RNI No. : MPMUL/2012/58335 Postal Regn. No. : MP/IDC/1481/2017-19 Volume - V, Issue - 11 31 August 2017 Tatyana Danylova, Dr. Mitima Sachdeva, Associate Professor, National University of Life Assistant Professor, Amity Institute of and Environmental Sciences of Ukraine Education, Amity University, Lucknow Prof. Dr. Mala Tandon Deputy Director, Amity Institute of Education, Amity University, Lucknow RNI No. : MPMUL/2012/58335 Postal Regn. No. : MP/IDC/1481/2017-19

International Journal of Social Science & Management Circulation in more than 95 countries

Volume - V, Issue - 11 31 August 2017

Price - INR 60.00

All rights reserved Contents

S.No. Particulars Page No.

1. An Empirical Analysis of Administrative Behaviour of the 1 - 5 Headmasters of Secondary Schools in Selected Districts of Assam Mallika Kalita, Nalbari

2. A Study of Conflict Resolution Strategies Adopted by Principals 6 - 12 in Relation to Their Emotional Intelligence and Organizational Climate Dr. Ajay Kumar, Moga

3. Benefits of GST 13 - 16 Dr. (C.A.) Khushboo Jain, Hyderabad

4. Digitalization of Libraries : An Initiative for Make in India 17 - 20 Dr. Shail Shrivastava, Bhopal

5. Kangra State Relations with Punjab Under 21 - 26 Raja Sansar Chand Katoch A Close Investigation Dr. (Ms) Harmeet Sethi, Chandigarh

6. mTtSu laHkkx ds fof'k"V egkfo|ky; xzaFkky;ksa esa 27 - 32 iznÙk dh tkus okyh lsokvksa dk fooj.k nhIrh yksnoky] MkW- eerk efyd] mn;iqj

7. Hkkjr esa L=h f'k{kk dh fLFkfr % pqukSfr;k¡ ,oa n`f"Vdks.k 33 - 42 ehuk{kh prqosZnh] dkuiqj

8. tsy esa f’k{kk vkSj cafn;ksa dk n`f"Vdks.k % ,d lekt’kkL=h v/;;u 43 - 45 ^^dsUnzh; tsy tcyiqj ds lanHkZ esa** jhuk oklfud] tcyiqj ¼e-iz-½

9. çsl ds fy, jsM dkjisV vkSj ljdkj dh Nfo 46 - 49 fofiu pUæk] uSuhrky An Empirical Analysis of Administrative Behaviour of the Headmasters of Secondary Schools in Selected Districts of Assam Mallika Kalita, Associate Prof., Kumar Bhaskar Varma Sanskrit & Ancient Studies University, Nalbari

Abstract : school, the Headmaster has to perform different kinds of duties & responsibilities of planning, Present research article deals with the objectives supervising, organizational activities, guidance of – (a) to study is there any gender difference in and motivation and also maintaining the administrative behaviour of the Headmasters relationships with different personalities of secondary schools. (b) to study the existing concerned with the institution. He/ She is the sole difference in the administrative behaviour of the decision making authority in every matter of the government and private school Headmasters and school. He is the leader of all students of the (c) to compare the administrative behaviour of school, all teachers and all other staff members in Headmasters in Nalbari and Barpeta district. The every aspect of academic as well as non- sample of the present study has been selected academic matters. It is said that the headmaster is from the 20 government and provincialized the key stone of the arch of school administration. schools and 20 privately managed secondary school by the use of stratified random sampling Further, secondary level education is most crucial procedure. Findings reveal that Male level of education as it deals with the students of Headmasters’ administrative behaviour is better adolescence period. At this level of age, students’ than female Headmasters as the mean value for creativity, reasoning power, intelligence, Male stands for 374.5 and female M=367.5, the sociability all types of qualities develop to the Administrative behaviour of Govt. School highest level Therefore they need special Headmasters (M= 396.5) is better than the attention, care and support as well as facilities administrative behaviour of Private School within the school campus from teachers and Headmasters (M= 384.5) and there is no school authority. Otherwise, the huge talents of significant difference in the administrative those young students will go for wastage. Again it behaviour of Headmasters in Nalbari and Barpeta is to say that adolescence period is most sensitive districts (Barpeta M=378.6 & Nalbari M=375.4). period of life for which school authority in its administration process must be very careful in Key words : Administrative behaviour, maintaining discipline among students. Headmaster, secondary school, Assam Therefore, present study is a humble effort to Introduction and Significance of the Study : analyse the administrative behaviour of the The success of any organization depends upon headmasters of secondary schools in selected the efficiency and proper functioning of the districts of Assam administration process done by its leader. Statement of the Problem : Administration is the process of integrating Under the purview of above observations, present efforts of all types of personnel of the institution problem has been stated as “An Empirical and utilizing appropriate materials to the Analysis of Administrative Behaviour of optimum level which develop students’ Headmasters of Secondary Schools in Selected personality, commitment to the society and the Districts of Assam”. nation as a whole. Administrative behaviour deals with the systematic management for The Operational Definition of Terms - The achieving definite purpose or goals of the important key terms used in the title of the organization. In case of educational institutions, problem are defined as : it is concerned with the implementation of Headmaster - A man who is heading / leading the educational plan effectively. As the chief of the staff, students and all members of the school.

Volume - V, Issue 11, August 2017 Administrative Behaviour - Administrative administrative behaviour of the government behaviour means the responsibility towards and private schools Headmasters. administration, response or reaction towards the 3. There is no significant difference in the students. administrative behaviour of Headmasters in Secondary School - A school for students/ Nalbari and Barpeta district. children between the ages of 15 to 18/19. This Delimitation of the Study : level of education establishes bridge between elementary leve and higher education level. Present study is delimited to the following aspects- Description of the Geographical Area 1. The study is delimitated to only secondary Barpeta District - Barpeta district is connected schools in Barpeta and Nalbari districts. with western part of the Nalbari district. The north of the district is surrounded by the foot hills 2. The study is delimitated to only 20 of Bhutan .Barpeta district is socio economically government and 20 private high schools of two backward district. It consisting of two districts of Assam. subdivisions : Barpeta and Bajali. There are 11 Review of Related Literature : community development blocks, 129 gaon panchayats, total 851 villages among which 834 Following studies were carefully reviewed by the inhabited villages, 1 zila parishad. researcher to stop unintentional duplicacy - Nalbari District : Nalbari district is situated in Bhimappa , R. (2013) conducted a study on Effect between Kamrup and Barpeta district. Nalbari is of Administrative Behaviour of School Head and popularly known as Navadeep of Assam. Nalbari some psychological factor on the organizational district is consisting of 1 Civil Sub-Division , 7 commitment of secondary school teacher .The nos Revenue circle , 7 Community Development objectives of the study were-to find out Blocks , 5 police stations, 7 Anchalik Panchayats relationship between organizational commitment and 65 Gaon Panchayats ,covering 407 villages. of secondary school teachers and administrative behaviour of school head and to find out whether Objectives of the Study : the differences in the organizational commitment Present study is based on the following objectives and salary of secondary school teacher. The result - of the study shows that there is a significant difference in organizational commitment of 1. To study is there any gender difference in the secondary school teacher. administrative behaviour of the Headmasters of secondary schools. Rizvi, N. A. (2014) studied on “Principal’s Administrative Behaviour with Reference to 2. To study the existing difference in the Teachers’ Attitude Towards Teaching”. The administrative behaviour of the government findings of the study indicate that the secondary and private school Headmasters. school Principal who differ on their 3. To compare the administrative behaviour of administrative behavioural characteristics such Headmasters in Nalbari and Barpeta district. as Extrocentric nature, Interactive nature, Democratic nature, Progressiveness, Flexibility, Hypotheses formulated for the Study : Achievement Oriented quality and Tolerance also Total three null hypotheses have been formulated differ significantly with reference to their to achieve the objectives which are- teachers’ attitude towards teaching. 1. There is no significant gender difference in Suresha P. and Mahankumar [2014] carried out a the administrative behaviour of the study on Secondary School Headmaster’s Headmasters of secondary schools. Administrative Behaviour and its co-relation 2. There is no significant difference in the with their School Students Academic Achievement. The objectives of the study were - Population, Sample and Sampling Procedure to study the secondary school Headmaster’s Population for the purpose of this study administrative behaviour and to study the encompasses all the Headmaster of secondary secondary school students’ academic schools in selected districts. achievement. The result of the study showed that Headmasters’ administrative behaviour mostly The sample of the present study has been selected effects on their students’ academic achievement. from the 20 government and provincialized schools and 20 privately managed secondary Mulkalwar P. N. and Mulkalwar M.P. (2015) schools. Stratified random sampling method has studied on Co-relation of Administrative been applied in selecting the representative Behaviour and Job Satisfaction Among sample. In stratified random sampling method the Secondary School Headmasters with the whole population is sub- divided into small following objectives- (a) To study the homogeneous groups. The sample for objectives administrative behaviour of secondary school 1 and 2 has been distributed as : Headmaster and (b) To ascertain the job satisfaction of secondary school Headmaster. Head masters (40) One of the major findings of the study was- the Headmaster of rural and urban secondary school Govt. (20) Private (20) have different administrative behaviour. Nadeem N. A. and Basu Mudasir (2015) carried Male (16) Female (4) Male (18) Female (2) out a study on Research on Leadership Behaviour of Educational Administrators – A Critical Review of Literature. In this study the researcher Mean, SD and t test have been applied for data used descriptive survey method. The major analysis and interpretation. findings of the study shows that there is good deal Variables : of certain spheres that have remain unexplored. The researchers have selected the following The above cited review of related literature variables- identifies the research gap in the present problem area of study. Therefore, the problem has been 1. Gender selected As –“An Empirical Analysis Of 2. Type of Administration (govt. & private) Administrative Behaviour Of The Headmasters Of Secondary Schools In Selected Districts Of 3. District Assam”. Tool or Instrument for collecting data : Research Methodology of the Study : In this study the researchers used standardized Method of the Present study questionnaire for collecting data . The tool was developed by Dr (Mrs.) Haseen Taj of Bangalore The choice of the method of research is University and it was named as “Administrative determined by the nature of the problem. The Behaviour Scale” for school Headmasters . main objective of the problem is to study the administrative behaviour of the secondary Statistical Implication : schools Headmasters. So in this study In this study different statistical techniques like ‘Descriptive’ method has been under taken. Mean, Standard Deviation , t–test are employed Descriptive method is always related to present for analyzing the data and interpreting the situation. Descriptive survey method gives results. researcher the opportunity to use both Analysis and Interpretation of Data : quantitative and qualitative data. It helps the Collected data have been analysed with the help researcher to gather data from a relatively large of following tables containing t-test. After number of cases. calculating t-value, it was interpreted at both the significant difference among the govt. and confidence limits and tested the hypotheses in the private secondary school Headmasters’ following way- administrative behaviour. Ho1. There is no significant gender difference in Ho3: There is no significant difference in the the administrative behaviour of the secondary administrative behaviour of Headmasters in schools Headmaster. Barpeta and Nalbari districts. Table no. 1 Table no. 3 Table 1 showing the gender difference in Table 3 showing the difference in administrative administrative behaviour of secondary school behaviour of Headmasters in Barpeta & Nalbari headmasters District Gender N Mean SD T value Significant District N Mean SD t- value Result Male 34 374.5 48.67 0.37 Not Barpeta 20 378.6 58.5 0.47 Not Female 6 367.5 23.98 significant Nalbari 20 375.4 25.08 significant It is evident from the table 1 that t- value 0.37 is It is evident from the table no 3 that our calculated not significant as it is smaller than table value at t- value 0.47 is smaller than table value 1.96 at both the level of confidence. Hence, the 0.05 level. So, the mean difference of hypothesis is accepted and concluded that there is administrative behaviour of Headmasters in no significant difference among secondary secondary school in Barpeta and Nalbari district school male and female headmaster’s is not significant. Hence the hypothesis is administrative behaviour. In other words, there is accepted and concluded that there is no no significant gender difference in the significant difference in Headmaster’s administrative behaviour of the secondary school administrative behaviour of secondary schools in Headmasters. Barpeta & Nalbari district. Ho2. There is no significant difference in the Findings of the study : administrative behaviour of govt. and private Following are the main points regarding the schools Headmasters findings of the present study - Table No. 2 1. There is no significant mean difference in the Table 2 showing the difference in the administrative behaviour of male and female administrative behaviour of govt. and private Headmasters of secondary schools. The schools Headmasters calculated t-value 0 .37 is smaller than the Gender N Mean SD T value Significant table value of 0.05 level of significance. Govt. 20 396.5 58.5 1.97 Significant 2. Male Headmasters’ administrative Private 20 384.5 25.5 behaviour is better than female Headmasters as the mean value for Male stands for 374.5 In table no.2, it is found that the calculate Mean and female M=367.5. value for Administrative behaviour of Govt. School Headmasters- 396.5 is greater than Mean 3. There is a significant difference in the value of Administrative behaviour of Private administrative behaviour of government and School Headmasters’ administrative behaviour private schools Headmasters (govt. 384.5. M=396.5 and private M= 384.5). It is also observed in the table 2 that calculated t- 4. Administrative behaviour of Govt. School value is slightly greater than table value 1.96 at Headmasters (M= 396.5) is better than the 0.05 confidence limit and smaller than 2.58 at administrative behaviour of Private School 0.01 confidence limit. Hence, the hypothesis is Headmasters (M= 384.5). rejected at 0.01 level and concluded that there is 5. There is no significant difference in the v. Sarmah Kumudeswar (2013) – Educational administrative behaviour of Headmasters in Management and Administration , Shanti Nalbari and Barpeta districts (Barpeta Prakshan 3. M=378.6 & Nalbari M=375.4). vi. Saha Kaberi (2012) - Statistics In Education Conclusion : & Psychology, Asian Books Private Ltd. Administrative behaviour plays an important role in developing the institution as a centre of excellence. Good administrators lead to promoting job satisfaction among teachers and staffs. Present study reveals that special training programmes are necessary for improving the administrative behaviour of female headmasters in secondary schools of Assam. Special care is to be taken by Government for improving the administration of the private schools also. Suggestions for Further Study : Following suggestions are given for further study : 1. A comparative study may be done on the job satisfaction of male and female Headmasters. 2. Relationship study can also be conducted on the administrative behaviour Headmasters with academic performance of students in rural and urban secondary school 3. A comparative study can also be done on administrative behaviour of primary school Headmaster with secondary school headmasters Bibliography : i. Aggarwal J. C. (2006) - School Organization Administration and Management, Dova Publication house Pvt. Ltd., ii. Garret, H. E. (1981) - Statistics in Psychology and Education , Bombay , Vikas, Feffer and Simon ltd. iii. Kothari , C. R. (2014) - Research Methodology and Technique , New Age International (P) Ltd. iv. Koul Lokesh (2014) - Methodology of Educational Research , Vikas Publishing House Pvt Ltd. A Study of Conflict Resolution Strategies Adopted by Principals in Relation to Their Emotional Intelligence and Organizational Climate Dr. Ajay Kumar, Asst. Prof., L.L.R.M. College of education, Moga

Abstract : democratic practices. He/she should seek the cooperation of his/her staff, treating them as his The study examined the study of conflict equals. Both, the head and the staff should work resolution strategies adopted by principals in as a team. Today’s dynamic society expects best relation to their emotional intelligence and out of the principals’ knowledge and leadership Organizational Climate. Data was collected by competencies for maximum educational multistage random sampling technique from a achievement. In order to play an effective role, sample of 250 principals of private senior the principals must possess emotional secondary schools of five districts of Punjab competencies and skills. If the principal is an (Moga, Ludhiana, Patiala, Ferozjpur and individual of definite ideas and has been in his Jalandhar). Standardized tools for assessment of position long enough to win support for his ideas, Conflict Management Behavior, emotional then these will be reflected in the human resource intelligence and Organizational Climate were and organizational climate of his school. Conflict used in this study. The data were analyzed by is an essential element in dynamic organization employing mean, SD, t ratio, r and step up multi and schools are no exceptions. Schools regression analysis. Results showed that frequently appear to be centers of tension, Competition is the most preferred conflict sometimes a manifestation of problems in the resolution strategy adopted by both male and community (Karen 1987). The term conflict is female school principals. It was found that Self viewed in a variety of ways because of its development (EI¬G) was the only dimension of confusion with those conditions which lead to emotional intelligence which was found to be a situations of different conflict (Beck & Michael positive predictor of the collaboration (ST2) 1975). Because of diverse and varied definitions strategy in case of male principals. No significant of conflict, attitude towards it and meanings of its relationship between dimensions of role are also varied. Conflict in schools takes organizational climate and different conflict different forms, for example teachers seem resolution strategies of male principals was reluctant to obey the principals, they do not seem found. Value orientation (EIH) was a negative to follow rules or accept extra work, and they do predictor and Altruistic behavior (EIG) was a not easily get along with their principals. positive predictor of accommodation (ST5) Principals too adopt an authoritative approach, strategy of conflict resolution from among the 10 for example they pressurize teachers for dimensions of emotional intelligence in case of continuous involvement in the school activities. male principals. It therefore becomes common that conflict Key words : conflict, emotional intelligence, between teachers and the school principals occur Organizational Climate frequently at any time in the school. Introduction : (Gebretensay, 2002) When two or more persons work together or live together, there is every Educational administration is concerned with the possibility of the generation of conflict owing to management of things as well as human difference of opinion, clash of interest or even relationships, in order to achieve efficiency in the misunderstanding. But the existence of conflict working of personnel. One of the foremost task of should not cause alarm; it is the sign, more often, administration is planning and brining into of close relationship between the persons existence an organization or structure. Efficiency working in the institution. Zero conflict is of school administration depends largely upon indicative of absence of relationship among the close cooperation of the principal and his people comprising institutions. No institution is staff. In a democratic organization the head of the free of conflicts. Nor should they be. In fact, it is institution should realize the importance of hard to conceive of any vital, responsive institution in a dynamic society which is conflict adopted by school principals. less. Conflict is after all, as natural as harmony 2. To find the level of emotional intelligence and it is difficult to envision the attainment of among school principals. positive social goals and even many personal ones without it. 3. To study the perception of organizational climate of the institution among school As already stated above, conflict also arises principals. within the institutions. It affects the work efficiency of the principals and of the staff 4. To study the relationship between because they are different psychologically, which dimensions of emotional intelligence and comes in the way of fulfilling their range of tendency to adopt conflict resolution responsibility. Since, it is an indispensable strategies among school principals. component of behavior, one should not, be afraid 5. To study the relationship between of it. Normal conflicts exist at every level in the dimensions of organizational climate and institution. When this level of conflicts starts tendency to adopt conflict resolution moving up, efforts are made to contain at least it strategies among school principals. reaches the highest level. 6. To find out the difference in tendency to Significance of the Study : adopt conflict resolution strategies preferred In any educational institution, the way of by principals with respect to gender. principal’s deals with various conflicting 7. To analyze the difference in the tendency to situations has a direct influence on the adopt conflict resolution strategies in functioning of an institution. Conflict tends to principals with high and low emotional arise constantly and affect the functioning of the intelligence. institution. The principals in educational institutions have to face a number of problems 8. To find out the difference in the tendency to while interacting with their management, staff adopt conflict resolution strategies in and students. Some time these conflicts are the principals perceiving favorable and roots of all the problems and some times these unfavorable organizational climate. encourages healthy competition. Still conflict in 9. To find out predictors of conflict resolution an organization are viewed a must for its strategies of principals from among the development. A serious scanning of the independent variables of emotional researches conducted in the area of education intelligence and organizational climate. reveals that very few studies have been conducted to study of conflict resolution in educational Hypothesis of the Study : institutions. Educational management today is The present study has been carried out with the becoming more complex due to multiple funding, following hypotheses. diversity of stake holders, privatization of education, fast evolution of management trends. 1. There will be no significant relationship Hence it becomes significant to study conflict between dimensions of emotional resolution strategy of principals, who are major intelligence and conflict resolution steering force in efficient running of an strategies of male principals. organization. The reviews of researches on 2. There will be no significant relationship conflict management have provided the basis of between dimensions of emotional selecting organizational climate and emotional intelligence and conflict resolution intelligence as two significant variables in strategies of female principals. relation to which of conflict resolution strategy can be meaningfully studied. 3. There will be no significant relationship between dimensions of organizational Objectives of the Study : climate and conflict resolution strategies of The present investigation had been undertaken male principals. with the view to fulfill the following objectives: 4. There will be no significant relationship 1. To study the conflict resolution strategies between dimensions of organizational climate and conflict resolution strategies of conflict resolution strategy in principals female principals. perceiving favorable and unfavorable organizational climate. 5. There will be no significant difference in conflict resolution strategies preferred by 16. The independent variables of emotional principals with respect to gender. intelligence and organizational climate differentially predict conflict resolution 6. There will be no significant difference in the strategies among principals. tendency to adopt competition (ST1) as conflict resolution strategy in principals with Design of the Study : high and low emotional intelligence. The present study was conducted on principals of 7. There will be no significant difference in the five district of Punjab state. A sample of 250 tendency to adopt collaboration (ST2) as school principals was drawn from the universe of conflict resolution strategy in principals with 1150 senior secondary school principals from high and low emotional intelligence. unaided private schools. Tools of conflict resolution strategy, emotional intelligence, and 8. There will be no significant difference in the organizational climate were selected. Data was tendency to adopt compromise (ST3) as collected from the sample by administering the conflict resolution strategy in principals with standarazied tools for conflict resolution strategy, high and low emotional intelligence. emotional intelligence and organizational 9. There will be no significant difference in the climate to the principals of the selected schools. tendency to adopt avoidance (ST4) as Sampel of the Study : conflict resolution strategy in principals with high and low emotional intelligence. In the present study of the conflict resolution strategies adopted by principals in relation to 10. There will be no significant difference in the their emotional intelligence and perception of tendency to adopt accommodation (ST5) as organizational climate, the investigator has conflict resolution strategy in principals with adopted multistage random sampling technique high and low emotional intelligence. and selected a sample of 250 senior secondary 11. There will be no significant difference in the school principals of five districts of Punjab. tendency to adopt competition (ST1) as These were Moga, Ludhiana, Jalandhar, Patiala, conflict resolution strategy in principals and Ferozepur. There were equal numbers of perceiving favorable and unfavorable male and female principals in the sample under organizational climate. study. 12. There will be no significant difference in the Tools of the Study : tendency to adopt collaboration (ST2) as Keeping the objectives of the study in mind conflict resolution strategy in principals following tools were used in the present study: perceiving favorable and unfavorable organizational climate. 1. Emotional Intelligence Scale by Anukool Hyde, Sanjyot Pethe and Upinder Dhar 13. There will be no significant difference in the (2001). tendency to adopt compromise (ST3) as conflict resolution strategy in principals 2. Organizational Climate Scale by Sanjyot perceiving favorable and unfavorable) Pethe, Sushma Chaudhari,and Upinder Dhar organizational climate. (2001). 14. There will be no significant difference in the 3. C o n f l i c t M a n a g e m e n t B e h a v i o r tendency to adopt avoidance (ST4) as Questionnaire by Thomas and Kilmann conflict resolution strategy in principals (1974). perceiving favorable and unfavorable) Delimitations : organizational climate. 1. The study has been confined to a sample of 15. There will be no significant difference in the 250 senior secondary schools principals. tendency to adopt accommodation (ST5) as 2. The study has been delimited to private avoidance (10%) as the most preferred unaided schools located in the five districts strategies as compare to male principals (Moga, Ludhiana, Jalandhar, Patiala, and (17%, 10% and 7% respectively). Ferozpure) of Punjab state only. 5. Principals with high emotional intelligence 3. The study has been delimited to the study of preferred competition as the most conflict resolution strategies, emotional dominating conflict resolution strategy i.e. intelligence and organizational climate only 39% followed by collaboration (19%), compromise (12%), accommodation (10%) Statistical Techniques : and avoidance (8%). 1. Mean, median, standard deviation and 6. Principals with low emotional intelligence skewness of the scores of conflict resolution also preferred competition as the most strategies, emotional intelligence and dominating conflict resolution strategy i.e. organizational climate of school principals 48% followed by accommodation (13%), was calculated. collaboration (13%), compromise (10%) and 2. 't'- ratio was calculated to know whether avoidance (9%). there are mean differences in the scores of 7. Principals in favorable organizational different conflict resolution strategies, and climate prefer competition as the most levels of emotional intelligence and dominating conflict resolution strategy i.e. organizational climate of school principals. 43% followed by collaboration (17%), 3. 'r' - was calculated to find out the relationship compromise (11%) accommodation (9%), between different conflict resolution and avoidance (8%). strategies, and dimensions of emotional 8. Principals in unfavorable organizational intelligence and organizational climate of climate also prefer competition as the most school principals. dominating conflict resolution strategy i.e. 4. Step-up-regression equation was set up for 41% followed by collaboration (19%), ascertaining the predictability from accommodation (13%), compromise (10%) dimensions of emotional intelligence and and avoidance (9%). organizational climate for conflict resolution (2) The findings related to hypothesis no H1 to strategies. H4 concerning correlation are listed from 9 to 12. Major Findings : 9. Out of 10 dimensions of emotional (1) The findings related to objective no1, 2 and 3 intelligence only 3 dimensions of emotional are enlisted as no 1 to 8. intelligence i.e. Empathy (EIB), Self- 1. 54% school principals showed high levels of development (EIG) and Commitment (EII) emotional intelligence. were significantly correlated with Collaboration (ST2) strategy of conflict 2. 56% school principals perceived resolution in case of male principals. Value organizational climate of their school to be orientation (EIH) was significantly unfavorable correlated with Accommodation (ST5) 3. Competition is the most preferred conflict strategy of conflict resolution. The other six resolution strategy adopted by both male and dimensions of emotional intelligence i.e female school principals’ i.e (42%). Self-awareness (EIA), Self motivation (EIC), Emotional stability (EID), Managing 4. On comparing different conflict resolution emotions (EIE), Integrity (EIF) and strategies with respect to gender it was Altruistic behavior (EIJ) were not found to found that male school principals use have any significant correlation with any competition (44%) and accommodation conflict resolution strategy. (12%) as the dominating strategy more then female school principals (39% and10% Hence the hypothesis no-1 that there will be no respectively). Female principals use significant relationship between dimensions of collaboration (19%), compromise (11%) and emotional intelligence and conflict resolution strategies of male principals was partially 17. No significant difference was found in accepted. preference for (ST5) accommodation as conflict resolution strategy among male and 10. Out of 10 dimensions of emotional female principals. intelligence only one dimension i.e Self- awareness (EIA) was significantly 18. No significant difference in the tendency to correlated with (ST4 ) avoidance strategy of adopt (ST1) competition as conflict conflict resolution in case of female resolution strategy was found in principals principals. with high and low emotional intelligence. Hence the hypothesis no-2 that there will be no 19. No significant difference in the tendency to significant relationship between dimensions of adopt (ST2) collaboration as conflict emotional intelligence and conflict resolution resolution strategy was found in principals strategies of female principals was accepted. with high and low emotional intelligence. 11. No significant relationship between 20. No significant difference in the tendency to dimensions of organizational climate and adopt (ST3) compromise as conflict different conflict resolution strategies of resolution strategy was found in principals male principals was found. with high and low emotional intelligence. Hence the hypothesis no-3 that there will be no 21. No significant difference in the tendency to significant relationship between dimensions of adopt (ST4) avoidance as conflict resolution organizational climate and conflict resolution strategy was found in principals with high strategies of male principals was accepted. and low emotional intelligence. 12. No significant relationship between 22. No significant difference in the tendency to dimensions of organizational climate and adopt (ST5) accommodation as conflict different conflict resolution strategies was resolution strategy was found in principals found in case of female principals. with high and low emotional intelligence. Hence the hypothesis no-4 that there will be no 23. No significant difference in the tendency to significant relationship between dimensions of adopt (ST1) competition as conflict organizational climate and conflict resolution resolution strategy was found in principals strategies of female principals was accepted perceiving favorable and unfavorable organizational climate. (3) The findings related to hypothesis no H5 to H15 concerning significance of difference 24. No significant difference in the tendency to between means are listed from 13 to 27. adopt (ST2) collaboration as conflict resolution strategy was found in principals 13. No significant difference was found in perceiving favorable and unfavorable preference for (ST1) competition as conflict organizational climate. resolution strategy among male and female principals. 25. No significant difference in the tendency to adopt (ST3) compromise as conflict 14. No significant difference was found in resolution strategy was found in principals preference for (ST2) collaboration as perceiving favorable and unfavorable conflict resolution strategy among male and organizational climate. female principals. 26. No significant difference in the tendency to 15. No significant difference was found in adopt (ST4) avoidance as conflict resolution preference for (ST3) compromise as conflict strategy was found in principals perceiving resolution strategy among male and female favorable and unfavorable organizational principals. climate. 16. No significant difference was found in 27. No significant difference in the tendency to preference for (ST4) avoidance as conflict adopt (ST5) accommodation as conflict resolution strategy among male and female resolution strategy was found in principals principals. perceiving favorable and unfavorable organizational climate. were positive predictors of accommodation (ST5) strategy of conflict resolution. (4) The findings related to hypothesis no H16 to locate predictors of conflict resolution strategies Besides predictors of strategies i.e collaboration have to be listed from 28 to 35. (ST2), compromise (ST3) and accommodation (ST5) no predictors for competition (ST1) and 28. Self development (EI¬G) was the only avoidance (ST4) from 10 dimensions of dimension of emotional intelligence which emotional intelligence were found in case of male was found to be a positive predictor of the principals perceiving unfavorable organizational collaboration (ST2) strategy in case of male climate. principals. So hypothesis no-16 stated that the independent 29. Value orientation (EIH) was a negative variables of emotional intelligence and predictor and Altruistic behavior (EIG) was a organizational climate differentially predict positive predictor of accommodation (ST5) conflict resolution strategies among principals is strategy of conflict resolution from among partially accepted. the 10 dimensions of emotional intelligence in case of male principals. Educational Implication : 30. In case of female principals no dimensions On the basis of the results and conclusions, of emotional intelligence and organizational certain educational implications can be drawn : climate was found to be a significant Emotional intelligence significantly predicts use predictor for any conflict resolution strategy. of different conflict resolution strategies. Hence 31. In case of female principals perceiving principals may be trained to enhance their EQ favorable/ unfavorable organizational which will help them to attain their goals. As climate again no significant predictors were empathy, self development and commitment are found for conflict resolution strategy. significantly correlated with collaboration so in service programs for focusing on enhancement of 32. In case of male principals perceiving these dimensions of emotional intelligence favorable organizational climate. Empathy would help them to achieve efficiency through (EIB) was the only dimension of emotional collaboration. Encourage principals to accept intelligence which was found to be a advanced job training to improve their own negative predictor of competition (ST1) emotional intelligence. On the basis of enhanced strategy of conflict resolution. No predictors emotional intelligence principals can improve for any other conflict resolution strategy atmosphere in schools and hence have better were found from other dimensions of organizational climate and better handling of emotional intelligence. conflicts. Principals should not be rigid in their 33. In case of male principals perceiving thinking and in ways of dealing with staff, unfavorable organizational climate. Self- students and their parents. Training of principals development (EIG) was a positive predictor should include integration of thoughts and and Self-awareness (EIA) was a negative emotions, heart and mind for appropriate predictor of collaboration (ST2) strategy of behavior at the right time. They should be taught conflict resolution. to strike a balance between rational thoughts and 34. In case of male principals perceiving emotions. Proper organizational climate should unfavorable organizational climate. be maintained in order to achieve educational Managing relations (EIE) was a positive objectives. predictor and Altruistic behavior (EIJ) was a References : negative predictor of the compromise (ST3) i. Adeyemi, T. O. (2009) Principals' strategy of conflict resolution. Management of Conflicts in Public 35. In case of male principals perceiving Secondary Schools in Ondo State, Nigeria: A unfavorable organizational climate. Value Critical Survey. Educational Research and orientation (EI H) was a negative predictor Reviews, 4( 9) 418-426. and Integrity (EIF) and Commitment (EII) ii. Babaeizalike , M.A., & Moumeni, N. (2006) Manager’s Emotional Intelligence Practice of North Carolin Public High and Organizational Climate. Iranian School Principals. The University of North Journal of Management Science 1( 2) 35- Carolina at Chopal Hill, Dissertation 62. Abstract International, 51 ( 7) 2219-A. iii. Best, J.W. (1986) Research in education (4th xv. Mayer, J.D., & Salovey, P. (1997) What is edition). : Prentice Hall of India Pvt.Ltd. Emotional Intelligence ?. In P. Salovey & D. New Delhi. Sluyter( Eds). Emotional Development and Emotional Intelligence: Implications for iv. Cash, C.M. (1990) Conflict Management Educators, Basic Books. 3-31 New York. and Procedures in Selected Public Elementary School in South Carolina. South xvi. Monika, S. (1997). A Study of Carolina State College, Dissertation Organizational Climate of Private and Abstract International, 51( 3)567-A. Government Schools And its Impact On Achievement Motivation Development of v. Chaudhry, A. A., Sajjad, M and Khan, I. the Students. M.Ed. Dissertation, Panjab (2011) Employees’ Conflict Management University, Chandigarh. Strategies and Demography: A case of Pakistan. African Journal of Business xvii. Rahim, M.A., Magner, N.R & Shapiro, D.L. Management ,5 (9) 3549-3555. Available (2000) ‘Do Justice Perceptions Influence online at http://www.academicjournals Styles of Handling Conflict with .org/AJBM Supervisors? What Justice Perceptions Precisely?’, International Journal of Conflict vi. Fink, C. B., & Brunner, C.C.(2009). The Management, 11 9–31. Effect of Sex of Source and Target on Interpersonal Conflict Management Styles. xviii. Thomas, K.W. & Kilmann, R.H. (2007) Southern Speech Communication Journal. Thomas- Kilmann Conflict mode 53(1) 38-48. Instrument. California, Mountain View: Cpp. vii. Gardner, H. (1983) Frames of Mind. New York: Basic Books. xix. Zhenzhong, M. (2007). Chinese Conflict Management Styles and Negotiation viii. G o l e m a n , D . ( 1 9 9 5 ) . E m o t i o n a l Behaviours An Empirical Test. International intelligence- Why it can matter more than Journal of Cross Cultural Management . 7( IQ?, Bantam Books Inc., New York, 23. 1) 101-119. ix. Gregopoulos, B. (1963) Normative Structure Variables and Organizational Behaviour. Journal of Human Relations 10 (3) 601 x. Halpin, A.W. (1966) Theory and Research in Administrative NewYork. Mc millan. xi. Halpin, A.W. (1966). Change and organizational climate. Journal of Educational Administration, 10(1)38-81. xii. Hyde, A., Pethe, S., & Dhar, U. (2002) Manual for Emotional Intelligence Scale. Vedant Publication, Lucknow. xiii. Karen,L.F.(1987) The Conflict Management Styles and Stratergies of Educational Managers, P.hD thesis university of Delaware. Journal of managerial sciences 3(1) 219-222. xiv. Litton, L.G. (1991) Conflict Management Benefits of GST Dr. (C.A.) Khushboo Jain, Hyderabad

