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Volume - II , Issue - 3 December 2013

Dr. Dayananda KeppetigodaPsychology, SrilankaDr. Renalde HuysamenPsychology & Criminology, University of Orange, South Africa Dr. Prakash DeshpandeDirector, International Institute of Management StudiesDr. Sanjay JainProf. Pol. Science Dept., Govt. Arts & Commerce College, Indore

Dr. Avtaar RahiAssociate Professor, Government College of Education, Bhiwani Prof. B. P. SapkotaSociology, Chairperson, Sundar Nepal Sanstha, Nepal Dr. Roy van den Brink-BudgenU.K. Prof. Dr. Yashpal SinghDirector, K.L.S.Institute of Engg. & Technology, Chandok, Bijnor, U.P.Dr. Abha HolkarPhilosophy, D.A.V.V., Indore Dr. D. P. Pandey(History) Technical Assistant, Archaeology Department of M. P., Indore Dr. Md. Motiur Rahman (English), Qassim University, Qassim, Kingdom of Saudi ArabiaDr. Varsha SurveyAsst. Prof. History, D.A.V.V., M. S. D. Girls College, Indore Dr. Veena Tewari NandiMajan College, University College, Muscat, OmanDr. Arun Kumar BeharaProf. of English, Sri Sathyasai Institute, Banglore Dr. R. B. SharmaSalman Bin Abdul Aziz University, Al Kharj, Kingdom of Saudi ArabiaDr. N. HariharanProf. & Head Fin & Accounts,Academy for Development of Education and Research, PuneDr. Sanjay RaneProf. Govt. Girls P. G. College, KhandwaDr. Parmeshwar Gangawat Asst. Prof. English, Jaipur National University, JaipurProf. Lokanath SuarG. M. Law College, Puri, Odisha

Volume - II, Issue - 3

31 December 2013

Price - INR 60.00

Circulation in more than 75 countries

International Journal of Social Science & ManagementCirculation in more than 75 countries

Contents

S No. Particulars Page No.

ENGLISH

1. A Strategy To Overcome Staff Resistance When 1 - 8Re-Implementing Performance ManagementC A Huysamen, University Of The Free State, South Africa

2. Pre-Merger Due Diligence For Gaining ‘Quick-Win’ Value 9 - 11Dr. Rekha Dhingra, New Delhi, Ms. Merinlizs Babu, Noida

3. From margins to mainstreams-Establishing identities - 12 - 14AnEpicPerspective - Prof. Rajani Jairam, Bangalore

4. A Study on the vitality of Competency for Performance 15 - 17Dr. Brig. Ranbir Bhatia, Mrs. Varsha Bhabad, Pune

5. Currency Modeling - Kanika Nagpal, NewDelhi 18 - 19

6. Risk and Return Analysis of FDI in Multi Brand Retail 20 - 22in India - Ms. Anita Nyati, Kota (Raj.)

7. Role of Committees in Development of UCBs 23 - 26Dr. Ratna Nimbalkar, Kalyan, Dr. Kailas Nimbalkar, Thane

8. Leading The Way Through Disruptive Innovation 27 - 28Swati Seth, New Delhi

9. Higher Education: Roadmap to a Global World 29 - 31Dr. Ashish Pathak, Ms. Reeta Chawla, Indore (M.P.)

10. Impact of FII On Indian Stock Market - 32 - 34Kanika Nagpal, NewDelhi

11. Work Place Stress : Exploring The Route of 35 - 37Spirituality To Combat itRachana Sharma, N.Adhitya Kumar, Harihar (Karnataka)

12. Case Study - Tackling work culture differences: The Toyota way 38 - 40Nitin Ranjan, Dr. Tripti Sahu, Pune

Contents

S No. Particulars Page No.

13. ABC Bank - A Case Study 41 - 42Prashant Dubey, Niharika Singh, Pune

14. Women's Education in India : Case Study of Bihar (1850-1900) 43 - 45Nirmala Shah, New Delhi

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17. yksd/kehZ ledkyhu vkykspuk vkSj MkW- ukeoj flag 52 - 53

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21. e/;izns’k esa xzkeh.k m|ferk ds fodkl esa 61 - 63

jkuh nqxkZorh Lojkstxkj ;kstuk dk ewY;kaduMkW- fnus’k dqekj fla?ky] mTtSu ¼e-iz-½Jherh oS’kkyh frokjh] [kjxksu

22. e/;çns’k ds Lkekos’kh fodkl esa Ik;ZVu {ks= dh Hkwfedk 64 - 65

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15. Education for Sustainable Development in Context with 46 - 48Teacher Education - Dr. Seema Dhawan, Srinagar

49 - 51

1

A Strategy To Overcome Staff Resistance When Re-Implementing Performance Management

C A Huysamen, University Of The Free State, South Africa

ABSTRACT : A Strategy to overcome staff resistance when re-implementing performance management

Higher education institutions are attempting to implement performance management systems (PMS) to ensure optimum performance. Some people were more resistant than others when the University of the Free State in South Africa designed a system during 2005, but in 2006 the message that the PMS would not work spread like wildfire across the campus. The reality was that if a strategy to overcome this resistance was not put in place, the second attempt to implement a PMS would fail.

In this article the re-implementation process is described in four steps and the researcher proposes a conceptual framework for a strategy for decreasing employee resistance when re-implementing a PMS. The process was carried out over a period of time (2007–2011). The sample size for the respective steps varied. A purposive non-probability judgemental sample type was used. A mixed-method data collection strategy was used with structured questionnaires and informal face-to-face interviews. The data were analysed with the help of frequency distribution and trends in the feedback were also analysed. Methods employed in the action research process are described. As there is a void in the literature, the research fills a gap in the literature on the steps to follow to overcome staff resistance when re-implementing a performance management in the he context.

Key words: action research, performance management staff resistance, change management, work environment

1. INTRODUCTION :

Higher education institutions are facing new challenges, requiring high levels of individual performance, quality and accountability. Institutions are accordingly attempting to develop and implement performance management systems to drive quality and ensure optimum individual performance. However, Human Resource Management does not regard the implementation of performance management in the higher education context as a walk in the park. In line with this drive for quality and improved individual performance a performance

management system was regarded as a strategic priority for the University of the Free State.After a long and comprehensive process of planning and designing a system, pilot groups from different faculties were identified. Orientation sessions for the identified pilot groups commenced during 2005 and continued until 2006, when the faculties stopped the process.

Some people were more resistant than others were, but in 2006 the message that the performance management system of the university was not “user-friendly” and would not work spread like wildfire across the campus.

Performance management (PM) is an important Human Resource Management (HRM) process, which provides the basis for improving and developing performance. It can be defined as a “systematic process for improving organizational performance by developing the performance of individuals and teams” (Armstrong, 2009, 618). The process should establish a shared understanding about what is to be achieved and howto achieve it through managing people in such a way that it increases the probability of achieving success (Armstrong ibid). Little research seems to exist on the implementation of performance management as a change intervention(Mee 1998; Hudson 2001).The change management literature,on the other hand, only provides advice about the implementation of change,and why change fails (Kotter 1996), but according to Bourne (2002), there is a dearth of research-based studies on the implementation of performance management systems. The focus of the study reported in this article is on the re-implementation process.

If a strategy to overcome this resistance is not put in place, the second attempt to implement performance management will fail as well. Unfortunately there is a gap in the literature on how to overcome staff resistance when re-implementing a performance management system, taking into account that there is even more resistance due to the failure of the first attempt.

In this article the re-implementation process that is employed is described and the researcher proposes a strategy to reduce employee resistance and re-

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implement a performance management system.The methods employed in the action research process and the steps in the re-implementation of the PMS are described in this article.

2. METHOD :

The research design is action research (AR) and involves three iterate cycles (Zuber-Skerrit 1991),which involve planning, acting, doing and reflecting. All full-time academic and non-academic staff membersacross all faculties and disciplines except service-level workers are the population of this study. The population size is 2419. A purposive, non-probability judgemental sample type was used.A mixed-method data-gathering mode of enquiry was used by applying both quantitative and qualitative methods to investigate the following steps in the re-implementation process:

Step1:Identifying the work-environment barriers to PM and managing performance

Step 2: Co-designing the PM systemStep 3: Gaining management buy-in Step4:Developing competence in using the systemStep5:Measuring the effectiveness of the planning

and implementation and developing a strategy for solving problems.

The re-implementation processwas carried out over a period of time (2007–2010); therefore, the sample sizes for the respective specific steps vary as follows: the sample size for identifying the work-environment barriers to PM and managing performance were 1296 staff members (step 1); the sample size for co-designing of the PM system was 23 staff members (step 2); the sample size for gaining management buy-in was 77 staff members (step 3); the sample size for developing competence in using the system was 976 staff members (step 4) and the sample size for measuring the effectiveness of the planning and implementation and developing a strategy for solving problemswas443 full-time staff members (step 5).

Detailed descriptions of the participants of the steps will be discussed later in the article. Participation was voluntary throughout.

The AR process of planning, acting, doing and reflecting on each step assisted the researchers in the process of re-implementing the performance management system. These processes are described in this article according to the procedure implemented.

3. PROCEDURE :

After the first attempt to implement performance

management it was important to prevent a second complete breakdown in motivation and focus. It was decided to start communicating individually with twenty-three members. The criteria for selecting these members were simply that they had to be people who had the ability to influence other people.This communication was done by a new employee who had been appointed at the end of 2005 as Head: Performance Management. This employee was not seen as part of the previous process. Staff members were encouraged to discuss their fears and frustrations around performance management and indicate the factors that might hinder the re-implementation of a system. They were also asked for suggestions on improving the performance management system and relevant documentation.

It was clear from the discussions that staff members faced the following challenges:

• Identifying the work-environment facets as barriers to re-implementing PM and managing performance (step 1 in the re-implementation process);

• Co-designing of the PM system (step 2 in the re-implementation process);

• Gaining management buy-in (step 3 in the re-implementation process);

• Developing competence in using the system (step 4 in the re-implementation process); and

• Measuring the effectiveness of the planning and implementation and developing a strategy for solving problems (step 5 in the re-implementation process).

The identification of these challenges was translated into steps for the re-implementation process and again translated for the action research cycles. Three cycles were identified. Below is a description of the cyclic nature of action research and the resulting findings as a result of planning, acting, observing and reflecting. Cycle ONE comprises two re-implementation steps, namely a) identifying the work-environment facets as barriers to re-implementing PM and managing performance; and b) co-designing the PM system. Cycle TWO comprises one re-implementation step, namely gaining management buy-in. Cycle THREE comprises two re-implementation steps, namely a) developing competence in the system; and b) measuring the effectiveness of the planning and implementation and developing a strategy for solving problems.

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Cycle 1 :

Step 1 : Identification of the work-environment barriers to re-implement PM and managing performance

This step took place in 2007.

Plan: Issues like work overload, a diverse student profile and the lack of a remuneration policy and disciplinary policy, linked to performance management, poor problem solving, not enough feedback and face-to-face contact with top management, ineffective decision-making procedures and the lack of necessary equipment were mentioned during the discussions. The custodians of the system planned to do a literature research on work-environment facets that could have an influence on performance. Theycame across the theory of Ainsworth and Smith (1993). These authors describe factors in the work-environment that adversely affect individual performance, employee engagement and job satisfaction, namely the physical environment, the human environment and the organizational environment. According to the feedback received from the opinion leaders, nearly all the elements in the human, organizational and technical environment according to Ainsworth and Smith’s (idem.) theory were regarded as potential barriers to the effective re-implementation of a performance management system.

Act : It was decided to use these facets as a basis from where to develop a work-environment instrument.

Observe : The work-environment instrument with 30 facets, divided into three sections that could hinder performance, was then finalized and formally linked to the performance management system. This instrument was completed by all staff members who had negotiated and signed their performance plans for a particular year.

Reflect : This honest approach led to a situation where staff members felt they were part of the solution to this problem. It was realised that distrust, lack of integrity, inconsistency and poor work relationships in the work environment would hamper the successful implementation of the performance management system as an institutional change initiative. These discussions led to a more positive atmosphere for the re-implementation of performance management and the start of a process of co-creation of the work-environment instrument in line with Ainsworth and Smith’s (1993) theory.From Table 1 it is clear that the effectiveness ranged between 69,72% and 73,75% over a period of

four years. The effectiveness percentage indicates a mathematical value of the importance and the satisfaction percentages of each item.

Table 1 : Work-environment effectiveness %

Date range N Effectiveness%

2008 193 70,65

2009 408 69,72

2010 695 73,53

2011 1080 72,57

The implication is that barriers to performance were solved by the line managers. Table 2 is a summary of the most problematic work-environment factors identified by the 2376 respondents over a period of four years. From Table 2 it is clear that staff members were consistently dissatisfied with career opportunities and performance rewards. The top management should therefore take action on these ineffective work-environment facets.Table 2: Work-environment effectiveness factors (2008-2011)

Date range N Effectiveness Factor%

2008 193 53,69 Performance Rewards

2008 193 56,87 Career opportunities

2009 408 52,39 Performance rewards

2009 408 55,62 Career opportunities



Total 2376

Plan: Because implementing performance management is so difficult to accomplish, even more so when re-implementing the system, a powerful force is thought to be required to sustain the process.

Act: During the 23 interviews that were conducted in Step 1, staff members were asked to reflect on who should be the custodians of the process. They stated that additional people were required to strengthen the initial performance management team of six.

Observe:15 representatives from faculties and support staff departments as well as two union representatives formed a committee. This committee had six meetings per year where decisions on the roll-out of the re-implementation were taken.

Reflect: Care was taken to ensure that the people selected would be seen as credible and competent, with a high level of emotional intelligence and a passion for performance management. The purpose of the committee was to provide leadership and

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direction through negotiation and not driving and forcing a direction, but rather considering the subtle and complex issues. The committee was known as the Performance Management Technical Committee.

Step 2: Co-designing of the PM system

This step took place in 2007.

Plan: The interviews revealed that the performance management systems in higher education were characterised by a direct relationship between institutional goals.

Act: It was decided that teaching, research and community service were the core business of the institution.

Observe: These aspects were cascaded down to the level of individual performance and manifested in the performance plans of staff. Table 3 represents the performance-plan template that was designed during this cycle by the Performance Management Technical Committee and utilised for both academic and support members of staff, based on the core business of the university.

Table 3: The performance plan template

GENERAL DESCRIPTION OF PERFORMANCE Exceptional: This is a job performance that is outstanding in almost every aspect. An exceptional rating implies that virtually any knowledgeable observer would recognise the overall high quality results in all roles. Excellent: This is job performance that is at a fully effective level in all roles and noticeably exceeds that level in several important tasks. Fully Effective: This is job performance at the level intended for the job. Overall performance does not noticeably deviate from an acceptable level. The job is performed as it was designed to be performed. Needs Improvement: This is job performance that is short of fully effective. Further development and/or experience on the job is needed before fully effective performance can be achieved. The evaluator must explain the rating in writing and make recommendations in a development plan. Unsatisfactory: This level of performance would cause virtually any knowledgeable observer to consider whether retention of this employee in his or her present job is justified.

NAME OF STAFF MEMBER:

STAFF NO:

FACULTY /DEPT. /UNIT:

DATE:

CURRENT POSITION (JOB TITLE):

YEARS INCURRENT POSITION:

NAME OF HEAD/LINE MANAGER

REVIEW PERIOD:

ROLE 1 Role weight

SCHOLARLY TEACHING-LEARNING AND RELATED ACADEMIC SERVICE (UNDERGRADUATE EDUCATION AS WELL AS HONOURS AND COURSEWORK MASTER’S STUDIES)

Tasks/Goals/Activities Indicators Evidence General description of performance

ROLE 2 Role weight:

SCHOLARLY TEACHING AND RELATED ACADEMIC SERVICE (POSTGRADUATE EDUCATION: SUPERVISION OF MASTER’S AND DOCTORAL THESES)


ROLE 3 Role weight:

SCHOLARLY RESEARCH AND RELATED ACADEMIC SERVICE (FOCUS ON RESEARCH-RELATED PROGRAMMES/PROJECTS) [Own research]


ROLE 4 Role weight:

SCHOLARLY SERVICE TO THE COMMUNITY (OTHER THAN INTEGRATED SERVICE-LEARNING AND SERVICE RESEARCH) – FOCUS ON COMMUNITY PROGRAMMES/PROJECTS


ROLE 5 Role weight:

SCHOLARLY SERVICE TO THE UNIVERSITY


Reflect:The co-design of the system and the performance plan documents lead to a situation where staff members felt part of the process and they willingly opted to provide examples of actual performance plans that could be used to train other staff members. At that stage the Technical Committee was quite positivethat the re-implementation was making progress.

Cycle 2

Step 3: Gaining management buy-in This cycle took place in 2007.

Plan: Another area where the previous system failed was that top management was not seen as being part of the drive for a PMS. The visible support of top management is regarded as vital for the success of implementing the performance management system. According to Peterman (1999), a vision will not simply materialise as seen in the minds of a few individuals if it is not properly recorded and communicated. The implication is that top management should first of all understand the PMS themselves and then communicate the benefits and requirements to staff members.

Act: To gain momentum, top management, deans and directors were requested by the Vice-Rector and the Director: Operations to complete their personal performance plans. This was done through facilitating the 77 individuals in order to assist them to a) understand that performance management was a mechanism to implement the vision of the institution; b) ensure that they would buy into the system themselves; c) provide them with knowledge about the advantages for their staff if performance management were successfully implemented; and d) ensure that they understood the documentation. Instead of the focus on the ‘what’ of the institutional priorities, the focus became ‘how’ to personalise it for individuals.

Observe: The 77 top and middle managers were facilitatedindividually in one-on-one sessions by the Head: Performance Management andthey completed their own performance plans. After the sessions, line managers stated that they would be able to explain the performance management documentation to staff that report to them. Letters from top management to staff explained what the new implementation procedure entailed. Staff members were invited to attend training sessions to develop their competence in using the performance management system.

Reflect: This action ensured that staff members could see that performance management was re-implemented and that top management, deans and directors were taking ownership of the process.

Cycle 3Step 4: Developing competence in using the system This cycle took place between 2008 and 2010.

Plan:During the interviews in 2007, staff members complained that they had not had anysupport during the first attempt to help them to understand the PM

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documentation like the performance plan. All the departments with their Heads of Departments were invited to attend one four-hour training session.

Act: To ensure that the documentation was understood, training sessions with homogeneous groups of faculty and support staff were held, which aimed to a) communicate the vision; b) take immediate action in relation to the vision; and c) ensure that staff memberswould acquire the skills enabling them to complete their performance plans. During these four-hour sessions, the human-resources members of the guiding coalition communicated the human-resources policies related to performance management. The coalition members made sure that they did not use ‘smart talk’, in other words, complex or abstract language. These sessions were opened by the respective line managers who then stated that they had gone through the process themselves and requested people to focus on the task at hand.

The performance plan examples provided by the staff leaders were utilised to explain the format of the performance management documents to staff. Staff used the opportunity to discuss and clarify information, not only between them and the facilitator, but among themselves as well.

At the end of the sessions, staff members were invited to contact the HR department to assist them in completing and fine-tuning their performance plans.

Observe:Staffmembers were asked to indicate by making use of the Likert scale whether the two objectives of the performance management sessions were met, namely: Objective 1 – understanding (a) the benefits of performance management, (b) the link to the institutional strategy, and (c) the human-resource policies related to performance management; and Objective 2 – the completion of the performance plan. Staff also had the opportunity to write comments.

As seen in Table 4, positive feedback was received from 976 members of staff and both objectives were achieved.

Tabl e 4 : Ev al uat ion o f P erfo rm ance M a nag em ent ses sions

D ate rang e

N u mber of ses sion s

# ev al ua tio ns

% agreem ent o n un derstand in g (O b jec tive 1)

% ag reem ent o n co mp le tio n (O b jec ti ve 2)

2 00 7 2 7 15 3 89 ,8 0 85 ,6 2 2 00 8 6 62 89 ,3 4 81 ,0 5 2 00 9 2 01 0 2 01 1

3 4 2 8 1 1

32 4 23 9 19 8

92 ,5 9 89 ,9 6 82 ,6 9

89 ,9 7 86 ,9 7 82 ,9 9

T ota l n um ber o f ses sion s = 1 06

T ota l # eva lu a tion s = 97 6

A verag e % on agreem ent – ob jecti ve 1 = 88 ,8 7%

Av erag e % o n ag reem ent – obj ecti ve 2 = 85 ,3 2%

It should be noted that 71 sessions with individuals who had missed the sessions also took place, although these staff members were not requested to complete the evaluation forms.

According to Kotter (1996, 51), it is of vital importance to create a knowledgeable, credible guiding coalition when introducing change. This is an illustration that the custodians of the process should be competent.

Reflect : In the course of these sessions people developed a collective pool of practical knowledge that transcended individual knowledge. This also served to break down emotional barriers and therefore resistance to performance management.

The fact that the line managers opened the sessions had the advantage that staff perceived the Performance Management system as part of their responsibilities and not that of the human-resource function of the institution. All the staff who assisted during the interviews and who provided examples of performance plans publicly welcomed this opportunity and staff members in return welcomed their knowledge about the performance management system and their scholarly credibility.

From Table 4 it is clear that the reimplementation of the system was much more positively received and that the workshops assisted people to understand and complete performance plans; therefore, the necessary skills were acquired.

Plan: The custodians realised that momentum had to be sustained.

Act: Feedback from staff who attended the sessions was discussed with their respective line managers after the sessions.

Observe: Staff and line managers committed to due dates to submit their performance plans.

Reflect : This follow-up ensured that the momentum of the process and the sense of urgency were reconfirmed and re-established. Individual problems were resolved and people who needed more assistance to complete the performance plans were accommodated. Effectively completing steps one to three does a great deal to empower people. However, even when the work environment is conducive to performance, the system has been co-designed and management buy-in is ensured, people still need the skills to utilise the system.

Plan : The custodians of the process wanted to thank staff members for the time they spent with

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performance management and it was decided that is was time to celebrate milestones achieved.

Act: The faculties and administrative staff were afforded an opportunity to choose the platform for celebrations. Some faculties preferred lunches; others a breakfast; and preference was given to off-campus venues.

Observe: Seven celebration events were held with the staff members after their performance plans had been discussed and signed by their respective supervisors. Photographs were taken of the celebrations and published with the five articles by the respective deans in in-house magazines.

After the celebration event deans were requested to write articles for internal publications. The articles written by the deans indicated that they acknowledged the achievement of staff. The dean of the faculty with the highest staff complement wrote:

Initially there were some reservations about the new evaluation system, but in collaboration with Dr Y it was a pleasure to work together in a team in order toimplement Performance Management in the School for Medicine for Heads of Departments of the University. In 2008 this process was concluded with a breakfast with Prof. N,Mr X and Dr Y, where everybody reflected on the process and once again confirmed their commitment to the system.

Everybody agreed that it had brought about a permanent change in management and that performance management was a process that had to be maintained. It would make a positive contribution towards a better work environment in order to realise the vision of the University, namely to be an excellent, equitable and innovative university.

Reflection: These celebration events and the articles published in the in-house magazines grounded the system and by that time staff members’ fears had subsided. PM was seen as a process to stay.

Momentum was gained once more and the perceptions of neutrals persons in other faculties were influenced, persuading them to become supporters. Informal feedback from members proved to be positive regarding the re-implementation.

Step 5: Measuring the effectiveness of the planning and implementation and developing a strategy for solving problems

Plan: After a literature review it was decided to use the change process espoused by Kotter (1996) to monitor the re-implementation of the performance

management system. According to him, change fails due to mainly eight reasons.

Do: These eight reasons were translated into eight steps and then linked to the three cycles in the action research.The questionnaires were completed by staff members who had attended performance management sessions from 2007 to early 2009 and covered the eight reasons or steps of Kotter’s (1996) change model. According to Kotter (1996, 35,51, 67), the first step is to establish a sense of urgency and to gather information. The second step is to create a guiding coalition. The third step is to develop a vision and strategies for the change process – in this case, the re-implementation of performance management. Six questions were asked to investigate the first three steps. The fourth step is to communicate the change vision. Step five entails empowerment & enablement of people for broad-based action. Step six and seven focus on celebrating milestones and consolidating wins and produce more change. Step eight consists of anchoring the new approach in the culture.

Observe - Steps one to three: The first six items of the questionnaire focused on these, namely establishing a sense of urgency, creating a guiding coalition and developing a vision and strategy to implement the change intervention (Kotter 1996). The results indicate that 60% of the staff agreed that the sense of urgency was effectively created, that the guiding coalition, in this case the Technical Committee, was credible and effective and that the vision and strategy for the re-implementation were adequately communicated by line managers.

Steps four to six: Items seven to 24 investigated the effectiveness of the communication of the vision by line managers, the empowerment of members of staff to be able to complete their performance plans and the generation of short-term wins. The results indicate that 88% of the staff members were satisfied with the next three steps. This observation correlates with the findings in Table 4.

Steps seven and eight: Items 25 to 32 focused on the last two steps of Kotter's (1996) process and entailed consolidating wins and anchored the new system in the organizational culture. Only 47% of the staff felt that the performance management system was part of the organizational culture.

Reflect - Steps one to three: When re-implementing performance management, expect resistance but use the dissatisfaction of the staff to get momentum. The advantage of negative emotions towards performance management is that at least the process

7

gets the full attention of staff. Engage the emotions of staff members; personalise the message and use either a trustworthy or a neutral person to do this.Explain repeatedly that the true value and personal benefit of PM lie in the fact that it supports planning, communication and solving problems. Acknowledge the influence of the work environment on performance. This implies that staff needs a voice in the workplace. Use the PM process to provide a formal opportunity for staff to discuss these problems. Ensure that the guiding coalition stays committed to the re-implementation of the system and do not declare victory too soon.Kotter (1996) states that the turnover of the staff in the coalition team as, in this case, the Technical Committee, or sheer exhaustion could influence the roll-out negatively.

Steps four to six:

It is vital to teach staff what the personal benefits of PM are.Staff engagement leads to ownership but it also offers the opportunity to harvest the collective wisdom of staff. Simplicity of the system is vital; a complex system only serves to overwhelm staff and will end up as another meaningless, but costly monument. The most effective way to ensure competence is to conduct special training sessions with small homogenous groups. During these sessions staff could be equipped with computers and examples of performance plans of their respective positions to complete their own performance plans. This not only creates the opportunity for collective learning, but also a sense of accomplishment and therefore less resistance to the system. The immediate line manager should welcome his/her members of staff at the beginning of the sessions and assist both the HR facilitators and staff. Line managers should not let the interval between training and practice become too long, as people will forget what they had learnt during the training session – thus creating a need for additional training.

Steps seven and eight - According to Kotter (1996), the two main reasons for change is firstly, to stallthe corporate culture and secondly, the increased interdependence that is created by the fast moving environment.

If new practices and systems are not compatible with the relevant cultures, they are subject to regression. Organizational culture cannot be manipulated easily. The PM system is still fragile. It is clear that shared values need to be more deeply ingrained in the culture. Due to the fact that the documentation was

customised for the academic environment, there was no ‘off-the-shelf’ IT system that could be used. Co-develop the IT system. The risk is that if this system looks and feels different from what people are used to, they might once again end up resisting it.

A framework for decreasing resistance was designed after reflection on the re-implementation process

The conceptual framework depicted in Figure 1 represents key constructs identified in this study.

Figure 1 - A theoretical framework: key constructs

The outer circle consisting of the theoretical steps of Kotter's change model has been highlighted and shows the clockwise movement from a state of resistance in 2007 to a state of non-resistance in 2011. In the diagram the central core of the framework represents the challenges that were identified and translated into steps for the three action research cycles. The top left side of the figure depicts the beginning of the re-implementation and the resistance of staff. The bottom left side of the figure depicts the acceptance of the system and a state of non-resistance.

4. CONCLUSION :

There is a void in the literature on how to overcome staff resistance when re-implementing a performance management system, taking into account that there is even more resistance if there had been aprevious attempt. If a strategy to overcome this resistance is not put in place, chances are that the outcome would be the same again. In this case the challenges were: identifying the work-environment facets as barriers to re-implementing PM and managing performance, co-designing of the PM system, gaining management buy-in, developing competence in using the system

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and measuring the effectiveness of the planning and implementation and develop a strategy for solving problems. Identification of these challenges was translated into three action research cycles.A detailed description of the findings of these cycles as a result of planning, acting, observing and reflection was provided as a result of planning, acting, observing and reflection. The re-implementation of performance management systems could also been seen as a change intervention. After analysing the implementation processes used for the re-implementation of performance management systems, the final conclusion which could be made is that the application of Kotter's model for change contributed to the fact that most of the staff accepted the re-implementation of a new performance management system. The model also proves to be a diagnostic tool that can assist the managers to identify specific problem areas during the re-implementation process. Until changes are firmly embedded in the culture, which for entire university can take up to three to seven years, performance management system is fragile and subject to regression. The impact of the work environment on managing performance cannot be ignored and dialogues should take place between staff and line managers as part of the performance cycle.

The researcher believes that if the work environment is taken into consideration by management, it will not only improve the individual performance management system at the university, but also creates an institutional performance culture, ensuring the institution to be internationally competitive.

The strategic framework could be used to re-implement an individual performance management system for the higher education context. An area for further research could be to test the strategic framework in another context.

5. REFERENCES :

1. Ainsworth, Murray and Smith, Neville. (1993). Making it happen:Managing performance at work. New York: Prentice Hall.

2. Bennis, Warren and Nanus, Burt. (1985). Leaders: The strategies for taking charge. New York: Harper and Row.

3. Blanchard, Ken and Johnson, Spencer. (1982). The one-minute manager. New York: Morrow.

4. Bourne, Mike., Neely, Andy., Platts, Ken and Mills, John. (2002). The success and failure of performance measurement initiatives. Perceptions of participating managers.

International Journal of Operations & Production Management, 22(11), 1288-1310.

5. Collins, James. (2001). Good to great: Why some companies make the leap and others don’t. New York: HarperBusiness.

6. Cooper, Donald and Schindler, Pamela. (2006). Business Research Methods,9th ed. New York: McGraw-Hill Companies, Inc.

7. Davenport, Thomas and Beck, John. (2000). Getting the attention you need. Harvard Business Review, 78(5),118-126.

8. Feldberg, Meyer. (1975). Organizational behavior: Text and cases. Cape Town: Juta.

9. Goleman, Daniel. (98).What makes good leader ? Harvard Business Review, 76 (682), 73-82.

10. Hellriegel, Don & Slocum, John. Jr. (1988). Management. 5thed. NewYork: Addison-Wesley.

11. Hudson, Mel. (2001). Theory and practice in SME performance measurement systems. International Journal of Operations & Production Management, 21(8), 1095-1115.

12. Huysamen, Gideon. (1997).The desire to perform. People Dynamics, 16(6), p32.

13. Huysamen, Gideon. (1999).Rehumanised Productivity Improvement. Johannesburg: Knowledge Resources.

14. Kotter, John. (1996). Leading change. Boston: Harvard Business School Press.

15. Kreitner, Robert & Kinicki, Angelo. (2007). Organizational behavior. NewYork: McGraw Hill.

16. Leedy, Paul. (1989). Practical research. 4th ed. New York: Macmillan Publishing Company.

17. Licata, Christine and Morreale, Joseph. (2001). Insight from the new book Post-Tenure Faculty Review and Renewal: Experienced Voices. Retrieved November 12, 2008 from http://www. aahea.org/bulletin/article/implementingptr.ht.

18. Middlewood, David and Lumby, Jacky. (1998). Human resource management in schools and colleges. London: Paul Chapman Publishing.

19. Peterman, John. (1999). The rise and fall of the J Peterman Company. Harvard Business Review, 77(5):59-66.

20. Peters, Tom and Austen, Nancy. (1985). A passion for excellence: The leadership difference. New York: Random House.

21. Pietersen, Willie. (2002). Reinventing strategy: Using strategic learning to create & sustain breakthrough performance. New York: John Wiley and Sons.

9

Pre-Merger Due Diligence For Gaining ‘Quick-Win’ Value

Dr. Rekha Dhingra, Assoc. Prof., Gitarattan International Business School, New Delhi

Abstract :

"Different types of mergers and acquisitions are driven by different goals."

Merger and acquisition is a double edged sword. It enables enterprise combination & synergy and also entails lot of risks. For the success of merger and acquisition, selecting an appropriate target company at a fair price is critical. Therefore, due diligence is defined as careful process of investigating about the information related to the target company, is pertinent. By performing thorough due diligence, the acquiring company should be able to derive the highest value from the target company and also to unearth any hidden value in the target company. This paper seeks to explore how pre-merger due diligence facilitates in generating “quick-win” value for the acquiring company.

Keywords : Mergers and Acquisitions, Due Diligence, Value

Introduction :

Merger and acquisition (M&A) gives companies the chance to create signi?cant enterprise value when managed well. The problem is that very few organizations actually do get it right. Today, success is achieved once the value has been demonstrated from a merged company producing accretive results at levels at or above those anticipated. Every M&A case is unique. And, due diligence (DD) is one of the key success factors that significantly reduces the risk of failure and helps to realize the full value of an M&A strategy. DD should be planned in an integrated way so that value of the new combined entity is maximized in a strategic way.

Due diligence is the process by which the purchaser challenges the representations made by the target company about its historical and current financial performance, future prospects and operational matters. It is also the process by which a buyer challenges its own understanding of the target company. All too often a purchaser undertakes only a brief review before closing the deal.

This is one of the biggest blunders companies make during Merger & Acquisition. In the DD process, the acquirer company can acquire and verify information about the target company. However, attention is directed most towards identifying and valuing of

target company’s assets and liabilities in the final stage of DD.

DUE DILIGENCE COMMUNICATION :

The acquisition process is general lengthy and complex, and as a result information is easily compartmentalized along the way. Hence, documentation & communication; basically communication of due diligence information, is the key concern. Due diligence strongly is a decision support and risk-analysis process. So, due diligence documentation i.e. action plan, implications and results drives discipline in process, allows easy information sharing among the different acquisition teams, & minimizes redundancy.

LITERATURE REVIEW :

Lajoux & Elson (2000) stated that DD is process of acquiring information and verifying it in order to support the acquirer company’s valuation of the target company, its resources and obligations. Bruner (2004) confirmed that DD starts before the acquirer company approaches the target about a potential transaction and extends through the closing date of the acquisition. Initially, DD addresses broad areas such as whether to execute the deal and how much to pay. The latter stages of DD are focused on finer details such as verification of information and the target company’s assets and liabilities.

Hewitt Associates Survey on the European Mergers and Acquisitions concluded that (i) less than 10 % of time is spent on human resources (HR) issues (ii) 40 % of respondents do not have a defined HR due diligence process and 77% do not train those who participate in due diligence (iii) Key HR integration challenges centre on cultural fit, decision-making, alignment of compensation and benefits and organizational structure. Right Management’s Study results on “Creating value through Merger and Acquisition" found dramatic correlation between the effectiveness with which culture issues are managed and the combined company's long-term business results and Nearly 3 out of every 5 acquirers, or 58%, don't plan effectively for the cultural integration of the two companies.

RESEARCH GAP - In spite of the general agreement among accountants, strategic consultants, research team members, attorneys, investment bankers and company executives and other

Ms. Merinlizs Babu, Amity Institute of Comp. Intelligence & Strategic Management, Amity University, Noida

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stakeholders in M&A deal, about the importance of DD, it has been not been explored adequately in the literature as to how DD helps in generating “quick-win” value.

DISCUSSION :

In the DD process, the acquirer company can acquire and verify information about the target company. However, attention is directed most towards identifying and valuing of target company’s assets and liabilities in the final stage of DD. Before the signing of an acquisition agreement, information flow between the acquirer company and the target is limited. However, after the signing of an acquisition agreement, the target company is required to provide wider access to detailed information to the acquirer company. This process is known as transactional DD. It involves verifying the accuracy of the target company’s accounting information. Acquirer companies use private information obtained from the target firm during transactional DD to ensure the most current information is reflected in their fair value estimates of acquired net assets at the closing date. More DD will lead to better results in terms of identification and measurement of acquired assets and liabilities assumed.

DD leads to accurate assessment of the risks and benefits of a proposed acquisition. It helps in assessing the relevant areas of concern such as legal arrangement, management team and information technology, corporate environment, organizational structure and the current market position of the company in order to determine a valuation for the target company’s assets for acquisition.

The process critically analyzes all aspects of the target or acquirer company that may have a significant impact on the value of the deal. DD not only adds value to the transaction but fully assesses the valuation price and identifies financial risks. This includes a comprehensive analysis of the target company’s financial statements. The DD process aids in identifying and mitigating signi?cant risks or exposures that could impact the transaction or the ?nance transformation required to realize the fullest value from the merger post-closing.

DD is a fundamental aspect of M&A. In simple terms, it is a full information mining and mutual review between two companies in preparation for a merger. It can happen that the sell side of a transaction can be much more complex than the buy side. Buyers would be doubtful about the genuineness of the numbers and other key facts presented by the seller.

Thus, being a prepared seller with accurate and comprehensive diligence materials can help achieve desired transaction value for the selling stakeholders by expediting the process and building trust and credibility with the acquirer company. The target company should ensure that everything it has set forward meets the desired standards. Conducting target company side diligence, before the sale process begins can help the target companies anticipate issues a buyer may raise and develop responses that adequately address the questions before they become problems.

