहाचा प रणाम झालला आह. त आधिनक िवचार 4वाह खालील 4माण आह. १. ि9याचा उ/च िश�णाकड पाहLया/या MNीकोनात बदल :-

सामाGयपण ि*याचा उ�च िश�णाचा पारपा रक EिFकोन पदवी िमळवण हाच आह. आज बदल�या प रि/थतीनसार �यात बदल

कला पािहज. आज पदवी िश�णाबरोबर उपयोिजत /व|पाच <यावसाियक अbयासDम िशकिवण गरजच आह. �यामळ ि*या

/व:ता�या पायावर उbया राह³ शकतील. पदवी िश�णDमात आधिनक त9)ान व मािहती दणार िश�ण समािवF करण आवuयक

आह. अस िश�ण ि*याना /वावलबी व /वयपण� क@ शकल.

२. Aयावसाियक िश�णाची पायाभरणी :-

भारतीय समाज प|ष4धान स/कती असणारा आह. अथा�ज�नाची स9 4ाचीन काळापासन प|ष वगा��या हाती आहत.

�यामळ *ीला द यम /थान 4ा� झाल. ि*याना आजही अथा�ज�नासाठी प|षावर अवलबन राहाव लागत आह. ि*या जर <यावसाियक

िश�ण घऊन आिथ�क EFया काय��म बनMया तर िनि�तच *ी सबलीकरणाच उि�F सा0य होईल. यासाठी मिहला <यावसाियक,

ताि9क िश�णात िवशष सोयी सवलती िदMया गMया पािहजत. मा0यिमक शाळत <यवसाय माग�दश�न क[ Nाची /थापना, <यवसाय <यव/थापनाच िवशष 4िश�ण अbयासDम राबवण आवuयक आह.५

३. 9ी-सरि�तत/या िनयमाची तरतद व अमलबजावणी :-

मिहलावर शाळत, कॉलजम0य, नोकरीवर जाताना व नोकरी�या िठकाणी अ�याचार होतात �यामळ असर�ततची भावना

िनमा�ण होत. �यामळ भारतीय समाज िश�णाप�ा चा रvय िटकवण, नितकतसाठी धडपडतो आह. शासनान मिहलावर होणा या

अ�याचाराची दखल घवन �या�या सरि�ततसाठी कठोर िनयमाची अमलबजावणी कली पािहज.

या िशवाय अस कायद िवशष िहद िववाह कायदा (१९५५), िहद वारसा कायदा (१९५६), घट/फोट 4ितबधक कायदा

(१९५५), िहद अडॉ�शन अ 2ड म[टनस अ Hट (१९५६) या कायUात सधारणा व 4�य� अमलबजावणी <हावी. मिहला�या िश�णासाठी उUोग �9 िकवा <यPgकडन गतवणक कर2याचा िनयम कला पािहज.६

४. िववाहाची वयोमया8दा वाढवण :-




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शासनान जरी मलीच वय १८ वष� असण कायUान बधनकारक कल आह. परत Kामीण भागात, अिशि�त व आिदवासी

भागात १८ वष� वय हो2याअगोदरच मलBची लsन होताना आजही िदसत आहत. याची शासनान दखल घऊन �यािव@0द कडक

अमलबजावणी करण आवuयक आह. तसच १८ वष� वयोमया�दतही फP १२ वी पयiत िश�ण घता यत. लsनानतर सासारीक

जबाबदा^ या, बाळतपण यामळ ि*या�या िश�णाकड दल�� होत. बह´धा �याच िश�ण थाबवल जात Jहणन शासनान �यािवषयी ल�

घालन वळीच िववाहाची वयोमया�दा १८ वषा�प�ा जा/त कMयास �याना उ�च िश�ण घता यईल. ५. आर�णाची सोय :-

मिहलाचा राजकारणातील सहभाग आणखी वाढावा व 4ितिनिध�व िमळाव याकरीता ७३ आिण ७४ �या घटना द|/तीतन

पचायात व /थािनक /वराLय स/थाम0य मिहलाना ३३ टHक आर�णाची सोय असन या ३३ टHक आर�णाची आजही अमलबजावणी झालली नाही.७ Jहणन मिहलाना 4�यक िठकाणी आर�णाची सोय कMयास �या�या िश�णाचा आिण

सबलीकरणाचा सkया�मक आिण गणा�मक दजा� िटकवण शHय होईल.

उदा. आिदवासी मली िकवा म/लीम समाजा�या िकवा इतर कोण�याही मागासलMया समाजाच श�िणक मागासलपण

घालव2यासाठी िवशष िश:यवcी िकवा आर�ण Uाव.

६. पालक व समाज या/यात 9ी- िश�णिवषयक जागQकता िनमा8ण करण:-

मलगा वशाचा िदवा अशी समजत आजही समाजात आह. �यामळ आपण *ीµणह�या 4करण वत�मानप9ात वाचत असतो.

साव�जिनक आरोsय िवभागा�या वतीन २००८ म0य कर2यात आलMया सवz�णात महारा:;ात मलBच दर हजारी 4माण कमी होत

असMयामळ साव�जिनक आरोsय िवभागा�यावतीन िविवध उपDम हाती घ2यात आल. ‘आमची मलगी’ या सकत /थळाची िनिम�ती

क|न *ीµण हcिव|0द गभ�िलगिनदान चाचणीबाबत डॉHटरािव|0द तDार करावयाची असMयास या ‘हMप लाइन’ चा वापर करावा अस आ<हान कर2यात आल.८ आपMया प|ष 4धान समाजात मलB�या िश�णाचा उपयोग माहर�या कटबाना होत नाही, पालकाचा

Jहातारपणी साभाळ कर2याची �मता / जबाबदारी फP मलाचीच असत. या मानिसकतला वचा रक आिण भाविनक Dातीतन तडा

दउन *ी-िश�णाचा Jहणजच मिहलाना स�म कर2याचा 4य�न यश/वीपण कला गला पािहज.

७. उ/च िश�णात काय8�म योजनाची अमलबजावणी:-

ि*या�या 4ाथिमक, मा0यिमक िश�णात अनक योजना�या आधार सधारणा झाMया आहत. परत उ�च िश�णात ि*याचा

सहभाग अ�यMप िदसन यतो. यासाठी शासनान ि*या�या उ�च िश�णात काय��म योजना±ार ि*याचा सहभाग वाढवला पािहज.

तरच ि*या आज�या आधिनक प रि/थतीला सामोर जाऊ शकल. �यासाठी िश:यव�या, कमी खचा�त िश�ण, मोफत िश�ण, मोफत

वसितगह, िश�णानतर नौकरी िमळवन द2याची शाoती यासारkया योजना±ार मिहला उ�च िशि�त होतील. ८. 9ी- िश�णात काय8�म योजनाची अमलबजावणी :-

ि*या�या िश�णात जागितकgकरण, खाजगीकरण, उदारीकरण याना सामोर जा2याची �मता, कौशMय दणार िश�ण

असण गरजच आह. �यासाठी िश�णाच आधिनकgकरण क|न सगणक, मािहती-त9)ान स4षन �9, <यव/थापन याच िश�ण दण

गरजच आह. या आधिनक िश�णामळ मलBना नोकरी�या िनरिनरा�या सधी उपल(ध होतील.९

९. 9ी-िश�णासदभा8त सशोधन :-

श�िणक सशोधन ह *ी-िश�णात सkया�मक व गणा�मक /व|पात होण गरजच आह. िश�णाच 0यय व �याची सा0यता

अbयासDम, अ0यापन प0दती, <यव/थापन, मMयमापन या सद�भात सशोधन हाती घऊन �या�या िन:कषाiचा उपयोग ि*या�या

िवकासासाठी कला जावा.

वरील सव� बदल 4�य�ात झाMयास ि*याच समाजात /थान, /व|प बदलन जाईल. �यासाठी शासनाला शालय धोरणात बदल करण गरजच आह. �यातन ि*या�या िवकासातील शालय िश�णाचा पाया पHका होईल.१०




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१०. ि9या/या AयिTमBविवकास काय8Dमावर भर :-

ि*या�या <यिPम�व िवकासा�या EFीन 4ाथिमक, मा0यिमक /तरापासनच औपचा रक िश�णाबरोबर अनौपचा रक

िश�ण िमळण गरजच आह. ि*याची िश�णाब�ल उदासीनता ह �या�या अपयशाच गमक आह. *ी सघटनाची सkया वाढली

पािहज. ि*यासाठी <याkयान, चचा�स9, याच आयोजन झाल पािहज. यामळ ि*या /वयपण� होऊन िश�णातील व जीवनातील

सम/याना �या समथ�पण त¶ड दऊ शकतील. सामािजक जबाबदाU या :-

१) 4�यक मिहला 4ितिनधBची सामािजक जबाबदारी आह कg समाजातील अिनF |ढी, परपरा, चालीरीती याम0य बदल घडवन

आणावा.

२) ह´डयाला कायUान बदी असलीतरी 4�य� ह´डा घतMयािशवाय आपMयाकड िववाह होत नाहीत. त<हा ि*यानी /वत: पढाकार

घऊन ह´डाबदी करावी.

३) अधy0दच 4माण Kामीण भागातन जा/त 4माणात असत व �यातच अधy0दला बळी पडणा^ याम0य ि*याच 4माण जा/त असत.

याच मkय कारण Jहणज,आपMयाकड धम� व समाज या दोGहीही िठकाणी ि*याना गौण /थान आह. अधy0दा घालव2यासाठी

िश�क व सामािजक न�या±ार जाणीवजागती होण आवuयक आह.११

िन कष8

भारतात जागितकgकरण, आधिनकgकरणला १९९१ पासन स|वात झाली. ि*या कोण�याही �9ात माग पड नय याक रता ि*याना

ताि9क, <यावसाियक, सगणक �9ात जा/तीत जा/त सधी उपल(ध क|ण द2यासाठी सरकारन तशा 4कारच िश�ण मिहलाना दऊन

�यात सहभाग क@न ·याव.

क[ Nशासन व राLयशासन यानी मिहलाची िनर�रता कमी कर2यासाठी आयोग व सिम�याची िनयPg कली, मोफत पाठयप/तक,

गणवश, मोफत िश�ण या सारkया भरीव योजना समोर आणMया. या सव� सोयीसिवधा दऊनही ि*याच िनर�रतच 4माण मा9

अजनही िचताजनक आह.१९९४ �या मिहला धोरणात मिहला िश�णास सव� बाजनी गती द2याचा 4य�न कलला िदसन यत. या

धोरणात िश�ण व ताि9क िश�णासाठी Lयातरतदी सचिवMया आहत �याम0य धोरणा�मक सकारा�मकता आह. परत �या म0य

काटकोर व सपण� िनयोजनाचा अभाव जाणवत.