Abstract : Central and the State Governments have been India is home to several indirect taxes, certainly working on the idea of GST in India for more than both the Central Government and the State a decade and after all the ups & downs heart break Governments levy on indirect taxes on and political differences. GST would be transactions of goods & services. Excise duty is implemented in India in the coming years. The charged on manufacturing value added tax (VAT) Governments and business are very optimistic is charged on the sale of goods within the state, regarding the implementation of GST in India. Central Sales Tax (CST) is charged on the sale of Indirect taxes have existed in India for more than goods from one state to another Service Tax is half a century, but the understanding of these charged on provision of services as well as on taxes and compliance by business towards the receipt of services in a few cases, whereas custom same has been limited and haphazard. The duties or import duties are charged in import of primary reason behind that is complex goods into India. legislations and varied producers. “Inspite of In addition to the above indirect taxes there are both Central and State Government exercising other central and local taxes such as cess, octroi control on the administration and collection of entry tax etc., which are charged by the Central indirect taxes, compliance with law by the and State Governments. Various acts, rules and business has been largely inadequate. regulations & govern the above taxes but every Benefits : type of tax has its own compliance requirements. Irrespective of how good or bad the GST design Over the years too many acts, rules and and implementation would turn-out, GST in its regulations have made to cumbersome for proposed shape would offer a number of benefits business to understand and apply indirect of tax to all the stakeholders. The benefits of GST can laws to the day-to-day business transactions. be broadly classified and discussed under the Separately, the tax courts in the country are also following heads: loaded with indirect tax litigations owing to the presence of a wide variety of indirect taxes. 1. Benefits to Governments Therefore, in order to provide effective indirect 2. Benefits for Businesses taxation platform for business in India, it is very 3. Benefits to Consumers critical that the existing indirect taxes are 1. Benefits to Governments standardised and rationalised. Expansion of Tax Base A new indirect tax legislation called the Goods & GST by design plans to tax supply of all Services Tax (GST) is under discussion, for more transactions in goods and services and keep the than a decade for implementation in India, GST concessions and exemptions to a bare minimum. will replace most of the existing indirect taxes in Levy of GST across the board without any India. significant tax holidays or concessions will Introduction : enhance the tax revenue both for the central and In India GST is perceived to be a comprehensive state governments. Furthermore, reduction of the indirect tax legislation that would replace the threshold (the turnover of goods or services existing Indirect taxes and subsume many central below which GST would not be levied) under as well as state taxes under its umbrella, GST is GST would expand the base for governments to also seen as a possible remedy for the indirect tax charge GST. issues faced by business in relation to application Increase in Revenue : of taxes and undertaking compliances. The The expansion of tax base should automatically result into increased revenues to governments. input taxes, thereby eliminating the cost of tax on Furthermore, the amount of non-compliance/non tax. payment of taxes, which is a common feature in Optimisation of Resources, Cost and Time the Indian tax system, is also likely to reduce in the event of a low GST rate. A low GST rate The cumbersome nature of the existing indirect would induce the businesses and consumers to tax legislation results into the businesses pay taxes and cut down on cash transactions. spending an enormous amount of resources, cost Scrapping of concessions and exemptions under and time on managing indirect taxes, meeting the GS'T would also substantially increase the day-to-day procedural requirements and revenue for governments. A similar increase in handling the frequent compliances across various revenue to state governments was seen when legislations. states switched over from the earlier sales tax GST with its simplified procedural and regime to VAT regime. compliance framework could drastically reduce Streamlining of Administration : the need for resources as well as the cost and time spent by businesses on management of indirect Indirect tax administration is distributed between taxes. Furthermore, automation of compliances multiple departments and divisions. The frequent under GST would enable filing of returns etc. addition of legislations in the indirect tax area in from the comfort of the office, reduce travel and the past 6 to 7 decades has resulted into the interaction time with the department and speed up creation of a number of authorities to administer the process. and manage indirect taxes. Reduction in Litigation : GST offers a good opportunity for governments to streamline and standardise various indirect tax The Indian courts at all levels are flushed with administrative authorities. Given the limited indirect tax litigations. Numerous legislations number of legislations under the GST, the GST and diverse interpretations by businesses and administration is expected to be lean and engaged departments have resulted into rampant in constructive tax management. litigations. Also, the litigations have to be fought for decades before a verdict could be expected. 2. Benefits for Businesses Litigation has resulted into wastage of time and Possible Reduction in Tax Cost money. Any product purchased by a consumer in India GST, with fewer and simplified legislations, has today is loaded with at least 30 - 35% of indirect the potential to reduce the number of litigations. taxes (say, 12.50% of excise duty, 14.5% of VAT, Furthermore, reduced number of compliance and entry tax, non-creditable input taxes, etc.). self-assessment can also reduce the queries and Similarly, consumption of service not only objections raised by the department on day-to- attracts a tax of 15.0%, but also includes the non- day basis leading to lower number of litigations. creditable VAT/CST on the input and capital However, this would depend on how well the goods used for providing the service. Added to GST legislations would get drafted. Any half- the above, there exists cascading effect of tax (i.e. baked attempt to draft the GST legislations can Tax on Tax) under the current indirect tax regime. create more issues and litigations. The peak GST rate on goods should be lower, in Efficient Structuring of Operations : the range of 18% to 20%, compared to the current indirect taxes of 30-35% embedded in the goods. In today's indirect tax environment, businesses The lower rates should provide the benefit of have to organise themselves and undertake lower tax cost on goods resulting into lower operations in a certain specified manner se to prices to consumers. However, the tax cost on optimise the outflow of indirect taxes and benefit services could increase from the existing 15% to from the concessions and tax exemption the range of 18%. GST would also support the schemes. Therefore, businesses are forced to reduction in tax by the feature of full credit of organise and operate as per the need of legislations. GST, with its structure neutral effect and another state involves travelling through various commonality of tax laws, across the country, commercial tax check-post points and meeting could offer a chance to businesses to organise and compliance requirements at each of these check- operate as may be operationally feasible rather posts. The result is long lead time to deliver goods than organising operations based on the to consumers, post placement of orders. In the requirements of the indirect tax legislations. The event of simplified procedures for movement of ability to operate from anywhere in India without goods between states under the GST regime or being seriously disadvantaged vs. any other removal of check-post verification procedures, location would be a boon to the businesses under the delivery time for goods to consumers will GST. reduce, improving the service levels. Self-Assessment : Access to goods & services : The indirect tax compliance under the existing Inter-state and import transactions are indirect tax regime has gradually shifted from cumbersome under the present indirect tax departmental assessment to self-assessment. The regime owing to substantial taxes, indirect tax payments and tax returns filed by the documentation requirements and procedural businesses are no longer required to be complexities. Given the above complexities, the scrutinised and authorised by the department trader of goods and provider of services confine prior to payment of taxes or filing of returns. their operations to a single state. Under GST, with However, businesses are subject to audits and the standardisation of taxes and simplification of investigations by the department to flush out tax documentation and procedural requirements, evasions. traders and service providers, who currently GST would offer more comprehensive self- operate within a smaller area, would have an assessment procedures without frequent opportunity to expand operations across the intervention by the department. Furthermore, country in a seamless manner and offer goods & automation of procedures and compliances services to consumers across the country. would make way for true self-assessment and Consumers would be benefited with an businesses would benefit from reduced assortment of goods & services to choose from. intervention from the governmental authorities. Conclusion : 3. Benefits to Consumers : GST could be the much needed solution to the Possible cheaper goods and services issues faced by businesses on the matters of indirect taxes. GST, by its very design would Goods cost roughly 30-35% more to the limit the number of acts and rules in circulation consumers today with the loading of indirect and would simplify the frequency and manner of taxes. Whether it is buying a shampoo from a compliance. Furthermore, GST would also general store or eating out at a restaurant, indirect largely automate compliances and make it easier taxes burn a hole in the pockets of the consumers. for businesses to comply with the requirements GST, if implemented at the peak rate of around 18 under the GST legislation. to 20%, could result in reduction in prices of GST will result into all-round benefits to all the goods. Reduced prices have the potential to sections of the society and will offer increase the consumption of goods and in-turn opportunities for growth and development of support the businesses to thrive and grow. businesses in India. GST will not only support the However, consumers may face increased cost of growth of domestic businesses, but would also availing services due to increase in tax on bring in investments from overseas for creation services from the existing 15% to around 18 to and development of new businesses in India. 20% under the GST regime. The benefits offered by GST far outweigh the Improved service levels : challenges posed by it and is a promoter of A typical transfer of goods from one state to growth of businesses and the economy. It is, therefore, very important that GST is implemented in India sooner rather than later. References : i) Websites - http://www.cbec.gov.in - http://www.gst.gov.in - www.gstn.org ii) GST Rules iii) 101st Constitution Amendment Act 2016. iv) Draft GST rules v) GST background materials: Other constitutional Amendments: i) 115th Constitutional Amendments ii) Standing Committee Report on 115th Constitution Amendment Bill [2013] iii) 122nd Constitution Amendment Bill 2014, Report of select committee of Rajya Sabha on 122nd Constitution Amendment Bill 2015. iv) Report of select Committee of Rajya Sabha on 122nd constitution amendment bill [2015] vi) Report on GST : a) First discussion paper on GST (2029) b) Comments of DoR on first discussion paper on GST (2010) c) Revenue Natural rate – CEA Report (2015) vii) Business Process – A) Report on Joint Committee on Business. Process on Payment (April 2015) B) Report of Joint Committee on Business. Process on Registration (July 2015) C) Report of Joint Committee on Business. Process on Refund (August 2015) D) Report of Joint Committee on Business. Process on Return (October 2015) Digitalization of Libraries : An Initiative for Make in India

Dr. Shail Shrivastava, Librarian & Head (Lib. & Info. Sc.) Govt. Geetanjali Girl’s P.G. (Auto.) College, Bhopal

Abstract : 1. To understand the concept of digital library The digital India programmes is a flagship as an interface of Digital India which will programmes of the Government of India with a serve explore the related concepts of vision to transform India into a digital and skill scholarly communication digital empowered society and knowledge economy. preservation, cyber infrastructure, This paper highlighted all above objectives and representation and information technology the paper purposes to explore libraries as a broad standard. foundation for a interaction with information and 2. To specify the critical skills required to build information management in the digital world in and maintain digital libraries as resource furtherance of Digital and Skill India Vision. To center for digital India Programme. understand how libraries can play key role in 3. To develop (delve) in to the issue how achieving the digital and skill India objectives libraries can sensitize the user community both by providing intellectual and social spaces towards the appropriate use of in formation and also as access points. through training, research and capacity Keywords : Digital Archiving, Digital building programme. Preservation, Digitization Digital Library, 4. To study the digital library initiatives Optical Character recognition. undertaken so for by the Government and Introduction : other organizations in India. India is entitled with such traditional culture and Literature Review : knowledge from ancient times, it is the place of Initiatives of library digitization in India:- Many rich Knowledge in Vedas, Upanishads, libraries throughout the world started digitizing Medicines , Sanskrit’s and Mathematics in order their materials in early 1990s. In 1992 cornell to preserved the rich heritage of knowledge University formed the digital access coalition to which is available in different format like palm explore the use of digital imagery which is now leafs, manuscript books and in different taken up by the cornell Institute of digital languages in ancient libraries of India. collection. Launched in 1992 the Yale University Government of India has taken step to preserve Open Book Project has converted its micro all those national assets for future generation. filmed volumes of 19th & 20th century books into Government of India envisages making India as a digital format. The US digital library initiatives is Digital India and Knowledge based economy funded by the National Science Foundation was where libraries and information centers play launched in 1994. In UK a services of digital important role libraries are the store house of library initiatives were launched during late knowledge as they maintain the book and other 1990s. British library was one of the key players knowledge resource available mostly in printed in development and digitization initiatives in form. However, with the advent of digital U.K. public libraries in U.K. formed a National technology like OCR and other latest digital Grid for learning and become important provider equipment’s, born digital content, internet of Electronic Information. connectivity and Wi-Fi the library scenario in India is changing fast and numbers of India is also not behind. A number of initiatives institutional repositories and digital library are being taken up in India towards digitization. initiative coming up. The concept of digital libraries in India began in mid 1990s with the spread of information Objectives : technology, the internet and the support of the central Government. In 1996, this concept was confined so far to the prestigious National recognized during the conference on Digital institutes such as India Institute of Science (IIT), Libraries organized by the society of information India Institute of management (IIM), Indian science at Bangolore. Through a few libraries Institute of Science (IIS), Research Institute have made attempts earlier in this direction, the under the control of NISSAT. However, it is digital library initiative in India is still at budding evident from the initiative taken so far in this stage. direction that the great potential of ICTs for Majority of the digital library initiatives were developing digital libraries has not yet been fully largely confined to limited uses such as utilized. subscribing to e-journals, scanning documents Some of the important digital library and installing them on the internet. But there is initiatives and programmes initiated across every need for rapid change in this scenario in the country are reviewed bellow : libraries in India to use the information Major Digital Library Initiative, Digitization technology (IT) and Information and Programmes and Institutional Repositories in Communication Technology (ICT) which were India

S.No. Name Websites 1 Archives of Indian Labour http://www.indialabourachives.org 2 CSCS Media and Culture Archive http://www.cscban.org/html/media archive.htm 3 Digital Library of India http://www.dli.ernet.in 4 Digital Repository of NCL http://dspace.ncl.res.in 5 Digitization, Electronic Archiving, http://www.icmr.nic.in Indexing and Retrieval system of the Indian Journal of Medical Research 6 Digitization of Manuscripts http://namami.nic.in 7 Digitization of Patents, http://www.patenoffice.nic.in Designs and Trademarks 8 Down the Memory Lane http://nlindia.org 9 DSpace @ NITR http://dspace.nitrkl.ac.in/dspace 10 ePrints @ IIMK http://etd.ncsi.iisc.ernet.in/ 11 Eprints @ IIT Delhi http://eprints.iitd.ac.in/dspace 12 ETD @ IISc http://eprints.iisc.ernet.in 13 IGNCA Digital Library http://ignca.nic.in 14 INDEST http://psniit.iitd.ac.in/indest 15 IITMK http://www.iiitmk.ac.in/iiitmk/digitallibrary 16 Indian Institute of Science NCSI http://vidya-mapak.ncsi.iisc.ernet.in 17 Indian Institute of Technology http://www.library.iitb.ac.in 18 Kalasamapada http://www.ignca.gov.in/dlrich 19 Khuda Bakhash Oriental http://kblibrary.bih.nic.in Public Library 20 Librarians Digital Library http://drct.isibang.ac.in 21 Mobile e-Library http://mobilelibrary.cdacnoida.in 22 Muktabodha http://www.mukabothalib.org/digital 23 Nalanda Digital Library http://www.nalanda.nitc.ac.in 24 National Resource Centre http://nrcw.nic.in for Women 25 National Science Digital Library http://www.niscair.res.in 26 National Tuberculosis Institute http://ntiindia.kar.nic.in 27 Openmed@NIC http://openmed.nic.in 28 Parliament Library http://164.100.24.208/ls/library/library.html 29 Technology Information, http://www.indianpatents.org.in Forecasting & Assessment Council 30 TIFR Digital Library Initiative http://www.tifr.res.in/scripts/content 31 Vidyanidhi http://www.vidyanidhi.org.in

