namaskar - NISAnisaindia.org/newsletter/nisa-namaskar-magazine-v03i02-bilingual.pdf · ArGhyA bAnerjee NISA Communique 16 NISA Update: State meetings, conferences and launch of quality

namaskara bilingual magazine by the NISA Family

Affordable Schooling, Commendable Learning VOLUME 3 / ISSUE 2

Why private schools must be allowed to charge fees based on quality p14

An unauthorised west Delhi colony and its 100 private schools p20

Right to Education CAG’s damning findings confirm it encouraged corruption and is ineffective p08

p08

CONTENTS

Editor’s Desk02 An outcome-oriented education policy can do more for education

than a focus on inputs AvinASh ChAndrA

03 From NISA SecretariatS r ThomAS AnTony

President’s Message

05 Shiksha Yatra: Historic rally for education reforms in December 2017KuLbhuShAn ShArmA

Editor’s Pick08 Right to Education: CAG’s damning findings confirm it encouraged

corruption and is ineffectiveSeeThA

11 Karnataka is going to mark a new milestonemihiKA bASu

14 Why private schools must be allowed to charge fees based on qualityArGhyA bAnerjee

NISA Communique 16 NISA Update: State meetings, conferences and launch of quality

improvement programme

19 Media

Education20 An unauthorised west Delhi colony and its 100 private schools

riTiKA ChAwLA

24 RTE’s heart is in the right place—but not its head

26 Ensure equal and inclusive education for allSATiSh KApoor

28 The ‘point’ that mattersSonA AhujA

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right to education: CAG’s damning findings confirm it encouraged corruption and is ineffective

www.nisaindia.org| NISA Namaskar | volume 3 issue 22

The Ministry of Human Resource Development (MHRD) has

once again started the exercise of formulating the National Education Policy (NEP). The Ministry, in the last week of June, created a nine-member committee to draft the policy. The committee is chaired by a renowned scientist, and Padma Vibhushan recipient, K. Kasturirangan.

Other members of the committee include former IAS officer K.J. Alfonso, who played an important role in achieving 100% literacy for two districts of Kerala; Dr. Vasudha Kamath; former Vice Chancellor of SNDT University (Mumbai); Dr. Manjul Bhargava, Professor of Mathematics (Princeton University), Dr. Rama Shankar Kureel, former IAS and Vice Chancellor of Baba Saheb Ambedkar Social Science University, (Mhow, Indore); Dr. T.V. Kattamani, Vice Chancellor of Tribal University (Amarkantak), Krishnamohan Tripathi, former Chairman of Uttar Pradesh Secondary and Higher Secondary Education; Dr. Mazhar Asif, Professor of Persian (Guwahati University); and Dr. M.K. Shridhar, former member Secretary of the Karnataka State Innovation Council.

An outcome-oriented education policy can do more for education than a focus on inputs

Editor’s Desk

AvinASh ChAndrAEditor, www.azadi.me

All the members of the committee are extremely influential and seem more capable than the TSR Subramaniam Committee set up by former MHRD Minister, Smriti Irani. However, the committee still fails to address the long standing demand for adequate representation of private schools in the formation of the NEP despite the increasing foothold of such schools in our education landscape. 51% of the primary level students in urban areas go to private schools, 41.5% of upper primary students, and 36.5% of secondary students, according to NSSO.

Since the implementation of the Right to Education Act (RTE) in 2010, school education in the country has been continuously discussed but for all the wrong reasons. Due to legal complications and its retrospective impact, we saw two concurrent movements. Private schools closed down in large numbers all over the country and at the same time, there was a massive decline in the strength of students in government schools. The situation became such that government schools in large numbers had to be closed (or merged in government’s words). All government and non-governmental studies have raised questions about the quality of education in government schools, even though the cost per student is constantly increasing.

After four years of enactment of RTE, the number of government schools increased by 13,498, but the number of students enrolled declined by 1.13 crores. During the same time, the number of students enrolled in private schools rose by 1.85 crores. According to Professor Geeta

Gandhi of University College London, in the year 2014-15, there were about one lakh government schools in which the average number of students admitted were 12.7, whereas the mean student to teacher ratio in the class was 6.7.

While the standard of education has declined in schools, there was an indiscriminate increase in teacher salaries. The average salary of a government school teacher in 2014 was 4.8 lakh annually, which is seven times the per capita income of India, according to the National University of Educational Planning and Administration. To put this in perspective: the salary of teachers in our neighboring countries China, Pakistan, Bangladesh and Indonesia is less than double of the per capita income of the country.

Formulation of the NEP provides a once-in-a-century kind of chance to fix these ailments. Often, policies that seek to improve quality are restricted to input investment, and the committees remain entangled in increasing the number of teachers, raising salaries, and providing tables and chairs. The sad fact is that, through the RTE act, policies for enhancing input have got a lot of legislative force in India. These policies ignore accountability. The formation of NEP is a golden opportunity, and if the newly formed committee focuses on policies based on outputs rather than inputs, as is adopted internationally, there is no reason why the country’s school education should not improve. Since private schools give better or equal results at one-third the cost in government schools, the inclusion of their opinions in the process of policy formation will only work for the betterment of education.

3 volume 3 issue 2 | NISA Namaskar |

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An urge to strengthen niSA’s quality improvement campaignDear members,

It’s my privilege to inform you of our new initiative: udaan: The young india Smart Fellows program (yiSFp). I urge you all to join this movement and strengthen NISA’s quality improvement campaign.

We are all aware of the important role we play in the Indian education space. It is reinforced by the significant shift in school enrollment in private schools in the last decade. While India has come close to achieving universal enrollment with gross enrolment ratio at 96.9% in 2015-16, the enrollment in government schools has demonstrated a decline. Enrollments in private unaided schools however have demonstrated a 10% increase from 18.7% in 2006 to 30.5% in 2015. This trend presents an unambiguous shift in schooling preferences amongst parents from both rural and urban India. There has thus been a significant growth in the private sector in education over the last decade,

From NISA Secretariat

S r ThomAS AnTonyNISA Secretariat

accounting for 25% of all schools in the country, and approximately 40% of the national enrollment. Projected figures indicate that net enrollment in private schools stands to further increase to 50–60% by 2022. Exact figures are difficult to come by, but estimates suggest that there are approximately 700,000 Budget Private Schools (BPS) in India, providing education to nearly 60 million children.

BPS have emerged as a critical response to the cumulative failure of government sponsored education in India. Their proliferation in the last decade reflects the increasing disappointment amongst parents from economically and socially disadvantaged communities about public schools that continue to be afflicted by poor teacher capacities, teacher absenteeism, dismal infrastructure and poor learning outcomes. Increasingly then, many of the nation’s poor choose to send their children to low-cost private schools that bring better learning at minimal costs.


improving educational quality in budget private Schools: Scope and challenges

BPS are small establishments, run without government aid, and have a fee structure that is lower than the per-child expenditure in public schools. Initiated by private entities in response to the social and economic needs of parents from underserved communities, these schools cater to the developmental needs of children from low-income families. Despite lack of investment and infrastructure, systematic research over the past decade has shown that learning outcomes in these schools are equal to or better than those of far more resourceful government schools.

BPS however continue to grapple with severely constrained resources—both in terms of financial investment and skilled human resource. Given the low-income nature of the communities they serve, they are unable to increase tuition fees to meet the costs of pedagogical or better management innovations. Low fees in BPS mean poorly qualified teachers, little investment in teacher training, management practices, infrastructure or innovative pedagogical techniques. Students have little opportunities for exposure or, access to alternative learning aids or, external support systems that supplement their school education.

Given the limited research and data available on the BPS sector, and the continuing absence of standardized student assessments of scale, extant interventions for improving school quality also tend to be largely delinked from student needs and capabilities. Student assessments further tend to be largely focused on classroom/curricular knowledge, with little analysis of aptitude, analytical skills and critical skills crucial to what are regarded as necessary 21st century skill-sets.

udaan - The young india Smart Fellows program

YISFP will aim at integrating assessments, on-going mentorship and scholarships for targeted students, and a comprehensive school improvement program for the participating budget private schools from across the country.

YISF will have an outreach of over 5,00,000 students across the country. The program proposes to select an initial cohort of 100 students from the first round of assessments program. The cohort of 100 Young India Smart Fellows selected from among the top performers in the assessment will be provided scholarships, on-going mentorship, opportunities to participate in student-exchange programs and supplementary training opportunities as they continue to learn and grow.

The program has a peer-to-peer mentorship model to foster greater student participation, ensure sustainability, encourage sharing of learnings and experiences, and build responsible camaraderie amongst the fellows as they graduate from the program and go on to become leaders of tomorrow.

The mentorship program also extends to participating schools, with annual school assessments, recommendations for school improvement and inter-linkages with service providers, and platforms curetted for sharing best practices. The school improvement program aims to improve the quality of management and education delivery across 1,000 budget private schools across the country.

NISA has initiated this aspirational movement across the country to develop the quality of budget private schools. This national level quality improvement movement also helps us in our advocacy initiatives to strongly showcase the evidence of contributing to the larger cause with minimum resources. Once again, it’s an appeal from NISA to all the BPS across the country to actively participate by enrolling in this movement to serve more children by developing our quality to serve more children of our nation and to ensure choice and affordability in education.

There remains thus, an urgent need for targeted interventions that impact education quality in BPS through student-centric support systems premised on student assessments and evidence-based design. NISA came up with ‘Udaan’ with various components to improve the quality education of BPS sector holistically.


namaskar

KuLbhuShAn ShArmAPresident, NISA

President’s Message

National Coalition for Education Reforms (NCER), an alliance of

stakeholders including parents, teachers, school managers and education service providers, is organizing a Shiksha Yatra in the second week of December 2017. The Yatra will include lakhs of volunteers rallying from various states to culminate at Ram Lila Ground in Delhi. It is worthwhile to write about why we have arrived at this historic decision.

Budget or affordable private schools during the last three years have moved from strength to strength despite the resistance of the government. The National Independent Schools Alliance (NISA) has emerged as the largest organization of private schools in the world. With its reach in 18 states and 30 state associations (as of September 2017), it makes positive interventions in policy formation at the central and state level. It offers guidance to the State Association in legal and organizational matters, including the launch of mass movements. In August 2017, NCER subsumed many other school organizations such as Catholic missionary schools and FICCI schools under NISA. Besides school associations, NCER also includes parent organisations, education service providers and teacher organisations. The coalition aims to achieve:

• Equality of opportunity for all students without any distinction on caste, class or creed;

• Equality of standards across all education Boards through a national curriculum for Science, Math and English;

• Choice of Board to schools recognized by state governments;

• Elimination of corrupt practices in education, ensuring equity and transparency in the school system;

• School autonomy to promote innovative techniques and practices in teaching; and

• Quality of education to aid rapid progress and prosperity of the nation.

This grand rally is not a protest or agitation against the government. Rather, it aims to encourage the government to adopt and promote these objectives. We urge everyone to put the child at the centre of every education policy. Over 60% of children study in government schools where the per student cost is significantly higher than most private schools but yet learning outcomes remain poor. Will these children continue to go to government schools even if they had the income to go to a private school? The government is gradually increasing the expenditure on education to improve the quality of education but the vested interests in the system grab away a major chunk through corrupt practices.

The need of the hour is to directly transfer the benefits through a smart card or via bank accounts to parents and let them decide a school. Empowerment of the parents will eliminate corruption in the school system. The 25% seats in private schools are accessed by the affluent of the poor, and the poorest of the poor including marginalized sections continue to go to government schools.

The rally will also urge the government to enable ease of opening schools so that the rising fee charged by private schools can be checked by healthy competition in the market.

Shiksha yatraA historic rally for education reforms in december 2017

This grand rally is not a protest or agitation against the government. rather, it aims to encourage the government to adopt and promote these objectives. we urge everyone to put the child at the centre of every education policy.



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The request for a uniform national curriculum in Math, Science and English through out the country removes preference for one Board over another putting students from different Boards at the same level.

State governments grant affiliation to schools after inspection of infrastructure and other norms after payment of prescribed fees. Central Boards, like CBSE and ISCE again inspect the infrastructure before granting affiliation. Multiple inspections by different agencies create space for corruption and exploitation. Education boards should confine their activities to framing of syllabus, conducting exams, results declaration, issuing certificates and promoting innovation and research in education, not straying into inspection of infrastructure, which has already been inspected by State governments. This will facilitate the affiliation of a larger number of schools to Central Boards, thus bringing uniformity in learning outcomes.

The high pressure on land, especially in urban areas owing to an increasing population and demand for land by industries, requisites vertical construction of schools. The minimum land requirement for opening schools

should not be more than half an acre. Flexible rules that take local context into consideration, will lead to rise in new schools and create a healthy competition necessary to neutralize exorbitant fees charged by many schools. The emphasis should shift from infrastructural requirements to learning outcomes.

The many discoveries in research and development in ancient India across a vast array of subjects including Math, Astronomy, Philosophy, Yoga, Space, Art and Literature were a result of non-interference by the state in educational institutions. Research and innovation in education was stifled by the opening of government schools by British officials destroying the autonomy of independent schools. Only autonomy combined with accountability can lead to innovation and quality improvement.

The objective of the Shiksha Yatra and the grand rally at Ram Lila Ground in Delhi (December 2017) is to demonstrate the strength and unity of private schools. Political parties and groups follow numbers in a democracy. NCER has joined hands with all relevant stake holders to demonstrate the support of the society and nudge the government to initiate education reforms at the earliest.

The objective of the Shiksha yatra and the grand rally at ram Lila Ground in delhi in december 2017 is to demonstrate the strength and unity of the private schools. political parties and groups follow numbers in a democracy. nCer has joined hands with all relevant take holders to demonstrate the support of the society and nudge to the government to initiate education reforms at the earliest.


The evidence that the noble-sounding Right of Children to Free

and Compulsory Education Act, 2009, popularly known as the RTE Act, is a flawed and ineffective piece of legislation keeps on mounting.

As if the Annual Status of Education Report 2016 (ASER 2016), published by Pratham, showing that attendance as well as learning levels had deteriorated since the Act came into force weren’t enough, the report of the Comptroller and Auditor General (CAG) on the implementation of the Act not only confirms this, but also outs an open secret—the irregularities and corruption that the Act gives rise to.

Of course, it doesn’t use the ‘C’ word but the signals are pretty clear to any discerning person used to the ways of babudom. The report also confirms the ASER findings and shows that the Act may not be getting all children into school, which is why it was legislated in the first place.The fact that the RTE Act has given rise to new sources of corruption—

recognition/de-recognition of schools, compliance with infrastructure norms and reimbursement of fees for students from poor backgrounds—is well-known. It just wasn’t spoken about openly. But it can no longer be brushed under the carpet now.

Take the issue of reimbursement. Section 12 of the Act requires private unaided recognised schools to reserve 25% of seats for students from economically weaker sections. They are to get reimbursed for this. The CAG report points to several cases of

right to education:CAG’s damning findings confirm it encouraged corruption and is ineffective

excessive or irregular reimbursements.In Bihar, a total of Rs 1.18 crore was

reimbursed to 90 unrecognised schools. In Madhya Pradesh, 303 unrecognised schools were reimbursed Rs 1.01 crore. In Karnataka, 124 schools were reimbursed Rs 80 lakh in excess; the reimbursement covered expenditure heads that were not allowed. In Uttarakhand, Rs 19 lakh was reimbursed to 14 madarsas, though schools imparting religious education are not covered by the Act. Could all this have not happened without palms being greased?

Sure, that’s really loose change, compared to the levels of corruption one is used to hearing about. But, one, these just relate to the selected districts in states that the CAG audited and, two, the trivial amounts do not—and should not—detract from the fact that RTE Act is encouraging corruption.

There were also cases of schools, who should have been reimbursed, not getting their money because they had reportedly not completed the necessary paperwork. In both Karnataka and Madhya Pradesh, the CAG found the amount irregularly lying in the savings bank accounts of the relevant authorities. Talk to schools across the country and there will be a flood of stories about how reimbursements are delayed or denied if there are no kickbacks.

The CAG report found many instances of schools continuing to function without recognition. In two districts of Chhattisgarh, for example, 70 schools had been recommended for de-recognition; only 12 had been

Editor’s Pick

SeeThASenior Journalist


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de-recognised. In the audited districts of Gujarat, 2,502 schools and in Kerala, 1,666 schools were functioning without recognition. In one district of Uttarakhand, 109 schools were functioning without recognition. Is this possible without money exchanging hands?

One of the conditions for recognition is compliance with certain stipulated infrastructure and pupil-teacher ratio norms. Thousands of schools have been shut down for not complying with these provisions.

According to data from the National Independent Schools Alliance, over 4,000 schools were shut in 2015 and another 3,300-odd in the January-October 2016 period (the last period for which data is available).

Does that mean all recognised and government schools adhere to the norms? This is what the CAG report found: in Chandigarh a government school building had major cracks in the beams, making it unsafe; in

Section 12 of the Act requires private unaided recognised schools to reserve 25% of seats for students from economically weaker sections. They are to get reimbursed for this. The CAG report points to several cases of excessive or irregular reimbursements.

Tripura one school was functioning from an anganwadi centre since 2004, and another was functioning out of a bamboo shed; in Puducherry, 17 schools did not have a playground, in another classes were being held in a dilapidated kitchen; in Tamil Nadu, schools were being run in dilapidated buildings, in building with asbestos roofs and in one, classes were being held in the corridors. In Uttar Pradesh, 105 schools had no buildings and 403 were being run in dilapidated buildings.

The RTE stipulates a teacher-pupil ratio of 1:30 within three years of the Act coming into force. So, by March 2013, all schools should have had one teacher for every 30 students. The Act also bars single-teacher schools. This is supposed to ensure students get better attention and learning levels improve.

The reality: the CAG report shows that these norms were not being followed in several states. In Chhattisgarh in 2015-16, 14% primary schools and 15% upper primary schools


had an adverse pupil-teacher ratio. In Bihar, the ratio was in the 50-60 per student range. In Andhra Pradesh, 16% upper primary schools and 5% primary schools had an adverse pupil-teacher ratio.

Single-teacher schools functioned in Bihar, Madhya Pradesh, Gujarat, Haryana, Odisha, Punjab, Rajasthan and Tamil Nadu—with the number ranging from a low 1% in Bihar to 14-15% in Madhya Pradesh and Andhra Pradesh.

If it has failed in all this, has the RTE Act succeeded in its main objective—ensuring that all children go to school because it is their fundamental right to do so? Well, mining data from the Unified District Information System for Education (U-DISE), the CAG report shows that the net enrolment ratio (NER) in primary education (Class 1-V) has declined steadily from 96% in 2012-

13 to 87.3% in 2015-16 (The NER is the enrollment in a state of education as a percentage of children in the relevant school age range). The NER in upper primary (Class VI-VIII) also fell steadily from 73.7% in 2012-13 to 72.48% in 2014-15, though it has gone up to 74.74% in 2015-16.

But how will governments get children into school when they don’t know how many are out of school? The CAG report also shows that most state governments are clueless about the number of children in the zero to 14 years age group, those attending schools, those not in schools. Rule 10 of the RTE Rules requires state governments to conduct regular household surveys to get this information. However, 21 states had not done so.

Ensuring universal elementary education is an ideal that every country must strive towards. India’s

record in this is way behind many smaller economies. It is ranked 135 in education index of the World Bank’s Human Development Index, below Tajikistan, Vanuatu, Guatemala, Guyana and Kyrgyztan, to name a few. The education index is calculated using the mean years of schooling ad expected years of schooling. The mean years of schooling in the case of India is 6.3 against 10 in Tajikistan and Kyrgyztan and 8.4 in Guyana. This cannot be the springboard for sustained higher growth rates with this record.

The Right to Education is not the, well, right way to ensure a sound foundation for an educated society. Critics had always pointed out that all it does is perpetuate inspector raj and concomitant corruption in education. The CAG report confirms this.

This article was first published on firstpost


namaskar

mihiKA bASuIndependent Journalist

In a first, the Karnataka government has floated a proposal that is aimed at making it easier for private body of individuals to start and maintain schools. According to the proposal, to set up an educational institution, the private body of persons may now structure

themselves as a limited liability partnership as opposed to being restricted to be run as a society or a charitable trust. It stipulates that education must be the primary objective, and may still only operate on a non-profit sharing basis.

Education

Karnataka is going to mark a new milestone


Government’s move lowers barrier of entry

It is a step towards increasing private participation by eradicating the legal norms that make it difficult to start schools. For instance, overlapping complicated regulations, process of application, registration as a society/trust to obtain the land, need for licenses (in Delhi, for example, a private player needs to follow several steps and obtain nearly 15 licenses to open and run a school) and multiple approvals and certificates, make the process complex and time-consuming. The need to have trusts implies that every decision goes through the scrutiny of the board of trustees. These are often unnecessary and the associated overheads are expensive and unwarranted, especially at the primary and pre-primary levels. It is not uncommon to find that in areas where schooling and education are in short supply, one would also find that the expertise to navigate through the complex regulations, registration and maintenance of a society too is difficult to come by.

This means that educators need to spend more time acquainting themselves with the administrative overages of paperwork compliance, leaving less time for imparting education. Where skills for the latter are available readily, the former is not making the start of schools a non-starter. Less regulation also almost always means that there are less avenues of bureaucratic red-tape. This proposal could be construed as an acknowledgement of the need for greater private participation and indication of the intent to ease their barrier to entry. The proposal also hopes to enable community participation to influence the quality of education.

Competition fosters accountability and innovation

Now, the benefits of greater participation are numerous and well known. As empirically evidenced by industries

like media and telecom, this brings on competition, which fosters innovation. The result brings more choices and better quality of education for its consumers-students, teachers, and the spurt of ancillary industries around education. In some areas, this could mean easier or better access to education.

private players are not an option; numbers speak for themselves

According to Census 2011 data, the number of “out-of-school” children went up from 1.3 million in 2005-06 to 8.1 million in 2009-10. So, it is clear that the supply and demand for education are severely skewed. Given its rate of growth, it is also clear that government schools have so far failed to meet the challenge. All too common are the telling signs of stress come admission season, when one sees parents standing in queue for hours outside various private schools.

To add to this, public perception is that private schools are qualitatively better than public schools, as seen from widespread preference in favour of private schooling. According to a research paper on the ‘private schooling phenomenon in India, based on the author’s analysis of raw District Information System for Education (DISE) data on 20 major states, between 2010-

According to the proposal, to set up an educational

institution, the private body of persons may now structure

themselves as a limited liability partnership as

opposed to being restricted to be run as a society or a

charitable trust. it stipulates that education must be the primary objective, and may still only operate on a non-

profit sharing basis.


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11 to 2014-15, the total enrolment in government schools over this period fell by 11.1 million (1 crore 11 lakh) students, whereas total enrolment in private schools rose by 16 million (1 crore 60 lakh), over the same four-year period. This is despite a modest rise in the number of government schools by 16,376 during that period. By contrast, says the study by Geeta Gandhi Kingdon, the number of private schools rose by 71,360 schools. While for the first time, NGO Pratham’s Annual Status of Education Report (ASER) on rural India says that at the all India level, the proportion of children (age 6-14) enrolled in private schools is almost

unchanged at 30.5 per cent in 2016, as compared to 30.8 per cent in 2014, the growth in private schools across the country has continued unabated. Kingdom’s research paper shows a 10% decline in average size of government run elementary schools alone. Overall, from 2010-15, the average size of government schools fell by 12%, while the average size of private schools rose by 3%, despite the large increase in the number of private schools.

These numbers clearly point to a trust deficit in government education. Several reports have cited that parents prefer private schools as they believe such schools have better academic standards, better learning environment and facilities. A National Sample Survey Organisation (NSSO) report shows that reasons attributed to preference for private schools over government ones are better environment of learning, unsatisfactory quality of education in government schools, while some cited English as the medium of instruction for studying in private schools. In a household survey commissioned by Praja Foundation and conducted in April-June 2016 across Delhi, three big reasons given by parents for not being happy with MCD schools are ‘future scope is very limited (67%), quality of education (59%) and the teachers are not that good (58%)’. Similarly, ‘future

scope is very limited (58%), quality of education (52%) and facilities provided to students are not very good (46%), constitute the three big reasons cited by parents for not being happy with state government schools.

However, it needs to be stated that ASER 2016 says two states have shown a good increase in government school enrolment relative to 2014 level, which includes Kerala and Gujarat. The same report also says that nationally, reading ability has improved, especially in early grades in government schools, while arithmetic shows improvement in government schools in primary grades.

proposal is only a small beginning

The Karnataka government’s proposal is no silver bullet. Easing the entry barrier is a minutiae in the vast number of operational challenges that accompany school administrations. Tackling the menace of license raj head on is a far greater impediment to any potential investor that seeks efficiency in the education system. Policymakers would do well to work on a single window of clearance in an effort to work towards this.

Further, a lack of investment is a chokehold on speedy expansion of private education. The pro-profit motive in the education camp have underscored the need to marry capital and educators, one that is unlikely without a reasonable return of investment.

Among its recommendations to encourage private sector participation in school education, a 2014 Federation of Indian Chambers of Commerce and Industry (FICCI) report suggests reducing input based norms and move to an outcome-based system.

While Karnataka’s proposal is a well-intentioned step towards accessibility of education in the state, it also brings hope for wider changes that will have more impact on education in the state.

A Step towards increasing

Private Participation by

eradicating the Legal

Norms that make it

difficult to Start Schools...


“The size of the library must be 14m x 8m, and it must stock a

minimum of 1,500 books.”“The head of the school must hold

the staff meeting at least once a month, review the work done during the month and assess the progress of the pupils.”

“The head of the school should have a Master’s degree and a degree in education, and at least eight years of teaching experience or five years

Education

run a school, if he chooses to set one up. Forget about running—he won’t even be qualified to teach—as he does not have a degree in education.

