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EDUSEARCH(Bi-annual & Bi-lingual)

PEER GROUP REVIEWEDJOURNAL OF EDUCATIONAL RESEARCH

Volume- 6 Number - 1 April 2015

ISSN : 0976 - 1160

EDUSEARCH REGIONAL EXPERTS/COORDINATORS

ANDHRA PRADESH : Dr. Avvaru Ramakrishna : Professor, IASE, OsmaniaUniversity Hyderabad. A.P. Mob. 9849036025e-mail : [email protected]

ASSAM : Dr. Geetika Bagchi :Head & Associate Professor, Asssam University,Dorgakona, Silchar. Assam. 788011 Mob. 9435176394e-mail : [email protected]

DELHI : Dr. B. K. Panda Associate Prof, NUEPA, NCERT Campus, New Delhi.Mob. 9810698297. e-mail : [email protected]

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From Editor’s Desk

Dear Friend,

National Curriculum Frame Work (NCF,2005) and Right to Education Act (2009)

are the two major developments in the recent years in the education scenario of India.

The NCF 2005 has provided a direction and the RtE 2009 has put a compulsion

among the stake holders of education in India.

NCTE has developed the National Curriculum Framework of Teacher Education,

2009. This framework has been prepared in the background of the NCF, 2005 which

necessitated an altered framework on Teacher Education which would be consistent with

the changed philosophy of school curriculum recommended in the NCF, 2005. While

articulating the vision of teacher education, the framework has some important dimensions

of the new approach to teacher education, as under.

a. Reflective practice to be the central aim of teacher education;

b. Student-teachers should be provided opportunities for self-learning, reflection,

assimilation and articulation of new ideas;

c. Developing capacities for self-directed learning and ability to think, be critical

and to work in groups.

d. Providing opportunities to student-teachers to observe and engage with children,

communicate with and relate to children.

All the universities concerned with teacher education are now on the threshold of developing

a teacher education curriculum both at graduate and post graduate level. Broad

guidelines for its development were drawn by the National Council for Teacher Education

(NCTE). Now the task is with the universities and major question arises how to

EDUSEARCH

Volume - 6 Number - 1 April 2015

develop without the faculty of its own as considerable number of the universities do not

have departments of education.

In some states the state SCERT’s and RIE’s have taken initiative to draw out

concrete outline of the curriculum but the confusion still lays there. Following are the

constraints can be noticed in drawing out the curriculum viz.

The SCERT’s come under the purview of the school education department where as

the universities come under the higher education departments.

Universities are autonomous bodies, how far they can be put under the obligation of the

state level recommendations by the SCERTs.

In order to establish fine tuning in the teacher education all the SCERT’s, CTE’s

and IASE’s may be brought under the control of the higher education departments.

That will result into uniformity of the teacher education though out the country.

B. V. Ramana Rao

CONTENTS

ISSN : 0976 - 1160EDUSEARCH(Bi-annual & Bi-lingual)

PEER GROUP REVIEWEDJOURNAL OF EDUCATIONAL RESEARCH

Volume - 6 Number- 1 April 2015

ENGLISH LANGUAGE TEACHINGThe Pragmatics of English Language Teaching : The Need of Cultural 1Orientation Dr. Tapas Mukherjee (Bhilai, Chhattisgarh)Team Teaching: Re-viewing from Vygotskyian Perspective in ESLClassrooms. Dr. P. Bhaskaran Nair. (Chennai, Tamilnadu) 4Learning Process of English Language Speaking Skill : A Study

Dr. Pramod K. Shukla (Jagdalpur, Chhattisgarh) 8LEADERSHIP & PERSONALITY DEVELOPMENTWhat form of Leadership most effectively supports Global SchoolPartnerships in an English School ?

Dr. Angela Cook (London, United Kingdom) 16Contribution of Literature in Personality Development.

Dr. Nibha Jacob (Sihora, Madhya Pradesh) 24INCLUSIVE EDUCATIONStudy on Inclusive Education with reference to Implementation of RajivVidya Mission. Sridevi, K. & Srinivas Reddy, K. 28

(Secunderabad, Telangana)Teachers’ Awareness about Intellectual Disability

Dr. P. Renuka (Tirupati, Andhra Pradesh) 34HOME ENVIRONMENTConflict Resolution Management and Home Environment of Studentsat Higher Secondary level

Dr. C. M. Bindhu & Divya, K. (Kozhikode, Kerala.) 40Knowledge and Attitude about Nutrition among Adolescents withrespect to Socio-Economic Status and Locality

Dr. Deb Prasad Sikdar & Dr. Mrinal Kanti Basak 45(Kalyani, West Bengal)

INTELLIGENCERelationship between Cultural Intelligence and Aspiration for HigherEducation among Students at Higher Secondary level.

Fathima Jaseena MPM (Kozhikode, Kerala) 51

INFORMATION TECHNOLOGYMobile Technology and its Significance in Education

Dr. Sanjay M. Ayade (Bilaspur, Chhattisgarh) 55Awareness about IT based Library Dr. Nidhi Gupta &

Manjula Jain (Bilaspur, Chhattisgarh) 62TRIBAL STUDIESEffect of Life Skills on Academic Aspiration: Study on TribalAdolescents Inez Rose Louis & Dr. Vani Subramanyam 68

(Bhilai, Chhattisgarh)Material Culture of Santhal Tribe in Jharkhand.

Dr. Saroj Kumar Mishra (Raipur, Chhattisgarh) 73MATHEMATICS TEACHINGTeaching of Mathematics through Maths-Lab : A Multi-DimensionalApproach Dr. Sanjay Shah (Vadodara, Gujarat) 76RIGHT to EDUCATIONRole of School Management Committee (SMC) in the light of RtEAct 2009 Vemula Muttaiah (Warangal, Telangana) 84MISCELLANEOUSA Study of the Impact of Total Learning Package Developed byGCERT for Elementary Education in Gujarat

Dr. Satish P. Pathak (Vadodara, Gujarat) 92TOOL DEVELOPMENTDevelopment of Commerce Achievement Test (CAT)

Dr. Pushpalata Sharma & Dr. Shweta Bhatia 104(Bhilai, Chhattisgarh)

HINDI SECTION“kkafr f”k{kk

“kkafr f”k{kk ds izfr egkfo|ky;hu v/;kidksa dk nf’Vdks.kjk[kh fxfjjkt f/kaxzk ,oa MkW- lqfurk exjs ¼eqEcbZ] egkjk’Vª½ 110

vUrjkZ’Vªh; ln~Hkkouk gsrq “kkfUr f”k{kk MkW- gseyrk frokjh ¼nsgjknwu] mRrjk[k.M½ 116fofo/k

mPp ekè;fed Lrj ij fo|kfFkZ;ksa ds vkykspukRed fpUru fodkl esa ladYiuk izkfIr izfreku dhizHkkfork dk vè;;uA fnO;k fot;oxhZ; ¼bankSj] e/;izns”k½ 120jhfMax dSEisu dk;ZØe] jktLFkkuA xkSjo flag ¼t;iqj] jktLFkku½ 124f”k{kk ds futhdj.k dk O;kolkf;d mPp f”k{kk ij izHkkoA

“kSys”k dqekj JhokLro ¼nsgjknwu] mRrjk[k.M½ 128tula[;k f”k{kk dk fl)kar o n”kZuA ehuk ,oa MkW- dYiuk ikjhd ¼t;iqj] jktLFkku½ 133“kSf{kd mUufr gsrq iz;kl % cLrj ftys ds fo”ks’k lanHkZ esa MkW- fiz;adk “kqDyk ¼txnyiqj] NRrhlx<½ 138

The Pragmatics of English Language Teaching ..........by Dr. Tapas Mukherjee 1

Dr. Tapas Mukherjee*

Abstract

Key Words : English Language Teaching, Cultural Orientation

The Pragmatics of English LanguageTeaching : The Need of Cultural Orientation

EDUSEARCHISSN: 0976-1160

Vol. 6, No.1, Apr. 2015

Teachers of English need to be diversely oriented in the teaching of the language for therecannot be any singular pedagogical practice that can serve the challenges in class. Theargument put forward in this paper is the express need of the teacher of English to beculturally oriented and thereby use this vantage ground to create a greater degree of rapportand understanding among the students. Any initial exposure by way of the Direct Methodadvocated by certain language experts will only result in his alienation from the class whichwill prove detrimental to the teaching-learning process. The teacher’s orientation will help inprioritizing culturally relevant inputs with which the student can associate with.

Culture and communicationThere is a significant correlation

between culture and communication.According to Edward T. Hall, “culture iscommunication and communication isculture” (Raman & Singh 87). The conceptof culture is very complex for it includesthe shared experiences of a group orcommunity and reflects theirunderstanding of the world. Thataccounts for the different ways ofcommunication that exists in differentsocieties of the world. Alfred G. Smith inhis book Communication & Culture says,“the way people communicate is the waythey live. It is their culture…communication and culture areinseparable” (1). Smith mentions the

contribution of three kinds ofinvestigators who have made the mostempirical studies of humancommunication: mathematicians, socialpsychologists and linguistic anthropo-logists. Human communication has alsobeen divided into three major areas:syntactics, semantics and pragmatics.(Smith 1)

Human beings communicate withsigns. For communication the set of signsshould not only be common but thereshould also be a common set of relationsamong these signs. In an Englishclassroom it is often erroneouslyassumed that the students have aworkable understanding of the syntacticand semantic relations of the sign system

2 EDUSEARCH - ISSN : 0976 - 1160 Vol. 6 No. 1 April. 2015

of the English language. Here very oftenthe meaning intended by the sender thatis the teacher does not get interpreted bythe receiver, that is the student. Theobjective of this paper is to weigh theperspective of the social psychologist andto see how the teacher of English couldbreak the hierarchy in his class to caterto all the three principal areas ofcommunication.The Hierarchical status of English

Social psychologists have investigatedthe social network among hierarchies.This is primarily the hierarchy thatexists between the sender and thereceiver. For example the messagetransmitted among bureaucracy isvariously interpreted in its upward anddownward movement of the hierarchy. Inan English classroom too this socialdistance between the teacher and thestudent can be a cause of failure ofcommunication. Hence ELT in academicinstitutions has to be viewed in thebackdrop of individual cultural differenceswithin cultures.

The teacher should concertedly tryand break that hierarchy by firstlycreating a greater degree of rapport withhis class and preferably by initiallycommunicating in the language mutuallyunderstood by both. My experience ofusing the Direct Method in a mixed abilityclassroom where the majority spokeChhattisgarhi at home has mostly failedto bring the desired result. The DirectMethod through which you expose thestudents to the phonological, syntacticand semantics of the target languagedirectly, assuming that the students willmake the necessary inter language codeswitching with the dexterity that isdisplayed by students in English mediuminstitutions is a fallacy. Any such attemptat the initial period can only result on theteacher’s alienation from the class whichwill subsequently prove to be detrimentalto the whole teaching-learning process,

a lesson that the writer of this article haslearnt rather the hard way.

The first lesson that the teacher ofL2 has to learn is that he is to create abridge between himself and his learners,a bridge that will ultimatelymetamorphose into a channel ofcommunication through which messagesfrom the sender will get interpreted by thereceiver in the way the sender of themessages wants them to be interpreted.Therefore the L2 teacher will have toendeavor to reorient the hierarchy ofcommunication so that the transmissionof messages is one to one and horizontal.The teacher’s text

The second lesson that a teacher ofL2 has to incorporate is re-creation of thetext according to the needs of his class.The text has to be a medium to which thelearners should be able to associate. Allthis is easier said than done because ateacher after all has to work undercircumstances that are beyond hiscontrol. He very rarely gets an opportunityto enter into the process of designing thetext. He has to depend upon what is madeavailable to him. Thus the only toolthrough which he can create a bridgewith his students is by creating his owntext which for the sake of pragmaticsshould include the essentials of what heis to deliver by way of curriculum andsomething more. This something morewould require the imagination and thetenacity to make the real difference inthe teaching-learning process

The re-creation of the text to addressthe students’ cultural conversancy willnot only be perceived by the student assomething reinforcing his cognitiveabilities but also provide him with adegree of preparedness for newer thingsthat may be presently outside his realmof knowledge. The teacher therebybecomes a confidante, who slowlydismantles the mental blocks created bythe student to stall anything outside hisarea of familiarity.

The Pragmatics of English Language Teaching . ..........by Dr. Tapas Mukherjee 3

This preparedness on the part of both the student and teacher thereby becomes an essential part of the L2 program before any initiative in the implementation of different process models can be undertaken. “Process models differ from typical linguistic model mainly in that they are concerned with mental processes that occur in time” (Clark, Haviland 93). The student can learn the speech act in L2 when he has internalized the rules of the language and is able to sequence its elements in conformity to the grammar of the language. All this involves a series of mental states where the final state is the production of speech by sequencing the elements ordered in time. The teachers’ overdependence on the written form of the text is often a road block in the comprehension of language for as Lado has advocated, “ …deciphering written material without knowing the language patterns as speech is incomplete, imperfect or inefficient (1957).

Thus the classroom has to be transformed into a center of activity where the speech act has to be fa-cilitated through real life situations, that are initially culture bound. The teacher’s emphasis on this aspect will lessen the anxiety factor of the student for the urgency to perform without the requisite grounding in the phonological and

syntactic patterns of the language can only increase the discomfort of the student. Giving relevant examples from his immediate surroundings, making him proud of his own culture and environment will give the necessary boost to the students and motivate him in furthering his skills of communication in L2.Conclusion

For the success of any methodology we have to first bank upon the initial knowledge that learners acquire through their innate sense of observation, correlation, deduction and others. The cultural conversancy and the understanding of his immediate surroundings give him a distinct advantage if only we can reinforce this dimension by taking him to higher planes of knowledge. The teacher of English should also work by the same premise and firstly make him proud of his background and culture instead of loading him with vocabulary inputs with which he may not be able to associate. The focus should be to introduce him to the phonological and syntactic patterns of the English language so that the triggering of mental processes in integrating one language and using it as a vehicle to express in another is initiated. The internalization of rules will help in code switching and thereby enhance his communicative skills.

REFERENCESCohen, David. (1974) Explaining Linguistic Phenomenon.N.York. John Wiley & Sons Lado, Robert. (1957) Linguistics across cultures: Applied linguistics for language teachers.

Ann Arbor. University of Michigan Press Raman & Singh. (2006) Business Communication. Delhi. Oxford University Press Smith G. Alfred. (1966) Communication and Culture. New York. Holt, Rinehart and

Winston

* Dr. Tapas Mukherjee : Dept. of English, Govt. P.G. College, Bhilai. Distt. Durg (C.G.) Email: [email protected]

Article Received on 18.03.2015 Reviewed on 20.03.2015 Observations reflected on 21.03.2015 Modified on 25.03.2015


Dr. P. Bhaskaran Nair *

Abstract

Key Words : Team Teaching, ESL Classrooms

Team Teaching: Re-viewing from VygotskyianPerspective in ESL Classrooms


Vol. 6, No.1, Apr. 2015

Language has its origin, not in an individual, but in the speech community, argues thesociocultural theory proposed by L.S. Vygotsky, whose theory of the sociocultural genesis oflanguage has great bearings on second language learning and teaching. This paper attemptsto apply a few fragments of the thesis to the field of teacher training. How collaborative teacherlearning and preparation can lead to better individual professional performance, and howcollaboration can be transferred from the stage of teacher preparation to actual teaching –theseare the two inquiries this paper tries to make. Team teaching has been suggested as a concreterealization of the second query, whereas the first one has been just outlined in the context ofteam teaching, so as to serve as a background.

IntroductionTeam teaching as a pedagogic device

has not been able to attract the seriousattention of teachers, thougheducationists are well-aware of it.Therefore it has not occupied a place inthe curricula of pre-service teachertraining programmes either, thoughconcepts like micro-teaching have juststarted gaining currency in both pre-service and in-service teacher trainingprogrammes. Therefore, this paper putsforward a proposal for including teamteaching, on an experimental basis, inthe curriculum of in-service teachereducation programmes. Teachers with

longer span of teaching experience maynot whole heartedly welcome the idea ofcollaboration since they have beenworking for long independently, followingtheir own course of action and plan.

In the past, teaching has traditionallybeen an occupation pursued largely inisolation from one’s colleagues—DonaldFreeman (1998) famously described it asan ‘egg-box’ profession in which each ofus is carefully kept separate from ourfellow teachers (Johnston, 2011: 241).Collaborative Teacher

Team teaching can be situated in thebroader framework of collaborativeteacher development (CTD). The term

Team Teaching: Re-viewing from Vygotskyian ..........by Dr. P. Bhaskaran Nair 5

‘collaboration’ brings with itself thenotions of community life, collectiveproduction and sharing. Johnston, quotingquite a few others in the field, outlinesthe features and advantages ofcollaborative teaching as follows.

First, teaching has been perceived asa social process, self-developmentachieved through working together.Secondly teachers, individually as well ascollectively, are producers, and notconsumers of knowledge. Thirdly, aculture of collaboration, which marksteaching as a collegial profession,demands mutual help, support, trust andopenness. Unlike other professions,teaching operates on a community (oflearners) rather than an individual, sayas in the case of a medical practitionerdealing with individual patients,individually. Therefore, professionalexpertise can be gained only throughcollective efforts.

As the processes of second languageteaching become more substantiallyresearched and theorized, it isincreasingly recognized that teaching isa dynamic social problem-solvingenterprise. … It demands contemplatingnumerous complex and interrelatedprocesses, where evaluations areconstantly made about students, events,activities and interactions, and whereplanning involves an intricate interplaybetween preparation, moment-to-moment decision making andsubsequent planning in the light of whatoccurs (Burms, 1999: 214).

The arguments presented abovesituate collaborative teaching in itsimmediate background with elementssuch as classrooms, learners,collaboration at the levels of preparation,teaching, evaluation and so on. But theyneed theorization at a deeper level. Thispaper makes use of the socio-culturaltheory of language put forward by LevVygotsky, the early twentieth century

Russian psychologist, as its theoreticalbase. Sociocultural theory (SCT) asdeveloped by Vygotsky’s students on thebasis of his lectures and notes, or itsproto-form namely, cultural historicalactivity theory (CHAT) views language asa social artifact. Language is not apersonal or individual’s possession; it isa social property. The process behindnatural language learning is that of anindividual getting socialized, andtherefore the process of language learningcan be or should be viewed as a processof socialization.

Thus, the starting point of CHAT isthat human thinking has bothphylogenetically and ontogeneticallyemerged and developed in practical actionand social interaction in the world; thereis no separate mind that could be studiedin isolation from these actions;significantly, the individual person is thusnot a real unit of the analysis of mind. Inany such analysis, the purposefulness ofaction must be taken into account, andtherefore, it is necessary to include aminimal context that makes the actionsmeaningful for the acting subject. Thiscontext, typically a purposeful, socialsystem of actions, is called an activity(Kuutti and Engersrom, 2006: 44. Emphasisadded).

An act of communication, thus issomething much more than stringingwords into phrases, clauses andsentences by making use of the grammarrules and vocabulary items. More thanthat, it is not a construction that oneperson can do in ‘social vacuum’. Theremust be an activity with a context, asituation and minimum twointerlocutors, a purpose, and a piece ofinformation missing, which is technicallyknown as an information gap.

Vygotsky argues that the proper studyof language must start by situating it inits culture and the study will invariablylead back to culture. The core of this


language-culture fusion is socialrelationship.

Within the Vygotskian tradition,culture is understood as an objectiveforce that infuses social relationships,and the historically developed sense ofartifacts in concrete activity. … Languageuse and development are at the core of thisobjective characterization of culture bothat the level of local interaction (actualcommunication activity) as well as thatof society and the nation state in arenassuch as language policy and ideology, andpublic education as mass socialintervention (Lantolf and Thorne,2006: 1.Emphasis added).

The phrase ‘language use anddevelopment’ needs specialconsideration. Language use is aprioricondition for language development, andlanguage use calls forth socialnegotiations. Language use, like anyactivity in the Vygotskian sense,emerges when human needs look for andfind a way to be fulfilled in the materialworld. The concept of object is central toactivity theory. An object exists in twospheres of life:

It exists in the world as the materialto be transformed by artefactual meansand cooperative actions, but also as aprojection on to the future—the outcomeof the actions. … Being a constantlyreproduced purpose of a collective activitythat motivates and defines the horizon ofpossible goals and actions, the‘sharedness’ of the object is present onlyin social relation across time and space ,as well as embodied in terms of history.Locally, the sharedness of the object is aprocess of social construction withdivergent views and creative uses ofcultural and interactional resources(Kuutti and Engersrom, 2006: 44).

Once again, in a short definition ofactivity in the context of language, theabundance of expressions such as‘cooperative actions’, ‘collective activity’,

‘sharedness’, ‘social relation’, ‘socialconstruction’, ‘creative uses’, and‘cultural and interactional resources’suggests the heavy emphasis on societywhich triggers language use as anactivity, and to which language use isoriented, as well.

Coming to the practical application ofthe sociocultural theory in teacherdevelopment, one has to perceiveteachers as learners collaborating forconstructing professional knowledge.Among the many options such ascollaborative action research (Burns, A.1999), special interest groups and self-help groups, team teaching offers a broadplatform for teachers to share theirindividual skills and knowledge for agreater common cause.Concluding Remarks

This paper proposes that if theeducational agencies and policy makerssucceed in including team teaching inthe agenda of pre- service trainingprogrammes, it would be of immense useto them in their classrooms in future.One advantage with trainee-learners isthat they are earnestly willing toundertake any novel experiment, theyare not prevented from functioningdifferently by their past career, they havenot got fossilized, they are open -ended tochange, they are prepared to take risk,and they are eager to express themselvesdifferently, non-conventionally. On thewhole, they want to be different, andtherefore such a professionalexperimental device will definitely be awelcome change for them.

For the teacher trainee of primarilyclasses, ie for the students of TTC, DEd.,DTEd. etc., team teaching may not posemuch hurdle, because they are expectedto teach all language – first, second andeven a third one – and all subjectsincluding co-curricular subjects such asphysical education, work experience,craft, embroidery, horticulture and so on.

Team Teaching: Re-viewing from Vygotskyian ..........by Dr. P. Bhaskaran Nair 7

The concept of linking second language+ content subject + co-curricular subjectcan be made really interesting in theprimary classes. For example, teamteaching can teach the concept of circlebetter—first in the Maths class taughtin English, then illustrated throughvarious situations in the regionallanguage class, and exemplified with thehelp of various objects and concepts inother classes. For example, theconceptualization of circle can beextended to the embroidery class whileknitting a flower, or to a physicaleducation class where the learners have

to construct a circle. This extension oflanguage into real life through the use ofconstructing one’s own ideas willdefinitely leave a deep impression in theminds of the learners. Language operatesfirst at the inter-personal level, and laterat the intra-personal level, as Vygotskypresents it.

Each function in the child’s culturaldevelopment appears twice; first, on thesl level, and later, on the individual level;first between people (inter-psychological),and then, inside the child(intra-psychological) (Vygotsky, 1978: 57).

* Dr. P. Bhaskaran Nair : Professor, Dept. of English, Hindustan University,Chennai. Tamilnadu.Email: [email protected]

REFERENCESBurns, A. (1999) Collaborative Action Research for English Language Teachers.

Cambridge, Cambridge University Press.Freeman,D. (1998) Doing Teacher-research; from Inquiry to Understanding. Boston,

MA, Heinle & Heinle.Johnston, B (2011) Collaborative Teacher Development. In A. Burns and J.C.

Richards (Eds.) Second Language Teacher Education. Cambridge,Cambridge University Press.

Kuutti, K; and R. Engerstrom. (2006) Activity Theory. In Brown, K. (Ed.) Encyclopediaof Language and Linguistics. Vol. I. Oxford, Elsevier.

Lantolf, J. P; and S.L.Thorne (2006) Sociocultural Theory and the Genesis of SecondLanguage Development. Oxford, Oxford University Press.

Vygotsky, L. S. (1978) Mind and society. The Development of Higher MentalProcesses. Ed. M.Cole; V. John Steinr; S. Scribner; and E. Souberman.Cambridge, Cambridge University Press.



Dr. Pramod Kumar Shukla*

The development of spoken language is not merely expressing the structure of language. Thedevelopment of spoken language involves the development of pragmatic usage in addition tothe development of pronunciation, constructing words, phrases, sentences and discourses.Discourse in learning of second language, plays a vital role. The teaching of second lan-guage fulfills when the learner comes to know how the second language works in dis-courses. The problems encountered by the learners in the process of learning subtle, anddetailed knowledge, show the gradual development of spoken language. The purpose of thelearning second language fulfills when the learners use language with the real people forreal purpose.

Abstract

Key Words : English Language Speaking Skill

Learning Process of English LanguageSpeaking Skill : A Study


Vol. 6, No.1, Apr. 2015

IntroductionSpeech is the first and foremost form

of communication among the humanbeings. It occupies a predominantposition in enlightening the minds of thepeople. Information is understood andprocessed easily through speech ratherthan writing. Agnihotri says, “Speech is abiologically endowed behaviour of humanbeings. Speech is an activity. Whilstlanguage is the structural pattern ofsystem we use to convey our message inspeech. The pattern of the languageexists of words and of the structuredrelationship between words and phrases,which is known as grammar.” (1992: 21)

Speaking can be said a complex skill.It is an act of creativity. In addition toknowing the language, the speaker must

think of an idea he wishes to express,either initiating the monologue, orconversation or responding to previousspeaker. The activity of speakinginvolves:� the consciousness of the grammatical,

lexical and cultural features of thelanguage,� ability to speak without grammatical

errors,� where, when, why, how, what to speak

awareness,�correct pronunciation and ability to

present in understandable way, etc.It is indeed bitter to notice that even

though various serious efforts have beentaken by the educationalists forimproving the state of affairs of Englishlanguage teaching for the past few

Learning Process of English Language ..........by Dr. Pramod Kumar Shukla 9

decades in India in general, inChhattisgarh in particular. So, it is reallyimperative to unearth real reasonsbehind the poor achievements of thestudents in English. Before that, it is alsoimportant to identify the level ofachievement by the students in all skillsof the English language and the problems,they encounter in the process of learningEnglish.

The present study thus tries toidentify the performance and areas ofproblems in the process of learning ofspeaking skills of English language by theschool students studying in the schoolsof Jagdalpur District and to suggestcertain remedial measures to overcomethe problems or hindrance encounteredby them.Process of Communication

The term “communication” can bedefined as the process through whichinner speech of the communicator isconveyed to others. This process can betermed as human communication or oralcommunication. The activities of thecommunication maintain ecobalance, co-operation, tolerance, and bring the peoplein a common line. “Speech is the greatmethod through which human co-operation is brought about. It is themeans by which the diverse activities ofman are co-ordinated and correlated witheach other for the attainment of commonand reciprocal ends.”(De Lauguna,1927:19).Teaching / Learning Speaking Skills

Barns and Ingram say that “learningspeaking involves developing subtle anddetailed knowledge about why, how andwhen to communicate, and complex skillsfor producing and managing interactionsuch as asking question or obtaining inturn”(1989: 129).Test of Speaking

In second language research, a greatdeal of attention has been paid to relatedarea of communicative behavior. So, this

paper concentrates on communicationstrategies of the L2 learners. Further,communication strategy is not dealt within this paper as a learner’s ability tocommunicate effectively and efficiently.It is only a tactic followed by the learnersto conceal a gap in their communication.So, the objectives of the paper is to testand identify when and how the learnersmake use of such strategies in speech.Objectives of the Study1.To study communication strategies

adopted by the students while makingoral communication and to evaluatetheir speaking skill.

2.To identify the problems encounteredby the students in the process oflearning the speaking skill.

3.To identify the L1 interference on L2writings of the students.

4.To identify the communicationstrategies adopted by the L2 learnerswhenever they find linguistic gap, andwhile they encounter the problemsduring the process of learning the oralcommunication.

SampleFor the present study, 300 students

(both IX and X taken as a unit) 30 perschool have been selected randomly fromten high schools located in different areasof Bastar District.Methodology of the Study:

Descriptive survey method, wasemployed for the study.Tools used

Researcher made QuestionnaireObservations are the tools used.Data Analysis1. Avoidance

It has been observed that 7% of theselected informants avoided to speak ortalk with the researcher in English.Reasons for the avoidance are that thelearners do not want to show theirinadequacy in the second language toothers. So, to conceal their linguisticinadequacy, the learners follow the


strategy of avoidance. Further, theanxiety, language shock and cultureshock are yet another factors which leadthem to the use the strategy of avoidance.i. Syntactic Avoidance

Sentence avoidance is a strategyadopted by the learners to conceal theirlinguistic inadequacy. Upon questioning,the student has given one word answerinstead of constructing sentence orgiving complete answers as mentionedbelow.1. What will you do if you get first rank in

class ? Happy (In response )2. What will you do if you become a doctor?

Serve poor (In response)3. What will you do if it rains while going

to school? Stay home (In response)The above samples are a part of

conversation taken place between theresearcher and the learners. Beforestarting the conversation, the studentswere instructed to respond elaborately tothe questions. But, the studentsresponses are in elliptical form insteadof giving elaborate response. In thesimilar way, they responded to allquestions in an elliptical form. So, it isevident that they have followed thestrategy of sentence avoidance to concealtheir linguistic inadequacy. And also, itis found that they have not experiencedin the conversational English.

Further, it is identified that about 38%of the students understudy have avoidedto form complex as well as even simplesentence in the conversational discourseand that were compensated by using oneword answer.ii. Semantic Avoidance

The learners evade fromcommunicating a given content for whichappropriate target language rules andforms are not available to them by talkingrelated concepts which may presupposethe desired content.Example1.My father go … in bike go to school (for)

· What will you do if it rains while you aregoing to school?

2. How do you feel if you go to School?Happy

The above examples show thesemantically non co-operativerelationship between the question ofresearcher and the response of thelearners. These examples show the factthat the learners for certain questionscould not co-operate semantically in theconversational discourse with theresearcher. Reasons for this kind ofsemantic avoidance are the learnerslinguistic inadequacy as well asignorance of the pragmatic and semanticnorms of L2 utterances they received.There are 29% of the learners who havefollowed the semantic avoidance strategyin their communication.2. Literal Translation

The learners follow word for wordtranslation from the native language toL2. The samples from the corpus are asfollows.1.I am evening cricket play.(for) Mai sham

ko cricket khelta hu.(for) I play cricket inthe evening times.

2. My very like the teacher’s work.(for)Mere ko padhana achcha lagata he. (for)I like teaching very much.

The appearance of wordfor-wordtranslation, while producing secondlanguage structure is due to the L1interference.

The learners relate the L1 words withthe L2 words which are stored in theirmental dictionary without considering orrealizing the sentence structure of L2.

Thus, the learners tend to expresswhat they intended to say by translatingthe word for word applying the L1 structureas shown in the above sample. It is foundthat 33% of the students have adoptedthis strategy in their communication.3. Fillers

In certain cases the students use thefillers to conceal the internal process


taking place in the inner minds of them.The fillers may be of the user’s pet wordsor expression which literally do not carryany meaning. Chhattisgarhi speakersalso avail such fillers like yaneki, aur etc.,and a sound like mmmm., by which userstake time to get the word they search for.1. It also estimate the cost of the

buildings. mmm... yaneki… the mainaspect is the computer is graphics.

2. It can be recorded many programmesand listed out many programmes …mmm…aur …

The samples indicate that thestudents initiated to speak on a topic, butwhile they face difficulty in the processof communication, they use sounds likemmm… and then L1 words like yanekietc., then again they continue theirspeech. So, the use of fillers indicates thelearners’ mental search. After gettinglinguistic elements and information fromtheir mental dictionary, they continuetheir linguistic behaviour. This isanother type of peculiar strategy adoptedby the learners to fulfill the ontogeniclinguistic developmental gap they face inthe process of communication.

46% of the students under study havefollowed this strategy in theircommunication. Of the 46%, 37% of thestudents have used both Hindi words aswell as sound mmmm as fillers, and 6%of the students have used only ‘mmmm’sound without any Hindi words andremaining 3% of the students have takenlong pause for searching apt word, etc.,instead of using fillers in theircommunication.4. Self Repairing

Self repairing is yet another strategybeing adopted by the learners wheneverthey realize that there is somethingincorrect in their speech.

The learners felt that they have gonewrong somewhere during the executionof the sentence and so they adopted thisstrategy in order to correct themselves.

1. I will take more time and hard wordfor doing … (self correcting) completing.

2. He will encourage me more … to getmore marks in another test … (selfcorrecting) other test also.

The learners have corrected thewords as ‘completing’ for ‘doing’ and ‘other’for ‘another’ the self corrected words incertain context go wrong.

The learners pronounced the words aspitiful and ‘thring’ then they self correctedas right ones. 35% of the students havefollowed this strategy. It is to be noted thatthe students’ self-corrected elementsneed not necessarily be correct in allcontexts. Thus, the self-correctingprocess sometimes leads to theproduction of wrong linguistic elements.5. Drawling

Drawling is nothing but prolongationor lengthening of the syllables. This givestime to the user to organize it and todecide what will be said next to it.1.Music issss..is very different of this

post.2. I will try to helping mmm… the

morrrr…. people becoming doctor.3. My home is in the busss… near bus

stand.4. I like to draaaa… draw many natural

things … natural thingsIt is found in the learners’ data that

not all the syllables are prolonged but thesounds like voiceless fricative [s] drill [r]and the vowel (a:) only are prolonged. It isfound that 25% of the learners haveadopted this strategy in theircommunication.6. Repetition:

Sometimes the learners tend torepeat a sound, word or several words andtake time to think of the next word, forexample:1. Computer can read out … read out to

the blind people.2. I …I feel very happy.3. Eighteen … eighteen year old.4. mmm… I spend my leisure time in


my nature of my pet animals … mmm...pet animals.

In the above samples, the wordsrepeated by the learners are ‘read out’, ‘I’‘eighteen’ ‘pet animals’, etc. It is foundthat the words repeated by the studentsbelong to various grammatical classes.They are verb, adjective, noun andpronoun. After repeating either one ofthese words, the learners continue thespeech as shown in the above samples.49% of the students have followed thestrategy of repetition. Of 49%, 31% of thestudents have followed both the word aswell as partial sentence repetition andremaining 18% of the students haverepeated the full sentence.7. Message Abandonment

Message abandonment is yet anothertype of strategy followed by the learners,whereby communication on topic isinitiated but then cut short as the learnerrun into difficulty with target languageform or rule. The learners stop in mid-sentence, with no appeal to authority tohelp finish the utterance. 41% of thestudents have followed this strategy.Within the 41%, 30% of the students cutshort their speech on topic in the mid ofspeech and remaining 11% of thelearners stopped in the mid sentenceswhile making conversational discoursein response to the questions asked by theresearcher.8. Voice Reduction

Voice reduction is a strategy adoptedby the learners when the learners feelwhat they are about to say is incorrect.Instead of avoiding to utter the word orseek help, they utter the word with theirvoice reduced. This makes the learnersconfirm that the hearers have not heardwhat has been told, and also they havethe satisfaction of having completed thesentence. Samples from the learnersdata are as follows.1. I want to be a bird if I a bird… I will

(Voice reduces) . . . learn peace (for)·What will you for do if you were a bird?

2. My leisure time is … (voice reduces)… played cricket (for)· What will you doat leisure

3. Eighteen . . . eighteen year (voicereduces) … my old. (for)· How old are you?

It is found that 28% of the studentshave followed the voice reduction strategyin the process of communication.9. Language Switching

The learners use the native languageterms without bothering to translate it tothe second language terms.37% of the students understudy have usedthe native items in their L2communication. These native items arealso used as fillers as stated before.10. Approximation

The learners sometime supply anappropriate similar vocabulary orstructure instead of right word, buthowever that shares semantic featuresin common with the desired item tosatisfy the researcher. For example-

teacher’s work for teaching,b e d d i n g f o r b e d , m e d i c a lgroup for medical science etc.

There are 30% of the students whohave used these types of approximateditems in their conversational discourse.Strategy of Intra Lingual Transfer

The learners adopt the strategy ofintra lingual transfer wherever they findirregularities in the rules of targetlanguage. For instance, the speakershave the tendency to add simply ‘s’ to allsingular nouns whenever the need for theuse of plural arises.ExampleChilds for children, Mans for men

Another strategy, in the area ofmorphology, adopted by the learner isanological creation. For instance, as foras English is concerned, the suffix ‘ed’ ismostly used while changing the verb intoa past tense form. But, certain verbs areexceptional to this rule.

The learners have acquired theuniform change, namely, adding - ‘ed’ tothe verb while making a present form as


past form. But the exceptions are notproperly learned or even after learning,they have difficulty in using themappropriately. As a result, the abovementioned words in English areconjugated by following the general ruleof adding the past tense marker - ‘ed’ withthe basic present tense form. Thus, theterms produced by the students are asfollows.Example - buyed for bought,seed for saw, runned for rangived for gave, goed for went

68% of the students have adoptedintra lingual strategy such asovergeneralizing plural suffix ‘es’ as wellpast tense marker ‘ed’ where they are notrequired as indicated in the aboveexamples.Performance of the Students

The performance of students arecompared and contrasted on the basis ofthe variables chosen such as sex, region,economical, position parental educationand medium of instruction. The tableshows the overall performance of thestudents in the speaking skill of Englishlanguage.M - Male, F - Female, R - Rural, U - Urban,LIG - Low Income Group, MIG - MiddleIncome Group, HIG - High Income Group,UED - Uneducated, ED - educated.

It is found that the performance ofEnglish medium students is better thanHindi medium students. The reason forthe low performance of Hindi mediumstudents is that they are mostly firstgeneration learners and they have lessexposure to English. Further, theperformance of students from urban,literate background, is better than the

rural illiterate background; because, thestudents from urban background havechoice of getting good exposure to Englishfrom their living atmosphere. The sourceof exposures are English dailies, weeklyand monthly journals. Moreover, theyhave chances of watching and listeningto English programs on TV and radiorespectively and also in theatres, but thestudents of illiterate background from thesame locality get less exposure to English.However, the economical factor plays lessrole in the performance of rural studentsbut in the performance of urban studentsplays a vital role.

Among the students of variousbackground, the performance of femalestudents is better than the performanceof male students. The reason forobtaining comparatively high score by thefemale students is that they have lessdiversion and mental disturbance thanthe male students. The socio-economicalproblems of the family also affect thelearning achievements of the malestudents. However, the parentaleducation too plays an important role.That is, the educated parents give properguidance and give training to theirchildren for the achievements oflanguage skills. But the students ofuneducated background have no choiceof getting such kind of parental trainingand help in learning English. However, theoverall performance of the studentsunder study is very low in the productiveskill of speaking English. The reason isthat the district itself is an educationallyand economically backward one and itgets less exposure to English language.

Table 1Students performance in %

Medium of Sex Region Econo. Condition Parental Education Instruction M F R SemiUr LIG MIG HIG UED ED

English 26 25 27 28 21 22 17 25 31

Hindi 25 24 20 25 15 15 10 23 21


Findings and Conclusion:Speech plays a vital role in

maintaining the relationship betweenand among the people. Communicationthrough English occupies predominantposition in all the fields of the globalvillage. Because of this, teaching/learning of English is inevitable in almostall the non-English society. India has longhistory for teaching/learning of Englishas a second language. The presentresearch findings such as, strategiesfollowed by the students and problemsencountered by them are summarized,and remedies are given for eradicatingor atleast minimizing the problems in theprocess of learning oral communication.It is found that in the process of learningto speak, the students followed certainstrategies in their communication toconceal their linguistic inadequacy. Theavoidance is the first and foremoststrategy followed by the students. 7% ofthe students avoided to talk with theresearcher in English and to speak ongiven topic due to the anxiety, languageshock, cultural shock and the linguisticinadequacy. Syntactic avoidance is yetanother type of strategy, in which theyhave avoided to construct sentences.Instead of constructing sentences, theyhave given elliptical responses for thequestions asked.

The learners follow the word-for-wordtranslation from the native language toL2, and use the fillers in theircommunication whenever theyencounter gap and linguistic inadequacy.Self repairing, drawling and repetition areyet another types of strategies followed bythem. In the strategy of self repairing,certain vocabularies, grammatical itemsare self corrected. Drawling is oflengthening the syllables. This strategyprovides time to the speaker to search forthe forthcoming elements. Repetition, isalso one of the strategies followed by them.In this strategy the students have

repeated certain items such as words,partial sentence and full sentence. It isfound that the repetition of full sentencegives more time to the learners than theword or partial sentence repetition.Message abandonment is a strategyfollowed by the students. The studentsinitiate the communication on a specifictopic, but in the middle they cut short dueto difficulty, and due to the anxiety aboutthe linguistic elements in the targetlanguage system. The students reducetheir voice when they feel that they areincorrect. The strategy of voice reductionshows that they have no confidence in L2.Resource expansion strategy is yetanother peculiar strategy whereby thelearners attempt to increase theirlinguistic resources instead of givingrequired enough response.

Further, it is observed that some ofthe students have invented certain newwords in their oral communication, whenthey fail to find appropriate word or for theword which is absent in their mentallexicon. In certain contexts, the studentsfollow the code switching strategy. Thatis, they use certain L1 words in L2.Approximation is another strategy inwhich the learners have used theapproximate items instead of correctones. However, this approximate wordsshare near semantic feature.

To enhance the linguistic andcommunicative competence of thestudents in the English language, thefollowing remedies will be helpful, andthese remedies would eradicate or atleastminimize the problems encountered bythe learners in the process of learningoral communication.1. To develop linguistic competence ofthe students, the language may be taughtlinguistically. That is, linguistic approachin teaching of English from the beginningmay be helpful for the development ofcompetence in English.2. Different types of conversational


REFERENCES

Agnihotri, R.K. (1992) Acquisition of articles in learning English as second language: A cross culture study, English in India, In Kour, O.K. (ed.), Theoreticaland Applied Issues, Creative Publishers: New Delhi.

Burns, A. and Seidlhofer, B. (2001), ‘Speaking and pronunciation’ in Norbert, S (ed.) AnIntroduction to Applied Linguistics, Arnold Publication: London.

Chaturvedi, M.G. and Mohale, B.U. (1976), Position of language in school curriculumin India, NCERT: New Delhi.

De Languna, G.A. (1927), Speech: its function and development, New Haven, Conn.:Yale University.

Elliot, A.J. (1981), Child language, Cambridge University Press: New York.Ellis, R. (1994), The study of second language acquisition, Oxford University Press: New

York.Ingram, D. (1989), First language acquisition: Method, description and explanation,

Cambridge University Press: New York.Jenkinson, M.O. (1973) ‘Ways of teaching reading’ In Stranger, R.C. (ed.) The teaching

of reading, UNESCO: Paris

* Dr. Pramod Kumar Shukla : PGT English, Eklavya Vidyalaya, KarpawandDistt. Bastar (C.G.) Email:[email protected]

discourse of L2 may be taught, and thestudents may be given enough time forthe development of conversationaldiscourse in the school hours. Theconversational discourse training willeliminate language shock and culturalshock. Further, that will help to developcommunicative competence.

3. While teaching vocabulary of English,the grammatical functions of words shouldbe taught.4. The similarities and differencesbetween L1 and L2 may be taughtespecially while teaching syntax whichwill eliminate the habits of literaltranslation from L1 to L2.



Dr. Angela Cook *

Abstract

Key Words : Leadership, Global School Partnership

What form of Leadership most effectivelysupports Global School Partnerships

in an English School ?


Vol. 6, No.1, Apr. 2015

IntroductionAs the UK education system

continues to evolve in order to provide atwenty-first century education for our“24/7 generation” (Harris, 2008, p.9) oflearners, so too must school leadershipevolve in order to meet the constantlychanging and increasingly complex needsof students. One of the emergingrequirements of our school leaders is tomanage the demands of globalisation, andin particular to develop in our learnersthe social skills and awareness of

difference so that they can engage ineffective inter-cultural dialogue and workin a global economy (Department forEducation and Skills (DfES), 2004). Theimpact of school leadership, therefore, notonly is inter-generational, but also isinternational.

In order to prepare a skilled workforcefor a global economy the UK educationdepartment launched, in 2004, aninternational strategy “Putting the worldinto world class education” (DfES, 2004).It declared that every school and college

This article considers the current landscape of school leadership and asks which type ofleadership will most effectively support an international school partnership that aims to promoteglobal learning. Many teachers agree that schools should provide students with the knowledge,skills and understanding to be able to bridge the cultural, economic and educational divisionsthat exist in our world today. Young people need to be able to internalise the current pace ofchange, so that they can make sense of increasing globalisation. Partnerships that link schoolsin different countries offer a vehicle for global learning, but not all are equally effective inchallenging stereotypes. Not all partnerships are sustainable and not all result in positiveoutcomes for all parties. Using the findings from a large research study that evaluates schoolpartnerships, the leadership qualities that promote ‘high momentum’ partnerships are investigated.Having reviewed the different styles of leadership that are found in schools in England today,this paper concludes that the most effective style for a school partnership is one that distributesleadership across teams within both the school and the wider community.

What form of Leadership most effectively supports Global ..........by Dr. Angela Cook 17

in England and Wales should have, by2010, a partnership with a similarinstitution somewhere across the world.This set in motion countless schoolpartnership initiatives, some of whichhave effectively developed globalcitizenship, but a few have reinforceddetrimental stereotyping. Recentresearch into international schoolpartnerships by Edge, Freyman and BenJaafar (2008, 2009a, 2009b) analyses agroup of “high momentum partnerships”in order to identify what contributes totheir success. The purpose of my paperis to explore what forms of schoolleadership in England promote aneffective environment that supports aflourishing school partnership thatgenerates outcomes that will meet thedemands of our “global future”(Development Education Association,(DEA, 2009). It is clear from Walker andDimmock’s work (2005) thatunderstanding how culture andleadership interact in different contextsis fundamental in determining effectivepractice. This essay focuses solely onschools in England. These range fromthose with little cultural diversity to thosewith multi-cultural populations, all ofwhich function within the context of theEnglish educational system.Understanding leadership for globalschool partnerships

Currently there is a much debateabout the leadership qualities that willbest suit the next generation of schools(for example, Hopkins and Higham, 2007;Harris, 2008; Robertson, 2008; West-Burnham, 2005; Pricewaterhouse Coopers,2007). It appears that the meaning ofleadership is both time and place specific,and that an individual’s perception ofleadership can be placed along acontinuum of understanding based onpractical experience. For some it will bea heroic figure, leading by example fromthe front, whereas for others it may be

the person who pushes from behind inorder to ensure the successful completionof an agreed agenda. Research(Pricewaterhouse Coopers, ibid, p. 51) hasidentified emotional intelligence as beingan increasingly important attribute forleaders, so that they are able to “inspireand motivate the workforce in order tobuild capacity and drive improvementthrough the school”. Goleman (2002, citedin West-Burnham, 2005) identifies sixleadership styles which lie along thecontinuum, with an autocraticcommanding style that demandscommitment rather than seekingcompliance at one end, and a coachingstyle focusing on individual capacity andengagement at the other. Otherattributes (Goleman, ibid), such as sharinga vision, developing democracy, pace-setting and building networks andrelationships are also found in varyingdegrees along the continuum.

In practice, leadership often mergeswith management, as seen in the earlyschool inspection handbooks in England(Ofsted, 2005; Cambridge Education,2006), where ‘leadership-and-manage-ment’ is used almost as a single entity.Often it is difficult to differentiate onefrom the other. School inspectionmaterials in Connecticut, USA,(Cambridge Education, 2005, p. 22)acknowledge that there is ‘no simpledefinition of leadership’ but offer somedistinction between the two by listingwhat leadership demonstrates, includinga “clear vision, a sense of purpose andhigh aspirations, a relentless focus onstudent achievement, the creation ofeffective teams, good role modelling andan inclusive school in which eachindividual matters”. These areincorporated into Leithwood, Day,Sammons, Harris and Hopkins (2006, p.3),“basic repertoire of leadership practices”,which includes: building a vision andsetting directions; understanding and


developing people; redesigning theorganisation; and managing the teachingand learning programme. These qualitiescan be viewed as part of the process ofleadership, but they can also be fashionedinto the desired outcomes of leadership.Therefore, leadership can be described interms of process and outcomes, ratherthan structure. The qualities forsuccessful leadership are context-dependent, as highlighted by Leithwood,et al (2006, p.3), who found that “the waysin which leaders apply the basicleadership practices, and not thepractices themselves, demonstrateresponsiveness to, rather than dictationby, the contexts in which they work”.

The outcomes of leadership for aglobal school partnership must be clearlylinked to learning, which concurs withLeithwood et al.’s (2006) work which foundthat school leadership is second only tothe classroom teacher in having animpact on learners. Providing well-defined leadership roles andresponsibilities (DfES, 2007) may benecessary to ensure a consistentapproach to improving achievementacross schools, but these may not besufficient for attaining challenging goals.Leadership for school partnerships is notmerely about outcomes, where the endjustifies the means, but it is also aboutthe developmental journey or process,which involves staff and students, parentsand communities, in the UK and in thepartnership country.Desired outcomes of global schoolpartnerships

Unless global learning deliveredthrough school partnerships isincorporated into the everyday learningexperiences of our young people,education is not going to help bridge thecultural and economic divides that areprevalent today (Harris, 2008; Eaude,2009). As the gap between rich and poorappears to be widening within and

between countries (Child Poverty Action,2009; Harris, 2008; Cisco, 2008), it is alsostarkly apparent that learners from poorbackgrounds achieve less well ineducation. Harris (2008, p. 3) calls the gapin achievement, caused by deprivation,“educational apartheid”, and points outthat “poverty limits life chances as wellas educational achievement”. In orderfor Nelson Mandela’s assertion (2004) that“education more than anything elseimproves our chances of leading betterlives” to hold true, “educational apartheid”needs to be overcome. I believe that schoolpartnerships can bridge the gap bydeveloping those personal skillspropounded by the Rose Review (2009, p.2) whereby learners, showing empathyand understanding, can “listen andrespond to a wide range of people”.Bauman (1998, 2001) counsels that if thedivide is not bridged people will revert tothe traditions that have sustained themin the past, and Giddens (1999) warns thatthe increasing gap between the globalisedcosmopolitan elite and the marginalisedmasses will challenge democracy andmay lead to increased spatial segregation.Developing global citizenship throughmutually beneficial school partnershipsis one way of bridging the divide andlooking forward to the 21st century, asHarris (ibid) urges should be happening inour schools.

Transforming our educational systemrequires leadership processes to beredeveloped, rethought and reconfigured(Harris 2008). Since the context affectspractice (Walker and Dimmock, 2005), thequalities of leadership required for aflourishing partnership are multifarious,with leaders being visible, supportive andproviding good role models. If globalisationis really about choices exercised at aglobal level (Patten, 2009), surely we wantour learners to be global citizens able tomake rational economic, lifestyle andidentity choices? This view is upheld by


Crisp (2007, p.6), who sees empowerment“through education as having a profoundand lasting effect”. Therefore, we need ourschool leaders to provide an environmentin which students become independentglobal learners with high levels ofemotional intelligence , who celebratedifference, challenge inequality andinjustice, and have the chance of “leadingbetter lives” (Mandela, ibid).What leadership model for globalschools?

Research (PricewaterhouseCoopers,2007) identifies four leadership modelsfound in UK schools, and describes anemerging fifth model. The first is atraditional hierarchical leadership modelthat has a senior team comprising onlythose with Qualified Teacher Status,including a headteacher and one or twodeputies. This model, which morefrequently is found in primary schools,has a number of benefits which includeclear lines of accountability, a focus onteaching and learning, and parental andcommunity satisfaction because theleader is visible. This traditional modelmay provide a sound foundation for a globalschool partnership provided that one ofthe senior leadership team is reallymotivated by the work. In such cases awhole school vision can be developed, andcan be built into the school developmentplan. This model supports a partnershipenvironment where continuity andprogression, succession andsustainability can be nurtured. However,the research (PricewaterhouseCoopers,ibid) also points out that such a leadershipmodel may result in excessive work forthe senior managers, who may have littletime for the strategic planning, and whomay not have the skills to manage a ‘newenvironment’, which, I suggest, a schoolpartnership creates. In this model, timefor professional development to addressissues of cultural awareness and thecreation of an equity-based partnership

may be very limited, because of a heavyworkload.

A second leadership model describedby PricewaterhouseCoopers’ (ibid) researchis the managed leadership model inwhich the senior leadership teamincludes specialists with technicalknowledge such as bursars and premisesmanagers. This model is more frequentlyfound in secondary schools. Leadership ismore widely distributed, and in somecases senior teams may include, forexample, family liaison officers and thoseworking with minority ethnic groups inthe community. Distributed leadershipdiffers markedly from delegatedleadership because of the process ofaccountability. This model providesaccess to new skills and understanding,for example global education, is moreflexible and has the potential for improvedcommunication. All these can enhanceand support an effective schoolpartnership journey. Where there is co-headship, workloads may be divided inorder to provide improved strategicplanning time, which can greatly benefitthe longer-term planning for a schoolpartnership. The success of this modelmay be limited by a lack of resources toexpand the leadership team sufficiently.Where leaders have a heavy workload thepartnership may once again fall into thatgroup identified by critics as lackingwhole school engagement, thereby beingat risk of not being sustainable or nothaving continuity and progression. Thesuccess of the partnership is dependenton someone in the leadership team beingprepared to champion it.

The third model described byPricewaterhouseCoopers’ (2007, p. 61)research is the multi-agency managedleadership model, which is an extensionof the model above, and includes “greaterprofessional diversity in the seniorleadership team”. It is found in bothprimary and secondary schools. As


internal and external stakeholdersbecome increasingly important in theextended school’s services, so too do theopportunities for global schoolpartnerships broaden. Communitydiaspora groups can be encouraged to viewthe school partnership as a means to linkback to their own home community, thusenhancing community cohesion in theUK and ensuring that the partnership isbuilt on cultural awareness. The widerinclusion of community stakeholders cansupport sustainability of the partnershipwithout heavily taxing school resources.The key difference between this andearlier models is that accountabilityroutes differ because there are severalheads of service. There may also bedifferent levels of administration andbureaucracy across the different serviceproviders, who may not all be made awareof the school partnership, and there maybe confusion over roles. As the leadershipteam increases in size so too does itbecome paramount to ensure a systemfor effective and accountable team work,particularly in the case of a schoolpartnership team which should havewidespread ownership. Katzenbach andSmith (1993; 1999) make clear thedifference between team and group work.The former, which, I believe, lies at theheart of a good partnership, “strives forsomething greater than its memberscould individually achieve” whereas groupwork relies on individual performance.Clearly, were a dedicated team to run aschool partnership, it could build-insustainability through curriculumdevelopment, and plan for continuity,progression and succession by involvingthe wider school community.

Katzenbach and Smith’s (1999) studyfound that formal hierarchy is actuallygood for teams, that setting performancegoals is more important than team-building goals, and, most significantly fora global partnership, managing the “end”

is as important as managing a successfulstart-up. A team managing a schoolpartnership not only has to develop astrong in-school team but also a strongbetween-the-schools team. This may posemore of a challenge than merelydeveloping a personal relationship witha senior leader in the partner school asmay occur in the first model and possiblythe second. Lencioni (2009a) identifies anumber of dysfunctions which teamsmust conquer, two of which areparticularly pertinent to global schoolpartnerships. The first is the fear ofconflict, and the second is avoidance ofaccountability. Being able to manageconflict effectively is dependent on therebeing a level of trust and commitment inthe team, so that there can be passionatedebate without the fear of the team ‘fallingout’. With regard to accountability it isinteresting to note that Edge et al.’s(2009b) research indicates that none ofthe successful partnerships had anyformal monitoring or evaluation, but themajority were included in the schools’development plan review processes. Thepower in diversity can be released whenpeople learn to appreciate one another’sdifferences and to understand how tochallenge each other in order to achievethe best outcome. This is where diversityis transformed “from a slogan to a realcompetitive advantage” (Lencioni, ibid).This is where global learning begins andthe school partnership has an impactacross both schools and their widercommunities.

The fourth model is a federatedleadership model (PricewaterhouseCoopers, ibid), in which there may be ajoint governing body and an executiveheadteacher. Advantages of such astructure include greater opportunitiesfor strategic planning, which may benefitthe school partnership, and developmentopportunities for staff though distributedleadership. A disadvantage of this model


for global partnerships could be confusionover the routes for accountability anddecision-making, and the fact that thepartner school may not have a clear pointof contact.

The final model examined byPricewaterhouseCoopers (ibid) is asystem leadership model, which involvesa “substantive engagement with otherschools in order to bring about systemtransformation” (Hopkins, Higham andAhtaridou, 2009, p. 12). In theory this mayprovide an excellent environment inwhich a global school partnership canflourish, but there is, as yet, not sufficientevidence collected over a period of timeto identify this as a compelling leadershipmodel for global school partnerships.Leadership for “high momentumpartnerships”

Harris (2008) rightly asks a broaderquestion about the required outcome ofschool leadership in the twenty-firstcentury and answers it by stating that itshould encompass improvement in thelearning opportunities for all youngpeople. In the belief that these learningopportunities must include globallearning, what leadership practices fosterschool partnerships and global education?But which style of leadership? Researchsuggests ‘sustained, supportive anddistributed leadership (Frost & Harris,2003; Leithwood, Jantzi & Steinbach, 1999,all cited in Edge et al., 2008). At the endof the last century implementing theseresearch findings might have beenconsidered controversial, because of theprevalent belief (Jacques, 1990; Marschakand Radner, 1972; Williamson, 1985,citedin Romme,1996) that hierarchies arenecessary “to decompose largeorganisations into efficient informationprocessing units” (Romme, 1996, p. 411).However, in the light of much recent work(Spillane, 2006; and Hargreaves and Fink2006, both cited in PricewaterhouseCoopers, 2007; Harris, 2008; Leithwood,Day, Sammons, Harris and Hopkins, 2006),

as mentioned above, such an assumptionseems eminently reasonable. Spillane(2006, cited in PricewaterhouseCoopers2007, p. 89) describes this form ofleadership as involving “the many and notjust the few”. He points out that it is aboutleadership practice (which I have calledthe process of leadership) andinteractions, and is not simply about rolesand positions. This is endorsed byHargreaves and Fink (2006, cited inPricewaterhouseCoopers 2007), who saydistributed leadership is not an end itself,but is a continuum of leadershippractices. PricewaterhouseCoopers (ibid)’sview is that “distributed leadership isbeyond mere delegation and ischaracterised by greater engagementwith the workforce, more consultationand the creation of a shared purpose inschools” (PricewaterhouseCoopers, ibid, p.90). Distributed leadership is notdependent on a particular organisationalstructure, but can be a catalyst fororganisational change (Leithwood, Day,Sammons, Harris and Hopkins (2007) citedin Harris, 2008). It describes a process ofleadership, which has been discussedabove, rather than a structure ofleadership. While existing schoolstructures, which Harris (2008, p. 40)describes as “dominated by compartmen-talising subjects, pupils and learning intodiscrete but manageable boxes”, are likelyto be barriers to distributed leadership,they do not preclude it.