Problems associated with digital libraries Possible Remedies of above problems initiative in India : initiatives of digital libraries : The digitization initiatives in India are The above factors affect the success of encountered with the problems of lack of digitization initiatives and the creation of digital technical infrastructure trained manpower, libraries. These problems to be addressed finances and policy initiatives. Some of problems positively to ensure planned digital resource are:- development programmes and digital libraries in a) Lack of clear cut policy at national level with the country. In order to achieve it, the following main focus on sustainability. factors may be taken into consideration. b) Non availability of cost effective new National Policy for Digitization should focus on - technology advancement. - Education and life long leaving for all c) Out dated software and hardware and citizens difficulty in upgrading the same. - Promotion of business and economy, trains d) Lack of multiple Indian Language OCR and employment facilities - Information to enhance participating of e) Non standard technical activities, date c i t i z e n s i n t h e s o c i o e c o n o m i c description and transmission characters. developments. f) Non availability of well trained technical - Traditional knowledge and preservation of skilled personnel. cultural heritage. g) Lack of proper preservation policy. - Development repository of historical evidence and community history. h) Lack of management support. Sustainability Issues : i) Rigidity in publisher’s policies and data formats For issue related to sustainability, the man focus will have to be on the following areas. j) No Intellectual Property Right Policy for content development of digital Information. - Provision for refreshing the data Materials in India for distance and Open - User focused, Policy, training guidelines for Learners. fixation of prices. v. Farnes, Nick “An International Digital - Capacity building to develop skilled man Library for Distance learning : Research power. Issues for the U K Open University’s International Centre for Distance Learning - Co-operative subscription, shared (ICDL)” Available on www.ercim.org/ technology system, resource sharing and publication/ws-proceeding /DELOS9 joint achieve. /pap11.pdf Digital Divide - The major issues to be addressed vi. http://India.gov.in/sectors/education/ in India before talking initiatives to create the ignou.php digital libraries are- vii. http://india.gov.in/outerwin.htm?id=http - Creation of basic infrastructural facilities ://education.nic.in/Annualreport2004-05/ar such as internet and telecommunications. en 05 cont.asp - Creation of awareness among the users on viii. Jain, P.K. Jindal, S.C. and Babbar, Parveen usage of technology. (2006). “digital Libraries in India: initiatives Conclusion : and problems “ In International conference on Digital Libraries 2006: information So far, the Indian digital library initiatives are management for global access.-New Delhi: mainly as seen as academic and research TERI.pp.22-31. oriented. Thought some useful resources material such as land records, cardiographs’, policy ix. Kalpana dasjupta (2005) Digitizatio, documents, legal judgments, parliament sustainability and access in the Indian discussion etc. are being made available, they are context. Available on http://www. not on large scale. Most of these initiatives are ifla.org/IVifla71/papar /132e-dasgupta.pdf done in isolation with ought any coordination x. Ramesha, Karisiddappa, C.R. and Ramesh with other similar institutions. Babu, B (2008). “Digital Library and digital If can be seen that many of the initiatives are one library initiatives in India” In Libraries in time projects with a limited grant, often with Digital Environment : problems and ought any proper planning for continuity. prospects edited by Sunil Kumar Satpathy, Important issues such as project objectives, Chandrakant Swain and Bijayalaxmi preservation method, content selection, Rautaray- New Delhi: Mahamaya.pp.1-27 coordination with other similar initiatives, access xi. Sacchanand, Chutima (2002) information mechanism, sustainability and cost factors are not literacy instruction to distance student in addressed. higher education: librarian’s key role References : a. Available on http://www.ifla.org/IV / i. Ali, Amjad (2007). Digital Library and ifla68/papers/113-098ej.pdf Information Networks.-New Delhi: ESS xii. Sree Kumar, M.G. and Sreejaya, P (2006). ESS Publication. Pp.170-207. “Digital Library Initiatives and Issues in ii. Arms, William Y (2000) Digital Library.- India: efforts on scholarly knowledge Cambridge: M.A: MIT Press. management” In Digital Libraries in Knowledge management by M.G. Sree iii. Arms, William Y (2000) Digital Libraries for Kumar…(et al).- New Delhi : ESS ESS Distance Education. Available on Publications.pp.17-37 http://www.dlib.org/dlib/october00/10edito rial.html xiii. www.ignou.ac.in iv. Das, Anup Kumar, Sen, B.K. and Dutta, Chaitali (2005). Digitization of scholarly Kangra State Relations with Punjab Under Raja Sansar Chand Katoch A Close Investigation Dr. (Ms) Harmeet Sethi, H.O.D. (History) Postgraduate Govt. College for Girls, Chandigarh

