l- ,e- ifjlj] ukFkZZ flfoy ykbZu - Jabalpur

dk;kZy; ftyk f'k{kk dsUnzz
lwpuk dk vf/kdkj
ih- ,l- ,e- ifjlj] ukFkZZ flfoy ykbZu] tcyiqj ¼e- iz-½ 482001
bZ&esy % rgsmjbp@rediffmail.com, zskjabmp@mp.nic.in, Ph : 0761- 2628774

lgk- ifj;kstuk leUo;d
¼foRr½
laLFkk dh iz'kklfud lajpuk
lgk- ifj;kstuk leUo;d
¼ckfydk f'k{kk½
dysDVj
lg ftyk fe'ku lapkyd
eq[; dk;Zikyu vf/kdkjh
ftyk iapk;r
lg ftyk ifj;kstuk lapkyd
ftyk ifj;kstuk leUo;d
ys[kkiky tsUMj leUo;d & 08 mi ;a=h &
04
okgu pkyd & 01
lgk- xzsM 3 & 03
lgk- ;a=h izksxzkej fodkl[kaM L=ksr
leUo;d & 08
Hk`R; & 03
MkVk ,aVªh
vkWijsVj & 02
fodkl[kaM vdknfed
leUo;d & 24
ys[kkiky & 08

ftyk f'k{kk dsUnz tcyiqj
1- dk;Z ,oa mRrjnkf;Ro
1- loZ f'k{kk vfHk;ku dk;Zdze dk fØ;kUo;u ,oa ekWuhVfjax]
2- izkjafHkd f'k{kk rFkk lk{kjrk dh ;kstuk rS;kj djuk rFkk ;kstuk ds dk;kZsa dk iwjs
ftys esa fØ;kUo;u] ekWuhVfjax] fu;rdkfyd iqujh{k.k] leUo;u rFkk 'kSf{kd
funsZ'ku nsuk]
3- izf'k{k.k dh vko';drkvksa dk vkdyu djds izf'k{k.k dh O;oLFkk djuk]
4- lrr f'k{kk dk;Zdze dk fØ;kUo;u ,oa ekWuhVfjax]
5- lwpuk izokg cukuk]
6- iz'kkldh; fua;=.k]
7- 'kklu ls izkIr ctV rFkk jkT; f'k{kk dsUnz ls izkIr vuqnku dk iqufoZrj.k rFkk
foRrh; fu;a=.k]
8- ewY;kadu] 'kks/k rFkk v/;;u-

vdknfed
izHkkjh % Jherh fp=k 'kekZ
in % bZ- ih- vks- 3
mRrjnkf;Ro%&
1- bZ-th-,l-
2- izf'k{k.k
3- ewYa;kdu
4- lesfdr f'k{kk
5- 'kks/k
,e- vkbZ- ,l-
izHkkjh % Jh fou; ik.Ms;
in % izksxzkej
mRrjnkf;Ro%&
1 dEI;wVlZ dk j[kj[kko
2- MkVk ladyu] fo'ys"k.k
izfof"V ,oa izfrosnu
3- gsMLVkVZ
4- uokpkj
5- Kku
d{k fooj.k
ckfydk f'k{kk
izHkkjh % Jh ,- ,u- ekFkqj
in % lgk- ifj- leUo;d ¼ck½
mRrjnkf;Ro%&
1- ;kstuk
2- ukekadu ,oa /kkfjrk
3- ,u-ih-bZ-th-bZ-,y-
4- ekWuhVfjax
fuekZ.k dk;Z
izHkkjh % Jh fxjh'k neys
in % m- Js- f'k-
mRrjnkf;Ro%&
1- fofHkUu ;kstukvksa ds
varxZr py jgs fuek.kZ
dk;ksZa dk laiknu
foRr
izHkkjh % Jh vkj- ds- [kqjkfl;k
in % ys[kkiky
mRrjnkf;Ro%&
1- fofHkUu d{kksa ds foRrh;
dk;Z dk laiknu
2- Lohd`r ctV ds vk/kkj ij
fupys Lrj ij iquZforj.k
3- ctV izokg dk fu;a=.k
4- vkarfjd ys[kk O;oLFkk ,oa
vuqoh{k.k
lrr f'k{kk
izHkkjh % Jh Ogh- ds- xqIrk
in % bZ- ih- vks- 2
mRrjnkf;Ro%&
1 'kkyk lqfo/kk igWqap
2 xzkeh.k iqLrdky; dk
fØ;kUp;u
3 fu%'kqYd ikB~; iqLrd
forj.k
4 ikyd f'k{kd la?k
xBu] izf'k{k.k

yksd lwpuk vf/kdkjh
izFke vihy vf/kdkjh
f}rh; vihy vf/kdkjh
lgk;d yksd lwpuk
vf/kdkjh
2- ftyk f'k{kk dsUnz tcyiqj
yksd lwpuk vf/kdkjh
Jherh lksukyh ,u- ok;ax.kdj vkbZ-,-,l-
eq[; dk;Zikyu vf/kdkjh] ftyk iapk;r tcyiqj
insu ftyk ifj;kstuk lapkyd
0761-2624860(O), 2601502(R)
Jh jkds'k ik.Ms;
ftyk ifj;kstuk leUo;d
0761-2628774(O)
Jh lat; nqcs vkbZ-,-,l-
dysDVj
insu ftyk fe'ku lapkyd
0761-2624100(O), 2603333(R)
Jh Vh-,u-JhokLro vkbZ-,-,l-
jkT; lwpuk vk;qDr
0755-

3. fu.kZ; ysus dh izfØ;k dk fp=h; fu#i.k
izkjaHk@
lekfIr
ftyk f'k{kk vf/kdkjh
funsZ'k@tkudkjh
d{k fyfid
fodkl[kaM f'k{kk vf/kdkjh@
fodkl[kaM L=ksr leUo;d
tu f'k{kk dsUnz izHkkjh@
tu f'k{kd
f'k{kdksa ds izdj.k
funsZ'k@tkudkjh
d{k
izHkkjh
ftyk
ifj;kstuk
leUo;d
izdj.k Lohd`fr
izdj.k Lohd`fr
eq[; dk;Zikyu
vf/kdkjh ftyk iapk;r
dysDVj ,oa insu ftyk
fe'ku lapkyd
foRrh; izdj.k
ys[kk Vhi @Hkxrku
izdj.k Lohd`fr@uhfr fu/kkZj.k ekeys
foRr 'kk[kk

3- fu.kZ; ysus dh izfØ;k esa ykxw gksus okyh iz.kkyh fujh{k.k rFkk tckonsfgrk dh iz.kkyh
• dk;kZy; esa dk;ksZ ds foHkktu ds vuqlkj fofHkUu d{k izHkkfj;ksa }kjk 'kklu ls le; le; ij izkIr gksus okys fn'kk funsZ'kksa ds vuqlkj rFkk iwoZ
foHkkxh;]fu;e funsZ'kksa ds vuqlkj dk;ksZ ds fu"iknu rFkk ;kstukvksa ds fØ;kUo;u gsrq ftyk ifj;kstuk leUo;d ds ek/;e ls fu;a=.k vf/kdkjh
vFkkZr~ eq[; dk;Zikyu vf/kdkjh ftyk iapk;r ds le{k izLrqr djrs gSA eq[; dk;Zikyu vf/kdkjh ftyk iapk;r }kjk 'kklu dh uhfr]funsZ'k]rFkk
fu;eksa] vkns'kksa ds rgr lqpk: fØ;kUo;u gsrq fu.kZ; fy;k tkrk gSA fo'ks"k ifjfLFkfr esa izdj.k ij dysDVj insu ftyk fe'ku lapkyd }kjk
fu.kZ; fy;k tkrk gSA
• ;kstuk ,oa dk;Zokj fu.kZ; ysus dh foLr`r izfØ;k lacaf/kr d{k esa miyC/k gSA
• ftyk f'k{kk dsUnz f'k{kk e-iz- 'kklu ds fu;e funsZ'kks lafgrk]tu f'k{kk vf/kfu;e rFkk jkT; f'k{kk dszUnz ds funsZ'kks varxZr dk;Z djrk gSA uhfrxr
fu.kZ; jkT; 'kklu }kjk fy, tkrs gS] ftudk fØ;kUo;u lapkyd] jkT; f'k{kk dsUnz ls izkIr funsZ'kska ds vuqlkj fd;k tkrk gSA
• ftyk f'k{kk dsUnz Hkkjr 'kklu dh loZ f'k{kk vfHk;ku dks lapkfyr djus gsrq mÙkjnk;h gSA bl garq ftys esa 8 tuin f'k{kk dsUnz 219 tuf'k{kk
dsUnzksa dk xBu fd;k x;k gSA
• ftys esa leLr 'kkykvksa dh ekWfufVfjax tuf'k{kd] ch-,-lh] ch-vkj-lh-lh- lgk;d ifj;kstuk leUo;d] izksxzkej] bZ-ih-vks-2 ,o ftyk ifj;kstuk
leUo;d }kjk fd;s tkrs gSA ekWfuVfjax izfrosnu ds vk/kkj ij leacaf/kr 'kkyk esa lq/kkj gsrq iz;kl fd;s tkrs gS] vko';d gksus ij vuq'kkalukRed
dk;Zokgh gsrq izdj.k ftyk f'k{kk vf/kdkjh dks izsf"kr fd;k tkrk gSA
• ftyk f'k{kk dsUnz ds ek/;e ls 'kkykvksa ls lacaf/kr fofHkUu fuekZ.k dk;Z ;Fkk uohu Hkou] vfrfjDr d{k] 'kkSpky; ] ew=y;] is;ty bR;kfn
laikfnr fd;s tkrs gSA ftudh rduhdh Lohd`fr dk;Zikyu ;a=h] xzkeh.k ;kaf=dh lsok foHkkx ,oa iz'kklfud Lohd`fr dysDVj }kjk nh tkrh gSA
4- fuoZgu ds fy, fu/kkZfjr ekun.M @izfreku
• dsUnz] jkT; 'kklu ,oa f'k{kk foHkkx esa izpfyr uhfr]funsZ'kksa];kstukvkssa ds laca/k esa i`Fkd] i`Fkd fn'kk funsZ'k @ izfØ;k] f'k{kk lafgrk] tu f'k{kk
vf/kfu;e rFkk vkns'kksa @ funsZ'kksa }kjk tkjh fd;s x;s gS ftuesa ikyu rFkk izfØ;kvksa dk fooj.k lacaf/kr d{kksa esa miyC/k gSA
• d`R;ksa dk ikyu fn'kk funsZ'kksa esa nh xbZ le; lhek esa fd;k tkrk gSA
• fn'kk funsZ'kksa ds le; lhek esa ikyu gksuss dh fLFkfr dk ewY;kadu@leh{kk eq[; dk;Zikyu vf/kdkjh ftyk iapk;r }kjk fd;k tkrk gSA
• ftys esa loZ f'k{kk vfHk;ku ds varxZr fofHkUu ?kVdksa ds fØ;kU;u gsrq Hkkjr 'kklu }kjk Lohd`r okf"kZd dk;Z ;kstuk A ¼fcanq Øa 17 esa layXu½
5- d`R;ksa ds fuoZgu esa mi;ksx fd;s x;s fu;eksa] fofu;eksa] vuqns'k esuqvYl@ vfHkys[k
• f'k{kk lafgrk @ tuf'k{kk vf/kfu;e esa of.kZr fu;e rFkk dsUnz] jkT; 'kklu] jkT; f'k{kk dsUnz rFkk lapkyuky; ls le; le; ij izkIr gksus okys
vkns'k @ fn'kk funsZ'kA

• loZ f'k{kk vfHk;ku gsrq Hkkjr 'kklu ,oa jkT; 'kklu }kjk rS;kj fd;s x;s fofHkUu eSuqvYl
• Hkkjr 'kklu }kjk Lohd`r okf"kZd dk;Z ;kstuk o"kZ 2005&06A ¼fcanq Øa 17 esa layXu½
6- ;kstukvksa ds foRrh; ,oa HkkSfrd vfHkys[kksa dk fujh{k.k
• ;kstukvksa ds foRrh; ,oa HkkSfrd vfHkys[kksa dk =Sekfld ] v/kZokf"kZd] okf"kZd fujh{k.k fd;k tkrk gS rFkk okf"kZd HkkSfrd lR;kiu fd;k tkrk gSA
• l-f'k-dsUnz ls fu/kkZfjr laLFkk }kjk vakrfjd ,oa okgu ys[kk ijh{k.k
• egkys[kkdkj }kjk le;≤ ij ys[kk ijh{k.k
7- uhfr ds izfriknu] lw=dj.k] fØ;kUo;u O;oLFkk esa yksd lnL;ksa }kjk ijke'kZ @ izfrfuf/kRo dk fooj.k%&
• 'kkyk Lrj ij ikyd f'k{kd la/kks }kjk 'kkykvkas dk lapkyu A
• fodkl[k.M Lrj ij tuin f'k{kk fe'ku }kjk loZ f'k{kk vfHk;ku ds fØ;kUo;u esa ekZxn'kZu] ijke'kZ@dk;ksZa dh Lohd`frA
• ftys Lrj ij fofHkUu lfefr;ksa] tSls ftyk f'k{kk fe'ku] ftyk fuekZ.k lfefr] ftyk Ø; lfefr bR;kfn }kjk ekZn'kZu] ijke'kZ@vuqeksnu
8- cksMksZ @ifj"knksa@lfefr;ksa rFkk vU; fudk;ksa dk fooj.k%&
ftyk f'k{kk dsUnz varxZr xfBr fofHkUu lfefr;ksa dk fooj.k fuEukuqlkj gSA
8-1 ftys Lrjh; lfefr;kWa
1- ftyk bdkbZ dh lajpuk
in Øekad ftyk bdkbZ ds lnL;
v/;{k 1 ftyk iapk;r ds v/;{k
mik/;{k ftyk/;{k insu ftyk fe'ku lapkyd
lnL; 2 eq[; dk;Zikyu vf/kdkjh] ftyk iapk;r
3 lgk;d vk;qDr@ftyk la;kstd] vuqlwfpr tkfr] tutkfr] fiNM+k oxZ dY;k.k foHkkx
4 milapkyd ¼f'k{kk½@ftyk f'k{kk vf/kdkjh
5 izkpk;Z] MkbZV
6 ftyk efgyk cky fodkl vf/kdkjh
7 ftyk lk{kjrk lfefr ds nks lnL; ¼;fn gkW rks½

ukekafdr
lnL;
8
nks {ks=h; fo/kk;d
9 ftyk iapk;r v/;{k }kjk euksuhr nks tuin v/;{k
10 ftyk iapk;r v/;{k }kjk euksuhr nks ljiap
11 ftyk iapk;r dh f'k{kk lacaf/kr LFkk;h lfefr ds lHkh lnL;
12 fuEu Js.kh;ksa ds 7 izfrfuf/k ftUgsa vius {ks= esa fd;s x;s dk;Z ds vk/kkj ij jktho xkW/kh f'k{kk fe'ku }kjk
eueuksuhr fd;k tk,xkA
1- L=h f'k{kk vkSj fodkl ds {ks= esa dk;Zjr efgyk,WA
2- f'k{kkfon~ Loa;lsoh laLFkk,] lkekftd dk;ZdRrkZ] lkfgR;dkj¼buesa ls de ls de ,d efgyk vkSj ,d&,d
lnL; vuqlwfpr tkfr] vuqlwfpr tutkfr] fiNM+k oxZ vkSj vYila[;dksa es ls gksxkA½
13 ftyk iapk;r v/;{k }kjk fodkl[k.M bdkb;kas ds v/;{kksa esa ls euksuhr ,d O;fDr
14 fe'ku dh fu;ekoyh ds fu;e 8 eas laoxZ 15 vkSj 17 es of.kZr jktho xkW/kh f'k{kk fe'ku dh lk/kkj.k lHkk ds
vf/kdre 2 lnL;
lnL; lfpo 15 ftyk ifj;kstuk leUo;dA
2- ftyk Ø; lfefr dh lajpuk%&
in Øekad lnL;
v/;{k 1 ftyk iapk;r v/;{k
mik/;{k 2 ftyk/;{k insu ftyk fe'ku lapkyd
lnL; 3 ftyk ifj;kstuk lapkyd
4 ftyk f'k{kk vf/kdkjh insu vij ftyk ifj;kstuk lapkyd
5 lgk;d vk;qDr] vkfnoklh fodkl ;k milapkyd f'k{kk tks fd vij ifj;kstuk lapkyd u gksA
6 ftyk iapk;r dh f'k{kk LFkkbZ lfefr ds v/;{k
7 la;qDr lapkyd f'k{kk
8 jktho xkW/kh f'k{kk fe'ku }kjk euksuhr nks v'kkldh; lnL;

9 ftyk bdkbZ }kjk euksuhr lkr v'kkldh; lnL;ksa esa ls ,d v'kkldh; lnL;
lnL; lfpo 10 ftyk ifj;kstuk leUo;d
3- ftyk fu;qfDr lfefr lajpuk%&
in Øekad lnL;
v/;{k 1 ftyk fe'ku lapkyd
lnL; 2 ftyk ifj;kstuk lapkyd
3 lgk;d vk;qDr] vkfnoklh foHkkx ;k milapkyd Ldwy f'k{kk
4 ftyk iapk;r f'k{kk LFkkbZ lfefr v/;{k
5 ftyk iapk;r v/;{k
6 jkT; ifj;kstuk dk;kZy; dk izfrfuf/k
7 jktho xkW/kh f'k{kk fe'ku }kjk euksuhr lkr v'kkldh; lnL;ksa eas ls nks v'kkldh; lnL;
lnL; lfpo 8 ftyk ifj;kstuk leUo;d
4- ftyk vuqnku lfefr dh lajpuk%&
in Øekad lnL;
v/;{k 1 ftyk fe'ku lapkyd
2 ftyk ifj;kstuk lapkyd
3 lgk;d vk;qDr vkfnoklh fodkl@mi lapkyd f'k{kk
4 izkpk;Z MkbZV
5 ftyk iapk;r LFkk;h f'k{kk lfefr ds v/;{k
6 jktho xkW/kh f'k{kk fe'ku }kjk euksuhr nks v'kkldh; lnL;
7 ftyk bdkbZ }kjk euksuhr lkr v'kkldh; lnL;ksa eas ls ,d lnL;
lnL; lfpo 8 ftyk ifj;kstuk leUo;d

5- ftyk fuekZ.k dk;Z lfefr dh lajpuk%&
in Øekad lnL;
v/;{k 1 ftyk fe'ku lapkyd
lnL; lfpo 2 ftyk ifj;kstuk lapkyd
lnL; 3 ftyk ifj;kstuk lapkyd dk;kZy; dk ofj"Bre vfHk;ark
4 xzkeh.k ;kaf=dh lsok ds dk;Zikyu ;a=h
5 yksd fuekZ.k foHkkx@tylalk/ku foHkkx dk dk;Zikyu ;a=h
6 jktho xkW/kh f'k{kk fe'ku }kjk euksuhr nks v'kkldh; lnL;
7 ftyk bdkbZ }kjk euksuhr lkr v'kkldh; lnL;ksa eas ls ,d v'kkldh; lnL;
8 bidks dk ftys esa dk;Zjr izfrfuf/k@fdlh fuekZ.k laLFkk ls tqMs gq, bathfu;j
9 ftyk ifj;kstuk leUo;d
8-2 fodkl[k.M Lrjh; lfefr;kW
v- fodkl[k.M bdkbZ dh lajpuk^&
in
lnL;
v/;{k tuin iapk;r
mik/;{k eq[; dk;Zikyu vf/kdjh] tuin iapk;r
lnL; 1 vuqlwfpr tkfr]tutkfr] fiNMk oxZ dY;k.k foHkkx ds fodkl[k.M Lrj ds vf/kdkjh ¼uku Vªk;cy fodkl[k.M esa½
2 vkSipkfjdsRrj f'k{kk dk ;kstuk vf/kdkjh
3 Mh-ih-bZ-ih esa xfBr gksus okys fodkl[k.M izf'k{k.k dsUnz ds leUo;d
4 vkbZ-lh-Mh-,l-@bZ-lh-lh-bZ- ds ;kstuk vf/kdkjh
5 tuin iapk;r f'k{kk laca/kh LFkk;h lfefr ds lHkh lnL;
ukaekfdr
lnL;
7 fuEu Jsf.k;ksa ds 7 izfrfuf/k ftUgsa vius {ks= esa f;s x;s fof'k"V dk;Z ds vk/kkj ij jktho xka/kh f'k{kk fe'ku dh ftyk bdkbZ }kjk
euksfur fd;k tk,xkA
1- L=h f'k{kk vkSj fodkl ds {ks= esa dk;Zjr efgyk,a

2- f'k{kkfon~] Lo;alsoh laLFkk;sa \] lkekftd dk;ZdkrkZ] lkfgR;dkj ¼buesa ls de ls de ,d efgyk vkSj ,d & ,d lnl;
vuqlwfpr tkfr]tutkfr] fiNMk oxZ vYila[;dksa esa ls gksxk½
8- tuin iapk;r ds v/;{k }kjk ukekafdr fodkl[k.M dh xzke f'k{kk lfefr;ksa ds v'kkldh; lnL;ksa esa ls nks O;fDr
9- ftyk bdkbZ }kjk ukekafdr ,d O;fDr ftldk izkFkfed f'k{kk ds yksd O;kihdj.k esa ;ksxnku vkSj vuqHko jgk gksaA
10- tuin v/;{k }kjk euksuhr pkj ljiap
lnL; lfpo 11- fodkl[k.M f'k{kk vf/kdkjh
c- fodkl[k.M Lrjh; Ø; lfefr dh lajpuk%&
in
lnL;
v/;{k 1 tuin iapk;r dh f'k{kk lfefr ds v/;{k
lnL; 2 tuin iapk;r dh f'k{kk lfefr ds lHkh lnL;
lnL; lfpo 3 fodkl[k.M f'k{kk vf/kdkjh
lnL; 4 fodkl[k.M leUo;d
lnL; 5 LFkkuh; izkFkfed 'kkyk dk iz/kkuk/;kid
lnL; 6 ftyk ifj;kstuk lapkyd dk;kZy; dk izfrfuf/k
l- tuin fuekZ.k lfefr dh lajpuk%&
in
lnL;
v/;{k 1 tuin iapk;r ds v/;{k
lnL; 2 tuin iapk;r ds nks fuokZfpr lnL; ftlesa ls de ls de ,s efgyk gks
lnL; 3 tuin iapk;r }kj ukekafdr nks v'kklh; lnL; @lkekftd dk;ZdrkZ
lnL; 4 flfoy bathfu;fjax dk;Z foHkkx dk ,d izfrfuf/k
lnL; 5 fodkl[k.M f'k{kk vf/kdkjh
9- vf/kdkfj;ksa ,oa deZpkfj;ksa dh funsZf'kdk %&
• vf/kdkfj;ksa ,oa deZpkfj;ksa dh funsZf'kdk 'kklu }kjk fu/kkZfjr gS vr% lsok 'krZ fu;eksa dk ikyu fd;k tkrk gS A

• izR;sd vf/kdkjh @deZpkjh }kjk izkIr fd;k x;k ekfld ikfjJfed rFkk mlds fofu;eksa esa micaf/kr {kfriwfrZ@eqvkots dk
fooj.k%&
'kklu }kjk fu/kkZfjr fd;s x;s osruekuksa@ekun.Mksa ds vuq:i Hkqxrku fd;k tkrk gSA fooj.k fuEukuqlkj gS %&
Ø- uke
inuke ewy dqy usV Qksu ua- iw.kZ irk
osru osru osru
1 Jh vkj-ds- ik.Ms; ftyk ifj;kstuk leUo;d 0761-
2 Jh ,-,u- ekFkqj lgk;d ifj;kstuk leUo;d ¼ckfydk½ 7900 12997 11097 0761-
3 Jh fou; ik.Ms; izksxzkej 7075 11702 9702 0761-2341994 782] 'kkafr uxj] tcyiqj
4 Jh vkj-ds- [kqjkfl;k ys[kkiky 5500 9330 7930 0761-2421572 784@1] ';ke uxj] x

v- loZ f'k{kk vfHk;ku&
Ø-
1
2
3
4
5
o"kZ vuqeksfnr izkIr ctV ¼yk[k esa½ O;; jkf'k
ctV ¼yk[k esa½
¼yk[k esa½
2001&02 16-93 16-93 16-93 'kwU;
2002&03 364-66 306-13 249-31 86-82 yk[k
2003&04 1766-61 1058-46 930-42 #- 21527203-41
2004&05 2073-86 1103-64 1263-47 #- 6311417
2005&06 2554-49 829-98 754-45 138-64 yk[k
c- izkjafHkd Lrj dh ckfydk f'k{kk gsrq jk"Vªh; ;kstuk ¼,u- ih- th- bZ- ,y-½
Ø- o"kZ vuqeksfnr ctV izkIr ctV O;; jkf'k 'ks"k
1
2
2004&05 15897760 15723460 15723460 174300
2005&06 264-380 9460100 9410900 49200
o"kZ 2005&06 gsrq dk;Zokj ctV ,oa O;; fooj.k i`Fkd ls fcanq Øa 17 ij layXu gSA
11- vuqnku ds izksxzke ds izorZu dh jhfr vkSj vkoafVr jdeksa vkSj ,sls izksxzkeksa ds fgrxzkfg;ksa dk fooj.kA
• fHkUu fHkUu ;kstukvksa ds varxZr vuqnku dh jhfr fHkUu fHkUu gksrh gS tks jkT; 'kklu }kjk fn;s x;s funsZ'kksa esa fufgr gksrh gSA fn'kk funsZ'kska ls
gVdj fdlh Hkh izdkj dk vuqnku ugha fn;k tkrk gSA vuqnku dh i)fr rFkk ykHk izkIr djus dh i)fr lacaf/kr d{k izHkkfj;ksa ds ikl miyC/k
gSA
• fgrxzkfg;ksa dk fooj.k Lrj vuqlkj] ftyk dk;kZy;] fodkl[k.M L=ksr leUo;d dk;kZy;] lacaf/kr tuf'k{kk dsUnz rFkk 'kkyk Lrj ij miyC/k gSA
12- nh xbZ fj;k;rksa @ lqfo/kk;ksa] vuqKkvksa ;k eatwj fd;s x;s izkf/kdkjks dks izkIr djus okyh fof'k"V;ksaA
• foHkkx esa lapkfyr ;kstukuqlkj fgrxzkfg;ksa dks tks fj;k;rsa @lqfo/kk;sa nh tkrh gS muds vfHkys[k lacaf/kr d{k izHkkfj;ksa ds ikl dk;kZy; esa
miyC/k gSA
'ks"k

14 /kkfjr byDVªkfuDl QkeZ esa lwpuk ds ckjs esa fooj.k%&
• leLr ;kstukvksa ds lkFk leLr tkudkfj;ksa dEI;wVjkbM gS rFkk leLr vfHkys[k dEI;wVj ij rS;kj djus ds i'pkr~ mUgsa bysDVªkfud@fMftVy
:i esa lqjf{kr j[kk x;k gSA
15- ukxfjdksa dks lwpuk;sa izkIr djus ds fy, izkFkuh; lqfo/kkvksa dh fof'k"V;ksa okpuky; ;k jhfMax:e ds dk;Zokgh ?kaVs&
• lwpuk;sa@tkudkjh ekaxs tkus ij fu;r le; esa miyC/k gSA dk;kZy; ,oa foHkkx ls lacaf/kr lwpuk;s izfrfnu dk;kZy;hu le; es miyC/k jgsxhA
• dk;kZy; ls lacaf/kr tkudkfj;kW le;≤ ij www.jabalpur.nic.in osclkbV ij v|ru dh tk;sxh ftUgsa baVjusV ds ek/;e ls dHkh Hkh izkIr
dh tk ldrh gSA
16- yksd lwpuk vf/kdkfj;ksa ds uke@inla[;k@inuke%&
• vf/kfu;e dh /kkjk 5 ds rgr jkT; f'k{kk dsUnz }kjk ftyk f'k{kk dsUnz esa ftyk ,oa fodkl[k.M Lrj ij yksd lwpuk vf/kdkjh ukekafdr fd;k
x;k gSA tks fuEukuqlkj gS&
v- ftyk Lrj ij &
Ø- dk;kZy; dk uke yksd lwpuk vf/kdkjh lgk;d
vf/kdkjh
yksd lwpuk
1 ftyk f'k{kk dsUnz Jherh lksukyh ok;ax.kdj
Jh jkds'k ik.Ms;
ftyk tcyiqj eq[; dk;Zikyu vf/kdkjh
ftyk ifj;kstuk leUo;d
ftyk iaapk;r
insu ftyk ifj;kstuk lapkyd
ftyk f'k{kk dsUnz tcyiqj
c- fodkl[k.M Lrj ij &
Ø- dk;kZy; dk uke yksd lwpuk vf/kdkjh dk uke ,oa in lgk;d yksd lwpuk
vf/kdkjh dk uke ,oa in
1- tuin f'k{kk dsUnz] fodkl[k.M L=ksr leUo;d] tcyiqj fodkl[k.M vdknfed
tcyiqj uxj uxj
leUo;d] tcyiqj uxj
2 tuin f'k{kk dsUnz] fodkl[k.M L=ksr leUo;d] tcyiqj fodkl[k.M vdknfed
tcyiqj xzkeh.k xkzeh.k
leUo;d] tcyiqj xzkeh.k
3 tuin f'k{kk dsUnz] fodkl[k.M L=ksr leUo;d] dq.Me fodkl[k.M vdknfed
dq.Me
leUo;d] dq.Me
vihyh; izkf/kdkjh dk uke ,oa in
Jh lat; nqcs
dysDVj
insu ftyk fe'ku lapkyd
ftyk tcyiqj
vihyh; izkf/kdkjh dk uke ,oa in
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj

4 tuin f'k{kk dsUnz] fodkl[k.M L=ksr leUo;d] e>kSyh fodkl[k.M vdknfed
e>kSyh
leUo;d] e>kSyh
5 tuin f'k{kk dsUnz] fodkl[k.M L=ksr leUo;d] iukxj fodkl[k.M vdknfed
iukxj
leUo;d] iukxj
6 tuin f'k{kk dsUnz] ikVu fodkl[k.M L=ksr leUo;d] ikVu fodkl[k.M vdknfed
leUo;d] ikVu
7 tuin f'k{kk dsUnz] fodkl[k.M L=ksr leUo;d] 'kgiqjk fodkl[k.M vdknfed
'kgiqjk
leUo;d] 'kgiqjk
8 tuin f'k{kk dsUnz] fodkl[k.M L=ksr leUo;d] flgksjk fodkl[k.M vdknfed
flgksjk
leUo;d] flgksjk
17-vU; &
1- d{k okj fooj.k ¼izHkkjh ,oa d{k esa fd;s tkus okys dk;Z rFkk la/kkfjr ufLr;ksa dk forj.k½
2- loZ f'k{kk vfHk;ku rFkk ,u- ih- th- ,y- ;kstukvksa dk ekfld izxfr izfrosnu
3- loZ f'k{kk vfHk;ku rFkk ,u- ih- th- ,y- ;kstukvksa dk ekfld O;; fooj.k
4- okf"kZd dk;Z ;kstuk 2005&06 ,oa lacaf/kr la[;kRed tkudkjh
5- leLr 8 tuin f'k{kk dsUnzksa ds ^^lwpuk dk vf/kdkj^^ laca/kh i`Fkd i`Fkd eSuqvYl
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj
eq[; dk;Zikyu vf/kdkjh] insu
ftyk ifj;kstuk lapkyd] tcyiqj

1- iz'kklu
'kk[kkokj ,oa vf/kdkjh@deZpkjh okj 'kfDr;kas ,oa drZO;ksa dk fooj.k
in uke ftyk ifj;kstuk leUo;d
inLFk
vf/kdkjh@deZpkjh
Jh jkds'k ik.Ms;
'kfDr;kW iz'kkldh;
foRrh; #- 2000 rd Lohd`fr ds vf/kdkj
vU; jkT; f'k{kk dsUnz ds funsZ'kkuqlkj
drZO; loZ f'k{kk vfHk;ku dh xfrfof/k;ksa dk fØ;kUo;u] ekWuhVfjax ,oa funsZ'kksa dk leqfpr ikyu djuk
vdknfed 'kk[kk
izHkkjh dk uke % Jh vk'kh"k ekFkqj
in uke % lgk;d ifj;kstuk leUo;d ¼ckfydk½
drZO; % 1- loZ f'k{kk vfHk;ku dh xfrfof/k;ksa dk fdz;kUo;uA
2- ;kstuk ,oa okf"kZd dk;Z ;kstuk dk fuekZ.k
3- ,uihthbZ,y ;kstuk dk lapkyu
4- ekWuhVfjax
la/kkfjr dh tkus okyh ufLr;kaW
ENR
dza- uLrh dzekad uLrh dk uke o fooj.k
1 ENR/1 VªkaliksVZ lkexzh izkIr dj ifjogu jkf'k dk uxn Hkqxrku
2 ENR/2 Ldwy pys ge& 2 ds vUrxZr jk-f'k-ds- esa cSBd 25-07-05
3 ENR/3 Ldwy pys ge& 1 16-06-05

4 ENR/4 Ldwy pys ge& 2 ds vUrxZr izf'k{k.k 7-06-05 ¼fofn'kk½
5 ENR/5 Ldwy pys ge f}rh; pj.k ds vUrxZr jkf'kds- ij fnukWd 24 ls 26 twu 05 esa fn;s x;s funsZ'k
6 ENR/6 Ldwy pysa ge ds vUrxZr iksLVlZ esyj dk mi;ksx
7 ENR/7 Ldwy pys ge ds vUrxZr izf'k{k.k esa lgHkkfxrk 03-06-05
8 ENR/8 lcds fy, f'k{kk dk;Zdze ds vUrxZr izkstsDV 21-04-05
9 ENR/9 21-04-05 dh ohfM;ksa dkaQzsflax
NPEGEL
dza- uLrh dzekad uLrh dk uke o fooj.k
1 N-1/1
2 N-1/2
3 N-1/3
4 N-2/1
5 N-2/2
6 N-2/3
7 N-2/4
8 N-2/5
9 N-2/6
10 N-2/7
11 N-2/8
12 N-2/9
ckfydkvksa dks fu%'kqYd x.kos'k forj.k
x.kos'k forj.k dk mi;ksfxrk izek.k i=
fu%'kqYd x.kos'k forj.k 05&06
,uihbZth,y v|ru dh leh{kk
,uihbZth,y ;kstuk ds fdz;kUo;u dh leh{kk
lgk- ifj;kstuk leUo;d ts.Mj izf'k{k.k
,uihth,y ;kstuk ds laca/k esa mUeq[khdj.k gsrq Vwj lEesyu dk vk;kstu 28-06-04
,uihth,y ds vUrxZr ftyk dksj xqzi dh cSBd 09-08-04
f'k{kk ?kj ekWuhVfjax vkbZih,e,l izf'k{k.k fo"k;d~A 26-09-05
xS-vk-fcz-dks- dh ewY;kadu dh lwph izLrqr ugh djus ds dkj.k crkvksa lwpukA
ts.Mj leUo;d dh cSBd 26-08-05
ts.Mj leUo;d dh cSBd 28-07-05

13 N-2/10
14 N-2/11
15 N-3/1
16 N-3/2
17 N-3/3
18 N-3/4
19 N-3/5
20 N-3/6
21 N-3/7
22 N-3/8
23 N-4/1
24 N-4/2
25 N-4/3
26 N-5/1
27 N-5/2
28 N-5/3
29 N-5/4
30 N-6/1
31 N-6/2
32 N-6/3
,uihth,y dksj xqzi dk xBu& 04
,uihbZth,y ds vUrxZr O;; djus dk izf'k{k.k
fczt dkslZ iB~u&ikBu gsrq leh{kk
fczt dkslZ leh{kk mijkar Lo;alsodks dks izf'k{k.k
xSj vkoklh; fczt dkslZ Lo;a lsodks dk ekuns;
xSj vkoklh; fczt dkslZ Lo;a lsodk dk izf'k{k.k
xSj vkoklh; fczt dkslZ fdz;kUo;u fo"k;d~ 15-07-04
xSj vkoklh; fczt dkslZ xzh"e dkyhu fczt dkslZ lapkyu dh ;kstukA
vkoklh; fczt dkslZ gsrq vkokl ,oa :fpdj Hkkstu dh O;oLFkk dq.Me esa
fczt dkslZ izHkkfj;ksa dk xBu
vkoklh; fczt dkslZ dq.Me ds vUrxZr fu;qfDr;kWA
vkoklh; fczt dkslZ laca/kh funsZ'k
vkoklh; fczt dkslZ dq.Me esa lkexzh dz; djus fo"k;d~A
bZlhlhbZ ,oa fczt dkslZ dsUnzksa dh ekWuhVfjax gsrq okgu miyC/k djkus fo"k;d~A
okMZ dza- 9 esa nhnh dh fu;qfDr djus fo"k;d~A
bZlhlhbZ nhnh;ksa dk ekuns; O;; fo"k;d~A 28-03-05
fodkl[k.M flgksjk] e>kSy] 'kgiqjk esa lapkfyr f'k'kq f'k{kk ,oa ns[kHkky dsUnz ,oa fczt dkslZ esa lq/kkj djus fo"k;d~A
ekWMy dyLVj iqLrdky; fodkl gsrq jkf'k
ekWMy dyLVj
ekWMy dyLVj 'kkyk esa psd esa la'kks/ku fo"k;d~A

33 N-7/1
34 N-8/1
35 N-9/1
36 N-10/1
37 N-10/2
38 N-10/3
39 N-10/4
40 N-10/5
41 N-10/6
42 N-10/7
43 N-10/8
1 N-1
2 N-2
3 N-3
4 N-4
5 N-5
6 N-6
7 N-7
8 N-8
9 N-9
10 N-10
,uihth,y ds vUrxZr MkVk ,UVªh vkijsVlZ dh fu;qfDr fo"k;d~A
ckfydk Nk=kokl
,uihth,y dh ekWuhVfjax ,oa foRrh; izko/kku
ckfydkvksa dh f'k{kk ds fy, ¼dqynhi frokjh½
dLrwjck xka/kh fo|ky; gsrq izLrko rS;kj djkus fo"k;d~
'kkyk ls ckgj cPpksa ds fy, f'kfoj dk vk;kstu
,uihth,y ds vUrxZr lkexzh dz; djus fo"k;d~A
jkT; vksiu Ldwy ls ijh{kk fnykus gsrqA
ckfydk f'k{kk ds jk"Vªh; Lrj dk izpkj izlkj
eksckykbts'ku dk vk;kstu
,l-Vh-@,l-lh- vkJe 'kkykvksa esa izf'k{k.k
Index For NPEGEL
x.kos'k forj.k
,uihth,y leh{kk@cSBd@ekWuhVfjax@izf'k{k.k
xSj vkoklhl fczt dkslZ
vkoklh; fczt dkslZ
bZlhlhbZ
ekWMy dyLVj
,uihbZth,y ds vUrxZr fu;qfDr
ckfydk Nk=kokl@lhtuy gksLVy
,uihbZth,y foRr lEcU/kh
vU;

Planning
dza- uLrh dzekad uLrh dk uke o fooj.k
1 P-1/1 ch-vkj-lh-@ch-,-lh- izfr fu;qfDr
2 P-1/2 ch-vkj-lh-@ch-,-lh- ds vkosnu i=
3 P-1/3 lh-vkj-lh- ds dk;Z ,oa mRrjnkf;Ro
4 P-1/4 ch-vkj-lh-@ch-,-lh-@lh-vkj-lh- ds vkosnu i=
5 P-1/5 fodkl[k.M ikVu esa ch-vkj-lh- dk
6 P-1/6 ch-,-lh- esa p;u ds LFkku ifjorZu fo"k;d~ ,oa chvkjlh-@ch,lh- dh fu;qfDr
7 P-2/1 tu f'k{kd izfr fu;qfDr ¼esu½
8 P-2/2 tu f'k{kdksa dh izfrfu;qfDr fujLr dj ewy 'kkyk eas Hkstus fo"k;d~A
9 P-2/3 loZ f'k{kk vfHk;ku ds vUrxZr ftys esa fjDr inks dh uLrh
10 P-2/4 tu f'k{kk dsUnz [kSjh dk LFkkukarj.k
11 P-2/5 bUnziqjh xksLokeh izfrfu;qfDr Qkby
12 P-2/6 tu f'k{kd izfrfu;qfDr @vU; izdj.k
13 P-3/1 ys[kkiky ,oa lgfyfid ds vkosnu i=
14 P-4/1 izkFk- ls ek-'kk- esa mUu;u&05
15 P-4/2 uohu ek-'kk- [ktjh] nksuh ikVu dh mUur 'kkyk 25000 dh ekax fo"k;d~A
16 P-4/3 100% Access izek.k i=
17 P-5/1 loZ f'k{kk vfHk;ku dh Lohd`r dk;Z ;kstuk 05&06
18 P-6/1 fnukWd 10-07-05 efgyk ,oa ckyfodkl rFkk Ldwy f'k{kk dsUnz esa lg;ksx ls vkxauckMh esa 05&06 o"kZ ds cPpksa dks 1yha d{kk esa
izos'k ¼ch-vkj-lh- uxj½
19 P-6/2 old Qkbusal
Index For Planning

1 P-1/
2 P-2/
3 P-3/
4 P-4/
5 P-5/
6 P-6/
ch-vkj-lh-@ch-,-lh- dh izfrfu;qfDr
tu f'k{kdksa dh fu;qfDr
vU; inksa ij fu;qfDr
izkFkfed 'kkyk ls ek/;fed mUu;u
AWP loZ f'k{kk vfHk;ku dh dk;Z ;kstuk
vU;
dza- uLrh dzekad
Monitoring
uLrh dk uke o fooj.k
1 M-1/1 03-10-05 dks dk;Z fooj.kA
2 M-1/2 ft-f'k-ds- ds vUrxZr deZpkfj;ksa ds dk;Zfo"k;d~ ,oa ekWuhVfjax
3 M-1/3 izkjafHkd f'k{kk dh izxfr ds vk/kkj ij ftyksa dh xsazfMx
4 M-1/4 ftyks dh xsazfMx vizSy 04
5 M-2/1 ch-vkj-lh- dk ekg vizSy 04 dk osru jksdus fo"k;d~A
6 M-4/1 l-f'k-vfHk- ,oa ckfydk f'k{kk dk;Zdze dh leh{kk cSBd
7 M-4/2 ftyk Lrjh; leh{kk 11 tqykbZ 05
8 M-4/3 ftyk Lrjh; leh{kk cSBd 18-08-05
9 M-4/4 ckfydk f'k{kk cSBd 26-08-05
10 M-4/5 ftf'kds- cSBd 22-09-05
11 M-4/6 l-f'k-vfHk- ,oa ckfydk f'k{kk dh leh{kk cSBd
12 M-4/7 jkT; Lrjh; leh{kk cSBd 26&24 twu 05
13 M-4/8 ekg fnlEcj 04 esa vk;ksftr ekfld cSBd 04-10-04
14 M-4/9 ekfld leh{kk cSBd 11 ,oa 12 Qjojh 04
15 M-4/10 ekWuhVfjax vks-vkbZ-lh- izdk'k nso }kjk leh{kk ekg vxLr 16-08-05

16 M-4/11 jsfiM vfLlesaV
17 M -4/12 ftyk bdkbZ dh cSBd
18 M-6/1 Ldwy dUVtsUlh
19 M-7/1 xBu laca/kh egRoiw.kZ ysVlZA
20 M-7/2 ft-f'k- fe'ku esa {ks=h; fo/kk;dksa dk ukekadu
21 M-7/3 ft-f'k-ds- esa euksuhr lnL;ksa dk euksu;u
22 M-8/1 ,y VwW vkj dk izf'k{k.k
23 M-8/2 loZ f'k{kk vfHk;ku dh fofHkUu vo;oksa dh tkudkjh
24 M-8/3 'kkyk Hkze.k
Index For Monitoring
1 M-1/ ft-f'k-ds- ekWuhVfjax
2 M-2/ tuin f'k{kk dsUnz dh ekWuhVfjax
3 M-3/ tu f'k{kk dsUnz dh ekWuhVfjax
4 M-4/ leh{kk cSBd
5 M-5/ xksdqy xzke dh ekWuhVfjax
6 M-6/ Ldwy ,oa f'k{kd vuqnku
7 M-7/ xBu
8 M-8/ vU;
,e-vkbZ-,l- 'kk[kk
izHkkjh dk uke % Jh fou; ik.Ms;
in uke % izksxzkej
drZO; % 1- loZ f'k{kk vfHk;ku ds varxZr leLr tkudkfj;ksa dk ladyu ,oa vf/kdkfj;ksa }kjk pkgs tkus ij mUgsa miyC/k
djkukA

la/kkfjr dh tkus okyh ufLr;kaW
2- ftys ds izkjafHkd Lrj dh 'kkykvksa] clkgVksa bR;kfn dh tkudkfj;ksa dk fofHkUu dEI;wVj lkVos;lZ esa izfof"V ,oa
izfrosnu izkIr djukA
3- gsMLVkVZ dk;ZØe dk lapkyu] f'k{kd izf'k{k.k ,oa ekWuhVfjaxA
4- Kku ;kstuk dk lapkyu
uLrh Øekad uLrh dk uke
M / ID / 02 / 01 / Store Mkbl izi=ks dk eqnz.k
M / ID / 02 / 02 / Store Mkbl MkVk ,aVªh
M / ID / 02 / 03 / Store Mkbl ds MkVk eas Discrepancy
M / ID / 02 / 04 / Store vkbZ-ih-,e-,l-
M / H / 02 / 01 / Store tuf'k{kk dsUnz ,oa gsMLVkVZ dsUnz gsrq QuhZpj
M / H / 02 / 02 / Store gsMLVkVZ dEI;wVj baLVkys'ku okgu O;oLFkk
M / H / 02 / 03 / Store tuf'k{kk dsUnz ,oa gsMLVkVZ dsUnz lqn`

M / O / 02 / 03 / Store MkVk ,aVªh vkijsVj ds vkosnu i=
M / O / 02 / 04 / Store leh{kk cSBd
M / O / 02 / 05 / Store ,e-vkbZ-,l-
M / O / 02 / 06 / Computer Maintenance
M / ID / 03 / 01 / Mkbl MkVk ,aVªh 03
M / ID / 03 / 02 / Store vkbZ-ih-,e-,l-@MkbZl 03&04 forj.k ,oa laxzg.k
M / ID / 03 / 03 / Store clkgVokj 'kkyk lwph
M / ID / 03 / 04 / Store vkbZ-ih-,e-,l-@MkbZl izFke frekgh fjiksVZ
M / ID / 03 / 05 / Store vkbZ-ih-,e-,l-@MkbZl izf'k{k.k
M / ID / 03 / 06 / Store vkbZ-ih-,e-,l-@MkbZl izi=ksa ds izf'k{k.k gsrq Hkkstu O;oLFkk
M / ID / 03 / 07 / Mkbl Ldwy@xzke dh lwph
M / ID / 03 / 08 / vkbZ-ih-,e-,l-
M / H / 03 / 01 / Store gsMLVkVZ izf'k{k.k 2003
M / H / 03 / 02 / Store gsMLVkVZ d{k O;oLFkk
M / H / 03 / 03 / Store gsMLVkVZ izf'k{k.k le; lkj.kh cSp 5
M / H / 03 / 04 / Store gsMLVkVZ izf'k{k.k le; lkj.kh cSp 3
M / H / 03 / 05 / Store gsMLVkVZ izf'k{k.k le; lkj.kh cSp 4
M / H / 03 / 06 / Store gsMLVkVZ izf'k{k.k le; lkj.kh cSp 1
M / H / 03 / 07 / Store gsMLVkVZ izf'k{k.k 2002&2003
M / H / 03 / 08 / Store gsMLVkVZ izf'k{k.k 19 ebZ ls 23 twu 03 rd
M / H / 03 / 09 / Store Hkkstu ,oa pk; O;oLFkk
M / H / 03 / 10 / Store gsMLVkVZ izf'k{k.k 8 twu ls 17 twu 03 rd

M / H / 03 / 11 / Store gsMLVkVZ izf'k{k.k ekpZ
M / H / 03 / 12 / Store gsMLVkVZ ekWuhVfjax fjiksVZ
M / H / 03 / 13 / Store gsMLVkVZ izf'k{k.k QSdYVh O;oLFkk
M / H / 03 / 14 / Store gsMLVkVZ dsUnzksa dh rS;kjh
M / H / 03 / 15 / Store gsMLVkVZ dsUnzksa esa iznk; dEI;wVlZ balVkys'ku
M / H / 03 / 16 / Store gsMLVkVZ izf'k{k.k ds izFke cSap ds izek.k&i=
M / H / 03 / 17 / gsMLVkVZ daVatsUlh
M / G / 03 / 01 / Kku inLFkkiuk
M / G / 03 / 02 / dsfj;j xkbMsal gsrq iqLrdksa dk Ø;
M / G / 03 / 03 / Store vkbZ-,l-Mh-,u-
M / G / 03 / 04 / Store dEI;wVj dkslZ ekU;rk ,oa laca)rk gsrq 'kkl-laLFkkvka ls laidZ
M / G / 03 / 05 / Store Site Rennovation
M / G / 03 / 06 / Store baVjusV dusD'ku
M / G / 03 / 07 / Store ykbczsjh izca/ku izLrko
M / G / 03 / 08 / Store xzaFkky; lkexzh
M / G / 03 / 09 / Store d{k lTtk
M / G / 03 / 10 / Store Room Partition
M / G / 03 / 11 / Store dEI;wVj Ø;
M / G / 03 / 12 / Store Challan/Installation Notes/ Manuals etc
M / G / 03 / 13 / Store lkexzh Ø;
M / G / 03 / 14 / 'kSf{kd lhMh dk Ø;
M / G / 03 / 15 / Store Kku dh iqrkbZ] isafVax