When I asked one headteacher howhe knew that the partnership wasachieving its aims of changing ‘hearts andminds’, he explained that initially fewwhite UK parents had offered to host thevisitors, but parents now stop him in theplayground requesting involvement. Thisheadteacher demonstrates ‘change savvyleadership’ (Fullan, 2008) by obtainingbuy-in for what is needed.

All the successful partnerships havebuilt their global learning opportunitiesinto curriculum areas across their


schools. This suggests that thepartnership leaders have created teamswhich transcend subject departments andwhich can have a whole-school impact.It is strong, consistent teamwork whichhas a significant effect on the longevityof the partnership, and which sustainsthe school’s morale when there arechallenges in the relationship.

Spillane (2006, cited in Harris, 2008),in his theory of distributed leadership,highlights as a significant factor ofleadership the importance of inter-relationships within the social context ofthe school. Positive inter-relationshipsare essential in school partnerships, anda school environment which promotessuch relationships will enhance thesustainability of the partnership journey.

I believe it is the ability to applyemotional intelligence in the partnershiprelationship which makes some moresuccessful than others. Where leadershipis spread across many individuals, whoat times take the leadership role and thenrevert to team members as appropriate,and where teams are fluid, creatinginterconnecting pathways that are builtand reformed as necessary, theinstitution can manage changeeffectively. Global school partnerships are

very vulnerable to failure when static.The partnership journey depends onchange management.Concluding thoughts

If we decide what knowledge, skillsand understand we want our young peopleto have we can use back-ward planningto identify the steps we need to take toget there. Covey (cited in Wiggins &McTighe,1998) points out that ‘to beginwith a clear end in mind means to startwith a clear understanding of yourdestination’ (p.7). Global learning supportsyoung people to make sense of thecomplex and ever-changing world withinwhich we live. They need to develop thecapabilities to face as yet unknownchallenges.

It is leaders’ commitment to staffmotivation, and learning andachievement for all that lies at the rootof success. These qualities generate anenvironment in which a global schoolpartnership can flourish. On the basis ofthe evidence provided, I believedistributing leadership of the partnershipjourney across teams representing thewider communities of both schoolpartners will provide an effectiveenvironment in which long-termmutually-beneficial partnerships willsucceed.

REFERENCESBauman, Z. (1998). Globalisation. Cambridge, Polity Press.Bauman, Z. (2001). Community: Seeking Safety in an Insecure World. Cambridge,

Polity.Cambridge Education (2005). New Haven Board of Education: School Status

Assessment notes of guidance. Cambridge, UK, Cambridge Education.Cambridge Education (2006). Handbook for Inspection: the Section 5 inspection

process. Cambridge, Cambridge Education.Child Poverty Action Group (2009). Child wellbeing and child poverty. London, Child

Poverty Action Group.Cisco (2008). Equipping every learner for the 21st Century. San Jose, CA, Cisco.Hopkins, D., Higham, R. and Ahtaridou, E. (2009). School leadership in England:

contemporary challenges, innovative responses and future trends.Nottingham, National College for School Leadership,.

Hopkins, D., and Higham, R., (2007). “System Leadership: Mapping the Landscape.”School Leadership and Management. 27(2): 147-166.


Katzenbach, J. R., and Smith, Douglas K., (1993). “The Discipline of Teams.”Retrieved 27.07.2009, from http://www.katzenbach.com/Work/P u b l i c a t i o n s / P u b l i c a t i o n I n s t a n c e / t a b i d / 7 3 /Default.aspx?Entity_ID=49.

Katzenbach, J. R., and Smith, Douglas K., (1999). “The Wisdon of Teams.” Retrieved27.07.2009, from http://www.katzenbach.com/Work/Publications/PublicationInstance/tabid/73/Default.aspx?Entity_ID=49.

Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D., (2006). SevenClaims about Successful School Leadership National College for SchoolLeadership.

Lencioni, P. (2009a). “Conquer Team Dysfunction.” Retrieved 12.7.2009, from http://www.tablegroup.com/pat/articles/article/?id=1.

Lencioni, P. (2009b). “Diversity’s Missing Ingredient.” Retrieved 12.7.2009, fromhttp://www.tablegroup.com/pat/povs/pov/?id=29.

Mandela, N. (2004). “ A Dream for Africa; Speech by Mr N R Mandela on 6 December2004.” Retrieved 27.07.2009, from http://www.unicef.de/fileadmin/content_media/presse/fotomaterial/mandela/Speech.pdf. ‘educationeducation more than anything else improves our chances of leadingbetter lives.’ (2004)

Ofsted (2005). The Common Inspection Framework for Inspecting Education andTraining: A summary of Ofsted publication. Office for Standards inEducation (Ofsted). London, Ofsted. HMI 2434.

Patten, C. (2009). What Next? Surviving the Twenty-first Century London, AllenLane.

PricewaterhouseCoopers (2007). Independent Study into School Leadership.Nottingham, DfES Publications.

Romme, A. G. L. (1996). “A Note on the Hierarchy-Team Debate “ StrategicManagement Journal Vol. 17, (No. 5): 411-417.

Rose, J. (2009). The Rose Review of the Primary Curriculum: essentials for life andlearning. Department for Children Schools and Families. London, TheStationery Office.

Walker, A., and Dimmock, Clive. A. J. (2005). “Educational Leadership: Culture andDiversity.” Retrieved 23/9/09, 2009, from http://www.borders.co.uk/book/educational-leadership-culture-and-diversity/1627089/.

West-Burnham, J. (2005). Personalising Learning: Transforming Education for EveryChild. Stafford, Network Educational Press.

Wiggins, G., and McTighe, J., (1998). “Understanding by design: What is backwarddesign?”. Retrieved 29.07.2009, from http://iearn.org/civics/may2003workshop/Understanding %20by% 20Design% 20Teaching% 20Ellen%20Meier%20CTSC.pdf.

* Dr. Angela Cook : AMC Education Ltd. London, England N17,United Kingdom Email: [email protected]



Dr. Nibha Jacob*

Abstract

Key Words : Literature, Personality Development

Contribution of Literature inPersonality Development


Vol. 6, No.1, Apr. 2015

The present paper elaborates the roles books have played in the lives of great personalities.Young minds of modern generation can be influenced by the right kind of literature studiesintroduced in the syllabi by way of practical studies in higher education institutions. Thepaper also puts forth some suggestions as to how a student’s personality can be made bytaking certain unconventional steps in the field of teaching and reading literature.

IntroductionThe great English essayist and

philosopher Francis Bacon has said that‘Reading maketh a full man; conferencea ready man; and writing an exact man.’(Bacon, 2014) This thought has beenwidely accepted and quoted all over theworld for centuries, proving that acomplete personality is made fromreading. Books have always played greatrole in shaping the thoughts andpersonality of human kind. Thepersonality of a man is not only made butalso developed by the association of books.A man is judged by the kind of books hereads, is relevant even in modern times.Literature provides an opportunity tostudents to respond and develop their ownopinions, encouraging them to havedeeper thoughts. Literature also helpsstudents to learn about their own cultural

heritage and the cultures of other people.Another aspect of literature is that ithelps students to develop emotionalintelligence; besides developing creativityand imagination. Literature above allfosters personality and socialdevelopment. Therefore exposingstudents to quality literature cancontribute to the creation of responsible,successful and complete individuals.Personality

So let us consider the personality ofan individual. What is personality? It iswhat makes a person a unique person; itis the characteristics and appearance ofa person, his pattern of thought, feeling,behavior, communication ability andphysical features. Psychologicallyspeaking personality is all that a personis. It is the totality of one’s own behaviortowards oneself and others as well. It

Contribution of Literature in ..........by Dr. Nibha Jacob 25

includes everything about the person, hisphysical, emotional, social, mental andspiritual makeup. Therefore, personalitydevelopment includes activities thatimprove awareness and identity, developtalents and potential, build human capitaland facilitate employability, enhancequality of life and contribute to therealization of dreams and aspirations ofan individual.Personality Development

One of the earliest theories ofpersonality development was given bySigmund Freud. Freud emphasized therole of childhood experiences in shapingthe adult personality. He claimed thatchildhood experiences are repeatedthroughout life (Boag, 2006). So when astudent (who is already an adult) entersan institution of higher education hispersonality is already shaped. Theorganizations can only include activities;formal and informal that put people in therole of leaders, guides, teachers andmanagers for helping them realize theirfull potential. Hence, it can be concludedthat the process of improving ortransforming the personality is calledpersonality development.

Personality Development alsoincludes developing other people. Thesociologists emphasize that thepersonality of the individual develops ina social environment. It is in the socialenvironment that he comes to have moralideas, social attitudes and interests thisenables him to develop a ‘social self’which is another term for personality.When an individual’s personality ischanged or transformed, immediately thepeople around him, (his family, friends,neighbors, relative etc.) are affected. Thechain can continue and a transformationof development can be seen in society too.We have witnessed how greatpersonalities have changed entirenations and societies in history.According to Aristotle, “We are what we

repeatedly do.” According to ProfessorKwame Gyekye, “when the character ofindividuals degenerate, the character,capacity and quality of life of a wholenation are affected; such degenerationleads eventually to the decline and fall ofthe nation.” (Heyns & Stefiszyn, 2006)The Role of Literature

We now come to the aspect of howliterature and its study can affect anddevelop the personality? Very few peopleknow that the father of our nationMahatma Gandhi was reading ThomasCarlyle’s books when he was in jail. Allgreat men have accepted that they arewhat they are due to the books that theyhave read. Identification with fictionalcharacters leading to changes in thepersonality of the readers has been afamiliar phenomenon. A text can changeone’s sense of self for example anextraverted character may affect theextra version trait of the reader. Anotherinteresting observation is that aparticular genre of literature appealsmore to a particular kind of reader. Thisalso plays an important role in thepersonality development as genre couldbe a factor in the personality change ofthe readers.

The question which every teacher ofliterature deals with is, whether the bookselected to be taught in the syllabus areappropriate? Secondly the student willnever develop a love for literature if hehas to just pass an examination. He startsreading the literature from the point ofview of possible questions and theiranswers, that are expected to appear inthe examination. Therefore certainunconventional steps will have to betaken to develop among students a lovefor literature and finally shaping theirpersonalities through the right kind ofand proper selection of literature.Teaching is no more a monologue but adialogue. The teacher centric approachhas shifted to learner centric approach.


Another question is, what about thepersonality development of students fromscience and commerce streams orengineering or medical students, who donot have literature in their syllabi? Canwe not develop in them a love forliterature? Every literate individual canenjoy and benefit from literature, as thebenefits of literature are many, some ofthem are;�Literature provides pleasure to listeners

and readers�Literature helps in improving language/

communication skills. Command overthe language and an ability to articulateis an important in personalitydevelopment. One must be careful ofthe grammar, pronunciation, stress,intonation and voice modulation. Theseare the aspects that connect literaturewith personality development.

� Literature develops thinking skills.Thoughts are the real foundation ofone’s personality. Keeps the thoughtspositive and nature cordial. Healthymentality and positive thoughts makeyour personality successful.

� Literature develops self expression.� Literature helps students to deal with

their problems.� Literature develops visual literacy.�Literature develops an understanding of

different cultures.� Literature improves abilities and

attitudes.� Literature helps to understand the

behaviors of others.� Literature teaches to appreciate and

criticize.� Literature encourages creativity.� Literature is a means of transmitting

our literary heritage from onegeneration to the next.

In modern times, when students havea lot of exposure to IT and communicationmediums such as TV, mobile phones andinternet, it has become very necessarythat new techniques/methods should be

adopted for the teaching of literaturethrough which the student’s personalitycan be developed.Ideas and Suggestions

I have a few suggestions in thisregard. Now the time has come forteachers to change their age-old textbased classroom method of lecturing. Thefollowing are some innovative ideas thatcan help both the students and theteachers to learn and study literaturealong with influencing personalities.�Selection of literature to be taught is

very important therefore it should bedone judiciously by experienced andknowledgeable teachers.

� Teaching literature by audio visual aidslike movies and audio plays of literaryworks.

�Teaching Ramayana and Mahabharatawould not be as effective as inviting aDance-Drama Troupe engaged inperforming/enacting these famousepics. Then the students will neverforget its messages and teachings.

�Keeping Geetanjali in the syllabus is notgoing to develop a love for RabindranathTagore in the hearts of students. If wecall a group of singers to sing RabindraSangeet and teaching students a fewsongs of Gurudev, will excite studentsand give them a rare experience ofenjoying Rabindranath Tagore.

�Asking students to write dialogue in thepresent day context of the dramas andplays prescribed in their course can bea good project, which entertaining andsomething that develops the creativityof the students.

�Encouraging the students to writeoriginal pieces of literature forassignments.

�Organizing skits and street plays on thetexts prescribed.

�Encouraging artistic students to paint/draw the characters of a novel for play.

�Costume designing of the characters ofa play or novel etc.

Contribution of Literature in ..........by Dr. Nibha Jacob 27

�Exercises in voice modulation, recitingpoetry, choruses etc.

�Reading Literature in group, role playsetc.

�Exchanging appreciation and criticism,with each other in the class.

�Playing language games.

Conclusion:It is said that the value of reading

must be measured by the difference itmakes in the reader. Literatureencourages students to be considerateand friendly people and develops studentsinto quality citizens. Therefore we mustagree that literature definitely has a rolein the personality development of thestudents.

REFERENCESWorks Cited:Bacon, F. (2014). Of Studies. In F. Bacon, The Essays of Francis Bacon (pp. 282-284Heyns, C., & Stefiszyn, K. (2006). Human Rights, Peace and Justice in Africa; A

Reader. UPEACE Series on Peace and Conflict in Africa , 42-49.Sources:Bacon, F. (2014). Of Studies. In F. Bacon, The Essays of Francis Bacon (pp. 282-284).Boag, S. (2006). Freudian repression, the common view, and pathological science.

Review of General Psychology , 10(1), 74-86.Djikic, M., Oatley, K., & Carland, M. (2012). Genre or artistic merit? The effect of

literature on personality. University of Toronto. Toronto: John BenjaminsPublishing Company.

Heyns, C., & Stefiszyn, K. (2006). Human Rights, Peace and Justice in Africa; AReader. UPEACE Series on Peace and Conflict in Africa , 42-49.

NCLRC. (2015, February 16). Motivating Learners. Retrieved from nclrc.org: http://nclrc.org/essentials/motivating/moindex.htm

O’Doherty, E. (1999). Literature and Development of Personality. Studies: An IrishQuaterly Review , 57 (228), 361-371.

Polamarasetty, R. K. (2012). Character Formation in Language Classes. Literati,57-70.

Roody, S. I. (1967). Developing Personality through Literature. The English Journal ,36 (6), 299-304.

* Dr. Nibha Jacob : Professor, Dept. of English, Govt. Degree College,Rehti. Distt. Sehora, (Madhya Pradesh) Email:[email protected]



Sridevi, K. * & Srinivas Reddy, K.**

The study intends to know the nature of existing environment in inclusion and analyze theopinions and aspirations of head of the schools, regular teachers and parent of disabledchildren in the implementation of the inclusive programme. For the present study investigatorshad drawn the sample from 15 Heads of the schools, 30 general teachers and 30 parents and50 children with disabilities. The samples were taken from three mandals of Mahabubnagardistrict. The data collected were classified based on several variables like age, sex, experience,educational qualification, number of students and their nature of disability, admission procedure,instructional strategies, socio-economic status , the level of education, occupation and monthlyincome of parents were considered with the parental involvement. The study highlights theinterventional strategies provided. Support services rendered for students with disabilitiesto cope up with the activities of regular schools benefits received by these students as envisagedby their parents, an in-depth of selected disabled students based on the positive impact ininclusive settings as revealed by their teachers and a wide analysis of different aspects in aninclusive setting.

Abstract

Key Words : Inclusive Education, Rajiv Vidya Mission

Study on Inclusive Education with referenceto Implementation of Rajiv Vidya Mission


Vol. 6, No.1, Apr. 2015

IntroductionEducation is the key to human

development. It is a fundamental right ofevery child. Article 26 of the UnitedNations declaration for Human Rightshighlights right to education. Article 45of Constitution of India notes freecompulsory education for children underthe age of 14 years. Further, Articles 41emphasizes right to education for personsincluding those with disabilities. Underthe constitution, persons with disabilities

have been guaranteed the FundamentalRights as available to other citizens of thecountry viz., equality of opportunity, nondiscrimination, no untouchable, freedomof region, right to the language, script orculture, right franchise, right to property,right to enforce fundamental rights,access to education in any educationinstitution, and right to work.

Biwako Millennium Framework(2002) for action towards an inclusive,barrier-free and rights – based society for

A Study on Inclusive Education with ..........by Sridevi, K. & Srinivas Reddy, K. 29

persons with disabilities in Asia and thepacific was adopted in the 58th session atResolution 58/4 on 22nd May, 2002 inJapan. The resolution proclaimedextension of the Asian and Pacific Decadeof Disabled Persons 1993-2002, foranother decade, 2003-2012.

Government of India is a signatory tovarious UN resolutions concerningpersons with disabilities. The UNresolution 37/52d of 3rd December 1982is a significant UN instrument, aimed atachieving full participation and equalityand protection of rights of persons withdisabilities, which followed thedeclaration of International year ofDisabled Persons in 1981.

Subsequently, the Asian and Pacificdecade of Disabled Persons (1993-2002)were observed. The Asia and pacificdecade has focused on 12 policy areas, oneof which is education. Children withdisability include those with visualimpaired, hearing impairment, mentalretardation, locomotors disabilities andmultiple disabilities.Objectives of The Study1. To Examine the contributions made by

heads of schools, regular teachers andparents in the implementation of theinclusive programme.

2. To Analyze the nature of supportservices like Special Teachers,Rehabilitation professionals, NGO’s andothers received by children withdisabilities.

3.To Investigate the nature ofintervention facilitated by the schoolsfor enriching the learning environment.

4. To observe the positive impact ofinclusive education on students.

MethodologyDescriptive Survey method is used in

the present study.Sample:

The size of sample 15 Heads of theschools, 30 general teachers and 30parents and 50 children’s with

disabilities. Moreover, the samples weretaken from three mandals out of 64 inMahabubnagar district. A sampleselected form all Mandals of the districtcould have given scope for widergeneralization of the finding.Tools

The following tools were developed bythe investigator to collect necessary datafor the study circulated to the seniorfaculty for the reliability and validity ofthe Tools:a.Questionnaires to elicit information

from heads of schools and the generalteachers handling classes for disabledstudents of the same schoolsrespectively.

b.Interview schedule to gatherinformation from the parents of childrenwith disabilities.

c.Case study schedule to collect personalinformation of the selected studentswith disabilities.

Data AnalysisThe results of the study on “Inclusive

Education with reference toimplementation of Sarva ShikshaAbhiyan/RVM Programme in MahabubNagar District of Telangana” arediscussed under the following.1.Role of Heads of Schools in Inclusive Education

General information gathered on theage, sex, educational qualification,experience of selected heads and specificinformation regarding the impleme-ntation and admission procedures,opinions and suggestions on variousaspects are further discussed under thefollowing heads:A. General information of selected heads

of schoolsB. Information regarding selected schoolsC. Details of students with disabilities in

selected schoolsD. Opinions and suggestions of selected

heads of schools for effectiveimplementation of inclusion.


2. Participation of selected regularteachers in inclusive education

General information gathered on theage, sex, educational qualification,experience of selected regular teachersand specific information regarding theobservations opinions and suggestions onvarious aspects are further discussedunder the following heads:A. General information of the selected

regular teachers in inclusive settings.B. Observations made by selected regular

teachers on students with disabilitiesin inclusion.

C. Opinions and suggestions of regularteachers on aspects ofinclusion.

3. Contribution of Parents of disabledstudents in inclusion

Information gathered from parentscomprised a sample of 60 percent motherand 40 percent fathers of children withdisabilities admitted into the inclusivestream. Only in the absence of themothers, the fathers were interviewedmostly when they accompany theirchildren either to schools or resourcecenters. The major contributions of theselected parents of the students withdisabilities are discussed under thefollowing heads:A. Back ground information of the

selected parents.B. Details of the children with

disabilities of selected parents.C. Details on additional inputs received

by selected parents for their childrenwith disabilities.

4. Case Profile of Selected DisabledStudents in Inclusion ProgrammeFrom the feedback provided by the regularteachers four student beneficiaries havebeen identified for an in-depth caseprofile of each students with disability.Major findings of the Study:Findings from heads of schools• A total 50 students with disabilities

were included in general schools in theselected three Mandal comprising 54percent boys and 46 percent girls.

• The age wise grouping of students withdisabilities, the age range 6-10 yearswas found to have the largestrepresentation at 56 percent. While itwas 44 percent at 11- 15 years.

• Children with orthopedic impairmentsconstituted 20 percent of the totalsample followed by mentally retarded at18 percent, speech and hearingimpairment at 28 percent. 34 percentwith visual impairment.

• Seventy eight percent of disabledstudents were included in selectedregular schools from 2007 onwards.

• Majority of 34 percent of heads of schoolsexplicitly indicated that socialintervention was introduced, while 28percent opted for educationalintervention. 26 percent of the headsof the schools views that medicalintervention was also included as partof the programme and only 12 percentof the heads of schools depicted thatphysical interventions contributedtowards better accommodation of thesestudent in regular school set up

• The observation made for the last twoyears brought to focus a scene ofacceptance and promotive attitude andpart of personnel involved from that ofas low as 37 percent to as high as 83percent among the heads of schools.

• Results brought to light that so far noprogramme were initiated in any of theschools among the selected threemandals focusing or highlighting thesuccessful inclusion of students withdisabilities.

• A majority of 90 percent heads suggestedmore scholarships / concessions fromthe government be ensured for disabledstudents in regular schools to motivatethe parents from low socioeconomicstatus for sending children to regular’sschools.

• It is evident from the study that 80percent of heads expressed the need tohave more special teachers so thatstudents in inclusive settings are


benefited with the collaborative supportof both regular and special teachers.

Findings from Regular Teachers• Nearly 22 percent of teachers had

attended special training programmelike integrated education to thedisabled (IED) organized by S.S.A

• Seventeen percent teachers tookinitiative in providing individualintervention strategies like introducingmusic therapy for the mentallychallenged, speech therapy throughaudio recordings, practice writingskills, teaching exercises etc.

• With regard to the development ofinstructional aids or materials by theclass teacher for teaching the disableddid not reveal any significant changesin relation to the same.

• Almost 2 percent teachers indicated thatthe frequency of visit by specialteachers was once in a month, 16percent twice in a month, 80 percenteach in once or twice a week.

• As the attitude of the peer group towardsdisabled students were found to bepositive, results highlighted that theymade a significant contribution inproviding support serves to the disabledclassmates as stated by 78 percent ofregular teachers.

• An impact analysis by the regularteacher brought to focus that studentswere behaviorally influenced in a morepositive way. Ninety five percent ofteachers observed positive impact likeself- confidence. Decline of inferioritycomplex, availing equal opportunitiesfor education, development of socialskills etc among the disabled students.

• Ninety percent of the selected teachersdid not reveal any problems inmanaging these children in the regularclassroom.

Findings from Parents• Details of parents revealed that 23

percent of them were married amongclose relations (consanguineous

marriage), which could probably be oneof the factors leading to disability in theoffspring.

• Monthly family income for 30 percentranged between Rs. 2000-3000, while for13 percent it was less than Rs. 2000.Only fifty seven percent families wereof Rs. 4000-5000 per month.

• It was observed that out of 17 percenthearing impaired students 10 percentreceived hearing aid, while another 10percent of visually impaired studentswere satisfied with the lenses andglasses provided through the SSAprogramme. Out of 43 percent oforthopedic students only seven percentwere in need of special shoes and wheelchairs.

• Ninety percent of the parents expressedtheir need to avail more governmentassistance, followed by 53 percent whosuggested that the resource trainingcenters be located within shortdistance. Apart from this 13 percent ofthe parents revealed that their childrenwere in need of aids and appliancesespecially the hearing aids.

RecommendationsIn the light of the finding that have

emerged from the present study and thevaluable experienced gained, thefollowing recommendations aresuggested:• The present study was conducted on

sample of heads, teachers, parentsselected from there mandals ofTelkapally, Achampet and KollapurMandals of Mahabubnagar district. Thesame study may be conducted with alarger sample drawn from the entireMandal o the district to obtain moreaccurate information of the benefits ofthe programme.

• Follow-up studies may be conducted tofind out the effect of in-service trainingprogramme given to regular teachers fortheir effective management of childrenwith disabilities under inclusivesettings


• A longitudinal study on the effects ofimplementation of inclusive educationunder SSA programme over atimeframe of 5 years for all Mandal inMahabubnagar district may be takenup, if we have to draw the impact.

• The number of disabled children perschool is on an average of only three asit stands today. This is a very smallgroup when compared to globallyaccepted incidence of disability, at threepercent of the total population. Itindicates that unviersalisation ofprimary education has not covered allchildren with disabilities. It isnecessary, therefore, to organize rightup to hamlet level, a large andcomprehensive awareness campaign,which will communicate to, parents ofdisaled children about the benefits ofinclusive education.

• A special recommendation is made the24 percent funding for civil worksavailable under DPEP scheme, beutilized, among other things, to makeall new and all existing school building’sphysically accessible through rampsand toilet moderations. Guidelines forthis have already been framed butimplementation needs to be speeded up.

• The number of resource training centerscan also be increased centers can alsobe increased by recruiting morenumber of SSA resource teaches andmany be situated within 3 kms from theresidence of children with disabilities.

• The effect of need-based interventionstrategies can be studied to drawsolution for further improvement in theworking and implementation of theprogramme to reap the long runbenefits of the scheme.

ConclusionInclusive education is thus now

recognized as right issue all over theworld. This study therefore looks at theprocess of including student withdisabilities in regular school and meetingtheir effective implementation throughSSA/RVM programme. The main focus ofthe study highlights the interventionalstrategies provided. Support servicesrendered for students with disabilities tocope up with the activities of regularschools benefits received by thesestudents as envisaged by their parents,an in-depth of selected disabled studentsbased on the positive impact in inclusivesettings as revealed by their teachers anda wide analysis of different aspects in aninclusive setting.

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with special needs.Manjuvani, E. (2000). Influence of home and school environment on mental health

of children.


* Sridevi, K. : Lecturer, Aliyavar Jung National Institute for the HearingHandicapped (AYJNIHH), Southern Regional CenterSecunderabad. Telangana Email: [email protected]

** Srinivas Reddy, K. : Research Scholar, (AYJNIHH), SRC, Secunderabad

Millard, D. (1984). Daily living with a handicpaeed child: In D. Baker and K. Bovair(Eds) 1989). Making the special schools ordinary? Vol. London: Thefalmer Press.

Mitteler, P, Mittler, H. and Meconache, H. (1986). Working together guides forspecial edcuaiton No.2.

Peshawaria, R. and venkatesan, S. (1992). Behaviorual approach in teaching metallyretarded children – A manual for teachers, Secuderabad: NIMH

Punani, B. Rawal, (2003). Disability status India, Policy on blindness in India,Rehabilitation Council of India, New Delhi.

Russel 1. P (1986). “ Parents as partners : the changing scene”. In D. Baker and K.Bovai (Eds) (1989). Making the special schools ordinary? Vol. 1. London:The Falmer Press.

Sandra A., Patrik J. Schloss, Susan K. Estachiedt and Christitine A. Macfarlane,(1995). Inclusion are we abandoning or helping students? CorwingPress, Inc. A Sage Publications Company.

Seamus Hegarty, Mithur Alur, (2004). Education and children with special needs:form segregate to Inclusion, Sage Publications, and New Delhi.

Sukumaran, P.S (2000). Parental involvement in the education of mentallyhandicapped children.

The spastic’s society of Tamil Nadu (SPASTN). (1999). Children with disabilitiesin regular schools. A Case study approach.

Urberg, K. A Degirmenuoglu, S.M., Tolson, J.M. and Haliday – scher, K. (1995).The structure of adolescent peer networks. Developmental psychology.

Vaughn, S and Hogan A (1994). The social competence of students with learningdisabilities over time: A with in individual examination, journal oflearning Disabilities, Vol., 27.

Wentzel, K. R., and Asher, S.R. (1995). The academic lives of neglected, rejected,popular and controversial children child development. Vol. 66.

Wilson, L. (1998). Assistive technology for the disabled, in UNC-CHAT, PublicationIntern, Internet Source.

Wolfendable, S. (1987). “Primary schools and special needs: policy, planning, andprovision” In D. Baker and K. Bovair (Eds) (1989). Making the specialschools ordinary? Vol. 1 London: The Falmer Press.



Dr. P. Renuka*

The aim of this study was to survey the awareness school teachers on Intellectual disability.For this purpose the investigator constructed an awareness test on Intellectual disability,which consists of 36 items. The data were collected from 720 government school teachers ofChittoor District of Andhra Pradesh State. The statistical techniques such as Mean, Standarddeviation, t-test and F-test were used to analyze the data. The results reveal that the teachersare sufficiently aware of intellectual disability. However, the teachers belonging to differentindependent variables showed no significant difference in their awareness on intellectualdisability (Except the teachers belonging to independent variables – Type of school andEducational Qualifications). This condition indicates the need for Intellectual disability awarenessprogrammes to the school teachers for the success of inclusive education practices.

Abstract

Key Words : Intellectual Disability

Teachers’ Awareness about Intellectual Disability


Vol. 6, No.1, Apr. 2015

IntroductionA child with disability is one who

deviates intellectually, physically, sociallyor emotionally so markedly from what isconsidered to be normal growth anddevelopment that he cannot receivemaximum benefit from a regular schoolprogramme and requires a special classor supplementary instructions orservices. The various categories ofdisability are - Hearing disability, Speechand language disability, Visual disability,Mental retardation, Learning disabilities,Orthopedic disability, Giftedness etc.

Education of children with disabilitiesis a challenging field. Education generallyenables a child with disability to

overcome largely his disability and makeshim into a useful child. The different typesof available educational programmes forthe children with disabilities areSegregated (Special) education,Integrated education and Inclusiveeducation.

Segregated education through specialschools is very costly. So manyeducationists nullify the idea ofsegregated education on the grounds thatit never equalizes the educationalopportunities; rather it creates a feelingof differentiation among children.Integrated education is an educationalprogramme in which the children withdisabilities attend classes with normal

Teachers’ Awareness about ..........by Dr. P. Renuka 35

children on either part time or fulltimebasis. Integrated education is lessexpensive when compared with specialeducation.

Inclusive education has evolved as amovement to challenge exclusionarypolicies and practices of general schools.The principle of inclusive education is -all the children should learn together,wherever possible regardless of anydifficulties or differences they may have.Inclusion is the full time placement of allchildren including the children with mild,moderate and severe disabilities inregular classrooms (Staub and Peck–1995).

The effectiveness of inclusiondepends on the readiness of generaleducational system. Before implementingthe inclusive education, our educationalsystem is to be adopted to meet the needsof all the children with disabilities.Intellectual Disability(Mental Retardation):

According to the PWD Act-1995,mental retardation is a condition ofarrested or incomplete development ofmind of an individual, which is speciallycharacterized by sub normality ofintelligence.Awareness:

The Dictionary of Psychology definesthe word awareness as being consciousof external or internal events orexperiences. In the HutchinsonEncyclopedic Dictionary (1994) awarenessis explained as ‘having knowledge orrealization.’Need of the Study

In India most of the general educationteacher training courses offer little or noinput in dealing with the special children.Lack of awareness, training andcompetence in dealing with the specialchildren could subsequently result inapprehensions and anxieties in thegeneral education teachers. Thiscondition necessitates the need toconduct this study.

ObjectivesFollowing are the objectives of the study;1.To study the awareness of teachers on

Intellectual Disability with reference toLocality, Sex, Professional Status, Typeof School, Age, EducationalQualification and Experience.

2. To find out the difference if any in theawareness of teachers on IntellectualDisability with reference to Locality,Sex, Professional Status, Type of School,Age, Educational Qualification andExperience.

HypothesesFollowing hypotheses were formulated forthe study;1.There exists a significant difference in

the awareness of Rural and Urbanteachers on intellectual disability.

2.There exists a significant difference inthe awareness of Male and Femaleteachers on intellectual disability.

3.There exists a significant difference inthe awareness of Secondary Grade andSchool Assistant teachers onintellectual disability.

4.There exists a significant difference inthe awareness of Primary, UpperPrimary and High School teachers onintellectual disability.

5.There exists a significant difference inthe awareness of four different Agegroup teachers on intellectualdisability.

6.There exists a significant difference inthe awareness of teachers with differentEducational qualifications onintellectual disability.

7.There exists a significant difference inthe awareness of teachers with differentYears of experience on intellectualdisability.

Sample of the StudyFor the present study a total sample

of 720 teachers working in governmentschools of Chittoor District of AndhraPradesh State were selected randomly.Tool Used

The tool used in the study consists of


36 multiple choice type items. Theresponses of teachers were collected andcorrected with the help of Scoring key. Foreach correct response one mark wasgiven.Statistical Techniques

The tabulation and analysis of datawere done by using appropriate statisticaltechniques such as Mean, StandardDeviation, t-test and F-test etc.Analysis and Interpretation

In the above table we can noticeModerate level of awareness of the totalsample belonging to different Independentvariables on intellectual disability. Henceit is concluded that irrespective of

Independent variables all the teacherspossessed Moderate level of awareness onintellectual disability.Hypothesis – I“There exists a significant difference inthe awareness of Rural and Urbanteachers on intellectual disability”.

In the table 2 the t-value for the ruraland urban teachers’ awareness onintellectual disability is not significant.It clearly states that rural and urbanteachers do not differ significantly intheir awareness on intellectual disability.Hence the declarative hypothesis withregard to Locality is rejected.

Table 1:Mean and Percentage Values for the Awareness of Teachers on Intellectual

Disability with reference to Independent variablesSr. Background Variables Mean Percentage1 Locality Rural (502) 21.22 58.94 (M)

Urban (218) 21.17 58.79 (M)2 Sex Male (408) 21.30 59.17 (M)

Female (312) 21.07 58.54 (M)3 Professionalstatus SGT (533) 21.11 58.63 (M)

SA (187) 21.48 59.67 (M)4 Typeofschool Primary (398) 20.81 57.80 (M)

Upp Primary (130) 22.06 61.28 (M)High School (192) 21.44 59.55 (M)

5 Age(In years) 21-30 (81) 20.64 57.34 (M)31-40 (327) 21.45 59.59 (M)41-50 (216) 21.06 58.51 (M)51 & Above (96) 21.14 58.71 (M)

6 Educational Inter D.Ed. & 20.16 55.99 (M)qualifications below (109)

Deg D.Ed (99) 20.69 57.46 (M)Deg. B.Ed/ 21.66 60.15 (M)M.Ed. (302)PG B.Ed./M.Ed. 21.34 59.27 (M)& above (210)

7 Years of experience Below 6 (117) 21.44 59.57 (M)(In years) 7-13 (310) 21.45 59.59 (M)

14-20 (165) 21.01 58.37 (M)21 & above (128) 21.63 57.29 (M)

A. level: ª% Low (L)– 35% and >, ª% Moderate (M)– 36% to 70% ª% High (H) – 71% and <


Table 2:Awareness of Teachers on IntellectualDisability with Reference to Locality

Locality N Mean SD df t-value Rural 502 21.22 4.5 718 0.150 Urban 218 21.17 4.2 NS

Hypothesis – II “There exists a significant differencein the awareness of Male and Femaleteachers on intellectual disability.”

Table 3:Awareness of Teachers on Intellectual

Disability with Reference to sex

Sex N Mean SD df t-value Male 408 21.3 4.41 718 0.683

Female 312 21.07 4.45 NS

In the table 3 the t-value for the maleand female teachers awareness onintellectual disability is not significant.It clearly states that male and femaleteachers do not differ significantly intheir awareness on intellectual disability.Hence the declarative hypothesis withregard to Sex is rejected.Hypothesis – III

“There exists a significant differencein the awareness of Secondary Grade andSchool Assistant teachers on intellectualdisability.”

In the table no 4 the t-value for theSecondary Grade and School Assistantteachers’ awareness on intellectual dis-ability is not significant.


Disability with Reference toProfessional Status

Prof. St. N Mean SD df t-value SGT 533 21.1 4.41 718 0.99 SA 187 21.5 4.45 NS

Hypothesis – IV“There exists a significant difference

in the awareness of Primary, UpperPrimary and High School teachers onintellectual disability.”

Table 5:Awareness of Teachers on IntellectualDisability with Reference to Type of

School School Source of SS df MS F Type Variation PS Between 168.1 2 84 4.32

UPS Groups HS Within 139.2 717 19.4 p<.01

Groups

It is evident from the above table thatin the awareness of intellectualdisability, the obtained F-value forteachers working in Primary, UpperPrimary and High Schools is significant.Therefore it is stated that Primary, UpperPrimary and High School teachers differsignificantly in their awareness onintellectual disability. Hence thedeclarative hypothesis with regard toType of school is accepted.Hypothesis – V

“There exists a significant differencein the awareness of four different Agegroup teachers on intellectual disability.”


Disability with Reference to Age

Age Source of SS df MS F Years Variation 21-30 Between 50.43 3 16.8 .85 31-40 Groups 41-50 Within 14063.9 716 19.6 NS

51 & < Groups

It clearly states that Secondary Gradeand School Assistant teachers do notdiffer significantly in their awareness onintellectual disability. Hence thedeclarative hypothesis with regard toProfessional status is rejected.

It is evident from the above table thatin the awareness of intellectualdisability, the obtained F-value forteachers with different Age groups is notsignificant. Therefore it is stated thatteachers with different Age groups do notdiffer significantly in their awareness on


intellectual disability. Hence thedeclarative hypothesis with regard to Ageis rejected.Hypothesis – VI

“There exists a significant differencein the awareness of teachers withdifferent Educational qualifications onintellectual disability.”


Disability with Reference to

Educational Qualification

Edu. Source of SS df MS F

Quali Variation Inter Between 211.5 3 70.5 3.63

D.Ed.& > Groups

Deg.D.Ed. p<

Deg.B.Ed. .01

/M.Ed.

PG, B.Ed. Within 13902.8 716 19.4

/M.Ed. < Groups

It is evident from the above table thatin the awareness of intellectualdisability, the obtained F-value forteachers with different Educationalqualifications is significant. Therefore itis stated that teachers with differentEducational qualifications differsignificantly in their awareness onintellectual disability. Hence thedeclarative hypothesis with regard toEducational qualifications is accepted.Hypothesis – VII

“There exists a significant differencein the awareness of teachers withdifferent Years of experience onintellectual disability.”

Table 8:Awareness of Teachers on I. Disability

with Reference to Experience

It is evident from the above table thatin the awareness of intellectualdisability, the obtained F-value forteachers with different years ofexperience is not significant. Thereforeit is stated that teachers with differentYears of experience do not differsignificantly in their awareness onintellectual disability. Hence thedeclarative hypothesis with regard toYears of experience is rejected.Major Findings

In the Awareness on IntellectualDisability• There was no significant difference

between rural and urban teachers.• There was no significant difference

between male and female teachers.• There was no significant difference

between Secondary Grade and SchoolAssistant teachers.

• There was significant difference amongthe teachers working in Primary, UpperPrimary and High Schools.

•There was no significant differenceamong teachers with different Agegroups.

•There was significant difference amongteachers with different Educationalqualifications.

•There was no significant differenceamong teachers with different Years ofexperience.

ConclusionIn the present study Teachers’

Awareness on Intellectual Disability wassatisfactory. The teachers belonging todifferent Independent variables showedno significant difference in theirawareness on intellectual disability(Except the teachers belonging toIndependent variables – Type of school andEducational Qualifications). Thiscondition indicates the need forIntellectual disability awarenessprogrammes to the school teachers for thesuccess of Inclusive education practices.

Exp Source of SS df MS F Years Variation 6 > Between 74.75 3 24.9 1.27 7-13 Groups

14-20 Within 14039.6 716 19.6 NS 21 & < Groups


Educational ImplicationsIn the school teachers Intellectual

disability awareness may be generatedthrough In-service training programmesand talks of subject experts to bringexpected level of Intellectual disability

REFERENCES

Chintamani Kar (2002), “Exceptional Children - Their Psychology and Education,”Sterling Publishers Private Limited, New Delhi.

James E. Ysseldyke., Bob Algozzine., Martha L. Thurlow (1998), “Critical Issuesin Special Education,” Kanishka Publishers, New Delhi, PP. 49-61.

Panda, K.C. (2003), “Education of Exceptional Children,” Vikas Publishing HousePrivate Limited, New Delhi.

Pillai, M.G. (2003), “Exceptional Children - Causes and Assessment,” PointerPublishers, Jaipur (India).

* Dr. P. Renuka : Associate Professor, Department of Education.S. P. Mahila Visvavidyalayam, Tirupati. Andhra Pradesh. Email: [email protected]

awareness in them. In teacher trainees,Intellectual disability awareness may begenerated by incorporating a special corepaper on “Different Types of Disabilities”in the curriculum of all pre-serviceteacher training programmes.



Dr. C. M. Bindhu* & Divya, K.**

The present study is an attempt to find out the relationship between conflict resolution managementand home environment of higher secondary school students. It made use of stratified randomsampling in selecting 629 higher secondary school students. Data were collected from thesample using two tools, viz Conflict Resolution Management Scale and Scale of Perceived Comfortof Home Environment. Data analysis involved the use of‘t’ and ‘r’. The results show that thereis significant relationship between these variables.

Abstract

Key Words : Conflict Resolution Management , Home Environment

Conflict Resolution Management and HomeEnvironment of Students at Higher

Secondary level


Vol. 6, No.1, Apr. 2015

IntroductionMental, social, emotional

competencies are responsible for thesuccess of a person. Among these, socialcompetence is an essential ingredient.For successful interpersonal interaction,a high order of social competence isrequired. Among many socialcompetencies, conflict resolutionmanagement plays a vital role in thedevelopment of the personality.Unresolved conflicts affect theindividual’s entire pattern; they maypredispose towards disintegration ofpersonality. So conflict resolutionmanagement is a major factor thatdetermines one’s personality.

Today, the animal behavior of theindividual is becoming more prominent

and man is becoming more and moreambitious within a short duration of time.This cause tension and unrest not onlyin the particular individual but also affectothers in the society. This leads toconflict. The root cause of human conflictis the inability of the individual toaccurately express his thoughts andfeelings in constructive manner. Anunresolved conflict may persist in varyingforms and situations. Unless the afflictedperson can achieve a reasonableresolution of his conflict, he may attemptto escape from the situation in one of thevarious ways. Rich environment fromhome provides support for the effectiveconflict resolution. As a social institution,home environment is very largelyresponsible for providing such support to

Conflict Resolution Management and Home ..........by Dr. C. M. Bindhu & Divya, K. 41

the individual. The healthy familyrelationship, support from the parents,positive attitude of family members makethe home environment more comfort tothe individual. This affects the psychosocial health and adjustment of theindividual. So environmental forces helpan individual to form and develop variouscapabilities

The ability to manage conflictsconstructively is an essential aspect ofpsycho social health and adjustment(Hinde, 1979, D.W.Johnson,1975). Withoutthe ability to manage conflicts, childrencan easily become socially isolated, whichis associated with behavioralmaladjustment (D.W. Johson and Norem-Hebeisen,1977). Heated conflicts are someof the reasons for the meaninglessbehavior among students in school. Herecomes the relevance of conflict resolutionmanagement which helps the studentsin building capacity to manage andresolve conflicts nonviolently and enablesthem to maintain peaceful home andschool environment. Educationists agreethat most schools now spend little timeon academics because disciplineconsumes so much time. This has hadnegative impacts on the academicstandards and performance. It is alsowidely acknowledged that violenceagainst teachers, students anddestruction of property both in thelearning institutions and surroundingcommunities has greatly increased in therecent years. Hence it is very essentialthat the strategies be developed tomanage these conflicts and create a goodenvironment in the school and home.

Family is the most important andprimary group in society and there is noother group like family, which affects thelives of individuals. So home has beenconsidered as the psychological laboratorywith in which human nature is formed.The size of the family, parental conflictsalso influences the behavior of the

children. Therefore each and every actionof the parents directly related to thebehavior of the adolescents. A home withinharmonious relationship and defectiveauthority encourage aggression, rebellionand delinquency. So the parentalcharacter, literacy, employment,socioeconomic status, family size, locality,inter family relationship, protectivementality of parents will affect thebehavior of adolescents.

Physical and physiological changesand expanding environmental influencesin the adolescent stage are at themaximum. Conflict situations mayconfront the adolescent almostcontinuously is his growing up process.And his development is related to the wayin which he is able to find out resolutionfor the upcoming conflicts and struggles.In this situation the investigatorsdecided to conduct a study on conflictresolution management and homeenvironment of higher secondary schoolstudents.Objectives1.To study there is any significant

difference exists in the mean scores ofconflict resolution management ofhigher secondary school students withrespect to their gender, locale, type ofmanagement and subject.

2.To find out if there exists any significantrelationship between homeenvironment and conflict resolutionmanagement of higher secondaryschool students for the total sample andthe relevant subsamples.

MethodologySample

The sample selected for this studycontains 629 higher secondary schoolstudents from Kozhikode, Malappuram,Palakkad and Trissur districts ofKerala.Stratified random samplingtechniques was adopted. In selecting thesample the representation was given tofactors like gender, locale, managementof school and subject.


Tools1. Conflict resolution management scale

(Bindhu & Divya, 2011)This scale consists of five

components, such as communication,problem solving, empathy, emotionalmanagement and effective decisionmaking. This is a five point scale withresponses completely agree, agree, noopinion, disagree and completelydisagree. A score of 5,4,3,2 and 1 wasgiven to the responses for positiveitems and for negative items thescoring was done in the reverse order.The reliability of the scale was 0.84 andensuring face validity..

2. Scale of perceived comfort of homeenvironment (Abdul Hameed MuktharMahal & Rajeena, 2006 )

It is used for measuring the homeenvironment of higher secondary schoolstudents. This scale consists of eightcomponents, viz Acceptance v/sRejection, Dominance v/s Submission,

Encouragement v/s Discouragement,Love v/s Hate, Democracy v/sAuthoritarian, Trust v/s Distrust,Reward v/s Punishment, Tolerance v/s Hostility. The reliability of the scalewas 0.71 and establishing face validity

Statistical techniques1.Test of significance of difference

between means2. Pearson’s product moment coefficient

of correlationAnalysis and Interpretations

The mean and standard deviation ofConflict Resolution Management ofhigher secondary school students werecalculated separately with respect to theirgender, locale, type of management andsubject. The significance is tested usingtest of significance of difference betweenmeans. Table 1 shows that there issignificant difference in conflictresolution management between Maleand Female (‘t’ value 3.87), Rural andUrban (‘t’ value 2.82), Government and

Table 1:Comparison of Mean Scores of Conflict Resolution Management of Higher

Secondary School Students with respect to Gender, Locale, Type ofManagement and Subject.

Variable Subsample Category N M SD t value L.Sig

Conflict Gender Male 319 191.16 16.45 3.87 0.05

Resolution Female 310 196.33 17.00

Management Locale Rural 446 192.50 16.59 2.82 0.05

Urban 183 196.68 17.45

Type of Govt. 302 192.16 16.76 2.23 0.05

Managmnt. Private 327 195.16 17.00

Subject Science 234 192.83 17.15 0.62 NS

Commerce 135 191.71 16.29

Science 234 192.83 17.15 1.78 NS

Arts 260 195.56 16.96

Commerce 135 191.71 16.29 2.20 0.05

Arts 260 195.56 16.69

Conflict Resolution Management and Home ..........by Dr. C. M. Bindhu & Divya, K. 43

Private (‘t’ value 2.23), Commerce andArts (t’ value 2.20) higher secondaryschool students. In the case of Scienceand Commerce (‘t’ value 0.624), Scienceand Arts (‘t’ value 1.78) higher secondaryschool students there is no significantdifference exist in conflict resolutionmanagement.

Relationship of conflict resolutionmanagement and home environment ofhigher secondary school students for thetotal sample and the sub samples werecalculated using Pearson’s productmoment correlation method.

Table 2:Correlation coefficient between homeenvironment and conflict resolution

management for the total sample andrelevant subsample.

Category N r Sig.

Total 629 0.400 0.01

Gender Male 319 0.397 0.01

Female 310 0.361 0.01

Locale Rural 446 0.420 0.01

Urban 183 0.350 0.01

Type of Govt 302 0.378 0.01

Mngmt. Private 327 0.410 0.01

Subject Sci. 234 0.469 0.01

Com. 135 0.357 0.01

Arts 260 0.371 0.01

subsample Male (r= 0.397), Female (r=0.361), Rural (r= 0.42), Urban (r=0.35),Government (r=0.378), Private (r=0.41),Science (r=0.469), Commerce (r= 0.357)and Arts (r=0.371) higher secondary schoolstudents. This table shows that there exist lowpositive significant relationship betweenHome environment and Conflictresolution management of highersecondary school students for the totalsample (r = 0.40 N= 629) and the relevant

FindingsBased on the analysis, the

investigator reached the followingconclusions.1.Male and Female, Rural and Urban,

Government and Private, Commerceand Arts higher secondary schoolstudents are differ in their ConflictResolution Management.

2. Science and Commerce, Science andArts higher secondary school studentshave no difference in ConflictResolution Management.

3. There exist a low positive significantrelationship between the variablesHome environment and ConflictResolution Management in Male,Female, Rural, Urban, Government,Private, Science, Commerce and Artshigher secondary school students andfor the total sample.

ConclusionIn the present study it was found that

there exists positive relationshipbetween Home environment and Conflictresolution management of highersecondary school students. If anindividual has better home environmentthan others, then his capacity to resolveconflict constructively is high comparedto others. The atmosphere of the homegreatly affects the conflict resolutionmanagement. Home environment hasbeen conceptualized as the quality ofhuman interaction from the point of viewof the child. It includes those aspectswhich foster growth and developmentsuch as family trust and confidencesharing ideas, making discussions,parental approach, affection and approvalfor peer activities. Based on the natureof the surroundings individual adoptdifferent techniques like compromise,withdrawal, avoidance etc. to resolveconflict. In addition to these techniquesthere are various strategies used toConflict Resolution Management such asProcess Curriculum and Peer Mediation.


REFERENCESBidyadharsa. (2010). An assessment of conflict management strategies adopted by

college lectures in relation to their psycho social variables. Recentresearches in educational psychology, 15 , 10-15.

Bradley, H., Robert, H., Caldwell., & Bettye, M. (2003) . Home environment andchanges in mental test performance in children from 6 to 9 years.Developmental psychology, 12 , 93-97 .

Howe, R. T., & Recchia, R. (2006). Association between social understanding, siblingrelationship quality, sibling’s conflict strategies and outcomes. Journalof clinical psychology , 8 , 41-48.

Joshi, R. (2008). Conflict resolution between friends during middle childhood. Journalof conflict management, 8 , 12-19 .

Nizhakhan. (2009) . Perceived comfort of home environment and conflict managementcompetency of student teachers in teacher training institute of Kerala(Unpublished M.Ed. Dissertation). University of Calicut.

Rajeena, P. M. (2006). Perceived comfort of home environment and social competence ofsecondary school students in Malappuram district (Unpublished M.Ed.Dissertation). University of Calicut.

Suresh, G., & Venkattammal, S. (2007) . Emotional intelligence and conflictmanagement style among hospital nurses. Journal of psychologicalResearch , 4 , 51-56.

Vestal., Anita., & Jones . (2004). Peace building & conflict resolution in preschoolchildren . Journal of Research in childhood education, 19 (2), 131.Retrieved from http:// www. eric .ed.gov /

* Dr. C. M. Bindhu : Associate Professor, Farook Training College,Kozhikode, Kerala. Email: [email protected]

** Divya K. : Lecturer, DAMTC, Chelembra. Kerala.

Conflict resolution training increasedstudent’s constructive conflict resolutionskills and social competence andconsequently decreased reactive andproactive aggression levels.

Based on the findings of the study theinvestigators put forward the followingsuggestions to improve the Homeenvironment and thereby enhanceConflict Resolution Management and inturn the present educational practices.1.Awareness program should be

conducted for parents to make themconvince the importance of homeenvironment and how it helps to

improve conflict resolutionmanagement of their children andprovide directions and guidance forbetter child rearing practices.

2. Counseling classes should be arrangedfor higher secondary school students tofind out the ways to make homeenvironment more comfortable.

3. Higher secondary school students withlow Conflict resolution managementshould be identified and guided properlyto equip them with the ability tomaintain the home environment morecomfortable.


Knowledge and Attitude about..........by Dr. Deb Prasad Sikdar & Dr. Mrinal Kanti Basak 45

Dr. Deb Prasad Sikdar * & Dr. Mrinal Kanti Basak**

Nutrition education is essential to one and all, because it can help to prevent several diseases.Knowledge does not, in and of itself, causes change in behavior or even attitudes exceptunder a very limited set of condition. Being informed does not mean that people will actintelligently in promoting health and preventing disease. Information is often disregarded,altered and used to justify and rationalize current behaviour rather than to stimulate behaviouralchanges. It needs prior education to effectively interpret and use information.Two hundred forty (240) adolescent students were selected randomly from differentgovernment-aided schools and divided into different groups according to their location ( urban,industrial and rural) and socio-economic status ( high socio-economic status -HSES, averagesocio-economic status -ASES and low socio-economic status-LSES group of people). Resultsshow that all the groups differ significantly regarding knowledge and attitude towardsnutrition irrespective of socio-economic status.

Abstract

Key Words : Nutrition, Adolescents

Knowledge and Attitude about Nutritionamong Adolescents with respect to Socio-

Economic Status and Locality


Vol. 6, No.1, Apr. 2015

IntroductionMan needs a wide range of nutrients

to lead a healthy and active life to performvarious functions in the body and thesenutrients are derived through the diet heconsumes daily. The components of hisdiets must be chosen judiciously toprovide all the nutrients he needs inadequate amounts and in properproportions. (ICMR, 1995)

Human nutrition is governed by manyfactors like food habits and behaviour,food beliefs, ethnic influences, geographic

influences, religious and sociologicalfactors, psychological factors, food andproduction, income, national andinternational food policies, foodtechnology, processing, fisheries,transportation, marketing, educationalstatus and other mass media facilities.Nutrition education is essential to oneand all, because it can help preventseveral diseases. Through nutritioneducation programmes can be designedsuch that the lay person feeds ininformation about his diet and a expert


can deliver valuable nutritional advice tothat lay person.

Mead (1962) stated that food habits arenot always more difficult to change thanother habits. She was of the opinion thatstrong resistance is only in some peopleand in some cultures. This view suggeststhat communities may differ in theiradoption of food related behaviours.Information on the impact of nutritioneducation programmes on variouscommunities which differ in their socio-economic and cultural backgrounds wouldbe of great value in improving thestrategies in nutrition education.

Hochbaum (1979) and (1980),Yankelovich (1978), Sims (1981) stated thatnutrition educators have falsely assumedthat lack of nutrition knowledge preventspeople from choosing foods wisely.Hochbaum (1981) reported that nutritioneducation in general is still shaped bythree largely invalid assumptions : (1)awareness of the health effects ofnutrition is a potent motivation for peopleto regulate their food intake; (2) lack ofnutrition knowledge that prevents peoplefrom eating more rationally and (3)informed people will eat more rationallyas long as they can afford and have accessto proper nutrition. However, there isample and convincing evidence thatknowledge of good nutrition by itself hasonly limited, if any, effect on nutritionrelated behaviour.

The process through which nutritioneducation affects nutrition knowledge,attitudes and behavior begins withgathering of nutrition information beingpresented to participants. Presentinginformation does not mean that theinformation will be attended to learned,retained or applied. Knowledge does not,in and of itself, causes change inbehavior or even attitudes except undera very limited set of condition (Watson andJohnson, 1972). In many cases people donot assign weight to information in strict

accordance with its importance (Hogarth,1981; Kahneman and Tversky, 1979; Nisbettand Ross, 1980; Tversky and Kahneman,1974). Being informed does not mean thatpeople will act intelligently in promotinghealth and preventing disease.Information is often disregarded, alteredand used to justify and rationalize currentbehaviour rather than to stimulatebehavioural changes. It needs prioreducation to effectively interpret and useinformation.

In the light of the above discussionand the needs of nutritional educationamong the adolescence age group inpresent social circumstances andintensive study was required to formulatea national agenda on the issue. Keepingthis in view the study was conducted toestimate the effects of socio-economicstatus and locational variation inknowledge and attitude about nutritionamong adolescence age group students ofBurdwan District, West Bengal.Objectives1. To find out the knowledge and attitude

of adolescence age group of peopletowards nutrition under followingdimensions :-

i)location (urban, rural, industrial)andii) socio-economic status (high socio-

economic, average socio-economic andlow socio-economic).

HypothesesFollowing hypothese were formulated

in the study :H1 There will be a significant difference

in knowledge about nutrition amonghigh socio-economic status (HSES),average socio-economic status (ASES)and low socio-economic status (LSES)group of people in urban area.

H2 There will be a significant differencein knowledge about nutrition amongHSES, ASES and LSES groups of peoplein industrial area.

H3 There will be a significant differencein knowledge about nutrition among


HSES, ASES and LSES groups of peoplein rural area.