Abstract : field was now safe for the Sikhs to make or Raja Sansar Chand Katoch, a notable chief, ruled unmake their destiny. Kangra (hills) state for 47 years, having When in danger from outside, these misls moved succeeded to the throne in 1775 at the age of ten. together. But when that danger was over, quarrels He ruled as undisputed ruler of the hills for 20 arose among them. There were Six Misls in years. Somehow at the dawn of 19th century, his Majha and six in Malwa region. In Majha, the overweening ambition carried him too far and his strong Misls were Bhangis, Kanhaiyas, fortune turned to misfortune and ruin fell upon his Ramgarhias and Shukarchakya to which Ranjit life. He dreamt of regaining the far reaching Singh belonged, was born on 2nd Nov. 1780 at dominions of his ancestors and even to establish a Gujranwala, in an agitated state infected with Katoch Kingdom in Punjab and Kashmir, in animosities, jealousies and feuds. addition to all Punjab hill states. On the other Punjab State - The Background : hand, young Ranjit Singh, a brave and promising Chief of Shukarchakya Misl conquered Lahore, The young Shukarchakya chief Ranjit Singh duly Punjab capital, from strong Bhangi Misl, in 1799. helped by Kanhaiya Misl Chief Rani Sada Kaur From day one, he started non-stop campaigns of (Ranjit’s mother-in-law) and assurance from the territorial expansion. A fierce and lasting armed residents, attacked Lahore fort, held by Bhangi clash between the two expansionist appeared Misl Chiefs namely Chet Singh, Sahib Singh and imminent. Mohar Singh, most unscrupulous and profligate and tyrannical, and conquered it on 6th July, Key Words : Ranjit Singh, Sansar Chand, Amar 1799. The fallen chief Chet Singh Bhangi had Singh Thapa, Sujanpur Tira, Kangra Fort, offered to surrender provided his life and the lives Gurkhas, Sada Kaur. of his followers should be spared. Consequently Introduction : Ranjit Singh agreed and granted village of Vennia The Sikh Misls (Sikh Confederacy) rule in (near Lahore) and its appurtenances worth about Punjab (1764 to 1798 AD) was a period of life and seven thousand rupees a year. With this victory death struggle and sacrifices against repeated and further defeating Kasur of Nizam-ud-Din, Afghan invasions under Ahmed Shah Abdali, his Cis-Satluj States, Jammu, Gujrat etc; and finally son Timur Shah followed by grandson Zaman in 1801 assumed the title of Maharaja in a Public Shah. ‘The possession of each Sardar was called a Darbar thus laid the foundation of a ‘Secular Missul’ . According to a conservative estimate, a Sovereign State of Punjab’. Young Shukarchakya little less than quarter of a million people had chief Ranjit Singh was now absolutely free to been decimated to death in about half a century expand, make treaties and territorial adjustments (1710-1767). Punjabi women, in great number, with neighbouring states/foreign powers. were abducted, people plundered, Sikh temples Kangra State - The Background : including golden temple, Amritsar were Nagarkot or Kangra is frequently referred to in destroyed, desecrated and filled up with earth. the works of Muslim historians from ‘Utbi’ (1009 During 1798 end, Zaman Shah finally left Punjab A.D.) and Alberuni (1017-1030 A.D.) on hearing the news of Afghanistan attacked by downwards, and more especially during the Persian king. It was the last Muslim invasion reigns of Akbar, Jahangir and Shah Jahan. The upon the Punjab, the gateway of Hindustan. The first Raja according to the local legend was not of royal town of SujanpurTira on the Beas River human origin, but sprang from the perspiration above Nadaun, which became the residence of his off the brow of the goddess at Kangra. His name descendants. Ahmed Shah Abdali (Durrrani), was Bhum Chand, and he stands as the mythical Afghan Ruler, the invader, had appointed him progenitor of the Katoch line. The origin of the Nazim (Governor) of Jalandhar Doab and had Katoch royal line is last in the mists of the past. Its thus acquired the supremacy over all the hills claim to great antiquity is fully corroborated by states between Satluj and Ravi rivers, noteable the many offshoots which have sprung from the Kutlehr, Chamba, Kulu etc. parent stem, and the great stem of country which Kanahaya Supports Shukarchakiya for formerly owned their sway. Mr. Barnes finds that Punjab State University : ‘throughout the lower hills, there is scarcely a class of any mark that does not trace its pedigree On the other hand a great part of Punjab was the Katoch stock. The earliest historical reference being ruled by Sikh Chifs i.e. Misladars of to Nagarkot (Kangra) is found in Farishta’s Kanhayas, Ahluwalias, Nakkais, Bhangis and History and it relates to events which are said to Shukarchakya under Mahan Singh (father of have occurred in the first century of the Christian Ranjit Singh). He succeeded in raising his misl era. from comparative unimportance to one of the leaders of the confederacy. This aroused the envy As regards the formidable and unconquerable of the most powerful Kanahayas. Ramgarhia fort of Kangra, it occupies a long narrow strip of Misl Chief Jassa Singh was a first of the Sikh land in the fork between the Manjhi and Misldars/rulers of Punjab to invade the Kangra Banganga rivers. Its walls are upwards of two hills and Kangra fort, Nurpur, Chamba and a few miles in circuit, but its strength does not lie in its other small states which became tributary to him. works, but in the precipitous cliffs overhanging In 1775, Jassa Singh Ramgarhia was defeated by the two rivers, which on the side of Banganga rise Jai Singh Kanahaya on the plains of Punjab and, to a height of about 300 feet. No invader had therefore, supremacy of Kangra etc. switched been able to conquer and occupy the Kangra fort over to Kanahayas. Sansar Chand’s chief in a direct fight except by a few aggressors only ambition was to capture Kangra Fort, the ancient through manipulation or treachery. Important home of his ancestors. He sought Jai Singh rulers of Kangra State during 17th century were Kanahaya’s support. Combined forces, in 1781- Triloka Chand, Hari Chand II and Vijai-Ram- 82, laid siege to the stronghold. The old Mughal Chand whereas Hamir Chand and Ghamand Nawab was then dying. On his death, the fort was Chand were noted chiefs of 18th Century surrendered in 1783 and by stratagem, it fall into followed by succession of Raja Sansar Chand the hands of the Sikhs. The frustrated Sansar Katoch at 10, (1775-1823) a remarkable man and Chand felt cheated but was helpless and waited able administrator, contemporary of Maharaja for another opportunity. Ranjit Singh of Punjab (1799-1839) on whose death, his son Anirudh Chand occupied the throne Jai Singh continued to retain much influence and until Kangra, with the passage of time became a strength. He had taken Mahan Singh Shukar part of British India. Chakiya under his protection. Mahan Singh’s reputation gradually much increased. He threw Punjab - Kangra Face to Face : off his dependence. He plundered Jammu and Sansar Chand Katoch’s grandfather (Ghamand collected huge wealth. This annoyed Kanahaya Chand) (1751-1774) had left a big hill state of Chief and the angry Chief even turned down the Kangra with considerable influence and strength, apology of Mahan Singh. Duly assisted by having restored to its ancient limits, except Kangra Chief Sansar Chand Katoch and invincible Kangra fort held by last Mughal Ramgarhia Chief Jassa Singh, Mahan Singh Kiladar Saif Ali Khan. Besides foundation of finally decided and attacked. The coalition won and Jai Singh’s son Gurbakhash Singh was killed which could cover entire range of hill states. in the battle. As a reward, Sansar Chand Katoch During 1804, unsuccessful in his fight against the obtained the fort of Kangra whereas Jassa Singh British India Govt., Maratha Chief Jaswant Rao Ramgarhia was restored to his territories during Holkar moved towards Punjab to seek the 1785-86 AD. In the interest of unity in the state of support of Maharaja Ranjit Singh. The British Punjab, Sada Kaur, widow of Jai Singh’s son, were alarmed. Ranjit Singh politely signalled married his daughter Mehtab Kaur to minor Holkar to ‘go back’ for two reasons. Firstly Ranjit Singh S/o Mahan Singh Sukarchakiya in Holkar was not trustworthy and secondly Ranjit 1788. Ranjit Singh was just 12 when his father Singh was much busy in consolidating his own Mahan Singh died in 1792. rule and decided not to come into direct conflict Over Ambitious Kangra Ruler Sansar Chand : with obviously more resourceful British India. Raja Sansar Chand established unchallenged On the other hand, British Commander Lord supermecy over Punjab hills for nearly two Lake entered into a friendly correspondence with decades. He was extraordinarily ambitious and Sansar Chand, who was imitating Ranjit Singh by dreamt of regaining the far-reaching territories of bringing the small hill chiefs under his authority his ancestors and to establish a Katoch empire in but, in the changed scenario, no agreement was the Punjab. A common saying at his court was entered and lord lake returned to British territory. ‘May you acquire Lahore’ (the capital of Punjab Punjab Ruler Ranjit Singh - A Great State) then under Sikh Rule. It was a dream never Expansionist : to be realized. His fortune turned to misfortune. On invitation from Raja Bhag Singh of Jind, During 1803-04, he invaded Bajwara and Ranjit Singh visited Sikh States and Settled the Hoshiarpur (Plains of Punjab) unsuccessfully. On territorial dispute between Rajas of Nabha and his return from a fortnight’s visit to Haridwar, Patiala States in 1806. Having established his Maharaja Ranjit Singh drove Raja Sansar Chand supremacy and on receiving ‘Nazrana’ and huge from the plains of Hoshiarpur, where he was property, Ranjit Singh celebrated Diwali and carrying on depredations, and Ranjit Singh performed ablutions at holy tank of Kurukshetra. established his own Police Station at Bajwara. Thereafter, he proceeded to Jawala Mukhi Earlier the Gurkhas of Nepal showed interest for (temple) via Rahon, the residence of Sikh Chief conquest and expansion similar to that of Sansar Tara Singh Ghaiba. Sansar Chand solicited his Chand and advanced gradually. They had armed support against Amar Singh Thapa, planned to establish a vast Gurkha empire Gurkha Commander, before whom almost all hill stretching from Nepal to Kashmir including states had by then surrendered. The price Kangra. They approached Ranjit Singh for a joint demanded by Ranjit Singh, being deemed too attack on Kabul Chiefs who then ruled Kashmir excessive, Sansar Chand decided to fight alone. Valley. The proposal was turned down because Ranjit Singh had already made up his mind to Ranjit Singh successfully invaded Kasur in Feb. merge Kashmir with Punjab State. 1807 and Multan in April 1807 respectively. He returned to Lahore in May, after receiving huge Kangra's Twice Invasion over Hoshiarpur sum of money and valuables. Before the start of (Punjab Plains) : rainy season, Ranjit Singh despatched a force Despite set back after setback, Sansar Chand against Dina Nagar (Kangra Hills) and levied again, in 1804, left his Capital, proceeded exactions in that neighborhood from several Sikh towards Punjab and occupied Hoshiarpur. and hilly chiefs who had hitherto enjoyed Annoyed Ranjit Singh compelled Kangra Chief immunity from their dependence on Kanahaya to retreat with loss of men, money and reputation. Misl, with the head of which, Sada Kaur, Ranjit He soon afterwards became involved with the stood in close relations. Thereupon, the Gurkhas, a new people in search of en empire differences arose between the two which led eventually to the ruin of the Chief, Sada Kaur. people living to the west of Satluj in accordance On 9th Feb. 1809, Sir David Ochterlony had with the treaty of Amritsar, 1809. He then issued a proclamation declaring the cis- conveyed his request for help to Ranjit Singh Satluj States to be under British protection. Ranjit through his brother Fateh Chand. Punjab army Singh seriously examined the new problem, under Ranjit Singh marched from Lahore in May, wisely yielded, swallowed his pride and 1809. relinquished his last acquisitions. Consequently Sansar Chand - Gurkhas Negotiations Failed : ‘Treaty of Amritsar’ was signed on 25th April, Seeks Punjab Support : 1809 at Amritsar between Maharaja Ranjit Singh There upon Sansar Chand finally broke off and the British Government represented by C.T. further negotiations with Amar Singh Thapa and Metcalfe. The treaty assured Ranjit Singh of started cutting off all supplies to the fort to non-intervention in Maharaja Ranjit Singhs plans compel Gurkha Chief for retirement. Punjab and to extend its territories in other directions. Kangra Chiefs met at Jawala Mukhi and Gurkha Chief Amar Singh Thapa Invades discussion on conditions of help continued for Kangra Fort : over a month. Ranjit Singh demanded surrender On the Kangra front, the Gurkhas had advanced of Kangra Fort before Military operation whereas into the heart of the State and laid siege to the fort, Sansar Chand promised to do it after expulsion of but all their efforts to capture the invincible fort Gurkha forces form the hill state. However, proved fruitless. For three to four years, they inside the temple, by the mediation of Rajas of plundered and laid waste the state and so dreadful Guler and Chamba States and solemn assurance were the ravages they committed that the from Sansar Chand, Ranjit Singh agreed for inhabitants deserted their homes and fled into military assistance with his hand over the ‘Sacred neighbouring states. ‘The memory of those Frame’, took an oath to do no harm. The treaty disastrous days stands out as a landmark in the was signed in blood on 20th July, 1809 at Jawala annals of the hills’. The Gurkhas further cut off Mukhi (Kangra). In fact, they were not sincere the supplies by blocking the river gate to the and could not trust to fulfil the terms of the treaty. entrance into the fort. The Raja and the Garrison Sansar Chand was playing a double game with were without food and subsisted for nearly four the plan to keep both the claiments out. On months upon little else than the leaves of the hearing the final treaty between Kangra and vegetables. Helpless and frustrated Sansar Chand Punjab and further arrival of Lahore army, renewed his appeal for help to Ranjit Singh and Gurkha Chief Amar Singh Thapa made an appeal this time promising to hand over Kangra Fort as to Punjab Chief for agreement for the disposal of price of armed help against Amar Singh Thapa, the fort and territory for a money equivalent but the invader. Ranjit Singh, with strong force, set Ranjit Singh turned down the plea. out from Lahore for Kangra and went back once Sansar Chand - Ranjit Singh Treaty - Trust from Sujanpur near Pathankot and secondly from Lacking : Nurpur. Consequently, as a last resort, Sansar Owing to lack of trust, Maharaja Ranjit Singh, Chand informed Gurkhas about his decision to before attacking Gurkha troops, sent for Anirudh surrender if permitted to leave safely with his Chand, Son of Sansar Chand from Sujanpur Tira. family. He secretly left the fort in charge of some Fateh Singh Ahluwalia was advised to hold the officers and retired with family disguised as prince as a hostage for the fulfillment of the peasants and reached in safety at Sujanpur Tira. treaty. Punjab army advanced towards Kangra, Both Sansar Chand as well as Gurkhas secretly defeated the intruders, Gurkhas, after fierce approached the British for help against each fighting who ultimately began to retreat and other. The request was turned down on the plea finally retired across the Satluj. Amar Singh that they could not interfere in the affairs of the Thapa grossly duped and felt much frustrated. Yet he again, in December 1809, tried luck by the fort of Gobindgarh saluted him. He paid a visit proposing to the English General Sir David to Shri Hari Mandir Sahib and prayed there. Such Ochterlony a joint attack on Punjab hill States and celebration were witnessed at Punjab Capital in Kashmir Valley and then share the gains but, in Lahore as well as many touns in Punjab State. vain. It was followed by a treaty of Nepal in 1811 Many Rajas and Sardars of Punjab i.e. Patiala, and finally Anglo-Nepalese war in 1814, wherein Jind etc. sent envoys to felicitate him at the the Gurkhas, instead of grasping Kashmir, capital, Lahore Darbar. Kangra ruler Sansar trembled for their homes in Kathmandu. Chand, thereafter, lived at Alampur (Sujanpur After victory over Gurkhas, Punjab Chief Ranjit Tira) his small interim capital as a frustrated and Singh left for Kangra to take over the fort. As was defeated chief and a small tributary of Punjab expected, Sansar Chand began to prevaricate. His State. Wazir Naurnag, with Sansar Chand connivance, On Raja Sansar Chnad’s death, his son Anirudh delayed the compliance. Ultimately Sansar death was installed as Raja of Kangra State i.e. his Chnad’s Son Anirudh Chand, who was held as successor. The ceremony was attended by Senior hostage, was now put under arrest and his life, Sardars from Lahore with presents from Punjab being in danger. Rani Sada Kaur, chief of Government. Maharaja Ranjit Singh accorded Kanahaya Misl and Mother-in-law of Ranjit his consent to the succession. On the termination Singh played a clever role in making early entry of the first Anglo-Sikh war, the hill tracts between into the fort, on behalf of Ranjit Singh. the Satluj and Beas rivers were, under the treaty Frightened Sansar Chand accompanied Ranjit of 9th March, 1846, ceded to the British Govt., Singh and Sikh general Fateh Singh Ahluwaia and Kangra thus came directly under British entered the fort on 24th August. Majaraja Ranjit Control. Singh gave a writing of assuring him the Conclusion : possession of the state, except the portion attached to the fort in Mughal times, consisting of At a time when Maharaja Ranjit Singh, a great 66 villages in Kangra Valley and a Sikh garrison soldier and adventurer was extending his sway was also placed in the fort under the charge of over the plains of turbulent Punjab being ruled by Pahar Singh Mann, as Punjab Governor. nearly twelve Sikh Chiefs i.e. Misldars independently in various divisions. Their only Gurkhas Defeated / Repulsed : Ranjit Singh common bond was Sikh religion and stood united Occupies 'Kangra Fort' against foreign aggression. Ranjit Singh Kangra Ruler Made Tributary of Punjab managed to unite whole of Punjab including State : Kashmir, Multan, Peshawar etc. Raja Sansar From that times onward, Sansar Chand retired to Chand Katoch of Kangra had decided to imitate ancestral head quarter Sujanpur Tira/ Alampur, Maharaja Ranjit Singh unsuccessfully, to the on the bank of river Beas, became subject and a extent of conquering Punjab and Kashmir. tributary to the Sikhs. Once a year he had to go to Gurkhas invasion of Kangra Fort humbled his Punjab Capital, Lahore to pay his respects to pride and when in miserable condition, he had Maharaja Ranjit Singh. He died in Dec. 1823 as a sought armed support from Maharaja Ranjit tributary of Lahore after a reign of 47 years. Singh. Punjab forces drove away the Nepal Army, got Kangra fort alongwith 66 villages as price of Ranjit Singh had then held a formal levee in the support and made Raja Sansar Chand just a fort of Kangra. Among those who paid him tributary of Lahore Darbar (Punjab State). His homage were the chiefs of Kangra, Mandi, Suket, fortune turned into misfortune and, on British Kulu, Shahpur, Jassota, Gular, Mankot, Jaswant, conquest of Punjab, Kangra State was declared a Chamba, Nurpur and Datarpur. He reached back part of British India, in 1846. at Amritsar early January, 1810 and the guns of References : xix. Moorcraft, op. cit., p. 129. i. Lt. Col. Steinbach, The Punjab, A short xx. Khushwant Singh, op. cit., p. 224. account of the Sikhs, London, 1883, xxi. Moorcraft, op. cit. p. 129. Reprint, Languages Deptt. Punjab, Patiala, 1970, pp. 12-13. xxii. Vigne, G.T., Travels in Kashmir etc., London, 1844, pp. 139-40. ii. H.R. Gupta, History of the Sikhs, part II, Calcutta, 1939, pp. 255-56. xxiii. Henry T. Prinsep, Op., Cit, pp. 301-302. iii. Major G. Carmichael Smyth (1847) xxiv. W.L. M’gregor, op. cit., p. 105. reproduced, languages Deptt. Punjab, xxv. J.D. Cunningham, A History of the Sikhs, Patiala, 1970, pp. 18-19. Oxford, London, 1848, reprint, S. Chand iv. Kangra Gazetteer, p. 25, 1901. & Co; Delhi, 1955, p. 147. v. Farishta, History, Briggs, 1909, Vol.I, p. xxviii. vi. Archeological Survey reports, volume V, pp. 162-63. vii. J. Hutchison & J. Ph. Vogel, History of the Punjab Hill States, 1933, Reprint, Deptt. of Languages and Culture, H.P. Shimla, 1982, Vol. I, p. 176. viii. Kangra settlement report, p. 9. ix. Moorcraft W and Trebeck, Travels-Punjab etc., London, 1841, Vol. 1, p. 170. x. Hutchison and Vogal, op. cit. p. 177 xi. Forster, G.A., A journey from Bengal to England through North India, London, 1798, Vol-I, pp. 208-09. xii. Khushwant Singh, A History of the Sikhs, Oxford University Press, New Delhi, Fifth impression, 2006, Vol. I p. 180. xiii. Hutchison and Vogal, op. cit. p.182. xiv. Ganda Singh, Maharaja Ranjit Singh, Delhi, 1883, Reproduced, Languages Deptt. Punjab, Patiala, 1970, p. 22. xv. Honry T. Prinsep, Origin of The Sikh Power in the Punjab, Reprint, Languages Deptt. Punjab, Patiala, 1970, p. 46. xvi. W.L. M’greagor, The History of the Sikh, Rupa and Co; Delhi, reprint 2007, p. 158. xvii. Honry T. Prinsep, Op. Cit. pp. 48-49. xviii. Khushwant Singh, opp. Cit, p. 220. mTtSu laHkkx ds fof'k"V egkfo|ky; xzaFkky;ksa esa iznÙk dh tkus okyh lsokvksa dk fooj.k nhIrh yksnoky] 'kks/kkFkhZ] ¼xzaFkky; ,oa lwpuk foKku½ MkW- eerk efyd] funsZ'kd] ¼xzaFkky; ,oa lwpuk foKku½] isflfQd ,sdsMeh vkWQ gk;j ,tqds'ku ,.M fjlpZ] mn;iqj isflfQd ,sdsMeh vkWQ gk;j ,tqds'ku ,.M fjlpZ] mn;iqj lkjka’k % v|ru xzaFkky; dk lapkyu djrs gSaA xzaFkky; esa fof’k"V egkfo|ky; xzaFkky; tSlk fd uke ls Li"V ikjaifjd ,oa bZ&Lo:i nksuksa izdkj dh iqLrdsa] gksrk gS fd fof’k"V vFkkZr~ fo"k; fo’ks"k egkfo|ky; lelkef;dh] 'kks/ki= ,oa vU; ikB~;&lkexzh dk xzaFkky;A bl izdkj ds xzaFkky;ksa esa iSr`d laLFkk vFkkZr~ laxzg.k fd;k tkuk Hkh vko’;d gks x;k gSA egkfo|ky; ftl fo"k; {ks= ls lacaf/kr gksrs gSa( ml fof'k"V egkfo|ky; xzaFkky;ksa dk y{; fodkl dks fo"k;&{ks= dh ikB~;&lkefxz;ksa dk ladyu djrs gSaA izksRlgu vkSj ekuoh;] lkekftd] vkS|ksfxd] bu xzaFkky;ksa esa ikB~;&lkexzh ds vfrfjDr lwpuk rduhdh] LokLF; laca/kh] O;kikfjd] f'k{kk ,oa d`f"k lzksrksa dks Hkh egRo fn;k tkrk gSA ftlls dh ikBdksa vkfn fo"k;ksa ds cgqeq[kh fodkl ds fy, fd;k tkrk gSA dk Kku v|ru (update) jgsaA fof’k"V egkfo|ky; bu xzaFkky;ksa ds mi;ksxdrkZvksa dh vko';drk,¡ xzaFkky; esa iznÙk dh tkus okyh lsok,¡ Hkh fof’k"V gksrh fofHkUu izdkj] eq[; izdkj dh rFkk xgu fo"k;ksa ls gSA izLrqr ys[k esa mUgha fof’k"V lsokvksa ds ckjs esa lacaf/kr gksrh gSA vr% budh lsokvksa gsrq fuEukafdr crk;k x;k gSA fcUnqvksa ds vuqlkj lsokvksa dks izfrikfnr djuk vR;Ur vko';d gSA 'kCndqath % fof’k"V egkfo|ky; xzaFkky;] lsok,¡] rduhdh lsok,¡] ,oa dEI;wVjhÑr lsok,¡A 1½ ikB~;&lkexzh dks oxhZdj.k :Ik esa O;ofLFkr djuk % mi;qDr ,oa okafNr lkefxz;ksa izLrkouk % dk vfHkKku] vf/kxzg.k] laxzg] lqj{kk rFkk fof’k"V egkfo|ky; xzaFkky; fo"k; fo’ks"k dh fof’k"V mi;ksx gsrq mudks izfØ;kc) djuk ftlls ikB~;&lkexzh dks laxzg djus ij vf/kd cy nsrs gSaA mudh izkfIr cM+h vklkuh ls dh tk ldrh gSA D;ksafd ikBd fof’k"V fo"k; dh ikB~;&lkexzh dh ek¡x djrs gSaA blfy, xzaFkky; esa egkfo|ky; dh izÑfr ls 2½ ikB~;&lkexzh ,oa lwpuk&lkexzh dk lacaf/kr fo"k;&{ks= dh gh ikB~;&lkexzh dk laxzg foPNsnu djuk % fof’k"V egkfo|ky; xzaFkky; fd;k tkuk pkfg,A esa izk;% mu ikB~;&lkefxz;ksa dk laxzg fd;k tkrk gS tks fd lacaf/kr fof’k"V&fo"k; {ks= ds iwoZ esa xzaFkky;ksa esa deZpkjh ikBdksa dks ek= lkekU; ekSf[kd Kku] lq{e fo"k; ds :i esa ,oa vU; izdkj dh lsok,¡ tSls& iqLrdsa Ø; djuk] ekSfyd Ñfr;k¡ vFkkZr~ 'kks/k if=dk,¡ rFkk vknku&iznku djuk vkfn lsok,¡ gh iznÙk djrs FksA izfrosnu vkfn ikB~;&lkefxz;ksa ls fo|kfFkZ;ksa dks fdUrq vkt ds le; esa xzaFkky;ksa ds egRo ,oa dk;ksZ esa iw.kZr% voxr j[kus ds fy, lkexzh dk oxhZdj.k] rsth ls fodkl gks jgk gSA orZeku esa xzaFkky; lwpuk lwphdj.k djus ds i'pkr~ bUgsas izlkfjr djus gsrq dsUnzksa dk :i ys jgs gSaA ogh egkfo|ky; mPpLrjh; vf/kxzg.k lwph ,oa xgu lanHkZ lsok] lwpuk lsok ekuk tkrk gS tks fd viuk le`) ,oa lqlfTtr dk vk;kstu djrs gSaA lkekU; egkfo|ky; xzaFkky;ksa esa izys[ku ,oa lwpuk ikBdksa dks miyC/k djok ldsaA ls;lZ us iqLrdksa lsokvksa dk vk;kstu mrus vPNs <+ax ls ugha gksrk gS dks xzaFkky;ksa dh vk/kkjf'kyk vkSj oxhZdj.k dks ftruk fd fof’k"V egkfo|ky; xzaFkky;ksa ds fy, iqLrdkyf;Ro dh vk/kkjf'kyk ekuk gSA oxhZdj.k vko’;d gksrk gSA blfy, ;s xzaFkky; vius fo|kfFkZ;ksa ds vHkko esa xzaFkky; ds mn~ns'; dh iwfrZ lEHko ,oa izk/;kidksa dks lewfpr Kku ,oa lwpuk miyC/k ugha gSA djkus dh n`f"V ls fof’k"V egkfo|ky; xzaFkky;ksa fof'k"V egkfo|ky; xzaFkky;ksa esa fo'ks"k oxhZdj.k egkfo|ky; ds mn~ns’;ksa dh iwfrZ ,oa xzaFkky; ds i)fr dh vko';drk gksrh gS vf/kdka'k xzaFkky;ksa lQy lapkyu ds fy, fuEufyf[kr lsokvksa dks iznk; esa M~;qbZ n'keyo oxhZdj.k i)fr dk iz;ksx djuk vfuok;Z gSa & fd;k tkrk gSA 1 rduhdh lsok,¡ 2 lanHkZ lsok 1-1 oxhZdj.k 1-2 lwphdj.k % lwphdj.k izfØ;k ds ek/;e ls 1-2 lwphdj.k xzaFkky; esa vkxr leLr ikB~;&lkexzh dk 3 jsQjy lsok 4 xzaFkky; izlkj lsok laf{kIr ifjp; ikBdksa ds lEeq[k izzLrqr fd;k 5 xzaFkksa dk ifjlapj.k lsok 6 vUr% xzaFkky; _.k lsok 7 fjizksxzkQh lsok 8 vuqokn lsok tkrk gS] blfy, xzaFkky; lwph dks ^^xaFkky; dk 9 lkjdj.k lsok 10 vuqØef.kdj.k lsok niZ.k** dgk tkrk gSA fo'oukFk dk dFku gS fd 11 izys[ku lsok 12 okaXM~e; lsok 13 lkef;d vfHkKrk lsok 14 p;ukRed lwpuk izlkj lsok ^^oxhZdj.k ,oa lwphdj.k ijLij tqMh gqbZ 15 lekpkj&i= drju lsok 16 dEI;wVjhdj.k lsok izfØ;k,¡ gSa ftUgsa xzaFkky; viusa laxzg esa ls ikBdksa dh lgk;rk gsrq bfPNr] vko';d vkSj ¼1½ rduhdh lsok,¡ % fof'k"V egkfo|ky; xzaFkky;ksa esa ikB~;&lkexzh laxzg dks leqfpr #i ls O;ofLFkr mi;ksxh v/;;u&lkexzh dks lqfo/kkuqlkj vkSj djus ds fy, ikB~;&lkexzh dks fofHkUu rduhdh 'kh?kzrk ls izkIr djus gsrq mi;ksx esa ykrs gSaA** izfØ;kvksa ls xqtjuk gksrk gSA xzaFkky;ksa esa iqLrdksa ds xzaFkky; lwph ds dbZ HkkSfrd Lo:i gksrs gSa fdUrq i=d izfØ;kdj.k gsrq ,d i`Fkd foHkkx gksrk gS ftls Lo:i vf/kd mi;ksxh gksrk gSA orZeku le; esa e'khu lkekU;r% rduhdh foHkkx dgk tkrk gSA bl foHkkx iBuh; lwph vFkok dEI;wVj dsVykWx Lo:i vf/kd dk dk;Z iqLrdksa ds laxzg dks ikBdksa ds mi;ksx ;ksX; egRo izkIr dj jgk gSA fof'k"V egkfo|ky; xzaFkky;ksa cukus esa lgk;rk djuk gSA bl foHkkx ds izeq[k dk;Z esa ikB~;&lkexzh dk lwphdj.k cgqr gh foLr`r <+ax ls oxhZdj.k ,oa lwphdj.k gSa ;s lsok,¡ vewrZ fdUrq fd;k tkuk pkfg,A xzaaFkky; lwph Hkh ekud lwphdj.k izkFkfed lsok,¡ gksrh gS A xzaFkky; ds dq'ky rFkk fu;eksa ij vk/kkfjr gksuk pkfg,A izf'kf{kr deZpkfj;ksa }kjk ;g lsok,¡ lEiUu dh tkrh ¼2½ lanHkZ lsok % vk/kqfud xzaFkky;ksa dk dk;Z dsoy gS ftlls xzaFkky; laxzg dk vf/kd ls vf/kd rFkk ikB~;&lkexzh dk ladyu] lqj{kk rFkk iqLrdksa dk ljyre rjhds ls mi;ksx djus esa enn feyrh gSA vknku iznku ek= rd lhfer ugha gS] oju~ orZeku esa vf/kdka'k fof'k"V egkfo|ky;ksa esa rduhdh ikB~;&lkexzh ds v/;;u gsrq ikBdksa dks O;fDrxr lsokvksa dks lEiUu djus gsrq dEI;wVj dk iz;ksx fd;k :i ls lgk;rk iznku djus dh O;oLFkk djuk tk jgk gS ftlls ,d vksj tgk¡ xzaFkky; lsokvksa dh xzaFkky;k/;{k dk izeq[k nkf;Ro gSA bl O;fDrxr lsok xq.koÙkk esa o`f) gqbZ gS ogha nwljh vksj deZpkfj;ksa ,oa dks gh lanHkZ lsok dgrs gSaA lanHkZ&lsok dk ewy y{; ikBdksa ds le; ,oa Je dh Hkh cpr gqbZ gSA ikB~;&lkefxz;ksa] lanHkZ lzksrksa rFkk mi;ksxdrkZvksa dks ,d&nwljs ds lfUudV bl ldsaA ds fy, iqLrdsa ,oa vU; izys[k fu/kkZfjr le;kof/k ds bl Hkk"kk vojks/k dks nwj djus ds fy, vuqokn lsok dh fy, fu/kkZfjr la[;k esa iznku dh tkrh gSA bl lsok ds vko’;drk eglwl dh xbZA fy, izR;sd xzaFkky; esa ikB~;&lkexzh ds fdlh Hkk"kk esa izdkf’kr lkfgR; dks fdlh nwljh Hkk"kk vknku&iznku gsrq ,d fuf’pr fof/k dk iz;ksx fd;k esa :ikarj.k djuk vuqokn dgykrk gSA vuqokn ftl tkrk gSA fdlh veqd Hkk"kk ls fd;k tkrk gS mls lzksr Hkk"kk ¼6½ vUr% xzaFkky; _.k lsok % xzaFkky; ds {ks= esa dgrs gSa vkSj ftl Hkk"kk esa fd;k tkrk gS mls y{; Nkik[kkuk dh rduhdh esa fodkl ds lkFk Kku o Hkk"kk dgk tkrk gSA xzaFkky; esa vU; dk;ksZ ds lwpuk dk nzqrxfr ls izknqHkkZo gqvk gSA cktkj esa izR;sd lkFk&lkFk vuqokn djuk Hkh egRoiw.kZ lsok esa ls ,d fo"k; dk lkfgR; izpqj ek=k esa izdkf’kr gks jgk gSA gSA lq{e ls lq{e fo"k; esa fo’ks"kKksa ds lkfgR; miyC/k gksus ¼9½ lkjdj.k lsok % lkjdj.k lsok ls vk’k; fdlh ls xzaFkky; mi;ksxdrkZ viuh okafNr lwpuk&lkexzh Ñfr ;k ys[k dh fo"k;&oLrq vFkok mlesa fn, x, izkIr djuk pkgrk gSA fof’k"V egkfo|ky; xzaFkky;ksa fooj.k dks FkksM+s ls 'kCnksa esa la{ksi esa O;Dr djuk gSA laf{kIr fooj.k dks gh lkj vFkok lkjka’k dgk tkrk gSA xzaFkky; lwph ls iw.kZr% fHkUu gksrh gS] D;ksafd xzaFkky; lkjka’k ds ek/;e ls mi;ksDrk dks ;g Kkr gks tkrk gS lwph dsoy fdlh xzaFkky; esa laxzfgr v/;;u lkexzh fd lacaf/kr izys[k esa fdu&fdu rF;ksa ij izdk’k Mkyk dh lwph gksrh gS tcfd okaXM~e;lwph izdkf’kr izys[kksa x;k gSA izys[kksa ds lkjka’k rS;kj djus ds dk;Z dks dh lwph gksrh gS] pkgs og izys[k fdlh fo’ks"k xzaFkky; lkjdj.k dgk tkrk gSA lwpuk foLQksV ds ;qx esa esa miyC/k gksa ;k ughaA ok³~e; lwph dk mn~ns’; ;g ftruh vf/kd ek=k ,oa Lo:i esa ikB~;&lkexzh crkuk gS fd fdlh fo"k; ij dkSu ls xzaFk fy[ks ,oa izdkf’kr gks jgh gS og lHkh mi;ksxdrkZvksa ds dk;Z{ks= izdkf’kr gq, gSa vkSj muesa Kku dk fdruk foospu ls lacaf/kr ugha gksrh gSA vr% o`gn~ izdk’ku esa ls fd;k x;k gSA vFkkZr~ ok³~e; lwfp;k¡ xzaFk laca/kh mi;qDr lkexzh dh [kkst ,oa p;u esa vf/kd le; leLr Kku {ks= ls lacaf/kr gksrh gSA blds ek/;e ls rFkk Je yxrk gS tks lkjdj.k&lsok ds ek/;e ls fdlh fo"k; vkSj fdlh ns’k fo’ks"k ds lHkh izdkj vR;f/kd ljy gks tkrk gSA izdk’kuksa rFkk fdlh ys[kd fo’ks"k ds lHkh izdk’kuksa dks Kkr fd;k tk ldrk ¼10½ vuqØe.khdj.k lsok % vuqØef.kdk fofHkUu izdkj ds izys[kksa ds ,d fof’k"V fo"k;ksa esa izdkf’kr ¼13½ lkef;d vfHkKrk lsok % uohure Kku vFkok lkexzh dh Øec) lwph gSA bl lwph esa ys[kd dk lwpuk dks lkef;d psruk dgrs gSaA fo’ks"kr% bldk uke] xzaFk vFkok vkys[k dh vk[;k] i`"B la[;k rFkk laca/k mu rF;ksa rFkk lkefxz;ksa ls gksrk gS tks ikBdksa mldh izkfIr ds lzksr dk iw.kZ fooj.k gksrk gSA fof’k"V dh fof’k"V vfHk:fp ,oa vfHkizk; ds gksrs gSa A bl fo"k;ksa ls lacaf/kr vuqØef.kdk fo’ks"kKksa ,oa ikBdksa dks lsok ds vUrxZr~ izys[k ds izdk’ku ds ckn ;FkklaHko uohure izys[kksa esa miyC/k lwpuk lkexzh rd igq¡pus 'kh?kzkfr’kh?kz muds f}rh;d lwpuk lzksrksa esa lfEefyr dk egRoiw.kZ ek/;e gSA vuqØef.kdk fo"k;] ys[kdksa ds gksus ls iwoZ ikBdksa dks lwfpr djus ij fo’ks"k tksj fn;k ukeksa] LFkkuksa ds ukeksa dh o.kkZuqØfed vFkok oxhZÑr tkrk gSA ;g lsok ikBdksa dks mudh vfHk:fp ds fo"k; lwph gks ldrh gSA {ks=ksa ds uohure fodklksa ,oa vuqla/kkuksa rFkk mudh vuqØef.kdk ds fy, izfof"V;k¡ rS;kj djus dh izfØ;k miyfC/k;ksa ls muds Kku dks v|ru j[kuk rFkk vkSj dks vuqØef.kdj.k dgrs gSaA vuqØef.kdj.k lsok ,d mUgsa iw.kZ voxr j[krk gSA vusd fo"k;ksa dh izeq[k fof’k"V&fo"k; vFkok dbZ fo"k;ksa dh ikB~;&lkefxz;ksa] if=dkvksa esa izdkf’kr vkys[kksa] izkof/kd izfrosnuksa] lkef;d if=dkvksa vkSj vU; fofHkUu izdkj ds izys[kksa ekkudksa vkfn dh rkfydkvksa rFkk bl izdkj ds vU; esa izdkf’kr fo"k; lwph dks lwphc) djds fu;fer izys[kksa dh ek¡x fd;s tkus ij mi;qDr le; ij rFkk ;kstukc) :i ls izdkf’kr gksus okyk lkef;d ikBdksa dks voxr ,oa v|ru j[kk tkrk gSA izdk’ku gSA lR;ukjk;.k ,oa jk;tknk ds 'kCnksa esa ^^lkef;d psruk lsok ,d ,slh lsok gS] tks vuqla/kkurkZ 'kks/k ny] ¼11½ izys[ku lsok % izys[ku lsok xzaFkky; dh fo’ks"kKksa ,oa vU; ikBdksa ds dk;ksZ dks izHkkfor djus mi;ksxh lsokvksa ,oa fØ;kdykiksa dk ,d egRoiw.kZ okyh leLr lwpuk dks mfpr le; ij mfpr :i esa vax gSA izys[ku lsokvksa dks vk;ksftr djus ,oa miyC/k djkrh gSA** mi;ksxdrkZvksa dks ykHkkfUor djus dh n`f"V ls bUgsa nks Jsf.k;ksa esa foHkDr fd;k tk ldrk gS& 1- izR;kf’kr ¼14½ p;ukRed lwpuk izlkj lsok % p;ukRed izys[ku lsok] 2- ek¡x dh tkus okyh izys[ku lsokA lwpuk izlkj lsok ,d izdkj ls lkef;d vfHkKrk lsok izys[ku lsok dks lanHkZ&lsok ds vUrxZr j[kk x;k gSA dk gh mUur ,oa O;fDr—r uohu Lo:i gSA ;g lsok izys[ku lsok og izfØ;k ,oa midj.k gS ftlds ek/;e fo’ks"kKks rFkk vuqla/kkudrkZvksa dh fof’k"V :fp ds ls mi;ksxdrkZvksa dks fuR;izfr lw{ere rFkk ubZ ls vk/kkj ij iznku dh tkrh gSA ;g ,d fu;ksftr lsok ubZ vFkkZr~ v|ru Kku lkefxz;ksa dk ifjp; djok;k gS ftlesa bPNqd ikBd dh vfHk:fp foojf.kdk cukbZ tkrk gSA vr% ge dg ldrs gSa fd izys[ku lsok tkrh gSA ikBd vfHk:fp foojf.kdk esa mi;ksxdrkZ lkfgR; dk vf/kdre iz;ksx djus ds fy, izsfjr djrh dk fo"k; {ks= ,oa mldh vfHk:fp dks iznf’kZr fd;k gSA tkrk gS tcfd xzaFkky; esa izkIr gksus okys fo’ysf"kr djus ds i'pkr~ izys[k foojf.kdk rS;kj dh tkrh gSA ¼12½ okaXM~e;kRed lsok % lkekU;r% oka³~e;lwph izys[k dk fo"k; mi;ksxdrkZ dh vfHk:fp ls fey izdkf’kr v/;;u lkexzh dh lwph gksrh gSA ;g tkrk gS rks mi;ksdrkZ dks mldh lwpuk Hksth tkrh gS izkS|ksfxdh ;qx esas gq, uohure ifjorZuksa ds QyLo:i A dEI;wVjhÑr p;fur lwpuk izlkj lsok esa dEI;wVj xzaFkky;ksa ds ewyHkwr ijEijkxr dk;ksZ ,oa lsokvksa esa Lor% gh ;g dk;Z djds mu ikBdksa dk p;u dj ysrk dkQh ifjorZu vk;k gSA xzaFkky;ksas ds }kjk izeq[k :i gS ftudks izys[k] mldk lkj vFkok lwph ;k lwpuk ls dEI;qVjhdj.k lsok iznÙk dh tk jgh gSA bUVjusV Hksth tkuk gSA MkW jaxukFku ds vuqlkj ^^p;fur lwpuk ds vuqiz;ksx ls xzaFkky; dh lsok,¡ vf/kd lqO;ofLFkr izlkj lsok mi;ksxdrkZvksa dks ;FkkrF; lokZaxiw.kZ rFkk ,oa vklku gks xbZ gSA bl izdkj vk/kqfud izkS|ksfxdh 'kh?kz lwpuk miyC/k djkus okyh lsok gSA** us xzaFkky;ksa dks vusd ,sls midj.k miyC/k djk;s gSa tks ikBdksa dks nh tkus okyh lsokvksa esa lq/kkj ds y{; ¼15½ lekpkj&i= drju lsok % xzaFkky; ,d o/kZu’khy laLFkk gSA xzaFkky;ksa esa fofHkUu izdkj dh dks izkIr djkus esa lgk;d gSA vf/kdka’k xzFkky; ikB~;&lkexzh dk laxzg fd;k tkrk gSA xzaFkky; esa ikBdksa dks okbZ&QkbZ bUVjusV dh lqfo/kk iznÙk dj jgs LFkku dh deh ,oa vlqfo/kk ds dkj.k lekpkj&i=ksa gSaA ftlds mi;ksx ls ikBd fofHkUu bUVjusV lsokvksa dks vf/kd le; rd lqjf{kr ugha j[kk tk ldrk gSA tSls& bZ&esy lsok] fjys psfVax] oYMZ okbZM osc] blfy, lekpkj i=ksa esa izdkf’kr fo"k; fo’ks"k ls VsfyQksu lsok] OgkV~lvi ,oa Qslcqd tSlh dbZ vU; lacaf/kr egRoiw.kZ ys[kksa dh dfVax dj O;ofLFkr lqfo/kk,¡ izkIr dj jgs gSaA dkyØekuqlkj ,oa fo"k;kuqlkj QksYM+j esa j[k dj mijksDr of.kZr lsokvksa ds vfrfjDr fof’k"V laxzfgr fd;k tkrk gSA Hkfo"; esa ikBdksa }kjk iwoZ esa egkfo|ky; xzaFkky;ksa esa vU; dbZ ij dh lsok,¡ tSls lekpkj&i= esa izdkf’kr vkys[k dh ek¡x djus ij uokxr Nk=ksa gsrq vfHkeq[khdj.k lsok] v/;;u d{k mUgsa lekpkj&i= drju QksYMj esa ls ys[k dks lsok] ikBd ijke’kZnk=h lsok] lkfgR; [kkst lsok] miyC/k djok;k tkrk gSA blls xzaFkky; deZpkjh ,oa rduhdh iwNrkN lsok] izys[k vkj{k.k lqfo/kk] izys[k ikBd nksuksa ds le; dh cpr gksrh gSA vf/kdka’k vkiwfrZ lsok ,oa miHkksDrk f’k{k.k lsok bR;kfn lsokvksa xzaFkky;ksa esa foxr ik¡p o"kksZ ds lekpkj&i=ksa dh dk iznk; mi;ksDrkvksa dh ek¡x ds vuq:i fd;k tkrk drju lqjf{kr j[kh tkrh gSA gSA ¼16½ dEI;wVjhdj.k lsok % vk/kqfud lwpuk

mTtSu laHkkx ds fof'k"V egkfo|ky; xzaFkky;ksa esa iznÙk dh tkus okyh lsokvksa dh rkfydk