We can be sarcastic about rules. We can make fun of them. But for an entrepreneur who wants to set up a school, the outcome is not funny. The affiliation rule book for CBSE board is 89-page thick. You need more than 50 different government permissions

why private schools must be allowed to charge fees

based on quality

Why can’t private schools be judged by results, rather than by the size of classrooms? Why do we need to micromanage the size of the library when we should assess reading skills? Why do we need to specify the qualifications of a Math teacher when we should evaluate

the Math scores of her students?

ArGhyA bAnerjeeFounder, The Levelfield School, Suri, Birbhum, West Bengal

of administrative experience in a recognised high school.”

These are some of the sample rules if an Indian school is to be affiliated with our central board of education. According to the first rule, we don’t have to care about what sort of books we stock in a school library; we must be concerned about its size. According to the last rule, our revered ex-President APJ Abdul Kalam will not be eligible to


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to set up a school. There are multiple approvals you have to take from the land office, fire-safety office, tax department, local municipality, state education board and, of course, the central education board. As far as education is concerned, the Licence Raj has not ended in our country.

These rules reflect our society’s curious obsession about input rather than output. It displays a Soviet-style mindset that central diktat can control quality. Well, we all know about the shoddy consumer goods that the former Soviet Union produced. And we, of course, know about the army of educated, yet unemployable youths that Indian schools and colleges churn out.

It is not difficult to see the parallel. Excessive regulation and micromanagement do not result in quality. In global tests like PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics & Science Study), which benchmark school students in various countries, India languishes at the very bottom. Surely, that should tell us something about the quality of our so-called best schools?

So, what’s the solution? Nothing complicated—we don’t need a PhD thesis or a committee of educationists discussing for years to solve this. It’s simple—we must incentivise organisations to provide quality service, rather than issuing detailed instructions. Most firms try to provide excellent service because they would otherwise lose customers and money. A bank, or a telecom company, does not have a detailed recruitment guideline specifying the qualification to recruit their CEO. They have no instructions related to sizes of the offices and meeting rooms. They convene meetings when they are needed—which is more frequently than once a month. Those private organisations work far more efficiently than schools. They respond to changes much better. They have to be in sync with the times. Otherwise, they will perish.

Why can’t we let our schools also function that way? Why can’t our private schools be judged by results, rather than by the size of classrooms? Why do we need to micromanage the size of the library when we should assess reading skills? Why do we need to specify the qualifications of a maths teacher when we should evaluate the maths scores of her students? If a school does well, parents would naturally send their children there. If a school does not produce results, it will lose students and will close down. The CBSE does not need to do the job, the market will.

I understand there are some problems with the results-driven approach. First, this must go hand-in-hand with examination reforms. Our exams, as they currently stand, do not test the right skills.

Second, we must not assess only the final results, but year-on-year improvements. A school with a reputation built over the years tends to get good students—so they produce good results. We must have a measure to find out the value-addition over the years. This can simply be done by a standardised test conducted every two years (Class III, Class V and so on) and observing the incremental change. In the US, various states have their standardised tests (for example, California STAR tests) by which they assess the improvement in their children every year.

Finally, a market-driven approach must not exclude poorer sections of the society. At the same time, private schools must be allowed to charge everybody based on their quality and cost structure. The solution is for the government to provide direct cash transfer to the parents of poorer students and reimbursing them for the cost of education. The invisible hand of the market works better than the heavy-handedness of the government.

The article was published first in the Financial Express.

we can be sarcastic about rules. we can make fun of them. but for an entrepreneur who wants to set up a school, the outcome is not funny. The affiliation rule book for CbSe board is 89-page thick. you need more than 50 different government permissions to set up a school. There are multiple approvals you have to take from the land office, fire-safety office, tax department, local municipality, state education board and, of course, the central education board. As far as education is concerned, the Licence raj has not ended in our country.


State meetings, conferences and launch of quality improvement programme

panel discussion on fee regulationDate: 10 April 2017Venue: Lok Sabha Television office, Mahadev Road, New Delhi

Thomas Antony (NISA Advocacy Coordinator), Avinash Chandra (Editor Azadi) and Chandrakant Singh (School owner, Radiant Public School) were a part of a panel discussion organised by Lok Sabha Channel on fee regulation.

NISA Communique

roundtable on quality improvement in budget private Schools Date: 12 May 2017Venue: City Montessori School, Lucknow, Uttar Pradesh

NISA in collaboration with Centre for Civil Society and Gray Matters Capital hosted a panel discussion on quality improvement in Budget Private Schools (BPS). The roundtable brought together key stakeholders in education including investors, service providers, school owners, educationists, and members of the NISA Governing Body, to discuss the need for and the nature of interventions that may impact the quality of educational delivery in BPS across the country.

niSA annual strategy planning meeting 2017 Date: 12 May 2017Venue: City Montessori School, Lucknow, Uttar Pradesh

As part of the organisational practice, the NISA General Body meets at least once a year to discuss, deliberate and develop annual plans and share progress with members.

uttar pradesh State conferenceDate: 14 May 2017Venue: Lucknow, Uttar Pradesh

Association of Private Schools (Uttar Pradesh) organised a State conference on the challenges faced by BPS in Lucknow. NISA team and all the State associations’ leaders participated in the meeting.


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Kashmir State conferenceDate: 24 May 2017Venue: Premium Convention Centre, Dal Lake, Srinagar

Joint Committee of Private Schools Association, Srinagar organized an education conclave to address the challenges faced by the private schools. The conference aimed to encourage uniform policies across the country and not discriminatory education policies for Jammu and Kashmir. Mr Sayed Mohamed Altaf Bhukari (State education Minister), Mr Kulbhushan Sharma (NISA President), Amit Chandra (Policy Advisor at the Centre for Civil Society), and NISA State representatives from ten different States attended the conclave.

policy roundtable on direct benefit Transfer in educationDate: 22 June 2017Venue: Red Bishop, Chandigarh

Centre for Civil Society and NISA jointly hosted a Policy Roundtable on School Education. Mr PK Das (Additional Chief Secretary, School Education, Haryana) chaired the conference. The roundtable brought together key stakeholders in education, including prominent educationists, practitioners, investors and policy experts to discuss the need for and nature of reforms in school education in Haryana.

Gujarat State conferenceDate: 09 June 2017Venue: Samast Patidar Samajni Wadi, Surat

Self-Finance School Management Association organised a State conference on the challenges faced by the private schools around the Gujarat Self-financed Schools (Regulation of fees) Act, 2017. Mr Kulbhushan Sharma (NISA President) and Amit Chandra (Policy Advisor at the Centre for Civil Society) participated in the conference.

Thought Leaders’ SummitDate: 28 June 2017Venue: Fairfield Marriott, Bangalore

NISA organised Thought Leaders’ Summit with the support of Microsoft to launch a digital learning program for BPS across the country. The conference through various sessions and presentations discussed the importance of digital learning. The meeting saw a participation of 150 representatives from 23 States.

Aligarh district meetingDate: 25 June 2017Venue: Mehta Hall, Aligarh

Public Schools Development Society, Aligarh organised a day-long meeting attended by its 60 members. The meeting discussed the challenges private schools face due to RTE Section 12(1)(c), the mandate to reserve 25% seats in private schools for economically backward and disadvantaged sections. Mr Kulbhushan Sharma (NISA President) and Thomas Antony (NISA Advocacy Associate) addressed the gathering.


rally to protect private schoolsDate: 31 July 2017Venue: Kadapa, Andhra Pradesh

Andhra Pradesh Unaided Management Schools Association’s district wing, Kadappa, organised a rally to inform about policy challenges faced by private schools in the State. Around 6000 school representatives participated. Mr Krishna Reddy (State Association President) addressed and gathering and submitted the memorandum to the Government.

udaan programme launch in various States

Scrapbook – Children’s publishing ConclaveDate: 19 August 2017Venue: FICCI, New Delhi

Mr Kulbhushan Sharma (NISA President) and Mr Rajesh Malhotra (Vice President) represented the BPS perspective in a FICCI conference. They spoke about the importance of content liberalisation of text books.

The Young India Smart Fellows Program is an initiative by NISA that aims to integrate assessments, ongoing mentorship and scholarships for targeted students, and a comprehensive school improvement program for the participating BPS from across the country.


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Hastsal, a small census town in west Delhi, lies comfortably hidden

between the massive Najafgarh drain on one side and the crowded Uttam Nagar bus terminal on the other. With its narrow and uneven roads and a curious mix of establishments, Hastsal is quite unlike the other more visible parts of the city. Once inside the place, you will be overwhelmed by the number of shops, schools, clinics, coaching centres, marriage gardens and of course houses, all of which seem to exist together, with no

clear boundaries to separate one type from the other. The addresses of the buildings are in reference to the (gali) (lane) number they are located in, and you are likely to come across cases of three adjacent buildings sharing the same house number.

Once a small village surrounded by vast agricultural lands, today Hastsal is an agglomeration of several regularized–unauthorized colonies along with the laaldora region of the older Hastsal Village, linked together by intersecting lanes and by-lanes.

Education

Among many other things, one thing that makes this place different from other parts of the city is the presence of a large number of diverse, but mostly low-cost private schools. Schools with names like ‘Ideal Radiant’, ‘Star Shine’, ‘Kirti Public’ and ‘Pioneer Kamal’ mark the landscape of the place, not just with their many coloured buildings; but also in forms of faraway walls painted with their names, the high flying banners that hang overhead, and flex boards tied to electric poles. Even if you miss seeing these schools, you will not

It’s not hard to spot private school these days, whether you are passing through metros, small towns or even rural areas. However, how do you explain the presence of more than

100 such schools in Hastsal—an area of less than 7 square kilometres?

An unauthorised west delhi colony and its 100

private schoolsriTiKA ChAwLA

Research Writer, Centre for Civil Society


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miss their presence which seems to be displayed on every corner, on every wall.

While nobody knows the exact number of such schools, when asked Mr Naresh Tyagi, a long time social worker and founder of the 27-year-old ‘The New Age Public School’, believes that there are more than 100 such private schools in Hastsal today. Another school founder, Mr Satish Tyagi, quotes a presence of at least 200 private schools in Hastsal ranging from pre-primary ones to schools running up till standard 12. These schools are spread out in an area of less than 7 square kilometres and cater to a population of 1,76,877 (as per the 2011 census). However, locals guess that at least 5 lakh people live in Hastsal today. The corresponding figure for government schools in the area is 13, according to District Information System for Education (DISE) 2015-16.

The town today provides shelter, and often a means of livelihood to the migrant population from neighbouring states of Uttar Pradesh, Bihar and Haryana. And the majority of this population falls in the strata of lower or lower middle class. The question then arises: how did so many schools—firstly, emerge and then, flourish? And what does it really mean—is it simply a reflection of the aspirations of the working class, to equip its children to survive and thrive in the competition that characterizes the society today? Or is there something more to this story?

From a village to an unauthorized colony

The emergence of these schools is, in fact, deeply linked to the emergence of the colony itself. 61-year-old Umesh

Tyagi, who has lived in Hastsal since his birth, and who now manages the Rajdhani Public School in the area, says that he was born in a village surrounded by vast agricultural lands, and has seen the neighbouring posher areas of Vikaspuri, Janakpuri and Uttam Nagar grow from wilderness to what they are today. ‘We lived in kuchcha houses then, fenced by small rocks and thorns,’ Mr Rati Ram Yadav, a retired Delhi police officer, and a native of the area adds.

However, the landowners sold off their agricultural land illegally to individuals. It was illegal because, under the Delhi Land Reforms Act of 1954, agricultural land cannot be sold off for non-agricultural uses. Gautumn Bhan tells the rest of the story about the transformation of agricultural land into unauthorised colonies in his research paper ‘Planned Illegalities: Housing and the Failure of Planning in Delhi 1947¬–2010’: ‘Rural land belonged either to individual farmers or was common land in the village and belonged to the gram sabha or village council. Most unauthorised colonies get created when a person buys land—let us call him an “aggregator”—from either individual farmers or the gram sabha and aggregated into the size of a colony that could be large enough to hold as many 200 units or as few as 10. This aggregated land is then divided into plots and sold with written contractual agreements that detail monthly instalments and payment schedules undertaken and completed by individual house owners.’

Umeshji claims that this was done mostly to make a profit before the Delhi Land Reforms Act 1954 forced landowners to give up their possession for almost nothing. Another version

Another school founder, mr Satish Tyagi, quotes a presence of at least 200 private schools in hastsal ranging from pre-primary ones to schools running up till standard 12. These schools are spread out in an area of less than 7 square kilometres and cater to a population of 1,76,877 (as per the 2011 census). however, locals guess that at least 5 lakh people live in hastsal today. The corresponding figure for government schools in the area is 13, according to district information System for education (diSe) 2015-16.


comes from Mr Satish Tyagi, the owner of one of the earliest schools to come up in the area—the ‘Vrindawan Public School’, who says that this land was sold off during the time Delhi Development Authority (DDA) was acquiring land for the planned development of Delhi. The government was paying prices much lower than prevailing market prices, and the fear of acquisition at such low prices made the landowners sell off their land to these aggregators or ‘colonisers’ (as he ironically calls them). As a result, the settlement that followed was scattered and haphazard, explaining the maze of lanes and crossroads that define Hastsal today.

‘This was the time when property dealers emerged in almost every house’, Mr Satish Tyagi recalls. You will see the remnants of this even today in the busy streets of Hastsal. A large number of people shifted to Delhi seeking employment, and as the housing facilities in the city remained inadequate, the population in Hastsal, which provided relatively cheaper housing facilities, rose exponentially from 1980.

Lack of public provision of facilities and emergence of private schools

However, facilities available to serve the needs of this population were largely lacking. Till 1985 there was only one government school up-to the eighth standard, and another managed by an NGO. A few early private schools began emerging around 1987 as a natural response to the rise in demand for schools by an ever increasing population. ‘Plus, there was no land to work on anymore, they had to either find employment or generate employment for themselves, and opening schools seemed like a viable option’, Mr Naresh Tyagi, the manager of ‘The New Age Public School’ says. He takes out an old file with a pile of yellowed sheets of

letters and newspaper clippings- these are the applications he submitted to government over the years, due to which the government school was upgraded from upper primary to secondary level in 1994. Another application was submitted to DDA to allot land to open more schools. “However, the officials responded by saying that they had neither the land nor the budget to open these schools, given that it was an unauthorized colony. Instead they suggested that we should open our own schools—we had the land and the need for it.” Mr. Umesh Tyagi recollects. He also vaguely mentions an education secretary who visited the area under the Education for All campaign and motivated them to open their own schools.

Most of these schools were then established between the 90s and 2010. Mr Satish Tyagi, when asked about his motivation to start a school, says: ‘I started teaching tuitions when I completely ran out of money. That helped me gain confidence that I could teach. Moreover, each time I would pass one of the schools and see people less educated than myself teaching these kids, I would think why not me. I had the land, I was educated, and I could teach.’

In case of Naresh Tyagi, his uncle who was already running his school in

the neighbouring area instigated him to open one on his vacant land. ‘I was in social work, and there was a definite scarcity of schools,’ says Naresh Tyagi, in a matter-of-fact tone. This, however, does not mean he was running his school for charitable purposes. A monthly fee of Rs1000 has to be paid each month to study in his school ‘but other than EWS, we do provide relaxation to children who may need it’—he gives an example of a girl whose father died and whose fee was waived off for the entire session.

At ‘St. Sai Public School’—a primary school in the area, they talk about starting with a small tuition and day-carecentre—where children were charged only Rs 35 per month.

These schools which then came up served two important social functions—firstly, providing education to the children of Hastsal who otherwise didn’t have enough schools to study in; and providing a means of employment to the adults of the area who at least had some degree of education.

parent’s speak

Parents, when asked, show an apparent inclination towards sending their children to private schools over government schools. Lallan, who drives a cab, and has lived in Hastsal since 1995,


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sends his elder sons to government schools, while his daughter who is in 3rd standard, goes to ‘Greenland Public School’ in the neighbourhood. However, his two sons too completed early years of their schooling from private institutes, before they shifted to government schools. He may do the same for his daughter later, he says. ‘It is not easy to afford private education, especially in later years. But if they study a few years in a private school, they learn better, at least they are much better off than children who have always gone to government schools,’ he says.

In a single storey building in adjacent Mohan Garden, four families live in separate rooms, sharing a large courtyard and bathing space. All of them have migrated from Bihar at different times. Sunita, whose husband is a Rajmistri (expert mason), has four children, all of who study in government schools. ‘I did send my eldest daughter to a private school for two years but the fee was so high that we couldn’t afford it anymore,’ she says. If they could afford the fee? ‘Fir to private mein hi bhejtena (then, of course, we would have sent them to private schools),’ she says. ‘My

daughter who is in 4th standard still struggles to read her textbooks,’ she explains, when asked the reason.

Inside the expansive South Delhi Municipal Corporation (SDMC) School in Shiv Vihar, a group of helping staff sits in an otherwise empty building. Except for the woman whose sons are in their senior secondary year and go to a government school, and two men who are unmarried, all of the other four parents send their children to different private schools. ‘We work here, and we know how things are run here. Moreover, whoever has some money, tries to send their children to a private school. It’s like a trend now.’ The man who works as the peon in the school and whose daughter studies in a bigger private school under EWS quota of Right to Education Act says, “It is true—while sending children to private schools is about the quality of education delivery; it is also as much about status now. There is a sense of pride that people feel in paying for the services they avail.”

A boost to female education

‘There is another thing that happened

with the emergence of these schools,’ Mr Umesh Tyagi tells, as he puts his pen down on the table, ‘more and more girls began going to school.’ Parents, who were earlier apprehensive of sending their daughters to long ‘unsafe’ distances to study, began sending them to the nearby private schools. Om Prakash Rathore, who migrated from Uttar Pradesh in 1979 and now owns a flour mill in Hastsal, sent his daughter to the ‘Rashtra Shakti Vidyalaya’—the earliest non-government school to emerge in the area, while his son went to the government school. When asked the reason for this surprising difference, he says, ‘I could afford private education for only one of them, and while my son could go to a faraway government school, we preferred our daughter to go somewhere nearer,’ he says, nodding.

Filling a lacuna

The schools in the area are many and diverse- some bigger, others smaller, some with their own football grounds and yellow buses, and others which run out of residential buildings; a school operating from two buildings separated by a road; schools where children run home every time their bottles run out of water, and schools with classrooms which are technology enabled; schools where children interact openly and freely in their classrooms, and schools where children sit in complete silence in the presence of teacher- schools which are recognized and schools which are unrecognized and; schools, all of which are ‘English Medium’.

However, these schools cater to different economic classes and are filling a glaring lacuna. As Naresh Tyagi puts it: ‘it’s these private schools that are currently carrying the responsibility of educating the children of Hastsal, because government schools are simply not sufficient.’

This article was first published on Outlook India.


The Right of Children to Free and Compulsory Education Act or

the Right to Education Act (RTE) was supposed to drive India’s big leap in social development. It was supposed to bring millions to school, building the foundations upon which a modern, progressive and prosperous nation was to rise. Seven years later, those hopes and aspirations have been belied. Learning outcomes have deteriorated, schools are being closed and entire cohorts are graduating ill-educated and unprepared. The RTE has proved to be a disastrous piece of legislation. Against this backdrop, the Narendra Modi government’s decision to scrap one of its most controversial features, the No-Detention Policy (NDP), is an important first step towards mitigating some of its worst consequences.

The NDP was interpreted as a call for all students to be automatically promoted to the next class, without having to take any examinations until

rTe’s heart is in the right place—but not its head

that the policy—successfully deployed in countries known for their high-quality education systems, such as Finland and Japan—wasn’t properly implemented in India. They are right. The NDP was supposed to be part of the larger Continuous and Comprehensive Evaluation (CCE) effort which replaced the annual examination system. The CCE, however, was stillborn—at least in part because teachers were never really trained in how to implement the new methods of evaluation and interpreted the policy as one that required no assessment at all. The problem is that even today, there is no clarity on how this issue can be resolved given the far-from-optimal ground realities.

NDP cheerleaders also claim that the objective of the policy was to keep students in school and prevent dropouts—and in that, it has succeeded. Herein, it is important to ask: What is the point of students staying in school if they are barely learning anything at all?

In fact, this question can be extended to the enrolment factor as well. Champions of the RTE point out that since the law, making access to free and compulsory education a fundamental right for all children between the ages of six and 14 years, came into force, the country has attained almost universal enrolment. Apart from the fact that this isn’t entirely correct (enrolment rates were high and improving even before RTE,

Education

class VIII. In the seven years that it has been in effect, it has, however, done nothing to improve learning outcomes. The latest edition of the well-regarded Annual Status of Education Report (ASER), which measures overall learning levels, has found, yet again, that learning outcomes remain below par. Less than 48% of children in class V can read a class II-level textbook; only 43.2% of class VIII students in rural India can do simple divisions; only one out of every four students in class V could read an English sentence.

The NDP has also been found to be faulty by the Comptroller and Auditor General as well as the Central Advisory Board of Education. More than 20 states and union territories have asked for the policy to be either scrapped or modified. In short, there is now overwhelming evidence that the NDP has failed, and the sooner the system is fixed, the better.

Supporters of the NDP may argue

Scrapping the no-detention policy, one of the most controversial features of the right to education Act, is a first step towards mitigating some of its worst consequences


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a government agency. Therefore, they can take their own sweet time to comply, if at all, with the RTE requirements. This is also true of minority-run institutions (both aided and unaided) which stand outside the ambit of the RTE and are seen as being favoured over majority-run institutions.

What makes all this particularly galling is that data shows that even poor parents prefer to send their children to budget private schools instead of government schools which are free. Also, studies have shown private schools are more cost-effective than government schools and deliver slightly better learning outcomes. In fact, the landmark Andhra Pradesh School Choice Project by Karthik Muralidharan of the University of California, San Diego found that even though private school teachers are less educated and not as well paid as their government counterparts, they still perform better in terms of fewer absences, longer workdays, etc.

In other words, the RTE has resulted in shutting down those schools that students wanted to attend while giving preferential treatment to those that they didn’t care for. It has, on the whole, promoted an education system that focuses on just about everything else but education.

This article was first published on Livemint

thanks to much older schemes such as the mid-day meal scheme and the Sarva Shiksha Abhiyan (SSA), here too one must underline the risks of conflating schooling with learning.

Indeed, this dichotomy is reflective of the larger, more fundamental problem with the RTE: its heavy focus on inputs while effectively ignoring outputs. The Act, for instance, makes it compulsory for schools to reserve 25% of seats for poor students, mandates a high teacher-student ratio, enumerates expensive standards for school buildings and infrastructure, defines working days and teacher hours, etc., but doesn’t offer any benchmarks for learning outcomes or link teacher assessment to student performance.

This, in turn, has had a debilitating impact on budget private schools which catered to a large number of poor students. Many such schools, which barely charged a few hundred rupees in student fees, have been shuttered since they could no longer afford the RTE requirements. A school in an urban slum is going to have a difficult time trying to build a playground, after all. According to the National Independent Schools Alliance, a grouping of budget private schools, Delhi alone closed 3,000 schools in 2015-16 while Maharashtra served closure notices on 7,000 schools. In contrast, government schools have no such worries because they are “recognized”—simply by virtue of being

no-detention policy cheerleaders also claim that the objective of the policy was to keep students in school and prevent dropouts—and in that, it has succeeded. herein, it is important to ask: what is the point of students staying in school if they are barely learning anything at all?


Inclusive education happens when students from different backgrounds

and capabilities learn together in same classrooms. Every student should have an equal opportunity for education in schools that cater to demands of all. These schools should meet the educational requirements for students from different social, economic, ethnic, linguistic and religious backgrounds. Schools should develop capabilities to respond to the varied challenges that emerge from unique educational needs of all students.

The idea of equal and inclusive education envisages barrier-free access and participation in school activities. Besides access to physical resources, we envision equal opportunity to access curriculum for all learners. Curriculum and associated assessment should be designed such that it addresses educational needs of all students according to their potential. Undoubtedly, this requires teachers are adequately trained and empowered to meet diverse needs. A teacher should take responsibility for learning

ensure equal and inclusive education for all

SATiSh KApoorFounder and Director of Brotherhood,

an organization that works for disabled children

for all of UNESCO members countries. The successful implementation of this goal requires understanding learner diversities to enhance and enrich learning.

In India, surveys and research conducted by different agencies and scholars indicate that education of students with disabilities is not progressing fast enough to achieve the goal of inclusive education for all by 2030. The government and various NGOs continue to voice their concern to accelerate achievement of SDG-4 jointly.

Government of India (GoI) policies seem responsive to the goal of inclusive education. The seeds can be traced from 1990s through policies such as the National Policy of Education (NPE) and Programme of Action 1986 and 1992 supported by Salamanca Declaration 1994. The Right to Education Act 2009, Rights of Persons with Disability Act 2016, and Niti Aayog vision document—Three Year Action Agenda (2017-20)—further reinforce the national policies. The policies expect positive synergies from enabling inclusive learning at

Education

and play of students with disabilities including cognitive, sensory and learning impairment. A teacher may be supported by specialised service providers as and when required. The provision of specialised and equitable education in schools for all requires additional resources. Wherever special schools or resource centres are available, they should be involved in supporting inclusive schooling. Mutual institutional support between regular schools and special schools that cater to disabled children will benefit both.

This article overlooks the trend of ‘segregated’ hospital care and special schooling and rather, focuses on the Sustainable Development Goal 4 (SDG-4) that focuses on inclusive education set by UNESCO in 2015. SDG-4 captures The Education 2030 Agenda which aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ by 2030. The world is moving from universal education to a more ambitious ‘inclusive universal education’ and this has thus been incorporated as the focus


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because no one factor in isolation can bring about an inclusive school culture. The areas are:

1. School Management Committee 2. Leadership 3. Role of SMC defined in the

school manual 4. School environment 5. Responsibility and authority 6. Admission policy 7. Collaborative Planning Meeting 8. Inclusive Curriculum 9. Instructional practices10. Assessment and Evaluation11. Individual Student Supports12. Parents and Family support13. Staff Development14. Health and Safety15. Medical Facilities16. Canteen

It is hoped that these indicators of quality will provide guidelines to practitioners as well as managers of inclusive education. It will also be helpful for preparing future teachers, teacher educators and researchers involved in enriching the area of inclusive education.The quality indicators can be used as:1. A rating scale with which schools

can assess implementation of inclusive education practices

2. To initiate discussions among school personnel to identify priorities for school improvement

3. A framework to guide programme planning

the school level: children who learn together learn to live together.