H4 There will be a significant differencein attitude towards nutrition amongHSES, ASES and LSES groups of peoplein urban area.

H5 There will be a significant differencein attitude towards nutrition amongHSES, ASES and LSES groups of peoplein industrial area.

H6 There will be a significant differencein attitude towards nutrition amongHSES, ASES and LSES groups of peoplein rural area.

Methodology Sample:

Two hundred forty (240) adolescentstudents were selected randomly fromdifferent blocks of Burdwan District inWest Bengal. All the students were takenfrom government-aided schools. It wasfurther limited to the students of highersecondary grade.

The samples were divided intodifferent groups according to theirlocation (urban, industrial and rural) andsocio-economic status (high socio-economic status-HSES, average socio-economic status-ASES and low socio-economic status-LSES group of people).Knowledge and attitude are thedependable variables for this study andthe independent variables are locationand socio-economic status.Tool Used:1. A three point knowledge and attitude

scale about nutrition based on aquestionnaire developed by theinvestigator was administered formeasuring knowledge and attitude ofhigher secondary grade adolescentstudents of high, average and lowsocio-economic status from urban,industrial and rural area of BurdwanDistrict of West Bengal.

The scale consisting of 35 and 25statements respectively measures thestudents’ knowledge and attitude on

various dimentions. Besides contentvalidity, test-retest reliabilitycoefficient was determined as 0.81. Thedata were collected in August–September, 2012.

2. Socio economic status was measuredby a questionnaire developed byProfessor Tarak Nath Pan, VidyaBhawan, Vishwa BharatiVishwavidyalaya, Birbhum, WestBengal Shantiniketan.

Data AnalysisTwo hundred forty samples were

selected from Urban area, out of them 80were from high socio-economic status(HSES) group, 80 from average socio-economic status (ASES) group and 80 fromlow socio-economic status (LSES) grouprandomly for measuring knowledge aboutnutrition.

The scores obtained in knowledge byHSES varied from 66 to 96, ASES variedfrom 61 to 96 and LSES varied from 58 to95 respectively. These ranges indicatesthat scores were scattered over a widerange. The mean scores obtained by theurban HSES group was 83.52, urban ASESgroup was 76.62 and urban LSES groupwas 71.00 (Table 1).

Theoretically, the scores may varyfrom 35 to 105. So the cutting point offavourable or unfavourableness is 35 x 2= 70.Therefore, it can be concluded thatall the groups of adolescence people ofurban area were more or less positiveregarding knowledge.

The computed ‘t’ value (Table 1) ofcomparison between urban HSES vs.ASES, urban HSES vs. LSES and urbanASES vs. LSES of adolescence age groupregarding knowledge about nutrition werehigher than the table value at 0.01 levelof significance.

Therefore, the Hypothesis H1wasretained and the corresponding Nullhypothesis OH1 was rejected.

It is also evident from Table 1 that thescores obtained by the high socio-


economic status (HSES) group of people,average socio-economic status (ASES)group of people and low socio-economicstatus (LSES) group of people of industrialarea varied from 64 to 94, 60 to 97 and 57to 77 respectively. The mean scoresobtained by the HSES, ASES and LSESgroups of industrial people were 82.7, 78.4and 67.46 respectively which were abovethe cutting point. Therefore it can be saidthat their knowledge were favourableabout nutrition.

Table 1 also shows that all the valuesof ‘t’ were significant at 0.01 level,meaning thereby all the comparisonbetween any two groups differsignificantly regarding knowledge aboutnutrition. Hence the Null hypothesis OH2

was rejected and the working hypothesisH2 was retained. So, it can be concludedthat socio-economic status has an impacton knowledge about nutrition. The mean score obtained by all thesocio-economic status group of ruralpeople about knowledge were above thecutting point (Table1). Therefore itindicates an increasing trend of mean

scores regarding knowledge aboutnutrition. Table 1 shows that ‘t’ valueswere significant at 0.01 level in all thecases meaning thereby two group of allcombinations of rural people differssignificantly regarding knowledge aboutnutrition. The gain was always in favourof higher socio-economic status groups.Hence the Null hypothesis OH3 wasrejected and the working hypothesis H3

was retained.The attitude towards nutrition of the

tool has 25 items. Theoretically the scoremay vary from 25 to 75 and the cuttingpoint is 25 x 2 = 50. The attitude scoreobtained by the urban high socio-economic status (HSES) group, averagesocio-economic status group (ASES) andLow socio-economic status (LSES) groupvaried from 52 to 75, 51 to 73, and 51 to71 respectively. The mean score of urbanHSES, ASES and LSES groups were 67.71,62.15 and 58.76 (Table 2). Since theobtained mean score of all the SES groupwere higher than the cutting point, it canbe concluded that their attitudes werefavourable.

Table 1Comparison between different socio-economic status and locations of

adolescent age group regarding knowledge about nutrition

Location Comparison HSES ASES HSES LEES ASES LSES

Between Group Group Group Group Group Group

Urban Mean 83.52 76.62 83.52 71.00 71.00 71.00

SD(comb) 8.48 8.97 9.35

‘t’-value 5.153* 8.83* 3.805*

Industrial Mean 82.7 76.4 82.7 67.46 76.4 67.46

SD(comb) 6.19 6.69 4.80

‘t’-value 3.58* 8.930* 7.82*

Rural Mean 77.0 73.66 77.00 62.16 73.66 62.16

SD(comb) 6.41 5.89 5.64

‘t’-value 3.268* 15.956* 12.90*

N = 160, Degree of freedom = 158, *Significant at 0.01 level.


It is evident from Table 2 that the‘t’value between any two SES groups weresignificant at 0.01 level. The result leadsto conduct the adolescent people upondifferent SES-groups differ significantlyregarding attitude towards nutrition. Thetrends of results highlights the gain isalways in favour of hierarchy of economicstatus of people. Hence the Nullhypothesis OH4 was rejected and theworking hypothesis H4 was retained.

The score obtained in attitude by theHSES, ASES and LSES groups of industrialarea varied form 47 to 75, 53 to 71 and 44to 72 respectively. It appears that thescores were scattered over a wide range.The mean scores of attitude (Table 2)towards nutrition of different socio-economic status group were above thecutting point. So it can be said that theattitude of different socio-economic groupof industrial area were positive towardsnutrition.

Table 2 makes it clear that the ‘t’value of all the comparison between anytwo groups of industrial adolescent people

were significant at 0.01 level. Hence theNull hypothesis OH5 was rejected and theworking hypothesis H5 was retained.

The score obtained in attitude towardsnutrition by HSES, ASES and LSES groupsof rural adolescent varied from 47 to 75,47 to 67, and 41 to 64 respectively andthe mean scores of the above said groupswere 60.45, 57.03 and 52.67 respectively.The mean score of LSES was slightlyhigher than cutting point. But all othermeans scores were much higher thancutting point (Table 2). Therefore it canbe concluded that all the groups ofadolescents of rural area were found moreor less positive regarding attitude towardsnutrition. The computed ‘t’ value (Table2) of comparison between any two groupsof rural people were significant at 0.01level. Therefore it was clear that thedifferences regarding attitude towardsnutrition were present among thedifferent socio-economic status group ofrural people. Therefore, the Nullhypothesis OH6 was rejected and theworking hypothesis H6 was retained.

Table 2Comparison between different socio-economic status and locations of

adolescent age group regarding attitude about nutrition

Location Comparison HSES ASES HSES LEES ASES LSES

Between Group Group Group Group Group Group

Urban Mean 67.71 62.15 67.17 58.76 62.15 58.76

SD(comb) 4.75 4.98 5.10

‘t’-value 7.41* 11.38* 4.21*

Industrial Mean 64.66 61.15 64.66 55.22 61.15 55.22

SD(comb) 6.19 6.69 4.80

‘t’-value 3.58* 8.930* 7.82*

Rural Mean 60.45 57.03 60.45 52.67 57.03 52.67

SD(comb) 4.67 4.96 5.07

‘t’-value 4.665* 9.936* 5.450*

N = 160, Degree of freedom = 158, *Significant at 0.01 level.


Major Findings of the Study1. Socio-economic status of adolescents

has an impact on knowledge aboutnutrition.

2. Increasing trend of mean scoresregarding knowledge about nutritionshows the gain was always in favour of

REFERENCESGopalan, C., Ramasam, B.V., Balasubramanian, S.C. (2000). Nutritive value of Indian

foods, National Institute of Nutrition, ICMR, Hyderabad, 2000, pp.3.Gupta, A.A. and Singh, K. (1981). Health Awareness among Adolescents as a

Dependent Function of Age, Family Income and Size, Indian EducationReview, NCERT, New Delhi, 16 : 4.

Hochbaum,G,M. (1979).Nutrition behavior and education Lipids and coronary heartdisease. R. Kery, eds. Ravem Press.New York.365-368.

Hochbaum, G,M. (1980).Patient counseling Vs Patient Teaching clinical nursing, 2Hochbaum,G,M. (1981).Strategies and their Rationale for changing people’s eating

habits. J.Nutr.Educ.1359-65.ICMR. (1995). Nutrient Requirements and Recommended dietary allowances for India.

Hyderabad, p.3.Kahneman, D and Tversky, A . (1979).Prospect Theory:An Analysis of decision

under Risk. Econometrica, 47:263-291.Kumari, K. (2005). Health and Nutritional Status of School going children in Patna.

Health and Population Perspectives and Issues, Jan-Mar. 28(1): 1725.Mead, M, (1962).Cultural change in Relation to Nutrition ,Malnutrition and Burgess

and Dean R.F.AT ,Tavistock Publication. The World Foundation forMedical Health, p.50-61.

Muthayya, B.C. (1974). Attitudes of Rural Parents Toward Certain Aspects of ChildRearing Practices, Indian Educational Review, 9 : 48.

Nisbett, R and Ross, L, (1980). Human Inference, strategies and short coming ofsocial Judgement, Englewood Cliffs, NJ : Prentice. Hall, 104-120.

Sims, S.L., (1976). Demographic and Attitudinal Correlates of Nutritional knowledge,J. Nutr. Educ., 8 : 122.

Tversky. A and Kahnerman. D. (1974). Judgement under uncertainty : Heuristicsand Biases.Science.185:1124-1131.

Watson, G and Johnson, D.W. (1972).Social Psychology, Issues and Insights,Philadelphia, Lippicott,110-140.

*Dr. Deb Prasad Sikdar. : Professor, Department of Education, KalyaniUniversity, Kalyani. Distt. Malda. (W.B.)Email: [email protected]

** Dr. Mrinal Kanti Basak. : Department of Education, Kalyani University,Kalyani. Distt. Malda. (W.B.)


higher socio-economic status groups.3. The adolescent people upon different

SES-groups differ significantlyregarding attitude towards nutrition.

4. All the groups of adolescent of ruralarea were found more or less positiveregarding attitude towards nutrition.

Relationship between Cultural Intelligence ..........by Fathima Jaseena MPM 51

Fathima Jaseena MPM *

Proper educational planning is requird to provide ample opportunities for the development ofan individual. Therefore individuals need to educated by giving varieties opportunities todevelop. So that, one can be transferred a major factor of social, national development. Here itis needed to know the level of aspiration among the coming generations and their culturalcompetency. This paper highlights the role of cultural intelligence in shaping the amount ofaspiration in higher education level of the coming generation.

Abstract

Key Words : Cultural Intelligence, Aspiration

Relationship between Cultural Intelligenceand Aspiration for Higher Education among

Students at Higher Secondary level


Vol. 6, No.1, Apr. 2015

IntroductionThe vital aim of education is to

prepare an individual in such a way thathe/she to be helpful and useful to society,patriotic to nation, dutiful to family andand to lead a happy peaceful life withoutduly getting disturbed under changingcircumstances. Knowing everybody andevery culture is a pre requisite for this.

Here comes the importance of culturalintelligence. It is needed for everyone whointeracts with people of different cultures.It is valuable to those who want toimprove their interacting style whiledealing with people from unknowncultures. “Successful interaction withother people” is the heart of CulturalIntelligence.

Cultural IntelligenceCultural intelligence will help an

individual for emotionally aware and ableto read the emotions of others. Culturalintelligence has three dimensions viz,the cognitive dimension, the physicaldimension, and the emotional/motivational dimension.

The cognitive dimension means thatthe ability to develop pattern from culturaldifference and it provides understandingabout the differences between cultures.It include asking questions, about whatmotivate people to act in differentenvironments.

The physical dimension means thatthe capacity to act in accordance withcognition and motivation. It means by the


gestures of body or practices, we have toprove, that we have understood otherculture and their belief. It is the abilityfor adapting other people’s habits andmannerism, ie, we eventually come intotheir ways.

The emotional/motivational dimen-sion means that it is the ability and desireto engage others. It can be observed byour styles from our reactions. It is thecapacity to empathize to sand in othersshoe. It involves the actual artifacts of aculture. i.e. its music, belief, food and lifestyle etc. It refers to the ability to adjustto a new environment for that one musthave truly the desire to follow through it.Aspiration for Higher Education

The components of aspiration forhigher education are described below:1. Attitude: attitude refers to an overt

covert interest pursuing specific courseof action, in response to particularsituation. The attitude has fivecomponents: Emotion, target, Direction,Intensity and Consistency.

2.Motivation: Motivation refers to assomething, which prompts, compels,and energizes an individual to act orbehave in a particular manner, at aparticular time for attaining somespecific goal or purpose. It has fourcomponents: Achievement drive,commitment, initiative and optimism.

3. Achievement drive: This refers to one’sstriving to improve or meet a standardof excellence.

4. Commitment: It refers to dedication toa long term course of action.

5. Initiative: It refers to the individualscapacity for independent action to starta series of activities.

6. Optimism: it refers to an attitudemarked by hope, confidence,cheerfulness and faith in future.

ObjectivesFollowing are the objectives of the

study• To study the gender wise difference in

the mean scores of Aspiration for highereducation and cultural intelligence ofhigher secondary school students.

• To find out the relationship betweencultural intelligence and aspiration forhigher education.

Hypotheses• There exists gender wise significant

difference in the mean scores ofAspiration for higher education ofhigher secondary school students.

• There exists gender wise significantdifference in the mean scores ofAspiration for higher education ofhigher secondary school students.

• There exists significant relationshipbetween Cultural intelligence andAspiration for higher education ofhigher secondary school students.

MethodologyA normative survey method was

adopted for the present study.Sample

The study was conducted on a sampleof 70 higher secondary students, amongthem 35 were boys and 35 were girls.Stratified random sampling techniquewas used to select the sample.Tools1. Cultural Intelligence Scale (Vijayan &

Jaseena 2012). The tool consists of 40items out of which 13 questions werefor measuring cognitive dimension, 14are for measuring physical dimension,and 13 for measuring emotionaldimension. It is a five point scaleincluded responses of strongly agree,agree, undecided, disagree and stronglydisagree.

2. Scale of Aspiration for HigherEducation (Hameed & Razak 2010). Thetool consist of 51 items, and includedthe statement about the components ofattitude and motivation. It was a fivepoint scale, which include five optionsfor answering wise strongly agree,agree, undecided, disagree and stronglydisagree.

Relationship between Cultural Intelligence ..........by Fathima Jaseena MPM 53

Statistical AnalysisThe collected data were analyzed and

interpreted using statistical techniquelike, mean, standard deviation and t test.

Table 1Difference between boys and girls on

aspiration for higher education.

Variable N Mean SD df t

Boys 35 132.71 19.27 68 2.76

Girls 35 137.62 24.07 p<.01

Table 1 shows that Male studentshave mean scores at 132.71, withstandard deviation of 19.27, and girls havemean scores of 137.62 with standarddeviation of 24.07. The calculated ‘t’ value2.76 is significant at 0.01 levels ofsignificance. It reveals that there existsa significant difference among boys andgirls with regard to aspiration for highereducation.

Table 2Difference between mean scores of

boys and girls on Cultural Intelligence Variable N Mean SD df t

Boys 35 19.91 3.34 68 2.08

Girls 35 17.44 4.01 p<.01

Table 2 shows that boys have meanscores at 19.91, with standard deviationof 3.34, and girls have mean scores of17.44 with standard deviation of 4.01. Thecalculated ‘t’ value 2.08 is significant at0.01 levels of significance. It reveals thatthere exist significant difference amongboys and girls with regard to culturalintelligence.

Table 3Correlation between aspiration for

higher education and culturalintelligence.

Aspiration for Cultural df r

Hr. Education Intelligence

70 70 69 .72The data shows that there is a positive

and significant high correlation betweenaspiration for higher education andcultural intelligence of higher secondarystudents.Results• The present study revealed that the

level of aspiration for higher education,and cultural intelligence are at aaverage level.

• There exists a significant differenceamong boys and girls with regard toaspiration for higher education.

• There exists a significant differenceamong boys and girls with regard tocultural intelligence.

• Τhere is a significant high relationshipbetween aspiration for higher educationand cultural intelligence among thestudents.

ConclusionThrough the evidence of the data, it

is revealed that, the role of culturalintelligence, is relevant in molding thelevel of aspiration for higher education.So, it is important to add the elements ofcultural intelligence, in the curriculumto make the next generation as culturallyintelligent community, and to succeed fortheir high level of aspirations in allaspects of life.

REFERENCESDavid Livermore (2009). ‘Knowing Cultural Intelligence: The result of Cultural

Intelligence’. Technical report for the global learning center, Rapid,MI.

Hunag, Szu-chia (2011). ‘Cultural intelligence and its influence on knowledge sharingand innovative behaviour.’ Department of Human ResourceManagement.


* Fathima Jaseena MPM. : Asstt. Professor, Department of Education,Farook Training College, Kozhikode, KeralaEmail: [email protected]

Kerri Anne Crowne (2006). Examining the antecedents of Cultural Intelligence.Widener University proceedings AIB-Se- (USA) Clearwater Beach, FI.pp127-138.

Livermore, D (2010). Leading with Cultural Intelligence. The new secret tosuccess. New York: American Management Association.

Livermore, David (2011). The Cultural Intelligence difference. New York : AMACOM.


Mobile Technology and its ..........by Dr. Sanjay Manohar Ayade & Dinesh Jain 55

Dr. Sanjay Manohar Ayade* & Dinesh Jain **

Mobile technology has opened various avenues for education. In M-learning mobile devicesincluding handheld tablets, PDA (Personal Digital Assistance), mobile phones, and smartphones are used for teaching-learning purposes. It makes learning portable, spontaneous,effective and exciting. We can record the lectures, read E-books, provide feedback, accessinternet, multimedia materials, and practical exercises and use software for educational purpose.All these devices can be used in classrooms easily. Role of teachers is very imperative inintegrating and implementing technology such as adopting mobile phones in classroom teaching.This paper discusses the concept of M-learning and examines its significance in education.

Abstract

Key Words : Mobile Technology

Mobile Technology and itsSignificance in Education


Vol. 6, No.1, Apr. 2015

IntroductionWe live in an era of information and

communication technology (ICT) owing tothe revolution in the field of digitaltechnology, in which mobile technologyoccupies a vital role. The impact of newtechnology that is growing rapidly atpresent is affecting many sectors,including the field of education. ICTprovides an interesting learningenvironment, the virtual classroom thatallows users to participate in the learningprocess without travelling and let peopleinteract from different places. The toolsused are numberless; they range fromvideo-conferencing, internet withhypertexts, interactive learning objects,audiovisual materials, forum, instantmessaging, blogs, whiteboards, wikis, i-

pod etc. They all offer synchronous andasynchronous communication. But inrecent time there has been a sort of‘revolution’. People are being more andmore attracted by mobile phones; themajority of the people have got at leastone mobile phone.

The evolution of the Internetapplication especially, has heraldedcertain new ways of communicationbetween educators and learners in theeducational system, especially in highereducation institutions. As far as the useof these tools in education is concerned,not all courses are suitable for a mobilelearning (M-learning) environment, butshort courses are considered suitable forthis kind of learning. The use of quizzes,glossaries, the interaction with tutor and


other peers, may satisfy a wide range ofneeds and aims on behalf of students.Communication takes place through e-mails, SMS, MMS, and it is important forstudents to provide a feedback on theirprogress. We can record lectures, read e-books, provide feedback, access Internet;multimedia materials, practicalexercises and use software for enhancelearning. It is informal or opportunistic,as well as private, situational, andunstructured. It is in development, as weare still at the early stages of usingmobile devices to create learningopportunities.Objectives of M-Learning• to enhance student motivation through

the use of familiar technology.• to increase student use of the skills in

classroom teaching.• to enable students to become more

competent in their subject teaching.• to facilitate the learning process as

students have the possibility to explore, analyze ,discover, choose activities

which are real and meaningful.• to enhance interaction between real

and virtual environments.• to promote self learning, learning by fun

and learner centred approach.The Concept of M-learning

Over the past decade there have beennumerous definitions of the concept of“mobile learning” (M-learning). Somehave attempted to include laptops asrelevant devices for mobile learning,while others have argued that the userexperience – both in terms of contentpossibilities and use-cases – means thatincluding laptops as mobile learningdevices muddies the concept. While thatmight have been an easy response whenwe only had phones, PDAs (PersonalDigital Assistance), and laptops toconsider, what of the Apple iPod andsimilar tablet devices? They are moremobile and have smaller screens thanlaptops, but are less ubiquitous than

mobile phones, and in several respectshave an essentially different overall userexperience. M-learning is described asE-learning through mobile computationaldevices. Alternative definitionsemphasizes on the mobility of the learner,rather than the device. It is a novelconcept which makes learning portable,spontaneous, effective and exciting. Themost important feature of M-learning isit decreases limitation of learninglocation.Why M-learning

The interest in mobile learning hascome from a number of places. These areas follows:• Advances in technology and high levels

of mobile phone penetration have mademobile devices the ideal targets for mobile learning applications;

• It is as important to have behavioralchange as well as technological change;social norms are rapidly evolving andfor most people the benefits of the mobilephone now outweigh its disadvantages.Educators need to tap into the newbehaviours and technologies ratherthan trying to change or resist them.

• Participants coming to business schoolshave their own mobile devices and thereis a need to provide more flexibleopportunities for study that build insome choice in how participants willuse technology;

• Participants have increasedexpectations and are depending ontechnology to help them fit learning intotheir complex, demanding lives;

• An increasing number of employers andorganizations are already making useof mobile learning;

• Mobile devices offer an effective way ofincreasing participation andengagement;

• Mobile devices can support pre and post-programme learning;

• Busy participants can use their mobiledevices to extend their opportunities tolearn.


Significance of M-learningMobility:

One of the basic significance of M-learning is that it decreases limitationof learning location; it focuses on themobility of learner and learning. Mobiledevices can be used anywhere, and anytime, including at home, college, or evenin traveling. Mobile phone’s size, weightand wireless network connectivity give itfully functional mobility which allowlearning to occur anywhere and atanytime.Capability of computer:

Substantially mobile devices havemany of the functional capabilities ofmodern computers, especially smartphones, symbian and PDA phone devices,which help learner to support variouslearning software of M-learning.Data storage capacity:

Basically mobile phone memorycomes in two different types. Inbuiltmemory called internal memory andexpendable memory called externalmemory. Both memories can be used todata storage; we can save our importantdata or files on memory card. There areso many mobile phones available todaywhich support 2Gb up to 32 Gb memorycard, which helps learner to store, editand share educational data or files for M-learning.In fashion:

Basically young students are largelyadopters of new technologies becausenovelty has its place in life. Today’smobiles are not just a communicativedevice of students for many it is a part oflife. Young students use the mobile phoneas a way of expressing their sense, styleand luxurious life, in this way mobilephones are now became a symbolic toolof fashion.Cheap in Price:

At the beginning mobile wasconsidered a luxury. The price of ahandset and call rates was beyond the

reach of an ordinary person, but inpresent condition price fall, increasingdemand and liberalization in governmentpolicy have given rise to mobilerevolution. Generally mobile devices arecheaper than desktop computers whichconcern as basic accessory for E-learning.It is easier to accommodate severalmobile devices in a classroom thanseveral desktop computers.Frequent Connectivity:

Connectivity is the most importantfetcher of M-learning. With the help of astrong connectivity network, one canconnect and interact with each other.There are various mobile applicationslike Bluetooth, Wi-Fi, infrared which helpuser to connect with other devices andusers. It offers an interactive learningexperience where learners can interactwith each other.Easy to Use:

Today mobiles are became a veryhandy device. It is easier to carryeverywhere, we can access information,take photographs, record our thoughtswith one device, and we can share thesewith our friends, colleagues which makemobile phone as user as friendly andpersonal device.Sharing Capacity:

Basically, all the multimedia mobilephones have the capacity of transferringinformation between mobile to mobile ormobile to PC. A USB cable is a fast andreliable data transfer method between aphone and a PC. A serial cable is a reliableconnection method between a phone anda PC. Infrared connects mobile devicewirelessly to PC or other mobile devicewithin a short range. In this way theseconnections help learner to exchangedata with other people and gainconsiderable knowledge.Best Multimedia Device:

Mobile devices are multi-utilitydevices which engage learners throughproviding rich media content like music,


videos, games and other entertaining andinformational content which make it bestmultimedia device.M-learning Applications

Mobile devices can be used for a rangeof learning activities, relating differenttypes of learning. Few of these are:Educational E-books and E-coursesaccessed through portable devices:

Aptara’s 2011 research revealed thatof the 1,350 publishers surveyedworldwide, 84% either already produce e-books or plan to do so in the near future.As educational content is digitized,consumers are simultaneously learningmore through their mobile phones. Forexample, Urban Planet Mobile, a leadingprovider of English-learning services overmobile phones, has over 100,000subscribers in Indonesia.Learning Management Systems (LMS)and authoring tools:

Educators are using LMS to managecontent and lesson plans and customizethem using built-in authoring tools.There is also a demand for standaloneauthoring tools free of any particular LMSprovider, and tools such as Apple’s iBooksauthor are already generating significantinterest.Game -or simulation-based learningtools:

These applications integratecurriculum with augmented or virtualreality-based environments, helpingstudents understand and learn in excitingways. Students in vocational courses alsorely on simulation-based applications tolearn processes and concepts. Forexample, plumbers can learn to fix tapsthrough simulations.Collaboration tools:

Networking platforms allow users togenerate content and share and discussit with a larger group. Mobile phonesmake this possible in real time, allowingusers to get immediate feedback.Collaboration tools, often embedded

within the LMS, represent a rapidlygrowing product category and helpeducators and learners to keep in touchwith colleagues. Ultranet, a student-centered learning environment, allowsstudents, teachers and parents to connectand collaborate to improve learningoutcomes.Adaptive assessment services:

Educators can now assess students’understanding using wirelessassessments on handheld devices. Theseprovide real-time updates on individualstudent progress, allowing educators totrack class progress and tailor instructionfor students requiring remedial support.In addition to wireless generation,parametric provides wireless assessmentservices.Test preparation support:

Students worldwide take standardtests such as the SAT, GRE and GMAT.Instead of traditional study groups andpractice tests, they now often use mobile-based mock tests with built-in guidebooksand applications. Candidates cancompare their performance withthousands of others. A growing numberof test preparation products are targetingdeveloping regions, where inadequatehigher education capacity drives muchhigher competition and hence demand forthese services.Distance tutoring and homeworksupport:

Many developed Asian countries suchas Japan and South Korea demandextensive supplementary educationsupport outside the classroom—drivingalmost 10% of the total expenditure oneducation. MegaStudy and TutorVista arejust two of the online services bringingtogether tutors from around the world tohelp students around the clock andunderstand their curriculum andcomplete their homework. Many apps likeTutor PRO, 2×2 Tutor, which arecompatible with portable devices, are


already targeting the supplementaryspend.Key Challenges of M-learning

A number of critical challenges mustbe addressed that unleash theeducational potential of mobiletechnologies. Among these few of are:1. Negative aspects of mobile learning:

Cognitive, social, and physicalchallenges must be surmounted whenmobile devices are incorporated intochildren’s learning. Disadvantagesinclude: the potential for distraction orunethical behaviour, physical healthconcerns; and data privacy issues.2. Cultural norms and attitudes:

Though many experts believe thatmobile devices have significant potentialto transform children’s learning, parentsand teachers apparently are not yetconvinced.3.Differentiated access and technology:

Wide diversity among mobiletechnologies represents a challenge forteachers and learners who wish toaccelerate academic outcomes as well asthe producers who seek to facilitate suchlearning.4.Limiting physical attributes:

Poorly designed mobile technologiessuch as restricted text entry, small screensize, and limited battery life adverselyaffect usability and can distract childrenfrom learning goals.Initiatives Required from EducationalSector

The initiatives for the inclusion of mobile learning in mainstreameducation and training are:1. Enrolment of mobile learning students

in courses on the institution’s officialprospectus. This is essential forincorporating mobile learning into themainstream.

2. Enrolment of mobile learning studentsinto fee-paying courses. This isapplicable to countries in which fees

are payable for enrolment in further andhigher education courses.

3. Enrolment of mobile learning studentsinto accredited courses. As happened inthe field of distance education and thenin E-learning, the achievement ofaccreditation for mobile learning is anindication that the sector has enteredinto the mainstream.

4. Motivate students to use mobiledevices judiciously for learningpurposes.

5. Campus should be made Wi-Fienabled for location independent.

Present trends of M-learning in IndiaM-learning in India at present is still

in its infancy. However, the futurepromises to be an exponential market.There exists future possibility for thismarket to register double-digit growth.Acceptance in India will happen onaccount of the need of access for learningmaterial due to the shortage of time, theubiquity of power-point presentationtutorials, e-books, videos, etc., as learningobjects as these are being adopted inschools and educational institutions asa preferred media for teaching andlearning. Some notable M-learningexamples in India are:• Popular IT training institutes like

Aptech Learning Services have alreadydeveloped this platform in order to meetthe present educational needs ofcorporates and institutions. Currently,some institutions are catching up withthis trend just for selling their services,but there are institutions likeEducomp’s Millennium schools, whichuse the Virtual Classroom atwww.wiziq.com for teaching remotely tostudents who cannot physically attendclasses.

• Major mobile manufacturers such asNokia, Sony Ericsson and Motorola havetied up with service providers likeAirtel, Vodafone and others to providemobile content, which also includes


learning content. Most of thesecompanies have already launched theirservices pan in India and even GREexams are available on the M-learningplatform.

• M-learning is also seen as an additionaltool to spread literacy in India besideconventional training programs, aspresently mobile penetration in Indiais second only to radio and television.This is also possible because handsetmanufacturers in India areincreasingly providing local languagesupport to increase their geographicalreach and penetrate existing marketbetter. Most of the entry- and mid-market handsets available in Indiasupport user interfaces in Hindi,Marathi, Gujarati, Tamil, Bengali,Kannada, Malayalam, Telugu andPunjabi.

• Various training and learning relatedcontent for organizations, educationalinstitution, etc. pushed to usersthrough mobile application over SMS,USSD, etc. by Spice, Tata DoCoMo etc.

• As far as Indian universities areconcerned, HP has awarded a‘Technology for Teaching’ Grant toJadavpur University, Kolkata totransform teaching on the campus. Theuniversity will receive technology suchas HP tablet PCs, external storage andoptical drives, wireless networkingcards and printers, as well as a stipendfor staff to work on projects that theywill have to complete in 15 months. HPis helping Jadavpur University toestablish an M-learning centre wherestudents taking M. Tech. course indistributed and mobile computing canaccess content using handheld devices.The university already has a digitallibrary, and a content management anddevelopment system using an M-learning authoring tool. Students willbe able to tap a server-based opensource wireless laboratory, built onexisting laptop computers and wireless

technology. Recently, IGNOU hasimplemented SMS alert facility wherebyall important notifications, news,bulletins etc are texted to the learners.

• Libraries have been changing their rolefrom the storehouses of information toproviding access to information.Various digitization initiatives arebeing undertaken. The government ofIndia with the collaboration of C-DAC(Centre for Development of AdvancedComputing) aims at bringing onemillion books of digital library at thedoorsteps of the common citizens.Several projects like the NSDL(National Science Digital Library) andVidya Vahini projects are under way.Vidya Vahini aims to connectgovernment and government aidedsecondary schools in India. INFLIBNET,NIC, NISCAIR, NASSDOC, NISSAT,ICHR, INDEST, DELNET, UGC,Universities, government bodies andIITs are providing information throughe-journals, e-books as well as databaseson Internet.

It is a well-known fact that mobilelearning hasn’t yet picked up steamwithin India. The primary reason for thisis the low rates of mobile Internetpenetration in our country. If India’slatent demand is unleashed, McKinseyresearch forecasts that the total numberof internet users will increase more thanfivefold, to 450 million, by 2015 (Figure-1). Total digital-content consumption willdouble, to as much as $9.5 billion.Including access charges, revenues fromtotal digital consumption could increasefourfold, to $20 billion-twice the expectedgrowth rate of China. Other influencingfactors are also falling into place, withprices of handsets and costs of accessingthe network going down. If this pans outas predicted, it would sidestep a numberof hurdles relating to providing cheapinternet access across a large; it wouldautomatically helps in spreadingeducation across the country also.


ConclusionAs we progress through the 21st

Century, and the already hectic pace ofour lives increases, society will need tofind faster and more inventive ways toutilise previously unproductive time.Lifelong learning will be essential formaintaining a competitive advantage inthe global economy, for personal growth,and for simply functioning efficiently inan increasingly technologicalenvironment. With an increasingrequirement to conduct learningactivities independently, the ability toread, comprehend and understand ourlearning processes, will be key factors inour successful development and ourability to function in the 21st century.

These requirements and skills can beimproved through the use of M-learning.The Indian educational industry is inevolving stage. India might well be one ofthe leading countries to adopt M-learningin coming years owing to the number ofyoung users. Moreover, the mobileservices in India are quite affordable;even an ordinary person can own and usea cell phone. Added to this is the fact thatIndia happens to have one of the largestpopulations in the 18 years to 28 yearsage group. Naturally, the shift from ‘d-Learning’ to ‘e-Learning’ and now from ‘e-Learning’ to ‘m-Learning’ will be the nextbig wave, which will revolutionize theeducation in India.

REFERENCESBhat, A. (2011), “Mobile Learning Has A Promising Future in India” (Available Website:

http://www.upsidelearning.com/blog/index.php/2011/05/18/mobile-learning-has-a-promising-future-in-india, 10/10/12)

Dhaliwal, K. R and Joshi, V. (2010),, “Mobile Phones- Boon to Rural SocialSystem”, Literacy Information and Computer Education Journal(LICEJ), Volume 1, Issue 4, December 2010, pp- 261-265

Green, B.A., Collier, K.J., & Evans, N. (2001). Teaching tomorrow’s class today:English by telephone and computer from Hawaii to Tonga. In L.E.Henrichsen (Ed.), Distance-learning programs (pp. 71-82).

Patil, Y. S and Sawale, A. (2011),, “Prospective of M-Learning System to EnhanceBalwadi (Pre-School) Teachers Education”, ZENITH International Journalof Business Economics & Management Research, Vol. 1, Issue 3,December 2011, pp- 238-243

Pisey, S., Ramteke, P. L and Burghate, B. R. (2012),, “Mobile learning exploringthe challenges and opportunities of distance education”, World Journalof Science and Technology, 2012, pp- 19-23

Sevari, K., (2012) “The Role of Mobile Phones in Education and Instruction ofClassroom Materials”, Advances in Education, Vol. 1, No. 1, January2012, pp- 19-22

* Dr. Sanjay Manohar Ayade : Asstt. Professor, Govt. College of Education(IASE),Bilaspur.(C.G.)Email:[email protected]

* Dinesh Jain : Scholar, M.Phil. Programme, Dr. C.V.Raman University,Kota, Bilaspur.(C.G.)Email:[email protected]



Dr. Nidhi Gupta* & Manjula Jain **

Due to the growing utility and impact of IT, the world has been converted into global villagenow a days. We can find published and unpublished literature, journals, magazines, audio-video clips, e -books, e-journals in e-forms on the small screen or by a click. Any disciplineof education, research, new inventions, result oriented outputs may be obtained by IT only.By training in IT a normal teacher may change into a global teacher and give best knowledgeof world to students. Using the various aspects of IT they are becoming the basic need ofpresent scenario.

Abstract

Key Words : IT Library

Awareness about IT based Library


Vol. 6, No.1, Apr. 2015

IntroductionInformation has emerged as the

prime resource in the 21st century. IThas exerted a profound influence ontraditional academic libraries. They haveno option but adapt themselves to newdevelopments, especially due to cuts inbudget allocation. Hence, networking ofinformation centres is inevitable. Theprime objectives of the library is poolinginformation resources and informationrelated infrastructure and sharing them.In this process, many libraries have re-examined their traditional methods andservices to overcome inadequacies troughautomation and computerization. The useof computers for library operation avoidsrespectively jobs and saves considerableamount of time, resources and labour. Italso speeds up technical processing and

information services. IT has been ameans to bring quality services.Systematic planning of its introductionand application will assure that thetechnology based information servicesare sustainable, and enhances the abilityof library. In the present scenario, thelibrary and information centers at globallevel are able to provide access to;• Online databases across the country and

worldwide.• Comprehensive statistical databases

and content page services.• Full text information sources with key

word searching.The academic libraries in Indian

setup have been preparing themselves ona corporate basis; a platform for IT basedinformation services. Internet hastransformed the ways and means of

Awareness about IT based ..........by Dr. Nidhi Gupta & Manjula Jain 63

information service. Breaking thedistance barrier, internet has emergedas a boon to the information seekers aswell as libraries. It has become popular,easy to use and inexpensive teaching andresearch tool. Internet, in fact ischanging the way the librarian viewinformation sources. Professionalassociations, research organizationspublisher is treated as the speedy,accurate and effective way ofcommunication among academic,research, executives and businesscommunities. Hence, internet forinformation service/ current awarenessservice in the library is gainingmomentum and becoming popular too. Itis also true that internet has become apart of library environment today. As partof the process of globalisation, schools andcolleges across the globe are undergoinga transition from being nation-centeredto becoming institutions that engage withdiversity in a more interconnected world.The teacher expands the scope of theirviewpoint beyond the normal boundariesof the local classroom, as students learnabout diversity and how they fit into theglobal society.

It is not feasible to collect large ofnumber data of each and every libraryuser in their study; therefore sampleswere selected by using stratified randomsampling method. Hence Investigator hasselected 39 management colleges on thebasis their high performances.Review of Literature

In brief this article reviews a fewstudies conducted abroad as well as inIndia on use and awareness of the IT baselibrary and information services. Sun,Chang, Chen, Kuannien, Tseng, hishu andTsai, Wen-Hui (2010) in his study showshow implementing new informationtechnology has expanded the role oflibrarians as educators and how this rolehas evolution of new technology. It wasfound that collaboration with faculty

member was to be an essential featureof the most successful stories. Teachingstudents and faculty to use new IT mayhave become one of the important rolesof librarians and information managers.

Ghosh and Ghosh (2009) conducted astudy to examine the progress India hasmade in its move towards a knowledge-based economy. The Indian Governmenthas demonstrated its commitment to thedevelopment of fundamental pillars ofknowledge sharing infrastructure,knowledge workers and a knowledgeinnovation system. Libraries areidentified as key players in building aninclusive knowledge economy (KE) for acountry. The important findings of thestudy were: the practice-based examplesof how information and communicationtechnology (IT) projects are influencingcontemporary Indian society and anaccount of government policies in regardto IT implementation and developmenttowards a KE are presented. Theimpediments in the process of KE in Indiaare identified and recommendations aremade.

Antherjanam & Sheeja (2008) carriedout a study to find out the impact of IT onLIS and its major shifts and practices inuniversity library of CUSAT. The majorfindings of the study were:(a) Users are making very good use of the

available IT facilities.(b) With the help of telephone, e-mail, Fax

etc. reference queries are answeredfaster than before.

(c) SDI, CAS etc. are also done fasterthan before.

(d) Issue & return of books, renewals aredone faster than before.

(e) Book selection, price checking arealso done very efficiently using IT.

(f) About 90% of the users of the librarysearch OPAC for getting informationabout the where about of books.

Ramzan and Singh, 2008 carried outstudy to investigate and determine the


levels of information technology (IT) inPakistani libraries. This article alsofocuses on the status of computers andother commonly used hardware, e-mail,internet, library software, automateduser services expenditure on IT andonline resources available in academiclibraries of Pakistan and particularlydeveloping countries. The questionnairemethods were used of data collections. Inthis paper was found that a low level of ITinfrastructure facilities availability,particularly the absence of computers,email and internet in libraries. It wasfound that libraries need to be fullyautomated using standard librarysoftware packages. Hence, access toonline information resources through theHigher Education Commission (HEC) wasfound extensive and comprehensive. Thefinding can be utilized to evaluate thestatus of different IT tools andapplications. The collections of data wereuseful and authentic source for planningto improve the libraries IT infrastructure,library automation and reducing the gapin the use of IT in different kind oflibraries.Raza and Amar Nath (2007) point out thatthe use of Information Technology (IT) inthe university libraries of Punjab,Himachal Pradesh and Chandigarh withan clandestine objective to establishsome co-relation between quality inlibraries and use of IT. The paperhighlights the use of hardware andsoftware facilities in university libraries.It also highlights the access of networks,information services and barriers in ITapplications. Questionnaires, interviewand observation methods were used fordata collection. A survey conducted on fouruniversity libraries, namely PanjabUniversity library, Chandigarh; HimachalPradesh University, Shimla; Punjabiuniversity Library, Patiala; and GuruNanak Dev University Library, Amritsarfound that only Panjab University Library,

Chandigarh and GND university library,Amritsar have provided computerizedaccess to in-house databases. Libraryliterature reveals that quality depends onmerging print culture with digital culturebut the result of this survey confirm thatprint culture is still dominating inuniversity libraries of this region.

The study of Cholin (2005) is anattempt to give an overview ofInformation Technology implementationin different university libraries in Indiathat provides effective access to resourcesavailable within universities andelsewhere. Also discussed is the role ofthe INFLIBNET Centre in the overalldevelopment of university libraries acrossthe country with special emphasis onefforts through UGC-Infonet E-JournalsConsortium. Obioha (2005) conducted astudy on IT based library and found that :1. The researchers of the NIOMR, Lagos

have considerable awareness andexposure to IT and its tools,

2. IT tools aid researchers in theirseeking and use of information speedilyand with ease. IT helps in acquisitionof more knowledge. This is learning. Itis found that aid from international andlocal agencies supports researchactivities including provision of IT tools,training and retraining in IT, and

3. Lack of adequate, stable power supplyand infrastructure are hindrances to ITuse as responded by these researchers.Insufficient IT tools and centers slowdown research work. It plays a vital rolein bringing about changes in society.This age of IT the role of the publiclibrary has changed drastically indeveloped countries.

Yapa (2003) revealed the overallscenario use of IT in Sri Lanka andparticularly in libraries. Author arguesthat, National Information Policy andNational Information Infrastructure areessential, if a country would like to exploitthe IT to its advantage. The major finding


of the study is that the progress of libraryautomation in Sri Lanka is a result of theeffort few professionals who workedcollectively. One good feature in the SriLankan scenario is the commitment andobligation of library professional for librarycooperation. Library consortia in SriLanka function with the initiative of thelibrary professionals with minimaladministrative and financial support fromthe authorities.Objectives of the Study

The purpose of this study was toinvestigate the use of Information andCommunication Technology products andservices by the users of managementlibraries. It specifically focused on thefollowing objectives:1. To assess to what extent users are

utilized IT based library services andfacilities.

2. To assess to what extent users areutilized IT based library services andfacilities.

3. To suggest measures for improvementof existing resources and services andimplementation of IT.

Research MethodologyThe questionnaire method was used

for the present study to collect thenecessary primary data for evaluation andassessment. The questionnaire methodhas some limitation to collect the data,hence the investigator adopted interviewand observation methods were used tocollect required information tosupplement to the questionnaire methodand to bring more clarity the data. It isnot feasible to collect large of number dataof each and every library user in theirstudy; therefore samples were selected byusing stratified random sampling method.Hence Investigator has selected 39management colleges on the basis of AllIndia Management Association (AIMA)rating. The questionnaires weredistributed personally among librariansand user.

Data AnalysisThe paper deals with the analysis and

Interpretation of data which werecollected through Questionnaire. Thedata analysis means systematicgathering, recoding, manipulating andsummarizing of data to obtain answer tothe research problems. The collected datahas been organized and tabulated by usingtables, pie chat, histogram etc. Thepurpose of this analysis is to shape datato intelligible and interpretable forms, sothat the relation of research problems canstudied and tested.Findings, Suggestions & ConclusionImpact of IT on learning

The use of IT has exerted a profoundinfluence on traditional academiclibraries. Table shows that now day 92%students are IT user whereas facultiesare 94%. Therefore we can say that theapplication of IT is very useful formanagement colleges. So the academiclibraries in Indian setup have beenpreparing themselves on a corporate basisa platform for IT based informationservices. There is considerable impact ofIT on teachers and teaching. Goodtraining programmes results in positiveattitudes towards IT in teachers. UsingIT with their own laptop, computerincreases positive attitudes towards theirwork. Teachers use IT to pan lessonsmore efficiently and more effectively. ITincreases efficiently in planning andpreparation of work due to morecollaborative approach between teachers.The application of IT helps to increase thelibrary performance. One of theimplications of use of IT is that Librariescan reach out globally to provide theirservices 24-hours a day in very costeffective manner. IT has enabled usersto avail many services without anyhuman intervention. IT largely used inoperations, like acquisition, cataloguing,circulation control, serials control etc.


Table 1Student and Faculty ICT users

Users Yes No Total

Students 122 92% 11 8% 133 100%

Faculty 149 94% 10 6% 159 100%

Information about ITWe asked 32 different colleges about

the primary way to learn IT, most of thestudents and faculties give similar kindof responses which is captured in Tableshows. The maximum people said theylearn it by teacher/supervisor orcolleagues/classmates. The applicationof IT product in a management college isbasically for e-mail and documentexchange, to update the knowledge,making presentation and documentationcausal internet surfing and for careerdevelopment. On the basis of studentsand faculties opinion we have collectedsome data in the Table 2. From the graphit is clearly mentioned that the peopleknow about IT based library throughonline searching, online networking,online informati n and the databasesearching. When we asked about theexpertise in using IT most of therespondents said they are good at handle.

Table 2 Know about ICT based library

Uses of Library Student Faculty CD- ROM Searching 13 39 OnlineSearching 96 130 OnlineNetworking 38 65 Photocopying 22 38 OnlineInformation 35 69 News, Scanning 17 42 OnlineReservation 21 49 Database searching 35 71

SuggestionsThe study shows that internet surfing

is most important for user in computercentre. So that the lab should be wellequipped with enough numbers ofcomputer. Staff of the computer centreshould be well trained. Time duration of

using IT activity should be increased.Staff should be more responsive andhelpful. Printing facility should beavailable in the library to get print out ofthe articles of e journals and databases.As the survey has shown, In addition toaccess infrastructure and content havingrequisite skills, teachers’ motivation isa critical factor in IT adoption. Thecontent, Journals and Research papershould be specific as per the topic whilesearching topics of computer science itshould be included. Proper IT trainingshould be given to the libraryprofessionals of the library to improve theIT skill of the professionals. Moreattention is required towards the femalerespondents regarding the IT usage.Respondents can improve their IT skillby owning computer at their home. Indigital era library should be well equippedthat all the functions can run smoothlyand user can get used all enrichedresources of the library. More onlinejournals should be incorporated. Trainingand knowledge must include to spreadingof awareness of students as well asfaculties.Conclusion

This study sought to examine the useand awareness of The IT based library andInformation services. Most of theobjectives are met within the results.Main purpose of using IT applications isto look up information, electroniccommunication and preparepresentation. IT help them to betterinformed and stay ahead. Importance ofIT in library can be realized from ITapplication catalogues and audio visualservices. IT has a great importance ineach and every sphere of life; nowlibraries are not left apart from the impactof IT it dependence upon the attitude oflibrarian and the library professional.Thus attitude of library professional havevery much importance in the context ofIT application in the library.


The attitude and skill of libraryprofessional can be developed positivelyby providing training them andconducting seminars and conference on

REFERENCESGhosh, M. & Ghosh, I. (2009). “ICT and Information Strategies for a Knowledge

Economy: The Indian Experience.” Program: electronic library andinformation system 43, no. 2 (2009): 187-201.

Hussain, Akhtar and Abalkhail, Abdulwahab M (2013) “Determinants of libraryuse, collections and services among the students of engineering: acase study of King Saud University”, Collection Building, Vol. 32 No 3,pp.100-110. DOI:110.10.1108/CB-07-2012- 0033.

Obioha, J. (2005) “The Role of ICT in Information Seeking and Use Amongst ResearchOfficers in Research Institutes in Nigeria: The Nigerian Institute forOceanography & Marine Research Institute Experience.” TheInternational Information & Library Review 37, no. 4 (2005): 303–14.

Ramzan, M. & Singh D. (2008) “Status of Information Technology Applications inPakistani Libraries.” The Electronic Library 27, no. 4 (2008): 573-87.

Raza, M M & Amar Nath(2007) “Use of It in University Libraries of Punjab,Chandigarh and Himachal Pradesh: A Comparative Study.” TheInternational information & Library review 39, no. 4 (2007): 211-27.

Shuva, N Z. (2010) “Implementing Information and Communication Technology inPublic Libraries of Bangladesh.” The International Information & LibraryReview 37, no. 3 (2005): 159–68.

Sun, Hao-Chang, Chen, Kuan-nien, Tseng, Chishu & Tsai, Wen-Hui (2010) “RoleChanging for Librarians in the New Information Technology Era.” NewLibrary World 112, no. 7/8 (2010).:321-333.

Yapa, NU. (2003) “Utilization of ICT for LIS with Special Reference to Sri Lanka.” InFirst international CALIBER—2003. Ahmedabad, India., 2003.

* Dr. Nidhi Gupta : HOD, Dept. of Library Science, Dr. C.V. RamanUniversity Kota, Bilaspur (C.G.)

* Manjula Jain : Research Scholar, Dept. of Library Science, Dr. C.V.Raman University Kota, Bilaspur (C.G.)

the IT application in the library. Trainedprofessionals with IT having positiveattitude will ensure the development oflibraries and information centre.



Ms. Inez Rose Louis * & Dr. Vani Subramanyam **

Abstract

Key Words : Life Skills, Academic Aspiration

Effect of Life Skills on Academic Aspiration:Study on Tribal Adolescents


Vol. 6, No.1, Apr. 2015

The present study is conducted on tribal adolescents of Surguja district of Chhattisgarhstate to find out the influence of Life Skills on their Academic Aspiration. For this purposethree tribes Oraon, Kanwar and Gond were chosen by the investigator. The tool used for thestudy are self-made Life Skill inventory & for Academic Aspiration of tribal students,Educational Aspiration Inventory by Dr. T. Pradeep Kumar. The result indicated that thedimension of Life Skill, ‘Problem Solving’ is affecting the Academic Aspiration of tribalAdolescents. The only dimension of Life Skill “Problem solving” is influencing their AcademicAspiration while rest of the dimensions do not influence them in their Academic Aspiration.

IntroductionIndia is a country located in Southern

Asia with over 1.2 billion people, and have29 states and 7 union territories.Chhattisgarh is the 10th largest state ofIndia, with an area of 135,190 square Km.It contains 25.5 million population and is16th most populated state of the nation.The state was formed on 1st November2000 by partitioning 16 Chhattisgarispeaking south eastern districts ofMadhya Pradesh. This state borders thestates of Madhya Pradesh in thenorthwest, Maharashtra in the southwest, Telangana and Andhra Pradesh inthe south, Orissa in east, Jharkhand inthe north east and Uttar Pradesh in thenorth. Presently the Chhattisgarh statecomprises of 27 districts.

For the present research work theresearcher chosen tribal district Surgujaof Chhattisgarh. Surguja district islocated in the northern part of the stateand its headquarters is at Ambikapur.

Surguja district borders UttarPradesh, Jharkhand, Orissa and MadhyaPradesh and overlaps the south easternpart of Vindhyachal – Baghelkhand regionof peninsular India. It covers a land of244.62 Km long east to west and 167.37Km broad north to south and has an areaof about 16,359 square Km. geographicallySurguja District is extended overplateaus, plain lands, high lands, andhills. Enormous portion of this district iscovered by forests and the climaticcondition includes hot summer and evendistributed rainfall in the monsoon

Effect of Life-Skills on Academic.........by Ms. Inez Rose Louis & Dr. Vani Subramanyam 6 9

season. According to census 2011Surguja district has a total population of2,361,329 in which 11,95,145 are malesand 11,66,184 are females. Tribalpopulation that is near about 13,00,628according to census 2011.Tribes "Tribe" is the word used in India torefer to inhabitants known elsewhere as"indigenous". British ethnographersclassified tribals as "animists". As per theNational Census, they are classified as"aboriginals" and listed according to thetribe. The Hindi word for tribal is adivasi,meaning "ancient inhabitants."The Scheduled Tribes

The term Scheduled Tribes firstappeared in the Constitution of India.Article 366 (25) defined scheduled tribesas, “such tribes or tribal communities orparts of or groups within such tribes ortribal communities as are deemed underArticle 342 to be Scheduled Tribes for thepurposes of this constitution.”. For thepresent study investigator chose thefollowing three tribes i.e. Oraon, Kanwarand Gond.

The Oraon tribe also spelled as ‘Oran’or ‘Uraon’ they are tribal Aboriginalsinhabiting in various parts of India andin Chhattisgarh state.

Kanwar tribes are believed to be thedescendants of the Kaurava’s inMahabharata. They are the scheduledtribes inhabiting in many parts ofChhattisgarh mostly in Jashpur,Raigarh, Surguja and Korba districts, theresearcher has collected information ofthis tribe from surguja district. They arealso called Kawar, Kanwar, Kaur, Cherwa,Rathia, Tanwar, Chattri etc.

Gond tribe are aboriginal tribe ofGondwana area and are given officialstatus under an administrative schemecalled Scheduled Tribes of India afterindependence. Gond tribe is the largesttribe of India basically found in the statesof Andhra Pradesh, Uttar Pradesh, Bihar,

Chhattisgarh, Gujarat, Jharkhand,Madhya Pradesh, Maharashtra,Telangana, Orissa and West Bengal.Life Skills

Life skills have been defined as, “theabilities for adaptive and positivebehaviour that enable individuals to dealeffectively with the demands andchallenges of everyday life” (World HealthOrganization, 1997a, p. 1). To manage thepersonal affairs it is important to behavein an appropriate and responsiblemanner and which can be attainedthrough the Life Skills. They are the setof skills embedded in humans which areeither taught or learned/acquired fromthe direct experiences that areencountered by an individual in thecourse of his life. They act as a tool withthe help of which an individual can live abetter quality of life. It increases thepotential and helps to accomplish theambitions of a person in a more refinedand best way. There is particularly nodefinite list of life skills, it depends uponthe circumstances of one’s life, culture,beliefs, geographic location, age, sex etc.The most important thing is that LifeSkills is nothing but the ability to learn,one who has learned the life skills is ableto understand the world in a better way.It increases the understanding of personto live a life in a more productive mannerand make his/her life more fulfilling. Itequips the individual and makes himprepared for the challenges of life to copewith them.

The life skills are not always taughtdirectly but it is learned indirectlythrough the circumstances of differentlife situations and experiences. Lifeskills are not just a mare living a life inan easy way but it is also a technique withthe help of which a more controlled lifecan be lead. A person is able to develophimself in a more controlled, ordered anda systematic order, where he is themaster of himself and learns by his ownexperiences. Life skills influence an


individual to learn and adopt the betterthings in life without any outer force.Academic Aspiration:

According to Merriam – WebsterDictionary Aspiration is, “a strong desireto achieve something”, when it isconsidered in educational terms itbecomes the strong desire to achieveacademically. Life Skills can help theAdolescent students to improveacademically in their school. If theteachers and parents help the studentsto learn basic skills of Life it will be easyfor them to aspire more from life. LifeSkills can help an Adolescent for thecompetency, worthiness and belonging-ness towards the future he/she isimagining for them. This will be destroyedif the individual misjudge him/her selfand start to evaluate oneself withnegative thoughts and building wrongimage of oneself. This negativeperception can damage a child’sperformance in every field of life andespecially in academics. If a teacherteaches or guides a child for self – regardhe/she can raise the child’s scholasticperformance. The teacher can do this bygenerously praising the student or whenthe student achieves academic victory.Not only this, but a teacher should alsodevelop emotional skill by establishing anemotionally warm atmosphere in theclass so that the students should feelcomfortable, loved, competent, capableand acceptable. By this the self – conceptof child is raised and his/her confidencein self develops which is required for asuccessful life.

The investigator chosen to work on10 dimensions of Life Skills and studiedthe response of tribes on thesedimensions they are: (1) Seeking socialsupport,(2) Problem solving,(3) Self blame,(4) Keep to self, (5) Tension reduction, (6)Conflict, (7)Social action (8) Spiritualsupport, (9) Physical recreation,(10)Professional help.

Objective of the studyThe objective taken for the present

study is:• • • • • To study the effect of Life Skills onAcademic Aspiration of Adolescent Tribalstudents.Hypothesis of the study

The null hypotheses formulated for thepresent study is:H01 There would be no significant effectof Life Skills on Academic Aspiration ofTribal Adolescents.MethodologySelection of Sample

In the present research investigatorhas chosen a sample of total 518 studentsincluding both boys and girls. All theavailable population of three tribes(Oraon,Kanwar and Gond) were selectedfrom different schools of Surguja Districtof Chhattisgarh State by stratifiedpurposive sampling.Tools(a) Life skill Inventory:

The tool used for the study is a selfmade Life Skill inventory, that is, “Aninventory of conventional adaptation tolife skills in tribal students”, is developedfor which, 10 dimensions of Life Skillswere taken they are; (1) Seeking SocialSupport, (2) Problem Solving, (3) SelfBlame, (4) Keep to Self, (5) TensionReduction, (6) Conflict, (7) Social Action,(8) Spiritual Support, (9) PhysicalRecreation, and (10) Professional Help.The self made inventory comprises of 60items based on each 10 dimensionsmentioned above with any three possibleresponses that is ‘yes’, ‘no’, and ‘don’tknow’. Cronbach’s alpha reliabilityquotient is 0.75.(b) Academic Aspiration scale:

For the measurement of AcademicAspiration of tribal students the tool usedis EAI-KP, Educational AspirationInventory which is prepared andstandardised by Dr. T. Pradeep Kumar.