Ø- iznÙk lsok,¡ fof'k"V egkfo|ky; dh izÑfr vfHk;kaf=dh fpfdRlk izca/k ikWyhVsDuhd QkesZlh f’k{kk dqy ¼10½ ¼06½ ¼09½ ¼08½ ¼06½ ¼11½ ¼50½ gk¡ ugha gk¡ ugha gk¡ ugha gk¡ ugha gk¡ ugha gk¡ ugha gk¡ 01 rduhdh lsok,¡ 10 00 06 00 09 00 08 00 06 00 11 00 50 1-1 oxhZdj.k 10 00 06 00 09 00 08 00 06 00 11 00 50 1-2 lwphdj.k 07 00 06 00 04 00 02 00 04 00 06 00 29 02 lanHkZ lsok 10 00 06 00 09 00 08 00 06 00 11 00 50 03 jsQjy lsok 09 01 06 00 09 00 06 02 06 00 10 01 46 04 xzaFkky; izlkj lsok 10 00 06 00 09 00 07 01 06 00 10 01 48 05 xzaFkksa dk ifjlapj.k lsok 10 00 06 00 09 00 08 00 06 00 11 00 50 06 vUr% xzaFkky; _.k lsok 06 04 06 00 07 02 02 06 01 05 05 06 27 07 fjizksxzkQh lsok 10 00 06 00 09 00 08 00 06 00 11 00 50 08 vuqokn lsok 09 01 06 00 08 01 03 05 06 00 09 02 41 09 lkjdj.k lsok 09 01 06 00 09 00 04 04 04 02 06 05 38 10 vuqØef.kdj.k lsok 09 01 06 00 09 00 04 04 04 02 06 05 38 11 izys[ku lsok 10 00 06 00 09 00 08 00 06 00 11 00 50 12 okaXM~e; lsok 09 01 06 00 09 00 04 04 04 02 05 06 37 13 lkef;d vfHkKrk lsok 08 02 06 00 06 03 02 06 04 02 08 03 34 14 p;ukRed lwpuk izlkj lsok 08 02 06 00 06 03 02 06 04 02 08 03 34 15 lekpkj&i= drju lsok 09 01 06 00 09 00 04 04 06 00 10 01 44 16 dEI;wVjhdj.k lsok 09 01 06 00 08 01 03 05 06 00 09 02 41 mTtSu laHkkx ds p;fur 50 fof'k"V egkfo|ky; xzaFkky;ksa esa ikBdksa dks mijksDrkuqlkj lsok,¡ iznÙk dh tk jgha gSA lHkh xzaFkky; ikBdksa dks mPpLrjh; lsok,¡ iznku djus dk iz;kl djrs gSa A rduhdh lsokvksa esa ls oxhZdj.k lsok 100% ds vfrfjDr lanHkZ lsok] xzaFk ifjlap.k lsok] Nk;kÑfr lsok ,oa izys[ku lsok Hkh 100% xzaFkky;ksa esa nh tk jgh gSA jsQjy lsok 92-0%] xzaFkky; izlkj lsok 96-0%] vUr% xzaFkky; _.k lsok 54-0%] vuqokn ,oa dEI;wVjhÑr lsok 82-0%] lkjdj.k lsok ,oa vuqØef.kdj.k lsok 76-0%] okaXM~e; lsok 74-0%] lkef;d vfHkKrk lsok ,oa p;ukRed lwpuk izlkj lsok 68-0%] rFkk lekpkj&i= drju lsok 88-0% egkfo|ky;ksa esa lsok,¡ iznÙk dh tk jgh gSA

lanHkZ xzaFk lwph % 1- 'kekZ] ,l- ds- ¼2001½- fof’k"V xzaFkky; ,oa 'kks/k i)fr’kkL=- ubZfnYyh % ;wfuoflZVh ifCyds’ku- 2- 'kekZ] ch- ds- ,oa flag] Mh- oh- ¼2012½ 'kS{kf.kd iqLrdky; iz.kkyh- vkxjk % okbZ ds ifCy’klZ- 3- flag] vt; dqekj- ¼2011½- iqLrdky; ,oa lwpuk foKku- ubZfnYyh- vtqZu ifCyf’kax gkÅl-

4- www.sabdkosh.raftaar.in/meaningofnews papercllipingservics retrived on 17-6-17 5- http://hi.m.wikipedia.org retrived on 18-6-17 6- www.googal.co.in retrived on 17-6-17 Hkkjr esa L=h f'k{kk dh fLFkfr % pqukSfr;k¡ ,oa n`f"Vdks.k ehuk{kh prqosZnh] Okfj"B 'kks/k v/;s=h] f'k{kk 'kkL= foHkkx] N=ifr 'kkgw th egkjkt fo'ofo|ky;] dkuiqj laf{kfIrdk % jgdj Hkkx ysus ls jksdk gSA ;g ;kn j[kk tkuk pkfg, izLrqr i= esa] L=h f'k{kk ds {ks= esa vc rd fd;s x;s fd fL=;ksa dh fLFkfr muds lekt ds lH;rk Lrj dk mik;ksa dk ys[kk tks[kk vkSj mudh ,rn~ fo"k;d izfrfcEc gksrh gSA lekt ds }kjk] u dsoy fl)kUrr% leL;kvksa ds lUnHkZ esa ,d vkys[k izLrqr fd;k x;k oju] O;kogkfjd :i ls Hkh iq#"k o fL=;ksa dks leku gSA ftldk fufgrkFkZ ;g gS fd ;|fi vius :f<+xr 'kSf{kd volj miyC/k djk;s tkus pkfg,A laLdkjksa@ laLFkkvksa vkfn ds dkj.k Lora=rk iwoZ L=h tsDosykbu dsokWM ¼1970½ us ;wusLdks }kjk izdkf'kr f'k{kk dh fLFkfr ftruh n;uh; Fkh] mlesa mYys[kuh; viuh iqLrd ;k vk'p;Ztud ifjorZuksa ds ladsr gSa rFkkfi vHkh Hkh ^^n ,twds'ku ,aM ,MokalesUV vkWQ foesu** esa Bhd gh bl fn'kk esa dkQh dqN fd;k tkuk 'ks"k gSA blesa fy[kk gS( izkS|ksfxdh rFkk oSKkfud lH;rk ds }kj rd Lora=rk iwoZ L=h&f'k{kk dh fLFkfr] Lora=rk vkanksyu fL=;ksa dks u igq¡pkus okyk f'k{kk&ra= fo'o dh vk/kh ds le; bl lEcU/k esa izHkkoh mRizsj.k] uohu f'k{k.k ekuork dks fo'o ls i`Fkd dj nsxk ¼ik.Ms;] 1990( laLFkkvksa dh LFkkiuk] LokrU=~ksÙkj Hkkjr esa efgykvksa ds 236½A** vf/kdkjksa dh laoS/kkfud fLFkfr] f'k{kk&lfefr;ksa vkSj vusdksa vk;ksxksa lfgr UNICEF tSlh fo'oO;kih fL=;ksa dks lqf'kf{kr djus ds iz;Ruksa dh vlQyrk] laLFkkvksa }kjk] L=h&f'k{kk dh vksj fo'ks"k /;ku fn;s fuf'pr :i esa efgykvksa] ekuork o lekt esa ?kkrd tkus ij tksj lfgr mu lHkh dkj.kksa dk mYys[k djus ifjorZu yk,xhA ;g thou dh ,d lrr~ vko';drk dh dksf'k'k dh xbZ gks tks bldh orZeku fLFkfr ds gS o ekuork vkSj ekuo leqnk; dh izxfr dh fu/kkZjd fy;s egÙoiw.kZ gSaA var esa ;g Hkh Li"V fd;k x;k gS os gSA egÙoiw.kZ dkjd dkSu&dkSu ls gSa tks vHkh Hkh y{; rd ;fn lekt ds nksuksa eq[; ?kVd&uj o ukjh] fopkjksa esa igq¡pus esa ck/kd izrhr gksrs gSa vkSj ftuds fujkdj.k xfr'khy ugha cusaxs o Lo;a dks cny jgh ubZ gsrq fdruk dqN fd;k tkuk vko';d gSA ifjfLFkfr;ksa ds vuq:i ugha us rFkk mldh dh vPNkb;ksa dks vkRelkr~ dj ldrh gS vkSj leqnk; miyfC/k;ksa ,oa Js"Brk dk ewY;kadu djus dk loksZÙke esa 'kkafr] e/kqjrk] lUefr] ln~cqf) o laLd`fr dh vk/kkj mlesa fL=;ksa dh n'kk dk v/;;u djuk gSA vxznwr cu ldrh gSaA L=h&n'kk fdlh ns'k dh laLd`fr dk ekun.M ekuh L=h f'k{kk dh ,sfrgkfld i`"BHkwfe % tkrh gSA izkphu dky ,oa e/;dky esa L=h f'k{kk dh fLFkfr izR;sd ekuo dk ;g vf/kdkj gS] fd og f'k{kk izkIr % djs] ijUrq efgykvksa ds fy, bldk miHkksx fuf'pr :i ls de gh gks ik;k gSA efgyk,a fofo/k dkj.kksa ls Hkkjr dh izkphure lH;rk] flU/kq lE;rk esa ekr` nsoh HksnHkko dh f'kdkj gqbZaA ;|fi vktdy efgykvksa dks dks loksZPp in iznku fd;k tkuk] rRdkyhu lekt esa f'k{kk izkIr djus ds ftrus volj fey jgs gSa] mrus mUur L=h&n'kk dk lwpd ekuk tk ldrk gSA igys dHkh ugha feys Fks] ijUrq vkt Hkh mudh f'k{kk ds L=h&f'k{kk izkphu Hkkjrh; f'k{kk dh lcls cM+h ekxZ esa muds ck/kk,¡ gSaA lfn;ksa iqjkuh xyr vU;k;iw.kZ fo'ks"krk gSA _XoSfnd dky esa] L=h dks] lekurk dk ijEijkvksa us efgykvksa dks lkekftd thou esa lfØ; ntkZ izkIr Fkk o mlds iq#"kksa ds leku gh 'kSf{kd vf/kdkj izkIr FksA dU;kvksa dk Hkh miu;u laLdkj vusd ckfydk fo|ky; [kksys x;sA gksrk Fkk rFkk os Hkh czãp;Z dk thou O;rhr djrh lu~ 1902&1922 ds chl o"kZ ds varjky dh lcls FkhA os osnksa dk v/;;u djrh Fkha rFkk dqN oSfnd Lej.kh; ckr Hkkjrh; efgyk fo'ofo|ky; dh _f"k ds :i esa osnkasa dk f'k{k.k Hkh djrh FkhaA ?kks"kk] LFkkiuk gSA bldh LFkkiuk lu~ 1916 esa egf"kZ dosZ us] yksik eqnzk] 'kk'orh] vikyk] bUnzk.kh] fldrk] fuokojh] iwuk esa] tkiku ds efgyk fo'ofo|ky; ds ekWMy ij ;kKoYdh xkxhZ] eS=s;h] jkse'kk vkfn fonq"kh fL=;ksa ds dhA ;g fo'ofo|ky; vktdy ,l-,u-Mh-Vh- ds uke feyrs gSa tks oSfnd eU=ksa rFkk lwäksa dh jpf;rk laf{kIr uke ls tkuk tkrk gSA fnYyh esa bl o"kZ izFke gSaA osnk/;;u ds vfrfjDr fL=;ksa dks jktuhfr] efgyk fpfdRlk egkfo|ky; ds :i esa] ysMh gkfMZax ;q)fo|k] laxhr] u`R;] yfyr&dykvksa dh Hkh f'k{kk nh esfMdy dkWyst LFkfir fd;k x;kA blh dky esa tkrh FkhA izkFkfed f'k{kk esa vHkwriwoZ o`f) gqbZA lu~ 1901&1902 oSfnd dky esa Nk=kvksa ds nks oxZ Fks] czãokfnuh rFkk esa Nk=k&ukekadu izkFkfed d{kkvksa esa] ek= 3-45 yk[k l|ks}kgkA izFke] vkthou /keZ rFkk n'kZu dh v/;srk Fkk] og lu~ 1921&1922 esa c<+dj 11-99 yk[k gks cuh jgrh Fkha rFkk f}rh;] vius fookg ds le; rd x;kA ek/;fed d{kkvksa esa Hkh izos'k la[;k 10]309 ls v/;;u djrh FkhaA mnkgj.k gSa] fd _XoSfnd efgyk,¡ c<+dj 36]698 rd tk igq¡phA dkWystksa esa ukekadu Ng nk'kZfud leL;kvksa ij iq#"kksa ds lkFk okn&fookn xquk c<+kA esfMdy esa 197 yM+fd;ksa us izos'k fy;k vkSj djrh FkhA fdUrq le; ds izokg ds lkFk ge v/;kiu esa 67 yM+fd;ksa us A L=h&f'k{kk esa dqN fxjkoV ikrs gSaA mÙkjoSfnd dky esa rduhdh ,oa O;kolkf;d ikB~;Øeksa esa Hkh yM+fd;ksa fL=;ksa ds 'kSf{kd vf/kdkj vis{kkd`r de gks x;sA dh la[;k 2812 ls 115]99 rd dh c<+ksÙkjh gqbZ A lw=dky esa fL=;ksa dh n'kk iruksUeq[k gks x;hA mudk 1917 esa dydÙkk fo'ofo|ky; vk;ksx us efgykvksa miu;u laLdkj can gks x;kA dU;kvksa ds fookg dh dh f'k{kk dh O;oLFkk ds fy,] L=h&f'k{kk foHkkx vk;q Hkh ?kVk nh x;h ftls mudk fof/kor~ f'k{kk izkIr LFkkfir djus dk lq>ko fn;k ¼ik.Ms;] 1990( 237½A djuk dfBu gks x;kA L=h f'k{kk vius pje :i esa 300 bZ- iw- 'krkCnh rd cuh jghA ckS) dky esa Hkh L=h lekt lq/kkj ,oa xk¡/kh th }kjk lapkfyr vkanksyuksa dk f'k{kk ds {ks= esa] fo'ks"k /;ku ugha fn;k x;k] fQj Hkh] ,slk izHkko iM+k fd yM+fd;ksa ds izfr ekrk&firk ds fLFkfr latks"ktud cuh jghA dkykUrj esa L=h&f'{kk eu esa lekurk dh Hkkouk dk izknqHkkZo gqvkA 1929 esa dh fLFkfr] fuEu ls fuEurj gksrh pyh x;h (Altekar, gVkZx lfefr us] L=h f'k{kk lEcU/kh egRoiw.kZ lq>ko 2010:222-224)A¼;|fi] bl ckr ds i;kZIr lk{; ugha fn, ;Fkk& ckfydkvksa ds fy, vfuok;Z f'k{kk dh feyrs dh oSfnd ;qx esa lkekU; fL=;ksa dks Hkh f'k{kk ds O;oLFkk] vf/kd la[;k esa xzkeh.k {ks=ksa esa ckfydk leku vf/kdkj miyC/k FksA½ fo|ky;ksa dh LFkkiuk] ckydksa ls fHkUu gkbZ Ldwy dk ikB~;Øe] ckfydkvkas ds fy, ifjp;kZ] dyk] laxhr] eqfLye dky esa inkZ izFkk ds dkj.k L=h&f'k{kk dk {ks= LokLF; o x`gfoKku dh f'k{kk] efgyk fo|ky; vkSj Hkh lhfer gks x;kA vehj rFkk jktifjokjksa dh fujhf{kdkvksa dh fu;qfDr] xzkeh.k {ks=kas esa dk;Zjr fL=;k¡] O;fXrxr :i ls] f'k{kk xzg.k djrh FkhaA fu/kZu f'kf{kdkvksa dks vkd"kZd osru o lqfo/kk,¡ nsuk vkfnA oxZ dh fL=;k¡ lhfer ek=k esa fdlh izdkj f'k{kk izkIr 1929 esa cus ^'kkjnk vf/kfu;e* tks cky fookg ds dj ikrh Fkh ¼ik.Ms;] 2003(61 o vxzoky 2001( 9½A fo#) Fkk] ls Hkh yM+fd;ksa dks f'k{kk ikus ds vf/kd fczfV'k dky esa L=h f'k{kk dh fLFkfr % volj feysA 1935 esa ouLFkyh fo|kihB dh LFkkiuk fczfV'k dky ds izkjaHk esa] L=h f'k{kk ds fy, tks Hkh gqbZ] tks vktdy ^MhEM Vw ch ;wfuoflZVh* dk Lrj iz;kl gq,] bZlkbZ fe'kufj;ksa ds ek/;e ls gh gq,A izkIr dj pqdh gSA 1937 dh o/kkZ f'k{kk ;kstuk esa L=h loZizFke Mh0 MCyw0 cs;wu }kjk 1849 esa L=h&f'k{kk ds mi;ksxh ikB~;Øe ds fodkl o x`g f'kYi dh O;oLFkk fodkl ij /;ku fn;k x;kA L=h&f'k{kk dk igyk djus dh laLrqfr dh xbZ ¼vxzoky] 2001(14 o fo|ky;] dydÙkk esa] MsfMgs;j us [kksyk FkkA 1851 ik.Ms;]1990(237½ rd] Hkkjr esa] 86 lkokfld L=h fo|ky o 285 lkekU; fuEu vk¡dM+ks ls Lora=rk iwoZ dh efgyk f'k{kk ds L=h fo|ky; [kqy pqds FksA Nk=kvksa dh la[;k l= fodkl dk izek.k vo'; feyrk gS ij dqy feykdj 11193 FkhA 1854 ds oqM ?kks"k.kk&i= esa] L=h f'k{kk dks ns[ksa rks yM+fd;ksa dk ukekadu muds la[;k dk ek= 6- izksRlkfgr djus dh flQkfj'k dh xbZ] ftlds i'pkr~ 0 izfr'kr gh FkkA lkj.kh&1 efgykvksa ds LFkkuksa ds vkj{k.k dk izko/kku Hkh fd;k Lora=rk iwoZ Hkkjr esa ukjh f'k{kk % ukekadu x;k gS (Constitution of India)A o"kZ ukjh izk- mPp ek/;fed ;wfu- vU; ;ksx ukjh f'k{kk ij izeq[k nLrkost % f'k{kk Ldwy izk- fo|ky; o laLFkk,¡ dk ukekadu Ldwy ukekadu dkWyst ukekadu LorU=rk izkfIr ds i'pkr] ns'k esa f'k{kk vkSj fo'ks"kdj % ukekadu ukekadu ukjh f'k{kk ij fo'ks"k cy fn;k tkus yxkA bl fo"k; 1881&82 0-2 124481 & 2054 6 515 127066 1901&02 0-7 345397 34386 10309 264 2812 393168 ij xgu fopkj ds fy,] vusd lfefr;ksa rFkk vk;ksxksa 1921&22 1-8 1198550 92466 36698 1529 11599 1340842 dh fu;qfDr dh xbZA bu lfefr;ksa ,oa vk;ksx 1946&47 6-0 3475165 321508 280772 23207 56090 41]56742 fuEufyf[kr gSa %& ¼vxzoky] 2001(14½ fo'ofo|ky; f'k{kk vk;ksx ¼1948½ ds izeq[k lq>ko ;s Hkkjrh; lafo/kku esa fL=;ksa dh fLFkfr % Fks & fL=;ksa dks lqekrk o lqxzg.kh cukus ds fy, mudh Hkkjr ds lafo/kku esa fL=;ksa dks iq#"kksa dh Hkk¡fr leku vko';drkvksa ds vuq:i f'k{kk dh O;oLFkk djuk] vf/kdkj izkIr gSa ;Fkk & x`gizcU/k vkSj x`g vFkZ'kkL= i<+us ds fy, fL=;ksa dks izsfjr djuk o volj iznku djuk] L=h o iq#"kksa dh lerk dk vf/kdj ¼ewy vf/kdkj %½ f'k{kk ds voljksa dh lekurk] ckfydkvksa ds fy, f'k{kk /kkjk 14 % fof/k ds le{k lerk % dh lqfo/kkvksa dk foLrkj rFkk dkWyst esa lgf'k{kk (The Report of University Education Commission 1949: jkT;] Hkkjr ds jkT; {ks= esa fdlh O;fDr dks fof/k ds A le{k lerk ls ;k fof/k;ksa ds leku laj{k.k ls oafpr 342-350½ ugha djsxkA ek/;fed f'k{kk vk;ksx ¼1952&53½ us vuqHko fd;k fd jkT; ljdkjsa izk;% yM+dksa ds Ldwy [kksyus esa rRijrk /kkjk 15 % /keZ] ewyoa'k] tkfr] fyax ;k tUe LFkku ds fn[kkrh gSA bl lanHkZ esa vk;ksx dk gB er Fkk fd u, vk/kkj ij foHksn dk izfr"ks/kA lekt dh LFkkiuk ds fy, bl eukso`fÙk dks NksM+uk /kkjk 15-23 % bl /kkjk dh dksbZ ckr jkT;ksa dks ukfj;ksa gksxkA nksuksa fyaxksa ds izfr leku n`f"Vdks.k viukuk vkSj ckfydkvksa ds fy, dksbZ fo'ks"k miyfC/k djus ls pfkg,A turkaf=d lekt O;oLFkk esa ukxfjd ,oa fuokfjr ugha djsxhA lkekftd mÙkjnkf;Ro fuHkkus ds fy, nksuksa fyaxksa dks /kkjk 16 % yksd fu;kstu ds fo"k; esa volj dh leku le>uk mfpr gksxk ¼Mudaliar Commission lekurkA Report 1953, pp. 41-44½A /kkjk 19 % Lora=rk dk vf/kdkj ¼cksyus] lEesyu rFkk Jherh nqxkZckbZ ns'keq[k dh v/;{krk esa xfBr jk"Vªh; O;kikj vkfn ds leku vf/kdkj½ efgyk f'k{kk lfefr ¼1958&59½ ds eq[; lq>ko Fks( dsUnz L=h f'k{kk ds fodkl o foLrkj d s f y , /kkjk 123&24 % 'kks"k.k ds fo#) vf/kdkj A ;kstuk cuk,] iq#"kksa o efgykvksa dh f'k{kk esa fo"kerk /kkjk 39 % jkT; }kjk vuqlj.kh; dqN uhfr rRo lekIr dj lekurk ykbZ tk,] L=h f'k{kk dks izeq[k jk"Vªh; leL;k ds :i esa Lohdkj djds izeq[krk nsuk] ¼d½ iq#"k vkSj L=h& lHkh ukxfjdksa dks leku :i ls dsUnzh; f'k{kk ea=ky; esa ^jk"Vªh; efgyk f'k{kk ifj"kn~* thfodk ds i;kZIr lk/ku izkIr djus dk vf/kdkjA o jkT;ksa esa ^ckfydk rFkk L=h&f'k{kk dh ¼[k½ iq#"kksa vkSj fL=;k¡] nksuksa dks leku dk;Z ds fy, jkT;&ifj"knksa* dh LFkkiuk djuk] x z k e h . k leku osruekuA {ks=ksa esa L=h f'k{kk dk izlkj djus ds fy, fo'ks"k iz;Ru ¼x½ iq#"k vkSj L=h deZpkfj;ksa ds LokLF; vkSj 'kfDr djuk o blds O;; dk iw.kZ ogu dsUnz ljdkj dk nq:i;ksx u gksukA djsa ¼Report of the National Committee on Women's Education, 1959½ A /kkjk 42 % dke dh U;k;laxr vkSj ekuoksfpr n'kkvksa dk rFkk izlwfr dk mica/kA galk esgrk lfefr ¼1961&62½ us ckydksa rFkk ckfydkvksa ds fy, i`Fkd ikB~;Øe dh vko';drk o /kkjk 325&326 % pqukoksa esa leku vf/kdkjA mlls lEcfU/kr leL;kvksa ij fopkj fd;kA lfefr /kkjk 243 Mh ¼3½ % uxjikfydkvksa ds pqukoksa esa us ;s lq>ko fn,( laØe.k dky esa iq#"kksa o fL=;ksa ds chp ds euksoSKkfud fo'ks"krkvksa lEcU/kh rFkk & izkFkfed Lrj ij lgf'k{kk ds i{k esa tuer dk lkekftd dk;ksZa ds vUrjksa ds rF; dks Lohdkj djrs fuekZ.k fd;k tk, vkSj mPp izkFkfed ls mPp gq, buds vk/kkj ij ckydksa o ckfydkvksa ds fy, f'k{kk Lrjrd dh f'k{kk nsus ds fy, i`Fkd f'k{kk ikB~;Øe cukuk pkfg, ¼ikB~;Øeksa esa varj ,slk ugha laLFkk,¡ LFkkfir dh tk,¡ A gksuk pkfg, fd u, lekt ds fuekZ.k esa ck/k mRiUu & L=h f'k{kk ds fy, vuqla/kku bdkbZ;ksa dh LFkkiuk gks½] tura=h; o lektoknh lekt esa fyax ds vk/kkj dh tk;sA ij fHkUu ikB~;Øeksa ds fuekZ.k dh vko';drk ugha gS ¼vxzoky] 2001(19½A ¼Report of the National Education Commission, ½ Jh- ,e- HkDroRlye~ dh v/;{krk esa dfBu ^dU;k 1966: 221-225 f'k{kk rFkk tulg;ksx lfefr ¼1963&64½ us jk"Vªh; f'k{kk uhfr ¼1986½ L=h&f'k{kk ds lanHkZ esa ckfydkvksa dh f'k{kk esa lq/kkj ykus ds fy, fuEu lq>ko ,d ehy dk iRFkj vo'; dgh tk ldrh gSA bl fn, % uhfr us igyh ckj ^L=h lekurk* ds cqfu;knh eqn~nksa dh ppkZ dh vkSj dgk fd( ^^fL=;ksa dh lkekftd & efgykvksa dks v/;kiu O;olk; dh vksj vkdf"kZr fLFkfr esa ewyHkwr ifjorZu ds fy, f'k{kk dks ek/;e djukA cukuk gksxk**A efgykvksa dks vf/kdkj fnykus rFkk & fu/kZu ckfydkvksa dks fo|ky; os'kHkw"kk] iqLrdksa] 'kfDr'kkyh cukus esa jk"Vªh; f'k{kk O;oLFkk ,d ys[ku lkexzh vkfn ds fy, vkfFkZd lgk;rk ldkjkRed rFkk e/;LFkrkiw.kZ Hkwfedk fuHkk,xh A iznku djukA iqujZfpr ikB~;Øeksa o ikB~;iqLrdksa] uhfr&fu/kkZjdksa & izkFkfed Lrj ij lgf'k{kk dks izksRlkfgr djuk rFkk iz'kkldksa ds vuqdwyu rFkk iqu'p;kZ }kjk uohu rFkk ek/;fed Lrj ij i`Fkd ckfydk fo|ky; ewY;ksa dh LFkkiuk dh tk,xhA jk"Vªh; f'k{kk uhfr us dh LFkkiuk djukA lcls vf/kd cy ^fuj{kjrk mUewyu* ij fn;kA f'k{kk ds izR;sd Lrj ij O;kolkf;d f'k{kk esa efgykvksa & futh fo|ky;ksa dh LFkkiuk] xk¡oksa esa fo|kfFkZ;ksa o dh lgHkkfxrk dks egRo fn;k x;k ¼National Policy f'k{kdksa lEcfU/kr izfrdwy vfHko`fÙk;k¡ lekIr on Education, 1986:7-8½A djus] Ldwy Hkouksa ds fuekZ.k rFkk j[k&j[kko] lgf'k{kk dks yksdfiz; cukus vkfn ds fy, izR;{k efgyk lk{kjrk lEcfU/kr vk¡dM+s % tu≶ksx izkIr djuk¼vxzoky] 2001(19½A Hkkjr esa lk{kjrk nj MkW- nkSyr flag dksBkjh dh v/;{krk esa dfBr ^jk"Vªh; lkj.kh & 2 f'k{kk vk;ksx* ¼1964&66½ us L=h f'k{kk ds fo"k; esa Ø- tux.kuk dqy iq#"k efgyk iq#"k efgyk fuEu lq>ko fn, % o"kZ lk{kjrk lk{kjrk lk{kjrk lk{kjrk njksa & fL=;ksa dh f'k{kk dks vxys dqN o"kksZa ds fy, f'k{kk nj nj nj esa varj dk ,d cM+k dk;ZØe ekuk tk,A 1- 1901 5-35% 9-83% 0-60% 9-23% 2- 1911 5-92 10-56 1-05 9-51 & fL=;ksa o iq#"kksa ds fy, f'k{kk izkIr djus ds leku % % % % volj miyC/k gksus pkfg,A 3- 1921 7-16% 12-21% 1-81% 10-40% 4- 1931 9-50% 15-59% 2-93% 12-66% & f'k{kk'kkL=] x`gfoKku rFkk lkekftd dk;ZØeksa 5- 1941 16-10% 24-90% 7-30% 17-60% ds ikB~;Øeksa dks leqUur djds yM+fd;ksa ds fy, 6- 1951 16-67 24-95 7-93 17-02 vf/kd mi;ksxh cuk;k tk;sA % % % % 7- 1961 24-02% 34-44% 12-95% 21-49%