१) खरनार क.एस. : सवा �9ात िश�णाची भिमका : योजना - िवकास समिप�त मािसक, स�ट[बर २०११ प. D. १०

२) खरात जी. डी. : भारतातील सवा�9ाची यश/वी वाटचाल : योजना - िवकास समिप�त मािसक, स�ट[बर २०११, प. D. १५

३) खरनार क. एस. : उपरोP, योजना स�ट[बर २०११ प. D. ११

४) खरनार क. एस. : िकcा, स�ट[बर २०११ प. D. ११ ५) सपकाळ दcा9य मनोहर : मिहला स�मीकरणासाठी िश�ण : िश�ण सDमण,महारा:; राLय मा0यिमक व उ�च मा0यिमक

िश�ण मडळ, पण. माच� २०१२, प. D. ३७

६) ब. पगिलया सनीता : *ी आिण कायदा : म. श. िकल¸/कर, पण. 4. आ. १९७५ प. D. १०२

७)पवार दीपक : मिहलाच स�मीकरण : yी साईनाथ 4काशन १, भगवाघर कॉJपलHस, धरमपठ, नागपर, प. D. १०

८) कलकणt चा|शीला :‘आमची मलगी सकत /थळात िबघाड’: १३ जन, लोकसcा, २०१२ ९)सपकाळ दcा9य मनोहर : उपरोP, माच� २०१२, प. D. ३७,

१०)िकcा,प. D. ३८

११) अकश सनीता : Kामीण मिहला िश�णापासन िकती िवकिसत ? िकती विचत ? िश�ण सDमण, महारा:;राLय मा0यिमक व

उ�च मा0यिमक िश�ण मडळ, पण. माच� २०१२,प. D. २४




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Which is Better, an EVM or a Paper Ballot? S. K. Singh

Associate Professor Head of the Department

Adrash Arts & Commerce College, Desaiganj

In paper ballot system, voters mark their choice on the pre-ballot papers

and drop the voted ballot in the ballot box. After casting votes, ballot papers are counted and the

number of votes will be declared. Electronic Voting Machine (EVM) is used to conduct and

count votes using electronic systems. Using this method, voters have to press the button

reflecting their choice and the votes will be electronically registered in the machines. EVMs have

numerous advantages like faster results, cost-effective, accurate, portable, reducing the role of

people, saving a lot of paper, more advanced form etc. The main disadvantage of EVM is that it

is easily prone to tampering. From the past few years, there have been several incidences where

the votes are easily manipulated and tampered by the powerful leaders in their favour. With paper

ballot system, this can be prevented. Paper polls are more secure contrasted with EVMs.

Digitization is on ascend in each field. Be that as it may, not all divisions are same. For example,

fraud in elections is not same as a misrepresentation in web based business area. On the off

chance that voting framework is not secure, whole country will be in the hands of the non-

meriting pioneer. Elections are the most important thing for any country. Thrust of voters in the

voting system is the most important thing than convenience or cost-effective solution. Either

secure digital voting system or paper ballot system will ensure the confidence of voters and

prevents the failure of nation. The question that paper ballot are more better or electronic voting

machines are more better is still a matter of controversy and thus relies entirely on individual’s

perspective and experiences.

“The right to vote is the right upon which all of our rights are leveraged and without

which none can be protected”

-Benjamin Todd

India, over the years, has earned the extraordinary distinction of not only being the

world’s largest functioning democracy but also of setting an example by conducting as many as

sixteen free and fair elections at national level and more than thirty-four elections at the State

level. Our country, being one among several other modern representative democracies today,

vests its sovereignty in the hands of its citizens who use their fundamental and inalienable right




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to decide their choice of a leader. The provisions of the Universal Adult Franchise, mooted by the

Constituent Assembly of India in 1947, empowers the people and engages them in the process of

decision-making, thereby serving as a stepping stone for the democratization of polity and

preserving the essence of democracy. It is the collective will of the nation that translates into the

election results, thus epitomizing the current pulse of the nation.

Our undying faith in the power of voting, through continual and peaceful elections, stands

as a testimony to our entrenched belief in the efficacy of the democratic system. When viewed

from any aspect-political, social or psychological, elections in India have invariably remained a

telling barometer of our triumph as a competent self-governing institution. From catalyzing

national cohesion and offering identical opportunities for exercising choice to the entire

electorate to providing the most reliable insight into the voting behavior of the population and the

factors influencing their choice, we as a nation have successfully tackled several arduous

challenges despite our former colonial history.

Just like the countless droplets, which make an ocean, each vote has the power to sway

the mandate and re-write the results. The famous saying- “A ballot is stronger than a bullet”

holds very true as a single error in tallying or registering of votes can make or break the future of

our country and cause the reigns of our motherland to slip into the wrong hands. Thus the

accomplishment of a true democracy lies not only on entertaining plurality of ideas and increased

participation of citizens in the governance of the country but also on ensuring transparency and

accountability in the election process. Hence, the Election Commission of India (ECI) globally

acknowledged as the “Gold Standard” in the conduct of free and fair elections in our country,

sought to implement the Ballot system from 1951 and introduce the Electronic Voting Machines

(EVMs) in 1998 to record, tally the votes of its people and preserve the decorum of a democratic

establishment.

But despite ECI’s best efforts to ensure smooth elections, the 2016 Assembly Election

results were made to witness a baptism of fire owing to the accusations against the alleged

tampering of the EVMs. Though the claims were proven to be false, as confirmed by the recently

concluded “Hack the EVM challenge” organized by the ECI, the occurrence of such an incidence

has heightened the need to carefully examine the situation and analyse the cogent evidences

pertaining to the event as we re-ignite the deliberation between the feasibility of scrapping the

EVMs, and re-introducing the Ballot. The recent whirlwind of happenings have also prompted

the increased citation of the voting practices followed by developed nations such as the USA and




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the European Union, which have either discontinued or refrain from using the EVMs, while India

continues to do so despite the frequent resurgence of such controversies over the years.

While the Indian political system is known to have absorbed and assimilated key

elements from diverse practices followed by other countries, drawing comparisons with them in

the light of such an episode may prove to be a futile exercise as the EVMs used in the

Netherlands, Ireland and Germany lacked auditability measures, encryption safeguards, clear

policy guidelines vis-à-vis storage, transport, use of voting equipment, ultimately leading to

discrepancies in the final results and their eventual termination in 2002. Nonetheless, the USA

has been using the Direct Recording Electronic (DRE) Systems, since the 2000 apart from

implementing the Optical Scan Paper Ballot Systems and other Ballot Marking Devices owing to

the presence of a largely bi-partisan system and less number of voters per constituency. Also, the

fear of online hacking, fraud via fake voter-registrations and foul play by DRE/EVM

manufacturing companies further provoked them to stick to the age-old Ballot.

The ballot system in India, which dates back to the ancient “Kudavolai Scheme” of 720

AD practiced by villages in Tamil Nadu for election of the village counsels, is preferred for its

simplicity, lucid manual operation and provision of one-person-one vote facility. The distribution

of identical ballot slips reduces chances of tampering and its technologically non-intensive nature

helps generate employment for the officers on duty. But, every coin has a flip side and so does

the Balloting system. The errors occurring during re-counting of votes, time-consuming tallying

procedure, vulnerability to booth-capture, environmental and ecological hazards posed by felling

of trees to produce ballot papers, excessive drain of capital due to increased employment of staff,

rising costs of printing and the difficulties experienced during transportation and storage of votes

are some of the numerable disadvantages of the Indian Ballots used in the electoral process.

On the other side, the EVMs introduced by the ECI, in association with two Public Sector

Undertaking viz. Bharat Electronics Ltd. and Electronic Corporation of India Ltd., are regarded

as power-efficient electronic marvels running on 6-volt batteries, thereby facilitating their

operations in the remotest of election booths throughout the day. Their lighter-built and increased

portability apart from their time-saving operation help avoid the lengthy rigmarole involving

marking of the ballots, thumb-printing, paper-folding etc. The EVMs, termed as “Impenetrable

fortresses” are stand-alone machines which are not connected to the Internet or any network

during polling, thus overriding their vulnerability to hacking. The possibility of altering the final

results via installation of viruses into the system is as fickle as sighting a ‘blue moon’, as any




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change in the hardware or software shall be easily detected by the most sophisticated

interference-recognition features such as Self-diagnostics, Tamper Detection and the installation

of One Time Programmable (OTP) microcontrollers. These highly sensitive applications shall

immediately render the EVM inoperative, the moment anyone tries to open the machine. Despite

the heavy initial investment, the use of EVMs has helped to cut down the cost of printing lakhs of

ballot papers, their transportation, storage, the number of man-hours to tally the votes and wages

of the officers on duty, thereby outweighing the expenditure. The most important advantage apart

from the speedy totaling and immediate declaration of the results, it its ability to prevent booth-

capture. The EVMs, which are programmed to record only five votes per minute, shall be able to

furnish sufficient time for the police force to arrive at the scene and nab the culprits in their act of

registering multiple entries in minimum time. Also, defective machines or Non-ECI-EVMs

cannot get re-inducted/inducted into the polling process as they shall get detected by their

mismatched Balloting & Controlling Unit codes. However, the humble Ballot paper can get the

better of EVMs, only if certain constituencies have more than 65 contesting candidates as the

EVMs can only accommodate the details of maximum 64 candidates.

Thus, the different levels of checks and balances carried out at every stage of the elections

using the EVMs guarantee the validity of the results and instill greater confidence in its

operations unlike that of the Ballot which has now become incompatible to suit the requirements

of ever-growing and dynamic population. Furthermore, the ECI’s recent ruling to organize all

future elections with Voter Verifiable Paper Audit Trail (VVPAT) shall provide an audit trail of

the votes cast by voters on EVM, enhance trust of voters and bring utmost credibility to the

EVM-based voting system. It will also be a matter of pride that India will become the first

country to deploy 100% VVPATs in its election process by September, 2018. Thus, it is of

critical importance that all government institutions collaborate to protect legitimacy of our

election procedure and work towards strengthening the ECI rather than engaging in a war of

words.

References :

1)http://www.dnaindia.com/mumbai/report-evm-paper-trail-introduced-in-8-of-543-

constituencies-1982463

2) http://www.quora.com/which-is-better-an-EVM-or-a-paper-ballot

3)http://www.hindustantimes.com/india-news/ec-to-seek-about-rs-2-000-crore-for-vvpat-

system/article1-1148899.aspx




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fL=;kaP;k ntkZrhy ifjorZukr f’ko/keZ pGoGhph Hkwfedk laa’kks/kd ekxZn’kZd

jktdqekj ,l- fcjknkj MkW- lqyHkk xkoaMs&[kGrdj ljnkj iVsy egkfon;ky;] panziwj ek-izkpk;kZ efgyk egkfon;ky;]cYykj’kgk

[email protected]

Abstract: Purushottam Khedekar established the Maratha Seva Sangh in Sept 1991 for the progress of the Maratha

society. His work was divided into 31 types. The beginning of the "Jijau Shrushti & shivdharama pith" to control the

power of religion and the origin of the Shindhujana. Women's status was secondary because of the influence of

Vedic ideology before the thought of Shivadharma. Marriage is done without the consent of girls. There was a dowry

system that was unfair to women. The remarriage of widows was a religious protest. Divorce was opposed. There

work was limited. Even if women wanted their job they were not allowed to work. They were kept dependent in

financial matters. This is an indicator of social status.