The reliability was established by test

Effect of Life-Skills on Academic.........by Ms. Inez Rose Louis & Dr. Vani Subramanyam 7 1

– retest, coefficient of correlation wascalculated for the scores obtained on thetest and the re – test. The coefficient ofstability was found to be 0.96 which issignificant at .01 level of significance.

Table 1Results of ANOVA for the total Sample

Source Sum of df Mean F Sig. Squares SquareLife Skill 3127.15 3 1042.38 4.120 .007 (Corrected Model)Aca.Asp*Life Skills 268.250 1 268.250 1.06 .304Tribe* Life Skills 2932.569 2 1466.28 5.796 .003Error 130033.75 514 252.98Total 3441964.000 518Corrected Total 133160.911 5 17

a. Predictors: (Constant), L.S.TOTAL, LSD2, LSD1, LSD3, LSD10, LSD5, LSD4, LSD6, LSD9,LSD7, LSD8

b. Dependent Variable: ACA.ASPc. Selecting only cases of Oraon - Table 2, Kanwar - Table 3 & Gond -Table 4

Data AnalysisTo study the effect of Life Skills on

Academic Aspiration of tribalAdoalescents F value is calculated bySPSS (16.0 Version) and shown below:

Table 2Result for Oraon Tribe. ANOVAb,c

Model Sum of df Mean F Sig. Squares Square

Regression 710.438 11 64.585 2.168 .023a

Residual 2710.999 91 29.791 Total 3421.437 102

Table 3Result for Kanwar Tribe. ANOVAb,c


Regression 1169.467 10 116.947 3.427 .000a

Residual 6687.838 196 34.122 Total 3421.437 206

Table 4Result for Gond Tribe. ANOVAb,c


Regression 519.150 11 47.195 1.042 .411a

Residual 8881.230 196 45.312 Total 9400.380 207


From the table 1 it is understood thatthe F value between Academic aspirationand Life skills is 1.06 ( df= 1) which is notsignificant at 0.05 level of significancewhile there is significant effect of lifeskills on tribes is observed by the F value5.796 ( df = 2) which is significant at .01level of significance.

Further, the dimensions of life skillswere studied under regression in termsof different tribes taken for the study andthe result is shown below. The F value in Regression table is2.168 which is significant at .05 level ofsignificance which can be interpretedthat there is significant effect of life skillson academic aspiration of Oraon tribestudents.

The F value 3.427 is significant at.000 level of significance shows a very sig-nificant effect of life skills on academicaspiration in Kanwar tribe students

The F value 1.042 which is notsignificant at 0.05 level of significance

shows that the life skills are not effectingthe academic aspiration in Gond tribestudents.Results1. There is no significant effect of life

skills on academic aspiration.2. the dimensions are studied at different

tribe categories, the result shows thatonly in Gond students, life skills are noteffecting their academic aspirations.

ConclusionLife skills can impart the tribal

adolescents with such skills that helpthem not only for well being but also for abetter living and a bright future. If theLife Skills are included in the educationon regular basis then it can help todevelop each individual into a responsiblecitizen. Parents and teachers should alsocontribute and take interest in learninglife skills in guiding adolescents anddevelopment for their better and healthyfuture.

* Ms. Inez Rose Louis : Assistant Professor, Seth Badrilal KhandelwalEducation College Durg (C.G.) Email: [email protected]

** Dr. Vani Subramanyam: Principal, Bhilai Maitri Mahavidyalaya, RisaliBhilai, Distt. Durg (C.G.) Email: [email protected]

REFERENCESDistrict Census 2011". Census2011.co.in. 2011. Retrieved 2011-09-30.http://www.tribal.nic.in/content/definitionorofiles.aspxWorld Health Organization (WHO). (1997a). Life skills education for children and

adolescents in schools: Introduction and guidelines to facilitate thedevelopment and implementation of life skills programmes. Geneva,Switzerland: WHO Programme on Mental Health.

www.merriam-webster.com/dictionary/aspiration


Material Culture of Santhal Tribes ..........by Dr. Saroj Kumar Mishra 73

Dr. Saroj Kumar Mishra*

Abstract

Key Words : Material Culture, Santhal Tribe

Material Culture of Santhal Tribein Jharkhand.


Vol. 6, No.1, Apr. 2015

This research article aims at Material Culture of the Santhal Tribe in Jharkhand. SanthalTribe is spread over in Jharkhand, Bihar, West Bengal, Odisha, Tripura. The Santhal issettled on plains. They erect their houses in rectangular shape. The Santhal erect their houseswith mud, khar, bamboo, wood, phoos and tiles. The house is partitioned into two to threerooms to accommodate the family members. The house has verandah and courtyards. Theyhave bow, arrow, net, gulel etc. to hunt and trap the animals and birds. They also havevanshi, chimani, net for fishing. They have dhol, nagara, kartal and flute as musical instru-ments. The Santhal women are fond of using ornaments in hair, head, forehead, neck, ear,nose, wrist, finger and feet. The ornaments are made up of bronze, brass, steel, nickel, shell,thread, seed, glass and some of silver and gold. The Santhal have been benefitted by differ-ent development and welfare schemes. They are enrolled in residential schools. A good num-ber of Santhals have also become literate. They have also been benefitted by rural and eco-nomic development programmes.

IntroductionThe Santhal, one of the scheduled

Tribes of the Jharkhand state areconcentrated in Santhal Paragana,Singhbhum, Hazaribagh, Giridih,Dhanbad, Singhbhum and Ranchidistricts. They are also found inBhagalpur, Purnia, Sahasa and Mungerdistricts of the Bihar state. The Santhalbelong to Proto-australoid racially andlinguistically to astro-asiatic (Mundalanguages). They speak Santhali. Theyalso know Hindi and Bengali.Numerically, the Santhal occupy first

position among the tribes of theJharkhand state.

The Santhal make-up the thirdlargest tribal community of India. Theirdistribution is spread over the states ofJharkhand, Bihar, West Bengal, Odisha,Tripura and their highest concentrationcan be seen in the Rajmahal hills of Biharand neighbouring areas. K.S. Singhdescribes them as the largest, mostintegrated and possibly the most resilienttribe in eastern India. Amongstthemselves they speak Santhali but withothers they communicate in Hindi or in


Bengali. They are divided into twelvepatrilineal, totemic clans. 36.95 percentof their population returned as workersaccording to the 1981 census of whom66.56 percent were agricultural labourers.Earlier, their traditional occupation washunting and gathering. This has nowchanged to settled agriculture and wagelabourer. They may be considered amongthe first who waged a peasant war in tribalIndia. In 1855-66, the Santhal uprisingdirected against the outsiders (diku)shook the colonial administration. In the1870s a social reform movement knownas the Khaswa movement took place. Theparticipators in this movement todaysurvive in three groups of Bhagate.Material Culture:

The Santhal is settled on plains. Theyerect their houses in rectangular shape.The Santhal erect their houses with mud,khar, bamboo, wood, phoos and tiles. Thehouse is partitioned into two to threerooms to accommodate the familymembers. The house has verandah andcourtyards. Adhered to the house arecattle shed and places for the pigs andchicks. The house is erected on a well-raised plinth. The floor and walls are keptneat and tidy with plaster of earth mixedwith charcoal. The Santhal women keeptheir house quite clean. Some drawingscan also be seen on the walls like sun,moon, stars, animals, birds etc. Thehouse has a wooden door fitted with ironnails. There is no window in the house.Few houses are double story also. Themiddle floor is built-with bamboo, woodkhar, soil etc.

Inside the house, Dhenki, Janta,Okhali, Musali, Lorha-Silaut are seen asfamily machine, Furniture like Khatia,Machia, Pida and Chatai are also found.Now-a-days, racks are used for sitting andsleeping purposes. They have woodenracks and rope made racks to keep clothesand other things. Earthen pots, brass andbronze pots, aluminum utensils steel

Thali and Tumbler are also found. IronKarahi, Tawa, Chholani, knife and woodenKathauta and Pirha are also found.

For the purpose of agriculture eachfamily has plough, Harish, Juath, Hunga,Sikar, Sickles, Khurapi, Kudal, Khanta,Gaiti, axe, hammer etc. They also havevarieties of baskets made up of bamboo,khar, leaves and grass.

They have bow, arrow, net, gulel etc.to hunt and trap the animals and birds.They also have vanshi, chimani, net forfishing. They have dhol, nagara, kartal andflute as musical instruments.

The children remain half naked inearly childhood. But in late childhood theywear bull dresses. The boys wear pant,ganji and shirt. The girls wear frock, paintand salwar suits. The men wear half dhoti,ganji and muretha when they are in houseor in field. But when they have to go outof house, they wear full dhoti, kurta, ganjiand gamachha. The women wear sari,saya and blouse.

The Santhal women are fond ofornaments. They wear ornaments in hair,head, forehead, neck, ear, nose, wrist,finger and feet. The ornaments are madeup of bronze, brass, steel, nickel, shell,thread, seed, glass, and imitation of goldand silver and of silver and gold. Theypurchase ornaments from the local Haat.Conclusions:

The Santhal have been benefitted bydifferent development and welfareschemes. They are enrolled in residentialschools. Reading and writing materialsare given to them free of cost. Stipend isalso given to intelligent students tocontinue education. As a result, somewell educated Santhals have emergedwho are working on different posts. A goodnumber of Santhals have also becomeliterate. They have become conscioustowards their rights. They chaired thepost of Chief Minister after formation ofJharkhand on 15th Nov.,2000. They havealso been benefitted by rural and

Material Culture of Santhal Tribes ..........by Dr. Saroj Kumar Mishra 75

economic development programmes. Butstill some Santhal tribal families are not

REFERENCESGhurye,G.S.(1959): Scheduled Tribe, Bombay.Singh,K.S.(ed.)(1973): Tribal Situation in India.Oraon,P.C.(2003): Land and People of Jharkhand, Ranchi.

in the mainstream of development.

* Dr. Saroj Kumar Mishra : Asstt. Regional Director, IGNOU, RegionalOffice, Kachana, Saddu, Raipir (C.G.) Email:[email protected]



Dr. Sanjay Shah *

Mathematics plays a vital role in building up our civilization by connecting all the fields. Dueto hierarchy of concepts and largely deductive and abstract nature of the subject, Mathemat-ics is considered as a very dull and difficult subject. A phobia has been created in the mindsof the children that Mathematics is tough to learn. In order to overcome this phobia, it isnecessary to motivate the children by arousing and maintaining their interest in Mathematics.For this, Mathematics has to be learnt by doing rather than by reading. A well-equippedMathematics laboratory is the suitable place for the same which can instantly motivate thestudents and create an environment to Mathematics learning. The present paper focuses onthe efforts related to development and institutionalization of Mathematics laboratory for teach-ing of Mathematics at pre-service teacher education level. It also highlights the impact of thesame on the skill development process for the target group.

Abstract

Key Words : Maths-Lab, Multi Dimensional Approach

Teaching of Mathematics through Maths-Lab :A Multi-Dimensional Approach


Vol. 6, No.1, Apr. 2015

IntroductionMathematics plays a vital role in

building up our civilization by connectingall the fields. It helps people to give exactinterpretations to their various ideas andconclusions. It is an essential tool whichis applied in many fields such as Physics,Chemistry, Biology, Medicine,Engineering and so on. In the scientificworld, the credit of all the technicalprogress of science goes to progress ofMathematics. Aaccording to NationalPolicy on Education (NPE–1986),Mathematics should be visualized as the

vehicle to train a child to think, reason,analyze and articulate logically. Apartfrom being a specific subject, it should betreated as a concomitant to any subjectinvolving analysis and reasoning.

The main goal of mathematicseducation in schools is themathematisation of the child’s thinking.There are many ways of thinking, andthe kind of thinking one learns inmathematics is an ability to handleabstractions, and an approach to problemsolving. As stated by the National FocusGroup in their Position Paper on Teaching

Teaching of Mathematics through Maths-Lab ..........by Dr. Sanjay Shah 77

of Mathematics; “Universalisation ofschooling has important implications forMathematics curriculum. Mathematics beinga compulsory subject of study, access toquality mathematics education is everychild’s right”. In their vision, schoolmathematics should take place in asituation where: (1) Children learn toenjoy mathematics, (2) Children learnimportance of mathematics, (3)Mathematics is a part of children’s lifeexperience which they talk about, (4)Children pose and solve meaningfulproblems, (5) Children use abstractionsto perceive relationships and structure,(6) Children understand the basicstructure of mathematics and (7)Teachers expect to engage every child inclass.

On the other hand, mathematicseducation in our schools is beset withproblems. Due to hierarchy of conceptsand largely deductive and abstract natureof the subject, Mathematics is consideredas a very dull and difficult subject. Aphobia has been created in the minds ofthe children that Mathematics is toughto learn. As a result, most of the studentsare not taking interest in the subject andit has become one of the main causes ofstudent’s failure in Mathematics. Nodoubt, Mathematics is a subject whichrequires single-minded concentrationand continuous efforts to achieve perfectand accurate learning. Therefore, toremove this phobia, it is necessary tomotivate the children by arousing andmaintaining their interest inMathematics. For this, it is necessary tomake the involved abstractions tangibleand concrete by developing themathematical concepts out of directpersonal experiences. Thus, by puttingsomething concrete into the hands ofstudents, will give a better picture ofconceptualization of the problem. Hence,the traditional approach of teachingMathematics in which abstract concepts

are usually presented to the students inan authoritarian way should bediscouraged and activity approach whichstresses the presentation of concreteexperiences should be encouraged. Thus,Mathematics has to be learnt by doingrather than by reading. This doing ofMathematics gives rise to the need of asuitable place for performing theseactivities. A well-equipped Mathematicslaboratory is the suitable place for thesame, which can instantly motivate thestudents and create an environment toMathematics learning. This long felt needof Mathematics laboratory wasemphasized in National CurriculumFramework for Elementary and SecondaryEducation (1988) and has also beenendorsed in the National CurriculumFramework for School Education – 2000(NCFSE-2000) and National CurriculumFramework-2005(NCF-2005) respectively.

Looking to the above importance, theauthor has not only developed the Mathslab but also tried to see its multi-dimensional impact on skill developmentfor the pre-service teacher trainees atprimary level. This approach is realisticsince it envisages student teachers todisseminate these skills to the cominggenerations in schools and is alsopragmatic and relevant in the context ofquality based teaching of Mathematics.Also the approach conducted under thisstudy focuses on naturalistic situationalresearch through observation, reflectionand intuition; construct grass roottheories, addressing the real problems,local wisdom of using resources fromsurroundings, mainly for qualityeducation.Maths lab :

Maths Lab is a state-of-artmathematics laboratory for schools. Itoffers Multiple Teaching and LearningAids as well as a complete theme basedambience which helps students tovisualize and feel mathematics. Learning


aids comprise of Technology Applications,Videos, Manipulative, MeasuringInstruments, Tables, and Charts etc. Amathematics theme based ambience iscreated complete with tables, chairs,posters, floor tiles etc. Based on the threepillars of ‘Imagination, Investigation andInteraction’, it provides an opportunity tostudents to understand, internalize,discover and verify the basicmathematical and geometrical conceptsthrough concrete objects and situations.

A Mathematics Laboratory can fostermathematical awareness, skill building,positive attitudes and learning by doingexperiences in different branches ofMathematics. It is the place wherestudents can learn certain concepts usingconcrete objects and verify manymathematical facts and properties usingmodels, measurements and otheractivities. It will act as an individualizedlearning centre for a student. It providesopportunities for discovering, remedialinstruction, reinforcement andenrichment. It also provides anopportunity to the teachers to explain anddemonstrate many mathematicalconcepts, facts and properties usingavailable materials in the Mathematicslaboratory. It may also act as a place forteachers and students to perform anumber of mathematical celebrationsand recreational activities.

The establishment of a mathematicslaboratory is one way of stimulatinginterest in learning mathematics. Amathematics laboratory is a place, wherethings can be stored, kept, counted,ordered, recorded, packed, unpacked,grouped, regrouped, arranged, rearranged,measured, joined and partitioned amongnumerous other activities. The studentscarry out their projects and otheractivities in the laboratory. TheMathematics laboratory should be thefocal points of all mathematics work inthe school. It should be the calculating

center of the school. The truth ofabstractions is demonstrated in aconcrete manner and the students, whoare slow to comprehend abstractions,appreciate them more readily and becomeinterested in mathematics. Themathematics laboratory is a speciallyequipped room in a building, wheremathematics lessons or activities hold ona regular basis or a corner of the regularclassroom with tables and apparatus or aroom containing a collection of teachingaids for students’ manipulation (Odili,1990). It is also a remedial environment,where advantaged or disadvantaged, thepoorest or the best gifted students mayhave active sensory experiences fromwhich concepts emerge. It is a resourcecentre for the learning of mathematics.It is based on the principle of doing,learning by observation, by proceedingfrom concrete to abstract.

Some of the advantages of having amathematics laboratory accordingto Ezike and Obodo (1991) include:•It makes mathematics learning very

interesting, meaningful and exciting.•It is a means of verifying a mathematical

principle, law or theory.•It can be used to illustrate basic

principles, laws or rules and develop-ment of such principles, laws or rules.

•It is a means of practicing one or moreof the cognitive and psychomotor skillslike the ability to construct, measure,arrange, observe, classify and interpretdata.

•It provides opportunity for students tolearn how to use cutters, turners, drillbits, mathematical set, paint, brush,models of solids and charts and otherkinds of laboratory equipment inmathematics.

•It encourages mathematical explorationand manipulation by students and keepsthem alive and thinking, which alsohelps them to realize the applicationsof mathematics.


Some reflections:The Elementary Mathematics

Laboratory (EML) is a teaching andresearch project at the University ofMichigan, School of Education. It featuresa two-week summer mathematicsprogram for incoming fifth-graders that istaught by mathematics educators. Thisprogram provides local school childrenwith an opportunity to work with expertresearchers and teachers to improvetheir mathematical knowledge and skill.At the same time the EML creates aspace for diverse professionalsrepresenting a range of expertise andperspectives to work together to solvecomplex problems of learning andteaching.

Okigbo and Osuafor (2008), studied theeffect of using Mathematics laboratory inteaching Mathematics on theachievement of Mathematics students.The study investigated the effect of usingmathematics laboratory in teaching onstudents’ achievement in JuniorSecondary School Mathematics. A total of100 students were involved in the study.The study was a quasi-experimentalresearch. Results were analyzed usingmean, standard deviation and analysis ofcovariance (ANCOVA). From the findings,it was observed that the use ofmathematics laboratory enhancedachievement in mathematics. Theresults also showed that no significantdifference exists in the achievement ofmale and female mathematics studentstaught with mathematics laboratory. Thestudy recommended that teachers shouldbe encouraged to use mathematicslaboratory in teaching plane geometryand algebraic expression andmathematics student teachers should betrained on its use in their methodologyclass.

Olatunde (2010), looked at theadequacy of resource materials(mathematics laboratory) and its

attendant effect on students’mathematics achievement in someselected secondary schools inSouthwestern Nigeria. The study adoptedthe descriptive survey design and simplepercentages were used in analyzing thedata. Three validated instruments:Questionnaire for MathematicsTeachers, Students MathematicsAttitudinal Scale and MathematicsAchievement Test (QMT, SMAS and MAT)were used in collecting data for the study.The subject of the study was made up of1750 senior secondary school studentsand 123 Mathematics teachers selectedfrom 2 secondary schools in each of theSenatorial districts in Southwestern partof Nigeria. The results showed that mostof the teachers (75%) have a goodperception of the need and importance ofmathematics laboratory in the school,while few teachers (25%) do not perceivethe need to have a mathematicslaboratory in the school. The result alsoshowed that students exposed to the useof mathematics laboratory performedbetter (65%) than students that were notexposed to it and the level ofinfrastructural facilities available in theschools were very poor. The studytherefore, recommends that Mathematicslaboratories be established in everyschool and more teaching aids be providedfor effective students learning.

Donnipad (2009), studied the use ofMathematics laboratory in teachingMathematics by developing a strategy andtesting its effectiveness. A total of 80students were involved in the study. 40students were included in eachexperimental and control groups. Thestudy was a quasi-experimental research.Two groups Post- test Experimental designwas adopted for the study. The strategyevolved for the experimentation consistedthree methods namely; ExpositoryMethod, Co-operative learning Methodand Problem solving Method. The strategy


developed was used for 10 weeks on theexperimental group of the sample to teachmathematics in a MathematicsLaboratory atmosphere; whereas, thecontrol group was taught the sameMathematics content using traditionalmethod. At the end of 10 weeks, a post-test was administered to both the groupsto evaluate and assess the performanceof students. The data gathered throughpost-test administered on students wereanalyzed. From the findings, it wasobserved that the strategy evolved forteaching of Mathematics in a Maths labwas effective than the didactic traditionalmethod. Also the strategy had cultivateda research attitude and positivereinforcement among the students.

The above discussion shows theresearch initiatives based onMathematics laboratory. But the very basicquestion is ; What is next? One needs toawaken his/her sensitivities towards theinstitutionalization of Mathematicslaboratory at all levels. The present paperhighlights the efforts carried out in thisdirection especially at Pre-service TeacherEducation (PSTE) level.Development of Maths Lab in DIET:

The District Institute of Educationand Training (DIET), Karelibaug,Vadodara is one of the best DIETs ofGujarat, working under the direct controlof Gujarat Council of EducationalResearch and Training (GCERT),Gandhinagar. Under its major functions,Pre-service Teacher Education and in-service teachers’ training are mostimportant, which are needed continuousattention of its faculties, mainly withrespect to quality improvement inelementary education.

Looking to the need of improvingquality of education in Mathematics atschool level, it was decided to develop aMaths lab in the DIET as an innovativepractice, which would be useful to pre-service teacher trainees as well as in-

service teachers. Based on the existingcontent of Mathematics at elementarylevel, some concepts have been identifiedfor their inclusion in Maths lab, in thevarious forms like mathematicalexperiments, activities, demonstrations,objects, models, logical proof, puzzles,measuring tools, visualization ofabstractions etc. With the support ofsome in-service teachers, during theirin-service training programme, this workwas carried out carefully. All the tools /equipments were developed by using thelow-cost or no cost raw materials availablefrom the surroundings. For thedevelopment of some tools, specific/technical support has been taken fromthe skilled persons like carpenter,painter/artist, blacksmith etc. Thus, aMaths lab was established in the DIET,on regular basis, with the financialsupport of GCERT during the academicyear 2012-13. The major objectives of itsdevelopment were: (i) To create interestin teaching and learning of Mathematicsamong the Pre-service Teacher Trainees.(ii) To develop conceptualization andspecific mathematical competenciesamong the Pre-service Teacher Trainees;and (iii) To institutionalize laboratoryapproach in teaching - learning processof Mathematics.

The established Maths lab includesthe following major tools/equipments/material resources for Activities,demonstration and experimentationwhile teaching and learning ofMathematics.

The table in the next page shows thewide content coverage of Mathematics inthe form of laboratory approach toteaching of Mathematics. With this widerange of activities, experiments andresource materials under theMathematics laboratory, the author hasinitiated the experiment for theinstitutionalization of laboratory approachin day to day instructional settings.


List of Maths Lab Equipments and Experiments Sr. Title of the Concept / Demonstration Experiment / Presentation Mode Equipments / Objects /Visualization etc..1. Explanation of Point, Collinear points, Non-collinear points Demonstration2. Projection of the Line segment Demonstration3. Models of Square, Rectangle, Circle, Equilateral triangle, Demonstration

Quadrilateral, Parallelogram, Right angled triangle, Right-angle, Acute angle, Obtuse angle, Linear pair,Supplementary-angles, Complementary angles etc.

4. Dimensions of the objects : One, Two & ThreeModels Demonstrationof Cube, Cuboid, Tetrahedron, Right circular cylinder, Right-circular cone, Prism, Sphere etc.

5. Mathematical instrument set (Ruler, Set-squares, Divider, DemonstrationProtector and Compasses), Meter scale, Measuring tape, andDiagonal scale, Calculators, Computer etc. Experimentation

6. Wooden cubes to explain Base value and place value Demonstration7. Explanation of Napier scale Demonstration8. Explanation of Fractions : Fractional Kit Demonstration9. Models for verifying the Algebraic identities:

(a+b)2 = a2 + 2ab + b2 and (a+b+c)2= a2+b2+c2+2ab+2bc+2ca Demonstration10. Models for deriving formulae for perimeter, area and volume Demonstration11. Models for verifying Pythagoras theorem Demonstration &

Experimentation12. Measurement of the length of line segment Experimentation13. Measurement of perimeter of different shapes Experimentation14. Measurement of the weight Experimentation15. Measurement of the Area Experimentation16. Measurement of the Volume Experimentation17. Measurement of the Angles Experimentation18. To draw different Angles with different measurements Experimentation19. Models for verifying the following results:

•Sum of the angles of a triangle is 180°•Sum of the angles of a quadrilateral is 360° Experimentation

20. Deriving characteristics of Quadrilateral (With reference to : ExperimentationSquare, Rectangle, Parallelogram, Rhombus, Trapezium)

21. Making a Square/Rectangle/Circle on the basis of given Area Experimentation22. Making a Cube /Cuboid / Cylinder on the basis of given Area Experimentation23. Deriving and measuring the angles developed by Transversal Demonstration

of two parallel lines : Parallel lines intersected by a Transversal and Activity24. Magic square of the type 3x3 of Magic constant 15 Activity25. Magic square of the type 4x4of Magic constant 34 Activity26. Tangram (Popularly known as famous Chinese puzzle) Activity27. Model for explaining the formula of the area of a circle Demonstration28. Some Activities by paper folding Activity29. Geo-board Activity30. A collection of Charts, Pictures and recreational activities. Activity


Method - Diagnostic Experimental ActionResearch method was adopted for thestudy.The Sample

The experiment carried out was in theform of a Diagnostic Experimental ActionResearch. Under this experiment, a groupof 40 Pre-service Teacher Trainees(PSTTs), studying in the DIET, Vadodaraduring academic year 2013-14 wasinvolved as the target group. The entireprocess was carried out in three phases,mentioned as below:Phase : I Pre-test :

In the beginning of the academicyear, a pre-test (ConceptualUnderstanding Test of Mathematics) wasadministered to the Pre-service TeacherTrainees(PSTTs) with a view to checktheir conceptualization in Mathematics,especially with reference to the conceptscovered under the developed Maths Lab.Apart from this, their learning difficultieswere also identified on the basis of theevaluation of the pre-test.Phase : II Treatment :

Under this phase, the PSTTs wereprovided instructions on regular basis asper their prescribed time-table with thesupport of activities under Maths lab.Since the Method class and the Maths labare in the same classroom, it was quitefeasible to deliver a lecture and doingsome practical work based on laboratoryapproach, simultaneously. The laboratoryapproach was made an integral part oftheir regular Method classes. Thus, theyhave been frequently provided learningexperiences in Mathematics throughlaboratory method. While givingtreatment through this approach,emphasis has also been given to thepedagogical aspects. Thus, availability ofadequate resource materials in the labhas facilitated the intact group of PSTTs.This phase was continued up to thecompletion of their syllabus in the Method“Teaching of Mathematics”, that is up to

the end of February, 2014. So this phasewas full of activities, practical,experimentation, group-work,demonstrations, visualizations etc. alongwith the pedagogical knowledge.Phase : III Post –test :

With a view to study the impact ofthis experiment in terms ofconceptualization and development ofcompetencies, a post-test (ConceptualUnderstanding Test of Mathematics) anda non-formal performance test wereadministered to the PSTTs.Data Analysis :

On the basis of the evaluation doneunder two phases namely; pre-test andpost-test, the achievement scores of thePSTTs were obtained. The significance ofdifference of mean scores in achievementof the PSTTs in pre and post tests wasstudied by calculating mean, Standarddeviation and ‘t’ – value. The detail of thesame is given in the following table.

Table 1summary of t-test conducted on pre

post test mean scores

Test N Mean SD df t

Pre-test 40 44.1 13.7 78 2.36

Post-test 40 50.85 11.89 p<.05

From the above table, it can be seenthat the calculated t – value was found tobe 2.36 which is higher than the tablevalue of ‘t’ i.e. 2.02 at 0.05 level ofsignificance. It shows that there wassignificant difference in the meanachievement score of PSTTs in pre-testand post-test.Major Findings:1. The laboratory approach has

significant impact on conceptualunderstanding of the PSTTs.

2. Laboratory method enhancesobservation technique, mathematicalcompetencies of PSTTs.

3. The various mathematicalcompetencies like formal problem


solving, use of heuristics, estimationand approximation, optimization, use ofpatterns, representation, reasoning andproof, making connections,mathematical communication,measurement, visualization of theconcepts/abstractions, conceptuali-zation, analogy, critical thinking,creative thinking, deep concentration,logical thinking, case analysis,quantification, using rules of thumb,manipulation, demonstration,experimentation, optimization,reduction to simpler situation etc.learnt by the sample.

4. They are now capable of using concreteobjects, verifying properties usingmodels / paper folding / paper cutting,using different tables / charts /reference books / equipments kept inthe lab, doing recreational activities,drawing figures / graphs etc. were

REFERENCESDonnipad, M. (2009). Use of Mathematics Laboratory for teaching Mathematics. E-Journal

of All India Association for Educational Research, Vol.21, No.1, June-2009. [Retrived from http://www.aiaer.net/ejournal/vol21109/10.%20Manjunath.pdf on 6th March, 2014]

Okigbo, E.C. and Osuafor, A.M.(2008). Effect of Using Mathematics Laboratory inTeaching Mathematics on the Achievement of Mathematics Students.Educational Research and Reviews, v3 n8 p257-261. [Retrieved fromhttp://eric.ed.gov/?id=EJ893996 on 6th March, 2014]

Olatunde, Y.P. (2010). Adequacy of Resource Materials and Students’ MathematicsAchievement of Senior Secondary Schools in Southwestern Nigeria. TheSocial SciencesYear: 2010 | Volume: 5 | Issue: 2 | Page No.: 103-107. [Retrieved from http://www.medwelljournals.com/fulltext/?doi=sscience.2010.103.107 on 6th March, 2014]

Ramanujam, R. et.al. (2006). Position Paper National Focus Group on Teaching ofMathematics. New Delhi, NCERT.

Singh, H. et.al. (2008). A Handbook for Designing Mathematics Laboratory in Schools.New Delhi, NCERT.

* Dr. Sanjay Shah : Lecturer, District Institute of Education and Training,Karelibaug, Vadodara. Gujarat. [email protected]

observed during their activities,demonstrations, experiments andunder non-formal test of performance.

Conclusion: It seems that a paradigm shift frommathematical content to creation ofmathematical learning environment hasmade a difference. Such learningenvironment invites participation,engage learners, and offer a sense ofsuccess. It also facilitates thecompetencies based on 5E’ Learning cycle[Engage, Explore, Explain, Elaborate andEvaluate]. Giving importance to processesunder laboratory approach can prove it amulti-dimensional competency basedapproach. At the same time, a great dealneeds to be done towards preparingteachers for mathematics education. Alarge treasury of resource material,which teachers can access freely as wellas contribute to, is badly needed.



Vemula Muttaiah*

Right to Education Act 2009 of Government of India, has made mandatory to form SchoolManagement Committee’s in all schools with certain laid down roles and responsibilities inthe Act. There were an estimated eight million children 6-14 years old in India out of schoolin 2009. Education is a fundamental right enshrined under the Article 21 of the Constitution.The Right to Education Act is a landmark as it tends to bring the neighborhood school conceptand infrastructure development according to the children and teachers. Moreover, theconstitution of School Management Committee (SMC) is a significant feature in the Act. Therole of the School Management Committee is to plan, implement, and monitor school developmentplans. The present study covered with a field study of SMCs of Warangal district in state ofAndhra Pradesh. A sample of 25 SMCs has been taken purposively for the study. The studyformulated the objectives to study the provisions of the RTE Act 2009 and to compare awarenessand opinion of the SMCs. A self-made questionnaire for intending some quantitative andqualitative information was carefully prepared and used in the study for collection of data.Descriptive survey method has been employed for the study. The findings shows that urbanSMCs were found aware about RTE Act 2009 whereas in other it was observed that theywere so passive and had kept a little knowledge about Act 2009. It was observed that theurban SMCs were more aware about the RTE Act 2009 comparing the rural SMCs.

Abstract

Key Words : School Management Committee, RtE Act 2009

Role of School Management Committee (SMC)in the light of Right to Education Act 2009


Vol. 6, No.1, Apr. 2015

IntroductionThe Right to Free and Compulsory

Education Act 2009 was passed by theParliament in August 2009, and afterreceiving Presidential assent, it wasnotified for implementation from April 1,2010. Introduced through the 86thamendment, the RTE Act provides thechildren of India, in the age group 6 to 14years, a fundamental right to free andcompulsory education. This is a historic

decision for the education of the childrenof India. Though the RTE existed as a partof the directive principles of State Policyunder Article 45 of the Constitution, itwas not enforceable. For the first time inthe history of India this right has beenmade enforceable by putting it underArticle 21. Thus the right to educationhas been accorded the same legal statusas the right to life as provided by Article21A of the Indian Constitution. This act

Role of School Management Committee ..........by Vemula Muttaiah 85

provides for 8yearsof elementaryeducation in an age appropriateclassroom in the vicinity of his/herneighborhood or every child in the agegroup of 6-14 years.School Management Committees

State government has determined toconstitute ‘school managementcommittees’ for each school for effectivelyimplementing the provisions ofFree and Compulsory Education Act -2009.The committees are to have properrepresentation from backward classparents; it further gives directives toappoint 50 percent women members. Foreffective implementation of right ofchildren to have free and compulsoryeducation, the local managementcommittee to have 12 members, whichinclude appointment of locally electedmember- teacher’s representative and alocal educationist. The committee wouldmeet at least once in a month; it wouldalso monitor overall progress, schoolattendance and mid-day-meal. All thecommittees formed in past getsterminated as the new committee hasenough representation from backwardclass and women memberRole of SMC:

SMC has a very crucial role inactualizing the goals of RTE. It hastremendous potential to transform theexisting system of education,characterized by cynicism and a defeatistoutlook of the system functionaries andstakeholders, including teachers andparents. Through its positive action anda constructive dialogue with otherstakeholders the SMC can work towardsreinstating a well functioning schoolsystem. Consistency of positive actionsby SMC will change the dynamics andsolutions will begin to take shape, firstat local levels and then at the largersystemic levels.Parents can be the Change Leaders:

Parents and children are the primarystakeholders of an education system and

it is they who bear the brunt of thefaulting school system. They need to begiven opportunities and support to bringabout a change in the education system.Our role is to make them realize that theyhold the powerful key to initiate theprocess of reversing the decline inschools, through their constructive andcollective engagements with the schooland other stakeholders Communitymembers.•Support in preparing school development

plan and implementation of the same• Bridge the distance between the school

and block/district authorities byrepresenting the school at variousplatforms

• Volunteer to spend time with childrenin schools and teach variety of skills

• Help teachers perform their job betterby supporting them in materialdevelopment, supporting.Teachers indistribution of materials to groups,helping children to learn various crafts,musical instruments and other skillsavailable in the community etc.

• Work as support teachers when teachergoes on leave.

Supporting Teachers:The new relationship between

teachers and community has to be basednot on the power of control but on thepower of mutual trust Teachers, at onelevel have been completely co-opted in asystem of education which is definitelynot pro-people in its character and on theother level they face a serious alienationwithin the system because of their lowestposition in the bureaucratic hierarchy.On a daily basis they face rejection anddisrespect. They are either defensive andrefuse to accept the current decline or putthe blame on parents, children and thesystem and bureaucracy for this sorrystate of affairs in school They do notexperience any challenge and excitementin their work. Teachers need to be helpedto experience a new relationship with thechildren, school and the local community.


The whole equation and principles ofrelationship has to be altered. The newrelationship has to be based on the powerof mutual trust. The teacher needs toexperience the joys of learning, discoveryand success. It is only then that a teacherwill be able to appreciate the superiorityof this over the control based relationshipwhich s/he inherits from the system andthe society as a whole and transfers it tothe classroom and children. To makethem experience this new powerfulrelationship is an important task andchallenge before anyone who wants tochange the classroom and the schoolsystem. Teachers can experience thepower of this new relationship in ourLearning Enhancement Programme (LEP)classes and in our seasonal hostels.Teachers in the government schools areable to notice changes in the learninglevels, behavior and overall confidencelevel of students of LEP classes andhostels. Many have started gettingcurious about this change in the mostmarginalized children who hitherto werenon-performing, silent and almostexcluded, reflecting very lows elfconfidence. This is an opportunity for usto enter into a dialogue with theseteachers for changing classrooms in allrespects.Functions of School ManagementCommittee:

The School Management Committeeshall perform the following functionsnamelyA. Monitor the functioning of the school.i. Ensure the regularity and punctuality

in attendance by teachers of the school.ii. Assess the learning ability of each child

and accordingly supplement additionalinstructions if any required.

iii. Ensure the enrolment and continuedattendance of all the children from theneighborhood of the school.

iv.Bring to the notice of the LocalEducation Authority any deviation fromthe rights of the child, in particular

mental and physical harassment of thechildren, denial of admission and timelyprovision of free entitlements.

v. Communicate in simple and creativeways to the population in theneighborhood of the school, the rightsof the child as enunciated in the Act asalso the duties of the appropriategovernment, local authority, school,parents and guardian.

vi. Ensure that no child shall be liable topay any kind of fee or charges orexpenses which may prevent him or herfrom pursuing and completing theelementary education.

vii. List out specifications for equitablequality of education in a school.

viii. Monitor the implementation of themid day meal in the school

ix. Ensure that no teacher shall engagehimself or herself in private tuition orprivate teaching activity

B. Preparation, recommendation,implementation and monitoring of theSchool Development Plan (SDP)i. Every School Management Committee

constituted under subsection(1) ofsection 21 shall prepare a SchoolDevelopment Plan every year in suchmanner as may be prescribed.

ii. The School Management Committeeshall prepare a School

Development Plan at least three monthsbefore the end of the financial year inwhich it is first constituted under Act.

iii. Assess financial requirement andneeds of the RTE Act 2009, including forproviding special training facilityspecified in section 4.Entitlements ofchildren such as free text books anduniforms, and any other additionalrequirement for fulfilling theresponsibilities of the school under Act.

iv. The School Development Plan shall besigned by the Chairperson or vicechairperson and convener of the SchoolManagement Committee and submittedto the local authority before the end of


the financial year in which it isprepared.

v. Sub committees and sub groups withco-opted members for effectiveimplementation & monitoring of theSchool Development Plan may be formedas requested / needed by the SMCpreferably with parents. HM, teachers,children, educationalist, BRTEs, LocalEngineers, elected representatives,Civil Society members supporting theschool.

C. Monitoring of utilization of thegrants received from the appropriateGovernment or Local authority or anyother source.i. Prepare an annual account of receipts

and expenditure of the school. Anymoney received by the said committeefor the discharge of its functions underthis Act, shall be kept in a separateaccount to be audited annually.

ii. The Annual account should be signedby the chairperson or vice – chairpersonand convener of the said Committee andmake available to the local authoritywithin one month of their preparation

D. Performance of other functions TheSchool Management Committee shallplay such roles and functions asordered from time to time.

The State Project Director, SarvaShiksha Abhiyan is directed to takenecessary action to constitute a SchoolManagement Committee in each schoolfor planning, monitoring andimplementation of Sarva ShikshaAbhiyan schemes as per RTE Act. Thingsto Keep In Mind While EngagingCommunity for SMC Formation1. In some villages, seasonal migration

is quite high and a significant numberof families that migrate are absent fromthe villages for a large part of the year.They are, however, available in thevillages during the monsoon months.Therefore it is important that theGeneral Body meeting of SMC be

scheduled when most of the people arein villages, i.e. the period between Mayto September.

2. Community awareness is essentialwhile forming SMC. The outcome of theawareness campaign should lead tocommunity all parents becoming awareabout the roles of the SMC and theprocess of its formation.

3. Participation of women and youngadults is to be encouraged. To ensurethis spirit, some steps are needed tofacilitate women’s participation.Separate meetings are to be organizedat a time convenient for women. Gendersensitization training is to be organizedfor men.

4. To facilitate the representation ofchildren, priority is to be given, toinclude a student in SMC as a member.Participation of the girl child should beencouraged. The student can be linkedto Balsabha or BalSansad process, inhis/her respective school.

5 The SMC members have to be electedby the parents of children who areenrolled in the school and thecommittee should be accountable to theGB of parents.

There should be at least two meetings ofthe GB, every year, in which SMC shouldshare its progress. The SMC report hasto be approved by the GB. This processneeds to be institutionalized .The qualityof the SMC will directly depend on thelevel and quality of the participation ofparents. Therefore, it is necessary thatground work be undertaken, with utmostseriousness, towards sensitizing thelarger community of parents with respectto the provisions of RTE, the roles andresponsibilities of the SMC, and also theiraccountability towards the GB. Villageyouth and women (in particular SHGs,wherever they exist) need to be especiallyorganized and trained to play an effectiverole in ensuring proper functioning of theSMC. A general observation is that


mothers express more concern and arebetter informed about their children’seducation. Provision of effective trainingand orientation to the SMC members andadequate sensitization and mobilizationof parents, especially mothers, will pavethe way for democratic and effectivefunctioning of the SMCsPurpose of the Study:

The Indian elementary educationsystem has been successful to someextent in achieving higher levels offunding, access, enrollment andinfrastructure. However, high drop-outrates, low attendance, universal,equitable and quality elementaryeducation for all continue to be achallenge10. The RTE Act is a pathbreaking Act in the history of IndianEducation towards providing qualityelementary education to all, it is notwithout loopholes. The purpose of thisresearch study is to reveal the status ofimplementation of RTE in rural and urbanschools in Warangal district and toexamine awareness and understandingof the provisions of RTE among SMCparents.. The present study findings arebased on the field experience of theinvestigator in the school andobservation/interaction with the SMC,parents and in nearby governmentschools. The observations and opinions ofthe SMC parents and children on variousprovisions of RTE Act helped in examiningthe awareness and understanding of theprovisions of RTE.Objectives of the Study:1. To assess the level of awareness of

urban SMC parents of elementary levelstudents towards the Right to EducationAct 2009.

2 To assess the level of awareness of ruralSMC parents of elementary levelstudents towards the Right to EducationAct 2009.

3. To study the participation of SMCparents of elementary level students

towards the role play in variousactivities.

Sample:The researcher has selected 25 SMCs

from Warangal district of Andhra Pradeshas sample of the study.Methods and Procedure of the Study:

In the present study the nature of theproblem is descriptive .therefore, thesurvey method has been used in thestudy. The method of sampling in thepresent study is has been used randomlyselection from all the elementary schoolsSMC parents has been constitute thepopulation for the study. The study wascover male and female SMC parents ofstudents situated in urban and ruralareas in the study.Findings of The Study:Participation of SMC Members inMeetings according to head teachers,SMC meetings were regular in manyschools in 2011-12 (Table 1). Headteachers of 25 schools reported that themeetings were conducted frequently i.e.more than 8 times in 2012. There was adifference between the opinions of SMCmembers and head teachers with respectto the frequency of SMC meetings as wellas the Panchayati Raj is the three tiersystem of democratic centralization inIndia which provides a platform for localself governance .Issues discussed inthese meetings, according to the SMCmembers meetings were less frequentthan head teachers claimed, anddiscussions often focused on theutilization of funds and the schooldevelopment grant which is given to eachschool. Head teachers reported that insome schools discussion focused onquality and school activities as well asschool infrastructure (Table 1).Therewere variations in the opinions of SMCmembers as well as school heads locatedin various schools in three differentareas. For example, in rural area 65% of25 SMCs reported that they discussed the


utilization of funds without specifying theitem on which the fund was utilized,compared to urban and rural i.e. 10% and15% respectively. Only five SMC fromrural and eight SMC from urban couldprovide details of the financialcontribution to the schools. No other SMCin other schools in entire study area

could provide details of any financialsupport to the schools which indicate thatthey were unaware of these .The headteachers also reported that there is nocontribution provided by the SMCs out of25, in Warangal revenue division. SMCmembers in only two schools discussedvarious issues regarding the developmentof school.

Table -1Head Teacher’s Report of Contribution and Support of SMC

ITEMS Rural SMCs Urban SMCs No. % No. %

Frequency of meeting in last year 1-4 times 5 20% 2 08% 5-8 times 6 24% 4 16% more than 8 times 4 16% 4 16% Issues discussed in SMC meetings Expenditure related Issues 16 64% 9 36% Quality and school activities 14 56% 11 44% Type of contribution Financial Contribution 17 68 % 8 32% No Contribution 13 52% 12 48%

Table- 2Awareness Level and Opinions of SMC’s Regarding School Related Issues

ITEMS RURAL SMCs 12 URBAN SMCs 13 No. % No. %Aware about teacher absenteeism 9 75% 11 78%Aware about students’ absenteeism 7 58% 8 67%Satisfied with school functioning 6 46% 8 67%Aware about alternative means of 5 41% 8 67%education for never enrolled childrenAware about funds utilization 7 58% 9 76%

Table- 3Awareness Level and Opinions of SMCs regarding Teacher & teaching related

aspectsITEMS RURALSMCs 12 URBAN SMCs 13 No. % No. %Do you make visits to schools in the village 6 50% 7 54%Do you think that the school runs regularly? 7 58% 8 67%Do you think that the teachers are punctual? 5 41% 7 54%Are you satisfied with school’s progress 6 50% 5 39%


•Opinions about teachers’ absenteeism:Out of 25 schools in Warangal district,

SMCs of 15 schools claimed that there isno students absenteeism, in 10 schoolsSMCs reported that both teachers andstudents absenteeism was a seriousproblems by which between 30% and 40%of teaching time is being lost across allover the clusters.. In rural area 7 out of12 schools’, SMC members said thatthere was no students absenteeism intheir schools and in 5 school’s SMCsreported that no action was taken toprevent students ’ absenteeism. In urbanarea SMC members in 8 schools reportedthat they do not have problems ofstudent’s absenteeism. Absenteeism wasmentioned as a problem in SMC meetingsof 5 schools.•Opinions about teachers’ absenteeism:

Out of 25 schools in Warangal district,SMCs of 19 schools claimed that there isno teacher absenteeism; in 6 schoolsSMCs reported that either they discussedor checked teachers’ presence in theschool. In rural area 9 out of 12 schools’,SMC members said that there was noteacher absenteeism in their schools andin 3 school’s SMCs reported that no actionwas taken to prevent teachers’absenteeism. In urban area SMCsmembers in 11 schools reported that theydo not have problems of teacher’sabsenteeism.Absenteeism wasmentioned as a problem in SMC meetingsin 2 schools.• Provision of support to parents by SMCmembers:

48 % of SMCs in Warangal district areunaware of alternative options to educatethose children who were out of school.Urban SMCs were in favor of conductingbridge courses and conducting literacycampaigns with teachers to make parentsand community members more aware,and encourage them to send theirchildren to school. In rural largeproportion of SMCs do not have anyknowledge about any alternative ways of

providing basic education to theirchildren.•Opinions regarding school functioning:

44% SMCs were not satisfied with thefunctioning of some schools where thelearning level of children is very low. Thisis most common in rural area and only46% of SMCs reported that they aresatisfied with the functioning of theschool. In Urban area, around 67% of theSMCs reported that they were satisfiedwith the functioning of the school; theperformance of the students’ was very low.However, the majority of SMCs (52%) inthe Warangal district reported that theywere satisfied with the functioning of theschool.• SMC members gave various reasonsfor a lack of satisfaction with schools:• Lack of classrooms;• Teachers and teaching aids;• Teachers’ ineffectiveness; and• Lack of teacher’s interest in children’s

studiesAccording to the opinion of the 60%

SMC parents, they were satisfied withschool activities of (2011-12). SMCparents of 6 schools out of 12 from ruralarea reported that they visited the schools,and 8 SMC schools out of 13 from urbanarea reported that they visited the schoolsfor various reasons. 48% of SMC parentswere satisfied with punctuality of theteachers and also 52% of SMC parents arenot satisfied with the progress of theschoolsConclusion:

Government has enacted andimplemented the Act in the right spirittowards providing quality elementaryeducation to all. Functions Performed bySMC and involvement, only 54 % of SMCmembers could prepare the schooldevelopment plans. It could as well be thatthey were not included as part of the planpreparation process. A higher percentageof schools had SMC members involved inmonitoring their functioning (66.3%) and


REFERENCESAradhya N. and Kashyap A. (2006), The ‘Fundamentals’ of the Fundamental Right to

Education in India, Books forchange, Bangalore (2006)Arko- Cobbah A. (2004),The Role of Libraries in Student-Centered Learning: The

Case of Students from the Disadvantaged Communities in SouthAfrica. The International Information & Library Review, 36, 263-271(2004)

MHRD (1986): National Policy on Education (New Delhi, MHRD), para 4(4) (1968)MHRD:National Policy on Education (New Delhi, MHRD), para 3.2. (1986)

MHRD (2009): The Right of Children to Free and Compulsory Education Act 2009(NewDelhi: MHRD) (2009) Model Rules under the Right of children to freeand compulsory Education Act (2009)http://mhrd.gov.in/sites/upload_files/mhrd/files/RTI_Model_Rules.pdf

Nalini Juneja, (2012). India’s Historic Right to Free and Compulsory Education forChildren Act 2009 TheArticulation of A New Vision, In KazuyoMinamide and Fumiko Oshikawa (Eds.)

Pillai Chandrasekharan (2004) Right to Education in India, A report, SecondInternational Conference on Law, Organized by UNESCO, New Delhiand the Indian Society of International Law (2004)

Azim Premji Foundation (2011)Right to Education Act: Key Gaps in Policy andImplementation, Azim Premji Foundation (2011)

Gov. Haryana (2010 :)Rules for Haryana state under the Right of children to free andcompulsory Education Act (2010)harprathmik.gov.in/ pdf /rte.pdf

Saeed M. and Wain K. U. R., Status of Missing Physical Facilities in GovernmentSchools of Punjab, Journal of Research and Reflections in Education,5(2)105 -127(2011)

Todd R.J. & Kuhlthau C., Student learning through Ohio school libraries: Background,methodology and report of findings. Columbus, OH: OELMA. 1-25 (2004)available at http://www.oelma.org/studentlearning.htm

the in motoring the utilization of schoolgrants (64.2%) and 48% of SMC parentswere satisfied with punctuality of theteachers. It is reported that thePanchayat Raj Institutions and UrbanLocal Bodies were involved in themanagement of the schools in 59 % ofthem. More details regarding theirinvolvement have not been reported.Given the fact that basic aspects of

community participation such as theelection processes were not followed inhalf the schools and gender and socialconstitution norms of SMCs were notfollowed in SMC formation in half theschools it is not possible that there wouldbe any serious involvement by PRIs andULBs. Status of Community Participationin the District where most of the schoolshave constituted SMCs in Urban (76%)and in Rural (63%)

* Vemula Muttaiah : Senior Research Fellow, Dept. of Education,Kakatiya University,Warangal(Telangana)Email:[email protected]



Dr. Satish P. Pathak*

Quality in Elementary education is very much affected by the indicators like learners’achievement, curriculum, text - books, basic infrastructure amenities, quality of teachers,child centered strategies, teaching -learning process, classroom transaction, evaluation,educational resources etc. Quality in education means it the depth of understanding may bereached among the learners through the curriculum or effective implementation of Total LearningPackage (TLP). Gujarat state has initiated the development of TLP keeping in mind the NationalCurriculum Framework (NCF- 2005) and Right to Free and Compulsory Education of ChildrenAct (RTE- 2009). The TLP has already been implemented in the first semester during academicyear 2010-11, as pilot study in 566 schools. The present paper focuses on the impact studyof the implemented TLP with reference to learning outcomes of the students, overall teaching- learning processes and reactions of the Students, Head masters, Teachers, Parents, CRCCs,BRCCs and DIET lecturers about the newly piloted textbooks in the standard I to VIII.

Abstract

Key Words : Total Learning Package, Elementary Education

A Study of the Impact of Total LearningPackage Developed by GCERT forElementary Education in Gujarat


Vol. 6, No.1, Apr. 2015

IntroductionEducation has been realized as an

important change agent for nationdevelopment and is considered afundamental right for all Indian citizens.Providing educational opportunities to allcitizens has become the primeresponsibility of the government andtherefore, free and compulsory primaryeducation is being offered to all childrenas a constitutional commitment in Indiaand mainly to achieve the goals ofUniversalization of Elementary Education(UEE). After the implementation of SSAand acceptance of right to elementary

education as fundamental right, thequantitative growth in Elementaryeducation has been tremendous. Thisshows that, concerted efforts have beenmade by the GoI. But, still certainproblems have been observed byMehta(2011), with respect to School andfacility indicators, Enrolment basedindicators, Teacher related indicatorsand Educational Development Index (EDI),which are as follows:�Though a majority of schools have the

essential facilities, there are still a fewschools without adequate number of

instructional rooms and teachers.

Study of the Impact of Total Learning Package ..........by Dr. Satish P. Pathak 93

�The majority of schools are locatedbeyond one kilometer.

�Despite significant improvement inschools, a good number of schools areto be provided with minimum essentialphysical, ancillary and teaching-learning facilities.

�The average dropout rate being high atprimary level, it needs to be checkedwithout which the goal of UEE cannotbe achieved.

�The impressively increased enrolmentover a period of time is still not enoughto achieve the goal of UEE.

�A good number of schools are single -teacher schools despite availability ofan average of four teachers per school;all of which need serious intervention.

�The quality of education in terms ofstudents’ attainment across thecountry is not satisfactory but it can beimproved through active participationof teachers.

�Need based in-service programmes canbe of great help in improving classroomtransaction, but the efforts of trainedteachers through in-serviceprogrammes are not reflected in thelearners’ attainment which is still amajor area of concern.

�To improve the overall position withrespect to EDI, the states shouldcompute district-specific EDIs andanalyze EDI values separately in case

of access, infrastructure, teachers andoutcome indicators.

Considering that the adverseconditions in the schools may havenegative effect on enrolment, retentionand quality of education, Gujarat hasmade some efforts named as ShalaPraveshotsav, Kanya Kelavani Abhiyan,Gunotsav, Kasturba Gandhi BalikaVidyalaya (KGBV), Computer AidedLearning (CAL), National Programme forEducation of Girls at Elementary Level(NPEGEL), Pragna, BaLA (Building asLearning Aid), Alternative SchoolingProgramme, Activity Based and JoyfulLearning etc. mainly to achieve the goalsof UEE and quality of education atelementary level.

Rapid changes in educational outlookand sense of competitivenessnecessitated the quality improvement ineducation. Further, it has necessitatedthe empirical evidences of theimplemented efforts for qualityimprovement. Hence to know, where dowe stand? and What are the impact of ourefforts?, research studies are carried outby Gujarat Council of EducationalResearch and Training (GCERT)continuously with the support of DIETsand University Education Departments inthe state. Few of them are discussedbriefly hereunder.

Table No. 1Average Achievement at Primary Level in Gujarat

Research Year No. of Standard No. of sch. Sample Average.Project Districts Covered Subjects Size Achiev.%

GAP-I 1998-99 19 3 to 6 18 32,232 47

GAP-II 2000-01 18 3 to 7 27 96,886 49

GAP-III 2002-03 23 3 to 7 27 1,20,160 54.15

GAP-IV 2004-05 23 5 to 7 21 72,379 55.84

GAP-V 2008-09 24 3 to 6 20 3,99,360 60.86

GAP-Urban 2009-10 23 3 to 7 24 76,892 60.44


(i) Gujarat Achievement at Primary (GAP- I to V & GAP - Urban)

As a concern for continuousmonitoring of students’ achievement andassessment of educational progress onstandardized achievement tests, GCERThas sponsored a series of surveys,entitled; “Profiles of AcademicAchievement of the primary schoolchildren of Gujarat “ since 1998-99under the frameworks of Minimum Levelsof Learning (MLLs). Up to the date sixresearch projects (GAP - 1 to 5 and GAP -Urban) have been completed. The briefdetail of the same with respect to year,Number of districts covered, Standardcovered, Number of subjects covered,Number of students and Averageachievement in percentage can be seenfrom the table no. 1.

The average achievement percentagementioned in the table no. 1, showsgradual increase in the overall averageachievement of the students in Gujarat.

(ii) Reading, Writing and NumeracySkills Enhancement Programme(RWNSE)

The RWNSE programme wasimplemented during two academic years2003-04 and 2004-05. Under this, theweak students, (named as ‘DearStudents’) were identified from Std. 3 to7 in the schools of Gujarat andimplemented RWNSE programme, toenhance their basic skills. The data ofthe results of both the experiments arementioned in the table no. 2

Table No. 2 The Results of RWNSE Programme

Particulars 2003-04 2004-05 Total number of 41,98,675 40,45,596

students in Std.

3 to 7

No. of identified 9,62,340 7,91,213

‘Dear Students’

from Std. 3 to 7

No. of successful 7,09,261 6,20,152

Dear students

% of successful 74 78.38

Dear students

The percentages of successful ‘Dearstudents’ indicate the achievement of theRWNSE programme. The effectiveness ofthe same further studied on a sample of9662 students through an experimentalresearch. The significant effect of RWNSEprogramme was found on theachievement of sampled Dear students.(iii)School Achievement Profile andSchool Gradation Project (SAP & SGP)

SAP (2008-09) & SGP (2009-10) are twosequential state level research projects,under which the primary schools weregiven grades on the basis of the averageachievement of the students in Std. 4th

and 7th. The achievement tests wereconstructed in different subjects andadministered scientifically under both ofthese projects. The comparativestatistical details of SAP and SGP aregiven in the table no. 3.

Table No. 3 The Comparative Statistical Details of SAP (2008-09) and SGP (2009-10)

Project Std. Total No. Total No. Average State Schools % Schools % Schools Students Achieve Average >Avrge. < Avrge.