& ckfydkvksa ds fy, vYidkyhu o O;kolkf;d 8- 1971 29-45% 39-45% 18-69% 20-76%

f'k{kk rFkk Nk=o`fÙk;ksa dh ;kstuk,¡ 'kq: dh tkuh 9- 1981 43-56% 56-37% 29-75% 26-62% pkfg,A 10- 1991 52-11% 63-86% 39-42% 24-84%

& L=h&f'k{kk ds izlkj ds fy, mnkjrkiwoZd vkfFkZd 11- 2001 65-38% 75-85% 54-16% 21-70%

lg;ksx miyC/k gksuh pkfg,A 12- 2011 74-4% 82-14% 65-46% 16-68% *Source : Census of India (2011) lkj.kh&3 & fofHkUu jkT;ksa@la?kh; {ks=ksa esa efgyk&f'k{kk ds fodkl esa cgqr varj gSA ,d vksj dsjy jkT; gS] Sate-wise Percentage of Female literacy in the Counter As Per 2011 Census tgk¡ efgyk lk{kjrk nj 91-98% gS rks nwljh vksj jktLFku gS] tgk¡ efgyk&lk{kjrk nj dsoy 52- S. Name of The State Female Literacy No. (in Percentage) 66% gSA 1 Andhra Pradesh 59.7 & efgykvksa dh lk{kjrk nj 65-46% dh rqyuk esa 2 Arunachal Pradesh 59.6 iq#"kksa dh lk{kjrk nj 82-11% gSA nksuksa dh 3 Assam 67.3 lk{kjrk nj esa 16-68% dk vUrj gS tks fd cgqr 4 Bihar 53.3 T;knk gSA 5 Chattisgarh 60.6 & Hkkjr esa xzkeh.k lk{kjrk nj 67-77% gS] ftlesa 6 Delhi 80.9 iq#"kksa dk izfrfuf/kRo 77-15% gS] tcfd 7 Goa 81.8 efgykvksa dk izfrfuf/kRo 72-9% gSA 8 Gujarat 70.7 & Hkkjr esa 'kgjh lk{kjrk nj 84-11% gS] ftlesa 9 Haryana 66.8 iq#"kksa dk izfrfuf/kRo 88-76% gS tcfd efgykvksa 10 Himachal Pradesh 56.6 dk izfrfuf/kRo 79-11% gSA 11 Jammu and Kashmir 58.0 & Hkkjr esa vuqlwfpr tutkfr dh lk{kjrk nj 59- 12 Jharkhand 76.2 0% gS] ftlesa iq#"kksa dk izfrfuf/kRo 68-57% gS] 13 Karnataka 68.1 tcfd efgykvksa dk izfrfuf/kRo 49-4% gSA 14 Karla 92.0 15 Madhya Pradesh 60.0 & Hkkjr esa vuqlwfpr tkfr dh l{kjrk nj 66-1% gS] ftlesa iq#"kksa dk izfrfuf/kRo 75-2 gS tcfd 16 Maharashtra 75.5 % efgykvksa dk izrfuf/kRo 56-5 gSA 17 Manipur 73.2 % 18 Meghalya 73.8 ;g lR; gS fd 1981&2011 dh dkykof/k esa efgyk 19 Mizoram 89.4 lk{kjrk nj esa iq#"k lk{kjrk nj dh rqyuk esa o`f) gq;h 20 Nagaland 76.7 gS] ijUrq bl fo'ys"k.k ls ;g Hkh Li"V gS fd dqy 21 Origa 64.4 efgyk tula[;k dk dsoy 65-46% gh lk{kj gS tcfd iq#"kksa esa lk{kjrk nj] mudh dqy tula[;k ds 22 Punjab 71.3 yxHkx rhu pkSFkkbZ ls Hkh T;knk gSA blds vfrfjDr 23 Rajasthan 52.7 fofHkUu Lrjksa ij ¼mnkgj.k& xzkeh.k&'kgjh] vuqlwfpr 24 Sikkim 76.4 tkfr&tutkfr½ Hkh efgyk&iq#"k lk{kjrk nj esa Hkkjh 25 Tamilnadu 73.9 vlekurk gSA fu%lansg ;g iq#"kksa ij efgykvksa ds 26 Tripura 83.1 vkfJr gksus dk izeq[k dkj.k gSA efgykvksa esa 27 Uttar Pradesh 59.3 fiNM+ukiu dk izeq[k dkj.k muesa f'k{kk dh deh gSA 28 Uttarkhand 70.7 flQZ f'k{kk gh efgykvksa dks muds laoS/kkfud ,oa 29 West Bangal 71.2 fof/kd vf/kdkjksa ls ifjfpr djk ldrh gS] vkSj mUgsa Union Territaries l'kDr cuk ldrh gSA blfy, efgykvksa ds 1 Andaman & Nicobar Island 81.8 l'kfDrdj.k ds fy,] mudh f'k{kk dks izksRlkfgr 2 Chandigarh 81.4 djuk orZeku le; dh t:jr gSA 3 Dadar & Nagar Haveli 65.9 * Source: Census of India 2011 4 Daman & Div 79.6 ukjh f'k{kk dh /kheh izxfr ds dkj.k rFkk 5 Lakshadeep 88.2 leL;k,¡ % 6 Pandicherry 81.2 UNICEF }kjk izdkf'kr iqLrd 'Children and women All India 65.46 in India, 1990' esa ^Hkkjrh; L=h f'k{kk* ds ekxZ esa * Source: Census of India 2011 fuEufyf[kr ck/kkvksa dk mYys[k fd;k x;k gS] vfHkHkkod] fuEu Lrjh; vkfFkZd&lkekftd oxZ ds ^^L=h f'k{kk dks fofHkUu lkekftd] lkaLd`frd] vkfFkZd lnL; gksrs gSaA ,sls fu/kZu ekrk&firk ;k vfHkHkkodksa esa rFkk euksoSKkfud ck/kkvksa dk lkeuk djuk iM+rk gSA** Lo;a ds vf'kf{kr vkSj fiNM+s gq, gksus ds dkj.k] ;g fopkj ugha gksrk] fd] mUgsa viuh yM+fd;ksa dks i<+kuk lkekftd leL;k % pkfg, vkSj ;fn i<+kuk pkgrs Hkh gSa] rks] f'k{kk ij O;; lkekftd dqjhfr;k¡ rFkk va/kfo'okl tSls % inkZizFkk] djus esa vleFkZ gksrs gSaA fu/kZu ifjokjksa ds yksx cky&fookg] yM+ds&yM+dh ds varj] ngst izFkk vkfn ¼fo'ks"kdj fuEu tkfr;k¡ vuqlwfpr tkfr] vuqlwfpr ,sls lkekftd dkj.k gSa] ftudh otg ls yM+fd;ksa dh tutkfr½ e/;e vkSj mPp oxksZa ds ?kjksa esa] viuh f'k{kk ij O;; djuk vfHkHkkod O;FkZ le>rs gSaA NksVh&NksVh yM+fd;ksa dks] ukSdjkuh dk dke rFkk LFkkuh; m|ksx dk dke djus ds fy,] jkst dh dekbZ UNDP's Gender Equality Index 2014 ds vuqlkj fyax lekurk ds ekeys esa Hkkjr dh fLFkfr vR;Ur n;uh; ds fy, Hkst nsrs gSaA vkfFkZd foo'krk ds dkj.k] mUgsa gSA 152 ns'kks dh lwph esa Hkkjr 127os ik;nku ij gSA ,slk djuk iM+rk gSA ;gk¡ rd dh lkdZ ns'kksa esa Hkkjr ek= vQxkfUkLrku ls euksoSKkfud leL;k % gh Åij gSA ;g leL;k lh/ks rkSj ij feFkdksa] HkzkfUr;ksa] vU/kfo'oklksa] tkx:drk vkSj f'k{kk ls tqM+h gS] vr% Hkkjro"kZ esa L=h lekt dk ,d cgqr cM+k oxZ gS] tks dkuwuh izko/kkuksa ,oa f'k{kk ds lkFk&lkFk yksxks dh Lo;a gh] mPp f'k{kk izkIr djus esa] ladksp dk vuqHko ekufldrk esa cnyko ykus ls gh bldk leqfpr djrk gSA fL=;k¡ gh ^L=h&f'k{kk* ds i{k esa ugha gSaA lek/kku lEHko gS A iq#"k&iz'kkflr lekt viuh vko';drk gS] bl euksoSKkfud iwokZxzg dks nwj djus ladqfpr fopkj/kkjk ds dkj.k L=h&f'k{kk ds izfr dhA fL=;ksa esa vkRelEeku o vkRexkSjo mRiUu djus mnklhu gS] vr% L=h&f'k{kk ds fodkl dh xfr vHkh dh vko';drk gSA /kheh gSA viO;; dh leL;k % UNFPA, Status of world Population ds vuqlkj] Hkkjr Hkkjr esa vU; jk"Vªksa dh vis{kk ;g leL;k vR;Ur esa 18 o"kZ ls de vk;q dh 50% yM+fd;ksa dk fookg gks xEHkhj gSA fu/kZurk] fuj{kjrk] vf'kf{kr vfHkHkkod] tkrk gS ¼:gsyk] o uk;d] 2008] i`"B la[;k 01½ A nwf"kr ijEijk,¡] yM+fd;ksa ds izfr ladqfpr n`f"Vdks.k] uhjl 'kSf{kd okrkoj.k] nks"kiw.kZ ikB~;Øe o ijh{kk lkaLd`frd leL;k % iz.kkyh] vPNh efgyk f'kf{kdkvksa dh deh] L=h f'k{kk Hkkjrh; laLd`fr dh xfjekiw.kZ ^ukjh* dh mis{kk djrs esa viO;; leL;k ds fy, mÙkjnk;h gSaA gq, izk;% iq#"k iz/kku lekt] laLd`fr dh ladh.kZ O;k[;k djrk gS vkSj L=h dks dsoy csVh ¼ijk;k /ku½] iz'kklfud leL;k,¡ % cgw ¼yTtk'khy½] ek¡] x`g.kh] larku mRiUu djus okyh] f'k{kk dk iz'kklu ^L=h&f'k{kk* ds fodkl ds ekxZ esa lkjh 'kkjhfjd&ekufld foink dks lgus okyh fujhg ,d cgqr cM+h ck/kk gSA iq#"k iz/kku iz'kklu L=h&f'k{kk izk.kh gh le>rk gSA ns'k esa c<+rh tula[;k vkSj ds izfr ,d rks mnklhu jgrk gS] nwljs og fL=;ksa dh ckfydkvksa dk ?kVrk vuqikr xEHkhj fpark dk fo"k; HkkSfrd o ekufld vko';drkvksa dks le> ugha gSA lkaLd`frd leL;k dh voljksa dh vlekurk dks ikrkA L=h&f'k{kk& ds iz'kklu esa lq/kkj dh tue nsrh gSA xzkeh.k {ks=ksa esa ;g leL;k vkSj Hkh vko';drk gSA L=h&f'k{kk dk iz'kklu] efgykvksa dks fodV gSa ;gh dkj.k gS] fd] xzkeh.k&efgykvksa dh gh lkSaik tk; rks ;g vf/kd U;k;laxr gksxkA lk{kjrk nj lcls de gSA blds vfrfjDr L=h&f'k{kk ds ekxZ esa vusd leL;k,¡] vkfFkZd leL;k % gSa] tks fuEuor~ gSa % L=h&f'k{kk ds ekxZ esa clls cM+h ck/kk vkfFkZd gSA & cgqr ls xk¡oksa vkSj cfLr;ksa esa ,d gh] dkWeu /kukHkko ds dkj.k L=h& f'k{kk ds fodkl ds fy,] izkFkfed@ek/;fed mPp ek/;fed ikB'kkyk ftruh /kujkf'k dh vko';drk gS] mrus /ku dh gksrh gS] ftlesa yM+ds&yM+fd;ksa dks lkFk&lkFk O;oLFkk djus esa Hkkjr ljdkj vleFkZ gSa] blds i<+uk gksrk gSA cgqr ls Hkkjrh; bl lg&f'k{kk vfrfjDr xk¡oksa vkSj 'kgjh xUnh cfLr;ksa (Slums) esa iz.kkyh ds fy, rS;kj ugha gksrs vkSj viuh fuokl djus okys vf/kdrj ekrk&firk ;k cgqr yM+fd;ksa dks Ldwy ugha Hkstuk pkgrs gSaA & ,d egRoiw.kZ ckr ;g Hkh izdk'k esa vk;h gS] fd] f'k{kk Hkkjr ds izR;sd ckyd&ckfydk dk ,d dbZ iq#"k f'k{kdksa ds }kjk Nk=kvksa ds lkFk ewy&vf/kdkj cu x;k gSA loZ f'k{kk vfHk;ku@lcds nqO;Zogkj djus o ;kSu 'kks"k.k djus ds ekeys fy, f'k{kk (EFA) tSls dk;ZØeksa ds ek/;e ls lHkh dks xk¡oksa] dLcksa vkSj 'kgjksa esa izdk'k esa vk;s gSaA f'kf{kr djus ds ljdkjh iz;klksa dk ,d dsUnzh; rRo vf/kdka'kr% ;qok f'k{kdksa ds ikl lHkh ekrk&firk Ldwy u tkus okyh ;k Ldwy NksM+ nsus okyh yM+fd;ksa viuh ckfydkvksa vkSj fd'kksfj;ksa dks i<+kus ls rd f'k{kk dh igq¡p dks c<+kuk gSA vc Hkkjr o"kZ ds fgpfdpkrs gSaA lHkh jkT;ksa esa dU;k f'k{kk dks izksRlkfgr djus ds fy, & dbZ LFkkuksa ij ikB'kkyk,¡ cgqr nwjh ij fLFkr f}&fcUnq iz;kl fd;s tk jgs gSaA izFke] yM+fd;ksa dh gksrh gaS] vkus&tkus dh mÙke lqfo/kk ugha gksrh] f'k{kk rd igq¡p (Access) o Bgjko (Retention) dks] ekxZ esa yM+fd;ksa dk vkuk&tkuk cgqr vlqjf{kr fofHkUu izdkj ds mik; djds c<+k;k tk ldrk gS ,oa gksrk gS] vr% yM+fd;ksa dks nwj Hkstus esa f}rh;] izf'k{k.k (Training) o vfHkizsj.kk ekrk&firk fgpfdpkrs gSa] mUgsa 'kgjksa] dLcksa rFkk (Mobilisation) ds }kjk lekt esa yM+fd;ksa dh f'k{kk xk¡oksa ds vkokjk vkSj vijk/kh izo`fÙk ds dh ek¡x dks l`ftr fd;k tk ldrk gS ¼xqIrk] 2008( yM+dksa@yksxksa dk vkrad jgrk gSA 446½A & dbZ oxksZa dh yM+fd;ksa] tSls% inkZu'khu eqfLye ftyk izkFkfed f'k{kk dk;ZØe ¼1994½ % lekt] ?kqeUrq oxZ (Nomadic Communities)] bldk mís'; ckfydkvksa dh f'k{kk dks fo'ks"k :i ls etnwjksa dh yM+fd;ksa] fpFkM+s o Qsads x;s izksRlkfgr djuk gS ,oa ySafxd fo"kerk rFkk lkekftd dwM+k&djdV chuus okyh yM+fd;ksa] fHk[kkfjuksa] fo"kerk dks 5% ls Hkh de djuk gSA os';kvksa] ?kjsyw ukSdjkfu;ksa dh yM+fd;ksa vkSj mijksDr dk;ZØeksa ds vfrfjDr xzkeh.k vkSj detksj fodykax yM+fd;ksa dk ikB'kkykvksa esa tkdj oxZ dh ckfydkvksa dks f'k{kk ds fy, izksRlkfgr djus i<+uk izk;% vlEHko gS A mudh gsrq LoSfPNd laLFkkvksa rFkk xSj ljdkjh laLFkkvksa dks lkekftd&vkfFkZd fLFkfr bruh fuEu vkSj Hkh vkfFkZd lgk;rk nh tkrh gSA fo'ofo|ky; n;uh; gksrh gS fd ;g laHko ugha gks ikrkA bl vuqnku vk;ksx Hkh ,slh laLFkkvksa dks vkfFkZd vuqnku Js.kh esa yxHkx nks&rhu djksM+ yM+fd;k¡ vkrh gSa] nsrk gSA vk;ksx us 33 fo'ofo|ky;ksa vkSj 11 ftudks dHkh lqfo/kk ugha fey ikrh gS vkSj u gh egkfo|ky;ksa dks ^efgyk v/;;u dsUnz* LFkkfir djus dHkh laHkor% fey ik;sxhA dk dk;Z lkSaik gSA L=h&f'k{kk dk;ZØe % e/;kà Hksktu ;kstuk ¼15 vxLr] 1995½ % bl le; Hkkjr&ljdkj efgykvksa dh n'kk esa ifjorZu Hkkjr ljdkj us fuEu vkfFkZd i`"BHkwfe ds fo|kfFkZ;ksa ykus ds fy, dfVc) gS vkSj ,slk vuqHko fd;k tk jgk dks izkFkfed f'k{kk esa izos'k ysus ds fy, izksRlkfgr gS fd f'k{kk izfØ;k esa Hkkx ysus ds fy, efgykvksa dks djus ,oa v/;;u dky esa xjhch dh otg ls fo|ky; vf/kdkj lEiUu cukuk gksxkA bl mn~ns'; dks izkIr NksM+us dh izo`fÙk dks grksRlkfgr djus gsrq e/;kg~u djus ds fy, Hkkjr ljdkj }kjk fo'ks"k dk;ZØe vkSj Hksktu ;kstuk dk 15 vxLr] 1995 dks 'kqHkkjEHk fd;kA ;kstuk,¡ pyk;ha tk jgh gSa] tSls & blds vykok L=h&f'k{kk ds izlkj gsrq fuEufyf[kr efgyk lek[;k dk;Z fd;s x;s %& ;g dk;ZØe 1989 esa izkjaHk gqvk] tks efgykvksa dks & Hkkjr esa dbZ jkT;ksa esa izkFkfed Lrj rd] dqN esa vf/kdkj lEiUu cukus dh fn'kk esa lQy jgk gSA ;g ek/;fed Lrj rd] dqN esa mPp ek/;fed Lrj 8 jkT;ksa ds 53 ftyksa ds 8000 ls Hkh vf/kd xk¡oksa esa rd rFkk dqN esa dkWyst Lrj rd fu%'kqYd L=h fØ;kfUor gS] ;s jkT; gSa & vkU/kz izns'k] vle] fcgkj] f'k{kk iznku djus dk ljdkjh izko/kku fd;k x;k xqtjkr] dukZVd] dsjy] e/;izns'k rFkk mÙkj izns'k ¼ gSA Hkkjr % 2003½ A & ^iwoZ ckY;dky ifjp;kZ o f'k{kk* (Early loZf'k{kk vfHk;ku ¼2001½ Childhood Care and Education ECCE) rFkk fnlEcj 2002 esa gq, 86osa lafo/kku la'kks/ku ds mijkar] ^,dhd`r cky fodkl lsok* (Integrated Child Development Servic-ICDS) tSls fofHkUu leqnk;ks ds fudV Ldwy [kksysa % dk;ZØeksa ds }kjk dU;k&f'k{kk ds fofo/k i{kksa dks & Ldwyksa dks leqnk; ds fudV yk,¡ A lqn`<+ djds yM+fd;ksa rd f'k{kk ds izdk'k dks igq¡pkus dk iz;kl fd;k tk jgk gSA & mi;qDr lkaLd`frd lqfo/kk,a iznku djsa A & ^,dhd`r cky fodkl lsok* ds }kjk vk¡xuckM+h & ckfydkvksa ds fy, vyx Ldwy [kksysa A dk;Zdf=;ksa] izkFkfed Ldwy v/;kidksa o LokLF; f'kf{kdkvksa dh fu;qfDr dks c<+kok nsa % dk;ZdÙkkZvksa dks izf'kf{kr djds iwoZ&fo|ky; f'k{kk dks c<+kok fn;k tkrk gSA & laHkkfor f'k{kdksa dh la[;k c<+k;s] vFkkZr~] LFkku fo'ks"k ls fo'ks"kr;k nsgkrh {ks=ksa esa] ogha dh fL=;ksa & izkjfEHkd Lrj ij dU;k f'k{kk ds jk"Vªh; dk;ZØe dks f'kf{kdk ds :i esa HkrhZ djuk gksxkA ds vUrxZr vusd^dLrwjck xka/kh ckfydk fo|ky;ksa* dh LFkkiuk dh xbZ gSA ftudk mís'; & f'kf{kdkvksa ds fy, izyksHku&vkd"kZ.k dh O;oLFkk dhft,A nqxZe {ks=ksa esa eq[;r% SC/ ST/ OBC rFkk vYila[;d leqnk;ksa dh yM+fd;ksa dh f'k{kk gsrq & izf'k{k.k LFkkuh; gks] vFkkZr~( nsgkrh {ks=ksa esa xq.koÙkkijd vkoklh; f'k{kk lqfo/kk,¡ miyC/k leqnk;ksa ds fudV gh izf'k{k.k dsUnz [kksys tk,¡] djkuk gSA blls fL=;ksa dks i<+kus ds dk;Z ds izfr vkdf"kZr fd;k tk ldrk gSA csVh cpkvks] csVh i<+kvks % & yM+fd;ksa ds cpko] lqj{kk ,oa l'kfDrdj.k dks ekrk&firk ds [kpksZa dks ?kVkb,¡ % lqfuf'pr djus ds fy;s Hkkjr ljdkj us 22 & Nk=o`fÙk;ksa dh O;oLFkkA tuojh] 2015 dks csVh cpkvks] csVh i<+kvks & ;wuhQkeZ vkSj ikB~; iqLrdksa dh O;oLFkkA dk;ZØe dh ?kks"k.kk dhA & yM+fd;ksa ds Je ds vkolfjd [kpksZa dh O;oLFkk & bl dk;ZØe dks jk"Vªh; vfHk;ku ,oa cgqLrjh; dh tk, A yM+fd;ksa dh Ldwyh f'k{kk ds fØ;kvksa ds }kjk ns'k ds lHkh jkT;ksa ,oa la?k vkolfjd [kpksZa dks de djus ds fy, f'k{kk 'kkflr izns'kksa ls pqus gq, 100 ftyksa tgk¡ Child dk;ZØe ,sls lk/ku iznku djs rkfd yM+fd;ksa dks Sex Ratio vR;Ur de gS] iz;qDr fd;k tk;sxkA Je ¼?kjsyw dk;Z] etnwjh vkfn½ djus dh t:jr & ;g efgyk ,oa cky fodkl ea=ky;] LokLF; ,oa u iM+sA ifjokj dY;k.k ea=ky; rFkk ekuo lalk/ku fodkl ea=ky;] Hkkjr ljdkj dk la;qDr iz;kl izklafxd ikB~;Øe rS;kj djsa % gSA & ikB~;Øe dks yM+fd;ksa ds nSfud thou vkSj mudh egRodka{kkvksa ds vuq:i cukb,A & bldk mn~ns'; Hkzw.k gR;k dh jksdFkke] dU;k f'k'kq dk cpko ,oa lqj{kk rFkk yM+fd;ksa dh f'k{kk & xf.kr vkSj foKku ls Hksn nwj j[ksaA rFkk f'k{kk esa lgHkkfxrk lqfuf'pr djuk gSA & Hkfo"; ds fy, vkt ls gh rS;kjh djsa] vFkkZr~] (www.wcd.nic.in) ckfydkvksa dks ,slk eglwl gksuk pkfg, fd L=h&f'k{kk dh fLFkfr esa lq/kkj gsrq UNICEF Ldwyh f'k{kk izkIr djus ds i'pkr~] mudk Hkfo"; }kjk izLrkfor ;qfDr;k¡ % lqugjk gSA blds fy, ikB~;Øe esa O;kolkf;d Hkkjro"kZ esa mfpr fn'kk nsus rFkk mldk fodkl djus fodYiksa dk foLrkj gksuk pkfg,A dh n`f"V ls UNICEF }kjk izdkf'kr fjiksVZ ¼1992½ leqnk; dh lgHkkfxrk c<+k;s % ^yM+fd;ksa dh f'k{kk dks dSls c<+kok nsa \* esa mfYyf[kr & leqnk; ds vuq:i ikB~;Øe cukukA ukS dkjxj ;qfDr;ksa dk iz;ksx fd;k tk ldrk gSA ftUgksaus fo'o Hkj ds fodkl'khy ns'kksa esa vuqdwy & leqnk; ds usrkvksa dk leFkZu izkIr djukA ifj.kke fn, gSaA bu izLrkfor ;qfDR;ksa dh laf{kIr lwph & ;kstuk] izcU/k&fu'p; vkSj i{k leFkZu ds iz;klksa bl izdkj gS %& esa ekrk&firk vkSj leqnk; dh lgk;rk yhft,A & LFkkuh; leqnk;ksa ls f'k{kd&f'kf{kdk,¡ yhft,A & yM+fd;ksa dks vf/kdkj rFkk fookfgr efgykvksa ds vf/kdkj rFkk mu ij dh tkus okyh fgalk dk LFkkuh;dj.k vkSj fodsUnzhdj.k dks c<+kok izfrdkj djus dh leqfpr f'k{kk nh tkuh pkfg,A nhft, & f'k{kk esa fyax vlekurk dh Hkkouk o izo`fÙk dks] LFkkuh;dj.k dk vFkZ gS % LFkkuh; leqnk; vkSj ekrk&firk dk LFkkuh; f'k{kk i)fr dh ;kstuk izcU/k de djus dk ;Fkk laHko mfpr iz;kl fd;k tkuk esa Hkkx ysukA fodsUnzhdj.k dk vFkZ gS leqfpr izcU/k pkfg,A dk /khjs&/khjs LFkkuh; leqnk; ds gkFk esa vkukA & Ldwy Lrj rd v/;kidksa dh HkrhZ esa] efgykvksa dks ojh;rk nh tkuh pkfg,A f'k{kk ds i{k leFkZu vkSj lkekftd xfr'khyrk dks c<+kok nhft, % & lHkh f'k{kdksa rFkk xSj&vkSipkfjd f'k{kk@izkS<+ & O;kid ;qfDr;ksa dk fodkl A f'k{kk vuqns'kdksa dks efgykvksa dks vf/kdkj fnykus okys izfrfuf/k ds :i esa izf'kf{kr fd;k & lkekftd xfr'khyrk ds fy, ;kstuk rS;kj tkuk pkfg,A dhft, A & O;kolkf;d] rduhdh rFkk o`fÙkd f'k{kk ds & i{k] leFkZu vkSj lkekftd psruk ds fy,] dk;ZØeksa esa efgykvksa ds izos'k dks O;kid cukukA jsfM;ks&Vh-oh- vkfn dk iz;ksx djsa A & izR;sd jkT; esa vyx Women's University & lwpuk izlkj vkSj f'k{kk ds fy, i;kZIr lk/ku LFkkfir dh tkuh pkfg, rFkk izR;sd ftys esa ,d fu;r dhft, A efgyk egkfo|ky; dh LFkkiuk dh tk;sA Nk=kvksa dh vko';drkvksa ds vuqdwy i)fr;k¡ & ikB'kkykvksa esa yM+fd;ksa ds fy, 'kkSpky;ksa dk cukb, % fuekZ.k fd;k tkuk pkfg,A & yM+fd;ksa dh f'k{kk esa ck/kk Mkyus okys dkj.kksa dks & ifjokj vkSj lekt esa yM+fd;ksa ds lkFk lekurk igpkus vkSj mudk fo'ys"k.k dj uSnkfud dk crkZo fd;k tkuk pkfg,A v/;;u rS;kj djsa A & L=h&f'k{kk esa viO;; vkSj vojks/ku ds dkj.kksa dks & yphyh le;&lwph cuk,¡ A igpku dj mls nwj djus dk iz;kl djuk & vyx&vyx bdkb;ksa esa f'k{kk nsa A pkfg,A cgqfof/k f'k{kk i)fr dks c<+kok nsa % & fL=;ksa ls lEcfU/kr lwpuk iznku djus ds fy, dsUnz LFkkfir fd;s tkus pkfg,A cgqfof/k f'k{kk i)fr ds varxZr vkSipkfjd f'k{kk ds vfrfjDr xSj vkSipkfjd izf'k{k.k Ldwy@dsUnz] & 'kkjhfjd fodykaxrk ls xzLr fL=;ksa ds fy, vijEijkxr oSdfYid Ldwy] izkS<+ lk{kjrk dsUnz] O;kolkf;d iquokZl dk;ZØe gksus pkfg,A ijEijkxr rFkk vk/kqfud lapkj&lwpuk iz.kkfy;ksa }kjk & ljdkjh ,oa xSj ljdkjh laxBuksa }kjk efgykvks lkekU; Kku rFkk dkS'kyksa o O;olk;ksa dh tkudkjh esa fo'ks"kdj detksj oxZ ,oa xzkeh.k {ks=ksa dh iznku dh tkrh gS ¼ik.Ms;] 2003( 70½A efgykvks dks f'k{kk ,oa vius vf/kdkjksa ds izfr tkx:d djus ds fy;s tkx:drk dk;ZØe fL=;ksa dh 'kSf{kd fLFkfr esa lq/kkj gsrq lq>ko % pykuk pkfg;sA & fd'kksj vk;q oxZ dh rFkk o;Ld Nk=kvksa vkSj f'kf{kdkvksa dks] NsM+NkM+ djus okys rFkk ;kSu fu"d"kZ % izrkM+uk nsus oyksa ls] lqjf{kr gksus ds fy, ;g g"kZ dk fo"k; gS fd vkt Hkkjr esa izR;sd /keZ] vkRej{kk izf'k{k.k fn;k tkuk pkfg,A fnYyh tkfr] leqnk; ds yksx yM+fd;ksa dks i<+kus ds bPNqd jkT; ds f'k{kk foHkkx us o"kZ 2005 esa dbZ vkSj iz;Ru'khy gS rFkk dsUnzh; o jkT; ljdkjsa ,oa ikB'kkykvksa dh ;qok f'kf{kdkvksa dks ,d ,slk xSj&ljdkjh laxBu (NGOs) Hkh muds fy, dbZ izf'k{k.k iznku djok;k gSA bl izf'k{k.k dks mi;ksxh dk;ZØe o ;kstuk,¡ pyk jgs gSaA buds ^izkstsDV j{kk* uke fn;k x;k gSA QyLo:i vkt Hkkjrh; yM+fd;k¡ lHkh {ks=ksa o O;olk;ksa esa vk'kkuqlkj izxfr dj jgh gSa vkSj x. UNICEF (1990). Children and Women in India: lQyrk,¡ izkIr dj jgha gSaA fdUrq Hkkjr esa fyax A Situtation Analysis, UNICEF India office. lekurk dk y{; vHkhnwj gSA D;ksafd Hkkjr esa fyax xi. vxzoky] ts- lh- ¼2011½] Hkkjr esa ukjh f'k{kk- ubZ vlekurk dks o"kZ 2005 rd lekIr djuk Fkk ;fn ;g fnYyh % fo|k fogkj] i`- 120- y{; iwjk gks tkrk rks vkt izkFkfed fo|ky;ksa esa 60 xii. Hkkjr % 2003 vos"k.kk] lanHkZ vkSj izf'k{k.k izHkkx yk[k yM+fd;k¡ vkSj gksrha A ijUrq vkt ifjfLFkfr;k¡ }kjk laokfnr ,oa ladfyr % izdk'ku foHkkx cny xbZ gSa] vkt fL=;k¡ f'k{kk izkIr djds] lekt ds lwpuk vkSj izlkj.k ea=ky; Hkkjr ljdkj] ubZ egRoiw.kZ dk;ksZa esa] iq#"kksa ds lkFk ;ksxnku dj gh gS] os fnYyh A vkt ?kj dh pkjnhokjh ds vUnj] ?kqVdj HkkX; ds Hkjksls cSBh] ;U=or~ dk;Z djus okyh] vui<+ dBiqryh xiii. xqIrk] ,l- ih- o xqIrk] vydk ¼2008½- Hkkjrh; ek= ugha gS] oju~ os vKkurk ds vkoj.k ls ckgj vkdj f'k{kk dk bfrgkl] fodkl ,oa leL;k,¡] rFkk Kku ds vkyksd esa ifjiw.kZ gksdj] thou ds izR;sd bykgkckn % 'kkjnk iqLrd Hkou] i`- 747- {ks= esa] iq#"kksa ls Li/kkZ djus ds fy,] rRij gSaA okLro xiv. ik.Ms;] jke'kdy ¼1990½- Hkkjrh; f'k{kk dh esa vkt efgykvksa dh fLFkfr esa ØkfUrdkjh ifjorZu vk lelkekf;d leL;k,¡- vkxjk % fouksn iqLrd x;s gSaA izkphu] e/; rFkk vk/kqfud dky dh vusd eafnj] i`- 421- egku] oUnuh; o xkSjokfUor efgykvksa us vius vkn'kZ thou ls Hkkjrh; laLd`fr dks vkxs c<+kus dk xv. ik.Ms; jke'kdy ¼2003½- Hkkjrh; f'k{kk esa vrqyuh; dk;Z fd;k gSA orZeku esa fL=;ksa dh fLFkfr esa mnh;eku izd`fr;k¡- bykgkckn% 'kkjnk iqLrd ifjorZu rFkk efgyk l'kfDrdj.k dk izeq[k Js; Hkou- L=h&f'k{kk ds izlkj rFkk izpkj dks gS A xvi. :gsyk] lR;iky o uk;d] jktdqekj ¼2008½- mnh;eku Hkkjrh; lekt esa f'k{kk-vkxjk % lUnHkZ % vxzoky ifCyds'kUl] i`- 484- i. Altekar, A.S. (2010). Education in Ancient Indian. Delhi : Eshabook, pp.222-224. xvii. JhokLro] ds- lh- ¼2009&10½- izkphu Hkkjr dk ii. Constitution of India, Reterived from bfrgkl rFkk laLd`fr- bykgkckn % ;wukbVsM cqd www.hindisahityadarpan.in/..../downlod_constit fMiks] i`- 958- ution of India _ hindi..eng. Date-05 Jan.,2015 xviii. httpp://www.wcd.nic.in/retrieved on 20 June, iii. Goverment of India. Cencus of India, 2011 2015 iv. Government of India (1962). The Report of the University Education Commission 1950. New Delhi: Ministry of Education. v. Government of India (1953). Mudaliar Commission Report 1952-53. New Delhi: Ministry of Education vi. Government of India(1959). Report of the National Committee on Women"s Education 1959. New Delhi. vii. National Council of Educational Research and Training (1970). Education and National Development, Report of the Education Commission, 1964-66. New Delhi. viii. Government of India. Report of the Committee for Review of National Policy on Education, 1986. M.H.R.D., New Delhi. ix. UNDP (2014). Human Development Report. R e t e r i e v e d f r o m http://hdr.undp.org/sites/default/files/hdr/u- report-en-1.pdf Date–15th Jan, 2015. tsy esa f’k{kk vkSj cafn;ksa dk n`f"Vdks.k % ,d lekt’kkL=h v/;;u ^^dsUnzh; tsy tcyiqj ds lanHkZ esa** jhuk oklfud] 'kks/kkFkhZ jkuh nqxkZorh fo’ofo|ky;] tcyiqj ¼e-iz-½