Quality indicators

In India, various government agencies issue guidelines to meet the educational needs of students with disabilities. The issued guidelines provide answers to how can we give quality education to students with disabilities in a regular classroom along with students without a disability. However, there are no indicators to measure the quality of education or the extent of inclusive education. Defining the quality indicators is necessary.

In July 2011, Prof. NK Jangira and other eminent professionals developed quality indicators for inclusive schooling for students. Brotherhood, Centre for Disability Studies and Action, Tata Institute of Social Sciences, Mumbai and National Accreditation Board of Education and constituent Board of Quality Council of India supported the group.

The indicators have been developed through extensive interaction with stakeholders and observation of the school and classroom practices of regular schools, both government and private. The methods are based on the guidelines issued by various government departments such as Department of School Education and Literacy, Ministry of Human Resource Development; NCERT; NUEPA, the office of the Chief Commissioner for Persons with Disabilities (CCPD); CPWD and accreditation agencies such as CBSE, ICSE, and International Baccalaureate. Experts in inclusive/special education, teachers, special educators, counsellors, rehabilitation professionals, parents of students with disabilities also contributed significantly to this exercise.

Quality Indicators have been classified into sixteen areas. Each area depends on the strength of the other. The categories are all equally important

4. A planning process to delineate and assess progress toward achieving specific goals to expand inclusive schooling

Quality Indicators are most effectively used in conjunction with a self-assessment process that helps to measure the current levels of implementation and guide movement forward toward targeted practices. These indicators are designed to be a technical assistance tool, not a monitoring device.

The process of self-assessment generates management information about the overall quality, which is used to develop goals, objectives and a set of targeted actions to drive improvement in inclusive practices.

Constitute school inclusive education development team

Each school should constitute a School Inclusive Education Development (SIED) team for inclusive schooling. Team should comprise eight to ten members led by an administrator (e.g., Principal or Director), special educator, counsellor, teachers and parents of students with disabilities and rehabilitation professionals.

SIED team should be clear about what is to be accomplished. It creates a welcoming culture in the school. The overall purpose can be described as enhancing and improving learning and inclusive education practices in the school so that it supports achievement for all students.


Report cards are beautiful, especially with our kids’ pictures on it. It is

the only time when I believe we all remember to look through their bags. We rush through the first two pages to get the information we want.

The ‘point’ that matters

SONAL AHUJALearning Evangelist; Founder, House of Learning; Director, Shri Ram Foundation Pre-schools

On the back page, there is a comments section where the teacher writes a personal assessment of the child. This is the information we want. We read these paragraphs slowly, combing through it for information

about how our kids behave in class, how they treat their classmates, or whether they are respectful to their teachers. I really don’t care about the letter grades our children earn. I care about the person they are becoming.

Education


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Raaj is in grade 9 now, and her Parents have spent many hours sitting on tiny chairs at parent-teacher meetings, discussing progress, academic and otherwise, and each time they skipped through the academic discussion and cut to the chase.

You see, I believe, that people like Raaj’s parents are far less concerned about how many words per minute their child can read and whether the child can do long divisions, but what matters to them is, whether they can be kind and respectful. Do they make a good friend? Do they invite new kids to join their games at recess? Do they congratulate classmates on their successes? Do they help others?

To be concerned about a child’s behaviour makes a lot of sense to me.

Of course, even I want to ensure my kids are on the right track academically. I want to know if they are struggling, and if they need any extra support. I want them to appreciate the value of hard work. I want them to learn about math, language, science, and the world, but knowledge isn’t necessarily equivalent to the right grades or acing a test. Assessments, grades, and test scores are bench-markers, but they do not tell the whole story.

Even if they did score, I’m not sure that I would care that much because I’m far more concerned about whether my kids are kind, compassionate and helpful humans rather than whether they are getting an A.

I’m not raising students; I’m raising humans.

Call me lazy, but I don’t spend hours drilling my kids on math facts or keeping track of their reading logs. When they get home from school, I don’t ask them about their spelling quiz or how they did on their math test. Instead, I ask them, ‘Who were you kind to today?’ and ‘Who was nice to you?’ These are the things I want to know. Did you make someone smile? Did you make someone laugh? Did you make someone else feel special?

These are the hallmarks of a good person, not just a good student.

Don’t get me wrong, I don’t want my children to fall behind academically, and if they are struggling, I want to know about it so that we all—parent community, our children and their teachers—can do something to help them get on the right track. But aside from that, I am perfectly happy to rest comfortably in the ‘average’ category when it comes to things like grades, the honour roll, and standardised tests.

Before our children graduate from the Shri Ram Foundation, I always tell three secrets to parents. First, superheroes aren’t just in storybooks but sometimes they are the ones standing in front of the chalkboard each morning. Teachers are superheroes. Second, when things get hard—and they most certainly will—almost everything can become just a little easier to handle with a few good, long, deep breaths. Third and most importantly: ‘You are the magic. You just have to be the best you that you can be.’

I remind them that when they are the best version of themselves when they work hard, when they are brave and kind, they can grab a handful of that magic and sprinkle it around.

So yes, I want my kids to study and work hard. I don’t want them to struggle in school and I hope they get decent grades, but what I really care about is whether they are spreading magic—kindness, friendship, generosity—into the classroom and the world.

If they are doing that, they are on this highest of honour rolls in my book.

This is the information we want. we read these paragraphs slowly, combing through it for information about how our kids behave in class, how they treat their classmates, or whether they are respectful to their teachers. i really don’t care about the letter grades our children earn. i care about the person they are becoming.


niSA Association members

NISA Members

mr pAnKAj dASAll Assam Private Schools Association,

Assam

mr h S mAmiKIndependent Schools Association,

Chandigarh

niSA Association members

mr rAjeSh mALhoTrADelhi Independent Schools Association,

Delhi

mr KriShnA reddyAndhra Pradesh Unaided Schools

Management Association, Andhra Pradesh

mS nAndiTA miShrAByktigata Vidyalaya Samannayrakshee,

Assam

mr prAdeep ShuKLAChandigarh Private Schools Association -

Village, Chandigarh


namaskar

mr G n vAr Joint Committee of Private Schools,

Kashmir

mr AjAy GupTAJoint Committee of Private Schools,

Jammu

mr ChAndrAKAnT SinGhPrivate Land Public Schools Association,

New Delhi

mS ApArnA pArLeKAr All Goa Government Recognized Unaided

Schools Association, Goa

mS eKTA SodhAJamnagar Private Schools Association,

Gujarat

mr KuLbhuShAn ShArmAFederation of Private Schools Association,

Haryana

mr deepAK rAjGuruSelf Finance School management,

Gujarat

mr rAvi AZTAHimachal Pradesh Private Schools

Management Association, Himachal Pradesh

mr ShAShi KumArKAMS-Associated Management of English

Medium Schools, Karnataka

mr rAjendrA SinGhIndependent English Schools Association,

Maharastra

mr.bhArAT mALiKPrivate Unaided Schools Management

Association, Maharastra

mr KuLwAnT rAi ShArmA Recognized and Affilited Schools Association

Jalandhar, Punjab

mr KuLvir ChAndPrivate Schools Association - Nakodar,

New Janta Model School, Punjab

mr SAThiAmoorThyAssociation of Private Schools Management

CBSE, Tamil Nadu

mr KodArAm bAdhurPrivate Schools Association, Bikaner,

Rajasthan

mr SuniL oLiyAGwalior Private Schools Association Samiti,

Madhya Pradesh

mr AniL dhupur Unaided CBSE Schools-Indore,

Madhya Pradesh

mr rAmAdAS KAdirurAll Kerala Self Financing Schools Federation,

Kerala


namaskar

mr mAdhuSudhAnTelengana Recognized Schools

Management Association, Telengana

mr SubA SinGhPrivate Schools Management Association,

Uttarakhand

mr mArTin Kennedy Tamilnadu Nursery Primary & Matric Higher

Secondary School Managements Association

mr prAvin AGArwALPublic School Development Society-

Aligarh, Uttar Pradesh

mr ATuL SrivASTAvAssociation of Private Schools- Lucknow,

Uttar Pradesh

www.nisaindia.org

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niSA memberShip Form

beneFiTS To The ASSoCiATionS Joining an alliance that provides a national voice, advocating for the interest of budget private schools

Opportunity to spread awareness about the need for associations

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

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

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

Direct contact with colleagues across the country and throughout the nation - an open gateway to people and resources that help make schools even better

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

Representation on a national citizenry platform that advocates for fewer regulations and greater transparency from the government, media, academics and international organizations

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

niSA memberShip Form For ASSoCiATion

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Yes, I wish to be a member of National Independent Schools Alliance (NISA) Fill in the above form and send it to NISA Secretariat, A-69, Hauz Khas, New Delhi– 110016 For more information, call: +91 9899485667; 011 2653 7456 E-mail: [email protected] Website: www.nisaindia.org

please complete the form below and send it to: niSA Secretariat, A-69, hauz Khas, new delhi- 110016

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namaskar

ueLdkja bilingual magazine by the NISA Family

Affordable Schooling, Commendable Learning VOLUME 3 / ISSUE 2

D;ksa u xq.koÙkk ds vk/kkj ij r; gks futh Ldwyksa dh Qhl p14

if’peh fnYyh dh ,d vuf/k—r d‚yksuh vkSj ogk¡ py jgs 100 futh Ldwy p20

lh,th dh fjiksVZ ls [kqyklk% f’k{kk dk vf/kdkj dkuwu gS fu’çHkkoh] ns jgk Hkz’Vkpkj dks c<+kok p08


namaskar

National Independent Schools Alliance (NISA) is the unified voice of budget private schools (BPS) in India,

that aims at improving access to affordable and quality education for the economically weaker students.

18 States, 30 Associations 55,000+ Schools, 22,00,00,000+

StudentsBecome a member today! Join NISA

/nisaindia.org /nisaedu /ccsindiatv

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dsaæh; ekuo lalk/ku fodkl ea=ky; us ,d ckj fQj ls jk’Vªh; f”k{kk uhfr rS;kj

djus dh dok;n “kq: dj nh gSA twu ds vafre lIrkg esa bl laca/k esa ukS lnL;h; lfefr dk xBu dj fn;k x;kA tkus ekus oSKkfud o 1994 ls 2003 rd bafM;u Lis”k fjlpZ v‚xZukbts”ku ¼bljks½ ds ps;jeSu jgs in~eJh o in~e foHkw’k.k ds- dLrwjhjaxu dks lfefr dh v/;{krk lkSaih xbZ gSA ,l,uMhVh ;wfuoflZVh] eqacbZ dh iwoZ dqyifr Mk- olq/kk dker] dsjy ds nks ftyksa dks lkS Qhlnh lk{kj cukus esa egrh Hkwfedk fuHkkus okys iwoZ vkbZ,,l vf/kdkjh ds- ts- vyQkWl1( fçalVu ;wfuoflZVh] vesfjdk dh xf.kr dh çksQslj Mk- eatqy HkkxZo] iwoZ vkbZ,,l o ckck lkgsc vacsMdj lks”ky lkbal ;wfuoflZVh] egw ds dqyifr Mk- jek”kadj dqjhy] vejdaVd fLFkr Vªkbcy ;wfuoflZVh ds dqyifr Mk- Vh- oh- dêhekuh] mÙkj çns”k ek/;fed o mPprj ek/;fed f”k{kk cksMZ ds iwoZ ps;jeSu —’.keksgu f=ikBh] xqokgkVh fo”ofo|ky; ds Qkjlh Hkk’kk ds çksQslj Mk- etgj vkflQ o dukZVd buksos”ku dkmafly] fnO;kax ds iwoZ lnL; lfpo Mk- ,e- ds- Jh/kj lfefr ds vU; lnL; cuk, x, gSaaA

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d‚yst yanu dh çks- xhrk xka/kh fdaxMu ds ,d “kks/ki= ds eqrkfcd o’kZ 2014&15 esa yxHkx ,d yk[k ljdkjh Ldwy ,sls jgsa ftuesa nkf[kyk ysus okys Nk=ksa dh vkSlr la[;k 12-7 jgh] tcfd d{kkvksa esa çfr f”k{kd] Nk=ksa dh la[;k vkSlru 6-7 jghA

ljdkjh Ldwyksa esa f”k{kk dk Lrj tgka de gqvk ogha f”k{kdksa ds osru esa Hkh va/kk/kqa/k o`f) ntZ dh xbZA us”kuy ;wfuoflZVh v‚Q ,tqds”kuy Iykfuax ,aM ,MfefuLVªs”ku ¼U;wik½ ds eqrkfcd o’kZ 2014 esa ljdkjh Ldwyksa ds f”k{kdksa dh vkSlr rU[okg 4-8 yk[k Fkh tks fd Hkkjr dh çfr O;fä vk; dh lkr xquk gSA tcfd gekjs vU; iM+kslh ns”k phu] ikfdLrku] ckaXykns”k vkSj baMksusf”k;k esa f”k{kdksa dh rU[okg ns”k dh çfr O;fä O;fä vk; ds nksxqus ls Hkh de gSA

jk’Vªh; f”k{kk uhfr dk fu;eu bl chekjh dks lq/kkjus ds fy, lnh esa ,d ckj feyusokys ekSds dh rjg gh volj çnku djrk gSaA vf/kdka”k ekSdksa ij xq.koÙkk lq/kkjus ds fy, uhfr;ka buiqV ¼fuos”k½ rd gh lhfer gksdj jg tkrh gSa vkSj lfefr;ka v/;kidksa dh la[;k c<+kus] osru c<+kus] estksa vkSj dqflZ;ka miyC/k djkus tSls mik;ksa rd gh my> dj jg tkrh gSaA nq[kn ckr ;s gSa fd f”k{kk ds vf/kdkj vf/kfu;e 2009 ds rgr Hkkjr esa buiqV dks c<+kusokyh uhfr;ksa dks cgqr vf/kd fo/kk;h cy feyk gqvk gSA ;s uhfr;ka mÙkjnkf;Ro dks vuns[kk djus dk dke djrh gSaA ;g ,d Lof.kZe ekSdk gS vkSj ;fn uoxfBr lfefr uhfr;ksa dks vius iwoZfrZ;ksa dh rjg buiqV dh ctk, vkÅViqV ij dsaæhr djrh gS tSlk fd varjkZ’Vªh; Lrj ij Hkh viuk;k tkrk gS rks dksbZ dkj.k ugha fd ns”k dh Ldwyh f”k{kk esa lq/kkj u gksA pwafd NksVs futh Ldwy lhfer lalk/kuksa esa Hkh csgrj ifj.kke ns jgs gSa blfy, muls jk;”kqekjh f”k{kk dh csgrjh dk gh dke djsxhA

lqcze.;e lfefr ls vf/kd l{ke utj vk jgh gSA gkykafd bl lfefr ds xBu ds nkSjku Hkh futh Ldwyksa dk çfrfuf/kRo “kkfey djus ds yacs le; ls mB jgh ekax dh vuns[kh dh xbZ gSA futh Ldwyksa fo”ks’kdj NksVs o de “kqYd okys ctV Ldwyksa] ftudh fgLlsnkjh dqy futh Ldwyksa dh la[;k ds 90 çfr”kr ls Hkh vf/kd gS] ds }kjk jk’Vªh; f”k{kk uhfr dks rS;kj djus dh çfØ;k esa muds çfrfuf/kRo dks lfEefyr djus dh ekax yxkrkj dh tkrh jgh gSA

f”k{kk dk vf/kdkj dkuwu ykxw gksus ds ckn ls ns”k esa Ldwyh f”k{kk yxkrkj ppkZ esa jgh ysfdu xyr dkj.kksa lsA dkuwuh tfVyrkvksa vkSj blds iwoZçHkkoh ¼jsVªksLisfDVo½ gksus ds dkj.k ,d rjQ tgka ns”k Hkj ls cM+h rknkr esa NksVs futh Ldwyksa ds can gksus dh [kcjsa vk;ha ogha ljdkjh Ldwyksa esa Nk=ksa dh la[;k esa tcjnLr fxjkoV vk;hA fLFkfr ,slh gks xbZ fd cM+h rknkr esa ljdkjh Ldwyksa dks can ¼ljdkjh Hkk’kk esa foy;½ djuk iM+kA reke ljdkjh o xSj ljdkjh v/;;uksa us ljdkjh Ldwyksa dh f”k{kk dh xq.koÙkk ij lokfy;k fu”kku mBk,a gSa tcfd çfr Nk= ogka ykxr yxkrkj c<+rh tk jgh gSA

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1 ds- ts- vyQkWl dsk gky gh esa dsaæh; laL—fr o i;ZVu jkT; ea=h fu;qä fd;k x;k gS


namaskar

fç; lnL;ksa]eq>s vki lc dks ;g crkrs gq, csgn

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ctV çkbosV Ldwyksa esa f”k{kk dh xq.koÙkk esa o`f)% lEHkkouk,¡ ,oa pqukSfr;k¡

ctV çkbosV Ldwy NksVs gksrs gSa vkSj fcuk ljdkjh lgk;rk ds pyrs gSaA lkFk gh ;gk¡ dh Qhl Hkh ljdkj }kjk ifCyd Ldwyksa Eks gksus okys çfRk Nk= [kpZ ls de gksrh gSA ;s Ldwy mu ifjokjksa ds cPpksa dh t:jrks¡ dks ns[krs gq, [kksys tkrs gSa tks vkfFkZd :i ls detksj gSa vkSj muds ikl lqfo/kkvksa dk vHkko gSA budk mís”; de&vkenuh okys ifjokjks¡ ds cPpks¡ ds fodkl laca/kh t:jrsa iwjh djuk gksrk gSA de iwath fuos”k vkSj lhfer lalk/kuksa ds ckotwn fiNys ,d n”kd ds flLVesfVd fjlpZ crkrs gSa fd bu Ldwyksa ds yfuaZx vkmVde buls csgrj lalk/ku okys futh Ldwyksa ds cjkcj vkSj buls vf/kd lqfo/kk lEiUu ljdkjh Ldwyksa ls dgh csgrj gSaA

gkykafd ctV çkbosV Ldwy iwath fuos”k vkSj çf”kf{kr ekuo lalk/kuksaa dh deh ls yxkrkj tw> jgs gSaA pwafd ;s viuh lsok,¡ de vk;&oxZ ds fy, nsrs gSa ,sls esa lalk/kuksa esa o`f) vkSj csgrj çca/ku ds fy, Ldwy dh Qhl Hkh ugha c<+k ldrs gSaA ctV çkbosV Ldwyksa esa Qhl de gksus ds ifj.kke Lo:i de f”kf{kr Vhpj] muds çf”k{k.k ij de [kpZ] çca/ku laca/kh lqfo/kkvksa dk vHkko] lalk/kuksa o uohu rduhdksa ds bLrseky o fodkl esa deh tSlh leL;k,¡ jgrh gSaA bu Ldwyksa esa cPpksa dks lh[kus ds oSdfYid lk/ku ugha fey ikrs gSa tks mudh lh[kus dh {kerk dks csgrj cuk ldrs gSaA

ctV çkbosV Ldwyksa ls lacaf/kr ekStwnk lhfer fjlpZ o MkVk ds vk/kkj ij ;g dgk tk ldrk gS fd Nk=ksa ds ekud ewY;kadu laca/kh yxkrkj pyh vk jgh dfe;k¡ vkSj Ldwyksa dh xq.koÙkk esa lq/kkj ds mik;ksa ls nwjh cuh jgus ds fLFkfr esa cPpksa dh t:jrksa vkSj {kerkvksa ds chp varj xgjk gksrk tk,xkA Nk=ksa ds fodkl laca/kh ewY;kadu esa Dykl:e] ikBîØe laca/kh Kku] ftlesa FkksM+k vfHk:fp] fo”ys’k.k vkSj leh{kkRed Kku laca/kh {kerkvksa ds ewY;kadu ij vf/kd /;ku fn;k tkuk pkfg,] tks fd 21oha lnh dh t:jrksa ds fglkc ls lcls vko”;d gSaA

blds lkFk&lkFk] ctV çkbosV Ldwyksa dh f”k{kk dh xq.koÙkk esa lq/kkj ds fy, Nk=&dsafær lg;ksx flLVe rS;kj djus dh t:jr gS] ftlesa Nk=ksa dh {kerk ds ewY;kadu gsrq lk{;

,l vkj Fk‚el ,aVksuhfulk( dksvkfMZusVj

fulk lUns’k

ljdkj }kjk çk;ksftr f”k{kk dh vlQyrk dh HkjikbZ gsrq futh Ldwy ,d fodYi ds :i esa lkeus vk, gSaA bu Ldwyksa dk rsth ls gqvk çlkj bl ckr dk lcwr gS fd lkekftd o vkfFkZd :i ls fiNM+s rcds ds iSjsaV~l dk Hkjkslk ljdkjh f”k{kk ij ls de gks x;k gSA D;ksafd bu Ldwyksa esa f”k{kdksa dh la[;k de gS] Vhpj vuqifLFkr jgrs gSa] lalk/kuksa dk vHkko gS vkSj yfuaZx vkmVde csgn [kjkc jgrk gSA ;gh otg gS fd vc vf/kdrj xjhc ifjokj Hkh vius cPpksa dks ljdkjh ds ctk; ctV çkbosV Ldwyksa esa gh Hkstuk pkgrs gSa


vk/kkfjr rjhds miyC/k djk, tk,¡A ctV çkbosV Ldwyks¡ dh xq.koÙkk esa cgqeq[kh lq/kkj gsrq fulk ^mM+ku* ysdj vk;k gS ftlds fofHkUu ?kVd gSaA

^mM+ku*&n ;ax bafM;k LekVZ Qsykst çksxzke ¼okbvkbZ,l,Qih½^mM+ku*& ;ax bafM;k LekVZ Qsykst çksxzke ¼okbvkbZ,l,Qih½ dk mís”; blesa fgLlk ysus okys ns”k Hkj ds ctV çkbosV Ldwyks¡ dks ,dh—r ewY;kadu] fu;fer fn”kkfunsZ”ku vkSj VkjxsVsM Nk=ksa ds fy, Ld‚yjf”ki o Ldwy es¡ lq/kkj gsrq O;kid dk;ZØe pykuk gSA

okbvkbZ,l,Q dh igqap ns”kHkj ds 5 yk[k ls vf/kd Ldwyksa rd gksxhA bl dk;ZØe ds rgr “kq#vkrh ewY;kadu ds vk/kkj ij 100 Nk=ksa dh ,d Vhe dk p;u fd;k tk,xkA vkSj bu p;fur LekVZ Qsykst dks Ld‚yjf”ki] fu;fer fn”kkfunsZ”ku] LVwMsaV ,Dlpsat çksxzke esa fgLlk ysus ds volj vkSj muds fodkl

vkSj lh[kus esa enn ds fy, vfrfjä çf”k{k.k vkfn lqfo/kk,¡ Hkh eqgS;k djkbZ tk,axhA

;g çksxzke lg;ksxh fn”kkfunsZ”ku laca/kh e‚My ij vk/kkfjr gS ftles¡ Nk=ks¡ dh lgHkkfxrk vf/kd ls vf/kd gksxh] bldh fujarjrk lqfuf”pr gksxh] lh[kus ds rkSj rjhdksa vkSj vuqHkoksa dk vknku&çnku gksxkA bu Qsykst esa ls ftEesnkj d‚ejsM Hkh cuk, tk,axs tks çksxzke iwjk djus ds ckn Hkfo’; esa blds vxqok dh Hkwfedk fuHkk,axsA

esaVjf”ki çksxzke ds rgr lgHkkxh Ldwyks¡ dk okf’kZd ewY;kadu] buds lq/kkj gsrq lq>ko vkSj lsok çnkrkvks¡ ls

lh/ks tqM+ko ,oe csgrjhu çn”kZu gsrq ,d IySVQ‚eZ miyC/k djk;k tk,xkA Ldwy lq/kkj dk;ZØe dk mís”; gS ns”k Hkj ds 1000 ctV çkbosV Ldwyksa Eksa f”k{kk dh xq.koÙkk vkSj çca/ku esa lq/kkj ykukA

fulk us bl dk;ZØe dh igy bl vfHkyk’kk ds lkFk dh gS rkfd ns”k Hkj esa csgrjhu f”k{kk xq.koÙkk okys ctV çkbosV Ldwy fodflr gks ldsaA gekjs bl ns”kO;kih lykgdkj dk;ZØe ds ç;kl ls lkfcr djuk Hkh vklku gksxk fd fdl rjg ls de lalk/kuksa ds lkFk Hkh csgrjhu f”k{kk eqgS;k djkbZ tk ldrh gSA fulk ,d ckj fQj ns”k Hkj ds ctV çkbosV Ldwyksa ls ;g vihy djrk gS fd os cM+h la[;k esa vkxs vk,¡ vkSj dk;ZØe ds fy, ukekadu djk,¡ rkfd ge da/ks ls da/kk feykdj f”k{kk esa lq/kkj yk,¡ vkSj vius ns”k ds vf/kd ls vf/kd cPpksa ds fy, lLrh vkSj csgrjhu f”k{kk dh miyC/krk lqfuf”pr dj ldsaA


namaskar

f”k{kk esa lq/kkj ds fy, cuk jk’Vªh; laxBu ¼us”kuy dksfy”ku Q‚j ,tqds”ku

fjQ‚eZ~l½ fnlEcj 2017 ds nwljs lIrkg esa ,d ,sfrgkfld f”k{kk ;k=k vkSj fo”kky jSyh dk vk;kstu djus tk jgk gSA f”k{kk ls lEcaf/kr fofHkUu i{kksa tSls fd] ekrk&firk] f”k{kd] Ldwy çca/kd vkSj f”k{kk lEca/kh lsok çnkrk laxBuksa dh jSyh lHkh jkT;ksa ds çeq[k “kgjksa ls “kq# gksdj fnYyh igqapsxhA jSyh dk lekiu fnYyh ds jkeyhyk xzkmaM esa gksxk tgk¡ yk[kks¡ dh la[;k esa o‚yafV;lZ igqapsaxsA ;gk¡ ;g tkuuk csgn jkspd gS ge bl ,sfrgkfld iM+ko rd dSls vkSj D;ks¡ igqaps gSaA

chrs rhu o’kksa esa us”kuy bafMisaMsaV LdwYl vyk;al ¼fulk½ ds cSuj rys vkus ds ckn ls ctV vFkok vQksMsZcy Ldwyksa dh gSfl;r egt ,d la[;k Hkj u gksdj ,d rkdr ds :i esa ifjofrZr gks xbZ gSA budk lkFk ikdj fulk Hkh futh Ldwyksa dh nqfu;k dh lcls cM+h laLFkk cu xbZ gSA bldh igqap 22 jkT;ks¡ ds 28 LVsV vlksfl,”kuksa rd gS vkSj ;g laLFkk dsaæ o jkT; ljdkjksa ds Lrj ij reke ;kstukvksa ds fuekZ.k ds nkSjku ldkjkRed Hkwfedk fuHkkrh gS vkSj dkuwuh vkSj laxBukRed ekeyksa esa lgk;rk vkSj fn”kk funsZ”k miyC/k djkrh gSA ;g tu vkanksyuksa dk Hkh vk;kstu djrh gSA dbZ vU; laLFkk,¡ tSls fd dSFkfyd fe”kujh LdwYl] fQDdh LdwYl vkfn Hkh us”kuy dks,fy”ku Q‚j ,tqds”ku fjQ‚eZ~l ds cSuj rys fulk dh vxqokbZ esa lkFk vk, gSaA vfHkHkkod la?k] f”k{kk lsok çnkrk laLFkk,a vkSj f”k{kd la?k Hkh bl xBca/ku dk fgLlk cu pqds gSa rkfd f”k{kk ls lEcaf/kr fofHkUu igyqvks¡ ls lEcaf/kr yksx ,d lkFk feydj f”k{kk ds {ks= esa fuEufyf[kr lq/kkjksa dks lqfuf”pr dj ldsa%