M / O / 03 / 01 / lsUVªy ,oa enjlk 'kkykvksa dk MkVk
M / O / 03 / 02 / tuin f'k{kk dsUnz ikVu ds dEI;wVj ds laca/k esa
M / O / 03 / 03 / Store ysu usVodZ LFkkiuk
M / O / 03 / 04 / Store ,e-vkbZ-,l- izf'k{k.k
M / O / 03 / 05 / Store dkWfi;j fizaVj Ø;
M / O / 03 / 06 / Store baVjusV izkstsDV
M / O / 03 / 07 / Store dk;kZy;hu dk;ksZ dk dEI;wVj ij O;ofLFkr la/kkj.k
M / O / 03 / 08 / ;k=k HkRrk ns;d
M / O / 03 / 09 / fuokZpu 2005
M / O / 03 / 10 / le; lhek i=
M / ID / 04 / 01 / ch-vkj-lh-lh- dks izksQs'kuy Qhl iznku
M / ID / 04 / 02 / Mkbl MkVk ,aVªh 04
M / ID / 04 / 03 / vkbZ-ih-,e-,l-@Mkbl MkVk ,aVªh
M / ID / 04 / 04 / vkbZ-ih-,e-,l-@Mkbl dksM fyLV
M / ID / 04 / 05 / xzke f'k{kk izi=
M / ID / 04 / 06 / vkbZ-ih-,e-,l-@Mkbl izf'k{k.k 04
M / ID / 04 / 07 / izksQs'ku Qhl dh jkf'k tkjh djus ckcr
M / ID / 04 / 08 / Store vkbZ-ih-,e-,l- ,oa MkbZl izi=ksa ds ekax i=
M / ID / 04 / 09 / Store f'k{kdksa ds osru ds laca/k esa
M / ID / 04 / 10 / Store vkbZih,e,l dh ,aVªh iw.kZ u djus ij chvkjlh ikVu dk osru jksdk tkuk
M / ID / 04 / 11 / Store vkbZih,e,l dk izf'k{k.k ,oa lkVos;j balVkys'ku
M / ID / 04 / 12 / tu f'k{kk jftLVj dk v|ru

M / ID / 04 / 13 / vkbZ-ih-,e-,l-@Mkbl MkVk ,aVªh
M / ID / 04 / 14 / uxj f'k{kk dsUnz dh vkbZ-ih-,e-,l-@Mkbl MkVk ,aVªh
M / ID / 04 / 15 / dksgVZ v/;;u
M / ID / 04 / 16 / vkbZ-ih-,e-,l-@Mkbl lkVos;j izf'k{k.k
M / H / 04 / 01 / dEI;wVj vk/kkfjr ekWuhVfjax O;oLFkk
M / H / 04 / 02 / gsMLVkVZ fjlkslZ ilZu gsrq Vwy fdV Ø;
M / H / 04 / 03 / gsMLVkVZ dsUnz lqdjh
M / H / 04 / 04 / gsMLVkVZ izf'k{k.k 2004
M / H / 04 / 05 / Store gsMLVkVZ izf'k{k.k izh@iksLV VsLV
M / H / 04 / 06 / Store gsMLVkVZ izf'k{k.k lekiu lekjksg
M / H / 04 / 07 / Store NICSI Training Feedback Report
M / H / 04 / 08 / Store gsMLVkVZ izf'k{k.k le; lkj.kh cSp 1
M / H / 04 / 09 / Store gsMLVkVZ izf'k{k.k lkexzh ds ns;d dk Hkqxrku
M / H / 04 / 10 / Store izf'k{k.k mijkar dEI;wVj lkexzh dh okfilh
M / H / 04 / 11 / Store 'kk-ek-'kk- mefj;k pkScs esa 'kSf{kd O;oLFkk
M / H / 04 / 12 / Store gsMLVkVZ varxZr iznku dh xbZ lhMh dh ,d izfr MkbV dks miyC/k djkuk
M / H / 04 / 13 / gsMLVkVZ ekWuhVfjax ¼uksMy vf/kdkjh½
M / H / 04 / 14 / dRrZO; izek.k&i=
M / H / 04 / 15 / izf'k{kkfFkZ;ksa ds izek.k&i=
M / H / 04 / 16 / gsMLVkVZ jk/kk dU;k 'kkyk
M / H / 04 / 17 / U;w gsMLVkVZ dsUnz psd fyLV
M / G / 04 / 01 / Kku xzaFkky; ifjp;

M / G / 04 / 02 / f'k{k.k lkexzh
M / G / 04 / 03 / Hk`R; dk ekuns;
M / G / 04 / 04 / Kku izi=ksa dk eqnz.k
M / G / 04 / 05 / Kku [kkrsa dk lapkyu
M / G / 04 / 06 / Kku izHkkjh dh inLFkkiuk
M / G / 04 / 07 / ijh{kkQy dh ?kks"k.kk u gksuk
M / G / 04 / 08 / LVs'kujh Ø;
M / G / 04 / 09 / Kku ;kstukarxZr izkIr jkf'k dh tkudkjh
M / G / 04 / 10 / Activities and Functionality of GIAN
M / G / 04 / 11 / bZ&yfuaZx izf'k{k.k
M / G / 04 / 12 / 13&15 vDVwcj 04 dk ijh{kk ifj.kke
M / G / 04 / 13 / Store Return of Expired Bank Guarantee
M / G / 04 / 14 / Store odZ'ksM ,oa okjk.Mk fjDr djus gsrq
M / G / 04 / 15 / Store Kku gsrq vfrfjDr izf'k{kdksa dh vko';drk
M / G / 04 / 16 / Store fidfud tkus gsrq
M / O / 04 / 01 / Mh-,y-,Q- QkjesV
M / O / 04 / 02 / ,e-vkbZ-,l- dEI;wVj@bysDVªkfud lkexzh chek
M / O / 04 / 03 / fe'ku lapkyd ds caxyk dk;kZy; gsrq dEI;wVj dksVs'ku
M / O / 04 / 04 / iap **t** vfHk;ku
M / O / 04 / 05 / ,e-vkbZ-,l- bUVjusV
M / O / 04 / 06 / 'kkykokj inksa dk forj.k ¼MhbZvks ls izkIr½
M / O / 04 / 07 / Store Vksuj ,oa dkfVZt

M / O / 04 / 08 / Store 'kkykokj f'k{kdksa dh tkudkjh
M / O / 04 / 09 / Store leLr izk-'kk-@ek-'kk- ,oa bZth,l] gkbZLdwy] gk-ls- 'kkykvksa dh lwph
M / O / 04 / 10 / UPS
M / O / 04 / 11 / ch-vkj-lh-lh- Mh,evkj
M / O / 04 / 12 / lefUor ekWuhVfjax iz.kkyh
M / O / 04 / 13 / tuin iapk;r dq.Me Hkze.k ds nkSjku izkIr f'kdk;rksa dh tkudkjh
M / O / 04 / 14 / b.Ml pkbYM yscj izkstsDV
M / O / 04 / 15 / e-iz-f'k{kd la?k ftyk 'kk[kk tcyiqj }kjk izLrqr Kkiu
M / O / 04 / 16 / ftyk f'k{kk vf/kdkjh dk;kZy; ls izkIr U;w ek-'kk-
M / O / 04 / 17 / ,evkbZ,l d{k dh uLrh xqe tkus ckcr
M / ID / 05 / 01 / leh{kk cSBd@lg izf'k{k.k
M / ID / 05 / 02 / vkbZ-ih-,e-,l- vkSj Mkbl izf'k{k.k
M / ID / 05 / 03 / vkbZ-ih-,e-,l- vkSj Mkbl MkVk ,aVªh
M / ID / 05 / 04 / xzke f'k{kk izi= dh MkVk ,aVªh
M / ID / 05 / 05 / ,Dlsl jftLVj
M / ID / 05 / 06 / vkbZ-ih-,e-,l- o tux.kuk
M / ID / 05 / 07 / VER ds la'kksf/kr izi=ksa eas =qfV ckcr
M / H / 05 / 01 / ipisM+h esa gsMLVkVZ izkjaHk fd;s tkus ds laca/k esa
M / H / 05 / 02 / y?kq m|ksx fuxe jsV fyLV
M / H / 05 / 03 / dEI;wVj dk 'kSf{kd iz;ksx
M / H / 05 / 04 / gsMLVkVZ dsUnzksa dk LFkkukarj.k

M / H / 05 / 05 / ,-,e-lh- ,oa lq/kkj
M / H / 05 / 06 / ekWuhVfjax QkjesV
M / H / 05 / 07 / ykbuDl lkVos;j balVky
M / H / 05 / 08 / gsMLVkVZ laca/kh f'kdk;rsa
M / H / 05 / 09 / xfrfof/k;ka
M / H / 05 / 10 / gsMLVkVZ r`rh; pj.k d{k O;oLFkk
M / H / 05 / 11 / gsMLVkVZ r`rh; pj.k dk fØ;kUo;u
M / H / 05 / 12 / gsMLVkVZ tu'kkyk
M / H / 05 / 13 / dEI;wVj chek
M / H / 05 / 14 / fo/kkulHkk iz'u
M / H / 05 / 15 / gsMLVkVZ dsUnzksa eas gks jgs vuSfrd dk;Z
M / H / 05 / 16 / gsMLVkVZ dssUnz e

M / G / 05 / 02 / Hk`R; dh mifLFkfr
M / G / 05 / 03 / lekpkj i=ksa ds ns;d
M / G / 05 / 04 / Kku ijh{kk
M / G / 05 / 05 / dEI;wVj V~;wVksfj;y
M / G / 05 / 06 / dSfj;j xkbMsal
M / G / 05 / 07 / ,-lh- Ø;
M / G / 05 / 08 / QuhZpj Ø;
M / G / 05 / 09 / fo|qr fcy
M / G / 05 / 10 / dysDVªsV deZpkfj;ksa dk izf'k{k.k
M / G / 05 / 11 / Qhl okfilh
M / G / 05 / 12 / bZ&ykbcszjh lkWVos;j
M / G / 05 / 13 / Kku izHkkj
M / G / 05 / 14 / baVjusV dusD'ku
M / G / 05 / 15 / lqj{kk gsrq fxzy fQfVax
M / G / 05 / 16 / fjtYV
M / G / 05 / 17 / xszfMax O;oLFkk
M / G / 05 / 18 / LVs'kujh Ø;
M / G / 05 / 19 / izf'k{k.k dk;ZØeksa ds uke ifjorZu
M / G / 05 / 20 / vkbZ-,l-Mh-,u- ns;dksa dk Hkqxrku
M / G / 05 / 21 / dEI;wVj ,oa vU; iqLrdksa dk xzaFkky; gLrkarj.k
M / G / 05 / 22 / ijh{kk frfFk fooj.k
M / G / 05 / 23 / f}rh; okj ijh{kk esa lfEefyr izf'k{k.kkFkhZ

M / G / 05 / 24 / dEI;wVj ejEer
M / G / 05 / 25 / ijh{kk lapkyu lca/kh lkexzh Ø;
M / G / 05 / 26 / oanuk [kjs inLFkkiuk
M / G / 05 / 27 / dEI;Vj izf'k{kd dk R;kxi=
M / G / 05 / 28 / Kku d{k dk j[kj[kko
M / G / 05 / 29 / Kku izf'k{k.k dk;ZØe 'kqYd eqfDr
M / G / 05 / 30 / izek.k i= forj.k lekjksg
M / G / 05 / 31 / ekuns; ds OgkmplZ
M / G / 05 / 32 / ijh{kk ifj.kke 05
M / G / 05 / 33 / dEI;wVj d{kkvksa dks 15 ls 30 vizSy 05 rd can j[kus ckcr~A
M / G / 05 / 34 / Store okVj fQYVj Ø;
M / G / 05 / 35 / Store use IysV ds ns;d Hkqxrku
M / G / 05 / 36 / Kku dksj xzqi dh cSBd
M / G / 05 / 37 / bZ&ykbcszjh lkWVos;j fØ;kUo;u
M / G / 05 / 38 / Kku izf'k{k.k dk;ZØeksa esa izos'k gsrq foKkiu
M / G / 05 / 39 / Kku bdkbZ dks v'kkldh; laLFkk dks lkSaius ckcr~
M / G / 05 / 40 / Kku dEI;wVj chek
M / G / 05 / 41 / Kku cSBd
M / G / 05 / 42 / ikVhZ'ku ns;d dk Hkqxrku
M / G / 05 / 43 / Kku eas dEI;wVj izf'k{kd dh fu;qfDr
M / G / 05 / 44 / izkstsDV f'k{kk
M / G / 05 / 45 / Kku gsrq IykfLVd eSfVax

M / G / 05 / 46 / Kku gsrq tux.kuk dh lhMh Ø;
M / O / 05 / 01 / laHkkxh; Lrjh; leh{kk cSBd
M / O / 05 / 02 / dEI;wVj Vksuj Ø; djus ds laca/k esa
M / O / 05 / 03 / tuf'k{kk dsUnz izHkkjh ifjorZu ds laca/k esa
M / O / 05 / 04 / cSVjh ds fMfLVy okVj ds laca/k esa
M / O / 05 / 05 / Mh-,e-vkj- ds laca/k esa
M / O / 05 / 06 / d{k gsrq esfVax
M / O / 05 / 07 / fizaVj dk Vksuj Ø;@fjfQfyax
M / O / 05 / 08 / ch-vkj-lh-lh- dk;kZy; dks funsZ'k
M / O / 05 / 09 / futh ,oa xSj vuqnku izkIr 'kkykvksa dh tkudkjh
M / O / 05 / 10 / dkj.k crkvks lwpuk
M / O / 05 / 11 / dEI;wVj izf'k{k.k izek.k&i= dh oS|kfudrk
M / O / 05 / 12 / tux.kuk 2001 dh lhMh dk Ø;
M / O / 05 / 13 / lkSj ÅtkZ
M / O / 05 / 14 / vU; dk;kZy;@laLFkkvksa dks nh tkus okyh tkudkjh
M / O / 05 / 15 / fcy dh uLrh
M / O / 05 / 16 / Store ns;d Hkqxrku ckcrA
M / O / 05 / 17 / Store izksxzkej dk vftZr vodk'k Lohd`r djus ckcr~A
M / O / 05 / 18 / Equipment and Furniture
M / O / 05 / 19 / lHkh fodkl[k.Mksa ls izkIr ,-MCY;w-ih- Vsfcy
M / O / 05 / 20 / _f"kvkse frokjh] la-f'k- dkykMwej
M / O / 05 / 21 / fMftVy dkWfi;j

fuekZ.k 'kk[kk
uke % Jh fxjh'k nkeys
in uke % mPp Js.kh f'k{kd
drZO; % 1- LkeLr fuekZ.k dk;ksZ ds iz’kklfud Lohd`fr gsrq izFke erkadu iznRr djuk] :ds gq, fuekZ.k dk;Z dks iw.kZ
djokus gsrq lfefr ifjorZu dk izLrko ,oa naM nsus dk dk;Z djuk] uohu Lohd`r fuekZ.k dk;Z gsrq cSBd
vkgwr djuk]
2- fuekZ.k lfefr;ksa ds i{k esa jkf’k tkjh djus gsrq pSd esa izFkerk% gLrk{kj djuk] vkf/kD; dh jkf’k okfilh
gsrq
dk;Zokgh djuk
3- leLr fuekZ.k lfefr;ksa ds v/;{k@lfpoksa dks fuekZ.k dk;Z izkjEHk djus dk izf’k{k.k vk;ksftr djuk
la/kkfjr dh tkus okyh ufLr;kaW
uLrh Ø uLrh dk
uke
fooj.k
1 ,l,l, loZ f'k{kk vfHk;ku ds varxZr fuekz.k dk;ksZ dh izFke fd'r dk Hkqxrku djus ckor
2 ,l,l, ,MCY;wih dh tkudkjh rS;kj djus ckor&2
3 ,l,l, dsoykjh HkSalokgh iukxj esa 'kkyk Hkou esa ckmUMh oky cukus fo"k;d~A
4 ,l,l, nhu n;ky xksdqy xzek ;kstukarxZr p;fur xzkeksa esa Hkou@vfr-d{k Lohd`r ckorA
5 ,l,l, fnukWad 25 tqykbZ 04 dh cSBd O;oLFkk
6 ,l,l, gSM iai [kuu gsrq Lfky la'kksf?kr djus ckorA
7 ,l,l, jkT; f'k{kk dsUnz Hkksiky esa fnukWad 09-001-04 dks vk;ksftr cSBd&2 uLrh
Vhi

8 ,l,l, vuqca/k tek djus ckor&3 uLrh
9 ,l,l, ekfld tkudkjh izLrqr djus ckor
10 ,l,l, MhihbZih ds leLr dk;Z dks iw.kZ djus ckor
11 ,l,l, tuHkkxhnkjh ls fuekZ.k fo"k;d
12 ,l,l, ,l,l, ds varxZr fuekZ.k dk;ksZ dh tkudkjh Hkstus fo"k;d
13 ,l,l, zxzke frylkuh fefMy Ldwy esa Lohd`r vfr-d{k
14 ,l,l, i= O;ogkj laca/kh uLrh
15 ,l,l, lkekU; i= O;ogkj lacaa/kh uLrh
16 ,l,l, fdfpu 'ksM dk fuekz.k ih,pbZ ls iai [kuu djkus ckorA o"kZ2003&04
17 ,l,l, fdfpu 'ksM dk fuekz.k ih,pbZ ls iai [kuu djkus ckorA o"kZ2004&05
18 ,l,l, fnukWad 27 ls 30 twu rd vk;ksftr leh{kk cSBd
19 ,l,l, vuqca/k dh dfe;ksa dks iw.kZ djkus ckorA
20 ,l,l, Jh ,p ,l iVsy chvkjlhlh dks dkj.k ckrkvks lwpuk i= ckorA
21 ,l,l, ft-f'k-ds- ds varxZr fodkl[k.Mokj fuekZ.k dh tkudkjhA
22 ,l,l, j[k&j[kko ,oa ejEer dh izko/kkfur jkf'kA
23 ,l,l, 28 vxLr 04 dks vk;ksftr cSBdA
24 ,l,l, bZth,l izseVksyk ikVu dks pSd nsus ckorA
25 ,l,l, fofHkUu uksV'khV ,oa Ik= &10
26 ,l,l, ft-bdkbZ jkxkaf'kfe dh cSBd fn- 12-09-03
27 ,l,l, fuekZ.k dk;ksZ dh r`rh; fd'r iznku djus o ewY;kadu djus ckor
28 ,l,l, tcyiqj uxj fuxe ls i= O;ogkj
29 ,l,l, fuekZ.k dk;Z esa mnklhurk djus fo"k;dA

30 ,l,l, iwoZ Lohd`r fuekZ.k dk;Z la'kksf?kr ckorA
31 ,l,l, ,l,l, ,o avU; ;kstukvksa ds rgr fuekz.k dk;ksz dk rduhdh leUo;u
32 ,l,l, m-ek-'kk Hkouksa dh ejEer ckorA
33 ,l,l, xzke gjnqvk xzke iapk;r uxuk ds bZth,l dks vkoafVr jkf'k ckor
34 ,l,l, fuekZ.k dk;ksZ dk ewY;kadu ,ao i;Zos{k.kA
35 ,l,l, vkjbZ,l ls Hkou viysf[kr djkus ckor
36 ,l,l, fuekZ.k dk;ksZ gsrq thi dzekad 4499 dk {ks=okj vkoaVuA
37 ,l,l, ftyk-f'k-ds- tcyiqqj ds varxzr fuekZ.k dk;ksZ gsrq tkjh dh tkus okyh jkf'k dk fooj.kA
38 ,l,l, vuqca/k tek djus fo"k;dA
39 ,l,l, v/;{k lfpo }kjk dk;Z esa mnklhurkA
40 ,l,l, fnukad 06-10-04 dks ft-ia- esa vk;ksftr cSBd dh tkudkjh tuin ls eaxkus ckorA
41 ,l,l, flfoy bath- ds fMIyksek dk chbZ flfoy dh ;ksX;rk j[kus okys f'k{kdks dks chvkjlhlh ch,lh ls rduhdh dk;Z
djkus ds laca/k esaA
42 ,l,l, fn- 04-12-04 dks vk;ksftr leh{kk cSBd dk ,tsaMkA
43 ,l,l, xzke flaaxksn esa gkbZLdwy dh fuekZ./khu bekjr dh tkudkjhA
44 ,l,l, fn-03-02-05 dks ftyk fuekZ.k lfefr dh cSBdA
45 ,l,l, ftyk bdkbZ dh cSBd fn- 19-02-04
46 ,l,l, iz'kkldh; Lohd`fr laca/kh uLrh
47 ,l,l, tcyiqj ftys esa fuekzZ.k ds laca/k esa
48 ,l,l, ft-f'k-ds- esa py jgh 'kk-'kkykvksa ds j[k j[kko gsrq fn;s tkus okyh jkf'kA

49 ,l,l, fofHkUu dk;ksZ ds ekud izkDdyu
50 ,l,l, ft-bdkbZ dh cSBd fn- 19-02-04&15
51 ,l,l, ftyk fuekZ.k lfefr dh cSBd fn- 3 Qj- 05& 5 ufLr;k ,oa Vh,l uLrh
52 ,l,l, ftyk f'k{kk dsUnz] tcyiqj ds varxZr fuekZ.k dk;ksZ gsrq tkjh dh tkus okyh jkf'k dk fooj.k 48 uksV'khV
53 ,l,l, iz'kkldh; Lohd`fr ,oa rduhdh Lohd`fr dh QksVks izfr;ka
54 ,l,l, ft-bdkbZ dh cSBd fn- 19-02-04&gsrq izkIr izLrkoA
55 ,l,l, loZ f'k{kk vfHk;ku ds varxZr 2002&03 ,oa 2003&04 esa ftyksa esa izk-'kk- Hkou fuekz.k dh iz'kkldh; Lohd`frA
56 ,l,l, loZ f'k{kk vfHk;ku ds varxZr 2002&03 ,oa 2003&04 esa ftyksa esa bZth,l Hkou fuekZ.k dh iz'kkldh; Lohd`frA
57 ,l,l, loZ f'k{kk vfHk;ku ds varxZr 2002&03 ,oa 2003&04 esa ftyksa esa lhvkjlh fuekZ.k dh iz'kkldh; Lohd`frA
58 ,l,l, loZ f'k{kk vfHk;ku ds varxZr 2002&03 ,oa 2003&04 esa Lohd`r fuekZ.k dh iz'kkldh; Lohd`fr
59 ,l,l, loZ f'k{kk vfHk;ku ds varxZr 2002&03 ,oa 2003&04 esa vfr-d{k fuekZ.k dh iz'kkldh; Lohd`fr
60 ,l,l, loZ f'k{kk vfHk;ku ds varxZr 2002&03 ,oa 2003&04 esa vfr-d{k izk-'kk- fuekZ.k dh iz'kkldh; Lohd`fr
61 ,l,l, ih,ethok; ds varxzr bZth,l 'kykvsksa dh iz'kkldh; Lohd`fr ckorA
62 ,l,l, fuekz.k jftLVj
63 ,l,l, 'ks"k ufLr;ka dk;Zjr

64 ,l,l, vU; CkSBd jftLVj
65 ,l,l, Hkksiky Hkstus laca/kh ,aoa xqe'kqnk pSd dh tkudkjhA
66 ,l,l, Mkd iSM&1 i= 2 ewY;kadu
67 ,l,l, ftyk] tcyiqj
68 ,l,l, bZth,l ysxqM+gk
69 ,l,l, gSM iai [kuu izk-'kk- fiifj;k lqdjh
70 ,l,l, gSM iai [kuu izk-'kk- fr[kkjh
71 ,l,l, gSM iai [kuu izk-'kk- [kkik Xokjh
72 ,l,l, gSM iai [kuu izk-'kk- cjoVh
73 ,l,l, gSM iai [kuu izk-'kk- dU;k lqdjh
74 ,l,l, gSM iai [kuu izk-'kk- flyqvk
75 ,l,l, gSM iai [kuu izk-'kk- clgk
76 ,l,l, gSM iai [kuu izk-'kk- eaxsyk
77 ,l,l, gSM iai [kuu izk-'kk- cEgukSnk
78 ,l,l, gSM iai [kuu izk-'kk- yEgsVk?kkV
79 ,l,l, izk-'kk- gjkZVksyk
80 ,l,l, izk-'kk- dsoykjh
81 ,l,l, izk-'kk- djsyh
82 ,l,l, izk-'kk- flsgksjk
83 ,l,l, vfr-d{k ek-'kk- cjxh
84 ,l,l, uohu fuekZ.k ds laca/k esa chvkjlhlh ls tkudkjh ysus ckorA
85 ,l,l, tcyiqj fo-[k- ls i= O;ogkj
86 ,l,l, vfr-d{k iwoZ ek-'kk- xathiqjk
87 ,l,l, vfr-d{k ek-'kk-dU;k psjhrky

88 ,l,l, vfr-d{k o-cqfu;knh 'kkyk tcyiqj
89 ,l,l, ek-'kk- esfMdy
90 ,l,l, vfr-d{k- ek-'kk- HkkurYks;k
91 ,l,l, vfr-d{k- ek-'kk- xksj[kiqj
92 ,l,l, vfr-d{k- ek-'kk- lxMk
93 ,l,l, bZSZth,l iVVhVksyk
94 ,l,l, bZSZth,l mefj;k
95 ,l,l, bZSZth,l lkyhokMk
96 ,l,l, vfr-d{k iwoZ ek-'kk- d- xathiqjk
97 ,l,l, vfr-d{k ek-'kk- xksgyiqj
98 ,l,l, vfr-d{k izk-'kk- lxMk
99 ,l,l, izk-'kk- yyiqj
100 ,l,l, izk-'kk- 'kkL=hokMZ
101 ,l,l, izk-'kk- mnwZ nf{k.k xksfoanxzat
102 ,l,l, izk-'kk- dNiqjk ua-1
103 ,l,l, izk-'kk- dNiqjk ua-2
104 ,l,l, izk-'kk- iwohZ dfj;kikFkj
105 ,l,l, izk-'kk- ckyd 'kadj'kkguxj
106 ,l,l, izk-'kk- ek

112 ,l,l, vfr-d{k ek-'kk- [kEgfj;k
113 ,l,l, vfr-d{k ek-'kk- mefj;k ukdk
114 ,l,l, vfr-d{k ek-'kk- lqdjh
115 ,l,l, vfr-d{k ek-'kk- egxoka Mwaxk
116 ,l,l, vfr-d{k ek-'kk- cYgokjk
117 ,l,l, vfr-d{k ek-'kk- pkSjbZ
118 ,l,l, vfr-d{k izk-'kk- /kuiqjh
119 ,l,l, bZth,l Fkkuk
120 ,l,l, bZth,l MwaxkVksyk
121 ,l,l, bZth,l ?kk?kjhVksyk
122 ,l,l, bZth,l nqxkZuxj
123 ,l,l, bZth,l [kqjlh Vksyk
124 ,l,l, bZth,l U;w Hkksxk Vksyk
125 ,l,l, bZth,l gfjtu Vksyk ukjk;.kiqj
126 ,l,l, bZth,l izseuxj
127 ,l,l, bZth,l dskgkeksVs
128 ,l,l, bZth,l f>fj;k Vksyk
129 ,l,l, bZth,l tks/kiqj Vksyk
130 ,l,l, bZth,l yEgsVh
131 ,l,l, bZth,l HkMiqjk
132 ,l,l, bZth,l flyqvk
133 ,l,l, bZth,l xkaxnkVksyk
134 ,l,l, bZth,l Nhrkikj
135 ,l,l, bZth,l uheVksyk

136 ,l,l, bZth,l fVdjk Vksyk
137 ,l,l, bZth,l dyxksMh
138 ,l,l, bZth,l iqjokVksyk
139 ,l,l, bZth,l Xokjh Vksyk
140 ,l,l, bZth,l dqdjh[ksMk
141 ,l,l, bZth,l cha>k
142 ,l,l, bZth,l /kobZ
143 ,l,l, bZth,l pwYgk?kkVh
144 ,l,l, bZbZ ih,pbZ ls i= O;ogkj
145 ,l,l, vfr-d{k iwoZ ek-'kk- x

160 ,l,l, izk-'k- dU;k iqjok
161 ,l,l, izk-'kk- cjxh ds LFky ij izk-'kk- d-'kk- cjxh
162 ,l,l, vfr-d{k ek-'kk- dqleh 'kgqiqjk ls vH;kl 'kkyk xathiqjk
163 ,l,l, d-'kk- dfj;kikFkj
164 ,l,l, izk-'kk- dU;k jeuxjk
165 ,l,l, izk-'kk- iqjok ua-1 x

184 ,l,l, izk-'kk- jkEgssiqjk
185 ,l,l, izk-'kk- [kkEgk
186 ,l,l, vfr-d{k izk-'kk- ve>j
187 ,l,l, vfr-d{k izk-'kk- uojxoka
188 ,l,l, vfr-d{k izk-'kk- fo'kuiqjk
189 ,l,l, vfr-d{k izk-'kk- eMbZdyk
190 ,l,l, gSaM iai [kuu izk-'kk- fpjbZikuh
191 ,l,l, gSaM iai [kuu izk-'kk- yglj
192 ,l,l, gSaM iai [kuu izk-'kk- eMbZdyk
193 ,l,l, gSaM iai [kuu izk-'kk- lgnjk
194 ,l,l, gSaM iai [kuu izk-'kk- jufxjh
195 ,l,l, gSaM iai [kuu izk-'kk- HkMjh
196 ,l,l, gSaM iai [kuu izk-'kk- fVdfj;k
197 ,l,l, gSaM iai [kuu izk-'kk- dqIih
198 ,l,l, gSaM iai [kuu izk-'kk- f>juh
199 ,l,l, gSaM iai [kuu izk-'kk- >ksat
200 ,l,l, gSaM iai [kuu izk-'kk- ek-'kk- nsgjh[kqnZ
A ,l,l, bZth,l cVbZ Vksyk
B ,l,l, bZth,l equxkVksyk
C ,l,l, bZth,l eMbZVksyk
D ,l,l, bZth,l ryok Vksyk
E ,l,l, bZth,l jgVk
F ,l,l, bZth,l vkekVksyk
201 ,l,l, bZth,l nnjkVskyk lgnjk

202 ,l,l, bZth,l nnjkVskyk pkSjbZS
203 ,l,l, bZth,l dksgdk
204 ,l,l, bZth,l nnjkVksyk beybZ
205 ,l,l, bZth,l fp[kyh
206 ,l,l, bZth,l fiifj;k
207 ,l,l, bZth,l [kEgjsVksyk f[kUuk
208 ,l,l, bZth,l cka/kVksyk
209 ,l,l, bZth,l R;kSjcan dqcjgVh
210 ,l,l, bZth,l ljsgkVksyk
211 ,l,l, bZth,l vEgkbZVksyk
212 ,l,l, bZth,l clkseksgYyk
213 ,l,l, bZth,l bUnzkdkyksuh
214 ,l,l, bZth,l cMh cLrh egxoka
215 ,l,l, ih,ethok; bZth,l laxzzkeiqj
216 ,l,l, bZth,l djnjk
217 ,l,l, bZth,l NijkVksyk
218 ,l,l, bZth,l dUgiqjk
219 ,l,l, bZth,l lqjrsyhVksyk
220 ,l,l, bZth,l TokjsVksyk
221 ,l,l, 'ks"k ufLr;ka dk;Zjr
222 ,l,l, vfr-d{k izk-'kk- vexoka
223 ,l,l, gSaM iai [kuu izk-'kk- nqc;kjk
224 ,l,l, gSaM iai [kuu izk-'kk- cq

226 ,l,l, gSaM iai [kuu izk-'kk- nsojh
227 ,l,l, gSaM iai [kuu izk-'kk- ek-'kk- Nuxoka
228 ,l,l, gSaM iai [kuu izk-'kk- castj
229 ,l,l, gSaM iai [kuu izk-'kk- fVdj;k xkslyiqj
230 ,l,l, gSaM iai [kuu izk-'kk- f[kjguh[kqnZ
231 ,l,l, vfr-d{k izk-'kk- yerjk
232 ,l,l, vfr-d{k izk-'kk- Nuxoka
233 ,l,l, vfr-d{k izk-'kk- dUgkbZ nsojh
234 ,l,l, vfr-d{k izk-'kk- xka/khiqjk
235 ,l,l, vfr-d{k izk-'kk- tq>kjh
236 ,l,l, vfr-d{k izk-'kk- cq/kkjh
237 ,l,l, vfr-d{k izk-'kk- tquokuh
238 ,l,l, bZth,l Hkjnk
239 ,l,l, bZth,l fiifj;k HkaMjk
240 ,l,l, bZth,l fiijljk
241 ,l,l, bZth,l flaanqjlh
242 ,l,l, izk-'kk- igjsokukdk
243 ,l,l, ih,ethok; bZth,l laat;uxj
244 ,l,l, ih,ethok; bZth,l dksMkedqj
245 ,l,l, gSaM iai [kuu izk-'kk- gzn;uxj
246 ,l,l, vfr-d{k ukuk[ksMk izk-'kk- tcyiqj ds LFkku ij dNiqjk xkslyiqj flgksjk dk LFky ifjorZuA
247 ,l,l, ek-'kk- f[krkSyk cLrh ds izHkkjh vf/kikBd lfpo izk-'kk- f[krskSyk cLrh ds mij fd;s x;s geys dh dk;ZokghA

248 ,l,l, vfr-d{k izk-'kk- f[krkSyk cktkj flgksjk
249 ,l,l, vfr-d{k izk-'kk- csyk
250 ,l,l, vfr-d{k izk-'kk- fVdfj;k xkslyiqj
251 ,l,l, vfr-d{k ek-'kk- catj
252 ,l,l, vfr-d{k ek-'kk- jef[kfj;k
253 ,l,l, vfr-d{k ek-'kk- fVdfj;k xkslyiqj
254 ,l,l, vfr-d{k ek-'kk- [kcjk
255 ,l,l, vfr-d{k ek-'kk- ?kkV flefj;k
256 ,l,l, vfr-d{k ek-'kk- f[krkSyk cLrh
257 ,l,l, vfr-d{k izk-'kk- ?kq?kjh
258 ,l,l, ewY;kadu mijkar izdj.k Hkqxrku gsrq tuin ds mi;a=h ls izkIr
259 ,l,l, ik-'kk- ekusxkao
260 ,l,l, vfr-d{k ek-'kk- fla?kuiqjh
261 ,l,l, vfr-d{k ek-'kk- ?kksjkdksuh
262 ,l,l, vfr-d{k ek-'kk- iMfj;kdyk
263 ,l,l, xksdy xzke izk-'kk- dsoykjh esa ckmUMh oky fuekZ.k gsrqA
264 ,l,l, vfr-d{k izk-'kk- lsyokjk
265 ,l,l, 'ks"k ufLr;ka dk;Zjr
266 ,l,l, vfr-d{k izk-'kk- iqjSuk
267 ,l,l, vfr-d{k izk-'kk- gVkSyh
268 ,l,l, vfr-d{k izk-'kk- beybZ
269 ,l,l, vfr-d{k izk-'kk- eMyk
270 ,l,l, vfr-d{k ek-'kk- gFkysok
271 ,l,l, vfr-d{k ek-'kk- egxoka lqgkj

272 ,l,l, vfr-d{k ek-'kk- iMfj;k
273 ,l,l, vfr-d{k ek-'kk- n'kZuh
274 ,l,l, vfr-d{k ek-'kk- egxoka
275 ,l,l, vfr-d{k ek-'kk- nsojh lgtiqjk
276 ,l,l, vfr-d{k ek-'kk- c/ksyh
277 ,l,l, vfr-d{k ek-'kk- xBkSjk
278 ,l,l, vfr-d{k ek-'kk- dSyokl
279 ,l,l, vfr-d{k ek-'kk- Nhrkiky
280 ,l,l, vfr-d{k ek-'kk- cjxoka njkaaph
281 ,l,l, vfr-d{k ek-'kk- flefj;k vkylwj
282 ,l,l, izk-'kk- okMZ ua-6 f[kjok
283 ,l,l, vfr-d{k izk-'kk- ig:vk
284 ,l,l, vfr-d{k izk-'kk- xkSjgk&2 uLrh
285 ,l,l, vfr-d{k izk-'kk- fnojh vexoka
286 ,l,l, vfr-d{k izk-'kk- tkSyh
287 ,l,l, vfr-d{k izk-'kk- dkadjnsgh
288 ,l,l, vfr-d{k izk-'kk- ejgVh
289 ,l,l, vfr-d{k izk-'kk- fgukSrk
290 ,l,l, gSaM iai [kuu ek-'kk- csgjdyk
291 ,l,l, gSM iai [kuu izk-'kk- f[krkSyk
292 ,l,l, gSM iai [kuu izk-'kk- veksnk
293 ,l,l, gSM iai [kuu izk-'kk- fgukSrk
294 ,l,l, gSM iai [kuu izk-'kk- mej/kk
295 ,l,l, gSM iai [kuu izk-'kk- /kuxoka

296 ,l,l, izk-'kk- lquxoka
297 ,l,l, izk-'kk- yerh
298 ,l,l, izk-'kk- bafnjk dykSuh
299 ,l,l, izk-'kk- euxoka
300 ,l,l, izk-'kk- [kEgfj;k nksgRrj
301 ,l,l, izk-'kk- cjkSank
302 ,l,l, izk-'kk- iMfj;k
303 ,l,l, izk-'kk- lqjs[kk
304 ,l,l, vfr-d{k izk-'kk- ikSMk
305 ,l,l, ih,ethok; bZth,l exjdVk
306 ,l,l, ft-f'k-ds- ds varxZr fuekZ.k dk;ksZ gsrq tkjh dh tkus okyh jkf'k dk fooj.k izdj.k okilh gsrqA
307 ,l,l, vfr-d{k ek-'kk- cjkSankgMk ls izk-'kk- dVaxh ifjofrZr
308 ,l,l, ikVu fo-[k- ls i= O;ogkj
309 ,l,l, bZth,l cjngjh
310 ,l,l, bZth,l e>xoka
311 ,l,l, bZth,l [kfn;kVksyk
312 ,l,l, bZth,l cx/kjh
313 ,l,l, bZth,l djgS;kVksyk
314 ,l,l, bZth,l dYgqvkVksyk
315 ,l,l, bZth,l dYgqvk
316 ,l,l, bZth,l dVjk
317 ,l,l, bZth,l ykyiqjk
318 ,l,l, bZth,l nsojhvexaok

319 ,l,l, bZth,l fnukjh [kEgfj;k
320 ,l,l, bZth,l fcfj;k
321 ,l,l, bZth,l lyS;k
322 ,l,l, bZth,l jkuhrky
323 ,l,l, bZth,l bafnjk vkokl dkyksuh ikSaMk
324 ,l,l, bZth,l fyMksbZ
325 ,l,l, bZth,l [kEgfj;k mefj;k f

343 ,l,l, vfr-d{k izk-'kk- eqfM;k
344 ,l,l, bZth,l vdksuk
345 ,l,l, izk-'kk- NijV
346 ,l,l, vfr-d{k izk-'kk- dkaVh
347 ,l,l, vfr-d{k izk-'kk- flefj;k
348 ,l,l, vfr-d{k izk-'kk- cxlokgh
349 ,l,l, vfr-d{k izk-'kk- ekyk[kqnZ
350 ,l,l, vfr-d{k izk-'kk- jef[kfj;k
351 ,l,l, vfr-d{k izk-'kk- eqfM;k nwljh uLrh f}rh; [k.M esa j[kh gSA
352 ,l,l, vfr-d{k izk-'kk- dksuhdyk
353 ,l,l, vfr-d{k izk-'kk- fouSdh
354 ,l,l, vfr-d{k izk-'kk- iMfj;k
355 ,l,l, vfr-d{k izk-'kk- cM[ksjk
356 ,l,l, vfr-d{k izk-'kk- egxoka
357 ,l,l, vfr-d{k izk-'kk- csuh[ksMk
358 ,l,l, vfr-d{k izk-'kk- vejiqj
359 ,l,l, vfr-d{k izk-'kk- [ktjh
360 ,l,l, vfr-d{k ek-'kk- [keksan&2 uLrh
361 ,l,l, vfr-d{k ek-'kk- xq: fiifj;k
362 ,l,l, vfr-d{k ek-'kk- dwMka
363 ,l,l, ih,ethok; bZth,l jSBjk
364 ,l,l, vfr-d{k ek-'kk- [kSjh lMd
365 ,l,l, vfr-d{k ek-'kk- HkhVk
366 ,l,l, vfr-d{k ek-'kk- dVjk csy[ksMk

367 ,l,l, vfr-d{k ek-'kk- vkj{kk
368 ,l,l, vfr-d{k ek-'kk- uqulj
369 ,l,l, vfr-d{k ek-'kk- ljksan
370 ,l,l, izk-'kk- nsoxoka dVaxh
371 ,l,l, izk-'kk- nksuh [ktjh
372 ,l,l, izk-'kk- nksgjk
373 ,l,l, izk-'kk- eksgyk
374 ,l,l, izk-'kk- jeiqjk
375 ,l,l, izk-'kk- fgukSrk
376 ,l,l, izk-'kk- gVsiqjdyk
377 ,l,l, izk-'kk- e

391 ,l,l, bZth,l nsojh /kjkz
392 ,l,l, bZth,l fcclk
393 ,l,l, bZth,l xat
394 ,l,l, bZth,l lksurykbZ
395 ,l,l, bZth,l yqgkjh
396 ,l,l, bZth,l fiifj;k
397 ,l,l, bZth,l eqjbZ
398 ,l,l, bZth,l xjsagk
399 ,l,l, bZth,l vHkkuk
400 ,l,l, bZth,l HkkSfr;k
401 ,l,l, bZth,l nsojh Vksyk
402 ,l,l, bZth,l e>xoka
403 ,l,l, bZth,l ldjk
404 ,l,l, bZth,l ef

415 ,l,l, gSaM iai [kuu i-m-ek-ck-'kk- dVaxh
416 ,l,l, gSaM iai [kuu izk-'kk- fHkMdh
417 ,l,l, gSaM iai [kuu ikSMh[kqnZ
418 ,l,l, izk-'kk- eknks
419 ,l,l, 'ks"k ufLr;ka dk;Zjr
420 ,l,l, izk-'kk- vgjksjk
421 ,l,l, vfr-d{k ek-'kk- lqanzknsgh
422 ,l,l, izk-'kk- xqanjbZ
423 ,l,l, vfr-d{k ek-'kk- nkeu [kEgfj;k
424 ,l,l, vfr-d{k ek-'kk- Qqyj
425 ,l,l, bZth,l nqxkZuxj
426 ,l,l, bZth,l pukokjsVksyk
427 ,l,l, ih,ethok; bZth,l Njksvk?kkV
428 ,l,l, bZth,l dsnkjiqj
429 ,l,l, bZth,l flaxkSjh
430 ,l,l, bZth,l /kuxoka
431 ,l,l, bZth,l js;k[ksMk
432 ,l,l, bZth,l >kalh?kkV
433 ,l,l, bZth,l ghjkiqj
434 ,l,l, bZth,l vafM;k
435 ,l,l, bZth,l iFkjksykVksyk
436 ,l,l, bZth,l djgS;kVksyk
437 ,l,l, bZth,l ksath
438 ,l,l,
bZth,l [kks[kk

439 ,l,l, bZth,l lkserh
440 ,l,l, bZth,l fdlybZ
441 ,l,l, bZth,l eqfM;k
442 ,l,l, bZth,l flefj;k
443 ,l,l, bZth,l Xokjh
444 ,l,l, bZth,l lkyhokMk
445 ,l,l, bZth,l fiifj;k dksgyk nylk
446 ,l,l, bZth,l fiifj;k teqfu;k iqjkuh
447 ,l,l, bZth,l tqxiqjk
448 ,l,l, bZth,l 'khryiqj
449 ,l,l, bZth,l dykSuk
450 ,l,l, bZth,l fegxoka
451 ,l,l, bZth,l nylk fiifj;k f}rh; uLrh
452 ,l,l, vfr-d{k izk-'kk- ?kq?kjh
453 ,l,l, izk-'kk-d- udfV;k
454 ,l,l, vfr-d{k ek-'kk- csy[ksMk
455 ,l,l, vfr-d{k ek-'kk- fctkSjh
456 ,l,l, vfr-d{k ek-'kk- fVdfj;k vxfj;k
457 ,l,l, bZth,l ijfN;k
458 ,l,l, uohu ek-'kk- flgknk [kksyus gsrq vkosnu
459 ,l,l, vfr-d{k ek-'kk- ykeh
460 ,l,l, vfr-d{k izk-'kk- flgksnk
461 ,l,l, izk-'kk- lxMk dks fd'rk iznk; djus ckor
462 ,l,l, vfr-d{k ek-'kk- cEckokjh

463 ,l,l, bZth,l nsojh
464 ,l,l, vfr-d{k ek-'kk- Vhijk
465 ,l,l, vfr-d{k ek-'kk- EkSyh
466 ,l,l, vfr-d{k ek-'kk- exjeqgka
467 ,l,l, vfr-d{k ek-'kk- lquokjk
468 ,l,l, vfr-d{k ek-'kk- cM[ksjk
469 ,l,l, vfr-d{k ek-'kk- fiifj;kdyk
470 ,l,l, vfr-d{k ek-'kk- lsejk
471 ,l,l, izk-'kk- uhe[ksMk
472 ,l,l, vfr-d{k izk-'kk- dqykSu
473 ,l,l, izk-'kk- ckMhokMk
474 ,l,l, izk-'kk- cjeku
475 ,l,l, izk-'kk- dapuiqjh
476 ,l,l, izk-'kk- ukpu[ksMk
477 ,l,l, izk-'kk- dqVjh
478 ,l,l, izk-'kk- >ksth
479 ,l,l, izk-'kk- lxM egxoka
480 ,l,l, izk-'kk- okMZ dzekad 9
481 ,l,l, izk-'kk- fcy[kjok okMZ ua-15
482 ,l,l, izk-'kk- csy[ksMk
483 ,l,l, izk-'kk- fHkVkSuh
484 ,l,l, izk-'kk- lxMk
485 ,l,l, gSaM iai [kuu izk-'kk- xqcjk[kqnZ
486 ,l,l, gSaM iai [kuu izk-'kk- teqfu;k Toki

487 ,l,l, gSaM iai [kuu izk-'kk- cq

511 ,l,l, vuqqca/k esa deh ds laca/k esa i= O;ogkj
512 ,l,l, gSaM iai [kuu izk-'kk- ldjh
513 ,l,l, izk-'kk- djesrk
514 ,l,l, gSaM iai [kuu ek-'kk- fuifu;k
515 ,l,l, gSaM iai [kuu izk-'kk- >qj>q:
516 ,l,l, gSaM iai [kuu izk-'kk- fuHkkSjk
517 ,l,l, gSaM iai [kuu izk-'kk- ddjryk
518 ,l,l, gSaM iai [kuu izk-'kk- lqanjiqj
519 ,l,l, gSaM iai [kuu izk-'kk- fjNkbZ
520 ,l,l, vfr-d{k izk-'kk- nsojh clfu;k
521 ,l,l, izk-'kk- dkjhokg dks ttzj ?kksf"kr djus ckorA
522 ,l,l, bZth,l fcgfj;k ds fuekz.k ckorA
523 ,l,l, izk-'kk- xksfoanxat
524 ,l,l, izk-'kk- t;izdk'k uxj
525 ,l,l, izk-'kk- ikSaMh
526 ,l,l, izk-'kk- d- ekssfgu;k
527 ,l,l, bZth,l fc>qvk ¼ih,ethok;½
528 ,l,l, bZth,l efu;kjh [kqnZ ¼ih,ethok;½
529 ,l,l, bZth,l eqf

535 ,l,l, vfr-d{k izk-'kk- [kSjh
536 ,l,l, vfr-d{k izk-'kk- vksfj;k
537 ,l,l, vfr-d{k izk-'kk- eksgkjh
538 ,l,l, vfr-d{k izk-'kk- >xjk
539 ,l,l, vfr-d{k izk-'kk- dsoykjh
540 ,l,l, vfr-d{k izk-'kk- ve[ksjk
541 ,l,l, vfr-d{k izk-'kk- lw[kk
542 ,l,l, vfr-d{k izk-'kk- lqanjiqj
543 ,l,l, vfr-d{k izk-'kk- fuifu;k
544 ,l,l, vfr-d{k izk-'kk- dlgh
545 ,l,l, vfr-d{k izk-'kk- fVdkjh befy;k
546 ,l,l, vfr-d{k izk-'kk- eqfM;k
547 ,l,l, vfr-d{k izk-'kk- dankj[ksMk
548 ,l,l, vfr-d{k izk-'kk- lw[kk
549 ,l,l, vfr-d{k izk-'kk- f[kfj;k
550 ,l,l, vfr-d{k izk-'kk- [kEgfj;k
551 ,l,l, vfr-d{k izk-'kk- c?kkSMh
552 ,l,l, vfr-d{k izk-'kk- ljloka
553 ,l,l, vfr-d{k izk-'kk- befy;k
554 ,l,l, xkze iapk;r befy;k iukxj es aek-'kk- Hkou
555 ,l,l, vfr-d{k ek-'kk- beybZ
556 ,l,l, vfr-d{k ek-'kk- yhVh
557 ,l,l, vfr-d{k ek-'kk- djesrk
558 ,l,l, vfr-d{k ek-'kk- cEgkSjh

559 ,l,l, vfr-d{k ek-'kk- lqgkxh
560 ,l,l, vfr-d{k ek-'kk- dq'kusj
561 ,l,l, vfr-d{k ek-'kk- xqykSnk
562 ,l,l, vfr-d{k ek-'kk- lqjrykbZ
563 ,l,l, vfr-d{k ek-'kk- fuifu;k
564 ,l,l, vfr-d{k ek-'kk- eVkej
565 ,l,l, vfr-d{k ek-'kk- HkSjks
566 ,l,l, bZth,l fdoykjh
567 ,l,l, bZth,l bUnzkuxj
568 ,l,l, bZth,l dqnokjh
569 ,l,l, bZth,l enuk
570 ,l,l, bZth,l 'kadjuxj
571 ,l,l, bZth,l ikSfu;k
572 ,l,l, bZth,l igjok Vksyk
573 ,l,l, bZth,l fgukSrk
574 ,l,l, bZth,l clgk
575 ,l,l, bZth,l iFkukSjk
576 ,l,l, bZth,l HkkSjgk
577 ,l,l, bZth,l ikSMh uxuk
578 ,l,l, bZth,l fNrjh[kqnZ
579 ,l,l, bZth,l ddjgkbZ
580 ,l,l, bZth,l fopqvk
581 ,l,l, bZth,l egxoka c?kksMk
582 ,l,l, bZth,l [kSjh ¼uxuk½