Hkwfedk % buesa ls iq:"k ,ao efgykvksa dk 12 izfr’kr fun’kZu ds f’k{kk dk mís’; Kku:ih izdk’k dks izkIr dj :Ik esa vFkkZr~ yxHkx 300 dSnh] ftlesa 280 iq:"k vkSj vKku:ih va/ksjh jkf= dks nwj djuk gSA f’k{kk ds 20 efgyk dSnh dks fy;k x;k gSA blds lkFk gh tsy vkHkko esa Kku:ih izdk’k dk vHkko gksxkA Kku ,oa esa fofHké iz’kklfud inksa ij 197 deZpkjh dk;Zjr~ gS] lkaLd`frd fojklr ds glrkUrj.k dk dk;Z 'kS{kf.kd ftldk 10 izfr’kr fu;kZr 20 deZpkjh ;k p;u nSo laLFkkvksa ,oa lkekftd lakLd`frd fojklr dks fun’kZu fof/k ds }kjk fo"k; ls lacaf/kr rF;ksa dk gLrkUrfjr djus okyh laLFkk,¡ f’k{k.k laLFkk,¡ ladyu fd;k x;kA dgykrh gSA fQfyIl dgrs gS fd & ^^f’k{kk og laLFkk tsy esa lapkfyr 'kS{kf.kd dk;ZØe % gS ftldk dsUnzh; rRo Kku dk laxzg gSA** f’k{kk dks lEiw.kZ lk{kjrk dk;ZØe % ifjHkkf"kr djrs gq, nq[khZe fy[krs gS & ^^f’k{kk vf/kd blds varxZr tsy esa izfo"V djus okys cafn;ksa ls vk;q ds yksxksa }kjk ,sls yksxksa ds izfr dh tkus okyh iwNrkN dj lk{kj vkSj fuj{kj dh tkudkjh izkIr dh fØ;k gS tks vHkh lkekftd thou esa izos’k djus ds tkrh gS ;g tkudkjh okajV 'kk[kk }kjk rS;kj dh ;ksX; I;kZoj.k ls vuqdwyu djus ds fy, vko’;d tkdj v"Vdks.k vf/kdkjh dks nh tkrh gSA v"Vdks.k gSA** vf/kdkjh ,sls cafn;ksa dk iath;u djrs gSaA bu cafn;ksa egkRek xak/kh ds vuqlkj & ^^f’k{kk ls esjk vfHkizk; dks lk{kjrk dk;ZØe ls tksM+k tkrk gS] lk{kjrk cPps ds 'kjhj] eu vkSj vkRek esa fo|eku loksZRre xq.kksa dk;ZØe lka;dky 7%00 cts ls 9%00 cts rd izfrfnu dk lokZaxh.k fodkl djuk gSA vr%;g dgk tk ldrk canh okMZ esa gh lapkfyr gksrk gS A i<+s fy[ks cafn;ksa gS fd f’k{kk ls euq"; ds ekufld] vk/;kfRed] dks f’k{kd@lk{kjrk xq: ds :Ik esa mi;ksx fd;k lkekftd ,oa HkkSfrd xq.kksa dk fodkl djuk gS ftlls tkrk gSA ftyk lk{kjrk lfefr ftlds v/;{k fd og lEiw.kZ i;kZoj.k ds lkFk vuqdwyu dj ldsA** ftyk/;{k gS rFkk ftyk lk{kjrk vf/kdkjh ls laidZ dsUnzh; tsy tcyiqj esa cafn;ksa dh f’k{kk ds lanHkZ esa dj dqN cafn;ksa dks v{kjnwr dk izf’k{k.k fnyk;k x;k MkW- yky th feJ us viuh iqLrd tsy esa vfHkuo gS rFkk mUgsa ;g nkf;Ro lkSaik x;k gS fd muds okMZ esa dk;ZØe ds ¼ist 185&189½ esa fy[kk gS fd tsy esa jgus okys ,sls canh tks izos’k ds le; fuj{kj gks mUgsa os izfo"V djus okys izR;sd O;fDr dks lk{kj djus ds i<+k;s] fy[kk;s bu v{kjnwrksa dks e-iz- tsy fu;ekoyh mís’; ls izkFkfed izkS<+ ikB;’kkyk,¡ lapkfyr gS ,oa fu;e 1968 ds fu;e 711 ¼,p½ ds varxZr fo’ks"k fofHké izdkj dh ifj{kk,¡ Hkh vk;ksftr dh tkrh gSa A ifjgkj Hkh Lohd`r fd;k tkrk gS izR;sd ekg ds igys lIrkg esa v"Vdks.k vf/kdkjh }kjk iath;u jftLVj v/;;u dk mís’; % leh{kk ds fy, izLrqr fd;k tkrk gSA budk ewY;kadu &• cafn;ksa esa f’k{kk ds Lrj dks Kkr djuk A ftyk lk{kjrk lfefr }kjk fd;k tkrk gSA mRrh.kZ & f’k{kk ds izfr cafn;ksa ds n`f"Vdks.k dks Kkr gksus ij bUgsa ^^mRrj lk{kjrk** dk;ZØe esa ukekafdr djuk A fd;k tkrk gSA bl dk;ZØe ds varxZr cafn;kasa dks 'kkjhfjd] ekufld] vkS|ksfxd] lkaLd`frd] O;kogkfjd & tsy esa lapkfyr 'kS{kf.kd dk;ZØe ,ao vkSj LokLF; laca/kh fofHké izdkj dh tkudkjh nh xfrfof/k;ksa dh tkudkjh izkIr djuk A tkrh gSA vr% bl dk;ZØe dks ^^lEiw.kZ lk{kjrk fun’kZu % dk;ZØe** uke fn;k x;k gSA tcyiqj dsUnzh; dkjkxkj esa orZeku esa 2403 dSnh gS mRrj lk{kjrk dk;ZØe % ek/;fed f’k{kk & d{kk NVh ls vkBoh rd 18 mRrj lk{kjrk dk;Zdze esa mPp bPNk’kfDr ,oa iq:"k@efgyk cafn;ksa dks lfEefyr fd;k x;kA ftKklk okys cafn;ksa dk ukekadu fd;k tkrk gS tsy esa izkS<+ f’k{kk & loZ f’k{kk vfHk;ku ds varxZr 2027 iwoZ ls lapkfyr izkFkfed izkS<+ ikB’kkyk esa budk iq:"k@efgyk cafn;ksa dks lk{kj cuk;k x;kA ukekadu fd;k tkrk gSA budks i<+kus ds fy, 'kklu mPp f’k{kk & mPp f’k{kk esa ch-,- izFke o"kZ] f}rh; }kjk fu;qDr osruHkksxh f’k{kdksa dks ikcan fd;k tkrk o"kZ] r`rh; o"kZ esa 71 cafn;ksa ,oa ,e-,- izFke o"kZ esa 05 gS A tsy ikB’kkyk esa cSBdj 7-30 ls 10-30 rd izkr% iq:"k dks lfEefyr fd;k x;kA ,oa vijkUg 1-30 ls 4-30 rd bUgsa fu;fer :i ls i<+okrs gSaA le;≤ ij ijh{kk dk vk;kstu gksrk bXuw ikB~;Øe & bafnjk xka/kh jk"Vªh; eqDr gS tks mRrhZ.k gks tkrs gSa mUgsa vkxkeh d{kk esa HkrhZ fo’ofo|ky; ls leUo; dj cafn;ksa dks bXuw }kjk djk;k tkrk gS A tsy fu;ekokyh fu;e&711 ¼th½ ds pyk;s tk jgs ikB~;Øe esa fu%’kqYd ikB~;Øe ;kstuk varxZr 10 vkSj 20 fnu dh fo’ks"k ekQh Hkh Lohd`r dh ns’k esa loZizFke dsUnzh; tsy tcyiqj esa izkjaHk dh xbZ tkrh gS A ftlesa fofHké ikB~;Øeksa esa 243 iq:"k@efgyk cafn;ksa us ijh{kk esa Hkkx fy;kA jk"VªHkk"kk izpkj lfefr o/kkZ % tsy esa f’k{kk izkfIr dh lqfo/kk % izkFkfed f’k{kk ds ewY;kadu ds vk/kkj ^^jktHkk"kk izpkj lfefr o/kkZ** dh fofHkUu ijh{kkvksa esa lfEefyr djk;k cafn;ks dks izos’k ds le; gh fuEukuqlkj tkudkjh nh tkrk gS A budk ijh{kk dsUnz tsy esa gh LFkkfir djk;k tkrh gS % x;k gS A ijh{kk ea=h jktHkk"kk lfefr o/kkZ esa ,d 1- ;fn vki yksx fuj{kj gS rks vkidks pkfg, fd i=&ijh{kk dsUnz LFkkfir djok;k gS A bl ijh{kk esa tsy esa jgdj viuk uke] irk vkSj ?kj okyksa dks tsy dY;k.k vf/kdkjh dks ijh{kk O;oLFkkid fu;qDr fpB~Bh fy[kuk lh[k ys A fd;k x;k gS A ;g ijh{kk izR;sd o"kZ nks l=ksa esa 2- tsy esa iq:"kks ds fy, vkSj efgyk cafn;ksa ds fy, vk;ksftr gksrh gS A igyk l= Qjojh esa vkSj nwljk Ldwy py jgk gS ftlds iq:"k rFkk efgyk flrEcj esa iM+rk gS A izR;sd ik¡p ekg ds varjky esa f’k{kd i<+krs gS A ijh{kk yh tkrh gSA bl ijh{kk esa tsy ds deZpkfj;ksa 3- vki vius okMZ bapktZ canh dks i<+us dh bPNk dks Hkh lfEefyr djk;k tk ldrk gSA crk nsxsa og vkidk uke lk{kjrk ds jftLVj esa okafNr ijh{kkvksa ds QkeZ Hkjokuk % fy[k ysxk A izk;ejh Ldwy mRrhZ.k vFkok mlds vkxs dh fdlh 4- vkidks fy[kus i<+us dh lkexzh ns nh tk;sxh o d{kk dk mRrhZ.k dksbZ canh i<+us dh bPNk tkfgj djrk jkst ykWdi gksus dh ckn 7%00 cts ls ysdj jkr gS rks mls vkxkeh d{kk esa 'kkfey djk;k tkrk gS A tks 9%00 cts rd okMZ esa gh dqN canh vkidks ftruk i<+k gS mls vkxs dh ijh{kk esa 'kkfey gksus dh i<+k;sxsaA tkudkjh v"Vdks.k vf/kdkjh }kjk nh tkrh gS A ;fn 5- izfrfnu 7%30 cts ls 10%30 cts rd ,oa 1%30 cts dksbZ canh baVjehfM;sV ikl gks rFkk i<+us esa mudh ls 4%30 cts rd izR;sd ?k.Vs esa 1 ?k.Vh ctkbZ :fp gks rks mudk iath;u fd;k tkrk gS A okafNr tk;sxhA vki vius fu’fpr le; ds vuqlkj ijh{kk dk QkeZ Hkjok;k tkrk gS A 'kS{kf.kd dk;ZØe i<+us ds fy, tk;sxsa A esa tsy foHkkx }kjk cafn;ksa ds 'kqYd] ys[ku&lkexzh] iqLrdsa vkfn ds fy;s i;kZIr vkoaVu lkSaik tkrk gS A 6- tc vki lk{kj gks tk;sxsa rc vkidks igyh d{kk esa izos’k fn;k tk;sxkA vki ikapoha rd fu;fer 'kS{kf.kd xfrfof/k;ksa esa lfEefyr canh % :Ik ls i<+ ldrs gS A izkFkfed f’k{kk & izkFkfed f’k{kk ds varxZr d{kk 7- tks yksx jk"VªHkk"kk dh ijh{kk esa cSBuk pkgrs gS igyh ls ik¡poh rd 85 iq:"k@efgyk cafn;ksa dks mUgsa Hkh ekSdk fn;k tkosxkA Ldwy dh i<+kbZ esa lfEefyr fd;k x;kA vf/kdkjh vkidks 'kkfey djk,¡xs A 8- ;fn vki tsy esa i<+kbZ dj mRrh.kZ gksrs gS rks jgh gS] tks mi;qZDr rkfydk ls Li"V gksrk gS A vkidks 10 fnu ls ysdj 20 fnu rd dh ltk esa lanHkZ % NwV Hkh feysxh A i-• lkekftd leL;k,¡ MkW- jke vkgwtk] jkor 9- vkidks bafnjk xka/kh eqDr fo’ofo|ky; ls fofHké ifCyds’ku] t;iqj ¼2000½ izdkj dh f’k{kk ikB~;Øeksa esa 'kkfey djk;k tkosxk A ii- tsy esa vfHkuo dk;ZØe MkW- yky th] ¼izdk’kd & tsy iz’kklu] 2006½ cafn;ksa ds f’k{kk dk fooj.k rkfydk Øa- 1 iii- dsUnzh; tsy tcyiqj ds iz’kkldh; fjiksVZ Øa- cafn;ksa dh f’k{kk iq:"k canh efgyk canh ;ksx ¼2015&2016½ dk fooj.k la[;k % la[;k % la[;k % iv- tsy eq[;ky; Hkksiky dh iz’kkldh; fjiksVZ 1 2 3 4 5 6 7 8 ¼2015&2016½ 1 Lkk{kj 224 80-00 10 50-00 234 78-00 2 fuj{kj 66 20-00 10 50-00 66 22-00 - tsy eSU;qvy e-iz- 1968] ¼fu;ekoyh 1968 3 izkFkfed 124 55-35 08 80-00 132 56-19 v 4 gkbZLdwy 036 16-07 01 10-00 37 15-81 fu;e&711 ¼,p½] fu;e&699 ¼,d&ch½] 5 gk;j lsds.Mjh 027 12-06 01 10-00 28 11-97 fu;e&711 ¼th½- 6 Lukrd 018 08-03 & & 18 07-45 7 LukrdksRrj 018 08-03 & & 18 07-45 8 vU; 001 00-45 & & 01 00-43 ;ksx 224 100 10 100 234 100 f'k{kk ds izfr cafn;ksa dk n`f"Vdks.k rkfydk Ø- 2 Øa- f'k{kk ds izfr cafn;ksa tsy dfeZ;ksa dk er dk n`f"Vdks.k la[;k izfr'kr 1 :fp j[krs gS 13 65-00 2 :fp ugh j[krs 04 20-00 3 dksbZ er ugh fn;k 03 15-00 ;ksx 20 100 fu"d"kZ % ,d lkekU; ifjokj ds ckyd dk Hkh cpiu es Loiu gksrk gS fd og MkDVj ;k bathfu;j cus ysfdu xjhch] foijhr ifjflFkfr;k¡] mUgsa vius jkLrs ls HkVdkdj vijk/k txr dh vksj /kdsy nsrh gSA v/kwjh f’k{kk u rks fdlh dks lEeku fnyk ldrh gS u vkthfodk] gka FkksM+k cgqr Kku O;fDr dks mldh xkfjek o mlds vf/kdkjksa ds izfr tkx:d t:j dj nsrk gSA e-iz- dh tsyksa esa ,sls vf/kdka’k canh gS ftUgksusa 8oha] 10oha ds vkxs v/;;u ugh fd;k vkSj fdlh u fdlh dkj.ko’k ls vijk/k esa fyIr gksdj tsy vk x,A bUgha cafn;ksa dks f’kf{kr] izf’kf{kr] dj vkthfodk miktZu gsrq rS;kj djus ,oa lekt dh eq[; /kkjk esa tksM+us ds fy, tsyksa esa rduhdh f’k{kk ds volj miyC/k djk, tk jgs gS ,ao fu"d"kZ :Ik esa ;g Hkh izkIr gqvk fd vf/kdka’k canh lk{kj gks x;s gSa] vkSj mudh :fp f’k{kk dh vksj c<+ çsl ds fy, jsM dkjisV vkSj ljdkj dh Nfo fofiu pUæk] 'kks/k&Nk= ¼i=dkfjrk ,oa tulapkj foHkkx½ mRrjk[k.M eqDr fo'ofo|ky;] gY}kuh] uSuhrky 'kks/k&lkj % lwpuk&foHkkx dh dbZ ck/;rkvksa vkSj fu;ekoyh ds dkj.k dbZ i=dkj lqfo/kk ls eg:e gS A lekpkj i= vkt ds ;qx dk egRoiw.kZ fgLlk gks x;k gSA ns'k nqfu;k dh izeq[k lwpuk;sa lekpkj i=] Vhoh] i=dkfjrk ds egRo dks tkurs gq;s jkT; ljdkj oSclkbV] jsfM;ksa ds fofHkUu lapkj ek/;eksa ls lHkh ds lekpkj i= vkSj i=dkjksa ds lkFk e/kqj laca/k LFkkfir ikl igqaprh gSaA blh n`f"V ls yksdrkaf=d O;oLFkk esa djuk pkgrh gSA i=dkjksa ds lkFk e/kqj laca/k LFkkfir lekpkj i= vkSj laLFkku esa dk;Z djus okys i=dkjksa djus dh laiw.kZ ftEesnkjh 'kklu us lwpuk ,oa dh egrh Hkwfedk gksrh gSA blh Hkwfedk dks ij[krs gq;sa yksdlaidZ foHkkx dks lkSaih gSA ljdkj ds ikl jkT; ljdkj Hkh turk ls laidZ djus ds fy, lekpkj tkudkjh gS fd i=dkjksa dks tks lqfo/kk,¡ nh tk jgh gS i=ksa dk mi;ksx djrh gSA i=dkjksa dks feyus okyh og 'kr&izfr'kr mu rd igq¡p jgh gS ysfdu D;k lqfo/kk,a vkSj ljdkj dh uhfr;ksa dh ikjnf'kZrk okdbZ ,slk gh gS \ i=dkj ljdkj ds }kjk nh tk jgh i=dkjksa vkSj ljdkj ds chp laca/kksa dh e/kqjrk cuk;s lqfo/kkvksa dk ykHk mBk jgs gSa A bl 'kks/k&i= esa j[kus esa ,d egRoiw.kZ Hkwfedk fuHkkrh gSA ysfdu lwpuk ,oa yksdlaidZ foHkkx dk ekU;rk izkIr i=dkjksa i=dkjksa dks feyus okyh lqfo/kkvksa esa foHkkxh; Lrj ij dh nh tkus okyh lqfo/kkvksa dk v/;;u fd;k x;k dqN lS)kafrd vkSj dqN O;ogkfjd ifjorZuksa dh gSA fj'rksa esa feBkl ?kksyus dh dksf'k'ksa ubZ ugha gSa vko';drk ns[kh tk jgh gSA Li"V gqvk gS fd i=dkjksa dks lqfo/kk,¡ nsus dh dksf'k'ksa njvly turk ifjogu] fpfdRlh;] lqfo/kkvksa dk ykHk dkQh i=dkj ij iM+us okys i=dkfjrk ds izHkko ls tqM+h gSa A Hkkjr mBk jgs gSA ysfdu lwpuk foHkkx dh dbZ ck/;rkvksa esa i=dkjksa vkSj i=dkfjrk ds izHkko dks jk"Vªh; vkSj fu;ekoyh esa ljyrk ugh gksus ds dkj.k dbZ vkanksyu ds nkSjku tuer rS;kj djus vkSj yksxksa dks i=dkj lqfo/kk ls eg:e gSA?kks"k.kk djus ds ckn ykecan djus esa feyh lQyrk ls tksM+dj ns[kk tkrk lqfo/kk,a nsus esa vkuk&dkuh ;k HksnHkko ljdkj dh gSA vktknh dh yM+kbZ ds fy, yksdekU; fryd us yksdfç;rk dks çHkkfor djrs gSaA ßdsljhß] ykyk yktirjkt us ßn ihiqyß ekSykuk vktkn us ßvyfgyky vkSj vy fcykxß egkRek xka/kh dh oMZl % lwpuk ,oa yksdlaidZ foHkkx] i=dkj dks us ßgfjtuß lekpkj&i=ksa dk izdk'ku fd;k Fkk A 2 lqfo/kk,¡] mRrjk[k.M ljdkj] lekpkj&i= vkanksyu dh vy[k ls yksder dk fuekZ.k gqvk vkSj izLrkouk % Hkkjr vaxzsth gqdwer ls vktkn gks x;kA vktknh ds ckn Hkkjrh; izsl esa laxBu uke dh dksbZ pht ugha vkt nqfu;k esa tgk¡&tgk¡ 'kklu dh yksdra=h; FkhA i=dkj viuh Hkwfedk ds tfj;s turk dk fo'okl iz.kkyh gS] ogk¡ izsl dks pkSFkk LrEHk dk ntkZ izkIr gSA 1 thr pqds FksA i=dkfjrk ds çHkko dks ns[krs gq, bl ljdkjsa tkurh gSa fd lekpkj i=ksa esa izdkf'kr lwpuk çHkko dk vius m|ksxksa vkSj vU; dk;ksaZ esa ykHk mBkdj dk turk ij dkQh xgjk izHkko iM+rk gSA blhfy, equkQk dekus dh lksp j[kus okys m|ksxifr bls ljdkj i=dkjksa ds lkFk csgrj laca/k cukus ds fy, dkjksckj ds :i esa viukus yxs FksA ml nkSj esa ljdkj ges'kk iz;kljr jgrh gSA jkT; ljdkj dk lwpuk ,oa i=dkjksa ds fgrksa dh j{kk vkSj mUgsa lqfo/kk,¡ nsus ds yksdlaidZ foHkkx i=dkjksa ds lkFk e/kqj laca/k cukus fy, vkxs vkbZA bldk urhtk ;g fudyk fd ds fy, fofHkUu Lrj ij lqfo/kk miyC/k djkrk gSA bl i=dkjksa ds osru&HkRrksa vkSj lsok 'krksZa ds ekeys esa foHkkx ds ek/;e ls pykbZ tkus okyh ;kstukvksa vkSj ehfM;k lewg ds ekfydks dh euekuh ds dkj.k Hkkjr uhfr;ksa ls dbZ i=dkj ykHkkfUor gksrs gSa rks dqN mlls ljdkj us 1955 esa bl laca/k esa ,d dkuwu cuk;k tks oafpr Hkh jg tkrs gSA blhfy, i=dkjksa dks feyus Jethoh i=dkj ¼lsok 'krZ½ dkuwu dgyk;kA ljdkj okyh lqfo/kkvksa esa foHkkxh; Lrj ij dqN lS)kafrd }kjk osru cksMZ vkSj osru U;k;kf/kdj.k blh dkuwu ds vkSj dqN O;ogkfjd ifjorZuksa dh vko';drk ns[kh tk rgr xfBr fd, tkrs gSa A 3 blh fnu ls ljdkj vkSj jgh gSA Li"V gqvk gS fd ifjogu] fpfdRlh;] i=dkjksa ds chp lqfo/kk,¡ nsus dh 'kq:vkr gks x;hA lqfo/kkvksa dk ykHk dkQh i=dkj mBk jgs gSA ysfdu lu 1966 esa izsl ifj"kn us vius mís';ksa esa i=dkjksa gS fd i=dkjksa dks feyus okyk osru dkQh de gksrk vkSj ehfM;k lewgksa dh lgk;rk ,oa muds lg;ksx ds gSA vkt Hkh dqN cM+s lekpkj&i= laLFkkuksa dks NksM+ fy, izko/kku fd;kA 4 f}rh; izsl vk;ksx dh ih- ds- fn;k tk, rks uCcs Qhlnh i=dkjkas dks jkT; ljdkjksa xksLokeh dh v/;{kk okyh lfefr us 29 ebZ lu1978 ds Dysfjdy LVkWQ ls Hkh de osru ulhc gksrk gSA ;g dks izsl vkSj ljdkj ds e/; lnHkkoukiw.kZ laca/k lc dqN ljdkjksa dks irk gksrk gS blhfy, jkT; LFkkfir tkus dh flQkfj'k dh Fkh A 5 rc ls vPNs ljdkj ,slk djrh gSA ;g mnkgj.k gS fd lqizhedksVZ laca/kksa ds fy, jkT; vkSj dsUnz dh ljdkjsa fofHkUu us i=dkjksa ds de osrueku ds fy, etsfB;k ostcksMZ lqfo/kk,¡ i=dkjksa dks nsrs gSA 'kks/k&i= esa mRrjk[k.M rS;kj fd;k ftlesa vyx&vyx Lrj ij i=dkjksa ds ljdkj }kjk nh tk jgh lqfo/kkvksa dk v/;;u fd;k fy, osrueku fu/kkZfjr rd fd;kA 8 mRrjk[kaM x;k gS A v/;;u esa uSuhrky ftysa ds i=dkjksa dks ljdkj us i=dkjksa dks fj;k;rh njksa ij lu 2010 esa feyus okyh lqfo/kkvksa dk fo'ys"k.k fd;k x;k gS A lgdkfjrk lgHkkfxrk Ldhe ds rgr ySiVkWi ds fy, _.k nsus dh ;kstuk ykxw dh A ,sls reke jkT;ksa esa % 'kks/k izfof/k i=dkjksa dks lqfo/kk,¡ nh tkrh gSA 'kks/k&i= ds fo"k; ds fo'ys"k.k ds fy, lHkh oSKkfud fof/k;ksa dk iz;ksx fd;k x;k gSA bl 'kks/k&i= ds i=dkjksa dks fn;sa tkus okyh lqfo/kkvksa dh v/;;u dk mnns'; mRrjk[kaM Lkwpuk ,oa yksdlaidZ dlkSVh % foHkkx dk ekU;rk izkIr i=dkjksa dks nh tkus okyh mRrjk[kaM ljdkj ds }kjk jkT; ifjogu fuxe dh lqfo/kk,¡ dk v/;;u djuk gS ftlesa o.kkZRed 'kks/k cl lsokvksa esa ekU;rk izkIr i=dkjksa ds fy, dqy fof/k dk iz;ksx fd;k vkSj ekU;rk izkIr i=dkjksa dks 6000 fd-eh- rd dk lQj fu%'kqYd lsok dk izko/kku feyus okyh lqfo/kkvksa ds izHkko ds v/;;u ds fy, j[kk x;k gSA i=dkj mRrjk[kaM fMiksa dh izR;sd cl LofufeZr iz'ukoyh rS;kj dh xbZA esa ns'k ds fdlh Hkh LFkku ij lQj dj ldrk gSA blds vykok ekU;rk izkIr i=dkj ds fy, jsyos ds i=dkjksa dks feyrh lqfo/kk,¡ ,oa muesa cnyko % fVdV fdjk;sa esa ipkl Qhlnh NwV ds lkFk i=dkj ns'k ds fofHkUu jkT;ksa dh ljdkj ekU;rk izkIr dks fVdV miyC/k djk;k tkrk gSA bruk ugh lky esa i=dkjksa ds fy, fofHkUu lqfo/kk,¡ miyC/k djkrh gSA ,d ckj Vªsu esa i=dkjksa dh ifRu;ksa dks Hkh djhc nks bu lqfo/kkvksa esa mRrjk[kaM ljdkj jkT; deZpkfj;ksa gtkj fdeh0 rd dh ;k=k jkT; ljdkj fj;k;rh nj dh Hkk¡fr fpfdRlh; lqfo/kk] ljdkjh clksa esa fu%'kqYd ij miyC/k djkrh gSA jkT; ds lHkh 13 ftyksa esa rhu ifjogu lqfo/kk] jsyos esa i=dkjksa ds fVdV ij ipkl lkS i=dkjksa dks fu%'kqYd cl lsok miyc/k djk;h Qhlnh dh NwV] ladVxzLr i=dkjksa ds mipkj vkSj tkrh gS A 9 losZ{k.k ds izkIr vkWdM+ks ls Li"V gqvk fd muds vkfJrksa dks lgk;rk nsus ds fy, i=dkj 89-10 izfr'kr i=dkj bl lqfo/kk dk ykHk ys jgs gSA dY;k.k&dks"k vkSj izsl Dyc dh LFkkiuk gsrq vkfFkZd tks i=dkj bl lqfo/kk dk ykHk ugha ys jgs gS og vius lg;ksx miyC/k djkrh gSA mRrjk[kaM ds vykok nwljs futh okgu ls vius xarO; LFky rd ;k=k dj jgs gSaA izns'kksa esa Hkh vyx&vyx Lrj ij ;kstuk,¡ cukbZ xbZ v/;;u ls Li"V gqvk fd jkT; ifjogu fuxe ds }kjk vkSj mudks ykxw fd;k x;k gSA e/;izns'k ds eq[;ea=h vkWu ykbu cl fVdV dh cqfdax lsok gS ysfdu vkWu ';kekpj.k 'kqDyk us ns[kk fd i=dkj vDlj lkbfdy ykbu lsok esa i=dkjksa dks fu%'kqYd lqfo/kk fn;sa tkus ls mudh dojst ds fy, lfpoky; ;k fQj eq[;ea=h dk cqfdax djus ds fy, dksbZ dkWye ugh gSA i=dkjksa vkokl igq¡prs gSA eq[;ea=h us migkj Lo:Ik LdwVj dks fVdV foaM+ksa ij tkdj fu%'kqYd ysuh iM+ jgh gS A ck¡V fn;sA ogh m-iz- ljdkj us fdjk;sa ds edku esa jg dbZ ckj ,d cl esa tkus okys nks ekU;rk i=dkj Hkh jgs i=dkjksa dks ¶ySV vkoafVr fd;sa A 6 i=dkj vkSj gksrs gS rks mUgsa lhV vkj{k.k dk ykHk ugh fey ikrk ljdkj ds chp esa laca/k vPNs jgsa blds fy, fgekpy gSA i=dkjksa dks jsyos ;k=k dh fVdV esa ipkl Qhlnh izns'k ljdkj us i=dkjksa dks gksVy vkSj xSLVgkml esa NwV dk ykHk 92-10 izfr'kr i=dkj mBk jgs gS A 7-80 Bgjus ij 25 Qhlnh dh NwV miyC/k djk nhA 7 jkT;ksa izfr'kr i=dkj bl lqfo/kk dk ykHk ugha mBk ik jgs dh ljdkjsa ges'kk i=dkjksa dks blhfy, lqfo/kk,¡ nsuk gSaA dbZ ckj i=dkjksa dks jsyos fVdV cqfdax ds nkSjku pkgrh gS ftlls i=dkj dks enn fey lds A dbZ deZpkfj;ksa dks vkWu ykbu cqfdax lkW¶Vos;j dk lgh ljdkjsa blhfy, Hkh lgk;rk nsrh gSa D;ksafd mUgsa irk izf'k{k.k ugh gksus ls fVdV esa NwV dk ykHk ugh fey ikrk gSA i=dkj Vsªu esa lQj djus ds fy, fVdV dh nkSjku ;g ik;k x;k fd ftu i=dkjksa dks ljdkjh iwjh /kujkf'k nsdj fVdV ysrs gaS ftlls lqfo/kk gksrs fpfdRlkh; lqfo/kkvksa dk ykHk ugh fey ikrk gS og gq;sa Hkh og lqfo/kk ugh ys ikrs vkSj dkQh ukjkt Hkh ljdkj dk dksbZ vglku Hkh ugh ekurs gSa A mudh gksrs gSaA izkFkfedrk ges'kk laLFkku }kjk nh x;h dojst dh jgrh gS u fd lwpuk ,oa yksdliadZ foHkkx }kjk i=dkj dY;k.k dks"k lwpuk ,oa yksdlaidZ foHkkx ds ljdkjh lwpukvksa ds izpkj dh A }kjk i=dkjksa dks ladV ds le; ljdkj ds funsZ'k ij i=dkj dY;k.k dks"k ¼dkjil Q.M½ vkfFkZd lgk;r izsl Dyc vkSj ;wfu;uksa dks vkfFkZd lg;ksx izsl fnol] Hkh miyC/k djkrk gSAjkT; ljdkj ds }kjk mRrjk[kaM i=dkfjrk fnol lfgr fofHkUu i=dkj ;wfu;uksa ds ladVxzLV i=dkjksa ,oa muds vkfJrksa ds fy, i=dkj lky esa vyx&vyx dk;ZØe vk;ksftr fd;s tkrs gSaA dY;k.k dks"k ls foRrh; lgk;rk fu;ekoyh ds lwpuk ,oa yksdlaidZ foHkkx ds }kjk bu dk;ZØeksa esa n`f"Vxr nh x;h gSA uSuhrky ftysa esa djhc ik¡p i=dkjksa ds }kjk vk;ksftr xks"Bh vkSj fofHkUu ;wfu;uksa i=dkj ifjokjksa dks gkWy gh esa ;g lqfo/kk fey pqdh gS vkSj izsl Dyc ds dk;Zdzeksa ds fy, vkfFkZd lg;ksx Hkh A 10 lwpuk foHkkx izko/kku gS A 'kks/k i= ds fy, losZ{k.k ds vk¡dM+ksa ls Li"V gqvk gS fd uSuhrky ftysa esa jkT; ljdkj us 2015 esa lkB gtkj :i;s vius ctV Jethoh i=dkj ;wfu;u] iszl Dyc vkSj ,u-;w-ts- ds esa j[kk FkkA ladVxzLr i=dkj vkSj muds ifjokj dks fy, lwpuk ,oa yksdlaidZ dk;kZy; ds }kjk dksbZ thoudky esa ,d ckj nks yk[k :i;s rd dh /kujkf'k vkfFkZd lgk;rk miyC/k ugha djk;h x;h gSA i=dkj nh tkrh gSA 'kks/k dk;Z dks Rofjr xfr nsus vkSj laxBuksa us crk;k fd foHkkx dks dk;ZØe dh vkfFkZd rF;kRed o lR;ij[k vk¡dM+ksa ds ladyu gsrq lwpuk lg;ksx ds fy, vkonsu fd;k x;k ysfdu lu~ 2010 ds vf/kdkj dk iz;ksx djus ij Kkr gqvk fd uSuhrky ls 2015 rd vkfFkZd lg;ksx dh dksbZ jkf'k mUgsa ugha ftysa esa lu 2015 rd 54 i=dkj ekU;rk izkIr lwph esa feyhA ntZ gS A bu i=dkjksa esa ek= 6 i=dkjksa dks gh fpfdRlk lqfo/kk fey ik;h gSA blesa yksdky; fu"d"kZ % lekpkj&i= ds laiknd fot; frokjh dks mudh lwpuk ,oa yksdlaidZ foHkkx ds }kjk i=dkjksa ds lkFk iRuh ds mipkj ds fy, ,d yk[k :Ik;s ] mRrj e/kqj laca/k cukus ds fy, fofHkUu Lrj ij ;kstukvksa mtkyk ds i=dkj Hkxoku flag xaxksyk us Loa; ds vkSj uhfr;ksa dk lapkyu gks jgk gSA bu ;kstukvksa vkSj mipkj ds fy, 9]782 :Ik;s] mRrjmtkyk ds i=dkj uhfr;ksa ds }kjk dbZ i=dkj ykHkkfUor gq;sa gSaA ;gk¡ ek/ko ikyhoky ds Loa; ds iq= ds fy, 46]350 :Ik;s] rd ns[kk x;k gS fd ljdkj ds }kjk vxj dqN dqekÅ¡ VkbEl ds laiknd d`".k dqekj xqIrk] bZVhoh ds xyfr;k¡ ;k uhfr;ksa esa [kkfe;k¡ gks tkrh gS rks i=dkj xksfoan ikVuh dks 6]298] laokn dsljh dh lekpkj&i= mldh de vkykspuk djrs gaS A dkUrk ryokM+ iRuh Lo- enu ryokj ds bykt ds i=dkjksa dks feyus okyh lqfo/kk,¡ vkSj ljdkj dh fy, 45]194 :Ik;s lwpuk ,oa yksdlaidZ foHkkx us uhfr;ksa dh ikjnf'kZrk i=dkjksa vkSj ljdkj ds chp Hkqxrku fd;k gSA laca/kksa dh e/kqjrk cuk;s j[kus esa ,d egRoiw.kZ Hkwfedk v/;;u ls Li"V gqvk gS fd dbZ vkSj Hkh ekU;rk izkIr fuHkkrh gSA ?kks"k.kk djus ds ckn lqfo/kk,¡ nsus esa i=dkjksa us fpfdRlk izfriwfrZ ds fy, vkosnu fd;k vkukdkuh ;k HksnHkko ljdkj dh yksdfç;rk dks ysfdu mudk izfriwfrZ dk Hkqxrku ugh fey ldk gSA çHkkfor djrs gSa A ;g Li"V gqvk fd lwpuk ,oa ,sls dbZ mnkgj.k lkeus vk;s gSa ftlesa jk"Vªh; lgkjk yksdlaidZ foHkkx ljdkj vkSj i=dkj ds chp og ds x.ks'k ikBd] mRrjkapy niZ.k ds i=dkj iadt dM+h gS tks ljdkj ds i{k esa tuer fuekZ.k esa i=dkjksa ok".ksZ;] fgUnqLrku ds c`tsUnz esgrk vkSj dbZ vU; vkSj lekpkj&i=ksa ds ek/;e ls ,d cM+h Hkwfedk ekU;rk i=dkj dk fpfdRlk izfriwfrZ ds fcy dk fuHkkrk gS] ysfdu bl foHkkx dk