SGP 4th 31822 856228 57.08 58.70 18462 57.1 13879 42.9

SAP 31035 809435 57.92 (For SAP) 17262 53.6 14915 46.4

SGP 7th 20513 657279 55.60 56.34 10575 32.7 21766 67.3

SAP 19710 585934 59.48 (For SGP) 10030 31.2 22147 68.8


Table No. 4

The Educational Development Index and Rank of Gujarat

Index Level 2008-09 2009-10 2010-11 EDI Rank EDI Rank EDI Rank

Access Index Primary 0.570 12 0.569 13 0.568 19

Upr. Primary 0.823 02 0.798 02 0.843 02

Infrastructure Primary 0.700 14 0.684 18 0.720 17

Index Upr. Primary 0.710 14 0.684 22 0.712 20

Teacher Index Primary 0.790 10 0.816 10 0.847 09

Upr. Primary 0.673 21 0.848 14 0.838 13

Outcome Index Primary 0.752 10 0.692 16 0.722 26

Upr. Primary 0.638 20 0.588 25 0.626 31

Composite Index Primary 0.698 07 0.584 13 0.720 10

& Rank Upr. Primary 0.706 16 0.730 18 0.757 16

Composite Pri. + Upr Pri. 0.702 13 0.657 15 0.739 14

On the basis of the detail regardingnumber of schools having averageachievement greater than the state levelaverage in case of both Std. 4th and 7th

under SAP and SGP, it can be seen thatthe numbers of good schools wereincreased in case of SGP with comparedto SAP.

Thus, it shows that the state isstruggling hard for ensuring the qualityof education and achieving the goals ofUEE. But still, the overall scenario is quitechallenging for the system of education.It further provokes one to think andbecome much clearer about thedevelopment and quality of Elementaryeducation.Development and Quality ofElementary Education

The provision and use of elementaryeducation services in India has beenimproving quite fast during the lastdecade. However, it is important to lookat outcome indicators along with inputand process indicators too. Keeping thisin view, the National University of

Educational Planning andAdministration(NUEPA) has computedEDIs for all the states based on fourcomponents viz. Access, Infrastructure,Teachers and Outcome; separately. Onthe basis of the computed EDIs, the statesare also given Rank. The calculated EDIsand Ranks for primary and upper primaryeducation of Gujarat are mentioned inthe table no. 4.

The lower values of EDI (0.752, 0.692,0.722, 0.638, 0.588 and 0.626) in case ofOutcome index at primary and upperprimary levels suggest that the schoolsare not placed well with regard to outcomeindicator. The composite EDIs and ranksgiven for the years 2008-09, 2009-10 and2010-11 are also not satisfactory. Thusfurther creates a question against qualityof Elementary education in Gujarat. It isobvious that only development can’t leadtowards quality of education. Then, whatreally need for the quality?Quality is the first step towards excellencein education. The quality in Elementaryeducation is very much affected by the


indicators like learners’ achievement,curriculum, text - books, basicinfrastructure amenities, quality ofteachers, reason specific child centeredstrategies, teaching -learning process,classroom transaction, evaluation,educational resources etc.. The qualitydimension also needs to be viewed fromthe point of view of experiences designedfor the child in terms of knowledge andskills mainly to be included in the subjectareas. The foremost challenge thereforelies that quality should be considered asthe central theme of curriculum reform.Quality of education is governed by threeprocesses namely curriculum, teaching– learning process and evaluation. Thus,the real quality that is the depth ofunderstanding should be reached amongthe learners through the above threeprocesses or effective implementation ofTotal Learning Package (TLP).Total Learning Package: (TLP)

Gujarat has initiated thedevelopment of TLP keeping in mind theNational Curriculum Framework (NCF2005) and Right to Free and CompulsoryEducation of Children Act (RTE 2009). TheTLP has already been implemented in thefirst semester during academic year2010-11, as pilot study in 566 schools.Usually TLP includes text books, teacher’shand books, other teaching learningmaterials, library and Continuous andComprehensive Evaluation (CCE). GCERT isreally interested in assessing theoutcomes in terms of students’achievement at different levels afterimplementation of newly developed TLP.Basic questions which require answersare:i. To what extent is basic learning

outcomes being achieved?ii. To what extent is higher order

learning outcomes being achieved?It was to answer these research

questions that the present study wastaken up.

Objectives of the StudyThe objectives of the study are given

hereunder:1. To assess the learning outcomes of the

students in the standard I to VIII.2. To study the overall teaching - learning

processes in the schools.3. To study the reactions of the Students,

Head masters, Teachers, Parents,CRCCs, BRCCs and DIET lecturersabout the newly piloted textbooks in thestandard I to VIII.

4. To assess the impact of the TLP withreference to:

a. Students learning outcomes b. Teaching learning process c. Reactions of the students, teachers,

headmasters, parents, CRCCs, BRCCsand DIET lecturers.

MethodologyThe methodology adopted for the

present study was ‘Descriptive SurveyMethod’. The detail of the same has beendescribed hereunder.Sample:

The sample consisted of Governmentprimary schools of Gujarat, Students ofStandard I to VIII, Head masters,Teachers, Parents, Cluster ResourceCentre Coordinators (CRCCs), BlockResource Centre Coordinators (BRCCs)and District Institute of Education andTraining (DIET) lecturers. The detailrelated to selection of sample size is givenhereunder.(a) Sampling of Schools

Since the TLP has already beenimplemented in 566 schools of Gujarat,the 10 per cent (i.e. 57) schools wereselected by using stratified randomsampling technique for eachexperimental and control group, as thesample. The detail of the same is givenin the table no. 5.(b) Sampling of Students

The intact classes of standard 1 to 8in all the sampled schools were selectedfor the purpose of assessing learning


Table No. 5Selection of schools as the sample

Sr. Zone District Block No. of Sch. Exp Cnt

1 South Surat Kamrej 8 8

Gujarat

2 Saura- Amreli Rajula 10 10

shtra

3 North Sabarka Pranuj 11 11

Gujarat -ntha

4 Central Pancha Shahera 25 25

Gujarat -maha

5 Urban Ahmeda M.pura

-bad Vadana 4 4

TOTAL 57 57

outcomes of the students in case of bothexperimental and control groups. Thus,for selecting the sample of students,cluster sampling technique was usedunder the study. The sample selectedunder both the phases of the study (i.e.Semester -1 and Semester-2) have been

given standard wise in the table no. 6 and7 respectively.

Under phase – I, total 22,341 studentsof Std. 1 to 8 (i.e 10,290 and 12,051students for experimental and controlgroups respectively) were selected.

Under phase – II, total 23,720 studentsof Std. 1 to 8 (i.e 11,517 and 12,203students for experimental and controlgroups respectively) were selected.(a) Sampling of Teachers, Head masters,Parents and other Stake holders

In order to study the reactions of theTeachers, Head masters, Parents,CRCCs, BRCCs and DIET lecturers aboutthe newly developed TLP and its impact,those who were available either at thetime of their work place or during the daysof field investigators’ visits to the schoolsfor data collection, were selected. Thephase wise detail of the selectedTeachers, Head masters, Parents, and acomposite group of [CRCCs, BRCCs andDIET lecturers] is given in the table 8.

Table No. 6 Sample size of the students (Phase – I)

Standard Group 1 2 3 4 5 6 7 8 Total

Experimental 1695 1567 1392 1366 1323 1299 1193 455 10290

Control 1716 1766 1762 1761 1642 1470 1441 493 12051

Total 3411 3333 3154 3127 2965 2769 2634 948 22341

Table No. 7 Sample size of the students (Phase – II)

Standard Group 1 2 3 4 5 6 7 8 Total

Experimental 1677 1580 1616 1683 1521 1581 1326 533 11517

Control 1863 1766 1689 1752 1789 1455 1320 569 12203

Total 3540 3346 3305 3435 3310 3036 2646 1102 23720

Table No. 8 Numbers of selected Teachers, Head masters, Parents and

other stake holders as the samplePhase Teachers Head masters Parents [CRCCs / BRCCs / DIET Lectr.s]

Phase-I 379 52 75 51

Phase-II 163 51 46 22


Tools and Techniques:The following major tools were used

to collect the data under the study.i. Classroom Observation Scheduleii. Questionnaire for Head mastersiii.Questionnaire for Teachersiv. Questionnaire for CRCCs / BRCCs /

DIET lecturersv. FGD for Studentsvi. FGD for Parentsvii. Subject wise Achievement tests for

the students of Std. 1 to 8Tool no. (i) to (vi), were similar, while

Achievement tests [under tool no. (vii)]were separate for both the phases of thestudy. All the tools were developed by ateam constituted by GCERT, under aseries of two workshops. The tools wereprepared in Gujarati language only.Data Collection

A group of 175 Field Investigators (FIs)were oriented prior to each phase of datacollection. Since they had to carry out themanifold tasks together, they wereoriented about how to do the workscientifically, cooperatively and efficientlyby employing the tools. During theprescribed schedule of six days,quantitative data in terms of students’learning outcomes and qualitative datain terms of reactions of Students,Teachers, Head masters, Parents,CRCCs, BRCCs and DIET lecturers werecollected with the help of the tools.

Data AnalysisThe procedure of data analysis

adopted under the study was qualitativeas well as quantitative. For the dataanalysis related to learning outcomes ofthe students, the statistical measureslike Mean, Standard deviation and t-values were computed with the help ofstatistical software while, the reactionsof Students, Teachers, Head masters,Parents, CRCCs, BRCCs and DIETlecturers were analyzed with the help offrequencies and percentages.

Major Findings(a) Related to Learning outcomes of theStudents:� Out of the total 175 [ 05 (Districts) X

35 (School Subjects) ] probable cases ofsignificance of difference in meanachievement of both the groups, only in56 cases the mean achievement ofexperimental groups was higher thanthat of control groups, under phase – I.� Out of the total 175 probable cases of

significance of difference in meanachievement of both the groups, only in46 cases the mean achievement ofcontrol groups was higher than that ofexperimental groups, under phase – I.� It was found that in maximum cases

(i.e. 73 out of 175), there was nosignificant difference in meanachievement of experimental andcontrol groups, under phase – I.� Out of the total 175 probable cases of

significance of difference in meanachievement of both the groups, only in40 cases the mean achievement ofexperimental groups was higher thanthat of control groups, under phase –II.� Out of the total 175 probable cases of

significance of difference in meanachievement of both the groups, only in40 cases the mean achievement ofcontrol groups was higher than that ofexperimental groups, under phase – II.� It was found that in maximum cases

(i.e. 95 out of 175), there was nosignificant difference in meanachievement of experimental andcontrol groups, under phase – II.

(b)Related to Teaching-Learning Process� Majority of the teachers (i.e. 97.37%)

kept in mind the educational objectivesof teaching during the process ofinstruction.� Majority of the teachers (i.e.75 %) used

“Questioning technique” for introducingthe lesson.� Majority of the teachers (i.e. 90.35 %)

were found to be using variety of TLMs,


to facilitate the teaching learningprocess.� 62.28 per cent teachers took support

of local resources (e.g. Milk dairy, GramPanchayat, local library, Garden andspecimens of fruits, leaves, sand, soiletc.) during the teaching learningprocess.� Most of the teachers (73.68 %) were

found giving positive reinforcement tothe students.� 89.47 per cent teachers were using

methods/ techn iques/ac t i v i t i e ssuggested in teacher’s handbook duringclassroom teaching.� 77.19 per cent teachers found to be

verifying frequently the understandinglevel of the students while teaching.� Majority of the teachers (i.e. 78.07 %)

found dealing with the studentsaffectionately.� 26.32 % teachers call students’

parents in case of any indiscipline ofthe student. Sometimes they applypunishment / scolding / insulting andgiving more home work etc. asdisciplinary actions in the class.� In 91.23 per cent observed classrooms

the environment found peaceful.� In 93.86 % classrooms, there was

enough seating arrangement for thestudents.� 89.47 % observed classrooms were

facilitated with necessary teachinglearning materials, while 10.53 %classrooms were still deprived of suchfacility.� In 95.61 per cent observed classes,

teachers could manage the class wellduring the instructional process.

(c) Related to Head Masters’ Reactions:� Majority of the Head masters believed

that variety of approaches is merged inthe new text books.� Majority of the Head masters (i.e.

94.17 %) observed changes in teachingmethods of teachers afterimplementation of new text books.

� Teachers are facilitated mainly bypersonal guidance, discussion, in-service training, CRC meetings andproviding TLMs.� 95.14 per cent Head masters were

agreed that the use of library has beenincreased.� Different skills are evaluated by the

teachers at school level with the helpof teaching-learning activities.� 76.69 Head masters received the

textbooks and teacher’s handbook intime while, 23.30 % Head masters didnot receive the same in time. Theyreceived the textbooks and teachershandbook quite late in November thatis at the end of the first semester.� The Head masters have provided

following major suggestions formeaningful implementation of the newtext books.� Teacher should be made free from the

other non-teaching activities / duties.�Intensive training should be imparted to

the teachers for better implementation.�Text books and teacher’s hand book

should reach to the schools, in time.�Separate Exercise / Activity / work book

should be provided to the students.�The TLMs, required for the activity

should be provided.� In English of Std. 7, meaning and

explanation of difficult words should beincluded.�More examples should be given in

mathematics for practice.�Appropriate monitoring system should be

developed.�The contents of Social sciences should

be more simple and in story form.�Std. 1 to 5 should be converted into

“PRAGYA” classes.�Enough care should be taken for making

the textbooks error free.� Reflective questions should be given

more emphasis.� In English subject, instructions should

also be given in Gujarati.


� Gujarati poems should be lyrical, tomake them more interesting.

(d) Related to Teachers’ Reactions:� Teachers found the following new

dimensions of the newly developed textbooks.� Colorful book attracts students to read.� Authors’ introduction along with

photographs, are given in the lessons.� Maps and graphs have been given to

facilitate the students.� Novel topics and presentation through

stories have been included.� Different evaluation patterns have

been suggested.� More emphasis is given to grammar.� Various examples and activities are

given, that make the contentinteresting and easier.� Various methods and approaches

make the content simple andinteresting.� More logical and Step wise

presentation of the topics, is given.� Thought provoking and divergent

questions are incorporated in theexercises.� Size of the text books seems

appropriate to reduce the burden.� The content helps students to

generate knowledge.� Experiential learning is emphasized.� There is provision for students to

present their views.� 81.73 per cent teachers considered

‘more activities’ as an innovation inteacher’s edition.� Majority of the teachers (81.73 %) felt

better use of teacher’s edition inplanning of activities. They alsoindicated the utility of the same mainlyfor lesson planning, CCE, providing avariety of learning experiences and forgetting specific guidance.� 70.71 per cent teachers get support of

in-service training for effective use ofnew text books in teaching. Apart fromthis, they have been supported by the

school principal, CRCCs, BRCCs. But,there has been least support fromparents and community in this regard.� Majority of the teachers evaluate their

students mainly with the help ofactivities, questioning, oral and writtentests.� Teachers mentioned their efforts

mainly to develop various skills amongthe students, as follows.� Organizing sports activities and

celebration of special days / festivals� Organizing various competitions like

Debate, Elocution, Story - telling, Essaywriting, Quiz, Rangoli, Action songs,Garba, Patriotic songs, Creative worketc.� Asking divergent questions and giving

application based home work� Creating friendly environment� Emphasizing cleanliness and

socialization� Providing individual guidance� Demonstration and Implementation of

variety of activities� Giving Project work� Encouraging peer group learning and

group discussion�Organizing assembly and cultural events� 71.03 per cent teachers found

implementation of new text books easy,while 18.81 % of teachers were not infavor of this with their arguments listedbelow.� They have received the new text books

and teacher’s edition quite late.� It requires lot of time for preparation of

TLMs.� Reference books are not available in

the library.� Completing the course is time

consuming.� English is very difficult for the students.� It is difficult to carry out and justify all

activities.� One can’t expect self learning from

each and everyone.� It will take time to adapt new approach.


� 59.04 per cent teachers were satisfiedwith the new text books, whereas 29.33% teachers suggested some changes inthe new text books, which are asfollows.� Multiple Choice Type Questions should

be added.� Extra activities are to be added.� Binding and paper quality of textbooks

should be improved.� Poems should be simple and lyrical.� More puzzles are to be added.� Make equal distribution of syllabus in

each semester.� Revision/practice should be given for

writing, particularly in English.� Add evaluation at the end of the

chapter.� Give answers at the end of each

chapter.� Drawings and related questions must

be on the same page or opposite pages.� Add more words in Std. 1 & 2.� More clarification is required in Std.

7th and 8th Science and technology.� 51.84 % teachers were satisfied with

the new teacher’s edition, whereas37.45 % teachers suggested somechanges in the teacher’s edition, whichare as follows.� Topic related stories, songs, activities

should be given.� Diagrams / figures should be made

very clear.� For every lesson teaching method

should be specified.� More information/guidance should be

provided regarding activity, stories andreference books.� List of reference material should be

given at the end of the chapter.� More examples should be given in

Mathematics teacher’s handbook.� Objective / expected behavioral

changes should be highlighted.� According to the teachers, students

found the new textbooks better withcompared to the earlier textbooks.

(e) Related to reactions of CRCCs /BRCCs / DIET Lecturers:� The group members mentioned

following expectations for classroomteaching with reference toimplementation of new textbooks.� Activity based education should be

imparted.� Enough TLMs should be available to

facilitate teaching learning process.� Teacher’s edition, Local resources and

Reference materials should be usedwhile teaching.� Teacher’s preparedness is must for

effective classroom teaching.� Experiential learning, Life oriented

education, Construction of knowledge,thought provoking questions etc. are tobe emphasized under teaching learningprocess.� In-service teachers should be trained

in pedagogical aspects.� Monitoring should be done to motivate

teachers and students.� To ensure involvement of students

along with group work in teachinglearning process.� Teacher – student relationship and

equity in classroom should bemaintained.� The group members observed good

practices in the classrooms, as follows.� Students were actively participating

in teaching learning process.� Teachers were using local resources

in teaching learning process.(f) Related to FGDs for students:� Majority of the students felt the

following major changes andinnovations in teaching – learning withcompared to the last year.� Adaptation of semester system in the

academic year� New text books are full of activities,

coloured pictures, more examples,picture stories, creative work (e.g.Vicharo ane kaho, Aaa panu to maru etc.),songs etc.


� Use of teaching aids and localresources are increased in classrooms.� Picture based activities / stories /

written work, new songs, exercises forpractice work, local specific aspects etc.are added in new text books.� Presentation of content in the text

books is interesting and easy tounderstand.� Number of chapters is increased but

burden of learning is decreased.� Space is provided in the text books for

writing.� Difficulty in recognizing some of the

pictures� Some poems given in the language

text books are not lyrical� Text books are divided into two parts� Number of chapters is increased� Questions given in the text books are

difficult� English text books have become more

difficult.� In the English text books, Instructions

given only in English & Spellings arenot given� Space provided in the text books for

writing is not enough.� Students mentioned that their

teachers solve their problems inlearning by;� Asking more and more questions.� Giving explanation with the help of

illustrations, play way method andactivity.� Providing personal guidance.� Giving more practice through drilling

and recapitulation.� Using local resources and teaching

aids.(g) Related to FGDs for Parents:� All the parents were satisfied with the

teaching provided in the schools to theirchildren.� Almost all the parents visit the school

sometimes, mainly for the followingreasons;� To drop their children at school.

� To keep the watch on their progress inlearning.� When they are called by the class

teacher or Head master with regard toany complains or suggestion related totheir children.� To participate in National festivals /

Shala Praveshotsav / Parents meeting/SMC (School Management Committee)meeting / any school level programme.� To get the amount of government

scholarship from the school.� Teachers discuss about the aspects

like regularity, learning progress, handwriting, characteristics, profile etc. oftheir children with the parents.� Parents are shown the progress report

of their children at the end of eachterm.

ConclusionThe study revealed that, the learning

outcomes of the students in the standardI to VIII was not up to the mark. Inmajority of the cases (i.e. 73 and 95 underphase – I and phase – II, respectively)there was no significant difference inmean achievement of experimental andcontrol groups. It shows that theachievement of students in experimentalgroups is not satisfactory as far as thelearning outcome is concerned. Also itclearly shows that there is no significanteffect of newly implemented TLP onlearning outcomes of the students.

With respect to the overall teaching –learning process in the schools, it wasseen the positive impact of TLP onteaching learning process. Remarkablechanges have been observed in respectof teaching learning strategyimplemented by the teachers, theircommunication and relation with thestudents, classroom environment,seating arrangement and overall classmanagement. However, the impact of TLPon teaching learning process has notbeen reflected significantly in thelearning outcomes of the students.


It’s a fact that TLP can work as a toolfor the teaching learning process. Thus,it demands better knowledge,understanding and skills for its effectiveimplementation. It reveals that focusedefforts should be done keeping in view theeffective teaching learning processmainly with reference to pedagogicalaspects. Indirectly, it also necessitatesthe proper training inputs for the in-

service teachers to implement theculture of better implementation of TLP.

The reactions of students, teachers,Head masters, CRCCs, BRCCs, DIETlecturers and parents found reasonablyencouraging, mainly for the curriculumplanners, textbook writers and theeducation system. It reveals theirconsensus on the usefulness of the newlyimplemented TLP, in majority.

REFERENCES

GCERT, (2011). Profiles of Academic Achievement of Primary School Children in theUrban area of Gujarat : (GAP – Urban). Gandhinagar : Gujarat Councilof Educational Research and Training .

Government of India, (1964). Education and National Development – Report of EducationCommission. New Delhi : Ministry of Human Resource Development .

Government of India, (1986). National Policy on Education. New Delhi: Ministry ofHuman Resource Development.

Kumar, S. et.al. (2008). Students’ Attendance in Primary and Upper Primary Schoolsunder Sarva Shiksha Abhiyan Programme in the State of Gujarat. (Anunpublished Project Report). Vadodara : CASE, The M.S.University ofBaroda.

Likhia, K.S. et.al. (2006). Effectiveness of Reading, Writing and Numeracy SkillsEnhancement Programme (RWNSE Programme). Gandhinagar : GujaratCouncil of Educational Research and Training.

Mehta, A.C.(2011). Elementary Education in India, Analytical Report 2008-09. New Delhi: National University of Educational Planning and Administration andMHRD, GoI.

NUEPA, (2011). Elementary Education in India Progress towards UEE, Flash Statistics,DISE 2009-10. New Delhi : National University of Educational Planningand Administration and MHRD, GoI.

NUEPA, (2012). Elementary Education in India Progress towards UEE, Flash Statistics,DISE 2010-11. New Delhi : National University of Educational Planningand Administration and MHRD, GoI.

* Dr. Satish P. Pathak : Professor, Department of Education, Faculty ofEducation and Psychology, The M S University of Baroda,Vadodara. Gujarat. Email: [email protected]



Dr. Pushpalata Sharma* & Dr. Shweta Bhatia **

Abstract

Key Words : Commerce Achievement Test

Development ofCommerce Achievement Test (CAT)


Vol. 6, No.1, Apr. 2015

The purpose of this study was to develop and standardize a commerce achievement test(CAT) for higher secondary level students of commerce. The validity of the test was estab-lished from expert’s opinion on each item and a pilot test was conducted on the initial poll ofitems to establish a preliminary version of commerce achievement test for further refinementand evaluation in the formal study. This study focused on the necessity of constructingand using Standardized commerce achievement test for students of commerce. This studydiscussed the qualities which a good test should have namely validity and reliability.

Commerce EducationThe goal of higher secondary education

enables to support high quality learningas preparing individual students to preferprograms that suit their skills, aptitudeand interests. The higher secondarycurriculum is the combination with abroader assortment of learning options(Science, Commerce and Humanitiesstreams) outside traditional classroominstruction will permit students to bettercustomize their high school educationand improve their prospects for successin school and daily life.

The commerce education programwill build a strong foundation for thosewho wish to move on further study andtraining in specialized areas such asmanagement, international business,marketing, accounting, information and

communication technology orentrepreneurship. It will also providepractical skills for those who wish to movedirectly to the workplace. Engaging in theworld of business involves studyingindividuals, communities andorganizations; assessing their needs andproblems and generating solutions.Business studies and accounting drawupon facts, concepts and process derivedfrom inter connection of other disciplineslike marketing and communication;accounting and mathematics;entrepreneurial studies and technology;international business and world studies;management and studies of society andhuman nature.

The fundamental purpose of a goodcommerce curriculum provides studentswith the knowledge, skills and attitudes

Development of Commerce ..........by Dr. Pushpalata Sharma & Dr. Shweta Bhatia 105

necessary to achieve success in daily life.These goals can be achieved in aconcrete and practical context throughreal-world learning activities thatcombine the activities that combine theacquisition and application of knowledgeand skills.

The modern civilization is acommercial civilization and thus thewonderful achievements of commercehave glorified the modern world. A citizenof modern world sees the countlessmanifestation of commerce all aroundhim. Commerce has shrunk the world andtotally changed the human outlook. Infact, commerce now has an all-pervadinginfluence on every sphere of humanactivity. Every advancement incommerce depends on our understandingof nature but nothing can be comparableto the commercial revolution in itsimpact on man’s development andoutlook.Importance of Commerce

Commerce, as a teaching subject,possesses various values such asintellectual values, utilitarian values,cultural values, moral values, andaesthetic values. Considering the subjectfrom this point of view, commerce is themost inexhaustible storehouse ofknowledge. It opens new horizons ofknowledge everyday and is continuouslyadding to the cultural heritage of makingthe ever increasing new knowledge, newexplorations and new ideas. It makesman aware of the vastness of theunknowable in the universe. Commercedevelops insights in to the expandinguniverse of knowledge and mysteries ofcreation and existence, which havealways attracted the attention of mansince the dawn of civilization. Besidessatisfying the intellectual curiosity ofman and providing materials and mediafor intellectual exercise, Commerce hasdisciplinary effect on the minds of man.Since commerce covers the widest rangeof knowledge, the learner wonders at the

intricacies and mysteries of theuniverse, the known and the unknown.These tend to create a broader outlook inthe mind of the learner.

Commerce has made a tremendousimpact on the cultural life of the presentday society, which is a product ofcommerce. The thinking, feeling andactions of a modern man are practicallyguided by the effects of commerce. Thestudy of commerce brings behaviouralchange in the learner and enriches hischaracter and personality. Commercegives opportunity for creative thinkingand constructive imagination. Further,commerce is a subject where ideas canbe experimented upon and verified. Thelearner develops the habits of searchingfor the truth (profit). These qualities affectthe pattern of behavior of the learner. Thesignificant aspect of commerce is thatwhatever the student learns hasimmediate application in the worldaround him and this is educationally verysound.Commerce Achievement Test (CAT)I. Concept of Commerce

Commerce is the whole system of aneconomy that constitutes anenvironment for business. The systemincludes legal, economic, political, social,cultural and technological systems thatare in operation in any country. Thus,commerce is a system or an environmentthat effects the business prospects of aneconomy or a nation – state. It can alsobe defined as a component of businesswhich includes all activities, junctionsand institutions involved in transferringgoods from producers to consumers.

The following subjects fall under thecommerce:- Accountancy, Economics,Business Studies, Commercial law,Finance, Advertising, Marketing,Industry, Eco-Commerce, Trade,Agriculture etc (Wikipedia -2013).II. Construction of Items

After Commerce was defined, theitem for the preliminary draft was to be


constructed. Two approaches are usedcommonly for constructing items for atool. First approach is to select the itemfrom relevant available literature and dayto day experience while the secondapproach involves construction of itemswith the help of students, teachers andexperts. The items related to thecommerce was collected from four booksof C. G. Board namely:• Book-Keeping and Accountancy,

Chhattisgarh Pathya Pustak Nigam,Prof. R. K. Gupta & Dr. Tapesh ChandraGupta.

• Book keeping and Accountancy,Yougbodh Prakashan, Prof. U. S. Paliwal.

• Applied Economics and CommercialGeography, Yougbodh Prakashan,Gautam Raha & K.K.Singh.

• Elements of Commerce andManagement, Yougbodh Prakashan,Manish Goverdhan & K. K. Singh.

III. First Draft of CATAbout 120 items were collected and

constructed. Experts keeping in view thethree subjects of commerce namely Book-Keeping and Accountancy, AppliedEconomics and Commercial Geography &Business Study to be assessed screeneditems. Fourteen items were dropped as aresult of the suggestion provided by theexperts on the grounds of easiness,repetition or overlapping of items. Thus,the preliminary draft of the tool includedhundred and six items.IV. Second Draft of CAT and its Tryout.

On the basis of the analysis of theresult of the first tryout some items wererejected and some others were modified.Thus, the second draft containing 100items were obtained. It was thenadministered on 30 students in realtesting condition. Again some of the itemcontaining difficult wards were removed.V. Third Draft of CAT and its Tryout.

It contained 92 items. Thestatements formed multiple choicequestions with four possible answers.This draft was finally edited and printed.

The response sheet (Text booklet) wasmade easier for the respondents (Subject)to answer. The personal information ofthe subject as name of the student, nameof the school, class, age, sex, instructionswere written at the front page of the textbooklet (Test).VI. Final Tryout of CAT.

A randomly selected sample of 90Students of class XI for administering thefinal draft of the developed CAT was drawfrom the universe of the various highersecondary schools of Durg district; ispresented in the table no 1. Three schoolswere selected randomly, these schools areMaharshi Dayanand Arya SamajSchool,Sec. 6, Bhilai, B.S.P. HigherSecondary School, Sec-6, Bhilai andGovernment Higher Secondary SchoolMaroda, Bhilai selected foradministration of the commerceachievement test. Sample on which thedeveloped scale was administered forfinal tryout is shown in table no. 1

Table No. – 1Sample for the final tryout

Sr. Name of School M F To 1. Maharshi Dayanand Arya 14 16 30 Samaj School, Bhilai

2. B.S.P. Higher Secondary 18 12 30 School, Sec-6, Bhilai 3. Govt.Hr.Sec.School,Bhilai 15 15 30

Total 47 43 90

VII. Administration of the Draft.After preparing the final draft and

selecting the sample for standardization,the third draft was administered on theselected sample of ninety students. Theprocedure of administration started withthe Maharshi Dayanand Arya SamajSchool, Sec-6, Bhilai. One test bookletwas provided to each student. Thestudents were first informed that thepurpose of this test was to construct a testfor achievement in commerce and thistest would not influence their academicresult in any way.


They were further assured that theirscores would be kept, confidential. Themore informal atmosphere was createdto develop interest and enthusiasticamong the students. The students wereasked to read quietly the directionsprovided on the first page of the textbooklet regarding the procedure to befollowed to answer the statement andclarify all sorts of doubts regarding theanswering pattern, before answering toa particular item or even in between anyset of items wherever they felt the needof doing so. The Student then startedresponding to the test.

They solved the test individually andunder the continuous invigilation of theinvestigator. The same procedure wasadopted for administration of the testseparately on the rest of the schools.VIII. Item Analysis

Item Analysis was carried out with anobjective to take a decision regardingretention and rejection of items for thefinal draft. In this process the investigatoranalyzed item characteristics in thenumerical forms. Some of these methodsare highly restricted to their applicabilitywhile others can be used almostuniversally. Infect, the variation in theitem validity data from sample to sampleis generally greater than that amongdifferent methods. For this reason, thechoice of the method of item analysis wasbased upon the amount of labor requiredand the availability of the specificcomputation deices keeping this in mindthe investigator applied discriminatingpower as an viable mode of item analysis.

The answer sheets so obtained werethen scored manually and were arrangedin ascending order i.e. from lowest tohighest total score obtained. Thereaftera lower group and an upper group wereindentified separately. The upper groupis the highest scoring 27% of the groupwhile the lower group was an equalnumber of the lowest scoring 27% of the

total group. Then for each item, thestudents who attempted correctly inupper group and of those who attemptedthe item correctly in lower group werecomputed separately. On the basis ofthese difficulties index anddiscrimination index were furthercomputed. The investigator calculateddifficulty index and discrimination indexfor each of the ninety items.

Difficulty index was calculated byusing the formula:DI = No. of stu.answered the items correctly

Total number of stu.attempted the itemThe discrimination index of each

item was computed by subtracting thenumber of students who answered theitems correctly in the upper group fromthe number of students who got the itemright in the lower group and dividing bythe number of students constituting onethird of all the students who took the test(Natrajan and kulshrestha, 1983).

NH- NLDiscrimination Index = --------------

NWhere,NH = Number of correct responses obtained

by the top third (27 percent of highergroup) students.

NL = Number of correct responses obtainedby the bottom Third (27 percent of lowergroup) students.

N = Number of candidates constituting onethird (27 percent) Of all the students whotook the test.Now for each item, the information as

to how many students corrected the itemsin the upper and lower group was noted.Then difficulty index and discriminationindex were calculated and have beenprovided item-wise.IX. Discriminative Value of Items

Now the marks of above 90 Studentswere arranged in descending order oftheir performance. The students gettinghighest marks was ranked first, theStudent getting next higher marks wasranked second and so on. In this way the


student getting lowest marks was ranked90th. Now these students were classifiedinto three groups. The first groupconsisted of top 24 students (higher group)which consisted of 27% of the top totalstudents.

The second group consisted of next 42students, which formed middle 46% of thetotal students. The third group consistedof remaining 24 students (Lower group),which formed the bottom 27% of the totalstudent. In order to find thediscriminative value of various items twogroups higher and lower consisting of 27%and bottom 27% of students werecompared.Following Table

Show the item number of correctresponses of the two groups for eachitems and their discriminative valuerespectively.

Table No. – 2Giving detailed analysis of the test

No. of items included No.of items included

in the first form in the final form

92 75

X. ScoringScoring Scheme was very simple. The

scoring is done with the help of thescoring key. When a response of an itemgiven by the tested tallies with theresponse of item given in the scoring key,it’s given a score of 1 (one). In case, theresponse given by the tested does not tallywith the responses given in the scoringkey, a score of 0 (Zero) is awarded.XI. Final Form of The Test

For retaining the items on the basisof the discrimination index, an index foreach item was fixed up. Item having thediscrimination index of above wereretained in the final form of the test. Thusonly 75 items were selected for the finalform of the test.XII. Reliability

Test-rest reliability method wasapplied found to be the most suitable for

the Achievement test in commerce. Asachievement test being heterogeneousand test items having been arrangedlogically, the two halves could not havebeen identical (Gakhar and Gulati, 1995).Test retest was assessed in term ofconsistency of scores from twoadministrations of test over a time gap of15 days.

The reliability of the achievement testwas conducted over a sample of 30students. The second administration ofthe test was given after 15 days. Theproduct moment co-efficient ofcorrelation for the two scores werecomputed. The coefficient correlationbetween two test scores was found to be.73. This co-efficient of correlation isfairly high, which testifies soundness ofthe achievement.XIII. Validity

Content validity was established bygiving the final form of the test along withscoring key to five subject experts in thefield of commerce. As the five expertsagreed on their judgments, therefore,this shows the soundness of theachievement test as predictor of successin commerce in the future examinationof XI grade.XIV. Details of The Test

Finally seventy five multiple choicetest items are included in thiseducational test which has been dividedinto three parts.i. Book-Keeping and Accountancy (25

items)ii.Applied economics (15 items) and

commercial Geography (10 items)iii. Business Studies (25 items) In this

test 75 questions were selected from allchapters of text books of commerce ofXI grade. In final part of the test,selected question of all subjects weremixed.

Scoring System of CAT Scoring Scheme was very simple.

The scoring is done with the help of the


scoring key. When a response of an itemgiven by the tested tallies with theresponse of item given in the scoring key,it’s given a score of 1 (one). In case, the

response given by the tested does not tallywith the responses given in the scoringkey, a score of 0 (Zero) is awarded.

REFERENCESAsthana , Bipin (2010). Shakshik Mulyankan, Agrawal Publication.Bajracharya, I.K. (1999). Selection practice of best test item for achievement test.Freeman, F. S. (1965). Theory and practice of psychological testing. New Delhi :

Oxford & IBh Publishing.Goverdhan, M & Singh K.K. (2008) Elements of Commerce and Management,

Yougbodh Prakashan,Guilford, J.P. (1954). Psychometric Methods, (2nd edition), New York : McGraw – Hill

Book Company.Gupta, R. K. & Gupta, T. C. (2008).Book-Keeping and Accountancy, Chhattisgarh

Pathya Pustak Nigam,Krishnamurthy, S. & Amutha, S. (2011). Higher secondary students achievement

in commerce in relation to their emotional intelligence. Calicut :Innovation and Research in Education, 1 (1).

Lavin, D.E. (1965). The prediction of academic performance. New York : Russellsafe foundation.

Padma, M.S. (2007). Research in correlates of achievement a trend report. retrievedon 14th June 2007 from http://www.education.nic.in/cd50years/g/z/91/0z910]01.htm.

Paliwal. U. S. (2009) Book keeping and Accountancy, Yougbodh Prakashan,Raha, G. & Singh K. K. (2008) Applied Economics and Commercial Geography,

Yougbodh Prakashan,Singh, A.K. (1998). Tests, Measurements and Researches methods in behavioural

sciences. Bharti Bhavan, Patna.Sareen & Sareen (2009) Educational research methods, Agrawal PublicationSharma ,R. A. (2007) Essentials of measurement in Educational psychology. R. Lall

Book Depot.

Note: Commerce Achievement Test (CAT) in Hindi can be obtained by theauthors of the article.

* Dr. Pushpalata Sharma : Associate Professor, Dept. of Education, KalyanPG College, Sector 7, Bhilai. Distt. Durg, (Chhattisgarh)

* Dr. Shweta Bhatia : Asstt.Professor, Apollo College, Anjora, Durg. (C.G.) Email:[email protected]



jk[kh fxfjjkt f/kaxzk * ,oa MkW- lqfurk exjs **

vuqlU/kkudrkZ us “kkafr f”k{kk ds izfr eqacbZ fo”ofo|ky; ds varxZr vkus okys fofHkUu egkfo|ky;ksa ds v/;kidksa dsnf’Vdks.k dh tk¡p djus gsrq bl fo’k; dk v/;;u fd;k gSA izLrqr vuqlU/kku esa U;kn”kZ ds lanHkZ esa eqacbZ fo”ofo|ky; dsvarxZr vkus okys f”k{k.k “kk[kk] vfHk;kaf=d “kk[kk] lkekftd foKku rFkk fpfdRlk foKku “kk[kk bu egkfo|ky;ksa ds 547v/;kidksa dk Lrfjr ;knfPNd izfrp;u i)fr }kjk p;u fd;k x;k gSA vuqlU/kku gsrq Lo;afufeZr lk/ku dk mi;ksx fd;kx;k gSA lk/ku esa “kkafr f”k{kk ds pkj igyqvksa dks vf/kd egRo fn;k x;k gS% la?k’kZ lek/kku] vfgalk] ekuo vf/kdkj vkSjjk’Vªh; ,dkRedrkA fofHkUu egkfo|ky;ksa ds v/;kidksa ds nf’Vdks.k dk v/;;u fofHkUu “kk[kkvksa fyaxHksn rFkk v/;kiuvuqHko ds }kjk fd;k x;k gSA fu’d’kZ }kjk irk pyrk gS fd f”k{k.k “kk[kk] vfHk;kaf=d “kk[kk] lkekftd foKku rFkk fpfdRlkfoKku “kk[kkvksa ds v/;kid “kkafr ds izfr dqN izek.k esa tkx:d gS ijarq “kkafr f”k{kk ds fofHkUu igyqvksa ds izfr ldkjkRednf’Vdks.k esa deh ikbZ x;h gS tSls% la?k’kZ lek/kku] vfgalk] ekuo vf/kdkj vkSj jk’Vªh; ,dkRedrkA v/;kidksa lsv/;kfidkvksaesa “kkafr f”k{kk ds izfr vf/kd ldkjkRed nf’Vdks.k gSA v/;kiu vuqHko ds vuqlkj 10 lky ls de v/;kiu vuqHko izkIrv/;kidksa dk “kkafr f”k{kk ds izfr vf/kd ldkjkRed nf’Vdks.k gSA

lkjka”k

Key Words : “kkafr f”k{kk

“kkafr f ”k{kk ds izfr egkfo|ky;hu v/;kidksa dk nf ’Vdks.k


Vol. 6, No.1, Apr. 2015

izLrkouk%vk/kqfud nkSj esa izxfr dh pkg esa ckyd ?kj ,oa fo|ky;

esa csgrj vk/kqfud f”k{kk rks izkIr dj jgk gS fdarq og Lo;a dkslekt esa ekufld :Ik ls vlgt eglql dj jgk gSA ftldsifj.kke Lo:i mlds O;ogkj esa fgalkRed izo`fRr ifjyf{krgksrh gSA tks lekt o ns”k esa vfLFkjrk ykus dk dk;Z djrh gSAlekt o ns”k esa fgalk dbZ :iksa esa fn[kkbZ nsrh gSA ;g “kkjhfjdfgalk] ekufld fgalk ,oa oSpkfjd fgalk ds :i esa fo|eku gSAfgalk dk Hkko fgalk ls dbZ vf/kd uqdlku&nsg gksrk gSA tksekuo ds fodkl esa ck/kk dk dk;Z djrk gSA ;qfulsQ ds vuqlkj“kkafr }kjk ckyd dks fn”kk feysxhA blls ckyd vius thou esaeqDr rFkk lHkh euq’;ksa es fe=rk dh Hkkouk dh le> gksxhA;wfulsQ ds vuqlkj “kkafr f”k{kk Kku] dkS”ky] eqnzk rFkk lHkhewY;ksa dks fodflr djus dh izfØ;k gS A bles ek/;e ls O;ogkj

esa ifjorZu vkrk gS] tks ckyd ;qok rFkk o;Ldksa dks la?k’kZ] ;q)ksadks] izR;{k ,oa ijks{k :Ik ls cpkrk gSA “kkafr f”k{kk ds ek/;e lsla?k’kksZa dks lqy>k;k tk ldrk gS rFkk nksuksa O;fDr;ksa ds e/;]O;fDr ds vanj] lewg ds vanj] jk’Vªh; rFkk varjkZ’Vªh; Lrj ij]“kkafr esa ennxkj fLFkfr;kas dk fuekZ.k fd;k tk ldrk gSA

“kkafr f”k{kk ds }kjk ekuo O;ogkj esa visf{kr ,oa ldkjkRedifjorZu fd;k tk ldrk gSA ftlls ekuo esa ,d nwljs ds izfrlg;ksx izse ,oa lEeku dh Hkkouk ds lkFk&lkFk ltukRed fopkjksadk fuekZ.k gksrk gSA vr% fodflr ,oa “kkafriw.kZ ns”k ds fuekZ.k gsrqEkkuo ds e/; “kkafr f”k{kk dk izlkj fd;k tkuk vfr&vko”;d gSftlls ,d lqugjs Hkfo’; dk fuekZ.k fd;k tk ldsAvuqlU/kku ls lacaf/kr lkfgR; dh leh{kk%

lacaf/kr lkfgR; dh leh{kk djrs le; vuqlU/kkudrkZ usvusd vuqlU/kku dk;ksaZ] fdrkcksa] f”k{kk ls lacaf/kr ys[k] dEI;wVj

“kkafr f”k{kk ds izfr egkfo|ky;hu ........................... }kjk jk[kh fxfjjkt f?kaxzk ,oa MkW- lqfurk exjs 111

ds }kjk tkudkjh izkIr dh gSA izR;{k o vizR;{k :Ik ls blfo’k; ls lacaf/kr ,sls lHkh lkfgR;ksa dk foPkkj fd;k x;k gSAckfy;k ßljdkjh ,oa futh fo|ky;ksa ds f”k{kdksa es “kkafr

f”k{kk ds izfr vfHkofRr dk v/;;uÞ izLrqr vuqlU/kku esa ljdkjho futh fo|ky;ksa ds dqy 120 f”k{kdksa dk lekos”k fd;k x;kgS izLrqr vuqlU/kku eass LofufeZr midj.k ß”kkafr f”k{kkÞ ds izfrvfHkofRr ekiuh dk mi;ksx fd;k x;k gSA tc lEiw.kZ :Ik lsljdkjh o futh fo|ky;ksa ds “kkafr f”k{kk ds izfr vfHkofRr esarqyukRed v/;;u fd;k x;k ftlds fu’d’kZ bl izdkj ls gS%futh fo|ky;ksa ds f”k{kdksa dk ljdkjh fo|ky;ksa ds f”k{kdksa dhrqyuk esa “kkafr f”k{kk dzs izfr vfHkofRr esa varj vk;k gSA futhfo|ky;ksa ds f”k{kdksa es ldkjkRed vfHkofRr ljdkjh fo|ky;ksads f”k{kdksa dh rqyuk es vf/k ldkjkRed gSAdksBkjh ß”kkafr f”k{kk LFkkfir djus es ldkjkRed lkspÞ

izLrqr vuqlU/kku ds fu’d’kZ bl izdkj gS f”k{kk es “kkafr f”k{kk dsizfr ldkjkRed lksp ykus gsrq f”k{kd eas mi;qDr mnn~s”;ksa esavkRe&lEeku] lh[kus dh yxu] Lo;a ds izfr ldkjkRed lksp]Hkfo’; ds izfr vk”kkoknh bu lHkh mn~ns”;ksa dk fodkl gksxk rksfo|kFkhZ] f”k{kd ,oa vfHkHkkod eas ldkjkRed lksp vk,xhAldkjkRed lksp mn~ns”;ksa ds vk/kkj ij ewY;ksa dk fuekZ.k gksxk oldkjkRed Hkko ykus gsrq fo’k; oLrq ds vk/kkj ij f”k{kk esaldkjkRed lksp dk fodkl gks ldrk gSAtqustk ßlkekftd v/;;u ds ek/;e ls “kkafr f”k{kk

izHkkoiw.kZ lglEcU/k ds nf’Vdks.k ls ßizLrqr vuqlU/kku ds }kjkbudk dguk gS fd “kkafr ds lanHkZ eas lkekftd v/;;uizHkko”kkyh vk/kkjLraHk dk fuekZ.k djrk gSA lkekftd v/;;ulekt vkSj lekt ls lEcfU/kr fofHkUu i{kksa dh tkudkjh iznkudjrk gSA lkekftd v/;;u ds ek/;e ls ftu egRoiw.kZ fcanqvksa]rF;ksa] eqn~nksa] leL;kvksa] vko”;drkvksa vkfn ij foPkkj] foe”kZrFkk pPkkZ dh tkrh gS muds vHkko esa “kkafr dh LFkkiuk dhdYiuk Hkh ugha dh tk ldrh gSA f”k{kd] f”k{kk laLFkku rFkk“kkafr f”k{kk ds e/; vU;ksU;kfJr lEcU/k fo|eku gSA f”k{kd]f”k{kk laLFkkuksa ds ek/;e ls lkekftd v/;;u f”k{kk dh fof/k;ksaizfof/k;ksa] j.kuhfr;ksa ,oa izfrekuksa es ifjorZu fd;k tk,] rkfd“kkafr f”k{kk dks okLrfodrk ds /kjkry ij ykxw fd;k tk,A vr%dgk tk ldrk gS fd lkekftd v/;;u ds ek/;e ls “kkafrf”k{kk dk iz;kl fuf”pr gh izHkkoiw.kZ lglEcU/k dks Li’V djrkgSAvuqlU/kku v/;;u dh vko ”;drk%

orZeku ifjfLFkfr esa oS”ohdj.k ds dkj.k laiw.kZ fo”o dsns”k ,d nwljs ds djhc vk jgs gaSA blds ckotwn Hkh vkradokn]foHkktuoknh izofRr] Hkz’Vkpkj] O;fDrd Lora=rk dh vokLrfoddYiuk] vU;k;] vR;kpkj] naxs Qlkn] tkfrokn] udlyokn]ng”krokn tSlh vusd lkekftd vkSj jk’Vªh; leL;k,¡ ftudh

lwph u [kRe gksus okyh gS dk mn; gqvk gSA bu leL;kvksa lsekuo ds vfLrRo ds fy, [krjk fuekZ.k gks x;k gSA vkt NksVhcMh fdlh Hkh otg ls ns”k ds fdlh Hkh dksus es fgalkRed dk;Zgks jgs gSaA fgalk dh ;g O;kfIr ßxYyh ls fnYyh rdÞ u gksdjßO;fDr ls fo”o rdÞ igq¡p jgh gSA tc rd gekjs ns”k esa fgalkRedckrsa gksrh jgsxh rc rd ns”k es “kkafr vkSj izxfr gksuk dfBu gSAvxj gesa fgalkRed dk;kasZ dks tM ls fudky Qasduk gS rks gjO;fDr dkÚgn; ifjofrZr djuk t:jh gS] dkj.k tc rd ;gfgalkRed foPkkj iFoh ij fo|eku gS rc rd ekuo Hkh fgalkRedvkPkj.k djrk gh jgsxkA

vkt ds HkkSfrdoknh le; esa ekuo us vius rFkk ns”k dsfodkl esa u, u, vk;ke LFkkfir fd, gS vkSj bl fodkl dhva/kh nkSM esa ekuo rsth ls vkxs c< jgk gSA ysfdu vkarfjd oekufld :Ik ls cspSu gSA ,d nwljs ls vkxs fudyus dhizfrLi/kkZ esa dHkh u dHkh vkSj dgha u dgha fgalkRed izofRr dkmn~Hko gksrk tk jgk gSA mlh ds lkFk gh lekt esa gksus okyh dbZleL;k,W¡] ekufld vfLFkjrk ,oa v”kkafr ds dkj.k tUe ysrh gSftuls cpko ds lk/ku ds :i esa ekuo dks ekufld :Ik esaekuo dks ekufld :Ik ls lcy cukuk t:jh gS vr% blvk/kqfudrk ds nkSj esa vfgalk ij vk/kkfjr “kkafr f”k{kk dh furkarvko”;drk gSAdk;kZRed :ijs[kk%

“kkafr f”k{kk% izLrqr vuqlU/kku esa “kkafr f”k{kk dk v/;;ubu vk;keksa }kjk fd;k x;k gSA la?k’kZ lek/kku] vfgalk] ekuovf/kdkj vkSj jk’Vªh; ,dkRerk bu lHkh ?kVdksa ds izfr ldkjkRednf’Vdks.k dk fuekZ.k gh “kkafr f”k{kk gSA

n`f’Vdks.k % la?k’kZ lek/kku] vfgalk] ekuo vf/kdkj vkSjjk’Vªh; ,dkRerk ls lacaf/kr vuqHko ds }kjk fuekZ.k gqbZ ldkjkRedo udkjkRed Lo:Ik dh izfrfdz;k ;kus nf’Vdks.k gS AvuqlU/kku dk mn~ns”;%1- “kkafr f”k{kk ds izfr fofHkUu egkfo|ky;ksa ds v/;kidksa dk

ekiu fuEufyf[kr pjksa ds vuqlkj djuk A1- fofHkUu “kk[kk] 2-fyax] 3-v/;kiu vuqHko

2- “kkafr f”k{kk ds izfr fofHkUu egkfo|ky;ksa ds v/;kidksa dhnf’Vdks.k ds ekiu dk rqyukRed v/;;u fuEufyf[kr pjksads vuqlkj djuk A

1- fofHkUu “kk[kk] 2- fyax] 3-v/;kiu vuqHkovuqlU/kku dh “kwU; ifjdYiuk%1- “kkafr f”k{kk ds izfr fofHkUu egkfo|ky;ksa dh n`f’Vdks.k esaa

fuEufyf[kr pjksa ds vuqlkj dksbZ lkFkZd varj ugh gksrk gSA1-fofHkUu “kk[kk] 2- fyax] 3-v/;kiu vuqHko

vuqlU/kku vfHkdYi%o.kZukRed&rqyukRed vuqlU/kku i)fr dk mi;ksx izLrqr

vuqlU/kku eas fd;k x;k gSA


vuqlU/kku U;kn ”kZ %izLrqr vuqlU/kku eas U;kn”kZ pquko gsrq lEHkkO; U;kn”kZ dh

lk/kkj.k vfu;fer U;kn”kZ fof/k dk p;u fd;k x;k gSA blesaeqacbZ varxZr vkusokys lkekftd] fpfdRlk foKku] vfHk;kaf=dhrFkk f”k{kk “kkL= egkfo|ky;ksa ds dqy 547 v/;kidksa dk pqukoU;kn”kZ ds :Ik eas fy;k x;kA ftlesa lkekftd foKku “kk[kk ds124] fpfdRlk foKku “kk[kk ds 172] vfHk;kaf=d “kk[kk ds132 rFkk f”k{k.k”kkL= “kk[kk ds 119 v/;kidksa dk lekos”kU;kn”kZ ds :Ik esa fd;k x;k gSAiznRr ladyu lk/ku %

izLrqr vuqlU/kku esa Lo;afufeZr “kkafr f”k{kk ds izfrv/;kidkasdk nf’Vdks.k lk/ku dk mi;ksx fd;k x;k gSAiznRr fo ”ys’k.k%

izLrqr vuqlU/kku esa rF;ksa dk fo”ys’k.k nks izdkj ls fd;kx;k gS A1 - Ok.kZukRed & v- dsUnzorhZ eku] c- fopyu eku2 - vuqekukRed& v- Vh VsLV] c- pfjrkvuqlU/kku dk egRo %

“kkafr f”k{kk ds ek/;e ls ekuo dks ldkjkRed nf’Vdks.kds izfr izsfjr fd;k tk ldrk gSA ldkjkRed nf’Vdks.k ls vk,cnyko ls muds vanj dh fgalk vkSj la?k’kZ dks nwj fd;k tkldrk gS rFkk vkilh le> rFkk Lo;a o nwljksa ds izfr lEeku dhHkkouk dk fuekZ.k fd;k tk ldrk gSA “kkafriw.kZ okrkoj.k dkfuekZ.k djus esa Hkh “kkafr f”k{kk egRoiw.kZ ;ksxnku iznku djrk gSftlds }kjk O;ogkj esa Hkh ifjorZu yk;k tk ldrk gSA vxjekuo ds O;ogkj esa ifjorZu gksxk rks mlds jkstejkZ ds ruko dksde fd;k tk ldsxkA ftlls og vius dk;kZas esa o thou esa Hkhizxfr dj ldsxk vkSj bu lc ds ek/;e ls og iFoh ij vkuan o“kkafriwoZd thou O;rhr dj ldus esa l{ke gks ik;sxkA fo|kFkhZ;g lekt dk Hkkoh ukxfjd ekuk x;k gSA ftl dkj.k ls lclst:jh gS fd lcls T;knk mlij /;ku fn;k tk;sA fo|kFkhZ ;g

,d NksVs ls ikS/ks ds leku gksrk gSA vxj og vius laidZ esa vkusokys izR;sd O;fDr dks bl “kkafr dh lqdwu Hkjh Nk¡o ls voxrdjrs tk,xk ftlls /khjs /khjs mlds vkl ikl rFkk laidZ eas vkusokys yksxksa ds ek/;e ls “kkafriw.kZ okrkoj.k dk fuekZ.k fd;ktk,xk ftls “kkafr dh LFkkfir djus esa egRoiw.kZ ;ksxnku ekuk tkldrk gSAiznRr fo”ys’k.k% izLrqr vuqlU/kku esa Lo;afufeZr lk/ku dk mi;ksx fd;k x;kgSA ftlesa dqy 60 dFku gSaA ftlesa la?k’kZ lek/kku ds 19 dFkuvfgalk ds 12 dFku ekuo vf/kdkj 16 dFku rFkk jk’Vªh;,dkRedrk ds dFkuksa 13 dk lekos”k fd;k x;k gSA Lo;afufeZrlk/kku dh fo”oluh;rk 0-83 gSA blesa 5 vadh; infu”p;Js.kh dk iz;ksx fd;k x;k gS ftlesa ldkjkRed dFku dks 5 4 32 1 rFkk udkjkRed dFkuksa dks 1 2 3 4 5 ,sls vad fn;s x;s gSaAijhdYiuk 1 dk ijh{k.k1- “kkafr f”k{kk ds izfr fofHkUu egkfo|ky;ksa ds v/;kidksa dh

nf’Vdks.k ds Lrj esa fuEufyf[kr pjksa ds vuqlkj dksbZ lkFkZdvarj ugha gksrk gSA

1- fofHkUu “kk[kk] 2- fyax]3- v/;kiu vuqHko mijksDr ifjdYiuk dk ijh{k.k fuEu izdkj ls fd;k x;k gS o

bl ifjdYiuk dks 1-v 1-c 1-d 1-M 1-p- 1-N 1-t esafoHkkftr fd;k x;k gSA

ifjdYiuk 1-¼v½ dk ijh{k.k“kkafr f”k{kk ds izfr f”k{kk] vfHk;kaf=d] lkekftd foKku

rFkk fpfdRlk foKku “kk[kk esa egkfo|ky;ksa ds v/;kidksa dhtkx:drk ds Lrj esa la?k’kZ lek/kku bl pj ds vuqlkj dksbZlkFkZd varj ugha gksrk gSA

lkfj.kh Ø- 1 ds vuqlkj la?k’kZ lek/kku bl pj ds izfrf”k{kk] vfHk;kaf=d] lkekftd foKku rFkk fpfdRlk foKku “kk[kkegkfo|ky;ksa ds v/;kidksa esa ls f”k{kk “kk[kk ds v/;kidksa dkvf/kd ldkjkRed nf’Vdks.k gSA L=h o iq:’k v/;kidksa esa rFkk

Lkkfj.kh dzekad 1Lak?k ’kZ lek/kku pj ds izfr egkfo|ky;ksa ds v/;kidksa dh nf ’Vdks.k

Lka?k’kZ lek/kku lkekftd fpfdRlk f”k{kk “kk[kk vfHk;kaf=dh fyaxHksn v/;kiu vuqHko foKku “kk[kk foKku “kk[kk “kk[kk vuqlkj Vh ewY; vuqlkj Vh ewY;

0-01 0-05

U;kn”kZ 124 172 119 132

e/;eku 44-13 36-8 75-49 40-63 3-83 2-44

izkek- fopyu 10-47 9-27 8-38 8-97

Lok/khurk ek=k 547 547 547

pfjrk Lrj -05 2-62 ,Q ewY; lkFkZdrk Lrj

-01 3-82 725-66 lkFkZd varj gSA


Lkkfj.kh dzekad 2vfgalk pj ds izfr egkfo|ky;ksa ds v/;kidksa dh nf ’Vdks.k


0-01 0-05

U;kn”kZ 124 172 119 132

e/;eku 29-6 26-12 48-97 25-12 3-70 2-51

izkek- fopyu 7-21 6-74 5-82 5-46



-01 3-82 345-05 lkFkZd varj gSALkkfj.kh dzekad 3ekuokf/kdkj pj ds izfr egkfo|ky;ksa ds v/;kidksa dh n`f ’Vdks.k