Through DD process, the acquirer company obtains and verifies the accuracy of public and private information about the target company. In the process, better information obtained can lead to better recognition and valuation of the assets acquired and liabilities assumed in a deal. It helps to ensure that the proposed transaction would pose no unnecessary risk to the acquiring company’s shareholders. DD of the acquirer company ensures that relinquishing control by Target Company will not bring unforeseen risks to the company’s owners, management team and employees. Acquirer companies also conduct DD to limit the risk of costly post-acquisition litigation.

In the US, the directors and officers of public companies are saved from incurring liability in shareholder lawsuits under legal regulations in case it can be shown that sufficient DD was undertaken and considered when evaluating the potential benefits of an M&A transaction. Therefore, by performing more DD, the risk of costly post-acquisition litigation can be reduced to a great extent. Though DD starts before the acquirer company approaches the target about a potential transaction, the nature of DD and the type of information flows change as the deal proceeds towards closing. In the initial stages, DD addresses broad issues such as whether to complete the acquisition and how much to pay. The latter stages of DD are focused on finer details such as verifying information and the target firm’s specific assets and liabilities. The process of identifying classes of acquired assets and liabilities depends on obtaining detailed information obtained about the target firm through DD. Measurement of acquired assets and liabilities depends on the precision of the information the acquirer company’s gain about the target firm’s resources and obligations.

Some acquirer companies perform more due diligence compared to others. The first reason is that DD is time consuming and costly in terms of resources. It has thus adverse impact on the daily

11

business operations. The other reasons include the risk faced by Acquirer Company that the target will receive a competitive bid before the transaction is closed. Therefore, competitive factors produce incentives for acquirers to close the transaction sooner. There are three phases of DD as under:

- Phase I of DD: Insights into the potential industry's competitive structure and establishes an array of potential M&A candidates.

- Phase II of DD: Investigation of a potential candidate but it goes beyond accounting/legal assessment.

- Phase III of DD: Data on and assistance in integrating the two operating entities after finalization of the purchase.

- People issues can hamper post-merger integration, undermine value-creation opportunities, jeopardize relationships with customers and reduce productivity.

- 3 HR issues have to be given importance are

- People issues can hamper post-merger integration, undermine value-creation opportunities, jeopardize relationships with customers and reduce productivity.

- 3 HR issues have to be given importance are- Alignment of culture with strategy,- Accurate assessment of cultural differences and

similarities and- Effective change management.

Conclusions :

Thorough and function specific DD should be leveraged to help the acquirer gain higher value and growth post-merger. In the push to make a deal, due diligence is often narrow in scope. If skeletons later turn up in the closet, it is the acquirer that could bear liability. A suggestion is made to start integration planning in the due diligence phase. Companies should address the issues of cultural fit, organizational design and change management early on in the M&A cycle.

References :

1. Bastien, D. T., & Van de Ven, A. W. (1986). Managerial and organizational dynamics of mergers and acquisitions. SMRC Discussion Paper No. 46. University of Minnesota, Strategic Management Research Center.

2. Buono, A. F., & Bowditch, J. L. (1989). The human side of mergers and acquisitions. San Francisco, CA: Jossey-Bass.

3. Cartwright, S., & Cooper, C. L. (1996). Managing

mergers, acquisitions and strategic alliances: Integrating people and cultures. Oxford: Butterworth-Heinemann Ltd.

4. Copeland, T., Koller, T., & Murrin, J. (1995). Valuation: Measuring and managing the value of companies. New York: Wiley.

5. David M. Schweiger and Philippe Very, “Creating Value through Merger and Acquisition Integration” Advances in Mergers and Acquisitions, Volume 2, pages 1–26. © 2003 Published by Elsevier Science Ltd. ISBN: 0-7623-1003-0

6. Feldman, M. L., & Spratt, M. F. (1999). Five frogs on a log. New York: Harper Business.

7. Galpin, T. J., & Herndon, M. (2000). The complete guide to mergers and acquisitions. SanFrancisco: Jossey Bass.

8. Habeck, M. M., Kroger, F., & Tram, M. R. (2000). London: Financial Times/Prentice Hall. Hambrick, D. C., & Hitt, M. A., Harrison, J. S., & Ireland, R. D. (2001). Mergers & acquisitions: A guide to creating value for stakeholders. New York: Oxford University Press.

9. Hubbard, N. (1999). Acquisition strategy and implementation. London: MacMillan.

10. Hunt, J. W. (1990). Changing pattern of acquisition behaviour in takeovers and the consequences for acquisition processes. Strategic Management Journal, 11, 69–77.

11. Jemison, D. B., & Sitkin, S. B. (1986). Corporate acquisitions: A process perspective. Academy of Management Review, 11, 145–163.

12. Lubatkin, M., Calori, R., Very, P., & Veiga, J. (1998). Managing mergers across borders: A two- nation exploration of a nationally bound administrative heritage. Organization Science, 9(6), 670–684.

13. Marks, M. L., & Mirvis, P. H. (1998). Joining forces. San Francisco: Jossey-Bass.

14. Nahavandi, A., & Malekzedah, A. R. (1988). Acculturation in mergers and acquisitions. Academy of Management Review, 13, 79–90.

15. Schweiger, D. M., & DeNisi, A. S. (1991). Communication with employees following a merger: A longitudinal field experiment. Academy of Management Journal, 34(1), 110–135.

16. Schweiger, D. M., & Ivancevich, J. M. (1987). The effects of mergers and acquisitions on organizations and employees: A contingency view. Paper presented at the meeting of the Strategic Management Society, Boston.

12

From margins to mainstreams-Establishing identities-AnEpicPerspective

Prof. Rajani Jairam, Prof. (Sanskrit)Jain College, Bangalore

Abstract :

The paper makes an attempt to show the merger of margins and mainstream through literary perspectives. In order to understand the marginalized as well as the mainstream culture one has to understand the meaning of culture in the truest sense of the word.

Literary works are representative of the life and attitudes of a particular time period and reflect the society of those times. One way to understand culture is in terms of shared paradigms that co-exist within a single particular society. This involves identifying the various cultures within the society other than the dominant culture. Some of the variables used to define culture are its paradigms about government, economics and morality.

This paper makes an attempt to assess the quantum of merger of mainstream and the margins in Indian epics with a focus on the Mahabharata. The essence of marginalization here would mean that a distinctive social group with its own characteristic features singles out or victimizes the members who are categorically less dominant leading to unequal treatment, discrimination, social ostracism and the like.

In contrast the epic Mahabharata leaned towards ways and means of releiving the society of Marginalization. The author Vyasa always believed that the human being was the greatest measure of all things. He strongly believed that nobody should be excluded. Through various Upakhyanas (illustrations and analogies) he has advocated the strong presence of the so called marginalized and given them back their spaces. There was no question of marginalization in terms of gender. Family life accorded highest status to women which were supported by Dharma. The epic believed that every human being was a potential being capable of creating his own identity. He was accorded a place of sanctity by virtue of his attributes. There was no

distinction as center and periphery and everything was central.

The paper examines the merger of mainstream and margins through the sub-narratives of the epic concentrating on the upakhyanas involving the so-called marginalized. The primary source would be the VyasaBharata. Various critical editions would be consulted. Published and unpublished research works on the topic would be studied for a critical appraisal.

Key words : Mainstream, margin, identity, epic perspectives.

Introduction :

Marginalization refers to the overt and covert trend with in society where those perceived to be lacking desirable skills and deviate from the norms tend to be excluded by wider society. The essence of marginalization would mean that a distinctive social group with its own characteristic features singles out or victimizes the more numerically dominant members of the society. This perhaps leads to subsequent unequal treatment. In the epic context we are reminded of the Mahabharata (mbh) where marginalization commenced right from numbers with a specific reference to the Kauravas who were a hundred in number and the Pandavas who were only five.

The concept begins with vyasa the author of the great work himself being of a dusky complexion born to a fisherwoman in her early part of life with a disagreeable smell of fish who was awed by the fame and authority of the great sage Parashara.Born out of an unlikely union vyasa sculpted the great epic. Belonging to the so called lower strata of the society Satyavati became the queen of Shantanu the first fragments of the absence of marginalization and an effort by Vyasa to bring in through literary perspectives the peripheral characters to the center, indicate how a sincere effort was made to restore the

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margins to the mainstream. Progressive reforms of the current age are driven by the need for societies to mitigate damaging internal unrest and deliberate revising of the previous trends that endangered political minorities and women.

The striking feature of the epic is its capacity to sustain interest among the concerned by exploring the possibilities of portrayal of characters with utmost respect without self-consciousness and condescending concession. The intellectual and spiritual presence of women characters and their strong challenges to both Arrogance and power of scholarship power is remarkable. Through brilliantand varied upakhyanas the author shows how women could be scholarly, brilliant, defiant as well as endear ing as the s i tuat ion demands (Savitriupakhyana-vanaparva).The ideal of a shared life with emotional interdependence is seen in many epical illustrations, the perceived bonds of mutual benefit as shown in the epic leaned towards respect for human beings may be for being better or due to moral homogeneity.

A classic example for how each human being was respected and admired was the arrangement of the Varna system. These were only divisions for social functions. They were more of a social calling rather than an arrangement of caste system. Each of the Varnaswasrelated to the other and the M b h chiefly perceives them for their essence. The epic dismissed the theory of origin with respect to the color of the individual (ShantiParva). Leader ship and governance held responsibility to protect the social order.

The marginalized culture of politics has led to believe that most of the bureaucracies and police-military machines are in public perception corrupt and illegitimate and capable of terrorizing the citizens. The positive feature of the epic is its emphasis on impartial governance and cosmic approach to crime and punishment.

Within the developed world social or ethic marginalized groups stand out. Marginalization may be the core of general human conflicts related to racism, atheism and the like. The m b h identified a human being for his attributes (sage BrughuShantiParva). The theory of origin based

on colour may not be applicable to the epic context.

Further talking about the presence of women characters in the epic one may declare that women were given a place of honor and considerable amount of freedom was given to them. They were clever disputants and rose beyond the polarity of caste, creed and religion. The upakhyanas involving Shakuntala, Savithri, Vidula, Damyanthi bear testimony to this.Theutilitarianethics enforced by these women show how they believed that there was one solution for every problem. On the contrary observing the present situation, politics of the marginalized in India has posed a new challenge for the women’smovement; women’s activists have challenged and are responding to this critique. Therefore caste identity is beyond the realm of personal experiences which are perhaps political too.

Coming to the position of women in domestic life the epic shows a liberalized attitude, women were made happy within the family life and the quality of relationship at personal level was very high. They enjoyed high level of participation in the execution of power. The subtle message delivered by the epic is life within family and accordance of status to individual should always be supplemented by Dharma. This concept presupposes and recreates the independent and antagonistic relationship between individuals though they are free and equal. No human being belonging to any societal strata can be given a tag that he is an unredeemed villain or an absolute hero. There cannot be fixed maxims to develop, sustain or end relationships one cannot presuppose that each individual is a means and not an and in himself. The epic is very clear when it says that one should go beyond self-reproach and blaming other for what happened.

The epic discusses three stages of development of cooperation. The first stage is hierarchal, traditional or bureaucratic relationship. The power vests with one individual and he knows what is best for another person and how he should utilize it (Ambika and Ambalika episode- Adiparva). The second relationship is a conflict between equal

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individuals with their own ends. Each of them uses the other for their own end. An example for the same is the retainer and provider relationship between Duryodhana and Karna, the third relationship can be found in collaborative and team work where each individual treated the other as an end in himself and not merely a means.

The author of the epic Veda vyasa himself considered a human being above all. He considered grihastha dharma or family life as the greatest dharma family being the main domain of immediate human relationship; the relationships in the epic mainly were founded on kinship, sharing and division of work. No individual was given scope to pursue his self-interest.

All human act ion is an element of consequentialists. In the modern world there is a clear demarcation between mainstream culture of politics and marginalized culture of politics. Terms like ‘duty’, ‘virtue’, ‘god’, ‘ethics’ morals are all alien to the discourse in todays marginalized culture of politics. Ethtical discourse is hardly better in the mainstream. The epic has given a place of sanctity to powerful characters who were considered marginalized either by birth or by practice. We are reminded of Vidura who was frighteningly intelligent. He was a preceptor to even the people older to him by hierarchy and by age. He was the only one who voiced against Draupadis molestation in sabha parva.

Veda vyasa has shown through such characters that only good practices survive any length of time and follow the progression in the mainstream culture.

Mahabharata says that protection of peoplesright is possible only when governance is impartial and law is not ‘held in abeyance’. i.e. the king should not punish one for the offence of the other the king was advised to unite with people through powerful speeches and promise to protect the subjects the author has laid the foundation for professional competence with emphasis on virtue and morality. He suggests that reflections of law and governance should be realistic and meaningful there should be the absence of fear of state and fear of tyranny.

Freedom from fear according to the epic promotes social dignity and human peace. The epic is concerned about human concern like fear, greed, anger, sorrow, hunger and the like.

The society as portrayed in the epic was largely multicultural. The opinion of worthy characters was given a lot of weightage. Only the cultured, critical human being is capable of standing up against the stream of public life. The invasion of public and private space gives a reuse of powerlessness to human beings. The epic has shown progression through powerful characters with deep sense of duty and morality like Vyasa, Satyavathi, Draupadi, Krishna, and Vidura. No progress is possible without reconciliation among the conflicting groups.

The epic has shown that there is good reason to believe that if progressive people can orient themselves in this new terrain, radical, social transformation is possible. Despite the cultural and political fragmentation, the widespread prejudice as to the equal moral worth of all human beings constitutes the embryo of new universal consciousness.

References :

1. Dutt. M N Mahabharata; Parimal publications; India; 1961.

2. Manual Castells; The power of identity; London Blackwell; 1997.

3. KosambiDamoderDharmanand; Delhi; India 1956.

4. Mahajan. V .D Culture and civilization of ancient India; S. Chand and company; Delhi; India; 1956.

5. IOWA Journal of culture studies; U S A; 2002.

6. Rajagopalachari. C.;Our culture; BharatiyaVidya Bhavan; Mumbai; India; 1957.

7. Chaturveedi Badarinath; Mahabharata; An inquiry in to the human condition; Orient Longman; Delhi; India; 2004.

8. Giroux Henry. A; Patriotism and culture of fear; editors: Amitava Kumar & Michael Ryan: 2001: U S A.

9. HallStuart; cultural studies and its theoretical legacies; Routledge; 1996-(262-275).

15

A Study on the vitality of Competency for Performance

Dr. Brig. Ranbir Bhatia, Director,PGRC MIT School of Management, Pune

Mrs. Varsha Bhabad,Research Scholar, Pune

Introduction :

Dynamic people can build dynamic organizations and effective employees can contribute effectively. Competent and motivated people can make things happen to achieve Goals. Hence, the Organization should continuously ensure that dynamism, necessary competence, motivation and effectiveness of employees remain at high levels at all times. However, how an Organization is able to ensure the effectiveness of employees at all times? Its answer is “Due to Competent People with their appropriate competencies”. A competency is an underlying characteristic of a person which enables them to deliver superior performance in a given job, role, or situation. The “iceberg” model, as shown in Figure 1, shows different levels of competency. The analogy within the illustration is deliberate: while some elements are readily identifiable and measurable above the surface, there are several that are more difficult to detect, yet which are-in most cases-more significant. Renowned Harvard University Psychologist David McClelland confirmed this in an article he published in 1973 entitled “Testing for competence rather than for intelligence.” The original use of competencies was conceived by David McClelland, he first used it as an alternative for the replacement of intelligence tests with criterion reference testing (McClelland, 1973).

Historical View of Competency: The original use of competencies was conceived by David McClelland. He first used it as an alternative for the replacement of intelligence tests with criterion reference testing (McClelland, 1973). He argued that intelligence tests were not valid predictors of intelligence and irrelevant to the workforce. There used to be a joke among Psychologists that intelligence was what the intelligence test measured, but McClelland thought the joke was “uncomfortably near the whole truth and nothing but the truth.” Currently, human resources management has been viewed as a key strategy to low the cost of human capital and improve an organization’s economic growth. The term of “competency” plays the important role in improving job performance and in turn qualifies human resources. Especially, under the climate of

globalization, the workplace requires business practitioners to acquire a new set of knowledge, skills, and attitudes to face the diversity and complication of the new business environment successfully. The main purpose of this study was to analyze a review of the literature concerning the development, models, categorization, and paradigm shift.

Definition of Competency : Early in the 1970s, David McClelland (1973), a professor of Harvard University, proposed the idea of competency as a term used to challenge traditional criteria of assessment which had emphasized intelligence evaluation in the higher education system. His theme provided a conceptual framework that led to many subsequent studies in other fields such as teacher education, vocational education, business management, and human resource management (Spencer & Spencer, 1993). To better understand international trade competencies, this section began by defining and grouping competency, followed by introducing the competency models, and then discussing competency in Taiwan and the paradigm shift on competency. A competency was defined in the literature from various perspectives. The American Heritage Dictionary of English language (2000) provided a general description as “the state or quality of being properly or well qualified” (p. 376). Numerous scholars have attempted to pin down a definition for competency. Quinn, Faerman, Thompson, and McGrath (1990) indicated that competencies were associated with knowledge and skills for implementing certain assignments or projects effectively. To be effective in a particular competency, one must be able to accomplish the desired results of a job with specific qualifications and personal attributes. Burgoyue (1993) employed a functional perspective to define a competency as how the goals of organizations were best achieved by improving members’ performance. Human resource specialists viewed a set of competencies as a tool to serve as a common language throughout the entire organization to consistently plan personnel, conduct performance reviews, and determine the training program (Kravetz, 2008). Boyatzis (1982) and Klemp (1980) agreed that a person would have

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effective and/or superior performance in a job if he or she exhibited underlying characteristics conducive to that particular job. Spencer and Spencer (1993) similarly defined competency as “an underlying characteristic of an individual that is causally related to criterion-referenced effective and/or superior performance in a job or situation”. They elaborated on their definition, explaining that Underlying characteristics meant “the competency is a fairly deep and enduring part of a person’s personality . . . causes or predicts behavior and Performance “and criterion-referenced meant “the competency actually predicts who does something well or poorly, as measured on a specific criterion or standard”. Furthermore, Spencer and Spencer (1993) applied the idea of competency to develop the Job Competence Assessment Method (JCAM), which encouraged an organization to change its focus from using traditional job descriptions to establishing a competency model by analyzing the key characteristics of people with average to superior job performance. Cardy and Selvarajan (2006) concluded previous researchers’ thought as competencies was the characteristics which could significantly differ high-qualified employees from others who showed inferior performance.

Hoffmann (1999) analyzed past literature and summarized three key points in defining a competency: (a) underlying qualification and attributes of a person, (b) observable behaviors, and (c) standard of individual performance outcomes. The most general and detailed definition was proposed by Parry. Parry’s definition has been accepted by numerous scholars (Lucia & Lepsinger, 1999): A competency is a cluster of related knowledge, skills, and attitudes that affects a major part of one’s job (a role or responsibility), that correlates with performance on the job, that can be measure against well-accepted standards, and that can be improved via training and development (as cited by Lucia & Lepsinger, 1999).

Types of Competencies: As per historical view of competencies, most of authors specified mainly three types of competencies:

i) Managerial Competencyii) Technical Competencyiii) Personnel Competency

Competency Model: Figure 1: The Iceberg Model of Managerial Competencies

The underlying elements of

competencies are less visible

but they largely direct and

control surface behavior, Social

role and self-image exist at a

conscious level; traits and

motives exist further below the

surface, lying closer to the

person’s core.

Managerial Competencies are like an iceberg,

with skill and knowledge forming the tip.

The Iceberg Model includes: 1. Skills are the things that people can do well, such as computer programming.2. Knowledge is what a person knows about a specific topic, such as a computer language.3. Social Role is the image that an individual displays in public; it represents what he or she thinks is important. It reflects the values of the person, such as being a diligent worker or a leader.4. Self-image is the view people have of themselves. It reflects their identity, such as seeing oneself as an expert.5. Traits are enduring characteristics of people. They reflect the way in which we tend to describe people (e.g., “she is reliable” or “he is adaptable”).These characteristics are habitual behaviors by which we recognize people.6. Motives are unconscious thoughts and preferences, which drive behavior because the behaviors are a source of satisfaction (e.g., achievement drive and wanting to do better).

Importance of the Topic: During the British period, the promotions were not considered on the basis of Performance. The System was very biased and partial. Perception, caste and creed, attitude, ethics were the criteria for consideration. Generally, seniority was the main criteria at least in deciding the promotion policy. Now-a-days, the Performance Management Systems are widely recognized as a key business strategy for creating Performance-driven culture in the Organization and in turn, for driving strong business results, - thanks to Multinational Companies (MNCs) who ensure that their Performance Management / Appraisal Systems are

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very effective and meaningful process. So, in Today’s era, the competencies are the basic key concept which co-relate with best Performance. For individual performance in Organization the specific and required competencies are necessary for to build up the Performance in organization. So that Organization should always concentrate on the study of competencies related to Performance in organization. Considering the importance of the topic of research as stated above; the need is felt to undertake the research work related to recent trends in Performance Systems and Practices followed in the selected Organizations.

Conclusion and Recommendation: Since David McClelland (1973) used the term of competency as a criterion of assessment in the higher education system, many subsequent studies about competency have made in other fields such as teacher education, vocational education, business management, and human resource management. Comparing the term “job descriptions” and “KSAs,” competencies are viewed more broadly and more behavior-based. Each competency requires several KSAs. Competencies included many factors that influenced job success but are not included in the job description. In summary, the purpose of identifying competencies is to provide a well-trained workforce that will work for organizational goals effectively and efficiently. Even competencies have been categorized in the literature from various perspectives, conceptual capacity, behavior, and knowledge/skills competencies are common groups. According to the iceberg model, knowledge and skills were visible and appeared at the top of the iceberg. They were relatively easily developed and improved through education and job training. On the other hand, motives and traits appeared at the base of the iceberg, because both were more likely to be hidden and comprised the innermost part of an individual’s personality. Therefore, they were more difficult to develop and reform through school education and job training.

References :

1. Boyatzis, R. E. (1982).The competence manager: A model for effective performance. New York: John Wiley & Sons.

2. Brown, R. E. (1993). The competence manager: A model for effective competence debate.

3. Klemp, G. O. (1980). The assessment of occupational competence. Washington.

4. McClelland, D. C. (1973). Testing for competence rather than intelligence. American Psychologist.

5. Spencer, L., & Spencer, M. (1993). Competence at work: Models for superior performance, N.Y.: John Wiley & Sons.

6. Key competencies for a successful life and well functioning society by D.S. Rychen and L.H. Salganik.

7. Competencies Report by PsyTech.

8. Competencies for Senior Manager Roles by Pradip Khandwalla.

9. COMPETENCY EVALUATION: A CASE STUDY by B K Bhatia.

10. D e v e l o p i n g C o m p e t e n c y M o d e l byWANGLi,WANG Hongmei.

11. Competence of Middle-Level Managers by Chien Yu,Hui-Yu Yen.

12. A Model for Effective Performance by Arnaldo Camuffo, Fabrizio Gerli.

13. Competency Requirements for Today’s HRM Professional by William J. Heisler.

14. HR COMPETENCY MODEL by A. Parsons.

15. What is Competency? By A.Persons.

16. Managerial Competencies for Middle-level Managers of General Insurance Sector in India by Sharma Aparajita.

17. Identifying competencies that predict effectiveness of R&D managers by Christine R. Dreyfus.

18. Hospitality management competencies: do faculty and students concur on employability skills? By Richard Sez.

19. Competency Mapping (A DRIVE FOR INDIAN INDUSTRIES) by R.Yuvaraj.

20. I T C O M P E T E N C Y A N D F I R M PERFORMANCE: by MICHAEL J. TIPPINS.

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Currency Modeling

Kanika Nagpal, Asst. Prof.Lakshmibai College, University of Delhi

INTRODUCTION :

Currency modeling is the decision making of currency rate of one’s country with respect to other nation (US dollar, Yen, Pounds etc) and with factors affecting the currency rate. Moreover, we can say it is similar to exchange rate. This helps preventing mismanagement of the currency. Exchange Rate is the price at which the currency of one country can be converted to the currency of another. Exchange rate fluctuations affect the value of international investment portfolios, competitiveness of exports and imports, value of international reserves, currency value of debt payments, and the cost to tourists in terms of the value of their currency. Movements in exchange rates thus have important implications for the economy’s business cycle, trade and capital flows and are therefore crucial for understanding financial developments and changes in economic policy.

This study aims to explore the dynamics of the exchange rate US Dollar (USD) in terms of Indian Currency (INR or Rupee) and the factors effecting it are, Gross Domestic Product, Foreign Direct Investment , inflation rate, interest rate ( lending rate, deposit rate) and Current Account Deficit, from the year 2000-2001 to 2008-2009.

NEED FOR MODELING CURRENCY :

• Depreciation leads to imports becoming costlier which is a worry for India as it meets most of its oil demand via imports. Apart from oil, prices of other imported commodities like metals, gold etc will also rise pushing overall inflation higher. Even if prices of global oil and commodities decline, the Indian consumers might not benefit as depreciation will negate the impact. The depreciating rupee will add pressure on the overall domestic inflation and since India is structurally an import intensive country, as reflected in the high and persistent current account deficits month after month, the domestic costs will rise on account of rupee depreciation.

• Exchange rate risk drives away foreign investors which in turn depreciates the local currency. Indian Rupee is often caught in this vicious cycle; it will have to find a stable level to ‘regain investors’ confidence.

• The depreciating rupee has serious effects on the external debt figures of the nation. Total external debt has increased by Rs. 2186.8 billion to Rs 16384.9 billion by the end of November 2011.

• Lower inflation leads to a rising currency value & higher inflation sees depreciation of currency.

• Higher interest rates attract foreign capital and cause the exchange rate to rise and lower interest rates decrease exchange rates.

• Current account deficit shows the country is spending more on foreign trade than it is earning and there is an excess demand for foreign currency which lowers the country’s exchange rate.

• A large public debt encourages inflation which in turn will affect exchange rate.

• Increasing terms of trade i.e. the price of a country’s exports rises by a greater rate than its imports, increases the currency’s value.

• Political instability and weak economic performance cause loss of confidence in a currency and hence its devaluation.

Recommendations/Suggestions :

In this context, it is important to recognize that the Indian approach in recent years has been guided by the broad principles of careful monitoring and management of exchange rates with flexibility, without a fixed target or a pre-announced target or a band, coupled with the ability to intervene if and when necessary, while allowing the underlying demand and supply conditions to determine the exchange rate movements over a period in an orderly way.

Subject to this predominant objective, exchange rate policy is guided by the need to reduce excess volatility, prevent the emergence of establishing speculative activities, help maintain adequate level of reserves, and develop an orderly foreign exchange market.

The Indian market, like markets of other developing countries, is not yet very deep and broad, and can sometimes be characterized by uneven flow of demand and supply over different periods. In this situation, the central bank (Reserve Bank of India) and the government of India intervene massively to arrest the massive fluctuations .

We need to move towards being investment driven economy that is efficiency driven in the form of infrastructure development, improving skill of work force and make that investment which translate into tangible productivity across the board.

Final stage which can make India to be developed economy is to be innovation driven economy that can create unique value of India at global economy level. We need to accelerate reform process that would

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make economy resistant to external shocks and changes in economy cycles and currency fluctuations.

The bottom line is our policy should concentrate on enhancing our capability in manufacturing, promote entrepreneurship and provide incentive for innovations.

We need to remember that the challenge which we are facing is not only about currency risk but it is about moving to growth and development.

The Indian Rupee has depreciated significantly against the US Dollar marking a new risk for Indian economy. Grim global economic outlook along with high inflation, widening current account deficit and FII outflows have contributed to this fall.

RBI has responded with timely interventions by selling dollars intermittently. But in times of global uncertainty, investors prefer USD as a safe haven.

To attract investments, RBI can ease capital controls by increasing the FII limit on investment in government and corporate debt instruments and introduce higher ceilings in ECB’s.

Government can create a stable political and economic environment. However, a lot depends on the Global economic outlook and the future of Eurozone which will determine the future of INR.

Measures by RBI :

A.) Using Forex Reserves:- RBI can sell forex reserves and buy Indian Rupees leading to demand for rupee. But using forex reserves poses risk also, as using them up in large quantities to prevent depreciation may result in a deterioration of confidence in the economy's ability to meet even its short-term external obligations. And not using reserves to prevent currency depreciation poses the risk that the exchange rate will spiral out of control. Since both outcomes are undesirable, the appropriate policy response is to find a balance. Hence, RBI performs the duty of maintaining such a balance by its various policies.

B.) Raising Interest Rates:- The rationale is to prevent sudden capital outflows and ultimately lead to higher capital inflows. But India’s interest rates are already higher than most countries. This was done to tame inflationary expectations. So further raising interest rates would lead to lower growth levels.

C.) Make Investments Attractive: Easing Capital Controls: RBI can take steps to increase the supply of foreign currency by expanding market participation to support Rupee. RBI can increase the FII limit on investment in government and corporate debt instruments. It can invite long term FDI debt funds in infrastructure sector. The ceiling for External Commercial Borrowings can be enhanced to allow more ECB borrowings.

D.) Dollar window for oil cost: RBI could open a dollar window for oil companies to buy dollars directly from it instead of markets, but it would drain foreign exchange reserves

E.) Dollar for oil bonds: RBI could hold auctions to buy bonds from oil companies, providing them dollars or other non-rupee currencies, but the outstanding amount of oil bonds is small as the government has been giving direct cash subsidy to oil companies

G.) Stagger import payments: It could issue rules delaying or staggering import payments, which are typically made at the end of every month, although RBI has not taken this step in recent years

Measures by Government :

Government should take some measures to bring FDI and create a healthy environment for economic growth. Key policy reforms that should be initiated includes rolling of Goods and Services Tax (GST), Direct Tax Code (DTC), FDI in aviation and retail, Companies Bill and diesel decontrol. Efforts should be made to invite FDI but much more needs to be done especially after the holdback of retail FDI and recent criticisms of policy paralysis. The government took steps recently to loosen rules for portfolio investment in the Indian market, indicating its desire to sustain external inflows.

Additional fiscal reforms: Government could review sectors such as defence, or revive pension & ins. reforms, but passage through parliament could be tough.

Reduce Gold Imports: The government could increase the customs and excise duty on gold, that way “MRP” of gold jewellery will increase and consequently, its demand will decrease. (Except by those Politicians, Bureaucrats and Real Estate mafias who’ve truckload of cash, and want to invest it in gold.)

References :1. Altavilla C. & P. De Grauwe (2006), “Forecasting and

Combining Competing Models of Exchange Rate Determination,” CESifo Working Paper No. 1747.

2. Apte Prakash, Piet Sercu, Raman Uppal (1996), “The Equilibrium Approach to Exchange Rates: Theory and Tests,” NBER Working Paper Series, Working Paper 5748.

3. Belkacem, L., Z.E. Meddeb and H. Boubaker (2005), “Foreign Exchange Market Efficiency: Fractional Cointegration Approach,” International Journal of Business, 10, 2005.

4. Branson, W. H. (1983), “Macroeconomic Determinants of Real Exchange Risk,” in R. J. Herring (ed.) Managing Foreign Exchange Risk, Cambridge: Cambridge University Press.

5. Dornbusch, R. (1990), “Real Exchange Rates and Macroeconomics: A Selective Survey,” NBER Working Paper 2775, National Bureau of Economic Research.

6. Dua, P., N. Raje and S. Sahoo (2003), “Interest Rate Modelling and Forecasting in India, ” Reserve Bank of India Development Research Group Study No. 2.

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Risk and Return Analysis of FDI in Multi Brand Retail in India

Ms. Anita Nyati, Lecturer (Business Admn.), Govt Commerce College, Kota (Raj.)

Abstract :

Foreign Direct Investment (FDI) is the outcome of the mutual interest of multinational firms and host countries. The current debatable issue in India is whether to permit FDI in Multi Brand Retail (MBR) or not. This paper provides a study of various aspects of FDI in Multi Brand Retail. Firstly the paper examines the present set up of retail sector in India. Further it focuses on the benefits of FDI which are expected in terms of better quality, better technology, better customer services and infrastructural development of India. The paper also discusses the major concerns / risk associated in form of unemployment or throat cut competition with FDI permission. To support the discussion, the experiences of other countries have also been included in the analysis. The last section prescribes the conclusion that the opening up the retail sector to foreign players will be a step to flourish the retail sector as well as society, on the condition to implement with proper strategies so that the returns can be maximised and risk can be minimised. Some riders may be applied on foreign entities like minimum investments in the back end infrastructure, caps on scale etc. Thus, if done in the right manner, FDI in Multi Brand Retail sector can prove to be a Boon and not a Curse.

Keywords - Foreign Direct Investment, Multi Brand Retail, Strategies.

Risk and Return Analysis of FDI in Multi Brand Retail in India

This is one of the burning issues to discuss in India. As the retail industry in India is the 2nd largest source of employment after agriculture, so policies related to retail sector should be well managed. Before we start analysis of impact of FDI in multi brand retail, it is better to have a look on current scenario of Retail Industry and FDI in India.

Introduction :

According to the Delhi High Court, Retail means sale for final consumption to the ultimate consumer. Indian retail industry can be categorized in two types – Unorganized and Organized. Unorganized retail sector consists of all small shops, kirana stores etc

with low investments while organized retail sector consists of well managed retail chain or hyper market etc with large scale operation and heavy investment and infrastructure.

Current scenario of FDI in India

Foreign direct investment (FDI) refers to capital inflows from abroad that is invested in or to enhance the production capacity of the economy. Post liberalization according to GATS & WTO, India has also opened up many sectors including retail sector to foreign players partially.

The following development in FDI in retail sector in India –

1997 – 100% FDI allowed in cash and carry wholesale trading under govt approval route.

2006 – 51% FDI allowed in single brand retailing.

2011 -Proposal for 100% FDI in Multi Brand Retail by the parliament in the winter session.

This journey has resulted in USD 194 million between 2006 and 2010. India is ranked as the 3rd most attractive nation for retail investment among 30 emerging markets.

Multi Brand Retail (MBR) can be in different formats like super market, hyper market, compact hyper etc. Although this organised retail sector has a lot of potential yet this sector is constrained by several factors like highly restrictive licence regime and poor infrastructure.

Proposal for FDI in MBR –

• 51 % FDI permission in MBR.

• Minimum investment of $100 million.

• 50% of the investment is to be in backend infrastructure development.

• 30% of all raw materials have to be procured from India’s small and medium industries.

• Permission to set up malls only in cities with a minimum population of 10 lacs.

• Government has the first rights to procure material from the farmers.

• Products should be sold under the same brand internationally.

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• Foreign investor should be the owner of the brand.

Now the issue is whether opening up of FDI in MBR will provide opportunities or create problems. There may be both side views so this paper presents an analysis. Before we list the benefits of FDI, it would be better to assess the present set up of the retail sector.

Present set up of Indian Retail Sector :

1. In reference of the farmer- India is a country of farmers where 60% of population is involved in agriculture. It is the 2nd largest producer of fruits & vegetables and 3rd largest of grains. But Indian farmers are not getting enough returns. There are many inter-mediatory between farmers and ultimate consumers. Even as per an estimate farmers get only 20 -30 % of the actual price. Major part of their crop goes wastage due to not having better logistic facility; their produce can’t reach to the Mandies. In many parts of the country due to not getting enough money through farm produce farmers have to commit suicides.

2. In reference of the infrastructure & logistics – Investment on infrastructure and logistics is not sufficient today. To keep farm produce fresh and safe, cold storage are not enough. Integrated cold chain infrastructure is also limited with 5386 cold storage. This situation leads to heavy losses to farmers in terms of wastage in quality and quantity of produce. As per some industry estimate 25 to 30% fruits, vegetables and grains goes waste due to this.

3. Non existence at international level – Since Indian retail traders are scattered and having small investments so no brand has got recognition at international level. Further they are not having good technologies and back up integration to procure material direct from farmers and producers.

4. Indian currency needs support – In past 12 months we have seen a very much volatile Indian Rupee. It has touched all time low 54.30 against USD. As India is no longer that attractive destination for foreign investors because of lack of reforms now.

Key benefits of permitting FDI

1. Benefit to farmer - By introducing FDI in retail the post of middlemen in India will be eliminated and farmers will get a good price for their crops. It will encourage farmers to increase farm-

productivity, earnings & their living standard and use of high quality seeds & technology in agriculture.

2. Creation of employments - Because of the large investment by foreign companies, this sector will create huge direct and indirect employment opportunities in areas like marketing, agro-processing, packaging, transportation, etc. According to Commerce, Industry and Textile Minister Anand Sharma, it will create at least 10 million more jobs in next 3 years.

3. Improved infrastructure and logistics - After allowing FDI in retail each of the foreign company will invest minimum $100 million in India. Because of that, infrastructure facilities, refrigeration technology, transportation, etc. will be renovated.

4. Huge investment on research and development - From farmers to small scale manufactures everyone will use better technology and it will push Indian companies to go for adoption of foreign technologies and even more innovation will be seen in India. Apart from this, foreign companies will also invest heavily on R&D as they are doing in the field of IT. 5. B e n e f i t s for consumers - Consumers will also get benefits as many of the channel mark-ups will disappear, they will get good quality product at a reasonable price.

6. Increased competition - There will be a healthy competition among the players. Use of technology will increase, and overall costs will reduce. Everybody in this chain will increase their productivity and ultimately benefit to India’s economy.

7. Stable Rupee - It makes sense to allow FDI in India as our economy will receive much needed dollars and will help stabilize our currency.

Critics of FDI :

1. Fear of unemployment - The big giant of international level once permitted to come to India, and then they will capture the entire market share resulting in “Shutter Down” of unorganized retailers with low investment.