7- abpnews.abplive.in

8- www.bhadas4media.com 9- nhf{kr] izks- lw;Zizlkn] ¼2009½] lat; izdk'ku] ubZ fnYyh] ist 231

10- 'kklukns'k la[;k & 149\xxii\2011-1 ¿ 5 À 2005

11 www.hindieenaduindia.com

12 www.uttarainformation.gov.in

13 www.himanchaldastak.com (Photocopy of form can be used)

Format of Research Article : 1.)Title of Research Paper, 2.)Name/s of Author/s, 3.)Qualification/s, 4.)Academics Department , 5.)Email id, 6.)Abstract (not more than 120 words), 7.)Manuscript,within 1500 words 8.) Suggestion & Findings 9.) References, Date : (Signature of Author/s) website - http://www.researchrevolution.in RNI No. : MPMUL/2012/58335 Postal Regn. No. : MP/IDC/1481/2014-16 RReesveaorchlution

ANNUAL SUBSCRIPTION (Photocopy of form can be used)

1. Name (In block Letters) : ______2. Gender : ______3. Date of Birth : ______4. Country : ______5. Mailing Address : ______6. Email id : ______Profession : ______7. Institution/Office Address : ______8. Contact numbers : ______with Mobile number ______9. Academic Qualification : ______10. Complete Postal Address : ______

(at which journal is to be posted) ______

I/ We am/are agreed with the terms & conditions of annual subscription. Send me/us 12 issues of journal “Research Revolution” at above mentioned postal address. I/We have deposited the Rs. 2500/- through ______, on dated ______.

Date : (Signature of Subscriber)

Payment Details: Address : Bank Name - State Bank of India Shekhar Chourasiya Branch - P. Y. Road, Indore (M.P.) India Publisher “Research Revolution”, Saving Account - Shekhar Chourasiya 14/2, Rajbada Chowk, Account Number - 53042937836 Indore Nagar H.O.-452007 IFSC Code - SBIN0030015 Madhya Pradesh India Swift Code - SBININBB691 Contact - +91 98261 90770 International Seminar on

‘EDUCATION AND SOCIETY PROBLEMS, PROSPECTS AND NEW TRENDS’ 17 & 18 November 2017 Organised by

VIDYASAGAR COLLEGE OF EDUCATION Rupandighi, P. O. - Phansidewa Dist. - Darjeeling Pin - 734434 (WB)

Email [email protected] [email protected] [email protected] [email protected]

RNI No. : MPMUL/2012/58335 Postal Regn. No. : MP/IDC/1481/2017-19