583 ,l,l, bZth,l gjnqvk ¼uxuk½
584 ,l,l, bZth,l ljlokgh
585 ,l,l, bZth,l dpukjh
586 ,l,l, bZth,l c?ksyh
587 ,l,l, bZth,l flaxkSn
588 ,l,l, bZth,l eksgkl
589 ,l,l, bZth,l fuHkkSjh
590 ,l,l, bZth,l HkYykbZVksyk
591 ,l,l, izk-'kk- fcyiqjk esa vfr d{k dk fuekZ.k
592 ,l,l, izk-'kk- beybZ ds fuekz.k ckor
593 ,l,l, vfr-d{k izk-'kk- beybZ
2004&05 uohu Lohd`r
594 ,l,l, bZth,l Fkfr;k Vksyk] dq.Me
595 ,l,l, bZth,l cMdqyVksyk] dq.Me
596 ,l,l, bZth,l f>juhVksyk]¼eksguh½ dq.Me
597 ,l,l, bZth,l f>fj;k Vksyk
598 ,l,l, bZth,l f>juhVksyk]¼rkojh½ dq.Me
599 ,l,l, bZth,l egqvk Vksyk] dq.Me
600 ,l,l, bZth,l TokjsVksyk
601 ,l,l, izk-'kk- >ksat
602 ,l,l, izk-'kk- xkSjh] dqwq.Me
603 ,l,l, izk-'kk- MwaxjxokW] dq.Me
604 ,l,l, izk-'kk- rkSjh] dq.Me
605 ,l,l, bzth,l fd'kuiqjk Vksyk] dq.Me

606 ,l,l, bZth,l fcyxokW] dq.Me
607 ,l,l, bZth,l xkW/khuxj] dq.Me
608 ,l,l, bZth,l fiVdqgh[kqnZ] dq.Me
609 ,l,l, bZth,l egqvk Vksyk] dq.Me
610 ,l,l, bZth,l [kEgsjVksyk] dq.Me
611 ,l,l, bZth,l cjgkxat] dq.Me
612 ,l,l, bZth,l dkadjVksyk] dq.Me
612A ,l,l, vfr-d{k ek-'kk- beybZ] dq.Me
612B ,l,l, bZth,l jksM eksgYyk] lwikokjk] dq.Me
612C ,l,l, izk-'kk- ?kq?kjk] dq.Me
612D ,l,l, vfr-d{k izk-'kk- fiifj;k
612E ,l,l, izk-'kk- Hkou f>juk] dqq.Me
612F ,l,l, vfr-d{k izk-'kk- ykSgdjh] dq.Me
612G ,l,l, izk-'kk- Hkou Nhjikuh] dq.Me
613 ,l,l, izk-'kk- Fkwgk] ikVu
614 ,l,l, izk-'kk-@ek-'kk- Hkou djkjh] ikVu
615 ,l,l, bZzth,l Hkou ikSfu;k] ikVu
616 ,l,l, bZth,l pwgaVk] ikVu
617 ,l,l, bZth,l fcyrjk] ikVu
618 ,l,l, bZth,l flaxy rykbZ] ikVu
619 ,l,l, bZth,l fp[kyh] ikVu
620 ,l,l, bZth,l ?kVsjk] ikVu
621 ,l,l, bZth,l >xjh] ikVu
622 ,l,l, bZth,l iMfj;k] ikVu

623 ,l,l, bZth,l mefj;k] ikVu
624 ,l,l, bZth,l iVuk] ikVu
624 A ,l,l, ek-'kk- Hkou [ktjh nksuh] ikVu
624 B ,l,l, vfr-d{k izk-'kk- Fkkuk
624 C ,l,l, izk-'kk- Hkou dqdjHkqdk] ikVu
625 ,l,l, bZth,l fiaMjbZ] 'kgiqjk
626 ,l,l, bZth,l QwVkryk] 'kgiqjk
627 ,l,l, bZth,l [kS:vk] 'kgiqjk
628 ,l,l, bZth,l Vs

644 ,l,l, bZth,l kSyh
649 ,l,l, bzZth,l f[kjokVksyk] e>kSyh
650 ,l,l, vfr-d{k ek-'kk- mej/kk] e>kSyh
651 ,l,l, bZth,l egxokaVksyk] e>kSyh
652 ,l,l, bZth,l gjkZ[ksM+k] e>kSyh
653 ,l,l, bZth,l f[kjokVsky] e>ksSyh
654 ,l,l, bZth,l iVh] e>kSyh
655 ,l,l, bzth,l lksuiqj] e>kSyh
656 ,l,l, bZth,l e>xoka] e>kSyh
657 ,l,l, bZth,l fcfN;k] e>kSyh
658 ,l,l, bzth,l lkSnkxj dkykSuh] e>ksyh
659 ,l,l, bZth,l djkSanh] e>kSyh
660 ,l,l, bZth,l fiifj;k Vxj] e>kSyh
661 ,l,l, bZth,l cwkSyh
662 ,l,l, bZth,l mefj;k[ksM+k] e>kSyh
663 ,l,l, bZth,l fiifj;k dkykSuh] e>kSyh
664 ,l,l, bZth,l flaxiqj] e>kSyh
665 ,l,l, bZth,l cfx;kVksyk] e>kSyh

666 ,l,l, bZth,l egxoka] e>kSyh
667 ,l,l, bZth,l [kkaxks] e>kSyh
668 ,l,l, bZth,l jkSaljh] e>kSyh
669 ,l,l, bZth,l 'kkafruxj] e>kSyh
670 ,l,l, bZth,l efkSyh
670A ,l,l, vfr-d{k izk-'kk- f>axjbZ ] e>kSyh
671 ,l,l, bZth,l teqfu;k ] tcyiqj
672 ,l,l, bZth,l yerh¼rsoj½ tcyiqj
673 ,l,l, izk-'kk-dU;k cjxh] tcyiqj
674 ,l,l, izk-'kk- Hkou iMqvk¼vkekfgukSrka½] tcyiqj
675 ,l,l, izk-'kk- Hkou eaxsyk¼lqdjha½ tcyiqj
676 ,l,l, bZth,l nsojh¼fuxjh½] tcyiqj
677 ,l,l, izk-'kk- fgUnh xksgyiqj] tcyiqj
678 ,l,l, bZth,l flyqvk?kkVh ¼gqYdhaa½ tcyiqj
679 ,l,l, bZth,l fiaMjbZ] tcyiqj
680 ,l,l, bZth,l yqgkjVksyk] tcyiqj
681 ,l,l, bZth,l nyiriqj] tcyiqj
682 ,l,l, bZth,l Mqaxfj;k Vksyk] tcyiqj
683 ,l,l, bZth,l >iuh lxMk] tcyiqj
684 ,l,l, bZth,l pgpgh] tcyiqj
685 ,l,l, bZth,l fiifj;k Vksyk] tcyiqj
686 ,l,l, bZth,l ykykVksyk] tcyiqj
687 ,l,l, bZth,l 'kgiqjk Maxfj;k] tcyiqj
688 ,l,l, bZth,l ckluikuh] tcyiqj

689 ,l,l, bZth,l [kEgfj;kVksyk] tcyiqj
690 ,l,l, bZth,l dapuiqj Vksyk] tcyiqj
691 ,l,l, bZth,l leukiqj ¼/kobZ½ tcyiqj
692 ,l,l, bZth,l caxyk Vksyk] lxMk] tcyiqj
693 ,l,l, bZth,l lkyhokMk] nsogkj tcyiqj
693A ,l,l, vfr-d{k izk-'kk- f>jh] tcyiqj
693B ,l,l, bZth,l eksBkj] tcyiqj
694 ,l,l, bzth,l HkSalnsgh] iukxj
695 ,l,l, vfr-d{k izk-'kk- beybZ] iukxj
696 ,l,l, vfr-d{k izk-'kk- jSaxok] iukxj
697 ,l,l, f'k-xk-Hkou ukjk;.k/kke] iukxj
698 ,l,l, vfr-d{k izk-'kk- xksdqy xzke fuHkkSjk] iukxj
699 ,l,l, vfr-d{k izk-'kk- lqanjiqj] iukxj
700 ,l,l, vfr-d{k izk-'kk- jSiqjk] iukxj
700A f'kdk;r Jh Jhdkar jk;[ksMs] chvkjlh iukxj dh tkWp uLrh
uLrh
701 ,l,l, vfr-d{k izk-'kk- ?kq?kjk] flgksjk
702 ,l,l, vfr-d{k izk-'kk- ca/kk] flgksjk
703 ,l,l, izk-'kk- flefj;k ekusxkWo] flgksjk
704 ,l,l, ek-'kk- Hkou e

709 ,l,l, gSaM iai [kuu mnwZ izk-'kk- eksrhukyk ua-1] tcyiqj uxj
710 ,l,l, gSaM iai [kuu dU;k m-ek-'kk- xksfoanxat] tcyiqj uxj
711 ,l,l, vfr-d{k izk-'kk- esfMdy] tcyiqj uxj
712 ,l,l, izk-'kk- Hkou dU;k 'kkyk nf{k.k xksfoanxat ua-2] tcyiqj uxj
713 ,l,l, vfr-d{k izk-'kk- if'peh dfj;kikFkj] tcyiqj uxj
714 ,l,l, gSaM iai [kuu iwoZ ek-ck-'kk- xksfoanxat] tcyiqj uxj
715 ,l,l, vfr-d{k ofj"B cq-ek-'kk- tcyiqj uxj
716 ,l,l, izk-'kk- Hkou fl)ckck tcyiqj uxj
717 ,l,l, izk-'kk- Hkou fl) uxj] tcyiqj uxj
717 A ,l,l, izk-'kk- lwthiqjk] tcyiqj uxj
717 B ,l,l, ek-'kk- Hkou xksdyiqj] tcyiqj uxj
717 C ,l,l, ek-'kk- Hkou rejgkbZ ] tcyiqj uxj
718 11oka foRr ek-'kk- Hkou ?kqVuk] flgksjk
719 11oka foRr ek-'kk- Hkou xkSjgk] e>kSyh
720 11oka foRr ek-'kk- Hkou gjxkSyh
723 11oka foRr izk-'kk Hkou fn;k[ksM+k] tcyiqj
724 11oka foRr bZth,l Hkou lsejVksyk] dq.Me
725 11oka foRr bZth,l Hkou gjnqvk] e>kSyh
726 11oka foRr ek-'kk- Hkou NRrjiqj] iukxj
727 11oka foRr izk-'kk- Hkou iMkSjk] iukxj
728 11oka foRr izk-'kk- Hkou flaxynhi] iuxkj
11oka foRr

729 11oka foRr ek-'kk- Hkou fujaniqj iukxj
730 11oka foRr izk-'kk- Hkou d-fla?kqyh] flgksjk
731 11oka foRr ek-'kk- Hkou teqfu;k Tok;] 'kgiqjk
732 11oka foRr ek-'kk- Hkou f>fj;k ] dq.Me
733 11oka foRr bZth,l Hkou ccS;k Vksyk] tcyiqj
734 11oka foRr ek-'kk- Hkou dSyk'kuxj] tcyiqj uxj
735 11oka foRr ek-'kk- Hkou mefj;k fkSyh
736 11oka foRr ek-'kk- Hkou lwjrykbZ iukxj
737 11oka foRr bZth,l Hkou pjxokW Vksyk] tcyiqj
738 11oka foRr bZth,l Hkou ?kqMdh] iukxj
739 11oka foRr ek-'kk- Hkou dwM+u] 'kgiqjk
740 10oka foRr uyty ;kstuk d-ek-'kk- dqq.Me
741 10oka foRr gSaM iai [kuu mnwZ d-'kk- xksgyiqj ua-2 tcyiqj uxj
742 10oka foRr uyty ;kstuk d-ek-'kk- xhaVh] v fVdfj;k] flgksjk
744 10oka foRr f'kdk;r uLrh
745 10oka foRr uyty ;kstuk izk-'kk- danjk[ksMk] iukxj
746 10oka foRr uyty ;kstuk izk-'kk- lwthiqjk tcyiqj uxj
747 10oka foRr uyty ;kstuk izk-'kk- Hkkurys;k ua-1 tcyiqj uxj
748 10oka foRr uyty ;kstuk ek-'kk- lqgkxh] iukxj
749 10oka foRr uyty ;kstuk ek-'kk- iMfj;k] xaxbZ] dq.Me
750 10oka foRr uyty ;kstuk izk-'kk- csy[kkMw eksgkl] iukxj
751 10oka foRr 'kkSpky; fuekZ.k d-ek-'kk- iukxj
752 10oka foRr uyty ;kstuk ek-'kk- vxfj;k] flgksjk]xka/khiqjk]

753 10oka foRr gSaM iai [kuu izk-'kk- [kkaM] e>kSyh
754 10oka foRr 'kkSpky; fuekz.k ek-'kk- xksfoanxat tcyiqj uxj
755 10oka foRr iss;ty izk-'kk- cjxokW njkaaph e>kSyh
756 10oka foRr 'kkSpky; iwoZ d- ek-'kk- vH;kl xathiqjk] tcyiqj uxj
757 10oka foRr uyty ;kstuk mefj;k pkScs] iukxj
758 10oka foRr f'k{kd vkokl x`g bUnzkuk dkik e>kSyh
759 10oka foRr uyty ,oa 'kkspky; ;kstuk izk-'kk-@ek-'kk- dBkSank iukxj
760 10oka foRr bZth,l dksMkedqj] flgksjk
761 10oka foRr uyty ;kstuk iwoZ ek-'kk- dkyknsgh] tcyiqj
762 10oka foRr gSaM iai [kuu ek-d-'kk- dVaxh ctfj;k] ikVu
763 10oka foRr uyty ;kstuk izk-'kk- [kkik] tcyiqj
764 10oka foRr vfr-d{k ek-'kk- rejgkbZ tcyiqj uxj
765 10oka foRr uyty ;kstuk izk-'kk- cksfj;k] ikVu
766 10oka foRr vfr-d{k izk-'kk- nsogjk dq.Me
767 10oka foRr gSaM iai [kuu]ihus dh ikuh dh O;oLFkk] iwoZ ek-'kk- xka/khxzke] eksglke] cq/kqvk] flgksjk
768 10oka foRr vfr-d{k ek-'kk- flaxkSn] iukxj
769 10oka foRr gSaM iai [kuu ek-'kk- VsejHkhVk tcyiqj
770 10oka foRr vfr-d{k ek-'kk- egkjktiqj] iukxj
771 10oka foRr 'kkSpky; fuekZ.k d-ek-'kk- e>kSyh
772 10oka foRr gSaM iai [kuu izk-'kk- iMfj;k]xaxbZ] dq.Me
773 10oka foRr vfr-d{k ek-'kk- Hkqokjk ikVu
774 10oka foRr 'kkSpky; fuekz.k ek-'kk- lnkQy dq.Me
775 10oka foRr uyty ;kstuk ek-'kk- lnkQy] dq.Me

776 10oka foRr gSaM iai [kuu izk-'kk- nsouxj e>kSyh
777 10oka foRr uyty ;kstuk ek-'kk- lw[kk ,oa djesrk] iukxj
778 10oka foRr uyty ;kstuk izk-'kk- dwEghlr/kkjk]ek-'kk-d- e>xokW ck-e>xokw] flgksjk
779 10oka foRr gSaM iai [kuu izk-'kk- xkMk] flgksjk
780 10oka foRr gSaM iai [kuu izk-'kk- canjdksyk
781 10oka foRr uyty ;kstuk izk-'kk- beybZ] iukxj
782 10oka foRr 'kkSpky; fuekZ.k ek-'kk- beybZ iukxj
783 10oka foRr uyty ;kstuk izk-'kk- fujaniqj] iukxj
784 10oka foRr uyty ;kstuk ek-'kk- fujaniqj] iukxj
785 10oka foRr gSaM iai [kuu fiifj;k panzHkku] ikVu
786 10oka foRr gSaM iai [kuu izk-'kk- HkMjh] dq.Me
787 10oka foRr gSaM iai [kuu izk-'kk- udfV;k] 'kgiqjk
788 10oka foRr uyty ;kstuk ek-'kk- beybZ dq.Me
789 10oka foRr iss;ty d-ek-'kk- ;'kksnkckbZ f[krkSyk cktkj flgksjk
790 10oka foRr iss;ty ck-ek-'kk- ;'kksnkckbZ f[krkSyk cktkj flgksjk
791 10oka foRr gSaM iai [kuu ek-'kk- ljkSan ikVu
792 10oka foRr ewy uLrh
793 ,l,l, ek-'kk- mefj;k tq>kjh] e>kSyh
794 ,l,l, izk-'kk- gjbZ pkSjbZ tcyiqj
795 ,l,l, izk-'kk- jkSaljk [kSjh] ikVu
796 ,l,l, izk-'kk- mefj;k ukdk] flgksjk
797 ,l,l, izk-'kk- HkSajks?kkV 'kgiqjk
798 ,l,l, izk-'kk- iMfj;k lglu] ikVu

799 ,l,l, izk-'kk- [kijk duokl] 'kgiqjk
800 ,l,l, izk-'kk- Hkou f[krkSyk cLrh flgksjk
801 ,l,l, chvkjlh Hkou 'kgiqjk
802 ,l,l, chvkjlh Hkou iukxj
803 ,l,l, chvkjlh Hkou e>kSyh
804 ,l,l, chvkjlh Hkou tcyiqj
805 ,l,l, chvkjlh Hkou flgksjk
806 ,l,l, chvkjlh Hkou dq.Me
807 ,l,l, chvkjlh Hkou ikVu
808 ih,ethok; bZth,l Mksaxj cMsjk iukxj
809 ih,ethok; bzZth,l 'kkyk Hkou /kuxoka datbZ] e>kSyh
810 ih,ethok; bZth,l 'kkyk Hkou ekYgk] flgksjk
811 ih,ethok; bZth,l 'kkyk Hkou fcNqvk iukxj
812 ih,ethok; bZth,l flaxkSjh] fje>k ikVu
vU; izkIr
ufLr;k
813 ,l,l, gSaM iai [kuu ek-'kk- ;'kksnk ckbZ d-m-ek-fo- f[krkSyk cktkj] flgksjk
814 ,l,l, gSaM iai [kuu izk-'kk- HkkVknksu flgksjk
815 ,l,l, gSaM iai [kuu izk-'kk-d- flgksjk
816 ,l,l, gSaM iia [kuu izk-'kk-d- xf

821 ,l,l, izk-'kk- lxM+k egxokW] 'kgiqjk
822 ,l,l, vfr-d{k ek-'kk- dLrjk] dq.Me
823 ,l,l, gSaM iai [kuu izk-'kk- teqfu;k 'kgiqjk
824 ,l,l, vfr-d{k izk-'kk- dapuiqj tcyiqj uxj
825 ,l,l, izk-'kk- cEckokjh] 'kgiqjk
826 ,l,l, vfr-d{k izk-'kk- fdljksn] 'kgiqjk
827 ,l,l, vfr-d{k izk-'kk- cM[ksjk] iukxj
828 ,l,l, vfr-d{k izk-'kk- esfMdy] tcyiqj uxj
829 ,l,l, vfr-d{k izk-'kk- fiifj;k tcyiqj
830 ,l,l, vfr-d{k iwoZ ek-'kk-ck-'kk- xksfoanxat]neksgukdk tcyiqj
831 ,l,l, vfr-d{k ek-'kk- HkkVknkSu] flgksjk
832 ,l,l, vfr-d{k ek-'kk- c?ksyh] iukxj
833 ,l,l, bZzth,l uqfu;k[kqnZ iukxj
834 ,l,l, izk-'kk- Hkou xkSyh
844 ,l,l, bZth,l tquokuh[kqnZ] e>kSyh

845 ,l,l, bZth,l egxoka] e>kSyh
846 vkWijs'ku Cysd cksMZ ufLr;kW
847 e-iz-ik-iq-fu- izk-'kk- Hkou Hkksaxk}kj

Zth,l 'kk[kk
uke % Jherh fp=k 'kekZ
in uke % bZ-ih-vks- 03
drZO; % 1- f'k{kk xkjaVh 'kkykvksas laca/kh dk;Z
2- f'k{kd izf'k{k.k
3- 'kks/k
4- ewY;kadu
5- lesfdr f'k{kk
la/kkfjr dh tkus okyh ufLr;kaW
uLrh
dzekad
1
2
4
5
6
7
8
9
10
11
12
13
14
uLrh dk uke
ikek[ksMk es ihVh, ds vuqeksnu ds lac/k esa
ekuns; ekuns; Hkqxrku ds lac/k esa 2003
fu;qfDr f'k-xk-'kk-ckjgkxat esa xq:th fu;qfDr
fcYgk HkhVk f'kYihuxj ljLorh?kkV bZth,l lac/kh
ekuns; bZth,l Vifj;k Vksyk efgyk xq:th dk ekuns;
bZ'oj[ksMk es fjDr in dh iwfrZ
f'kxk'kk- ceqfj;k ds lac/k sesa
f'kx'kkk- dh lgh la[;k n'kkZus ckcr
ekuns; xq:th ds ekuns; vkoaVu ckcr
f'kxk'kk- dsUnz esa vuqeksfnr xq:th ds lc/k esa
tudh chek ;kstuk fdz;kUo;u ,oa tudh chek f'k{kk ;kstuk
ujsUnz dqekj mik/;k; uhph dh iqu% fu;qfDr
ekuns; vfuy okyksfg;k dk 33 ekg dk ekuns;
fooj.k Vhi

15 fu;qfDr Jherh la/;k iVsy dh f}rh; xq:th esa fjNkbZ esa fu;qfDr
16
f'kxk'kk fjNkVksyk ds lac/k esa
17 ekuns; ekuns; Hkqxrku ckcr
18
f'kxk'kk es f}rh; xq:th ds vuqeksnu ckcr
19 ekuns; f'kxk'kk lxMk >iuh ds ekuns; ds lac/k esa
20
f'kxk'kk [kqjlhVksyk ds lc/k esa
21 fu;qfDr nks xq:ft;ksa dh fuq;fDr ckcr f'kxk'kk u;kxkoa ixukj dq.Me tcyiqj
22 ekuns; bZth,l [ktjh f[kfj;k vf[kys'k mik/;k; ds ekuns; fn;k x;k
23 tkWp bZth,l ikVu ls izkIr tkWp izfrosnu
25 f'kdk;r jkeiqj Vksyk esa xq:th ds u vkus ckcr
26 f'kdk;r bZth,l iMfj;k esa e/;kUg Hkkstu es vfu;ferr
28 ekuns; ijh{k.k fnukad ls ekuns; dk Hkqxrku
30 ekuns; f'kxk'kk-jtkSyk ds ekuns; ds lc/k esa
31 U;k;y;hu izdj.k U;k-izdj.k
32 fu;qfDr f'kxk'kk- Hkedk es xq:th dh fu;qfDr ckcr
34 ekuns; 11 lw=h; dk;Zdze varxZr ekuns; Hkqxrku
38 cSBd f'k-xk-'kk- ftyk lfefr cSBd
39 fu;qfDr f'k-x-'kk- lfefr 'kgiqjk esa f}rh; xq:th fu;qfDr ckcr
40 ekuns; jkepUnz dkNh f'k-xk- fgukSrh ekuns; lac/kh
41 f'kxk'kk- ef

z
51 fu;qfDr xq:th foghu bZ-th-,l- xq:th fu;qfDr xkze [kqjlh
54
bZ-th-,l- 'kkykvks ds la[;k lq/kkj ckcr
56
bZ-th-,l- bUnzkuxj esa QthZ fu;qfDr
57 U;k;y;hu izdj.k bZ-th-,l- flaxiqj e>kSyh esa xq:th dh fu;qfDr
58 f'kdk;r bZZth,l dpukjh esa voS/k :i ls xq:th fu;qfDr
59
loZ f'k{kk vfHk;ku ds varxZr bZth,l lwph miyC/k djkuk
60 ekuns; :dk gqvk ekuns; bZth,l es

78 fuekZ.k Hkoufoghu 'kkykvks dh tkudkjh ckcr
79
f'kxk'kk esa e/;kUg Hkkstu ds lac/k esa
80 fu;qfDr f'kxk'kk- ds varxZr uohu xq:ft;ksa dh fu;qfDr
97 ekuns; ekuns; Hkqxrku ds lac/k esa rkyk[ksMk
98 f'k-xk-'kk- ess fjDr LFkkuks dh iwfrZ fo"k;d
100 f}rh; xq:th f'k-xk-'kk- f}rh; xq:th ds lac/k esa lHkh fodkl[kaM
101
bZth,l ?kVsjk ls lacf/kr
102 U;k;y;hu izdj.k U;k-izdj.k esa ikfjr vksns'k ds lac/k esa lqjthrflag fpgqVk ikVu
103
f'k-xk-'kk- f[kfj;kVksyk tcyiqj
104 ikB; iqLrd f'k-xk-'kkykvks esa fu%'kqYd ikB; iqLrdks dk forj.k
105
bZth,l 'kkykvk ds lac/k esa 'kgiqjk
106 U;k;y;hu izdj.k U;k-izdj.k Kkuflag tcyiqj
107 ekuns; f'k-x-;kstuk ds rgr xq:th dks 1995 ls ekuns; vizkIr
108 eqnz.k f'k-xk-'kkykvks vf/kfu;e lkexzh ds eqnz.k ckcr
110
dq.Me fodkl[kaM bZth,l lac/kh QkbZy
111 U;k;y;hu izdj.k Jherh e/kqyrk dk U;k;ky;hu izdj.k
113 ekuns; feFkys'k feJk ,oa mek dsoV ds osru lac/kh
114 izek.k i= vuqHko izek.k i= iznku djus fo"k;d
115 fuekZ.k ih-,e-th- }kjk 'kkykHkou fuekZ.k
116 U;k;y;hu izdj.k U;k;ky;hu izdj.k fouksok uxj flgksjk
117 cgkyh izdj.k bZth,l ldjh 'kgiqjk cgkyh vkns'k
118 cgkyh izdj.k tcyiqj fo- ds fuyafcr xq:ft;ksa dks cgky djus fo"k;d Mwxfj;kVksyk] nqxkZuxj] fVdjkVksyk] nsojh
120 izek.k i= vuqHko izek.k i= iznku djus fo"k;d
121 vkSipkfjdsRrj vkSipkfjdsRrj 'kkyk dks bZ-th-,l- esa ifjofrZr djus fo"k;d
122 vkSipkfjdsRrj vuqeksnu bZth,l dsUnzk ds lac/k es vuqns'kkdks dks xq:th ds in ij fu;qfDr

123 f'kdk;r Jh ,y-,l-Bkdqj }kjk vuf/kds`r fo-f'k-v- dh ineqnzk ij gLrk- fd;s tkus lac/kh
124
f'k-xk-'kkykvks ds lac/k esa fodkl[ka.M dq.Me
125
pkj lw=h; ekax dks ysdj Kkiu
126 f'k-xk-'kkyk [kqyokus ckcr Nhjlkxj lsu
127 ekuns; ekuns; Hkqxdrku ds lac/k esa ikVu
128 vkSipkfjdsRrj vkSipkfjdsRrj ls bZth,l esa ifjorZu fo"k;d
129
ifjofrZr bZth,l ds vuqeksnu fo"k;d iukxj
130 f'kdk;r f'k-xk-'kkyk es cgkjh O;fDr dh fu;qfDr ¼nqxkZuxj] uhph½
131 tkWp uohu f'k-xk-'kk- [kksyus dh tkWp lac/kh
132 fu;qfDr f'k-x-'kk- HkfV;kVksyk vexaok es f}rh; xq;th dh fu;qfDr
133 U;k;y;hu izdj.k U;k-izdj.k Jh lq'khyk jk; ldjh 'kgiqjk
134 U;k;y;hu izdj.k U;k-izdj.k egsUnz frokjh] izfeyk frokjh] fou; xxZ
135 U;k;y;hu izdj.k U;k-izdj.k izeksn fo'odekZ
136 U;k;y;hu izdj.k U;k-izdj.k eukst dqekj
138 U;k;y;hu izdj.k fouksn dqekj iVSy U;k-izdj.k
139 U;k;y;hu izdj.k U;k-izzdj.k jfo'kadj mik/;k;
140
f'k-x-'kk- dks lapkfyr djus fo"k;d HkhVk 'kgiqjk
140 U;k;y;hu izdj.k U;k-izdj.k fcYgk f'kYih uxj HkhVk
141 fu;qfDr bZth,l f'kYihuxj esa uhph dh iqu% fu;qfDr
142 U;k;y;hu izdj.k U;k-izdj.k dz- 1@ch&21@2002
143 U;k;y;hu izdj.k vij dysDVj U;k;k- HkMiqjk fujkd`r
144 f'kxk'kk- dh tkudkjh 2002&03 flgksjk] 'kgiqjk] ikVu] iukxj] e>kSyh] dq.Me] tcyiqj
146 ikB; iqLrd ikB; iqLrd dk eqnz.k
147 tkWp bZth,l dsUnzks dh iqLrdks dh tkWp ,oa lR;kiu

148 eqnz.k ikB; iqLrd dk eqnz.k
149
bZth,l ekuns;] ;kstuk] O;; vkfn
150 tkWp bZth,l dh ntZ vkSlr
151 f'kdk;r voS/k :i ls fu;qfDr ckcr vkekVksyk
152
e-iz-f'k-xk-;kstuk iqujh{k.k ds lc/k esa
153 tkWp f}rh; xq:th ds izLrko ,oa vkosnu i= tkWp
0@1 bZ-th-,l- lfefr
0@2 U;k;y;hu izdj.k U;k-izdj.k dqYgqvk e>kSyh gjuke flag
f}rh; xq:th gsrq vkosnu i= Jherh vuhrk nkfg;k] Jh 'kSysUnz pMkj] Jh xqMMk >kfj;k] vatuk iVSy] vuwiflag]
0@3
futke falag
0@4 ekuns; :dk gqvk ekuns; fnykus ckcr f[kjdkVksyk fuekZ.k
0@5 U;k;y;hu izdj.k ekuns; Hkqxrku ds yafcr U;k;k-izdj.k
0@6 ikB; iqLrd ikB; iqLrd dk QhM cSd
0@7 tkWp jked`".k 'kekZ ds f'kdk;r dh tkWp
0@8 ekuns; nsosUnz cSjkxh dk ekuns; Hkqxrku
0@9 ekuns; vizkIr osru ds lc/k esa lk/kuk pkScs
0@10 fu;qfDr f'kxk'kk- jef[kfj;k es xq:th dh fu;qfDr ckcr
0@11 ekuns; uhjt ik.Ms; f'kxk'kk- cStyk ¼Hkqxrku fd;k x;k½
0@12 ekuns; t;eksgu flag xkSre dk ekuns; Hkqxrku fd;k x;k
0@13 ekuns; xhrk fo'odekZ dk ekuns; Hkqxrku

dk;kZy; ftyk f'k{kk dsUnz] tcyiqj
lwpuk dk vf/kdkj
d{k esa la/kkfjr bZ-th-,l- dh ufLr;ksa dk fooj.k
uLrh dz- uLrh dk uke fooj.k Vhi
25 f'kdk;r f'k{kk xkajVh 'kkyk jeiqjk esa f'k{kdks dh fu;fer vkus ckcr
27 U;k-izdj.k pafnzdk izlkn yks/kh dk U;k-izdj.k
33 bZth,l ds funsZ'k i=
35 vuqca/k i= 2004 ekuns; o`f) ds lac/k esa
37 ekuns; xq:th ds ekuns; ds lca/k esa pSd tkjh djus ckcr
48 vuqc/k i=
50 ekuns; bZth,l ekuns; o"kZ 98 ls 2004 rd
53 fu;qfDr f'k{kk xkajVh 'kkyk 'kkafruxj esa xq:th dh fu;qfDr
55
Vh-,y-bZ- dh jkf'k tek djus ds lac/k esa
145 ekuns; bZth,l ekuns; ebZ&twu 2004
N/1 izLrko bZth,l @ ,vkbZbZ ds izLrko
N/2 izksQkby bZth,l 2003&04
N/3 ekuns; xq:ft;ksa ds ,fj;lZ ckcr
N/4 tkWp lwpukvks dh lR;kfir izfr;ka
N/5 ekuns; fnyhi dqekj lkgw ds izFke xq:th esa fu;qfDr ,oa ekuns; iznk; ckcr
N/6 f'kdk;r izkIr f'kdk;srkss dk fujkdj.k
N/7 tkWp vkSipkfjdsRrj dsUznzks ds lac/k esa tkudkjh nsus ckcr
N/8 ekuns; laxhrk ikBd ds ekuns; ds lac/k esa ¼cUnz esa Mkyk x;k½
N/9 ekuns; ekuns; 2003&04 ekpZ vizSy

N/10 f'kdk;r voS/k rjhds ls pyk;s tk jgs bth,l can djus ckcr
N/11 izLrko fjDr inks dh iwfrZ nsojh /kjkZ egqvk[ksMk
N/12 izLrko fNangkVksyk esa uohu bZth,l [kksyus ckcr
N/13 ekuns; xq:th dk ekuns; ujsUnz mik/k;k feFys'k feJk /kesUnz ik.Ms;
N/14 f}rh; xq:th gsrq f'kxk'kk dh Lohd`fr
N/15 ekuns; xzke fcYgk esa xq:th dh fu;qfDr ekuns;
N/16 ekuns; dk;Zjr xq:th dk ekuns; vDVwcj 04 ls Qjojh rd
N/17 izLrko bUnzkuxj 'kgiqjk esa f'kxkds- [kksyus ckcr
N/18 f}rh; xq:th gsrq vkosnu gjukeflag
N/19 izLrko uohu f'kxk'kk [kksyus ckcr cjgk] f[kfj;k] fujUnziqj iukxj
N/20 1998 ds ckn pkyw fd;s x;s f'kxkdsUn
N/21 fu;qfDr f}rh; xq:th fu;qfDr lk/kuk flag
N/22 fu;qfDr latw jk; dh fu;qfDr ckcr fiijljk
N/23 tkWp bZth,l [kafn;kVksyk iMokj mUur djus ckcr
N/24 ekuns; lanhi dqekj] ekuns; tqykbZ 2002 ls vizSy 04 rd
N/25 xq:th ds izkIr vkosnu i=
N/26 bZth,l djS;kdyk] Jherh lk/kuk flag yks/kh 2005
N/27 ekuns; fnyhi flag ds ekuns; dk Hkqxrku ckcr
N/28 v'kkldh; laLFkk }kjk ftys ds fn;s x;s izLrko lR;kiu
N/29 ekuns; jked`".k fo'odekZ bZth,l es

N/34 ekuns; mUu;u izk-'kk-Mf

uLrh dz-
uLrh dk
uke
1 eqY;kadu ewY;kadu lac/kh
2 ijh{kk ijh{kk ifj.kke dh tkukdjh 2003&04
3 eqY;kadu ewY;kadu iqfLrdk,Q 2002&03
4 ijh{kk ijh{kk ifj.kke dh tkukdjh 2004&05
5 eqY;kadu ewY;kadu funsZ'k 2005&06
uLrh dz-
uLrh dk
uke
d{k esa la/kkfjr ewY;kadu dh ufLr;ksa dk fooj.k
fooj.k Vhi
d{k esa la/kkfjr lesfdr f'k{kk ¼vkbZ-bZ-bZ-Mh-½ dh ufLr;ksa dk fooj.k
fooj.k
1 MkbV ls lacf/kr
2 fodykax cPpks dk ewY;k- f'kfoj 2004
3 fodykax cPpks dh lesfdr f'k{kk 2004
4 vkbZ-bZ-bZ-Mh fodkla[kM tcyiqj iukxj] flgksjk] e>kSyh] ikVu] 'kgiqjk ds ewY;akfdr cPpks dh tkudkjh
5 fodykax Qkysk vi f'kfoj 2005
6 vkbZ-bZ-bZ-Mh- ls lzcf/kr vkod i=d
7
vkbZ-bZ-bZ-Mh- ls lzcf/kr izkIr tkudkjh
uLrh dz-
uLrh dk
uke
1 'kks/k dk;Z lac/kh i=d 2005&06
d{k esa la/kkfjr 'kks/k dh ufLr;ksa dk fooj.k
fooj.k
Vhi
Vhi

uLrh dz-
uLrh dk
uke
d{k esa la/kkfjr ekWuhVfjax dh ufLr;ksa dk fooj.k
fooj.k
1 ekWuhVfajx izfrosnu 2003&04
2 'kkykvks lsf'k{kdksa dh f'kdk;r
3 ,l-vkbZ-ih- ¼jftLVj eqnz.k½
4 ,l-vkbZ-ih- ¼2004&05½
ekWuhVfajx
5 ,l-vkbZ-ih- ekWuhVfajx¼MkbZV½
6 ekWuhVfjax leh{kk 2003&04
7 ekWuhVfajx jftLVj eqnz.k ckcr
MkbV ,ao fodkl[kaM Lrj ij ekWuhVfjax izfrosnu
8
Vhi

ys[kk@LFkkiuk 'kk[kk
uke % Jh vkj-ds- [kqjkfl;k
in uke % izHkkjh lgk;d ifj;kstuk leUo;d ¼foRr½
drZO; % vf/kdkfj;ks ds vkns'kks funsZ'kks dk ikyu djukA foÙk ls lacaf/kr ufLr;ksa dk ijh{k.k djuk Lohd`fr gsrq Hkstuk@Lohd`fr mijkar
jkf'k
tkjh djkuk]fofÙk; ys[kkvks dk la/kkj.k djuk] vkfMV djkuk vkfn dk;Zjr deZ-@vf/k-dk osru dk vkgj.k dj Hkqxrku djkukA
la/kkfjr dh tkus okyh ufLr;kaW
,l-,l-,-& 2001&02 ,oa 2002&2003
,l-,l-,-& 2003&04
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2 ystj
3
pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2
2 ystj
3 pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
1

,l-,l-,-& 2004&05
,l-,l-,-& 2005&2006
7
8
vU; uLrh
cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2 ystj
3
pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
4
2 ystj
3 pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
3

,u-ih-th-,y & 2004&05
,u-ih-th-,y & 2005&2006
11 osa foRr 2002&03 ls 2004&05
8
cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2 ystj
3
pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2 ystj
3
pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
7
2 ystj
3 pSd jftLVj
5
6

10 osa foRr 2002&03 ls 2004&05
ih-,e-th-ok;- 2002&03 ls 2004&05
vkijs'ku CySd cksM 2002&03 ls 2004&05
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2 ystj
3 pSd jftLVj
4
5
OgkÅpj
jkf'k izkfIr
8
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2 ystj
3
pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
9

Ø uLrh dk fooj.k cLrk Øekad
1 dS'k cqd
2 ystj
3
pSd jftLVj
4 OgkÅpj
5 jkf'k izkfIr
6 pSd fujkLrhdj.k
7 vU; uLrh
8 cSd lek/kku
Ø uLrh dk fooj.k cLrk Øekad
1
2
,e-bZ-vkj- 2003&04
,e-bZ-vkj- 2004&05
lHkh fodkl[k.M ds VªkbZy
2004&05
11
Hk.Mkj 'kk[kk
uke % Jh iz'kkar eqys
in uke % lgk;d xzsM 03
drZO; % 1& ftyk f'k{kk dsUnz ds HkaMkj dh ufLr;ksa dk la/kkj.kA
2& HkaMkj esa miyC/k lkexzh dk forj.kA
3& eqnz.k ls laacaf/kr ufLr;ksa dk la/kkj.kA
4& ofj"B vf/kdkfj;ksa ds }kjk le;≤ ij fn;s tkus okys dk;Z ,oa funsZ'kksa ikyu djuk A
la/kkfjr dh tkus okyh ufLr;kaW
uLrh dzekad uLrh dk uke fooj.k Vhi
1 eqnz.k laca/kh uLrho"kZ 2004&05
10

2 f'k{k.k izf'k{k.k laca/kh uLrh 05&06
3 loZf'k{kk vfHk;ku ds vUrxZr izi=ksa ,oa vad lwph ds eqnz.k
4 Ldwy pys ge vfHk;ku ds funsZ'kksa o izi=ksa ds eqnz.k gsrq njsa A
5 yksd O;kihdj.k dk eqnz.k
6 tuf'k{kk ;kstuk ds izi=ksa dk eqnz.k
7 izFke laLFkk gekjh dgkfu;ka iqLrd dk eqnz.kA
8 f'k{kd izf'k{k.k ds izi=ksa dk eqnz.k
2005&06
9 loZf'k{kk vfHk;ku ds vUtrxzR ifjokj losZ{k.k 2005 gsrq losZ{k.k izi=ksa dh viwfrZ
10 bZ-th-,l- xq:ft;ksa dks Mh-bZ,M izf'k{k.k gsrq izf'k{k.k lkexzh dk eqnz.kA
11 okgu dzekad ,e-ih-02&823 chek fd;s tkus ckcr~ A

Sarva Shiksha Abhiyan
Annual Work Plan
(2005-2006)
ZILA SHIKSHA KENDRA
JABALPUR (MP)

1.1 Introduction
Chapter I
DISTRICT PROFILE
Jabalpur is one of the five major cities of M.P. It is said that the great saint Jabali lived in
a hut very near to this city and in his name earlier it was known as Jabalipuram.
Jabalpur is famous for its Marble Rocks, it also reminds the tale of Rani Durgawati's
bravery and sacrifice of her life in the freedom struggle. Jabalpur is also a city of intense
tourist interest. Some of the attractive spots for the tourists are Bheda Ghat, Madan
Mahal, the temple of Chaunsath (Sixty Four) Yoginis & Bajnamath etc.
Area of Jabalpur District is 5656.34 Sq Km. The hill ranges of Bhandar and Kymore of
Vindhyachal and the South Eastern plateau of Satpura mountains are there in Jabalpur.
The river Narmada is the life line of Jabalpur, Small river Hiran, Gaur and Katni also
originate from the district. The district has many ponds and tanks. It is said during that the
times of Rani Durgawati, 52 ponds and tanks were dug.
Social Position
From linguistic point of view, the language spoken is mainly Hindi as 90% of the
population speaks Hindi. Jabalpur has a society composed of people belonging to
different castes and creed having many diversities. The caste set-up comprises of people
mainly belonging to castes like Brahimins, Kshatriyas, Vaishya and Scheduled castes and
Scheduled tribes. People who have migrated from other out side viz, Sindhis and
Punjabis too have their own identities. People belonging to ST namely Kole, Gond or
Bhuria are found in the district.
Industrial Set-Up
Jabalpur has been an important industrial center of the Central Provinces (CP) during the
British Period. Many Ordinance factories, depots and other military units were set up by
the British during the Second World War. There are several defense related units viz.
Vehicle Factory, Gun Carriage Factory , Gray Iron Foundary , Central Ordinance depot
are there in Jabalpur. A Post and Telegraph Factory was also established as well.
Porcelain factories mainly produce a variety of house hold utility goods along with other
products of engineering. Under the private sector a number of small scale industries

produce electrical goods, Gelatin factory, Poultry Farms houses, Bidi Udyogs are also
there in Jabalpur.
Table 1.1
1.2 District at a Glance
Geographical Position Latitude: - 22 0 49' to 24 0 80' North
Longitude - 79 0 21' to 88 0 58' East
Height from Sea level 394 mtr.
Area 5655.34 Square Km.
Source : District Statistical Dept
1.2.1 Demographic Data
Table 1.2
Tehsil
Population 21,67,469
Population Density 313 per sq. km.
Sex Ratio (M:F) 1000:910
Parliament Constituency Jabalpur & Seoni (02)
Assembly Constituency Jabalpur (Central), Jabalpur (East)
Jabalpur (West),Jabalpur Cantt, Majholi,
Bargi, Sihora, Panagar, and Patan. (09)
Source : District Statistical Dept
1.2.2 Population and Sex Ratio
Table 1.3
Rural Population Urban Population
Male Female Total Male Female Total
Grand
Total
Sex
Ratio
Jabalpur 154699 139264 293963 608388 546669 1155057 1449020 899
Kundam 53701 53444 107145 0 0 0 107145 995
Patan 139584 126667 266251 22269 19983 42252 308503 906
Sihora 130709 122897 253606 25520 23675 49195 302801 938
TOTAL 478693 442272 920965 656177 590327 1246504 2167469 910
Source : District Statistical Dept
The Urban Population is 57.5% of total population, whereas the rural population is 42.5%
.

1.2.3 Literacy
Level
A. Literacy status
The District literacy figure presently stand at 76.10 percent, which is more than the
state literacy rate 64.10percent. The District has recorded a good growth in the
literacy level. The District has also achieved a commendable growth in the literacy
level of both male and female population. The literacy profile of the State of
Madhya Pradesh and Jabalpur District is given in the Following table :
Table 1.4
1991 2001
Male Female Total Male Female Total
State 58.54 % 29.35 % 44.67% 76.50 % 50.55 % 64.08%
District 75.64 % 52.29 % 64.60 % 84.91 % 66.40 % 76.10 %
Source: Census 1991 and 2001 report
The Tehsil wise Literacy rate is as follows :
Table 1.5
Tehsil Literacy %
Male Female Total
Jabalpur 88.65 % 74.14 % 81.78 %
Kundam 66.21 % 37.60 % 51.92 %
Patan 75.68 % 51.06 % 64.02 %
Sihora 81.79 % 54.14 % 68.45 %
TOTAL 84.91 % 66.40 % 76.10 %
Source : District Statistical Dept
1.3 Administrative Setup
Table 1.6
Tehsil 06
Revenue Blocks (Tribal) 01
Revenue Blocks (Non Tribal) 06
Gram Panchayat 528
Revenue Village 1481
Wards 175

Habitations 1692
Village Education Committee (VEC) 1481
Ward Education Committee 175
Parent Teacher Association (PTA) 2178
Jan Shiksha Kendras (CRC) 219
1.4 Block wise Jan Shiksha Kendra
Table 1.7
Block No. of Janshiksha
Kendra
Jabalpur (Rural) 35
Jabalpur (Urban) 20
Kundam 30
Majholi 27
Panagar 25
Patan 27
Shahpura 33
Sihora 22
District Jabalpur 219

Chapter II
Educational Profile
Jabalpur has been an educational advanced district. It has been the centre of education
for adjoining districts. Literacy percentage of the district is higher than the State average.
Following is a list of educational facilities available in the district.
2.1 Educational Facilities
Table 2.1
2.2 Teachers
Educational Blocks 07
Janpad Shiksha Kendra 07
Jan Shiksha Kendra (CRC) 219
Government Primary School 1209
Private Primary School 217
Private Aided Primary School 53
E.G.S. Upgraded to Primary School 196
E.G.S. AIE Schools 165
Anganwadis 1138
ECCE 361
Government Middle School 595
Ashram Schools 04
Private Middle School 424
Private Aided Middle School 111
Government High School 52
Private High School 54
Private Aided High School 40
Government Higher Secondary School 47
Private Higher Secondary School 39
Private Aided Higher Secondary School 58
Government Colleges 25
Private Colleges 93
College of Education
� Govt. Colleges
� Pvt. Colleges
01
04
State Institute of Science Education 01
College of Psychology & Guidance
DIET 01
Universities 03

2.3 Target Population
Block Name
Table 2.2
Teacher Category Total
Asst. Teacher 3236
Upper Division Teacher 219
Shiksha Karmi 3 821
Samvida Shala Shikshak 3 235
Shiksha Karmi 2 65
Samvida Shala Shikshak 2 283
Guruji 408
2.3.1 5-11 age group population
Table 2.3
Population 2004-05 (5+to11 age group): by caste and gender
SC ST OBC Gen Total SC ST OBC Gen Total
JABALPUR (R) 1822 4404 6841 945 14012 1550 4174 6095 834 12653 26665
JABALPUR (U) 12604 2760 31851 30435 77650 11304 2385 27309 26249 67247 144897
KUNDAM 723 5941 1506 98 8268 639 5725 1552 105 8021 16289
MAJHOLI 1934 2447 5948 1173 11502 1769 2293 5670 1036 10768 22270
PANAGAR 2327 3187 6458 1338 13310 2164 3069 5989 1193 12415 25725
PATAN 2140 1763 5971 1244 11118 1893 1666 5332 1157 10048 21166
SHAHAPURA 2111 3647 6699 1067 13524 2064 3320 5819 979 12182 25706
SIHORA 1546 2201 5199 1095 10041 1487 2027 4999 1066 9579 19620
District Total 25207 26350 70473 37395 159425 22870 24659 62765 32619 142913 302338
Source : IPMS 2004
Boys Girls
� Above table shows that population of 5-11 age groups is 302338. Population of
boys is 52% and population of girls is 47%.
� Population of General category is 23%, OBC 47%, ST 16%. & SC are 17%.
� Maximum population of 5-11 age group is 47% in Jabalpur Urban area, and in the
same age group population of Kundam block is 5.3% which is lowest.
2.3.2 11-14 age group population
Grand
Total

Block Name
Table 2.4
SC ST OBC Gen Total SC ST OBC Gen Total
JABALPUR (R) 866 2090 3374 568 6898 882 1770 3092 548 6292 13190
JABALPUR (U) 6428 2183 15573 13903 38087 6323 1815 14291 13026 35455 73542
KUNDAM 344 2567 723 44 3678 357 2155 647 47 3206 6884
MAJHOLI 1001 1071 3285 689 6046 858 815 2710 651 5034 11080
PANAGAR 1276 1477 3726 825 7304 1187 1380 3402 807 6776 14080
PATAN 1031 811 3020 644 5506 835 700 2600 580 4715 10221
SHAHAPURA 973 1660 3434 579 6646 862 1290 2472 596 5220 11866
SIHORA 926 866 2877 557 5226 720 698 2552 541 4511 9737
District Total 12845 12725 36012 17809 79391 12024 10623 31766 16796 71209 150600
Source : VER/JSR
Population 2004-05(11-14 age Group): by caste and gender
Boys
� Total population of 11-14 age group in a district is 150600. Population of boys is
52.7% and girls is 48.2%.
� Population of general category is 22.9%, OBC is 45%, ST population is 15.5% and
SC population is 16.5%.
� Jabalpur urban has highest population that is 48% and Kundam block has lowest
population.
Census 2001 and VER Population data
As per VER/WER the IPMS and projected target population of the district is
4,52,938. As per Census 2001, it should be 5,00,039. Thus there is a difference of 47101
children of the age group 5+-14. The main cause of this gap is that the WER couldn't be
generated in the Jabalpur Urban area due to the large population. A detailed strategy to
resolve this problem has been discussed in Chapter 10.
2.4 Enrollment
2.4.1 Primary Level
� At primary level 315844 students are enrolled out of which 52.62% are boys and
47.38% are girls.
� 49.09% students are enrolled in Jabalpur urban area which is half of the total
enrolment only 5.3% of total enrolled students found in Kundam block.
Girls
Grand
Total

Table 2.5
Blocks SC ST OBC GEN Total SC ST OBC GEN Total
JABALPUR (R) 1825 4562 6839 911 14137 1611 4316 6220 820 12967 27104
JABALPUR (U) 13884 5247 35298 28578 83007 12500 4490 30394 24703 72087 155094
KUNDAM 716 6124 1610 102 8552 689 5878 1553 120 8240 16792
MAJHOLI 1932 2516 5923 1178 11549 1782 2361 5886 1070 11099 22648
PANAGAR 2368 3178 6494 1361 13401 2171 2994 6198 1223 12586 25987
PATAN 2231 1841 6060 1247 11379 1964 1695 5569 1159 10387 21766
SHAHAPURA 2084 3644 6755 1034 13517 1985 3346 5847 943 12121 25638
SIHORA 1651 2362 5528 1116 10657 1573 2216 5293 1076 10158 20815
District Total 26691 29474 74507 35527 166199 24275 27296 66960 31114 149645 315844
Source : VER/JSR
2.4.2 Middle Level
Block Name
2004-2005 Enrolment primary(class I -V): by caste and gender
Boys Girls
Table 2.6
Enrolment Middle 2003-04 (Class 6 to 8): by caste and gender
Boys Girls
SC ST OBC GEN Total SC ST OBC GEN Total
JABALPUR (R) 813 1652 3229 586 6280 705 1214 2724 554 5197 11477
JABALPUR (U) 5091 2251 13372 12386 33100 5028 1245 12306 11711 30290 63390
KUNDAM 352 2274 603 41 3270 301 1827 502 47 2677 5947
MAJHOLI 945 955 3093 671 5664 760 732 2513 640 4645 10309
PANAGAR 1165 1229 3555 796 6745 1118 1133 3154 753 6158 12903
PATAN 901 733 2806 644 5084 732 639 2284 579 4234 9318
SHAHAPURA 924 1450 2866 594 5834 771 1028 2168 581 4548 10382
SIHORA 825 707 2787 592 4911 640 516 2458 564 4178 9089
District Total 11016 11251 32311 16310 70888 10055 8334 28109 15429 61927 132815
Source : VER/JSR
� At upper primary level 132815 students are enrolled out of which 53.37% are boys
and 46.62% are girls.
� The data also depicts that population of target group & enrollment are in
Proportion.
2.5 GER
2.5.1 Primary Level
� GER of primary level is 104.47 which is less than previous year. Universal
Grand
Total
Grand
Total
enrollment at primary level can not be achieved unless never enrolled and dropout
children are brought back to schools.