After independence Efforts were made to empower women, through constitution and various laws. But this effort

has not been very successful, because the social status of women was religious support through such as divorce,

widow marriage etc. This suggests that earlier women's position in the religion was secondary.

Original religion was introduced in the Sivdharma manifesto system. Humanist principles were integrated into it. In

this, dowry traditions were opposed for the welfare of women. In certain circumstances, divorce was permitted. The

consent of girls was given importance in marriage. Considering gender discrimination, the boy was considered equal

to the girl. Women were given importance in financial matters. This improves the social status of women. In this

research paper, the study of the transformation of the women who were influenced by the Shravadharm

manifestation movement was studied.

Keyword: Girl's consent in the marriage process, dowry problem, widow remarriage, divorcee, Financial

independence of women.

lkjka’k% lIVsacj 1991 jksth ejkBk ¼ejkBh cksy.kkjs½ lektkP;k izxrhlkBh ejkBk lsok la?kkph LFkki.kk ek- iq:”kksRRke [ksMsdj ;kauh dsyh- R;P;k

dk;kZph foHkkx.kh 31 d{kke/;s d#u /keZlRrsoj fu;a=.k Bso.;klkBh o fla/kwtukP;k eqG /kekZps izdVu dj.;klkBh fttkÅ l”Vh o f’ko/keZ ihB ;k d{kkP;k Onkjs f’ko/keZ izdVu pGoGhpk izkjaHk >kyk- f’ko/keZ izdVukiqohZ f’ko/keZ fopkjlj.khyk eku.kkÚ;k leqgkoj oSfnd

fopkjlj.khpk izHkko vlY;kus fL=;kapk ntkZ nq ;e gksrk- fookg izlaxh eqyhph laerh u ?ksrk fookg dsys tkr gksrs- fL=;kaoj vU;k; dj.kkÚ;k gqaMk izFksps izpyu gksrs- fo/kok fL=;kaP;k iqufoZokgkyk /kkfeZd fojks/k gksrk- fookgkyk laLdkj ekuY;kus ?kVLQksVkyk fojks/k dj.;kr vkyk- ^pqy

vkf.k eqy* ,so<;kiqjrsp fL=;kaP;k dk;kZps {ks= e;kZfnr Bso.;kr vkys- fL=;kaph bPNk vlwu lq/nk uksdjh dj.;kph ijokuxh fnyh tkr uOgrh- fL=;kauk tUekiklwu rs eR;wi;Zar vkfFkZd ckcrhr ijkoyach Bso.;kr vkys- gh lkekftd ifjfLFkrh L=h ntkZph lqpd vkgs-

Lokra«;kuarj efgykP;k lcyhdj.kklkBh lafo/kku o fofo/k dk;n;kP;k ek/;ekrwu iz;Ru dj.;kr vkys ijarw ;k iz;Rukyk Qkj’ks visf{kr

;’k feGw ‘kdys ukgh- dkj.k fookgizlaxh eqyhph laerh] gqaMkizFkk] ?kVLQksV] fo/kok iqufoZokgkyk fojk s/k] uksdjh dj.;kph ijokuxh] vkfFkZd ijkoyacu bR;knh ckcrhr fL=;kaP;k lkekftd ifLFkrhyk /kkfeZd ikfBack gksrk- gh ckc /kekZP;k rkRohd ekaM.kho:u f’ko/keZ izdVukiwoh Z

fL=;kaps lektkrhy LFkku nq ;e gksrs gs fl/n gksrs- f’ko/keZ izdVu pGoGhe/;s eqG /kekZps izdVu dj.;kr vkys- lektkyk vuq:Ik v’kh ekuorkoknh rkRohd ekaM.kh dj.;kr vkyh-

R;ke/;s fL=;kaP;k dY;k.kklkBh gqaMk izFksyk fojks/k dj.;kr vkyk- fof’k”V ifjfLFkrhr ?kVLQksV ?ks.;kph ijokuxh ns.;kr vkyh- fo/kok efgykaP;k iqufoZokgklkBh izksRlkgku ns.;kr vkys- f’ko/keZ i/nrhus fookg djrkuk eqyhP;k laerhyk egRo ns.;kr vkys- fyaxHksnkyk fojks/k

d:u eqyxk&eqyxh ;kauk leku eku.;kr vkys- fL=;kauk vkfFkZd ckcrhr Lokoyach cuo.kkjh rkRohd ekaM.kh dj.;kr vkyh ;keqGs f’ko/keZ izdVu pGoGh’kh tqGysY;k daVaqcke/;s fL=;kaP;k ntkZr ifjorZu >kys- izLrqr ‘kks/k fuca/kkr f’ko/keZ izdVu pGoGheqGs >kysY;k fL=;kaP;k

ntkZrhy ifjorZukps v/;;u dj.;kr vkys- egRokP;k LkadYiuk% fookgkP;k izfØ;sr eqyhph laerh] gwaMk leL;k] fo/kok iqufoZokg] ?kVLQksV] fL=;kaps vkfFkZd Lokoyacu-

izLrkouk% /keZ gh O;DrhP;k vk;q”;krhy egRokph ckc vkgs- O;DrhP;k tUekiklwu rs eR;wi;Zar o laLdrhP;k mn;kiklwu rs vkti;Zar ekuoh

thoukyk /keZ izHkkfor djrks- izkphu dkGkr lerkoknh o lokZauk fodklkph leku la/kh ns.kkjk ewyfuoklhpk f’ko/keZ izpfyr gksrk- vk;kZuh ;k f’ko/kekZps oSfndhdj.k dsys- oSfndhdj.k Eg.kts ewyfuoklhP;k ewG /kekZps /keZRRo cktwyk d:u oSfndkuh Lor%ps rRoKku fefJr d:u ewG




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/keZ rkC;kr ?ksryk- ;kyk f’ko/kehZ;kph csfQdjh] v/;;u u dj.ks] fo’okl Bso.ks bR;knh dkj.ks tckcnkj vkgsr- oSfndhdj.kkeqGs lektkr

fo”kerk] ’kks”k.k o vR;kpkj ok<hl ykxyk- ;k fo”kerspk fojks/k d:u lerkoknh O;oLFkk fuekZ.k dj.;klkBh pkokZd] tSu] ckS)] fyaxk;r] ’kkDr] nRr] lqQh] egkuqHkko] okjdjh] f’k[k bR;knh /keZizokgkauh o R;kP;k vuq;k;kauh iz;Ru dsys- 1639&40 e/;s ‘kgkthjkts o fttkckb Z

;kauh dukZVdkrhy csaxywj ;sFsk êjkBk /keZihB* LFkkiu dsys- v’kh uksan dukZVd ljdkjP;k xW>sfVvj e/;s vk<Gwu vkyh- vk/kqfud dkGkr lkoZtfud lR;/kekZP;k ek/;ekrwugh rlk iz;Ru >kyk vkgs-

l|fLFkrhr ejkBk o brj cgqtu tkrhrhy uksdjhr vlysys fdaok lsokfuoRr >kysys dkgh O;Drh ,df=r ;sÅu ek-iq:”kksRre [ksMsdj ;kaP;k usrRokr ejkBk ¼ejkBh cksy.kkj½s o cgqtu lektkpk lokZaxh.k fodkl] vKku] va/kJ)k] /kkfeZd xqykefxjh ;kiklwu eqDr dj.;kps /;s;

leksj Bsowu 1lIVsacj 1990 jksth ejkBk lsok la?kkph LFkkiuk dsyh- ifgY;k vf/kos’kuke/;s f’k{k.klRrk] vFkZlRrk] /keZlRrk] jktlRrk vkf.k izpkj&izlkj ek/;e lRrk rkC;kr ?ks.;kps Bjfoys- R;k fn’ksus dk;kZyk lqjokr >kyh- ejkBk lsok la?kkP;k dk;kZPks 31 d{kke/;s foHkktu dsys

vkgs- ;kiSdh fttkÅ l”Vh o f’ko/keZ ihB ;k d{kkP;k ek/;ekrwu lerkoknh leku la/kh ns.kkÚ;k /kekZps iqujTthou dj.;kpk iz;Ru pGoGhP;k ek/;ekrwu lq: vkgs-

/kkfeZd fo”k;kojhy lfoLrj v/;;ukuarj oSfnd /kekZr lq/kkj.kk dj.ks v’kD; gksrs- dkj.k /kekZr lq/kkj.kk dj.;kpk vf/kdkjp cgqtukdMs

ukgh- Eg.kwu oSfnd /kekZiklwu eqDrh feGfo.ks o lektkyk ,d fueZG Ik;kZ; /keZ:ikus ns.ks ;k fl/nkarki;Zr iksgpys- ;kfo”k;h iz[;kr fo|kfo’kkjn vkf.k /keZ ‘kkL=kps xk<s vH;kld MkW- vk-g- lkGqa[ks ;kaps ekxZn’kZu ?ksrys- ;k loZ iz;Rukaurj ejkBk lsok la?kkrhy loZp

dk;ZdR;kZuh /kekZP;k :ikus uok Ik;kZ; ns.;kpk fu.kZ; ?ksryk- ;kph ?kks”k.kk ejkBk lsok la?kkps laLFkkid ek- iq:”kksRre [ksMsdj ;kauh fttkÅ tUeksRlokP;k fno’kh Eg.kts 12 tkus-1998 jksth fojkV tuleqnk;k leksj ?kks”k.kk dsyh- MkW- vk-g- lkGqa[ks ;kaP;k v/;{krs[kyh /keZfparu

cSBdhe/;s fla/kwtukP;k ewG f’ko/kekZps izdVu dj.;kps fuf’pr d:u dkylqlaxr] ekuorkoknh vkf.k yksdkfHkeq[k /keZ vlkok vlk fu.kZ; ?ks.;kr vkyk- fttkÅauk f’ko/kekZps izsj.kkLFkku eku.;kr vkys- 12 tkusokjh 2014 jksth f’ko/keZihB flan[ksMjktk ;sFks f’ko/keZ lalnsP;k le{k

vkiY;k vuq;k;kuk f’ko/keZ xkFkk ns.;kr vkyh- izLrqr ‘kks/k fuca/kkr f’ko/keZ izdVu pGoGheqGs >kysY;k fL=;kaP;k ntkZrhy ifjorZukpk vH;kl dsyk tk.kkj vkgs-