2. Competition between international players and domestic players - Even domestic players who have invested heavy amount but not able to face competition from international players. It happened when PepsiCo and Coca cola entered the Indian market Indian players either had to

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sell their business to them or they vanished.

Experience of other countries regarding FDI in MBR :

It would be better to have a look on the experiences of the other countries. China is one of the best examples. China permitted FDI in retailing first time in 1992 up to 49 % and then in 2004 it lifted all the restrictions on FDI in retail. Another example may be of Thailand, Brazil, Argentina, Singapore, Indonesia, Chile, and Russia who allow 100% FDI.

The study of all these countries shows that entry of foreign players supported in the development of organized retail industry as well as impressive growth of the country. Even increment in the export of the host countries has also been noticed through networks of foreign retailers.

RISK RETURN ANALYSIS :

On behalf of the benefits & concerns which have been described in the paper, it can be said that the opening up of the retail sector for foreign players will lead to overall growth & development and returns which are expected from FDI in MBR, are higher than risk associated with it.

In support of the statement, reference of the local players like Reliance Fresh, Big Bazar can be considered. They are doing wonderfully well. Even consumers mainly working people who don’t have time to shop different things from different places, have benefitted a lot in terms of quality, variety , price and ease of shopping with all other discounts and exchange offers. And, local traders are still trading as they are. Similarly foreign players will also not harm the economy but they will bring human / monetary / knowledge capital and competition.

The question of unemployment due to eliminating middlemen, kirana stores etc, is answered by the statement that FDI in MBR will create 10 million more jobs in 3 years apart from indirect employment. There will be reorganization of the job structure rather than a reduction. It will decrease unorganized labour.

Plus, protection to farmers can be possible through this. The present condition of farmers is very miserable. He is getting 1/3 of the price for his produce. And, at the time of bumper crop, he has to sell his produce at a throw away price. These all situations can be removed from the system through

FDI.

Conclusion :

At present when there is resistance from trade associations, poli t ical activists or some organizations, the govt may choose to open up the sector with limited foreign equity ownership. In addition there may be a few riders wherein the entities may have to fulfil certain requirement such as minimum investment in the back end infrastructure, caps on scale, working on some sort of agreement with local kirana stores etc.

To conclude, it can be said that this step could bring about a number of benefits in terms of improved infrastructure, efficient processes, employment generation opportunities and better experience for Indian consumers in the long run.

References :

• Sukhpal Singh, “Role of FDI in Multi Brand Retail Trade in India and its Implications”, Review of market integration, Dec 2012, Vol 4, no 3, page 283-308.

• R. Renuka , M.Ganeshan, M. K. Durgamani, “Impact of FDI in Indian Economywith special reference to Retail sector in India”, Global Research Analysis, Jan 2013, Vol 2, issue1, page 22-24.

• Chandu. K. L, “The new FDI Policy in retail in India: Promises, Problems and Perceptions”, Asian Journal of Management Research, 2012, Vol 3, issue 1, page 100-106.

• Dr. Sameena Khan & Fayaz Ahamed., “Foreign Direct Investment in India : Challenges and Opportunities in Multi Brand Retail Sector”, International Journal of Research in Commerce and Management, 2011, Vol 2, issue 1, page 97-98.

• “F.D.I. in multi brand retail –Competition i s s u e s ” , b y N i r m i t G o g i a . http://cci.gov.in/images/media/ResearchReports/FDI%20in%20Multi%20Brand%20Retail_Competition%20Issues.pdf (accessed on 10 Dec 2013)

• “The pitfalls of FDI in Multi-Brand Retailing in I n d i a ” , h t t p : / / w w w. m a d h y a m . o r g . in/admin/tender/Madhyam%20Briefing%20Paper%203.pdf (accessed on 10 Dec 2013)

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Role of Committees in Development of UCBs

Dr. Ratna Nimbalkar, Vice-principal,K.M. Agrawal College, Kalyan.

Dr. Kailas Nimbalkar, H.O.D.(Eco.),S.B. College , Shahapur, Thane

Abstract :

Finance is the main source of Economic Development and RBI is the controller of finance. The financial policy of world is not always in stable. Changing policies of world also impacts on Nations and their financial system. Indian economy accepted these changes in the face of New Economic Policy (NEP) from 1991, and RBI has accepted these changes in financial and banking sector in the face of reform, hence the Government had appointed various Committees and they had recommended number of recommendations which were implemented by RBI and shown the path of development to banking sector. The Banking Regulation Act 1949 was made applicable to UCBs with effect from 1966, means they were not under control of RBI but they were under control of the respective State Registrars of Co-operative Societies. In this period the first committee appointed under the chairmanship of Mehta –Bhansali in 1939.Even before application of B. R. Act to UCBs, the RBI had appointed some committees before 1966 for the improvement of working of UCBs.

Keywords: RBI, Urban Co-operative Banks, Committees, Finance, New Economic Policy.

Introduction :

The policies of privatization and globalization were introduced by Shri. Rajiv Gandhi in 1985. These policies were accelerated in 1991 by the government under the stewardship of Prime Minister P. V. Narasimham Rao. And we have accepted this policy in the face of New Economic Policy (NEP). This NEP marked the beginning of a new era in our economy. It creates a more competitive environment in the economy to improve the productivity and efficiency of the system. Under this NEP we started the reforms in Financial and Banking sectors. As a part of NEP, the Indian Banking has accepted the reform policy and it has made commendable progress in extending its geographical spread and functional reach. RBI has appointed the various important committees before and after the NEP for promotion and improvement in banking which also includes Co-operative banks.

Objectives :- To study the various committees and their role for the development of UCBs.- To study the recommendations of various committees

- To study the implementation of recommendations.

Methodology :

Study is based on secondary data and for that various reports of RBI have been used.

Role of Various Committees :

• The Rural Banking Enquiry Committee (1950) - This Committee suggested that -

1. UCBs are useful to cater to the credit needs of urban people.2. They can fulfill the financial needs of semi-urban and taluka places also.

The Report of the Study Group on Credit Co-op. in the Non-Agricultural Sector – (1963)

The Govt. of India, Ministry of Community Development and Co-operation, New Delhi, had published this report under the chairmanship of Shri. V. P. Varde. Shri. V. P. Varde made a number of suggestions related to-

1. Minimum paid up capital.2. Area of operation.

• Report of the working Group on Industrial Financing through Co-operative banks-(1968) - On the basis of the recommendations of Varde Committee the RBI set up this working Group under the Chairmanship of Shri. P. N. Damry former deputy governor of RBI in 1968 for the improvement of UCBs. The Committee suggested-

1. UCBs should finance small scale industries for which they should amend their byelaws.

2. RBI should sanction long term loans of these banks for the improvement of financial capacity.

• The Report of Banking Commission (1972) - The Government of India (GOI) had appointed Committee under the chairmanship of Shri R. G. Saraiya in 1969. The Committee was submitted the report on the performance of UCBs in 1972. Some recommendations of the Committee were-

1. Finance to priority sector.

2. System of ceiling on the borrowings and loans offered for different activities.

• Report of the Committee on problems of UCBs in Maharashtra – (1976) - The Government of Maharashtra appointed a Committee to review on the working of co-operative banks working in Maharashtra, under the chairmanship of Shri. V. M.

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Joglekar, the Ex. Managing Director of the Maharashtra State Co-operative bank. The Committee suggested -1. The priority sector lending.2. Participation of UCBs in agro based industries.

• Chore Committee (1979) - Committee appointed by the RBI to review the operation of cash credit system and to suggest improvement and also to propose alternative type of credit facilities.

• Hate Committee (1981) - RBI has appointed this Committee in 1981. The main recommendations of this committee were-1. Surplus funds of Apex Bank District Central Co-op. Bank and UCBs should be identified and investment of these funds should be studied.2. Facility for higher interest rate on deposits kept with these banks should be reviewed.3. Percentage of CRR and SLR of these banks should be brought at par with commercial banks gradually.

• Chakravarty Committee (1985) - RBI appointed this Committee to suggest the measures for improving monetary policy in promotion of economic development.

• Basel I & II - In July 1988 Basel Committee on Banking Supervision (BCBS) published Basel-I capital Accord. India adopted this Accord in 1992 and the latest version of Basel-II was released in a consultative paper in April 2003 and India has committed to implement Basel-II norms from March 2008 for internationally active banks and from March 2009 for domestic banks. The minimum capital requirement against various requirements against various risks as the business of credit and investment always carries an element of risk.

The revised accord completely overhauls the 1988 Basel Accord and was based on three mutually supporting concepts or ‘pillars’ of capital adequacy.

The first of these pillars is an explicitly defined regulatory capital requirement a minimum capital to asset ratio equal to at least 8% (9% in case of UCB) of risk-weighted assets. Second bank supervisory agencies, such as the RBI, have authority to adjust capital levels for individual banks above the 8% (9% in case of UCB) minimum when necessary. The third supporting pillar calls upon market discipline to supplement reviews by banking agencies.

• M. N. Goiporia Committee (1990) - For the good service to customer the RBI had set up a committee in 1990 under the headed by Shri. M. N. Goiporia the Chairman of SBI.

This committee had suggested the various

recommendations which were required to be implemented by the UCBs. The services like commencement of employee’s working hours 15 minutes before commencement of business hours can be made operative by banks at branches is metropolitan and urban centers. All branches, except, very small branches, should have ‘Enquiry’ or ‘May I help you?’ counter. Staff at the counters should undertake the Non-voucher and voucher generating transactions during the extended business hours.

Under the NEP, UCBs are implementing these recommendations.

• Narasimham Committee I & II - The road maps for financial and banking sector reforms were drawn by the reports of the committee on financial systems (1991) - I and the committee on banking sector reform (1998) - II, under the chairmanship by Shri. M. Narasimham. In the I report, the committee recommended 1. The SLR should be brought down to 25% within 5 years and be used as prudential requirement and norm as an instrument for financial public sector deficit.2. The capital adequacy requirement should take in to account the market risks in addition to credit risks, then the minimum capital to risk asset ratio be increased to 10% from 8%.

• Marathe Committee (1992) - The Marathe Committee, appointed by RBI in the year 1992, had also addressed the issue of branch licensing of UCBs.The Marathe Committee recommended the following recommendations:

1. Rigid area of operation should be relaxed. Even Co-op. banks can work in non banking areas where enough potential for growth is available.

2. UCBs can have wide area of operation in Metropolitan cities, District or more than one District considering their financial strength.

• Ghose Committee (1992) - The RBI set up a High level committee at the instance of Government of India under the chairmanship of Shri. A. Ghosh, the Deputy Governor to enquire the various ascepts of frauds and malpractices in banks. The committee submitted its report in June, 1992. The recommendations were related to - 1. Concurrent audit, 2. Internal audit, 3. Penalties for violation,

• Chitale Committee (1995) - RBI has appointed this committee to work on the systems and procedures of Audit of UCBs. The committee submitted their report in 1996. The main recommendation of this committee was-

1. The auditing of big Co-op. banks should be

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undertaken by a panel of chartered accountants certified by Registrars of Co-op. societies.

• Jagadish Capoor Committee (1999) - RBI appointed this committee under the chairmanship of Mr. Jagadish Capoor, deputy Governor of RBI to study the functioning of Co-op. Credit system and suggest measures for its strengthening.

The committee recommended-1. Board of Directors of banks need to be professional and accountable.2. Dual Control of State Government and RBI/ NABARD to go and provisions of Banking Regulation Act 1949, should have an overriding effect on State Co-op. Societies Act.3. Adequate measured to be taken for strengthening co-operatives, even if necessary by voluntary amalgamation or merger based on its merit.

• Vaidyanathan Committee - It is the latest Committee appointed by RBI for review on the working and performance of UCBs after various scams have taken place. This panel on revitalization of Co-op. banks has formulated a package of Rs. 15000 Cr. to be disbursed in three phases over the next four or five years. The panel report has suggested-1. Instrumentality of MoUs between RBI and the State Government.2. A wider choice for placement deposits and sourcing of funds by co-operatives from outside system.

• In House Working Group –

The RBI has also set up an In House Working Group to examine the existing system of supervision over UCBs and suggest improvements. This committee has submitted its report on May 3, 2003 and the committee has suggested the fol lowing recommendations –

1. All UCBs have to inspect at least once in 2 years.2. The banks which are likely to cause supervisory concerns have to inspect once in 18 months.3. UCBs categorized in Grade III/IV have to inspect annually.4. A system of supervisory action should be based on supervisory rating of UCBs.5. The Regional Heads of the Department should give periodical visit to UCBs.

Findings :

1. 60% of total loans and advances of UCBs are to priority sector and 25% of them to weaker sections.

2. From the year 2002 the increase in SLR holdings

of SUCBs from 15 to 20% and from 10 to 15% for Non-SUCBs with deposit base of Rs. 25 crore and more, and from zero to 10% for other Non-SUCBs, UCBs not to increase their term deposit balances with other UCBs.

3. The CRAR should be a minimum 9% as prescribed by RBI.

4. All banks have started may I help you counter.

5. As per recommendation of Narasimham Committee report I – the government has taken first step in this direction by reducing the SLR and CRR from their 1991 levels of 38.5% and 15% to 37.5% and 14% respectively.

6. As per recommendation of Narasimham Committee report II the RBI in consultation with the government of India raised the minimum capital to risk asset ratio from 8% to 10% with effect from year ending March 31, 2000.

7. As per the recommendations of the Marathe committee, a mid-term review was made in June, 1993 and branch expansion program was liberalized and banks were allotted centers for branch expansion without many restrictions.

8. Marathe Committee had suggested extension of area of operation and as per that with prior approval of RBI, UCB may extend their area of operation to neighboring districts or to the entire state of their registration. UCBs, with deposits of Rs. 50 Crores and above may extend their area of operation even beyond the state of registration.

9. Licensed UCBs Tier I and Tier II classified as Grade I by the RBI, may extend their area of operation to the whole of the district registration and to its adjoining districts within their state of registration without prior permission from RBI.

10. The scheme of extension counters (ECs) was introduced is commercial and UCBs with a view to mobilizing deposits, including saving habit among the common people.

11. As per Ghose Committee,RBI had examined the r e c o m m e n d a t i o n s a n d s o m e o f t h e recommendations relevant to the UCBs commended for adoption by them.

12. In comparison of the pre-reform period the Indian financial system of today is more stable and efficient.

13. RBI has accepted most of the recommendations on the Madhav Rao Committee.

14. Pursuant to High Power Committee’s recommendation, capital to Risk-Weighted Assets Ratio (CRAR) was made applicable to UCBs in a phased manner.

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15. Branch licensing policy for licensed UCBs was revised.

16. Eligible banks need not approach RBI for seeking ‘no objection’ for extension of area of operation. Such banks may directly approach the RCS of the State.

17. In 13th Dec. 2006, the Govt. of Maharashtra and the RBI have signed a MOU with regard to UCBs in the State of Maharashtra. Consequent about this, a State Level Task Force for Co-operative UCBs (TAFCUB) has been constituted for Maharashtra. TAFCUB have identified the potentially viable UCBs and (drew) up a time bound action plan for their revival be setting specific moniterable milestones. It also identified the non-viable UCBs and chalked out a non-disruptive exit path for them.

18. As per the recommendations of TAFCUB, the scheduled and non-scheduled UCBs opened offsite/ onsite ATMs. It also makes suitable recommendations on merger and amalgamation of UCBs.

19. In June 1993, the RBI had allowed to open extension counters without its prior permission subject to compliance with certain eligibility criteria.

20. RBI issued guidelines on merger/amalgamation of UCB in Feb. 2005.The profit making banks were also permitted to merge with the aim of strengthening the sector and in some cases, because they were not considered to be viable on a stand-alone basis in the long run.

21. All UCBs have inspected at least once in 2 years.The banks which are likely to cause supervisory concerns, inspected once in 18 months.UCBs categorized in Grade III/ IV are subjected to inspection annually.

22. Instated on 180 days the 90 days norms for asset classification came into force effective March 31, 2004 and it would be applicable for identification of NPAs in 2005 and onwards.

23. As per the recommendations of Joint Parliamentary Committee (JPC) date of inspection report to remove the irregularities pointed out in the report in all respects failing which RBI will invoke penal provisions.

24. With the permission of RBI, the UCBs have undertaken insurance agency business.

25. To fulfill the need of priority sector UCBs are providing 60% of total loans and advances to priority sector and 25% of them to weaker sectors.

Conclusion :

In modern era banking system has become important part of Economic Development. We cannot do anything without banking. The various Acts makes the path of development of banks more clear and the recommendations of various committees provided the speed to this progress.

The implementation of various recommendations of various committees in Indian banking sector have moved the banks towards global benchmarks with rising efficiency, transparency. The dynamism Broad-based reforms have made the banking sector competitive to support economic growth.

References :1. The Report of the Rural Banking Enquiry Committee

(1950), RBI, Bombay.2. The Report on Urban Co-operative Banks (Madhav

Das ommittee),(1977), RBI, Bombay.3. Report of Committee to consider final accounts of

banks (Ghosh Committee), RBI (DBOD Deptt.), 1985, Mumbai.

4. Report of the Committee to review the working of credit authorization scheme (Marathe Committee Report), RBI (IECD Deptt.), 1988, Mumbai.

5. Report of the working group to erview the system of cash credit (Chore Committee Report), RBI, (IECD Deptt.)1988, Mumbai.

6. Report of the Study Group to frame guidelines for follow – up of bank credit (Tondon Committee Report), RBI (IECD Deptt.),1988, Mumbai.

7. Report of the Committee on Financial System, RBI,Mumbai, 1991

8. Report of the Committee on Licensing of New UCBs – Mumbai 1992.

9. Report of the Committee on the licensing of new urban co-operative banks (Marathe Committee Report), RBI, UBD, 1992, Mumbai.

10. Report of Study Group on Deployment of Resources by State and Central Co-operative Banks (Hate Committee Report), RBI, (ACD Deptt.)1993, Mumbai.

11. Report on Trend and Progress of Banking in India – 1997-98, RBI (DEAP Deptt.), 1998, Mumbai.

12. Report of the Committee on Banking Sector Reforms (Narasimham Committee Report), RBI (DBOD Deptt.), 1998, Mumbai.

13. Report of the High Power Committee on UCBs- Mumbai 1999.

14. Circular UBD No. 36/09. 169, 00/2004-05 Dated 2nd Feb.2005.

15. Circular UBD No. 50 Dated 28th April 2006.16. Report on Ternds and Progress of Banking in India,

RBI, Mumbai, 1990-1991 to 2005-2006.

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Leading The Way Through Disruptive Innovation

Swati Seth, Asst. Prof., (Comm.),Delhi School of Economics, New Delhi

Abstract :

Leading and being successful in these turbulent and dynamic times is not easy. New technologies and innovations are required to compete successfully in the market place. But is just innovation enough? Probably the answer goes deep further which states that innovation has to be disruptive for companies and organizations to succeed and sustain. This paper tries to understand the broad concept of innovation and disruptive innovation. It highlights some companies who have been able to make a mark and win over in these competitive times through their disruptive innovation. It also suggests the common characteristics of companies and leaders adopting the concept of disruptive innovation, which will benefit the new and other existing players to change tracks and make use of this win-win concept in their daily operations and strategies.

Keywords : Innovation, Success, Technology.

Introduction :

Gone are the days when consumers would accept what is being produced. With growing needs, wants, demands and desires of the consumers, the companies are seeking ways to come up with something new – innovate. But is just innovating enough?With changing times and consumer preferences, the constant need to be better than others, disruptive innovation as a strategy might be much more successful than just innovating.

The word “Innovate”as defined in Oxford dictionary is to “make changes in something established, especially by introducing new methods, ideas, or products.” Thus, disruptive innovation can be understood as something which goes even deeper, challenging the existing norms of doing business and coming up with something novel and fresh which displaces the prevailing processes, providing the way forward for the organizations.

Harvard Professor, Clayton Christensen in his research on the disk-drive industry, first used the term “Disruptive Innovation”. This concept gained popularity through his book “The Innovator’s Dilemma”, published in 1997. In his book, he mentions the reasons for which the companies are successful, are also the reasons behind a company’s failure – they miss out on the new waves of innovation.

“Disruptive innovation, a term of art coined by Clayton Christensen, describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors.”

Markides (2006) identifies two types of disruptive innovation. First one is the business-model innovation, which focuses on enlarging the market base. This could be achieved either by attracting new customers or encouraging the existing ones to increase their

consumption. “Companies like Amazon, Schwab, Dell, Swatch, and Southwest are considered business-model innovators because they introduced new business models in their respective markets that attracted new consumers.” On the other hand, there is radical (new-to-the-world) innovations. These have an impact on disturbing the prevailing consumer habits and behaviors in a big way. Here the focus is to come up with something absolutely new and original, challenging the old methods, processes, or products.

Technology is a dominant factor backing the disruptive innovation process. The constant changes and updation of technological environment forces companies to think out-of-the-box and come up with something that eases the lives of consumers by providing them the convenience and excitement to adapt and adopt to the new products and make them a part of their lives.

Assink, M. (2006) highlights that many large corporations fail to develop disruptive innovations. There are several inhibiting factors, like the inability to unlearn obsolete mental models, a successful dominant design or business concept, a risk-averse corporate climate, innovation process mismanagement, lack of adequate follow-through competencies and the inability to develop mandatory internal or external infrastructure, which might stop the companies to successfully implement this concept.

The best way for any company to respond to disruption is to accept it and then chart out ways in which it could be dealt with effectively and turned into an advantage.

The following diagram best summarizes the concept of disruption innovation, wherein over time, the companies that tend to leap frog the pace of technological progress through its constant innovations, are the ones which will be able to outperform others in the industry. These companies disrupt the way the market functions by coming out with something new within the existing segment or creating a new segment all together. For example, the fixed line telephones helped us to communicate with others even over long distances, but the introduction of Cellular phones and now deeper penetration of Internet the world over has definitely changed the way we communicate and connect. We feel more connected and in-sync with the outside world due to radical changes in the technology and its wide acceptance for benefit for all.

Source: http://www.claytonchristensen.com/key-concepts/

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The need for disruptive innovation is both for growing and to sustain in the existing markets. Some companies who have been following this process effectively are:1. Apple : Apple has been able to become a leader in

consumer electronics by coming with the most amazing technological revolutions with products like iPod, iPad, iPhone series. The “touch” sensation created by Apple has actually touched the hearts of its consumers. It is now improving the displays by extending its Retina technology from small screens to MacBooks and iPads. Further rumor has it that Apple is planning to try its hand in the TV segment by coming up with “integrated television sets that are easy to use”. It would sync with other Apple devices and the data could also be stored on Apple’s iCloud storage service.

2. Facebook : With greater Internet penetration this company has managed to grow exponentially. People are able to connect instantly, share their photos, perceptions, likes, just at the blink of an eye. With more than 1 billion active users across the globe, the company has a long way to go.

3. Tupperware : A common known brand used in most kitchens all over the world, was first introduced to the public in 1948. This company pioneered the direct marketing model distributing plastic containers used in preparation, storage or serving in most households. It has also empowered the women, who are the reason of success behind the brand establishment and sustenance.

4. Amazon : It has been able to provide the convenience of purchasing the goods online at the best possible price and thus questioning the existence of the traditional bricks and mortar model of selling products through the stores. Consumer has now choice and ease to buy the good anywhere, anytime and get it delivered as per convenience.

5. Southwest Airlines : A no-frills airline carrier who changed the perception of people that airlines as a mode of transport can be afforded by all. With the focus on “point-to-point” carrier service, it was able to achieve the competitive advantage and created a mark in the business world. Many air carriers are now imitating its successful business model across the globe, but still the disruption caused in the airline industry by Southwest Airlines is clearly noticeable.

These are some of the most successful companies in the world and they have proven themselves time and again by leading through disruptive innovation. The leaders of today understand this and have adopted disruptive innovation as the rule. Following are some of the characteristics, which describe the leaders following disruptive innovation:1. Being ahead in the race by creating breakthroughs.2. Continuously stretching yourself and the team at the maximum extent possible

3. Wisdom thinking – Going beyond the levels of knowledge and believing in the gut-feeling.4. Planning for the unplanned – being proactive and thinking the unthinkable makes them do the undoable.5. Being consumer sensitive – deliberating what consumer expects and delivering beyond expectations.Conclusion :As can been seen from various examples mentioned in this paper, the reason for success for most companies have been effective understanding, adoption and implementation of concepts of “Disruptive Innovation”. The way to lead successfully thus lies in being proactive and being customer focused to outclass others in the race.Disruptive Innovation is not a sure shot answer for all the questions but is surely a way to battle the questions which are based on the premise of competitive moves, uncertainty, changes, surprises, survival, customer responsiveness, etc.Scope For Further Research :In this paper the focus was mainly on the way the leading companies of the world adopt disruptive innovation and how they become successful. It would be interesting to understand can Jugaad be accepted as a way of disruptive innovation. Jugaad, a common used term in some of the South Asian countries, means to finding easy and cost-effective solutions for a particular thing. The linkages between the two concepts would be interesting to understand. References :1. Assink, M. (2006). “Inhibitors of disruptive

innovation capability: a conceptual model”, European Journal of Innovation Management, 9(2), 215-233.

2. Christensen, Clayton M.(1997)“The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail”, University of Illinois at Urbana-Champaign's Academy for Entrepreneurial Leadership Historical Research Reference in E n t r e p r e n e u r s h i p . Av a i l a b l e a t S S R N : http://ssrn.com/abstract=1496206

3. Danneels, E. (2004). “Disruptive technology reconsidered: A critique & research agenda.” Journal of product innovation management, 21(4), 246-258.

4. Markides, C. (2006). “Disruptive Innovation: In Need of Better Theory”. Journal of product innovation management, 23(1), 19-25.

5. Thomond P & Lettice F. (2002) “Disruptive Innovation Explored”, 9 IPSE International Conf. on Concurrent Engineering: Research and Applications (CE2002), July, Cranfield University, UK

6. Veryzer R W (1998).“Discontinuous Innovation and the New Product Development Process”, Journal of Product Innovation Management, 15, pp 304-321.

7. Christensen Institute http://www.christensen institute.org/key-concepts/disruptive-innovation-2/

8. http://www.claytonchristensen.com/key-concepts/

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Higher Education: Roadmap to a Global World

Dr. Ashish Pathak, Prof. (Commerce)Shri A.B.V. Govt. Arts & Comm. College, Indore (M.P.)

Ms. Reeta Chawla, Asst. Prof. (Comm.)M.K.H.S Gujarati Girls College, Indore (M.P.)

Introduction :

The Indian system of higher education is facing today many challenges arising out of globalization and liberalization. The GATS and WTO agreement, which are likely to be signed by the Indian government soon, will be effective at least in the areas of higher education, allowing foreign universities to market their education in this country. Use of information technologies in the field of education is eliminating concept of jurisdiction of a university, and creating IT enabled facilities such as distributed classrooms and many other appliances and applications. This will enable many leading universities from India and abroad, private deemed-to-be universities and other providers of education to offer their educational programs to all the students all over India. This creates competition for colleges and universities, and will be resulting into a threat to the existence and survival of weaker institutions.

India has successfully created one of the biggest higher education systems in the world. Quality of many top institutions is recognized to be comparable to the best in the world. However, Indian education systems faces problems and issues that originate from disparities and developmental models adopted. With all the impressive development in the areas of information technology, space science, nuclear technology, oil exploration, industrial production etc., India could not solve its problems of poverty, ignorance and underdevelopment completely and successfully due to various reasons. Nearly 25% people are still below poverty line; one-third are illiterate and disparities amongst rich-poor, urban-rural, educated-uneducated are high, which are creating enormous social tensions. The country has to face challenges of globalization and pressures of liberalization while continuing its fight against poverty, illiteracy and disadvantages.

E-Education - E-Education is essentially the same education with the same basic processes of educating, creating, developing and managing which are carried out by individuals, institutions and communities for achieving the goals of education. In the information age it is supported by IT enabled and IT driven processes made accessible through IT tools and techniques to make education globalized, localized the personalized. The outcome of this application of technologies would be in a form of organizations and institutions, which may be quite

distinct and different from the existing institutions.

Networked society will require educational system that will be able to offer educational opportunities to all anywhere, anytime. The IT developments and emerging technologies and ensuring such communication. The development processes and activities now supported by IT are driven by market forces and wealth they create. India can become knowledge super power, if it succeeds in offering learning opportunities and necessary education and support of tools and technologies to all people of India. E-education is expected to fulfill that role of education for all and simultaneously enable people to address many of the issues and concerns faced by nation.

Any networked society will need -

• Network with broadband connectivity linking hardware and appliances at various places for giving access to anyone, anytime, anywhere.

• Software tools, techniques and applications for enabling people and groups to communicate with others quite intimately.

• Content needed and shared by groups of people organizations/institutions, which enables providers to offer services to users and customers.

One of the common examples of network is that of railway and travel network, in which content is the information of places, scheduled, services etc. that enable one to make reservation from home to travel from any one place to another. With greater ICT use, now trends are to offer services that would fulfill customer requirements (personalization of services) and ensure customer satisfaction. Education can know use the networking technologies for developing the education system (e-education).

Literature Review -

In e-education scenario the contents of various courses can be prepared by a virtual bank of experts. The experts from all over the world can participate through Internet meetings and discussions. The contents created can be stored on servers and be made available to any University anywhere in the world.

The second prerequisite of good education system is the expert teachers. In countries like India, there is tremendous shortage of teachers particularly in remote areas. The students are deprived of good education for want of material & teachers. Integrated

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Internet Education System of e-education delivers the courses to the students directly at their door step using various tools like multimedia and virtual reality. Local teachers have to act only as facilitator.

The expert resources of the virtual bank of experts are also available to the students through Internet, E- mail, chat sessions, video-conferences and video phones. In a very simple system one can use MSN messenger’s service or Yahoo messenger service and can get into a conference with the expert teacher and instantaneously exchange typed messages. The student can ask questions, clarifications and teachers can send replies from their respective PCs at their homes.

E-education systems are being implemented in schools all over the world. As early as in 1996. The President of U.S.A. Bill Clinton wanted every class room in America to be connected to the information super highway thus creating world class room. In India the government has announced "Operation Knowledge" "Bidyarti Computer Scheme" "Shikshak Computer Scheme" and “School Computer Scheme.”

E-education at higher institutions has become an entirely different phenomenon. Unfathomable oceans of knowledge are being generated and are becoming accessible through innumerable servers of the Internet. The Internet systems permit students to acquire qualifications without moving out from his house. There are universities adopting distance education system.

Knowledge People—Information technology has created a new class of professionals. There are knowledge workers and knowledge managers in the society today then there are the knowledge users. To derive benefit of the technology in his day-to-day life, every person should be able to operate the spacing computer and the Internet.

In addition to this the knowledge workers and knowledge managers are to be prepared by the education system. One more class of students created by e-education system is the technicians and technologists, who can develop the technology, realize it and then operate the systems for the user. The Internet technology has thus made the best teaching material and best education technology available to all students irrespective of their geographical location and political affiliations.

Emerging Technologies in Global World - Technology play a vital role in every sphere of life and education is no exception. The advent of Technology has deeply impacted the educational scenario of the world. It is truly said that;

“Technology is a gift of God. After the gift of life it is perhaps the greatest of god’s gifts. It is the mother of civilizations, of arts and of sciences.”

Technology and various communication processes have lead to the development of different sectors, and have added to their growth in a big way. We all have become technology freak and get highly attracted to the developments, which make our lives easier in one way or the other. Even the fundamentalism of our life has changed with the introduction of technology in almost every part of our lives. Starting from the early morning, our life is totally dependent on technology and hence has landed us to a stage where we just cannot live without use of technology.

The combination of education and technology has been considered the main key to human progress. Education feeds technology which in turn forms the bases of education. It is therefore evident that information technology has effected changes to the methods, purpose and perceived potential of education.

The use of technology in education has had a positive impact on the students, educators, as well as the education system as a whole.

Types of Technology used in Education - Gone are the days when the facilities stood in the front of the class room and lectured while students simply took notes. Today the classroom is an interactive world where the faculty as well as student is engaged with technology. Because today’s young people are hooked up and plugged in all the time, whether it is with text messaging, i-pads, social networking websites and more. Technology in the classroom is doing just that keeping students stimulated by using the latest and greatest inventions in computers in digital media. Some of the technologies that can be used in the classrooms are listed below:

1. Projectors, 2. I-pad, 3. Mobile web, 4. Web conferencing & webinars, 5. E- reader devices & software for E books, 6. Digital library revolution, 7. Open source education websites, 8. Tablets & laptops, 9. Windows 8 ,

Objectives of Study

• To find the impact of technology on Education.

• To know the outcomes of use of technology in Indian Educational System.

• To understand the global scenario of the higher education.

Methodology :

To have a detailed study of the subject one has to

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collect data. Data’s are of two types viz:

• Primary data • Secondary data

Primary data: The data originally collected from an investigation is the primary data. Such data are original in character.

Secondary data: Data which are not originally collected rather obtained from published & unpublished sources.

In the present Paper’ we used Secondary data which are published in the Report of Higher Education Department, M.P., Books, journals, University News, websites, newspaper articles and summary of different souvenirs on this particular topic.Why is e-Education in Trends?• It empowers interaction, even for the shy students• It allows a virtually unlimited amount of students

to enroll• Reduce your carbon footprint• Higher Learning Retention than traditional

learning• Capacity and consistency• Using e-learning saves you time and money

Benefits of e-Education - In the past decade, online education has significantly increased in popularity among students of all ages. This is mainly because taking courses at online schools and universities offers clear benefits over taking courses at conventional educational facilities.• E-education helps rural people to cope-up• Availability of material always• A Better Fit for 21st-Century Businesses• Cross-platform Support• Savings in Travel Cost and Time• Ease of Updates• Flexibility, Accessibility, Convenience

Disadvantages of e-Education - The most relevant disadvantages of online learning are directly tied to the specificities of the web environment itself that bring people to choose this method of education. The non-existence of a physical classroom, flexible schedules and reduced personal interaction are all factors that attract people, but have their own negative aspects that should be highlighted. Potential drawbacks are that e-learning can be:• Working Alone• Technology dependent • Material Incompatibility• Unsuitable for Certain Types of Training• Expensive• Reliant of the Quality of the Content• No Match for Face-to-Face Teaching:

Conclusion :

The purpose of globalization of Indian education is to make a major sources of earning foreign exchange; to improve quality of Indian education and to spread Indian culture and value.

Online learning is a still a relatively young industry, promising a rich future of breakthroughs. New models of teaching are already emerging that have the potential to take online learning to even greater accomplishments.

Technical education must be able to respond to rising student expectations and the demands of global competition. The quality of knowledge generated within technical education institutions, is increasing determining the nations global competitions.

Taking every aspect in consideration has its two ways either the positive or the negative. Though it is seen that technology is been misused to great extent. So by analyzing this paper we can understand that if technology used for the right purpose can help the global scenario develop and flourish more.

References :

1. Bhattacharya Joyati, Higher Education in India: Issues, Concerns and Remedies, University News, Vol. 50, No.17, 23-29-April (2012),p.no. 1,2,3.

2. Takwale Ram, Challenges and opportunities of globalization for Higher Education in India alternative through e-Education, UGC Golden Jubilee Lecture Series. p.on. 2,3,16,17

3. Goel DR & Goel Chhaya, Teacher in the Digital Age: Issues and concern, University news volume50 no.53.Dec. 31, 2012-Jan 06, 2013, , p. no. 19,20,21

4. Singh Meenu, Higher Education: Challenges in New Era, University news volume 50 no.39. Sep. 2012, p.no.1

Navin Singh, The Impacts of Globalization in Higher Education (e-journal http://www.google.com)

5. Banad S. Mahadevi and Talawar Mahadev, Impact of Globalization on Indian Technical Education System.(e-journal http://www.google.com)

6. Education: Eleventh Five Year Plan, New Delhi (conceptual framework)

7. Higher Education in India: 12th five year plan (2012-17) and beyond, FICCI Higher Education summit 2012, Govt of India. (conceptual framework)

Web-References

8. http://www.learningpool.com

9. http://www.westga.edu

10. http://www.ugc.ac.in

11. http://www.education.nic.in

12. http://www.google.com

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Impact of FII On Indian Stock Market

Kanika Nagpal, Asst. Prof.Lakshmibai College, University of Delhi

Abstract :

FII is allowed to enter into our country only through stock exchanges either in the form of equity or debt. Thus it makes an impact on the rise or fall of SENSEX, since FII is allowed to be purchased or sold daily. The daily transaction of FII is the reason behind the volatility in the stock markets and has strong impact on the various macro-economic variables and the economy as a whole. Also the policies drafted to stimulate the flow of foreign capital in to India provided much needed impetus for India to emerge as an attractive destination for foreign investors. External factors such as global economic cues, FII, Exchange rate and Internal factors such as demand and supply, market cap, EPS generally drive and dictates the Indian stock market.

Introduction :

FII refers to the investment made by resident of one country in the financial capital and asset of another country. It facilitates and persuades large productivity and help in shaping up balance of payments. FII flows in India have continuously grown in importance. With rapid changes in the economy because of liberal economic policies and fast pace changes due to globalization, Indian market has become a focus point for foreign investors. Organizations tend to target for large volume of trade in this era of globalization. Trade flows are one of the most visible aspects of globalization. International investment is a powerful source in propelling the world toward closure economic integration.