• fcuk tkfr] oxZ vkSj /kkfeZd HksnHkko ds gj cPps dks leku f”k{kk dk volj feysA

• lkbal] eSFl vkSj baxfy”k ds ikBîØe ds fy, ,d jk’Vªh; ikBîØe ds vk/kkj ij lHkh f”k{kk cksMZ ds fy, leku LVSaMMZ r; gksA Ldwyks¡ ds fy, vius ;gk¡ f”k{kk ds fy, cksMZ dk p;u mudk viuk vf/kdkj gks] tks jkT; }kjk ekU;rk çkIr gksA

• f”k{kk ds {ks= esa Hkz’Vkpkj [kRe djds iwjs

Ldwy flLVe esa lekurk vkSj ikjnf”kZrk lqfuf”pr gksA

• Ldwyksa ds ikl f”k{kk ds fy, uohure rduhdksa ds bLrseky dh Lok;Ùkrk gksA

• ns”k dh rhoz çxfr vkSj lEiUurk ds fy, f”k{kk dh xq.koÙkk dks c<+kukA

bl fo”kky jSyh dk vk;kstu ljdkj ;k mldh uhfr;ksa ds fojks/k ds fy, ugha fd;k tk jgk gSA bldk mís”; ljdkj dks f”k{kk laca/kh mu vko”;d igyqvksa ls voxr djkuk vkSj mUgsa viukus gsrq çksRlkfgr djuk gS] ftUgs¡ vc rd utjvankt fd;k tkrk jgk gSA bl jSyh ds tfj, f”k{kk ds lHkh lgHkkfx;ksa tSls fd ekrk&firk] f”k{kdksa] Ldwy çca/kdksa vkSj f”k{kk lsok çnkrkvks¡ dks bl ckr ds fy, çksRlkfgr fd;k tk,xk fd os lHkh çdkj dh “kS{kf.kd uhfr;ksa vkSj “kS{kf.kd lq/kkj dh çfØ;kvksa ds nkSjku Nk= fgr dks dsaæ esa j[ksaA 60% cPps mu ljdkjh Ldwyksa esa f”k{kk gkfly djrs gSa tgka ljdkj çfr Nk= 8 gtkj :i, gj eghus [kpZ djrh gS ckotwn blds dksbZ [kkl yfuaZx vkmVde ugha vkrk gSA vkSj lcls cM+k loky ;g Hkh gS D;k ;s cPps ml fLFkfr esa Hkh ljdkjh Ldwy esa tk,axs tc buds vfHkHkkodksa ds ikl futh Ldwyksa dk [kpZ ogu djus ds fy, iSls gksaxsA f”k{kk dh xq.koÙkk esa lq/kkj ds mís”; ls ljdkj f”k{kk lEca/kh lalk/kuksa esa foLrkj dj jgh gS ysfdu flLVe ds Hkhrj yksx vius futh ykHk ds fy, Hkz’Vkpkj dj bu lkjs ç;klksa dks csdkj dj jgs gSaA ekStwnk le; dh tks t:jr gS mlesa ljdkj dks gj cPps dh f”k{kk ds fy, 2500 #i;s ekfld okmpj miyC/k djk nsuk pkfg, vkSj ljdkjh ;k çkbosV Ldwy vFkok muds f”k{kdksa ds Hkfo’; dh fpark fd, cxSj cPpks¡ ds fy, Ldwy ds p;u dk iwjk vf/kdkj mlds ekrk&firk dks ns nsuk pkfg,A cPpks¡ dks Ldwy okmpj ds tfj, l”kä cukuk pkfg,A blls u flQZ Ldwy flLVe esa Hkz’Vkpkj lekIr gks tk,xk cfYd 25 çfr”kr xjhc cPpksa dks dksVk o fjtosZ”ku ds vk/kkj ij futh Ldwyksa esa i<+us vkSj ckdh ds 75 çfr”kr cPpksa dks ljdkjh Ldwyksa esa lM+us ds fy, NksM+ fn, tkus ij Hkh jksd yxsxhA

çsflMsaV dk lUns’k

dqyHkw’k.k 'kekZçsflMsaV] fulk

lq/kkj dk vk/kkj cusxh f’k{kk ;k=k vkSj fo’kky jSyh

bl fo”kky jSyh dk vk;kstu ljdkj ;k mldh uhfr;ksa ds fojks/k ds fy, ugha fd;k tk jgk gSA bldk mís”; ljdkj dks f”k{kk laca/kh mu vko”;d igyqvksa ls voxr djkuk vkSj mUgsa viukus gsrq çksRlkfgr djuk gS] ftUgs¡ vc rd utjvankt fd;k tkrk jgk gSA bl jSyh ds tfj, f”k{kk ds lHkh lgHkkfx;ksa tSls fd ekrk&firk] f”k{kdksa] Ldwy çca/kdksa vkSj f”k{kk lsok çnkrkvks¡ dks bl ckr ds fy, çksRlkfgr fd;k tk,xk fd os lHkh çdkj dh “kS{kf.kd uhfr;ksa vkSj “kS{kf.kd lq/kkj dh çfØ;kvksa ds nkSjku Nk= fgr dks dsaæ esa j[ksaA



namaskar

bl jSyh ds tfj, ljdkj ls u, Ldwyksa ds [kqyus dh çfØ;k dks vklku djus dh Hkh ekax dh tk,xh ftlls vf/kd ls vf/kd u, Ldwy [kqy ldsa vkSj LoLFk çfrLi/kkZ ds ifj.kke Lo:i Ldwyksa esa csotg Qhl c<+us ij Lor% jksd yx ldsA

vxj eSFl] bafXy”k vkSj lkbal ds fy, jk’Vªh; Lrj ij ,d ikBîØe r; dj fn;k tk,xk rks çR;sd f”k{kk cksMZ ,d leku Lrj ij vk tk,axs vkSj ,sls esa cPpks¡ dks muds f”k{kk cksMZ fo”ks’k ds vk/kkj ij vfrfjä ojh;rk çkIr gksuk #d tk,xk vkSj leLr cksMZ ds cPpksa dk Lrj leku gks ldsxkA

fdlh Hkh Ldwy dks ekU;rk nsus ls igys jkT; ljdkj Ldwy esa miyC/k lalk/kuks¡ vkfn dh tkap djrh gSA Qhl r; djus ds fy, jkT; dk f”k{kk cksMZ Ldwy dk baLisD”ku djrk gSA bl lcds ckn tc lhch,lbZ ;k vkbZlh,lbZ tSls dsaæh; cksMZ ls ekU;rk gkfly djus dh ckr vkrh gS rc fQj ls baLisD”ku gksrk gSA ;g iwjh çfØ;k u flQZ vuko”;d gksrh gS cfYd Hk’Vkpkj dh lEHkkoukvksa dks Hkh nksxquk dj nsrh gSA f”k{kk cksMZ dks ;g lqfuf”pr djuk pkfg, fd Ldwy muds }kjk r; ikBîØe viuk,] ijh{kk ds ekud viuk,] fjtYV dh ?kks’k.kk,¡ muds vk/kkj ij djsa] lfVZfQdsV muds ek/;e ls tkjh gks vkSj cksMZ ds ekudksa ds eqrkfcd f”k{kk esa uokpkj o “kks/k dks çksRlkgu nsaA cksMZ dks Ldwy ds lalk/kuksa dk baLisD”ku djus dh dksbZ t:jr gh ugha tks jkT; ljdkj igys gh dj pqdh gksrh gSA ,slk dj nsus ls T;knk ls T;knk Ldwy dsaæh; cksMZ ls lEc)rk ysaxs vkSj blls f”k{kk ds ifj.kkeks¡ esa

csgrj vkSj vf/kd lekurk vk,xhAc<+rh vkcknh ds lkFk tehu dh t:jrsa

Hkh dkQh c<+ jgh gSaA ,sls esa Ldwyksa esa yEcor ¼¶yksj okbt½ fuekZ.k dh vuqefr feyuh pkfg, vkSj fdlh Hkh ekeys esa Ldwy ds fy, tehu dh t:jr vk/ks ,dM+ ls vf/kd ugha gksuh pkfg,A ,sls esa vf/kd la[;k esa u, Ldwy [kqy ldsaxs vkSj çfrLi/kkZ c<+us ls Ldwyksa dh Qhl vkfn ij yxke yxsxhA Ldwyksa ds “kSf{kd ifj.kkeksa ij vf/kd /;ku fn;k tkuk pkfg, u fd ogk¡ miyC/k lalk/kuksa ijA

lkfgR; ds {ks= esa fofHkUu “kSf{kd laLFkkuksa esa tks “kks/kdk;Z] fodkl vkSj [kkst gq, gSa os fcuk ljdkjh n[ky ds lEHko gq, gSA f”k{kk ds {ks= esa “kks/k vkSj uohuhdj.k dks vaxzsth gqdwer dky ds nkSjku gh nck fn;k x;kA ljdkjh Ldwy [kksys x, vkSj Ldwyksa dh Lok;Ùkrk [kRe dj nh xbZA flQZ Lok;Ùkrk gh Ldwyksa esa uohuhdj.k vkSj f”k{kk dh xq.koÙkk lqfuf”pr dj ldrh gSA

f”k{kk ;k=k vkSj jkeyhyk xzkmaM esa fo”kky jSyh ds vk;kstu dk mís”; futh Ldwyksa dh ,drk vkSj etcwrh dk çn”kZu Hkh djuk gS D;ksafd yksdrU= esa jktuSfrd ikfVZ;k¡ vkSj O;oLFkk nksuks¡ ij la[;k cy gh lcls çHkkoh lkfcr gksrk gSA ,sls esa dks,fy”ku Q‚j ,tqds”ku fjQ‚eZ~l] f”k{kk {ks= ds lHkh Hkkxhnkjks¡ tSls fd ekrk&firk] f”k{kd] Ldwy eSaustj vkSj f”k{kk lsok çnkrkvksa dh laxfBr eStwnxh ds lkFk çn”kZu dj ljdkj dks ;g crk,xh fd lekt dk o`gn rcdk mfYyf[kr lq/kkjksa o cnykoksaa ds leFkZu esa gSA bl çdkj ljdkjh e”khujh dks lq/kkj ds mik; tYn fd, tkus dk çksRlkgu feysxkA

bl jSyh ds tfj, ljdkj ls u, Ldwyksa ds [kqyus dh çfØ;k dks vklku djus dh Hkh ekax dh tk,xh ftlls vf/kd ls vf/kd u, Ldwy [kqy ldsa vkSj LoLFk çfrLi/kkZ ds ifj.kke Lo:i Ldwyksa esa csotg Qhl c<+us ij Lor% jksd yx ldsA

vxj eSFl] bafXy”k vkSj lkbal ds fy, jk’Vªh; Lrj ij ,d ikBîØe r; dj fn;k tk,xk rks çR;sd f”k{kk cksMZ ,d leku Lrj ij vk tk,axs vkSj ,sls esa cPpks¡ dks muds f”k{kk cksMZ fo”ks’k ds vk/kkj ij vfrfjä ojh;rk çkIr gksuk #d tk,xk vkSj leLr cksMZ ds cPpksa dk Lrj leku gks ldsxkA


lHkh cPpksa dks fu”kqYd o vfuok;Z f”k{kk çnku djus ds fy, yk, x, vf/kfu;e ^Ýh ,aM dEiYljh ,tqds”ku ,DV&2009*] ftls vkjVhbZ ,DV ds uke ls Hkh tkuk tkrk gS] dh [kkfe;k vc Li’V :i ls lkeus vkus yxh gSaA

çFke }kjk çdkf”kr ,uqvy LVsVl v‚Q ,tqds”ku fjiksVZ 2016 ¼vlj 2016½ esa gh crk;k x;k Fkk fd fdl rjg ls u;k fu;e vkus ds ckn cPpksa dh vVsaMsal vkSj muds lh[kus ds Lrj esa fxjkoV vkbZ gSA vc dEIVªksyj ,aM v‚fMVj tujy ¼lh,th½ dh fjiksVZ us u flQZ çFke }kjk tkjh fjiksVZ dh iqf’V dh dj nh gS cfYd bl loZfofnr jkt ij ls Hkh inkZ mBk fn;k gS fd u, fu;e us fdl rjg ls vfu;ferrkvksa vkSj Hkz’Vkpkj dks c<+kok fn;k gSA

gkykafd fjiksVZ esa fdlh O;fä fo”ks’k dk uke rks ugha fy;k x;k gS exj bl ckr ds lkQ ladsr fn, x, gSa fd dSls csgn pkykdh ls u, fu;eks¡ ds rgr ykyQhrk”kkgh ¼jsM Vsi½ ds fy, jkLrs [kksys x, gSaA lh,th dh fjiksVZ crkrh gS fd lHkh cPpksa dks Ldwy rd ys tkus ds ftl mís”; dks iwjk djus ds fy, ;g fu;e ykxw fd;k x;k Fkk mls iwjk dj ikus esa ;g lQy ugha gks ldk gSA

lp rks ;g gS fd vkjVhbZ ,DV us Hkz’Vkpkj ds u, jkLrs [kksy fn, gSa] tSls fd Ldwyksa dks ekU;rk nsuk ;k mudh ekU;rk dks jí djuk] lalk/kuks¡ dh [kjhn vkfn dh Loh—fr lEca/kh fu;e r; djuk o mudk vuqikyu lqfuf”pr djkuk vkSj vkfFkZd :i ls detksj ¼bZMCyw,l½ oxZ ds cPpks¡ dh Qhl dh çfriwfrZ vkfn dh O;oLFkk djukA buds ckjs esa tkurs rks lHkh Fks ysfdu [kqydj dksbZ ugha cksy jgk FkkA exj vc bu rF;ks¡ ij vkSj inkZ ugha Mkyk tk ldrk gSA

vxj Qhl dh çfriwfrZ ;kfu jhbZEclZesaV

laiknd dh ilan

dh ckr djsa rks vkjVhbZ ,DV ds lsD”ku 12 ds vuqlkj os xSj lgk;rk çkIr ¼vu,MsV½ Ldwy gh Qhl dk jhbZEclZesaV gkfly dj ldrs gSa tks ekU;rk çkIr gSa vkSj ftuds ;gka 25% lhVs¡ vkfFkZd :i ls detksj rcds ¼bZMCyw,l½ ds cPpksa ds fy, fjtoZ gSaA lh,th dh fjiksVZ esa dbZ ekeyks¡ esa vf/kd vkSj vfu;fer jhbZEclZesaV nsus dh ckr dgh xbZ gSA

fcgkj esa] ,sls 90 Ldwyks¡ dks 1-18 djksM+ :i;s dk jhbZEclZesaV ns fn;k x;k ftUgs¡ ekU;rk çkIr ugha gSA e/; çns”k esa 303 xSj ekU;rk çkIr Ldwyks¡ dks 1-01 djksM+ :i;s jhbZEclZesaV ds rkSj ij ns fn, x,A dukZVd esa 124 Ldwyks¡ dks 80 yk[k :i;s dk vfrfjä jhbZEclZesaV ns fn;k x;k vkSj blds fy, blesa mu [kpks¡Z dks Hkh “kkfey dj fn;k x;k ftuds fy, jhbZEclZesaV nsus dh vuqefr gh ugha gSA mÙkjk[kaM esa 14 enjlksa dks 19 yk[k #i;s dk jhbZEclZesaV ns fn;k x;k tcfd /kkfeZd f”k{kk çnku djus okys laLFkkuksa dks vkjVhbZ ,DV ls ckgj j[kk x;k gS vkSj os jhbZEclZesaV ds fy, vgZ ugha gSaA ;g lc D;k fcuk feyhHkxr vkSj eqëh xeZ fd, lEHko gks ldrk Fkk\

ns”k esa vc rd ftrus Hkh Hkz’Vkpkj ds ckjs esa ge lqurs vk jgs gSa mldh rqyuk esa bls ekewyh t:j djkj fn;k tk ldrk gSA ;g nyhy Hkh nh tk ldrh gS fd lh,th us dqN gh ftyks¡ esa tkap ds vk/kkj ij fjiksVZ cukbZ gSA ysfdu dksbZ Hkh nyhy bl ckr dks >qByk ugha ldrh gS fd vkjVhbZ ,DV us Hkz’Vkpkj dks c<+kok fn;k gSA

,sls Hkh ekeys lkeus vk, gSa ftuesa dbZ ;ksX; Ldwyksa dks flQZ blfy, jhbZEclZesaV ugha feyk D;ksafd os vko”;d dkxth dk;ZokbZ iwjh ugha dj ik,A lh,th us viuh tkap esa ik;k fd dukZVd vkSj e/; çns”k esa lEcaf/kr çkf/kdj.kksa

lhRkk ysf[kdk ofj’B i=dkj gSaA

lh,th dh fjiksVZ ls [kqyklk% f’k{kk dk vf/kdkj dkuwu gS fu’çHkkoh] ns jgk Hkz’Vkpkj dks c<+kok


namaskar

ds cpr [kkrks¡ esa vfu;fer :i ls iSls j[ks gq, gSaA vxj ns”k Hkj ds Ldwyks¡ esa ckr dh tk, rks ,slh f”kdk;rks¡ dh ck<+ vk tk,xh ftues¡ flQZ blfy, jhbZEclZesaV nsus esa nsjh dh xbZ vFkok nsus ls budkj dj fn;k x;k D;ksafd mu Ldwyksa ds ikl dksbZ Åaph flQkfj”k ugha FkhA

lh,th fjiksVZ ds eqrkfcd reke ,sls Ldwy Hkh gSa tks fcuk ekU;rk ds gh py jgs gSaA mnkgj.k ds rkSj ij] Nrhlx<+ ds nks ftyks¡ esa 70 Ldwyks¡ dh ekU;rk jí djus dh flQkfj”k dh xbZ Fkh ftues ls flQZ 12 dks gh vekU; fd;k x;k FkkA xqtjkr ds ftu ftyks¡ dh tkap dh xbZ Fkh mues¡ 2]502 Ldwy vkSj dsjy ds 1]666 Ldwy fcuk ekU;rk ds gh py jgs FksA mÙkjk[kaM ds ,d ftys esa 109 Ldwy fcuk ekU;rk ds py jgs FksA D;k fcuk ?kwl[kksjh ds ,slk gks ikuk lEHko gS\

Ldwyks¡ dks ekU;rk nsus dh “krks¡Z esa dqN vko”;d lalk/kuks¡ dh miyC/krk vkSj Nk=&f”k{kd vuqikr tSls ekudksa dks vk/kkj cuk;k tkrk gSA gtkjksa Ldwy blfy, can gks pqds gSa D;ksafd os bu ekudksa ij [kjs ugha mrj ldsA

us”kuy bafMisaMsaV Ldwy vyk;al ¼fulk½ ds vkadM+s crkrs gSa fd o’kZ 2015 esa 4]000 ls Hkh vf/kd Ldwy can gks x, Fks tcfd tuojh ls vDVwcj 2016 ds chp ¼gkfy;k miyC/k vkadM+s½ 3]300 Ldwy can gks pqds gSaA

bldk D;k ;g eryc gS fd lkjs ekU;rk

çkIr futh o ljdkjh Ldwy r; ekudks¡ ij [kjs mrjrs gSa\ vkb;s tkurs gSa lh,th dh fjiksVZ D;k dgrh gS: paMhx<+ ds ,d ljdkjh Ldwy dh fcfYMax ds che esa ØSd ik;k x;k] ;kfu fd ;g fcfYMax lqjf{kr ugha FkhA f=iqjk esa ,d Ldwy o’kZ 2004 ls ,d vkaxuckM+h lsaVj esa py jgk Fkk rks ,d vU; Ldwy ckal ds “ksM esa pyk;k tk jgk FkkA iqaMqpsjh esa 17 Ldwyks¡ ds ikl dksbZ IysxzkmaM ugha Fkk rks ,d vU; Ldwy dh d{kk,a ,d ttZj fdpu esa pykbZ tk jgh FkhA rfeyukMq esa [kaMgj gks pqds Hkouksa esa Ldwy py jgs FksA ,d Ldwy dh Nr ,sLcsLVl dh Fkh rks ,d Ldwy esa xfy;kjs esa Dykl py jgh FkhA mÙkj çns”k esa 105 Ldwyks¡ ds ikl dksbZ fcfYMax gh ugha Fkh rks 403 Ldwyks¡ ds Hkou [kaMgj esa rCnhy gks pqds FksA

vkjVhbZ ,DV ds fu;eks¡ ds vuqlkj f”k{kd&Nk= dk vuqikr 1%30 gksuk pkfg,] tks fd bl vf/kfu;e ds ykxw gksus ds ckn 3 o’kZ ds Hkhrj iwjk dj ysuk vfuok;Z gSA ;kfu fd ekpZ 2013 rd lHkh Ldwyks¡ esa çR;sd 30 Nk=ks¡ ds fy, 1 f”k{kd miyC/k gksuk pkfg, rkfd lHkh cPpks¡ ij iwjk /;ku fn;k tk ldsA lkFk gh ,d Vhpj okys Ldwyks¡ dks can djus dk fu;e Hkh ykxw fd;k x;k FkkA

vc vlfy;r tku ysrs gSa

lh,th dh fjiksVZ dgrh gS fd dbZ jkT;ksa esa

dukZVd esa 124 Ldwyks¡ dks 80 yk[k :i;s dk vfrfjä jhbZEclZesaV ns fn;k x;k vkSj blds fy, blesa mu [kpks¡Z dks Hkh “kkfey dj fn;k x;k ftuds fy, jhbZEclZesaV nsus dh vuqefr gh ugha gSA mÙkjk[kaM esa 14 enjlksa dks 19 yk[k #i;s dk jhbZEclZesaV ns fn;k x;k tcfd /kkfeZd f”k{kk çnku djus okys laLFkkuksa dks vkjVhbZ ,DV ls ckgj j[kk x;k gS vkSj os jhbZEclZesaV ds fy, vgZ ugha gSaA ;g lc D;k fcuk feyhHkxr vkSj eqëh xeZ fd, lEHko gks ldrk Fkk\


f’k{kk ds {ks= esa dukZVd us fn[kkbZ ubZ jkg

ekudksa dk ikyu ugha gks jgk gSA NÙkhlx<+ esa 2015&16 ds chp 14% çkbejh o 15% vij çkbejh Ldwyksa esa f”k{kd&Nk= vuqikr csgn [kjkc FkkA fcgkj esa rks ;g vuqikr 50&60 Nk=ksa ij 1 f”k{kd dk FkkA vka/kz çns”k esa 16% vij çkbejh o 5% çkbejh Ldwyks¡ esa Nk=&f”k{kd dk vuqikr csgn [kjkc FkkA

fcgkj] e/; çns”k] xqtjkr] gfj;k.kk] vksfMlk] iatkc] jktLFkku vkSj rfeyukMq esa flaxy Vhpj okys Ldwy Hkh py jgs gSaA fcgkj esa tgk¡ 1% Ldwy ,sls ik, x, ogha e/; çns”k o vka/kz çns”k tSls jkT;ks¡ esa ;s vkadM+s 14&15% rd ik, x,A

bu lkjh [kkfe;ksa dks ns[krs gq, D;k ,slk dgk tk ldrk gS fd vkjVhbZ ,DV vius mís”;ksa dks iwjk dj ikus esa lQy jgk gS\ D;k ;g lHkh cPpksa dks Ldwy rd igqapk ik;k gS] D;ksafd ;g mudk ekSfyd vf/kdkj gS\