f’ko/keZ xkFksrhy L=h fo”k;d rRos%

• f’ko/kekZus ekuoh thoukP;k fofo/k vaxkpk eqDri.ks fodkl dj.;kph la/kh fnyh-

• f’ko/keZ xkFkk gh /keZxazFk Eg.kwu izR;sd ?kjkr okpyh xsyhp ikfgts-

• f’ko/keZ izdVu Eg.kts /kekaZrj.k uOgs rj vkiY;kiklwu v/kekZyk vyx dj.ks gks;- Eg.ktsp izkphu dkGkiklwu pkyr vkysY;k

f’kolaLdrhr felGysyh ‘kks”k.k dj.kkjh rRo nwj dj.ks

• f’ko vkf.k ikoZrh ;kaps nkaiR; thou gs izR;sd f’ko/kehZ;klkBh vkn’kZ vkgs-

• jk”Vªekrk fttkÅauk izsj.kkL=ksr ekuqu fL=;kapk vknj djkok-

• jk”Vªekrk fttkÅ] fu_ZRrh] jke] d”.k] cGhjktk] o/kZeku egkohj] xkSre cq) vkf.k ;kaP;klkj[ks vla[; L=h&iq:”k f’ko/kehZ;klkBh

vkn’kZ vkgsr-

• gqaMk o o/kqewY; ns.ks&?ks.ks f’ko/kekZyk ekU; ukgh-

• vkarjtkrh; fookgkps Lokra= fnys- vls dj.kkÚ;k O;Drhl lgdk;Z djkos-

• ns’kkP;k dk;n;kus fuf’pr dsysY;k fookg o;kP;k vVhps ikyu djkos-

• fo/kok L=hP;k bPNsuqlkj fryk nqljs yXu dj.;kph ijokuxh vkgs- rls dsY;kl /kkfeZd dkj.kkus vU; fL=;kais{kk deh osxGs letw u;s-

• dkgh dkj.kkus irh&iRuhyk lalkj dj.ks v’kD; vlY;kl dk;ns’khjfjR;k fookg ca/ku laiq”Vkr vk.kw ‘kdrkr-

• L=hP;k bPNsfo:++) frP;koj cykRdkjkps ladV vks<oY;kl fryk dks.kR;kgh izdkjs nqf”kr] v’kq) ok v/k%ifrr ekuw u;s-

• fL=;kauk dqadw] ckaxM;k] eaxGlq=] tksMoh bR;knh vyadkj ?kky.ks vFkok u ?kky.;kps iq.kZ Lokra«; vkgs-

• L=h &Hkzq.kgR;syk fuan.kh; ekuys vkgs- eqyxk eqyxh g;k nks?kkP;kgh tUekps leku Lokxr djkos-

• iks”k.k] f’k{k.k] vkjksX; bR;knh ckcrhr fyaxHksn dsyk tkÅ u;s-

• fulxZnRr dkj.k ¼jax] maph] fyax] oa’k½ o ekuofuehZr dkj.k ¼tkr] /keZ] Kku] laiRrh½ dks.kkykgh mPp ok fup rlsp Js”B ok dfu”B ekuys tk.kkj ukgh-




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• vkbZ] ofMy] ikyd] izsjd O;Drh bR;knhfo”k;h drKrk o vknj ckGxkok-

• f’ko/kehZ; O;DRkhus ns’kkP;k lafo/kkukps ikyu dj.ks ca/kudkjd vkgs-

• izR;sd O;Drhus fdeku 10 feuhVs rjh okpu djkos-

• O;Drh fdaok xazFkizkek.;kis{kk foosd izkek.;kyk egRo-

• f’ko/kehZ; O;DRkh ,desdkauk HksVY;kuarj ^t; fttkÅ* vls Eg.kqu vfHkoknu djkos-

• izR;sd dk;kZph o dk;ZØekph lq:okr fttkÅ oanusus djkos-

la’kks/ku i/nrh% v/;;u {ks= gs O;kid vlY;kus la’kks/kuklkBh egkjk”Vªkrhy ^fonHkZ* {ks=kph v/;;ukdfjrk fuoM dsyh vkgs- iwoZ egkjk”Vkªrhy ,dw.k 11

ftYg;kapk fonHkZ {ks=kr lekos’k gksrks- lgsrqd fdaok mn~ns’kiw.kZ uequk fuoM i)rhpk voyac d:u la’kks/ku dk;kZlkBh ^fonHkZ {ks=*;k v/;;u lexzkr ;s.kkÚ;k izR;sd ftYg;krhy ,dk rkyqD;kph fuoM d:u izR;sdh 20 ;kizek.ks ,dw.k 220 ,ddkapk uequk Eg.kwu fuoM d:u

v/;;u dj.;kr vkys- rF;ladyuklkBh ewyk[kr vuqlwph ;k ra=kpk mi;ksx dj.;kr vkyk- la’kks/ku fo”k;kph Oikidrk y{kkr ?ks----u

la’kks/ku fo”k; e;kZnhr dj.;klkBh la’kk s/ku mfn~n”Vkph ekaMuh iq<hyizek.ks dj.;kr vkyh- la’kks/kukph mfn~n”V;s%

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3- fo/kok iqufoZokgkfo”k;hP;k f’ko/keZ vuq;k;kP;k cnyR;k æf”Vdksukps v/;;u dj.ks- 4- ?kVLQksVkP;k /kkfeZd ekU;rseqGs fL=;kauk >kysY;k Qk;n;kps v/;;u dj.ks-

5- f’ko/keZ ifjokjkrhy efgykaP;k vkfFkZd Lokoyacukps v/;;u dj.ks- xfgrds%

1- f’ko/keZ i/nrhus gks.kkÚ;k fookgkr eqyhph ilarh&ukilarh fopkjkr ?ksryh tkrs- 2- fookgkiwohZ]fookgkosGh o fookgkuarj gwaMk ysu&nsu drh gksr ukgh-

3- fo/kok efgykuk iqufoZokgklkBh izksRlkghr dsys tkrs- 4- fof’k”V izlaxh f’ko/kfeZ; efgyk oSokfgd lac/kkP;k lekIrhpk fu.kZ; ?ksrkr-

5- f’ko/kekZr efgykauk feGkysY;k /kkfeZd Lokra«;keqGs R;kaps vkfFkZd Lokoyacu ok<ys- rF;kps fuoZpukRed fo’ys”k.k

izLrqr la’kk s/kukP;k ;k VII;ke/;s f’ko/keZ pGoGh eqGs f’ko/kfeZ; dqaVqackrhy fL=;kaP;k ntkZrhy ifjorZukps v/;;u dj.;klkBh ladfyr

dsysY;k rF;kps fo’ys”k.k [kkyhyizek.ks dj.;kr vkys- lkj.kh Ø-1

fookgc) gks.kkÚ;k eqyhph ilarh&ukilarh fopkjkr ?ks.;kfo”k;hps izek.k

v-Ø- izfrlknkps Lo:i izfrlkndkph la[;k ‘ksdMk izek.k

1 gks; 172 78%

2 Ukkgh 33 15%

3 Lkkaxrk ;sr ukgh 15 7%

,dw.k 220 100%

Okjhy lkj.khe/;s ifjokjkrhy eqyk&eqyhP;k fookgkosGh eqyhph ilarh&ukilarh fopkjkr ?ksryh tkrs dk\ ;kfo”k;h fopkjysY;k iz’ukph 172

¼78%½ mRrjnkR;kuh ^gks;* vls mRrj fnys vkgs- o 33 ¼15%½ mRRkjnkrs eqyhph ilarh fopkjkr ?ksryh tkr ukgh]vls er n’kZoys vkgs-

;ko:u vki.kkl vlk fu”d”kZ dk<rk ;sbZy dh f’ko/keZ pGoGh’kh lacf/kr cgqrsd ifjokjke/;s eqyhP;k ilarhpk fopkj dsyk tkrks- iq:”kiz/kku laLdrhr fookgkP;k osGsl eqyhps er fopkjkr ?ksrys tkr uOgrs- R;keqGs vusd leL;k mn~Hkor gksR;k- f’ko/kehZ; rRoKkuke/;s

fookgkosGsl eqyhps er fopkjkr ?;kos ;k rkRohd lYY;keqGs ojhy ifjorZu ?kMwu vkys- ûkgh* mRrj ns.kkÚ;k mRrjnkR;kauh eqyk&eqyhuk




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fookgkosGh Lokra«; ns.ks ;ksX; vkgs ijarq R;kaP;ke/;s thoulkFkhph fuoM dj.;kph let vkysyh ulrs- Eg.kwu vkbZ&ofMy o ukrsokbZdkpk

gLr{ksi ;ksX; vkgs] v’kh izfrfØ;k fnyh- rj 15 ¼7%½ mRrjnkR;kuh ^lkaxrk ;sr ukgh* vls mRrj fnys- lkj.kh Ø-2]vkys[k Ø-1

fookgizlaxh gqaMk ns.ks&?ks.k s gh drh gksrs dk\ ;kfo”k;hps izek.k


1 gks; 11 5%

2 Ukkgh 198 90%


,dw.k 220 100%

Okjhy lkj.kh vkf.k vkys[k ;ke/;s f’ko/kehZ; i)rhus fookg gksrkuk gqaMk ns.ks fdaok ?ks.;kph drh gksrs vls er vl.kkÚ;k mRRkjnkrs 11 ¼5%½

,o<h vkgsr- ^gks;* Eg.k.kkÚ;k 11 ¼5%½ dqVaqcke/;s gaqMk ys.k&ns.k drhyk eqyhph laerh gksrh- dkj.k okjlk gDd dk;n;kuqlkj vkiY;k

vkbZ&ofMykP;k laiRrhr brj HkkoaMkizek.ks eqyhpkgh leku okVk vlrks- rks laiRrhrhy okVk gaqMk :ikus ?ks.ks okbZV ukgh vls vkiY;k

drhfo”k;h R;kauh leFkZu dsys- fookgkizlaxh gqaMk ysu&ns.k gksr ûkgh* vls er vl.kkÚ;k mRrjnkR;kph la[;k 198 ¼90%½ ,o<h vkgs-

f’ko/keZ rRoKkuk e/;s dks.kR;kgh Lo:ikr gqaMk ns.ks&?ks.ks gh drh vuSfrd vkf.k f’ko/kekZP;k rRok’kh folaxr vlY;keqGs v’kh drh

dj.;kpk fopkjgh eukr vk.krk dkek u;s- v’kk rRoKkukeqGs f’ko/kfeZ; i)rhus fookg gksr vlrkuk gaqMk ns.ks gh drh gksr ukgh- rlsp 11