Most of the under developed countries suffer from low level of income and capital accumulation. Though, despite this shortage of investment, these countries have developed a strong urge for industrialization and economic development. As we know the need for Foreign capital arises due to shortage from domestic side and other reasons. Indian economy has

experienced the problem of capital in many instances. While planning to start the steel companies under government control, due to shortage of resources it has taken the aid of foreign countries. Likewise we have received aid from Russia, Britain and Germany for establishing Bhilai, Rourkela and Durgapur steel plants. It is observed that the FIIs investment has shown significant improvement in the liquidity of stock prices of both BSE and NSE. However, it is believed that there exists a high degree of positive correlation between FIIs investment and market capitalization, FIIs investment and BSE & NSE indices, revealing that the liquidity and volatility was highly influenced by FIIs flows. Further, it is also proved that FIIs investment was a significant factor for high liquidity and volatility in the capital market prices. The present study is proposed to analyze the impact of FIIs on Indian capital market.

An investor or investment fund that is from or registered in a country outside of the one in which it is currently investing is known as Foreign Institutional Investment and investors are known as Foreign Institutional Investors. Institutional investors include hedge funds, insurance companies, pension funds and mutual funds. The term is used most commonly in India to refer to outside companies investing in the financial markets of India. International institutional investors must register with the Securities and Exchange Board of India to participate in the market. One of the major market regulations pertaining to FII involves placing limits on FII ownership in Indian companies.

Objective :

The objectives of the present study are to measure the impact of FII on Indian Stock Market and to determine the behavior and trend

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of FII’s on BSE Sensex.

Determinants of FII Flow in India

1. Risk-Whenever risk in home market increases, the foreign investors would start to pull out of their home country thereby creating a deficiency of funds in domestic market, hence so as to attract investment domestic interest rate would increase thereby to ensure that the above equality is restored

2. Inflation-At the time of high inflation, the real return on fixed income securities like bonds and fixed deposits declines. Thus a bond which gives say around 7.5% interest rate actually gives a real return of just 1% if the inflation is 6.5%. If the inflation increases further, the real return would decline more.

3. Interest rates -For the business, cost of borrowing rises this has a negative result on their profit margins. As a result they might even delay any investment activity which may be funded by borrowing to some later period when the interest rates are lower so as to reduce their investment costs. As it can be seen from the above table, over the past year RBI has increased the repo rate reverse repo rate, CRR and SLR. This has led to an increase in the Prime Lending Rate (PLR) and hence the general interest rate in the economy.

4. Good news /bad news -If say there is some bad news in the nation, which affects that is decreases the asset price, which in turn decreases the return and hence FII would withdraw from the market. However on the other hand, if there is good news, asset prices would increase; thereby increasing return and hence FII would be attracted. But the sensitivity with which investors withdraw is greater than with which they invest i.e. they would be more cautious while investing than at the time of withdrawing. This is primarily due to their basic nature of being risk averse,

thus they would react more vigorously to bad news than to good news

5. Equity Returns-The results show that, the equity return in India (RBSE) is the main driving force for foreign institutional investment, which is significant at all levels. That is increase in the returns in US stock market adversely affects the portfolio investment flowing to India. Predictable risk in foreign market (SDSRF) adversely affects FII flow to India and is highly significant in the model.

6. GDP of India -Both have more or less direct relationship. The reason is change in capital account. When interest rates were high India was attracting lot of investments so the credit balance was high for that period. It kept on increasing form 2003-04 to 2007-08 and interest rates also kept on increasing from 2003-04 to 2007-08.besides there are various other factors like rules and regulation , taxation , govt. policies etc.

Registered FII's in India - The Indian capital market opened its doors to foreign investors in 1991. The new industrial policy of the government has initiated many measures to attract foreign capital. The following table highlights the registered FIIs in India during the period from 2006 to 2010.

No. of Registered FIIs in India -

Year No. of Registered FIIsJanuary 2006 833January 2007 1059January 2008 1279January 2009 1609January 2010 1697

Source:www.sebi.gov.in

From the above table, it is clear that there is constant growth in the number of registered FIIs in India. In the year 2006 (January, 2006), the number of registered FIIs were 833 only. The same number has been increased to 1697 by the year 2010 (January 2010). The number has been increased by more than 100 per cent. In spite of

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the global financial crisis the number of registered FIIs has shown a significant increase. Irrespective of the situation in Indian stock markets these FIIs has earmarked their presence. But the investment made by FIIs has experienced drastic decline in the recent past. This is mainly because of the global economic meltdown. Though the number of registered FIIs increased the net investment was not increased proportionately.

Conclusion

The flow of FDI & FII accelerated the Indian economy and also gave opportunities to Indian industry for technological up-gradation, gaining access to global managerial skills and practices, optimizing utilization of human and natural resources and global competitive advantage with greater efficiency. Most importantly FDI is central for India’s integration into global production chains which involves production by MNCs spread across locations all over the world.

The study conducted observed that investments by FIIs and the movements of Sensex are quite closely correlated in India and FIIs wield significant influence on the movement of Sensex. There is little doubt that FII inflows have significantly grown in importance over the last few years that FII did have high significant impact on the Indian capital market. FII’S have positive impact on BSE Sensex and Nifty.

However there are other major factors that influence the bourses in the stock market, but FII is definitely one of the factors. This signifies that market rise with increase in FII’s and collapse when FII’s are withdrawn from the market. In the absence of any other substantial form of capital inflows, the potential ill effects of a reduction in the FII flows into the Indian economy can be severe which can be seen at the time of U.S subprime crisis. Data on trading activity of FIIs and domestic stock market turnover suggest that FII’s are becoming more important at the margin as an increasingly higher share of stock market turnover is accounted for

by FII trading. Moreover, the findings of this study also indicate that Foreign Institutional Investors have emerged as the most dominant investor group in the domestic stock market in India. Particularly, in the companies that constitute the Bombay Stock Market Sensitivity Index (Sensex), their level of control is very high.

References :

1. A Kulwantraj N. Bindu (2004).”A study on: The determinants of foreign Institutional Investments in India and the role of risk, inflation and return”, Indian Economic Review, Vol, 32, Issue 2, pages 217-229.

2. Dougherty C.(2009), “Introduction to Econometrics”, 3rdEdition, Oxford University Press, 2009.

3. Krishna Reddy Chittedi (2009).” Volatility of Indian Stock Market and FIIs”, Journal: European Business Review. Vol 15, pages 22-34

4. Mukherjee (2002) “Taking Stock of Foreign Institutional Investors.” Economic and P o l i t i c a l W e e k l y . J u n e 1 1 , 2005.<www.rbi.ord.in>,www.sebi.gov.in

5. Rao (1999): “On the dynamic relation between stock prices and FIIs” Journal: Journal of ICFAI, Vol: 25. Publisher: MCB UP Ltd.

Websites :6. www.sebi.gov.in7. www.bseindia.com8. www.inflibnet.ac.in

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Work Place Stress : Exploring The Route of Spirituality To Combat it

Rachana Sharma, Asst. Prof.,Kirloskar Inst. of Adv. Mgmt. Studies, Harihar (Karnataka)

N.Adhitya Kumar,Kirloskar Inst. of Adv. Mgmt. Studies, Harihar (Karnataka)

Abstract - Workplace stress has received a fair amount of treatment in the research literature over the past decade. Workplace stress can be defined as the change in one’s physical or mental state in response to workplace that pose an appraised challenge or threat to that employee. Stress, in general has numerous devastating effects on the workplace environment, as well as upon individuals who become victims of stress. The aim of this review was to identify the stressors playing keyrole in workplace stress. A Systematic review of various databases were explored to studies investigating workplace stress causes and its strategies. The current review concluded that spirituality allow us to widen our capacity to co-operate and enlarge our heart to be generous and it also helps to accept the reality of power of real virtues.

Keywords - workplace, stress, spirituality

1. Introduction :

Workplace refers to the location where someone works. It can be a simple shop floor to a complex place such as a large organization. Irrespective of the size of workplace, there will be an element of stress involved. We largely deal with the concept of stress, how it affects the individual in the workplace and role of spirituality to cope with workplace stress.Stress is anything that poses a threat to our well-being. Stress in psychological sense refers to the consequences of the failure of the human body to respond appropriately to emotional or physical threats whether actual or imagined.The effects of workrelated stress on ill-health operate in number of ways given as follows:- Physiological-nervousness, endocrinal or immunological reactions within the body can lead to symptoms of physical and mental illness, cognitive- working conditions and situations are interpreted by the individual as stressful. The individual suffers memory problems, indecisiveness, inability to concentrate, poor judgment, constant worrying, loss of objectivity, and fearful anticipation. trivial incidents are

experienced as deliberating and dangerous incidents. Emotional symptoms include moodiness, agitation, short-temper, impatience, extreme conditions such as loneliness, depression and isolation.behavioral- excessive work strain encourages potentially damaging behaviors, such as smoking, eating disorders, alcoholism, drug abuse and nervous habits like nail biting, over reacting, picking fights and neglecting responsibility.

1.2 Why Modern Work Places Have Stress ? Most of the modern business models are conceptualised around materialistic parameters like revenue generation and success. In these organizations, the employees are seen as revenue generating resources. Modern workplaces have stress because of the following:-

1.2.1 Drastic Change of Vision - The founders of an organization will visualize what the organization should be in long term. Most of the employees inspire with the organizations visions and plan their career accordingly. However, sometimes due to stiff competition in the market, the organizations change their vision or alter due to the market conditions. Since this will lead to directional change, the work-definition and work allocation may change. This will lead to skill-gap,loss of interest, role changes to some of the employees and this leads to work conflict and stress.

1.2.2 Aggressive Goals & Targets - Vision of an organization explain what it wants to achieve but doesnott explain how to reach it. Goals are nothing but translating dreams into reality. Sometimes organizations target aggressive goals for business reasons without properly assessing employee ability to meet the goals. Generally in organization there are projects or tasks stringent deadlines and heavy workloads. This leads to tremendous work pressure on the employees and the stress levels of the employees increases.

1.2.3 Competition & Attrition of Employees -

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Organizations function in a competitive environment. So naturally there will be an internal competition among the employees. The employees often, in order to gain competitive advantage ignore their physical and mental limitations or boundaries and stretch beyond the limits which leads to high stress levels. Another key factor for stress is attrition of employees. This mean mismatch of roles of employees with their competency and skills and ultimately it leads to frustration on not earning high compensation. A tremendous professional stress is built and retention becomes difficult.

1.2.4 Success Only Matters - Success is very important for an organization. The projects have to be executed successfully to generate revenues with profits. Organization sometimes ignores longterm values, processes and key employees to make projects successful. However, this is only a temporary success. This will create mistrust and stress in the employees and on value system.

1.3 Spirituality - Route to Combat Stress - According to ShriBhagvad Gita spirituality is performed all thy actions with mind concentrated on the divine, renouncing attachment and looking upon success and failure with an equal eye. Spirituality implies equanimity. The Gita emphasizes five virtues:non-violence, truthfulness, non-stealing, restraint and non-possessiveness.

1.3.1 Business in Spiritual Context - Business with spiritual mindset see every humanbeings possessing the unique abilities and skills to meet his/her universal purpose and every project or activity is an opportunity to serve the society. Now, let us examine business parameters in spiritual dimension:-

1.3.2 Values First Vision Next - And However, in spiritual view the five virtues(values) of non-violence, truthfulness, non-stealing, restraint, and non-possessiveness which form the basis of a rational and moral life as per Indian ethos have been taken as starting point . These values along with the organizational commitment lay down from strategy to operational framework, within which

all activities of the organization will need to be undertaken. When practiced earnestly in personal or professional sphere, each virtue has aprofound and distinct positive impact on human personality. They tend to crush the evils of lust, anger, greed, attachment, pride and jealousy and make the environment fit for co-development and co-evolution. Organization has to communicate and share these values to all internal and external stakeholders and ensure that these are implemented.

1.3.3 Journey is More Important Than Destination - The journey is more exciting than destination. The performance or the execution process of achieving the goals/targets is more important than the goal itself. The execution process sharpen our abilities and make us to reach our goal easier and simple. Organization has to plan to improve performance or execution process. They need to identify the skill-gap and collaboration areas and train the available resources rather than just concentrating on goals.

1.3.4 Collaboration - Spiritual leadership emphasizes on valuing every individual..each individual carry his/her unique abilities whereas competition makes one person to win and to other loose. The purpose of competition should be made to polish the skills of individuals to excel in the workplace rather than judging the winner or loser. Competition may create few winners whereas collaboration makes everyone to win for better purpose.

1.3.4 Success with A Purpose - The secret of success is consistency of purpose. Success without standing for any great purpose of no use. Most of the organization strives only for success. If an organization selects a project with good purpose and select right values for achieving the purpose then it will boost up the branding of the organization and also lifts the morale of the workforce irrespective of success or failure of the project.

1.4 Implementation of Stress Management Route at Workplace - In order to identify and manage the stress, organization has to implement the above spiri tual concepts in true sense..organization has to identify the value system and vision. Then they have to identify

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stress areas and value based stress solution plan for both strategy and operation levels. They have to communicate these plans to all stakeholders for implementation. They would also require to workout quarterly review plan so that the organization can take feedback from various levels, review status of the stress solution plan and take corrective action on regular basis.

1.4.1 Individual Stress Plan - Each employee has different abilities. Some of the employees have ability to convert challenges in workplace into opportunities. However, apart from organization, Individuals should have a plan on stress management such as:-

1.4.2 Cultivating Spirituality - Spirituality also involves getting touch with inner-self. The key component is self-reflection.this can be done as by praying which is arelaxation technique, keeping a journal to express feelings and record progress in chastening of mind, reading inspirational stories,meeting spiritual leaders.

1.4.3 Meditation - Even a few minutes of meditation during our workday can make a difference. Everyday mediation practice will focus the mind and stillness will teach how to be consciously calm. It also puts us in touch with our inner-resource and which means less dependence on medication, greater self-awareness and stress free and peaceful life.

1.4.4 Yoga - Yoga helps us to access inner strength that allows us to face stress, overwhelming fear, frustrations and challenges of everyday life. Yoga is mind-body practice that involves stretching exercises, controlled breathing and relaxation. It helps to maintain bloodpressure levels and ultimately reduces stress by keeping heart healthy. Sun poses are particularly helpful because they encourage us to breathe deeply and rhythmically.

1.4.5 Nurturing Relationships - Talking is an outlet for releasing stress. It is important to maintain good relationships with people whom we value a lot and it has to be without any expectations/unconditional.

1.4.6 Proper Diet - Balanced diet also helps in

keeping stress at bay. In earlier era, people consumed saattawick food prepared without onion, garlic, spices and were able to nurture their spirituality at its peak.

2 Conclusion :

Work place Stress poses a threat to our wellbeing and impact onalmost all the employeeson the job,irrespective of the size of work place, in an organization. Modern business models are mostlycentered around revenue generation and success resulting in high stress levels at workplace.Spirituality emphasizes human value system for the individuals and the organization for a healthy competition.Business with spiritual mindset see every humanbeings possessing the unique abilities and skills to meet his/her universal purpose and every project or activity is an opportunity to serve the society. By improving spirituality climate, employers can promote organizational commitment and thus, individual and organizational performance. Each employee has different abilities while some of the employees have ability to convert challenges in workplace into opportunities.Apart from organizations the individualscan have plan on stress management by cultivating spirituality through medi ta t ion , Yoga, nur tur ing relationships, and Sattvik diet. The adoption of spirituality, at strategic and operational level by organizations, can reduce the workplace stress of their employees. Overall, it appears that Spirituality contributes to wellness and assists in counteracting workplace stress.

3 References :

1. http://www.theworkfoundation.com/down loadpublication/report69.69_stress_at_work pdf

2. http://www.infibnet.ac.in/ojs/index.php/ps /article/viewfile/1220/1083

3. http://powertochange.com/life/quoteson success

4. http://article.timesofindia.com/2013-02-19/work /317002221workplace-s t ress -employee-assistance-disability-claim

5. http://www.medicalnewstoday.com/article s/145855.php

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Case Study - Tackling work culture differences: The Toyota way

Nitin Ranjan, Asst. Prof.Sai Balaji Education Society, Pune

Dr. Tripti Sahu, Asst. Prof.Sai Balaji Education Society, Pune

Safety first, Quality must and Kaizen forever

Toyota Motor Corporation's vehicle production system is synonymous with "Just-in-Time (JIT) system. This is the way Toyota, the world’s leading manufacturer of automobiles make the things happen. The working style of Toyota is a favorite case study of B-school faculties all over the globe. The production control system of Toyota motors is a result of many years of rigorous and continuous improvements, with the centralized objective of delivering the customised vehicle to the customer in quickest and the most efficient manner.

The production system of Toyota is based on two pillars: Namely “Just in time” and “Jidoka”. Just in time is a technique in which each process produces only what is needed by the next process in a continuous flow. Toyota has put in place to instill its founding principles of trust, mutual prosperity, and excellence in its plants, dealerships, and offices around the world. "Jidoka", automation with a human touch is an integral part of Toyota production system which makes sure that equipment stops immediately, as soon as the problem erupts, thus preventing defective production. Hence the two concepts ensures timely and fault less manufacturing of vehicles, which Toyota is known for.

In 1997, when the Toyota Motor Corporation entered India in a joint venture with the Kirloskar Group TKMPL's at Bidadi, Karnataka, they had to face many cultural challenges to implement their well known production system. As people are the heart and soul of the Toyota Way, it encounter work culture difference a major adversity. Toyota has a four-stage process for building and keeping quality people: Attract, Develop, Engage, and Inspire, this is exactly what Toyota did in India to imbibe its work culture. And the time proved that Toyota way of working is not culture bound. Toyota made very minor changes in the Indian system to bring great results. For instance; Toyota people observed that when a customer comes in at a used car

dealership, he only gets used car information , for any new car enquiry he is sent to elsewhere which creates an immediate disconnect in customer’s mind. Thus Galaxy Toyota in Delhi, new car showroom was established near to the old car showroom, so that the customer needs not to travel a long way. Needless to say, that a pilot project was done before implementing the scheme. And there is little doubt about the success of the scheme.

Similarly in 2010 before the launch of Etios the Deputy MD and COO (Marketing and Commercial) studied the customers traits to offer the product of customer’s interest, not only this, he personally visited two dealerships to gauge the situation on the ground . This is the Toyota style of working.

Toyota way starts from the customer; it is the Toyota production system (TPS) that ensures its fulfilment. It is like a triangle with process, at one end, standard at another and target setting making up the third. While the process is continuously monitored to improve, the standard work ensures the process is checked and completed so that there is a continuous improvement towards the target. In other words, it is always a moving target with room for improvement.

A zero rust process in designing the Etios for India came with a 4M condition- man machine, material, and method. “Ultimately, man will define the method for one-defective conditions (ryohin-joken) and monitor the job form equipment pre-operation right up to vehicle result stage.

Japanese kanban translates into signboard and is a scheduling system for lean production that Toyota is known for. It uses the rate of customer demanded to control the rate of production passing demand information from the customer up through the supply chain to the vendor to ensure inventory levels are maintained and bring about accuracy in manufacturing schedules.

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Proper maintenance In India, it was observed that maintenance is one loose area. A lot of companies are very good at planning but few can act and check on the plan, many can’t even identify what went wrong with the plan and the action rarely takes place, Toyota solved the problem with PDCA, or Plan do check and action.

In 2012 when construction of their dedicated 78000 sqm factory was stopped because huge rock, the Toyota management suggested controlled explosion. Permissions from the state government was taken and got it done. Toyota has an eagle’s eye for details. Once the management identified four areas in the shop floor that were overstocked it was reviewed and streamlined immediately.

After implantation of Toyota style, in a highly automated shop floor, operators can be seen moving the 3Ms: muda (waste), mura (unevenness) & muri (overburden), across their zone of work to maintain SQPC (safety quality, productivity and costs). The press shop, for instance, follows hoshin, or an annual plan set by MD & CEO. The hoshin here is to improve the surface quality of the panels. Toyota has standardized karakuri (term karakuri is taken form puppetry in Japan during the 18 aand 19 centuries where finger flexibility aided puppet movements) across its industrial lines as perfect lever-age body line for the Toyota Corrolla. Earlier; the operator had to bend to move it but with a karakuri done with levers bending is passé and so is the time saving as much as eight seconds.

Ensuring the right candidates for the job: The world’s number carmaker Toyota realized that India’s vocational training institutes did not take the basic SQPC (Safety, Quality, Productivity, Costs) dogma into account while imparting education. The auto giant needed a dedicated pool of workers nurtured and shaped by the Toyota way. “They should have the right knowledge of productivity and improvement apart from right body and mind as they have to be physically fit to stand and work for 8 hours and 15 minutes”.

Toyota stared TTTI, a residential school on the

TKM campus which takes 64 students every year. The institute takes in 10 graders form economically challenged backgrounds in the state of Karnataka and drills in the Toyota Way across weld, assembly, paint and maintenance for three years. And in keeping with the Toyota way, students must write a summary of a week’s training on a sheet of paper. They also get fellowships based on such report-writing skills. The medium of instruction is English, students start getting a feel of Japanese from the second year. Though it is not compulsory for students to join TKM after passing out, almost 90 of the three batches that have graduated so far from TTTI work for Toyota.

Before on the job training, to ensure perfection, operators are require to undergo a minimum of level 3 in the Gurukul training, so that they can work without supervision.

At level 1, recruits cannot work at all; level 2 implies that they can work with supervision; and at level 4, they can train others. There are three skills that are taught at the Gurukul fundamental skill, elementary skill and standardised work. Over a 3 month cycle, the operator is introduced to some skills for a week and goes to the shop floor for about a fortnight with that set of skills, returning to the Gurukul for a fresh dose.

MD & CEO Nakagawa says, We don’t do extraordinary things, we do ordinary things extraordinarily

Interestingly, one fundamental skills is to Pick up bolts from a box in a moving line where the candidate has to pick 5 bolts, in say 3 seconds without seeing the contents of the box. If it is more than 5 bolts, it is a muda (wastage) and if it is less, it is also muda as it is considered a waste of time to collect additional bolt/s for self evaluation; a candidate has to achieve perfection by picking up right amount of bolts at least on 10 occasions one after another

Improving Supply Chain efficiencies in India: Typically a 4-6 member team from TKM visits all suppliers and guides them through various aspects of lean production. As they have to work with a lot of plastics they also suggests ways to improve yield form the same plastic just like

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ways in which the yield from steel can be improved. And it certainly doesn’t stop there. The Toyota way gets cascaded as jain and other try to improve their suppliers.

Keeping in mind the Indian style of working Toyota instead of each supplier supplying to them, pick up from suppliers with time allotted to each of them. So while components are picked up from local suppliers, say, eight times a day, they are plucked from one far-flung supplier form a distant location once a day and reach the factory in five days.

The supplies come to factory nearly eight times a day and the process resembles a milk distribution system. So it is simply called “milk run”, For TKAP, the turn-around time from the time an empty truck comes to its plant to loading it and sending it to TKM, is 20 minutes. In the milk run, the Toyota logistics department picks up components from supplier on a fixed schedule. The supplier has to make sure the parts are packed and placed properly for delivery. If the part is not available, he has to airship it, depending on location. Everything to Toyota is driven by market demand. The number of parts required per schedule also mirrors how much the market can absorb, which is visible to the supplier as kanban at every process.

Empowering people: In contrast to Indian management style, an operator on the assembly line, is empowered to stop the line whenever sees a defect. This is called jidoka. The lines stops every day on the slightest doubt and it actually improve the efficiency. If it is corrected by the operator on the line, he will raise a yellow card and the line will flow and if he raise red cards, the part will go to the next level and stop.

August 28, 2013, Delhi: Toyota Kirloskar Motor (TKM) today launched India’s first ever locally manufactured hybrid - The All New Camry Hybrid. The vehicle will be manufactured at a separate assembly line within TKM’s second plant located in Bidadi, near Bangalore, in Karnataka. Globally India is the 9th country to manufacture Toyota hybrid vehicles.

The petrol Camry, the legendary cornerstone of Toyota brand, was first introduced in 2002, in

India. In 2012, TKM began local ly manufacturing the petrol Camry. Like its petrol counterpart, the New Camry hybrid is based on the 7th generation of the Camry.

Aptly named Hybrid which means ‘fusion’, the Camry hybrid combines a newly developed hybrid exclusive 2.5L Beltless petrol engine with an electric motor.

Reference :

1. http://marco.guardigli.it/2010/10/hacking-your-car.html

2. http://www.canbushack.com/blog/index .php?title=scanning-for-diagnosticdata&

3. http://www.obd2allinone.com/sc/details. asp?item=obd2conn

4. http://www.Toyota-global.com/ company/ vision_philosophy/Toyota_production_system visited on Sept. 16 2013

5. http://www.vassfamily.net/ToyotaPrius/ CAN/cindex.html

6. https://techinfo.toyota.com/techInfoPortal

7. https://www.facebook.com/notes/Toyota camry-india/Toyota-kirloskar-motor-laun ches-indias-first-locally-manufactured-hybrid-car-all/ 511328318949181.

8. Meisel, J., "An Analytic Foundation for the Two-Mode Hybrid-Electric Powertrain with a Comparison to the Single-Mode Toyota Prius THS-II Powertrain," SAE Technical Paper 2009-01-1321, 2009, d o i : 1 0 . 4 2 7 1 / 2 0 0 9 - 0 1 - 1 3 2 1 . more=1&c=1&tb=1&pb=1

9. Process and Product Innovations of Toyota. StudyMode.com. Retrieved 11, 2006, from http://www.studymode.com/essays/Process-And-Product-Innovations-Of-Toyota-100344.html

10. The Toyota way, Economic Times (corporate Dossier), April 5, 2013 pp1.

11. Yoji Akao, Glenn H. Mazur, (2003) "The leading edge in QFD: past, present and future", International Journal of Quality & Reliability Management, Vol. 20 Iss: 1, pp.20 – 35

41

ABC Bank - A Case Study

Niharika Singh, Research ScholarUniversity of Pune

Prashant Dubey, Associate ProfessorIIMS, Pune

In the Financial Year 2013-14, it is found that

market share of ABC Bank for its different,

products, i.e. assets & Liabilities, is drastically

reduced due to unprofessional Customer service.

Customers are complaining from various

Branches. Customers are complaining from

various Branches about their unsatisfaction.

Now Management is thinking about how to

improve this kind of condition.

ABC Group offers a wide range of banking

products and financial services to corporate ad

retail customers through a variety of delivery

channels and through its specialized group

companies, subsidiaries and affiliates in the

areas of persona banking, investment, life and

general insurance, venture capital and asset

management. With a strong customer focus, the

ABC Group companies have maintained and

enhanced their leadership position in their

respective sectors.

ABC Bank is one of the largest bank with total

assets of Rs.3,793/- billion (US$ 75 billion) at

March 31, 2013 and profit after tax Rs.37.58

billion for the year ended March 31, 2013. The

Bank has a network of 1,451 branches and about

4,721 ATMS in India and presence in 18

countries.

ABC Jeevan Insurance Company is a 70:30 joint

venture with a foreign company. It is the largest

private sector life insurance company offering a

comprehensive suite of life, health and pensions

products. It is also the pioneer in lunching

different innovative health care products. The

company operates on a multi-channel platform

and has a distribution strength of over, 2,76,000

financial advisors operating from more than

2000 branches spread across 1800 locations

1800 the country. In addition to the agency force,

it also has tie-ups with various banks, corporate

agents and brokers. In fiscal 2009, ABC

Prudential attained a market share of 10.9%

based on retail weighted premium and garnered a

total premium of Rs.153.56 billion registering a

growth of 13% and held assets of Rs.327.88

billion as on March 31, 2013.

ABC General Insurance Company, a joint

venture with the a Canadian firm, is the largest

private sector general insurance company. It has

a comprehensive product portfolio catering to all

corporate and retail insurance needs and is

present in over 300 locations across the country.

ABC General Insurance has achieved a market

share of 27.2% among private sector general

insurance companies return premium grew by

2.2% from Rs.33.45 billion in fiscal 208 to 34.20

billion in fiscal 2009.

ABC Securities Ltd is the largest equity house in

the country providing end –to-end solutions

(including web-based services) through the

largest non-banking distribution channel so as to

fulfill all the diverse need of retail and corporate

customers. ABC Securities (I-Sec) has a

dominant position in its core segments of its

operations service, Institutional Equities, Retail

and Financial Product Distribution.

ABC Securities Primary dealership Limited is

the largest Primary Dealer in Government

Securities. It is an acknowledge leader in the

Indian Fixed income and money markets, with a

strong franchise across the spectrum of interest

rate products and services – institutional sales

and trading, resources mobilization, portfolio

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management services and research.

ABC Asset Management is the second largest

mutual fund with asset under management of Rs.

547.74 billion and a market share of 10.2% as on

March, 31, 2008. The company manages a

comprehensive range of mutual fund schemes

and portfolio management services to meet the

varying investment needs of its investors through

235 branches spread across the country.

Incorporated in 1987, ABC Venture is the oldest

and the largest private equity firm in india. The

funds under management of ABC Venture have

increased at a 5 year CAR of 49% of Rs. 95.50

billion as on March, 31, 2012.

ABC Group has always been at the forefront of

developing innovative financial products, which

caters to various needs of people from all walks

of life. Over the years, it has launched several

financial products that offer financial support,

security and more to not just individual, but to

big and small organizations too.

In mid may 2013 Branch Manager of Aundh

Branch of ABC Bank Ltd. received a complain

from one of its customer, according to it – Mr.

Deshmukh, who is a Senior Citizen visited his

nearest branch, he wanted to open a savings

account for that for that he had to wait for almost

2 hrs and there was little concern shown to him,

during his visit only 3 customers service

executive were present and they had to attend

50+ customers.

In the same line another Branch Manager of ABC

Bank at same city received a complain from

Young IT professional. It says – Mr Subrato, age

– 24, a young IT professional wanted to know

about the procedure of foreign remittances and

the charges involved, but neither any written

material regarding that available nor any

employee paid proper attention to him.

It known about the procedure of foreign

remittance and the charges involved, but neither

any written material regarding that available nor

any employee paid attention to him.

Now there is a complain which is received

online, according to it, Mr. Kelapure, age-34, had

gone to ABC Bank in the month of April 13 to

enquire about loan application which he had

submitted one month back, the Loan was also

disbursed, but the actual amount is yet received.

Regarding these above issues and various other

of similar nature, management asked Branch

Managers, of different branches, for further

clarification, One Branch manager said in his

report that client was on hurry and we had many

more customers to attend, he also said that his

branch has comparatively less employees due to

which they are unable to attend customers

properly. MsNeelam staff member said – she was

exhausted coz of much work pressure and more

clients to attend while the another Branch

Manager Said That the space is very less is his

branch due to which everything is disorganized.

Suggestions :

Management has to take some solid decision

immediately and has asked to assess the situation

properly and recommend a realistic course of

action in your 3 page report. Think over the

situation and prepare an annotated plan how can

approach advising the management, also needs

to describe the rationale behind steps. And

summarize key points to resolve this kind of

problem or to minimize such kind of issues.

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Women's Education in India : Case Study of Bihar (1850-1900)Nirmala Shah, Res. Scholar,JNU, New Delhi

Abstract :

In this paper an attempt is made to look into the problems and issues in women’s education, the circumstances amidst which it could develop, the obstacles which it faced and the subsequent developments in the women’s status because of the growth of education. Women’s education in India from the beginning was neglected. Women were denied access to education. It is only with the advent of the British rule that some attention began to be given to women’s education. A number of institutions sprang up with both British and native efforts. During the period under review Bihar was part of the Bengal presidency and the indigenous efforts mainly included attempts by the Bengali intelligentsia. It is important to understand the history because it will help us understand the present in a much better way.

KeyWords: Women’s Education; Education in India; Native initiatives for Education; Women in Bihar

Introduction :

In India, the concept of universal education of providing a minimum standard of education to every boy and girl is there since time immemorial. In ancient India, girls were encouraged to study religious scriptures. All these however, relate to the years before Manu forbade girls going out to Vedic schools and advocated their early marriage as soon as they reached puberty. Manu did this mainly to preserve the sanctity of Aryan blood against the foreign invaders. Later with the coming of the Islamic rulers, seclusion of women became an accepted norm. With this the system of Purdah became a common practice. However, the girls of the Muslim ruling classes began to be educated at home as their Hindu counterparts.

Women in most parts of India had received an uneven response. The Brahmanical patriarchy had always denied women access to education. In Bengal, long years of Muslim rule, which did not interfere in the internal affairs of the Hindu society, provided space for debates and social revolts which led to independent initiatives in women’s education and social reform. As a result, 19th century Bengal witnessed a strong Brahmo movement and the efforts of Iswar Chandra Vidyasagar in educating women, created considerably favorable situation for women’s education. But the position of women in Bihar

(which was part of Bengal Presidency), was not very enviable. Women’s literacy was virtually unknown in the 19th century. Traditionally, women were denied access to education, except those from privileged homes, who were given some rudimentary lessons in the three “R’s”. Instructions were given at homes to the daughters of the upper class, the zamindars, the nobles and so on. But it is important to note that education whether male or female was more a private affair than a public concern.

Growth and Development of Education in Bihar :

Nearly all Bengali villages had primary schools or pathshalas, but they seem to have catered to boys alone and offered nothing to girls. Girls were forbidden to read and write. In his second report on the state of education in Bengal, Adam wrote in 1836 that in the beginning of 19th century, there was fairly a superstitious belief that educated women would soon become widow. Some of the characteristics of the indigenous educational system, coming down from the past continued through the British period. In the initial period of the 19th century, the East India Company maintained itself purely as a commercial concern, and hence a policy of non- involvement was adopted by them towards the education in India. So, the company did not consider it their business or responsibility to look into the educational needs of the people. They were driven by the motivation of trade and profit and were severely deficient in expertise relating to assessing educational needs and catering to them.

Broadly speaking, there were two types of education institutions in Bihar when the British rule was inaugurated there- one of an advanced character and other of a purely elementary nature. In the first category were the Tols and the Madrasah as devoted respectively to Sanskrit and Arabic- Persian learning. The elementary institution was called Pathshala in the case of Hindus and Makhtab in that of the Mohammedans. As a general law: some amount of religions instruction was imparted in all indigenous schools.

Women’s Education in Bihar: Beginning and Growth - Women’s literacy was virtually an unknown in the 19th century. Nearly all the schools or Pathshalas seemed to have catered to boys alone. There was no girls schools in Bihar till the late sixties of 19th century, expect those of the Christian missionaries in 1853. Fr.

44

Anastasinns Hartman established St. Joseph’s convent school with 9 students, 3 boarders, and six orphans at Bankipore, Patna. It mainly served the Christian community as a school and an orphanage. The Christian missionaries at different places in the country established schools for promoting the general education; although their main efforts can be seen towards the education of the women which was backward in most parts of the country.

It is important to note that in India, missionaries have been pioneers of female education. The Bethune Girl’s School was established in 1849, and bears the name of its founder Mr. Drinkwater Bethune. It was opened under the name of the Hindu School, with 23 pupils, and was for sometime maintained at the entire cost and under the direct management of Mr. Bethune. On his death in 1851, it was taken up by ’Lord Dalhousie’, who for nearly five years maintained the school. It derived its pupils chiefly from the higher classes, exacts an adequate payment for boarding and other charges.

There were no girl’s schools in Bihar till the sixties of the 19th century, excepting those of the Christian missions. In his annual report on education in Bihar for the year 1866- 67, the Inspector of schools for the North- West (Bihar) division admitted that he had not encouraged the establishment of girls schools in his division for the want of competent teachers which he considered to be the first necessity. But there have been educated ladies in Bihar, like other parts of India all through the ages. However, the education was imparted at home. Also, the custom of holding periodical religious meetings in almost all big Hindu villages, wherein learned pundits delivered discourses on Shrimad Bhagvata and separate seating arrangements were made for the women, helped them greatly in acquiring proficiency in religious literature.

The credit for setting up of girls schools on modern lines in Bihar goes to the local educated Bengalis and some of the cultural associations of Calcutta. The only institution for the education of girls in Bihar was the Bankipore Female High School founded by some leading Bengalis of Patna like Sri Prakash Chandra Roy and his wife Aghore- Kamini in 1857. Since, it was under the influence of the Brahmo Samaj, it could not attract students. It was a petty that no Bihari girl student attended this school.

In 1867, the first girl’s school was established in Patna by the Bengali community with the active cooperation of the principle of Patna College, Mc

Crindle. Along with this the other girl’s school in Patna was the Non-moohia school established by Mohammed Aziz Khan. There was a female teacher in the school. It was held in the house of Mohammed Aziz Khan. Apart from his own children, other girls in the school belonged to lower order of the society. But Aziz has to encounter severe criticism from the members of his community. So, we can see that mixing of upper class and lower class girls were severely criticized. It also affected negatively on women’s education.

The Bengali schools were superintended by a mistress. During the year 1868 there was move to set up a girl school at Muzafarpur also. There was a Zenana school of Bengalis at Rajmahal. The ladies were taught fancy work. The school received an aid of Rs. 20 a month from the government. There was a Bengali girl’s school at Bhagalpur also. In Darbhanga again the credit for opening the first girl’s school goes to the Bengali community of the place. About this time, some girl’s schools were established in other parts of Bihar on the initiatives of some English officers. These were supported either from the Reward Fund or by private subscription. In a report of 1875- 76, Croft recorded that the genuine desire (or reluctance) of the people about education of girls is shown by the number at school in boys pathshalas, about a dozen in every district, except Patna and Champaran. So the deputy and sub inspector are convinced that people of that part are the most advanced in the district and some of the women of Kayastha, Rajput, Brahman, and Baniya castes have some education.