;qfuQkbM fMfLVªDV baQ‚esZ”ku flLVe Q‚j ,tqds”ku ¼;wMhvkbZ,lbZ½ o lh,th dh fjiksVZ crkrh gS fd çkbejh f”k{kk ¼d{kk 1&5½ esa ukekadu yxkrkj ?kVrs gq, o’kZ 2012&13 esa 96 Qhlnh ds eqdkcys 2015&16 esa 87-3%

rd igqap x;kA ¼,ubZvkj lEcaf/kr jkT;ksa ds Ldwyks¡ esa gksus okyk fofHkUu vk;qoxZ ds rgr ukekadu jftLVªh gS½A vij çkbejh ¼d{kk 6&8½ ds ,ubZvkj esa Hkh fxjkoV ns[kh xbZ gSA o’kZ 2012&13 esa ;g 73-7% Fkk vkSj 2014&15 esa ?kVdj 72-48% gks x;k] gkykafd 2015&16 esa ;g c<+dj 74-74% gks x;kA

exj ljdkj cPpksa dks Ldwy rd dSls ysdj tk,xh tc mls ;g irk gh ugha gksxk fd Ldwy ls ckgj fdrus cPps gSa\ lh,th dh fjiksVZ crkrh gS fd vf/kdrj jkT; ljdkjksa ds ikl ;g tkudkjh gh ugha gS fd muds jkT; esa 14 lky ;k mlls de mez ds cPpksa dh la[;k fdruh gS] dkSu Ldwy tk jgk gS vkSj fdrus cPps Ldwy ugha tk jgs gSa\ vkjVhbZ ,DV dh fu;e la[;k 10 ds eqrkfcd cPpksa dh la[;k dh tkudkjh gkfly djus ds fy, ljdkjksa dks fu;fer :i ls gkml gksYM losZ djkuk pkfg,A ysfdu 21 jkT;ksa us vc rd bl rjg dk dksbZ losZ dHkh djk;k gh ughaA

lkoZHkkSfed çkFkfed f”k{kk lqfuf”pr djuk ,d vkn”kZ dne gS ftldh vksj gj ns”k dks fujarj c<+rs jguk pkfg,A ysfdu Hkkjr bl

ekeys esa dbZ ,sls ns”kksa ls Hkh ihNs gS tks vkfFkZd :i ls gels dkQh ihNs gSaA fo”o cSad ds áweu MsosyiesaV baMsDl ds ,tqds”ku baMsDl esa Hkkjr dk jSad 135 gS] tks fd rtkfdLrku] okuqvrq] XokVsekyk] xq;kuk vkSj fdfxZLrku vkfn ns”kks¡ ls Hkh uhps gSA ,tqds”ku baMsDl dh x.kuk Ldwfyax ds vkSlr o’kZ vkSj vuqekfur o’kZ dks tksM+dj dh tkrh gSA Hkkjr esa Ldwfyax ds vkSlr o’kZ gSa 6-3 tcfd rtkfdLrku o fdfxZLrku esa 10 vkSj xq;kuk esa 8-4 gSA bl fLFkfr esa rks vuojr fodkl dh lqugjh dYiuk ugha dh tk ldrh gSA

jkbV Vq ,tqds”ku ds tfj, ,d lqf”kf{kr lekt lqfuf”pr djus okyh csgrj uhao ugha j[kh tk ldrh gSA leh{kd “kq#vkr ls gh ;g dg jgs Fks fd tks Hkh gks jgk gS og flQZ f”k{kk ds {ks= esa baLisDVj jkt dks etcwr cuk,xk vkSj Hkz’Vkpkj dks c<+kok nsxkA lh,th dh fjiksVZ us bldh iqf’V dj nh gSA

lkHkkj% QlZ~V iksLVhttp://www.firstpost.com/business/right-t o - e d u c a t i o n - c a g s - d a m n i n g - f i n d i n g s -confirm-it-encouraged-corruption-and-is-ineffective-3849535.html


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igyh ckj dukZVd ljdkj us ,d çLrko fn;k ftldk mís”; yksxksa ds fy, O;fäxr Lrj ij Ldwy dh “kq#vkr djus vkSj mlds lapkyu dks vklku cukuk FkkA çLrko ds vuqlkj] ,d “kSf{kd laLFkku [kksyus ds fy, dksbZ Hkh çkbosV c‚Mh fyfeVsM yk;fcfyVh

ikVZujf”ki ¼,y,yih½ jftLVj djkdj dke dj ldrh gS] mlds fy, ,d lkslk;Vh vFkok pkSfjVscy VªLV cukdj dk;Z djus dh ck/;rk ugha gksxhA ysfdu bldh “krZ ;g gksxh fd budk çkFkfed mís”; f”k{kk gh gksxk vkSj laLFkku u‚u&ç‚fQV “ks;fjax vk/kkj ij gh pysxkA

f’k{kk

f’k{kk ds {ks= esa dukZVd us fn[kkbZ ubZ jkg

fefgdk cklwysf[kdk Lora= i=dkj gSa


bl igy ls vklku gqbZ Ldwy [kksyus dh jkg

;g igy ekStwnk le; esa Ldwy [kksyus dh jkg dks eqf”dy cukus okyh dkuwuh isafpnfx;ksa dks de dj Ldwyh f”k{kk ds {ks= esa futh Hkkxhnkjh c<+kus dh vksj ,d dne gSA lkekU; fLFkfr esa] fu;e csgn tfVy gSa] vkosnu ds çfØ;k ls ysdj tehu vkoaVu ds fy, lkslk;Vh/VªLV ds iathdj.k gsrq reke rjg ds ykblsal dh t:jr gksrh gS ¼mnkgj.k ds rkSj ij fnYyh esa vxj dksbZ çkbosV Ldwy [kksyuk pkgrk gS rks mls reke pj.kksa ls xqtjuk gksrk gS vkSj rdjhcu 15 rjg ds ykblsal gkfly djuk gksrk gS½A reke rjg ds vuqefr i= vkSj lfVZfQdsV gkfly djus dh ck/;rk,a iwjh çfØ;k dks csgn tfVy vkSj vf/kd le; ysus okyh cuk nsrh gSA vkSj VªLV esa dksbZ Hkh QSlyk cksMZ v‚Q VªLVht dh lgefr ls gh gks ldrk gSA ;s lkjh vkSipkfjdrk,¡ dbZ ckj xSj t:jh] [kphZyh vkSj cseryc dh gksrh gSa [kklrkSj ls çkbejh vkSj çh&çkbejh Lrj ijA vkt ds nkSj esa Hkh ,sls bykds [kkst ikuk eqf”dy ugha gS tgk¡ Ldwy vkSj vU; “kS{kf.kd laLFkku t:jr dh rqyuk esa cgqr de gSaA ;g Hkh Li’V :i ls ns[kk tk ldrk gS fd ,d lkslk;Vh dk jftLVªs”ku vkSj esaVsusal ds fy, fdruh tfVy çfØ;kvksa ls gksdj xqtjuk iM+rk gSA

bldk eryc gS fd f”k{kdksa dks ç”kklfud dk;ksaZ ls lEcaf/kr dkxth dk;ZokbZ esa vf/kd le; nsuk iM+rk gksxk vkSj “kS{kf.kd xfrfof/k;ksa ds fy, muds ikl de le; cprk gksxkA bruk gh ugha f”k{kk lEca/kh ;ksX;rk,¡ gksus ds ckotwn vxj fdlh ds ikl çk”kklfud vuqHko ugha gS rks og Ldwy [kksy gh ugha ldrkA vxj fu;e de gksa rks ç”kklfud vf/kdkfj;ksa dh yky Qhrk”kkgh dk lkeuk Hkh de djuk iM+rk gSA ;g çLrko f”k{kk ds {ks= esa çkbosV lsDVj dh lgHkkfxrk dh t:jr dh igpku gks ldrk gS vkSj bl {ks= esa çkbosV lsDVj dh ,aVªh dks vklku cuk ldrk gSA ;g çLrko f”k{kk {ks= dh csgrjh gsrq lkekftd lgHkkfxrk esa o`f) dh ,d mEehn Hkh gSA

çfrLi/kkZ ls tokcnsgh vkSj uokpkj dks c<+kok feyrk gSvc fdlh Hkh {ks= esa vf/kd ls vf/kd yksxksa dh Hkkxhnkjh ds Qk;ns loZfofnr gSaA tSlk fd reke baMLVªht ds mnkgj.k tSls fd ehfM;k o Vsyhd‚e vkfn esa ns[kus dks feys gSa] tgk¡ vf/kd ls vf/kd Hkkxhnkjh us çfrLi/kkZ dks tUe fn;k gS vkSj çfrLi/kkZ esa cus jgus gsrq lrr uohurk Hkh

ns[kus dks fey jgh gSA f”k{kk ds {ks= esa Hkh vf/kd fodYi gksus dh otg ls u flQZ Nk=ksa dks csgrj f”k{kk dk volj feyrk gS cfYd f”k{kdksa dks jkstxkj ds csgrjhu volj feyrs gSa vkSj f”k{kk {ks= ls lEcaf/kr vU; m|ksxksa dk fodkl Hkh gksrk gSA dqN fgLlksa esa ;g gj fdlh ds fy, ;g f”k{kk dk csgrj vkSj vklku jkLrk miyC/k djkus dk lk/ku Hkh cu ldrk gSA

futh Hkkxhnkjh dk ugha gS dksbZ fodYi% vkadM+s dj jgs gSa c;kuo’kZ 2011 dh tux.kuk ds vkadM+s crkrs gSa fd Ldwy ls ckgj jgus okys cPpksa ds vkadM+s 2005&06 ds 1-3 fefy;u ds eqdkcys 2009&10 esa c<+dj 8-1 fefy;u gks x,A blls lkQ irk yxrk gS fd vc Hkh ekax vkSj vkiwfrZ ds chp Hkkjh xSi gSA fodkl ds Lrj dks ns[ksa rks pqukSfr;ksa ij [kjk mrjus ds ekeys esa ljdkjh Ldwy iwjh rjg ls Qsy fn[kkbZ nsrs gSaA bldk uewuk nkf[kys ds le; fn[kk;h nsus okys ruko ds :i esa gj lky lkeus vkrk gS] tc vfHkHkkod çkbosV Ldwyksa ds ckgj ?kaVksa ykbu esa [kM+s jgrs gSaA

bldh ,d otg yksxks¡ dh ;g lksp Hkh gS fd çkbosV Ldwy ifCyd Ldwyksa dh rqyuk esa csgrj gksrs gSa] ;gh otg gS fd yksxks¡ dh çkFkfedrk çkbosV Ldwy gh gksrs gSaA ÞçkbosV Ldwfyax Qsukeuu bu bafM;k* uked ,d fjlpZ

vxj fu;e de gksa rks ç”kklfud vf/kdkfj;ksa dh yky Qhrk”kkgh dk lkeuk Hkh de djuk iM+rk gSA ;g çLrko f”k{kk ds {ks= esa

çkbosV lsDVj dh lgHkkfxrk dh t:jr dh igpku gks ldrk gS

vkSj bl {ks= esa çkbosV lsDVj dh ,aVªh dks vklku cuk ldrk gSA ;g çLrko f”k{kk {ks= dh csgrjh gsrq lkekftd lgHkkfxrk esa o`f)

dh ,d mEehn Hkh gSA


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A Step towards increasing

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isij tks fd ys[kd }kjk fMfLVªDV baQ‚esZ”ku flLVe Q‚j ,tqds”ku ¼MhvkbZ,lbZ½ ds j‚ MkVk ,ukfyfll ij vk/kkfjr gSA ys[kd us o’kZ 2010&11ls 2014&15 ds chp 20 çeq[k jkT;ks¡ ds MkVk dk vkadyu fd;kA blds eqrkfcd] bl le; varjky esa ljdkjh Ldwyks¡ esa nkf[kyks¡ dh la[;k esa 11-1 fefy;u ;kuh 1 djksM+ 11 yk[k dh fxjkoV vkbZA nwljh rjQ çkbosV Ldwyks¡ esa gksus okys nkf[kyks¡ dh la[;k esa bl nkSjku 16 fefy;u ;kuh 1 djksM+ 60 yk[k dh o`f) gqbZA pkSadkus okyh ckr ;g gS fd ,slk ml fLFkfr

esa gqvk tc bu pkj o’kks¡Z esa ljdkjh Ldwyks¡ dh la[;k esa 16]376 dh o`f) gqbZA xhrk xka/kh fdaXMu dh LVMh ds eqrkfcd çkbosV Ldwyks¡ esa 71]360 Ldwyks¡ dh o`f) gqbZA ysfdu igyh ckj çFke ,uthvks dh ,uqvy LVsVl v‚Q ,tqds”ku fjiksVZ ¼,,lbZvkj½] tks fd xzkeh.k Hkkjr ij vk/kkfjr gS esa dgk x;k fd ns”k Hkj esa çkbosV Ldwyks¡ esa 6&14 lky dh mez ds cPpks¡ ds nkf[kyks¡ dh la[;k esa dksbZ cnyko ugha vk;k gSA o’kZ 2014 esa ;g la[;k 30-8% Fkh tks fd 2016 esa 30-5% gks xbZ] tcfd ns”kHkj esa çkbosV Ldwyks¡ dh la[;k esa yxkrkj o`f) gqbZ gSA m/kj fdaXMu dk fjlpZ isij ljdkjh çkbejh Ldwyks¡ ds lkbt esa vkSlru 10% dh fxjkoV crkbZ xbZ gSA fjiksVZ ds eqrkfcd] o’kZ 2010 ls 2015 ds chp ljdkjh Ldwyks¡ ds vkSlr lkbt esa 12% rd dh fxjkoV vkbZ gS tcfd çkbosV Ldwyks¡ ds lkbt esa 3 Qhlnh dh o`f) ns[kh xbZ gSSA

;s vkadM+s lkQ crk jgs gSa fd ljdkjh f”k{kk ij ls yksxks¡ dk Hkjkslk gV jgk gSA reke fjiksVZ ;g iqf’V djrs gSa fd vfHkHkkod vius cPpks¡ dks çkbosV Ldwy esa gh Hkstuk pkgrs gSa] D;ksafd mUgs ,slk yxrk gS fd bu Ldwyks¡ dk vdknfed Lrj ljdkjh Ldwyks¡ ls csgrj gS vkSj ;gk¡ i<+kbZ ds fy, csgrj ekgkSy feyrk gSA ,d uS”kuy lSEiy losZ fjiksVZ ¼,u,l,lvks½ ds eqrkfcd ljdkjh ds ctk; çkbosV Ldwyks¡ dks çkFkfedrk nsus ds ihNs dbZ dkj.k gSa] tSls fd dqN yksx ekurs gSa fd ogk¡ lh[kus ds fy, csgrj ekgkSy feysxk] dqN yksxks¡ dk ekuuk gS fd ljdkjh Ldwyks¡ dh f”k{kk dk Lrj larks’ktud ugha gS] rks dqN yksx blfy, çkbosV Ldwy dks çkFkfedrk nsrs gSa D;ksafd ;gk¡ f”k{kk dk ek/;e vaxzsth gSA çtk QkmaMs”ku }kjk vçSy&twu 2016 esa iwjh fnYyh

esa djk, x, ,d losZ esa ik;k x;k fd ,elhMh Ldwyks¡ dks vfHkHkkodks¡ }kjk ilan u djus dh 3 çeq[k otgs¡ gSaA 67% vfHkHkkodks¡ dk ekuuk gS fd ,elhMh Ldwy esa i<+dj Hkfo’; ds fy, csgrj fodYi ugha feysaxsA 59% us ekuk fd ;gk¡ f”k{kk dh xq.koÙkk larks’ktud ugha gS vkSj 58% us dgk fd ;gk¡ ds f”k{kd mrus vPNs ugha gSaA blh çdkj ls jkT; ljdkj }kjk pyk, tk jgs Ldwyks¡ ds lEca/k esa Hkh vfHkHkkodks¡ us vius fopkj j[ksA 58% us dgk fd Hkfo’; ds fy, Ldksi de gSa] 52% us dgk f”k{kk dh xq.koÙkk Bhd ugha gS vkSj 46% us dgk fd Nk=ks¡ dks miyC/k lqfo/kk,¡ vPNh ugha gSaA

gkykafd] ;g crkuk csgn t:jh gS fd ,,lbZvkj 2016 dh fjiksVZ ds vuqlkj nks jkT;ks¡ ds ljdkjh Ldwyks¡ esa nkf[kyks¡ dh la[;k esa 2014 ds eqdkcys o`f) ns[kh xbZ gSA ;s jkT; gSa dsjy o xqtjkrA bl fjiksVZ ds vuqlkj ns”k Hkj ds ljdkjh Ldwyks¡ ds cPpks¡ dh jhfMax dh {kerk ¼[kklrkSj ls “kq#vkrh d{kkvks¡ esa½ esa lq/kkj ns[kk x;k gS] ogh¡ çkbejh xzsM~l ds cPpks¡ esa xf.kr lEca/kh {kerkvks¡ esa lq/kkj vk;k gSA

,d NksVh lh “kq#vkr Hkj gS ;g çLrkodukZVd ljdkj dk çLrko dksbZ flYoj cqysV ugha gSA “kq#vkr dh jkg vklku cuk nsuk flQZ ,d ekewyh jkgr Hkj gS D;ksafd Ldwy pykus ds fy, r; ç”kklfud >esyks¡ dk nk;jk cgqr o`gn gSA ykblsal jkt ds d’Vdkjh >esys f”k{kk ds {ks= esa mrjus ds fy, rS;kj baosLVjks¡ dks Mjkus ds fy, dkQh gSaA vxj ,slh i‚fylh cukbZ tk, ftlds tfj, flaxy foaMks fDy;jsal dh O;oLFkk gks rc dqN csgrj gksxkA çkbosV “kSf{kd laLFkkuks¡ ds rst çlkj ds ekeys esa ,d #dkoV buosLVj feyus esa dfBukbZ Hkh gS] D;ksafd dks Hkh ,sls {ks= esa iSlk D;ks¡ yxkuk pkgsxk tgk¡ ls ykHk dekus dh mEehn ugha dj ldrsA Ldwyh f”k{kk ds {ks= esa futh {ks= dh Hkkxhnkjh dks çksRlkgu nsus gsrq fn, x, lq>koks¡ ds rgr 2014 QsMjs”ku v‚Q bafM;u psEcj v‚Q d‚elZ ,aM baMLVªh ¼fQDdh½ us viuh fjiksVZ esa lq>ko fn;k Fkk fd buiqV ij vk/kkfjr fu;eks¡ dks de fd;k tk, vkSj vkmVde ;kuh ifj.kke vk/kkfjr flLVe cuk;k tk,A gkykafd dukZVd ljdkj dk çLrko jkT; esa loZ f”k{kk dks xfr nsus dh fn”kk esa ,d ljkguh; dne gSA ;g cM+s cnykoksa dh vksj c<+rs dne dh ,d mEehn lkfcr gks ldrk gS tks jkT; dh f”k{kk ij dkQh vlj MkysxkA


çkbosV Ldwyksa dks muds ;gk¡ miyC/k lalk/kuksa vkSj mudh xq.koÙkk ds vk/kkj ij “kqYd ysus dh vuqefr feyuh pkfg,A vkSj ljdkj dks Qhl jhbEclZesaV ds iSls lh/ks xjhc cPpksa ds vfHkHkkodksa dks dS”k esa Hkqxrku djuk pkfg,A

Þfu;er% Ldwy dh ykbczsjh dk vkdkj 14eh xq.kk 8eh gksuk pkfg, vkSj ;gk¡

de ls de 1]500 fdrkcksa dk laxzg gksuk pkfg,AÞ Ldwy ds gsM ;kfu çeq[k dks eghus esa ,d ckj LVkQ ds lkFk ehfVax djuh pkfg, vkSj iwjs eghus ds dk;ksaZ dh leh{kk ds lkFk&lkFk Nk=ksa ds fodkl dk vkadyu djuk t:jh gSAÞ

ÞLdwy ds gsM ds ikl LukrdksÙkj dh fMxzh ds lkFk&lkFk f”k{kk {ks= ls lEcaf/kr ,d fMxzh gksuk t:jh gSA bruk gh ugha] ;g in lEHkkyus ds fy, mlds ikl de ls de 8 o’kksaZ

D;ksa u xq.koÙkk ds vk/kkj ij r; gks futh Ldwyksa dh Qhl

v?;Z cuthZys[kd n ysoyQhYM Ldwy] lwjh] chjHkwe] if’pe caxky ds laLFkkid gSaA

dk “kS{kf.kd vuqHko vFkok fdlh ekU;rk çkIr gkbZ Ldwy esa 5 o’kks¡Z dk ç”kklfud vuqHko gksuk Hkh vfuok;Z gSAÞ

;s mu fu;eks¡ dh dqN ckuxh Hkj gSa tks Hkkjrh; Ldwyks¡ ds fy, lsaVªy cksMZ v‚Q ,tqds”ku ls ekU;rk çkIr djus gsrq vko”;d gSaA vc bu fu;eks¡ dh leh{kk djrs gSaA igys fu;e ds eqrkfcd] gekjs fy, ;g t:jh ugha gS fd ,d Ldwy dh ykbczsjh esa fdl rjg dh fdrkcs¡ j[kh tkuh pkfg,] gekjs fy, flQZ ykbczsjh dk vkdkj T;knk egRoiw.kZ gSA vxj

ge mij fy[ks vafre fu;e dh ckr djs¡ rks blds fglkc ls rks gekjs ns”k ds HkwriwoZ jk’Vªifr vCnqy dyke Hkh vxj Ldwy [kksyuk pkgrs rks og v;ksX; lkfcr gks tkrsA Ldwy pykuk D;k] og rks cPpks¡ dks i<+k Hkh ugha ikrs] D;ksafd muds ikl rks f”k{kk {ks= ls lEcaf/kr dksbZ fMxzh gh ugha FkhA

ge bu fu;eks¡ dk etkd cuk ldrs gSa] ge buij O;aX; dj ldrs gSa ysfdu mu m|fe;ks¡ ds fy, ;g dksbZ etkd ugh gS tks Ldwy [kksyuk pkgrs gSaA lhch,lbZ lEc)rk

f’k{kk


namaskar

dh :y cqd 89 ist dh gSA ,d Ldwy [kksyus ds fy, vkidks 50 rjg ds ljdkjh eatwjh dh t:jr gksrh gSA Ldwy [kksyus ds vkidks Hkwfe vf/kxzg.k foHkkx] vfXu lqj{kk foHkkx] dj foHkkx] LFkkuh; fudk;] jkT; f”k{kk cksMZ vkSj lsaVªy ,tqds”ku cksMZ ls reke rjg dh vuqefr;k¡ gkfly djuh gksrh gSaA tgk¡ rd f”k{kk ds {ks= dh ckr gS rks gekjs ns”k esa vkt Hkh ykblsal jkt dh lekfIr ugha gqbZ gSA