0-01 0-01

U;kn”kZ 124 172 119 132

e/;eku 29-06 12-63 27-02 13-08 4-16 2-90

izkek- fopyu 7-21 3-24 3-04 3-15




ifjdYiuk 1- d dk ijh{k.k“kkafr f”k{kk ds izfr f”k{kk vfHk;kaf=d lkekftd foKku

rFkk fpdhRlk foKku “kk[kk ds egkfo|ky;ksa ds v/;kidksa dhtkx:drk ds Lrj esa ekuo vf/kdkj bl pj ds vuqlkj dksbZlkFkZd varj ugha gksrk gS A

lkfj.kh Ø- 3 vuqlkj ekuo vf/kdkj bl pj ds izfr f”k{kkvfHk;kaf=d lkekftd foKku rFkk fpfdRlk foKku “kk[kk dsegkfo|ky;ksa ds v/;kidksa esa ls f”k{kk “kk[kk ds v/;kidksa dknf’Vdks.k vf/kd ldkjkRed gSA L=h o iq:’k v/;kidksa esa rFkkv/;;u vuqHko ds vuqlkj “kkafr f”k{kk ds izfr lkFkZd varj gksrkgSA mijksDr lkfj.kh esa ,Q ewY; 466-99 lkj.kh ewY; ls vf/kdgksus ds dkj.k vr% “kwU; ifjdYiuk dks vLohdkj fd;k x;k gSAfu’d’kZ% “kkafr f”k{kk ds izfr ekuo vf/kdkj bl pj esa lkFkZdvarj gksrk gSAifjdYiuk 1- M dk ijh{k.k

“kkafr f”k{kk ds izfr f”k{kk vfHk;kaf=d lkekftd foKkurFkk fpfdRlk foKku “kk[kk ds egkfo|ky;ksa ds v/;kidksa dsnf’Vdks.k ds Lrj esa jk’Vªh; ,dkRedrk bl pj ds vuqlkj dksbZlkFkZd varj ugha gksrk gSA

v/;;u vuqHko ds vuqlkj “kkafr f”k{kk ds izfr lkFkZd varj gksrkgSA mijksDr lkfj.kh esa ,Q ewY; 725-66 lkj.kh ewY; ls vf/kdgksus ds dkj.k vr% “kwU; ifjdYiuk dks vLohdkj fd;k x;k gSAfu’d’kZ% “kkafr f”k{kk ds izfr la?k’kZ lek/kku bl pj esa lkFkZdvarj gksrk gS AifjdYiuk 1- c dk ijh{k.k

“kkafr f”k{kk ds izfr f”k{kk vfHk;kaf=d lkekftd foKkurFkk fpdhRlk foKku “kk[kk ds egkfo|ky;ksa ds v/;kidksa dsnf’Vdks.k ds Lrj esa vfgalk bl pj ds vuqlkj dksbZ lkFkZd varjugha gksrk gSA

lkfj.kh Ø 2 ds vuqlkj vfgalk bl pj ds izfr f”k{kk]vfHk;kaf=d] lkekftd foKku rFkk fpfdRlk foKku “kk[kkegkfo|ky;ksa ds v/;kidksa esa ls f”k{kk “kk[kk ds v/;kidksa dkvf/kd ldkjkRed nf’Vdksu gSA L=h o iq:’k v/;kidksa esa rFkkv/;;u vuqHko ds vuqlkj “kkafr f”k{kk ds izfr lkFkZd varj gksrkgSA mijksDr lkfj.kh esa ,Q ewY; 345-04 lkj.kh ewY; ls vf/kdgksus ds dkj.k vr% “kwU; ifjdYiuk dks vLohdkj fd;k x;k gSAfu’d’kZ% “kkafr f”k{kk ds izfr vfgalk bl pj esa lkFkZd varj gksrkgSA


Lkkfj.kh dzekad 4jk’Vªh; ,dkRedrk pj ds izfr egkfo|ky;ksa ds v/;kidksa dh n‘f ’Vdks.k


0-01 0-01

U;kn”kZ 124 172 119 132

e/;eku 24-27 19-95 40-29 21-19 2-93 3-40

izkek- fopyu 7-27 6-09 7-73 5-80




lkfj.kh 4 ds vuqlkj jk’Vªh; ,dkRedrk bl pj ds izfrf”k{kk vfHk;kaf=d lkekftd foKku rFkk fpfdRlk foKku “kk[kkegkfo|ky;ksa ds v/;kidksa esa ls f”k{kk “kk[kk ds v/;kidksa dkvf/kd ldkjkRed nf’Vdks.k gSA L=h o iq:’k v/;kidksa esa rFkkv/;;u vuqHko ds vuqlkj “kkafr f”k{kk ds izfr lkFkZd varj gksrkgSA mijksDr lkfj.kh esa ,Q ewY; 431-31 lkj.kh ewY; ls vf/kdgksus ds dkj.k vr% “kwU; ifjdYiuk dks vLohdkj fd;k x;k gSAfu’d’kZ% “kkafr f”k{kk ds izfr jk’Vªh; ,dkRedrk bl pj esa lkFkZdvarj gksrk gSAifjdYiuk 1- p dk ijh{k.k

“kkafr f”k{kk ds izfr f”k{kk] vfHk;kaf=d] lkekftd foKkurFkk fpfdRlk foKku “kk[kk ds egkfo|ky;ksa ds v/;kidksa dsnf’Vdks.k ds Lrj esa dqy vFkkZr lHkh bl pj ds vuqlkj dksbZlkFkZd varj ugha gksrk gSA

lkfj.kh Ø- 5 ds vuqlkj dqy vFkkZr lHkh pj ds izfrf”k{kk] vfHk;kaf=d] lkekftd foKku rFkk fpfdRlk foKku “kk[kkegkfo|ky;ksa ds v/;kidksa esa ls f”k{kk “kk[kk ds v/;kidksa dkvf/kd ldkjkRed nf’Vdks.k gSA L=h o iq:’k v/;kidksa esa rFkkv/;;u vuqHko ds vuqlkj “kkafr f”k{kk ds izfr lkFkZd varj gksrk

Lkkfj.kh dzekad 5“kkafr vFkkZr lHkh bl pj ds izfr egkfo|ky;ksa ds v/;kidksa dh nf ’Vdks.k


0-05 0-05

U;kn”kZ 124 172 119 132

e/;eku 112-28 94-82 172-25 100-03 2-41 2-20

izkek- fopyu 25-8 22-41 58-51 19-89




gSA mijksDr lkfj.kh esa ,Q ewY; 761-51 lkj.kh ewY; ls vf/kdgksus ds dkj.k vr% “kwU; ifjdYiuk dks vLohdkj fd;k x;k gSAfu’d’kZ% “kkafr f”k{kk ds izfr dqy vFkkZr lHkh bl pj esa lkFkZdvarj gksrk gS AifjdYiuk 1- N dk ijh{k.k

“kkafr f”k{kk ds izfr f”k{kk] vfHk;kaf=d] lkekftd foKkurFkk fpfdRlk foKku “kk[kk ds egkfo|ky;ksa ds v/;kidksa dsnf’Vdks.k ds Lrj esa fyaxHksn bl pj ds vuqlkj dksbZ lkFkZd varjugha gksrk gSA lkfj.kh 6 ds vuqlkj izkIr Vh* ewY; 3-41 gS ftl dkj.kifjdYiuk dks vLohdkj fd;k x;k gS Afu’d’kZ% fyax Hksn ds vuqlkj “kkafr f”k{kk ds izfr v/;kidksa dsnf’Vdks.k esa lkFkZd varj gksrk gSifjdYiuk 1- t dk ijh{k.k

“kkafr f”k{kk ds izfr f”k{kk vfHk;kaf=d lkekftd foKkurFkk fpfdRlk foKku “kk[kk egkfo|ky;ksa ds v/;kidksa dsnf’Vdks.k ds Lrj esa v/;kiu vuqHko bl pj ds vuqlkj dksbZlkFkZd varj ugha gksrk gSA lkfj.kh Ø- 7 ds vuqlkj izkIr Vh*ewY;2-15 gS ftl dkj.k ifjdYiuk dks vLohdkj fd;k x;k gSA


Lkkfj.kh dzekad 6fyax Hksn ds vuqlkj “kkafr f”k{kk bl fo’k; ds izfr nf ’Vdks.k

fyax uewuk e/;eku Ikzk-fopyu Lok-ek=k Vh ewY; lkFkZdrk Lrj ifjdYiuk

L=h 318 120-81 49-26 545 3-41 0-05 vLohdkj

Ikq:’k 229 111-93 37-35

Lkkfj.kh dzekad 7v/;kiu vuqHko ds vuqlkj “kkafr f”k{kk bl fo’k; ds izfr nf ’Vdks.k

v/;kiu vuqHko uewuk e/;eku Ikzk-fopyu Lok-ek=k Vh ewY; lkFkZdrk Lrj ifjdYiuk

10 o’kZ ls de 413 114-59 43-04 545 2-15 0-05 vLohdkj

10 o’kZ ls vf/kd 134 124-84 49-35

lanHkZ xzaFk lwphtxrki] ¼2006&2008½] f”k{k.kkrhy uoizokg o uoizorZus] iq.ks% fuR; uqru izdk”kuAyksdekU; fryd fVpj Vªsfuax dkWyst] ¼2010½] varjZk’Vªh; lHkk% mn;iqj jktLFkkuAiaMhr] ¼1997½] f”k{k.kkrhy la”kks/ku ladYiukRed ifjp; iq.ks% fuR; uqru izdk”kuA“kekZ] ¼2011½] f”k{kk vuqlU/kku ds ewy rRo ,oa “kks/k izfdz;k esjB% vkj yky cqd fMiksAlqys[kk] cjos] lathouh] ¼2005½] ,e-,M-la”kks/kd ekxZnf”kZdk Hkkx 1 o ;-p-e-eq-fo-ukf”kdAok|] ¼2010&2011½] /kuat; ch-,M- iz”uksRRkj uksVl~ lkaxyh% /kuat; izdk”kuAoksgjk] ¼2009½] “kks/k izfo/kh ubZ fnYyh% vkesxk ifCyds”kuA

*MkW- lquhrk exjs % lg;ksxh izk/;kid] f”k{kk”kkL= foHkkx] eqEcbZ fo”ofo|ky;] eqEcbZ] egkjk’VªEmail: [email protected]

*jk[kh fxfjjkt f/kaxzk % vuqla/kkudrkZ ] f”k{kk”kkL= foHkkx] eqEcbZ fo”ofo|ky;] eqEcbZ] egkjk’VªEmail: [email protected]

fu’d’kZ% v/;kiu vuqHko ds vuqlkj “kkafr f”k{kk ds izfrv/;kidksa ds nf’Vdks.k esa lkFkZd varj gS AvuqlU/kku ds fu ’d’kZ%1- “kkafr f”k{kk ds izfr fofHkUu egkfo|ky;ksa ds v/;kidksa ds

nf’Vdks.k esa foHkkx vuqlkj f”k{kk”kkL= foHkkx ds v/;kid“kkafr f”k{kk ds izfr vf/kd ldkjkRed nf’Vdks.k gSA

2- fyaxHksn ds vuqlkj L=h v/;kid o iq:’k v/;kidksa esa “kkafrf”k{kk ds izfr lkFkZd varj gksrk gSA

3- v/;kiu vuqHko ds vuqlkj v/;kidksa esa “kkafr f”k{kk ds izfrlkFkZd varj gksrk gSA

ppkZ %vuqla/kkudrkZ ds vuqlkj bu lc dk dkj.k ;g gS fd la?k’kZ

lek/kku bl pj ds izfr lHkh v/;kidksa dk ldkjkRed nf’Vdks.kgS ijarq f”k{kk ds v/;kidksa dks “kkafr f”k{kk dk Kku vf/kd gksusds dkj.k ls f”k{kk “kk[kk ds v/;kidksa dk nf’Vdks.k bl fo’k;ds izfr lcls vf/kd ldkjkRed gSA bl ds lkFk gh 10 lky lsde v/;kiu vuqHko izkIr v/;kidksa esa la?k’kZ lek/kku bl pjds izfr vf/kd ldkjkRedrk ikbZ xbZ gSA dkj.k vkt ehMh;k dsdkj.k lHkh yksxkas esa gj fo’k; ds izfr tkx:drk dk izek.kvf/kd c< x;k gSA ftl dkj.k gh lHkh fo’k;ksa dk Kku gksus dsdkj.k ls gh muds nf’Vdks.k es vf/kd ldkjkRedrk ikbZ xbZ gSAfL=;ksa ds LoHkko esa gh “kkafr o lg;ksx dk Hkko gksrk gS ftldkj.k gh L=h v/;kfidkvksa esa “kafr f”k{kk ds izfr vf/kdldkjkRed nf’Vdks.k ik;k x;k gSA



MkW- gseyrk frokjh *

orZeku oSf”od nkSj esa viuh LokFkZiwfrZ gsrq vkt ekuo fgalk] vkradokn] ;q) rFkk la?k’kksZa dks vius thou dk mn~ns”; ekuusyxk gS] ftl dkj.k ekuo&ekuo dk nq”eu curk tk jgk gSA og ekuork dks Hkwydj vius LokFkZ iwfrZ ds fy, nwljksa dks nq%[ko d’V igqapkus dks vius thou dk /;s; ekuus yxk gSA ,sls esa ekuo dks “kkafr ds ekxZ ij ys tkus rFkk mlesa Lo;a “kkafr ls thuso nwljksa dks “kkafr ls thus nsus dh Hkkoukvksa dk fodkl djus ds fy, vUrjkZ’Vªh; Lrj ij ,slh f”k{kk dh vko”;drk gS] tksekuo dks “kkafr dk ikB fl[kk ldsA

lkjka”k

Key Words : vUrjkZ’Vªh; ln~Hkkouk] “kkfUr f”k{kk

vUrjkZ’Vªh; ln~Hkkouk gsrq “kkfUr f”k{kk


Vol. 6, No.1, Apr. 2015

izLrkouk%isfjl esa 17 vDVwcj ls 23 uoEcj 1974 rd gq, ;wusLdks

vke lEesyu ds 18osa l= esa f”k{kk ij nh xbZ flQkfj”kksa esa dgkx;k gS & f”k{kk dks pkfg, fd og gjsd O;fDr dks “kkfUr ,oavUrjkZ’Vªh; lg;ksx cuk, j[kus ds vius nkf;Ro dks le>us ds;ksX; cuk,A f”k{kk ,slh ugha gksuh pkfg, ftlls dksbZ ;q) dkekxZ viuk, ;k cy dk iz;ksx djsA f”k{kk dks Kku dk ekxZ dgktkrk gS] tks ekuo dh vkarfjd “kfDr;ksa dks fodkl dj mlsthou dks lejlrk ds lkFk thus ;ksX; cukrh gS] mlesa ekuorkds xq.kksa dk fodkl djrh gS vkSj mlesa lgh o xyr esa Hksn djusdh ;ksX;rk dk fodkl djrh gSA orZeku ifjizs{; esa ;fn geekuo dks ns[ksa rks vkt ekuo i”kqvksa ds leku fgald gksrk tkjgk gSA vkt dk ekuo fgalk ds nkSj esa th jgk gSA vkradokn]fgalk] tkfrokn] /kkfeZd HksnHkko] vyxkookn] dV~Vjokn] fyaxHksn vkfn Hkkoukvksa ds pyrs ekuo ds fy, “kkafriw.kZ <ax ls thuknwHkj gks x;k gSA vkt ds oSf”od lekt esa ekuo ds fgaldfØ;kdyki {ks= fo”ks’k esa jgus okyh vkcknh dks ugha oju~ leLrekuo tkfr dks izHkkfor dj jgs gSaA blesa lcls vf/kd fpark dkfo’k; rks ;g gS fd bu fgald okjnkrksa esa f”kf{kr oxZ vf/kdkf/kd:i ls “kkfey gks jgk gSA ,sls le; esa gesa viuh “kSf{kd O;oLFkkij xgu fparu dj o mls iquiZfjHkkf’kr dj ,slh f”k{kk O;oLFkk

dks ykxw djuk gksxk tks jk’Vªksa dh lhek ls ijs vUrjkZ’Vªh; Lrj ijekuo ek= esa “kkafr dh Hkkouk dk fodkl djsA ;fn ge Hkkjrh; n”kZu dh ckr djsa rks gekjs osnksa esa olq/kSodqVqEcde dh Hkkouk dks loksZifj ekuk x;k gSA osnksa esa Li’V :ils mfYyf[kr gS &

losZ HkoUrq lqf[ku% losZ HkoUrq fujke;kAlosZ Hknzkf.k i”;Urq ek df”pn~ nq[k HkkXHkosrA

blls Li’V gS fd Hkkjr esa O;fDr fo”ks’k dh ugha oju ekuoek= dh “kkfUr dh dkeuk oSfnd dky ls gh dh tkrh jgh gSAosnksa ds i”pkr~ egkRek cq+) dk iwjk n”kZu o f”k{kk rks “kkafr ij ghvk/kkfjr gSA xkSre cq) us thouHkj vius mins”kksa ds ek/;e lsekuo o lekt esa “kkafr dh Hkkouk dks fodflr djus dk iz;klfd;kA gekjs lekt esa izkphu dky ls gh ;q) o v”kkafr dkcksyckyk jgk gSA vius dks nwljksa ls Js’B fn[kkus dh gksM+ esa;qx&;qxksa ls ;q) dks izeq[k gfFk;kj ds :i esa iz;ksx fd;k x;kgSA ;q) ds }kjk mRiUu gksus okys la?k’kZ ls ekuork dk fouk”kdksbZ ubZ ?kVuk ugha gSA blh la?k’kZ ls eqfDr ikus ds fy, le;≤ij “kkafr gsrq vusd iz;klksa dks fd;k x;k gSA“kks/k v/;;u dk mn~ns”;% izLrqr “kks/k v/;;u dk mn~ns”; varjkZ’Vªh; Lrj ij “kkafrf”k{kk dh vo/kkj.kk o vko”;drk dk v/;;u djuk gSA

vUrjkZ’Vªh; ln~Hkkouk gsrq ........................... }kjk MkW- gseyrk frokjh 117

“kkafr dk vFkZ o ifjHkk’kk % “kkafr dks fofHkUu fo}kuksa ds }kjk fofHkUu :i ls ifjHkkf’krfd;k x;k gSA ;wusLdks us vius izfrosnu A Teachers’ Guide

of Peace Education esa “kkafr dks rhu Jsf.k;ksa esa foHkkftrfd;k x;k gS &1- vkarfjd “kkafr %&

blds varxZr Lo;a ds izfr lejlrk o “kkafr] vPNk LokLF;]vkarfjd la?k’kZ dh vuqifLFkfr] izlUurk] Lora=rk dh Hkkouk]varnZf’V] vk/;kfRed “kkafr] nwljksa dh HkykbZ dh Hkkouk] d#.kkrFkk dyk ds izfr iz”kalk dh Hkkouk vkfn dks “kkfey fd;k x;kgSA2- lkekftd “kkafr %&

lkekftd “kkafr ds varxZr ekuo ek= ds izfr “kkafr dhHkkouk] izR;sd Lrj ij ekuoh; laca/kksa esa lejlrk mRiUu djuk]la?k’kZ dk lek/kku o fo?kVu] izse] fe=rk] ,drk] vkilh le>]Lohdk;Zrk] vkilh lg;ksx] HkkbZpkjk] fofHkUurk dks lgu djuk]leqnk; dk fuekZ.k rFkk ekuo vf/kdkj o uSfrdrk vkfn dks“kkfey fd;k x;k gSA3- izÑfr ds lkFk “kkafr %&

izÑfr ds lkFk “kkafr ds varxZr izkÑfrd i;kZoj.k rFkk/kjrh ekrk ds lkFk lejlrk dks “kkfey fd;k x;k gSA bl vk/kkj ij “kkafriwoZd thus ls rkRi;Z ekuo dk lektesa lejlrkiw.kZ okrkoj.k esa thou fuokZg djus ls gS] tgk¡ ogLo;a ds lkFk&lkFk ekuo ek= ds lkFk izse] lEeku] lgdkj] Lusgo lg;ksx ds lkFk thou O;rhr djsA Lo;a izlUu jgs o nwljksa dksHkh izlUurk iznku djsA nwljksa ds d’Vksa dks nwj dj mUgsa lq[kiwoZdthus gsrq izsfjr dj ldsA fdlh Hkh izdkj ds Hk;] d’V o la?k’kZ dkslekt dk vax u cuus nsus dk iz;kl djus ls gSA Fksjslk] ,e- c s,oa XosuMksfyu ;w- VuZj ¼1995½ ds vuqlkj “kkfUr ,d ,slk O;ogkjgS tks O;fDr;ksa ds cksyus] lquus] nwljksa ds lkFk vUrlZacU/kksa dksc<+kus RkFkk ?k.kk] nwljksas dks uqdlku igqapkus o u’V djus dhHkkouk dks de djus ds :i esa O;Dr gksrk gSA orZeku esa gekjspkjksa vksj fgalk] tkfrokn] dV~Vjrk] vlfg’.kqrk] vkradokn vkfndk loZ= cksyckyk gSA vkt dsoy ;q) gh fgalk o v”kkafr dkdkj.k ugha gSaA oju blds ihNs HkkSfrdokn] nwljs ls vkxs c<+us dhrhoz vkdka{kk] uSfrd ewY;ksa dh deh] lgu”khyrk dk vHkko]vkarfjd o oká la?k’kZ vkfn vusd dkjd izHkkoh gSaA HkkSfrdrkdh gksM+ o vkdka{kkvksa dh vf/kdrk ds dkj.k orZeku ih<+h ekufldruko rFkk vURkZ}Un ds chp th jgh gS] vkdka{kkvksa dh iwfrZ u gksikus dh n”kk esa mldk }Un fgald xfrfof/k;ksa ds :i esa ifjyf{krgks jgk gS vkSj ;gh fgald xfrfof/k;k¡ lH; lekt ds fy, vR;Ur?kkrd fl) gks jgha gaSA vr% vkt ;g vko”;d gks x;k gS fd,sls mik;ksa dks viuk;k tk, tks yksxkas esa “kkfUr dh vo/kkj.kk dksfodflr dj mUgsa larqfyr o lqlaL—r O;ogkj djus ds fy,

izsfjr djasA D;kasfd “kkfURk dks ge ,d ,slh ldkjkRed lksp ds:i esa ns[krs gSa ftlls ekuo Lo;a o nwljs ds dY;k.k dh Hkkoukls izsfjr gksrk gS lkFk gh mlesa iz—fr vkSj ekuo thou ds chplkeUtL; fcBkus ds dkS”kyksa dk fodkl gksrk gSA“kkafr dh f”k{kk dh ifjHkk’kk %

;|fi vkt oSf”od Lrj ij “kkafr dh f”k{kk ds egRo dksLohdkj fd;k tk jgk gS] rFkkfi blds Lo:i ds fo’k; esaiFkd&iFkd fopkj izpfyr gSaA “kkafr dh f”k{kk dh vkf/kdkfjd:i ls fdlh ,d ifjHkk’kk ds vanj ugha cka/kk tk ldrk gSAfuEukafdr ifjHkk’kk,¡ blds Lo:i dks Li’V djus esa lgk;d gksldrh gSa &

;wfulsQ ds vuqlkj “kkafr f”k{kk ls rkRi;Z ;qokvksa vkSj cPpksao izkS<ksa esa ,sls Kku] dkS”ky o vfHkofRr dks izksRlkfgr djus dhizfØ;k ls gS] tks muesa O;kogkfjd ifjorZu ykdj mUgsa var%oS;fDrd] vUroSZ;fDrd] varZlkewfgd] jk’Vªh; o varjkZ’Vªh; Lrjij vkarfjd o lajfpr la?k’kZ o fgalk dks jksdus] la?k’kZ dk “kkafriw.kZlek/kku [kkstus vkSj “kkafr mRiUu djus dh ifjfLFkfr;ksa dks iSnkdjus ds ;ksX; cuk,A

“kkafr dh f”k{kk ds fo’k; esa jk’Vªh; ikB~;p;kZ dh :ijs[kk &2005 esa mYYks[k fd;k x;k gS fd “kkafr ds fy, f”k{kk uSfrdfodkl ds lkFk mu ewY;kas] nf’Vdks.kksa vkSj dkS”kyksa ds iks’k.k ijcy nsrh gS tks iz—fr vkSj ekuo txr ds chp lkeUtL; fcBkusds fy, vko”;d gSaA blesa thus dk g’kZ] izse] mEehn vkSj lkglds vkarfjd lalk/kuksa ds lkFk O;fDRo dk fodkl Hkh “kkfey gSlkFk gh blesa ekuo vf/kdkj] U;k;] lfg’.kqrk] lgdkj] lkekftdnkf;Ro] lkaL—frd fofo/krk dk lEeku Hkh “kkfey gSA“kkafr f”k{kk dh vko”;drk % “kkafr ds fopkjksa o ifjfLFkfr;ksa dks mRiUu djus ds fy,,slh f”k{kk dk gksuk vko”;d gS tks ekuo esa “kkafr ds xq.kksa dkfodkl dj ldsA ,slh f”k{kk dks gh “kkafr dh f”k{kk ds :i esatkuk tk ldrk gSA f”k{kk cPPkksa esa ldkjkRed vo/kkj.kkvksa dsfodkl dk lcls mfpr ek/;e gSA blfy, orZeku ifjizs{; esaf”k{kk ds ek/;e ls cPpksa o ;qokvksa esa “kkafr dh vo/kkj.kk dkfodkl djus ds fy, “kkafr dh f”k{kk dh vko”drk dks vuqHkofd;k tkus yxk gSA D;kasfd ftl rjg euq’; ;q) djuk lh[krk gSmlh rjg og “kkafr ls jguk Hkh lh[k ldrk gSA blds fy, turkdks] fo”ks’kr;k ubZ ih<+h ds ;qod&;qofr;ksa dks “kkafr dh f”k{kknsuh gksxh ftlls os vius dks fo”o dk ukxfjd le>sa vkSjvarjkZ’Vªh; laxBu ds :i esa dk;Z djsaA vkt fo”o dh vf/kdka”kvkcknh ;q)] vkradokn] ?k.kk] /kkfeZd dV~Vjrk] vusdrk vkfnudkjkRed Hkkoukvksa ls xzflr gSA bl izdkj dh Hkkouk j[kusokys dV~VjiaFkh eklwe yksxksa dh gR;k djus] efgykvksa ds lkFkcykRdkj djus] cPpksa dks viuh fgalkRed xfrfof/k;ksa dk fu”kkukcukus dk dk;Z dj jgs gSaA orZeku oSf”od ;qx esa ;s fgalkRed


izofRr;k¡ jk’Vªksa dh lhek ls ijs oSf”od :i ls ekuork dks izrkfM+rdj jgh gSaA ,sls le; esa “kkafr f”k{kk gh ,d ,slk ek/;e gS]ftlds ek/;e ls ekuo esa “kkafr ds izfr izse dh Hkkouk dkfodkl dj mls “kkafr dh vksj izsfjr fd;k tk ldrk gSA ;wusLdks}kjk 1996 esa izdkf”kr MWyksl Z deh”ku dh fjiksVZ] ftls f”k{kk ds{ks= esa ^^bDdhloha lnh ds fy, f”k{kk@ f”k{kk ds pkj LrEHk(The Treasure within) ukeksa ls tkuk tkrk gS] esa f”k{kk dsrhljs LrEHk^^,d nwljs ds lkFk feydj thus ds fy, lh[kuk** dsvarxZr O;Dr fd;k gS fd & vkilh la?k’kZ dk izca/ku djus ds fy,vusdrk rFkk “kkafr ds izfr ikjLifjd le> ds ewY;ksa vkSj J)kdh izofRr ls lacaf/kr la;qDr ifj;kstukvksa dk lapkyu djdsvkilh la?k’kZ ij fu;a=.k dj nwljs O;fDr;ksa ds izfr le> dsfodkl }kjk ,d nwljs ds lkFk feydj thus dh Kku djk;k tk,A “kkafr dh f”k{kk ds fo’k; esa jk’Vªh; ikB~;p;kZ :ijs[kk &2005 ds vuqlkj & “kkafr dh f”k{kk ,sls ljksdkj ds :i esa fodflrgks tks lewps Ldwyh thou ij Nk tk,] tSls & ikB~;p;kZ] d{kkdk okrkoj.k] Ldwy izca/ku] f”k{kd&f”k{kkFkhZ laca/k vkSj Ldwy lstqM+h reke xfrfof/k;ka vkfnA vUrjkZ’Vªh; Lrj ij “kkafr gsrq “kkafr dh f”k{kk dh furkUrvko”;drk dks ns[krs gq, ;wukbVsM us”kUl ds }kjk Hkh “kkafr f”k{kkds iz;klksa dks izkjEHk djus dk iz;kl fd;k x;k gSA ;wukbVsMus”kUl ds lsØsVjh cku ds ewu us 13 twu 2013 dks izR;sd o’kZ ds21 flracj dks varjkZ’Vªh; “kkafr fnol ds :i esa euk, tkus dh?kks’k.kk djrs gq, dgk & ^izR;sd o’kZ 21 flracj dks vrajk’Vªh;“kkafr fnol ds :i esa euk;k tk,xk] tks fo”o dks la?k’kZ mRiUudjus okyh fgalk ds nks’kiw.kZ pØ dks jksdus] ijkofrZr djus rFkku’V djus ds loksZPp fopkj dks O;Dr djus dk volj iznkudjsxkA vUrjkZ’Vªh; “kkafr fnol ds bl o’kZ dk izlax ”kkafr dsfy, f”k{kk* gksxkA ;wukbVsM us”kUl ijh{k.k djsxk fd oSf”odukxfjdrk dks izksRlkfgr djus esa f”k{kk fdl izdkj dh Hkwfedkdk fuoZgu dj ldrh gSA cPpksa dks dsoy i<+uk] fy[kuk ofxurh djuk fl[kkuk gh i;kZIr ugha gSA f”k{kk dks nwljksa rFkk mllalkj] ftlesa ge jg jgs gSa] dk lEeku djus dh Hkkouk dkfodkl djus] yksxksa dks vkSj vf/kd U;k;fiz; cukus rFkk “kkafriw.kZo lekos”kh lekt dk xBu djus ;ksX; cukus okyh gksuk pkfg,A**vUrjkZ’Vªh; Lrj ij “kkafr f”k{kk gsrq fØ;k dyki %

orZeku esa vUrjkZ’Vªh; ifjizs{; esa “kkafr dh f”k{kk dsvko”;drk loZ= vuqHkwr fd;k tk jgk gSA “kkafr dh f”k{kk dksdsoy “kSf{kd ikB~;Øe ds ,d vuq”kklu ds :i esa ugha oju~oSf”od lkekftd vkUnksyu ds :i esa ns[kk tkus yxk gS vkSjbl eqfge esa “kSf{kd laLFkkvksa ds lkFk&lkFk lekt ds ukxfjd]jk’Vª] jktuhfrK] oSKkfud] i;kZoj.kfon] vkfn lHkh viuk vewY;;ksxnku iznku dj jgs gSaA “kkafr f”k{kk dk mn~ns”; fgalk dks dedjuk] vkilh la?k’kZ ds :ikUrj.k esa lg;ksx djuk rFkk O;fDr]

lewg] lekt rFkk laLFkkvksa dh “kkafr dh lkeF;Z dks c<+kuk gSA“kkafr f”k{kk ekuo dh lh[kus dh ;ksX;rk ds lkFk&lkFk mldsdkS”ky] ewY;kas rFkk Kku dk fodkl djrh gS] tks mlesa “kkafr dsoSf”od rFkk /kkj.kh; i;kZoj.k dk fodkl djus esa lgk;rk nsrsgSaA “kkafr f”k{kk ekuo dks ekuo ds lkFk lejlrk iwoZd thukfl[kkus ds lkFk&lkFk vius leLr i;kZoj.k ds lkFk lejlrk lsthuk fl[kkus o mlds fodkl djus dh ;ksX;rk dk Hkh fodkldjrh gSA “kkafr f”k{kk O;fDr ds thou ds izR;sd Lrj ij lkekftdizfØ;k ds fodkl esa lgk;rk nsrh gSA bl izdkj ls “kkafr f”k{kkdk {ks= vR;Ur O;kid gS vkSj bldk Kku fdlh fo’k; fo”ks’k ds:i esa u djkdj bls izR;sd KkukRed izfØ;k esa “kkfey djfl[kk;k tkuk vko”;d gSA “kkafr f”k{kk gsrq fofHkUu fØ;kdykiksadks viuk;k tkuk vko”;d gS] tks fuEu izdkj gks ldrs gSa &1-la?k’kZ o }Un fuokj.k gsrq izf”k{k.k % “kkafr f”k{kk ds

varxZr O;fDrxr o lkekftd O;ogkjksa ds dkj.k mRiUu la?k’kZo }Un dk lkeuk djus dh ;ksX;rk dk fodkl djus ds fy,okrkZyki djus] e/;Lrrk djus] le>kSrk djus] lek/kku djus]Hkkoukvksa ij fu;a=.k djus ds fy, O;fDrxr o lkewfgd :ils fofHkUu izdkj ds izf”k{k.kksa dk vk;kstu dj ekuo esa la?k’kZls yM+us dh ;ksX;rk dk fodkl fd;k tk ldrk gSA izf”k{k.kds ek/;e ls “kkafr ds izfr udkjkRed fopkjksa dks ldkjkRedfopkjksa esa cnyk tk ldrk gSA

2- yksdrkaf=d f”k{kk % yksdrkaf=d f”k{kk iznku dj yksxksa esaldkjkRed jktuSfrd xq.kksa dk fodkl dj ekuo dks ;q) dsLFkku ij “kkafr ds }kjk vius iM+kslh jk’Vªksa ds lkFk laca/k LFkkfirdjus dk Kku djk;k tk ldrk gSA yksdra= dk izeq[k mn~ns”;vius ukxfjdksa dh lqj{kk o mUufr djuk gSA yksdrkaf=d f”k{kkds }kjk ekuo dks ns”k dk tkx:d ukxfjd cukus ds fy,mlesa leL;k lek/kku] ldkjkRed fopkj] fu.kZ; ysus] rdZdjus] nwljksa ds fopkjksa dk lEeku djus] vius fopkjksa dks lghizdkj ls O;Dr djus] nwljksa dks lgu djus vkfn xq.kksa dkfodkl fd;k tk ldrk gSA

3- ekuokf/kdkjksa dh f”k{kk % ekuo ds ekuo ds lkFk la?k’kZds ifj.kkeLo:i ekuo ds vf/kdkjksa ij vk/kkr gks jgk gSA;fn ekuo dks “kkafr ds iFk ij ys tkuk gS rks mls “kkafr f”k{kkds varxZr ekuo ds vf/kdkjksa dk Kku djkus ds lkFk&lkFk muvf/kdkjksa dk mi;qDr :i ls iz;ksx djus dk Kku djkukvko”;d gSA ekuokf/kdkjksa dh j{kk djus ds fy, vUrjkZ’Vªh;Lrj ij LFkkfir fofHkUu laLFkkvksa ds }kjk le;≤ fofHkUufØ;kdykiksa o gLr{ksiksa dk vk;kstu rFkk uhfr;ksa dk fu/kkZj.kfd;k tkrk gSA ekuokf/kdkj dh f”k{kk ds }kjk ekuokf/kdkjksadk Kku djkus ds lkFk&lkFk fofHkUu fØ;kdykiksa] gLr{ksiksa ouhfr;ksa dk Kku djk dj “kkafr dh f”k{kk iznku dh tk ldrhgSA

vUrjkZ’Vªh; ln~Hkkouk gsrq ........................... }kjk MkW- gseyrk frokjh 119

mijksDr fØ;kdykiksa dks vkSipkfjd o vukSipkfjd f”k{kkds ikB~;Øe f”k{k.k o f”k{k.ksRrj xfrfof/k;ksa ds :i esa “kkfeydj varjkZ’Vªh; Lrj ij “kkafr f”k{kk iznku dh tk ldrh gSAfu’d’kZ %

bl izdkj izLrqr “kks/k v/;;u ls Li’V gS fd orZeku esafgalk] ywV&ekj] vkradokn] tkfrokn] dV~Vjokn] {ks=okn vkfnekuo fojks/kh xfrfof/k;ksa ds dkj.k ekuo dk thou d’Vksa] ladVksao la?k’kksZa dh HksaV Pk< x;k gSA vius dks Js’B cukus dh gksM+ esalekt] leqnk; o jk’Vªksa ds e/; fujarj la?k’kZ c<+rs tk jgs gSaA ;q)dks vf/kdkj izkIr djus ds gfFk;kj ds :i esa viuk;k tk jgk gSAnks&nks fo”o;q)ksa ds na”k dks >syus ds ckn Hkh ekuo ds O;ogkjesa fdlh izdkj dk ifjorZu nf’Vxr ugha gks jgk gS vfirq og furu, gfFk;kjksa dk vkfo’dkj dj vius dks ;q) {ks= esa vf/kd lsvf/kd cy”kkyh fl) djus dh gksM+ esa yxk gSA bu lcdkizHkko ekuo ds thou esa iM+ jgk gS] tks gj oDr ruko dh fLFkfresa th jgk gS] ftldh ifjf.kr ;q)] vjktdrk] fgalk] ywV&ekj]

gR;k] cykRdkj vkSj vkradokn tSlh lekt fojks/kh xfrfof/k;ksadh c<+rh la[;k ds :i esa nf’Vxr gks jgh gSA vr% lekt esa“kkafr dh LFkkiuk ds fy, ;g vko”;d gS fd lekt fojks/khxfrfof/k;ksa dks lekt ls nwj dj ekuo izse] lgdkj] lgkuqHkwfr]lekurk] ca/kqRo vkfn xq.kksa dk fodkl fd;k tk; vkSj “kkafrf”k{kk fn;k tkuk vko”;d gSA

f”k{kk euq’; ds vkarfjd xq.kksa ds fodkl dk l”kDr ek/;egS vkSj blds ek/;e ls mls dj.kh; o vdj.kh; dk;ksZa dk Kkudjk mlds O;ogkj dks ifjofrZr fd;k tk ldrk gSA bl vk/kkjij ;fn ekuo dks “kkafr f”k{kk iznku dh tk; rks og v”kkafrQSykus okys ÑR;ksa dks R;kxdj “kkafr ds ekxZ ij vkxs c<+ ldrkgSA f”k{kk thouHkj pyus okyh izfØ;k gS bl izdkj “kkafr f”k{kkdks f”k{kk ds vkSipkfjd o vukSipkfjd nksuksa gh vfHkdj.kksa esa“kkfey dj dHkh Hkh iznku fd, tkus dh O;oLFkk fd;k tkukvko”;d gSA

lanHkZ xzaFk lwphFountain, Susan, (1999). Peace Education in UNICEF, Working Paper, Programme

Division, UNICEF, Newyork, July, 1999. PP. 1. eujky] ehuk ¼2012½] vk/kqfud ifjizs{; esa “kkafr f”k{kk dh izklafxdrk] lapkj cqysfVu ] Vol. 2, Issure 6-7 April

– Sep. 2012, PP. 67Moon Ban K. (2013). Secretary-General’s 100-day Countdown Message, 13 June, 2013.jk’Vªh; ikB~;p;kZ dh :ijs[kk & 2005] ¼2006½] izdk”ku foHkkx] jk’Vªh; “kSf{kd vuqla/kku vkSj izf”k{k.k ifj’kn~] Jh vjfoUn

ekxZ] ubZ fnYyh] ebZ] ist la0 70lDlsuk] ,u- vkj- Lo:i] ¼2004½] f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj] vkj0yky cqd fMiks] esjB] ist la0 675UNESCO (1974). Recommendation concerning education for international

understanding, co-operation and peace and education relating tohuman rights and fundamental freedoms adopted by the GeneralConference at its eighteenth session, Paris, 19 November 1974

UNESCO (1996). Treasure Within, Report of International Commission on Educucationfor the Twenty First Century, UNESCO Publishing, PP. 37

UNESCO (2001). A Teachers’ guide to Peace Education, United Nations Educational,Scientific and Cultural Organization, New Delhi

UNESCO (2005). Peace Education, Framework for Teacher Education, B-5/29,Safdarjung Enclave, New Delhi 110029, Page No. 8

www.upeace.org

*MkW- gseyrk frokjh % izoDrk] mRrjk[k.M jkT; “kSf{kd vuqla/kku ,oa izf”k{k.k ifj’kn] nsgjknwu-mRrjk[k.MA Email: [email protected]



fnO;k fot;oxhZ; *

izLrqr vè;;u mPp ekè;fed Lrj ij Nk= ,oa Nk=kvksa esa vkykspukRed fpUru ds fodkl esa ladYiuk izkfIr izfreku dhizHkkfork dk vè;;u** ds lUnÒZ esa fd;k x;kA v/;;u gsrq d{kk uoha ds 34 fo|kÆFk;ksa dks pquk x;k ftles 18 Nk= ,oa16 Nk=k,Wa FkhA ladYiuk izkfIr izfreku }kjk foKku fo’k;] Nk= ,oa Nk=kvksa dks lkFk& lkFk i<+k;k x;kA LofufeZrvkykspukRed fpUru ekiuh ,oa izfrfdz;k ekiuh }kjk vkykspukRed fpUru ds fodkl ,oa izfreku ds izfr izfrfdz;k dkvoyksdu fd;k x;kA v/;;u ls izkIr fu’d’kksZa ls ;g Kkr gksrk gS fd ladYiuk izkfIr izfreku }kjk fo|kÆFk;ksa dks foKkufo’k; i<+kus ij vkykspukRed fpUru ds fodkl ij fyax dk lkFkZd izHkko ugha Fkk vFkkZr vkykspukRed fpUru fyax lsLora= Fkk rFkk ladYiuk izkfIr izfreku ds izfr fo|kÆFk;ksa dh izfrfdz;k ldkjkRed ikbZ xbZA

lkjka”k

Key Words : vkykspukRed fparu] ladYiuk izkfIr izfreku

mPp ekè;fed Lrj ij fo|kfFkZ;ksa ds vkykspukRed fpUru fodkl esa

ladYiuk izkfIr izfreku dh izHkkfork dk vè;;u


Vol. 6, No.1, Apr. 2015

izLrkouk % ßckyd vkSj euq’; ds “kjhj efLr’d rFkk vkRek esa ik;s tkusokys loksZRre xq.kksa dk lokZaxh.k fodkl gh f”k{kk gSAÞ

egkRek xka/khf”k{kk ,d ,slk ek/;e gS ftldh lgk;rk ls fo|kFkhZ Lo;a

esa fufgr {kerkvksa ,oa ;ksX;rkvksa dks igpkurk gSA f”k{kk ,diz.kkyh gS ftlesa ;fn lHkh miiz.kkfy;k¡ ,d nwljs ds lkFk lefUor#i ls dk;Z djs rks og vius mn~ns”; dks izkIr dj ldrh gSAf”k{k.k ,d lk/ku gS ,oa vf/kxe ,d lk/;A orZeku f”k{k.k esaO;k[;ku fof/k dk vf/kd mi;ksx fd;k tk jgk gS ftlesa v/;kid vf/kd lfdz; gksrs gSa ySfdu fo|kFkhZ fuf’Ø; #i ls lqursjgrs gSa ,oa LorU= #i ls dqN Hkh ugha lksprsA vkt Nk=ksa esaLov/;;u vknrksa] fo”ys’k.k ;ksX;rkvksa] :fp] ftKklk] fpUru]oSKkfud nf’Vdks.k bR;kfn vknrksa dk fodkl djus dh vko”;drkgSA f”k{k.k ,oa vf/kxe nksuksa dk mn~ns”; fo|kFkhZ ds O;ogkj esaifjorZu ykdj mldk lokZaxh.k fodkl djuk gSA f”k{k.kvf/kxeizzfØ;k esa f”k{k.k izfrekuksa dh lgk;rk ls f”k{k.k ,oa vf/kxe dsmn~ns”; dks iw.kZ fd;k tk ldrk gS fofHkUu f”k{k.k izfrekuksa esa lsladYiuk izkfIr izfreku ,d ,slk izfreku gS ftlls fo|kFkhZladYiuk ds vf/kxe gsrq lwpukvksa dk laxBu djrs gSaA ladYiuk

izkfIr izfreku esa v/;kid fo|kfFkZ;ksa dks “kCn volj iznkudjrk gS] ftlls fd os viuh fopkj izfØ;k dk fo”ys’k.k djldsA ladYiuk izkfIr izfreku }kjk i<+kus ls fo|kfFkZ;ksa esa ladYiukdh izdfr] ladYiuk fuekZ.k dh i)fr;ksa dk fodkl] fof”k’VladYiuk dk vf/kxe] vkxeu rdZ dk fodkl bR;kfn f”k{k.kizHkko izzzzR;{k #i ls mRiUu gksrs gSaA blds vfrfjDr ladYiukizkfIr izfreku }kjk i<+kus ls fo|kfFkZ;ksa esa fodYiksa ds izfrtkx:drk] lgu”khyrk] rkfdZd fpUru ds izfr laosnu”khyrk]vkfn ikss’kd izHkko Hkh vizR;{k :i ls mRiUu gksrs gSaA tc Nk=ladYiuk dk vfHkKku djrs gsS rc la”ys’k.k] fo”ys’k.k] ,oaewY;kadu djrs gSaA ftlls fo|kFkÊ fofHkUu fn”kkvksa esa LorU=fpUru djrs gSaA fo|kFkÊ lwpukvksa ds la”ys’k.k] fo”ys’k.k }kjkleL;k dk lek/kku djrs gSa] ftlls mudh iqjkuh ladYiuk,¡VwVrh gSa ,oa ubZ ladYiuk,¡ curh gSaA ifj.kkeLo:i fo|kÆFk;ksa esavkykspukRed fpUru dk fodkl gksrk gSAvkykspukRed fpUru dk vFkZ %

vkykspukRed fpUru voyksdu] vuqHko] rkÆdd fopkj}kjk “kq) :i ls rdksaZ dks ,df=r djus] la”ys’k.k] fo”ys’k.k ,oaewY;kadu djus dh izfØ;k gsSA ;g LokHkkfod ewY;ksa ds ctk;rdZ o fopkj djus ds vk/kkj ij fu.kZ; ysus o ewY;kadu djus dh

mPp ek/;fed Lrj ij fo|kfFkZ;ksa ds vkykspukRed ........................... }kjk fnO;k fot;oxhZ; 121

;ksX;rk gSA ;g ,d ”kq)] Li’V] ,oa mn~ns”; iw.kZ ekufld izfØ;kgSA ;g ewyr% nqfu;k dh tfVy leL;kvksa ds lek/kku] leL;kds foHksn ,oa ltukRed lek/ku mRiUu djus] lwpukvksa dsla”ys’k.k] ,d=hdj.k djus] lR; o fopkj/kkjk ds chp foHskndjus laHkoukiw.kZ lek/kku dks izLrqr djus ls lEcfU/kr gSA ;gfdlh O;fDr dh viuh Lo;a dh lksp dks ifj’dr djus dhizfØ;k gsSAvkykspukRed fpUru dh ifjHkk’kk % Scriven&Paul ds vuqlkj vykspukRed fpUrufo”ys’k.kkRed rdZ] la”ys’k.k] leL;k lek/kku ;k mPp ekufldizfØ;k;sa gSaA Hudgins &Edelman (1986) ds vuqlkj&O;fDr dhog izfØ;k ftlesa og Lo;a ds fu’d’kksaZ ds leFkZu esa lk{; izLrqrdjrk gS rFkk vU; yksxksa ds fu’d’kksaZ dks Lohdkj djus ls iwoZmuls lk{; izLrqr djus dk vkxzg djrk gS og vkykspukRedfpUru gSA

Beyer (1985) ds vuqlkj&vkykspukRed fpUru viukvf/kdkj ek¡xus dh tkudkjh ;k mfpr lwpuk] “kq)rk] izekf.kdrkdks fu/kkZfjr djus dh izfØ;k gsSA

Robbert Enni ds vuqlkj&vkykspukRed fpUruReflective & Resonable fpUru gS tks ;g fu.kZ; ysusij dsfUnzr djrk gS fd D;k djuk gS ,oa D;k fo”okl djuk gSAiwoZ “kks?k % xaxjkM+s ¼1987½ us ladYiuk izkfIr izfreku ,oa ijEijkxrfof/k }kjk i<+kus ij fo|kfFkZ;ksa dh miyfC/k dh rqyuk dh rFkkladYiuk izkfIr izfreku ,oa ijEijkxr fof/k ls i<+kus ij fo|kfFkZ;ksadh cqf)] foKku ds izfr vfHko`fRr] miyfC/k] ewY;] fpark ,oafoKku esa iwoZ miyfC/k dk v/;;u fd;k ,oa ik;k fd ladYiukizkfIr izfreku ijEijkxr fof/k ls lkFkZd :i ls mPp Fkk rFkkfo|kfFkZ;ksa dh foKku esa miyfC/k ladYiuk izkfIr izfreku lsi<+kus ij c<+hA flag ¼1990½ us ladYiuk ds ldkjkRed ,oaudkjkRed mnkgj.kksa }kjk foKku i<+kus ij fo|kfFkZ;ksa dh foKkuesa miyfC/k ,oa vfHkofRr dk v/;;u fd;k ,oa ik;k fd ladYiukizkfIr izfreku okys lewg dh miyfC/k vf/kd Fkh ysfdu vfHkofRrnksuksa lewg dh leku FkhA tSfeuh ¼1991½ us vxzorhZ lxaBdizfreku] ladYiuk izkfIr izfreku rFkk ijEijkxr fof/k }kjk f”k{k.kdh izHkkfork] ladYiuk dks /kkj.k djus dh {kerk] ladYihdj.k]izHkkoh f”k{k.k] ladYiuk vf/kxe esa fo|kfFkZ;ksa dh fØ;k rFkkladYiuk dks /kkj.k djus esa cgqmn~ns”; fpUru ds lacU/k dk v/;;u fd;k ,oa ik;k fd vxzorhZ lxaBd izfreku rFkk ladYiukizkfIr izfreku] ijEijkxr fof/k ls vf/kd izHkkoh FksA ladYiukds vf/kxe esa vxzorhZ lxaBd rFkk ladYiuk izkfIr izfrekuleku :i ls izHkkoh Fks rFkk ladYiuk vf/kxe esa ladYiukizkfIr izfreku vf/kd izHkkoh FkkA eksgUrh ¼1992½ us uSfrd fu.kZ;

ds fodkl esa twfjl iwzMasf”k;y rFkk ladYiuk izkfIr izfreku dhizHkkfork dk rqyukRed v/;;u fd;k ,oa ik;k fd ladYiukizkfIr izfreku uSfrd ewY; dss fodkl esa izHkkoh ugha Fkk A “kekZ¼2001½ us laLdr fo’k; esa ladYiuk izkfIr izfreku rFkk ijEijkxrfof/k dk miyfC/k ds lanHkZ esa v/;;u fd;k ,oa ik;k fd ladYiukizkfIr izfreku rFkk ijEijkxr fof/k ls i<+kus ij laLdr fo’k; esafo|kfFkZ;ksa dh miyfC/k esa lkFkZd varj ugha FkkA iksVdj ¼2002½us foKku dh ladYiuk dks le>us esa ladYiuk izkfIr izfrekurFkk ijEijkxr fof/k dk rqyukRed v/;;u fd;k ,oa ik;k fdfoKku ladYiukvksa dks le>us esa ladYiuk izkfIr izfreku]ijEijkxr fof/k ls lkFkZd #i ls mPp Fkk rFkk foKku dh ladYiukdks le>us esa fyax dk izHkko ugha FkkA

blds vfrfjDr vkykspukRed fpUru ls lEcfU/kr “kks/kdk;Z fuEu Fks& caly ¼1979½ us&ijEijkxr o vk/kqfud xf.kr dsfo|kfFkZ;ksa dh ;ksX;rkvksa dk rqyukRed v/;;u fd;k ,oa ik;kfd ijEijkxr xf.kr ds fo|kfFkZ;ksa ds ctk; vk/kqfud xf.kr dsfo|kfFkZ;ksa esa vkykspukRed fpUru dh izofŸk vf/kd ikbZ xbZALVksu ¼1981½ us vkykspukRed fpUru ;ksX;rk esa vkxeukRedvuqns”ku dh izHkkfork dk v/;;u fd;k ,oa ik;k fd iz;ksfxdlewg ,oa fu;af=r lewg esa lkFkZd varj Fkk rFkk vkxeukRedmikxe ls vuqns”ku ls fo|kfFkZ;ksa ds vkykspukRed fpUru esao`f) gqbZA ,ysDtsaMj ¼1990½ us&foKku miyfC/k ijlkekftd&vkfFkZd Lrj] foKku vfHkofŸk] rFkk vkykspukRedfpUru ds izHkko dk v/;;u fd;k ,oa ik;k fd rhuksa pj foKkudh miyfC/k esa lgk;rk djrs gSaA “ys”oj ¼1990½ us lk{kjokrkZyki lewg ls fo|kfFkZ;ksa ds vkykspukRed fpUru dh ;ksX;rkrFkk i<+us esa vfHkofŸk ds izHkko dk v/;;u fd;k ,oa ik;k fdlk{kj okrkZyki lewg esa Hkkx ysus ls fo|kfFkZ;ksa ds vkykspukRedfpUru izdV djus] ,oa i<+us esa vfHkofŸk lkFkZd :i ls izHkkohugha FkhA“kks/k v/;;u dk mn~ns”; % d{kk uoha ds fo|kfFkZ;ksa dks foKku fo’k; ladYiuk izkfIrizfreku }kjk i<+kus ij Nk= ,oa Nk=kvksa ds vkykspukRed fpUruds ek/; Qykadkas dh rqyuk djukA“kks/k v/;;u dh ifjdYiuk % d{kk uoha ds fo|kfFkZ;ksa dks foKku fo”k; ladYiuk izkfIrizfreku }kjk i<+kus ij Nk= ,oa Nk=kvksa ds vkykspukRed fpUruds ek/; Qykadkas esa lkFkZd vUrj ugha gksxkA“kks/k v/;;u dh izfof/k % “kks/kkFkhZ }kjk izkdYi *iwoZ ,oa i’p ijh{k.k ,dy lewg* dkiz;ksx fd;k x;kA U;kn”kZ ds #i esa xSj ljdkjh fo|ky; ,u-,e- eseksfj;y ds d{kk uoha ds 18 Nk= ,oa 16 Nk=kvksa dkp;u mn~ns”;ijd fof/k ls fd;k x;k] p;fur fo|kfFkZ;ksa esa Nk=,oa Nk=k,¡ ftudh mez 14&16 o’kZ] e/;e lkekftd&vkfFkZd

lkjka”k


Lrj ds] ,e- ih- cksMZ ds fgUnh ek/;e ds fu;fer fo|kFkhZ Fks] dksfy;k x;kA ”kks/kkFkhZ }kjk vkykspukRed fpUru dk iwoZ ijh{k.kfy;k x;k rr~i”pkr ladYiuk izkfIr izfreku }kjk 30 fnu rdfo|kfFkZ;ksa dks mipkfjr fd;k x;kA mipkj ds mijkUrvkykspukRed fpUru dk i”p ijh{k.k fy;k x;k A“kks/k fof/k %

izLrqr ”kks/k ds v/;;u gsrq vuqla/kku dh vlEHkkO; U;kn”kZurduhd (Non Probability sampling Technique)

dh lksn~ns”; U;kn”kZu rduhd (Purposive sampling

Technique) dk iz;ksx fd;k x;kA“kks/k midj.k %

”kks/k ds v/;;u gsrq vkykspukRed fpUru dk ekiu djusgsrq LofufeZr vkykspukRed fpUru ekiuh dk iz;ksx fd;k x;kA;g midj.k d{kk uoha ds fo|kfFkZ;ksa ds fy, cuk;k x;k FkkA blmidj.k esa 20 iz”u FksA dqN iz”uksa dks gy djus ds fy, fo|kfFkZ;ksadks fodYi fn, x, Fks tcfd dqN iz”uksa dks gy djus ds fy,fo|kfFkZ;ksa dks fodYi ugha fn, x, FksA iz”uksa dks gy djus dsfy, fo|kfFkZ;ksa dks 45 fefuV dk le; fn;k x;kA izR;sd lghmŸkj ds fy, 5 vad fu/kkZfjr fd, x,AiznŸkksa dk ladyu %

”kks/k v/;;u dks iw.kZ djus gsrq loZizFke ,u-,e- eseksfj;yds d{kk uoha ds fo|kfFkZ;ksa dks ,d ekg rd i<+kus dh vuqefryh xbZA ”kks/k dk;Z djus gsrq d{kk uoha ds 18 Nk= ,oa 16Nk=kvksa dk p;u mn~ns”;ijd fof/k ls fd;k x;kA fo|kfFkZ;ksa lsrknkRe; LFkkfir djus ds i”pkr~ mUgsa ”kks/k ds mn~ns”; ls ifjfprdjk;k x;kA blds i”pkr~ fo|kfFkZ;ksa ds vkykspukRed fpUrudk ekiu djus gsrq iwoZ ijh{k.k fy;k x;kA iwoZ ijh{k.k ysus dsi”pkr~ Nk= ,oa Nk=kvksa dks ladYiuk izkfIr izfreku ,oa mldsfofHkUu lksikuksa dh foLrr tkudkjh nh xbZA ”kks/kkFkhZ }kjk Nk=,oa Nk=kvksa ds le{k 30 fnu rd ladYiuk izkfIr izfreku ijvk/kkfjr ikB&;kstuk izLrqr dh xbZA var esa LofufeZrvkykspukRed fpUru ekiuh }kjk vkykspukRed fpUru dk i”pijh{k.k fy;k x;kA rr~i”pkr vkykspukRed fpUru ekiuh dkQykadu fd;k x;kAiznŸkksa dk fo”ys’k.k %

”kks/k v/;;u dk mn~ns”; Fkk *d{kk uoha ds fo|kfFkZ;ksa dks

lkj.kh &1fyaxokj vkykspukRed fpUru ds ek/;] ekud fopyu ,oa

lglEca/kh; Vh ekufyax N M sd df t valueNk= 18 54-88 10-61 32 0-85Nk=k 16 57-75 8-81 NS

foKku fo’k; ladYiuk izkfIr izfreku }kjk i<+kus ij Nk=,oa Nk=kvksa vkykspukRed fpUru ds ek/; Qykadksa dh rqyukdjuk*A mijksDr mn~ns”; ls lEcfU/kr izkIr iznŸkksa dk fo”ys’k.kVh ijh{k.k dh lgk;rk ls fd;k x;kA izkIr ifj.kke fuEu izdkjls Fks&

lkj.kh Øekad &1 ls fofnr gS fd lglaca/kh; Vh dk eku0-85 gS tks fd Lora=rk va”k 32 ij 0-05 lkFkZdrk ds Lrj ijlkFkZd ugha gSA tks ;g n”kkZrk gS fd ladYiuk izkfIr izfreku lsmipkfjr Nk= ,oa Nk=kvksa ds vkykspukRed fpUru ds ek/;Qykadkas eas lkFkZd varj ugha gSA blds ifjis{; esa “kwU; ifjdYiukfd *d{kk uoha ds fo|kfFkZ;ksa dks foKku fo’k; ladYiuk izkfIrizfreku }kjk i<+kus ij Nk= ,oa Nk=kvksa ds vkykspukRed fpUruds ek/; Qykadksa esa lkFkZd vUrj ugha gksxk* Loh—r dh tkrh gSAlkj.kh ls ;g Hkh fofnr gS fd Nk=ksa ds vkykspukRed fpUru dsek/; Qykad 54-88 gS tks fd Nk=kvksa ds ek/; Qykad 57-75ls lkFkZd #i ls mPp ugha gSA blls ;g fu’d’kZ fudkyk tkldrk gS fd ladYiuk izkfIr izfreku ls i<+kus ij fo|kfFkZ;ksa esavkykspukRed fpUru dk fodkl fyax Hksn ls Lora= gSAifj.kke %

ladYiuk izkfIr izfreku ls i<+kus ij fo|kfFkZ;ksa dsvkykspukRed fpUru ds fodkl ij fyax dk dksbZ izHkko ughaFkkA vFkkZr vkykspukRed fpUru dk fodkl fyax ls Lora=ik;k x;kAifj.kke dh ppkZ %

“kks/kkFkhZ }kjk fd, x, “kks/k v/;;u ls izkIr fu’d’kZ ls ;gLi’V gS fd Nk= ,oa Nk=kvksa ds vkykspukRed fpUru ds ek/;Qykadksa esa lkFkZd vUrj ugha gksrk gSA vFkkZr~ ladYiuk izkfIrizfreku Nk= ,oa Nk=kvksa ds vkykspukRed fpUru ds fodkl esalkFkZd #i ls izHkkoh ugha jgkA

lanHkZ xzaFk lwphBuch,M.B.(Ed.)(1986): “Third Survey Of Research In Education”,1978-1983) New

Delhi ,N.C.E.R.T.Buch,M.B.(Ed.) (1997) :” Fifth Survey Of Research In Education” Vol. Ist (1988-

1992), New Delhi ,N.C.E.R.T.

mPp ek/;fed Lrj ij fo|kfFkZ;ksa ds vkykspukRed ........................... }kjk fnO;k fot;oxhZ; 123

Buch ,M.B.(Ed.) (2000): “Fifth Survey Of Research In Education” Vol.IInd (1988-1992), New Delhi, NCERT.