However these developments were noted in the region but the need of female teachers was regarded as one of the major problems in the girl’s education. In this regard, Miss Mary Carpenter can be mentioned. In 1866, she pointed to the lack of trained female teachers. She argued that since girl’s school are taught entirely by the male teachers, the girls withdraw earlier. She further proposed that the present condition of female education in India can be improved solely by the introduction of female teachers and these can be supplied only by the establishment of Female Normal Training School. However, the government ruled out the establishment of a Female Normal Training School in subsequent period.

But it is important to note that to remove the difficulties in the way of promoting the education of women; the Indian Education Commission recommended that the grant-in-aid rules should be more liberal for girl’s schools than those for boy’s schools. In order to attract more girls to schools and

45

retain them therein for a longer period, it recommended the grant of concession in fees, the award of prizes, and the institutions of scholarship, especially for those who were above 12 years of age. It is interesting to note that in all provinces higher grants were given to girl’s schools than to boy’s schools and on easier terms. In Bengal and Punjab, separate standards were prescribed for girls, simpler than those of boys and in other provinces, subjects specially suited to the requirements of girls were included in the list of subjects for which grants were given.

It is important to note that Female education in Bihar was mostly limited to the primary stage in the beginning. Girls were reading in separate girl’s schools and in boy’s schools also. There was no prejudice against girls being taught a male teacher provided he was a resident of the same village. In some parts of Bihar education suffered also because it brought with it male officials in Girls schools. So, an extension of the zenana system of teaching for higher caste girls was needed as a preliminary steps to school and for lower class girls strictly purdah schools.

Conclusion :

As we have seen the women’s education in the beginning was almost non- existing. It remained a neglected area. But subsequently with the efforts of missionaries, local Bengalis, English officials it was gaining ground. The womens education also faced lot of difficulties as has been mentioned. Some of the difficulties were purdah system, child marriage, want of female teachers, and so on. India being a patriarchal society did not allow the women to go out in pubic and hence restricted her within the household. Also the brahmanical patriarchy has created hindrances in women’s education. But as we have seen, gradually a transformation was coming in the society as more and more schools were being established and also alternate ways (for example, zenana system of education) were introduced for the promotion of women’s education.

However, the spread of women’s education (although as we have seen there were many difficulties) was taking place. The number of schools was rising. It certainly leads to change in the position of women in the society. For example, some attempts were made against the system of Pardah. A special resolution was introduced in the Bihar and Orissa Legislative Council on 23rd November 1921 to give the right of franchise to women but after a long discussion it was

lost. But in 1929, a resolution was passed by the Council to give the right of franchise to women. Also, there came an awakening among the educated classes that no girl would be married without her consent and “Marriage Reform League” (1931) was formed. These are some of indicators of change in women’s position in society. This we can say is because women could now read and write and could now argue for their ‘rights’.

References :

1. Adam, William, “Reports on the State of Education in Bengal (1835-1838)”, Basu, Anathnath (ed.) University of Calcutta, 1941, selected documents.

2. Basu, Aparna, “Essays in the History of Indian Education”, Concept Publishing House, New Delhi, 1982, pp. 28-37.

3. Bhatt, B D and Sharma, S R, “Women’s Education and Social Development”, Kanishka Publishing House, New Delhi, 1992, introduction.

4. Bhattacharya, Bara, Yagati and Sankdher (eds.), “The Development of Women’s Education in India: A Collection of Documents 1850-1920”, Kanishka Publishers, New Delhi, 2001, selected documents.

5. Chanana, Karuna, “Interrogating Women’s Education: Bounded Visions, Expanding Horizons”, Rawat Publications, Jaipur, 2001, pp. 19-35.

6. Ghosh, S C, “History of Education in India”, Rawat Publications, Jaipur, 2007, introduction.

7. Jha, J S, “Beginnings of Modern Education in Mithila: Selections from Educational Records, Darbhanga Raj 1860- 1930”, K. P Jayaswal Research Institute, Patna, 1972, selected documents.

8. Mathur, Y B, “Women’s Education in India 1813-1966”, Asia Publishing House, 1973, introduction.

9. Pandey, S N, “Education and Social Changes in Bihar 1900-1921”, Motilal Banarsidass, Varanasi, 1975, pp. 25-30.

10. Rao, Parimala V, “Women’s Education and the Nationalist Response in Western India: Part 1- Basic Education”, Indian Journal of Gender Studies, Vol. 14, No. 2, 2007, pp. 307-316.

11. Sarkar, Tanika, “Hindu Wife, Hindu Nation”, Permanent Black, Delhi, 2001, pp. 21-52.

Education for Sustainable Development in Context with Teacher Education

Dr. Seema Dhawan, Asso. Prof., HNB Garhwal Central University, Srinagar

Abstract :

Education is the most powerful path to sustainability. By declaring 2005-2014 the United Nations Decade of Education for Sustainable Development (DESD), the UN General Assembly has not only acknowledged the crucial role of education for building a sustainable future, but has taken on an ambitious task. The challenge of sustainable development is as significant as ever. Education for Sustainable Development (ESD) can be used as a holistic tool to accompany technological advances, legislation and policy to bring about change in mindsets, values and lifestyles. It allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future i.e. including key sustainable development issues into teaching and learning. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development . Educat ion for Sustainable Development requires far-reaching changes in the way education is often practiced today. Therefore, it emphasizes on reorientation of teacher education. The paper highlights the knowledge and attitude of teacher educators towards ESD. It also discuss the views of teacher educators on a training manual “The Parts and The Whole: A Holistic Approach to Environmental and Sustainability Education” developed by SWEDESD based on the concept of ESD for teacher educators.

Key words : Education for Sustainable Development; teacher education, training manual.

Introduction :

Sustainable Development is the development that meets the needs of the present without compromising the ability of the future generations to meet their own needs (World Commission on Environment and Development, 1987). It is balancing the fulfillment of human needs with the protection of the natural environment so that these needs can be met not only in the present, but in the indefinite future.

Aspects of Sustainable Development (SD) are economical, social, political, cultural and environmental. Economical aspect emphasizes on the production of goods and services on a continuing

basis. Social features include gender equity, participation and accountability, adequate livelihood and economic security. Political portion call attention to freedom to participate in national and local politics, participation in decisions regarding the management and development of one’s home and neighborhood, with respect for civil and political rights and in the implementation of environmental legislation. Environmental part gives emphasis on to maintain a stable resource base avoiding overexploitation of renewable resource systems and depleting non-renewable resources, whereas, the cultural aspect gives importance to achieve a more satisfactory intellectual, emotional, moral and spiritual existence.

From the time sustainable development was first endorsed at the UN General Assembly in 1987, the parallel concept of education to support sustainable development has also been explored. As the concept of sustainable development was discussed and formulated, it became apparent that education is the key to sustainability. And ‘E’ has been added in SD realizing the importance of education in it and became Education for Sustainable Development (ESD). SD is a relevant concept in the process of socio-economic and political growth in the modern society and ESD is a new concept in educational scenario. It recognizes the interdependence of environmental, social and economic perspectives and the dependence of humanity on a healthy biosphere. It is a new way of thinking which has been embraced by the United Nations Decade of Education for Sustainable Development (DESD) 2005–2014. UNESCO, which is leading the decade, has described its aim as ‘the overall goal is to integrate the principles, values and practices of sustainable development into all aspects of education and learning’. This educational effort will encourage changes in behaviour that will create a more sustainable future in terms of environmental integrity, economic viability and a just society for present and future generations. As such ESD seeks to prepare people to cope with and find solutions to problems that threaten the sustainability of the planet. UNESCO has emphasized that ESD should be locally relevant based on local needs, perceptions and conditions. Moreover, ESD is interdisciplinary no one discipline can claim ESD as its own. However all

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disciplines can contribute to ESD. The UNESCO document Guidelines and recommendations for reorienting teacher education to address sustainability rightly visualizes teacher education institutions serving as key change agents in transforming education and society to attain a sustainable future (UNESCO, 2005).

At the sixth meeting of the UN Commission on SD, delegations from countries worldwide repeatedly mentioned the importance of ESD in achieving goals of sustainability. While many nations around the world have embraced the need for education to achieve sustainability, only limited progress has been made on any level.

As the ‘E’ in ESD is increasingly being emphasized, there is more attention for the kinds of capacities of qualities people need to develop in order to be able to contribute to SD. In the next few years, ESD-related professional development should focus on how to build the capacities of teachers, managers and facilitators to initiate and enhance new ESD-inspired forms of learning in schools, universities, workplaces and neighbourhoods. ESD calls for a paradigm shift in education from ‘teaching’ to ‘learning’ (Sarabhai, 2005), from transmission to transaction or even transformation. The UNDESD is an opportunity for India to reorient its teacher education system and infuse concepts, understandings and good practices of sustainable development there by making teacher education work for sustainability (Ravindranath, 2007).

Currently, in India, two forms of human resource development as teachers exist, an in-service and a pre-service training programmes. In the first, experienced professionals are provided with additional training. Then, they reshape existing programs by drawing on their new knowledge, previous expertise, understanding of national and local systems. In pre-service training, concepts, principles, and methodologies are provided. For initial success in ESD, both in-service and pre-service training are necessary. But it should be enquired that How teachers should be trained ? What type of knowledge, insights and perspectives should be added to our teaching in order to contribute to a sustainable development?

Training manual :

A training manual “The Parts and The Whole: A Holistic Approach to Environmental and Sustainability Education” (Brunner and Urenje, 2012) has been developed by SWEDESD in a

collaborative process involving seven different organizations in Sweden and South Africa. The manual has been prepared for teacher educators which can also be used by school teachers. It was a part of a programme of strengthening the ESD capacity of teacher education institutions which SWEDESD started in 2010, together with the SADC Regional Environment Education programme and the centre of environment education (India). The manual based on the concept of education for sustainable development is aimed at inspiring and being a source of ideas, tools and methods that can help to enrich actual teaching practice.

Methodology :

Quantitative and qualitative both types of approaches were used for the research purpose and a workshop was organized for the teacher educators. The main objectives of the workshop were to find out the knowledge and attitude of teacher educators towards ESD and to assess the above manual for its content and reform the module according to local needs, to evaluate the need of teacher educators in relation to ESD and to suggest local examples. Data was collected by using four questionnaires which were administered before and after the workshop. Six groups of teacher educators were formed for different subjects as physics, Chemistry, Biology, Social Studies, Geography and Economics. Each participant has to read the manual and discuss in the group and then reflect. In addition, each one has to submit three concerned subject examples and one group example.

Results :

From the collected data in relation to the knowledge and attitude of teacher educators towards ESD, it was recorded that 70% of the teacher educators are well aware with the concept & objectives of environmental education. Only 52 % feel competent enough for EE and 50 % use Classroom methods for the same. 63 % were of the opinion that modification in EE content in teacher education is required. While 82 % accepted that a resource book is needed for ESD and 85 % agreed that training is required for implementation of ESD. It is very encouraging to report that 90 % of teacher educators expressed that ESD should be incorporated in teacher education curriculum.

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Table 1 : Views related to the training manual Statements % agreed

The resource book is according to the needs of present era. 70 % The manual is capable of igniting sensitivity towards environment. 70 %The material is well organized 74 %The examples are sufficient in no. 67 %The examples are self explanatory 70 %The contents are comprehensive 67 %The language is simple to grasp 64 %The manual can be adopted as it is for our region 56 % More examples needs to be added 82 % The contents are sufficient to develop the required insight 71 % It is capable enough to make a permanent impact on attitudinal changes 57% It is convenient to be use the discussed examples in our region 56 % The views expressed are in accordance with our judgment 68 % It is more scientific and difficult for the teachers of non science stream. 55 % It is very effective and will be useful in the field of teacher education. 80 %

Table-1 depicts the views of teacher educators about the manual. They recommended that the topic is well explained and the manual is really quite interesting. Blind adaptation of the manual should be avoided & more examples can be added. In adaptation process, rural background of India should be kept in mind. Language and local customs should be included and dealt with scientific reason. It should be developed in local language. In totality, the module is very good and it will definitely add in the teaching competencies.

Discussion :

Although, the teacher educators have knowledge, even though they don’t use methods for EE and do not feel fully competent in the area and demand for reform of teacher education and training in ESD. EE in teacher education needs to encourage a shift in classroom practice from knowledge transmission to knowledge construction thereby emphasizing the role of students as knowledge seekers and formers rather than knowledge receivers (Ravindranath, 2006). ESD is more than a knowledge base related to environment, economy and society. It also addresses learning skills, perspectives and values that guide and motivate people to seek sustainable livelihoods, participate in a democratic society and live in a sustainable manner. It involves studying local and when appropriate, global issues. Values are also an integral part of ESD. Understanding values, values of the society and around the world is a central part of educating for a sustainable future.

For success of any change related to education or society needs attitudinal changes. Initially, it demands changes in teacher education because it is the pivot on which all these revolve. Teachers should be equipped to help pupils identify and think about the complexities of sustainability from the perspectives of various aspects. The initial step in launching an ESD program is to develop awareness within the educational community and the public that

reorienting education to achieve sustainability is essential. The successful implementation of a new educational trend will require responsible, accountable leadership and expertise in both systemic educational change and sustainable development. Competences are needed for contributing to sustainable development.

Conclusion :

ESD is increasingly perceived as a catalyst for innovation in education. At the international level, ESD is recognized as important and central to the success of sustainable development around the world. For the success of ESD, it should be incorporated into teacher education and teachers should be made competent. In the light of the objectives of ESD, teacher education curriculum should be reformed so that the new professionals then step into their jobs with ESD as part of their expertise. Further, to train the teachers, an effective training module based on local needs should be developed for teacher educators to make them responsible and accountable.

References :

1. Brunner, W. and Urenje, S. (2012). The Parts and The Whole: A Holistic Approach to Environmental and Sustainability Education. Visby: Swedish International Centre of Education for Sustainable Development.

2. Ravindranath, M. J. (2006). Critical factors in introducing environmental education in teacher education—a case for reflection and consideration, in: Centre of Advanced Studies in Education (Ed.) Quality concerns in teacher education (Baroda, M. S. University).

3. Ravindranath, M. J. (2007). Environmental education in teacher education in India: experiences and challenges in the United Nation’s Decade of Education for Sustainable Development. Journal of Education for Teaching, 33: 2, 191–206.

4. Sarabhai, K. V. (2005) Education for sustainable development, in: CEE (Ed.) Decade of Education for Sustainable Development—taking it forward together (Ahmedabad, Centre for Environment Education).

5. UNESCO (2005) Guidelines and recommendations for reorienting teacher education to address sustainabil i ty, education for sustainable development in action, technical paper no. 2 (Paris, UNESCO).

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49

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eapksa dh vksj c<+us yxsA ,sl esa LokHkkfod gS fd blds lkekftd vkfFkZd izHkko Hkh gesa uDly izHkkfor {ks= esa ns[kus dks feys gSA bl 'kks/k esa uDly izHkkfor {ks=ksa esa tu izfrfuf/k;ksa dh jktuhfrd tkx:drk fdl gn rd tk igqaph gSA bl 'kks/k v/;;u esa vke turk ds izfr mldh Hkwfedk dk lw{e v/;;u fd;k x;k rkfd Hkfo"; esa tuizfrfuf/k;ksa esa jktuhfrd tkx:drk esa gksus okyh dfBukbZ;ksa dks nwj djus ds fy;s vkSj vf/kd dkjxkj cukus ds mik; crk;s x;s gSA

'kks/k v/;;u ds mn~ns’; %¼1½ uDly izHkkfor {ks= ds tuizfrfuf/k;ksa }kjk vius jktuhfrd vf/kdkjksa ds iz;ksx laca/kh {kerk dk v/;;u djukA¼2½ uDly izHkkfor {ks= ds fodkl esa 'kkldh; uhfr;ksa dk ewY;kadu djukA

v/;;u fof/k % leL;k dh izd`fr dks /;ku esa j[krs gq, v/;;u 'kks/k izk:Ik iz;qDr fd;k x;k A

v/;;u {ks= % cLrj ftyk pkj laLd`fr ls f?kjk gS ftlds pkjks vksj N-x- vka/kzizns’k vkSj egkjk"Vª dh lhek fLFkr gSA N-x- nf{k.k iwohZ dksus ij fLFkr gSA cLrj tgk¡ ij mRrjh; Hkkjr vkSj nf{k.kh Hkkjr dk Hkk"kk dh n`f"V ls ,sfrgkfld ,oa lkaLd`frd n`f"Vdks.k ls laxe gksrk gSA ftys dk dqy {ks=Qy 39-114 oxZ fdyksehVj gSA vkSj tula[;k 2271314 gSA bldk foLrkj 80-15^ ls 82-15^ iwoZ ns’kkarj ,oa 17-46^ ls 20-34^ mRrj v{kka’k js[kk ds e/; fLFkr cLrj esa dqy 586 iapk;rksa esa ls 1147 xzke vyx&vyx xzkeksa esa f’kYi dsUnzks esa yxkrkj 5015 tu tkfr Jfed dk;Zjr gSA cLrj esa 12 fodkl[kaM gSA cLrj uDly {ks= ls iwjh rjg ls izHkkfor gSA

v/;;u {ks= dk ifjp; %

N-x- ds cLrj ftys ds uDly izHkkfor {ks= esa tu izfrfuf/k;ksa esa jktuSfrd tkx:drk dk v/;;u fd;k x;kA

v/;;u lezx % N-x- ds cLrj ftys ds tu izfrfuf/k;ksa o xzkeh.kksa dk v/;;u fd;k x;k gSA

v/;;u bdkbZ % v/;;u {ks= dh p;fur {ks=h; bdkbZ ,oa tuizfrfuf/k;ksa o ifjokjksa dk v/;;u djukA

fun’kZu fof/k % ‘kks/k dk;Z esa rF;ksa ds ladyu gsrq N-x- ds cLrj ftys ds uDly izHkkfor {ks= dk p;u lksns’;iw.kZ fun’kZu ds vk/kkj ij fd;k x;k bl ftys esa izHkkfor xkaoksa dk p;u lksns’;iw.kZ funZ’ku ds vk/kkj ij fd;k x;k

p;fur ftyksa ds izR;sd izHkkfor rglhy dk p;u lksns’;iw.kZ fun’kZu fof/k ds vk/kkj ij fd;k x;kA

lead ,df=r djus ds óksr %

¼1½ izkFkfed lead ¼2½ f}rh;d lead

izkFkfed lead % izkFkfed lead rF;ksa dk ladyu lk{kkRdj vuqlwph ds ek/;e ls fd;k x;k gSA vuqlwph cukrs le; ;g /;ku j[kk x;k fd 'kks/k ds mn~ns’; ds vuqlkj blesa vko’;d lkxxzh izkIr gks ldsA

lead ,df=r djus gsrq rduhds %¼1½ lk{kkRdkj vuqlwph¼2½ voyksdu¼3½ lkewfgd ppkZ

¼2½ f}rh;d lead % f}rh;d RkF;ksa dk ladyu iqLrd] lekpkj&i=] if=dkvksa] 'kks/k] ftyk iapk;r] ftyk dk;kZy;hu vfHkys[k ds ek/;e ls fd;k x;kA

v/;;u ds varxZr izkIr lkexzh dk fo’ys"k.k %

v/;;u ls izkIr rF;ksa ls ;g Kkr gqvk gS fd uDly izHkkfor {ks=ksa esa tuizfrfuf/k;ksa esa jktuhfrd tkx:drk vkus ls ml {ks= dh lkekftd fLFkfr mPp gqbZ gS rFkk mudh tkx:drk esa o`f) gqbZ gSA vkt dh tuizfrfuf/k;ksa esa usr`Ro ds nkSjku vusd lkekftd cqjkbZ;ksa] dfBukbZ;ksa uDlyokn dh leL;kvksa dk lkeuk djuk iM+rk gSA vkt Hkh dbZ tuizfrfuf/k usr`Ro dh lgtrk ls Lohdkj ugha djrs gSA bl {ks= usr`Ro ds izfr lekt xzkeh.k ds o`) yksxksa dh eukso`fRk bl le; ds vuqlkj fn[kkbZ iM+ jgk gSA tuizfrfuf/kRo o usr`Ro esa mudh lkekftd fLFkfr esa ifjorZu ifjyf{kr gqvk gSA iapk;rhjkt O;oLFkk esa budk izHkko iapk;r ls ysdj eap rd ds lQy izHkko’kkyh o mÙkjnkf;Roiw.kZ cukuk ,d xaHkhj pqukSrh gSA vkt tuizfrfuf/k;ksa jktuhfrd tkx:drk o usr`Ro ls u dsoy iapk;r pquko oju fo/kkulHkkvksa vkSj yksdlHkk pqukoksa esa pkSdkus okys urhts vk;s gS vkSj ,sls urhps vkrs tk;saxsA uDly izHkkfor {ks= esa xzkeh.k izfrfuf/kRo usr`Ro dk izknqHkkZo gqvk ;|fi uDly izHkkfor {ks= esa O;kIr lksp tkx:drk o usr`Ro dk izknqHkkZo gqvk ;|fi uDly izHkkfor {ks= esa O;kIr lksp tkx:drk o usr`Ro dh vuqHkoghurk vkfn ds jgrs mUgsa vusd pukSfr;ksa dk lkeuk djuk iM+ jgk gSA ysfdu uDly izHkkfor {ks= dh rqyuk dbZ o"kksZa ls lRrk lq[k Hkksxus okys izfrfuf/kRo dh dk;Ziz.kkyh ls djuk U;k;ksfpr ugha gSA oSls Hkh fuokZfpr inks ij igqapus ek= ls uDly izHkkfor {ks= dh leL;k nwj

51

ugha fd;k tk ldrkA mUgsa ifjokj ds LFkkfir usr`Ro vkSj vfHktu lalnh; la?kh; vkSj ukSdj’kkgh usr`Ro ,oa tkrh; lkEiznkf;d xBca/kuksa ds :V esa vusd pqukSfr;ksa dk lkeuk djuk iM+ jgk gSA os yksx tks uDly izHkkfor {ks= ds usr`Ro esa vlQYk gksus dh ckr djrs gSA iapk;rksa esa ljiap iap dk leFkZu djrs gSA

tuizfrfuf/k;ksa ds vf/kdkjksa ds fodkl dh fn’kk vf/kdkjksa dk izHkko vkSj fo/kkulHkk esa fofHkUu xfrfof/k;ksa uDly izHkkfor {ks= ds fodkl esa egRoiw.kZ dne gSA fdlh {ks= dks thfor j[kus ,oa mlds fodkl ds fy;s usr`Ro dh vko’;drk gksrh gSA fcuk usr`Ro o vf/kdkj ds og {ks= ^^fcuk irokj uko^^ tSlh fLFkfr gks tkrh gSA vf/kdkj gh iFk&in’kZd dk dk;Z djrk gSA tuizfrfuf/k;ksa ds :Ik esa fo/kk;d lkaln ea=h yxkrkj turk ls laidZ esa jgrs gS os vius {ks=ksa esa tkdj turk dh ekaxs D;k gS turk D;k pkgrh gS uDly izHkkfor {ks= ds fodkl esa ea=h eaMy dh egRoiw.kZ Hkwfedk gksrh gS ea=heaMy esa eaf=;ksa ds fu.kZ; ysus rFkk jkT; o dsUnz ljdkj ls viuh ckrs euokus ds fy;s lg;ksx dh vko’;drk gksrh gS ea=h;ksa dks cM+s&cM+s m|ksxifr jk"Vªh; varjkZ"Vªh; Lrj ds izfrfuf/k;ksa tuizfrfuf/k;ksa vkfn ls Hkh laidZ LFkkfir djds fodkl dk fu.kZ; ysuk gksrk gSA

fu"d"kZ % uDly izHkkfor {ks= esa tuizfrfuf/k;ksa esa jktuhfrd tkx:drk o usr`Ro ds vkus ls ml {ks= dh lkekftd fLFkfr mPp gqbZ gS uDly izHkkfor {ks= ds lexz vkfFkZd vkSj lkekftd fodkl dks /;ku esa j[krs gq; jkT; o dsUnz ljdkj us iapk;r ds ek/;e ls vusd ;kstuk,a lapkfyr dh tk jgh gSA ftlls xjhch mUewyu] jk"Vªh; jkstxkj xkjaVh ;kstuk lqj{kk isa’ku ;kstuk x`gy{eh ;kstuk xzke mRd"kZ ;kstuk ykM+yh y{eh ;kstuk vU; gSA

uDly izHkkfor {ks= dh fLFkfr;ksa ds dkj.k efgykvksa o detksj oxZ dh jktuhfrd lgHkkfxrk dk ykHk vkfnoklh ckgqY; bl {ks= esa LFkkuh; jktuhfrd dks ugha fey jgk gSA uDlyokn ds pyrs bl {ks= dk fodkl dNqvk dh pky ls gks jgk gS bl {ks= esa detksj oxZ ds vR;ar vYi yksxksa us 'kklu dh fodkl ;kstukvksa dk ykHk mBkdj vius thou ds LRkj dks Åapk mBk;kA vf/kdka’k yksxksa dks bldh tkudkjh ugha gksrh gSA bl {ks= tuizfrfuf/k;ksa ,oa jktuhfr dk;Zdrkvksa ,oa usrkvksa flQZ voljoknh n`f"Vdks.k viuk;k tk jgk gSA vkewy&pwy ifjorZuksa ds izfr muesa bPNk 'kfDr dk loZFkk vHkko gSA

lq>ko % tuizfrf/k;ksa esa jktuhfr tkx:drk ,oa fodkl

ds fy;s usr`Ro dh vkdka{kk gksuh pkfg,A jktuhfrd tkx:drk us fy;s lkekU; tkudkjh vko’;drk gSA tuizfrfuf/k;ksa ds fy;s dq’ky usr`Ro esa ikjnf’kZrk dh vko’;d o tuizfrfuf/k;ksa esa ekuoh; xq.kksa dk gksuk vR;ar vko’;d gS uDly izHkkfor {ks= dk fodkl dq’ky usr`Ro ij gh laHko gSA

uDly izHkkfor {ks= ds fodkl ds fy;s izkFkfed mipkj dh O;oLFkk gksuh pkfg;s xzkeh.k {ks=ks ls mBk;s xzke iapk;rksa ds ek/;e ls fodkl ds dk;Z xzke iapk;rks ds ek/;e ls forfjr djokuk pkfg;s ,oa lHkh dks izkFkfed f’k{kk vfuok;Z dj nsuk pkfg;sA bl {ks= ds fodkl esa ck/kd rRo uDlyokn dks lekIr dj nsuk pkfg,A uDlyokn leL;kvksa dks gy djus ds fy, dsUnz o jkT; ljdkj dks gj iz;kl djuk pkfg;s A

bl {ks= dk fodkl gekjs jk"Vª ds fy;s uSfrd iz’u gS vr% ljdkj lfgr ge lHkh dk iquhr drZO; gS fd ge bu ftys ds yksxks dks lH; thou ls voxr djk;sA f’k{kk ds egRo o jktuhfrd tkx:drk ds egRo dks le>s ,oa 'kks"k.k ls eqfDr fnykus rFkk muds thou esa vk’kk dh fdj.k txk;sA ,slk djus ij gh ;s izfrfuf/kRo viuh fo’ks"krkvksa ds fy;s jk"Vª dh eq[; /kkjk ls tqM+dj jk"Vª dks 'kfDr iznku dj ldsaxs rFkk lekt esa QSyh cgqr lh cqjkbZ;ksa dks nwj djus ds fy, lg;ksx dj ldsaxsA

lanHkZ xzaFklwph %

1- oekZ Mk- Hkxoku flag & NRrhlx<+ dk bfrgkl] e/;izns’k fgUnh xzaFk vdkneh] e-iz- Hkksiky 2001&2002

2- NRrhlx<+ fodkl iFk ij] NRrhlx<+ laokn] jk;iqj 2010&2011

3- ftyk lkaf[;dh iqfLrdk] ftyk lkaf[;dh dk;kZy;] txnyiqj NRrhlx<+

4- ftyk lkaln dk lk{kkRdkj txnyiqj

5- ftys ds tuizfrfuf/kRo ls lk{kkRdkj

6- HkV~V th-Mh- bufyax yhMjf’ki isVuZ bu :y bafM;k ,e-Mh- ifCyds’ku ubZfnYyh

7- eksnh egkohj izlkn] usr`Ro vkSj jktuhfrd laLd`fr] fo/kk;uh] =Sekfld 'kks/k if=dk] e- iz- fo/kkulHkk] lfpoky; Hkksiky

8- fo/kk;uh 'kks/k if=dk fo/kkulHkk lfpoky; jk;iqj A

52

yksd/kehZ ledkyhu vkykspuk vkSj MkW- ukeoj flagMkW- iou dqekj cykfu;k]jkds'k ih- th- dkWyst] fiykuh] ftyk >qU>quaw ¼jkt-½

Jherh fdj.k dqekjh] f'kf{kdk]jktdh; mPp izkFkfed fo|ky;] pw: ¼jkt-½

izLrkouk %

eSfDle xksdhZ us dgk gS fd ys[kd jk"Vª dk foosd gksrk gSA blds lkFk ;gh Hkh dgk tk ldrk gS vkykspd lkekftd vkSj jk"Vªh; psruk dk izfrfuf/k gksrk gSA lPpkbZ ;g gS fd viuh oSpkfjd {kerk ls] leh{kk dh xgu n`f"V ls] Hkfo"; dh vkgV dk ldsar djus dh viuh vkstiw.kZ es/kk 'kfDr ls tuer ikus dk gdnkj Hkh cu ldrk gSAn ;fn vkykspd ds ikl ,d Li"V thou n`f"V gks rks og ekuoh; bfrgkl dks ;FkkFkZ dh Hkwfe ls tksM+dj ,d yksd/kehZ ledkyhu vkykspuk dk Js;d cu tkrk gSA tgk¡ rd fgUnh esa yksd/kehZ ledkyhu vkykspuk dk voyksdu fd;k tk, rks ml {ks= esa MkW- ukeoj flag yksd/kehZ ledkyhu vkykspuk ds vk/kkj LrEHk gS A ;s lkfgR; psruk dks O;kid yksdthou ls lEc) ns[kuk pkgrs gSaA ledkyhu vkykspuk esa ,d os vkykspd gSa] tks fons'kh Kku&foKku dh O;kid ppkZ djrssssssssss gSaA os if'peh vkykspdksa ds fopkjksa dks fgUnh esa Fkksi jgs gSa] tcfd vkykspuk esa ;g visf{kr gS fd og yksd/kehZ cudj ledkyhu ;FkkFkZ dks mdsjsA eqfDrcks/k dh vkykspuk vaxzsth inkoyh vkSj okD;&ljapuk ls vk;kfrr ,oa vuqokn tku iM+rh gSA mls i<+dj iz'u [kM+k gksrk gS fd D;k ;g fgUnh dk tkrh; x| gS] ftlesa ,d lkekU; Hkkjrh; euq"; vius yksd/keZ ,oa tuthou dks le> ,oa eglwl dj lds \ nwljs os vkykspd gSa ftUgksaus Hkkjrh; tuekul dh psruk dks le>k gS] ftlesa MkW- ukeoj flag dk uke loksZijh vkrk gSA ftUgksaus vkykspuk dks laosnu'khy ,oa l`tukRed x| dh dlkSVh cuk;k gSA dsnkjukFk flag dk ekuuk gS fd HkkbZ ukeoj flag us dfBu le; esa Hkh fgUnh vkykspuk ds x| dks cpk;s j[kkA yksd/kehZ ledkyhu vkykspuk dh ijEijk esa MkW- jkefoykl 'kekZ] fo'oukFk f=ikBh] eSustj ikaMs;] fuR;kuan frokjh dk uke Hkh vkrk gSA ysfdu muds ijorhZ vf/kdka'k vkykspdksa esa yksdthou dh >k¡dh dk vHkko gSA

fo'ys"k.k %

MkW- ukeoj flga us ykds thou dh nf"V ls ikz phu ,oa vk/kfq ud fgUnh&lkfgR; dk voykds u fd;k gS A MkW- flga dk vkykps uk ds {k=s ea s fo'k"s k ;kxs nku jgk gAS ^fgUnh ds fodkl ea s viHk'az k dk ;kxs ^ ¼1952 b-Z ½] Nk;kokn^ ¼1955 b-Z ½] ^bfrgkl vkjS vkykps uk^ ¼1957 b-Z ½] ^vk/kfq ud lkfgR; dh ioz fŸk;k¡^ ¼1962 b-Z ½] ^dgkuh vkjs ubZ dgkuh^ ¼1956 b-Z ½] ^dfork ds u;s ifz reku^ ¼1968 b-Z ½] ^nlw jh ijEijk dh [kkts ^] ¼1982 b-Z ½] ôkn fookn loa kn^ ¼1989 b-Z ½ vkfn vkidh i[z ;kr vkykps ukRed dfr;k¡ gAS ^dfork ds u,

ifz reku^ ea s vkius ubZ dfork^ dh leh{kk] dkO;&Hkk"kk dh ltu'khyrk^] ^dkO;&fcEc^] ^dkO;&lja puk^] ^dkO;kuHq kfw r dh tfVyrk vkjS cukoV^] ^folxa fr vkjS foMECkuk^ vkfn ifz rekuka s ds vk/kkj ij dh gAS lkfgR; ds :i&fo'y"s k.k ds ek/;e ls ^:i^ vkjS ôLrq ds }U}i.w kZ ruko dh igpku djus ds dkj.k vki fookn ds nk;js es a vkrs jgs gAaS lu~ 1952 b-Z ls yds j vkt rd MkW- flga us ,d lPps leh{kd dk nkf;Ro fuHkk;k gAS mudh ekU;rkvka s vkjS fu.k;Z ka s ea serHkns gks ldrk gS fdUrq lkfgR; ls tMq + s cfq u;knh i'z uka s & ^tur=a vkjS lekykps uk^] ^vkykps uk dh Lok;Rrrk^] ^dfork dh jktuhfr^] vkykps uk vkjS lLa Fkku^] ekDloZ knh lkUS n;Z 'kkL= ds fodkl dh fn'kk]^ ^vkykps uk dh Hkk"kk^] îxz fr'khy lkfgR;/kkjk ea s v/a kykds oknh :>ku]^ dkO; dh nlw jh ijEijk^ vkfn ij mUgkus a s tks fopkj j[ks gS os mRrts d vkjS ijsz d gAS MkW- flga us ekDloZ knh o O;ogkfjd nkus ka snf"V;ka s ls lkfgR; dk eYw ;ka du fd;k A

yksd/kehZ ledkyhu vkykspdksa esa MkW- jkefoykl 'kekZ dh vkykspuk dk egŸo bl dnj c<+ tkrk gS fd mUgksaus chloha lnh ds iwokZ)Z dh tehankjh izFkk vkSj fczfV'k jkt ls mlds lEcU/k] Lok/khurk laxzke] fdlku vkanksyu] Hkkjrh; lekt dh ijEijkxr ljapuk] lkekftd uotkxj.k] jktuSfrd ifjos'k dks vuqHkwr djus okys izsepan ds dFkk&lkfgR; dks le>kA MkW- flag tc Nk;kokn dh O;k[;k ds fy, ns'k dh Lora=rk&laxzke vkSj rRdkyhu lkekftd i`"BHkwfe dh HkkoukRed izfrfØ;k dks le>us ij tksj nsrs gSa] rks os okLro esa ledkyhu yksd/kehZ lekt ,oa laLd`fr dks le>us dk vkxzg dj jgs gksrs gaS & ^^vkt vkykspuk dk vkRe la?k"kZ vykspuk dks vdknfed vuq'kklu ds ladh.kZ nk;js ls ckgj fudkydj vkykspuk dh laLd`fr ds :i esa pg¡qvksj QSyk nsus dk la?k"kZ gSA lkSan;Z“kkL=h; vkSj lekt 'kkL=h; cglksa dks nSoSdfYir ls ckgj fudkydj laLd`fr dh jktuhfr dh O;kid

1iM+rky cuk nsus dk la?k"kZ gSA^^ ledkyhy vkykspuk dh dsUnzh; leL;k gS fd lkfgR; bldh izkFkfedrk ugha gSA bl fLFkfr ls vkgr gksdj MkW- flag fy[krs gS & ^^mUgsa ¼vf/kdka'k u, vkykspdksa dks½ yxrk gS fd ge vxj dksjs lkfgR; dh vykspd jgsaxs] rks cqf)tho ugha cu ik,saxs] fiNMs+ gq, gh jgsaxsA vusd u, yksx vktdy tulapkj ds lk/kuksa ij fy[k jgs gSA gekjs dqN vPNs ekDlZoknh lekykspd Hkh blds f'kdkj gSA nwljh vkSj dqN yksx vfHkys[kkxjksa esa 'kks/k djusa esa yxs gSA 'kks/k cgqr vPNh pht gS] ysfdu vkykspuk dksbZ iqjkrkfŸod xfrfof/k ughaA nwljk cM+k ladV gS & fgUnh vkykspuk dh Hkk"kk dkA og

53

fud`"V i=dkfjrk ds fudV pyh xbZ gSA xEHkhjrk ds uke ij v/kdpjh nk'kZfud 'kCnkoyh vkSj if'pe ls vk;kfrr