;s fu;e gekjs lekt dh ml vthc lud dks n”kkZrs gSa ftlds fy, ifj.kke ls T;knk miyC/krk egRoiw.kZ gksrh gSA ;g gekjs lekt dh ml lksfo;r&dkyhu ekufldrk dk ifjpk;d gS ftlds vuqlkj xq.koÙkk ,d dsaæh; lÙkk }kjk lqfuf”pr dh tk ldrh gSA fd;k tk ldrk gSA oSls ge lc lksfo;r ;wfu;u ds fudEes mRiknksa ls Hkyh&Hkkafr ifjfpr gSaA vkSj ge ;g Hkh tkurs gSa fd vkt Hkh Hkkjrh; Ldwyksa vkSj d‚ystksa ls i<&fy[kdj fudys csjkst+xkj ;qokvksa dh iwjh QkSt ekStwn gSA

gkykafd lekukarj ifj.kkeksa ds ckjs esa tku ikuk dfBu ugha gSA

vR;f/kd fu;e vkSj ekbØkseSustesaV ls vPNs ifj.kke lqfuf”pr ugha fd, tk ldrs gSaA ihvkbZ,l, ¼çksxzke Q‚j baVjuS”kuy LVwMsaV vlslesaV½ vkSj VhvkbZ,e,l,l ¼VªsaM~l bu baVjuS”kuy eSFkesfVDl ,aM lkbal LVMht½ tSls oSf”od VsLV] tks nqfu;k Hkj ds Ldwyh Nk=ksa dh çfrHkk ds fy, csapekdZ ekus tkrs gSa] esa Hkkjr csgn fupys ik;nku ij gSA rks buds vk/kkj ij gekjs dfFkr csgrjhu Ldwyksa dh çfrHkk vkSj xq.koÙkk dk dqN rks vanktk yx gh ldrk gS\

rks vc loky ;g mBrk gS fd lek/kku D;k gS\ rks tokc ;g gS fd] ;g dksbZ j‚dsV lkbal ugha gS vkSj u gh bl ckjs esa gesa dksbZ ih,pMh djus dh t:jr gS vkSj u gh f”k{kkfonksa dh dfeVh xfBr dj o’kksaZ ppkZ djus vkSj fQj dksbZ urhtk fudkyus dh vko”;drk gSA bldk tokc csgn vklku gS] gesa dksbZ foLr̀r fn”kkfunsZ”ku tkjh djus ds ctk; flQZ mu laLFkkuksa dks çksRlkfgr djus dh t:jr gS tks vPNh lsok,¡ ns jgh gSaA rdjhcu lHkh dEifu;k¡ csgrjhu lsok,¡ nsus dk ç;kl djrh gSa] D;ksafd ,slk ugha fd;k rks os tYn gh vius xzkgd vkSj dekbZ ls gkFk /kks cSBsaxhA mnkgj.k ds rkSj ij dksbZ cSad vFkok Vsyhd‚e dEiuh] ;s vius lhbZvks dh fu;qfä ds fy, ;ksX;rkvksa lEca/kh dksbZ fuf”pr fooj.ki= tkjh ugha djrh gSaA muds v‚fQl ds vkdkj vFkok ehfVax dks ysdj dksbZ fn”kkfunsZ”k r; ugha fd;k x;k gSA mUgs tc t:jr eglwl gksrh gS rc ehfVax djrs gSa] tks fd ,d eghus ls Hkh de varjky esa gks gh tkrh gSaA ckotwn blds ;s futh

laLFkku gekjs Ldwyksa ls csgrj <ax ls dke dj jgs gSaA ;s cnykoksa dks ysdj T;knk lrdZ gSaA t:jr ds le; ;s rqjar lfØ; gksrs gSa] D;ksafd ,slk ugha fd;k rks muls lsok dk ekSdk fNu tk,xkA

ge vius Ldwyksa dks Hkh blh rjhds ls D;ksa ugha pyus ns ldrs gSa\ gekjs futh Ldwyksa dh {kerk dk vkadyu muds Dykl:e ds vkdkj ds ctk; muds Nk=ksa dh çfrHkk vkSj fjtYV ds vk/kkj ij D;w¡ ugha gks ldrk\ ge Nk=ksa dh ikBu {kerk ds vkadyu ds ctk; ykbczsjh ds vkdkj dks ysdj D;w¡ fpafrr gksrs gSaA ge fdlh eSFl Vhpj dh U;wure ;ksX;rk lqfuf”pr djus ds ctk; mlds Nk=ksa ds ifj.kke dk vkadyu D;w¡ ugha djrs\ vxj dksbZ Ldwy csgrjhu f”k{kk nsxk rks ekrk&firk vius cPpksa dks Lor% gh ogk¡ HkstsaxsA vxj dksbZ Ldwy csgrj ifj.kke ugha fn[kk,xk rks Nk= ogk¡ vf/kd fnu ugha fVdsaxs vkSj varr% og Ldwy can gks tk,xkA lhch,lbZ dks bls can djkus dh t:jr ugha gksxh] ekdsZV Lor% gh ifj.kke lkeus j[k nsxkA

ge ;g le> ldrs gSa fd ifj.kke vk/kkfjr i)fr dh dqN leL;k,¡ Hkh gSaA blds fy, ges ijh{kk ç.kkyh esa Hkh lq/kkj dh t:jr gksxh] D;ksafd i)fr ds tfj, çfrHkk dk lgh vkadyu lEHko ugha gSA

nwljh egRoiw.kZ ckr] ges flQZ lky ds vafre fjtYV ds vk/kkj ij vkadyu djus ds ctk; fujarj lq/kkj ds vk/kkj ij fu.kZ; ysuk gksxkA dksbZ Hkh Ldwy lkyksa rd csgrj ifj.kke nsdj viuh çfr’Bk cukrk gS vkSj fQj vPNs LVwMsaV mudh vksj vkdf’kZr gksrs gSa vkSj fQj csgrjhu ifj.kke lkeus vkrs gSaA ges ;g irk yxkus dk rjhdk <wa<uk gksxk fd lky&nj&lky csgrjh ds D;k u, mik; fd, x, gSaA blds fy, flQZ çR;sd nks o’kZ esa ,d ekudh—r VsLV dk vk;kstu djuk gksxk ¼d{kk 3] d{kk 5 o vU; d{kkvksa ds fy,½ vkSj blds vk/kkj ij lq/kkjksa dk vkadyu djuk gksxkA vesfjdk ds reke jkT; vius Lrj ij bl rjg ds ekudh—r VsLV vk;ksftr djrs gSa ¼mnkgj.k ds rkSj ij] dSfyQksfuZ;k esa LVkj VsLV½] ftlds tfj, os gj lky vius cPpksa esa gks jgs lq/kkj dk vkadyu djrs gSaA

varr%] cktkj&vk/kkfjr i)fr esa lekt ds xjhc rcds dks ckgj ugha j[kk tkuk pkfg,A blds lkFk gh futh Ldwyksa dks mudh xq.koÙkk vkSj lalk/kuksa ds [kpZ ds vk/kkj ij gh yksxksa ls Qhl olwyus dk vf/kdkj feyuk pkfg,A bldk lek/kku ;g gS fd ljdkj xjhc cPpksa dh Qhl dk jhbEclZesaV Ldwyksa dks nsus ds ctk; lh/ks Nk=ksa ds vfHkHkkodksa dks udn ds :i esa nsA f”k{kk ds {ks= esa Hkkjh&Hkjde ljdkjh fu;eksa ds ctk; cktkj vk/kkfjr v–”; gkFk csgrj dke dj ldrs gSaA

futh Ldwyksa dh {kerk dk vkadyu muds Dykl:e ds vkdkj ds ctk; muds Nk=ksa dh çfrHkk vkSj fjtYV ds vk/kkj ij D;w¡ ugha gks ldrk\ ge Nk=ksa dh ikBu {kerk ds vkadyu ds ctk; ykbczsjh ds vkdkj dks ysdj D;w¡ fpafrr gksrs gSaA ge fdlh eSFl Vhpj dh U;wure ;ksX;rk lqfuf’pr djus ds ctk; mlds Nk=ksa ds ifj.kke dk vkadyu D;w¡ ugha djrs\ vxj dksbZ Ldwy csgrjhu f”k{kk nsxk rks ekrk&firk vius cPpksa dks Lor% gh ogk¡ HkstsaxsA vxj dksbZ Ldwy csgrj ifj.kke ugha fn[kk,xk rks Nk= ogk¡ vf/kd fnu ugha fVdsaxs vkSj varr% og Ldwy can gks tk,xkA lhch,lbZ dks bls can djkus dh t:jr ugha gksxh] ekdsZV Lor% gh ifj.kke lkeus j[k nsxkA


çkarh; cSBdsa, d‚UÝsal vkSj xq.koÙkk lq/kkj dk;ZØe dk foekspu

fulk laokn

Qhl fu;a=.k ds eqís ij iSuy fMLd”kufnukad% 10 vçSy 2017LFkku% yksd lHkk Vsyhfotu v‚fQl] egknso jksM] ubZ fnYyhFk‚el ,aVuh ¼fulk dksv‚fMZusVj½] vfouk”k pUæk ¼,fMVj vktknh-eh½ vkSj paædkar flag ¼jsfM,aV ifCyd Ldwy½ us Qhl fu;a=.k ds eqís ij yksd lHkk Vhoh }kjk vk;ksftr iSuy fMLd”ku esa fgLlk fy;kA

okf’kZd cSBd esa r; gqbZ o’kZ 2017 ds fy, fulk dh j.kuhfrfnukad% 13 ebZ 2017 LFkku% flVh e‚UVsljh Ldwy] y[kuÅ] mÙkj çns”klkaLFkkxRk çfØ;kvksa ds rgr fulk dh o’kZ esa ,d ckj tujy c‚Mh ehfVax gksrh gS ftlesa Hkfo’; dh ;kstukvksa ij ppkZ dh tkrh gS] j.kuhfr r; gksrh gS vkSj fiNyh ;kstukvksa ds fodkl vkSj çxfr laca/kh tkudkfj;k¡ lk>k dh tkrh gSaA bl lky fulk dh okf’kZd cSBd 12 ebZ dks y[kuÅ] mÙkj çns”k esa vk;ksftr dh xbZ ftlesa lHkh lnL; jkT; laxBuksa us vkxkeh o’kZ ds fy, viuh j.kuhfr is”k dhA

jkmaM Vscy ehfVax dj ctV çkbosV Ldwyksa dh xq.koÙkk esa lq/kkj ij dh ppkZfnukad% 12 ebZ 2017LFkku% flVh e‚UVsljh Ldwy] y[kuÅ] mÙkj çns”k ctV çkbosV Ldwyksa esa f”k{kk dh xq.kork dks vkSj csgrj djus ds mís”; ls us”kuy bafMisaMsaV Ldwy vyk;al ¼fulk½ }kjk fFkadVSad lsaVj Q‚j flfoy lkslk;Vh vkSj xzs eSVj dSfiVy ds lg;ksx ls 12 ebZ 2017 dks ,d jkmaM Vscy dk vk;kstu fd;k x;kA mÙkj çns”k dh jkt/kkuh y[kuÅ esa vk;ksftr bl jkmaM Vscy ehfVax esa f”k{kk {ks= ls tqM+s fofHkUu i{kksa ds yksxksa tSls fuos”kdksa] lsok çnkrkvksa] Ldwyksa lapkydksa] f”k{kkfonksa vkSj fulk dh xofuaZx c‚Mh ds lnL;ksa us fgLlk fy;kA bl nkSjku ns”k Hkj ds ctV çkbosV Ldwyksa dh f”k{kk xq.koÙkk esa lq/kkj ds fy, fdl rjg ds mik; fd, tk ldrs gSa vkSj mudk ifj.kke D;k gksxk bl fo’k; ij foLrkj ls ppkZ dh x;hA

mÙkj çns”k LVsV d‚UÝsalfnukad% 14 ebZ 2017LFkku% y[kuÅ] mÙkj çns”kctV çkbosV Ldwyksa ds le{k vkus okyh pqukSfr;ksa ij ppkZ ds fy, ,lksfl,”ku v‚Q çkbosV LdwYl &mÙkj çns”k }kjk y[kuÅ esa ,d d‚UÝsal dk vk;kstu fd;k x;kA fnu Hkj pys bl d‚UÝsal esa reke igyqvksa ij ppkZ gqbZA d‚UÝsal esa fulk dh Vhe] v/;{k vkSj LVsV ,lksfl,”ku ds lHkh inkf/kdkfj;ksa us fgLlk fy;kA


namaskar

d”ehj LVsV d‚UÝsal fnukad% 24 ebZ 2017 LFkku% çhfe;e daosa”ku lsaVj] My ysd] Jhuxj To‚baV dfeVh v‚Q çkbosV LdwYl ,lksfl,”ku] Jhuxj us çkbosV Ldwyksa ds lke{k mRiUu gksus okyh pqukSfr;ksa ij ppkZ djus ds fy, jkT; Lrjh; d‚UÝsal dk vk;kstu fd;kA ;gk¡ [kklrkSj ls bl fo’k; ij ppkZ dh xbZ fd fdl rjg ls tEew&d”ehj ds Ldwyksa dks ns”k Hkj ds fy, pykbZ tkus okyh ;kstukvksa ls tksM+k tk, vkSj tEew&d”ehj ds Ldwyksa dks vyx vyx djus okyh ;kstukvksa ls vyx jgk tk,A bl lEesyu esa jkT; ds f”k{kk ea=h lS¸;n eksgEen vYrkQ cq[kkjh vkSj fulk ds v/;{k dqyHkw’k.k “kekZ] lsaVj Q‚j flfoy lkslk;Vh ds i‚fylh ,Mokbtj vfer paæk vkSj nl jkT;ksa ls vk, fulk ds jkT; çfuf/k;ksa us fgLlk fy;kA

Mk;jsDV csfufQV VªkalQj ¼MhchVh½ ds laca/k esa i‚fylh jkmaMVscyfnukad% 22 twu 2017LFkku% jsM fc”ki] paMhx<+lsaVj Q‚j flfoy lkslk;Vh ¼lhlh,l½ vkSj fulk }kjk paMhx<+ esa Ldwy ,tqds”ku esa Mk;jsDV csfufQV VªkalQj fo’k; ij vk/kkfjr i‚fylh jkmaMVscy dk vk;kstu fd;k x;k ftldh v/;{krk gfj;k.kk Ldwy ,tqds”ku foHkkx ds vfrfjDr eq[; lfpo Jh ih ds nkl us dhA bl

xqtjkr LVsV d‚UÝsal LFkku% leLr ikfVnkj lektuh okMh] lwjrlsYQ Qkbukal Ldwy eSustesaV ,lksfl,”ku us bl d‚UÝsal dk vk;kstu fd;k Fkk ftlesa xqtjkr lsYQ Qkbukal LdwYl ¼jsxqys”ku v‚Q Qhl½ ,DV 2017 dh otg ls Ldwyksa dks le{k mRiUu gqbZ leL;kvksa vkSj muds lek/kku ij ppkZ dh x;hA fulk ds v/;{k Jh dqyHkw’k.k “kekZ vkSj i‚fylh ,Mokbtj vfer paæk us bl d‚UÝsal esa fgLlk fy;kA

Fk‚V yhMlZ lfEeV fnukad% 28 twu 2017LFkku% Qs;jQhYM eSfj;V] cSaxykSj ns”k Hkj ds ctV çkbosV Ldwyksa esa fMftVy yfuaZx çksxzke dh “kq#vkr ds fy, fulk us cSaxyksj esa ekbØksl‚¶V ds lg;ksx ls Fk‚V yhMlZ lfEeV uked dk;ZØe dk vk;kstu fd;kA fMftVy yfuaZx ds egRo dks le>kus ds fy, d‚UÝsal esa dbZ l= vk;ksftr fd, x, vkSj çtsaVs”ku fn, x,A bl lEesyu esa 23 jkT;ksa ds 150 çfrfuf/k;ksa us fgLlk fy;kA

vyhx<+ fMfLVªDV ehfVax fnukad% 25 tqykbZ 2017LFkku% esgrk g‚y] vyhx<+ifCyd Ldwy fMosyiesaV lkslk;Vh ¼ih,lMh,l½] vyhx<+ us ,d fnolh; ehfVax dk vk;kstu fd;k ftlesa 60 lnL;ksa us fgLlk fy;kA bl cSBd esa vkfFkZd :i ls detksj rcds ds cPpksa ds nkf[kys gsrq cuk, x, fu;eksa dh otg ls Ldwyksa ds lkeus mRiUu gks jgh leL;kvksa ij ppkZ dh xbZA dk;ZØe esa fulk ds v/;{k dqyHkw’k.k “kekZ vkSj fulk ,Moksdslh ,lksfl,V Fk‚el ,aVuh us vius fopkj çdV fd,A

cSBd esa f”k{kk ls tqM+s fofHkUu i{kksa ds yksxksa us fgLlk fy;k ftuesa tkus&ekus f”k{kkfon] çSfDV”kuj] fuos”kd vkSj i‚fylh ,DliVZ “kkfey FksA cSBd esa ;g ppkZ dh xbZ fd Ldwyh f”k{kk esa lq/kkj gsrq fdl çdkj ds dne mBkus dh vko”;drk gSA fiN~yh [kkfe;ksa es lq/kkj djrs gq, fdl rjg ls jktuSfrd bPNk”kfä ds lkFk lq/kkj dh igy gks ldrh gS bl lEca/k esa oSpkfjd lgefr cukbZ xbZA


çkbosV Ldwyksa ds leFkZu esa jSyhfnukad% 31 tqykbZ 2017 LFkku% dnIik] vka/kz çns”kvka/kz çn”k vu,MsM eSustesaV Ldwy ,lksfl,”ku] fMfLVªDV dnIik foax us jkT; esa ljdkjh fu;eksa dh otg ls çkbosV Ldwyksa dks gks jgh fnDdrksa ds eqís ij ,d jSyh dk vk;kstu fd;kA bl jSyh esa rdjhcu 6000 Ldwyksa ds çfrfuf/k;ksa us fgLlk fy;kA LVsV ,lksfl,”ku ds v/;{k Jh —’.kk jsìh us yksxksa dks lEcksf/kr fd;k vkSj ljdkj dks Kkiu lkSaikA

fofHkUu jkT;ksa esa mM+ku dk;ZØe dh “kq#vkrmM+ku&n ;ax bafM;k LekVZ Qsykst çksxzke ¼okbvkbZ,l,Qih½ fulk dh ,d igy gS ftldk mís”; blesa lgHkkxh cuus okys ns”k Hkj ds ctV çkbosV Ldwyksa ds fy, ewY;kadu] fujarj fn”kkfunsZ”ku vkSj VkjxsVsM Nk=ksa dks Ld‚yjf”ki vkSj f”k{kk esa cgqeq[kh lq/kkj gsrq dk;ZØe eqgS;k djkuk gSA

fQDdh dkaÝsal esa çkbosV Ldwyksa dk i{k j[kk

fulk v/;{k Jh dqyHkw’k.k “kekZ vkSj mik/;{k ¼,Moksdslh½ Jh jkts”k eYgks=k us fdrkcksa ds daVsaV lEca/kh Lora=rk fo’k; ij fQDdh ds d‚UÝsal esa ctV çkbosV Ldwyksa dk i{k j[kkA


namaskarlqf[kZ;ka


if’peh fnYyh dh ,d vuf/k—r d‚yksuh vkSj ogk¡ py jgs 100 futh Ldwy

if”peh fnYyh dk NksVk lk bykdk gLrlky] ,d rjQ ls utQx<+ ukys ls

rks nwljh vksj ls csgn HkhM+&HkkM+okys mÙke uxj cl VfeZuy ls f?kjk gqvk gSA VwVh&QwVh lM+dksa o csrjrhc clkoV ds pyrs ;g] “kgj

ds vU; tkus&ekus bykdksa ls dkQh vyx fn[kkbZ nsrk gSA tc vki gLrlky bykds ds vanj ços”k djsaxs rks vkidks ;gk¡ fLFkr nqdkuksa] Ldwyksa] Dyhfudksa] dksfpax lsaVjksa] fookg Hkouksa vkSj ?kjksa dh cukoV ns[kdj csgn gSjkuh gksxhA

f’k{kk

;gk¡ dh fcfYMaXl u dsoy ,d&nwljs ds lkFk tqM+dj cuh gqbZ gSa cfYd fjgk;”kh vkSj de”kZy bykdksa dk Hkh dksbZ Hksn ugha gSA fcfYMaXl ds irs xyh uEcj ls tkus tkrs gSaA bruk gh ugha] ;gk¡ vkidks ,sls Hkh dbZ ekeys ns[kus dks fey

fjfrdk pkoyk fjlpZ jkbVj] lsaVj Q‚j flfoy lkslk;Vh

vki fdlh egkuxj esa gSa] NksVs “kgj esa gSa vFkok fdlh xkao ls xqtj jgs gks¡] FkksM+h FkksM+h nwjh ij futh Ldwy fn[k gh tk,axsA ysfdu 7 oxZ fdyksehVj ls Hkh de nk;js esa QSys gLrlky tSlh txg esa 100 Ldwyks¡ dh ekStwnxh ds ckjs esa vki D;k dgsaxs\


namaskar

tk,axs ftuesa rhu&rhu fcfYMaXl dk ,d gh gkml uEcj gksxkA

,d le; ;g NksVk lk xkao [ksfrgj Hkwfe ls f?kjk gqvk Fkk] ysfdu vkt reke vf/k—r o vukf/k—r d‚yksfu;ksa dk lewg cudj jg x;k gS] tks dbZ ijLij dkVus okys jkLrksa ls tqM+rk gS vkSj ftles iqjkus gLrlky xkao dk yky Mksjk {ks= Hkh “kkfey gSA reke vU; ckrksa ds vykok tks ,d pht bl bykds dks vU; txgksa ls vyx djrh gS] og gS ;gk¡ py jgs fofHkUu rjg ds ¼vf/kdrj de ykxr okys½ reke LdwyA ;gk¡ ^vkbfM;y jSfM,aV*] ̂ LVkj “kkbu*] ̂dhfrZ ikfCyd* vkSj îk;fu;j dey* tSls uke ls pyus okys Ldwy ySaMekdZ cus gq, gSaA ;gk¡ igqapdj u flQZ bu Ldwyksa dh jax&fcjaxh nhokjsa vkidk /;ku vkdf’kZr djsaxh cfYd nwj ls gh nhokjksa ij vkidks bu Ldwyksa ds uke isaV fd, gq,] Åij mM+rs gq, cSuj vkSj fctyh ds [kEHkksa ij Vaxs ¶ySDl cksMZ Hkh fn[k tk,axsA ,slk Hkh gks ldrk gS fd vkidks ;s Ldwy utj u vk,¡] ysfdu txg&txg yxs gksfMaZXl vkSj isaV fd, gq, uke vkidks budh ekStwnxh ls voxr djk gh nsaxsA

gkykafd bu Ldwyksa dk fcfYMax uEcj fdlh dks irk ugha gksxk] ysfdu bykds esa 27 lky igys Ldwy dh LFkkiuk djus okys ujs”k R;kxh crkrs gSa fd vkt ds le; esa gLrlky bykds esa 100 ls Hkh T;knk Ldwy [kqy pqds gSaA ujs”k R;kxh us ^n U;w ,t ifCyd Ldwy* dh LFkkiuk 27 lky igys dh FkhA ,d vU; Ldwy ds laLFkkid lrh”k R;kxh ekurs gSa fd iwjs gLrlky esa çh&çkbejh ls ysdj 12oha rd ds rdjhcu 200 Ldwy py jgs gSaA ;kuh fd brus lkjs Ldwy flQZ 7 LDos;j fdyks ehVj ds {ks=Qy esa py jgs gSaA 2011 dh tux.kuk ds eqrkfcd bykds dh vkcknh 1]76]877 gSA gkykafd LFkkuh; yksxksa dk ekuuk gS fd orZeku le; esa gLrlky esa 5 yk[k ls Hkh T;knk yksx jg jgs gSaA fMfLVªDV baQ‚esZ”ku flLVe v‚Q ,tqds”ku ¼MhvkbZ,lbZ½ ds 2015&16 ds vkadM+s ds vuqlkj bl bykds esa 13 ljdkjh Ldwy gSaA

;g bykdk vU; utnhdh jkT;ksa tSls fd

mÙkj çns”k] fcgkj vkSj gj;k.kk ls vk, reke yksxksa dks u flQZ jgus dk BkSj nsrk gS cfYd muds fy, jkstxkj ds volj Hkh ns jgk gSA vkSj ;gk¡ jgus okyh vf/kdrj vkcknh fuEu vFkok fuEu e/;oxZ ls gSA ,sls esa loky ;g mBrk gS fd bl bykds esa brus lkjs Ldwy dSls cu x, vkSj ;s Qy&Qwy dSls jgs gSa\ vkSj blds ek;us D;k gSa& D;k ;g orZeku dkedkth oxZ dh ml vkdka{kk dk urhtk gS] ftles og vius cPpksa dks lekt ds ekStwnk çfrLi/kkZvksa ls eqdkcyk djus ds fy, l{ke cukus gsrq gj lEHko ç;Ru djrs gSa\ ;k fQj bl dgkuh ds ihNs dk lp dqN vkSj Hkh gS\

bu Ldwyksa dk mn~Hko njvly bl d‚yksuh ds mn~Hko ls gh tqM+k gqvk gSA viuh iSnkb”k ls ysdj vc rd gLrlky esa gh jgus okys 61 lky ds mes”k R;kxh ;gka ^jkt/kkuh ifCyd* uked Ldwy pykrs gSaA mes”k crkrs gSa] esjk tUe [ksfrgj Hkwfe ls f?kjs xkao esa gqvk Fkk vkSj vkt i‚“k d‚yksfu;ksa esa “kkfey tudiqjh] fodkliqjh o mÙke uxj vkfn bykds rc catj gqvk djrs FksA ewy :i ls blh bykds ds fuoklh vkSj fnYyh iqfyl esa vQlj jgs jrh jke ;kno dgrs gSa] rc ge dPps edkuksa esa jgrs Fks] ftuds ?ksjs NksVs&NksVs iRFkjksa vkSj dVhys rkjksa ls cus gksrs FksA exj oä ds lkFk tehu ds ekfydksa us voS/k :i ls viuh [ksrh dh tehusa csp MkyhA ,slk djuk xSj dkuwuh blfy, Fkk D;ksafd 1954 ds fnYyh ySaM ,aM fjQ‚eZ~l ,DV ds eqrkfcd [ksrh dh tehu fdlh vU; bLrseky ds fy, ugha csph tk ldrh FkhA [ksrh dh tehu dSls vukf/k—r d‚yksuh esa cny xbZ] bldh iwjh dgkuh xkSre Hkku us vius fjlpZ isij ÎykaM byfyxSfyVht% gkmflax ,aM n Qsfy;j v‚Q Iykfuax bu fnYyh 1947&2010* esa cgqr vPNs ls le>k;k gSA xkao dh dqN tehuas ;k rks fdlkuks ds ikl Fkh vFkok iwjs xkao dh d‚eu tehu Fkh tks xzke lHkk ;k foyst dkmafly ds rgr vkrh FkhA vf/kdrj vukf/k—r d‚yksfu;k¡ fdlkuksa dh futh tehus fcdus ds ckn clhaA bUgsa lewgd ¼,sfxzxsVj½ Hkh cksy ldrs gSa& ftlesa ,d lkFk 10 ls ysdj

;g bykdk vU; utnhdh jkT;ksa tSls fd mÙkj çns”k] fcgkj vkSj gj;k.kk ls vk, reke yksxksa dks u flQZ jgus dk BkSj nsrk gS cfYd muds fy, jkstxkj ds volj Hkh ns jgk gSA vkSj ;gk¡ jgus okyh vf/kdrj vkcknh fuEu vFkok fuEu e/;oxZ ls gSA ,sls esa loky ;g mBrk gS fd bl bykds esa brus lkjs Ldwy dSls cu x, vkSj ;s Qy&Qwy dSls jgs gSa\ vkSj blds ek;us D;k gSa& D;k ;g orZeku dkedkth oxZ dh ml vkdka{kk dk urhtk gS] ftles og vius cPpksa dks lekt ds ekStwnk çfrLi/kkZvksa ls eqdkcyk djus ds fy, l{ke cukus gsrq gj lEHko ç;Ru djrs gSa\ ;k fQj bl dgkuh ds ihNs dk lp dqN vkSj Hkh gS\