Block Name
Table 2.7
SC ST OBC GEN Total SC ST OBC GEN Total
JABALPUR (R) 100.16 103.59 99.97 96.40 100.89 103.94 103.40 102.05 98.32 102.48 101.65
JABALPUR (U) 110.16 190.11 110.82 93.90 106.90 110.58 188.26 111.30 94.11 107.20 107.04
KUNDAM 99.03 103.08 106.91 104.08 103.43 107.82 102.67 100.06 114.29 102.73 103.09
MAJHOLI 99.90 102.82 99.58 100.43 100.41 100.73 102.97 103.81 103.28 103.07 101.70
PANAGAR 101.76 99.72 100.56 101.72 100.68 100.32 97.56 103.49 102.51 101.38 101.02
PATAN 104.25 104.42 101.49 100.24 102.35 103.75 101.74 104.44 100.17 103.37 102.83
SHAHAPURA 98.72 99.92 100.84 96.91 99.95 96.17 100.78 100.48 96.32 99.50 99.74
SIHORA 106.79 107.31 106.33 101.92 106.13 105.78 109.32 105.88 100.94 106.04 106.09
District Total 105.89 111.86 105.72 95.00 104.25 106.14 110.69 106.68 95.39 104.71 104.47
Source : VER/JSR
2004-2005 Gross Enrolment Ratio Primary : by caste and gender
Boys Girls
� GER of Jabalpur urban is 107.04 which is highest and GER of Shahpura block is
99.74 which is lowest.
� GER of general category is very low as compared to other categories. Enrollment
of children of general category need to be increased. Gander gaps in Kundam,
Shahpura and Sihora block is much and therefore enrollment of girls need to be
increased.
2.5.2 Middle Level
Block Name
Table 2.8
Boys Girls
SC ST OBC GEN Total SC ST OBC GEN Total
JABALPUR (R) 93.88 79.04 95.70 103.17 91.04 79.93 68.59 88.10 101.09 82.60 87.01
JABALPUR (U) 79.20 103.11 85.87 89.09 86.91 79.52 68.60 86.11 89.90 85.43 86.20
KUNDAM 102.33 88.59 83.40 93.18 88.91 84.31 84.78 77.59 100.00 83.50 86.39
MAJHOLI 94.41 89.17 94.16 97.39 93.68 88.58 89.82 92.73 98.31 92.27 93.04
PANAGAR 91.30 83.21 95.41 96.48 92.35 94.19 82.10 92.71 93.31 90.88 91.64
PATAN 87.39 90.38 92.91 100.00 92.34 87.66 91.29 87.85 99.83 89.80 91.17
SHAHAPURA 94.96 87.35 83.46 102.59 87.78 89.44 79.69 87.70 97.48 87.13 87.49
SIHORA 89.09 81.64 96.87 106.28 93.97 88.89 73.93 96.32 104.25 92.62 93.34
District Total 85.76 88.42 89.72 91.58 89.29 83.62 78.45 88.49 91.86 86.97 88.19
Source : VER/JSR
GER Middle 2004-2005 (Class 6 to 8): by caste and gender
Grand
Total
Grand
Total

.
� GER at middle level is 88.19 which is little bit higher than previous year. Universal
enrollment at middle level can not be achieved unless never enrolled and dropout
children are brought back.
� GER of Sihora is 93.34 which is more than other blocks. GER of Jabalpur urban is
86.20 which is lowest.
� There is gender gap in all the blocks. Gender gap is maximum in rural area of
Jabalpur block.
2.6 Status of out of School children
2.6.1 Primary Level
� Following table shows there are 12195 out of schools children in the district at primary
level. Jabalpur (U) have largest out of school children while Kundam has lowest number of
out of school children at primary level.
� Never enrolled children are more than drop out children at primary level
Table 2.9
Block Name
SC ST OBC GEN Total SC ST OBC GEN Total SC ST OBC GEN Total SC ST OBC GEN Total
JABALPUR (R) 13 38 53 104 11 51 32 94 25 170 61 4 260 21 217 53 4 295
JABALPUR (U) 313 313 670 226 1522 297 193 364 173 1027 1415 377 1180 536 3508 1125 450 1064 402 3041
KUNDAM 1 41 10 52 49 14 63 2 29 10 41 43 12 55
MAJHOLI 8 17 27 1 53 6 9 14 2 31 49 24 68 5 146 34 26 80 9 149
PANAGAR 28 67 53 9 157 24 90 50 8 172 32 55 31 10 128 27 60 45 12 144
PATAN 24 3 54 1 82 2 2 39 1 44 13 9 26 2 50 11 8 19 3 41
SHAHAPURA 7 16 28 2 53 7 20 36 3 66 46 77 85 4 212 39 93 102 8 242
SIHORA 11 34 28 2 75 13 44 29 86 12 48 41 12 113 8 46 22 13 89
District Total 405 529 923 241 2098 360 458 578 187 1583 1594 789 1502 573 4458 1265 943 1397 451 4056
Source : VER/JSR
Dropouts (5-11 years) : by caste and gender
2004-2005 Dropout Boys (5-11 years) 2004-2005 Dropout Girls (5-11 years)
2.6.2 Upper Primary Level
Never Enrolled (5-11 years) : by caste and gender
2004-2005 Never EnrolledBoys (5-11 years) 2004-2005 Never Enrolled Girls (5-11 years)
Dropouts (11-14 years) : by caste and gender
Never Enrolled (11-14 years) : by caste and gender
Block name
Boys Girls
Boys Girls
SC ST OBC GEN Total SC ST OBC GEN Total SC ST OBC GEN Total SC ST OBC GEN Total
JABALPUR (R) 16 69 72 1 158 22 92 75 5 194 8 76 12 1 97 4 91 28 123
JABALPUR (U) 222 171 784 319 1496 459 354 722 261 1796 1073 330 774 431 2608 751 293 648 282 1974
KUNDAM 38 17 55 3 53 10 66 30 8 38 27 5 32
MAJHOLI 32 18 12 1 63 21 19 26 3 69 14 3 6 6 29 9 2 6 3 20
PANAGAR 43 70 58 6 177 43 68 56 7 174 9 23 18 1 51 8 43 30 3 84
PATAN 11 8 25 1 45 13 6 57 1 77 13 4 23 1 41 6 7 7 3 23
SHAHAPURA 13 47 62 2 124 14 42 63 7 126 5 36 20 61 7 38 24 69
SIHORA 9 19 18 3 49 6 24 27 1 58 12 12 6 30 2 14 8 24
District Total
Source : VER/JSR
346 440 1048 333 2167 581 658 1036 285 2560 1134 514 867 440 2955 787 515 756 291 2349

Table 2.10
� Above Tables shows that there are 10031 out of school children at middle level. Also drop
out children are less than never enrolled children.
� Out of school children are maximum in Jabalpur (U) block and minimum in Sihora
block.
2.7 Present Status of Drop out rate , Retention Rate, Completion rate
2.7.1 Primary level – In the district, a Cohort study has been conducted in the year 2004-05. The study
was based on the students enrolled in year 1998-99 i.e. over a period of 5 years.
Table 2.11
Educational Indicators based data 2004-05
Block name Completion Rate Retention Rate
( 1 to 5)
( 1 to 5)
Net Enrolment Ratio
(Primary)
Repetetion Rate
Primary
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
JABALPUR (R) 46.34 45.41 45.88 71.92 68.96 70.44 79.36 81.55 80.13 8.01 7.56 7.65%
JABALPUR (U) 30.63 36.09 33.47 48.16 53.42 50.90 72.85 76.65 74.51 9.2 7.66 8.20%
KUNDAM 46.15 35.21 40.70 76.63 72.17 74.41 94.29 93.39 93.84 8.25 8.01 7.93%
MAJHOLI 46.39 47.99 47.17 76.18 76.13 76.16 86.75 89.10 87.88 9.89 9.52 9.08%
PANAGAR 45.68 49.49 47.67 60.45 68.89 64.86 92.35 94.42 93.35 7.23 7.65 6.92%
PATAN 45.89 46.32 46.10 72.08 71.74 71.92 94.17 98.04 96.01 5.78 5.43 5.04%
SHAHAPURA 42.52 42.16 42.34 72.33 73.21 72.76 90.92 89.85 90.41 8.31 8.21 7.82%
SIHORA 51.31 45.31 48.19 75.69 75.48 75.58 93.15 96.60 94.84 8.21 8.07 7.83%
District Total 43.97 43.50 43.73 68.71 69.29 69.00 81.70 84.38 87.06 8.11 7.68 7.76%
Source : Cohort Study & DISE 2004
• Completion rate of district is 43.73 at primary level. It is maximum in Sihora block
(48.11) and lowest in Jabalpur (U) block (33.47)
• As per Cohort study, the Retention rate of district is 69.00 over a period of 5 years.
It is Maximum in Sihora block and minimum in Jabalpur (U) block.
• NER of district is 87.06 maximum in Patan block and lowest in Jabalpur (U) block.
• As per DISE 2004 reports, Repetition Rate at primary level is 7.76%. It is
maximum in Majholi block and minimum in Patan block.

2.7.2 Middle level
Block name Completion Rate
( 6 to 8)
Table 2.12
Educational Indicators based data 2004-05
Retention Rate
( 6 to 8)
Net Enrolment Ratio
(Middle)
Repetetion Rate
Middle
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
JABALPUR (R) 52.36 58.87 54.94 83.26 86.34 84.48 52.25 51.78 52.01 6.98 7.27 7.10%
JABALPUR (U) 63.16 69.51 67.06 79.83 87.73 84.67 48.33 47.58 48.05 9.58 9.21 9.31%
KUNDAM 51.43 58.29 54.19 83.44 82.46 83.05 72.02 53.22 66.06 6.11 6.41 6.22%
MAJHOLI 44.46 51.83 47.55 86.37 81.97 84.52 60.94 60.72 60.84 9.98 9.75 9.90%
PANAGAR 54.09 58.86 56.29 79.82 86.9 83.08 52.36 54.73 53.5 7.51 7.73 7.56%
PATAN 70.81 78.11 74.2 83.33 88.52 85.74 61.2 58.7 60.05 3.33 3.8 3.60%
SHAHAPURA 67.94 79.72 72.95 77.97 86.65 81.67 57.28 56.03 56.73 5.01 5.17 5.12%
SIHORA 56.32 58.75 57.48 82.16 89.21 85.5 74.22 69.45 72.01 8.99 8.84 8.93%
District Total 57.44 64.9 60.92 82.21 86.64 84.28 61.66 59.37 60.6 8.83 8.37 8.61%
Source:-DISE DATA/Cohort study
• Completion rate of district is 60.92 at upper primary level, maximum in Patan block
and lowest in Majholi block.
• As per Cohort study, the Retention rate of the district is 84.28 at middle level. It is
maximum in Patan block and minimum in Shahpura block.
• NER of district is 54.09 maximum in Sihora block and lowest in Jabalpur (R) block.
• Repetition Rate at upper primary level is 8.61% repetition rate are maximum in
Majholi block and lowest in Patan block.
2.8 Status of Learner Evaluation
I
II
III
IV
Table 2.13
Class Combined Grade
A B C D
Boys 29.43 33.67 25.87 7.44
Girls 28.37 35.95 25.90 7.85
Total 28.90 34.81 25.89 7.65
Boys 32.02 33.00 24.85 6.98
Girls 31.31 34.10 26.06 6.85
Total 31.67 33.55 25.46 13.83
Boys 26.22 33.32 28.17 9.31
Girls 26.84 33.70 28.24 9.26
Total 26.53 33.51 28.21 18.57
Boys 25.90 33.36 28.90 9.40
Girls 27.49 32.48 27.65 8.70

V
VI
VII
VIII
Total 26.70 32.92 28.28 18.10
Boys 18.55 30.13 27.83 19.82
Girls 20.25 30.74 27.26 17.80
Total 19.40 30.44 27.55 37.62
Boys 19.36 28.63 40.89 10.06
Girls 22.21 30.08 39.77 8.93
Total 20.79 29.36 40.33 9.50
Boys 21.34 32.28 37.56 11.48
Girls 25.93 30.02 35.57 7.54
Total 23.64 31.15 36.57 9.51
Boys 18.08 32.07 25.03 22.61
Girls 20.32 29.81 24.49 19.72
Total 19.20 30.94 24.76 21.17
The above table shows that maximum students fall in B and C grades. Number of
D grade students is also significant that would be decreased in following years.

Chapter III
GOALS, OBJECTIVES AND PRESENT EDUCATIONAL STATUS
3.1 Goals & Objectives of Univerlisation of Elementary Education (UEE)
In the previous chapter the present educational scenario of the district has been
discussed in detail. “Universalisation of Elementary Education” is being implemented in
the entire state as a matter of National policy. Universlisation of Elementary Education
includes:
� Universal Access.
� Universal Enrollment
� Universal Retention
� Equity
� Universal Achievement, i.e., ensuring universal quality education.
A. Universal Access
� Universal Access means providing a pre primary education facility to all children of
3-6 years age group in all the habitations.
� Universal Access means providing a primary schooling facility to all children of 6 -
11 years age group, within a distance of 1 k.m.
� It also means providing a middle school facility to all children who have passed
primary levels belonging to 11-14 years age group within a distance of 3 k.m.
B. Universal Enrolment
� Universal Enrollment means enrollment of all children of 3-6 years age group in a
pre primary center.
� Universal Enrollment means 120% enrollment of children belonging to 6-11 years
age group in the primary schools.
� It also means ensuring enrollment of children belonging to 11-14 years age group
(primary passed) in the middle schools.

C. Universal Retention
� Universal retention means retention of more than 90% children going to pre
primary center.
� Universal retention means retention of more than 90% children enrolled in primary
school.
� It also means retention of more than 90% children enrolled in middle school
D. Universal Achievement
Universal achievement means all children enrolled, by the time they complete a
certain age, actually achieve the Minimum Levels of Learning (M.L.L.) prescribed for that
stage.
3.2 Goals and Objectives of SSA
� To provide access to all children in the age group 6-14 years through formal
schools or other equivalent alternative delivery means by 2003.
� To ensure that all children complete 5 years of primary schooling by 2007.
� To ensure that all children complete 8 years elementary schooling by 2010.
� To provide elementary education of satisfactory quality for all by 2010.
� Bridge all gender and social category gaps at primary stage by 2007 and at
elementary level by 2010.
3.2.1 Target set for 2005-06
The SSA programme purpose is an improved and sustainable Universal Elementary
Education (UEE) system with adequate facilities for 8 years of elementary schooling of
satisfactory quality and provision of alternative schooling facilities in un served habitations,
effective pedagogical interventions to make school attractive, and provision of adequate and
context specific initiatives to promote equity by specially targeting the most deprived children.
Present Status of different indicators and targets for the year 2005-06
Following targets have been set for
Universalisation of Elementary education in the
district:

Level
Present
status
Table 3.1
Target Set
GER RR GAR
Target
for 05-06
Present
status
Target
for 05-06
Present
status
Target
for 05-06
Primary 104.47 120 69 80 100 100
Middle 88.19 110 84 90 100 100
Source : Cohort Study 2004/ IPMS 2004
A. Gross Enrolment Ratio (GER)
Level Year 2003-04 Year 2004-05 Target for 2005-06 Target for 2006-07
Primary 105.80 % 104.47 % 120 % 120 %
Middle 87.61 % 88.19 % 110 % 110 %
B. Retention Rate (RR)
Level
2003-04
(As per IPMS 03)
2004-05 Target for 2005-06 Target for 2006-07
Primary 85.43 % 69 % 80 100
Middle 72.53 % 84 % 90 100
3.3 Planning Process
The SSA is implemented to achieve the goals & objectives of universlization of
education at elementary level process was set to work out the AWP for year 2005-
06 micro planning.
3.3.1 Steps taken under this process: -
For the universlization of elementary education every village P.T.A. was
nvolved in preparing the janshiksha yojana of these village. For the making
of village level Jan-Shiksha-Yojana formats were printed in sufficient
number as per no: of Village/ Habitation of the district annul from this Jan

Planning Schedule
shiksha Kendra yojana were printed keeping in view the no. of J.S.K.
similarly Jan pad shiksha yojana formats were also photo copied.
These materials were down loaded from the wed site of shiksha mission.
The printing work was done from the budget avialavible from the
supervision and monitoring fund at district level.
3.3.2 Micro Planning: -
The Micro Planning was done in the district as per the table given below.
Table 3.2
Date Activity Performed
30 Dec 2004 Orientation of DPC in stipulated time regarding
various activities for the preparation of annul work
plan-2005-06
20-23 Dec 2004 Four days training at Bhopal attended by D.P.C.
DIET representation Gender coordinator for the
data analysis and plan contestation process.
30 Dec 2004 Orientation of Z.S.K., DIET, JPSK, & JSK though
Teleconferencing.
30 Dec 2004 I.P.M.S. & DISE report given by Z.S.K. to JPSK,
block wise J.S.K. wise.
31 Dec - To 5 Jan 05 Training of B.R.C. B.A.C. J.S. & I/c J.S.K. at district
level.
6-11 Jan 05 Training of PTA president and secretary of J.S.K.
level.
10-20 Jan 05 Training of Jan Shiksha Yojana at village level.
20-25 Jan 05 Compilation of Jan shiksha Yojana at JSK level and
consecution of JSK shiksha yojana.
Jan 2005 Rapid assessment study at district level.
27 Jan - 10 Feb 05 Compilation of Shiksha yojana at JPSK level
followed by preparation of JPSK shiksha yojana.
15 Jan- 05 to 10 Feb.
05
Compilation of JPSK shiksha yojana at ZSK level
followed by preparation & training of shiksha yojana
at district level.
1 march 05 Annual work plan 2005-06 of SSA of the district to
be submitted at R.S.K.
5 mar- To 20 mar 05 Presentation of A.W.P. at Rajya Shiksha Kendra.

Chapter IV
Achievements of 2004-05 & Strategy proposed for 2005-06
The AWP 2005-06 proposal has been formulated to achieve the objectives of SSA
and focuses on ways to improve attendance and retention of children in school and to
improve the quality of education. The activities proposed to be undertaken in the year
2005-06 within the overarching framework of SSA are as follows:
4.1 Universalisation of access
The first objective of SSA was to ensure all children in schools by 2003. To achieve
the above objective, it is essential that access to schooling facility is provided to each
habitation.
The SSA norms provide that primary schooling facility should be made available within
a distance of 1 km. radius to each habitation with a minimum of 25 children ( 15
children for tribal area) and middle school facility be made available within a distance
of 3 km. of each habitation. There are total 3262 schools including the government
and private schools providing elementary education in the district. In all there are 1798
Primary Schools, 361 EGS Schools and 1092 Middle Schools.
4.1.1 Upgradation of EGS to Primary Schools
(i) Present Status
The EGS schools have been successfully running in the district since 1997. These
schools are at par with primary schools in terms of transaction of curriculum,
teaching learning material and children appearing in the Vth Board Examinations
conducted by District board. 1512 children in the EGS schools belong to ST, 607
belong to SC and 958 belong to OBC implying that EGS School caters to the
educational needs of the deprived groups. These community-owned schools have
helped in generating the community's interest in education of their children.
At present there are 361 EGS functional and approved by the Government
of India. Among these 361 EGS, the Government of India has approved 356 EGS
to be upgraded into Primary School. Till 2004-05, 196 EGS Schools have been
upgraded to Primary School against the target of 356. The remaining 160 EGS

Schools, which couldn't be upgraded due to some unavoidable reasons, will be
upgraded in the year 2005-06.
As per the SSA norms, provision of 2 teachers, TLE @ Rs.10,000 per school has
been made to the 196 upgraded primary schools. For each such schools, Parent
teacher association already exists which will take the decision to procure TLE as
per local context and need.
School contingency & teacher grant have also been given to these schools.
(ii) Target for 2005-06
Through micro planning and village survey some gaps at primary and middle level
is found regarding Access. The following table shows the present status of GAR:
Status of Access
Block
No of
Habitations
No.of
Habitations with
Primary
Schooling
facilities within
1 k.m.norm
Habitation
eligible for EGS
as per norm
Gross Access
Ratio (GAR)
Primary Level
Table 4.1
GROSS ACCESS RATIO (GAR)
No of
Habitations
with
Government
Middle
Schooling
facilities
Habitations not
having Middle
Schooling
facilities within 3
km
Upgradation of PS
to MS (New MS)
Required (If any)
Gross Access
Ratio (GAR)
Middle Level **
Total no
of
Villages
No. of
Villages with
Anganwadi
facilities
JABALPUR (R) 249 243 3 97.59 241 8 6 96.79% 208 180
JABALPUR (U) 70 70 0 100.00 70 0 100.00% 0 0
KUNDAM 227 213 6 93.83 225 2 2 99.12% 199 139
MAJHOLI 236 234 2 99.15 233 3 3 98.73% 223 129
PANAGAR 210 199 3 94.76 201 9 2 95.71% 218 158
PATAN 268 256 3 95.52 255 13 2 95.15% 243 107
SHAHAPURA 261 256 3 98.08 261 0 100.00% 233 122
SIHORA 171 161 5 94.15 165 6 1 96.49% 157 108
District Total 1692 1632 25 96.45 1651 41 16 97.58% 1481 943
Source : Micro planning 2005.
• Above table shows that GAR at primary level is 96.5%. Out of 1692 habitations
there are only 1604 habitation that have a primary schooling facility within 1 km
norm.
• During micro planning exercise at the habitation level, there was demand of 90
EGS schools. After the scrutiny, final demand has been cut short to 25 which are
still without primary schooling facility as per state norms of 1km.
• The gap of these 25 EGS will be filled up by relocation of EGS. It reveals that there
is no need to open a new EGS in the district, which also indicates that actual GAR
of the district is 100% at primary level.

• As per AWP&B 2004-05 approved by GOI, 18 new EGS/AIE have been
sanctioned to start. In this way, the total number of approved EGS become 374.
Out of these GOI approved 374 EGS, 361 are functional. Remaining 13 EGS will
be started as soon as the approval from Finance department of the State of
Madhya Pradesh for the same.
• There is no fresh proposal of opening new EGS schools in the year 2005-06.
• There is a fresh proposal of upgradation of 5 EGS into primary school in the
AWP&B of year 2005-06.
4.1.2 Upgradation of PS to MS –
(i) Present Status
At present there are 578 Middle Schools functional in the district. Out of these, 246
primary schools had been approved to be upgraded into Middle. The district has
upgraded 229 primary schools into Middle Schools till year 2004-05. Rest of the 17
PS will be upgraded in the year 2005-06 after getting sanction from department of
Finance of the State of the Madhya Pradesh.
(ii) Target for 2005-06
• Through micro planning and village survey a gap of 16 middle schools in the
district.
• As table 4.1 shows, the GAR of the district at middle level is 97.58%. There was
demand of 56 Middle Schools from the villages/habitations during the planning
process. After the scrutiny, the demand was cut short to 16. All these 16
habitations were found eligible for the provision of Middle School as per the state
norm of 3 Km.
• The gap of these 16 MS will be filled up by relocation. It is obvious that there is no
need to open a new MS in the district, which also indicates that actual GAR of the
district is 100% at middle level.
• There is no fresh demand to upgrade PS into MS.
4.1.3 RBC/NRBC
• One RBC started in 2004 is functional where 75 girls are enrolled.

• In addition to this RBC, which will be continued in next year, there is proposal of 1
additional RBC at Shahpura block with capacity of 100 girls to cover 100 out of
school girls provided there should be provision of building for RBCs under SSA.
• Out of the 365 approved NRBCs, 288 are functional covering 7549 out of schools
children on an average of 26 children per NRBC. Rest 77 NRBCs will be started in
next year to cover 1540 children.
4.1.4 Modernisation of Madarsa/Sanskrit School
• 58 Madarsas have been proposed by the district under Modernisation of Madarsa
Scheme in the year 2005-06. 6 Sanskrit Schools will also be modernized in the
year 2005-06.
4.1.5 Human Development Centre
• There is proposal of 25 Human Development Centre in the year 2005-06 to cover
1250 identified working children of Jabalpur urban area.
4.1.6 Early Childhood Care and Education (ECCE)
• At present there are 361 ECCE centres are functional against the target of 427
which will be continued in the year 2005-06. Rest 66 ECCEs will be started in the
year 2005-06 to cover 1320 children.
4.2 Enrolment & Retention
4.2.1 Present Status :
Present status of enrolment in Jabalpur district is mentioned in following table in terms of
Gross Enrollment ratio (GER):
Table 4.2
Enrolment Status

Source : IPMS 2004
Level Boys Girls Total
Primary 104.25 104.77 104.47
Middle 89.29 86.97 88.19
Elementary 99.28 98.81 99.06
Above tables depicts that overall GER of the district is 104.47% at primary level
and 88.19% at middle level. Overall at elementary level the GER is 99.06%. The
enrolment status is shown in following table:
Block wise Enrollment
Block Name
Table 4.3
Enrolment Primary
Enrolment Middle
2004-2005
2004-2005
Boys Girls Total Boys Girls Total
JABALPUR(R) 14137 12967 27104 6280 5197 11477
JABALPUR(U) 83007 72087 155094 33100 30290 63390
KUNDAM 8552 8240 16792 3270 2677 5947
MAJHOLI 11549 11099 22648 5664 4645 10309
PANAGAR 13401 12586 25987 6745 6158 12903
PATAN 11379 10387 21766 5084 4234 9318
SHAHPURA 13517 12121 25638 5834 4548 10382
SIHORA 10657 10158 20815 4911 4178 9089
District Total 166199 149645 315844 70888 61927 132815
Source : IPMS 2004
Above table depicts that enrollment of girls is less than boys at both primary and middle
levels. The block wise GER of the district is as follows:
Block wise GER
Block Name
GER Primary
2004-2005
Table 4.4
GER Middle
2004-2005
Boys Girls Total Boys Girls Total
JABALPUR(R) 100.89 102.48 101.65 91.04 82.60 87.01

JABALPUR(U) 106.90 107.20 107.04 86.91 85.43 86.20
KUNDAM 103.43 102.73 103.09 88.91 83.50 86.39
MAJHOLI 100.41 103.07 101.70 93.68 92.27 93.04
PANAGAR 100.68 101.38 101.02 92.35 90.88 91.64
PATAN 102.35 103.37 102.83 92.34 89.80 91.17
SHAHPURA 99.95 99.50 99.74 87.78 87.13 87.49
SIHORA 106.13 106.04 106.09 93.97 92.62 93.34
District Total 104.25 104.71 104.47 89.29 86.97 88.19
Source : IPMS 2004
It is obvious from the above table that GER of Jabalpur (U) block is higher than
other blocks, while GER of Shahpura block is minimum at primary level. The GER of
middle level is minimum of Jabalpur(U) & maximum of Majholi block.
a. Out of School Children
There are 22,226 out of school children of the 5-14 years age group. The Block
wise population, number of out of school children is shown in following table.
Out of School Children
Source : IPMS 2004
Table 4.5
S.No. Name of Block Out of School
(2004-2005)
1 JABALPUR (R) 1325
2 JABALPUR (U) 16972
3 KUNDAM 402
4 MAJHOLI 560
5 PANAGAR 1087
6 PATAN 403
7 SHAHAPURA 953
8 SIHORA 524
Total 22226

. Dropout and Never enrolled children: -
The table below shows that in primary and upper primary level number of never
enrolment children are more than dropout children block wise analysis is shows blow.
Table 4.6
Comparison of blocks in terms of out of school children
Source : IPMS 2004
Dropout Never enrolled
Blocks with Higher Values Blocks with higher values
Boys Girls Boys Girls
Jabalpur (U) Kundam Jabalpur (U) Jabalpur (U)
Jabalpur (R) Panagar Patan Kundam
Majholi Shapura Sihora Majholi
Patan Sihora Panagar
c. Retention Rate :- The analysis of the cohort study of previous 5 years conducted in
year 2004-05, the block wise retention rate is shown below.
Table 4.7
Retention Rate
S.
no.
Block Name
R.R. (Primary ) R.R. ( Middle )
Boys Girls Total Boys Girls Total
1 Jabalpur (R) 71.92 68.96 70.44 83.26 86.34 84.48
2 Jabalpur (U) 48.16 53.42 50.90 79.83 87.73 84.67
3 Kundam 76.63 72.17 74.47 83.05 82.46 83.05
4 Majholi 76.18 76.13 76.16 86.37 81.97 84.52
5 Panagar 60.45 68.89 64.86 79.82 86.9 83.80
6 Patan 72.8 71.74 71.92 83.33 88.52 85.74
7 Sahapura 72.33 73.21 72.76 77.97 86.65 81.69
8 Sihora 75.69 75.48 75.58 82.16 89.21 85.51
District 68.71 69.29 69.00 82.21 86.64 84.28
Source : Cohort Study 2004
Retention Rate at primary level is 69.0. Retanion Rate of Majholi and Sihora block is
highest and Jabalpur Urban has lowest retention rate. At upper primary level, the
retention rate is 84.28. Sihora block has maximum retention rate & R.R. of Panagar is
minimum.

d. Completion Rate:
Completion Rate
S. n. Block Name
Table 4.8
Completion Rate ( Primary ) Completion Rate ( Middle )
Boys Girls Total Boys Girls Total
1 Jabalpur (R) 46.34 45.51 45.88 52.36 58.87 54.94
2 Jabalpur (U) 30.63 36.09 33.47 63.16 69.51 67.06
3 Kundam 46.15 35.21 40.70 51.43 58.29 54.19
4 Majholi 46.39 47.99 47.17 44.46 51.83 47.55
5 Panagar 45.68 49.49 47.67 94.09 58.46 56.29
6 Patan 45.89 46.32 46.10 70.81 78.11 74.02
7 Sahapura 42.52 42.16 42.34 67.94 79.72 72.95
8 Sihora 51.31 45.31 48.19 56.32 58.75 57.48
District 43.97 43.50 43.73 57.44 64.9 60.92
Source : Cohort Study 2004
Completion Rate of district in primary level is 43.73. Completion Rate of boys and
girls are almost the same at primary level. Panagar block has higher Completion Rate
while Jabalpur (urban) block has lowest Completion Rate. At upper primary level
Completion Rate is 60.92. Girls have more completion Rate then boys. Shahpura block
has highest completion Rate and Majholi block has lowest Completion Rate.
Repetition Rate
S. no. Block Name
e. Repetition Rate:-
Table 4.9
Repetition Rate ( Primary ) Repetition Rate ( Middle )
Boys Girls Total Boys Girls Total
1 Jabalpur (R) 8.01 7.56 7.65% 6.98 7.27 7.10%
2 Jabalpur (U) 9.2 7.66 8.20% 9.58 9.21 9.31%
3 Kundam 8.25 8.01 7.93% 6.11 6.41 6.22%
4 Majholi 9.89 9.52 9.08% 9.98 9.75 9.90%
5 Panagar 7.23 7.65 6.92% 7.51 7.73 7.56%
6 Patan 5.78 5.43 5.04% 3.33 3.8 3.60%
7 Sahapura 8.31 8.21 7.82% 5.01 5.17 5.12%

8 Sihora 8.21 8.07 7.83% 8.99 8.84 8.93%
District 8.11 7.68 7.76% 8.83 8.37 8.61%
Source : Cohort Study 2004
The Table shows that in primary level repetition rate is 7.76 %. Majholi block has
highest repetition rate while Patan has lowest repetition rate In upper primary level over
all repatapion rate is 8.61% Majholi has higher number of repeaters and Patan block has
lower number of repeaters.
Above analysis reveals that the retention rate in district is just 69% completion rate
is 43.73% at primary level and 60.92% at upper primary level. Until D grade children’s
achievement and transition rate are not improved, the completion rate would not reach to
expected high levels.
f. Reason for dropout and never enrolment.
Block wise reasons for dropout and out of school children are given blow.
A. Primary Level.
Reason for Out of school children (Primary)
Table 4.10
S. N. Block Boys Reason
1 Jabalpur (R)
2 Jabalpur (U)
3 Kundam
4 Majholi
5 Panagar
6 Patan
7 Shahpura
8 Sihora
Boys 1. Working in fields as child labor
2. Cattle grazing.
Girls 1. Poor Economic condition.
2. Cattle grazing
Boys 1. Working as child labor
2. Poor Economic condition
Girls 1. Poor Economic condition.
2. Working in house hold
Boys 1. Working in fields in rural area
2. Cattle grassing
Girls 1. Looking after younger brother and siblings.
Boys 1. Migration of family
Girls 2. Poor Economic condition.
Boys 1. Poor Economic condition.
Girls 2. Siblings care.
Boys 1. Involvement in forming & wage working.
Girls Wage works and lack of interest towards
education.
Boys Poverty and involvement as wage works.
Girls Poverty and involvement in wage works,
working in fields.
Boys Poverty
Girls Involvement in sibling care

B. At Upper Primary Level.
Reason for Out of school children (Middle)
Table 4.11
SN Block Gender Reason
1 Jabalpur (R) Boys 1. Poor Economic condition.
Girls 2. Working in house hold
2 Jabalpur (U) Boys 1. Involvement in farm & wage working
Girls Poor Economic condition.
3 Kundam Boys Poverty and involvement as wage works.
Girls Looking after younger brother and sister.
4 Majholi Boys 1. working as child labor
Girls 2. Poor Economic condition
5 Panagar Boys Poverty
Girls Involvement in sibling care
6 Patan Boys 1. Working in fields in rural area
Girls 2. Cattle grazing
7 Shahpura Boys Poor Economic condition.
Girls Involvement in sibling care
8 Sihora Boys Poverty
Girls Involvement in sibling care
4.3 Efforts under taken so far to Improve the enrolment and retention :-
(1) Mobilization:
a. Panchaja Abhiyan - This campaign was launched by the Government of
MP for improvement of five major resource of the human life- The Jana
(People), The Jungle (Forest), The Jameen ( Land), The Janwar (Animal)
and the Jala (Water). Under this campaign, The Jana component was
included to ensure the education for all children. During the campaign,
many teams were made for the purpose. The team members went to their
allotted villages and stayed there minimum one night. During their visit,
interaction were held between the team members and community. The
community was mobilized to conserve the five Js. The team also prepared a
list of out of school children found in their survey areas.
b. Shiksha Jagrukta Saptah : A mobilization campaign was launched at
the time of admission process named "Shiksha Jagrukta Sapatah". The
period of this campaign was 28th June 04 to 4th July 04. Several activities
like Choupal, Sports, Cultural activities, Dada Dadi ki kahaniya etc. Were
done in all the villages to mobilize the community towards education.
c. Convergence with other departments: Convergence with Aganwadi
under Mobilization, Pravesh Utsav, ware held for new entrants from
aganwadi to school. These pravesh utsav were held in all blocks at village
level on first july 2004. This marked the beginning of enrolment drive. The
intervention was made in convergence with ICDS department. On this day
conventions were held in all the villages in which public representative and
district / block officer attended the function.

(2) Training of PTA : 2154 PTAs and. 1481 VECs were formed in the district.
Members of VEC and PTA were trained in phases. First of all 219 CRCs were
trained at district level. There teachers trained PTA members at their village and
habitation.
(3) Relocation of School at Urban area :
17 New School were relocated form lower dense population area to higher dense
population area. This results 1605 out of school children got admitted to there
schools.
(4) Free Uniform for girls : Free uniforms were distributed to all the girls in the
district. 63435 girls at primary level and 24488 girls at upper primary level have
been benefited by this scheme. This input has in the increased enrollment of the
girls in the schools. All PTA in the schools were given responsibility to distribute
uniforms in the schools. PTAs had decided the colour and type of uniforms by
forming purchasing committee in school level. Free uniforms distribution to girls
played special role in bringing girls in the schools.
(5) Free Text Books :
Special arrangements were made to ensure the textbooks to reach to the
school at the beginning of the session. For this district level team was formed by
DMD. Block wise and cluster wise sets were formed and were distributed to
schools through clusters. District wise meeting of PTA were held in the first week
of July 2004 in which the PTA members distributed the text books to the children.
This intervention played an important role in bringing to school the children
belonging to economically weaker families. The details of children who were
provided text books is as follows :-
Beneficiaries of Free Text books
(6) School Grant
Table 4.12
Level No. of benefited children
Primary level 167788
Upper Primary level 68811
Total 236599

School contingency @ Rs.2000 per school was distributed to all the primary and
upper primary schools. The details are as follows:
Table 4.13
School Grant
School Category Physical Financial
Primary Schools
(including upgragded EGS)
1389 27.72 Lakhs
Middle schools 578 11.56 Lakhs
Total 1967 39.28 Lakhs
This amount was given in the account of Shala Shiksha Kosh. The decision to use
the funds is taken by the PTA. The use of school grant is monitored to ensure its
effective use.
(7) Teacher Grant
Teacher grant @ Rs.500 per teacher has been distributed to all the teachers of
government primary and upper primary schools on the basis of number of
teachers. The details are as follows:
Table 4.14
Teachers’ Category Physical Financial
Primary Schools teachers 3674 18.37 Lakhs
Middle schools teachers 1844 9.22 Lakhs
Total 5518 27.59 lakhs
The training and monthly meeting of teachers will focus on preparation and
use of teaching aids.
(8) Maintenance Grant
994 Primary schools and 216 Upper Primary School with school building
were given maintenance grant @ Rs. 5000 per school to be used by PTA for
maintenance of school buildings. This would include whitewash, painting of

lackboards and undertaking some minor repairs. Physical and Financial details
are as follows :
Table 4.15
School level Physical Financial
(in Lakhs)
Primary Schools 994 49.70
Middle schools 216 10.80
Total 1210 60.50
(9) Convergence with other department :
i. Mid Day Meal : Free mid day meal was provided to primary and middle school
children, through panchayat and Rural Development Department.
ii. Scholarship : Scholarship was provided to SC, ST & OBC primary and middle
school children.
iii. Health Department : Free Medical Camps and Free Health Checkup was
conducted by health department.
(10) Non Residential Bridge Course :
There were 17935 out of school children in the district identified in year 2003-
2004. For mainstreaming these children in to the schools, 288 non residential bridge
course were started in the district. 6272 number of students were in bridge course which
will be main streamed in to the schools this year.
There was a target of 365 bridge course last year, 288 NRBC camp could be
started so far.
(11) Motivation Camps :
10 motivation camps in each block were organized before opening NRBC. These
camps were organized in those villages where out of children had more density.
Through these camps 2030 out of school children were enrolled in NRBC.
(12) Residential Bridge Course :
In Kundam block, the residential Bridge Course has been started in which 75
girls are enrolled who will be main streamed in this year. The number of girls could not
be increased due to paucity of space. The major problem face in this issue is
unavailability of building.
4.4 Present Status and Target Set of educational indicators
At Primary Level:

Table 4.16
Indicator 2004-05 2005-06 2006-07 2007-08
GER 104.47 120.00 120.00 120.00
NER 87.06 100.00 100.00 100.00
Retention Rate 69.00 80.00 90.00 100.00
Completion Rate 43.73 60.00 80.00 100.00
Repetition Rate 7.76 5.00 2.50 0.00
At Upper Primary Level :

Table 4.17
Indicator 2004-05 2005-06 2006-07 2007-08
GER 88.19 110.00 110.00 110.00
NER 60.60 100.00 100.00 100.00
Retention Rate 84.28 90.00 100.00 100.00
Completion Rate 60.92 75.00 90.00 100.00
Repetition Rate 8.61 5.00 2.50 0.00
4.5 Interventions for ensuring all children in school
The main target in 2005-06 to insure that all children should enrolled in the schools. This
can be achieved by two main interventions.
1. Identification of out of school children by updated VER in the month of May.
2. Identified out of school children to be brought back to schools.
Strategies for above two interventions are as follows :-
4.5.1 Identification of out of school children by updated VER
A. Identification of Out of School Children:
To achieve the first objective of SSA, i.e. “All children in school by 2005”, targeted local
specific interventions will be required. Identification of out of school children will be the
first step in the direction of bringing all children in school. For this clear estimate of out of
school children, including the age group and sex and spatial distribution will be needed.
Authentic habitation wise, household wise, child wise data will also help in formulation of
strategies for bringing back the out of school children and child wise tracking of these
children.
(i) Household survey
Participatory micro planning at the habitation level will be done for ensuring
enrolment of all children in school. This will be in the form of mobilising collective
action for education at the habitation level. Key actors in this will be the PTA,
Panchayati Raj Institutions (PRIs) and children.
A collective micro-planning process called Lok Sampark Abhiyan (LSA) will be the
major strategy for conducting household survey of status of education of children.
This means that the LSA will aim at finding out how many children are going to
school, what are the reasons for those not doing so, and what is the outreach of
schooling facilities. This assessment will be designed not as a survey to be
conducted by bureaucratic functionaries, but as a mobilization process for focusing
on specific relevant issues for children's schooling.
The Jan Shiksha Niyam 2003, 5. (2)(a) provides –
� A Village Education Register shall be prepared for each village/ habitation by
the Parent Teacher Association.
� In the urban areas Ward Education Register shall be prepared for each ward by
the Parent Teacher Association.

� In case of village /habitation/ward with more than one school the Village
Education Register/ Ward Education Register for that village /habitation/ward
shall be prepared and updated jointly by the Parent Teacher Associations.
However the responsibility of compilation and its maintenance shall be with the
Head Master/ Incharge of the nodal school to be identified by the Jan Shikshak.
The school having more than two teachers or having the senior most head master/
senior teacher shall be identified as the nodal school.
School having more enrolment may also be considered in this regard. The Village/
Ward education Register shall be in two parts. The first part shall contain the
family-wise information collected from the village/ ward through door-to- door
survey. This shall contain the information of each child of the habitation regarding
his/ her date of birth, age, status of enrolment in school, date of enrolment, his/ her
year wise class, final grade at the end of the year and date of leaving the school.
All these information shall be recorded and updated each year. The second part
shall contain the education plan (Jan Shiksha Yojana) of the school/ all the schools
of the village/ ward.
The responsibility to implement the Jan Shiksha Yojana shall be with the
concerned Parent Teacher Association to be monitored by the the Parent Teacher
Association/Parent Teacher Association of the nodal school and Education
Committee of village/ward The Village/ Ward Education Register shall be updated
by the Parent Teacher.
Association before 15 days of the beginning of each academic session. While
updating this register the Parent Teacher Association shall identify the dropout and
unenrolled children and shall ensure their enrolment in the school. The status of
Village Education Register/ ward Education Register and the actions taken to
improve the status of education shall be read out by the teacher in the Parent
Teacher Association meeting in each quarter. This shall be followed by discussion
to initiate corrective measures.
Therefore the process of updation of Village/ Ward Education Register will include:
� Separate Strategy for identification of Urban/ Rural Out of School Children.
� �A community-contact campaign in the form of door-to-door contact.
� �Updation of Village/ Ward Education Register in each habitation during this
door-to-door contact campaign.
� �Updation by teachers and PTA members will start in the month of May.
� �Door to door visit by teachers and Parent Teachers Association (PTA)
members to fill the format to capture data on status of enrolment of children.
This will include:
� Number of children in the family in the age group of 3-4 years, 4-5 years, 5-14 years.
� Number of children enrolled in school
� Number of dropouts
� Number of never enrolled:

� Migratory children
� Children with special needs.
� Registering of class wise enrolment status of children.
� �Recording date of birth, age, status of enrolment in school, date of enrolment,
� his/her year wise class, final grade at the end of the year and date of leaving the
school.
� �Capturing information of Out of school children, i.e., dropout and never enrolled
� children; and reasons for the same.
� �Motivation of parents of Out of School children.
� �Motivation of SC & ST families and also parents of girls to send all children to
school.
� �Informing parents during door-to-door contact regarding the various incentives
given to children who are enrolled, for example:
� Mid Day Meals
� Scholarships
� Free Text Books
� Free of cost school uniforms to girls
� Culmination of entire process in compilation and analysis of data at
habitation/ village/ urban ward/ town level/block level/ district level.
� Preparation of Jan Shiksha Prativedan and Jan Shiksha Yojana. During
preparation of Jan Shiksha Yojana a number of things will be taken care of:
� School calendar to coincide with agro-climatic calendar for children
engaged in labour and for children belonging to migratory families.
� Stating the needs and gaps at elementary level, strategies to be
undertaken for fulfilling the gaps, availability of resources, etc.
� Flexible school timings
� Relocation of Schools.
� Interface between community and School Teachers and letting the
community come forward with its own perceptions.
� Adoption of Jan Shiksha Yojana by the PTA and VEC/ urban ward
committee.
� Incentives may be given to surveyors for the survey and identification of Out
of School children.

� In the urban areas where the size of population is large, the survey may be
entrusted to Non Government Organisation focusing the slum areas, as per
need.
� The teachers of school from a nearby ward will conduct survey in the urban
wards that do not have a Government school. Concerned BRCC will
prepare a list of teachers who will survey these wards, beforehand.
(ii) Methodology and Time Line
The Jan Shiksha Niyam in 5(2)(a) provides that the Village/ Ward Education
Register shall be updated by the Parent Teacher Association before 15 days of the
beginning of each academic session. This should mean that the updation of
village/ ward registers should be complete before 1st of July every year, which is
the first day of academic session. A suggestive programme for LSA is as follows:
� Desk mapping to be done before updation of VER/ WER excercise by district/
block/ Jan Shiksha Kendra regarding identification of weak villages, enrollment,
retention and out of school children. This desk analysis will be done gender wise
and social category wise.
� Jan Shikshak to identify Gram Prabhari (Head Master/ Incharge of the nodal
school) for compilation and its maintenance of the updation. List of Gram Prabhari
to be issued by Collectors signatures.
� Earn Leave entitlement to be given to the teachers for the 11 days work during
summer vacations, i.e., for Day1-Day11 work given in the following points.
Programme of Day 12 onwards to continue from the day on which the schools
reopen in the last week of May.
� Day 1: Issuing notice for Shiksha Chaupal. Local community, PRI members, VEC
members and PTA members will be invited.
� Day 2: Household list preparation by teachers for door to door contact.
� Day 3: Shiksha Chaupal will be held. Following activities will be undertaken during
Shiksha Chaupal:
� Mobilisation of community, PTA, and PRI/ urban body members
� Motivation of PTA members to volunteer as Survey team members during
� door-to-door contact programme.
� Formation of Survey teams.
� Training of PTA members/surveyors on Lok Sampark Abhiyan.

� Day 4: House numbering by PTA.
� Day 5-9: Door to door campaign by PTA.
� Day 10-11: Compilation of data at habitation level by teachers.
� Day 12: Analysis of data at habitation level by Teachers.
� Day 13: Preparation of Jan Shiksha Prativedan (JSP) and Jan Shiksha Yojana
(JSY) by teachers.
� Day 14: Shiksha Sabha will be held. Local community, PRI members, VEC
members and PTA members will be invited. Discussion on Jan Shiksha Prativedan
and Jan Shiksha Yojana. Incorporation of ideas of local community, PTA and
PRI/urban body members. Adoption of Jan Shiksha Yojana by the PTA/urban body
committee.
� Day15-19: Meeting at JSK of 5 habitations everyday
� HM of the related schools to be present at the JSK with their original village/
� ward education registers and compilation formats.
� Jan Shikshak to verify compilation proformas on the basis of household
� formats, verification of list of Out of school children.
� Corrections of errors in case of inconsistency.
� Submission of verified proforma by HMs.
� HM of habitations having larger number of households to attend this
meeting on Day 19, so that they get additional 4 days for door to door
campaign andcompilation. In their case Shiksha Sabha in their habitation
could be held onDay 18.
� In case of incomplete data submission by HM, Jan Shikshaks will give 2
day's time for completion of data. The concerned HM will submit the
complete data after 2 days.
� Day 20-23: Meeting at JPSK of 5-6 JSKs everyday
� Jan Shikshaks of the related JSKs to be present at the JPSK with verified
compilation formats of all schools/ habitations.
� BRCC/ BACs to verify compilation proformas, corrections in case of
inconsistency and submission of verified compilation formats by Jan
Shikshaks.
� Jan Shikshaks will submit a list of schools, which have not submitted
comlete data up to the day of his meeting at JPSK and submit it to BRCC.
� BEO & BRCC to take action against schools failing to submit data.
� Day 24-25: Meeting chaired by DEO at ZSK:
� All blocks to be present on both days.
� BEOs and BRCCs of the related JPSK to be present at the ZSK with
verified compilation formats of all schools/ habitations.