¼5%½ mRrjnkR;kauh g;k iz’ukps mRrj ^lkaxrk ;sr ukgh* v’kh izfrfØ;k fnyh-

lkj.kh Ø-3 gqaMk izFk sps nq”ifj.kkekfo”k;hP;k erkps izek.k

v- Ø- gqaMk izFksps nq”ifj.kke Ikzfrlkndkph la[;k ‘ksdMk izek.k

1 fotksM fookgkr ok< 22 10%

2 fookgkP;k o;kr ok< gksrs 11 05%

3 fookg eksMrkr 18 08%

4 vuSfrd laca/kkr ok< gksrs 04 02%

5 fL=;kaP;k vkRegR;sP;k izek.kkr

ok< gksrs

33 15%

6 L=h&Hkzq.kgR;k ok<rkr 55 25%

7 Hkz”Vkpkjkr ok< gksrs 33 15%

8 fookg foPNsnukr ok< gksr vkgs- 11 05%

9 fL=;kaP;k fodklkr ck/kd 11 05%

0

50

100

150

200

gks; Ukkgh Lkkaxrk ;sr ukgh

izfrlkndkph la[;k

okjaokjhrk




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10 dkSVaqfcd fgalsr ok< 04 02%


,dw.k 220 100%

Okjhy lkj.khe/;s gqaMk izFksP;k nq”ifj.kkekcn~ny fopkjysY;k iz’ukph 22 ¼10%½ mRRkjnkR;kuh gqaMk izFkseqGs fotksM fookgkr ok< gksrs vls

Eg.krkr- 11 ¼5%½ gqaMk izFkseqGs fookgkP;k o;kr ok< gksrs ] 18 ¼8%½ gqaMk izFkseqGs fookg eksMrkr] 4 ¼2%½ gqaMk izFkseqGs vuSfrd laca/kkr

ok< gksrs] 33 ¼15%½ gqaMk izFkseqGs fL=;kaP;k vkRegR;sP;k izek.kkr ok< gksrs] 55 ¼25%½ gqaMk izFkseqGs L=h&Hkzq.kgR;k ok<rkr] 33 ¼15%½

gqaMk izFkseqGs Hkz”Vkpkjkr ok< gksrs] 11¼5%½ gqaMk izFkseqGs fookg foPNsnukr ok< gksrs] 11 ¼5%½ gqaMk izFkk fL=;kaP;k fodklkr ck/kd] 4 ¼2%½

gqaMk izFkseqGs dkSVaqfcd fgalsr ok< gksrs vls mRrjnkR;kps er vkgsr] 18 ¼8%½ mRrjnkR;kauh ;kps mRrj ^lkaxrk ;sr ukgh* vls fnys- ,danjhr mRrjnkR;kauh lkafxrysY;k nq”ifj.kekfo”k;h fopkj dsY;kl gaqMk izFkk gh lektklkBh ?kkrd vkgs- Eg.kwu f’ko/keZ rRoKkukr gqaMk ns.ks&?ks.ks ;kyk

fojks/k vkgs-

lkj.kh Ø-4 fo/kok iqufoZokgkyk ekU;rsfo”k;hP;k erkps izek.k


1 gks; 187 85%

2 Ukkgh 22 10%

3 ekfgrh ukgh 11 5%

,dw.k 220 100%

f’ko/keZ pGoGh’kh lacf/kr ifjokjke/;s vi?kkr fdaok vU; dkj.kkeqGs efgykoj fo/kok gks.;kph osG vkyh rj fo/kosP;k iqufoZokgkyk RkhP;k

LobPNsuqlkj ekU;rk fnyh tkoh- ;k rRoKkukP;k izHkkokeqGs ojhy lkj.khrhy 187 ¼85%½ mRrjnkR;kuh fo/kok iqufoZokgkl ekU;rk n’kZoyh-

o 22 ¼10%½ mRrjnkR;kuh fojks/k n’kZoyk- dkj.k uohu dqVaqcke/;s ifgY;k vkbZ fdaok ofMykiklwu tUeysY;k viR;kpk iz’u] lko= vkb Z

fdaok ofMykdMwu eqykauk izsekph okx.kwd ns.;kpk iz’u] irh fdaok iRuhP;k vkbZ&ofMykaph dkGth ?ks.;kpk iz’u] L=h fdaok iq:”kkyk uohu daVaqcke/;s lUekukph okx.kwd feG.;kpk iz’u bR;knh iz’u mifLFkr d:u fo/kokaP;k iqufoZokgkl fojks/k n’kZfoyk rj êkfgrh ukgh* vls mRRkj

ns.kkjs 11¼5%½ mRRkjnkrs vkgsr- ,danjhr izfrlknkP;k frugh Lo:ikpk rqyukRed fopkj dsY;kl ^gks;* ;k izfrlknkph okjaokfjrk fdaok rF;kpk Hkkj gk tkLr vlY;keqGs pGoGh’kh lacaf/kr cgqrsd ifjokjke/;s fo/kok fookgkyk ekU;rk fnyh vkgs] vls vFkZ fuoZpu djrk ;sbZy-

lkj.kh Ø-5 ?kVLQksVkyk ekU;rsfo”k;hP;k erkps izek.k


1 gks; 218 98%

2 Ukkgh 04 02%

3 ;kiSdh ukgh 00 00%

,dw.k 220 100%

Okjhy lkj.khe/;s f’ko/kekZpk izHkko vl.kkÚ;k dqVaqcke/;s fof’k”V ifjfLFkrhr ?kVLQksV ns.ks fdaok ?ks.ks ekU; vkgs dk g;k iz’ukph 218 ¼98%½

mRrjnkR;kauh ^gks;* gs mRrj fnys- o 4 ¼2%½ mRrjnkR;kyk ?kVLQksV ekU; ukgh- ifr&iRuhP;k laerhus ?kVLQksV ns.ks&?ks.ks gh ckc dk;n;kuqlkj ekU; vkgs- ijarq cgqrsd /kekZauh ;kyk ekU;rk fnyh ukgh- f’ko/keZ gk ,deso /keZ vkgs dh vf/kdrfjR;k ?kVLQksVkyk ekU;rk

fnyh- R;keqGs f’ko/keZ pGoGh’kh lacaf/kr ifjokjkauh ?kVLQksVkyk ekU;rk fnyh vkgs- ;kiwohZ ?kVLQksVkpk dk;nk vfLrRokr vlwugh /kkfeZd ekU;rk ulY;keqGs o iq:”kiz/kku laLdrhpk ixMk vlY;keqGs L=hyk ?kVLQksVkph xjt vlwugh ?kVLQksV feGr uOgrk- o”kkZuqo”k Z frps R;k

dqVaqcke/;s ‘kks”k.k gksr gksrs- vKku] vkfFkZd ijkoyacu] dk;n;kps Kku bR;knh dkj.kkeqGs rh iq:”kkdMs ?kVLQksV ekxr uOgrh- frP;koj gks.kkjk vU;k; rh fueqVi.ks lgu djr gksrh- f’ko/kekZrhy ?kVLQksVkP;k ekU;rsP;k rRokeqGs L=h tkx:d gksÅu fof’k”V ifjfLFkrhr xjt HkklY;kl rh




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vkiY;k uoÚ;kdMs ?kVLQksV ekxr vkgs- v’kk ?kVLQksVkl f’ko/kekZpk izHkko vl.kkÚ;k loZp O;DrhPkk ikfBack feGr vkgs- ?kVLQksVkP;k

/kkfeZd ekU;rseqGs fL=;akuk >kysY;k Qk;n;kps fo’ys”k.k iq<hyizek.ks dsys vkgs- lkj.kh Ø-6

?kVLQksVkP;k /kkfeZd ekU;rseqGs fL=;kauk >kysys Qk;ns

v-Ø- fL=;kaP;klkBhps Qk;ns izfrlkndkph la[;k ‘ksdMk izek.k

1 dkSVaqfcd NGkiklwu lqVdk 44 20%

2 firlRrkd O;oLFksiklwu lqVdk 66 30%

3 O;DrheRo fodklkph la/kh 40 18%

4 O;lukf/kursrwu gks.kkÚ;k

NGkiklwu eqDrh

18 08%

5 ySafxd ‘kks”k.kkiklwu eqDrh 48 22%


,dw.k 220 100%

?kVLQksVkyk ekU;rk ns.kkjk izFke /keZ Eg.kwu f’ko/kekZyk vksG[kys tkrs- ;k /kkfeZd ekU;rseqGs o f’ko/kehZ; O;DrhP;k ikfBaC;keqGs fL=;k dqVaqckrhy ‘kks”k.kkiklwu eqDrh feGfo.;klkBh ?kVLQksVkP;k lk/kukpk mi;ksx djr vkgsr- ojhy lkj.khe/;s ?kVLQksVkeqGs fL=;kauk dks.krs Qk;ns

>kys ;kfo”k;hP;k iz’ukph 44 ¼20%½ mRrjnkR;kuh ?kVLQksVkeqGs dkSVaqfcd NGkiklwu lqVdk d:u ?ksrk ;srs] vls mRrj fnys- 66 ¼30%½

mRRkjnkR;kauh firlRrkd O;oLFkse/;s lRrk] oa’k vf/kdkj gs iq:”kkdMsp vlrkr- v’kk dqVaqcke/;s fL=;kauk nq ;e LFkku vlrs- v’kk

O;oLFksiklwu lqVdk d:u ?ks.;klkBh ?kVLQksV Qk;n;kpk vkgs v’kh izfrfØ;k fnyh- 40 ¼18%½ mRrjnkR;kuh fookgkuarj loZp dqVaqcke/;s

fL=;kauk O;DrheRo fodklkph la/kh fEkGr ukgh- tj dqVqac L=hP;k O;DrheRo fodklkr vMlj Bjr vlsy rj ?kVLQksV ?ksÅu O;DrheRo

fodkl djrk ;srks vls mRrj fnys- 18 ¼8%½ mRrjnkrs O;luk/khu iq:”kkP;k =klkiklwu lqVdk d:u ?ks.;klkBh] 48 ¼22%½ mRrjnkrs ySafxd

‘kks”k.kkiklwu eqDrh feGfo.;klkBh ?kVLQksV Qk;ns’khj vkgs] vls er uksanfoys rj 4 ¼2%½ mRrjnkrs ^lkaxrk ;sr ukgh* vls mRrj fnys-

lkj.kh Ø-7 L=hyk ukSdjh dj.;kP;k Lokra«;kfo”k;hps erkps izek.k


1 gks; 165 75%

2 Ukkgh 15 07%


,dw.k 220 100%

Okjhy lkj.kh e/;s ifjokjkrhy L=hph vFkkZtZuklkBh ukSdjh dj.;kph bPNk vlsy rj r’kh ijokuxh vkgs dk\ v’kk vk’k;kP;k iz’ukyk 165