200 rd ;wfuVksa dks “kkfey fd;k x;k vkSj fQj bu tehuks dks Iy‚V~l esa ckaVdj csp fn;k x;kA buds fy, ckdk;nk d‚UVªSDV ds dkxtkr cuk, x, ftuesa tehu ds ,ot esa iSlksa ds Hkqxrku ekfld fdLrksa esa Hkh gq, vkSj yksxksa dks budk O;fäxr ekfydkuk gd fn;k x;kA

mes”k th ;g nkok djrs gSa fd vf/kdrj tehus fnYyh ySaM fjQ‚eZ ,sDV 1954 ykxw gksus ls igys ykHk dekus ds fy, csph xbZ] D;ksafd bl ,DV ckn fdlkuksa dks viuh tehuksa dk ekfydkuk gd ikuh ds Hkko ljdkj dks lkSaius ij etcwj gksuk iM+rkA bykds ds lcls iqjkus Ldwyksa esa ls ,d ôànkou ifCyd Ldwy* pykus okys lrh”k R;kxh dgrs gSa fd bykds dh vf/kdrj tehus rc csph xbZ tc fnYyh fodkl çkf/kdj.k ¼MhMh,½ fnYyh ds ;kstukc) fodkl ds fy, tehus ,sDok;j dj jgh FkhA rc ljdkj fdlkuksa dks ekdsZV jsV ls cgqr de iSlk ns jgh FkhA ,sls esa de dher ij tehus ,sDok;j fd, tkus ds Mj ls fdlkuksa us lewgdksa vkSj d‚yksukbtjksa dks viuh tehusa csp nhA orZeku gLrlky dh vLr&O;Lr vkSj cs<axh clkoV mlh Hk; dk urhtk gSA

lrh”k R;kxh dgrs gSa] ̂ ;g oks nkSj Fkk tc gj ?kj esa yksx ç‚iVhZ Mhyj dk dke djus yxs FksA^ blds vo“ks’k vkt Hkh vkidks gLrlky dh xfy;ksa esa ns[kus dks fey tk,axsA 1980 ds ckn ls jkstxkj dh ryk”k esa fnYyh vk, reke yksxksa dks gLrlky bykds us jgus dh BkSj nh gS] ftldh nks otgsa gSaA igyh otg gS t:jr dh rqyuk esa “kgj esa jgus dh txgsa de gSa vkSj nwljh otg gS vU; bykdksa dh rqyuk esa ;gk¡ de dher ij jgus dh txg fey tkukA

ljdkjh lqfo/kkvksa dh deh vkSj futh Ldwyksa dk mn~Hkobl bykds dh vkcknh dh rqyuk esa ljdkjh lqfo/kkvksa dk vHkko ges”kk ls jgk gSA o’kZ 1985 rd ;gk¡ flQZ ,d ljdkjh Ldwy Fkk ftlesa 10oha rd dh i<+kbZ gksrh FkhA blds vykok ,d vkSj Ldwy Fkk ftls ,d ,uthvks pykrk FkkA ^n U;w ,t ifCyd Ldwy* ds eSustj ujs”k R;kxh dgrs gSa] bykds esa vkcknh c<+us vkSj mlds lkFk Ldwyksa dh c<+rh ekax ds urhtru 1987 ds vkl&ikl ;gk¡ çkbosV Ldwy [kqyus “kq: gq,A bldh ,d otg vkSj FkhA bykds esa vc dke djus ds fy, tehu cph ugha FkhA ,sls esa ;gk¡ ds yksxksa dks ;k rks ckgj fudydj vius fy, jkstxkj <wa<uk

Fkk vFkok vius Lrj ij jkstxkj l`tu djuk FkkA ,sls esa Ldwy [kksyuk ,d csgrj dekbZ dk tfj;k yxus yxkA og ,d iqjkuh Qkby fudkydj fn[kkrs gSa ftlesa ihys jax dh “khVksa okys i=ksa vkSj v[kckjksa dh drju dk iwjk iqfyank gSA ;s oks vkosnu gSa tks mUgksaus lkyksa rd ljdkj dks fy[ks] ftlds ifj.kkeLo:i bykds dk ljdkjh Ldwy 1994 esa vixzsM gksdj 12oha rd gqvkA bykds esa vkSj Ldwy [kksyus ds fy, tehu vkoafVr djus gsrq MhMh, dks Hkh ,fIyds”ku fy[kk x;k FkkA mes”k R;kxh ;kn djrs gq, dgrs gSa] ̂ ml le; vf/kdkfj;ksa us tokc fn;k fd gekjs ikl Ldwy [kksyus ds fy, u rks tehu gS vkSj u gh iSlkA dgk x;k fd ;g vukf/k—r d‚yksuh gSA gesa ;g lykg Hkh nh xbZ fd gekjs ikl tehu gS vkSj t:jr Hkh gekjh gh gS] ,sls esa [kqn Ldwy [kksy ysuk pkfg,A mes”k R;kxh ;g Hkh dgrs gSa fd loZf”k{kk vfHk;ku ds rgr tc f”k{kk lfpo bykds dk nkSjk djus vk, Fks rc mUgksus [kqn gesa Ldwy [kksyus ds fy, çsfjr fd;kA vkSj bykds ds vf/kdrj çkbosV Ldwy 1990 ls 2010 ds chp [kksys x,A

mUgsa Ldwy [kksyus dh çsj.kk dgk¡ ls feyh\ ;g iwNus ij lrh”k R;kxh dgrs gSa] Þeq>s tc iSlksa dh raxh gqbZ rc eSaus cPpksa dks Vîw”ku i<+kuk “kq: fd;kA blls eq>s Hkjkslk gks x;k fd eSa cPpksa dks i<+k ldrk gw¡A oä ds lkFk tSls&tSls Ldwyksa ds lkFk esjk lEidZ c<+k rks eSaus ik;k fd eq>ls cgqr de i<+s&fy[ks

yksx Hkh Ldwyksa esa i<+k jgs gSaA rc eq>s yxk fd eSa D;wa ughaA tcfd esjs ikl tehu Fkh] eSa i<+k&fy[kk Fkk vkSj i<+kus dk vuqHko Hkh FkkA^

ujs”k R;kxh ds ekeys esa muds pkpk tks fd djhc ds ,d vU; bykds esa igys ls Ldwy pyk jgs Fks] çsj.kk cusA ujs”k R;kxh dgrs gSa] esjs pkpk us eq>s [kkyh tehu ij Ldwy [kksyus dh lykg nhA pwafd eSa lkekftd dk;Z ls tqM+k gqvk Fkk vkSj ml nkSjku bykds esa Ldwyksa dh t:jr FkhA blfy, Ldwy [kksy fy;kA pwafd okLrfodrk esa og viuk Ldwy lekt lsok ds mís”; ls ugha pyk jgs gSa ,sls esa Ldwy esa i<+us okys cPpksa dks 1000 #i;s eghuk Qhl Hkjuh iM+rh gS] ysfdu og dgrs gSa fd ge bZMCY;q,l ds vykok Hkh t:jrean cPpksa dks Qhl esa NwV nsrs gSaA mnkgj.k nsrs gq, mUgksus crk;k fd] ,d cPph ds firk dh e`R;q gks xbZ Fkh rks geus mldh iwjs l= dh Qhl ekQ dj nh FkhA

tc geus Þlar lkbZ ifCyd Ldwyß tks fd ,d çkbejh Ldwy gS] esa ckr dh rks inkf/kdkfj;ksa us crk;k fd bldh “kq#vkr NksVs ls Vîw”ku o Ms ds;j lsaVj ls gqbZ Fkh] ftldh Qhl çfr ekg flQZ 35 #i;s gqvk djrh FkhA

;s Ldwy ml nkSj esa [kklrkSj ls nks mís”;ksa dh iwfrZ ds fy, [kksys x, Fks] igyk bykds ds cPpksa dks f”k{kk nsus ds fy, tks fd ljdkjh Ldwy ds Lrj ij lcds ysoy ij lEHko ugha Fkk vkSj nwljk bykds ds mu yksxksa ds fy, jkstxkj l`tu djuk ftuds ikl dksbZ “kSf{kd fMxzh gSA


namaskar

vfHkHkkodksa dh çfrfØ;ktc cPpksa ds ekrk&firk ls ckr dh xbZ

rks mudh ;g ea”kk Li’V gks xbZ fd vkt ds tekus esa gj dksbZ vius cPpksa dks çkbosV Ldwy esa Hkstuk pkgrk gSA 1995 ls gLrlky esa jg jgs dSc Mªkboj yYyu vius nks csVksa dks ljdkjh Ldwy esa Hkstrs gSa tcfd viuh csVh] tks fd rhljh d{kk esa gS] dks ikl ds ^xzhuySaM ifCyd Ldwy* esa Hkstrs gSaA yYyu ds csVksa us Hkh “kq#vkrh d{kkvksa dh i<+kbZ çkbosV Ldwy ls dh vkSj ckn esa ljdkjh Ldwy esa f”k¶V gq,A yYyu ckn esa csVh dks Hkh ljdkjh Ldwy esa Hkst ldrs gSaA og dgrs gSa] ÞçkbosV Ldwyksa dk [kpZ mBk ikuk vklu ugha gS] [kkldj cM+h d{kkvksa esaA ysfdu vxj “kq#vkr ds dqN lky çkbosV Ldwy esa i<+ ysrs gSa rks mudh le> vPNh fodflr gks tkrh gS] [kklrkSj ls mu cPpksa dh rqyuk esa tks “kq: ls ljdkjh Ldwy esa gh tkrs gSaAÞ

eksgu xkMZu ls yxh ,d flaxy LVksjh fcfYMax ds vyx&vyx dejksa esa pkj ifjokj jgrs gSa] tks ,d cjkenk vkSj ,d gh ckFk:e “ks;j djrs gSaA ;s lHkh ifjokj vyx&vyx le; esa fcgkj ls ;gk¡ vk, gSaA lquhrk] ftlds ifr jktfeL=h gSa] ds pkj cPps gSa vkSj lc ljdkjh Ldwy esa i<+rs gSaA lquhrk dgrh gSa] eSaus Hkh viuh cM+h csVh dks nks lky çkbosV Ldwy esa Hkstk Fkk] ysfdu mudh Qhl cgqr

T;knk Fkh] tks gekjs o”k dh ckr ugha FkhA og dgrh gSa] vxj ge Qhl dk [kpkZ mBk ikrs rc rks cPpksa dks çkbosV Ldwy esa gh HkstrsA esjh csVh pkSFkh d{kk esa igqap xbZ gS ysfdu vc Hkh og fdrkc ugha i<+ ldrh gSA tcfd nwljh vksj lkmFk fnYyh uxj fuxe ¼,lMh,elh½ dk f”ko fogkj fLFkr Ldwy rdjhcu [kkyh fn[kkbZ nsrk gSA ;gk¡ lgk;d LVkQ dk xzqi cSBk gqvk feyrk gSA ckr djus ij irk pyrk gS fd buesa ls ,d dk csVk lhfu;j lsdaMjh esa i<+rk gS] blfy, ljdkjh Ldwy esa tkrs gSaA nks yksxksa dh vHkh “kknh ugha gqbZ gS] ysfdu ckdh vU; 4 yksx crkrs gSa fd os vius cPpksa dks çkbosV Ldwy esa Hkstrs gSaA Þos yksx dgrs gSa] Þge ;gk¡ dke djrs gSa blfy, tkurs gSa fd ;gk¡ dSls dke gksrk gSA ftlds ikl Hkh FkksM+k iSlk gS og vius cPpksa dks çkbosV Ldwy esa gh Hkstus dh dksf”k”k djrk gSA vkt dy ;g ,d VªsaM cu x;k gSA bl Ldwy esa pijklh dh ukSdjh djus okys O;fä] ftudh csVh ,d çkbosV Ldwy esa jkbV Vw ,tqds”ku ,DV ds rgr bZM~CY;q,l dksVs esa i<+rh gS] og dgrs gSa] çkbosV Ldwyksa esa vPNh f”k{kk feyrh gS vkSj vktdy çkbosV Ldwy esa cPpksa dks i<+us Hkstuk ,d LVsVl dh ckr Hkh gks xbZ gSA blls Li’V gks tkrk gS fd vc yksx csgrj lsokvksa ds fy, vf/kd iSls [kpZ djus esa xoZ eglwl djrs gSaA

efgyk f”k{kk dks c<+kokmes”k R;kxh viuh dye dks Vscy ij j[krs gq, dgrs gSa] çkbosV Ldwyksa ds vkus ls ,d vkSj csgrj cnyko ns[kus dks feyk gSA vc T;knk ls T;knk cfPp;k¡ Ldwy tkus yxh gSaA tks ekrk&firk igys nwj ds Ldwyksa esa cfPp;ksa dks Hkstus ls drjkrs Fks] os vc djhc ds çkbosV Ldwyksa esa mUgsa Hkst jgs gSaA vkse çdk”k jkBkSj] tks fd 1979 esa mÙkj çns”k ls foLFkkfir gksdj gLrlky esa cls gq, gSa vkSj ;gk¡ mudh ,d vkVk fey Hkh gS] viuh csVh dks ^jk’Vª “kfä fo|ky;* esa Hkstrs gSaA ;g bykds esa [kqyus okyk igyk xSj ljdkjh Ldwy gSA gkykafd muds csVs us ljdkjh Ldwy ls i<+kbZ dh gSA bl vUrj dk dkj.k iwNus ij og dgrs gSa] ÞeSa flQZ ,d cPps dks çkbosV Ldwy Hkstus dk [kpkZ mBk ldrk Fkk vkSj pwafd esjk csVk nwj ds Ldwy esa tk ldrk Fkk] ,sls esa geus csVh dks utnhd ds Ldwy esa Hkstus dk QSlyk fy;kAÞ

,d vHkko dh iwfrZ

bykds esa cgqr lkjs vyx&vyx rjg ds Ldwy gSaA dqN cM+s] dqN NksVs] dqN ds ikl viuk QqVc‚y xzkmaM vkSj ihyh clsa gSa rks dqN ,sls Ldwy Hkh gSa tks fjgk;”kh fcfYMax esa py jgs gSaA ,d Ldwy ,slk gS ftldh nks fcfYMax lM+d ds nks rjQ gSa rks ,d ,slk Ldwy Hkh gS tgk¡ cPpksa dks ikuh [kRe gksus ij c‚Vy Hkjus ds fy, Hkkxdj ?kj tkuk iM+rk gSA ;gk¡ dqN ,sls Ldwy Hkh gSa ftuds Dykl:e vk/kqfud rduhdksa ls ySl gSa vkSj tgk¡ Nk= [kqydj viuh ckr j[krs gSa rks dqN Ldwy ,sls Hkh gSa tgk¡ Dykl:e esa Vhpj dh ekStwnxh esa flQZ lUukVk Nk;k jgrk gSA buesa ls dqN ekU;rk çkIr gSa rks dqN fcuk ekU;rk ds gh py jgs gSaA ysfdu bu lcesa ,d ckr vke gS] og ;g fd ;s bafXy”k ehfM;e gSaA

blesa dksbZ “kd ugha gS fd ;s Ldwy vyx&vyx vkfFkZd fLFkfr ds fglkc ls yksxksa dh t:jrksa dks iwjk dj jgs gSaA tSlk fd ujs”k R;kxh dgrs gSa] Þ;s çkbosV Ldwy gh gSa tks gLrlky ds cPpksa dh f”k{kk dh t:jrksa dks iwjk dj jgs gSa] D;ksafd ljdkjh Ldwy rks vkcknh dh t:jr ds lkeus ugha ds cjkcj gSAÞ

¼fjfrdk pkoyk lsaVj Q‚j flfoy lkslk;Vh ds fy, fjlpZ jkbVj ds rkSj ij dk;Z djrh gSaA orZeku le; esa og laLFkk ds fjlpZ çkstsDV laf/k ds lkFk Hkh tqM+h gqbZ gSa] ftlesa gLrlky] ubZ fnYyh ds çkbosV Ldwyksa dks “kkfey fd;k x;k gSA½


vkjVhbZ dk fny rks lgh txg ij gS exj fnekx ugha

;g mEehn dh tk jgh Fkh fd f”k{kk dk vf/kdkj dkuwu ¼vkjVhbZ ,DV½ Hkkjr

ds lkekftd fodkl esa csgn egRoiw.kZ Hkwfedk fuHkk,xkA vk”kk dh tk jgh Fkh fd blds tfj, yk[kksa cPps Ldwy rd dh ;k=k r; djsaxA ,d ,sls lekt dh uhao Mysxh ftlls vk/kqfud] çxfr”khy vkSj le`) Hkkjr ds fuekZ.k esa lg;ksx feysxkA ysfdu lkr o’kksaZ ds ckn] ;s lkjh mEehnsa vkSj vkdka{kk,¡ /oLr gks xbZ gSaA f”k{kk dk Lrj yxkrkj fxjrk vk;k gS] reke Ldwy can gks jgs gSa vkSj tks cps gSa ogk¡ ls i<s&fy[ks vf”kf{kr ckgj fudy jgs gSaA dqy feykdj vkjVhbZ ,DV] fof/k fuekZ.k çfØ;k dk lcls fo/oaldkjh igyw lkfcr gqvk gSA lkjh iz’VHkwfe dks ns[krs gq, ujsaæ eksnh ljdkj dk blds lcls fookfnr i{k uks&fMVsa”ku i‚fylh ¼,uMhih½ dks [kRe djus dk QSlyk blds lcls cnrj igyqvksa dks fujLr djus dh rjQ ,d egRoiw.kZ dne gSA

,uMhih ls rkRi;Z d{kk 8 rd Nk=ksa dks fcuk fdlh ijh{kk ds gh vxyh d{kk ds fy, Lor% çeksV djuk le> fy;k x;kA gkykafd] bl fu;e ds çHkkoh jgus ds lkr o’kksaZ ds nkSjku Nk=ksa ds lh[kus ds Lrj esa dksbZ çxfr ns[kus dks ugha feyhA ^,uqvy LVsVl v‚Q ,tqds”ku fjiksVZ ¼vlj½* tks fd Nk=ksa ds lh[kus ds Lrj dk vkadyu djrh gS] dh gkfy;k fjiksVZ ds eqrkfcd yfuaZx vkmVde r; ekudksa ls csgn uhps cuk gqvk gSA d{kk 5 esa i<+us okys 48% ls Hkh de cPps d{kk 2 ds Lrj dh fdrkc i<+ ikrs gSa] xzkeh.k bykdksa ds d{kk 8 esa i<+us okys flQZ 43-2% Nk= lk/kkj.k Hkkx yxk ldrs gSa vkSj d{kk 5 esa i<+us okys 4 esa ls flQZ ,d Nk= eqf”dy ls bafXy”k dk ,d okD; i<+ ldrs gSaA

,uMhih dks egkys[kk ijh{kk ¼dEIVªksyj ,aM v‚fMVj tujy½ vkSj dsaæh; f”k{kk lykgdkj cksMZ ¼lsaVªy ,Mok;tjh cksMZ v‚Q ,tqds”ku½ }kjk Hkh xyr ik;k x;k gSA 20 ls Hkh T;knk

jkT;ksa vkSj dsaæ “kkflr jkT;ksa dks bl i‚fylh esa cnyko ykus vFkok bls fujLr djus ds fy, dgk x;k gSA dqy feykdj ;g dgk tk ldrk gS fd ,uMhih iwjh rjg ls Qsy gks pqdk gS vkSj bls ftruh tYnh Bhd fd;k tk, mruk csgrj gSA

,uMhih ds leFkZd ;g rdZ ns ldrs gSa fd ;g i‚fylh mu cgqr lkjs ns”kksa esa dkQh lQy jgh gS tks csgrjhu f”k{kk ds fy, tkus tkrs gSa] tSls fd fQuySaM vkSj tkikuA Hkkjr esa blds Qsy gksus dh otg bls Bhd ls ykxw u dj ikuk gSA mudk rdZ Hkh lgh gSA ,uMhih dks yxkrkj pyus okys vkadyu&lhlhbZ ¼dafVU;qvl ,aM d‚fEçgsaflo boSyq,”ku½ dk fgLlk gksuk pkfg, Fkk tks okf’kZd ijh{kk ds flLVe dks fjIysl dj ldsA ysfdu ns”k ds cgqr lkjs fgLlksa esa ,uMhih lgh <ax ls ykxw Hkh ugha gks ldk gS] D;ksafd ogk¡ ds f”k{kdksa dks dHkh bl u, rjhds ds ckjs esa dksbZ çf”k{k.k gh ugha feykA ;gk¡ rd fd vkt Hkh bl ckjs esa dqN Hkh Li’V ugha gS fd bl leL;k dk lek/kku dSls fudkyk tk; vkSj ;gh otg gS fd mEehn vkSj tehuh gdhdr ds chp xgjh [kkbZ cu xbZ gSA

,uMhih ds ph;jyhMlZ ;g nkok djrs gSa fd ;g i‚fylh Ldwy ls cPpksa dk Mª‚ivkmV jksdus ds fy, cukbZ xbZ Fkh vkSj mles dke;kch feyh gSA ,sls yksxksa ls ;g iwNus dh t:jr gS fd ,slh fLFkfr esa cPpksa ds Ldwy esa jgus dk D;k eryc gS tc os dqN lh[k gh ugha ik jgs gSa\

vly esa loky muds nkf[kys dks ysdj Hkh mBuk pkfg,A vkjVhbZ ds PkSfEi;u ;g dgrs gSa fd tcls vkjVhbZ ykxw gqvk gS rc ls 6 ls 14 lky dh mez ds cPpksa ds fy, fu”kqYd vkSj vfuok;Z f”k{kk ds ekSfyd

f’k{kkf’k{kk

f”k{kk dk vf/kdkj dkuwu ds lcls fooknkLin igyqvksa esa ls ,d ûks fMVsa”ku i‚fylh* dks lekIr fd;k tkuk] bl dkuwu ds lcls [kjkc igyqvksa dks lekIr fd, tkus dh fn”kk esa igyk dne gS


namaskar

vf/kdkj dks lQy cukus esa enn feyh gSA ns”k esa lkoZHkkSfed nkf[kyk gks jgk gSA ysfdu os ;g Hkwy tkrs gSa fd nkf[kys ds Lrj esa vkjVhbZ ,DV ykxw gksus ls igys gh lq/kkj gks jgk Fkk] ftlds fy, feM Ms ehy vkSj loZ f”k{kk vfHk;ku tSls iqjkus fu;e ftEesnkj gSaA gesa Ldwy igqapus vkSj lh[kus ds chp ds QdZ dks Hkh ugha Hkwyuk pkfg,A

njvly] ;g fojks/kkHkkl vkjVhbZ dh blls Hkh cM+h vkSj vk/kkjHkwr leL;k dh >yd Hkj gS vkSj og gS] buiqV ij T;knk Qksdl vkSj vkmViqV ;kuh ifj.kkeksa dks utjankt djukA mnkgj.k ds fy,] bl ,DV ds rgr Ldwyksa esa xjhc rcds ds cPpksa ds fy, 25% lhV vkjf{kr dj fn;k x;k] f”k{kd&Nk= vuqikr r; dj fn;k x;k] Ldwy fcfYMax o lalk/kuksa ds fy, egaxs LVSaMMZ r; dj fn, x,] dk;Z fnol o f”k{kdksa ds fy, muds dk;Z ds ?kaVs vkfn r; dj fn, x, ysfdu cPpksa ds yfuaZx vkmVde ;k Nk=ksa dh i<kbZ ds vkadyu ls f”k{kdksa dks ugha tksM+k x;kA

bu fu;eksa dk vlj lcls T;knk de ctV okys Ldwyksa ij gqvk tgk¡ vf/kdrj xjhc rcds ds cPps i<+rs gSaA Nk=ksa ls dqN lkS #i;s Qhl ysus okys reke ,sls Ldwyksa ij rkyk yx x;k tks vkjVhbZ dh vfuok;Zrk dks iwjk dj ikus esa l{ke ugha FksA “kgjh Lye bykds esa pyus okyk ,d Ldwy Iys xzkmaM cukus dh dksf”k”k esa ijs”ku gSA ctV çkbosV Ldwyksa ds ,d xzqi us”kuy bafMisaMsaV Ldwy vyk;al ds eqrkfcd] lky 2015&16 esa vdsys fnYyh esa 3000 Ldwy can gks x, vkSj egkjk’Vª esa 7000 Ldwyksa dks can djus dk uksfVl tkjh gks x;kA nwljh rjQ ljdkjh Ldwyksa dks dksbZ Mj ugha gS] D;ksafd os flQZ blfy, ekU;rk çkIr gS fd os ljdkjh gSaA os vkjVhbZ ,DV dks

ykxw djus gsrq viuh euethZ dk oä ys ldrs gSaA ;gh ckr ekbu‚fjVh&ju Ldwyksa ij Hkh ykxw gksrh gS ftues lgk;rk çkIr o xSj&lgk;rk çkIr nksuksa rjg ds Ldwy “kkfey gSaA ;s Ldwy flQZ blfy, vius vki dks vkjVhbZ ds fu;eksa ls vyx j[ks gq, gSa D;ksafd ;s ekbu‚fjVh&ju laLFkku gSaA

lcls egRoiw.kZ ;g tkuuk gS fd reke vkadM+s ;g lkfcr djrs gSa fd xjhc yksx Hkh vius cPpksa dks Ýh ds ljdkjh Ldwyksa dh ctk; ctV çkbosV Ldwyksa esa Hkstuk pkgrs gSaA v/;;uksa esa rks ;g Hkh ik;k x;k gS fd dbZ çkbosV Ldwyksa esa i<+uk ljdkjh Ldwyksa ls Hkh lLrk gS vkSj ogk¡ f”k{kk dk Lrj Hkh FkksM+k csgrj gSA lSu fM,xks fLFkr ;wfuoflZVh v‚Q dSfyQksfuZ;k ds dkfrZd eqjyh/kju ds ySaMekdZ ^vka/kz çns”k Ldwy Po‚bl çkstsDV* esa ik;k x;k fd ljdkjh Ldwyksa dh vis{kk çkbosV Ldwyksa ds Vhpj de i<+s gksrs gSa vkSj mudks osru Hkh csgn de feyrk gS] ckotwn blds os csgrj çn”kZu djrs gSa] Ldwy esa mudh vuqifLFkfr de gksrh gS vkSj T;knk ?kaVs dke djrs gSaA

nwljs “kCnksa esa ;g dg ldrs gSa fd vkjVhbZ dh otg ls ,sls Ldwy can gks jgs gSa tgk¡ cPps i<+uk pkgrs gSa vkSj ,sls Ldwy py jgs gSa ftUgsa cPpksa dh csgrj f”k{kk dh dksbZ ijokg ugha gSA dqy feykdj u, fu;e us ,d ,sls ,tqds”ku flLVe dks çksRlkgu fn;k gS ftldk Qksdl f”k{kk dks NksM+dj ckdh gj pht ij gSA