Das, M. (2004) : “ Effectiveness Of Concept Attainment model And InquiryTraining Model In Terms Of Pupil Achievement And Reaction”Unpublished M.Ed.(Ed.) Dissertation D.A.V.V.Indore.

Epstein, L. R.(1947): ”Critical Thinking IInd Ilulstrated By Alex Raffi Belmont”Wodsworth Publishing Company.

Joyce, B.S.Weil,M. (1985): “Model Of Teaching” Prentice Hall Of India New Delhi.Kaur,R.And Singh,P.(2005): ”Comparitive Study Of Concept Attainment

Model,Advance Organizer Model And Conventional Method In TeachingOfPhysics In Relation To Inteligence And Achievement” Journal ofIndian Association For Education Research, 17(1&2).

Manocha,B. (1990) : “Development Of Textual Material Of Biology For Class 9th

Using Bruner,s Concept Attainment Model OfTeaching.Ph.D.(Ed.).Thesis,D.A.V.V . Indore.

Potekar, N.(2002): “Comparison Of Concept Attainment model And Tradional MethodIn Term Of Science Concepts Understanding Of Ciass IX Students .Unpublished M.Ed.(Ed.) Dissertation D.A.V.V.Indore.

Sansanwal, D. N.& Singh,P.(1991): “Model Of Teaching” Baroda Society For EducationIndore Research And Development.

Sinsh,B.(1990): “Effectiveness Of Concept Attainment Model By Positive And NegativeExample In Terms Of Attitude And Achievement”, Unpublished M.Ed.(Ed.) Dissertation D.A.V.V.Indore.

Singh,S. 1994): “Comparision Of Inductive Thinking Model With Traditional MethodOf Teaching Economics To Class 12th In Terms Of Selected CognitiveVariables” Unpublished Ph.D (Ed.)Thesis,D.A.V.V.Indore.

Sharma, B. (2001) : A Study Of Concept Attainment Model And Conventional MethodIn Terms Of Achievement In Sanskrit . Unpublished M.Ed. (Ed.)Dissertation D.A.V.V.Indore.

*fnO;k fot;oxhZ; % lgk- izk/;kid] vfjgar dkyst] 453] [k.Mok jksM] bankSj ¼e/;izns”k½

Email: [email protected]



xkSjo flag *

fu%”kqYd ,oa vfuok;Z cky f”k{kk dk vf/kdkj vf/kfu;e 2009 ds vUrxZr gj cPps dks xq.koŸkk iw.kZ f”k{kk miyC/k ;gmldk vf/kdkj gS vkSj ;g ge lHkh dk nkf;RoA xq.koÙkk iw.kZ f”k{kk dks lqfuf”pr djus esa fo|ky;] f”k{kd] cPps]ikB~;iqLrds] izf”k{k.k] ekfuVfjax] vdknfed lEcyu vkfn lHkh dh egRoiw.kZ Hkwfedk,a gSaA tc rd mDr lHkh vk;kefeydj lefUor :i ls Hkwfedk dk fuokZg ugha djsaxs rc rd lh[kus dh xq.koÙkk dh vis{kk dj ikuk mfpr ugha gSA blh Øeesa jk’Vªh; ikB~;p;kZ dh :ijs[kk 2005 ds izeq[k fl)kUrksa dks vk/kkj ekurs gq, xq.koÙkk ds Lrj dks ,d ladqy Lrj ijHkwfedkvksa esa foHkktu djuk cgqr gh vko”;d gSA vc ;g vko”;drk gS fd igys ls gh ekStwn uokpkjksa ds vuqHkoksa dkseq[; /kkjk dk Lo:i nsus dh izkajfHkd f”k{kk ds loZO;kihdj.k esa fufgr pqukSfr;ksa ds izfr ltxrk dhA jkT; vkSj cPpksa dksysdj dke dj jgh ,tsfUl;ksa ds chp ,d O;kid lgHkkfxrk dk fo’k; cuk;k tk;s ,oa lkekftd ifjorZu ds izfr >qdko dksek= ewY;ksa dh rjg ugha cfYd xq.koÙkk ds ewyHkwr rRoksa dh rjg ns[kk tk;sA

lkjka”k

Key Words : jhfMax dSEisu] vf/kxe ladsrd

jhfMax dSEisu dk;ZØe] jktLFkku


Vol. 6, No.1, Apr. 2015

i’BHkwfejktLFkku izkjfEHkd f”k{kk ifj”kn t;iqj o ;wuhlsQ dh

lgk;rk ls jk’Vªh; ikB~;p;kZ dh :ijs[kk 2005 vkSj fu%”kqYd,oa vfuok;Z cky f”k{kk dk vf/kdkj vf/kfu;e 2009 ds vUrxZr6 ls 14 o’kZ rd ds cPpksa dks d{kk 1 ls 8 rd f”k{kk esaxq.kkRed izxfr gsrq rFkk fofHkUu ”kSf{kd laLFkkvksa ds QhMcSd,oa vuqHkoksa dk /;ku esa j[krs gq, rFkk lEcyu dk;ZØe ls izkIrfo”ys’k.kkRed vk¡dM+ksa ds vk/kkj ij loZ f”k{kk vfHk;ku }kjkl= 2013&14 esa jhfMax dSEisu dk;ZØe izkjEHk fd;k x;k tksfo”ks’kr% lrr ,oa O;kid ewY;kadu dh izfØ;k ls izofrZr ^jhfMaxdSEisu dk;ZØe^^ esa leLr fo|ky; tgk¡ d{kk 1 ls 8 rdlapkfyr gSa] ;s lQyrk iwoZd ykxw fd;k x;k gS rFkk bldsifj.kke Hkh ldkjkRed jgs gaSAjhfMax dSEisu dk;ZØe ds mn~ns”;

d{kk 1 ls 8 rd izkjfEHkd ,oa laLdr f”k{kk foHkkx esaykxw fd;k x;k gSA jhfMax dSEisu dk;ZØe ds mn~ns”; fuEu gaS

• fo|ky; esa ,slk ekgkSy rS;kj djuk dh cPps viuh d{kkvksa dsLrj ds vuq:i {kerkvksa ,oa vo/kkj.kkvksa dks izkIr dj ldsA

• d{kk 3] 4 ,oa 5 ds tks cPps Hkk’kk vkSj xf.kr dh ewy{kerkvksa@vo/kkj.kkvksa ij le> ugha cuk ik;s gSa mudh buij le> cuk mUgsa l{ke cukukA

• f”k{kk Øe ,oa ikB~;Øe ds vuqlkj d{kk 1 ls 8 rd l= dsvar esa visf{kr vf/kxe ladsrdksa ds vuq:i cPpksa ds ”kSf{kdLrj dks fodflr djukA

• ikB~;Øe foHkktu ds vuqlkj ikB~;Øe dks iwjk djokrs gq,visf{kr vf/kxr ladsrksa ds vuq:i cPpksa ds ”kSf{kd Lrj dksfoHkktu djukA

• le;c) ,oa lrr ewY;kadu djrs gq, Lrj vuqlkj f”k{k.kdk;Z djok dj cPpksa dks visf{kr Lrj rd ykukA

• jhfMax dSEisu ds ek/;e ls cPpksa ds ”kSf{kd Lrj esa vk;s lq/kkjdks ns[krs gq, vyxs o’kZ dh ”kSf{kd ;kstuk rS;kj djukA

• fo|ky; dh xq.koÙkk iw.kZ ekWfuVfjax djukA

jhfMax dSEisu dk;ZØe] ........................... }kjk xkSjo flag 125

jhfMax dSEisu dk;ZØe dh dk;Z;kstukjhfMax dSEisu dk;ZØe dk fØ;kUo;u eq[;r% fo|kfFkZ;ksa

dh vk/kkj js[kk rS;kj dj vf/kxe ds y{; fu/kkZfjr dj mudsvuq:i ikB~;Øe dk foHkktu dj f”k{k.k ;kstuk cukuk gSAvk/kkj js[kk@cslykbu dk fu/kkZj.k

tqykbZ ekg ds izkjaHk esa d{kk 1 ls 8 rd ds cPpksa dkmudh vk;q ,oa ”kSf{kd Lrj ds vuqlkj vkdyu dj fofHkUu xzsMesa oxhZdr dj fn;k tkrk gS ;g xzsM f”k{kd }kjk fiNyh d{kk esaizkIr vad ,oa tqykbZ ekg ds izFke lIrkg esa fd;s x;s ewY;kaduds vk/kkj ij dh tkrh gSaA fdUrq f”k{k.k djkus ds fy, bUgsa rhulewg A i. (A, B) ii.(C,D) iii. (E) esa oxhZdr dj fn;k tkrkgSA ;gh cslykbu gksrh gSA bl cslykbu ds vk/kkj ij rhuksalewgksa ds cPpksa dks cuk;s x;s vf/kxe ladsrdksa dks /;ku esaj[kdj fu/kkZfjr ikB~;Øe ds vuqlkj cPpksa ds Lrj ds vuq:iewY;ijd f”k{k.k ;kstuk fo’k; f”k{kd }kjk cukbZ tkrh gS rFkkf”k{k.k dk;Z dj y{; dh izkfIr dh tkrh gSAvf/kxe ladsrd ¼yfuZax bfUMdsVlZ½

f”k{k.k ,oa ikB~;Øe ds vuqlkj l= ds var esa cPpksa esafodflr gks tkus okyh visf{kr {kerkvksa@vo/kkj.kkvksa@dkS”kyksadks vf/kxe ladsrd dgk tkrk gSA cPpksa }kjk fdlh d{kk esa,d l= i<+ ysus ds ckn dkSu&dkSu lh vo/kkj.kk,¡] dkS”ky fdlrj rd fodflr gks tkus visf{kr gaSA bu vis{kkvksa dks vf/kxeladsrd ds :i esa izLrqr fd;k x;k gSA d{kk 1 ls 8 rd izfrd{kk izR;sd fo’k; ds vf/kxe ladsrd rS;kj fd;s x;s gSaA buladsrdksa ls f”k{kd dks ;g enn feyrh gS dh l= ds var rdcPpksa dks fdl Lrj rd ysdj tkuk gS rFkk muds fy, mUgsa D;kdk;Z;kstuk cukrh gS dSls dke djuk gS bu vf/kxe ladsrdlEcU/kh nLrkost dks izR;sd fo|ky; esa miyC/k djk;k tkrk gSAikB~;Øe foHkktu

jhfMax dSEisu dk;ZØe ds vUrxZr d{kk 1 ls 8 rd izfrd{kk izfr fo’k; ikB~;Øe dk foHkktu fd;k x;k gSA fo|ky;ksaesa foHkkxh; fu;e vuqlkj ewY;kadu ¼frekgh v)Zokf’kZd] ,oaokf’kZd ijh{kk½ dks vk/kkj cukdj ikB~;Øe dk foHkktu fd;kx;k gSA blds vUrxZr izR;sd ewY;kadu rd izfrd{kk izfrfo’k;ikB~;lkexzh ij dke djus ds nkSjku fodflr gks tkus okys dkS”kyksavf/kxe ladsrdksa dks visf{kr fd;k x;k gSA ikB~;Øe foHkktunLrkost dh ,d izfr izR;sd fo|ky; esa miyC/k djkbZ tkrh gSAftyk ,oa CykWd f”k{kk vf/kdkfj;ksa ds nkf;Ro

ftyk izkjfEHkd f”k{kk vf/kdkjh ds ekxZn”kZu esa vko”;drkvuqlkj cSBd vk;ksftr dh tkrh gS cSBd esa ftyk Lrjh; ,oaCykWd Lrjh; vf/kdkjh Hkkx ysrs gaS bl cSBd esa ftyk xq.koÙkkizHkkjh }kjk lHkh lnL;ksa dks vf/kxe ladsrd ds ckjs esa izf”kf{krfd;k tkrk gSA ftu CykWd esa cPpksa dk ”kSf{kd Lrj larks’ktudugha ik;k tkrk muds fy, fo”ks’k dk;Z ;kstuk cukdj dk;Z fn;ktkrk gSA

iz/kkuk/;kid dk nkf;Rolrr O;kid ewY;kadu izfØ;k }kjk xzsfMax iz.kkyh ds vUrxZr

iz/kkuk/;kid Loa; f”k{kdksa ds lkFk fo|kfFkZ;ksa ds ”kSf{kd Lrj dhizxfr ds ckjs esa leh{kk djsaA• iz/kkuk/;kid ls visf{kr gS fd vf/kxe ladsrd rFkk ikB~;Øe

foHkktu dh miyC/krk fo|ky; esa lqfuf”pr djsaA• iz/kkuk/;kid ;g lqfuf”pr djs fd tqykbZ ds izFke lIrkg rd

cPpksa dk fo’k;okj vk/kkj js[kk ewY;kadu vfuok;Z :i ls djfy;k tk;sA

• iz/kkuk/;kid cPpksa ds Lrj fu/kkZj.k ds i’pkr mijksDrkuqlkjlewg cukdj f”k{k.k djk;k tkuk lqfuf”pr djsaA

• cPpksa dh izxfr ds ckjs esa cPpksa ds izR;sd ewY;kadu ds i”pkrmuds vfHkHkkodksa ds lkFk ppkZ djsa ,oa cSBd dk fjdkMZla/kkj.k djsaA

• d{kk ds vuq:i larks’ktud Lrj izkIr ugha djus okys cPpksa dsfy, fo”ks’k dk;Z;kstuk cukbZ tk;s ,oa mu ij fo”ks’k /;kufn;k tk;sA

f”k{kd dk nkf;Ro %&jhfMax dSEisu dk;ZØe ds vUrxZr f”k{kdksa dk drZO; gS fd

og bl dk;ZØe ds mn~ns”; ,oa y{;ksa dks izkIr djus dk iz;kldjsaA• fo’k; f”k{kd vius fo’k; ls lacaf/kr vf/kxe ladsrd rFkk

ikB~;Øe foHkktu dks i<+dj le> ysA• fo’k; f”k{kd vf/kxe ladsrd] ikB~;Øe foHkktu rFkk izR;sd

ewY;kadu rd cPpksa esa visf{kr vf/kxe ladsrdksa dks f”k{k.kvk/kkj cukdj f”k{k.k dk;Z ;kstuk cuk;s ,oa f”k{k.k dk;ZdjsaaA

• fo’k; f”k{kd cPpksa ds ewY;kadu ds vk/kkj ij izi= v esa vad,oa xzsM HkjasA

• foHkkxh; fu;e vuqlkj cPpksa dk ewY;kadu jhfMax dSEisudk;ZØe ds vUrxZr fn;s x;s vf/kxe ladsrdksa ds vk/kkj ijiz”u i= cukdj djsaA

• f”k{kd D ,oa E lewg okys cPpksa ij xgurk ls fopkj djsa ,oabu cPpksa ds ckjs esa vyx ls dk;Z;kstuk cukdj izHkkohf”k{k.k djok;sA

• f”k{kd fujUrj lwpuk iz/kkuk/;kid dks miyC/k djokrs jgsaAjhfMax dSEisu dk;ZØe vkSj jk’Vªh; ikB~;p;kZ dh :ijs[kk

jk’Vªh; ikB~;p;kZ dh :ijs[kk 2005 esa Ldwyh ikB~;p;kZ dspkj {ks=ksa] Hkk’kk] xf.kr] foKku vkSj lkekftd foKku esa egRoiw.kZifjorZuksa dk lq>ko fn;k x;k fd f”k{kk vkt dh vkSj Hkfo’;dh t:jrksa ds fy, T;knk izklafxd cu lds vkSj cPpksa dks mlncko ls eqDr fd;k tk lds tks os >sy jgs gaSA ;g nLrkost blckr dh flQkfj”k djrk gS fd fo’k;ksa ds chp dh nhokjsa uhph djnh tk;s rkfd cPpksa dks Kku dk lexz vkuUn fey lds vkSj


fdlh pht dks le>us ls feyus okyh [kq”kh gkfly gks ldsblds lkFk ;g lq>k;k x;k dh ikB;iqLrd vkSj nwljh lkexzhdh cgqyrk gks ftlesa LFkkuh; Kku vkSj ikjaifjd dkS”ky ”kkfeygks ldrs gaS vkSj cPpksa ds ?kj vkSj lkeqnkf;d ifjos”k ls thoarlEcU/k cukus okys LQwrhZnk;d Ldwyh ekgkSy dks lqfuf”prfd;k tk ldsA blh nLrkost dks vk/kkj cukdj jhfMax dSEisudk;ZØe esa vf/kxe ladsrdksa dk fuekZ.k fd;k x;kAfgUnh Hkk’kk ds d{kkokj ladsrd %&

jhfMax dSEisu dk;ZØe ds vUrxZr d{kk 1 ls 8 rd fgUnhHkk’kk ds d{kkokj ladsrd cuk;s x;s ftuesa jk’Vªh; ikB~;p;kZ dh:ijs[kk 2005 dh Hkk’kk f”k{k.k ds lanHkZ esa laLrqfr;k¡ gaS dhlkFkZd lanHkksZa ls Hkk’kk f”k{k.k dh ”kq:vkr dh tk;s cgqHkkf’kdrkdk lalk/ku ds :i esa mi;ksx fd;k tk;sA Hkk’kk f”k{k.k gsrqlexzrkoknh nf’Vdks.k viuk;k tk;s rFkk lanHkZ esa O;kdj.k ijle> fodflr dh tk;sA cPpksa dk ?kjsyw Hkk’kk o ekud Hkk’kkds chp tqMko LFkkfir djuk] ekSf[kd fyf[kr vfHkO;fDr dsvolj miyC/k djokuk] cPpksa ds iz”u iwNus vkSj viuh ckrdgus ds Hkjiwj volj miyC/k djkuk ubZ fo|kvksa ls ifjp;djokuk budh le; vuqlkj iwfrZZ gks blds fy, vf/kxe ladsrdksadks d{kkokj rS;kj fd;k x;kA

bl izdkj d{kk 1 esa fgUnh Hkk’kk dk ladsrd rS;kj fd;s x;sgSA bu ladsrdksa dks vf/kxe igpku fcUnq ds :i esa ikB~;Øedk foHkktu fd;k x;k gSA ftlesa izFke ij[k ls okf’kZd ijh{kkds vf/kxe ladsrdksa dk o.kZu fd;k x;k gSAjhfMax dSEisu dk;ZØe dk egRo• cPpksa ds O;kogkfjd Kku rFkk nSfud thou ds vuqHkoksa ds ckjs

esa le> fodflr gksrh gS A• bl dk;ZØe ds rgr cPpksa dks viuh {kerk o Lrj ds vuq:i

f”k{kk izkIr djus dk volj izkIr gksrk gSA• detksj ckydksa dks muds Lrj ds vuq:i f”k{k.k djok;k tkrk

gS ftlls mudh f”k{kk esa izxfr gksrh gS ,oa bu cPpksa dsvkRefo”okl esa of) gksrh gSA

• f”k{kd viuh f”k{k.k ;kstuk dks miyfC/k ds vk/kkj ij ;kstukcukdj fØ;kUo;u djrk gS ,oa yxkrkj lfØ; jgrk gSA

• fo|ky; esa cPpksa ds ”kSf{kd Lrj] ukekadu Bgjko o fu;ferrkesa Hkh of) gksrh gSA

• lrr ,oa O;kid ewY;kadu dh izfØ;k ls lanfHkZr bl dk;ZØels f”k{kk ds mn~ns”;ksa dh izkfIr gksrh gSA

• vf/kxe ladsrdksa ds ek/;e ls cPpksa dks fo’k;oLrq lh[kus esavkuUn dh vuqHkwfr izkIr gksrh gSA

{kerk,a d{kk&1 d{kk&2

lqudj le>kuk vkSj • vius vklikl dh vkoktksa dks lqudj le> ikuk & • lkekU; funsZ”kksa dks lqudj le> ikukA

le>dj cksyuk tSls O;fDr] i”kq&i{kh okgu bR;kfnA • fp=ksa dks ns[kdj muds ckjs esa vius

• vius ?kj] ifjokj] vklikl] ifjos”k ifjfpr] vuqHkoksa dks tksM+dj viuh ckr dg ikukA

ifjfLFkfr;ksa esa ckrphr dks lqudj le> ikukA • vius eu ls dgkuh@dfork vkfn cukus

• lquh gqbZ dgkuh@dfork ?kVukvksa ,oa vU; lkexzh dks dk iz;kl dj ikuk

viuh Hkk’kk esa dg ikukA

i<+dj le>kuk • dgkuh@dfork dks vkuUn ds lkFk i<+ ikukA • dfork@dgkuh@ ?kVuk vkfn dks i<+dj

• lh[ks gq, o.kksZa@ek=kvksa dks Lora= :i ls igpku mlesa fufgr vFkZ dks ikukA

dj i<+ ikukA • dgkuh@dfork@ tksM+dj ekSf[kd :i ls

• i<+h gqbZ dgkuh@ dfork@?kVukvksa ,oa vU; lkexzh ij vkxs c< ikukA D;k dc dgk¡ dkSu tSls iz”uksa ds ekSf[kd mRrj ns ikukA • i<+rs le; Hkko ds vuq:i vYi fojke]

iw.kZ fojke] iz”u okpd dkmi;ksx dj ikukA

fy[kuk • lh[ks x;s o.kZ] ek=kvksa dks Lora= :i ls vius Lrj ij • o.kZ@’kCn vkSj okD; dks ns[kdj fy[k

fy[k ikukA ikukA

• lh[ks x;s o.kZ@ek=kvksa ls “kCn okD; cuk ikuk vkSj • fp= dks ns[kdj mlds ckjs esa fy[k ikuk

fy[k ikukA

O;kogkfjd O;kdj.k • fyax] opu ds vuqlkj okD; cuk ikukA • vYi] fojke] iw.kZ fojke iz”u okpd

ij le> cuk ikukA

fgUnh Hkk’kk ds ladsrd

jhfMax dSEisu dk;ZØe] ........................... }kjk xkSjo flag 127

lanHkZ xzaFk lwphjhfMax dSEisu dk;ZØe ¼2014&15½ izkFkfed Lrj 1 ls 5 iqfLrdk loZ f”k{kk vfHk;ku t;iqjAokf’kZd izfrosnu ¼2013&14½ jktLFkku izkjfEHkd f”k{kk ifj’kn t;iqjAjhfMax dSEisu dk;ZØe ¼2014&15½ mPp izkFkfed Lrj 6 ls 8 iqfLrdk loZ f”k{kk vfHk;ku t;iqjAifjgkj] ”kehe ¼vDVwcj 2014½ jhfMax dSEisu ,d uokpkj f”kfojk if=dk ist 51&52 ek/;fed f”k{kk chdkusj jktLFkku”kekZ] cyjke fiz;k] mik;qDr] xq.koŸkk izdks’B] jktLFkku izkjfEHkd f”k{kk ifj’kn t;iqjA”kekZ jk/ks”;ke lgk;d funs”kd] jhfMax dSEisu dk;ZØe jktLFkku izkjfEHkd f”k{kk ifj’kn t;iqjAjk’Vªh; ikB~;p;kZ dh :ijs[kk 2005 ,u-lh-bZ-vkj-Vh-] ubZ fnYyhA

*xkSjo flag *;wFk bUVuZ] xq.koŸkk izdks’B loZ f”k{kk vfHk;ku jktLFkku izkjfEHkd f”k{kk ifj’kn] t;iqj

jktLFkku Email: [email protected]

• ikB~;Øe ds foHkktu ls cPpksa dks yxkrkj fo’k; ds ckjs esa lh[kus ls T;knk lQyrk izkIr gksrh gSA• bl dk;ZØe esa cky dsfUnzr f”k{kk dks c<kok fn;k tkrk gSA

blesa fo|kFkhZ ijh{kk lEcU/kh Hk; ls Lora= gksrk gSA• jhfMax dSEisu dk;ZØe ls xq.koÙkk iw.kZ f”k{kk ds y{; dh izkfIr

gksrh gSAfufgrkFkZ

bl izdkj dgk tk ldrk gS fd jhfMax dSEisu dk;ZØexq.koÙkk iw.kZ f”k{kk ds y{; dks ikus dk ,d dk;ZØe gSA ftldsvUrxZr iwjs l= ds nkSjku fo|kFkhZ dh izxfr ,oa lQyrk ds ckjsesa tkudkjh izkIr gksrh gS ,oa cPpksa esa mitus okys dkS”ky]

vo/kkj.kk;sa] {kerk,¡ bR;kfn dk irk vklkuh ls py tkrk gSAftlls f”k{kd dks viuh f”k{k.k ;kstuk dk fØ;kUo;u mlhvk/kkj ij djrk gS bl dk;ZØe ds rgr l=kjEHk ls f”k{k.k;kstuk lewg vuqlkj cukdj lrr ,oa fujUrj ewY;kadu djiz/kkuk/;kid ,oa f”k{kd ds lq/kkjkRed dk;ksZa }kjk o’kZ ds var esay{;ksa dks izkIr fd;k tk ldrk gSA lexz lrr ewY;kadu lsizofrZr lanfHkZr jhfMax dSEisu dk;ZØe mu laLFkk iz/kkuksa rFkkf”k{kdksa ds fy, lgk;d fl) gksxk ftuds fo|ky; esa ;gdk;ZØe ugha Fkk ijUrq vc ;g jktLFkku ds lHkh fo|ky;ksa esaykxw gks x;k gSA ftlls xq.koÙkkiw.kZ f”k{kk dh izkfIr dh tkldrh gSA



“kSys”k dqekj JhokLro *

oS”ohdj.k ds orZeku nkSj esa ijEijkxr f”k{kk ds LFkku ij O;kolkf;d f”k{kk vf/kd egRoiw.kZ gks xbZ gSA foKku o rduhdhds fodkl ds dkj.k vkt dk vkS|ksfxd ifjn“; fujUrj ifjofrZr gksrk tk jgk gS] ftl dkj.k ,slh Je “kfDr dh vf/kdkf/kdvko”;drk gks jgh gS] tks O;kolkf;d dq”kyrk j[krk gksA bl O;kolkf;d dkS”ky dks izkIr djus ds fy, mPp f”k{kk ds {ks=esa vf/kdkf/kd f”k{kk laLFkkuksa dh vko”;drk gS] tks cktkj dh Je”kfDr dh vko”;drk ds vuq:Ik vf/kd ls vf/kd dq”kyJfedksa dks rS;kj dj ldsaA mPp f”k{kk ds futhdj.k ds }kjk ;g vkt O;kolkf;d laLFkkuksa dh la[;k esa fujUrj c<ksrjh gksrhtk jgh gS] ftlls vf/kla[; Nk=ksa dks O;kolkf;d f”k{kk izkIr djus ds volj izkIr gks jgs gSaA

lkjka”k

Key Words : futhdj.k] O;kolkf;d mPp f”k{kk

f”k{kk ds futhdj.k dk O;kolkf;d mPp f”k{kk ij izHkko


Vol. 6, No.1, Apr. 2015

izLrkouk%orZeku le; esa loZ= O;kIr oS”ohdj.k ds nkSj ds dkj.k

f”k{kk ds {ks= esa u,&u, iz;ksx gks jgs gSaA 1980 ds n”kd lsoS”Okhdj.k nkSj vkus ds ckn ls gh f”k{kk izkIr djus ds uohuvoljksa dk ekxZ gekjs le{k [kqyrk tk jgk gSA vkt ge lwpuk,oa lEizs’k.k rduhdh ds ;qx esa jg jgs gSa] tgk¡ ij f”k{kk izkIrdjus esa vkus okys le;] LFkku rFkk o nwjh ds cU/ku lekIr gkspqds gSaA vkt ge vius ?kj ij gh cSB dj fo”o ds fdlh Hkh dksusesa fLFkr fo”ofo|ky; ls fMxzh ;k fMIyksek izkIr dj ldrs gSavkSj bl izdkj ge fdlh Hkh dkj.k ls viuh viw.kZ jg x;h f”k{kkdks iw.kZ dj ldrs gSaA ;gh ugha buds ek/;e ls ge viuh fujUrjKku izkIr djus dh bPNk dks Hkh iw.kZ dj ldrs gSaA bl izdkjvkt oS”Okhdj.k ds ;qx esa fofHkUUk jk’Vªksa ds chp gqbZ lfU/k;ksa dsdkj.k rFkk lwpuk ,oa lEizs’k.k rduhdh ds izlkj ds dkj.k f”k{kkds {ks= esa vHkwriwoZ cnyko nf’Vxr gks jgs gaS rFkk f”k{kk dh igqaplHkh rd vklku gks xbZ gSA ijUrq blds lkFk gh oS”ohdj.k dsdkj.k vk, futhdj.k ds }kjk f”k{kk ds {ks= esa dqN ldkjkRed odqN udkjkRed cnyko Hkh vk, gSaA ftlls f”k{kk dk ifjn“;gh cny x;k gSA vkt ls rhu n”kd iwoZ rd rduhdh oO;kolkf;d laLFkkuksa ds lhfer gksus ds dkj.k lhfer la[;k esa

gh Nk=@Nk=k,¡ rduhdh o O;kolkf;d f”k{kk izkIr dj ikrs Fksogha vkt futh rduhdh o O;klkf;d laLFkkvksa ds vlhferla[;k esa [kqy tkus ds dkj.k rduhdh o O;kolkf;d f”k{kkvf/kdka”k cPpkas dks miyC/k gks jgh gSA bl dkj.k vkt vf/kdka”k ekrk&firk vius cPpksa dks lkekU; f”k{kk nsus ds LFkku ijrduhdh ;k O;kolkf;d f”k{kk iznku djkus esa vf/kd fnypLihysus yxs gSaA bldk ,d dkj.k ;g Hkh gS fd vkt ds oS”ohÑrlekt esa fo”o eas dgha Hkh jkstxkj djus esa fdlh izdkj dh dksbZjksd ugha gksus ds dkj.k rduhdh o O;kolkf;d laLFkkuksa lsfudys Nk=ksa dh oSf”od Je cktkj esa vR;f/kd ekax gS ftldkj.k buls fudys Nk=ksa dks ukSdjh ikus ds fy, vf/kd Hkkx&nkSM+ugha djuh iM+rh gSA ;gk¡ ij ,d rF; vkSj lkeus vk jgk gS fd;|fi futhdj.k ds ifj.kke Lo:i rduhdh o O;kolkf;df”k{kk dk vR;f/kd izlkj gqvk gS ijUrq blds lkFk gh f”k{kk dsfuthdj.k ds dkj.k vusd izdkj dh leL;k,¡ Hkh mRiUu gks jghagSa] ftu ij /;ku nsuk vko”;d gSA“kks/k v/;;u dk mn~ns”;%

izLrqr “kks/k v/;;u dk mn~ns”; f”k{kk ds futhdj.k dhizfØ;k O;kolkf;d mPp f”k{kk ij futhdj.k ds izHkko dkv/;;u djuk gSA

f”k{kk ds futhdj.k dk O;kolkf;d ........................... }kjk “kSys”k dqekj JhokLro 129

futhdj.k dk vFkZ%oS”ohdj.k o futhdj.k f”k{kk ds {ks= esa rsth ls fodflr

gks jgh izfØ;k gSA vLlh ds n”kd ds ckn ls gh fo”o esa O;kikj]m|ksx] f”k{kk vkfn lHkh {ks=ksa esa futhdj.k dk izHkko nf’Vxr gksjgk gSA ijUrq f”k{kk ds {ks= esa rks bldk izHkko bruk izcy gks x;kgS fd vkt vf/kdka”k vfHkHkkod vius cPpksa dks ljdkjh ;klkoZtfud {ks= ds f”k{kk laLFkkuksa ds ctk; izfrf’Br O;fDrxrlaLFkkvksa ds }kjk lapkfyr f”k{kk laLFkkuksa esa f”k{kk fnykus esavf/kd #fp ys jgs gSaA O;olk; dh n`f’V ls f”k{kk dk {ks=vR;f/kd rhozxfr ls fodflr gks jgk {ks= fl) gks pqdk gSA blhdkj.k vkt ns”k rFkk fons”k ds izfrf’Br laLFkkuksa ds }kjk f”k{kk ds{ks= dks m|ksx ds :i esa fodflr dj fn;k gSA iwoZ esa cM+s&cM+svkS|ksfxd ?kjkuksa ds }kjk f”k{k.k laLFkkuksa dh LFkkiuk /keZ&deZ ds:i esa dh tkrh Fkh rFkk budh LFkkiuk dk mn~ns”; iq.; izkIrdjuk gksrk FkkA ijUrq orZeku le; esa ;fn dksbZ O;kolkf;dizfr’Bku “kSf{kd laLFkkuksa dh LFkkiuk djrk gS rks mldk eq[;mn~ns”; mlds }kjk /ku dekuk ;k ykHk dekuk gksrk gSA f”k{kk ds{ks= esa futhdj.k lkoZtfud {ks= rFkk ljdkjh laLFkkuksa dhizfØ;kvksa] lalk/kukas ,oa ftEesnkfj;ksa dks futh izfr’Bkuksa ;k laLFkkuksads gkFkksa esa LFkkukarfjr djus dh izfØ;k dks dgk tkrk gSA 1 f”k{kkds {ks= esa futhdj.k dh izofRr dk fodkl cM+h rsth ls gks jgkgSA D;ksafd f”k{kk ,slk {ks= gS ftlds vf/kdka”k [kpsZ ljdkjh/kujkf”k ij gh fuHkZj djrs gSaA blh dkj.k fodkl”khy ns”kksa esaljdkj ds }kjk f”k{kk ds leqfpr izlkj gsrq lalk/ku tqVkus ds fy,vko”;d /kujkf”k dk vkoaVu u dj ikus ds dkj.k f”k{kk ds {ks=esa futh gLr{ksi dh vko”;drk dks eglwl fd;k tk jgk gS vkSjfodkl”khy {ks= gksus ds dkj.k ;g fuos”k mRrjksRrj c<+rk gh tkjgk gSSA f”k{kk ds futhdj.k dks nks :iksa esa ns[kk tkrk gS & ¼1½f”k{kk gsrq ifCyd Ldwyksa esa izos”k ysuk rFkk ¼2½ mPp f”k{kk ds{ks= esa futh fuos”k dks c<+kok nsukA f”k{kk ds {ks= esa Hkkjr esa vktnksuksa izdkj ds futhdj.k dks Li’V :i ls ns[kk tk ldrk gSAfo|ky;h f”k{kk ds {ks= esa ifCyd Ldwy iz.kkyh rks ;gk¡ ijigys ls gh Fkh ijUrq foxr rhu&pkj n”kdksa ls mPp f”k{kk ds {ks=esa futh fo”ofo|ky;ksa o rduhdh@O;kolkf;d laLFkkuksa dh rksns”k esa Hkjekj gks xbZ gSALora=rk izkfIr ds Ik”pkr Hkkjr esa f”k{kk O;oLFkk dkfodkl%

Lora=rk ls iwoZ rFkk i”pkr Hkh gekjs ns”k esa f”k{kk iznkudjus dk nkf;Ro ljdkj dk gh jgkA pkgs og dsUnzh; ljdkj gks;k jkT; ljdkj] f”k{kk ij gksus okys O;; dk ogu bUgha ds }kjkfd;k tkrk gSA Lora=rk izkfIr ds le; gekjs ns”k esa lk{kjrk dkizfr”kr 16-67 FkkA bl izdkj ml le; gekjs ns”k dh vf/kdka”ktula[;k f”k{kk ls oafpr FkhA blhfy, lu~ 1950 esa ns”k esa ykxwlafo/kku ds uhfr funsZ’kd fl)kUrksa ds vuqPNsn 45 }kjk izR;sd

ukxfjd dks izkFkfed f”k{kk izkIr djus dk leku vf/kdkj iznkudjus dk izko/kku fd;k x;k o Li’V :i ls fy[kk x;k fd &^ljdkj iz;kl djsxh fd bl lafo/kku ds ykxw gksus ds nl o’kZ dsHkhrj 14 o’kZ vk;q rd ds lc cPpksa dks fu%”kqYd o vfuok;Zf”k{kk miyC/k djk;h tk;A** blds fy, ns”k dh ljdkj }kjkle;≤ ij vk;ksx xfBr fd, x, ftUgksaus ns”k ds lHkhukxfjdksa rd f”k{kk dk izlkj djus dh vuq”kalk,a dhA ljdkj ds}kjk bu vk;ksxksa dh vuq”kalkvksa ds vk/kkj ij vusd ;kstukvksadks lapkfyr dj lHkh cPpksa dks f”kf{kr djus dk iz;kl fd;kx;kA ijUrq ;g gekjk nqHkkZX; gh jgk fd ljdkj ds vFkd iz;klds ckn Hkh lHkh yksxksa rd f”k{kk dh igqap cukus esa ljdkjh ra=ukdke jgkA bldk ,d izeq[k dkj.k f”k{kk ij gksus okyk O;;Hkh FkkA

f”k{kk ds ljdkjh ra= ds varxZr gksus rFkk f”k{kk iznku djusdk nkf;Ro iw.kZ :i ls jkT; o dsUnz ljdkj dk gksus ds dkj.kf”k{kk ra= dks LFkkfir djus rFkk mlds fy, HkkSfrd o ekuolalk/ku dk fodkl djus dk nkf;Ro Hkh ljdkj dk gSA ijUrqns”k esa f”k{kk ds fy, i;kZIr ctV miyC/k u gks ikus ds dkj.klHkh dks f”k{kk miyC/k djkus gsrq “kSf{kd lalk/kuksa dk iw.kZ fodklugha fd;k tk ldk gS vkSj Lora=rk izkfIr ds ckn 1951 ls 2011rd Hkh ns”k esa lk{kjrk nj 64-32 izfr”kr rd gh igqap ikbZAf”k{kk ds fodkl gsrq ubZ f”k{kk uhfr ¼1986½ dh laLrqfr;ksa ds cknls ns”k esa f”k{kk ds {ks= esa fodkl esa xfr ifjyf{kr gqbZA ubZ f”k{kkuhfr esa f”k{kk ds fodkl ds fy, vU; laLrqfr;ksa ds lkFk ;g HkhLohdkj fd;k x;k fd ;fn gesa ns”k esa f”k{kk dk vf/kdkf/kdizlkj djuk gS rks ;g dk;Z dsoy ljdkjh iz;klksa ds }kjk gh iw.kZugha fd;k tk ldrkA vr% blesa futh {ks= dh Hkkxhnkjh dks HkhLohdkj djuk gksxkA blhfy, f”k{kk uhfr esa f”k{k.k laLFkkvksa dksLok;Rrk iznku djus dh laLrqfr dh xbZA blds ckn ls ns”k esaf”k{kk ds futhdj.k dk dk;Z izkjEHk gqvkA ns”k ds lexz fodklgsrq le;≤ ij izkjEHk dh xbZ iapo’khZ; ;kstukvksa esa f”k{kk dsmRrjksRrj fodkl gsrq iz;kl fd;k x;kA izkjEHk esa fo|ky;hf”k{kk ds {ks= ds vfr fiNM+s gksus ds dkj.k bu ;kstukvksa esafo|ky;h f”k{kk ds fodkl ij gh vf/kd cy fn;k x;kA nlohaiapo’khZ; ;kstuk dk /;ku mPp f”k{kk dh vis{kk izkFkfed f”k{kkds fodkl ij vf/kd jgk ftl dkj.k bl ;kstuk dh vof/k esaizkFkfed f”k{kk ij ipkl gtkj djksM+ ls vf/kd rFkk mPp f”k{kkgsrq vkB gtkj djksM+ ls de dh /kujkf”k O;; dh xbZA bl dkj.kgekjs ns”k dk mPp f”k{kk dk ldy ukekadu vuqikr 11 izfr”krrd gh gks ik;kA ;g ukekadu vuqikr nqfu;k ds 23-2 izfr”kr]Vªkaft”ku okys ns”kksa ds 36-5 izfr”kr] fodflr ns”kksa ds 54-6izfr”kr rFkk ,f”k;kbZ ns”kksa ds 22 izfr”kr ls dgha de gSA bldslkFk gh blesa efgyk&iq#’k] xzkeh.k&”kgjh] tkfr&oxZ ds chpvusd vlekurk,¡ Hkh mPp f”k{kk ds {ks= esa O;kIr gSaA


mPp f”k{kk dk futhdj.k o O;kolkf;d f”k{kk ijizHkko%

X;kjgoha iapo’khZ; ;kstuk ¼2007&12½ esa ;g ekuk x;k fdckjgoha iapo’khZ; ;kstuk ds var rd mPp f”k{kk ds {ks= esa ldyukekadu dk y{; 21 izfr”kr gksuk vko”;d gSA blds fy,mPp f”k{kk ds izlkj gsrq /ku dh izfriwfrZ rFkk vkSj vf/kd la[;kesa mPp f”k{kk laLFkkuksa dh LFkkiuk t:jh gksxhA bl dkj.k X;kjgohaiapo’khZ; ;kstuk esa mPp f”k{kk ds {ks= esa iwoZ dh Hkkafr futhfuos”k dh vuq”kalk dh xbZ vkSj Li’V fd;k x;k fd] 10 oha;kstuk dk Lokxr ;ksX; fodkl ;g gS fd mPprj f”k{kk laLFkkuksaesa fcuk lgk;rk okys futh f”k{kk laLFkkuksa dh la[;k 2001 esa42-6 izfr”kr ls c<+dj 2006 esa 63-21 izfr”kr gks xbZ gSA blhvof/k esa muds ukekadu dk fgLlk Hkh 32-89 izfr”kr ls c<+dj51-53 izfr”kr gks x;k gSA X;kjgoha ;kstuk esa Hkh ;g izofRr t+kjhjgsxhA vr% ;g vis{kk j[kuk mfpr gS fd mPPkrj f”k{kk ds fy,yxHkx 50 izfr”kr of) futh lsoknkrkvksa }kjk gh miyC/k gksldsxhA

f”k{kk ds {ks= esa futhdj.k ds dkj.k Hkkjrh; mPp f”k{kkO;oLFkk dk ifjn“; cnyrk tk jgk gSA mPp f”k{kk ds {ks= esafuthdj.k dk lokZf/kd izHkko rduhdh o O;kolkf;d f”k{kk ds{ks= esa nf’Vxr gks jgk gSA vLlh ds n”kd esa rduhdh ds rhozfodkl ds dkj.k rduhdh] O;kolkf;d rFkk izcU/k f”k{kk esaizkIr Nk=ksa dh cktkj esa ekax esa rhoz of) gksus ds dkj.k bl {ks=esa vf/kdkf/kd f”k{kk LkaLFkkuksa dh LFkkiuk dh vko”;drk eglwldh xbZA blls iwoZ vf/kdka”k fo”ofo|ky;ksa rFkk “kSf{kd laLFkkvksads }kjk ijEijkxr f”k{kk dk gh vf/kd izlkj fd;k tk jgk FkkAbl dkj.k ns”k esa rduhdh o bathfu;fjax f”k{kk iznku djus okyslaLFkkvksa dh la[;k lhfer gh FkhA lkFk gh bu laLFkkuksa dhLFkkiuk dh izxfr Hkh /kheh gh jghA laLFkkvksa dh la[;k de gksusds dkj.k buds }kjk cgqr de la[;k esa izf”kf{kr tu”kfDr dks

rS;kj fd;k tk ldkA Lora=rk izkfIr ds le; gekjs ns”k esa fMxzhLrj ds rduhdh f”k{kk laLFkkuksa dh la[;k 38 rFkk fMIyksek Lrjds rduhdh f”k{kk laLFkkuksa dh la[;k 53 Fkh ftuesa 1986 rdfMxzh Lrj ij 150 rFkk fMIyksek Lrj ij 450 rd dh of) gqbZAblds ckn 1990 ds n”kd esa rduhdh f”k{kk dh ekax ds c<+us dslkFk rks ns”k esa rduhdh f”k{kk laLFkkuksa dh la[;k esa vHkwriwoZof) gqbZ ftlesa futh {ks= dk lokZf/kd gkFk jgkA ns”k esa rduhdhf”k{kk dh izxfr dks ekuo lalk/ku fodkl ea=ky; dh 2009&10dh okf’kZd fjiksVZ esa fn, x, fuEu vkadM+ksa ls fl) fd;k tkldrk gS &

bu vkadM+ksa ls Li’V gS fd orZeku esa ns”k esa rduhdh oO;kolkf;d f”k{kk ds izfr Nk=ksa dk :>ku c<+ jgk gS vkSj bldhvf/kdka”k izfriwfRkZ futh {ks= ds }kjk dh tk jgh gSA mPp f”k{kkij fQDdh dh fjiksVZ ds vuqlkj & lu~ 2006 rd mPPk f”k{kk dsfofHkUu O;kolkf;d ikB~;Øeksa esa futh {ks= dh Hkkxhnkjh 50 ls95 izfr”kr rd igqap xbZ FkhA foxr dqN n”kdksa ls mPp f”k{kkdh c<+rh ekax ds dkj.k rduhdh o O;kolkf;d mPp f”k{kk dslkFk gh ns”k esa futh fo”ofo|ky;ksa o futh MhEM fo”ofo|ky;ksadh la[;k esa Hkh vHkwriwoZ o`f) gks jgh gSA ns”k dh f”k{kk dsifjn“; dks ns[kus ls Li’V gS fd ns”k ds vf/kdka”k izfrf’BrvkS|ksfxd ?kjkuksa us f”k{kk ds {ks= izos”k dj bls dkWiksZjsV txr dhrjg fodflr dj fn;k gSA ns”k esa mPPk f”k{kk dh c<+rh ekax dsdkj.k bl {ks= esa futhdj.k ds izos”k dh rhozrk fo”ofo|ky;vuqnku vk;ksx dh 2009&10 dh okf’kZd fjiksVZ ls Li’V gksrh gSAfjiksVZ ds vuqlkj 31 ekpZ 2009 esa ns”k esa futh fo”ofo|ky;ksadh la[;k 21 Fkh ftudh la[;k ,d o’kZ esa gh c<+dj 31 ekpZ2010 rd 60 gks xbZA 6 blls Li’V gS fd mPp f”k{kk futh {ks= dsfy, ykHk dk lkSnk fl) gks jgh gSA fQDdh ds vuqlkj & o’kZ2011 esa ns”k esa mPPk f”k{kk ds 600 ls vf/kd fo”ofo|ky;rFkk led{k f”k{k.k laLFkkuksa esa ls 16 izfr”kr laLFkku futh{ks=ds }kjk lapkfyr fd, tk jgs gSaA

rkfydk Ø- 1-O;kolkf;d mPp f”k{kk laLFkku ,oa Nk= la[;k

Ø-la- laLFkkuksa dk fooj.k fMxzh Lrj ds laLFkkuksa dk fooj.k fMIyksek Lrj dslaLFkkuksa dk fooj.k

laLFkku Nk= la[;klaLFkku Nk= la[;k1 bathfu;fjax ,oa rduhdh 2872 1071896 1659 4710062 okLrqdyk 106 4133 & &3 ,e-lh-,- 1169 78293 & &4 QkesZlh 1080 68537 575 321815 ,IykbM vkVZl ,.M Øk¶V 12 935 4 4806 izcU/ku 1565 135893 & &7 ih-th-Mh-,e- 375 43668 & &8 gksVy eSustesaV 93 6387 86 4490

;ksx 7272 1409742 2324 508157

f”k{kk ds futhdj.k dk O;kolkf;d ........................... }kjk “kSys”k dqekj JhokLro 131

“kks/k v/;;u dk fu’d’kZ% “kks/k v/;;u ls Li’V gS fd futh {ks= dh mPp f”k{kk esaHkkxhnkjh ls mPp f”k{kk dk ifjn”; cny jgk gSA rduhdh oO;kolkf;d f”k{kk dh c<+rh ekax ds dkj.k bl {ks= esa futhdj.kdh xfr rhoz gks jgh gSA ftlls cgqr vf/kd la[;k esa Nk=ksa dsfy, rduhdh o O;kolkf;d f”k{kk ds }kj [kqys gSaA bllsvUrjkZ’Vªh; Je ckt+kj esa ns”k ds ;qokvksa dh ekax c<+h gS vkSj mUgsajkstxkj izkIr gks jgs gSaA ijUrq blds lkFk gh futhdj.k ds dkj.kns”k esa f”k{kk ds {ks= esa vlarqyu Hkh iSnk gks jgk gSA futh mPpf”k{kk laLFkkuksa dh izxfr ijEijkxr ikB~;Øeksa dh rqyuk esa rduhdho O;kolkf;d ikB~;Øeksa esa gh vf/kd ns[kh tk jgh gSA rduhdho O;kolkf;d f”k{kk ds jkstxkj ijd gksus ds dkj.k vkt dkvf/kdrj ;qok rFkk mlds vfHkHkkod bls izkFkfedrk nsus yxsgSaA ftl dkj.k fo”ofo|ky;ksa }kjk miyC/k djkbZ tkus okyhijEijkxr fo’k;ksa dh f”k{kk misf{kr gksrh tk jgh gSA ijEijkxrf”k{kk ds fodkl ds fy, fo”ofo|ky; Lrj ij futh fuos”k dhvf/kd vko”;drk gS] D;ksafd ljdkj }kjk fo”ofo|ky;ksa dksnh tkus okyh vf/kdka”k /kujkf”k osru rFkk vU; [kpksZa esa ghlekIr gks tkrh gSA ftl dkj.k fo”ofo|ky;ksa dh HkkSfrdlalk/ku laca/kh ekax dh iwfrZ djuk vlaHko ugh arks dfBu vo”;gks tkrk gSA ijEijkxr fo”ofo|ky;h f”k{kk ykHk dk lkSnk ugksus ds dkj.k bl {ks= eas futh fuos”kd #fp ugha ys jgs gSaA bllsmPp f”k{kk ds {ks= esa vlarqyu iSnk gks jgk gSA ;g Li’V gS fdns”k o ukxfjdksa ds lokZaxh.kZ fodkl ds fy, ijEjkxr f”k{kk ovuqla/kku Hkh mrus gh t:jh gSa ftruh fd rduhdh o O;kolkf;df”k{kkA jk’Vªh; Kku vk;ksx ds vuqlkj & vkt bathfu;fjax] fpfdRlkvkSj izcU/ku f”k{kk dk bruk futhdj.k gks pqdk gS fd nks frgkbZ lsrhu pkSFkkbZ lhVsa futh laLFkkuksa dh gSaA fdUrq fo”ofo|ky;ksa esatgk¡ 70 izfr”kr ls vf/kd fo|kFkhZ i<+rs gSa] futh fuos”k yxHkx“kwU; gSA mPprj f”k{kk ds voljksa dk nk;jk c<+kus ds fy, mlesfuth fuos”k dks izksRlkfgr djuk vko”;d gSA gesa le>uk pkfg,fd nqfu;k esa lcls usd bjkns ds ckotwn bl le; vko”;diSekus ij mPprj f”k{kk ds voljksa ds foLrkj ds fy, ljdkjhlk/kuksa ls i;kZIr ek=k esa /ku ugha tqVk;k tk ldrkA blls Li’VgS fd f”k{kk ds {ks= esa gks jgk fuos”k iw.kZ :i ls ykHk dh nf’V lsfd;k tk jgk fuos”k fl) gks jgk gSA bl fuos”k ds }kjk tgk¡ ,dvksj mPp f”k{kk] Hkys gh og rduhdh o O;kolkf;d f”k{kk gks]rd ;qokvksa dh igqap c<+h gS] ogha bldk ,d Hk;kog igyw ;gHkh lkeus vk jgk gS vkSj og gS bl {ks= esa gks jgk “kks’k.kA futhlaLFkkuksa ds }kjk [kksys x, “kSf{kd laLFkku ykHk dh n`f’V lsLFkkfir fd, tkus ds dkj.k buesa izos”k ysus okys Nk=ksa dks f”k{k.k“kqYd] izos”k “kqYd] Mksus”ku] dSfiVs”ku “kqYd] ykbczsjh “kqYd]ijh{kk “kqYd vkfn ds :i esa eksVh /kujkf”k dk Hkqxrku djuk iM+jgk gSA ftl dkj.k f”k{kk egaxh gksrh tk jgh gSA blds lkFk gh

futh izcU/kdksa ds }kjk lapkfyr bu laLFkkuksa ds ljdkjh gLr{ksils eqDr gksus ds dkj.k Nk=ksa o vfHkHkkodksa dks le;≤ ijmuds }kjk dh tkus okyh ekaxksa o muds fujadq”koknh fu.kZ;ksa dsdkj.k Hk; o “kks’k.k ds okrkoj.k esa f”k{kk xzg.k djus ds fy,etcwj gksuk iM+ jgk gSA mPPk f”k{kk ds {ks= esa futhdj.k ds dkj.k,d vkSj lEkL;k xaHkhj :i ls lkeus vk jgh gS vkSj og gS mPpf”k{kk esa xq.koRrk dh leL;kA ljdkjh {ks= dk n[+ky u gksus dsdkj.k futh mPp f”k{kk laLFkkuksa ds }kjk fu;eksa dk mYya?kufd;k tkrk gSA vf/kd ykHk dekus dh gksM+ esa buds }kjk v/;kidksa ds p;u ds ekud dks vuns[kk dj vizf”kf{kr ;k de;ksX;rk okys f”k{kdksa dks f”k{k.k dk;Z dk nkf;Ro lkSai fn;ktkrk gSA D;ksafd ;s f”k{kd de osru esa mUgsa miyC/k gks tkrs gSa]blfy, buds }kjk f”k{k.k dk;Z djkdj os ,d vksj rks f”k{kk dhxq.koRrk ds lkFk f[kyokM+ djrs gSa lkFk gh izf”kf{kr o ;ksX; v/;kidksa dks Hkh vis{kk—r de osru ij fu;qDr dj mudk “kks’k.kHkh djrs gSaAfuthdj.k ds nq’izHkkoksa dks nwj djus gsrq lq>ko% bl izdkj izLrqr “kks/k v/;;u ls fl) gS fd f”k{kk ds {ks=esa futhdj.k ds dkj.k mPp f”k{kk dk ifjn”; cnyrk tk jgkgSA blds dkj.k mPp f”k{kk ij ldkjkRed rFkk udkjkRedizHkko iM+ jgs gSa vkSj ,d vlarqyu iSnk gks jgk gSA ;fn le; lsbl vlarqyu dks de ugha fd;k x;k rks f”k{kk ds {ks= esa xEHkhjdfBukb;ksa dk lkeuk djuk iM+ ldrk gSA mPp f”k{kk ds {ks= esafuthdj.k ds dkj.k O;kIr leL;kvksa dks nwj djus ds fy, “kks/kv/;;u ds vk/kkj ij fuEu lq>koksa dks viuk;k tk ldrk gS &• ljdkj }kjk futh {ks= esa dsoy rduhdh o O;kolkf;d futh

mPp f”k{k.k laLFkkuksa dks gh ekU;rk u nh tk; oju mUgsaijEijkxr f”k{kk gsrq Hkh ikB~;Øe lapkfyr djus rFkkvuqla/kku dk;Z djus gsrq lalk/ku miyC/k djus ds fy, Hkhizsfjr fd;k tk,A