¼75%½ mRrjnkR;kuh ^gks;* vls mRrj fnys- Eg.kts ;kpk vFkZ vlk dh ¼75%½ mRrjnkR;kuh L=hyk frP;k bPNsuqlkj uksdjh dj.;kph la/kh

feG.kkj vkgs- rlsp 15¼7%½ mRrjnkR;kuh ûkgh* vls mRrj fnys- ;k mRrjnkR;koj iq:”kiz/kkurspk izHkko fnlwu ;srks- rlsp 40 ¼18%½

mRrjnkR;kuh ^lkaxrk ;sr ukgh* vls mRrj fnys- ojhy frugh izdkjP;k izfrlknkP;k Lo:ikpk fopkj dsY;kl ^gks;* ;k izfrlknkP;k rF;kaph okjaokfjrk tkLr vkgs- Eg.kwu f’ko/kfeZ; dqVaqckrhy efgykauk vkfFkZd ckcrhr Lokoyach cu.;klkBh uksdjh dj.;kps Lokra«; vkgs- T;k fL=;kauk

uksdjhlkBh ckgsj tk.;kps Lokra«; dk ukgh\ ;kaP;k dkj.kkps fo’ys”k.k iq<hyizek.ks dj.;kr vkyss- lkj.kh Ø-8

L=hyk uksdjhlkBh ijokuxh u ns.;kP;k dkj.kkps izek.k

v-Ø- ijokuxh u ns.;kph dkj.ks izfrlkndkph la[;k ‘ksdMk izek.k

1 dqVaqckP;k izfr”Bspk iz’u 04 02%

2 uksdjhlkBh ?kjkckgsj tk.ks 04 02%




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vkoMr ukgh

3 Lka’k;h oRrh 07 03%

4 uksdjh dj.;kph vko’;drk ukgh 00 00%

5 ijokuxh ns.kkjs mRrjnkrs 165 75%

6 Lkakxrk ;sr ukgh 40 18%

,dw.k 220 100%

Okjhy lkj.khe/;s fL=;kauk uksdjhlkBh ijokuxh u ns.;kP;k dkj.kkfo”k;h fopkjysY;k iz’ukaph 4 ¼2%½ mRrjnkR;kuh dqVaqckP;k izfr”Bspk iz’u

mifLFkr d:u fL=;kauk uksdjhlkBhph ijokuxh ukdkjyh tkrs- 4 ¼2%½ dqVaqckrhy O;Drhauk ?kjkrhy L=h uksdjhlkBh ckgsj tk.ks vkoMr

ukgh- 7 ¼3%½ dqVaqckrhy iq:”kkph la’k;hoRrh L=hyk uksdjhlkBh ijokuxh u ns.;kps dkj.k vkgs- FkksMD;kr ojhy fo’ys”k.kko:u dqVaqckP;k

izfr”Bspk iz’u ] uksdjhlkBh ckgsj tk.ks u vkoM.ks] la’k;h oRrh bR;knh dkj.ks fL=;kauk R;kaph bPNk vlwugh uksdjhiklwu oafpr Bsorkr-

lkj.kh Ø-9 vkfFk Zd fu.kZ; izfØ;srhy lgHkkxkfo”k;hP;k erkps izek.k


1 gks; 187 85%

2 Ukkgh 11 05%


,dw.k 220 100%

Okjhy lkj.khe/;s f’ko/keZ PkGoGh’kh lacf/kr ifjokjke/;s vkfFkZd fu.kZ; ?ksr vlrkuk fL=;k g;k lgHkkxh vlrkr dk ;k iz’ukps mRrj 187

¼85%½ mRrjnkR;kus ^gks;* vls fnys- 11 ¼5%½ mRrjnkR;kauh ûkgh* vls mRrj fnys rj 22 ¼10%½ mRrjnkR;kuh ^lkaxrk ;sr ukgh*

vls mRrj fnys- ojhy lkj.khrhy frUgh izdkjP;k mRrjnkR;kP;k izfrlknkpk rqyukRed fopkj dsY;kl f’ko/kfeZ; ifjokjke/;s L=hyk vkfFkZd fu.kZ; izfØ;sr lgHkkx ?ksrkr- ijaijkxr fopkjlj.khuqlkj efgykauk tUekiklwu rs eR;wi;Zar vkfFkZd ckcrhr ijkoyach cufoys gksrs- mRiknd

Lo:ikph dkes gh Lor% iq:”kkuh vkiY;kdMs ?ksryh gksrh- vuqRiknd Lo:ikph dkes efgykauk fnyh gksrh- ;k fopkjlj.khyk f’ko/kekZus fojks/k d:u frP;k bPNsuwlkj vkfFkZd dk;Z o vkfFkZd fu.kZ; izfØ;sr lgHkkxh Ogkos ;klkBh rkRohd ekaM.kh d:u fL=;kauk vkfFkZd fu.kZ;kr lgHkkxh

gks.;klkBh vuqdqy ifjfLFkrh fuekZ.k dsyh- lkj.kh Ø-10] vkys[k Ø-2

f’ko/keZ ifjokjkrhy LFkkoj ekyeRrk dks.kkP;k ukokoj vkgs ;kps izek.k


1 iq:”k 110 50%

2 L=h 44 20%

3 L=h&iq:”k 44 20%

4 Lkakxrk ;sr ukgh 22 10%

,dw.k 220 100%




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Okjhy lkj.kh vkf.k vkys[k ;ke/;s f’ko/keZ pGoGh’kh lacf/kr ifjokjkrhy LFkkoj ekyeRrk dks.kkP;k ukos ¼L=h] iq:”k] L=h&iq:”k½ vkgs g s

ekfgrh d:u ?ks.;klkBh fopkjysY;k iz’ukph 110 ¼50%½ mRrjnkR;kuh ifjokjkrhy LFkkoj ekyeRrk gh iq:”kkP;k ukos vkgs vls fnys- 44

¼20%½ mRrjnkrs L=hP;k ukos vkgs vls mRrjs fnyh- rj la;qDri.ks L=h&iq:”kkP;k nks?kkaP;kgh ukos LFkkoj ekyeRrk vkgs vls 44 ¼20%½ mRrjnkR;kauh mRrj fnys- Okjhy lkj.kh o vkys[kkrhy izfrlknkP;k Lo:ikPkk rqyukRed vH;kl dsY;kl iq:”kkP;k ukos tkLr ifjokjke/;s

LFkkoj ekyeRrk vlY;kps vk<Gwu vkys- dkj.k okjlk gDdkus iq:”kkP;k ukokojhy laiRrh iq:”k okjlkP;k ukokoj vkY;kps vk<Gwu vkys-

uohu ?ksryh tk.kkjh laiRrh gh la;qDri.ks L=h&iq:”k nks?kkaP;kgh ukokus djr vkgksr- v’kh izfrfØ;k mRrjnkR;kuh fnyh- fu”d”kZ

1- dqVaqc laLFksP;k fLFkjrslkBh] ukilarhP;k dkj.kko:u irh&iRuhrhy la?k”kZ VkG.;klkBh] oSokfgd thou lq[kh dj.;klkBh f’ko/kehZ; dqVaqcke/;s fookgkizlaxh eqyhps er fopkjkr ?ksrys tkÅ ykxys- gs L=h ntkZrhy cnykps funsZ’kd vkgs-

2- f’ko/kekZyk fookgizlaxh fdaok fookgkuarj gqaM;kph ys.k&ns.k gh drh vekU; vlY;kus f’ko/kehZ; dqVaqcke/;s fookgizlaxh fdaok fookgkuarj gawMk ?ksryk tkr ukgh- ;kewGs fL=;kapk ntkZ mapkoysyk fnlwu ;srks-

3- f’ko/keZ pGoGh’kh lacaf/kr ifjokjke/;s vi?kkr fdaok vU; dkj.kkeqGs efgykoj fo/kok gks.;kph osG vkyh rj f’ko/kekZP;k rkRohd ekaM.khewGs fo/kosP;k iqufoZokgkyk frP;k LobPNsuqlkj ekU;rk ns.kkjh euksoRrh vk<Gwu vkyh-

4- fof’k”V ifjfLFkrhr ?kVLQksV ?ks.;kyk ekU;rk ns.kkjk f’ko/keZ ,deso /keZ vkgs- R;kpk Qk;nk efgykauk dkSVaqfcd NGkiklwu lqVdk] firlRrkd O;oLFksiklwu lqVdk] O;DrheRo fodkl] O;lukf/kursiklwu gks.kkÚ;k NGkiklwu eqDrh bR;knhlkBh >kyk-

5- f’ko/kehZ; ifjokjke/;s fL=;kapk vkfFkZd fu.kZ; izfØ;sr lgHkkxh gksrkr- ifjokjkrhy vkfFkZd fu.kZ; irh&iRuh nks?ks feGwu ?ksrkr- f’ko/kfeZ; fopkjiz.kkyhyk eku.kkÚ;k dqVqack/;s lkeqghd mRiUuke/khy f’kYyd iS’kkrwu xqaro.kqd dj.;klkBh [kjsnh dsysyh LFkkoj ekyeRrk efgykP;k ukos

dsyh tkr vkgs- 6- f’ko/kehZ; ifjokjke/;s fL=;kauk frP;k bPNsuqlkj o dqVqackP;k vko’;drs uqlkj uksdjh dj.;kph ijokuxh feGkY;kus vkfFkZd ckcrhr R;k

Lokoyach cuY;k vkgsr-

lanHkZxzaFk lwph 1-vkacsMdj]MkW-ckcklkgsc]1989]tkrhlaLFksps mPpkVu]eqacbZ%euksfodkl izdk’ku

2-vkxykos MkW-izfni]¼2007½]lkekftd la’kks/ku i)rh]ukxiqj%lkbZukFk izdk’ku 3-dhj]/kuat;]2000]MkW-ckcklkgsc vkacsMdj]eqacbZ%ik WI;qyj izdk’ku

4-dkGs]izk-MkW-izdk’k HkkÅjko]2009]ukekpk rqdk]fttkiwj ¼iq.ks½%fttkbZ izdk’ku 5-[kSjeksMs]pkaxnso Hkxokujko] 1987] MkW-vkacsMdj vkf.k fganw dksM fcy]iq.ks%lqxkok izdk’ku

6-[kSjeksMs]pkaxnso Hkxokujko]2000] MkW-Hkhejko jketh vkacsMdj [kaM 10]iq.ks%lqxkok izdk’ku 7-[ksMsdj iq:”kksRre]2008] Hkkjrkrhy fganq&eqlyeku laca/k] fttkiwj¼iq.ks½%fttkbZ izdk’ku

8-[ksMsdj iq:”kksRRke]2011%f’ko/keZ rs f’ko/keZ]iq.ks%fttkbZ izdk’ku 9-[ksMsdj iq:”kksRRke]2016%f’kopfj=Z]iq.ks ¼fttkiqj½%fttkbZ izdk’ku

10-[ksMsdj]iq:”kksRre]2010]fttkÅ lkaxs f’kockyk---!] fttkiwj¼iq.ks½%fttkbZ izdk’ku 11-[ksMsdj]iq:”kksRre]2013]f’kooa’kh ijaijk]fttkiwj ¼iq.ks½%fttkbZ izdk’ku