lkHkkj% ykbofeaV http://www.livemint.com/Opinion/mVZ1aJ6jGe3zUTHa8gND6O/RTEs-heart-is-in-the-right-placebut-not-its-head.html

ctV çkbosV Ldwyksa ds ,d xzqi us”kuy bafMisaMsaV Ldwy vyk;al ds eqrkfcd] lky 2015&16 esa vdsys fnYyh esa 3000 Ldwy can gks x, vkSj egkjk’Vª esa 7000 Ldwyksa dks can djus dk uksfVl tkjh gks x;kA nwljh rjQ ljdkjh Ldwyksa dks dksbZ Mj ugha gS] D;ksafd os flQZ blfy, ekU;rk çkIr gS fd os ljdkjh gSaA os vkjVhbZ ,DV dks ykxw djus gsrq viuh euethZ dk oä ys ldrs gSaA ;gh ckr ekbu‚fjVh&ju Ldwyksa ij Hkh ykxw gksrh gS ftues lgk;rk çkIr o xSj&lgk;rk çkIr nksuksa rjg ds Ldwy “kkfey gSaA ;s Ldwy flQZ blfy, vius vki dks vkjVhbZ ds fu;eksa ls vyx j[ks gq, gSa D;ksafd ;s ekbu‚fjVh&ju laLFkku gSaA


lekos”kh f”k{kk ,d ,slh vo/kkj.kk ij vk/kkfjr gS ftlesa lHkh Nk= ,d lkFk

feydj lkekU; Ldwy esa f”k{kk çkIr dj ldsaA mUgsa ^lcds fy, Ldwy* ds rgr leku f”k{kk dk vf/kdkj feysA blds rgr os Ldwy vkrs gSa tks fcuk fdlh lkekftd] vkfFkZd] Hkk’kk;h] /kkfeZd o çtkrh; HksnHkko ds lHkh cPpksa dh “kSf{kd t:jrksa dks iwjk dj ldsaA bldk vFkZ ;g gS fd Ldwyksa dks Nk=ksa dh fofHkUu çdkj dh “kSf{kd t:jrksa dks iwjk djus ds fy, l{ke gksuk iM+sxkA

leku f”k{kk dk volj ,d ,slh ifjdYiuk gS tgk¡ fuckZ/k Ldwyh f”k{kk dh miyC/krk gks vkSj Ldwy laca/kh reke fØ;kdykiksa esa csjksd&Vksd leku fgLlsnkjh gksA blds rgr u flQZ Ldwyksa rd igqap cfYd lHkh rjg dh lh[kus dh {kerk okys cPpksa ds fy, leku ikBîØe ds Kku dk volj Hkh lqfuf”pr gksuk pkfg,A ikBîØe o blls lEcaf/kr ewY;kadu Nk=ksa dh {kerk ds vk/kkj ij gksuk pkfg,A lHkh rjg ds cPpksa dks leku roTtks feyuh pkfg,A blesa dksbZ “kd ugha gS fd bl lcds fy, f”k{kdksa dks [kkl çf”k{k.k dh t:jr gksxh rkfd os fofHkUu rjg dh “kSf{kd t:jrksa ds vuqdwy cPpksa dks

xkbM dj ldsaA jsX;qyj Vhpj laKkukRed] laosnu”khy vkSj lh[kus lEca/kh nqcZyrk okys cPpksa dh f”k{kk o [ksydwn dh ftEesnkjh ysrs gSa vkSj t:jr iM+us ij fo”ks’kh—r lsokvksa dh enn ysrs gSaA jsX;qyj Ldwyksa dks lekos”kh f”k{kk ds ;ksX; cukus ds fy, fo”ks’k lqfo/kkvksa dh t:jr gksrh gSA ;gk¡ t:jr ds le; [kkl lsok,¡ miyC/k gksuh pkfg,A tgk¡ Hkh Lis”ky Ldwy ;k lqfo/kk,¡ miyC/k gSa] lekos”kh Ldwyksa ds fy, mudk lg;ksx ysuk t:jh gSA laLFkkuksa dk bl rjg dk vkilh lg;ksx nksuksa ds fy, Qk;nsean lkfcr gksxkA

vyx g‚fLiVy ls ysdj Lis”ky Ldwy rd dh ;k=k dks utjvankt djrs gq,] bl M‚D;qesaV esa lekos”kh f”k{kk ds feysfu;e xksy ij /;ku dsafær fd;k x;k gSA lekos”kh f”k{kk dks lRkRk fodkl y{;&4 ¼lLVsuscy fMosyiesaV xksy&4½ ls tksM+k x;k gSA tqykbZ 2017 esa ;qusLdks ds M‚D;qesaV fotu 2030 ds y{;ksa esa lHkh ds fy, thouHkj lh[kus ds volj gsrq U;k;laxr xq.koÙkk ;qä f”k{kk vkSj çksRlkgu }kjk lekos”kh f”k{kk dks ifjfer fd;k x;kA blds fy, lh[kus okyksa dh vyx&vyx t:jrksa dks ,d volj ekurs gq, mlds vuqdwy lqfo/kk,¡

f’k{kk

c<+kus dh t:jr gSA ljdkjh uhfr;k¡ lekos”kh f”k{kk ds çfr vf/kd çfrfØ;k”khy gqbZ gSaA o’kZ 1990 ls gh f”k{kk gsrq jk’Vªh; ;kstuk ¼,uihbZ½ ds cht dks ryk”kk tk ldrk Fkk vkSj çksxzke v‚Q ,D”ku 1986 vkSj 1992 ftls lykekUdk fMDyjs”ku (Salamanca Declaration) 1994 dk leFkZu Hkh feyk] dks /;ku esa j[kk tkuk pkfg, FkkA vkxs lky 2009 esa vk, f”k{kk ds vf/kdkj vf/kfu;e vkSj 2016 esa ykxw fnO;kax O;fä;ksa ds vf/kdkj lEca/kh vf/kfu;e us ljdkjh uhfr;ksa dks vkSj etcwrh nhA ;g uhfr bl mEehn ds vk/kkj ij cukbZ xbZ] fd vxj cPps ,d lkFk f”k{kk çkIr djsaxs rks lkFk&lkFk jguk lh[ksaxsA

fofHkUu ,tsafl;ksa vkSj Ld‚ylZ }kjk fd, x, losZ ,oe v/;;u ;g crkrs gSa fd lHkh fnO;kax tuksa dh lg f”k{kk ds {ks= esa csgn /kheh xfr ls dk;Z gks jgs gSa] ,sls esa blds y{; ds tYn iwjk gksus ds vklkj utj ugha vk jgs gSaA gkykafd ljdkj vkSj ,uthvks lkFk feydj bl ckjs esa fopkj dj jgs gSa vkSj ,lMhth&4 ds y{;ksa dks iwjk djus gsrq ç;klksa dh xfr rst djus esa tqVs gSaA Hkkjr ljdkj fnO;kax tuksa rd csgrjhu f”k{kk dh igqap lqfuf”pr djus dh dksf”k”k dj jgh gSA ljdkj dh ;g ea”kk

lcds fy, leku ,oa lekos’kh f’k{kk lqfu’pr gks

lrh’k diwjlaLFkkid vkSj funs’kd] cznjgqM


namaskar

fnO;kax tu vf/kfu;e 2016 esa lkQ Li’V gksrh gS ftldh vf/klwpuk 15 twu 2017 dks tkjh gqbZ gSA blds lkFk gh uhfr vk;ksx ds rhu o’khZ; fotu M‚D;qesaV ,tsaMk ¼2017&18 ls 2019&20½ esa Hkh ;g ea”kk lkQ >ydrh gSA

xq.koÙkk lwpd

Hkkjr esa] fnO;kax cPpksa dh “kSf{kd t:jrksa dks iwjk djus ds fy, fofHkUu ljdkjh ,tsafl;ksa }kjk fn”kkfunsZ”k tkjh fd, x, gSaA gj cPps dks csgrjhu f”k{kk gkfly djus dk leku vf/kdkj gSA fofHkUu fn”kkfunsZ”k gesa ;g tkudkjh eqgS;k djkrs gSa fd ge fdl rjg ls lkekU; cPpksa ds lkFk ,d gh Dykl:e esa fnO;kax cPpksa dks fdl rjg ls f”k{kk çnku dj ldrs gSaA gkykafd Hkkjr esa vkt Hkh vPNh lekos”kh f”k{kk ds fy, dksbZ Li’V xq.koÙkk lwpd r; ugha fd, x, gSaA bls ifjHkkf’kr djuk csgn t:jh gSA

tqykbZ 2011 esa fnO;kax cPpksa ds fy, lekos”kh f”k{kk lEca/kh xq.koÙkk lwpd r; djus ds fy, fo”ks’kKksa dh ,d dfeVh xfBr dh xbZ Fkh ftldh vxqokbZ çksQslj ,u- ds- taxhjk dj jgs FksA bl xzqi dk lg;ksx cznjgqM;] lsaVj Q‚j fMlsfcfyVh LVMht ,aM ,D”ku]VkVk bafLVVîwV v‚Q lks”ky lkbalst eqEcbZ vkSj us”kuy ,sØsfMVs”ku cksMZ v‚Q ,tqds”ku ,aM Vªsfuax] tks fd DokfyVh dkmafly v‚Q bafM;k dk ,d fgLlk gS] tSls laLFkku dj jgs FksA xq.koÙkk lwpd r; djus ds fy, fofHkUu lEcaf/kr i{kksa ls ckr dh xbZ] fofHkUu ljdkjh o futh lkekU; Ldwyksa ds Dykl:e lEca/kh çfØ;kvksa dks ns[kk x;kA lkjh dk;Zokgh reke ljdkjh foHkkxksa }kjk tkjh fn”kkfunsZ”kksa] tSls fd fMikVZesaV v‚Q Ldwy ,tqds”ku ,aM fyVjslh] ekuo lalk/ku fodkl ea=kyk;] ,ulhbZvkjVh] ,u;wbZih, ¼U;wik½] fnO;kax tu foHkkx ds eq[; vk;qä v‚fQl ¼lhlhihMh½] lhihMCY;wMh vkSj ,sØsfMVs”ku ,tsafl;ksa tSls dh lhch,lbZ] vkbZlh,llh vkSj baVuSZ”kuy cSpyjsV v‚xsZukbts”ku ds vk/kkj ij dh xbZA xq.koÙkk lwpd r; djus ds fy, lekos”kh/Lis”ky ,tqds”ku fo”ks’kKksa] lkekU; f”k{kdksa] Lis”ky ,tqdsVlZ] dkmalylZ] jhgSfcfyVs”ku çksQs”kuYl o fnO;kax cPpksa ds ekrk&firk ls Hkh tkudkfj;ka gkfly dh xbZ FkhaA

xq.kork lwpdksa dks 16 {ks=ksa esa ckaVk x;k vkSj çR;sd {ks= ,d&nwljs dh etcwrh ij fuHkZj djrk gSA lHkh Jsf.k;k¡ leku egRo j[krh gSa D;ksafd fdlh ,d dks Hkh utjvankt djds lekos”kh f”k{kk ds y{; dks gkfly ugha fd;k tk ldrk gSA

1- Ldwy eSaustesaV dfeVh2- yhMjf”ki3- Ldwy eSU;qvy esa ifjHkkf’kr ,l,elh

dh Hkwfedk4- Ldwy dk ifjos”k5- vf/kdkfj;ksa dh ftEesnkjh 6- nkf[kys ds fu;e7- lg;ksxh ;kstukvksa ds fy, cSBd8- lekos”kh ikBîØe9- funsZ”ku lEca/kh dk;Zokgh10- vkadyu vkSj ewY;kadu11- Nk=ksa ds fy, O;fäxr lg;ksx12- ekrk&firk o ifjokj dk lg;ksx13- deZpkjh dk fodkl14- LokLF; o lqj{kk15- esfMdy lqfo/kk,¡16- dSaVhu

;g mEehn dh tk jgh gS fd ;s xq.koÙkk lwpd lekos”kh f”k{kk ls lEcaf/kr yksxksa o çca/kdksa dks csgrj fn”kkfunsZ”k eqgS;k djkbZ tk,xhA ;g Hkh vk”kk dh tk jgh gS fd bu lwpdksa dh enn ls lekos”kh f”k{kk dks vkSj csgrj cukus ds fy, u, f”k{kd vkSj “kks/kkFkhZ Hkh rS;kj gksaxsA

xq.kork lwpdksa dk bLrseky fuEu çdkj ls fd;k tk ldrk gS%

1- Ldwy bls ,d jsfVax Ldsy dh rjg bLrseky dj ;g irk yxk ldsaxs fd muds ogk¡ D;k lqfo/kk,¡ gSa vkSj lekos”kh f”k{kk ykxw djus gsrq mUgs fdl rjg ds cnyko ykus dh t:jr gSA

2 Ldwy esa lq/kkj gsrq çkFkfedrk r; djus ds fy, blds vk/kkj ij deZpkfj;ksa ds lkFk ckrphr dh “kq#vkr dh tk ldrh gSA

3 dk;ZØeksa dh ;kstuk cukus gsrq ;g ,d fn”kkfunsZ”kd dk dke dj ldrk gSA

4 lekos”kh f”k{kk ds y{; dh vksj c<+us

vkSj bl fn”kk esa çxfr dk fooj.k o ewY;kadu blds vk/kkj ij çkIr fd;k tk ldrk gSA

xq.koÙkk lwpdksa dk lcls lgh bLrseky vkRe&ewY;kadu çfØ;k ds la;ksx ds rkSj fd;k tk ldrk gS ftlls Ldwy dh ekStwnk fLFkfr dk vanktk yxkus vkSj lq/kkj ds fy, u, mik; djus esa lgk;rk feysxhA ;s lwpd rduhdh lgk;rk Vwy ds rkSj ij r; fd, x, gSa u fd e‚fuVfjax fMokbl ds rkSj ijA

vkRe&ewY;kadu dh çfØ;k lEiw.kZ xq.koÙkk lEca/kh çca/ku rS;kj djrh gS ftldk bLrseky lekos”kh f”k{kk gsrq y{; o mís”; fu/kkZfjr djus vkSj mUgsa iwjk djus ds pj.k r; djus esa gks ldrk gSA

Ldwy baDywflo ,tqds”ku fMosyiesaV Vhe ¼,lvkbZbZMh½ dk xBulekos”kh f”k{kk ds fy, gj Ldwy ,d ,lvkbZbZMh Vhe dk xBu djsxkA bl Vhe esa 8 ls 10 lnL; gksaxs ftudh vxqokbZ fdlh ç”kklfud O;fä tSls fd fçafliy ;k Mk;jsDVj djsaxsA Vhe esa Lis”ky ,tqdsVj] dkmalyj] jsX;qyj Vhpj] fnO;kax cPpksa ds ekrk&firk o jhgSfcfyVs”ku çksQs”kuy “kkfey gksaxsA

,lvkbZbZMh Vhe dks ;g Li’V gksuk pkfg, fd mudk mís”; D;k gS vkSj mUgsa D;k gkfly djuk gS? mUgsa Ldwy esa Lokxr ;ksX; ekgkSy rkS;kj djuk gS] tgk¡ gj cPps dk leku :i ls Lokxr gksxkA dqy feykdj Vhe dk ;g mís”; gksxk fd og Ldwy esa bl rjg dh laL—fr vkSj lqfo/kk dk fodkl djsa tgk¡ lekos”kh f”k{kk ds vuqdwy ekgkSy cus vkSj lHkh cPpksa dks leku f”k{kk vkSj lg;ksx çkIr gksA


fjiksVZ dkMZ~l] ,d fyiVh gqbZ [kwclwjr lh pht ftl ij gekjs cPpksa dh rLohjsa

pLik gksrh gSaAesjs fglkc ls] ;gh ,d ,slk od~r gksrk

gS tc gesa muds cLrs dks vPNs ns[kus dk [;ky vkrk gSA ge “kq: ds nks iUuksa dks myV&iqyV dj fdukjs dj nsrs gSa vkSj muij rcrd /;ku ugha nsrs tcrd fd gesa gekjh eupkgh tkudkjh ugha çkIr gks tkrhA

dkMZ ds vafre iUus ij ,d desaV lsD”ku gksrk gS tgk¡ f”k{kd cPps ds ckjs esa viuk futh

vkadyu fy[krs gSaA vly esa ;gh og tkudkjh gksrh gS tks ge lcls igys ns[kuk pkgrs gSaA ge bl iSjkxzkQ dks cgqr /;ku ls i<+rs gSa] ;g tkuus dh dksf”k”k djrs gSa fd gekjs cPps dk O;ogkj Dykl esa dSlk jgrk gS] og vius lgikfB;ksa ds lkFk dSls is”k vkrk gS] og vius f”k{kdksa dk vknj djrk gS u----- vkfn vkfn--A

lpeqp] eSa bl ckr dh ijokg dHkh ugha djrh fd esjs cPps us D;k xzsM gkfly fd;k gSA eq>s ijokg bl ckr dh gksrh gS fd og fdl rjg dk balku cu jgk gSA

jkt d{kk 9 dk Nk= gSA mlds ekrk&firk vDlj iSjsaV~l&Vhpj ehfVax ds nkSjku ?kaVksa Dykl dh NksVh lh dqlhZ ij cSBs jgrs gSa] Vhpj ls mldh çxfr ds ckjs esa iwNrs jgrs gSa ftlesa vdknfed çxfr ds lkFk vU; fodkl Hkh “kkfey gksrk gSA vkSj vDlj ,slk ns[kk tkrk gS fd mudh ckrksa dk Qksdl vdknfed ls gVdj vU; igyqvksa ij pyk tkrk gSA

eq>s yxrk gS fd gesa ;g ckr /;ku esa j[kuh pkfg, fd jkt ds ekrk&firk dh gh rjg vf/kdrj cPpksa ds iSjsaV~l bl ckr esa de

f’k{kk

eqís tks ek;us j[krs gSa--- lksuy vkgqtk

yfuaZx vosatfyLV] laLFkkid] gkml vkQ yfuaZx] Mk;jsDVj] Jh jke QkmaMs’ku çh Ldwy


namaskar

fnYpLih ysrs gSa fd mudk cPpk ,d feuV esa fdrus oMZ i<+ ldrk gS vFkok fdrus vadksa okys xq.kk&Hkkx fudky ldrk gSA muds fy, tks ckr lcls vf/kd ek;us j[krh gS] og ;g fd muds vanj n;k Hkko gS ;k ugha] os yksxksa dk vknj djrs gSa ;k ugha\ D;k os vPNs fe= gSa\ D;k os u, cPpksa dks vius lkFk [ksyus ds fy, vkeaf=r djrs gSa\ D;k os vius lgikfB;ksa dh lQyrk ij mUgsa c/kkbZ nsrs gSa\ D;k os nwljksa dh enn djrs gSa\

;s ckrsa muds lkFk lkFk eq>s Hkh dkQh lgh yxrh gSa

gk¡ ,slk ugha gS fd dksbZ vius cPps ds vdknfed fodkl ds ckjs esa ugha tkuuk pkgrkA ;gk¡ rd fd eSa Hkh ;g tkuuk pkgqaxh fd esjk cPpk lgh VªSd ij gS ;k ughaA mls fdl fo’k; esa ijs”kkuh eglwl gksrh gS vkSj D;k mls fdlh rjg ds vfrfjä lg;ksx dh t:jr gSA eSa mUgsa dfBu esgur ds egRo dks le>kuk pkgrh gw¡A eSa ;s pkgrh gw¡ fd os eSFl] vyx&vyx Hkk’kk,¡ vkSj lkbal lh[ksa] nqfu;k ds ckjs es tkusa] ysfdu eSa ;g Hkh tkurh gw¡ fd Kku dh dlkSVh dksbZ ,d VsLV ;k xzsM ugha gksrh gSA ewY;kadu] xzsM~l o VsLV ,d csap ekdZ gksrs gSa ysfdu ;s lcdqN ugha gSaA

vxj esjs cPps cgqr vPNs xzsM yk jgs gksaxs] rc Hkh eq>s bl ckr dh ijokg vf/kd jgsxh fd os vPNs balku cusa] nwljksa dh enn djsa vkSj lcdk vknj djsaA ;g Do‚fyVh muesa rc Hkh gksuh t:jh gS tc os ^,* xzsM gkfly dj jgs gksaA

esjk ekuuk gS fd eSa Nk=ksa dks ugha cfYd balkuksa dks cM+k dj jgh gw¡A

vki eq>s vkylh cqyk ldrs gSa] ysfdu ;g lp gS fd eSa vius cPpksa dks eSFl ds rF; le>kus ;k fdrkcksa dh jhfMax djkus esa ?kaVksa dHkh ugha yxkrhA tc Hkh os Ldwy ls ?kj vkrs gSa] eSa muls ;g ugha iwN~rh fd mUgksus Lisfyax fDot esa dSlk çn”kZu fd;k vFkok muds eSFl dk VsLV dSlk jgkA blds ctk; eSa muls iwNrh gw¡ fd] vkt vkius fdldh enn dh\ vkSj fdlus vkt vkids lkFk vPNk O;ogkj fd;k\ ;s og ckrsa gksrh gSa ftuds ckjs esa eSa tkuuk pkgrh gw¡A eSa tkuuk pkgrh gw¡ fd D;k esjs cPps us fdlh jksrs dks galk;k\ D;k mlus fdlh dks Lis”ky Qhy djk;k\ ;s ckrsa ,d vPNs balku dh igpku gksrh gSa u fd flQZ ,d vPNs Nk= dhA

blds fy, eq>s xyr u le>saA ,slk drbZ ugha gS fd eSa vius cPpksa dks vdknfed igyqvksa ij ihNs /kdsyuk pkgrh gw¡A vkSj gk¡] vxj mUgsa fdlh fo’k; esa ijs”kkuh gS rks eSa mlds ckjs esa

Hkh tkuuk vkSj mudh enn djuk pkgrh gw¡] tSlk fd lHkh iSjsaV~l pkgrs gSaA eSa pkgrh gw¡ fd cPpksa dh fnDdrksa dks le>dj lHkh iSjsaV~l] VhplZ vkSj [kqn cPps feydj mldk lek/kku <wa<saA ysfdu bl lcds ckotwn vxj esjk cPpk vxj fdlh VsLV ;k ,Xtke esa ,ojst xzsM gh yk ikrk gS rc Hkh eq>s dksbZ ijs’kkuh ughaA ysfdu tgk¡ ckr nksLrh fuHkkus dh] VheodZ dh] n;kyqrk] vknj vkSj vPNs O;ogkj dh vkrh gS ogk¡ eq>s vius cPps ls flQZ vkSj flQZ ^,*xzsM dh mEehn jgrh gSA

Jh jke QkmaMs”ku ls tc cPps f”k{kk ysdj fudyrs gSa] rc eSa muds iSjsaV~l ds lkFk rhu lhØsV~l t:j lk>k djrh gw¡A eSa mUgsa dgrh gw¡ fd lqij ghjks ges”kk dgkfu;ksa esa gh ugha cfYd gj lqcg vkids lkeus [kM+s gksus okys cPpksa esa ls Hkh gks ldrs gSaA Vhpj Hkh lqij ghjks gksrs gSaA eSa mUgsa dgrh gw¡ fd tc ifjfLFkfr;k¡ dfBu gksa] vkSj vDlj gksrh Hkh gSa] rc eu dks “kkar j[kdj] ,d vPNh xgjh lkal ysdj csgn vklkuh ls lek/kku <wa<k tk ldrk gSA vkSj rhljk lhØsV] tks fd lcls egRoiw.kZ gS] og ;g gS fd] vkies tknw gSA vkidks flQZ viuk csLV nsuk gS] tks fd vki t:j dj ldrs gksA

eSa mUgsa crkrh gw¡ fd tc vki vius vki esa csLV gksaxs] tc vki dfBu ifjJe djsaxs] tc vki cgknqj vkSj n;kyq gksaxs rc vkids ikl [kqn&c&[kqn og tknw vk t,xk ftlls vki u flQZ [kqn dks cfYd vius vkl&ikl ds okrkoj.k dks Hkh [kq”kuqek cuk nsaxsA

blfy, eSa pkgrh gw¡ fd esjs cPps dfBu ifjJe djsa vkSj i<+kbZ djsaA os vius Ldwy esa la?k’kZ u djsa] vPNs xzsM ysdj vk,¡ ysfdu bl lcls egRoiw.kZ ;g gS fd os vius Dykl gh ugha cfYd nqfu;k Hkj esa ges”kk n;kyqrk] nksLrh vkSj vPNkbZ dk tknw Hkh fc[ksjrs jgsaA

vxj os ,slk dj ikrs gSa rks esjh fjiksVZ dkMZ esa mUgsa ges”kk , xzsM dk lEeku feysxkA

vxj vki Hkh esjh bu ckrksa ls lger gSa rks nsj u djsa] vHkh mBsa vkSj bl Hkkouk dks vf/kd ls vf/kd yksxksa rd igqapkus dk ç;kl djsaA

eSa pkgrh gw¡ fd cPpksa dh fnDdrksa dks le>dj lHkh iSjsaV~l] VhplZ vkSj [kqn cPps feydj mldk lek/kku <wa<saA ysfdu bl lcds ckotwn vxj esjk cPpk vxj fdlh VsLV ;k ,Xtke esa ,ojst xzsM gh yk ikrk gS rc Hkh eq>s dksbZ ijs’kkuh ughaA ysfdu tgk¡ ckr nksLrh fuHkkus dh] VheodZ dh] n;kyqrk] vknj vkSj vPNs O;ogkj dh vkrh gS ogk¡ eq>s vius cPps ls flQZ vkSj flQZ ^,*xzsM dh mEehn jgrh gSA

www.nisaindia.org| NISA Namaskar | volume 3 issue 230 www.nisaindia.org

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Documents

namaskar - NISAnisaindia.org/newsletter/nisa-namaskar-magazine-v03i02-bilingual.pdf · ArGhyA bAnerjee NISA Communique 16 NISA Update: State meetings, conferences and launch of quality