� DPC/ APC/ GC/ AE/ JEs/ Programmer/ DEOs to verify formats of all
schools/ habitations; assistance of Jan Shikshaks in required numbers may
be availed to help in this work.
� Corrections by DPC/ APC/ GC/ AE/ JEs/ Programmer/ DEOs in case of
� inconsistency.
� Submission of verified compilation formats by BEO/ BRCC.
� BRCCs will submit a list of schools, which have not submitted complete
data.
� DEO & DPC to take action against schools failing to submit data.
� Day 26 onwards: Data Entry at ZSK/ Block level. This may roughly take one
month. Collection of data from schools, which have failed to submit data.
� Day 57: The compiled data to be presented to the Collector by DEO and DPC.
� Day 58: Data to be submitted to RSK by DPC.
The Day 1-11 activities may take place consequently just after the teachers
training to be held in May, i.e., before the schools reopen in the last week of June
every year, so that better time management may take place vis-à-vis other activities
like Back to school drives, Praveshotsav, Free Text Book distribution, Free uniform
distribution to girls, PTA election, etc, slotted to be held in the last week of June every
year. This will also help in carrying out Back to School Drives, as data of out of school
children and their name list will be available with the PTAs before the starting of the
drive, i.e., on 1st of July itself. Control rooms at RSK, ZSK and JPSK will be
established to monitor the entire process.
(iii) Door-to-Door Family Survey in Jabalpur City in 2005.
The above proposal is applicable only in the rural part of the district. Since the
weightage of Jabalpur urban is almost half of the entire district, it is mandatory to plan the
survey for Urban area in some other way. The detailed action plan with a budget of 15.67
lakhs has been discussed in the chapter 10.

4.5.2 School Chalein Abhiyan (Bringing Out of School Children into School):
An intensive back to school drive for the dropout and enrollment drive for the never
enrolled children called school children will be carried out in the month of July. This will
include.
1. Pravesh Utsav : Pravesh Utsav will be organized in all villages to welcome new
entrants to get admitted in the schools.
2. Pre school mobilization : Functions will be organized to mobilized all pre school
children as will as aganwadi workers so that 5th children will admitted in the
schools.
3. Bringing drop out children back to schools by special campaign.
4. Enrollment of the never enrolled children by motivating their presents so that
awareness to education increase among them.
5. Gifts and special meals will be given to children on first day of school.
6. Continues status of out of school children will be monitored by setting up control
rooms at JSK, JPSK and Block level.
4.5.3 Community mobilization :
Election of PTA and Training
The VEC has been given powers to ensure regular functioning of schools,
ensure regular attendance of children and teachers. The 2302 Parent teacher
Associations (PTA) have been formed for all schools. The People’s Education Act
(Jan Shiksha Adhiniyam - JSA) ensures involvement of the PTA in day-to-day
management of school and ensuring enrolment and attendance of all children in
schools. Under the JSA it would be mandatory for the PTA to make a Jan Shiksha
Plan, highlighting the status of education of the habitation, the gaps have been
identified and targets set to achieve the goals of UEE.
To empower the PTA & VEC appropriate actions will be taken in the district whose
major points are as under :
1- PTA election will be properly planned. This election will be conducted in the
month of July. Awareness program will be organized with the help of media
towards their duties and authority.
2- An effective PTA Training will be ordained in the month of August.
3- Annual academic program will be provided to PTA and workshop will be
organized at each level.

4- Monitoring must he linked with PTA so that all inspection made essential to
PTA members.
5- Bal Sabha, Bal Mela and other events will organized in the schools with
help of PTAs.
6- Joint programme with the help of other departments will be organized with
PTA.
7- Innovative, book distribution, Scholarship, School grant, Teacher grant and
incentive will be provided by PTAs
8- PTA will be trained for updating of VER and progress of child in the schools
This year the focus will be on out-of-school children and children with irregular
attendance. Based on the JSR, list of out of school children and children with low
attendance will be drawn up which will be the main agenda for discussion in PTA 's
meeting and action thereof.
a. PTA Training & Election
Table 4.18
Schedule for PTA Election, Training & Reporting
Activities Dates
Training of BEO, BRCC, BAC at ZSK level. 21 May 2005
Training of Jan Shikshaks, Jan Shiksha Kendra
Prabharies at BRC level
Election of PTA (12 member + teachers )
• Election of Adhyaksha & Uphdhyaksha
• Formation of a 10 member Executive group
• PTA will also include all teachers of the school
additionally
• Election in phased manner in the presence and
supervision of a monitor from outside (BEO,
BRCC, BAC, Jan Shikshaks, Jan Shikksha
Kendra Prabharis etc.)
b. PTA Election's reporting
05 June 2005
19-29 July 2005
Activities Dates
Preparation of Election Report and Free Text Book 30 July 2005

eport by Jan Shikshak
Meeting of all Jan Shikshaks at BRC for review of and
submission of Election report
Preparation of Election “Report of Free Text Book
report by BRCCs
Meeting of all BRCCs at ZSK for review of Election
report
31 July 2005
2 August 2005
3 August 2005
Sending of Election Report to RSK 5 August 2005
c. PTA Training
Activities Dates
BRG training at district level by DRG 3-4 August 2005
Training of Janshikshaks and MT/Preparation of
Training calendar at BRC level by BRG.
Training of PTA Executive Committee members by
Janshikshaks and MTs and JSKPs Training of PTAs
from 3-4 habitations at 3-4 centers in every JSK in a
phased manner.
Supervision and monitoring of PTA training by
BEO,BRCC,BAC.
6-7 August 2005
9-18 August 2005
Preparation of Training report by Jan Shikshak 19 August 2005
Meeting of all Jan Shikshaks at BRC for review of PTA
taining
21 August 2005
Preparation of PTA training report by BRCCs. 23 August 2005
Meeting of all BRCCs at ZSK for review of distribution
of Free Text Books
25 August 2005
Preparation of Training report by DPC 27 August 2005
Sending of Training Report to RSK August 2005

4.5.4 Flexible school timings
The school timings and vacation will be made flexible which will be decided
by the PTA members to suit the convenience of the children of the habitation. The
flexibility in school timings & vacation would provide an opportunity to those
children to come to school who are involved in the economic activities for a limited
time like sowing and harvest season and Mahua picking.
4.5.5 Incentives
a. School Uniform
School Uniform will be provided to 90206 girls at elementary level in the
district at a unit cost of Rs. 90/- per girls child.
b. Free Textbooks distribution
Distribution of free textbooks has been successful in ensuring enrollment of
children in schools.
Free textbooks will be provided to all girls & boys belonging to SC,ST
category up to the elementary level to ensure their regular attendance in school.
This will also play an important role in bringing to school the children belonging to
economically weaker families. 126965 Primary school children and 48676 middle
school children will be benefited through this scheme.
The PTA members will also ensure distribution of other incentives like mid
day meals, uniforms, scholarship to SC and ST children.
Schedule for Free Textbook Distribution
To ensure enrolment and regular attendance in school, free textbooks will
be provided to all children of primary level and all the girls & boys belonging to
SC,ST category of upper primary level. Special efforts will be made to ensure that
the textbooks reached the children in the beginning of the session. The elected
members of PTA will distribute the textbooks to the children as per the following
programme.
Table 4.19
Free textbook distribution schedule
Activity Date
Receiving of free textbooks at TBC Depot 5-10 June’05
Receiving of free textbooks at DPO level 11-14 June’05
Receiving of free textbooks at BRC level 15-17 June’05

Receiving of free textbooks at JSK level 18-23 June’05
Receiving of free textbooks at school level 24-30 June’045
Distribution of free textbooks to the children 1 st July’05
4.5.6 School Grant
School contingency @ Rs.2000/- per school will be distributed to all the primary
and upper primary schools for the minor repairs, whitewash, tatpattis, Dari, water
container, sport material etc to attract the children towards school The details of
number schools benefited through school contingency are as follows:
Table 4.20
S.No. Type of school Number of school
1 Number of Government Primary Schools 1209
2 Upgraded to EGS to PS. 361
3 No. of EGS/AIE Schools 13
4 Transitional Education Centres(TECs) 40
5 Sanskrit Schools 6
6 Madarssas 58
7 Number of Government Upper Primary
Schools (Middle schools)
This aforesaid amount will be given in the account of Shala Shiksha Kosh. The
decision to use the funds will be taken by the PTA in the monthly meeting. The use of
school grant will be monitored by the monitors at different levels to ensure its effective
use. The salient features of school grant are as under:
• School grant of Rs. 2000/- per year for all govt primary schools and all govt.
middle schools.
• School grant will be released directly from Zila Shiksha Kendra to the
account of Shala Shiksha Kosh.
595
• Grant released will be accompanied by clear instruction.

• PTA members will decide on the use of school grant.
• Decisions will have been taken in monthly PTA meetings in the presence of
at least 80% members of executive committee.
• Procurement by PTA will be done as per MP store and purchase rules.
• Cashbook and vouchers files will be maintained separately for school grant.
Use of school Grant will be ensured in the district through following activities-
• White wash and cleanliness of school and school toilets
• Black board, Chalk duster etc.
• Seating arrangement of children-Tat Patti, Durri Chauki etc.
• Two-in-one.
• Buying register and records maintained in school.
• Almirah, box, locks etc for storage of education material and other items.
• Organizing cultural programmes in school like Bal Mela etc.
• Organizing PTA monthly meetings.
• Stationary and postal expenses
• Sports and games material
• Improving basic amenities like utensil water for storage glasses etc.
• Cooking and serving utensils for mid day meal.
• First aid box for children.
• Nail cutter, soap, towel, comb for emphasizing importance of personal
hygiene
4.5.7 Teacher Grant
Teacher grant of Rs.500/- per teacher will be distributed to all the teachers of
government primary, EGS and upper primary schools. The details of number of
educational institutions benefited through teacher grant is as follows:

Table 4.21
Type of teachers Number of teachers
Government Primary School teachers 3885
Upgraded EGS Teachers 722
Teachers at TECs 120
Total (Primary Level) 4727
Government Middle Schools teachers 2304
Total Teachers at Elementary level 7031
The teacher grant will be used by the teachers in preparing teaching aids so that
the children could learn fast and in effective manner and also to attract them towards
activity based and joyful learning. This strategy will give positive impact on enrolment
as well as retention of children along with their achievement level.
The training and monthly meeting of teachers focused on preparation and use of
teaching aids. The details of teacher grant are as given below:
• Teacher grant of Rs. 500 per year to all teachers of govt. primary schools and all
govt. middle schools.
• Teacher grant according to number of teachers will be released directly from Zila
Shiksha Kendra to the account of Shala Shiksha Kosh
• Release of funds will be accompanied by clear instructions
• Teachers are expected to present their requirement in advance in the PTA
meetings
• Teachers are expected to ensure timely availability of teaching aids for the
approval of PTA.
• Teachers are authorized to purchase the items of there use by the approval of PTA
• The procurement will be done as per M.P. purchase rules
• Cash book and voucher files will be maintained for teachers grant.
Use of teacher grant

• Education materials like charts, maps globe, abacus, science models; apparatus,
equipments & chemicals for experiments, science kits etc.
• Prepare teaching aids.
• Educational material for children like copy, pencil, workbook, drawing book,
geometry box etc.
4.6 Strategy to bring out of school children into school:
There are still 22226 out of children in the district. There children's to be covered under
different strategies in the year 2005-06 which are given below.
Table 4.22
Coverage and Planning of Out of School Children
S.N Name of Block No. of Out No. of Children to be covered under different strategies in the Year
o.
of School
2005-06
Children as Mainstr EGS NRBC RBC Madar Innovatio Others/ Total
per VER e-
sa n KGBV
data aming
/Makht
(2004-
2005)
ab
1 JABALPUR (R) 1325 150 50 1200 100 1500
2 JABALPUR (U) 16972 7000 2500 2500 1500 1250 2000 16750
3 KUNDAM 402 50 175 165 100 100 590
4 MAJHOLI 560 75 25 400 500
5 PANAGAR 1087 300 150 700 1150
6 PATAN 403 50 75 450 575
7 SHAHAPURA 953 350 50 800 100 1300
8 SIHORA 524 125 100 380 100 705
Total 22226 8100 3125 6595 300 1500 1250 2200 23070
Source : IPMS 2004
To ensure the back to school campaign following strategies will be adopted -
(a) Non-residential bridge course: For primary drop outs and never enrolled
children which not admitted in school will be mainstreamed through non-residential
bridge course.
� 365 Bridge course are proposed to continue for over age out of school
children. The over age dropout and never enrolled children who have not
completed primary education, will be brought back to primary school.

� Child wise profile will be made for each out of school child for making child
wise tracking possible. These children will be mainstreamed in the formal
education system after completion of their bride course.
(b) Residential bridge course: Pockets have been identified in Jabalpur (rural),
Shahpura, Kundam and Sihora blocks where dropout and out of school girls are
small in numbers, less than 10 girls. In these habitation opening of non-residential
bridge course will not be possible. Thus the scattered population of out of
schoolgirls is to be admitted to residential bridge course. The main problem to start
RBC is non-availability of suitable accommodation. If the district is permitted to
construct four sets of toilets and bathrooms then there will be no difficulty to
achieve this target. District proposes 2 RBC under NPEGEL in Kundam and
Shahpura block along with permission of provision of toilet and bathroom facility for
girls. 4 girls hostels are proposed to start in Jabalpur (Rural) and Sihora blocks of
the district.
Costing
o Non-residential bridge course: per center cost will be 15000/ for
maximum 9 months.
o Residential Bridge Course: Per center cost in 6.5 lakhs @ 722 per child
for 100 girls for maximum 9 months.
o Girls Hostel : The unit cost of the girls hostel is 10 lakhs.
(c) Shiksha Ghar: Seasonal hostel in migratory areas establishment of temporary
hostels to accommodate of migratory families during the months when the family
migrates residential facility in the community itself in one of the family where the
elderly members play the role of caretaker. 5 Shiksha Ghar are proposed to start in
the district for four months at a cost of Rs. 0.24 lakhs.
(d) TECs under Indus Child Labor Project:
For the elimination of child labor from hazardarous industries, Indus Child
Labor Project has been run in Jabalpur district Two thousand out of school children
in age group of 9-13 years, who were involved in bidi making, now selected as
beneficiaries of Indus Child Labor Project to pull them from bidi making to
mainstream education. 40 TECs have been started in the district for this purpose.

TECs details
Indus Project is a very strong intervention to mainstreaming the out of school
children, especially for the children in difficult situations.
The distribution of 40 TECs in Jabalpur district is as given below: -
Table 4.23
S.No. Block TECs
1 Municipal Corporation Jabalpur 22
2 Majholi 06
3 Patan 04
4 Sihora 08
Total 40
Although, INDUS project is a very strong intervention to bring the out of school
children in to schools, but its also needs supports in following areas to make the project
more effective:
a. Free text book for all children enrolled in TECs- Child wise free textbook
demand will be identified through competency based diagnostic test. These
tests will be process by DIET persons in the Month of May 2005, and books will
be supply in the month of July'05.
b. Free uniform for all Children in TECs - In Jabalpur district 1127 Girls & 873 Boys are studying
in TECs. The uniform for Girls will be provide under NPEGEL Scheme, while for boys
uniform will be provide through the local convergence with Nagar Nigam Jabalpur,
Mahakaushal Chamber of Commerce, Rotary Lions Clubs & Other NGOs.
c. Contingency grant for TECs- Indus project has very high financial inputs, but in
spite of this, in the head of miscellaneous supplies provisions have made
slightly low, so at this point some extra support is also needful to comfort nonrecurring
expenditures.
d. TLM grant for TECs educational instructors & prevocational instructor-For TLM
provisions in Indus Rs. 8000.00 per TEC is available, but district has already
spent Rs. 4000.00 per TEC to provide bridge material for TECs students, and
some amount had spent by NGOs to provide the students note books, pencils,

slate & slate pencil etc. So there is very sort span is available for the innovative
remedial TLM, to make convenience, extra support is needful.
e. Training of educational & Prevocational instructors of TECs-Indus 20 days
orientation/indirection training package is available, but there is no provision for
refresher trainings. As district went through the Bio - Data profile of educational
instructors recruited by NGOs, majority of them have no professional
qualification regarding teaching. So there is a strong need of additional training
input. To provide this input district has formulated following strategy.
1. Monthly one day refresher training for two educational and one
prevocational instructor Twelve days in a year.
2. Two days training for Learners evaluation & group teaching & report
making.
3. Two package of remedial Teaching each of three days at the interval of
six months.
f. Academic monitoring, learner's evaluation, tracking of children- In this regard
academic monitoring of TECs will be done DIET persons, Concerning BRCs,
CRCs & District Nodal Officer for Indus project. The monitoring exercise will be
emphasize on two experts first on learner's evaluation & second on the
remedial teaching on the basis of learner's evaluation, diagnostic test reports
analysis,. The district will device child tracking System & MIS.
g. Mainstreaming of TECs Students in formal schools-District will organize
Praveshotasav for TEC students in Lead Schools at time of their admission in
schools and will be provide a School bag for each child by PTA through local
convergence. To integrate TECs students with Lead Schools emotionally, The
day of Independence 15.
Table 4.24
Cost estimate of SSA support to Indus Child Labor Project
Support Objective /Activities Amount
I Free Text Books for 2000 TECs students @ 150/- per 300000.00
child
II Free Uniform for all 1127 Girls Studying in TECs @ 90/- 101430.00

per girls
III Contingency Grant for 40 TECs @ 2000/- per TEC 80000.00
IV TLM grant for each instructor of TECs, i.e. 40 x 3x 500/- 60000.00
V Refresher & Orientation training for two educational & one 168000.00
prevocational instructor of each TECs, i.e.40 x 3 x 1400/-
VI Monitoring, tracking of children & MIS, 1400/- per TECs
i.e. 40 x1400/-
C. Other strategies are as follows:
56000.00
Grand Total 765430.00
1. Vocational course: Over age girls will be linked to the main streams
schooling will the help of vocational course after passing the open school
exams. In Patan and Panagar blocks over age girls were engaged in house
hold and other domestic work. These girls will be linked to the mainstream
schooling with the help of vocational courses.
2. A committee will be formed in these pockets who will ensure the presence of
children admitted in the schools.
3. The admission of the children will be done through the help of NGOs.
4. Motivational Camps will be organized in those pockets where the no. of out of
school children is significant. The community will be mobilized to send their
ward to schools. The children will be enrolled at their door step during these
camps.
5. A committee will be formed at each ward/village having higher number of out of
school children. The Ward Member/Sarpanch of the corresponding unit will be
the chairperson of the committee. The committee will conduct review meeting
bimonthly and will make relevant target set.
6. In all the government PS/MS multiple committees of the students named "BAL
MANDALS" have been formed in Jabalpur (Urban) unit of the district. This will
be implemented in the entire district this year. The students of Bal Mandals will
list out those out of school who are usually in contact of their near by out of
school children.

7. Mobile Volunteer - 3817 out of school children Jabalpur city have been
identified though the Bal Mandal innovation, out of which 1857 children are in
scattered manner with dilute concentration ranging from 1 to 13. So in this
situation the strategy of NRBC is not suitable, for this situation. trategy of
Mobile Volunteer has been formulated. One mobile volunteer for every 10
children 186 total mobile volunteer will be required for 1857 children. The
details of the Mobile Volunteer can be referred in Chapter 10.
4.7 Strategies to improve Retention:
a. To improve school environment
i. Distribution of Grants in the month of July
ii. Usage of all kind of Grants will be ensured through monitoring.
iii. Pustak Mela/Teaching Learning equipment & material mela will be
organized in September 05.
iv. Use of maintenance Grant will be ensured
b. Availability of Teachers
i. Rationalization of teacher will be done in the month of May-June to
ensure the availability of teacher in each school.
ii. Recruitment of teacher will be ensured.
iii. Non deployment of teachers in non teaching tasks
iv. Monitoring of Teachers in schools by PTA, JSK, JPSK, and ZSK.
c. Involvement of PTA
i. Training of PTA.
ii. Strengthening of PTA
iii. Ensuring regular meeting of PTA
iv. Monitoring of School by PTA
d. Teacher Motivation
i. Award to teachers
ii. Teacher grievance camps to address the grievances of teachers.
iii. Regular follow up meeting at JSK and JPSK.
iv. Academic support to the teacher will be ensured by DIET faculties
during monitoring.
v. Appropriate action research will be conduct by the DIET faculties.
e. Making Teaching Learning more Interesting

i. Training of teachers on use of supplementary teaching learning
materials
ii. Training of Making use of TLM more effectively.
iii. Training of teachers to make teaching learning process more
interesting.
f. Incorporation of extra co curricular activities.
i. Introduction of games period in the school calendar.
ii. Bal Mela in every month to coincide on the day of PTA meeting.
g. Incorporation of Yoga Shiksha in schools. One teacher of rest 119 JSKs
will be trained as one teacher from each of 100 JSKs have already been
trained in 2004-05. This training will be organized from the district specific
innovation head.
4.8 Strategies to improve Completion Rate
I. Identification of hard spots of students as well as teachers.
II. Intensive training programmes at DIET/CRC level to the teachers.
III. Capacity building among teachers.
IV. Tracking of week and repeating students.
V. More attention will be paid to those students whose attendance will be low.
VI. Remedial teaching to the identified students.
VII. Regular assessment of the students will be ensured through monitoring.
VIII. More stress on class room process during monitoring.
IX. A group of resource person will be formed at the block level that will be
liable for capacity building in the teachers.
X. Regular supervision & evaluation of monthly progress as per
curriculum/syllabus.
XI. Test papers for all classes for Ist and IInd terminals to be prepared at JPSK
and district level.
XII. Schools will be categorized into A,B,C & D grades based on their
performance in particular quarter. More attention will be paid to the grade D
schools.
XIII. No of A, B, & C grade students will be increased by child wise tracking.

4.9 Strategies for improving Physical Infrastructure
The status of Civil works approved under AWP 2003-04 and the status of progress
is given below:
S.
N.
Table 4.25
Civil Work Status
Component Target for
Status
2004-05 Completed In progress
(To be Spilled
over)
1. BRCC Buildings 6 4 2
2. Primary School Buildings 165 14 151
3.
Upgraded EGS School
Buildings
268 50 218
4 Middle School Building 10 0 10
5. Additional Rooms (P.S.) 120 27 93
6. Additional Rooms (M.S.) 60 23 37
7. Urinals/Toilets (P.S.) 270 0 270
8. Urinals/Toilets (M.S.) 32 0 32
9. Drinking Water Facility (PS) 38 11 27
10 Drinking Water Facility (MS) 10 4 6
11 Additional room for CRC 40 12 28
12 Kitchen Shed for PS 315 0 315
All the village level constructions of SSA are being done by the Village
Nirman Samities (VNs), which is constituted by PTA members and one identified
technical person. 780 VNS and 45 wards Nirman Samiti were formed and trained on
designs, construction technology and administrative and financial procedures to be
followed by the VNS. The first installing it was released directly from district into the Shala
Shiksha Kosh, which is a joint account of president and member secretary of PTA.
The progress of civil works has not been satisfactory, Due to the election code of
conduct, which was announced after receiving the funds, further construction work was
taken up on a priority basis. But again the announcement of Panchayat election and
paucity of funds has hindered the progress. The incomplete works will be completed by
June 05 before the onset of monsoon. Details are as follows :
BRC Buildings :
There was a target of 6 BRCC buildings completion of which spilled over
from last year. Out of the target 4 is complete 1 is at slab level 1 is plastering stage.

Primary School buildings :
There was a target of 165 primary school buildings of last year out of these
buildings site selection of 165 are finalized, work has been started in all buildings; and 14
building are completed and 151 works of remaining buildings is in progress.
EGS Building :
There was a target of 268 buildings last year in which work has been started
in all buildings out of these 50 buildings are completed and 218 works are in progress.
Additional room for Primary Schools :
These was target of 120 additional rooms from last year Work has been
started in all the buildings out of these 27 rooms have been completed and 93 works are
in progress.
Additional room for Middle Schools :
There was a target of 60 additional rooms of middle school of last year out
of which 23 rooms are completed and 37 works are in progress.
Urinals/Toilets of Middle School and Primary School :
There was a target of 302 urinals in Middle School and Primary Schools.
These will be completed in convergence with PHE department under Samagra
Swachhata Abhiyan.
Drinking water facility for Middle School and Primary School : There was a target of
48 hand pumps for primary and Middle schools out of which 15 have been completed and
remaining 33 will be completed by PHE Department.
4.10 Improving Physical infrastructure :
To improve the enrolment & retention of children, primary and middle school
buildings, considering the gaps existing in the infrastructure following works are proposed
as fresh as target to be undertaken in 2005-06. Component wise gaps are mentioned in
the table 14 (a) and table 14(b) of Appendix D.

The tables show that at primary level, there is a gap of 185 PS building, 916
additional rooms for primary schools. While at middle level, 329 buildings and 164
additional rooms are needed to fill up the gap.
On the priority basis, the district proposes to provide the infrastructure to
Primary school children first. As the district has already higher spilled over target,
therefore following construction works have been proposed under the ceiling of 40% of
the plan size.
Table 4.26
Infrastructure Proposal for 2005-06
Infrastructure Existing
Gaps
Primary School buildings
for enrollment 100 to 150
Primary School buildings
for enrollment 150 to 200
Proposal
for 2005-
06
Spilled
over target
Total
Target for
2005-06
151 84 369 453
34 16 0 16
Additional rooms (PS) 916 121 93 214

Chapter V
Improving Quality of Education
Improving the quality and efficiency at the school classroom levels is a major thrust
area since the SSA categorically significant the need to provide education of a
satisfactory quality in achieving the goal of UEE.
Quality improvement initiatives:
The quality initiatives undertaken at the primary level were upgraded and extended
up to the upper primary level. Several steps were taken up in the direction of quality
improvement, which includes learner development strengthening the academic support
structure expansion in the use of information. Communication technology for improving
the quality of teaching learning process and learner evaluation. These quality initiatives
will be continued in this academic year.
5.1 Teacher Development:
Strategy for training: -
5.1.1 Professional training: -
D.Ed. training for professionally untrained teachers –
The status of untrained teacher is as follows: -
Status of Untrained Teachers
Sr.no. Category of
Teacher
Table 5.1
Total No. of
Teachers
No. of
untrained
Teachers
% Of
untrained
Teachers
1. Primary level 3717 2006 53.97
2. Middle level 1869 781 41.79
Total 5586 2787 49.89
These 5586 untrained teachers have to be trained as follows
1. 50 teachers of the district will be Imparted D.Ed. Training through the regular
course of DIET.
2. In 2005-06 100 Guruji will be taken for training in D.Ed. regular Correspondences
course of DIET contented by M.P. Board of examination.

3. D.Ed. Training through special Operation Quality Programme in 2005-06 guruji,
regular teachers, Shiksha Karmi and Sanvida Shikshak will undergo D.Ed. training
through operation quality programme Correspondences course from DIET. The
block wise number of teachers registered in Operation Quality Programme is
listed in following table:-
Table 5.2
Teachers registered for Operation Quality Programme
S.N Block Total No. of Teachers registered
1. Jabalpur 155
2. Kundam 182
3. Majholi 185
4. Shapura 235
5. Panager 111
6. Patan 199
7. Sihora 123
Total 1190
The table represents that 42.6% of total untrained teachers have been
registered in Operation Quality Programme for D.Ed. training. All the untrained
teachers as such ‘Guruji’ Sanvida teachers II, III, Shisha karmi II. III, assistant
teachers & head masters have been allowed to appear in this operation quality
programme. Teaching materials will be supplied for these pupil teachers in their
residents so that they can study easily. The registered teachers will have to teach
ideal lessons in their own schools. These registered teachers will have to attend
classes in the selected study centers frequently. The teachers who will educate
these untrained teachers will be called ‘Mantel’. This operation quality programme
duration is two years. It means that this programme begins from 2005 will be
ended by 2007.
In addition to the trainees registered in Operation Quality programme, 320
teachers of 160 upgrading EGS have also to be included in this training. Thus
there is a total target of 1510 untrained teachers to provide D.Ed professional
training.

5.1.2 In Service Refresher Training: In order to provide academic support and
capacity building to teachers a refresher training of 20 days will be imparted to
all 3717 primary and 1869 middle Govt. teachers in the district in the month of
May and June. This training will be organized in two phases in cascade model.
At first, district resource person at district level will give training to the Master
Trainers. These Master Trainers will give training to the teachers at block
headquarters. DIET had categorized schools in A,B,C, and D grades by
analyzing the school results. Teachers of D grade schools will be trained at
DIET level while teachers of A,B and C grade schools will be given training at
block level. This training will be based on the needs and hard point of the
teachers. These hard were identified during monitoring of schools and
analyzing their results.
a. Primary Level – At primary level, total 4157 teachers will be trained this year
whose details are given below:
(i) Training to A,B,C grade School Teachers: The training of the primary teachers
will be held at block level.
Training Plan –
� The duration of the in service training will be of 20 days, and will be conducted
in two phases. The first phase will be comprised of 15 days and the follow up
training will be of 5 days in the second phase of the training.
� The in service training programme will be conducted at the block level. The
block Master trainers will be identified and will be trained first. The Lecturer,
Headmsters, and retired teachers would be the Master trainers. The training
will be conducted for four subjects at primary level. For each subject, there will
be 2 master trainers. In each block there will be 3 venues for training for each
subjects. In this way the number of BMT, Venue will be as follows:
o Subjects – Hindi, English, Maths, Environmental Science (Total 4)
o No of BMT per venue – 2
o No of Venues – 3 per block
o BMT per block – 4 subjects x 3 venues x 2 BMT = 24
o Total BMT required in district - 24 BMT per block x 8 blocks = 192
Details of the training programme is given below :

S.N. Block
Table 5.3
No. of
Teachers
No of MTs
No of
Venues
1 Jabalpur R) 367 24 3
2 Jabalpur (U) 482 24 3
3 Kundam 261 24 3
4 Majholi 315 24 3
5 Panagar 339 24 3
6 Patan 297 24 3
7 Shahpura 286 24 3
8 Sihora 255 24 3
Total 2602 192 24
Source IPMS 2004
(ii) Training to D grade School Teachers: The training of the primary teachers will
be held at the DIET.
Table 5.4
S.N. Block No. of
Teachers
No of MTs Duration
1 Jabalpur R) 157 4 15 days
2 Jabalpur (U) 206 6 15 days
3 Kundam 112 3 15 days
4 Majholi 135 4 15 days
5 Panagar 146 4 15 days
6 Patan 127 3 15 days
7 Shahpura 122 3 15 days
8 Sihora 110 3 15 days
Total 1115 30
Source : IPMS 2004
In addition to the teachers mentioned in above tables 5.3 and 5.4 the instructors of
TEC, teachers of Madarassas and Sanskrit Schools (a total of 248) will also be trained
during the training programmes.

. Middle Level - At middle level, a total of 3021 teachers will be trained this year
whose details are given below:
Training Plan –
� The duration of the in service training will be of 20 days, and will be conducted
in two phases. The first phase will be comprised of 15 days and the follow up
training will be of 5 days in the second phase of the training.
� The in service training programme will be conducted at the block level. The
block Master trainers will be identified and will be trained first. The Lecturer,
Headmsters, and retired teachers would be the Master trainers. The training
will be conducted for four subjects at primary level. For each subject, there will
be 2 master trainers. In each block there will be 3 venues for training for each
subjects. In this way the number of BMT, Venue will be as follows:
o Subjects – Hindi, English, Maths, English, Science, Sanskrit,
Environmental Science (Total 7)
o No of BMT per venue – 2
o No of Venues – 2 per block
o BMT per block – 7 subjects x 2 venues x 2 BMT = 28
o Total BMT required in district - 28 BMT per block x 8 blocks = 224
(i) Training to A,B,C grade School Teachers: The training of the primary
teachers will be held at block level.
S.N. Block
No. of
Teachers
No of MTs
No of
Venues
1 Jabalpur R) 180 28 2
2 Jabalpur (U) 304 28 2
3 Kundam 95 28 2
4 Majholi 134 28 2
5 Panagar 153 28 2
6 Patan 132 28 2
7 Shahpura 127 28 2
8 Sihora 183 28 2
Total 1308 224 16

(ii) Training to D grade School Teachers: The training of the teachers of the D
grade middle schools will be held at the DIET.
Table 5.6
S.N. Block No. of
Teachers
No of MTs Duration
1 Jabalpur R) 77 2 15 days
2 Jabalpur (U) 131 4 15 days
3 Kundam 41 2 15 days
4 Majholi 57 2 15 days
5 Panagar 65 3 15 days
6 Patan 56 2 15 days
7 Shahpura 55 2 15 days
8 Sihora 79 3 15 days
Total 561 20
Source: IPMS 2004
All the above trainings will be residential and within the norms of SSA. The D
grade school teachers will be monitored through out the year to support these
teachers and to evaluate the impact of the training.
(iii) Headstart Training – The district will give a training based on Computer
enabled education. In the district there are 51 head start centers functional through
convergence of resources and are running successfully. 18 new centres are also
going to be started in the year 2005-06. 533 teachers of these headstart centres
will be trained further for use of multi media rich lesson for developing desired
competence of teachers. Duration of this training programme will be 20 days and
as per norms of SSA.
5.1.3 Induction Training-
After recruitment of the Samvida Shikshak 2 and Samvida Shikshak 3, the
inductional training of 30 days will be provided to these new comers. The 30 days
duration will be divided into two parts, first part of which will be of 15 days will
cover the Language training while rest 15 days will be devoted to Maths training.
This training will be conducted at DIET. The training details are as follows:
a. Primary Level - As per the entitlement criteria of the number of teachers in
primary schools, there is a requirement of 1732 additional teachers to be

Table 5.7
recruited. These 1732 teachers will be trained at their corresponding blocks.
The training will be conducted at different venues in all the blocks. Each
Venue will accommodate at most 80 trainees, who would be divided into
two batches with a maximum number of 40 trainees per batch. There will
be 2 master trainers for each batch. The detail of the training would be as
follows:
Trainees details for Induction Training
Category No. of Trainnes
Ptimary Teachers (SS III) 576
Middle Teacher (SSII) 609
EGS to PS 330
Master Trainers 108
Total 1623
5.1.4 Strengthening the academic support structure:-
Academic resource support is required by teachers not only in terms of training
but also through regular academic supervision guidance, discussion, peer
sharing, collectively solving problems and by providing supplementary resource
materials. This is provided to them through the existing support stricture. These
support structure will be further strengthened to fulfill the academic
requirements of primary & upper primary level.
� The BEO, BRCC & BAC will be trained by the subject experts so as to
provide academic support to teachers Jan shiksha kendra, specific
monitoring and to perform there roles, duties and to responsibility as
specified in SSA. The duration of this training will be of 3 days.
� 219 JSK are functioning in the district and all the Jan Shikshaks and Jan
SHiksha Kendra Incharges will be further trained for facilitating effective
monitoring of school, providing academic support to the teachers and there
roles duties and responsibilities as envisaged in SSA.
Training, Workshop & Meeting of JSK at DIET level.
No. of
JSK
No. of days of Training
& meeting
venue Subject

219 2 days in every month DIET as per requirement
5.1.5 Early Childhood Care & Education (ECCE) : -
There are 361 ECCE centers functioning against the target of 427 in the district,
which are proposed to be continued in the next year too. Academic support to
these 427 Didis will be given a training package of 7 days as per SSA norms. The
training will be conducted at block level in the supervision of DIET.
5.1.6 Bridge Courses :-
To ensure out of school children back in to the school, strategy of bridge course
has been adopted in the academic year 2004-05. There are two types of bridge
courses running in the district. All the 365 volunteers of NRBC and 6 volunteers of
the RBCs will be given a training package of 7 days.
5.1.7 Parent Teacher Association Training: -
In order to equip the PTA to work efficiently, A one day orientation programme will
be conducted at the Cluster level. In all, 2267 PTAs will be trained in year 2005-
06.
5.2 Curriculum, Textbooks & Development
M.P. Govt. determined to review the curriculum of elementary education after a
span of every five years. As per directions of Honorable Supreme Court, Environmental
Education has to be included as a compulsory subject. Apart from this, Value Education
is also one of the thrust areas for curricular reform.
These are the reasons behind the revision and reviewing of curriculum of
Elementary Education. According to the schedule program new curriculum and textbooks
for classes I, III, & VI has been already reviewed & revised. These books will be
prescribed by the state for the session 2005-2006 in respective classes.
In this perspective, Rajya Shiksha Kendra (SCERT) is going to revise its textbooks
for the classes 2,4 & 7 during June 05 to December 05.
It is also decided to get the feed back on new books as the books are going in the
field from July 2005. It is also decided to obtain the feed back on present books for the
classes 2,4 & 7.
The strategy for initiatives is as follows.
1. To review and get feed back on textbooks for the classes 2,4 & 7 from
February to April 2005.
2. Filed testing of textbooks for the classes 1,3 & 6 from July 2005 to February
2006.

3. Development of new text books for the classes 2,4 & 7 from June 2005 to
December 2005.
4. Feed back on textbooks for the classes 5 th & 8 th January 2006 to April 2006.
5.3 Maths/ Science Project
To develop conceptual knowledge of Science and Maths and to develop scientific
temperament among school going children, the district is going to introduce this project.
As per the strategy, one school from the district, and one lab school at each block of the
district will be identified. Manuals will be developed through workshops at DIET. Impact of
this project will be tested at one school each block.

Chapter-VI
Special Focus Group
6.1 Education of children with special needs ( CWSN )
The Government of India has launched Sarve Shiksha Abhiyan for universatization
of Elementary education. The progrmme aims at providing useful and relevant elementary
education in the age group of 6-14 years by 2010. The 86 th constitutional amendment,
which has made free and compulsory education a right of all children from 6-14 years of
age, has given further thrust to the goal of UEE. The objective of UEE cannot be
achieved without including children with special needs under the ambit of elementary
education.
One of the focus areas of SSA is to increase access, enrolment, and retention of
all children and to reduce school dropout. The emphasis of SSA is also on providing
quality education to all children, SSA insure that every child with special needs,
irrespective of the kind, category and degree of disability, is provided meaningful and
quality education. Hence, SSA has adopted a zero rejection policy. This means that no
child having special needs should be deprived of the right to education.
6.2 Components of Education of CWSN under SSA: -
The interventions suggested under SSA for inclusive education of disabled
children are as follows: -
� Awareness
� Necessary infrastructure for planning and management
� Early detection and identification
� Functional and formal assessment
� Educational placement
� Preparation of individualized Education plan
� Aids and appliances
� Teacher training
� Resource support
� Strengthening of special schools
� Removal of architectural barriers
� Monitoring and evaluation
These various steps needed for proper implementation of inclusive
education of children with special needs under SSA.

6.3 District Scenario
� Number of CWSN category wise (up to the age of 5-14 years)
Block wise number of CESN
Table 6.1
Incidence of Disability: by gender (2004-05)
Block Dumb + Deaf Blind Orthopadic Mentally disabled Grand Total
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
JABALPUR (R) 34 24 58 22 14 36 110 73 183 30 14 44 196 125 321
JABALPUR (U) 236 159 395 61 66 127 356 196 552 214 496 710 867 917 1784
KUNDAM 23 14 37 15 9 24 82 47 129 11 6 17 131 76 207
MAJHOLI 32 14 46 22 20 42 132 59 191 27 16 43 213 109 322
PANAGAR 24 14 38 30 25 55 104 77 181 38 22 60 196 138 334
PATAN 30 15 45 7 11 18 83 47 130 20 14 34 140 87 227
SHAHAPURA 33 21 54 31 17 48 154 60 214 18 9 27 236 107 343
SIHORA 34 16 50 25 27 52 112 81 193 33 25 58 204 149 353
District Total 446 277 723 213 189 402 1133 640 1773 391 602 993 2183 1708 3891
Source : IPMS 2004
� Number of CWSN Enrolled in Schools
Table 6.2
Enrolment Status of CWSN
Block Boys Girls Total
JABALPUR (R) 132 76 208
JABALPUR (U) 646 284 930
KUNDAM 101 51 152
MAJHOLI 185 88 273
PANAGAR 136 92 228
PATAN 63 47 110
SHAHAPURA 177 79 256
SIHORA 175 121 296
District Total 1615 838 2453
Source : IPMS 2004
6.4 Strategy of the district:
1. Appointment of Resource teacher at every block of the district
SSA guidelines on inclusive education, besides focusing on the importance
of enrolling children with special needs in the mainstream of education, also
emphasize the need to provide quality education to them in most appropriate
setting. This also includes imparting home-based education to those CWSN who
due to one reason or the other cannot make it to regular schools.

The district has under taken extensive screening exercises to identify
children with special needs and make efforts to integrate them into schools through
special camps, for children and parents, teacher training and civil works
(particularly ramps ) to ensure school environment are disabled friendly. it is
therefore that the appointment of such resource teacher will operate in an itinerant
( mobile ) mode in a block, covering the schools where such children are enrolled
and require such services.
2. Duties and responsibilities of resource teachers:-
3. Budget
a. To keep data on CWSN in the block
b. To regularly monitor the attendance and retention of CWSN. If a child with a
disability drops out, the resource teacher should look into the reasons for
the same
c. To assist in conducting formal and functional assessment of CWSN
d. To provide necessary referral services to CWSN as well as the parents
group hearing aids, teaching of total communication and other techniques to
children with disabilities on a traveling basis
e. To advise the regular class teacher on problems encountered by CWSN in
the regular classroom
f. To suggest necessary curricular modifications of adaptations and classroom
strategies to suit the needs of children with varrying needs
g. To assist children in and out of school hours in such areas as they have not
been able to understand in the regular classrooms
h. To under take parent counseling, community mobilization and advocacy on
behalf of the education of children with special needs
i. To co-ordinate with regular teacher BRCCs and CRCCs on access,
retention and teaching learning processes
j. To orient instructors of EGS on management of CWSN in these centers
k. To provide home-based education to CWSN
l. Wherever convergence is established with IEDS programme for resource
teachers, it should be ensured that special teachers under that programme
are adequately trained and provided orientation to the SSA programme.
The mobile teacher will be appointed at block level on honorarium basis so the
expenditure will be- Rs. 5000/- Honorarium and Rs. 1000/- TA/DA for traveling.

4. Camp detail
Teacher will do the functional assessment for the CWSN at school level. For the
formal assessment, the disability camps will be organized on block level with the
support of ALIMCO, NGOs and, medical specialists.
S.No. Name of the
Table 6.3
Assessment & follow-up camps detail
block
OH HH VH MR Total
1 Jabalpur 228 92 36 55 411
2 Panagar 201 36 51 31 319
3 Sihora 283 55 79 66 483
4 Majholi 231 52 54 45 382
5 Patan 169 33 28 13 243
6 Shahapura 224 34 43 26 327
Assessed CWSN (Enrolled CWSN)
OH - Orthopedic Handicapped,
HH - Hearing Handicapped,
VH - Visually Handicapped,
MR - Mentally Handicapped
MH - Multiple Handicapped.

Table 6.4
Beneficiaries CWSN (Enrolled CWSN)
S.N. Name of the
block
OH HH VH Total
1 Jabalpur 228 92 36 356
2 Panagar 201 36 51 288
3 Sihora 283 55 79 417
4 Majholi 231 52 54 337
5 Patan 169 33 28 230
6 Shahapura 224 34 43 301
S.N. Name of the
Table 6.5
Assessed CWSN (Out of school CWSN)
block
OH HH VH MR Total
1 Jabalpur 12 0 0 0 12
2 Panagar 5 3 2 3 13
3 Sihora 5 3 4 5 17
4 Majholi 1 0 0 3 4
5 Patan 0 0 6 0 6
6 Shahapura 3 6 5 3 17
Table 6.6
Beneficiaries CWSN (Out of school CWSN)
S.N. Name of the
block
OH HH VH Total
1 Jabalpur 12 0 0 12
2 Panagar 5 3 2 10
3 Sihora 5 3 4 12
4 Majholi 1 0 0 01
5 Patan 0 0 6 06
6 Shahapura 3 6 5 14

The assessment and distribution camps Proposed on block level is as follows:
Table 6.7
S.N. Name of the block Suggestive dates
1 Jabalpur 13-October-2005
2 Panagar 14-October-2005
3 Sihora 15-October-2005
4 Majholi 16-October-2005
5 Patan 17-October-2005
6 Shahapura 18-October-2005
7 Kundam 19-October-2005
Identified CWSN for corrective surgery will be supported in following manner:
� Budget : 100/- per assessed CWSN for their arrangement. The expenditure
will be following activities-
� Traveling expenditure 20/- per child
� Lunch packet expenditure 20/- per child
� Teacher incentives 5/- per child (If the teacher bring the child school)
Rest 55/- for all campus arrangement like mike. Banner, tent, water facility,
sitting arrangement for CWSN, POL, Lodging & boarding for ALIMCO team,
Follow-up camp etc.
The expenditure foe all necessary aids and appliances for needy CWSN
provided under ADIP scheme to ALIMCO. This will be 40% of the total cost of
appliances and taken Rs. 400/- per CWSN
� IEDC support
If the CWSN of class 9-12 will come in the camps for assessment then the fund of
IEDC will be utilized. The scholarships/stationary will be provided by this funds in
the camp place.
� Panchayat Deptt. Support
The fund of Nirashrit nidhi will be utilized on those CWSN, which will identify for
corrective place.
� NGO support

The special educator and audiologist will be taken from the NGOs and honorarium
will be provided to these specialists @ 300/- per specialist per camp and Rs. 150/-
for Audiometer rent for per camp.
4. Teachers Training
� Number of teachers to be trained will be assessed during the LSA 2005.
6. Plan for training
a. General teachers training
There will be one day for IED in Induction & Refresher training.
The budget will be taken from general teacher training account
ii. 5 days training
Two batches per block of 60 teachers
Budget – Rs. 6000/- per training and TA/DA will be given from the norms of
SSA.
iii. 3 days training
One batch of 30 administrators
Budget – Rs. 4500/- per district and TA/DA will be given from the norms of
SSA.
iv. 90 days foundation course training (Distance mode)
Two batches of 40 teachers
Budget –Rs. 1400X80= 32000/- on fee of teachers
Rs. 100/-X80X21 days= 168000/- on lodging & boarding
TA/DA as per SSA norms
The training will be conducted by Bhoj Open University, Bhopal on their study
centers.
v. Special B. Ed. (Distance mode)
This course will be for 18 months by Bhoj Open University, Bhopal for 2
lecturers of DIET. In this training the 30 days contact programme will be
conducted.
Budget – Rs. 10000/- X2 = 20000/-
TA/DA as per Govt.norms
vi. Braille training
10 days on the training on Braille and mobility with the support of NGOs for a
batch of 30 general teachers.

Budget: Expenditure on Braille material, expenditure on TA/DA for the
teachers, consultation charges for NGPOs
Note :- This training will be proposed by those districts where the
assessment and distribution campus have already conducted.
vii. Functional training of Audiometer and speech
Composite Regional Centre, Bhopal for one BAC of each block, will conduct
the training.
Budget – Rs. 10000/-
viii. Material development workshop
� Supplementary material for VH
� Supplementary material for HH
� Supplementary material for MR
� Audiocassette development
� PTA training
� Sign language and speech therapy
� Budget – According to district needs
ix. Training of parents of severely disabled children
This training will be conducted by the support of NGOs in two batches of 30
parents each.
Budget – Rs. 6000/- X2 = 12000/-
x. Research work
The research work will be done by the DIET on different subject on inclusive
education. The topic will be –
(Some topic should be selected by DIET and give detail)
Budget – Rs. 10000/-
7. Resource room
The materiel for the resource room will be constructed in the DIET & at block level.
Budget – Rs. 1 Lakh

6.5 Education for Tribal children
6.5.1 Present Status
Block wise GER of ST children
Block
Table 6.8
Primary Level Upper Primary Level
Population Enrolment GER Population Enrolment GER
Jabalpur(R) 8578 8878 103.49 3860 2866 73.8
Jabalpur (U) 5145 5837 113.44 3998 3496 85.85
Kundam 11666 12002 102.87 4722 4101 86.68
Majholi 4740 4877 102.89 1886 1687 89.49
Panagar 6256 6172 98.64 28.57 2362 82.66
Patan 3429 3536 103.08 1511 1372 90.83
Shahpura 6967 6990 100.35 2950 2478 83.52
Sihora 4228 4578 108.31 1544 1223 77.78
District
Total
51009 56770 111.27 23348 19585 83.43
As the table shows, primary level GER of ST is 111.27 for the district which is little
bit higher than over all GER (104.47). As far as the block wise comparison is concerned,
GER of Jabalpur block is the highest. The GER of Panagar block is minimum.
At middle level, GER of ST is 83.43 for the district in which Majholi block’s GER is
the highest and GER of Jabalpur (R) is lowest.
The table also depicts that the GER of Panagar and Shahpura blocks is lower than
other blocks and special focus is required in these two blocks.
6.5.2 Efforts taken so far
There are various departments viz. School Education Department, Tribal welfare
department, Food dept, etc. give facilities and incentives to SC and ST students. Various
facilities like scholarships, free text books, free school uniform, free hostel and food
facilities in ashrams and mid-day meal are being provided to these students.