12-[kksik]jaxkjko] 2011]czkEg.k vkf.k R;kaps tkrh Js”BRo] fttkiwj ¼iq.ks½%fttkbZ izdk’ku 13-Xkk;dokM]izoh.k]2005]czkEg.kh /kekZuqlkj ejkBs ‘kqæp!]fttkiwj¼iq.ks½%fttkbZ izdk’ku

14-pksiMs]MkW-v’kksd¼laik-½]2011]lR;’kks/kd egklk/kw Jh rqdkjke egkjkt]fttkiwj¼iq.ks½% fttkbZ izdk’ku

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15-Tkks’kh]MkW-u-e-]¼vuq-½] Riddles in Hinduism ]iq.ks 2%j?kqoa’kh izdk’ku

16-Mh-,u- eqtqenkj vkSj Vh-,u-enu]^lkekftd ekuo’kkL= ifjp; 17-<sjs jk-fp-]1999 nRr laiznk;kpk bfrgkl]îq.ks%inexaxk izdk’ku

18-ukxiqjs izk-iq:”kksRre -2002-^loZt Jh pdz/kj]*eqacbZ%egkjk”Vª jkT; lkfgR; o laLdrh eaMG 19-ixMh]lsrq ek/kojko]1993%lqQh laiznk; rRoKku vkf.k dk;Z]eqacbZ&4%ijpqjs izdk’ku eafnj

20-Ckucjs]Xakxk/kj¼laik-½]2011] ’ksrdÚ;kapk vklwM] fttkiwj ¼iq.ks½%fttkbZ izdk’ku

21-Ckucjs]Xakxk/kj¼laik-½]2011] nsoGkapk /keZ vkf.k /kekZph nsoGs] fttkiwj ¼iq.ks½%fttkbZ izdk’ku 22-Ckucjs]Xakxk/kj¼laik-½]xqykefxjh]2011]fttkiwj ¼iq.ks½%fttkbZ izdk’ku

23-es.kls d”.kk]2009]^Jh clos’oj Jh Kkus’oj %,d fparu]eqacbZ%yksdok³e; xg 24-es/kkoh vfer]2017]f’ko/keZ L=hfo”k;d Hkqfedk]lkrkjk]yksdk;r izdk’ku

25-jk.kk]v’kksd]2005] x.ks’k tUekP;k dFkspk vFkZ] fttkiwj¼iq.ks½%fttkbZ izdk’ku 26-jk.kk]v’kksd]2007]nsokP;k ‘kks/kkr]fttkiwj ¼iq.ks½%fttkbZ izdk’ku

27-jk.kk]v’kksd]2008] osnksDr izdj.k o lar lkfgR;]fttkiwj¼iq.ks½%fttkbZ izdk’ku 28-jk.kk]v’kksd]2013]fla/kqtukaph ekrnsork fu_Zrh]fttkiwj ¼iq.ks½%fttkbZ izdk’ku

29-jk.kk]v’kksd]2013]foBksck dks.kkpk\] fttkiwj¼iq.ks½%fttkbZ izdk’ku 30-Ykks[kaMs]MkW-xksfoanjko]2012]nso ladYiuk o okLrfodrk]fttkiwj ¼iq.ks½s%fttkbZ izdk’ku

31-f’ko/keZ laln]2015]f’ko/keZ xkFkk]flan[ksMjktk%f’ko/keZ izdk’ku 32-f’ko/keZ laln]2015]f’ko/keZ xkFkk]flan[ksMjktk%f’ko/keZ izdk’ku

33-lkGaq[ks]MkW-ltsZjko]2002]lekt’kkL=krhy eqyHkqr ladYiuk] iq.ks%ujsanz izdk’ku-

34-lkGaq[ks]MkW-vk-g-]2006] f’ko/keZ ifj”knsrhy v/;{kh; Hkk”k.ks]fttkiwj ¼iq.ks½%fttkbZ izdk’ku

35-lkGaq[ks]vk-g-]2013]fganw laLdrh vkf.k L=h]eqacbZ%yksdok³e; xg

36-lkGqa[ks]MkW-vk-g-]2005]cGhoa’k]lkrkjk%yksdk;r izdk’ku 37-dkSlY;k;ku MkWa-Hkanr vkuan]2012]euqLerh D;ksa tykbZ xbZ ukxiwj%izcq) Hkkjr izdk’ku-

38-tSu ih-lh-2009]lkekftd vkUnksyu dk lekt’kkL=] t;ijq%us’kuy ifCyf’kax gkÅl- 39-oekZ MkW-fnukukFk 2004]izkphu Hkkjr]fnYyh% Kkunk izdk’ku ¼ih-,.M Mh-½-

40-’kekZ]izk-th-,y-]2015]lkekftd eqnns]t;iqj% jkor ifCyds’ku-

41-Datta N.K.,1931,Orgin and growth of Cast in India Vol.I,Calcutta:The Book Company L.

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43-Prabhu P.H.,1940,Hindu social organization,Bombay:Popular Prakashan.

44-Rao,M.S.A.,1982,Social Movement In India, New Delhi:Manohar Publication.

45-Salunkhe ,A.H.,2005,Shivdharma Revelation Premise,Pune:Jijau Publication.

46-Shaha Ghanshyam,2005,Social movement in India,New Delhi:Sage Publication.

47-http://shodhganga.inflibnet.ac.in

48- www.youtube.com




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Challenges of Women Entrepreneurs

Dr. Vanita Vijay Naskulwar

Abstract-

Indian women play a major and multiple role at a time in a society. In Indiaman dominated

culture. Indian people mentality about women, she born only manage to housekeeping, care the

childs and look after family members. So, in India limited opportunity for women in all fields,

like political, economical, cultural, and the business world also. Maximum families,excepts high

society families there is no servant system, and some of them no afford servants. So they expect

from her all type house hold responsibilities she completed first. So working women suffering

both front at a time Home and workplace.

Introduction

Indian women originally very strong, smart, intelligent, imaginative and polite also. She has so

many qualities. She has management skills, administrative skills, she is good planner always. She

has so many creative ideas. Indian women is a multitasking personality.

But for centuries she had no rights to taking decisions about any matter. After marriage her life

just a housewife. No school, no jobs and never cross ‘Umbartha’. It means limit of door of home.

Steel she never complaint about her trouble, problems and injustice. Because her mentality was

set this is our life and never change this. She has so many ability, but she couldn’t anything what

she want. But without complaint she living her life and while her house work she use her skills

and techniques to divert her mind.

She makes her homemade beauty products. She stitched clothes without sewing machines,

manually. She sang songs while grinding floor and developing her skills out of her daily routine

works, and here the born women entrapreneurs. Because essential characteristics for

entrepreneurship already in Indian women. She planned very well. She manage and face so many

problems at a time very well. She administrate very well.

Objectives of study-

1) To understand the nature of women entrepreneurship.

2) To study of challenges of women entrepreneurship.

3) Importance of women entrepreneurship.

4) To study of availability of employment opportunities

Hypothesis

1.Women empowerment developing through women entrepreneurship.

2 self employmentcreatonlyforwomens.

Data source and methodology-

The study is based on secondary data. The data are mainly collected from the business

journals, and websites.

Challenges for women entrepreneurs-

1)Social and cultural influences- generally women give preference their family more than her

carrier. The working women carried out several tasks, in addition to caring her family members

her children ,husband,in-laws, if she unmarried so focus caring their parents.




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Sibling etc. The working women also can not be able to fully focus to their duty. They face so

many problems in comparison with the men enterprenuers. She has to contribute to the family

income and with the same time have to perform household tasks.

2)Traditional responsibility of women-

Specially in indian culture is male men and women never be equal. Women are always the

under control of the men. its started from when born the Eve and Adam. Man is strong than

women alway all level. And this misconception growing till now.

3)Other problems

Apart from that indian women has so many challenges,like time problems .she cant do work

overnight , because of her safty and security problems will be face to her.

Even the family member expect from her she want first preferences their family .children,

husband and in-laws.

After marriage her problems increase than before marriage. So working women have double

workload at home and at office.

Even financial problem is very big problem for her.And for business first need is capital.

Family member are not easily ready to help her.

Main problem is she can’t take decision without permission their family member husband or in-

laws

Family members expect from her she want to participated all ceremony like marriage, family

function, rituals etc.

obstacles of the challenges of women entrepreneurship.

1) Literacy rate of women compare to men.

2) Sex ratioof women compare to men.

3) Social boundries.

Analytical study of problems-

1) As per the census of 2011,

an effective literacy rate for men was 82.14%,

Whereas for women it was 65.46%

2)In the population Census of 2011 it was revealed that the population ratio

ofindia 201 is 940 females per 1000 of males.

3)Socialboundries for ladies are social and traditionals culture in india.

Marriage , family functions ,rituals,family responsibilities etc.

Remidies/ suggetions

1) Focus on women educationspecially rural area.

2) Give equal right to both each and every field.

3) Both should be treated equally .

4) Both has equal right of freedom.

Now we can see the changes , women face and also breaks the all challenges and get success




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In enterprenuership.

In modern era, in India so many successful female entrepreneur in different fields.

We discuss about some of them.

1) Indu Jain: The chairperson of India’s large media group, Bennett coleman& co. Ltd.

Which own the Times of India in January 2016.

2) KrianMuzumdar Shaw: She is the founder chairman and managing director of Bio-con

Limited. She received the prestigious Padmashri award (1989) and Padma Bhushan award (2005)

from the government of Ind

3)IndiraNooyi: She is CEO & President of Pepsi-co. She beginning her career in India as product

manager position at Johnson and Johnson and Textile firm melturboardsell. And she is one of the

successful and famous female entrepreneur in India.

4)VandanaLuthra: She is running VLCC group. This is a giant group famous for beauty, wellness

and fitness.

5)NainaLalKidwai: She is currently Country Head and group general manager of HSBC group

India.

6). EktaKapoor: The popular TV serial maker. The woman who changed the definition and face

of the Indian Television

7). Richakar: She completed her engineering from BITS,Pilani. She worked with a retailer and

Global Technology Company. But now she is the founder of online lingerie store Zivame.com.

8)ShenazHussain: She is owner of Shenaz Herbal beauty products. She started her career when

she was just eighteen years old. That time, she was already married. She started her business just

from her home with the help of family members. Now she is the first beautician in India in herbal

industry.

9)ShilpaAgrawal: Vidarbhian lady Shilpa is the CEO of Akash Furniture is famous for high

level, lavish, rich looks for home decorator furniture.

10)Richa Jain: She is owner of beauty clinic Unique Slim Point. She won so many achievement

and award in this field.

Todays scenario is women are equally earning with men’s. inspite of many hurdles she matches

her shoulder with men’s.

We discuss about some popular females which famous in entrepreneurship. But so many of them

now changed their identity. Nobody can tell about women this work is not her cup of tea. She is

working each and every field which is stamped on men. Girls Education plays the role of most

important for grooming and development of woman.