2inkoyh dk vuqoknA^^

orZeku le; 'kk;n viuh ijEijk] laLd`fr vkSj vkRepfj= ds xgu vUos’k.k vkSj l'kDr nkosnkjh dk gSA blh ls ge vius gksus dk fo'okl vkSj ÅtkZ gkfly dj ldrs gSA jkepUnz 'kqDy dh vkykspuk esa yksdeaxy ,oa yksdlaxzgoknh jlkuqHkwfr;k¡ Fkh] tks fd orZeku vkykspd blls nwj tk jgk gS A vkykspd dks rVLFk gksuk pkfg, rHkh ogh viuh vkykspuk dks lR; ds mn~?kkVu esa yxk ldrk gSA dqN Hkh gks MkW- flag vkt MkW- jkefoykl 'kekZ dh rjg izxfroknh leh{kk ds vk/kkj LrEHk gaSA tks mudks yksd/kehZ ledkyhu vkykspuk dh vfxze iafDr esa [kM+k djrs gSA MkW- jkepUnz frokjh ds vuqlkj & ^^MkW- ukeoj flag us dFkk] leh{kk ds {ks= esa igy dh gSA mudh dgkuh u;h dgkuh^ iqLrd bldk izek.k gSA mUgksusa Lora=rk izkfIr ds Ik'pkr~ ls lu~ 1960 bZ- rd dh dgkfu;ksa dh leh{kk djds yf{kr fd;k gS fd bl nkSj dh dgkfu;ksa ds ys[kd vf/kdrj 'kgjh vkSj xk¡oksaa ds fuEu e/;e oxZ ls vk, gSA blfy, mudk n`f"Vdks.k fuEu e/;eoxhZ; lkekftd lhek dk vfrØe.k ugha dj ldk gSA fQj Hkh bl oxZ ds lpsr ys[kdkas esa misf{krksa ds izfr vkReh; yxko dk Lrj Li"V yf{kr gksrk gSA muesa iz[kj vkykspukRed

3;FkkFkZ dh l`f"V dh iwjh lEHkkouk gSA^^ MkW- flag dh vkykspukRed d`fr ^nwljh ijEijk dh [kkst^] vkpk;Z gtkjh izlkn f}osnh ij fopkj ds cgkus Hkkjrh; yksd laLd`fr vkSj lkfgR; dh yksdksUeq[kh Økafrdkjh ijEijk dks [kkstus dk ltZukRed iz;kl gSA blesa ,sfrgkfld foosd ds vk/kkj ij igpkuk tk ldrk gS fd vkt ds bl nkSj es ayksd/kehZ vkykspuk deZ cgqr dfBu gks x;k gSA Li"V oDrO; ;g gS fd tura= vkykspuk dh laLd`fr dk ,d vfHkUu vax gSA ysfdu vkt ds Hkwe.Myhdj.k ds nkSj esa 'kklu vkSj turk ds chp vyxko c<+rk tk jgk gSA ;g ,d ,slk nkSj gS] ftlesa peRdkj gh peRdkj gSA vkykspuk Hkh peRdkfjd miyfC/k curh tk jgh gSA ,sls esa MkW- flag viuh ekDlZoknh vkykspuk n`f"V dks ,d rjQ tgk¡ mls le`) djrs gSa ogha nwljh rjQ mls pqukSrh nsrs gSA bl lanHkZ esa eq>s dchj dk in Lej.k gks tkrk gS &

^^fuUnd fu;js jkf[k, vk¡xu dqVh Nok;Afcu ikuh lkcqu fcuk fueZy djs lqHkk;A^^

ekuk fd dchj ds le; vkykspuk ugha Fkh] ysfdu vkykspuk dk Hkko FkkA ml Hkko ds vuq:i dchj us ^funad^ 'kCn j[k fy;kA ;g rRdkyhu le; dk fgUnh lkfgR; esa Lo;a ds izfr vkykspuk n`f"V dk mRd`"V izek.k gSA orZeku nkSj esa fgUnh vkykspuk dh uSfrd fpark,¡] lkekftd ljksdkj] jktuhfrd ,oa lkfgR;d lanHkZ

detksj iM- x, gSA vf/kdka'k dk ekuuk gS fd orZeku esa ,d ftEesnkj lathnk vkSj cgqLrjh; vkykspukRed ewY;akdu ,oa ledkyhu yksd/kehZ jpuk/kfeZrk dh mis{kk dh tk jgh gSA MkW- flag ^dfork ds u, izfreku^^ esa ^bZekunkjh^] îzekf.kd^ vuqHkwfr] îfjos'k ,oa ewY;^ ls lqifjfpr gSa & ^^dfork ds ewY;kadu ds fy, ;fn bZekunkjh dk izfreku dkQh ugha vkSj okLrfodrk dk vk/kkj ysuk t:jh gS rks rqjUr ;g loky mBrk gS fd ml okLrfodrk dh ij[k dk vk/kkj D;k gksxk \ ;fn dkO;xr okLrfodrk dks gh okLrfodrk dh eki dk vk/kkj cuk,¡ rks ;g ewY;kadu ugha cfYd vf/kd ls vf/kd O;k[;k gksxh vksj ;fn dkO;sŸkj okLrfodrk dks viuk,sa mldh izkekf.kdrk dks Hkh pqukSrh nh tk ldrh gSA ledkyhu dkO; dk ewY;kadu bl n`f"V ls vkSj Hkh tksf[k+e Hkjk gS D;ksafd ftl ifjos'k ls ;g dkO; lac) gS og dfo vkSj

4vkykspuk nksuksa dk gh lk>k ifjos'k gS A^^

fu"d"kZ %

vkykspuk^ if=dk ds iz/kku lEiknd ds :i esa MkW- flag us fgUnh esa yksd/kehZ ledkyhu vkykspuk dks fuf'pr :i ls ,d u;k vk;ke fn;k gSA vkykspukRed x| oSpkfjd la?k"kZ dh ped ls lEiUu gSA ,d fopkj/kkjk ds :i esa ekDlZokn ds ,sfrgkfld vk;ke ds izfr os ftrus lpsr ,oa laosnu'khy gS] lkfgR; dh izd`fr dh tfVyrk ds izfr Hkh mrus gh tkx:d gSA bl nqgjs vuq'kklu dk Hkjiwj Qk;nk mudh vkykspuk n`f"V dks feyk gSA yksd/kehZ ledkyhu vkykspuk ds {ks= esa MkW- ukeoj flag vius ;Fkk uke ds vuq:i tkus tkrs jgs gSaA vc gesa ;g mEehn gS fd yksd/kehZ ledkyhu vkykspuk ds {ks= esa Hkys gh fdlh dks dqN u yx jgk gks ysfdu ;qok ih<+h bl fn'kk esa ,d lkFkZd vkSj foosd lEiUu n`f"V ds lkFk vius yksdksUeq[kh vkykspuk dks ysdj m)r gks jgh gSa] tks uj&ukjh ds LoLFk fparu dk ,d vk/kkj gks ldrh gSA

lanHkZxzUFk lwph %

1- flag MkW- ukeoj &dguk u gksxk] ok.kh izdk'ku] ubZ fnYyh] i`"B&144

2- flag MkW- ukeoj &iz/kku lEiknd] vkykspuk ¼=Sekfld½ jktdey izdk'ku izkbZosV fyfeVsM ubZ fnYyh] vDVwcj&fnlEcj 2005] i`"B&48

3- frokjh MkW- jkepUnz & fgUnh dk x| lkfgR;] fo'ofo|ky; izdk'ku] okjk.klh] 1999 i`"B& 103

4- flag MkW- ukeoj & nwljh ijEijk dh [kkst] jktdey izdk'ku izkbZosV fyfeVsM] ubZ fnYyh] 2000] i`"B&55

5- flag MkW- ukeoj & dfork ds u, izfreku] jktdey izdk'ku izkbZosV fyfeVsM] ubZ fnYyh] 2003] i`"B&203

54

oukS"kf/k & fcykliqj ftys dh oS|ksa ds lkekftd] vkfFkZd fodkl ds lanHkZ esaeqds’k dqekj] lgk;d izk/;kid ¼okf.kT;½nars’ojh ih-th- egkfo|ky; narsokM+k Nrrhlx<+

Lkkjka'k %

iLz rrq v/;;u fcyklijq ftys dhs o|S ks ds lkekftd&vkfFkdZ fLFkfr] ouk"S kf/k vk/kkfjr O;olk; ds fodkl ,oa lHa kkoukvks a dk vkdyu v/;;u ij dfs Unrz g]S tgk¡ o|S ka s }kjk ijia jkxr fpfdRlk i)fr vFkkrZ ~ ouk"S kf/k vk/kkfjr tMh+ &cVq h ls jkxs kis pkj djrs g,q lekt los k fd;k tkrk gAS bues ls vf/kdk'a k o|S bl ijija kxr fpfdRldh; dk;Z dks thodkis ktuZ dk tfj;k cukus yxs gAS bl idz kj ouk"S kf/k ykxs ks ds lkekftd] vkfFkdZ fodkl dk vk/kkj cuus yxk gS A lkFk gh ;g o|S NRrhlx<+ ijija kxr fpfdRld l?a k uke ls inz 's k ea s ita hdr g]S ftlds rgr ijEijkxr fpfdRldh; dk;Z djrs g,q lekt los k ds lkFk&lkFk thodkis ktuZ ds :Ik es viukus yxs gAS

izLrkouk %

Tkxrl`"Vk us izd`fr dh l`f"V jpukdky esa thoksa dh mRifRr ds iwoZ muds LoLFk thou ds vk'k; ls fofo/k izdkj dh oukS"kf/k;k¡ iSnk dh] ftuds mi;ksx ls LokLF; ykHk izkIr gks lds ;g Bhd mlh izdkj gS]ftl izdkj ,d ek¡ ds xHkZ ls cPps ds tUe ysus ls iwoZ muds o{k ls nqX/k lzkfor gksus yxrk gS A Hkkjrh; izkphu oSfnd xzaFk _Xosn esa ^lkse* uked vkS"kf/k ikS/ks dh loZizFke mi;ksx dh tkudkjh feyrh gS A izkphu Hkkjrh; fpfdRlk i)fr esa tM+h&cqVh }kjk fufeZr vkS"kf/k ds vf/kd o.kZu feyrk gS A egkHkkjr dky es Hkh"e ds vkgr gksus ij mudk mipkj ,oa jkek;.k dky es y{e.k dk lathouh cqVh }kjk mipkj bldh izkphurk dk izek.k gS A ekuo foosd'khy izk.kh gksus ls l`f"Vdky ls rF; dks tkuus dh bPNk ,oa Kku fiiklk dh izo`fRr ik;h tkrh gS tks fd mlds thou dky ls tqM+h gqbZ gS ] mlesa izkjaHk ls gh vius vklikl gksus okyh ?kVukvkas] rF;ksa ,oa vU; fo"k;ksa ij lkspuk ,oa mlds dkj.k ,oa ifj.kke dks tkuus dh lnk mRlqdrk jgh gS ftldk izR;{k ,oa ijks{k laca/k lekt ls jgk gS A bl izdkj oukS"kf/k dk mi;ksx ekuo thoudky ls tqM+h gqbZ gSA ftls dkykarj esa euq";ks }kjk oukS"kf/k dk mi;ksx lekt lsok ds :Ik esa viuk fy;k] tks vc /kuksiktZu dk vk/kkj cu x;k gSA blh rkjrE; esa NRrhlx<+ jkT; ftldk HkkSxksfyd {ks=Qy 1]35]224 oxZ fdeh- gS A ftlesa ou {ks=Qy yxHkx 59]772 oxZ fdeh- vFkkZr~ 44-2 izfr'kr gS A izns'k ds ouksa esa ukuk izdkj ds ouLifr;k¡ ,oa ikni vkS"kf/k ik;h tkrh gS fo'ks"kdj fcykliqj ftyk tks fcykliqj oueaMy eq[;ky; Hkh gS A ;gk¡ fofo/k izdkj ds oukS"kf/k fo|eku gS] tks Ik;kZoj.k dh n`f"V ls egRoiq.kZ gksus ds lkFk&lkFk dbZ lkekU; ,oa xaHkhj jksxksipkj esa lgk;d

gaS tks ouokfl;ks ds vfrfjDr oukS"kf/k dk;Z esa layXu O;fDr;ksa vFkkZr~ oS|ksa ds lekt lsok lg vkfFkZd fodkl dk egRoiq.kZ vk/kkj gSA Qy:o:Ik oukS"kf/k lkekftd& vkfFkZd fodkl ds lanHkZ esa mi;ksx fd;k tkus yxk gS A

v/;;u mn~ns’; %

1- fcykliqj ,oa dksjck ftys dh oS|kas dh lkekftd] vkfFkZd fLFkfr dk v/;;uA

2- ftys ds oS|ksa dh oukS"kf/k vk/kkfjr O;olk; ds fodkl ,oa laHkkoukvksa dk vkdyu A

3- oS|ks dh ijiajkxr fpfdRldh; dk;Z dh leL;kvkas dk v/;;u djukA

'kks/k izfof/k %

iLz rrq 'kk/s k fcyklijq ftys ds p;fur 100 o|S ka s dh ’k{S kf.kd] O;kolkf;d] ,oa fuokl fLFkfr ls lca fa /kr g]S tks e[q ;r% ikz Fkfed vkd¡ Ms + ij vk/kfjr gAS ftldk lda yu o|S ks a ls lk{kkRdkj] i’z ukoyh }kjk fd;k x;k gAS f}rh;d vkd¡ Mk+ s dks lca fa /kr dk;kyZ ; ,oa vU; lya [s kks ls ikz Ir dj o|S ka s dh lkekftd] vkfFkdZ fLFkfr dk v/;;u fd;k x;k gS A

ftys ds oS|ksa dh lkekftd vkfFkZd fLFkfr %

oS| % os O;fDr tks izkd`frd :i ls izd`fr esa ik;s tkus okys vkS"kf/k ikniksa] tM+h&cqfV;ksa] danewyksa vkfn dks dqVihldj pq.kZ] ikmMj] dk<+k vkfn Lo:i esa fufeZr fofHkUu izdkj ds jksxksa ds funku esa lkFk gh lkFk mRre LokLF; cuk;s j[kus esa mi;ksx djus gsrq vkS"kf/k rS;kj djrs gS vFkkZr~ vk;qosZfnd mipkj dk;Z djrs gS A lkekU; cksypky dh Hkk"kk esa oS| dgs tkrs gSA ftUgsa ijEijkxr fpfdRld ¼Traditional

Inhealer½ Hkh dgk tkrk gSA orZeku esa N-x- 'kklu ou foHkkx varxZr N-x- oukS"kf/k ikni cksMZ jk;iqj }kjk yxHkx 2000 ijEijkxr fpfdRldksa dks fpUghr dj budk MkVk csl rS;kj fd;k x;k gSA ;ss oS| îjEijkxr fpfdRld oS| la?k** uke ls izns'kLrjh; la?k cukdj jftLVMZ djk;s gSA ftlds rgr bUgsa vkS"kf/k ikniksa tM+h&cqfV;ksa vkfn ds ek/;e ls vk;qosZfnd mipkjdk;Z djus dh vuqefr izkIr gSA buesa- fcykliqj ftys ls yxHkx 200 oS| gS ] 'kks/k dk;Z esa mYYskf[kr oS| 'kCn ls vk'k; bUgha Hkkoukvksa ls vksr&izksr ls gS A

fcykliqj ftys ds oS|ksa dh lkekftd vkfFkZd ,oa 'kS{kf.kd fLFkfr &

v- 'kS{kf.kd fLFkfr % ftys ds oS|ksa dh 'kS{kf.kd Lrj dks fuj{kj ls mPp@vU; f'k{kk rd pkj 'kh"kZd esa 'kh"kZdokj 'kS{kf.kd Lrj ,oa oS| la[;k izfr'kr lfgr vxz lkj.kh }kjk lkj.khd`r gS &

55

lkj.kh Ø- 1oS|ksa dh 'kS{kf.kd fLFkfr

Ø- 'kS{kf.kd Lrj oS| la[;k izfr'kr

01 fuj{kj 40 4002 izkFkfed@ 30 30

ek/;fed f'k{kk03 mPp@mPprj 23 23

ek/;fed f'k{kk04 mPp f'k{kk@vU; 07 07

;ksx 100 100L=ksr& mijksDr vk¡dM+s 'kks/kkFkhZ }kjk rF; ladyu ls izkIr fd;s gaS

mijksDr lkj.kh ls Li"V gS fd ftys esa oS|kas dk 'kS{kf.kd Lrj fuj{kj ls mPp f'k{kk dh vksj ?kVrs Øe ij gSA vFkkZr~ izFke nks dkWye tks fuEu f'k{kk Lrj dk ladsr gS fd la[;k T;knk gS] tcfd 'ks"k nks dkWye tks mPp f'k{kk dks n'kkZrs gS fd la[;k de gSA

c- oS|ksa dh O;olkf;d fLFkfr % oS|kas }kjk thou fuokZg gsrq viuk;s tkus x;s eq[; dk;Z dks pkj Js.kh esa Js.khc) oS| la[;k lg izfr'kr vxzkafdr gS &

lkj.kh Ø- 2oS|ksa dh O;olkf;d fLFkfr

Ø- O;olk; oS| la[;k izfr'kr

01 oS| 54 5402 d`f"k 30 3003 etnwjh 10 1004 vU; 06 06

;ksx 100 100L=ksr % mijksDr vk¡dM+s 'kks/kkFkhZ }kjk rF; ladyu ls izkIr fd;s gSA

lkj.kh ls Li"V gS fd ftys dh oS|ksa dk thfodksiktZu ijEijkxr fpfdRlk dk;Z gS]tks fd lokZf/kd gSa vFkkZr dqy oS|ksa dk izfr'kr 54 gSA tcfd d`f"k djus okys oS|ksa dh izfr'kr 30 gS] 'ks"k vU; oS| dh la[;k cgqr de gS A

oS|ksa dh fuokl fLFkfr dks {ks=okj la[;k izfr'kr lfgr prqZ{ks+++++++++=h; 'kh"kZd dks lkj.kh }kjk nf'kZr fd;k x;k gS &

lkj.kh Ø- 3

oS|ksa dh fuoklh fLFkfr

Ø- vkoklh; fLFkfr oS| la[;k izfr'kr 01 vfr fiNM+s {ks= 40 40 02 fiNM+s {ks= 30 30 03 lkekU; {ks= 20 20 04 uxj@dLck 10 10 ;ksx 100 100

L=ksr % mijksDr vk¡dM+s 'kks/kkFkhZ }kjk rF; ladyu ls izkIr fd;s gSA

Li"V gS fd ftys ds 40% oS| vfr fiNM+s {ks= esa fuokl djrs gSa ,oa 30% oS| fiNM+s {ks= esa fuokl djrs gaS] 'ks"k oS| lkekU; ,oa dLck] fuokljr gS budh la[;k de gS A

leL;k,a ,oa lq>ko %

1- ftys ds ouk¡py {ks=ks esa Ik;kZIr f'k{k.k lqfo/kk ds vHkko ds dkj.k ls oS|ksa dk 'kS{kf.kd fodkl ugha gks ik;k ifj.kker% muds lkekftd] vkfFkZd fodkl ij izfrdqy izHkko ifjyf{kr gksrk gSA Qyr% vko';d f'k{kk lqfo/kk miyC/k djkdj bl leL;k ls futkr ik;k tk ldrk gSA

2- ftys ds oS|kas dh vkfFkZd fLFkfr vlarks"kizn gS blds fy, oukS"kf/k dk;Z es layXu oS|ksa ds vkfFkZd fodkl gsrq Ik;kZIr jkstxkj iznku dj vkfFZkd le`) gks ldrs gaS A

3- ftys ds oS|ksa dh ’kS{kf.kd] vkfFkZd fLFkfr v/;;u Ik'pkr~ oS|ksa dh vPNh vkokl O;oLFkk dh dYiuk fujFkZda gksxh] csgrj ;gh gksxk fd oS|kas ds lokZaxh.k fodkl gsrq f'k{kk ,oa xjhch mUeqyu tSlh fo'ks"k vfHk;ku pykdj cgqeq[kh fodkl dk izos'k }kj iz'kLr fd;k tk ldrk gSA

fu"d"kZ %

fcykliqj ftys ds oS|ksa dh lkekftd&vkfFkZd v/;;u gsrq fy, x, ekud fcUnq tks Øe'k% 'kS{kf.kd] O;kolkf;d ,oa fuokl fLFkfr gSA mDr fcUnqokj v/;;u ls Kkr gksrk gS fd oS|kas ds 'kS{kf.kd Lrj lg lkekftd] vkfFkZd fLFkfr vlarks"ktud gSA ftlls os ikjiafjd thou'kSyh esa thou;kiu djrs gS A ;|fi ;s oS| ijEijkxr fpfdRlk i)fr vFkkZr~ oukS"kf/k vk/kkfjr tM+h&cqVh dh lgk;rk ls lkekU; ,oa xaHkhj izd`fr ds fofo/k jksxksa ds funku }kjk LokLF; ykHk iznku dj lekt lsok esa layXu jgrs gq, dbZ yksxks ds fy, thou j{kd ojnku fl) gq, A ftlls yksxks ds thou dh n'kk ,oa fn'kk cny nh A ;g dk;Z jksxksipkj ds ,ot~ esa lkekU;r% ukfj;y vxjcRrh ;k ekeqyh jkf'k ysdj fd;k tkrk gSA Li"V gS fd oS|kas dss bl oS|h; dk;Z ls Ik;kZIr vkfFkZd fodkl dk vk/kkj ugh curk fQj Hkh dbZ oS| O;kolkf;d :Ik esa viukdj thodksiktZu dk tfj;k cuk;s gS ]ftlls mudk vkfFkZd fodkl gqvk gSA rFkkfi oS|ksa ds 'kS{kf.kd lg lkekftd] vkfFkZd lq/kkj gsrq dkjxj dne mBk;s tkus dh vko';drk gSA ftlls fd oS|ksa dh lokZaxh.k fodkl ds ekxZ iz'kLr gks ldsa] rkfd vk/kqfud rduhdh izxfre; ftanxh dk vfHkUu fgLlk cudj thou lkFkZd dj ldsA

lanHkZ xzaFk %1- 'kqDyk MkW- fo|k/kj ,oa f=ikBh jfonRr& vk;qosZn dk

bfrgkl o ifjp;] fnYyh] pkS[kaHkk laLd`r izfr"Bku 1998A2- ,Ygal] Mh- ,u- o ukxj dSyk’k jk;&lkaf[;dh;]fnYyh

dSyk’k izdk’ku A3- MkW- 'kekZ] MkW- dstjhoky& izca/kdh; vFkZ'kkL=] vkxjk]

lkfgR; Hkou ifCy- 2000 A4- NRrhlx<+ oukS"kf/k ikni cksMZ jk;iqj N-x-

56

vkfne lektksa esa fL=;ksa dh fLFkfrMkW- eukst oku[ksM+s] lgk- izk- ¼lekt'kkL=½'kkldh; dU;k egkfo|ky;] cM+okuh] ¼e-iz-½

izLrkouk %

izR;sd lekt esa L=h ,oa iq:"kksa dh fLFkfr muls lEcfU/kr vkn'kksZa vkSj dk;ksZa ds vuqlkj fuf'pr gksrh gS A ;s vkn'kZ] ewY; vkSj dk;Z izR;sd lekt esa leku ugha gqvk djrsA blhfy, izR;sd vkfne lekt esa Hkh fL=;ksa dh fLFkfr ,d leku ugha gSa A

?kksVqy blds izrhd gSA ;fn /kks[ks ls yM+dh xHkZorh gks tk, vkSj og iq:"k dk uke crk, rks iq:"k mlls fookg djrk gSA ysfdu lH; lekt esa ,slk ugha gSaA

tutkrh; lekt esa fL=;ksa dh mPp fLFkfr gksrh gS] fL=;ksa dk lEeku gksrk gS] lEeku ds crkSj gh o/kq ewY; fn;k tkrk gSA ifr pquus ds Hkh vf/kdkj mudks gSA lEifRr ds vf/kdkj Hkh dqN tutkfr esa fL=;ksa dks fn, x, gSA tutkfr lekt esa ekr`lRrk o ekròa'kh; ns[kus dks feyrk gSA [kklh] xkjks] u;j blds mnkgj.k gSaA

ekr`lRrkRed lekt esa fL=;ksa dh fLFkfr %

ifjokj dks ikfjokfjd lRrk ;k vf/kdkj oa'k uke vkSj fuokl ds vk/kkj ij Hkh nks izeq[k Hkkxksa esa ck¡Vk tk ldrk gSA ,d rks ekr`lRrkRed ;k ekròa'kh; ifjokj vkSj nwljk fir`lRrkRed ;k firòa'kh; ifjokjA bu nksuksa izdkj ds ifjokjksa esa firòa'kh; ifjokj vf/kd la[;k esa Hkkjrh; tutkfr; lekt esa ik, tkrs gS] ijUrq ekròa'kh; ifjokj ds Hkh vusd mnkgj.k Hkkjr esa ljyrk ls fey tkrs gSaA cgu ds cPpksa dh ns[kjs[k ekek }kjk gksrh gS A

bu lektksa esa dU;k ds izFke ekfld /keZ ds le; foLr`r tknw&/keZ dh fØ;k,¡ lEiUu djuh iM+rh gSA vius fookg lkFkh ds pquko esa fL=;ksa dks iw.kZ Lora=rk gksrh gSaA

[kklh tutkfr esa fL=;ksa dh fLFkfr & vklke dh igkfM+;ksa esa ikbZ tkus okyh tutkfr gSA [kklh viuh oa'k ijEijk L=h oa'k o L=h iwoZt ls ekurs gSa A [kklh tutkfr dk nsork Hkh L=h gh gksrh gSA ;s nsoh iwtk djrs gSA ;fn ifjokj esa dksbZ L=h lnL; u gks] ;k ej xbZ gks rks yM+fd;ksa dks xksn ysus dh izFkk izpfyr gSA rkfd ekr`lRrkRed ifjokj dh fujUrjrk cuh jgsA lEifRr ij vf/kdkj vkSj mRrjkf/kdkj Hkh ekrèwyd gSA /kkfeZd d`R;ksa ,oa deZ dk.Mksa esa Hkh fL=;ksa dh eq[; Hkwfedk gksrh gSA oa'k Hkh L=h ls gh pyrk gS A fookg i'pkr~ ifr dks viuh iRuh ds ?kj vkdj jguk iM+rk gSA

xkjks tutkfr & ekròa'kh; lekt gSA xkjks yksx viuk ewy iwoZt ,d L=h dks ekurs gSA lEifRr ij vf/kdkj dU;kvksa dk gksrk gSA lEifRr dh mRrjkf/kdkfj.kh lcls NksVh dU;k gh gksrh gSA tks yM+dh lEifRr dh

vf/kdkfj.kh gksrh gS] mlds izfr dks uksdzkse dgrs gS vkSj vU; yM+fd;ksa ds ifr;ksa dks pksokfj dgrs gSaA

fL=;ksa dks gh ;g vf/kdkj gS fd os fookg dk izLrko djsaA iq:"k fookg dk izLrko ugha dj ldrk gSaA fookg ds mijkar ifr dks iRuh ds ?kj tkdj jguk iM+rk gSa A fookg lkFkh pquus dh dU;kvksa dks iw.kZ Lora=rk gksrh gSA fookg foPNsn dh Hkh O;oLFkk gSa A

dU;k ds izFke ekfld /keZ gksus ds mijkUr vusd tknw ,oa /kkfeZd deZdk.M gksrs gS vkSj blds mijkUr dU;k dks ;kSu lEcU/kh f'k{kk nsuk izkajHk dj fn;k tkrk gSA

eykckj ds uk;j ifjokjksa esa ekròa'kh; lekt & uk;j ifjokj ekròa'kh; gksrs gSA ifjokj dh lcls cM+h L=h ifjokj dh eqf[k;k gksrh gSA ifr&iRuh ds ?kj vkdj jgrk gSA uk;jksa esa fookg&foPNsn vfr ljy gSA iq:"k viuh bPNk izdV djds fookg foPNsn dj ldrk gSA

dknj tutkfr & dknj tutkfr nf{k.k Hkkjr esa ikbZ tkrh gSA nf{k.k Hkkjr esa dknj] b:yk] iqyk;u tkfr;k¡ ekr`lRrkRed gksrh gSA dknj yksx lkÅFk dksphu esa fuokl djrs gSa A iRuh vius ifr vkSj firk nksuksa ds gh ?kj jgrh gSA ifjokj dk Lo:i ekr`lRrkRed gksrk gSA cPpksa dk ikyu&iks"k.k ekek }kjk gksrk gSA

fir`lRrkRed lektksa esa fL=;ksa dh fLFkfr & fookg ds i'pkr~ L=h dks vius ifr ds ?kj jguk iM+rk gSaA

xksM+ tutkfr esa & ifr dks pquus] rykd nsus ;k fookg ls iwoZ ;kSu lEcU/k LFkkfir djus vkfn fo"k;ksa esa fL=;k¡ Lora= gSA bUgsa vius ifr;ksa ds fy, Jfedksa dh rjg dke djuk iM+rk gSaA

*gks* tutkfr & fcgkj esa jgrs gS] o/kw ewY; dh Å¡ph nj gSA fir`lRrkRed gS fQj Hkh ogk¡ viuh ifRu;k¡ ij izHkqRo j[kus okys vksj muls ncdj jgus okys nksuksa izdkj ds gh iq:"k ik, tkrs gSaA buesa jkth [kq'kh vkSj gB fookg Hkh gksrs gSaA

[kl tutkfr & [kl tutkfr Hkh fir`lRrkRed gS ijUrq buesa fL=;ksa ds lEcUk esa nksgjk uSfrd fu;e gSA tc rd fL=;k¡ vius ifr ds ?kj ij jgrh gS rc rd rks mudh fLFkfr nch gqbZ gksrh gS vkSj os vkKkdkfj.kh iRuh ds :i esa jgrh gS ijUrq ogk¡ fL=;k¡ ftrus fnu vius firk ds ?kj esa jgrh gS mrus fnu mUgsa viuh euekuh djus dh NwV gksrh gS ;gk¡ rd fd mUgsa ;kSu lEcU/k LFkkfir djus rd dh Lora=rk jgrh gSa A

VksM tutkfr & i'kqikyd gSA budk vkfFkZd vkSj lkekftd thou dk eq[; vk/kkj HkSal ikyu gSA fL=;ksa dh fLFkfr fuEu gS cgqifr fookg gksrs gSA o/kw ewY; dk

57

pyu gSA ifjokj esa cM+s HkkbZ dk egRo gksus ds dkj.k L=h fdlh Hkh gkyr esa cM+s HkkbZ dks NksM+dj ugha jg ldrh gSA VksMk efgykvksa dks vU; Hkkjrh; tutkfr; efgykvksa dh rqyuk esa vR;f/kd I;kj feyrk gSA

tkikuh QS'ku esa Nkrs VksM+kvksa esa f}rh; fo'o;q) ds igys gh igq¡p x, FksA VksM+k fL=;k¡ vius izsfe;ksa ;k ifr;ksa ls ;s Nkrs migkj esa izkIr dj xoZiwoZd budk bLrseky djrh FkhA

e/;izns'k ds tutkfr; lekt esa fL=;ksa dh fLFkfr&

e/;izns'k esa orZeku esa 41 tutkfr;k¡ gSA xksaM] eq.Mk] dksjdw] Hkhy] cSaxk] dksjck] mjko] Hkkfj;k] gYck] dksy] Hkrjk] ekfM+;k] lgfj;k] daoj] dekj izeq[k gSA

xksaM tutkfr & xksaM lEiw.kZ Hkkjr dh lcls cM+h tula[;k esa gS xksaM tutkfr d`f"k o f'kdkj ls viuk thfodksiktZu djrh gSA xksaM esa la;qDr ifjokj vkSj oS;fDrd ifjokj nksuksa dk gh izpyu gSA fookg dbZ izdkj ds gksrs gSA xksM+ksa esa HkkbZ dk yM+dk vkSj cgu dh yM+dh vFkok HkkbZ dh yM+dh vkSj cgu ds yM+ds dk fookg izpfyr gSA bls **nw/k ykSVkok** dgrs gSaA dHkh&dHkh vigj.k fØ;k }kjk Hkh fookg lEiUu gksrs gSaA xksaM+ksa esa fo/kok fookg dk izpyu gSA fL=;k¡ pksyh vkfn ugh igurh gS mudh Nkrh dk Hkkx [kqyk gksrk gS fL=;k¡ 'kjhj ij vusd tsoj igurh gSaA

Hkhy tutkfr & ;g Hkkjr dh r`rh; vkSj e/;izns'k dh nwljh cM+h tutkfr gSA budk fuokl {ks= e- iz- ds /kkj] >kcqvk vkSj if'peh fuekM+ esa gSaA Hkkjr esa ;g pkj jkT; esa egkjk"Vª] xqtjkr] e/;izns'k] jktLFkku esa ik, tkrs gSA fL=;k¡ pVd jax ds oL= igurh gS R;kSgkjksa ij xksVs fdukjs ds diM+s igurh gSA nwYgu ds oL= Hkh fHkUu izdkj ds gksrs gSA buds ukd uD'ks dkQh lqUnj gksrs gSaA vkHkw"k.k ds 'kkSfdu gksrh gS efgyk,¡A pk¡nh] ihry] fxYV] dk¡lk o tLrs ds vkHkw"k.k igurh gSA danksjk] fcNqfM+;k¡ [kkl rkSj ij igurh gSA efgyk,¡ [ksrh o ?kj ds dke esa lg;ksx djrh gSA thou lkFkh pquus esa Lora= gSA dsoy iq:"kksa ls inkZ izFkk gSA vfookfgr Hkhy yM+dh dks 'kqHk ekuk tkrk gSA vfookfgr yM+dh firk ds lkFk vkfFkZd lg;ksx Hkh djrh gSA xHkkZoLFkk esa Hkh dk;Z djrh gSaA fo/kok L=h dk lEeku fd;k tkrk gSA fgUnh lekt esa vf/kd Lora=rk izkIr gSaA 'kks"k.k ugha gksrk gS L=h dkA Hkxksfj;k u`R; gksrh gSaA

jktLFkku esa Hkhy ijh{kk fookg ¼xksy xknsM+ks½ dgrs gSaA u`R; o laxhr dk pyu gSA buesa esys ds volj ij Jàxkj dk lkeku [kjhnk tkrk gSaA

lgfj;k tutkfr & ,dkdh ifjokj gSA d`f"k djrs gSaA efgyk,¡ fo'ks"k izdkj dh tSdsV igurh gSA vfookfgr yM+dh dks vkHkw"k.k o esagnh oftZr gSA fL=;k¡ vkd"kZd xksnuk xqnokrh gSA cky lkFk lqFkjs o [kqys j[krh gSA

izlodky ds ckn dke djuk iM+rk gSA efgyk,¡ ifjJeh gksrh gSA viuh vkenuh ls vkHkw"k.k cuokrh gSA o/kw ewY; o rykd dh Lora=rk gSA ifjokj ds egRoiw.kZ fu.kZ; esa budh lgerh yh tkrh gSA ;s ifjokj dh vkfFkZd LrEHk gSaA

Mkeksj tutkfr & thou lkFkh pquus dh Lora=rk ugha gSA o/kw ewY; gSA fookg foPNsn iw.kZ ifr dh n;k ij fuHkZj gSA ?kj o ckgj nksuks txg dke djrh gSA esys] mRlo esa Hkkx ysus dh iwjh Lora=rk gSA fo/kok fookg dk izpyu gSA lkekU;r% nsoj ls fookg gksrk gS A

Hkkjr VksMk tutkfr esa cPps dk ukedj.k cqvk djrh gSA ogha gqvk Hkh lEifRr dk mRrjkf/kdkjh gksrh gS vkSj mldh lEifRr dks euekus <ax ls [kpZ dj ldrh gSA

[kjh;k tutkfr esa& blesa fookg rHkh gksrk gS tc L=h ?kj dk dke djus ;ksX; gks esys ;k R;kSgkj ds volj ij gj.k fookg gksrs gSaA fo/kok fookg dk izpyu gSaA

NksVh;k tutkfr esa & ?ksVwy O;oLFkk gksrh gSA 15 o"kZ dh mez ds ckn bldh O;oLFkk dqaokjh yM+fd;k¡ djrh gSA if'peh txr dh fL=;ksa ds leku ;gk¡ fL=;ksa dks Lora=rk izkIr gSA dEcy o ia[kksa dk fuekZ.k djrh gSA fookg LoSPNk ls gksrk gSA

laFkky tutkfr esa & ;s yksx caxky esa ohj Hkwfe] mfM+lk ds dVd] fcgkj ds gtkjhckx jkaph vkSj laFkky cxuk esa fuokl djrs gSA yM+fd;ksa dk oj.k fd;k tkrk gSA rykd'kqnk L=h vkSj fonwj iq:"k ds chp fookg gksrs gSA izse fookg Hkh gksrs gSA ¼yM+ds&yM+fd;k¡ yky xqykc nsrs gSa½ yM+dh ;fn fookg iwoZ xHkZorh gks tk, rks lacf/kr iq:"k dks mlls fookg djuk iM+rk gSaA

lanHkZ xzaFk lwph %

1- MkW- eqdthZ] johUnzukFk % lkekftd ekuo'kkL= dh :ijs[kk] 1999 ] foosd izdk'ku] tokgj ekxZ] fnYyh]] ist ua- 406&420

2- jkor] gfjd`".k % ekuo'kkL= fo'odks"k 2002] jkor ifCyds'kUl] t;iqj] Encyclopaeclio of Anthropology, ist ua- 350] 398

3- eqtenkj] Mh-,u- % ,u bUVªksMsD'ku Vq lks'ku ,UFkzksiksyksth] 2012]e;wj isijcsDl] enku] rfeyukMq