6.5.3 Strategies
The incentives provided to ST children are free textbooks, uniforms & scholarships.
These facilities shall be continued along with proper and regular monitoring so that the
children get the maximum benefit. To improve socio-economic condition and to aware
parents through special mobilization campaigns and Bal-Melas etc.
6.5.4 Proposal for 2005-06
To develop self learning and improvement among ST students development of library will
proposed in those JSK where number of ST students are more. In the year 2005-06 30
libraries will be developed. In these libraries books and generals will be circulated among
the schools by the teachers. The libarary can also be opened up to the community on
user-fees basis. This will also create a 'reading" bond between the school and the
community.
6.6 Girls Education
6.6.1 Present Status
Block wise population and out of school girls of 5+-14 age group status are as follows:
Table 6.9
Out of School Girls
Block Population Out of School Percentage
Jabalpur (R) 18945 706 3.73
Jabalpur (U) 102702 7838 7.63
Kundam 11227 216 1.92
Majholi 15802 269 1.70
Panagar 19191 574 2.99
Patan 14770 185 1.25
Shahpura 17407 503 2.88
Sihora 14090 171 1.21
District Total 213837 10462 4.89
Above table reveals that target population of girls is 213837 out of which 10462
girls are out of schools. That is 4.89% of total population. Jabalpur (U) has large number
of out of school girls and Sihora block has least number of out of school girls. The details
of out of school girls are mentioned in the following table:

Block Dropout Girls
(class 1 to 8)
Table 6.10
Out of School Girls Details
Never Enrolled
Girls
(5+ - 14 age group)
1- 5 6- 8 5+ - 11 11- 14
Jabalpur (R) 94 194 295 123 706
Total
out of school
Girls
Jabalpur (U) 1027 1796 3041 1974 7838
Kundam 63 66 55 32 216
Majholi 31 69 149 20 269
Panagar 172 174 144 84 574
Patan 44 77 41 23 185
Shahpura 66 126 242 69 503
Sihora 86 58 89 24 257
District Total 1583 2560 4056 2349 10548
Source : IPMS 2004
� Above table shows that never enrolled girls in 5-14 yrs age group is less than drop
out girls in the same age group.
� Number and percentage of out of school girls in Jabalpur (U) is maximum and it is
minimum in Patan block.
6.6.2 Gaps and causes of problem
Micro studies, Grass root Study and Cohort study show that these gaps are due to
following reasons:
� Lack of motivation among parents towards girls education,
� Girls are engaged in sibling care and other household domestic work.
The cause of these problems is that female literacy percentage in Jabalpur
District is only 59.47 % which is much less than that of Male literacy. Other
causes includes early marriage of girls and poor social economic condition.

6.6.3 Strategies
The Government of India has launched a new scheme of National Programme
for Education of Girls at Elementary Level (NPEGEL) as a separate component
of Sarva Shiksha Abhiyan.
The scheme will be implemented as a part of SSA. The major focus of the
program is to bring out of school girls, especially SC & ST girls into the educational
system through a variety of interventions which would tackle family, community
and school level problems arising for girls education. The program is designed to
sensitize the school system to make it more responsive to the needs of girls
especially form the “hard to reach” group. The object of the program are as follows
:-
(a) To develop and promote facilities to provide access and to facilitate
retention of girls and to ensure greater participation of women and
girls in the field of education
(b) To improve the quality of education through various interventions and
to stress upon the relevance and quality of girls’ education for their
empowerment
The program will incorporate following interventions :-
� Incentives for free text books
� uniform
� teaching-learning material
� escort services etc.
� The financial ceiling will be Rs. 150/- per girl child per year,
� setting up to model cluster schools,
� resource centers and
� component for community mobilization.
6.7 Urban Deprived Children:-
In Jabalpur (Urban) the number of out of school children is maximum. A number of
such children are working as petty labor Mainstreaming of these children is very difficult,
so alternative educational provision is needed for such type of children. These children
need to be covered through human development centre (HDCs). In the past 3 years, 15
HDCs were provisioned in the AWP but the same could not be started due to lack of

guidelines for their selection. This year 25 such HDCs are proposed tol meet the
immediate requirement.
There are following limitations with these children:
1. Different and extreme kind of sensitivity is involved in mainstreaming such
type of children. To run a HDC successfully strategy will be required which
will emerge from the slum's environment & children's specific needs, and
the strategies will differ from slum to slum and child to child. We propose to
run HDC through NGOs. The selection of the NGO could be made by
following committee:
a. Collector – Chairman
b. Mayor – Member
c. CEO Zila Panchayat - Member
d. Commissioner Municipal Corporation – Member
e. DEO – Member
f. Principal DIET – Member
g. Principal, College of Psychology and Guidance – Member
h. DPC – Member Secretary
The NGOs should be given liberty to recruit their volunteers.
2. To run a HDC at least one or two rooms are required. But there is no
provision of rent for the purpose.. In formulation it has been assumed that
the community will provide the space to run HDC. But this assumption is not
feasible, because there is scarcity of space in those habitations. As per
Govt norms, @ 8 sq. feet of space per child the total requirement for 50
children is 400 square feet of floor area. It is not possible to make available
the required space for the HDC in a slum pocket without rent provision;
Thus rent should be provided for at the rate of Rs. 600/- per month. In spite
of providing rent, in 10 slums it is not possible to assure the space for HDC.
In such 10 slums low cost covered shade for HDC is being proposed under
the innovation fund at a unit cost of Rs 30,000.

6.8 Minorities Children
6.8.1 Modernization of Madarsas :
Madarsas were established to import modern spiritual education. In addition to
exiplarly religions by urban in Madarsas should also teach Hindi, English and Mathematic.
6.8.2 Present Status :
Out of 188 madarsa registered in the district only 58 madarsas functioning in the
district in which 6987 students are enrolled. In the year 2004-05 76 teachers were trained
under the supervision of DIET. All the student of madarsa were provided free text books
of same curriculum as in primary schools. School contingency to each Madarsas and
TLM grant was also provided.
6.8.3 Proposal for 2005-06
58 more madarsa will be proposed for the year 2005-06. emphasis will be given out of
school children. School contingency of 2000 will be provided to all 116 madarsas. TLM
will also be provided to these madarsas regarding acceptance for the madarsa educated.
6.9 Modernization of Sanskrit School :
There are 6 Sanskrit Schools functional in the district. In the Sanskrit Schools 22
Teachers are working. Free textbooks are proposed to 316 students in the Sanskrit
Schools of the district. School contingency @ Rs 2000 to each Sanskrit school and TLM
grant of Rs. 500 per teacher is proposed to disburse next year.

7.1 Management
Chapter – VII
Management and Institutional Support
through Capacity Development
Structures have been formed by integration of academic and administrative adult
and elementary education structures into composite entities for better planning and
management. This gives it the strength and authority of a government structure and
flexibility and autonomy of a society. This institutional reform is based on the belief that
community empowerment processes need facilitating structures that are oriented towards
the needs of the learning community. This also enabled cost effective choices because it
taps the rich synergies of resources within the government and within the community.
7.1.1 Strengthening Zila Shiksha Kendra (ZSK)
A. Existing Problem :
• Our main target is to achieve 100% enrollment retention. To full fill their target one
Coordinator of ENR is required in the district.
• For quality achievement and improvement co-ordination with DIET is required
presently EPO-3 is doing the co-ordination between these units, but he is not able
to devote his full time for this purpose. Therefore one post of academic coordinator
is required in the district.
• Community mobilization is very important to activate PTA and VEC therefore one
post for community mobilization is required in the district.
• Due to extra work load in NPEGEL & Indus Project, 2 additional computer, 1
Printer, 2 UPS, equipments and furniture are required.
B. Strategies
• For effective functionality and management of the project in three more post of
district academic coordinator, community mobilizer and ENR coordinator is
proposed to create.
• To overcome this problem, 1 additional post of data entry operator is proposed to
create in NPEGEL.
• Procurement of more computers and furniture is proposed.

• Key educational personnel of the ZSK will have to be trained. Training will be
through professionally developed programmes. Persons of the ZSK will be trained
on modern methods of management, participatory planning process and would be
oriented towards academic issues. A 7-day training module will be developed for
the educational personnel.
7.1.2 Strengthening ZSK Personnel
The district headquarter is the key point of the Sarva Shiksha Abhiyan. At this level
the diversified tasks are being done viz. teachers training, research studies,
Monitoring, Fund Management, MIS management, Administrative tasks, Various
program management launched by the State etc. All these tasks require the skilled
persons particularly the persons having managerial skill. Therefore, the ZSK staff
will be given Management training for 10 days that would be helpful in the
implementation of the Abhiyan.
7.1.3 Financial Training
The average annual budget of the SSA is approximate 2000 lacs for the district.
Obviously the accounting and financial knowledge of the concerning people is
desired. Therefore a training based on Financial Accounting and Financial
Management is proposed to be conducted at the district level.
7.1.4 Exposure Visit
An exposure visit of the district and Block level officials is proposed to understand
the working culture of other districts as well. The visit will be helpful to gain the new
ideas, innovation etc done by the people of other district/State.
7.2 Management Information System (MIS)
In the modern age of knowledge and information, the MIS is a vital component of each
organization. MIS is nothing but a cell of an organization that collects, analyse and
provide the necessary data/information to the immediate management as well as the top
level management.
In other aspect, Management Information Systems (MIS) is the set of computer based
systems and procedures, designed to improve the managerial decision making process
that involve collection, organisation, distribution and storage of information for analysis
and control.

7.2.1 The Future Prospects
The existing system based on IPMS and DISE fulfills most of the aspects of the
Decision support system but some sort of system is required that can handle the
requirement of executive support system. In this regard, a network based system
should be designed in such a manner that the State or national level personnel can
monitor the project at his/her own seat.
To implement this scheme at the district level, an INTRANET based system will be
developed so that the a paper less (almost) and fast information system can be
implemented. Since the system will be based on the Intranet, the updated
database will be available on the network which, in turn, will support to executives
for appropriate strategies.
There are seven Janpad Shiksha Kendras(JSK) in the district, each is facilitated
with Computer along with necessary accessories like, UPS, Printers, Telephone,
Photocopy machine, etc. The district is managing these block level MIS. To
implement the Intranet based system, a Computer at ZSK’s MIS will be treated as
the central computer, i.e. SERVER which will contain all the global information,
software etc. A software will be developed at district level which will work as an
interface.
Any person having proper access rights, would be able to logon in the system
through telephone line and can obtain the information as per his/her access
permission. The system will provide file transfer facility, chatting facility, conference
facility etc.
Through this system, the district level executive persons like Collector and CEO
can get the information as per immediate requirement. Proper reporting will also be
available in this system so that only relevant and precise information can be
generated.
7.3 Strengthening of DIET
At the ZSK level, DIET is the key institution. The DIET as part of the Zilla Shiksha Kendra
is expected to develop an academic perspective plan for the district. This requires
capacity development for teacher-needs assessment, pupil needs assessment,
development of appropriate methods for improvement in the form of teaching learning
material, training, research and evaluation, for curriculum analysis and context specific

interventions. The administrative and planning capabilities of DIET personnel also need
upgradation. A comprehensive plan for professional development of DIET personnel is
proposed. A special professional programme will be undertaken for personnel chosen
from among those who have demonstrated ability and initiative from the district. This will
comprise of educational administrators, DIET members and a group of teachers from
district. These will be placed with professional institutions like I.I.M., IRMA.
7.4 Strengthening Janpad Shiksha Kendra (JPSK)
The JPSK will be strengthened both through capacity development initiatives and the
addition of some infrastructure support. The administrative personnel at the Block level
will need to be trained in new methods of management, planning and monitoring and
would have to be oriented into academic support. The blocks particularly need academic
strengthening because of a historical gap between the DIET and the school. A team
consisting of 4 Persons (BRCC+BAC), who will be subject specialist in Language,
Science, Maths & Social Science will be developed from among the existing teachers for
intensive academic support. One of them will be the BRC coordinator The Janpad
Panchayat Shiksha Samiti will be oriented towards educational issues.
7.4.1 Problem
At present 7 BRCCs have been sanctioned for implementation of SSA in the
district, each from the educational block. Being Jabalpur a metropolitan city, the
weight of Municipal Corporation & Cantonment area of the district is merely 50%
of the total district in terms of population. However, The municipal area of the
district is a part of the Jabalpur Educational block. The BEO of the Jabalpur block
takes care of the rural part as well as the urban part of the Jabalpur block. This
creates a big problem of management.
On this traditional pattern of the education management system, the BRCC of the
Jabalpur block supposed to conduct the SSA activities in the entire block. This
doesn’t happen in appropriate manner due to the large size of population (11
lakhs) of the municipal corporation and Cantonment area of the block. To minimize
the problems, and to implement the SSA activities in a better way in Jabalpur
Urban area, a BRCC has already been appointed by District Mission Director in
year 2002.

7.4.2 Strategy
To resolve this problem permanently, a separate unit of BRC for Jabalpur Urban
area is proposed to be sanctioned under SSA which will function as other 7
sanctioned block units of the district. The unit is expected to get sanctioned along
with the desired staff as per norms of SSA. The approval of the same as an
independent unit is being proposed. This issue has been discussed in chapter 10
in detail.
7.5 Strengthening Jan Shiksha Kendra (JSK/CRC)
The Cluster head or Jan Shiksha Prabhari will be developed as a competent school
manager. A team of resource persons will be trained to facilitate quality processes in
schools in addition to the Jan Shikshak or the Cluster Academic Co-ordinator. The idea is
to move from a single Jan Shikshak to gradually building the entire Jan Shiksha Kendra
as an academic team. Because just one resource teacher is found to be inadequate in
managing the tasks of school-visit and academic discussions and acting as a link
between the school and units above the JSK. The infrastructure available with the JSK
would need upgradation to cater to the increasing requirements of the Upper primary
sector. Educational material, books have been additionally proposed. Funds have also
been earmarked for the recurring contingent needs of the JSK.
There is a need for facilitating a cluster level interface between teachers, community and
panchayat representatives. Mobilisation activities like "Shiksha - Panchayats" Balsabha,
Balmelas will provide a forum for interaction to come together and discuss ways and
means for improving the educational status of the cluster. It will also address teacher
grievances and help to develop the community outreach to the school cluster. In addition,
Gram panchayat members will be oriented towards educational issues.
7.6 Strengthening Village Education Committees
Presently, a one-day orientation per year has been undertaken to orient VECs
highlighting their powers and role as envisaged in management of schools. A more
intensive field based interactive and continuous process of training and motivating the
VEC member is envisaged making use of a variety of strategies interpersonal discussions
and orientations, exchange visits, open educational reviews with community and
panchayats and teachers at village/panchayat and cluster level. VEC members will be
trained in groups at cluster levels once every year.
7.7 Parent Teacher Association
For school education based literacy it needs to be pointed out that a village may
have more than one habitations/hamlets and many schools and Padna Badna Andolan

(PBA) societies. Their activities require continuous support and supervision on a daily
regular basis that cannot be done by a VEC which will be meeting periodically and have a
representative character. The stakeholders for school are parents. Therefore a level
below the VEC is needed, which gives authority and responsibility to the stakeholders
(parents) directly on a large collective basis over the school. For this a PTA have been
formed for each school. The PTA is the local monitor for the school and will implement
decisions for improvement of school. In order to equip the PTA to work efficiently for the
school a one-day orientation programme will be conducted. The training module will be
prepared at the district level following the guidelines from the State. The orientation of the
PTA members will be held at the cluster level. The regular contingent needs of the upper
primary schools are proposed to be supplemented by recurring annual school grants to
the PTA. Primary & upper primary schools would be provided with an annual school
contingency of Rs.3000/- (Rs. 2000 school grant & Rs. 500 teacher grant to two teachers
which will be given in alternate years). Due to the budget ceiling proposed for SSA, the
teacher grant will be given in alternate years.

Chapter VIII
Innovation
SSA provides for Innovative activity for girl's education ,ECCE, intervention for
children belonging to SC/ST community and Computer education specially for upper
primary level upto a ceiling of Rs.15 lakh for each innovative project up to a ceiling of
Rs. 50 Lakh for the district. Innovative activity for girl's education ,and education for
children belonging to SC/ST community shall include:-
1. Enrollment and retention drives
2. Special camps and bridge courses
3. Setting up special models of Alternative schools
4. Strengthening of Madarsas and Maktabs for formal education to girls
5. Community mobilization including setting up of working groups
6. Monitoring attendance
The district is proposing following five projects within the ceiling of Rs. 50.00
Lakhs allowed to the district under the Innovation fund.
1. Head start Scheme is proposed to be expanded to 4 more JSKs at a cost of Rs.
12.39 lakhs.
2. Training with the help of National Book Trust will be imparted to teachers of school
libraries for cataloguing, referencing, display and use of library books given 2 years
ago at a cost of Rs 2.85 lakhs
3. Library for tribal Children will be provided in 40 schools at a cost of Rs. 0.80 lakhs
4. In 30 schools with lesser enrolment of girls child library is to be provided at a cost
of Rs. 0.60 lakhs.
5. 11 model cluster schools are to be started at a cost of Rs. 2.2 lakhs.
6. At present 93 ECCE are being run under the innovation project in non-NPEGEL
blocks supported through innovation funds. To continue them Rs. 5.58 lakhs would
be required.
7. A new project for Govt of India launched EDUSAT will be taken up at a cost of Rs.
1.50 lakhs.

8. Yoga Education for increasing enrollment retention and achievement of children as
well as increasing the teacher attendance is proposed at a cost of Rs. 4.99650
lakhs.details of which are given below.
9. State has already decided to start work education at upper primary level. Jeevan
Vidya a value Inculcation through work education programme in convergence with C.E is
proposed in Gokul Gram schools at a cost of Rs. 4.53200 Lakhs details of which
are given .
10. Relocation of 14 Middle & Primary Schools at the cost of Rs 4.20 Lakhs.
11. Provision of low cost shed for HDC at a cost of Rs. 3.00 lakhs.
12. In Jabalpur Urban area, 1857 scattered out of school children have been identified
that have to be brought in mainstreamed education through 87 Mobile Volunteers
at a cost of 7.35150 Lakhs.
The innovations proposed by the district are mentioned in the following table along with
their cost:
Sn Innovation Physical Cost
in Lakhs
1 Headstart 4 12.39000
2 School Library 57 2.85000
3 Library For Tribal Children 40 0.80000
4 Library For Girls 30 0.60000
5 Model Cluster Schools 11 2.20000
6 ECCE 93 5.58000
7 Edusat 1 1.50000
8 Yoga Education 1 4.99650
9 Jeevan Vidya 1 4.53200
10 Relocation Of Primary & Middle Schools 14 4.20000
11 Low Cost Shed For HDC 10 3.00000
12 Mobile Volunteers 87 7.35150
Total 50.00000
8.1 Value inculcation through work education
During LSA surveys it has been found that a large number of children drop out
from the school as their parents feel that the bookish knowledge alone will not help their

children in becoming self-reliant persons in their lives. Thus they encourage them to sit in
their shops or attend to farming and other business activities so that they can become an
economic asset to the family and the society instead of remaining as an educated
appendage on them. Thus the District Planning Group proposes in 13 GOKUL GRAM
middle schools "Work Education Programme" promoting value education to be
developed as models in the SSA in convergence with vocational education programme
being run by the School Education department and CE programme of Adult Education.
Concept
The concept of integrating work with education is deep rooted in Indian Philosophy. Skill
in work is equated to Yoga in the Geeta and this has been a main influencing factor of the
Indian way of life. Swami Vivekanand was a strong believer and propagator of value
based employable education. Explaining “True Education”, he said that “we want an
education which builds character, increases strength of mind, expands the intellect and
equips a person to stand on his own feet”. In Indian context the work based education
and dignity of labour has always being significant. Mahatma Gandhi had emphasized the
need to develop desirable work values by harmonizing intellectual and manual work
through “Buniyadi Taleem” (Basic Education). Ravindra Nath Tagore also reiterated the
significance of manual work in imparting all round education as demonstrated in Shanti
Niketan.
The Delors Commission (International Commission on Education for the 21 st Century)
report “Learning: The treasure within” emphasized on four pillars on which the education
throughout life is based. These pillars are:
• Learning to Know
• Learning to Do
• Learning to Live Together
• Learning to be
Learning to do implies acquiring not only an occupational skill but also more broadly, the
competence to deal with many situations and works in teams. Recently the National
Curriculum Framework for School Education developed by the NCERT (2000)
suggests a comprehensive term “Work Education” in place of the earlier nomenclature of
vocational education or work experience.

The essential attribute of work education is its manual character, which means that
the children are suppose to work with their hands and thereby develop a sense of dignity
of labour and stamina for hard work. Manual work selected for schools would also be
purposive and educative. It would develop knowledge, understanding, attitude, personal-
social qualities and skills related to the word of work. Social or community service for the
welfare of the community and the society at large shall also be as essential component of
work education. The objective of work education would include respect for manual work,
values for self-reliance, cooperativeness, perseverance, helpfulness, tolerance and work
ethics, besides positive attitude and values and concern for the community.
Action Plan
Thirteen cluster schools shall be taken up in which different learning activities will be
initiated. The participation of community in these activities will be of utmost importance..
The activities and their financial outlays are as follows:
S.No. Activity Unit Cost Total
1 Training Workshop of 13
school teachers of 10
selected 7 days.
2 Study visits to see similar
projects within and out side
the State
3 Activity of vermi composting
including training
13 x 3 teachers x
7days x Rs.70/-
13 x 3 teachers x Rs.
2500 for 5 days
19110
195000
3 x Rs, 10000 30000
4 Activity of Bee keeping 10 boxes x Rs. 2500 x
3 Schools
5 Activity of horticulture, food
processing and health
education
6 Visit of subject matter
specialists lodging, boarding
and travel expenses
7 Documentation, data
compilation, printing of study
75000
3 Schools x Rs. 5000 15000
13 Schools x Rs. 5000 65000
Rs. 25,000 25,000

eport etc.
8 Printing of booklets/leaflets
for training on work education
components
Rs 9000 9000
8 Management Cost 5% of total cost 20090
Total Cost 453,200
These programmes shall be converged with efforts under Continuing Education
programme. Special efforts will be made to establish linkages with the subject areas and
more particularly with the local environment and developmental activities in the
neighborhood. Taking up long term development in a village under the auspices of the
school would provide practical experience and insights into the social matrix and
economic problems and processes. It would help in developing socially desirable values.
Prerak of Satat Shiksha Programme will also be involved as community mobilizer. The
programme will be based on the Philosophy of Co-Existence (Sah - Asatitvavada )
Presently the alternative schooling initiatives in vogue can broadly be divided into two
categories-
� The Rishi Valley kind: This holistic method of education has become
popular amongst the elite sections of society. It affectively
addresses the issues of values and a wholesome development of
children. However since it fails to address the issues of livelihood,
it is not suitable for teaching the children of poorer families.
� The Eklavya kind: Eklavya is an effort that is mass-based and is
grounded in people's movements in our state.
Eklavya-like models have been taken up by people's movement (mainly
the people's science movement) for mass education and mass
mobilization. While Eklavya also looks at education in a holistic
manner, its basic goal is the cultivation of the "rational faculty."
It contends that the goal of education is to turn the human being into
a rational entity, In the spirit of 17th century European
enlightenment it sees science as an engine of rationality. The
enterprise is driven by the belief that the fundamental problems of
society can be solved if people address them in a rational manner.

The schools which are already being run under the philosophy of Co-Existance finds
this goal problematic. It contends that rationality
alone is not sufficient to solve social and political problems. It
observes that when issues acquire a political color, rationality
disappears and people take extreme and irrational positions. Thus
addressing deep socio-political problems requires more than
rationality, namely, values.
The project is based on philosophy of 'Sahastitvavad' (Co-Existence)
propounded by Shri A. Nagraj on the basis of which schools are already being run
successfully at Kanpur (U.P.),Mussoorie(Uttaranchal),Ballia(U.P.),,Aanwri
(Chhattisgarh.) and Achchoti (Chhattisgarh).These schools are being funded by
Aasha trust (U.S.A.) and Ratan Ji Tata Trust ,Mumbai. District wants to replicate the
results of these schools. This philosophy has also been included in the National
curriculum of value education in technical universities.
Every human being wants to lead a perennially happy and prosperous life. This is the
focus point of all his thought and action. An education, which ensures the fulfillment of
this goal, can only be termed as Humane Education (Manviya Shiksha). Such an
education system will be able to raise a society, which would achieve –
1. Samadhan i.e. right understanding in every human being.
2. Samriddhi i.e. sense of prosperity in every family.
3. Abhay i.e. fearlessness or mutual faith in the society.
4. Saha-astitwa i.e. mutual fulfillment of the mankind with the nature.
The model cluster schools to be established as innovative schemes will make this
possible by developing teacher and students who have the right knowledge of the self,
the existence and the interrelationships among various units of the existence, reinforced
by regular practice which flavors his behavior and work with harmony and mutual
fulfillment.
The schools will have a holistic program for education, training and culture development
of the students classified into the following three pillars of Human Education –
1. Samadhan (right understanding) in the individual.
2. Samajikata (mutual fulfillment) in his behavior.

3. Swavalmban (self-sufficiency) in his occupation.
Convergences-
Land under ‘Harit Kranti’ scheme of govt. of Madhya Pradesh allotted to the schools shall
be utilized for various teaching learning activities. In these schools the activities of C E
and E E will be converged; Workshops, tool rooms etc. shall be provided for from budget
of CE while arrangement of computers will be done through convergence with Head Start
programme. For Vermi composting, Bee keeping activities state Agriculture and
Horticulture departments shall be involved. For the Health education work activities of the
Health department shall be used. Government Home Science College Jabalpur and
Polytechnic College Jabalpur shall be involved in food processing activities.
For such an innovative project it is but essential that help and guidance shall have to be
taken from institutions and individuals who have been working in this field for a long time
and have established models to their credit. These institutions and individuals will be
involved in periodical training and delivering lecturers. Teachers, students and PTA
members will also be taken to such places where similar models have come up.
Following institutions/individuals shall be taken help of in supporting the programme.
1. P.S.S. Central Institute of Vocational Education, Bhopal.
2. National Center for Value Education, IIT, New Delhi.
3. Aurobindo Education Society, Auroville, Pondicherry.
4. Gandhi Shanti Pratishthan, New Delhi.
5. Shri A. Nagraj, Abhuday Sansthan, Amarkantak, Shahdol, M.P.
6. Prof. Rishi Raj Gaur, National Center for Value Education I.I.T., New Delhi.
7. Shri Ganesh Bagaria, State Co-ordinator for value education Deptt. of
Electronics, HBTI, Kanpur(UP).
8. Shri Pawan Gupta, Society for Integrated Development of Himalayan (S.I.D.H.),
Kempty, Mussosrie Uttaranchal.
9. Prof Rohit Gupta, Deptt. of Metallurgy, I.I.T. Kanpur.
10. Dr. R.S. Arya, Jeevan Vidya Pratisthan, Bijnor U.P.

11. Shri Kumar Sambhava, Manviya Shiksha Sanskar Sansthan Bithoor Road,
Kanpur.
12. Shri Som Tyagi Abhuday Sansthan, Achchoti, Raipur, Chhattisgarh.
13. Prof. V. P. Gupta, Regional Institute of Education. Bhopal, M.P.
The innovative project will be done in close co-operation with the local PTA
members and village community most of whom are already related to the activities of
Continuing Education. The Continuing Education Programme of Jabalpur district
encompasses 1245 Continuing Education Centers and 219 nodal Continuing Education
Centers. The adult education programme and SSA have already been brought under one
umbrella of Jila Shiksha Kendra. All the personnel of adult education and primary
education are working in close coordination for maximizing the results of efforts made
under the programme of education. Thus there will be lots of convergence and
overlapping of activities whereby sustained achievement of goals shall be ensured. The
involvement of local Preraks and members of Padhana Badhana Sangh on one hand and
the teacher and students on the other will form an environment of mutual working and
learning.
Stake Holders
1. Members of PTA
2. Members of Padhana Badhana Sangh
3. Members of Village Education Committee
4. Teachers
5. Students
6. Preraks
7. Janshikshak
Following schools are having vocational trades in associated higher secondary
schools in which qualified trainers are available whose services shall be utilized in the
programme.
S.No. Block School Trades
1 Jabalpur Govt. Middle Pandit Lajja
Shankar Jha School
2 Jabalpur Govt. Middle Maharani
Laxmi Bai Girls School
1. Computer Application
2. Printing Binding
3. Banking
1. Garment making.
2. Computer Application
3. Pathology
4. Bakery

3 Jabalpur Govt. Middle Beoharbag
Girls School
4 Jabalpur Govt. Middle School
Adhartal
5 Jabalpur Govt. Middle School
Medical Collage Parisar
6 Jabalpur Govt. Middle School
Dhanpuri
7 Jabalpur Govt. Middle school
Barela
8 Kundam Govt. Middle School
Kundam
9 Majholi Govt. Middle School
Majholi
10 Shahpura Govt. Middle School
Belkheda
11 Patan Govt. adarsh Middle
School Patan
12 Sihora Govt. Middle School
Lalchand Sihora
13 Sihora Govt. Middle Pandit V.D.
Adarsh School Sihora
8.2 Yoga and Value Education
5. Photo Graphic
1. Store Keeping.
2. Accountancy
3. Office Management.
1. Store Keeping.
2. Banking
3. Accountancy
1. Moped Repairing
2. Gharelu Electric Upkarn
3. Radio & TV repairing
4. X-ray Technology
5. Medical Lab Technology
1. Store Keeping.
2. Radio & TV repairing
1. Printing and Binding
2. Steno Typing
3. Photography
1. Moped Repairing
2. Gharelu Electric Upkarn
3. Building Work
1. Radio & TV repairing
2. Steno Typing
3. Moped Repairing
1. Banking
2. Dairy Farming
3. Co-operative
1. Radio & TV repairing
2. Electrical
3. Moped Repairing
1. Building Work
2. Radio & TV repairing
3. Gharelu Electric Upkarn
1. Gharelu Electric Upkarn
2. Moped Repairing
3. Steno Typing
4. Computer Application
The Govt. of M.P. has declared Yoga Education in all the schools as a State
policy. The use of Yoga in overall development of children is well documented. The
district took up training of all the teachers for Yoga education this year in a phased
manner. This year, out of 219 clusters,100 teachers have been trained for 10 days each
through Bihar Yoga Bharti; a deemed university between December 2004 to January
2005. Two resource persons ,one from Calcutta and the other from Patna imparted the
training to these teachers in two batches in the local PGBT college. 15 B.Ed trainees also

participated. These teachers have since been imparting Yoga training to 50 students
each. The programme has been launched in 100 schools and is being continously
monitored every month with the help of Satyanand Yoga Kendra, local organisation of the
Bihar Yoga Bharti . A data base of 5000 children is being prepared whereby studies are
being undertaken regarding changes being seen in them. The response is very
encouraging with definite signs of improvement in children's concentration , attendance
and retention. Teachers imparting training to the children have reported better relations
with children and community alike.
The programme has been continuing for last three months now and there is a
great demand for expanding it to rest of the 119 clusters as well as BRCs and BACs.
Therefore in this year's AWP it is being proposed under the innovation fund.
Sr.
No.
Activity Unit Cost Rs Total Cost
1 Training of teachers from 119
Clusters for 10 days
70 83,300
2 Training of BRC/BAC and DIET
staff for 10 days for 50 persons
70 35000
3 Refresher and advance
training of 219 teachers for 5
days
70 35000
4 Research, Monitoring &
Evaluation
76,650
5 Review meetings at Block level 10,000 per block 70,000
6 Professional fees for Resource
Persons including travel
expenses, lodging and
boarding .
1.50 Lakh 1,50,000
7 Documentation 50,000
8 Total Cost 4,99,650
This is to be emphasized here again that the district takes this activity as of great
importance with respect to enrollment, retention and achievement indices for children..
8.3 Relocation of Primary & Middle Schools
14 Primary & Middle Schools need to be relocated in Jabalpur city so that more children
can be enrolled from accessless habitations., before buildings are constructed for them,
they need to be housed in private buildings.
Cost of relocation @ 30000/- per school. (Building rent Rs.2500x12 months).
Total cost of relocation – Rs. 420000.00

8.4 Low cost Shed for H.D.C. and ECCE.
25 slum pockets have been identified, where HDCs are needful, but in 10
locations, no place is available even on rent basis. So there is only one option for such
type of habitations to provide low- cost shed (200 sq. feet) at an approximate cost of
Rs.30000 each. These sheds will also be used for ECCE centres.
So total requirement of financial support at this point is 10x 30000=300000
List of habitations where low cost shed are required to run HDC
1.
Nehru Nagar Cantt. ward No.-1
2. Juggi between 3 rd & 4 th railway bridge.
3. Nai Basti, Deendayal ward.
4. Kariyapathar, Arvind ward.
5. Jai Nagar ,Chitranjan Das ward.
6. Anna Nagar, Madan Mahal ward.
7. Juggi Behind Narsingh Mandir , Narsingh ward.
8. Humantal, Sanjay Gandhi ward.
9. Premsagar sai Mohalla Radha Krishanan ward.
10. Crusher Bashti, Tripuri ward.
8.5 Mobile Volunteers
3817 out of school children Jabalpur city have been identified though the Bal Mandal
innovation, out of which 1857 children are in scattered manner with dilute
concentration ranging from 1 to 13. So in this situation the strategy of NRBC is not
suitable, for this situation. A strategy has been formulated named Mobile Volunteer.
One mobile volunteer for every 10 children 186 total mobile volunteer will be required
for 1857 children. But due to financial constraints in Innovation head, only 870 children
are proposed to cover under this concept. Rest 987 children will be enrolled in other
ways.
Therefore, 87 Mobile volunteers are proposed to start from innovation fund.
Costing for Mobile Volunteer (for 10 children)
1. Honorarium
@ 1000/- per month for 6 months. 6000.00
2. Training ( Orientation)
@ 70/- per day for 3 days 210.00
3. Refresher training

@ 70/- per days for 7 days 490.00
4. TLM for children 500.00
5. Volunteer Kits 500.00
6. Monitoring 500.00
7. Learners Evaluation 150.00
Total 8450.00
Unit Cost Rs. 845/- per child.
8. Free medical check up camps in schools to be held in every month to bring the
students/the eligible ones to schools.

9.1 Research Support
Chapter IX
Research Evaluation and Monitoring
Research studies will be conducted to study the impact of various inputs on the
outcomes, so that the strategies can be planned and implemented. The studies will focus
on inputs, which have a direct impact on the quality of education. The research studies
will be taken up at district level by PGBT, ZSK & DIET faculty to develop a better
understanding on the classroom processes and seek remedial measures for hard spots
and difficult areas faced by the teachers. Some areas of research study and programme
evaluation would be as follows: -
� Girl's participation in education.
� A study of factors that effect learners Achievement
� Community participation in education.
� Factors affecting Enrolment
� Appropriate teaching methodology and teacher of training different subjects.
� Impact of physical infrastructure on schooling.
� Teacher development programmes.
� Comprehensive learner evaluation.
� Attendance pattern and sensational migration.
� Understanding Dropouts.
� Impact of Teachers training on classroom processes
� Small projects of Action Research by teachers will be taken up.
� Further areas of research would emerge, as work gains pace research finding
would be analyzed shared and use for further improvement.
Proposal for 2005-06:
At PGBT level one study will be proposed for community participation in education.
The cost of study is @ Rs.50,000.

9.2 Evaluation
a. One long time cohort study 6 individual compilation of studies and 4
action researches will be conducted @ Rs. 85 per school
b. At block level 7 compilation studies including IPMS study and 4-action
research @ Rs 110 per school.
c. At cluster level one cohort study 4 compilation studies including
compilation of data and one individual research of girls education will be
carried out @ Rs. 100 per school.
d. The total research support for state and district level is Rs 336.50.
Learners evaluation and evaluation of project has a important role. Therefore at
various levels evaluation of projects studies, learners evaluation are proposed:
• At PGBT level 4 tests in 6 subjects for 100 schools will be carried out at
the cost of Rs. 50.60 per school. Test of teacher competency for 50
teachers per district will be carried out @ Rs. 3.60 per school. Result
and learning analysis of each school will be conducted @ Rs. 10.00 per
school.
• At district level learner competency for 6 faculties 6 monthly tests in 5
school will be carried out @ Rs. 125 per school.
• At block level learner competency for 4 faculties 6 monthly tests in 5
school will be carried out @ Rs. 40 per school.
• At cluster level analysis of 3 exams for 15 school will be conducted the
rate of @ Rs. 100 per school.
9.3 Monitoring & Supervision
9.3.1 Monitaring
To assess the quality education and to provide academic support to the teachers a
monitoring and supervision system has been developed in the district. Monitoring
of system can be achieved by following three ways:
• Database based monitoring
• Field based monitoring
• Review based monitoring
a. Database based Monitoring System

The MIS of Zila Shiksha Kendra has been improved to cater the data base
monitoring. The improved Jan Shiksha Integrated Project Monitoring
System (JSIPMS) generates appropriate reports for quality and equity
indices for regular periodic review. Besides, the Programme Monitoring
Information System (PMIS) and District Information for School Education
(DISE) are some approaches for database based monitoring system.
b. Field based Monitoring System
Field based monitoring has three fold objectives:
♦ To examine the authenticity of the data received through the formats.
♦ To provide on the spot support and guidance to the teacher in the form
of in-situ training.
♦ To coordinate with the PTA to solve the problems those are hindrance in
the development of the school.
To make the field based monitoring more effective a monitoring plan called
School Improvement Plan (SIP) has been designed in the district.
Objectives of the SIP are :
� To develop the basic competencies in the children which are :
a. Reading :
b. Writing:
� To provide children more opportunity to read, i.e. to increase
opportunity period for reading.
� Reading with comprehension using text books and library
� The students should be able to write by copying from text books.
� Writing through Dictation
� Independent writing
c. Basic numeracy
� Number counting as per grade/class
� Basic mathematical operation.

To develop above three competencies, Lesson plan based on multi grade
teaching should be developed at the schools. During monitoring, the
relevant activities will be emphasized.
� Focus on improving school time table, teacher competency, abilities and
skills, learning outcomes targeted for the particular quarter, weak areas
of learning, remedial action, equity issues and involvement of
community.
� Strategy for the year 2005-06 are proposed as bellow:
a. Firstly, Monitors at each level has been identified as follows:
Level Monitors
District DEO, DPC, APC (Gender), Programmer, DIET staff
Block BEO, BRCC, BAC
Cluster Jan Shiksha Kendra Incharge, Janshikshak
Following table represents the schools to be monitored at each level :
The district and block level monitors will monitor each school twice in a month
while cluster level monitors will do the same job thrice in a month. In this way 400
schools will be monitored in a month and in each quarter 1200 school will be
monitored.

� In school visit monitoring agency has to spend full day in school and
observe the teacher while teaching and teach the children directly .
� Each monitor should talk to parents and teacher directly and initiate wave
for improvement.
� Each monitor should check the records and children books and test the
children on site.
Results Expected through SIP
• All the agencies at each level (i.e. ZSK, DIET, JPSK and JSK) will ensure
improvement in achievement level of children in adopted schools as well as
those schools taken for intensive monitoring.
• Basic competencies in Mathematics, Hindi, EVS & English are to be developed
in children by all the agencies at each level (i.e. ZSK, DIET, JPSK & JSK.)
c. Review based Monitoring
(i) Periodic review & feedback at different levels :
• First review at JSK (cluster) level – After the field visit of Janshikshak to
formulate and share issues.
• Second review at JPSK (block) level – Normally end of first 10 days of the
month.
• Third review at ZSK (district) Level – After first 20 days of the month (by
which everyone must have completed their visits.)
• Fourth review at RSK (state) Level – After 25 days of the month.
• District and block level reviews should have taken place before RSK review.
In adopted school each monitored will have a responsibility to being about
positive change in educational outcomes. Each monitor will have to follow
up school improvement plan drown up in consultation with PTA.
• School level 9 meetings with PTA will be conducted; the cost of each
meeting will be spending from community mobilization.
• At cluster level school remedial teaching will be conducted @ Rs. 100
per school cluster meeting to be funded by teachers tanning.

• At block level SIP will be conducted cost @ Rs. 75.00 per school. at
district level @ Rs. 50.00 per school and the PGBT 50.00 per school.
(ii) Extra Curricular Activities:
To develop conceptual knowledge of science and math and to develop
scientific temperament among school going children, math's and science
quiz competition will be conducted at school to cluster level @ Rs. 100 per
school. Life skills are also very important as learning skills. These life skills
can be cultivated in the children by organizing co-curricular activities and
opportunities in the school. The organization of cultural programmes in
schools, the sports events and their management to promote solidaritiese
among children. It will also help in identifying the hidden talent in the
children for this, it is proposed all the Jayantis and days like ‘Hindi Bhasha
day’, Vigyan divas etc. will he celebrated in each school. A cultural calendar
comprising of all such activities will be setup in each school of the district.
It is equally important to record the progress of a child of co-curricular
activities in his or her progress report cards. A child must always be judged
on the totality of performance, rather than concentrating mainly on cognitive
abilities.
The PTA can play a major role in supporting co-curricular activities and
recognizing the individual talent of child by organizing a large number of
competitive games, quiz, cultural programmes etc. Teachers must
encourage the visit of parents to school especially on such days when cocurricular
activities are conducted for those extra co curricular activities @
Rs. 300 per school will be booked.

Chapter X
The Jabalpur (Urban) area
To implement the SSA programmes in appropriate way in the district, a separate
unit for District metropolitan area has been defined. The basic information of this unit
along with the comparison with the district is as follows. The target population and
Enrolment of the Jabalpur urban are projected.
1. Population : The Population of Jabalpur Urban area is 48.2% of the district.
Total Population 5+-14
Population
District 2151203 452938
Jabalpur Urban 1040763 218449
% of Jabalpur Urban Area 48.4% 48.2%
2. Administrative Units : There are 70 wards in the Jabalpur Urban area, which
includes Municipal corporation and Cantonment area.
Unit No of Wards
Municipal Corporation 63
Cantonment Board 07
Total 70
3. Educational Data : The status of number primary and middle schools in the
Jabalpur Urban area and in the District is as follows:
District Jabalpur
Urban
% of Jabalpur
Urban
Government Primary Schools 1405 132 9.3%
Private Primary Schools 393 203 51.6%
Government Middle School 570 63 10.9%
Private Middle School 440 368 83.6%

4. Target Population & Enrolment : 48.2% of the total target population lives in
Jabalpur Urban area, and the 48.7% enrolment of the district's enrolment is from
the Jabalpur Urban area.
District Jabalpur Urban % of Jabalpur
Urban
5+-14 Population 452938 218449 48.2%
Enrolment 1-8 448659 218484 48.7%
5. Out of School : The following table verifies that 76.4% of the total out of school
children belong to the Jabalpur urban area. There are 16972 out of 22226 out of
school children are from Jabalpur urban area.
District Jabalpur Urban % of Jabalpur
Urban
Dropout 8408 5841 69.5%
Never Enrolled 13818 11131 80.5%
Total 22226 16972 76.4%
Out of School % 4.9% 7.8%
6. Teachers: PTR at primary level is 41, while it is only 28 at middle level. This
indicates the rationalization of the teachers at middle level must have to done.
District Jabalpur Urban
Primary 3717 688
PTR Primary 45 41
Middle 1869 435
PTR 37 28
7. CRC : There are 219 Jan Shiksha Kendra functioning in the Jabalpur distirct
among which 20 Jan Shiksha Kendra are located in Urban area.
The above discussion indicates that almost 50% wieghtage of the population live in the
Jabalpur Urban area. As per administrative system, the remaining part of the district has
7 academic blocks (to cover only 50% population), but there is no provision for the

Jabalpur Urban area. This has creates a barrier to implement the SSA program in this
sector. At present the Jabalpur urban area is a part of the Jabalpur academic block.
To overcome this snag, the district proposes an independent unit named "Jabalpur
Urban" which will perform all the academic interventions as other academic blocks
perform. Obviously, this unit will require a structure like other Janpad Shiksha Kendra.
Therefore, in addition to existing 7 BRCCs, 21 BACs, 7 Clerks, following posts are
proposed to create:
a. BRCC - 1
b. BAC - 3
c. Accountant cum Clerk - 1
All kind of financial support as per SSA norms, are also proposed to provide to this new
unit.
Strategies
As the circumstances of the Jabalpur Urban area is different from the rest part of the
district, special interventions have to be applied. Following interventions will be given to
this unit in year 2005-06:
A. Out of School Children
Mainstreaming of out of school children by 2005 under SSA, is a challenging task
in Jabalpur urban. An attempt was done to prepare Ward Education Register in the year
2002, but only 44% data could be captured due to time and men power constraints. In
2003, pre identified 328 slum pockets of the city were focused for the survey, but
remarkable success couldn't be achieved because these slum pockets couldn't be
mapped with the Govt. primary/ Middle schools.
In spite of all these hard ships, following four strategies will be implemented in
2004-05 to provide the mainstream education to the out of school children.
(i) Relocation of primary schools.
(ii) NRBC.
(iii) HDCs (on pilot basis).
(iv) TECs (under Indus Child Labor Project)
(i) Relocation of primary Schools:-
Out of school children data collected in 2002 & 2003 from door – to – door
survey shows some points of concentration, where the number of out of school

children is very high, the causes are examined and pointed out that access in
those habitations is main reason for this situation.
On the other hand, multiple schools, running in single premises was also a
reason for the same. This required the rationalization of the schools. Therefore, 17
Govt. primary Schools have been relocated in new locations in year 2004-05. As
the result of this exercise, the children of 61 un served habitations had been
benefited. Due to long exercise period, 1605 children could be enrolled in these
relocated schools against a target of 2466. The rest 35% will be enrolled in the
next academic year.
List of Relocated Govt. Primary Schools: -
S. N. Name of Relocated Schools children
enrolled
1 New Govt. Primary school Bal sager 52
2 New Govt. Primary school Ujarpurwa 70
3 New Govt. Primary school Madhotal 122
4 New Govt. Primary school Chbuikhadan 43
5 New Govt. Primary school Badhi- Uakhri 121
6 New Govt. Primary school Samta Colony 57
7 New Govt. Primary school New Anand nager 228
8 New Govt. Primary school Sidibaba ward 156
9 New Govt. Primary school Mansurabod 117
10 New Govt. Primary school Mother Teresa nager 56
11 New Govt. Primary school Nai- Basti No. 1 110
12 New Govt. Primary school Sanjay nager 66
13 New Govt. Primary school Marhimata 140
14 New Govt. Primary school Badanpur 50
15 New Govt. Primary school Durga nager 85
16 New Govt. Primary school Sidh nager 102
17 New Govt. Primary school Anna nager 30
Total 1605

(ii) Non- Residential Bridge Course:-
In the year 2004, 81 NRBCs were started with the enrollment of 1902
children.
(iii) Human Development Center for Urban
deprived children:-
In Jabalpur (Urban) the number of out of school children is maximum. A
number of such children are working as petty labor Main streaming of these
children is very difficult, so we are needful for alternative educational
provision for such type of children. These children need to be covered
through HDCs. In the past 3 years, 15 HDCs were provisioned in the AWP
but the same could not be started due to lack of guidelines for their
selection. This year if 50 such HDCs can be sanctioned, this will meet the
immediate requirement.
There are following limitations with these children:
3. Different and extreme kind of sensitivity is involved in mainstreaming such
type of children. To run a HDC successfully strategy will be required which
will emerge from the slum's environment & children's specific needs, and
the strategies will differ from slum to slum and child to child. We propose to
run HDC through NGOs. The selection of the NGO could be made by
following committee:
a. Collector – Chairman
b. Mayor – Member
c. CEO Zila Panchayat - Member
d. Commissioner Municipal Corporation – Member
e. DEO – Member
f. Principal DIET – Member
g. Principal, College of Psychology and Guidance – Member
h. DPC – Member Secretary
The NGOs should be given liberty to recruit their volunteers.
4. To run a HDC at least one or two rooms are required. But there is no
provision of rent for the purpose.. In formulation it has been assumed that

the community will provide the space to run HDC. But this assumption is not
feasible, because there is scarcity of space in those habitations. As per
Govt norms, 8 sq. feet of space per child the requirement is 400 square feet
of floor area for 50 children. It is not possible to make available the required
space for the HDC in a slum pocket without rent provision; Thus rent should
be provided for at the rate of Rs. 600/- per month. In 10 slums even after
providing rent provision it is not possible to assure the space for HDC. In
such slums covered shade for HDC has been proposed under the
innovation fund..
(iv) TECs under Indus Child Labor Project:
For the elimination of child labor from hazardous industries, Indus Child Labor
project has been run in Jabalpur district. Two thousand out of school children in
age group of 9-13 years, who were involved in bidi making, now selected as
beneficiaries of Indus Child Labor Project to pull them from bidi making to
mainstream education. 22 TECs have been started in the Jabalpur Urban for
this purpose. Indus Project is strong intervention to mainstreaming the out of
school children, especially for the children in difficult situations.
B. Door-to-Door Family Survey in Jabalpur City in 2005.
Since year 2002, it has been continuously realized that it is not possible to
generate and update the WER in Jabalpur city.
The reasons behind the unfeasibility of
annual updating in the city of Jabalpur are as
follows: -
A. The concept of VER/WER is basically based on the facts mentioned
below: -
1. Village / Habitation is a natural, unique and isolated geographical independent
unit. It has a clear geographical limitation.
2. Every village/ Habitation is clearly different unit from the other.
3. Each village/ Habitation has a Govt. primary school/ E.G.S. which may work as
nodal agency in updating and monitoring the V.E.R. once in a year.
4. Children of each and every village/ Habitation generally study in primary
school/ E.G.S. situated in the same village/ Habitation.

5. The community and the school situated in a village/habitation have a strong
one - to – one relation ship.
6. Since, the number of families living in a village/habitation is extremely limited
when compared to city areas, hence annual survey is possible in villages.
7. Since the Schools are situated in the village/habitation it self, therefore after
teaching work the teacher is able to update the V.E.R. by working extra one or
one and half hours for 7-8 days, there by easily able to update the V.E.R. every
year.
B. Efforts taken so far in the Jabalpur Urban in this regard
1. The geographical structure of Jabalpur city is divided into 70 wards. This
comprises of 60 Nagar Nigam Wards, 07Contonment council wards and 03
residential (equivalent to 03 wards) areas of ordnance factories.
2. According to the census 2001, the population of Jabalpur urban is 1059738,
which is 48.49% of the total population of the Jabalpur district.
3. The number of residential families of Jabalpur urban is 191460.
4. In a single working day, a surveyor can surrvey a maximum of 25 families at
this rate 7658 working days are needed for the updation of WER every year.
5. Presently, 1161 Teachers are working (inclusive of Middle Schools H.Ms.)
in Jabalpur urban.
6. Suppose all the Teachers are engaged in this work, then we shall need 10
working days for area survey, 04 working days for data collection, 01
working day for submission. In total need of minimum 15 working days is
felt. During this period of work, Teaching work has together stopped.
7. Technically defined smallest unit in Jabalpur Urban is " Ward". Nagar Nigam
and Contonment Council kept out the limitations of a ward. But limitations of
a ward are not innate & natural hence, it has been fixed factitiously.
Therefore a ward is geographically different from other wards but is
contiguously attached to each other.
8. Due to reasons mentioned above, before undergoing any such universal
survey, counting of wards and their division in to blocks should be made
clear for drawing its boundary for this extra skilled man power means, time
and fund is needed.
9. One can easily assess the need of manpower, time period and budget as
involved in census survey and voter list preparation.