Conclusion:

todays women are multitasking personality. Simultaneously she does play the role in social

development, economic development. Indian women face many problems because of social and

traditional bounding and family responsibilities.Working women have double workload at home

and at workplace. Now the men and women are play role equally in working fields, equally run

home and country also. So not far picture of India will convert into developing country to

developed country. Now ‘Achhe din durnahi’.

References-




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1) Entrepreneurial change in Indian industry( Sharma R.A.)

2) Innovation and Entrepreneurship Practice & Principles (Duker Peter F.)

3) Woman era (Magazine)

4) Pearls (Magazine)

5) Newspapers

6) Websites.




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Guide

Dr. K. B. Moharir

Researcher

Sharayu S. Bonde

The consumer , particularly in India ,are unorganized ,illiterate, ignorant, poor and

backward, relatively uniformed and above all they still have the traditional outlook and

attitude of suffering in silence. They consider poverty and misery as a mode of life.

However, the businessmen and traders are organized well informed intelligent and

competent seller. The unscrupulous businessmen are exploitation the consumers in India.

Due to complicated and competitive and complex markets, consumer are rather confused.

Consumer in modern markets are just amateurs whereas seller are professionals. The

consumer choice is influenced by mass advertising and other promotional devices utilizing

highly developed art of persuasion. But consumers fine that more often than not

advertising and promotion are deceptive or misleading. The government co-operatives and

voluntary organization have come forward to rescue the consumer on several issues. The

government have passed the consumer protection act, 1986 with the object to provide for

the better protection of the interest of consumer.

Along with the right of consumer here are the some responsibilities of the consumer which

should be followed

Duties of consumer in India

Illiteracy and Ignorance: consumers in India are mostly literature and ignorant ,

They do not understand their rights. So it’s our duty to know about our rights and to use it

in the right place.

Unorganized Consumers: In India consumer are widely dispersed and are not

united. They are at the mercy of businessmen. On the other hand, product and traders are

organized and powerful.

Spurious good: There is increasing supply of duplicate product. It is very difficult for

an ordinary consumer to distinguish between a genuine product and its imitation . It is

DUTIES AND RESPONSIBLITIES OF CONSUMERS




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necessary to protect consumer from such exploitation by ensuring compliance with

prescribe norms of quality and safety. Always check the norms of the product.

False advertising : Some businessmen give misleading information about quality ,

safety and utility of product. Consumer are misled by false advertisement. To stop this,

we the consumer have to know about the product.

Malpractices of business: Only consumer can avoid and stop the mal practices of the

businessmen by opposing them. So this is one of the duties of consumer.

Consumer responsibilities to be followed under consumer protection act!

Various efforts has been made by government and non government organization to protect

the interest of consumer but exploitation of consumer stop only when consumer himself

will come forward to safeguard his own interest.

1.Consumer must exercise his right

Under consumer protection act the consumer is granted various rights such as right to

safety , right to choose, right to be heard etc. but these right will be useful only when

consumer excursuses this rights .The consumer must select the product according to his

preferences he must file a complain if he is not satisfied with quality of product , he must be

aware of his rights and excursuses them whenever required.

2.Caution consumer :

ADVERTISEMENTS

The consumer should not blindly believe on the words of seller . He must insist on getting

full information on the Quality ,Quantity ,utility ,price etc of the goods or services.

3.Filling complains for the Redressed of genuine Grievances

Most of the time consumer ignore loss of he suffers on purchases of defective goods or

services but this attitude of not filling complain encourage the corrupt businessmen to

supply low standard or defective goods and services.

The consumer must file the complain even for a small loss. This awareness among

consumer will make the seller more conscious to supply quality product .Whenever

consumer if filling a complaint it must be genuine .The consumer should not exaggerate the

loss or defect of goods.

4.Consumer must be quality conscious:




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The problem of supply of substandard goods adulterated product and duplicate product

can be solved only when consumer himself stop compromising the quality of product .While

purchasing the goods or services consumer must look for quality make such as ISI mark

,AGMARK ,ISO,WOOL MARK ,ETC.

5. Do not be carried away by advertisements:

ADVERTISEMENTS:

The advertisement often exaggerate the qualities of feature of product or services. The

consumer must compare the actual use of product with the use shown in advertisement

and whenever there is any discrepansecyor difference it must be brought to the notice of

sponsor of advertisement and insist to stop showing exaggerated qualities.

6.Insist of cash memo:

To file the complain the consumer need the evidence of purchase and cash memo is the

evidence of proof that consumer has paid for the goods or services. A seller is bound to give

a cash memo even if buyer dose not ask for it .To file the a complaint and get compensation

the consumer must ask for cash memo.

7. From consumer societies which could play an active part in educating consumer and

safeguarding their interest.

8. Respect the environment :Avoid waste littering and contribution to pollution

9. Discourage black marketing hoarding and choose only legal goods and services

10. Be aware of varieties of goods and services available in market.

CONCLUSION

Various effort has been made by government and non government organization to protect

the interest of consumer but exploitation of consumer stop only when consumer himself

will come forward to safeguard his own interest.




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Forest Industry Product Bamboo Management For

Productivity Enhancement Dr. S. B. Mohitkar

Arts, Commerce, Science College,

TukumChandrapur

OBSTRACT

India is one of the richest countries in Bamboo population covering 12.8% of the total forest land

of the country. However, the yield per hectare is dismally low due to poor management,

unscientific exploitation and low investment in raising preferred bamboo species Very little

attention has been paid until now to the management of natural bamboo stands and to ensure

sustained supply of this raw material that result in constraining and reducing the potential

benefits and value of bamboo application. It has been shown in case of some species that

intensive cultural operations and scientl ' management of bamboo plantations can produce much

higher yield. Establishment and management aspects of bamboo plantation for enhanced

productivity are discussed in the paper.

key words : Bamboo, Economic status, Demand-Supply, Productivity, Management. ®

Bamboo, an important resource in the socio-economic, cultural and ecological context, has

multiple economic Possibilities. Important ecological value and enormous ability to meet the

need of people and industries. India is one of the richest countries in Bamboo population with

about 130 species out of the total 1,250 species under 75 genera found in the world. Bamboo

covers 8.96 million ha of forest area equivalent to 12.8% of the total forest cover of the country

(Rai and Chauhan, 1998). Bamboo occurs in tropical, sub-tropical and temperate regions with

uneven distribution based on annual precipitation, altitude, soil condition and temperature. It is

capable of growing in a wide range of soil and climatic conditions. The N orth-East region of the

country holds more than two-thirds of the total growing stock of bamboo. The Himalayas,

Vindhyan foothills, Eastern and Western Ghats are also well known for bamboo resources. I’m

addition. sizeable bamboo plantation 13 found outside forests, generally on homestead lends,

community lands and farmlands. Bamboo plantation has also been done under watershed

development and other conservation programmes. Commercial plantation has been promoted by

Pulp and paper industries.

Investment in raising preferred bamboo species, the yield per hectare is dismally low. The

estimated annual harvest of Bamboo, which is being put to different uses, is about 13.47 million

MT (Anon, 2003a). In most parts of the country, bamboo resource base has been undermanaged

and is commonly over-exploited. This results in the harvesting of mediocre material, inadequate

efforts to regenerate depleted areas and generally unsustainable management of natured stands.

Bamboo is an ideal species capable of achieving livelihood, food and nutritional security and

economic sustainability on account of its manifold uses and industrial applications. Apart from

generation of employ both in unorganized and organized sectors, Bamboo could provide shelter

to the shelter less and inexpensive construction and structural material. However, very little




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attention has been paid, until now to the management of natural bamboo stands and to ensure I

sustainably increased supply of this n' material in the future. This results in constraining and

reducing the potenbl‘ benefitsand value of bamboo application.

Economic Status Nearly One billion people world wide live in some sort of bamboo structure‘ There have bun

more than 1,5 documented uses for bamboo. The combined value of internal and comma” Fore“

consumption of bamboo in the world is to the tune of US $ 10 billion (approx. Rs. 45,000 crates)

which is expected to reach about US $ 20 billion by 2015 (Anon., 2003b). Over two million

tonnes of edible bamboo shoots rich in vitamins and low in carbohydrates, fats and proteins are

consumed around the world every year, mostly in 'a

Demand-Supply and Market

Consistent supply of specified quality beta is e key to the growth and development of the

industry. The current low-level uses of bamboo are due to several factors such as location of

bamboo-beeed industries away from bamboo growing areas, use of whole bamboo where laps

and tops are needed resulting in want as the hard portion could have been put better use for

making Bamboo Boards, lack of technology for use of inferior quality bamboo, lack of use of

species for the purpose for which it is best suited for value

Resource Management

The management of Bamboo as a resource has been neglected and undertilized as it is considered

a secondary species compared to timber in forests and in non-forest area a wild growth. Lack of

scientific management, technology and industry based demand growth have contributed to its

under-developed state. There is, however, a huge yield gap between the present and potential

yield. The existing practices are mainly based on observations and are evolved by trial and

errorEach site represent a distinct combination of inter-related environmental conditions

produced by the topographyof the land, the soil type, fertility and drainage of soil, the amount

and seasonal pattern of rainfall, the intensity of sunshine, air movements and many other obscure

but significant factors. The only way to ascertain the suitability of any bamboo to a given site is

by actual trials.

Choice Of Species

The diversity manifested by bamboosin respect to physical and silviculturecharacteristics is of

great importance to the users One or a few kinds may prove best for one purpose under one set of

conditions and another may prov best foranatherpurpose and another set of conditions.

Post-Plantation Nursing

Manuring is Essential for increased Productivity per unit area. Beyond the initial application of

fertilizer in the pit at the time of planting, fertilizers should be applied again within a period of 1-

2 months after planting. The doses will need to be repeated 5-6 months after the close of the

monsoon. The period of shoot bud differentiation is the suitable time for minoring. It may be

carried out along with the soil working before the emergence of new culms. Organic fertilizer is

best applied during winter or dry season.

Reference




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1. Pant, M.M. and J .C. Varmali (1981). Production and Utilization of Bamboos. I ndian F

orester, 107 1; (8): 465-476.

2. Rehman, M.A., and SM. Ishaq (1947). Seasoning and shrinkage of bamboo.I nd. F or.

Rec. (NS) Utilization, 4(2): 1-22.

3. Rai, SN. and K.V.S. Chauhan (1998) Distribution and growing stock of bamboo in India.

I ndian Forester, 124(2): 89-98.

4. Seethalaxmi, K.K. and M.S.M. Kumar (1998) Bamboos of India: A compendium. BIC,

India; KFRI, Peechi and INBAR, New Delhi.

5. Tewari, D.N. (2001). Report of the Task Force on “Greening India for Livelihood

Security and Sustainable Development”, Planning Commission, G01, New Delhi. p, 231.

Documents

Apr-2018 ISSUE-I, VOLUME-VII (I) · Gurukul International Multidisciplinary Research Journal (GIMRJ)with International Impact Factor 4.374 UGC Approved Journal Sr. No.48455 Page 1