4- ckWVeksj] Vh-ch- % lekt'kkL=] 2004] xzaFk f'kYih] ¼vuqoknd % iz/kku] xksiky½ ¼leL;kvksa vkSj lkfgR; dk v/;;u½ ist ua- 160&165

5- ok/kok] 'kksfHkrk % lekt'kkL=] 2010] vtqZu ifCyf'kax gkÅl] ubZ fnYyh] ist ua- 101&105

6- tSu] 'kksfHkrk % Hkkjr esa ifjokj] fookg vkSj ukrsnkjh 1996] jkor ifCysd'kUl] tokgj uxj] t;iqj] ist ua- 151&237

7- Ogksjk] vk'kk jkuh % vkSjr dy] vkt vkSj dy] 2005] dY;k.kh f'k{kk ifj"kn~] ubZ fnYyh] ist ua- 89&93

58

Hkkjrh; lkekftd lajpuk esa peZdkj tkfr dh fLFkfr¼,d ,sfrgkfld lkekftd fo’ys"k.k½

MkW- jf’e nqcs] izk/;kid lekt’kkL=]'kk- Lo- dU;k Luk- mRd`"V egkfo|ky;] lkxj ¼e-iz-½

vuqlwfpr tkfr;k¡ Hkkjrh; lekt dh os tkfr;k¡ gS ftUgsa vLi`’; tkfr;ka¡ Hkh dgk tkrk gSA vr% budh ifjHkk"kk vLi`’;rk ds vk/kkj ij Hkh dh tkrh gSA lk/kkj.kr% vuqlwfpr tkfr dk vFkZ mu tkfr;ksa ls yxk;k tkrk gS ftUgsa /kkfeZd] lkekftd] vkfFkZd vkSj jktuSfrd lqfo/kk,¡ fnykus ds fy, Lora=rk izkfIr ds ckn mUgsa lafo/kku dh /kkjk 341 ds varxZr vuqlwfpr tkfr;ksa ds :i esa ,d fo’ks"k Js.kh ds varxZr j[kk x;k gSaA peZdkj ¼pekj½ tkfr o.kZ O;oLFkk ds varxZr 'kwnz o.kZ esa vkrh gSA tkfr&O;oLFkk esa Hkh mls fuEu LFkku izkIr gSA orZeku Hkkjr dh vuqlwfpr tkfr dh tula[;k dk ,d egRoiw.kZ va’k peZdkj ¼pekj½ tkfr dk gS] ftUgsa Hkkjr ds fHkUu&fHkUu Hkkxksa esa fHkUu&fHkUu ukeksa ls lacksf/kr fd;k x;k gSA ns’k dh vuqlwfpr tkfr;ksa dh tula[;k esa peZdkj ¼pekj½ tkfr dh la[;k mudh dqy tula[;k dk ,d pkSFkkbZ ¼25-7

1izfr’kr½ gSA e/;izns’k 'kklu ds v/;kns’k Øekad 49@1907@1 gk-vk-ls-@Hkksiky] fnukad 31 twu lu~ 1978 }kjk ?kksf"kr vuqlwfpr tkfr dh lwph esa peZdkj

2¼pekj½ tkfr Hkh lfEefyr gSA

peZdkj ¼pekj½ tkfr dh mRifÙk tkfr O;oLFkk esa mldk LFkku ls lacaf/kr izkIr rF;kRed foospu ;g Li"V djrs gSa fd peZdkj ¼pekj½ tkfr dh okLrfod fLFkfr dk lgh&lgh Kku ugha gSA bl laca/k esa fo}kuksa ds vusd er gSaA peZdkj ¼pekj½ tkfr dh mRifÙk rFkk vU; rF;ksa ls izkIr ,sfrgkfld tkudkjh dk laf{kIr fooj.k bl izdkj gS%

pekj 'kCn laLd`r Hkk"kk ds ÞpeZdkjÞ 'kCn dk viHkza’k gSA peZdkj 'kCn dk rkRi;Z peM+s dk dk;Z djus okyk gksrk gSA bl tkfr ds yksx ijEijkxr :i ls peM+k lkQ djuk] ejs gq, tkuojksa dks Qsaduk] twrk cukuk bR;kfn dk;Z djrs jgs gSaA bl tkfr dh fL=;ksa dk izeq[k dk;Z izlwfr vkSj nkbZ ls lacaf/kr jgk gSA xzkeh.k leqnk; esa peZdkj ¼pekj½ tkfr izeq[k :Ik ls d`"kd etnwj dk dk;Z djrh jgh gSA ijEijkxr O;olk;ksa dh rqyuk esa d`f"k etnwjh bl tkfr

3ds yksxksa dh vk; dk izeq[k L=ksr jgk gSA peZdkj ¼pekj½ tkfr dh mRifÙk ds laca/k esa vusd izdkj dh fdonfUr;k¡ izpfyr gSa] ,slk ekuk tkrk gS fd peZdkj ¼pekj½ vUrtkZrh; fookg ls mRiUu larku gSA peM+k lkQ djus ds fuEu vkSj vifo= dk;Z us mUgsa lH; vkSj lqlaLd`r lekt ls nwj&nwj dj fn;k gSA dqN fopkjdksa dk ;g er

gS fd peZdkj ¼pekj½ mu ewy fuokfl;ksa dh larku gSa] 4

ftUgsa vk;ksZ us ijkftr fd;k FkkA

fczXl dk ;g er gS fd peZdkj ¼pekj½ tkfr ,d fofHkUurkiw.kZ lewg gS] ftlesa le;≤ ij mPp tkfr;ksa ,oa f}t tkfr;ksa ls Hkh lacaf/kr O;fDr lfEefyr

5gksrs jgs gSaA Øqd us peZdkj ¼pekj½ tkfr dh mRifÙk ds laca/k esa ,d xkFkk dk mYys[k fd;k gS] ikap czká.k fdlh le; fdlh LFkku dks tk jgs FksA jkLrs esa mUgsa e`r xk; dk dadky feykA pkj HkkbZ vkxs c<+ x;s ijarq ikapos HkkbZ us :d dj ekxZ ls ml e`r xk; ds dadky dks gVk;k bl dk;Z ds djus ls HkkbZ;ksa us mls fudky fn;kA fu"dkflr HkkbZ ds larku dk dk;Z e`r i'kq ds peM+s dks lkQ djuk

6bR;kfn gks x;k vkSj os peZdkj ¼pekj½ dgyk;sA feYVj flaxj ds vuqlkj] pekj 'kCn dh mRifÙk peZdkj 'kCn ls gqbZ gS ftldk rkRi;Z i'kq&peM+k] i'kq&peZ ,oa [kky dk dk;Z djus okys O;fDr ls gksrk gSA pwafd laiw.kZ Hkkjr esa i'kq&’kfDr dk iz;ksx d`f"k dk;Z esa gksrk gS] vr% pekj ;k mlds le:Ik tkfr lewg ds O;fDr ns’k ds izR;sd Hkkx esa ik, tkrs gSa] ijarq blds vykok vf/kd egRoiw.kZ rF; ;g gS fd os d`f"k Jfedksa ds :Ik esa dk;Z djrs gSa] mudh tula[;k dk vYika’k gh vius ijEijkxr O;olk; ls vk; vftZr djrk gS tcfd vf/kdka’k yksx d`f"k Jfed ;k vU;

7Jfed ds :Ik esa thou;kiu djrs gSaA vksiyj ,oa flag ds 'kCnksa esa] peZdkj ¼pekj½ vusd izdkj ds dk;ksZ esa yxs gq, ik, tkrs gSaA mudh fL=;ka mPp tkrh; ifjokjksa esa ÞnkbZÞ

8ds :Ik esa dk;Z djrh gSaA peZdkj ¼pekj½ tkfr ds lanHkZ esa izks- ?kqfj;s us fy[kk gS fd ,d gh uke okyk lcls cM+k lewg ftldk QSyko nwj&nwj rd Fkk vkSj ftldk izfrfuf/kRo leLr Hkkjrh; vk;Z izns’kksa esa gksrk Fkk bldk

9uke gh peM+s dk dk;Z djus okyk ?kksf"kr djrk gSA

peZdkj tkfr dk tkrh; laLrj.k esa vR;ar fuEu LFkku jgk gS mudh vuk;Z mRifÙk peM+s dk dk;Z] lqvj] eqxhZ vkSj HkSal dk ekal [kkus ds dkj.k mudk lkekftd LFkku vR;ar fuEu gks tkrk gS] vr% vUgsa vU; tkfr;ksa vkSj eq[; fuokl {ks= ls i`Fkd jguk iM+k gSA peZdkj tkfr dks mlds ijEijkxr O;olk; dh vifo=rk vkSj fuEurk ds dkj.k vLi`’; tkfr dh Js.kh esa j[kk x;k gSA blds Li’kZ vkSj ijNkbZ dks Hkh oftZr ekuk x;k gSA eq[; fuokl {ks= ls

59

10nf{k.k vksj budk fuokl {ks= jgk gSA fyfyaxVu us ,d dgkor ds ek/;e ls ;g Li"V fd;k gS fd czkã.k tkfr ds yksx xksjs rFkk peZdkj ¼pekj½ tkfr ds yksx dkys gksrs gSa

11;fn ,slk ugha gS rks os fo’okl djus ds ;ksX; ugha gSaA

ijUrq izkphu L=ksrksa ds v/;;u ls ;g Kkr gksrk gS fd _XoSfnd dky esa peZdkj tkfr dh LFkfr bruh vf/kd fuEu ugha Fkh] cfYd mldh lsok,¡ vkSj dk;Z ;ks)k tkfr;ksa ds fy, vR;ar vko’;d vkSj mi;ksxh ekus tkrs FksA egkHkkjr dky esa peZdkj ¼pekj½ tkfr dk dk;Z dop] <ky] jFk ds fofHkUu Hkkxksa dk fuekZ.k djuk crk;k x;k

12gSA peZdkj ¼pekj½ tkfr dh ijaijkxr :Ik ls lkekftd&vkfFkZd fLFkfr vR;ar fuEu jgh gSA buds ijaijkxr O;olk; tSls& twrk cukuk] peM+k lkQ djuk] e`r i'kqvksa dks Qsaduk rFkk peZdkj fL=;ksa }kjk izlwfr dk dk;Z djuk bR;kfn vR;ar fuEu vkSj vifo= ekus tkrs jgs gSaA xzkeh.k {ks= esa vf/kdrj peZdkj tkfr ds lnL; d`"kd etnwj dh Hkwfedk djrs jgs gSaA O;olk;ksa ls bl tkfr lewg ds O;fDr;ksa dks izkIr gksus okyh vkfFkZd ykHk dh ek=k vR;ar lhfer jgh gS rFkk lkekftd&/kkfeZd voLFkk us bl fuEu vkfFkZd fLFkfr okys leqnk; dh lkekftd

13fLFkfr dks vksj ux.; cuk fn;kA flaxj ds vuqlkj] ;s ejs gq;s i'kqvksa dks <ksus ds vfrfjDr i'kq&peZ ,oa [kky ls peM+s dk fuekZ.k djrs gSa vkSj eksph dk dk;Z djrs gSa] ijarq ekSfyd O;olk; tks jgk gks os vk/kkjHkwr :Ik ls d`f"k ls Hkh tqM+s gq, gSaA oSokfgd Nktu ds lgkjs ds fy, tehu esa ik¡p jRuksa dk jksiu muds d`f"k ls ?kfu"B laca/k dks bafxr djrk gSA izdk’k ds R;kSgkj nhikoyh ij os ml pkdw dh ftlls

14 os i'kq&peZ ij ls ckyksa dks fNyrs gSa dh iwtk djrs gSaA

tkfrokn ds dkj.k 'kwnz o.kZ ds O;fDr;ksa us Hkh viuh i`Fkd&i`Fkd tkfr;k¡ cuk yhA vkokxeu ds lk/ku dh leqfpr O;oLFkk u gksus ds dkj.k ,d gh tkfr ;k ,d gh dk;Z djus okys tgka Fks ogha ij cl dj jg x,A vkilh laidZ de gks tkus ds dkj.k izR;sd tkfr esa mitkfr;ka cu xbZA peZdkj ¼pekj½ tkfr esa Hkh vusd mitkfr;ka LFkku Hksn ,oa xqVckth ds dkj.k mRiUu gks xbZA [kku&iku ,oa 'kknh fookg esa dqN fu"ks/k rks ekus tkrs Fks fdUrq budh

15viuh tkfr ds vanj Hkh NqvkNwr ik;k tkus yxkA bl tkfr us tks oSdfYid uke /kkj.k fd;s gSa muesa u dsoy jke] nkfl;k] lrukeh] jkeukeh rFkk jSnklh gS vfirq jksfgr] jksfgrkl] jfonkl] lwjnkl] jkeukeh rFkk _f"k Hkh gSA orZeku le; esa peZdkj ¼pekj½ tkfr vusd mitkfr;ksa esa caVh gqbZ gSA ftuds uke /kqfl;k] vfgjokj] tSlsokj] xkofy;k ¼eksph½] dqykgj] /kkj] n[kfugk] nokxj]

tksl] yfVdksj] djkj] Qfjdksj vkfn gSA blds vykok HknkSfj;k] vUr[ksgh] ns’kokj] jSnkl] nksgjs] tkVo] iar] jkts] jktjkg] egksfn;k] vkfn vU; tkfr;ka Hkh peZdkjksa ¼pekjksa½ esa ikbZ tkrh gSa] tks fd ns’k ds fofHkUu LFkkuksa ls lacaf/kr gSaA buesa ls dqN mitkfr;k¡ vius O;kolkf;d dk;Z ds vk/kkj

16 ij vkSj dqN {ks=h; fooj.k ds vk/kkj ij ekuh tkrh gSaA

?kqfl;k dks lcls Js"B ekuk tkrk gS peZdkj ¼pekj½ vkSj eksph esa varj gSA peZdkj ¼pekj½ tkfr ds yksx twrk cukus esa n{k gksrs gSa] os ejs gq;s tkuojksa dks gVkus rFkk peM+k rS;kj djus dk Hkh dk;Z djrs gSaA mudh fL=;ka nkbZ dk dke djrh gSa] blds foijhr eksph mitkfr ds yksx pIiy]

17ls.My] Lyhij bR;kfn cukus dk dk;Z djrs gSA xkofy;k ¼eksph½ viuk LFkku Xokfy;j ekurs gSaA bl mitkfr ds yksx vU; mitfr;ksa dks gs; n`f"V ls ns[krs gSa] D;ksafd bl mitkfr dh fL=;ksa us nkbZ dk dke NksM+ fn;k gS os u rks ejs gq;s tkuoj dk ek¡l [kkrs gSa vkSj u gh mlds

18peM+s dks lkQ djrs gSaA n[kfugk peZdkj ¼pekj½ vU; mitkfr;ksa ls nwjh j[krs gSa os u rks /kkj] tSlsokj ;k xkofy;k ds lkFk Hkkstu xzg.k djrs gSa vkSj u gh peM+k lkQ djus dk dk;Z djrs gSaA budk ewy fuokl LFkku xksj[kiqj] QStkckn] vktex<+ gSA /kkj vkSj peZdkj ¼pekj½

19dks lcls fuEu dksfV dk ekuk x;k gSA vfgjokj tkfr ds lanHkZ esa izks- ?kqfj;s us fy[kk gS fd ,d gh ukeokyk lcls cM+k lewg] ftldk QSyko nwj&nwj rd Fkk vkSj ftldk izfrfuf/kRo leLr Hkkjrh; vk;Z izns’kksa esa gksrk Fkk rFkk fNV&iqV :Ik ls nkl esa Hkh FkkA vfgjokj tkfr ds yksx vius dks lar jfonkl ds vghj tkfr dh iRuh dh larku

20ekurs gSaA

d`f"k ,oa lacaf/kr O;olk;ksa ls tqM+s gksus dh otg ls peZdkj ¼pekj½ 'kCn lewg o`g~n xzkeh.k leqnk; dk vfHkUu vax cu x;s gSaA vKkr ;qxksa ls Hkkjrh; xzkeh.k thou ds lkFk mudk ?kfu"B laca/k jgk gSA bl izdkj os Bkdqj ¼jktiwr½ ,oa czká.k ds cgqr egRoiw.kZ iqjtu cu pqds gSa vkSj Bkdqj ttekuksa ls vkfFkZd :Ik ls tqM+s gq, gSaA izR;sd xkao esa peZdkjksa ¼pekjksa½ dks fuf’pr tUetkr vf/kdkj izkIr gS ftUgsa ÞttekuÞ ;k ÞxkSdeksZÞ ds uke ls iqdkjrs gSaA os vius ttekuksa ls i'kq&peZ] [ksrh dh fo’ks"k lqfo/kk ¼vf/kdrj½ bZ/ku] ?kkl] HksaV rFkk vukt vkfn ikrs gSaA vuqlwfpr tkfr;ksa esa ,oa lkekU; :Ik ls vU; tkfr;ksa ds laLrj.k esa peZdkj ¼pekj½ lewgksa dks fuEu Lrj izkIr gSA O;kolkf;d lajpuk esa peZdkj ¼pekj½ gksus dh otg ls rFkk [kkus dh vknrksa ¼lqvj dk ek¡l] xksek¡l rFkk pwts dk ek¡l dk vkgkj djuk½ dh otg ls peZdkjksa ¼pekjksa½ dks lekt esa fuEu lkekftd izfLFkfr izkIr gqbZ gSA ijUrq ;g vo’; dgk tk

60

ldrk gS fd bu lHkh ckrksa ds ckotwn Hkh os xzkeh.k 21 leqnk;ksa ,oa ttekuh O;oLFkk ds vfHkUu vax gSa A

bl lanHkZ esa lokZf/kd egRoiw.kZ rF; ;g gS fd lkekU; :Ik ls vuqlwfpr tkfr;ksa dh vR;f/kd tula[;k rFkk muesa ls peZdkj ¼pekj½ tkfr vuqlwfpr tkfr;ksa dk gh vfHkUu vax gS tks xzkeh.k {ks=ksa esa izeq[krk ls fuokl djrh gSA ;g thfodk ds fy, eq[;r% d`f"k etnwjh ;k vU; etnwjh ij vkfJr gSA ;g tkfr e/;izns’k ds lkxj ftys ds xzkeh.k

22{ks=ksa esa izeq[krk ls fuokl djrh gSA

Hkkjr esa vuqlwfpr tkfr;ksa dh dbZ leL;k,a jgh gSaA bUgsa nklksa ds leku thou fcrkus ds fy, etcwj fd;k x;k vkSj lc Ádkj dh lq[k&lqfo/kkvksa ls oafpr fd;k x;kA vuqlwfpr tkfr;ksa dks lekt esa /kkfeZd lkekftd] vkfFkZd] jktuSfrd o lkoZtfud {ks=ksa esa mu lkekU; vf/kdkjksa ls oafpr fd;k tkrk jgk gS] tks vf/kdkj vU; fgUnw yksxksa dks lekt dk lnL; gksus ds ukrs ÁkIr gSaA Lok/khu Hkkjr esa vuqlwfpr tkfr;ksa dh leLr fu;ksZX;rkvksa dks oS/kkfud rkSj ij lekIr dj fn;k x;k gS vkSj vU; ukxfjdksa dh Hkkafr leLr vf/kdkj Ánku fd, x, gSA bu yksxksa dks 'kS{kf.kd rFkk vkfFkZd mRFkku dh n`f"V ls vkSj lkekftd fu;ksZX;rkvksa ¼leL;kvksa½ dks nwj djus ds fy, lafo/kku esa vusd laj{k.k Ánku fd, x, gSaA vr% vc ,slk yxus yxk gS fd bu yksxksa dh fLFkfr esa Økafrdkjh ifjorZu vk jgs gSa] Hkys gh bldh xfr /kheh gksA bl lR; dks udkjk ugha tk ldrk fd oS/kkfud rkSj ij vuqlwfpr tkfr;ksa dh lc fu;ksZX;rk,¡ ¼leL;k,¡½ nwj gks xbZ gSa] ysfdu O;kogkfjd rkSj ij fLFkfr i;kZIr fHkUu gSA vr% vko’;drk bl ckr dh gS fd vuqlwfpr tutkfr;ksa dks muds vf/kdkjksa ds Áfr tkx:d cukdj gh buesa lkekftd ifjorZu dk Hkko iSnk fd;k tk ldrk gS o muds 'kks"k.k dks jksdk tk ldrk gSA

lanHkZ lwph %

1- panu] vkj- lh- % Lisf’k;y Mkbesa’ku vkWQ 'ksM~;wYM dkLV bu bafM;k] baVjdstqvy ifCyds’kUl gkml] ubZ fnYyh] 1963

2- xoZesaV vkWQ bafM;k ¼Ádk’kd½ % fjiksVZ vkWu fn ,MfefuLVªs’ku vkQ fn 'ksM~;wYM dkLV bu e/;Áns’k xoZesaV vkWQ e/;Áns’k] 'ksM~;wYM dkLV osyQs;j fMikVZessaV] 1978&79

3- vksiyj] ,e-bZ- ,.M flag] vkj-Mh- % Vw foyst vkWQ bZLVuZ ,u ,ukyfll vkWQ flfeyjVht ,.M fMQjsal vesfjdu ,UFkzksiksykWth] n esdfeyu daiuh] U;w;kdZ] 1952

4- lfPpnkuUn % nh gfjtu ,fyV] FkkWelu Ásl] fnYyh] 1977

5- fczXl] th- MCY;w % nk pekj] vkWDlQksMZ ;wfuoflZVh Ásl] yanu] 1920

6- Øqd] MCY;w % , VªkbCl ,.M dkLV vkWQ n uksFkZ osLVuZ bafM;k] Mh- ds- ifCyds’kUl] fnYyh] 1988

7- flaxj] feYVj % VªfMf’kuy bafM;k] feŸky Ádk’ku] t;iqj] 1975

8- vksiyj] ,e-bZ- ,.M flag] vkj-Mh- % Vw foyst vkWQ bZLVuZ ,u ,ukyfll vkWQ flfeyjVht ,.M fMQjsal vesfjdu ,UFkzksiksykWth] n esdfeyu daiuh] U;w;kdZ] 1952

9- ?kqfj;s] th-,l- % dkLV] Dykl ,.M vkWD;wis’ku] ikWiqyj Ádk’ku] ckWEcs] 1961

10- fczXl] th MCY;w % nk pekj] vkWDlQksMZ ;wfuoflZVh Ásl] yanu] 1920

11- fyfyaxVu % ÝsUd pekj bu bulkbDyksihfM;k vkWQ lUl] ;wikWy ifCyf’kax gkml] ubZ fnYyh] 1959

12- fczXl] th- MCY;w % nk pekj] vkWDlQksMZ ;wfuoflZVh Ásl] yanu] 1920

13- fczXl] th- MCY;w % rnSo

14- flaxj] feYVj % VªfMf’kuy bafM;k] feŸky Ádk’ku] t;iqj] 1975

15- fczXl th- MCY;w % nk pekj] vkWDlQksMZ ;wfuoflZVh Ásl] yanu] 1920





20- ?kqfj;s] th-,l- % dkLV] Dykl ,.M vkWD;wis’ku] ikWiqyj Ádk’ku] ckWEcs] 1961

21- fczXl] th- MCY;w- % nk pekj] vkWDlQksMZ ;wfuoflZVh Ásl] yanu] 1920

22- e/;Áns’k lans’k ¼if=dk½ % e/;Áns’k 'kklu dh if=dk] lwpuk ,oa Ádk’ku lapkyuky;] Hkksiky] vÁSy] 1983

e/;izns’k esa xzkeh.k m|ferk ds fodkl esa jkuh nqxkZorh Lojkstxkj ;kstuk dk ewY;kadu

MkW- fnus’k dqekj fla?ky] izk/;kid] ¼okf.kT; ladk;½'kkldh; dkfynkl dU;k egkfo|ky; mTtSu ¼e-iz-½

Jherh oS’kkyh frokjh] lgk;d izk/;kid]xqykc ckbZ Le`fr f'k{kk egkfo|ky;]cksjkokW¡] [kjxksu

'kks/k lkjka’k %

oS’ohdj.k ds ;qx esa m|ferk dk egRo fnu&Áfrfnu c<+rk tk jgk gSA m|ferk dk futh {ks= ds fodkl esa i;kZIr mYys[kuh; ;ksxnku gSA vkt ds vkS|ksfxd txr~~ esa m|eh us futh igpku cukdj fo’o cktkj esa Lo;a dks LFkkfir fd;k gSA ,dkdh O;olk; ls ysdj cgqjk"Vªh; dEifu;ksa rd m|ferk fodkl ds egRo dks c[kwch tkuk tkus yxk gSA jk"Vªh; vkfFkZd fodkl esa izkd`frd ,oa ekuoh; lalk/kuksa ds lEiw.kZ nksgu esa m|ferk fodkl dk egRo c<+rk tk jgk gS m|eh gh HkkSxksfyd ,oa izkd`frd txr~~ esa QSys lalk/kuksa dk leqfpr mi;ksx dj vkfFkZd fodkl dk ekxZ iz’kLr djrs gaSA m|ferk fodkl ds egRo dks le>us ij jk"Vª esa jkstxkj voljksa esa o`f) gksrh gS] tks iqufoZfu;ksx ds ek/;e ls iwath fuekZ.k dk jkLrk iz’kLr djrh gSA

oLrqr% m|ferk ,d f’kYi] ,d rduhd ] ,d dkS’ky ds lkFk&lkFk ,d fpUru] ,d n`f"Vdks.k ,oa ,d thou& i)fr Hkh gS A ;g ,d foKku] ,d O;ogkj] ,d volj ds lkFk&lkFk ,d fo’okl ,oa ,d deZ&n`f"V Hkh gS A

'kCn dqath % xzkeh.k m|ferk ] fodkl] jkuh nqxkZorh Lojkstxkj ;kstukA

1-1 izLRkkouk %

izR;sd jk"Vª ds fu;ksftr ,oa rhoz vkfFkZd fodkl ds fy, m|ferk dk fodkl vko’;d gS A lkgfldrk dks fodflr djds gh vusd vkfFkZd&lkekftd leL;kvksa] tSls& xjhch] csjkstxkjh] /ku dh fo"kerk] de mRikndrk] fuEu thou Lrj vkfn ls NqVdkjk ik;k tk ldrk gS rFkk ,d vkn’kZ vkS|ksfxd lekt dh jpuk dh tk ldrh gSA fodkl’khy ns’kksa esa m|ferk le`f) dk ,d egRoiw.kZ vk/kkj gS]rks fodflr ns’kksa esa ;g l`tukRed fpUru] lkekftd uoizorZu ,oa *lkgfld lekt* ds fodkl dh ,d egRoiw.kZ i)fr gS A fodkl’khy ns’kksa esa m|ferk fodkl ds ekxZ dh lcls cM+h ck/kk csjkstxkjh dh leL;k gSA bl leL;k ls NqVdkjk ikus dk ,d ljy mik; gS ’kkldh; Lojkstxkj ;kstukvksa dks c<+kok nsukA

orZeku esa Hkkjr dh yxHkx ,d frgkbZ vkcknh xjhch js[kk ds uhps thou ;kiu dj jgh gS A Lora=rk izkfIr ds i’pkr~~ xjhch mUewyu gsrq vusd dk;ZØe pyk;s x;s ijarq tula[;k o`f}ds dkj.k xjhch js[kk ds uhps thou &;kiu djus okykas dh dqy vkcknh tks 1973&74 esa 56 Áfr’kr

Fkh] orZeku esa de gksdj yxHkx 36 Áfr’kr gks pqdh gS] ijarq xjhckas dh dqy la[;k esa dksbZ deh ugha gqbZA 1 vizSy 1999 ds iwoZ rd vusd Lojkstxkj dk;ZØe tSls ,dhd`r xzkeh.k fodkl dk;ZØe] Vªk;lse] M~okdjk ¼efgyk ,oa cPpksa ds fodkl dk dk;ZØe ½] lhVw xzkeh.k f’kfYi;ksa dks mUur Vwy fdV dk izHkko ,oa xaxk dY;k.k ;kstuk,a izHkko’khy Fkh] ijarq ;s lHkh dk;ZØe Lo;a esa Lora= dk;ZØe Fks] ftlds QyLo:i ;g vius&vius O;fDrxr y{;ksa dks izkIr djus esa yxs jgs ,oa ewy mÌs~’; dks izkIr djus esa fiNM+ x;sA bl fLFkfr dks lq/kkjus gsrq 'kklu us mijksDr lHkh ;kstukvksa dks can dj uohu Lojkstxkj ewyd ;kstukvksa dks izkjaHk fd;k gSA ftuesa izeq[k gS %

jkuh nqxkZorh Lojkstxkj ;kstuk %

;g ;kstuk 1 vizSy 2003 ls lEiw.kZ e/;Áns’k esa ykxw dh x;h gS A ;g ;kstuk vuqlwfpr tkfr ,oa tutkfr oxZ ds O;fDr;ksa dks Lojkstxkj ds :Ik esa m|ksx O;olk; LFkkfir djus gsrq lgk;rk miyC/k djkus ds mÌs’; ls ykxw dh x;h gS bl ;kstuk ds varxZr Lojkstxkj ds bPNqd O;fDr;ksa dks m|e p;u ls ysdj] Áf’k{k.k] foRrh; lgk;rk] foi.ku LFkkiuk vkfn pj.kksa esa lgk;rk iznku djus dk dk;ZØe cuk;k x;k gSA

;kstuk dk mn~s'; vuqlwfpr tkfr@tutkfr oxZ ds O;fDr;ksa dks Lojkstxkj ds :i esa m|ksx@lsok@O;olk; LFkkfir djus ds mn~ns'k ls lgk;rk miyC/k djkuk gS A

ik=rk & bl ;kstuk ds vUrxZr jkT; dh vuqlwfpr tkfr@tutkfr oxZ ds ,sls O;fDr ik= gksxsa tks %&1- e-izdk ewy fuoklh gks A2- vuqlwfpr tkfr@tutkfr dk gksA¼jktLo vuqHkkx

Lrj ds vf/kdkjh }kjk tkjh izek.k&i= gks½ A3- mez 18 ls 50 o"kZ gks A4- fdlh 'kkldh;@ekU;rk izkIr fo|ky; ls de ls de

5oha d{kk mRrh.kZ gks A5- fgrxzkgh }kjk iwoZ esa bl ;kstuk dk ykHk ugha mBk;k

x;k gks A6- vkosnd ds ifjokj dh leLr L=ksrksa ls okf"kZd vk; :-

3 yk[k ls vf/kd u gksA7- bl ;kstuk dk ykHk nks ;k nks ls vf/kd f'kf{kr

csjkstxkjksa dks lk>snkjh@dEiuh ds :i eas fn;k tk ldrk gS A dEiuh@lk>snkj vuqlwfpr tkfr ;k tutkfr fdlh ,d gh oxZ ds gksuk pkfg;sA

61

8- ifr@iRuh ,oa vkfJr cPps vFkok vkosnd @vkosfndk ds vfookfgr gksus ij mlds ekrk&firk ,oa vfookfgr HkkbZ cgu ls gS A

p;u izfØ;k %

vkosndksa dk p;u îzFke vkvks] izFke ikvks** ds vk/kkj Ikj fd;k tkrk gS A lHkh vkosnd lwphc) dj vkosndkas dk p;u ftyk Lrj ij xfBr lfefr }kjk lk{kkRdkj ds ek/;e ls fd;k tkrk gS A

izf'k{k.k %

izf'k{k.k dk;ZØe 4 lIrkg dk jgrk gSA izf'k{k.k dk;ZØe ds izR;sd csp esa 20 ls 40 izf'k{k.kkfFkZ;kas dks ,d lkFk izf'k{k.k nsrs gSa A

2-0 'kks/k v/;;u ds mÌ~s’; %

1- xzkeh.k m|ferk ds fodkl gsrq ’kkldh; ;kstukvksa ds HkkSfrd ,oa foRrh; y{;ksa dh izkfIr fdl lhek rd gqbZ gS\

2- xzkeh.k m|ferk ds fodkl gsrq ’kkldh; ;kstukvksa ds izf’k{k.k dk;ZØekssa dk vk;kstu ,oa lapkyu larks"ktud jgk gS ;k ugha \

3-0 'kks/k v/;;u dh fof/k %

3-1 izfØ;k

m|ferk fodkl esa ’kkldh; ;kstukvksa ds v/;;u gsrq nks L=ksrkas] leadks dks jkT; Lrj ij izkIr fd;k tk,xk A

¼1½ f}rh;d L=ksr & ’kkldh; xzke Lojkstxkj ;kstukvksa ds v/;;u ds fy, f}rh;d L=ksrksa ,oa lkefxz;ksa dk mi;ksx fd;k tk,xk]tks m|ksx dsUnz] e- iz- [kknh rFkk xzkeks|ksx cksMZ] e- iz- jkT; foRr fuxe] e/; izns’k efgyk vkfFkZd fodkl fuxe] xzkeh.k fodkl ,oa iapk;r foHkkx ] vkfFkZd ,oa lkaf[;dh lapkyuky; ] e-iz- uxjh; dY;k.k foHkkxksa ds }kjk le;≤ ij izdkf’kr gq, gSa A bl rjg 'kkldh; foHkkxksa ls izkIr lwpukvksa] leadks vkSj izdkf’kr izfrosnuksa ls izkIr tkudkfj;ksa dk fo’ys"k.k dj fu"d"kZ fudkys tk;sxsa A

¼2½ izkFkfed L=ksr & e- iz- ls lacaf/kr tkudkfj;k¡ f}rh;d L=ksrksa ds lkFk&lkFk izkFkfed :i ls Hkh ,df=r dh tk,xh blds fy;s ;kstuk ds izkjEHk o"kZ ls 2008&09 rd ds dqy ykHkkfUor fgrxzkfg;ksa esa ls 10 izfr’kr fgrxzkfg;ksa dk p;u Lofopkj funZ’ku i)fr ds }kjk fd;k tk,xkA ftlesa o"kZ ,oa fodkl[k.M o tuin iapk;r ds vk/kkj ij fgrxzkfg;ksa dks foHkkftr dj mUgsa izfrfuf/kRo iznku fd;k tk,xk A

’kkldh; xzke Lojkstxkj ;kstukvksa ls ykHkkfUor fgrxzkfg;ksa ls izkFkfed L=ksr tSls mudh ;ksX;rk]

ikfjokfjd okf"kZd vk;] ;kstukUrxZr ykHkkfUor gksus ds iwoZ o i’pkr~ ifjokj dh vkokl fLFkfr o thou Lrj] O;olk; fLFkfr] _.k izkfIr esa dfBukbZ] _.k iquHkqZxrku dh fLFkfr vkfn laca/kh tkudkfj;k¡ fuEu ek/;eksa ls ,df=r dh tk,xhA

¼v½ LofufeZr iz’ukoyh ¼c½ vuqlwph

4-0 'kks/k v/;;u dk {ks= o lhek %

izLrqr v/;;u lEiw.kZ e- iz- dks /;ku esa j[krs gq;s iw.kZ fd;k tk;sxk A tgk¡ bl 'kks/k v/;;u ds ek/;e ls xzkeh.k m|ferk ds fodkl gsrq ’kkldh; ;kstukvksa ds fØ;kUo;u o izHkko dks tkuus dk iz;kl fd;k tkuk gSA ogha blds fØ;kUo;u esa vkus okyh dfBukbZ;ksa ,oa ck/kkvksa dks Hkh js[kkafdr fd;k tk,xkA ;g 'kks/k v/;;u i`Fkd&i`Fkd ;kstuk ds vkjEHk o"kZ ls 2008&09 dh vof/k ds fØ;kUo;u o izHkko rd lhfer gS A

;kstuk vUrxZr 2004&05 esa jkT; dks 424-20 yk[k :- dk y{; fn;k x;k Fkk A tcfd okLrfod O;; 739-09 yk[k :- n’kkZ;k x;k A vxys nks o"kkasZ esa jkT; dks izkIr gksus okys y{; esa deh vk;h tks 351-50 yk[k 262-75 yk[k :- Fkh A

rkfydk Ø- 1-1 ds vuqlkj o"kZ 2007&08 esa 248-65 yk[k :- O;; fd, x, tcfd y{; ek= 235-57 yk[k dk Fkk] tks fd Áfr’kr esa 105-29 Fkk A o"kZ 2008&09 esa 23750 yk[k :- dk y{; izkIr gqvk Fkk tcfd miyfC/k 38132 yk[k :- Fkh vFkkZr~ bl o"kZ 160-55 Áfr’kr miyfC/k jgh A

rkfydk Øekad & 1-1e-Á- esa jkuh nqxkZorh Lojkstxkj ;kstuk dk fØ;kUo;u foRrh; o"kZ Yk{; ¼yk[k :-½ miyfC/k ¼yk[k :½ miyfC/k Áfr’kr esa

2004&05 424-20 738-09 173-99 2005&06 351-50 622-79 177-18 2006&07 262-75 389-13 148-09 2007&08 235-57 248-05 105-29 2008&09 237-50 381-32 160-55

L=ksr & uxjh; dY;k.k lapkyuky; Hkksiky

Rkkfydk Øekad & 1-2e- Á- esa jkuh nqxkZorh Lojkstxkj ;kstuk

dk;ZØe ,oa fu/kkZfjr HkkSfrd y{; ¼la[;k yk[k esa½

o"kZ fu/kkZfjr y{; miyfC/k miyfC/k ¼Áfr’kr esa½

2004&05 4]45]350 7]66]956 104-202005&06 5]62]400 8]10]483 144-112006&07 3]50]000 4]02]327 144-952007&08 2]33]000 2]05]049 88-002008&09 2]38]000 3]25]691 136-84