10. Apart from this, distribution of Govt. Schools among wards is geographically
uneven. Hence even distribution of work in all the schools is not possible.
11. It is cleat from the above facts, that massive manpower, sufficient time
period and budget is needed for the annual survey and updation of
VER/WER of each family of Jabalpur Urban. (No such provision in budget is
available at present)
12. Despite such odd conditions, work on VER/WER was started in year 2002
in Jabalpur urban After extreme efforts the rare of success was 44% In year
2003, efforts were made to work on WER, specially focusing on the back
ward & slum localities of Jabalpur urban but we could not succeed as there
is no one to one establishment of schools with these backward localities.
13. However following achievements could be obtained while working on WER
in the year 2003 & 2004.
• 7129 Children out of school in the age group (6-14) were listed, in
these two years effort.
• Firstly, wards & habitations (unreachable) were spotted where
number of out of school children were large. 17 backward
localities were spotted among these wards. (17 Govt. Schools
having low enrollment and running in the same premises have
been transferred to these 17 backward locations) 2466 children of
15 ward and 61 back ward locations have benefited.
• 1902 children identified above have been enrolled in N.R.B.Cs.
Due to above reasons and experiences of 2002 & 2003 WER survey, It was
not possible to work on WER of Jabalpur Urban in the year 2004. Hence to
achieve the goals of making of WER, alternate strategies have been worked out
for 2004: -
(a) For enrollment, information of all children of age group (5-14), a goal
(Target) has been set for 100 % compilation of IPMS & DISE from all Govt.
and non- Govt. schools. In this regard from 95% of schools have been
completed and the data entry work is done.
(b) Predicted calculation of children age group (5-14) as per the statistical data
of census 2001 may be projected by statistical methods.

(c) The difference between the target group and the enrolled no; of students is
accepted as children out of school.
C. To identify such out of school children, following strategies have been decided:
-
1. In Jabalpur Municipal Corporation area 328 listed backward basties are
located. These do not include newly developed Jhuggi areas. Therefore, it
is necessary to work out elementary calculation of these basties along with
newly developed Jhuggies, from educational view point for this slum pocket
profile has been developed in Jabalpur Urban.
In the first phase following 05 slums were examined: -
1. Nehru Nagar Cant Ward
2. Bhairo Nagar, Bajna math Tripuri ward,
3. Jhuggi area Bridge No. 3 and 04 (Area between these)
4. Behind Narsingh Mandir Gorakhpur.
5. Nai Basti, Deen dayal Ward
After observation the core group will make a critical study there by giving
final touches to the profile. On this basis elementary study of these areas
will be done.
Further slum pockets will be identified where minimum 25 or more children
are out of school. In such areas H.D.Cs will be opened with the help of
(NGOs) self help organizations.
At present 03 HDCs are being managed by Nagar Shiksha Kendra and Maa
Chetna Kendra Jabalpur on pilot basis. 181 children are enrolled in these 03
HDCs.
A study is being carried out in these HDCs. based on the structure &
program of H.D.C.
D. 25000-30000 children of age group (5-14) are predicted to be out of
school in Jabalpur Urban.
Apart from the strategies mentioned, we have a pervasive Jan -
Abhiyan plan to be managed to identify these children. The plan could be
managed in the following steps:-
• To prepare Government school students profile of all 198 Govt. P/s & M/s
running in Jabalpur Urban. At present, almost all the schools have been

compiled and after the data entry work, on the basis of analysis, relevant
reports of concerning children will be generated.
• Government School Students club (Named Bal Mandal) shall be formed
habitation wise, which will comprise of students of age above 10 years.
These students belong to those areas/habitations from where maximum out
of school children are expected. There fore the clubs and the member
children group are the most appropriate ones to identify out of school
children of these areas. Students of N.S.S. will be included in this group. A
Govt. schoolteacher will be the in charge of a club.
• After organizing the clubs, a one-hour up gradation Training shall be given to
the student members of the club.
• On 21 st of February 05 all the clubs went to different habitations and identified
out the children out of school and listed them, as the result of this exercise we
got success to identified 3828 out of school children.
But went through all above mentioned activities, to achieve the 100%
enrolment target by 2005, it is indispensable A door to door family survey
in Jabalpur city in 2005.
Following is the action plan for the survey to generate and update Ward
Education Register.

Survey Plan
A. Basic Information
1. Survey target population (July 04) - 1098816 (Projected)
2. Survey target Number of families - 210991
3. Survey zone - 06
4. Survey wards - 70
Zone
N0.
No. of
Wards
B. Basic Statistics about door- to- door Survey
No.of
Families
Population Surveyer Survey
Supervisor
Survey
Coordinat
or
I 10 35051 170763 23 3 1
II 9 41432 205644 28 4 1
III 12 25737 127264 17 3 1
IV 9 32672 189299 22 3 1
V 15 33944 182477 23 3 1
VI 15 42155 223369 28 4 1
Total 70 210991 1098816 141 20 06
C. Monitoring Support for door-to-door Survey
• One Coordinator for monitoring of Survey.
• Twelve monitoring supervisor for Survey, two for each zone.
D. Action Plan
S.No. Activities Responsibility Time limit
1 Advertisement to invite the
applications from NGOs for
Survey & Monitoring.
DPC 7/5/05
2 Selection of NGOs for Survey. District appraisal
committee headed
by Collector
20/5/05
3 Recruitment of Survey
coordinator, Survey monitoring
coordinator & Monitoring Super
visors.
NGOs 31/5/05
4 Approval of Survey staff selected Core Committee for 5/6/05
by NGOs.
survey
5 Training of Survey staff B.R.C.C. city 10/6/05
6 Tour & collection of necessary Survey
16/6/05 to
information related to survey for
specified zone.
coordinators 30/6/05
7 Selection & recruitment of NGOs 31/7/05

8
survey supervisors.
Approval of survey supervisors’ Core Committee for 5/8/05
selection.
Survey
9 Training of Survey supervisors. B.R.C.C. city 10/8/05
10 Tour & lay out mapping for Survey supervisors 16/8/05 to
survey.
330/8/05
11 Submission of survey plan. NGOs 31/8/05
12 Approval of Survey plan. Survey core
committee
5/9/05
13 Selection & recruitment of
surveyors.
NGOs 15/9/05
14 Approval of surveyor selections. Survey core
committee
20/9/05
15 Training of surveyors. B.R.C.C. city 25/9/05
16 Door- to- door family survey. Surveyors 1/10/05 to
31/10/05
17 Monitoring of field survey Concerning NGOs 1/10/05 to
& Monitoring NGOs 31/10/05
18 Weekly review meeting of survey B.R.C.C. city 16/6/05 to
31/10/05
19 Software development Programmer ZSK 30/8/05
20 Data Entry Programmer ZSK 15/11/05
21 Data analysis & Report making. Programmer ZSK 30/11/05
E. Cost Estimate
S.No. Component Particulars Amount
1 Printing
(i) Survey format 4600 books containing
50 leafs each
115000.00
(ii) Lay out map 1000 copies 1000.00
(iii) Training module 250 copies 10000.00
Sub Total (1) 126000.00
2 Survey man power cost
(i) 6 Survey coordinator for
3 months, one for each
zone.
6x3x6000 108000.00
(ii) 20 Survey supervisors
for two months.
20x2x5000 200000.00
(iii) 141 surveyer for one
month
141x4500 634500.00
Sub Total (2) 942500.00
3 Survey monitoring cost
(i) One coordinator for 3
months
1x3x6000 18000.00
(ii) 12 monitoring
supervisors for 3 months
12x3x5000 180000.00
Sub Total (3) 198000.00
4 Software development Sub Total (4) 10000.00

5 Data entry of 211000
families.
6 Data analysis & Report
making
7 Training –
3 days training for 200
persons envolved in survey.
8 Administrative expenditure
(5%)
9 Miscellaneous expenditure
(stationary, phone, etc. )
(5%)
211000x.50
Sub Total (5) 105500.00
Sub Total (6) 10000.00
200x3x70 42000.00
1334000x.05 66700.00
1334000x.05 66700.00
Grand Total 1567400.00
Survey cost per family 7.43
Note - Item no.8 & 9 will be divided between NGOs & Survey core committee for their
functioning.
Although it is mandatory to do the survey as per action plan in the Jabalpur urban area,
but there is no provision in SSA for this purpose. Without identifying it would be quite
difficult to bring the out of school children back into the schools.
The district will try to do this survey in convergence with other departments and sources,
however, it is firmly proposed to approve the survey plan.
F. Zone Details
Zone.- I
S.No. Ward
No.
Name of the Ward No.of Family Populations
1 59 Gwarighat 4509 21733
2 58 Shankar sah nagar 5466 26483
3 55 Giriraj kishor kapoor 4970 24209
4 56 Shaheed Gulab singh 3013 13152
5 53 Gupteshwer 3014 14396
6 54 Banahsi Das Bhanot 2952 14809
7 52 Madan Mahal 3628 17950
8 46 Gorge Diswala 2442 12546
9 1 Kamala Nehru 2293 11491
10 2 Subhadra kumari Chouhan 2764 13994
Total 35051 170763
Zone –II
S.No. Ward No. Name of the Ward Family Populations
1 57 Trirpuri 5745 27619
2 49 Garha 5936 29753
3 50 Indira Gandhi 3192 16158
4 51 Rani Durgavati 4123 21016
5 48 Veer Sarvarkar 3808 18936
6 47 Narsingh 2408 11679
7 11 Vivekanand 4011 19558

8 12 Cherital 6467 32155
9 23 Deendayal 5742 28770
Total 41432 205644
Zone –III
S.No. Ward No. Name of the Ward Family Populations
1 10 Kastoorba Gandhi 3321 17307
2 13 Mahatma Gandhi 1953 11144
3 14 Javahar Ganj 1867 10069
4 19 Hanuman Tal 1752 9901
5 20 Motilal Nehru 1603 9025
6 21 Sardar Ballabh Bhai Parel 1361 7761
7 22 Dr. Rajendra Prasad 1999 10679
8 18 Khermai 2042 12062
9 25 Govind Vallabh Pant 1890 11470
10 24 Rajev Gandhi 2994 15857
11 9 Bhavani Prasad Tiwari 2054 9567
12 3 Dayanand Sarasavati 2901 14364
Total 25737 127264
Zone –IV
S.No. Ward No. Name of the Ward Family Populations
1 CT V.F.J. 2916 12776
2 40 Devan Adhar Singh 4965 24836
3 34 Subhash Chand Bos 6126 32997
4 35 Lal Bahadur shastri 3652 23116
5 38 Dr. jakir husain 2552 19318
6 39 Chieranjan Das 4375 22715
7 37 Ashphak Ulla 1984 14810
8 26 Moulana Aajad 2218 14193
9 36 Thakker Gram 3884 24538
Total 32672 189299
Zone –V
S.No. Ward No. Name of the Ward Family Populations
1 5 Pt.Shyama Prasad Mukharji 2737 12621
2 6 Jawahr Lal Nehru 1907 9224
3 7 Madan Mohan Malavi 1702 9329
4 4 Jay Prakash Narayam 1640 10105
5 15 Lokmanya Tilak 1711 10205
6 16 Ravindra Nath Taigor 2077 12004
7 17 Maharshi Arvind 2500 13779
8 28 Binova Bhavai 2450 12578
9 29 Sheetlamai 2502 12733
10 30 Sanjay Gandhi 2635 13892
11 31 Davarka Prasad Mirsh 2479 15647

12 32 Seth Govind Das 1995 10701
13 33 Siddh Baba 2949 15647
14 27 Radha Krashnan 2656 14331
15 8 Ram manohar Lohiya 2004 11524
Total 33944 184320
Zone –VI
S.No. Ward No. Name of the Ward Family Populations
1 CB-1 Cantonment Ward One 3515 19795
2 CB-2 Cantonment Ward Two 2088 14508
3 CB-3 Cantonment Ward Three 1400 7859
4 CB-4 Cantonment Ward Four 671 4143
5 CB-5 Cantonment Ward Five 615 3981
6 CB-6 Cantonment Ward Six 2326 11434
7 45 Lala Lajpat Rai 4487 23706
8 60 Rani Laxmi Bai 4123 21828
9 CT G.C.F. 3395 16329
10 CT O.F.K. 3151 15534
11 42 Ambedkar 4591 22998
12 43 Bhagat Singh 3659 19293
13 44 Chandra Shekhar 3429 17007
14 CB-7 Cantonment Ward Seven 1702 9329
15 41 Gokalpur 3003 15625
Total 42155 223369
C. Innovation proposed in Jabalpur Urban area
1. Low cost Shed for H.D.C. and ECCE.
25 slum pockets have been identified, where HDCs are needful, but in 10
locations, no place is available even on rent basis. So there is only one option for such
type of habitations to provide low- cost shed (200 sq. feet) at an approximate cost of
Rs.30000 each. These sheds will also be used for ECCE centres.
So total requirement of financial support at this point is 10x 30000=300000
List of habitations where low cost shed are required to run HDC
1. Nehru Nagar Cantt. ward No.-1
2. Juggi between 3 rd & 4 th railway bridge.
3. Nai Basti, Deendayal ward.
4. Kariyapathar, Arvind ward.
5. Jai Nagar ,Chitranjan Das ward.
6. Anna Nagar, Madan Mahal ward.
7. Juggi Behind Narsingh Mandir , Narsingh ward.

8. Humantal, Sanjay Gandhi ward.
9. Premsagar sai Mohalla Radha Krishanan ward.
10. Crusher Bashti, Tripuri ward.
This task is proposed to be performed from District Specific Innovation.
9. Mobile Volunteer - 3817 out of school children Jabalpur city have been
identified though the Bal Mandal innovation, out of which 1857 children are in
scattered manner with dilute concentration ranging from 1 to 13. So in this
situation the strategy of NRBC is not suitable, for this situation. A strategy has
been formulated named Mobile Volunteer. One mobile volunteer for every 10
children 186 total mobile volunteer will be required for 1857 children. But due
to financial constraints in Innovation head, only 500 children are proposed to
cover under this concept. Rest 1357 children will be enrolled in other ways.
Therefore, 50 Mobile volunteers are proposed to start from Innovation fund.
Costing for Mobile Volunteer (for 10 children)
8. Honorarium
@ 1000/- per month for 6 months. 6000.00
9. Training ( Orientation)
@ 70/- per day for 3 days 210.00
10. Refresher training
@ 70/- per days for 7 days 490.00
11. TLM for children 500.00
12. Volunteer Kits 500.00
13. Monitoring 500.00
14. Learners Evaluation 150.00
Total 8450.00
Unit Cost Rs. 845/- per child.
10. Free medical check up camps in schools to be held in every month to bring the
students/the eligible ones to schools.
--------- 000 ---------

Section B
National Programme of Education for Girls at Elementary
Level ( NPEGEL )
The National Policy on education brought the fundamentally issue of
women’s equality center stage. “Education will be used as an agent of basic
change in the status of women. In order to neutralize the accumulated distortions
of the past, there will be a well conceived age in favor of women. This will be an act
of faith and social engineering. The removal of women’s illiteracy and obstacles
inhabiting their access to, and retention in elementary education will receive over
riding priority, through provision of special support services setting time targets
and effective monitoring”.
1.1 Goals on gender equality
1- Ensuring all girls have access to and complete free and compulsory education
of good quality.
2- Eliminating gender disparity in primary & upper primary education by 2010.
1.2 Objectives
• Develop and promote facilities to provide access.
• Facilitate retention of girls.
• Ensure greater participation of women and girls in education.
• Improve quality of education.
• Stress upon the relevance and quality of girl's education for their empowerment.
1.3 Present Status :
� Literacy
Female Literacy
• National 54.16
• M.P. 50.28
• District 76.10
Rural Female Literacy
• National 46.70
• M.P. 42.96
• District 49.70
Gender Gap
• National 21.69

• M.P.
• District
1.4 Population & Enrollment
At Primary Level
24.84
18.70
Block Name
Girls Population (5-11)
Girls Enrollment (1-5)
SC ST OBC Gen Total SC ST OBC GEN Total
JABALPUR (R) 1550 4174 6095 834 12653 1611 4316 6220 820 12967
JABALPUR (U) 11304 2385 27309 26249 67247 12500 4490 30394 24703 72087
KUNDAM 639 5725 1552 105 8021 689 5878 1553 120 8240
MAJHOLI 1769 2293 5670 1036 10768 1782 2361 5886 1070 11099
PANAGAR 2164 3069 5989 1193 12415 2171 2994 6198 1223 12586
PATAN 1893 1666 5332 1157 10048 1964 1695 5569 1159 10387
SHAHAPURA 2064 3320 5819 979 12182 1985 3346 5847 943 12121
SIHORA 1487 2027 4999 1066 9579 1573 2216 5293 1076 10158
District Total 22870 24659 62765 32619 142913 24275 27296 66960 31114 149645
� Above table shows that at primary level Population of girls are 1492913 out of which
149645 girls are enrolled.
� Population of OBC girls are more than other categories .
At Upper Primary Level
Block Name
Girls Population Girls Enrollment
SC ST OBC Gen Total SC ST OBC GEN Total
JABALPUR (R) 882 1770 3092 548 6292 705 1214 2724 554 5197
JABALPUR (U) 6323 1815 14291 13026 35455 5028 1245 12306 11711 30290
KUNDAM 357 2155 647 47 3206 301 1827 502 47 2677
MAJHOLI 858 815 2710 651 5034 760 732 2513 640 4645
PANAGAR 1187 1380 3402 807 6776 1118 1133 3154 753 6158
PATAN 835 700 2600 580 4715 732 639 2284 579 4234
SHAHAPURA 862 1290 2472 596 5220 771 1028 2168 581 4548
SIHORA 720 698 2552 541 4511 640 516 2458 564 4178
District Total 12024 10623 31766 16796 71209 10055 8334 28109 15429 61927
� Above table shows that at upper primary level Population of girls is 71209 out of which
61927 are enrolled.
� Population of OBC girls is maximum and Population of tribal girls is minimum.

1.5 GER
GER of Girls (Primary level) GER of Girls (Upper Primary level)
Block Name SC ST OBC GEN Total SC ST OBC GEN Total
Jabalpur (R) 103.94 103.40 102.05 98.32 102.48 79.93 68.59 88.10 101.09 82.60
Jabalpur (U) 110.58 188.26 111.30 94.11 107.20 79.52 68.60 86.11 89.90 85.43
Kundam 107.82 102.67 100.06 114.29 102.73 84.31 84.78 77.59 100.00 83.50
Majholi 100.73 102.97 103.81 103.28 103.07 88.58 89.82 92.73 98.31 92.27
Panagar 100.32 97.56 103.49 102.51 101.38 94.19 82.10 92.71 93.31 90.88
Patan 103.75 101.74 104.44 100.17 103.37 87.66 91.29 87.85 99.83 89.80
Shahapura 96.17 100.78 100.48 96.32 99.50 89.44 79.69 87.70 97.48 87.13
Sihora 105.78 109.32 105.88 100.94 106.04 88.89 73.93 96.32 104.25 92.62
District
Total
106.14 110.69 106.68 95.39 104.71 83.62 78.45 88.49 91.86 86.97
� Above table shows that GER of girls at primary level is 1074.71 and at Upper Primary
level it is 86.97.
� GER at primary level is more than that of GER of upper primary level.
� At upper primary level GER of ST girls is less.
1.6 Gender Gap
At Primary Level
Primary Level Upper Primary Level
Block Boys Girls Gender Boys Girls Gender
Gap
Gap
JABALPUR (R) 100.89 102.48 -1.59 91.04 82.60 8.44
JABALPUR (U) 106.90 107.20 -0.30 86.91 85.43 1.48
KUNDAM 103.43 102.73 0.70 88.91 83.50 5.41
MAJHOLI 100.41 103.07 -2.66 93.68 92.27 1.41
PANAGAR 100.68 101.38 -0.70 92.35 90.88 1.47
PATAN 102.35 103.37 -1.02 92.34 89.80 2.54
SHAHAPURA 99.95 99.50 0.45 87.78 87.13 0.65
SIHORA 106.13 106.04 0.09 93.97 92.62 1.35
District Total 104.25 104.71 -0.46 89.29 86.97 2.32

� At district level above table shows that there is no Gander gap at primary level. In
Upper Primary level gender gap is 2.32.
� At primary level, there is gender gap in Kundam, Shahpura and Sihora blocks.
� At Upper Primary level gender gap is maximum in Jabalpur block and it is minimum in
Shahpura block.
1.7 Out of School Children :
At Primary Level
Block Name
Out of School Children (5+ to11 age group)
All Communitieis SC ST
Boys Girls Total
% of
Child
Populat
ion
Boys Girls Total
% of
Child
Popul
ation
Boy
s
Girls Total
% of
Child
Populat
ion
JABALPUR (R) 364 389 753 2.82 38 32 70 2.08 208 268 476 5.55
JABALPUR (U) 5030 4068 9098 6.28 1728 1422 3150 13.18 690 643 1333 25.91
KUNDAM 93 118 211 1.30 3 3 0.22 70 92 162 1.39
MAJHOLI 199 180 379 1.70 57 40 97 2.62 41 35 76 1.60
PANAGAR 285 316 601 2.34 60 51 111 2.47 122 150 272 4.35
PATAN 132 85 217 1.03 37 13 50 1.24 12 10 22 0.64
SHAHAPURA 265 308 573 2.23 53 46 99 2.37 93 113 206 2.96
SIHORA 188 175 363 1.85 23 21 44 1.45 82 90 172 4.07
Total 6556 5639 12195 4.03 1999 1625 3624 7.54 1318 1401 2719 5.33
� Above table shows that there are 12195 children out of school in the district out of
which 5639 are girls.
� 1625 girls belong to SC category and 1401 girls belong to ST category. Girls of SC
category are more than that of ST girls at primary level.
At Upper Primary Level
Block Name Out of School Children ( 11 to14 age group)
All Communitieis SC ST
Boys Girls Total % of Boys Girls Total % of Boys Girls Total % of
Child
Child
Child
Popul
Popula
Populatio
ation
tion
n
JABALPUR (R) 255 317 572 4.34 24 26 50 2.86 145 183 328 8.50
JABALPUR (U) 4104 3770 7874 10.71 1295 1210 2505 19.65 501 647 1148 28.71

KUNDAM 93 98 191 2.77 3 3 0.43 68 80 148 3.13
MAJHOLI 92 89 181 1.63 46 30 76 4.09 21 21 42 2.23
PANAGAR 228 258 486 3.45 52 51 103 4.18 93 111 204 7.14
PATAN 86 100 186 1.82 24 19 43 2.30 12 13 25 1.65
SHAHAPURA 185 195 380 3.20 18 21 39 2.13 83 80 163 5.53
SIHORA 79
82 161 1.65 21 8 29 1.76 31 38 69 4.41
Total 5122 4909 10031 6.66 1480 1368 2848 11.45 954 1173 2127 9.11
� Above table shows that there are 10031 children out of school in the district out of
which 4909 are girls which are out of school.
� 1368 girls belong to SC category and 1173 girls belong to ST category. Girls of SC
category are more than ST girls at Upper primary level.
1.8 Educational Indicators
At Primary level :
Block name Completion Rate Retention Rate Net Enrolment Repetetion Rate
( 1 to 5)
( 1 to 5) Ratio (Primary) Primary
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
JABALPUR (R) 46.34 45.41 45.88 71.92 68.96 70.44 79.36 81.55 80.13 8.01 7.56 7.65%
JABALPUR (U) 30.63 36.09 33.47 48.16 53.42 50.90 72.85 76.65 74.51 9.2 7.66 8.20%
KUNDAM 46.15 35.21 40.70 76.63 72.17 74.41 94.29 93.39 93.84 8.25 8.01 7.93%
MAJHOLI 46.39 47.99 47.17 76.18 76.13 76.16 86.75 89.10 87.88 9.89 9.52 9.08%
PANAGAR 45.68 49.49 47.67 60.45 68.89 64.86 92.35 94.42 93.35 7.23 7.65 6.92%
PATAN 45.89 46.32 46.10 72.08 71.74 71.92 94.17 98.04 96.01 5.78 5.43 5.04%
SHAHAPURA 42.52 42.16 42.34 72.33 73.21 72.76 90.92 89.85 90.41 8.31 8.21 7.82%
SIHORA 51.31 45.31 48.19 75.69 75.48 75.58 93.15 96.60 94.84 8.21 8.07 7.83%
District Total 43.97 43.50 43.73 68.71 69.29 69.00 81.70 84.38 87.06 8.11 7.68 7.76%
� Above table shows CR of girls is 43.50, which is more than boys and over all CR in
district level.
� Retention Rate of girls is 69.29, which is more than boys and over all RR in district
level.
� NER of girls is 84.38, which is more than NER of Boys.
� Repetition Rate of girls is 7.68 which is less than Repetition Rate of boys.

At Upper Primary level :
Completion Rate Retention Rate Net Enrolment Ratio Repetetion Rate
Block name ( 6 to 8)
( 6 to 8)
(Middle)
Middle
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
JABALPUR (R) 52.36 58.87 54.94 83.26 86.34 84.48 52.25 51.78 52.01 6.98 7.27 0.07
JABALPUR (U) 63.16 69.51 67.06 79.83 87.73 84.67 48.33 47.58 48.05 9.58 9.21 0.09
KUNDAM 51.43 58.29 54.19 83.44 82.46 83.05 72.02 53.22 66.06 6.11 6.41 0.06
MAJHOLI 44.46 51.83 47.55 86.37 81.97 84.52 60.94 60.72 60.84 9.98 9.75 0.10
PANAGAR 54.09 58.86 56.29 79.82 86.90 83.08 52.36 54.73 53.50 7.51 7.73 0.08
PATAN 70.81 78.11 74.20 83.33 88.52 85.74 61.20 58.70 60.05 3.33 3.80 0.04
SHAHAPURA 67.94 79.72 72.95 77.97 86.65 81.67 57.28 56.03 56.73 5.01 5.17 0.05
SIHORA 56.32 58.75 57.48 82.16 89.21 85.50 74.22 69.45 72.01 8.99 8.84 0.09
District Total 57.44 64.90 60.92 82.21 86.64 84.28 54.87 53.22 54.09 8.83 8.37 0.09
� Above table shows CR of girls is 64.90 which is more than CR of boys.
� Retention Rate of girls is 86.64 which is more than RR of boys.
� NER of girls is 53.22 which is more than boys.
� Repetition Rate of girls is 8.37 which is less than boys.
1.9 Problems
A. At Primary level.
1. GER of girls is 104.25 still 16% behind the target.
2. GER of Shahpura block is less than 100%. Main Focus area for girls is
Shahpura block.
3. There is a Gender Gap in Kundam, Shahpura and Sihora block.
4. NER is lower in Jabalpur, Majholi and Shahpura blocks.
5. Repetition Rate is higher in Shahpura and Majholi blocks.
6. GER of SC girls is lowest in shahpura block.
7. GER of ST girls is lowest in Panagar block.
B. At Upper Primary level.
1- Over all GER is 86.97.
2- GER of Kundam and Jabalpur are lesser.
3- Gender Gap is maximum in Jabalpur rural and Kundam blocks. While it is
lowest in Shahpura block.
4- In upper primary level there is a gender gap of 2.3 between boys and girls.

There are four major reasons of the gap in the district.
The major reasons for the Gender gap can be listed as follows, which has been obtained
from the micro planning process.
� Looking after siblings.
� Work at home.
� Farm labor.
� Early marriage.
� Gender bias of society towards girls education.
� Non-availability of girl's toilets in schools.
1.10 Focus Area
With the help of IPMS and micro planning process, following pockets have been
identified where concentration of out of school girls is higher:
a. Out of School Girls
Block S.N. JSK S.N. Viiage Name
JABALPUR 1 Pipariya sukri 1 Saliwada
2 Bargi 2 Bargi saliwada
3 Ghat pipariya 3 Mukanwara
4 Harai 4 Chargawa
5 Nigri 5 Nigri
6 Gokla
7 Gagra
8 Bahoripar
6 Manegawa 9 Manegawa
10 Mahagawa
7 Barela 11 Kosamghat
8 Mahagawa Dunga 12 Kwalari
MAJHOLI 1 Paradiya 1 Paradiya
2 Khuraval
3 Hardua
2 Majholi 1 Ward no. 5,13
2 Kankadehi
3 Ward no. 12,15
Ghughra 1 Ghughra
4 Pola 1 Pola
2 Poniya
PATAN 1 Kankarata 1 Pipariya
2 Kankarata
2 Bhita 1 Podi Achloni
3 Thana 1 Thana, Etawa, Mado,
Benwor, Vivsa

4 Garaghat Garaghat, Hardua, Tapariya,
Baeman Tola
5 Katra Belkeda Katra Belkeda, Podikala,
Jurikala, Dhamani, Modhawa
SAHAPURA 1 Matwara 1 Ganj Katanga
a. Gender Gap
2 Juji
2 Ramkhiria 1 Jhasighat
3 Gangai
2 Tad chouki
3 Neamkeda
Following is the block wise habitations where gender gap is higher.
S.N. BLOCK No. J.S.K. Habitation
1 Panagar 1 Sunderpur Bhorha
2 Mangela Thakur Taliya
3 Baroda Junwani
4 Daveri Nargawa
5 Kala Dumar Hinota
2 Sihora 6 Sihora Ward no. 2
7 Sihora Ward no. 11
8 Banjar Baragawa
9 Kumhi Satdhara Kukra
3 Patan 10 Archa Binaki
11 Bhita pondi
12 Ujrod Agasod
4 Jabalpur 13 Manegawa Mahgawa
14 Pipariya Shaliwada
15 Riwa Chouria
16 Bargi Nager Bargi Nager
17 Mohas Mangeli
18 Hinotiya Hinotiya
19 Bandarkola khapa gwari
20 padwar padwar
5 Majholi 21 Pola Pola
22 Padwar Khandiya Tola
23 Guruji Khudawal
6 Shapura 24 Barman Imaliya
25 Bijori Murkutiya
26 Kohala Kohoali

27 Khola Khotwari
28 Badkhre Badkhre
29 Gadar pipariya Jamuniya
30 Mijitha Bilha
31 Kuda Imliya Imaliya
32 Pipariya Kala Hinotiya
7 Kundam 33 Baghraji Baghraji
34 Kundam Uchara
35 Padariya Bijapuri
36 Makhrar Amhi tola
1.11 Efforts undertaken so far :
1.11.1 Formation of core groups : The Core groups have been formed at district
block and Cluster levels under preparatory activities. The role of these groups
is to supervise and monitoring of NPEGEL activities. The meetings of these
core groups were held regularly in every month.
1.11.2 Non Residential Bridge Course- There were 17935 out of school children in
the district. For mainstreaming of children in the schools 288 non-residential
bridge course were started in the district. 6272 students were in enrolled in
bridge course which will be main streamed in to the schools.
There was a target of 365 bridge course last year. Only 288 NRBC camps
could be started so far. In 5 NPEGEL blocks 212 camps were started against
174 and in SSA blocks only 76 NRBC had been started because these blocks
have less than 10 out of school children in identified villages.
� Motivation Camps :
10 motivation camps in each block were organized before opening NRBC.
There camps were organized where out of children have more density.
Through these camp 2030 out of school children were enrolled in NRBC.

1.11.3 Residential Bridge Course :
In Kundam block the residential bridge Course was started in which 75 girls
have been enrolled who will be main streamed in the year 2005-06. The
number of girls could not be increased due to paucity of space and toilet facility
at the camp.
1.11.4 Other Incentives
� Free Uniform for girls : Free uniforms were distributed to all these girls
in the district. 63435 girls at primary and 24488 girls at upper primary
level have been benefited by this scheme. This has resulted in the
increased enrollment of the girls in the schools. All PTAs in the schools
had been taken responsibility to distribute uniforms in the schools. PTA
had decided the color and type of uniforms by forming purchasing
committee in school level. Free uniforms distribution on for girls has
played a special role in bringing girls in the schools.
� Mid Day Meal: Mid day meal has been provided to all the girls studying
in primary schools.
� Free Text Books: All the girls enrolled in primary/middle schools have
been provided free text books.
� Scholarships: Scholarship have been given to all the SC/ST girls
studying in elementary schools.
1.11.5 Model cluster School : 10 Model cluster schools were selected in
NPEGEL block & upgrading girls schools to extra facilities to action plan for
these school were mode.
1.11.6 Early Childhood Care & Education
In the remote rural area of the district where the girls of deprived group are
engaged in sibling care early childhood care and education 338 centers for
the 3-5 age group children have been opened.
1.12 SCOPE
The NPEGEL programme has been implemented in 5 blocks (Jabalpur, Kundam,
Majholi, Sihora and Shahpura) .167 clusters have already been covered in NPEGEL.
Female literacy in these blocks is less then the national average of 46.7% and gender
gap is more than 21.7% . It would encompass the following :
a) All girls enrolled in class 1 to 8.
b) All un enrolled girls of age groups 6 to 14 years Out of school girls .
c) Drop out girls.

d) Overage girls, who have not completed elementary education.
e) Working girls.
f) Girls from marginalised social groups.
g) Girls with low attendance.
h) Girls with low achievement.
1.13 Strategies :
1. Creating demand for girls education :
Community Mobilizations activities are given below
� Training of female PTA members :In PTA training programme extra focus will be
given to female PTA members so that all the women of village take interest towards
girls education.
� Formation of Gender Groups: Gender groups will be formed at cluster level is so
that awareness forwards education will increased.
� Maa Beti Mela :Maa Beti Mela will be organized in July and December months
at cluster level so that demand for girls education will be created.
� Motivation camps for girls and parents: Motivativational camps will be
organized in villages where concentration of out of school girls is more. There
camps will be organized for such girls and especially for those belonging to
socially and economically weacker section. Activities like creative poetry
writing, painting, drama, story and writing, toy making games and sports will be
organized.
2. Making education system more responsive to needs of girls.
� Training for gender sensitization:- The training will be organized to BRC,CRC,
and DIET persons and teachers for gender sensitization for making class room
possess more supportive and responsive to the girls. Training will be based on-
� Enabling recognition of personal bias
� Concept building of gender
� Understanding of issues related to girls education
� Understanding of DO’s & Dont's towards gender perspective.
� Awards to school:- Awards will be provided to one school from each cluster,
which has got significant achievement in the fields of enrollment, retention and
learning outcomes of the girls. The award would be given based on the 100%
enrollment of girls,100% retention, Achievement level of girls, active PTA and
VEC. The awarded School should perform the activities in adequate manner so
that it can be projected like a model school.
3. Ensuring Retention
Jabalpur (Urban) block has lower retention rate at primary level, Wards of lower
retention rate have been identified and calendar will be made for regular monitoring.
Special focus will be paid to one cluster of each block for 100% girls enrollment,
retention and completion. The cluster can be identified on the basis of high dropout
rate or high gender gap. Specific interventions in cluster to be provided are:
o Maintain regular contact
o Intensive monitoring of progress
o Sensitizing teachers
o Bridge camps

o Flexible school timings
o Development of mother teacher association
o Coaching classes for open school examination of 8th class for girls
4. Remedial Teaching:
The 62 remedial teaching camps will be conducted during December to February in
the academic year 2005-06. Rs. 3500/- per annum will be provided to each cluster for
remedial teaching. There may be one centers under one cluster.
5. Model cluster schools
30 schools of the district at a rate of 6 schools per NPEGEL block have been identified
for developing them as 'Model Cluster School for Girls'. These are the schools, which
have more number of enrolled girls belonging to SC,ST,OBC and Minority categories.
Learning equipment, books, equipment, games & sports material, etc. will be
introduced in such schools. Facilities will be provided for learning through computers,
reading material, sports etc.
These facilities would be used by other schools of that JSK as well, on a rotation
basis. Special trainings will be organized for the girls in Model Cluster Schools to ensure
their retention. These trainings will induce basic skills in areas like agriculture,
technology (computers), engineering, domestic areas including health, nutrition,
sanitation etc. Resource persons will be hired on consultancy basis for imparting such
trainings to the girls of the model school and other schools of the JSK.
The model schools will nod lies the mobilisation activities to be carried out in other
villages of the cluster. All the activities in the model cluster school will be conducted
through the PTA.
Special training programmes for teachers will be organized at model cluster
school.
The selected school will be accessible to around 10 villages/schools, whose girls
can use this infrastructure and which has land for additional civil works and play fields.
To develop these schools in to the Model Cluster Schools, Following are the
activities to be under taken under Model Cluster Schools:
• Payment of examination fee for BPL/SC/ST girls
• Free writing material, copies, pencil, pen, schools bags etc.
• Awards for best girl student in each class and awards for maximum attendance
in the school, etc.
• Visit to nearby Police station, Post office, Banks, Hospitals etc. for
understanding their procedures.
• Schools will be given flexibility to appoint local part time teachers of specific
subjects in absence of regular subject teacher.
• Health related activities like health checkup of girls development of health cards
etc.
• Planning for providing vocational skills to girls in model Cluster schools during
summer vacations is being planned.
• Additional room, activity centers toilet, drinking water faculity will also be
provisioned for 5 models cluster schools in each block.
• Non recurring cost of 2 lakhs will be provided to each Model Cluster School for
the provision of additional class room, supplying drinking water, Electrification
and toilet for girls.
• Recurring grant of 20,000/- will be provided to each Model Cluster School for the
provision of teaching learning equipment, library, sports and for vocational
training etc.

6 Kasturba Gandhi Balika Vidhyalaya-
Residential schools which have been proposed to cover hard to reach girls
especially the deprived ones belonging predominantly to the SC,ST, OBC community
and minority groups. This is an intervention which has been planned especially for
girls residing in small and scattered habitations far off from the nearest school.
6.1 Goals and Objectives:
Develop and promote facilities to provide access.
a. Facilitate retention of girls.
b. Ensure greater participation of women and girls in
education.
c. Improve quality of education.
d. Stress upon the relevance and quality of girls
education for their empowerment.
Two Schools with a capacity of 100 each, are proposed in Jabalpur
(Rural) and Kundam blocks for the year 2005-06. Two middle schools have
already been selected temporarily to start KGBV until building construction gets
completed under the scheme. Residential bridge course in Kundam will be linked
to KGBV. Special bridge camps will be organized for KGBV target group during
May to July so that these girls can be admitted in these residential schools as per
their age group and competency level.
7. Vocational Education
Vocational Education will be proposed overage girls for upper primary schools.
Short duration courses will be organized in summer season in which girls of model cluster
schools, RBC and KGBV will participate.
Target group
• Girls of upper primary schools
• Model Cluster Schools, RBC, KGBV
Courses
• Short duration course- summer camps
• Vocational education as a part of curriculum
Strategies
• Identification of vocations through work shops based on locally available
raw material.
• Following trades have been identified to start:
� Swing and Embroidery
� Food processing
� Typing & Short hand
� Computer Education
� Fine Arts
� Printing Binding
� Garment making.
� Bakery
� Steno Typing
� Dairy Farming

1.14 Strategies for out of school girls
A. Bridge course for Overage girls : For primary dropouts or
never enrolled Mainstreaming over age out of school girls is a real
challenge and it is not possible to admit them directly to the formal schools
in class 1. As many of these girls are 9+ years of age and hesitate to sit in
initial classes with children much younger to them. this many a time results
in reluctance to attend school and dropout thereafter. Hence flexible
strategies need to be adopted in the interim before the children can be
admitted into the formal schools. therefore bridge courses have been
started to make these girls attain competencies according to their age and
levels in stipulated time of 3 to 9 months.
• Bridge course will be started for overage out-of -school children, especially
dropouts. The overage dropout and never enrolled children who have not
completed primary education brought back to school.
• Child wise profile will be made for each out of school child for making child
wise tracking possible. these children will be mainstreamed in the formal
education system after completion of their bridge course.
Types of Bridge courses :
1. Non Residential Bridge course Centers for class 1-4
61 NRBC will be proposed in 2005-06.
a. Identification of Habitation
• At least 20 out of school children should be available in the habitation, but in
specific remote/tribal area it would be 15.
• Every school teacher will prepare a list of these children and will submit to
the Janshikshak.
b. Venue
Bridge course class will be conducted in the schools. In specific condition
where sufficient space is not available it would be provided by the
community free of cost. The place should not be far from the school.
c. Duration
Duration of the bridge course will depend upon the age group of the
children. If all of the children are of 7-9 age group then the duration will be
of 3-4 months, and if most of them are 9+ age group then it will be 9
months.
d. Motivational camps for Bridge course
The bridge course will be preceded by a contact program in the area and a
3 days motivational camp for children. This camp will be organized by local
PTA and volunteer teacher with the help if Gram Panchayat and VEC.

e. Functioning of the Bridge courses
• The names of the children enrolled in the bridge course will be entered into
the school register ( on a separate page) of the school in which the children
are proposed to be admitted at the end of bridge course. This will be done
at the beginning of the bridge course itself.
• The children from the bridge course would be allowed to be admitted into a
formal school at any point during the year provided their competencies
equivalent to the particular class at any time of the year. This would be
ascertain by the Janshikshak.
• The bridge course children would be an integral part of the formal school.
• Bridge course class will be run by a local volunteer.
• VEC and PTA will also be involved in day to day functioning of bridge
course.
f. Evaluation
o The achievement level of children studying for a bridge course at the
time of actual entry into the formal schools would be carried out by the
HM.
o Continuous evaluation of the child will be carried out by the bridge
courser volunteer.
g. Timings
Normally bridge course classes will be conducted in school timings but if the
parents of the out of school children are not agree to send the children in
school timings, then they can change the timings accordingly to their own
convenience.
h. Selection of Volunteer
• The bridge course volunteer will be selected by the VEC and PTA.
• Qualification of the volunteer should be minimum Higher Secondary (10+2)
i. Training
• 7 days training should be provided to the volunteer for the bridge course.

• 3 days training for Janshikshak for academic support.
j. Supervision
• This programme will be supervised by ZSK/DIET/BRCC/Cluster/ Personal
k. Costing
The following table presents the expected costing for bridge course for 20
children:
Component Unit Cost Amount
Teaching Learning material Rs 50 per child 1000.00
Volunteer teacher honorarium Rs 1000 per month 9000.00
Training (10 persons) Rs 70 700.00
Review meeting, evaluation Rs 300 300.00
Center contingency Rs 500 500.00
Motivational camp Rs 500 500.00
Total 12000.00
2. Residential Bridge Course centers specially for girls
Residential Bridge Course has been started in Kundam block, which has
large number of out of school girls & where the number of these girls is
small i n a habitation and opening of Non Residential Bridge Course
Centers is not possible. this scattered population of out of school of girls
is admitted to the Residential Bridge Course. in addition to RBC kundam
will be continue new 1 RBC has been proposed in Shahpura block. The
details of this scheme is as follows:
Venue Provided by community or rented house
Clientele Out of school girls children of 9-14 years age group
Strength 100 children per center
Course duration 7-9 months
Camp Staff 1 Camp in-charge+ teachers/volunteers+ 2 peons + 2
supporting staff
Training of Camp Staff 2 days
Training of volunteer 7 days
Costing for Residential Courses (per child)
Meal 400.00

Health 10.00
TLM 10.00
Staff Salary 150.00 (15,000.00 per month)
Rent 30.00 (3,000 per month)
Miscellaneous water & electricity 100.00
(10,000 pr month)
Total 700.00 per child
i.e. 700X100=70,000 for expected 100
children
i.e. 70000X9 =6.3 lakhs for nine months
3. Non Residential Bridge Course Centers for class 5
Special bridge course has been planned to complete primary education for 10+
Girls who have completed class 4 competency in bridge courses. These girls will
be entered in class 5 Board Examination as private students.
Costing of the bride Courses:
• Non Residential Bridge Course
Per center cost will be 15000 Rs. for maximum 9 months
• Residential Bridge Course
Per centre cost is 6.5 lakh Rs. (@ 722 Rs. per girl ) for 100 girls for
maximum 9 months
• Special bridge course can be conducted for girls who are appearing in
open school.
• Special bridge course can be conducted for girls who are appearing in
open school.
4. Learning through open schools- For Upper Primary
The open schooling system is essentially a system for flexible learning to
reach out to learners regardless of their age. A large number of girls do not
complete their elementary education after completing class-5 due to the non
availability of upper primary facility in their village itself though the upper
primary facility is available within 3 K.M. radius but not in each village.
These girls will be motivated to admit in class 8th through open school
system.
The examination fee of girls for state Open School examination is
being shared by state Open School and NPEGEL . 44 centres for Learning
through open school are being proposed.
5. Hostel for Girls
4 residential girls hostel will be started in Jabalpur (Rural), Kundam and Sihora
blocks where number of out of school girls is higher. Unit cost of the hostel will be
2.5 lakhs per annum.
6. Early Childhood Care & Education :

In the remote rural area of the district where the girls of deprived group
engaged in sibling care early childhood care and education center are essential
for the 3-5 age group children.
a. Present Status :
There were total 427 ECCE center required in the district. Under the
NPEGEL, out of 334 ECCE center only 268 centers are functional in the district
which are catering 5301 students. These 334 ECCE are proposed to continue in
year 2005-06.
b. Timings and functionality of the ECCE centers
� The ECCE center could be opened in government school or any other place
near by the school building. If there is no government building then the
community will provide appropriate space for the same.
� Timings of these centers will be same as of the schools.
� The ECCE centers will be run under control of the headmaster of the school
through which the center is linked.
� Responsibility of the management of the center will be upon the PTA of linked
school.
� A Teacher (Didi) will be recruited for each center for a period of 10 months.
c. Selection Process of the Teacher of ECCE
� The selection process of the Didi will be fully decentralized.
�
The teacher (Didi) must be local to the particular village.
� The teacher must be 8 th pass and should have the capacity to work with the
children.
d. Honorarium
� Rs. 400.00 per month could be paid to the teacher as Honorarium for a period
of 10 months in a year. The headmaster/Teacher of the school through which
the center is linked, will be responsible for the honorarium. He/She will ensure
the regular presence and satisfactory functioning of the center.