• ljdkj }kjk futh f”k{kk laLFkkuksa eas f”k{kk dh xq.koRrk ij dM+hut+j j[kh tk, rFkk blds fy, Lok;Rr laLFkk dh LFkkiuk dhtk,A mPp f”k{kk ds izlkj gsrq futh f”k{k.k laLFkkvksa dksc<+kok rks fn;k tk, ij xq.koRrk dh dher ij ughaA

• futh mPp f”k{kk laLFkkuksa esa f”k{kdksa dh fu;qfDr gsrq Li’Vekun.M fu/kkZfjr fd, tk,a rFkk mudk dBksjrk ls vuqikyufd;k tk,A budk vuqikyu u djus okys laLFkkuksa dh ekU;rkjn~n djus dh dk;Zokgh dh tk,A

• futh mPp f”k{kk laLFkkuksa esa f”k{kdksa ds osru dks fu/kkZfjrfd;k tk, RkFkk ljdkj }kjk muds osru Hkqxrku ij dM+h utjj[kh tk,] ftlls futh laLFkkuksa esa dk;Zjr f”k{kdksa dks vkfFkZd“kks’k.k ls cpk;k tk ldsA

• futh mPp f”k{k.k laLFkkuksa ds }kjk fy, tkus okys “kqYd dksleku :i ls fu/kkZfjr fd;k tk, rFkk laLFkku ds izfr “kqYd


laca/kh dksbZ f”kdk;r ik, tkus ij muds izfr dk;Zokgh dhtk,A

• futh mPp f”k{k.k laLFkkuksa eas xjhc oxZ] vioafpr oxZ rFkkckfydkvksa ds izos”k gsrq vkj{k.k] Nk=ofRr o “kqYd eqfDr dk

lanHkZ xzaFk lwphBelfield, Clive r. & Henry M. Levin, (2002), Education Privatization : Causes,

Consequences and Planning Implication, International Institute forEducational Planning, UNESCO, Paris, Page No. 19

FICCI, (2011), Private Sector Participation in Indian Higher Education, FICCI HigherEducation Summit 2011, Page No 19

ekuo lalk/ku fodkl ea=ky;] jk’Vªh; f”k{kk uhfr] 1986] dk;Z ;kstuk] ekuo lalk/ku fodkl ea=ky;] Hkkjr ljdkj] f”k{kkfoHkkx] ubZ fnYyh] ist la0 53

MHRD Annual Report 2009-10, Department of School Education & Literacy Departmentof Higher Education, Ministry of Human Resource Development,Government of India, New Delhi, Page No. 152

jk’Vªh; Kku vk;ksx] ¼2009½] jk’Vª ds uke izfrosnu 2006&2009, jk’Vªh; Kku vk;ksx] Hkkjr ljdkj] /keZ ekxZ] pk.kD;iqjh]ubZ fnYyh] ist la0 79

UGC : Annual Report 2009-10, University Grant Commission, Bahadur Shah ZafarMarg, New Delhi, Page No 47

;kstuk vk;ksx % X;kjgoh aiapo’khZ; ;kstuk] 2007&12] ¼2008½] Hkkx 2] lkekftd {ks=d] ;kstuk vk;ksx] Hkkjr ljdkj]

;kstuk Hkou] laln ekxZ] ubZ fnYyh] ist la0 24

izko/kku fd;k tk,A ftlls mPp f”k{kk laLFkkuksa esa dsoy iSlsokys gh ugha oju xjhc yksxksa dks Hkh f”k{kk iznku dh tk ldsA

• mPp f”k{kk esa ijEijkxr f”k{kk ds {ks= dks c<+kok nsus ds fy,Hkh futh laLFkkuksa dks izsfjr fd;k tk,A

*”kSys”k dqekj JhokLro % izoDrk] mRrjk[k.M jkT; “kSf{kd vuqla/kku ,oa izf”k{k.k ifj’kn]nsgjknwu] mRrjk[k.M


tula[;k f”k{kk dk fl)kar o ........................... }kjk ehuk ,oa MkW- dYiuk ikjhd 133

ehuk * ,oa MkW- dYiuk ikjhd **

lkjka”k

Key Words : tula[;k f”k{kk] tukafddh] lwpuk ,oa lEisz’k.k izkS|ksfxdh


Vol. 6, No.1, Apr. 2015

tula[;k f”k{kk dk fl)kar o n”kZu

jkT; dks HkkSfrd Lo:i iznku djus esa pkj rRoksa dk Li’V ;ksxnku gksrk gS tula[;k] Hkw&Hkkx] ljdkj ,oa lEizHkqrkA fdlhHkh jkT; dh tula[;k mlds fy, lalk/ku Hkh gksrh gS vkSj nkf;Ro HkhA ijarq tc tula[;k ns”k ds lalk/kuksa dh rqyuk esa vf/kd gks tkrh gS rc vusd dfBukb;k¡ [kMh gksus yxrh gSaA 2011 dh tux.kuk ds vuqlkj Hkkjr dh vkcknh 121 djksM+ ls vf/kd gSA vkt fo”o dk izR;sd NBk O;fDr Hkkjrh; gS] tcfd fo”o dh 2-4 izfr”kr Hkwfe Hkkjr esa gSA tukf/kD; ds dkj.k f”k{kkdk xq.kkRed Lrj rFkk mldh la[;kRed fLFkfr nksuksa gh izHkkfor gksrh gSA ;ksX;rkuqlkj f”k{kk miyC/k u gks ikuk o L=h f”k{kkesa deh dk izeq[k dkj.k tukf/kD; gh gSA tula[;k of) dk nq’izHkko yksxksa ds ikfjokfjd] lkekftd rFkk vkfFkZd thou ijiM+ jgk gSA vkt tula[;k foLQksV dsoy Hkkjr dh gh ugha vfirq fo”oO;kih Toyar leL;k gS ftls jksdus ds fy, turkdk f”kf{kr gksuk furkar vko”;d gSA f”kf{kr O;fDr gh tula[;k f”k{kk ds egRo dks Hkyh Hkkafr le> ldrk gSA tula[;kf”k{kk u rks ifjokj fu;kstu dh f”k{kk gS u gh ;kSu f”k{kkA ;g f”k{kk O;fDr;ksa esa tula[;k ls tqMs fofHké eqn~nksa ds izfrlaosnu”khyrk ,oa tkx:drk mRié djus dh izfØ;k gSA

i’BÒwfelekt ds fy, Hkkstu] vkokl] LokLF; vkSj f”k{kk dh

ewyHkwr t:jrksa dh vuns[kh dj dksbZ Hkh ”kklu lŸkk esa ugha jgldrkA bfrgkl vkSj vkt fo”o esa reke {ks=ksa eas gks jgh ?kVuk,¡bl ckr dh xokg gSa fd lekt dh t:jrksa ds iwjk u gksus ij tc{kksHk] dqaBk vkSj vlarks’k c<+rk gS rks tukØks”k r[rk iyV nsrk gS];q) gksrs gaS] ØkfUr dk fcxqy ct mBrk gSA nwljh vksj tc lektdh vk”kk&vkadk{kk iwjh gksrh gSa rks m|ksx&/ka/ks] f”k{kk vkSj LOkkLF;dh nf’V ls lef) vkrh gS vFkkZr tula[;k ds nks igyw gSa & og,d lkFk lalk/ku Hkh gS vkSj ml lalk/ku dh miHkksDrk Hkh gSAbuds chp larqyu vko”;d gSA

Hkkjr dh tula[;k bl le; baMksusf”k;k] czkthy] tkiku]ckaXykns”k vkSj ikfdLrku dh la;qDr tula[;k ds yxHkx cjkcjgks pqdh gSA o’kZ 2011 dh tux.kuk esa dbZ mRlkgtud vkSj dbZfujk”k djus okys ifj.kke lkeus vk,A mRlkfgr djus okyh ckr;g gS fd bl ckj gekjh tula[;k of) dh nj fiNys uCcs lkyksaesa lcls de ntZ dh xbZ] ogha fujk”k djus okyh ckr ;g jgh fd

;fn blh izdkj tula[;k dh of) gksrh jgh rks vxys 2021 dstux.kuk ifj.kke esa ge phu dks Hkh ihNs NksMdj nqfu;k dslcls vf/kd tula[;k okys ns”k gks tk;saxsA 2011 esa lEiUu gqbZns”k dh ianzgoha tux.kuk ds vuqlkj Hkkjr dh vkcknh 121djksM ls vf/kd gks xbZ tcfd 2001 esa gekjh dqy vkcknh 102-8 djksM FkhA ;kfu ,d n”kd esa gekjh vkcknh 18-1 djksM c<+xbZ tks czkthy dh dqy vkcknh ls vf/kd gSA dgus dk vk”k;gS fd ,d n”kd esa Hkkjr esa czkthy ds cjkcj dh u;h vkcknhtqM tkrh gSA exj flQZ vkcknh dh la[;k egRoiw.kZ ugha gksrhcfYd mldh xq.koŸkk T;knk egRoiw.kZ gksrh gSA

tula[;k of) ij fu;a=.k ikus ds fy, Hkkjr esa ifjokjfu;kstu dk;ZØe dks viuk;k x;kA LokLF; foHkkx us bl fn”kkesa dkQh dk;Z fd;k] fdUrq izxfr vlarks’ktud jghA blds fy,tula[;k f”k{kk dks ek/;e cukus dh ckr lksph xbZ rFkk ,u-lh-bZ-vkj-Vh- fnYyh esa tula[;k dks’k dh LFkkiuk dh xbZA mlh dslg;ksx ls vU; jkT;ksa esa Hkh 1980&81 ls tula[;k f”k{kk izlkj


dk dk;ZØe ”kq: fd;k x;k gSA tula[;k f”k{kk ,d mi;ksxhf”k{kk gSA

tula[;k f”k{kk dk mn~ns”; ckydksa esa izkjEHk ls gh ,slh/kkj.kk dk fodkl djuk gS fd NksVk ifjokj gh vkn”kZ ifjokjgksrk gS] ftlesa ckydksa dks mudh vko”;drk ds vuqlkj f”k{kk]Hkkstu] oL=] vkokl ,oa vU; euksjatu ds lk/kuksa dks miyC/kdjk;k tk ldrk gSA tula[;k f”k{kk lkekU; yksxksa ds thouLrj ds fodkl dh f”k{kk gSA tula[;k f”k{kk ds O;kid izlkj dsfy, bls fo|ky;h ikB~;Øe esa lekfgr fd;k tkuk pkfg,Atula[;k f”k{kk ds fy, mi;ksxh fQYe] LykbM] JO;&n”;lk/ku] xzkQ&pkVZ] fp= rFkk ekWMy dk fuekZ.k dj] fofHké izdkjds dk;ZØeksa o izn”kZfu;ksa dk vk;kstu dj turk dks tula[;kf”k{kk ds ykHkksa ls voxr djk;k tk ldrk gSA lkFk gh lwpuk,oa lEizs’k.k lk/kuksa ds egRo dks le>rs gq, tula[;k f”k{kk dsfofHké rRoksa ls lacaf/kr ckrksa dh tkudkjh dk izpkj jsfM;ks]Vsyhfotu] dEI;wVj }kjk fd;k tkuk pkfg,A tula[;k f”k{kk dsO;kid izlkj ds fy, jkT; rFkk dsUnz ljdkj ds lkFk&lkFktulgHkkfxrk dh Hkh vge vko”;drk gSAtula[;k f ”k{kk % vko”;drk &

;wusLdks ds vuqlkj]&^^tula[;k f”k{kk ,d ”kSf{kd dk;ZØegS] ftlds dkj.k ifjokj] leqnk;] jk’Vª vkSj fo”o dh tula[;kfLFkfr dk cks/k ckydksa dks djk;k tkrk gS ftlls og rdZiw.kZlgh nf’Vdks.k viukdj vius ifjokj o ns”k ds izfr mÙkjnkf;Roiw.kZO;ogkj fodflr dj ldsA** tula[;k f”k{kk dh vko”;drkftu dkj.kksa ls le>h tk jgh gS muesa ls dqN fuEu gSa&• • • • • ekuo lalk/ku dq”kyrk gsrq & tula[;k f”k{kk dhvko”;drk dk izeq[k dkj.k gS O;fDr dks dq”ky ekuolalk/ku ds :i esa rS;kj djukA tukf/kD; gksus ij jktdh; rFkkxSj&jktdh; fdlh Hkh izdkj ds iz;kl vkfFkZd fodkl dks xfrugha ns ldrsA tula[;k f”k{kk ekuo dks Js’B lalk/ku ds :i esa rS;kj djus ds fy, lkekftd nf’Vdks.k dk fodkldjrh gSA• • • • • ifjokj fu;a=.k dk;ZØeksa dh lQyrk gsrq& Hkkjr tSlsjk’Vª esa ifjokj fu;a=.k dk dksbZ Hkh dk;ZØe ck/;rk ds vk/kkj ijlQy ugha gks ldrkA ;fn bl izdkj ds dk;ZØeksa dks lQycukuk gS rks xzkeh.k o uxjh; {ks=ksa esa dk;ZdrkZ rS;kj dj Hkstusgksaxs] blds fy, Hkh tula[;k f”k{kk vko”;d gSA• • • • • vkfFkZd fodkl gsrq& tukf/kD; dk ifj.kke gksxk Hkq[kejh]csdkjh rFkk chekjhA ;fn vkfFkZd fodkl dks xfr iznku djuh gS rkstula[;k f”k{kk vfuok;Z gS vkfFkZd fodkl ds fy, lalk/kuksa dhmiyC/krk rFkk izfrO;fDr vk; esa c<+ksrjh vfuok;Z gSA• • • • • ;kstukvksa dh lQyrk ds fy, & tula[;k dh fLFkfr ij;kstukvksa dh lQyrk fuHkZj djrh gSA gekjh iapo’khZ; ;kstukvksaesa ftl tula[;k dks y{; ysdj :ijs[kk rS;kj dh tkrh gS mlesa

rFkk ;kstuk ds izkjEHk gksus ds dqN le; ckn dh tula[;k esavuqeku ls vf/kd of) gks tkrh gS QyLo:i ;kstuk,a lQyugha gks ikrh ;fn ge pkgrs gSa fd ;kstuk,a lQy gksa rks tula[;kf”k{kk dks izHkkoiw.kZ :i esa ykxw djuk gksxkA• • • • • jk’Vªh; izxfr gsrq & tula[;k f”k{kk tukf/kD; ij fu;a=.kds lkFk thou ”kSyh esa ifjorZu dh f”k{kk Hkh gSA LoLFk O;fDrjk’Vª dh lEifRr gSA jk’Vªh; fodkl ds fy, fujksx] deZB] Je esafu’Bkoku ukxfjdksa dh vko”;drk gSA tula[;k f”k{kk jk’Vªh;izxfr ds fy, vko”;d gSA• • • • • ifjokj ds Lo:i esa ifjorZu ds dkj.k & la;qDrifjokjksa esa thou ds fofHkUu i{kksa dh tkudkjh lgt :i esa feytkrh gSA ifjokj dk Lo:i cnyk gS] ,dy ifjokj* o [kf.Mrifjokj* ds dkj.k Hkh tula[;k f”k{kk dh vko”;drk vuqHkodh tk jgh gSA ftlls fd”kksj ckyd&ckfydk,a Lo;a dks okrkoj.kesa ljyrk ls lek;ksftr dj ldsaA• • • • • izkdfrd lalk/kuksa ls rkyesy ds fy, & ekuo fufeZrlalk/kuksa dks ge ?kVk&c<+k ldrs gSa fdUrq lalk/kuksa ij ekuo dkfu;a=.k ugha gSA c<+rh gqbZ tula[;k ds ncko ds dkj.k i;kZoj.kh;vlarqyu dh fLFkfr mRiUu gks jgh gSA izkdfrd lalk/kuksa dhdeh mRiUu gks jgh gSA bl izofŸk ij vadq”k yxkus ds fy, Hkhtula[;k f”k{kk dh vko”;drk gSAtula[;k f”k{kk dk ikB~;Øe

tula[;k f”k{kk ,d vfHkuo ”kSf{kd izo`fŸk gSA vr%ikB~;Øe dk fuekZ.k ,oa fØ;kUo;u mfpr la”kks/ku] ifjorZu ovuqHko ds vk/kkj ij fd;k tkuk pkfg,A lHkh Lrjksa ds ckydksadks tula[;k f”k{kk iznku djus esa f”k{k.k laLFkkvksa dh vge~Hkwfedk gSA ;g Nk= o v/;kidksa dks tula[;k dh of) o mldslkekU; vkfFkZd o jktuhfrd izHkkoksa ds ckjs esa lpsr djus gsrqizHkko”kkyh ,tsUlh ds :i esa dk;Z djrh gSA

tula[;k f”k{kk dh fo’k;oLrq eq[;r%] tula[;k laca/khizR;;ksa] tula[;k of) ls mRié leL;kvksa vkSj mudk fofHké{ks=ksa esa izHkko] leL;kvksa ds fujkdj.k] tula[;k uhfr] xq.kkRedthou Lrj] mÙkjnkf;Roiw.kZ thou ls lacaf/kr gS vFkkZr~ bldsvUrxZr tula[;k dh fLFkfr rFkk mldk ikfjokfjd] lkekftdo jk’Vªh; tu&thou dh lkekftd] vkfFkZd fLFkfr ij izHkko]tula[;k ij ifjfLFkfr&foKku] iks’kd&rRo] tSfod rRo ,oaikfjokfjd thou ds laca/k esa crk;k tkrk gSA fo|ky;h ikB;Øeeas tula[;k f”k{kk ds Lo:i dks bl izdkj le>k tk ldrk gS&• • • • • tula[;k of) ds fu/kkZjd rRo & fo|kfFkZ;ksa esa tula[;kof) ds fu/kkZjd rRoksa dh le> iSnk dj ifjorZu”khy lekt dslanHkZ esa tula[;k of) ds vk/kkjHkwr dkj.kksa o lek/kku ls mUgsaifjfpr djk;k tk ldrk gSA• • • • • tula[;k of) ds ifj.kke & fo|kFkhZ O;f’V ,oa lef’VLrjksa ij tula[;k of) ds nq’ifj.kkeksa dks vkfFkZd ,oa lkekftd


nf’V ls vusd {ks=ksa&[kk| inkFkZ] vkfFkZd f”k{kk] LokLFk] iks’k.k]jkstxkj vkfn esa ns[k ldsaxsA ;s nq’ifj.kke i;kZoj.k iznw’k.k ds:i esa Hkh ns[ks tk ldrs gaSA• • • • • tukafddh & lekt dh fLFkfr;ksa dks crykus okys eq[;vk¡dM+ksa dks ikB~;Øe esa blfy, lfEefyr fd;k x;k gS fd fo|kFkhZtUe nj (Fertility) eR;q nj (Mortality) rFkk izotu(Migration) ds dkj.k tula[;k lajpuk esa gksus okys ifjorZuksadks le> ldsaA fo|kfFkZ;ksa dks tula[;k laca/kh vkadM+ksa ds fo”ys’k.kdjus rFkk muds vk/kkj ij thou Lrj ls lacf/kr lEHkkfor fu’d’kZfudkyus dk izf”k{k.k Hkh tukafddh }kjk feyrk gS rFkk os orZeku,oa Hkwrdkyhu izofÙk;ksa ds vk/kkj ij Hkfo’; esa tula[;k of) dkvkadyu dj ldrs gaSA• • • • • ekuo iztuu & fo|kfFkZ;ksa esa ;g tkx:drk mRiUu djukfd f”k”kq tUe dksbZ vkdfLed ?kVuk ;k nsoh dik dk Qy ughagSA rkfd tc os oSokfgd&thou esa izos”k djsa rks os vius ifjokjds vkdkj ds fo’k; esa U;k;laxr fu.kZ; ys ldsaA iztuu dhf”k{kk nsus esa vkifÙk djuk fujFkZd gS D;ksafd mPp izkFkfed d{kkvksads lkekU; foKku ds ikB~;Øe esa ;g izdj.k igys ls gh i<+k;stk jgs gSaA• • • • • tula[;k laca/kh uhfr;ka ,oa dk;ZØe & Kku ds foLQksVds QyLo:i vkt dk fo|kFkhZ vR;Ur tkx:d ,oa ftKklq gSvr% mUgsa jk’Vªh; ,oa varjkZ’Vªh; Lrj ij fu;ksftr dh tkus okyhrFkk fØ;kfUor dh tkus okyh tula[;k laca/kh ljdkjh uhfr;ksao dk;ZØeksa ls voxr djkuk pkfg;s rkfd muesa lg;ksx nsus dhvfHkofr dk fodkl gks ldsA

fo|ky;ksa esa nh tkus okyh f”k{kk ds }kjk ckydksa dks Hkkohikfjokfjd mÙkjnkf;Ro dks fuHkkus ;ksX; cuk;k tkrk gSA blhmn~ns”; dh iwfrZ gsrq ckydksa dks Hkk’kk] lkfgR;] xf.kr] foKku]Hkwxksy] bfrgkl] lkekftd foKku] lekt”kkL=] vFkZ”kkL=] ukxfjd”kkL=] gLrdyk ,oa fofHké dykvksa dk Kku djk;k tkrk gSA bulHkh fo’k;ksa dks tula[;k f”k{kk ls dgha u dgha tksMk tk;s& tSlsvFkZ”kkL= dk lglaca/k tual[;k f”k{kk ls tksMk tk ldrk gSvFkkZr tula[;k of) dk ifjokj ,oa ns”k dh vkfFkZd n”kk ijD;k izHkko iMsxk ;g crk;k tk;sA

lkekftd foKku rFkk ukxfjd ”kkL= ds v/;kiu esa ;gcrk;k tk;s fd tual[;k of) ls lekt rFkk O;fDr ij D;kizHkko iMsxkA bfrgkl dk v/;;u djkrs le; ckydksa dks ;gcrk;k tk;s fd tula[;k of) dk bfrgkl D;k gS\ vFkkZr izkphule; ls ysdj orZeku tula[;k of) ds D;k vkadMas jgas gaSA blhizdkj xf.kr f”k{k.k esa ;g crk;k tk ldrk gS fd tula[;k of)esa xq.kkRed fodkl ,oa o`f) gksus ls ns”k dh vkfFkZd ,oatulkaf[;dh voLFkk ij D;k nq’izHkko iMsxkA i;kZoj.k f”k{kk dsf”k{k.k esa tula[;k f”k{kk dks cgqr vPNh rjg lglacaf/kr fd;ktk ldrk gSA Nk=&Nk=kvksa dks ;g crk;k tk;s fd i;kZoj.k

vlarqyu dk tula[;k of) ij D;k cqjk izHkko iMsxkA bllsckydksa esa tula[;k f”k{kk ds izfr tkx:drk ,oa ldkjkRedvfHkofÙk dk nf’Vdks.k fodflr gksxkA jk’Vª ,oa vU; jk’Vªksa dsizfr nf’Vdks.k esa cnyko vk;sxkA muesa mÙkjnkf;Ro dh Hkkoukdk fodkl gksxkA lkekftd v/;;u fo’k; dks tula[;k f”k{kkls tksM+dj ;g crk;k tk ldrk gS fd tula[;k of) dk O;fDr]ifjokj ,oa mlds lkekftd ,oa lkaLd`frd ijEijkvksa ,oalkekftd laca/kksa ds fuokZg ij D;k&D;k izHkko iM+ ldrs gSA

bl izdkj tula[;k of) ckyd ds O;fDrxr] ikfjokfjd]lkekftd vkSj jk’Vªh; ,oa vUrjkZ’Vªh; ekuoh; thou dks izR;{k,oa ijks{k :i ls izHkkfor djrh gSA vr% vU; fo’k;ksa ds lekubls Hkh egRo iznku dj mfpr ifjisz{; esa i<+k;k tkuk pkfg;sAtula[;k f”k{kk esa f ”k{k.k vf/kxe lkexzh

orZeku ;qx esa tula[;k f”k{kk dh O;oLFkk djus o bldkiw.kZ Kku nsus ds fy, vko”;d gS fd tula[;k laca/kh rF;ksa dkizfrfuf/kRo djus okys fp=ksa] xzkQksa rFkk pkVksZa vkfn n”; lk/kuksadk iz;ksx fd;k tk;sA buds iz;ksx ls Nk=ksa dks lh[kus esa lgk;rkgh ugha feyrh] oju~ mUgsa mu ckrksa dk Hkh irk pyrk gS] ftudhmUgsa nSfud thou esa cM+h vko”;drk gksrh gSA buds izHkkoiw.kZiz;ksx ls Nk=ksa dks izpfyr ?kVukvksas ds le>us esa Hkh cM+h lgk;rkfeyrh gSA bu lk/kuksa ds iz;ksx ls Nk= d{kk esa i<+k;s x;s ikB dksHkyh izdkj ns[k lqu ldrs gaS vkSj blfy, lkewfgd fu;kstu]rdZiw.kZ fparu rFkk lkewfgd fopkj&foe”kZ dk vk/kkj rS;kj gkstkrk gSA vr% tula[;k f”k{kk ds vUrxZr lHkh izdkj ds egRoiw.kZvuqHko iznku djus o mudh fopkj/kkjk dks Li’V rFkk foLrrdjus ds fy, fofHké izdkj dh vk/kqfud f”k{k.k vf/kxe lkexzhdk iz;ksx fd;k tkuk pkfg,Atula[;k f”k{kk esa vkbZ-lh-Vh- &

vk/kqfud f”k{k.k vf/kxe izfØ;k dks ljy] ltho] jkspdrFkk izHkkoiw.kZ cukus esa Lkwpuk o lapkj izkS|ksfxdh ¼vkbZ-lh-Vh-½dk iz;ksx tula[;k f”k{kk esa izpqjrk ls gksus yxk gSA jsfM;ks }kjkLokLF; o tula[;k fu;a=.k laca/kh psruk] tsaMj lekurk] tula[;ko fodkl] tula[;k o i;kZoj.k] tula[;k ls mRié leL;k;sa]c<+rh tula[;k&?kVrs lk/ku vkfn ls lacaf/kr dk;ZØeksa dktula[;k f”k{k.k ds fy, cgqr egRo gSA n”;&JO; ek/;e ds:i esa nwjn”kZu ,d ”kfDr”kkyh ek/;e gSA blds }kjk izR;sd ckrlquh tk ldrh gS rFkk izR;sd ?kVuk ns[kh o lquh tk ldrh gSAblesa izR;sd ?kVuk dks fjdkMZ djus rFkk mls fQj ls izLkkj.k djusdh O;oLFkk Hkh gksrh gSA nwjn”kZu vPNs v/;kidksa vkSj vU;lk/kuksa dh deh dks nwj djrk gSA bldh lgk;rk ls fo|ky; dksleqnk; dY;k.k dsUnz ds :i esa fodflr fd;k tk ldrk gSA

f”k{kk ds {ks= esa dEI;wVj o baVjusV us Kku ,oa f”k{kk ds ,dLora= cktkj dks izLrqr fd;k gS ftlls f”k{kkFkhZ viuh vko”;drkds vuqlkj KkuktZu dj ldrk gSA baVjusV us vf/kxe izfØ;k dks


vR;Ur ljyhdr rFkk lqfo/kktud :i esa izLrqr fd;k gSA bZ&esydh lgk;rk ls lwpukvksa dk vknku&iznku iyd >idrs gh gksrkgSA bfUnjk xka/kh [kqyk fo”ofo|ky; dk ,d jkspd o cgqvk;kehdk;ZØe gS ^jsfM;ks dkWUÝsflax** blesa fnYyh ls izlkfjr d{kkdk;ZØe esa vusd cPps Hkkx ys ldrs gSa os u dsoy n”kZd ;kJksrk dh Hkwfedk esa jgrs gaS] cfYd ftKklk Hkh izdV dj ldrsgSaA ;gk¡ rd dh ,d nwljs ds fopkjksa dk [kaMu Hkh dj ldrs gaSAbu lwpuk o laizs’k.k rduhd ds lk/kuksa dh lgk;rk ls tula[;kf”k{kk dk izpkj o izlkj vf/kd lqxe o Rofjr xfr ls gks ldrkgSAtula[;k f ”k{kk esa f”k{kd dh Hkwfedk &

Hkkjr esa tula[;k of) dh nj cgqr vf/kd gSA fofHkUufodkl ;kstukvksa ls tks Hkh fodkl jk’Vª dk gks jgk gS og tula[;kof) ds dkj.k vizHkkoh fl) gks jgk gSA vr% Hkkjrh; ;kstukvf/kdkfj;ksa rFkk usrkvksa ds le{k tula[;k fu;a=.k dh leL;k,d pqukSrh ds :i esa mifLFkr gks xbZ gSA Hkkjr esa ifjokj fu;kstudk;ZØeksa ds ek/;e ls tUe&nj esa deh vkbZ gS ijUrq tc rdjk’Vª ds cPpksa] ;qodksa] izkS<+ksa lHkh esa tula[;k ds izfr ifjofrZrnf’Vdks.k] izofRr;k¡] ewY;] /kkj.kk,a vkfn fodflr ugha gksaxs rcrd thou&Lrj mPp cukus vkSj lq[kh thou ds fy, vko”;dvk/kkj fodflr ugha gks ldsaxsA vr% ;g vfr vko”;d gS fd”kkyk Lrj ij Nk=ksa vkSj ;qodksa essa tula[;k f”k{kk ds }kjkvko”;d ewY;ksa] izofRr;ksa vkSj /kkj.kkvksa dk fodkl rks fd;k ghtk;sa] ”kkyk u tkus okys okys ;qodksa ds fy, Hkh tula[;k f”k{kkdh mfpr O;oLFkk dh tk;sA

vUrjkZ’Vªh; ”kSf{kd lkaf[;dh ds ,d losZ{k.k ls ;g Li’Vgqvk gS fd lu~ 2006 esa Hkkjr esa 6 ls 10 o’kZ dh vk;q ds ”kkyku tk jgs Nk=ksa dk izfr”kr 9-5 FkkA brus ogr~ lewg dks ”kkykf”k{kk dk u rks dksbZ ykHk fey ik jgk Fkk vkSj u f”k{kk dsvk/kqfudhdj.k ds izHkko ls ;s ykHkkfUor gks jgs FksA ;s cPps dqNgh o’k Za Eksa ”kknh&fookg ds ca/ku Eksa ca/ksssaxs rFkk cPPks mRiUu djusfd budh /kkj.kkvksa izofRr;ksa rFkk dk;Zfof/k;ksa dk ns”k dh tula[;ko`f) ij xgu izHkko iM+sxkA ;fn ;s ;qod tula[;k laca/khvko”;d vkSj mfpr fopkjksa] dk;Z fof/k;ksa] ewY;ksa] /kkj.kkvksa ls;qDr gks tk;s rks ;s lekt ds lkekftd&vkfFkZd fodkl rFkklHkh ds dY;k.k ds fy, usrRo iznku dj ldsaxsA

”kkyk u tk jgs ;qod&;qofr;ksa dks Hkh tula[;k f”k{kkiznku djuk fuEu dkj.kksa ls vko”;d gS &• bl vk;q ds “kkyk u tk jgs ;qod&;qofr;ksa dk izfr”kr Hkkjrh;tula[;k esa cgqr vf/kd gSA• budh vf/kd cPps iSnk djus laca/kh /kkj.kkvksa dk cgqr vf/kdizHkko tula[;k fodkl nj ij Hkh iM+sxkA• “kkyk u tk ikus okys cPpksa dh vk;q vkSj fopkj iq’V vkSj iw.kZfodflr ugha gksrs] vr% muesa ifjorZu “kh?kz gh gksxkA QyLo:i

buesa tula[;k&f“k{kk dk;ZØe dh lQyrk dh laHkkouk,¡ cgqrvf/kd gSaA• “kkyk u tkus okys cPpksa dks nh tkus okyh tula[;k f“k{kkbuds vfHkHkkodksa dh tula[;k laca/kh izofRr;ksa vkSj ewY;ksa dksifjofrZr djus esa vR;Ur lgk;d gksxhA lkFk gh lkFk lekt esa“kkyk tkus okys cPpksa dh tula[;k laca/kh izofRr;ksa] /kkj.kkvksavkSj ewY;ksa dks ifjofrZr djus esa Hkh budk izHkkoh ;ksxnku jgsxkA• ifjokj&fu;kstu dk;ZØe dh lQyrk lekt esa mfpr izofRr;ksavkSj ewY;ksa ds fodkl ls gh laHko gSA tula[;k f“k{kk budsmfpr fodkl dk izHkkoh lk/ku gSA• budks nh tkus okyh tula[;k f“k{kk dk mRre vkSj lfØ;izHkko ifjokj&fu;kstu dk;ZØeksa ij iM+sxkA• bl lewg dks tula[;k f“k{kk ;k ifjokj&fu;kstu dk;ZØeksa lsykHkkfUor gksus ds volj vHkh rd ugha fey lds gSaA• “kkyk u tkus okys ;qod&;qofr;ksa ds fy, tula[;k f“k{kk,d nqgjh /kkj okys gfFk;kj dk dke djsxh] D;ksafd blls tula[;kf“k{kk ds y{;ksa dh iwfrZ Hkh gksxh rFkk jk’Vªh; fodkl ds y{;ksadh iwfrZ Hkh laHko gksxhA

bu mi;qZDr n“kkZ;s x;s rF;ksa ls Li’V gS fd “kkyk u tk ikusokys Hkkoh ukxfjdksa ds fy, Hkh tula[;k f“k{kk dh leqfprO;oLFkk dh tkuh pkfg,A ,slk gksus ls gh bu Hkkoh ukxfjdksa esavko“;d vkSj mfpr ewY; vkSj izofRr;ksa dk fodkl gks ldsxkA

“kkyk u tkus okys Hkkoh ukxfjdksa ds fy, tula[;k f“k{kkdk;ZØe dh fu;fer O;oLFkk la;qDr jk’Vª la?k rFkk vU; laxBuksatSls ILO vkfn }kjk foRrh; O;oLFkk djus ds QyLo:i laHkogks jgh gSA “kkyk u tkus okys ;qod&;qofr;ksa ds fy, tula[;kf“k{kk dh O;oLFkk dh fuEu fo“ks’krk,¡ gSa &1- blesa “kkldh; rFkk v“kkldh; nksuksa izdkj ds laxBu lfØ;Hkkx ysrs gSaA2- buds tula[;k f“k{kk dk;ZØeksa dks jk’Vªh; fodkl] dY;k.krFkk lk{kjrk vfHk;ku ls laacaf/kr fd;k x;k gSA3- blesa ;qod&;qorh laxBu] efgyk laxBu] VªsM ;wfu;u] etnwjlaxBu vkfn fØ;k“khy gSaAf”k{kd izf”k{kdksadh tula[;k f”k{kk ds laca/k esa Hkwfedk tula[;k f“k{kk ds egRo dks le>dj vc ;g ekuk tk jgkgS fd ckyd] ckfydkvksa dks bldk f“k{k.k vfuok;Z gksuk pkfg,AorZeku dky esa f“k{kdksa dks tula[;k f“k{kk laca/kh Kku nsukvfuok;Z gksrk tk jgk gSA tula[;k f“k{kk ds f“k{k.k esa xq.koRrkykus] mudks izHkkoh cukus vkSj mldks mn~ns“;iw.kZ cukus ds fy,f“k{kdksa dks Hkh bldk izf“k{k.k fn;k tk jgk gSA f“k{kd izf“k{k.knks izdkj dk gS &1- lsokiwoZ f“k{kd izf“k{k.k esa Nk=k/;kid@Nk=k/;kfidk dksA2- lsokjr f“k{kd izf“k{k.k esa f“k{kdksa dksA

lsok esa vkus ls igys iw.kZdkfyd izf“k{k.k f“k{kd fo|ky;k


sa ¼,l-Vh-lh- ikB~;Øe½ esa fn;k tkrk gSA izf“k{k.k fo|ky;ksa esaNk=k/;kidksa dks izFke o’kZ esa bldk Lora= fo’k; ¼,sfPNd½ ds:i esa ,d l=i;ZUr izf“k{k.k fn;k tkrk gSA lsokjr f“k{kdksa dksHkh vYidkyhu f“kfojksa dk vk;kstu djds izf“k{k.k fn;k tkrkgSA jkt- “kSf{kd vuq- ,oa izf“k- laLFkku mn;iqj ds rRok/kku esa 3fnu ;k 6 fnu ds izf“k{k.k f“kfoj yxk, tkRks gSaaA

izf“k{k.k fo|ky;ksa esa izf“k{k.k f“kfojksa esa tula[;k f“k{kkds lHkh {ks=ksa o izdj.kksa ij [kqydj ppkZ gksrh gSA fofHkUu fo’k;ksads f“k{k.k ds le; tula[;k ds fopkjksa dks fdl izdkj lekfgrdjsa] bl ij fpUru gksrs gaS tula[;k laca/kh tksM+s x, ikBksa dkmn~ns“;] mudh f“k{k.k fof/k crkbZ tkrh gSA izf“k{k.k dky esaf“k{kk ds fopkjksa okys LFkkuksa dks ikB~;iqLrdksa esa ls <wa<+k tkrk gSAuohu ikBksa dh] vf/kxe&lkexzh dh jpuk djk;h tkrh gSA izf“k{k.kfo|ky;ksa esa Nk=k/;kid tula[;k f“k{kk laca/kh ikB ;kstukcukdj vH;kl ikB Hkh nsrs gSaA os f“k{k.k dk dk;Z Hkh djrs gSaAizf“k{k.k fo|ky;ksa esa Nk=k/;kidksa ds nkf;Roksa dks fuEu izdkjfu/kkZfjr fd;k tk ldrk gS &• Nk=k/;kid tula[;k f“k{kk ds lEizR;;ksa] rRoksa dh Hkyh

izdkj tkudkjh izkIr dj ysaA• Hkkjr] jktLFkku rFkk fo“o ds izeq[k ns“kksa dh tux.kuk laca/kh

rqyukRed tkudkjh izkIr dj ysaA• tula[;k f“k{kk laca/kh vf/kxr&lkexzh dh jpuk djuk] losZ{k.k

djuk] uohu ikBksa dks fy[kuk vkfn dk;Z Hkh djsaA• tula[;k f“k{kk laca/kh dfork] dgkuh] ,dkaxh] fuca/k vkfn

dk ladYi djsa rFkk ekSfyd jpuk Hkh djsaA• ikB~;iqLrdksa esa ls tula[;k f“k{kk ds rRoksa dk irk yxk,aAfu’d’kZ &

tula[;k f“k{kk ekuo dks Js’B lalk/ku ds :i esa rS;kjdjus ds fy, lkekftd nf’Vdks.k dk fodkl djrh gSA bldkKku izR;sd O;fDr ds fy, vfuok;Z gS D;ksafd tula[;k of)lEiw.kZ fo“o dh ,d eq[; leL;k ds :i esa mHkj dj vk jgh gSArduhdh fodkl] LokLF;] fpfdRlk lqfo/kk,¡ rFkk vkgkjtkx:drk ds dkj.k eR;q nj esa fxjkoV vk jgh gS rFkk tUe ,oaeR;q nj esa vlarqyu mRiUu gks jgk gSA bl vlarqyu dk izHkkoekuoh; lalk/kuksa ij D;k gksxk\ i;kZoj.k d¨ [krjk fdl izdkjgksxk\ vkfFkZd fodkl ij udkjkRed izHkko dSls iM+sxk\ bR;kfniz“uksa dk mŸkj [kkstus dh bPNk rFkk lek/kku gsrq iz;kl djus dhvfHkofr dk fodkl tula[;k f“k{kk }kjk gh laHko gSA

Hkkjr tSls jk’Vª esa ifjokj fu;a=.k dk dksbZ Hkh dk;ZØeck/;rk ds vk/kkj ij lQy ugha gks ldrkA ;fn bl izdkj dsdk;ZØeksa dks lQy cukuk gS rks xzkeh.k o uxjh; {ks=ksa esa dk;ZdrkZrS;kj dj Hkstus gksaxsA tula[;k f“k{kk esa Kku izkIr djus ds viusnkf;Ro ls vkxs c<+dj orZeku le; esa c<+rh tula[;k dh leL;kdks lqy>kus dk gj laHko iz;kl djuk gksxkA ,d oSpkfjd ØkfUrykus dk dk;Z tula[;k f“k{kk ds ek/;e ls fd;k tkuk vko“;dgSA lwpuk ,oa laizs’k.k izkS|ksfxdh ds ek/;e ls oSKkfud nf’Vdks.kdk fodkl djds fd“kksj oxZ dks Hkkoh thou dh vusdkusdleL;kvksa ls tw>us ds fy, rS;kj fd;k tkuk vko“;d gSA

lanHkZ xzaFk lwphJ. Stiemen. (November 2007). ICT for Development and Education, pp. 16-21, [Online].

Available: http:// www.iicd.org/ files/icts-for-education.pdfekfld if=dk] dq:{ks=] flrEcj ¼2010½] vad 11] f”k{kk ekuo fodkl dk vk/kkj LraHk] i`-la- 14&16-ekfld if=dk ;kstuk] tqykbZ ¼2011½] vad 7] tux.kuk dk n”kdh; lQj] i`-la- 29&31-jktLFkku ek/;fed f”k{kk cksMZ ¼2006½ f”k{k.k if=dk] ek/;fed f”k{kk cksMZ] jktLFkku vtesj] Qjojh 2006] [k.M 44 ls

45] vad 3&4] i-la- 40&42-jktksfj;k] v:.k dqekj rFkk of”k’V] jkts”k dqekj] ¼2007½ tula[;k f”k{kk f”k{k.k] tSu izdk”ku eafnj] t;iqj] i`-la-

186&192-flMkuk] v”kksd dqekj] ¼2009 ½ tula[;k f”k{kk f”k{k.k] f”k{kk izdk”ku] t;iqj] i`-la- 1&5] 63&65] 120]165&167-

*ehuk % “kks/kkFkhZ] ¼,l-vkj-,Q-½] f”k{kk foHkkx] jktLFkku fo”ofo|ky;] t;iqj ¼jktLFkku½Email: [email protected]

**MkW- dYiuk ikjhd % lgk- izk/;kid] JhLo:ixksfoUn ikjhd LukrdksRrj f”k{kk egkfo|ky;]t;iqj ¼jktLFkku½ Email: [email protected]



MkW- fiz;adk “kqDyk *

2011 dh tux.kuk ds vuqlkj NRrhlx< jkT; esa efgykvksa dh f”k{kk dk izfr”kr 60-24 gS tc fd cLrj ftys ds efgykvksadh f”k{kk dk izfr”kr 44-26 gSA xzkeh.kksa esa cxSj leqfpr f”k{kk ds izlkj ds fcuk efgyk lk{kjrk izfr”kr esa of) gksukvlEHko gSA fofHkUu lekt ,oa ekuo ”kkfL=;ksa us vius v/;;uksa ls ;g fu’d’kZ fudkyk fd f”k{kk gh ,d ,slk ek/;e gSftlds }kjk ckg~; lektksa ls lkaLdfrd laidZ lEHko gSA tutkrh; laLdfr leUo; o vuqdwyu dh leL;k ds pyrs vusdlkekftd o lkaLdfrd leL;k,¡ mRiUu gksrh gSa tSls ”kks’k.k lkaLdfrd iru vkfnA f”k{kk dk vf/kdkj dkuwu ykxw gksus dsckn ns”k ds xjhc cPpksa dks futh Ldwyksa esa 25 izfr”kr lhVksa ij izos”k ysus dk fy, vf/kdkj fey x;k gSA tutkfr ckydckfydk,¡ vc jkT; ds jk;iqj] fcykliqj o dchj/kke ftyksa ds futh f”k{k.k laLFkkvksa esa fu%”kqYd f”k{kk izkIr dj jgs gSaA

lkjka”k

Key Words : “kSf{kd mUufr] cLrj ftyk

“kSf{kd mUufr gsrq iz;kl % cLrj ftys ds fo”ks’k lanHkZ esa


Vol. 6, No.1, Apr. 2015

i’BHkwfef”k{kk lokZaxh.k vkRe fodkl dh og izfØ;k gS ftlds }kjk

euq’; ds vkarfjd rFkk ckg~; xq.kkas ,oa vkpj.kksa esa ifjorZu ,oalq/kkj gksrk gS vkSj blds QyLo#i euq’; dks vius HkkSfrdlkekftd ,oa lkaLdfrd i;kZoj.k ls vuqdwyu djus ,oa uohuifjfLFkfr;ksa dh jpuk djus esa lgk;rk feyrh gSA f”k{kk] lektds fodkl dk lwpd gSA ;fn f”k{kk dks vk/kqfudhdj.k ”kgjhdj.kdk tud dgk tk, rks blesa dksbZ vfr”k;ksfDr ugha gksxhA Lora=rkds i”pkr~ 1950 esa lafo/kku ds izHkkoh gksus ds ckn Hkkjrh;lekt esa f”k{kk ds izlkj ds {ks= esa dkQh fo’kerk,¡ ns[kus dksfeyrh gSaA ftldk izR;{k mnkgj.k gS] Hkkjrh; tutkfr;ksa dk”kS{kf.kd fiNMkiuA ;gh dkj.k gS fd tutkfr;ksa lekt dksfodkl dh eq[; /kkjk ls tksMus ds fy, buesa f”k{kk dk leqfprizlkj djuk furkar vko”;d gSA lu~ 1931 dh tux.kuk dsvuqlkj dsoy 0-7 izfr”kr tutkrh; gh f”kf{kr FksA Lora=rk dsi”pkr~ tutkfr fiNMkiu dks nwj djus ds fy, muesa f”k{kk dsLrj esa of) djuk dsUnz o jkT; ljdkj dk izeq[k mRrjnkf;Ro gksx;kA bl fn”kk esa fofHkUu ;kstukdky ds ek/;e ls leqfpriz;kl Hkh fd, x,A ysfdu y{;kuqlkj miyfC/k ugha fey ik;h

gSA 2011 dh tux.kuk ds vuqlkj jkT; esa efgykvksa esa f”k{kkdk izfr”kr 60-24 cLrj esa efgykvksa ds f”k{kk dk izfr”kr44-26 gS tks fd rqyukRed #i ls dkQh de gSA vr% fofHkUulekt ,oa ekuo “kkfL=;ksa us vius v/;;uksa ls ;g fu’d’kZ fudkykfd xzkeh.kksa esa cxSj leqfpr f”k{kk ds izlkj ds ckg~; lektksa lslkaLdfrd laidZ gksrk gSA tutkrh; laLdfr leUo; o vuqdwyudh leL;k ds pyrs vusd lkekftd o lkaLdfrd leL;k,¡mRiUu gksrh gSa tSls ”kks’k.k lkaLdfrd iru vkfnAv/;;u dk mn~ns”;%1- cLrj ftys ds ckfydkvksa dh f”k{kk dh fLFkfr;ksa dks lq/kkjus

gsrq ljdkjh iz;Ruksa dk v/;;uAmidYiuk&1- cLrj ftysa esa ckfydkvksa dh f”k{kk dh fLFkfr;ksa dks lq/kkjus

gsrq ljdkjh iz;Ru fd, tk jgs gSa ftudk ykFk mUgsa ig¡qp jgk gSrFkk ckfydk f”k{kk dk Lrj Å¡pk gks jgk gSA

v/;;u fd fof/k %mRrjnkrkvksa dk p;u%

cLrj ftys ds 10 xkoksa dh fo|kfFkZ;ksa ij v/;;u fd;kx;k gSA v/;;u esa mn~ns”;iw.kZ fun”kZu izfof/k ds }kjk 10 xk¡oksa

“kSf{kd mUufr ds iz;kl ........................... }kjk MkW- fiz;adk “kqDyk 139

ds 10 Ldwyksa ds 50 ckyd] ckfydkvksa dh ”kS{kf.kd fLFkfr dkv/;;u fd;k x;k gSA v/;;u ds fy, lk{kkRdkj vuqlwph dkiz;ksx fd;k x;k gSA ftlesa rF;ksa dk ladyu fd;k x;k rFkkvoyksdu }kjk vkSj f}rh;d rF; ladyu ds fy, i= if=dk,¡o vkys[kksa dk iz;ksx fd;k x;k gSAizkIr rF;ksa dk fo”ys’k.k%

rF;ksa ds ladyu esa 50 ckyd] ckfydkvksa ds v/;;u esa;g ik;k x;k fd 94 izfr”kr ckyd] ckfydkvksa dks mPp f”k{kkdh bPNk gS rFkk muds ifjokj ds lnL; 60 izfr”kr iw.kZr% rFkk38 izfr”kr lk/kkj.k lg;ksx rFkk 2 izfr”kr lnL; gh ,sls gSa tksi<+kbZ ds fy, fojks/k djrs gSaA

fojks/k djus ds dkj.k dks tkuus dk iz;kl fd;k x;k rksik;k fd ifjokj dh vkfFkZd fLFkfr [kjkc gksus dh otg ls ospkgrs gSa fd cPps mudh dke eas enn djsaAljdkj }kjk iznRr lqfo/kk,W%&

lafo/kku ds Hkkx 4 ds vuqPNsn 46 esa tutkfr;ksa dh f”k{kkdh mUufr ds fy, rFkk vkfFkZd fgrkas dh lqj{kk ds fy, fo”ks’k/;ku nsuk jkT; dk drZO; ekuk x;k gSA nwjLFk vapyksa esa f”k{kkesa loZ lqfo/kk nsus ds fy, vuqlwfpr tutkfr vFkok vkfnoklhcgqy {ks=ksa esa fodkl esa rsth ykus ds fy, f”k{kk ds fy, fofHkUu;kstuk,¡ cuk;h xbZ gaS ljdkj }kjk bu dY;k.kdkjh ;kstukvkas esacPpkas dh f”k{kk ds fy, fuEu lqfo/kk,¡ iznku gSA

f”k{kk dk vf/kdkj dkuwu ykxw gksus ds ckn ns”k ds xjhccPpkas dks futh Ldwyksa esa 25 izfr”kr lhVksa ij izos”k ysus dk fy,vf/kdkj fey x;k gSA tutkfr ckyd ckfydk,¡ jkT; ds jk;iqjfcykliqj dchj/kke ftys ds futh f”k{k.k laLFkkvksa esa fu%”kqYdf”k{kk izkIr dj jgs gSaA

blds vykok Hkh dbZ lqfo/kk,¡ gSa tks ljdkj }kjk iznku dhxbZ gSaA1- jkT; Nk=ofRr % d{kk 6 ls 10 oha rd dh d{kkvksa esa v/;;ujr~ vuqlwfpr

tkfr] tutkfr ,oa fiNMk oxZ ds fo|kfFkZ;ksa dks f”k{k.k o’kZ dsekg twu ls ekpZ rd nh tkrh gSA

2- esfVªdksRrj Nk=ofRr % vuqlwfpr tkfr ,oa tutkfr ds d{kk 11oha ,oa 12oha esa

v/;;ujr~ Nk= Nk=kvksa dks ftuds ikydksa dh okf’kZd vk;,d yk[k :i;s rd gksus ij esfVªdksRrj Nk=ofRr iznku dhtkrh gSA

3- izoh.; Nk=ofRr %cksMZ ijh{kkvksa esa mRrhZ.k vuq-tkfr ,oa tutkfr ds fo|kfFkZ;ksa

dks ftUgksus mDr cksMZ ijh{kkvksa esa 45 izfr”kr la vf/kd vadvftZr fd, gaS mUgas ftys ds fy, fu/kkZfjr y{; ,oa izoh.krkds vk/kkj ij d{kk 9 oha ls 10 oha rd 500 #i;s okf’kZdizoh.; Nk=ofRr nh tkrh gSA

4- dU;k lk{kjrk izksRlkgu ;kstuk % vuqlwfpr tkfr rFkk tutkfr dh ckfydkvksa dks 5 oha d{kk

mRrhZ.k djus ds ckn 6 oha esa izos”k gsrq 500 #i;s izksRlkgujkf”k nh tkrh gSA

5- vLoPN /ka/kk Nk=ofRr ;kstuk % bl ;kstuk rgr vLoPN /ka/kkas esa dk;Zjr~@ dkexkjksa ds

ckyd@ckfydkvksa dks ;g Nk=ofRr ns; gksrh gSA6- Nk=kokl@vkJe lqfo/kk % vius fuokl ds 3 fdeh dh nwjh esa f”k{kd laLFkk u gksus vU;

laLFkk esa v/;;u djus okys fo|kfFkZ;ksa dks fu%”kqYd vkoklikuh fctyh Hkkstuky; lqfo/kk miyC/k djkus ds mn~ns”; lsNk=kokl@vkJe lapkfyr gSaA buesa Nk=kvksa dks izfrekg 450#i;s f”k’;ofRr iznku dh tkrh gSA

7- foHkkxh; f”k{k.k laLFkk;sa % izns”k ds tutkrh; cgqy {ks= esa foHkkx }kjk dU;k ifjlj

vkn”kZ fo|ky; ,oa xq#dqy fo|ky; lapkfyr gSaaA8- vkxeu HkRrk % foHkkx ds esfVªdksRrj Nk=oklh esa izosf”kr fo|kfFkZ;ksa dks U;wure

vko”;d lkexzh ¼xn~nk pknj Fkkyh fxykl v/;;u lkexzh½ds vykok vkxeu HkRrk Hkh fn, tkus dk izko/kku gSA

9- iksLV esfVªd Nk=ofRr % dsUnz izk;ksftr ;kstuk ds varxZr fu/kkZfjr njks ij 1 yk[k

#i;s dh vk; lhek rd nh tkrh gSA10- dU;k lk{kjrk izksRlkgu % vuqlwfpr tutkfr dh Nk=kvksa dks f”k{kk gsrq izksRlkgu nsus ds

mn~ns”; ls : 500 ls 2000 rd dh izksRlkgu jkf”k nh tkrhgSA

11- nRrd iq=h f”k{kk ;kstuk % blesa izkFkfed “kkyk esa i<+us okyh ckfydk dks 300 #i;s

vkSj ek/;fed “kkyk eas i<+us okyh ckfydk dks 400 #i;sizfro’kZ udn jkf”k iznku dh tkrh gSA

12- O;olkf;d f”k{kk gsrq izf”k{k.k% iPphl gtkj #i;s dh vkfFkZd lgk;rk vkSj O;olkf;d f”k{kk

gsrq vf/kdre 1 yk[k #i;s dh vkfFkZd lgk;rk nh tkrh gSA13- /kuy{eh ;kstuk % ftys esa vkjaHk dh xbZ /kuy{eh ;kstuk ds rgr ckfydk tUe

dks izksRlkgu ckfydkvksa dks laiw.kZ Vhdkdj.k ckfydk f”k{kkdks izksRlkfgr djus ds fy, ;g ;kstuk lapkfyr gSA

fu’d’kZ%&bu lcds vykok vuqlwfpr tkfr o tutkfr ds fo|kfFkZ;ksa

dks e/;g~u Hkkstu] x.kos”k] lk;dy] dEI;wVj] LokLF;lqfo/kk,¡ miyC/k gSaA blls f”k{kk ds Lrj esa lq/kkj vk;k gS rFkkfo|kfFkZ;ksa esa ”kS{kf.kd Lrj fodflr gqvk gSA jkT; esa vuqlwfprtutkfr vFkok vkfnoklh cgqy {ks= ds fodkl esa rsth ykus ds

lkjka”k


fy, cLrj esa f”k{kk ds Lrj dks mBkus dk iz;kl fd;k x;k gSAblds fy, t#jh cqfu;knh lqfo/kkvksa dk fodkl xzkeh.k {ks=ksa esagks jgk gS blds ldkjkRed urhts feyus yxs gSa rFkk fodkl dslkFk lkFk uohu okrkoj.k fufeZr gqvk gSA

cPpkas dh f”k{kk ds fy, ljdkj }kjk fofHkUu ;kstuk,¡ pkykbZtk jgh gSa tks mudh f”k{kk o thou ds Lrj dks Å¡pk mBkus ds fy,iz;kljr~ gSA bu lc ;kstukvksa esa cLrj ftys esa orZeku esa yxHkx196281 cPpksa dks x.kos”k forj.k ftlesa fu%”kqYd ikB~; iqLrdforj.k ;kstuk ds rgr~ ckaVs x, gSaA yxHkx 3934 cPpksa dkslk;dy forj.k fd;k x;k gS yxHkx 591-114 djksM :- jkT;

Nk=ofRr ;kstuk esa ckaVh xbZA nRrd iq=h ;kstuk ds rgr cLrjftys dh 26780 ckfydkvksa dks gkFk feyk gSA O;olkf;drduhdh ;kstuk esa 38 efgyk,¡ ykHkkfUor gqbZ gaSA ftys esa/kuy{eh ;kstuk ds rgr 6934 ckfydkvksa dk iath;u dj mUgsaykHkfUor fd;k x;k gSA

bu ljdkjh iz;klksa ds ckotwn Hkh vkt Hkh dbZ xk¡o ,sls gSatgk¡ ij f”k{kk dks ysdj iz;kl fd;k tkuk vfuok;Z gSA ftlesabu cPpksa dks izkjafHkd f”k{kk ds lkFk lkFk O;olkf;d izf”k{k.kHkh vko”;d gS ftlls fd os vkRefuHkZj cu ldasA

lanHkZ xzaFk lwphtksxh ,oa yky f”k{kk euksfoKku esa lka[;dh dk iz;ksx 1992 L=ksrAcLrj vkfne tkfr dY;k.k foHkkx dh fjiksVZ o ;kstukvksa dh iqfLrdkA

*MkW- fiz;adk “kqDyk % vfrfFk O;k[;krk] cLrj fo”ofo|ky;] txnyiqj] ftyk cLrj] NRrhlx<Email: [email protected]


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