L=ksr & uxjh; dY;k.k lapkyuky;] Hkksiky

62

izLrqr rkfydk 1-2 ls Li"V gS fd jkuh nqxkZorh xzke Lojkstxkj ;kstuk esa o"kZ 2007&08 ds vfrfjDr izR;sd o"kZ esa fu/kkZfjr y{; ;s 100 Áfr’kr ls vf/kd izkfIRk dh A

vf/kdrj ¼75% ½ iapk;r izfrfuf/k fodkl[kaMksa }kjk iznk; fd, tk jgs rduhdh lg;ksx ls larq"V ns[ks x,] muesa ls 40% vlarq"V Fks] ftuds vuqlkj ;kstuk ds rduhdh fo"k;ksa tSls ,LVhesV rS;kj djuk tSls lg;ksx ugha feyrk gSa vf/kdre 30% iapk;r izfrfuf/k;ksa us dgk os fodkl[kaM }kjk nLrkostksa ds izlaLdhdj.k ls larq"V ugha gSa A

dke dh ekax ij iapk;rksa dh tokcnsgh larks"ktud ugha gSA dsoy 48-8% ifjokjksa dks gh ekax ds 15 fnol ds Hkhrj dke izkIr gqvk gS A etnwjksaa us ;g Hkh dgk gS fd mUgksaus ftrus fnu dk dke ekaxk mruk izkIr Hkh ugha gqvk gSA dqy feykdj 78-5% mRrjnkrkvksa us dgk fd mUgs aekax ls de fnu dk dke iznk; fd;k x;k A

6-0 lq>ko %

;g ns[kk x;k gS fd ljiap ,oa lfpo tkudkjh ds eq[; L=ksr gksrs gS ;k tkudkjh iznk;drkZ gksrs gS A ;g LokHkkfod gS fd ljiap ,oa lfpo dHkh Hkh ;g ugh pkgsaxs fd ikjnf’kZrk ,oa Lo;a dh tokcnsgh dks c<+k;k tk,] ftlls] lkekftd vads{k.k ,oa f’kdk;r iath ds ckjs esa de gh tkudkjh ,oa tkx:drk yksxksa dks gks ikrh gS blds lkFk gh vf/kdka’k LFkku ij xzkelHkk okf"kZd fu;kstu dh izfØ;k esa Hkh lfØ; ugha gSa blesa lq/kkj gsrq fuEu fcUnqvksa ij fopkj fd;k tk ldrk gS &

xzke lHkk ds Lrj ij mldh lkekftd vads{k.k esa Hkwfedk ds ckjs esa o`gn Lrj ij tkx:drk yk;h tk; A bl gsrq vfHk;ku dk vk;kstu] Lo;a lsoh laLFkkvksa ds lg;ksx ,oa leUo; ls vk;ksftr fd;s tkus dh vko’;drk gS A

lkekftd vads{k.k dks ,dne mFkys rkSj ij fd;k tk jgk gS ,oa lkekftd vads{k.k ds rgr iznk; ;k miyC/k djk;h tkus okyh tkudkjh Hkh vR;f/kd izkFkfed Lrj dh gksrh gSA izR;sd fodkl[k.M ,oa ftys Lrj ij ,d O;fDr dh fu;qfDr lkekftd vads{k.k ds izfrosnuksa dh leh{kk o vuqikyu ij izfrfØ;k ykus ds fy, dh tkuk pkfg;s A

lkekftd vads{k.k dh izfØ;k dh xq.koRrk ,oa etnwjksa dh blesa Hkkxhnkj dk irk yxkus ds fy;s Lo;a lsoh laLFkkvksa ds }kjk vkdfLed tkap dh tkuk pkfg;s A

iapk;r Hkou ;g vafdr fd;k tkuk vko’;d gS fd eujsxk ls lacaf/kr fdlh Hkh izdkj dh f’kdk;r ntZ djus ds fy;s f’kdk;r iqfLrdk iapk;r esa miyC/k gS A Ik;kZIr ikjnf’kZrk ls gh vf/kd yksx f’kdk;r ntZ dj ldsaxs A

iapk;r dks lwpuk ds vf/kdkj dh /kkjk 4¼v½ ds rgr fu/kkZfjr ekudksa ij iapk;r dks vius nLrkostksa dks Lo ?kksf"kr djus gsrq izksRlkfgr djs A

lkekftd vads{k.k dh izfdz;k esa lg;ksx gsrq vuqHkoh dk;ZdrkZvksa@esaVjksa dh fu;qfDr vko’;d dh tk;s A ;g xkao ds gh i<s&fy[ks ;qok ;k Lo;a lsoh lalFkvks ds dk;ZdrkZ Hkh gks ldrs gS A jkT; ljdkj dks ;g lqfuf’pr djuk gksxk fd bu leLr dk;ZdrkZvkas@esaVj dk Ik;kZIr vfHkeqf[kdj.k fd;k x;k gks ,oa {kerk o`f) Hkh dh x;h gks rkfd os lkekftd vads{k.k dh izfØ;k izHkkoh :Ik esa fØ;kfUor gks lds A

lkekftd vads{k.k dk vk;kstu okyh lfefr ds lnL;ksa ds fy;s U;wure ekuns; ¼tSlk esV ds fy;s fd;k x;k gS½ dk izko/kku fd;k tkuk mi;ksxh gksxk A blls mUgsa izsj.kk Hkh feysxh rFkk izfØ;k Hkh mfpr rjhds ls gks ldsxh A

lkekftd vads{k.k dh lfefr dks etcwr djus ds fy;s LFkkuh; usr`Ro eq[;r% os jgoklh ftUgksaus foxr vof/k esa iapk;r ds pquko yMs ;gks ;k iap bR;kfn jgs gks A

lrdZrk ,oa vuqJOk.k lfefr dks vf/kd etcwr fd;s tkus dh vko’;drk gS A jkT; ljdkj ds }kjk bl lfefr ds xBu] Hkwfedk bR;kfn ds lanHkZ esa foLr`r fn’kkfunsZ’k tkjh fd;s gS A lfefr ds lnL;ksa dk Ik;kZIr {kerko/kZu fd;k tkuk lqfuf’pr fd;k tk; rkfd os eujsxk ds py jgs dk;ksZ dk vuqJo.k izHkkoh rjhds ls dj lds A

eujsxk ds fØ;kUo;u esa ikjnf’kZrk ,oa tokcns;rk lqfuf’pr djus gsrq iap dh Hkwfedk ij foLrkj ls fopkj fd;k tkuk vko’;d gksxk A

9-0 lanHkZ xzaFk %

1- vxzoky] Mh- ds-] m|ferk fodkl] f’kok izdk’ku] bUnkSj] 2009

2- xqIrk] Mk- ;w-lh ,oa xqIrk] Mk- ,y-Mh-] m|ferk fodkl] dSyk’k iqLrd lnu] Hkksiky] 2007

3- xaxsys] Mk- v:.k] feJk] MkW- ih- ds o tSu] Mk- ftusUnz dqekj] m|ferk fodkl] e-iz- fgUnh xzaFk vdkneh] Hkksiky] 2005

4- jktdh; izdk’ku ] Lo lgk;rk lewg O;ogkfjd ekxZnf’kZdk] e-iz- xzkeh.k fodkl foHkkx] Hkksiky & 2003

5- Lo;a lgk;rk lewg dSls cuk,¡ ] Hkkjrh; LVsV cSad] dkiksZjsV dsUnz] eqacbZ

6- jk;] ikjlukFk] vuqla/kku ifjp;] y{eh ukjk;.k vxzoky & 3] 2002

7- 'kekZ] vkj-,-] 'kks/k izca/k ys[ku] yk;y cqd fMiks esjB] 2005

7- MkW- 'kqDy ] ujsUnz ] {ks=h; fo"kerk vkSj vkfFkZd fodkl ¼e-iz- ds fo’ks"k lanHkZ esa½] e-iz- fgUnh xazFk vdkneh] Hkksiky] 2005

63

e/;çns’k ds Lkekos’kh fodkl esa Ik;ZVu {ks= dh HkwfedkMkW- uhjt ds’kjokuh] lgk- çk-] ¼okf.kT;½] xksfoanjke lsdlfj;k vFkZ ,oa okf.kT; egk- tcyiqj ¼e-ç-½

i;ZVu u dsoy vkfFkZd ,oa lkekftd fodkl dh lao`f) dk baftu gS cfYd jkstxkj l`tu dk vk/kkj Hkh gS A bl {ks= esa lekt ds fofHkUu oxksaZ ds fy,] fo’ks"kKksa ls ysdj vdq’ky dk;Zcy rd] çR;{k ,oa vçR;{k nksuksa çdkj ds jkstxkj dk cMs+ iSekus ij l`tu djus dh {kerk gS A i;ZVu {ks= ,d fofo/krk iw.kZ {ks= gS ftlesa ;k=k] vkokl] [kku&iku] [kqnjk dkjksckj] euksjatu] ,oa vkfrF; lsok,¡ 'kkfey gS A la;qDr jk"Vª ds fo’o i;ZVu laxBu ds vuqlkj çR;{k :i ls fo’o dh dqy ukSdfj;ksa dk 7-6 çfr’kr rFkk vçR;{k :i ls dbZ fefy;u ukSdfj;ksa dh O;OkLFkk i;ZVu {ks= gh djrk gS A lEiw.kZ fo’o esa i;ZVu {ks= dk dkjksckj 340 fcfy;u ;w-,l- Mkyj dk gS] tks o"kZ 2019 rd c<+dj 14]382 gksus dk vuqeku gS A Hkkjr ds jk"Vªh; ys[kk lkaf[;dh ds vuqlkj jkstxkj esa bl {ks= dk ;ksxnku 5-92 çfr’kr ,oa 9-24 çfr’kr Fkk A

Lkkj.kh Øekad % 1?kjsyw ,oa fons’kh i;ZVdks ds vkxeu esa

o`f)@deh

¼la[;k fefy;u esa ½

o"kZ ?kjsyw i;ZVdksa o`f)@deh fons'kh i;ZVdksa o`f)@dehdh la[;k çfr'kr esa dh la[;k çfr'kr esa

2001 236-47 7-4 2-54 4-2 2002 269-60 14-01 2-38 6-30 2003 309-04 14-63 2-73 14-71 2004 366-27 18-52 3-46 26-74 2005 392-01 7-03 3-92 13-29 2006 462-32 17-94 4-45 13-52 2007 526-56 13-90 5-08 14-16 2008 563-03 6-93 5-28 3-94 2009 668-80 18-79 5-17 2-08 2010 747-70 11-80 5-78 11-80 2011 864-53 15-63 6-31 9-17 2012 1036-35 19-87 6-58 4-28

Lkkj.kh Øekad % 2fons'kh i;ZVdksa ls çkIr fons’kh eqnzk

o"kZ fons'kh eqnzk vk; o`f)@deh ¼djksM+ :i;s esa½ izfr'kr esa

2001 15083 3-472002 15064 0-132003 20729 37-612004 27944 34-812005 33123 18-532006 39025 17-82

2007 44360 13-672008 51294 15-632009 53700 04-692010 64889 20-842011 77591 19-572012 94487 21-78lzksr % okf"kZd çfrosnu 2013] i;ZVu ea=ky;]Hkkjr ljdkj

i;ZVu {ks=ksa esa ?kjsyw ,oa fons’kh i;ZVdkas ds vkxeu ls yxkrkj o`f) gks jgh gS A i;ZVu dh xfrfof/k;k¡ ftruh vf/kd c<+rh gS] jktLo ,oa jkstxkj çkfIr dh lEHkouk,¡ Hkh mruh gh c<+rh gS A ftldk çek.k os jkT; gS tgk¡ i;ZVu dks çeq[krk çnku dh xbZ gS A ifj.kkeLo:i jkT; ds vkfFkZd ,oa lkekftd fodkl dks xfr feyh gS A

i;ZVu {ks= ,oa jkstxkj %

;g fo’o dk lcls cMk jkstxkj l`tu djus okyk {ks= gS] tks fo’o ds dqy jkstxkj dk yxHkx 7-6 çfr’kr çR;{k jkstxkj miyC/k djkrk gS A ;g Hkkjr esa dqy jkstxkj dk yxHkx 8 çfr’kr çR;{k jkstxkj miyC/k djkrk gS A bl {ks= ls dq'ky ,oa vdq’ky lHkh dks jkstxkj dh çkfIr gksrh gS A bl {ks= esa dk;Zjr dk;Zcy esa lokZf/kd 78 çfr’kr jkstxkj efgykvksa dks çkIr gS A

e/; çns’k dh fLFkfr & e/; çns’k ftls fgUnqLrku dk ân; dgk tkrk gSA ;g i;ZVu dh n`f"V ls ,d le`)’kkyh jkT; gS A viuh çkphu fojklrksa ,oa ftls çd`fr ls lkSan;Z dk ojnku feyk gS rFkk tks vius rht&R;kSgkj]ioksZ ,oa ,srgkfld /kjksgjks] /kkfeZd LFkyksa ] jksekapdkjh oU; thoksa rFkk dyk ,oa laLd`fr ds fy, çfl) gS A ;gkW çse dh 'kk’or vfHkO;fDr ds çrhd fo’o çfl) [kqtjkgks ds eafnj gS] tks fo’o dks fgUnqLrku dh vuqie nsu gS] ,d Nksj ij igkfM+;ksa dh ghjkef.k ipe<+h fLFkr gS rks nwljh vksj laxejejh okfn;ksa ls f?kjk /kqvk¡/kkj]HksM+k?kkV gS A egku lH;rkvksa dh fojklr dks viuh xksn esa lgt ds j[kus okyh HkhecsVdk gS] rks iRFkjksa esa eq[kfjr e/;;qxhu fojklr dks lesVs vksjNk dk {ks= gS A çkphu dkyhu ckS) lH;rk ,oa dyk dk Lo.kZ f’k[kj lkaph dk Lrwi Hkh e/; çns’k esa fLFkr gS A vusd fofo/krkvksa dks lesVs gq, gS] e/;çns’k esa i;ZVu dh vusd lEHkkouk,¡ gSA

64

Lkkj.kh Øekad % 3

?kjsyw i;ZVu esa ns'k ds 'kh"kZ 10 jkT;ksa@la?k jkT; dh fLFkfr

Ø- jkT; i;ZVdks jkT;ks dh dh la[;k fgLlsnkjh

çfr'kr esa

1 vka/kz çns'k 206817895 19-962 rfeyukMw 184126840 17-773 mÙkjçns'k 168381276 16-254 dukZVd 94052729 9-085 egkjk"Vª 66330229 6-406 e/;çns'k 53197209 5-137 jktLFkku 28611831 2-768 mÙkjk[kaM+ 26827329 2-599 xqtjkr 24379023 2-3510 if'pecaxky 22730205 2-19 'ks"k jkT; 160882091 15-52

dqy 1036346657

lzksr % okf"kZd çfrosnu 2013]i;ZVu ea=ky;] Hkkjr ljdkj

e/; çns’k esa fons’kh i;ZVdksa ds vkxeu dh fLFkfr lgh ugh gS A ?kjsyw i;ZVdkas ds vkxeu esa ns’k ds 'kh"kZ nl jkT;ksa esa e/;çns’k dk LFkku 6Vk gS tks larks"ktud gS] ijUrq fons’kh +i;ZVdks ds vkxeu dh fLFkfr esa e/;çns’k dh fxurh ns’k ds mu jkT;ksa ds lkFk gksrh gS tgk¡ buds vkxeu dk çfr’kr 1 ls Hkh de gS A ftldk dkj.k jkT; ds i;ZVu foHkkx dh mnklhurk ,oa fuf"Ø;rk gSA ifj.kke Lo:i fo’o i;ZVu ds ekufp= ij e/; çns’k ds i;ZVu LFkyksa dks lgh rjhds ls çLrqr ugh fd;k tk ldkA

i;ZVu {ks= dk fodkl vko’;d D;ksa \

;g e/; çns’k esa lsok {ks= dk eq[; jkstxkj l`tu djus okyk {ks= gS A ;g jkT; ds xzkeh.k {ks=ks ds lekos’kh fodkl ds lkFk&lkFk lHkh dks jkstxkj miyC/k djkus dh lEHkouk okyk {ks= gS A ;g d`f=e iwath fuos’k dh vis{kk çkd`fre iqath ¼tSls& ou] oU; tho] çkd`frd /kjksgj vkSj laLd`fr½ ij vk/kkfjr gS A y?kq ,oa vfry?kq O;olk; dks Hkh çksRlkfgr djus okyk {ks= gS A ;kstuk vk;ksx ds vuqlkj çfr fefy;u :i;s ds fuos’k ij fofuekZ.k {ks= 45 ukSdfj;ks dk l`tu djrk gS tcfd i;ZVu 78 ukSdfj;ks dk l`tu A i;ZVu {ks= dk vkfFkZd ,oa lkekftd fodkl esa egRoiw.kZ ;ksxnku gksus ds ckotwn Hkh jkT; ljdkj bl {ks= ds fodkl ,oa çksRlkgu ds çfr mnklhu gS A ;fn jkT; ljdkj pkgs rks bl {ks= dk mfpr fonksgu dj] jkT; ds vkfFkZd ,oa lkekftd fodkl dh xfr dks etcwrh çnku dj ldrh gS A cl vko’;drk gS lgh fu;r] uhfr ,oa çca/ku dh D;ksfd foi.ku dk fl}kar gS tks Þfn[krk gS oks fcdrk gS] tks fn[krk ugha oks fcdrk ughß A

lq>ko %

1- jkT; esa ifjogu lqfo/kk dk fodkl fd;k tk,A

2- i;ZVu LFkyks ,oa muds vkl&ikl i;kZIr lqj{kk ,oa lQkbZ O;OkLFkk lqfuf’pr dh tk, A

3- jkT; ds çeq[k Ik;ZVu LFkyks dks gsyhdkIVj dh lsok ds }kjk vkil esa tksMk tk, A

4- çeq[k i;ZVd LFkyks esa vkokl lqfo/kk dk fodkl fd;k tk, A

5- fuos'k fe= i;ZVu dks çksRlkfgr fd;k tk, A

6- jkT; ds i;ZVu mRiknksa dh xq.koÙkk esa lq/kkj fd;k tk, A

7- jkT; ds i;ZVu mRiknksa dh ekdsZfVxa dh mfpr ,oa dkjxj j.kuhfr cukbZ tk, ,oa bldk çlkj&çlkj O;kid Lrj ij lekpkj i=&if=dkvksa] Vh-oh-] lks’ky ehfM+;k vkfn ds ek/;e ls fd;k tk, A

8- jkT; ds lHkh çeq[k LFkyks dks Vwj iSdst ls tksMk tk, rFkk lkoZtfud {ks= ds miØeks ljdkj ds ,sls deZpkjh ftUgS ,yVhlh ;k=k dh lqfo/kk çkIr gS muls lEiZd dj jkT; ds i;ZVu mRiknks ds çkfr vkdf"kZr djs A

9- jkT; esa vkus okys i;ZVdks ds fy, lwpuk çks|kSfxdh dk mfpr mi;ksx dj vkuWykbu vkj{k.k dh O;oLFkk lHkh çeq[k LFkyks ds fy, miyC/k dh tk, A

10- i;ZVdks ds vuqHkoksa dks gkbZykbZV fd;k tk, A

11- lHkh O;oLFkkvksa dks /;ku esa j[kdj mPpxq.koÙkk ds Vwj iSdst cukdj budk foi.ku fd;k tk, A

12- jkT; ds i;ZVu dk;kZy;ks dks ljdkjh ekufldrk ls ckgkj yk;k tk, buesa ÞvfrfFknsoksa Hkoß dk Hkko tkx`r fd;k tk, A blls u dsoy jkT; dh Nfo lq/kjsxh oj~u i;ZVdks dh o`f) esa Hkh ldkjkRed çHkko iMs+xk A

13- ;fn jkT; ljdkj ds }kjk mDr lq>koksa dks vey esa yk;k x;k rks u dsoy i;ZVu {ks= dk fodkl gksxk cfYd ;g {ks= jkT; ds lekos’kh fodkl esa Hkwfedk vnk djsxk A

lUnHkZ %

1- okf"kZd çfrosnu 2013 i;ZVu ea=ky;] Hkkjr ljdkj 2- ;kstuk flrEcj 2010 ] çdk’kd] lwpuk ,o çlkj.k

ea=ky; ubZ fnYyh A 3- Ek- ç- dk vkfFkZd losZ{k.k 2012&13

65

Hkkjrh; lekt dk 'kkL=h; vk/kkjMkW- fnyhi dqekj pkS/kjh] lgk- izk/;kid] ¼lekt'kkL=½Jhjke lqUnj laLd`r fo'ofo|ky; izfr"Bku] njHkaxk] fcgkj

izLrkouk %

mRrjoSfnd dky 1100 bZlk iwoZ ls bZlk ds NBh 'krkCnh ckn rd ekuk tkrk gS A bl dky[k.M esa mifu"kn~] iqjk.k] Le`fr ,oa czkã.kxzUFkksa dh jpuk gqbZ] ftlds QyLo:i lkekftd lajpuk dk fuekZ.k gqvk] ftlesa o.kZ O;oLFkk] vkJe O;oLFkk] la;qDr ifjokj ,d tkfr O;oLFkk dh vge~ Hkwfedk gS A ftlds vk/kkj ij O;fDr vkSj lekt ds ikjLifjd lEcU/k] fookg] ukrsnkjh] lkekftd &Lrjhdj.k ,oa oS;fDrd drZO;ksa dk fu/kkZj.k lEHko gks ldk A bu laLFkkvksa dks iq:"kkFkZ] deZ] _.k] ;K] /keZ laLdkj tSlh vo/kkj.kkvksa ds }kjk izHkko'kkyh cuk;k x;k A bl izdkj mRrjoSfnd Hkkjrh; lekt ,oa laLd`fr ds fodflr gksus ds nks izeq[k vk/kkj gSa A d-½ lajpukRed vk/kkj] [k-½ oSpkfjd vk/kkj ftldk fooj.k fuEukafdr gS A

1- o.kZ O;oLFkk % fo'o dh vfr izkphu /keZxzUFk _Xosn esa vk;k gS fd Hkkjrh; lekt dks pkj izeq[k Hkkxksa esa ck¡Vk x;k] og gS czkã.k] {kf=;] oS'; vkSj 'kwnz A o.kZ 'kCn dk vFkZ o`fRr] LoHkko vFkok jax gksrk gS] mijksDr leku xq.k okys O;fDr;ksa dk ,d o.kZ ekuk x;k A czkã.k o.kZ dk drZO;] /kkfeZd fØ;kvksa dks iwjk djuk] v/;;u djuk& djokuk] nku ysuk vkSj nsuk A

{kf=;ksa dk drZO; Fkk iztk dh j{kk djuk] nku nsuk vkSj okluk ls nwj jguk A 'kfDr dk mfpr iz;ksx djuk] oS';ksa ds fy, nku nsuk] v/;;u djuk] i'kqvksa dk ikyu rFkk ifo=rk ls /ku laxzg djuk] bl izdkj 'kwnz dks mijksDr rhuksa o.kksZa dh lsok djuk A lsok ds }kjk vkthfodk miktZu djuk] ijUrq /ku laxzg ugha djuk ,oa /kkfeZd fØ;kvksa ls nwj jguk A mijksDr O;oLFkk dk vk/kkj Je foHkktu ,oa fo'ks"khdj.k Fkk] iz[;kr lekt'kkL=h ,l-lh- nqcs ds vuqlkj o.kZ O;oLFkk dsoy ,d fl)kUr gS] blds vk/kkj ij u rks lekt dk Li"V foHkktu gqvk vkSj u gh lHkh yksxksa dh Hkwfedk,¡ bl fl)kUr ds vk/kkj ij fu/kkZfjr gqbZ A vf/kd ls vf/kd o.kZ O;oLFkk lekt esa fo'ks"k lkekftd laLdj.k dks fodflr djus esa ;ksxnku fn;k A bl izdkj o.kZ O;oLFkk us fdlh u fdlh :i esa Hkkjrh; lekt dks izHkkfor fd;k] dgha ;g lekt ds fy, mi;ksxh gqbZ rks dgha vuqi;ksxhA

2- vkJe O;oLFkk % vkJe O;oLFkk O;fDr ds thou dks fu;af=r ,oa le; ls thou dh vko';drkvksa dks iwjk djus dk ek/;e Fkk A bl O;oLFkk dk eq[; mn~ns'; O;fDr;ksa dks ckSf)d] lkekftd cfYd thou ds lHkh Lrjksa dk drZO;ksa dk cks/k djkuk Fkk] ;gh dkj.k gS fd vkJe O;oLFkk dks uSfrd euksfoKku O;oLFkk Hkh dgk x;k A vkJe 'kCn Je /kkrq ls cuk gS] ftldk vFkZ ifjJe djuk] m|ksx djuk gS A blls vkJe ds nks vk/kkj curs gSa] igyk ,slk LFkku tgk¡ O;fDr vius drZO; dks iw.kZ djsa

nwljk ,slk LFky tgk¡ ifjJe fd;k tk; A

tkokfy mifu"kn~ esa vkJeksa dh la[;k pkj cryk;h x;h & 1- czãp;Z vkJe] 2- x`gLFk vkJe] 3- okuizLFk vkJe] 4- lU;k vkJe A izFke vkJe 25 o"kZ dh vk;q rd ekuk x;k] blesa bfUnz;ksa ij la;e j[kuk] xq:dqy f'k{kk xzg.k djuk] czãp;Z dk ikyu djuk bR;kfn A blds vUrxZr O;fDr ds 'kkjhfjd o ekufld xq.kksa dk fodkl gksrk FkkA

25 ls 50 o"kZ dh voLFkk dks x`gLFk vkJe dgk x;k] blesa bZekunkjh ,oa fu"BkiwoZd /kuksiktZu] vkfJr yksxksa dk Hkj.k&iks"k.k] vykSfdd 'kfDr ds izfr drZO;ksa dk fuoZgu ,oa lekt dh fujarjrk cuk, j[kus gsrq cPpksa dks tUe nsuk] mudk Hkj.k&iks"k.k djuk] drZO; ekuk x;k A

50 ls 75 o"kZ okuizLFk vkJe ekuk x;k] ftlesa 'kfDr ls vis{kk dh tkrh gS fd og viuh lkjh ftEesnkjh vius iq= ;k iq=h dks lkSaidj thou dks osjkX; dh vksj mUeq[k djsa A

75 ls 100 o"kZ dh vk;q lU;kl vkJe Fkk] blesa O;fDr dks ifjokj NksM+uyk gksrk Fkk] ?kqers gq, thou O;rhr djuk] fHk{kk ls feys vUu izkIr djuk bR;kfn A

3- tkfr O;oLFkk % tkfr O;oLFkk Hkkjrh; lekt dks vR;f/kd izHkkfor djus okyh lkekftd laLFkk gS A o.kZ O;oLFkk dk gh tUe vk/kkfjr :i tkfr gS A Hkkjrh; bfrgkl ls Kkr gksrk gS fd ekS;Z lkezkT; ds ckn xqIr lkezkT; dk izknqHkkZo gqvk] ftlesa mifu"knksa] Le`fr;ksa ,oa czkã.k xzUFkksa dks laj{k.k fn;k x;k A xqIr lkezkT; dk iru ds ckn lekt esa jktuSfrd ,oa czkã.k xzUFkksa dks laj{k.k fn;k x;k A xqIr lkezkT; dk iru ds ckn lekt esa jktuSfrd vfLFkjrk iSnk gks x;h] ftlds QyLo:i mu yksxksa dks vius o.kZ ls vyx dj fn;k x;k] tks vius o.kksZfpr deZ djus esa foQy gks x, A o.kZ ls vyx fd, x;s leku fopkj okys yksx ,df=r gksus yxs ftlesa ,d gh o.kZ ds vUrxZr vusd tkfr;ksa dk fuekZ.k izkjEHk gks x;k] tks tUe ij vk/kkfjr Fkk A blds vUrxZr vko';d 'krZ Fkh fd vius gh tkfr esa fookg djsa vius gh tkfr esa cuk Hkkstu xzg.k djsa] vuqokaf'kd is'ks ds ek/;e ls gh thfodksiktZu djsa A mDr fu;eksa ds ikyu esa jktkvksa dks drZO; ls cka/kk x;k fd mDr tkfrxr fu;eksa ds foijhr vkpj.k djus okys dks dBksj n.M fn;k tk; A

mijksDr O;oLFkk ij Jh ,e- ,u- Jhfuokl dk dFku vrhr esa Hkkjrh; lekt dh lajpuk esa tkfr O;oLFkk lc ls izHkkoiw.kZ laLFkk Fkh] ogh vkt oxZ O;oLFkk dh rjg tkfr O;oLFkk esa lg;ksx vkSj la?k"kZ djds rRo lkFk&lkFk ns[kus dks fey jgs gSa] vkt tkfrxr la?k"kksZa ds dkj.k vkfFkZd vkSj jktuhfrd gS] lkekftd ugha] dqy feykdj Hkkjr esa ,d ,slk lekt fodflr gks jgk gS ftlesa O;fDr dh tUe ds vis{kk mldh ;ksX;rk vkSj dq'kyrk dk egRo

66

vf/kd gS A

4- la;qDr ifjokj % izkphu Hkkjrh; lekt dh vk/kkjHkwr bdkbZ esa la;qDr ifjokj dk LFkku loksZifj gS A blds vUrxZr ,d gh ?kj esa rhu&pkj ihf<+;ksa ds jDr lEcU/kh dks ,d lkFk jguk ,d gh jlksbZ esa cuk Hkkstu djuk lkekftd o /kkfeZd dk;ksZa esa la;qDr fgLlk izeq[k Fkk A

la;qDr ifjokj ds vUrxZr cPpksa ,oa ;qokvksa dks vius vuqHkoksa dh tkudkjh nsuk] o`) yksxksa dk drZO; Fkk A vlgk; ,oa o`) yksxksa dk lEeku] Hkj.k&iks"k.k ifjokj ds eqf[k;k ,oa lnL;ksa ds drZO;ksa ls lEcfU/kr Fkk A orZeku le; esa O;oLFkk esa deh vo'; vk;h gS] ijUrq la;qDr ifjokj dh vk/kkjHkwr Hkkouk dk lEeku gksrk gS A vktdy fo/kok vkJe] o`) vkJe] vukFk vkJe bR;kfn vkJeksa dh vko';drk lekt esasa gksus yxh] D;ksafd yksx la;qDr ifjokj dh Hkkouk] e;kZnk ij pyuk ugha pkgrk] ftlls lekt esa vlarks"k fc[kjko iSnk gks jgs gSa A

5- iapk;r O;oLFkk % Hkkjrh; lekt esa xk¡o lekt dk jguk cgqr gh egRoiw.kZ Fkk A egkHkkjr dky esa iapk;rksa dks bruh 'kfDr izkIr Fkh fd] jktk Hkh buds dk;Z esa n[ky ugha nsrs Fks A ekS;Z dky esa izR;sd xk¡o esa ,d lHkk Fkh tks O;fDr ds lkekftd] /kkfeZd rFkk jktuhfrd thou dks O;ofLFkr djrk Fkk A bl iapk;r dk lnL; xk¡o ds ik¡p lEekfur o`) O;fDr gksrs Fks] ftudk izHkko lekt esa nsorqY; lk gks x;k Fkk vkSj budk fu.kZ; loZekU; ekuk tkrk Fkk A Lora=rk ds ckn lekt esa /keZ fujis{k iapk;rksa dh LFkkiuk gqbZ tks ijEijkxr iapk;r ls vyx gSA

6- ik¡p _.k rFkk ;K % gekjs fpUrdksa us ekuo dks O;fDrokfnrk dh Hkkouk ls vyx djus ds fy, iap _.k ds fl)kUrksa dks fodflr fd;k tks fuEu gS &

1- nso _.k & bldk lEcU/k tUe ds ckn ls izd`fr ,oa nsork }kjk iznRr rRo ds fu%'kqYd mi;ksx ls gS tks nso _.k gS] ftudk laj{k.k ,oa lao)Zu djuk gekjk drZO; gS ,slh ekU;rk Fkh] tks nso ;K }kjk lEHko gSA

2- _f"k _.k & ge O;fDrRo dk fodkl] _.k }kjk [kksts x;s Kku ds vk/kkj ij djrs gSa] ftlls gekjs Åij ;g _.k gSa] tks _.k ;K ls [kRe gksrk gSA

3- fir` _.k & bldk vFkZ ekrk&firk nksuksa ls gS A ekrk ,oa firk gesa tUe nsrs gSa] i`Foh ij vkus ds volj iznku djrs gSa] fu%LokFkZ Hkkouk ls gekjk ykyu&ikyu djrs gSa] vr% budk _.k LokHkkfod :i ls gekjs Åij gS tks fir` ;K ds ek/;e ls [kRe gks ldrk gS A

4- vfrfFk _.k & vlgk; voLFkk esa fdlh O;fDr ls lgk;rk ysuk&nsuk vfrfFk _.k gS] tks vfrfFk ;K }kjk lekIr gksrk gS A

5- tho _.k & gekjs Åij vusd NksVs&cM+s ouLifr;ksa ,oa thoksa ls ijks{k ;k vijks{k :iksa esa enn feyrh gS] og tho _.k gS] tho ;K djus ls lekIr gksrk gS A

7- iq:"kkFkZ % iq:"kkFkZ pkj gSa & /keZ] vFkZ] dke vkSj eks{k ftlesa eks{k dh izkfIr gh loksZifj mn~ns'; gS A O;ogkfjd :i ls lHkh iq:"kkFkZ ,d nwljs ls lEcfU/kr gSa A /keZ bZ'oj dh izkFkZuk djuk] vFkZ bZekunkjh ls vFkksZiktZu djuk] dke /kkfeZd o lkekftd nkf;Ro ds :i esa lUrku dks tUe nsuk] mijksDr nkf;Roksa dk fuoZgu gh iq:"kkFkZ gS A

8- deZ ,oa iqutZUe % deZ dk vFkZ gS] /keZ] vFkZ dke vkSj eks{k dks izkIr djus ds fy, lPps eu ls iz;Ru djuk deZ gS A xhrk esa Hkxoku~ Jhd`".k dk dFku gS & ^deZ.;sokf/kdkjLrs ek Qys"kq dnkpu* vFkkZr~ deZ djks] Qy dh bPNk er djks A iqutZUe dk lEcU/k deZ dh /kkj.kk dks etcwr djus gsrq yksxksa esa fo'okl iSnk djus ls gS] tks gekjs lekt dks laxfBr lqO;ofLFkr djus esa enn igq¡prk Fkk A

9- laLdkj % lalkj ds lHkh lektksa esa dqN ,sls laLdkj fd;s tkrs gSa] ftls djuk vko';d gS] tks O;fDr ds thou dks ifj"d`r djrk gS A

fgUnw thou i)fr esa O;kl }kjk 16 laLdkj cryk;k x;k gS A 1-½ xHkkZ/kku] 2-½ iqalou] 3-½ lhekUrksUu;u] 4-½ tkrdeZ] 5-½ ukedj.k] 6-½ fu"Øe.k] 7-½ vUuizk'ku] 8-½ VwMk&dj.k] 9-½ d.kZos/k] 10-½ fo|kjEHk] 11-½ miu;u] 12-½ osnkjEHk] 13-½ ds'kkUr vFkok xksnku] 14-½ lekorZu] 15-½ fookg] 16-½ vUR;sf"V A

10- /keZ % /keZ Hkkjrh; fpUrdksa dk ,slk [kkst gS tks O;fDr dks dgha u dgha ekuus dh foo'krk iSnk djrk gS A /keZ thou dh fof/k gS] tks vPNk deZ djus] bfUnz;ksa ij fu;a=.k j[kus] lHkh thoksa ij n;k djus] lHkh ds izfr ldkjkRed lksp j[kus ls lEcfU/kr gS A /keZ gesa xSj ekuoh;] vlkekftd] vuSfrd] deksZa ls jksdrk gS ftlls lekt dks O;ofLFkr :i ls vkxs c<+us esa enn feyrh gS A

fu"d"kZ %

mijksDr leLr O;oLFkk ls gekjs lekt dks lqn`<+rk feyrh gS A fo'o esa tgk¡ vU;kU; lH;rk,¡ [kRe gks x;h] ogha gekjk lekt us fons'kh lkezkT;ksa ds v/khu jgrs gq, Hkh viuh xfjek] e;kZnk vkSj laLd`fr dks cuk, j[kk] ;s lR; gS fd fonsf'k;ksa }kjk yEcs le; rd 'kklu djus ds dkj.k mijksDr O;oLFkk esa vusd [kkfe;k¡ vk;h gSa] ftls nwj djus dh t:jrsa gSa A ;s lkjh O;oLFkk fofHkUu :i esa vHkh Hkh lekt esa ekStwn gSa] ftlls ge lnk izHkkfor gksrs jgrs gSaA

lUnHkZ lwph %

1- izlkn ueZns'oj] tkfr O;oLFkk2- Jhfuokl ,u- ,u-] Hkkjr dh lkekftd lajpuk3- nqcs ,l- lh-] bf.M;u lkslk;Vh4- O;kl] O;kl Le`fr 2 & 45- vpk;Z euq & euqLe`fr 6 & 34] o 356- Jhen~Hkxon~ xhrk v/;k;k 4] 'yksd 137- vkpk;Z dkSfVY; & vFkZ'kkL= ] izFke [k.M8- _Xosn iq:"klwDr

67

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