� District Project coordinator and Gender coordinator will be jointly liable at the
district level, while BRCC and concerning Janshikshak will be responsible at
block level.
e. Training & Academic support
� DIET will train the Teachers (Ddis) of the ECCE centers at block level for 7
days.
� Academic support will be provided by BRCC, DIET and Zila Shiksha Kendra
f. Monitoring & Evaluation
Monitoring of the ECCE centers will be done at different levels which can be
represented as follows, while evaluation of these centers will be conducted by
DIET, ZSK, RSK and external agencies.
Level Monitoring Team
School Headmaster of relevant school and PTA
Jan Shiksha Kendra Jan Shikshak
Janpad Shiksha Kendra BRC and BAC
District DPC, Gender coordinator, Block
incharge from DIET
7. Nutrition and School Health
Health too, remains a critical issue for girls’ education. Greater malnutrition among girls
and lower family priority towards their health affects their learning capacity. School health
would involve general health check up with a more intensive follow up of such girls who
require special attention. A list of all ‘Model Cluster School for Girl Child’, schools
mentioning the nearest Government Hospital or Referral Hospital or PHC Centre to the
school will be provided.
--------- 000 ---------

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• fodkl[kaM lzksr dsUnz dk mi;ksx lzksr lg Áf'k{k.k dsUnz ds #i esa fd;k tkrk gSA ;g ftyk rFkk tu f'k{kk dsUnz ds chp mi;ksxh dM-h gS tks
ftyk ls ÁkIr fn'kk
funsZ'kksa dks tu f'k{kk dsUnz ,oa 'kkyk rd igqApkus dk dk;Z djrk gS ogh nwljh vkSj fupys Lrj ls ÁkIr egRoiw.kZ QhM cSd ftys Lrj rd Hkh
igqapkrk gS A
• fofHkUu j.khfr;ksa ds fdz;kUo;u ,oa fodkl[kaM Lrj ij py jgh xfrfof/k;ksa dh eksfuVfjax dh ftEesnkjh Áeq[kr% tuin f'k{kk dsUnz dh gS A
• ÁkjEfHkd f'k{kk vkSj lk{kjrk ls lacaf/kr dk;Z ;kstuk,a cukukA
tu f'k{kk dsUnz ds dk;Z &
f'k{kk dh fodsUnzhd`r O;oLFkk esa tuf'k{kk dsUnz dh Áeq[k Hkwfedk gS tks fuEufyf[kr dk;Z lEikfnr djrk gS A
• ladqy Lrj dh leL;kvksa dks igpku dj ÁkjafHkd f'k{kk rFkk laiw.kZ lk{kjrk ds y{;ksa dh ÁkIrh ds fy;s lkFkZd Á;kl djuk A
• fo/kkfFkZ;ksa dh mifLFkfr 'kSf{kd Áfdz;k dh xq.koRrk vkSj miyfC/k Lrj ds ifj.kke dh fuxjkuh djukA
• 'kkykvksa vkSj lk{kjrk d{kkvksa ds ÁHkkoh lapkyu ds fy;s ekWsfuVfjax ,oa ewY;kadu djuk A
• f'k{kdksa ,oa xq#ft;ksa dks i

• tuin f'k{kk dsUnz ds varxZr dk;Zjr deZpkfj;ksa ds dk;ksZ dh
fuxjkuh j[kuk ,oa osru O;oLFkk lqfu'pr djuk A
ch- ,- lh- ds dk;Z&
• ÁR;sd Ldwy esa ikyd f'k{kd la?k xBu ] Áf'k{k.k vkSj mldh xfrfof/k;ksa ds leh{kk djuk A
• f'k{kdksa dks fu;fer #i l sfo"k;okj vdknfed leFkZu Ánku djuk A
• 'kkykvksa dh l?ku vdknfed ekWfuVfjax dj 'kkyk lq/kkj lqfu'fpr djuk A
• xzke Lrj ,oa tuf'k{kk dsUnz Lrj ij vk;ksftr cSBd esa vdknfed leFkZu Ánku djukA
• clkgV dh tuf'k{kk ;kstuk rS;kj djus esa djus esa clkgV ,oa tuf'k{kk dsUnz dks leUo; Ánku djukA
• 5 ls 14 vk;w lewg ds lHkh cPpksa dks 'kkyk esa ntZ djkus ds fy;s xzke Lrj ,oa tuf'k{kk dsUnz Lrj ij j.kuhrh lqfuf'pr dj Áos'k
fnykukA
• cPpksa dk fo"k; okj miyfC/k;ksa ds Lrj dks c

fu.kZ; ysus dh Áfdz;k esa ykxw gksus okyh Á.kkyh &
• tuin f'k{kk dsUnz Lrjh; leLr dk;ksZa dk lapkyu ftyk f'k{kk dsUnz ls ÁkIr funsZ'kkuqlkj fd;k tkrk gSA
• fodkl[kaM Lrjh; dk;ksZa ds lEiknu gsrq tuin f'k{kk fe'ku ds cSBd vuqlkj dk;Zokgh ftyk f'k{kk daUnz ls leUo; LFkkfir dj
lqfuf'pr djuk A
fuokZgu ds fy;s fu/kkZfjr ekun.M ,oa Áfreku &
• loZf'k{kk vfHk;ku ds varxZr ftyk ,oa jkT; f'k{kk dsUnz ls ÁkIr funsZ'kksa dk ikyu djuk A
• e/;Áns'k tuf'k{kk vf/kfu;e esa fofgr Áko/kkuksa ds varxZr dk;Z djukA
• f'k{kk lafgrk esa mYysf[kr fu;eksa @ Áko/kkuksa ds varxZr dk;Z djuk A
• le; ≤ ij tkjh 'kklu ds funsZ'kkuqlkj dk;Z djukA
d`R;ksa ds fuogZu esa mi;ksx fd;s x;s fu;eksa @ fofu;eksa @ vuqnss'k @esU;wvy @vfHkys[k &
• ftyk ,oa jkT; f'k{kk dsUnz ls ÁkIr funsZ'k
• tuf'k{kk vf/kfu;e A
• tuin f'k{kk fe'ku dh cSBd ls ÁkIr funsZ'kA
dk;kZy; ds }kjk /kkfjr ;k mlds fu;a=.k ds v/khu nLrkostksa dh Jsf.k;ksa dk fooj.k & dk;kZy; }kjk /kkfjr nLrkost &
1. foRrh;& 1- dS'k cqd ] ystj
2- tuf'k{kd@lafonk oxZ& 02 osru iath
3- LVkWd jftLVj
4- pkyku QkbZy
5- Ogkmpj QkbZy
6- pSd forj.k iath
7- ekuns; Hkqxrku iath ¼Áf'k{k.k]Ásjd ,oavU; ½
2. vdknfed&1-ekfld cSsBd iath
2-f'k{kd Áf'k{k.k iath o"kZokj
3-tuin f'k{kk ;kstuk
4-iqLrdky; LVkWd iath
5-iqLrd forj.k iath
6-Ásjd Áf'k{k.k iath
7-lesfdr f'k{kk ;kstuk
8-iqLrdky; ,oa laLd`fr dsUnz vfHkys[k
3. lkekU;& 1-mifLFkrh iath

2-lkekU; forj.k iath
3-vkod tkod
4-funsZ'k QkbZy&
tuin f'k{kk dsUnz ds fu;a=.k ds varZxr Ák-@ek-@ f'k- xk- 'kkykvksanLrkost lacaf/kr 'kkykvkSa esa la/kkfjr ,oa lqjf{kr gS
uhfr ds Áfriknu @lw=hdj.k ,oa fdz;kUo;u O;oLFkk esa yksd lnL;ksa }kjk ijke'kZ @ Áfrfuf/kRo dk fooj.k
• tuin iapk;r lkekU; lHkk dhs cSBd esa lnL;ksa }kjk ÁkjfEHkd f'k{kk ds yksd O;kih dj.k gsrq fn;s x;s lq>ko ij vey djuk ,oa ekuuh;
tuin v/;{k tuin lnL;ksa ls leUo; LFkkfir dj xfrfof/k;ksa dks fdz;kfUor djuk A
• ikyd f'k{kd la?k ls leUo; LFkkfir dj 'kkyk O;oLFkk lqpk# #i ls lapkfyr djuk A
• ikyd f'k{kd la?k }kjk 'kkyk f'k{kk dks"k dk lapkyu ,oa fuekZ.k dk;ksZ dks iw.kZ djuk A
• tuin f'k{kk lfefr A
mu okMksZ @ ifj"knksa @ desfV;ksa rFkk vU; fudk;ksa dk fooj.k ftlesa nks ;k vf/kd O;fDr xBu ds #i esa ijke'kZ ds vk'k; ls j[ks
x;s gSa & fujad
vf/kdkfj;ksa ,oa deZpkfj;ksa @ fu;ksftrksa dh funsZf'kdk &
• dk;kZy; ftyk f'k{kk dsUnz tcyiqj ds vkns'k dzekad 582 @ft- f'k- ds- @ 2003 fnukad26-07-03vkns'kkuqlkj ch-vkj-lh-lh tuin f'k{kkdsUnz esa
Áfrfu;qfDr ij dk;Zjr gSa A
• eq[;dk;Zikyu vf/kdkjh ftyk iapk;r tcyiqj ds vkns'k dzekad 1160 @ft- f'k- ds- @ 2003 fnukad 03-10-03 ds vkns'kkuqlkj rhu ch-,-lhtuin
f'k{kk dsUnz dq.Me esa Áfrfu;qfDr ij dk;Zjr gSa A
• eq[;dk;Zikyu vf/kdkjh ftyk iapk;r tcyiqj ds vkns'k dzekad1159 ft- f'k- ds- @ 2003 fnukad 06-10-03ds vkns'kkuqlkj ys[kkiky lg fyfid
lafonk ij tuin f'k{kk dsUnz dq.Me esa ij dk;Zjr gSa A
mijksDr leLr vf/kdkjh deZpkjh ftyk f'k{kk dsUnz tcyiqj ds v/khuLFk dk;Zjr gS A
ÁR;sd vf/kdkjh deZpkjh }kjk ÁkIr fd;k x;k ekfld ikfjJfed rFkk mlds fofu;eksa ds
mioafn'k {kfriwfrZ @ eqvkots dk fooj.k
tuin f'k{kk dsUnz ds vf/kuLFk dk;Zjr tuf'k{kdksa@lafonk oxZ02 dk ekfld osru
lafonk oxZ 02 dk osru
Substantive D. H. R. Other
NET
Sr. No. Name
Pay A. A. all. Total GPF GIS NET PAYABLE
1 jktsUnz flag ekdksZ 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
2 Jhefr laxhrk ekdksZ 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
3 Jh #iyky >kfj;k 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
4 Jh ?klhVs yky >kfj;k 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00

5 Jh lEir flag cjdM-s 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
6 Jhefr dkerk ejkoh 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
7 Jh xqykc panz lksuh 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
8 Jh Hkxor flag 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
9 Jhefr vuqHkklk;yokj 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
10 Jh gsear lkgw 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
11 Jh fnyhi vxzoky 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
12 Jh vt; Bkdqj 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
13 Jh yfyr dqekj pkS/kjh 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
14 Jh v#.k 'kekZ 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
15 dq- larks"k nqcs 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
16 dq laxhrk ikaMs 0.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
17 dq- jkfxuh jk; 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
18 Jhefr 'kksHkk cktis;h 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
19 Jh vk'kqrks"k f}osnh 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
20 Jh Á.ko dqekj lkgw 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
21 Jh jkts'k dqekj frokjh 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
22 Jhefr j'eh ikVdj 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
23 Jh Ánhi tk;loky 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
24 Jhefr euh"kk lkgw 3500.00 0.00 0.00 0.00 3500.00 0.00 0.00 3500.00 3500.00
Total 80500.00 0.00 0.00 0.00 80500.00 0.00 0.00 80500.00 80500.00
tuf'k{kdksa dk osru
Sr. Name Substantive D. A. H. R. A. Other all. Total GPF GIS NET
No.
Pay
1 Shri. S. L. Gontiya 6050.00 3328.00 151.00 9529.00 900 200 8429.00
2 Shri. J. L. Burman 6500.00 3575.00 163.00 150 10388.00 1000 200 9188.00
3 Shri.Jan sing maravi 6050.00 3328.00 151.00 0 9529.00 1900 200 7429.00

4 Shri.k. L. haldkar 6500.00 3575.00 163.00 0 10238.00 1000 200 9038.00
5 Shri. S. L. Shahu 6650.00 3658.00 166.00 0 10474.00 1000 200 9274.00
6 Shri.R. D. Haldkar 6800.00 3740.00 170.00 0 10710.00 1000 200 9510.00
7
Shri.Arvind Jaiswal 6350.00 3493.00 159.00 0 10002.00 950 200 8852.00
8 Shri.A. P. Jhariya 6500.00 3575.00 163.00 0 10238.00 950 200 9088.00
9 Shri.D. S. Urreti 6350.00 3493.00 159.00 0 10002.00 950 200 8852.00
10 Shri.B. L. Jhariya 6200.00 3410.00 155.00 0 9765.00 1900 200 7665.00
11 Shri.C. S. Dhurway 5500.00 3025.00 138.00 0 8663.00 850 200 7613.00
12
Shri.B.P.S.URWEDI 4900.00 2695.00 123.00 0 7718.00 750 200 6768.00
13 Shri.B. L. MARAVI 4800.00 2640.00 120.00 0 7560.00 700 200 6660.00
14 Shri.L. L. Jhariya 6800.00 3740.00 170.00 0 10710.00 1000 200 9510.00
15 Shri.B. S. MARKO 6050.00 3328.00 151.00 0 9529.00 850 200 8479.00
16
Shri.K.S.MARKAM 6500.00 3575.00 163.00 0 10238.00 1000 200 9038.00
17 Shri.O. P. Jhariya 6500.00 3575.00 163.00 0 10238.00 1000 200 9038.00
18 Shri.K. P. Jhariya 6800.00 3740.00 170.00 0 10710.00 1000 200 9510.00
19 Shri.S. S. Thakur 5000.00 2750.00 125.00 0 7875.00 750 200 6925.00
20 Shri. M. S. Uike 4500.00 2475.00 113.00 0 7088.00 650 200 6238.00
Total 121300.00 66718.00 3036.00 150 191204.00 20100.00 4000 167104.00

xq:ft;ksa dk osru
dz- xq#th dk uke ekuns; dh jkf'k dz- xq#th dk uke ekuns; dh jkf'k
1 Jh jke Álkn cjdM-s 2500.00 28 Jh gqdqe flag cjdM-s 2500.00
2 dq- vkjrh 'kqDyk 2500.00 29 Jh ds'kyky lS;ke 2500.00
3 Jh Hkxor dNokgk 2500.00 30 Jh ÁHkqnRr ukbZ 2500.00
4 Jh leuw flag vkeksZ 2500.00 31 Jh 'kksHkk flag mjSZrh 2500.00
5 Jh Hkxr yky 2500.00 32 Jh f'kojkt flag lS;ke 2500.00
6 dq- y{eh Bkdqj 1000.00 33 Jh uUgs flag dq'kjke 2500.00
7 Jh ujsflag cjdM-s 1000.00 34 Jh eqUuk flag dqtke 2500.00
8 Jh lksusyky >kfj;k 2500.00 35 Jhefr gseyrk [kku 1000.00
9 Jh ohju flag ijLrs 2500.00 36 Jh nsosUnz flag 2500.00
10 Jh egsa'k flag cjdM-s 2500.00 37 Jh fo'oukFk flag 2500.00
11 Jh fdlu flag cjdM-s 2500.00 38 Jh yky flag ejkoh 2500.00
12 Jh cyjke [kjs 2500.00 39 Jhefr y{eh cjdM-s 1000.00
13 Jh jkts'k flag 1000.00 40 Jh Qwy flag 1000.00
14 Jh csM-hyky >kfj;k 2500.00 41 Jhefr panzdyh mnns 2500.00
15 Jh yhyk fcgkjh ckxjh 2500.00 42 Jhefr dkafr /kqosZ 2500.00
16 Jh ihrkEcj flag 2500.00 43 Jh lsok flag 2500.00
17 Jh v?kuw flag dM-ksis 1000.00 44 Jh jru flag vkeksZ 2500.00
18 Jh jes'k flag 1000.00 45 Jh Kku flag 2500.00
19 Jhefr lq"kek [kjs 2500.00 46 Jh mRre flag 2500.00
20 Jh ujsUnz ukenso 1000.00 47 Jh jktsUnz flag ijLrs 2500.00
21 Jh n'kjFk flag 2500.00 48 Jh ds'ko flag 2500.00
22 Jh jktdqekj fo'odekZ 1000.00 49 Jhefr Hkxorh ckbZ 2500.00
23 Jh ujxs'oj flag c?ksy 2500.00 50 y[ku flag ekdksZ 2500.00
24 Jh ohju flag iVVk 2500.00 51 Jh eukst dqekj lkgw 2500.00
25 Jh y{eh Jhiky 2500.00 52 Jh nsoyky vkeksZ 2500.00
26 Jhefr jkedyh Hkosnh 1000.00 53 Jh jktsUnz flag mjSzrh 2500.00
27 Jh jke fd'kksj cjdM-s 2500.00 54 Jh lq[knso ;kno 2500.00
55 dq- nhi ekyk nqcs 1000.00
ÁR;sd ,tsalh @ dk;kZy; ds fy;s vkcafVr ctV ÁLrkfor [kpksaZ dh rFkk fd;s x;s Hkqxrkuksa @ vnk;xh dh fof'kf"V;kW &

• 1-04-05 dks 'ks"k jkf'k &868760-00
• o"kZ esa ÁkIr jkf'k &2304798-00
• vU; ÁkfIr;kW &0-00
• dqy miyC/k jkf'k &2304798-00
• dqy O;; jkf'k &2055680-00
• O;; dk Áfr'kr &89 Áfr'kr
vuwnku ds Áksxzke ds ÁorZu dh jhfr vkSj vkcafVr jdeksa vkSj ,sls Áksxzkeksa ds fgrxzkfg;ksa dk fooj.k &
• ftyk f'k{kk dsUnz tcyiqj ls bl dk;kZy; dks tuf'k{kdksa ] lafonk oxZ 02 ] xq#th ,oa dk;kZy;hu vkdfLed fuf/k dh jkf'k ek= ÁkIr gksrh g tks ÁkIr
funsZ'kkuqlkj lacaf/kr ds [kkrksa esa pSd }kjk tek dj nh tkrh gS A
• loZf'k{kk vfHk;ku ds varxZr 'kkykvksa dks nh tkus okyh jkf'k lacaf/kr 'kkyk f'k{kk dks"k ds [kkrksa esa lh/ks tek gksrh gS ftldk ys[kk tks[kk 'kkykvksa esa la/kkfjr gS A
nh xbZ fj;k;rksa @ lqfo/kkvksa @ vuqKki=ksa ;k eatwj fd;s x;s Áfrdkjksa dks ÁkIr djus dh fof'kf"V;kW & fujad
/kkfjr bysDVzkfud QkeZ esa lwpuk ds ckjs esa fooj.k &
• tuin f'k{kk dsUnz dq.Me esa leLr lwpuk;sa cqd QkeZ esa miyC/k gSaA
ukxfjdksa dks lwpuk;sa ÁkIr djus ds fy;s ÁkI;uh; lqfo/kkvksa dh fof'kf"V;kW okpuky; ;k jhfMax #e ds dk;Zdkjh ?kaVs &
• leLr tkudkfj;kW dk;kZy; esa fof?kor la/kkfjr gSa A
pkgh tkus ij ÁR;sd ukxfjd dks miyC/k djk;h tk ldsaxh A
yksd lwpuk vf/kdkfj;ksa ds uke inuke &
• uke & Jh lat; tkV
• in & ch-vkj-lh-lh-
• dk;kZy; & tuin f'k{kk dsUnz dq.Me
• irk & dk;kZy; tuin f'k{kk dsUnz dq.Me
iks- rg- & dq.Me ] ftyk & tcyiqj] fiu dksM & 483110

tuin f’k{kk dsUn e>kSyh
dk;kZy; fodkl [k.M L=ksr leUo;d e>kSyh
lwpuk dk vf/kdkj 2005

1 lxBu dk foo.k dk;Z rFkk drZR; &
lxBu & tuin f’k{kk dsUn e>kSyh
dza in Loh-la[;k dk;Zjr fjDr dk;Z
1 ch-vkj-lh-lh- 1 1 0 ekuhVfjax fujh{k.k Ik;Zos{k.kosru vkgj.k vkfn
2 ch-,-lh- 3 2 1 ekuhVfjax tkudkfj;ksa dk ladyu ekfld leh{kk cSBd vkfn
3 ys[kkiky 1 1 0 ys[kkdk;Z tkudkfj;ksa dk ,drzhdj.k vkfn
4 HkR; 1 1 0 dk;kZy;hu lkQ lQkbZ Mkd forj.k vkfn
2 vf/kdkjh ,ao deZpfj;ks dh ’kfDr ,ao drZO; &
• ch vkj-lh -lh & ’kS{kf.kd xfrfof/k;ks dk lqpk: :i ls lpkyau ,ao SSA vUrZxr ;kstukvksa dk fd;kU;u
• ch- ,-lh & vdknfed leFkZugsrq ’kkykvksa esa ekuhVfjax ,o f’k{k.ks dks nsuk f’k{k.k dks len/k cukus dk;Z fdz;kUo;u
• ys[kkiky &foRrh; vfHkys[kks dk lqfu;ksftr la/kkj.k ,ao dk;kZy;hu dk;ksZa dk fuiknu
• H`kR; & dk;kZy;hu lkQ lQkbZ Mkd forj.k vkfn
3 fu.kZ; ysus dh izfd;k esa ykxw gksus okyh iz.kkyh fujh{k.k rFkk tokcnsfgrk dh iz.kkyh & dk;kZy;
esa izkIr gksus okys izdj.k tks CRC ls izkIr mUgs BRC Lo;a gy djrs gS A bldh lwpuk cfj"B dk;kZy; dks nh tkrh gS A
ftu izdj.kksa gy djus esa dksbZ vlqfo/kk, vkrh gS A mlds fy;s ofj B dk;kZy; dh ls ekxZn’ku izkIr dj gy djrsa gsa
4 fuoZgu ds fy;s fu/kkZfjr ekun.M@izfreku@& dk;kZy; dk fuoZgu jhfr uhfr e-iz- f’k{kk lafgrk vf/kfu;e- tuf’k{kk vf/kfu;e ’kklu ls izkIr gksus okys izirz
fofHkUu cSBdks es fn;s x;s fn’kk funsZ’k A
5 dzR;ks ds fuoZgu es mi;ksx fd;s x;s fu;eks fofu;eksa vuq,s’kksa@esU;qyl vkSj vfHkys[k& SSA ds vUrZSxr
’kkykvksa dh ukekdau loZs rFkk miyfC/k ds ’kkykokj vfHkys[ku A
6 dk;kZy; ds }kjk /kkfjr ;k mlds fu;=a.k ds vk/khu nLrfotks dh Jsf.k;ksa dk fooj.k&
v& fuekZ.k dk;Z vfHkys[k & pSd forj.k jft ]vuqca/k Qkby ]Lohgr vkns’k ] fuekZ.k dk;Z izxfr ys[kk
c & NPEGEL ;kstukrZxr vfHkys[k &fczt dkslZ ] f’k’kq f’k{kk dsUnz ,oa x.kos’k forj.k lac/kh tkudkjh A
l& e-i-c- vfHkys[k & leLr iqLrdky; ,oa laLdfr dsUnzA
n & foRrh; vfhkys[k & dS’k cqd ]ystj cqd]Ogkmpkj Qkby ]iklcqd LVkd iatha pSad forj.k iath vkfnA
i& vU; vfHkys[k& fu%’kqyd ikB;iqLrd forj.k ,oa vU; vfHkys[kA
7 uhfr ds izfriknu lw+= d.kZ fd;kUo;u O;oLFkk esa yksd leL;ks }kjk ijke’kZ &
tuin f’k{kk fe’ku dh ,d lfefr gS ftlds v/;{k t- i- v/;{k ,ao lnL; leLr f’k{kk lehfr ,ao ch vkj lh lh Hkh lnL; gSaA

8 mu cksMksZ ifjlnksa deZpkfj;ksa rFkk vU; fudk;ks dk fooj.k ftlesa nks ;k vf/kd O;fDr xBu ds :i es
ijke’kZ ds fy;s j[ks x;s gks &
tuin f’k{kk fe’ku lfefr A
9 vf/kdkfj;ksa ,oa deZpkfj;ks @fu;kstdks dh funsZf’kdk & vf/kdkfj;ksa deZpkfj;ks dh funsZf’kdk ’kklu }kjk fu/kkZfjr dh tkrh gS
rFkk ’kklu ds fu;eksa dk ikyu fd;k tkrk gS A
10 izR;sd vf/kdkjh deZpkjh }kjk izkIr fd;k x;k ekfld ifjJfed rFkk mlds fofu;eksa es mi cf/kr {kfriwfr
@eqvkots dk fooj.k &’kklu }kjk fu/kkZfjr ekun.Mksa ds vuq:i Hkqxrku fd;k tk jgk gS A vf/k- deZpkjh dh izfrekg Hkqxrku fd;s
tkus okys osru dk fooj.k fuEukuqlkj gS A
dza vf/k-@deZpkjh dk uke in ewy osru eWagxkbZ edku fdjk;k vU; ;ksx
1 Jh ,l- ds- frzikBh ch-vkj-lh-lh- osru ftyk f'k{kk dsUnz }kjk fn;k tkrk gS
2 Jh mes'k xxZ ch-,-lh osru ftyk f'k{kk dsUnz }kjk fn;k tkrk gS
3 Jh fouksn iVSy ch-,-lh osru ftyk f'k{kk dsUnz }kjk fn;k tkrk gS
4 Jh fofiu dqjfj;k ys[kkiky 5720 0 0 0 5720
5 Jh eueksgu flax HkR; osru ladqy dsUnz [kyjh }kjk fn;k tkrk gS
dk;kZy; ds vfrfjDr leLr tu f’k{kdks ,oa uohu ek- ‘’kkykvksa esa inLFk lfoank ’kkyk f’k{kd oxZ 02dk osru vkgfjr fd;k tkrk gSA
11 dk;kZy; ds fy;s vkacfVr ctr izLrkfor [kpksZ dh rFkk fd;s x;s Hkqxrkuks@vnk;xh dh
fu’fprrk,Wa &

izkIr ctV ,oa O;; fooj.k 1-04-05 dh fLFkfr esa
dza izkjafHkd 'ks"k o"kZ esa izkIr jkf'k dqy jkf'k O;; jkf'k 'kS"k jkf'k
1 484688.00 8382773.41 8867461.4
1
8356370.35 511091.06
12 vuqnku ds izksxzke ds izorZu dh jhfr vkSj vkoafVr jdeksa vksj ,sls izksxzkeksa ds fgrxzkfg;ksa dk fooj.k &fu%’kqYd x.kos’k
forj.k fu%’kqYd ikB; iqLrd forj.k
13- nh x;h fj;k;rksa @ lqfo/kkvksa ;k eatwj fd;s x;s izf/kdkjksa dks izkIr djus okyksa dh fof’k"V;kWa &NwV ls
laof/kr dksbZ dk;Zdze dk;kZy; }kjk lpkfdr ugh gS ’kklu ds funs’kkuqlkj ikyu fd;k tkrk gS A
14 /kkfjr bysDVkfuDl QkeZ esa lqpuk ds ckjs eas fooj.k& lHkh vfHkys[k dk;kZy; esa manual ,oa dEi;wVj esa miyC/k gS A
izkIr izirks dk j[kj[kko O;ofLFkr fd;k tkrk gS A
15 ukxfjdksa dks lwpuk,Wa izkIr djus ds fy;s izkI;uh; lqfo/kkvksa dh fof’kf"V;kWa %&lwpuk, ;k tkudkjh eWakxus ij miyC/k gks ldsxh
dk;kZy;hu le; ij vfHkys[k ns[ks tk ldrs gS A
16 yksd lwpuk vf/kdfj;ksa dk uke @inuke &
dk;kZy; dk uke yksd lwpuk vf/kdkjh dk uke in
fo- [k.M lzskr leUo;d ,l- ds- frzikBh ch vkj- lh-lh-s
17 vU; lwpuk,Wa tks vfHkfgr dh tkos &
1- vko’;drkuqlkj
2- le; le; ij izkIr funsZ’kksa ds vuqlkj vfHkfgr dh tkosxh A
fodkl [kaM L=ksr leUo;d
fodkl [kaM e>kSyh

lwpuk dk vf/kdkj
dk;kZy; tuin f'k{kk dsUnz iukxj
fodkl[k.M&iukxj ftyk&tcyiqj
1 laxBu dk fooj.k dk;Z ,oa dRrZO; &%
dk;kZy; tuin f'k{kk dssUnz iukxj
in uke Lohd`r dk;Zjr fjDr
ch-vkj-lh- 1 1 0
ch-,-lh- 3 2 1
ys[kkiky lg fyfid 1 1 0
lgk;d xzsM&3 1 0 1
tuf'k{kd 25 19 6
Hk`R; 1 1 0
;ksx 32 24 8
2 vf/kdkjh ,oa deZpkjh dh 'kfDr ,oa dRrZO;&%
ch-vkj-lh-ds dk;Z&% laLFkk ,oa fodkl[kaM iukxj ds varZxr lapkfyr izkFkfed 'kkyk]ek/;fed 'kkyk] f'k{kk xkjaVh 'kkykvks dh ftyk f'k{kk dsUnz
tcyiqj ds funsZ'kkuqlkj loZ f'k{kk vfHk;ku ls lcf/kr ;kstukvks dk fdz;kUo;u djkuk ,oa 'kkykvksa dh ekuhVfjax djuk A
dk;kZy; dk foRrh; fu;a=.k A
ch-,-lh- ds dk;Z &% ch-vkj-lh-ds funZs'ku esa fodkl[k.M esa lapkfyr izkFkfed 'kkyk]ek/;fed 'kkyk f'k{kk xkjaVh 'kkykvks dh ekuhVfjax djuk
A loZf'k{kk vfHk;ku ls lcaf/kr ;kstukvksa dh tkudkjh tuf'k{kdks ds ek/;e ls izpkj izzlkj djuk ,oa tkudkjh rS;kj dj ch-vkj-lh- ds
le{k izLrqr djuk A
ys[kkiky lg fyfid&% dk;kZy;hu foRrh; O;oLFkk dk vfHkys[ku ,oa lapkyu A
tuf'k{kd ds dk;Z &% tuf'k{kk dsUnz dh izkFkfed 'kkyk]ek-'kk- f'k-xk-'kk-dh ekuhVfjax djuk A
loZ f'k{kk vfHk;ku ls lcaf/kr ;kstukvks dh tkudkjh 'kkykvksa esa nsuk A
Hk``R;&% dk;kZy; dh lqQkbZ O;oLFkk]Mkd O;oLFkk ,oa dk;kZy; dh ns[kHkky djuk A

3 fu.kZ; ysus dh izfdz;k esa ykxw gksus okyh iz.kkyh fujh{k.k rFkk tckcnsgh &%
1- ofj"B dk;kZy; ds funsZ'kks ds vuqlkj dk;kZy;hu izfdz;k dk fu"iknu A
2- dk;ZfoHkktu ds vk/kkj ij izHkkfj;ksa }kjk iznRr dk;kZs dk fu"iknu A
3- ch-vkj-lh- ,oa ch-,-lh }kjk ofj"B dk;kZy; ls iznRr funsZ'kksa ds vk/kkj ij fujh{k.k dk;ksZ dk fu"iknu A
4- tuf'k{kk vf/kfu;e ,oa jkT; f'k{kk dsUnz Hkksiky }kjk iznRr funsZ'kksa ds vk/kkj ij loZ f'k{kk vfHk;ku ls lcaf/kr dk;ksZ dk lapkyu ,oa fu"iknu
A
4 fuokZgu ds fy, fu/kkZfjr ekin.M @izfreku&%
jkT; f'k{kk dsUnz]ftyk f'k{kk dsUnz ,oa tuf'k{kk vf/kfu;e }kjk iznRr fn'kk funs'kksa ds vk/kkj ij le;
lhek esa dk;Z dk lEiknu A
5 d`R;ks ds fuokZgu esa mi;ksx fd;s x;s fu;eksa fofu;eksa vuqns'k esuqvYl @ vfHkys[k&%
jkT; f'k{kk dsUnz]ftyk f'k{kk dsUnz ,oa tuf'k{kk vf/kfu;e ,oa ofj"B vf/kdkfj;kssa ,oa izf'k{k.k }kjk izkIr tkudkjh ds vk/kkj ij inRr fu;ekuqlkj
dk;ksZ dk fu"iknu A
6 dk;kZy; ds vk/khu nLrkostksa dh Jsf.k;ksa dk fooj.k&%
1-vkod tkod iath
2-dS'k cqd
3-LVkd jftLVj
4-lwpuk iath
5-izf'k{k.k iath
6-mifLFkfr jftLVj
7 uhfr ds izfriknu]lw+=hdj.k ]fdz;kUo;u]O;oLFkk esa yksd lnL;ksa }kjk ijke'kZ izfrfuf/kRo dk fooj.k&%
tuin f'k{kk lfefr ds v/;{k ,oa lnL;ksa }kjk ikfjr fu.kZ; ,oa lq>ko ds vk/kkj ij fodkl dk;ksZ dk fu"iknu A
izkFkfed ,oa ek/;fed 'kkykvksa dsk loZ f'k{kk vfHk;ku }kjk iznRr jkf'k ls 'kkykvksa dk lqpk: lapkyu gsrq mDr
'kkykvksa esa xfBr ikyd f'k{kd la?k lfefr }kjk fu;af=r djuk A
8 mu cksMksZ@ifj"knksa@desfV;ksa rFkk fudk;ksa dk fooj.k ftles nks ;k vf/kd O;fDr xBu ds :i esa ijke'kZ ds vk'k; ls j[ks x;s Fkssa &% 'kklu ds
funsZ'kkuqlkj 'kkykvksa esa ikyd f'k{kd la?k dk xBu fd;k x;k gS vkSj muds gh ijke'kZ ls gh 'kkykvksa ds fodkl dk;ksZ dk fu"iknu fd;k tk jgk
gS A
9 vf/kdkjh ,oa deZpkfj;ksa fu;ksftrksa dh funsZf'kdk &%
'kklu }kjk fu/kkZfjr lsok 'krksZ ds fu;eksa dk izR;sd vf/kdkjh ,oa deZpkfj;ksa }kjk ikyu fd;k tkrk gS A
10 izR;sd vf/kdkjh] deZpkjh }kjk izkIr fd;k x;k ekfld ikfjJfed rFkk muds fofu;eksa esa micaf/kr@{kfriwfrZ

eqokots dk fooj.k &% 'kklu }kjk fu/kkZfjr osruekuksa ds vuq:i vf/kdkjh ,oa deZpkfj;ksa dks osru dk Hkqxrku fd;k tkrk gS ,oa tuin f'k{kk
dsUnz ds varZxr dk;Zjr tuf'k{kdks dk oSru vkgfjr fd;k tk jgk gS aA
11 fofHkUu ;kstukvksa ds fy, vkcafVr ctV ]leLr [kpZ sdk fooj.k rFkk fd;s x;s Hkqxrkuksa dh izfo"fB;ka&%
ftyk f'k{kk dsUnz tcyiqj }kjk l+++= 2005&06 ds fy, izkIr ctV dh tkudkjh``¼30-09-05 dh fLFkfr esa ½
enokj fooj.k
01-04-05 dh fLFkfr
esa izkjafHkd 'ks"k
izkIr jkf'k dqyjkf'k O;; jkf'k
O;; dk
izfr'kr
lafonk f'k-02 osru 184380.00 840000.00 1024380.00 795182.00 77.62
gS.Miai [kuu 31757.00 0.00 31757.00 30000.00 94.46
ch-vkj-lh- daVUtsUlh 17007.00 23500.00 40507.00 19010.00 46.93
efgyk i

12 vuqnku ds izorZu dh jhfr @vkcafVr jdeksa vkSj ,sls fgrxzkfg;ks dk fooj.k&%
1-'kklu }kjk izkIr ctV jkf'k }kjk leLr deZpkjh ,oa tuf'k{kdksa dk osru Hkqxrku
dqy 19 tuf'k{kd ,oa 01 ys[kkiky lg fyfid A
13 nh xbZ fj;k;rks]lqfo/kkvks vuqKkiks ,oa eatwj fd;s x;s izkf/kdkjks dks izkIr djusa dh izfo"fV;ka&%
fu%'kqYd ikB;iqLrd forj.k ls ykHkkUfor Nk=@Nk=kvksa dh la[;k 27144
14 /kkfjr bysDVkfud QkeZ esa lwpuk ds ckjs esa fooj.k &%dk;kZy; esa lcaf/kr izHkkfj;ks ds ikl miyC/k jgrk gS A
15 ukxfjdks dks lwpuk, izkIr djus ds fy, izkIruh; lqfo/kkvks dh fof'k"fB;ka&%
loZf'k{kk vfHk;ku ls lcaf/kr leLr lqpuk, ,oa tkudkfj;ka dk;kZy; esa ,oa lcaf/kr izHkkfj;ks ds ikl miyC/k jgrh gS A
16 yksd lwpuk vf/kdkjh dk uke &Jh fd'ku jk;[ksMs ¼ch-vkj-lh-½ tuin f'k{kk dsUnz iukxj
17 vU; lwpuk, tks vfHkfufgr dh tkosa &%
dk;kZy; dh vko';drk vuqlkj vfHkfufgr dh tkrh gS A

dk;kZy; tuin dsUnz ikVu fodkl[k.M ikVu ftyk & tcyiqj
loZ f’k{kk vfHk;ku
1 laxBu dk fooj.k dk;Z ,oa drZO; &-
dk;kZy; tuin f’k{kk dsUnz ikVu
Ø- Ikn uke Lohdzr dk;Zjr fjDr
1 ch - vkj - lh - 1 0 1
2 ch - ,- lh - 3 2 1
3
4
5
6
Ysk[kkiky lg fyfid 1 0 1
Lkgk;d xzsM 3 1 0 1
Tkuf’k{kd 27 19 8
Hk`R; 1 1 0
;ksx
2 vf/kdkjh ,oa deZpkjh dh 'kfDr ,oa drZO; &
34 22 12
ch - vkj - lh- ds dk;Z & laLFkk ,oa fodkl [k.M ikVu ds vUrZxr lapkfyr izkFkfed 'kkyk ek/;fed 'kkyk f’k{kk xkjaVh 'kkykvks dh ftyk f’k{kk
dsUnz tcyiqj ds funsZ’kkuqlkj loZ f’k{kk vfHk;ku ls lacf/kr ;kstukvks dk fdz;kuo;u djkuk ,oa 'kkykvks dh ekuhVfjax djuk dk;kZy; dk foRrh;
fu;a=.k
ch - , - lh -ds dk;Z & ch -vkj-lh- ds funsZ’ku esa fodkl[k.M esa lapkfyr izkFkfed 'kkyk ek/;fed 'kkyk f’k{kk xkjaVh 'kkykvks dh ekuhVfjax djuk A
loZ f’k{kk vfHk;ku ls lacf/kr ;kstukvks dh tkudkjh tu f’k{kdks ds ek/;e ls izpkj & izlkj djuk ,oa tkudkjh rS;kj dj ch - vkj - lh - ds le{k
izLrqr djuk A

Ysk[kkiky lg fyfid & dk;kZy;hu foRrh; O;oLFkk dk vfHkys[ku ,oa lapkyu A
Tkuf’k{kd ds dk;Z & tuf’k{kk dsUnz dh izkFkfed 'kkyk ek/;fed 'kkyk f’k{kk xkjaVh 'kkykvks dh ekuhVfjax djuk A f’k{kk vfHk;ku ls lacf/kr ;kstukvks
dh tkudkjh 'kkykvks esa nsuk A
HkzR; & dk;kZy; dh lQkbZ O;oLFkk Mkd O;oLFkk ,oa dk;kZy; dh ns[kHkky djuk A
fu.kZ; ysus dh izfd;k esa ykxw gksus okyh iz,kkyh fujh{k.k rFkk tokcnsgh &
1 ofj"B dk;kZy; ds funsZ’kksa ds vuqlkj dk;kZy;hu izfdz;kk dk fu"iknu A
2 dk;ZfoHkktu ds vk/kkj ij izHkkfj;ksa Onkjk iznRr dk;ksZ dk fu"iknu A
3 ch vkj lh ,oa ch , lh Onkjk ofj"B dk;kZy; ls iznRr funsZ’kksZ ds vk/kkj ij fujh{k.k dk;kZs dk fu"iknu
4 tuf’k{kk vf/kfu;e ,oa jkT; f’k{kk dsUnz Hkksiky Onkjk iznRRk funsZZ’kksa ds vk/kkj ij loZf’kk{kk vfHk;ku ls lacasf/kr dk;kkZs dk lapkyu ,oa fu"iknu A
4 fuokZgu ds fy, fu/kZfjr ekinaM & izfreku &
jkT; f’k{kk dsUnz ftyk f’k{kk dsUnz ,oa tuf’k{kk vf/kfu;e Onkjk iznRr fn’kk funsZ’kksa ds vk/kkj ij le; lhek esa dk;Z dk laiknu A
5 dk;kZsa ds fuoZgu esami;ksx fd, x, fu;eksa fofu;eks vuqns’k esuqvYl@vfHkys[k ^&
jkT; f’k{kk dsUnz ftyk f’k{kk dsUnz ,oa tuf’k{kk vf/kfu;e ,oa ofj"B vf/kdkfj;ksaa ,oa izf’k{k.k Onkjk izkIr tkudkjh ds vk/kkj ij iznRr fu;eksa
vuqlkj dk;ksZ dk fu"iknu A
6 dk;kZy; ds vk/khu nLrkostksa dh Jsf.k;ksa dk fooj.k %&
1 vkod tkod iath
2 ds’kcqd
3 LVkd jftLVj
4 lwpuk iath
5 izf’k{k.k iath
6 mifLFkfr jftLVj
7 uhfr ds izfriknu *lw=h dj.k *fdz;kUo;u O;oLFkk esa yksd lnL;ksa Onkjk ijke’kZ izfrfuf/kRo dk fooj.k &
tuin f’k{kk lfefr ds v/;{k ,o lnL;ks Onkjk ikfjr fu.kZ; ,oa lq>ko ds vk/kj ij fodkl dk;kZs dk fu"iknuA izkFkfed ,oa ek/;fed 'kkykvksa
dks loZf’k{kk vfHk;ku Onkjk iznRr jkf’k ls 'kkykvksa dk lqpk# lapkyu gsrq mDr 'kkykvksa esa xfBr ikyd f’Zk{kd la?k lfefr Onkjk fu;af=r djuk A
8 mu cksMkZsa @ifj"knksa @deafV;ksa rFkk fudk;ksa dk fooj.k ftlesa nks ;k vf/kd O;fDr xBu ds #i esa ijke'kZ ds vk'k; ls j[ks x, Fks & ‘'kklu ds
funsZ'kkuqlkj 'kkykvksa esa ikyd f’Zk{kd la?k dk xBu fd;k x;k gSAvkSj muds gh ijke’kZ ls gh ’kkykvksa ds fodkl dk;ksZdk fu"iknu fd;kk tk jgk gSA
9 vf/kdkjh ,oa deZpkfj;ks fu;ksftr dh funsZf'kdk (&
'kklu Onkjk fu/kkZfjr lsok 'krkZSa ds fu;eksa dk izR;sd vf/kdkjh ,oa deZpkfj;ksa Onkjk ikyu fd;k tkrk gS A a 10 izR;sd vf/kdkjh ,oa deZpkjh
Onkjk izkIr fd;k x;k ekfld ikfjJfed rFkk muds fofu;eksa esa micaf/kr @{kfriwfrZ eqokotksa dk fooj.k %&'kklu Onkjk fu/kffjr osruekuksa ds vuw#i
vf/kdkjh ,oa deZpkfj;ksa dk osru dk Hkqxrku fd;k tkrk gS A,oa tuin f’Z{kk dsUnz ds varxZr dk;Zjr tuf’Zk{kdksa dk osru vkgfjr fd;k tk gSA

11 fofHkUu ;kstukvksa ds fy, vkoafVr ctV leLr [kpsZ dk fooj.k rFkk fd, x, Hkqxrkuksa dh izfof"B;ksa (&
ftyk f’k{kk dsUnz tcyiqj Onkjk l= 2005&06 ds fy, izkIr ctV dh tkudkjh 30%09%05 dh fLFkfr esa
en
izkIr jkf’k
01 +04 +05
dh
fLFkfr esa
izkjafHkd 'ks"k
522783 1134000
Dqy jkf’k
O;; jkf’k
O;; dk
izfr’kr
Lakfonk f’k{kd oxZ 2
osru
1656783 794500 48
ch vkj lh daVutsalh 6466 23500 29966 29165 98
Ekfgyk i

dqy ;ksx 1470595 4306211 5776806 3478147 60
12 vuqnku dks izorZu dh jhfr @vkoafVr jdeksa vkSj ,sls fgrxzkfg;ksa dk fooj.k (&
1- ’kklu Onkjk izkIr ctV jkf’k Onkjk leLr deZpkjh ,oa tuf’k{kdksa dk osru Hkqxrku dq 19 tuf’k{kd ,os 01 ys[kkiky lg fyfid A
13 nh xbZ fj;k;rksa lqfo/kkvksa vuqKkiksa ,oa eatwj fd, x, izkf/kdkjksa dks izkIr djus dh izfof"V;ka (&
fu’kqYd ikB; iqLrd forj.k ls ykHkkfUor Nk= Nk=kvksa dh la[;k& 28983
14 /kkfjr bysDVkfud QkeZ esa lwpuk ds ckjs esa fooj.k %&
dk;kZy; esa lacaf/kr izHkkfj;ksa ds ikl miyC/k jgrk gSaA
15 ukxfjdksa dks lwpuk,a izkIr djus ds fy, izkIruh; lqfi/kkvksa dh fof"V;ka %&
loZf’k{kk vfHk;ku ls lacaf/kr leLr lwpuk,a ,oa tkudkfj;ka dk;kZy; esa ,oa lacaf/kr izHkfj;ksa ds ikl miyC/k jgrh gS A
16 yksd lwpuk vf/kdkjh dk uke %& Jh vkj Mh xq# ch vkj lh tuin f’k{kk dsUnz ikVu
17 vU; lwpuk,a tks vfHkfufgr dh tkos%&dk;kZy; dh vko’;drk vuqlkj vfHkfufgr dh tkrh gSAa

lwpuk dk vf/kdkj
dk;kZy; dk uke %& tuin f’k{kk dsUnz ’kgiqjk] fodkl[k.M & ’kgiqjk] ftyk&tcyiqj ¼e-iz-½
1¼v½ laxBu dk fooj.k] dk;Z rFkk drZO; %&
Ø- LVkQ dh tkudkjh Lohd`r in dk;Zjr
1
2
3
4
5
6
7
ch-vkj-lh-lh-
ch-,-lh-
efgyk ts.Mj
ys[kkiky
lgk;d xzsM 02 &
tuf’k{kd
01
03
01
01
33
01
01
&
01
30
fjDr vf/kdkjh@deZpkjh dk uke
& Jh ,p-,l-iVsy
02
01
Jh ds-ds-nso ¼izHkkjh½
& Jherh vkjrh HkV~V
02
&
03 &
Hk`R; 01 & 01 &
1¼c½- ’kS{kf.kd tkudkjh %&
Ø- uke la[;k
1 izkFkfed ‘’kkyk;sa 158
2- bZ-th-,l-’kkyk;sa 77
3- ek/;fed ‘’kkyk;sa 89
4- fczt dkslZ dsaUnz 47
5- f’k’kq f’k{kk dsUnz 61
6- laLd`fr dsUnz 206
7- tuf’k{kk dsUnz 33
&

2- dk;Z ,oa drZO; %&
1- loZ f’k{kk vfHk;ku ds m)s’;ksa ^^izkFkfed f’k{kk dk yksdO;kihdj.k** dh iwfrZ gsrq fu/kkZfjr y{;ksa ds vuq:i jkT; f’k{kk dsUnz] ftyk f’k{kk dsUnz]
}kjk le;≤ ij fn;s x;s funsZ’kksa ,oa ;kstukvksa dks fØ;kUo;u lqfuf’pr djuk A
2- loZf’k{kk vfHk;ku ,oa f’k{kk foHkkx }kjk pyk;s tk jgs fofHkUu ;kstukvksa dk;ZØeksa dh lrr ekWfuVfjax ,oa fujh{k.k djuk A
3- ;kstukvksa dh leh{kk ,oa y{;ksa dh iwfrZ dh leh{kk gsrq losZ{k.k ,oa ewY;kadu ij vk/kkfjr vkWdM+kas dk ,dhdj.k dj tkudkjh izLrqr djuk A
4- ’kkldh; dk;kZy;ksa ls pkgh xbZ tkudkfj;ksa ds laca/k esa i=kpkj ckor~ A
vf/kdkjh ,oa deZpkfj;ksa dh ’kfDr ,oa drZO; %&
¼a½ ch-vkj-lh-lh- %& 1- fodkl [k.M varxZr lapkfyr loZ f’k{kk vfHk;ku dh ;kstukvksa dk funsZ’kkuqlkj dk;kZUo;u lqfuf’pr djuk A
2- tuin f’k{kk dsUnz] ‘’kgiqjk dk leLr iz’kklfud ,oa foRrh; fu;=a.k A
¼b½ ch-,-lh- %& fodkl[k.M varxZr ‘’kS{kf.kd xfrfof/k;ksa dh ekWfuVfjax ,oa lq/kkj A
¼c½ lh-vkj-lh %& tuf’k{kk dsUnz dh leLr ‘’kkykvksa rd loZf’k{kk vfHk;ku ,oa f’k{kk foHkkx dh ;kstukvksa dk izpkj] izlkj ,oa dk;kZUo;u
rFkk ekWfuVfjax lqfuf’pr djkuk A
¼d½ ys[kkiky %& ftyk f’k{kk dsUnz ,oa vU; ;kstukvksa ls izkIr jkf’k dk forj.k [kpZ vkfn dk ys[kk &tks[kk j[kuk ,oa tuin f’k{kk dsUnz
’kgiqjk ds leLr foRrh; dk;ksZ ds vfHkys[kksa dk la/kkj.k A
¼e½ fyfid %& in fjDr gS A
3- fu.kZ; ysus dh izfØ;k esa ykxw gksus okyh iz.kkyh @ fujh{k.k rFkk tokcnsgh %&
¼a½ tuin f’k{kk dsUnz dk;kZy;] f’k{kk lafgrk] tu f’k{kk vf/kfu;e rFkk jkT; f’k{kk dsUnz ,oa ftyk f’k{kk dsUnz ds varxZr dk;Z djrk gS A uhfrxr
fu.kZ; ftyk f’k{kk dsUnz lapkyd] jkT; f’k{kk dsUnz ls izkIr funsZ’kksa ds vuqlkj fd;k tkrk gS A
¼b½ fodkl[k.M Lrj ij tuin f’k{kk dsUnz esa fujh{k.k] i;Zos{k.k rFkk leUo; LFkkfir djus dk mRrjnkf;Ro gksrk gS A fodkl[k.M f’k{kk vf/kdkjh
ds lkFk feydj dk;ksZ dk fujkdj.k fd;k tkrk gS A
¼c½ leLr foRr laca/kh vkgj.k fodkl[k.M f’k{kk vf/kdkjh ,oa fodkl[k.M L=ksr leUo; ds la;qDr [kkrs esa la;qDr gLrk{kj ls fd;k tkrk gS A
4- fuoZgu ds fy;s fu/kkZfjr ekun.M @ izfreku %&
¼a½ ftyk f’k{kk dsUnz }kjk fn;s x;s funsZ’kksa esa nh xbZ le; lhek esa d`R;ks dk ikyu fd;k tkrk gS A
¼b½ dsUnz ‘’kklu ,oa jkT; f’k{kk dsUnz o ftyk f’k{kk dsUnz }kjk izpfyr uhfr funsZ’kksa ds laca/k esa i`Fkd&i`Fkd fn’kk&funsZ’k @ izfØ;k @ tuf’k{kk
vf/kfu;e esa vkns’k o funsZ’k fooj.k lacaf/kr dk;kZy; esa miyC/k gS A
¼c½ fn’kk&funsZ’kksa dk dk;kZUo;u gksus dh fLFkfr dk fu;fer ewY;kaadu ,oa leh{kk ftyk f’k{kk dsUnz ,oa tuin f’k{kk dsUnz }kjk dh tkrh gS A
5- d`R;ksa ds fuokZg esa mi;ksx fd;s x;s fu;eksa] fofu;eksa] vuqns’k] esU;wvyl] vfHkys[k %&
¼a½ jkT;@ftyk f’k{kk dsUnz }kjk uohu ;kstukvksa dsa lapkyu gsrq] izf’k{k.k }kjk tkudkjh nh tkrh gS A

¼b½ tuin f’k{kk dsUnz ij f’k{kk lafgrk @ tuf’k{kk vf/kfu;e esa n’kkZ;s x;s rFkk lapkyd jkT; f’k{kk dsUnz ls le;≤ ij izkIr gksus okys
vkns’k@ fn’kk&funsZ’k fufgr gS A
¼c½ ;kastukvksa ds foRrh; ,oa HkkSfrd vfHkys[k i`Fkd&i`Fkd izHkkj Lrj ij j[kk tkrk gS A
¼d½ vfHkys[kksa dk =Sekfld] v)okf’kZd ,oa okf’kZd fujh{k.k o HkkSfrd lR;kiu fd;k tkrk gS A
6- dk;kZy; ds }kjk /kkfjr ;k mlds fu;=a.k ds v/khu nLrkostksa dh Jsf.k;ksa dk fooj.k %&
¼a½ v/khuLFk deZpkfj;ksa dh lsok iqfLrdk;sa A
¼b½ lkekU; Hkfo”’; fuf/k ,oa ifjokj dY;k.k fuf/k dk fooj.k A
¼c½ LVkWd iath A
¼d½ vkod & tkod iath A
¼e½ mifLFkfr iath
¼f½ lwpuk iath A
¼g½ ekfld cSBd ,ts.Mk iath A
7- uhfr ds izfriknu] lw=dj.k] fØ;kUo;u O;oLFkk esa yksdlnL;ksa }kjk ijke’kZ @ izfrfuf/kRo dk fooj.k %&
¼a½ ’kklu dh ea’kk ds vuqlkj tuin f’k{kk dsUnz varxZr leLr izkFkfed] ek/;fed ,oa bZ-th-,l- ‘’kkykvksa esa ikyd f’k{kk la?k dk xBu fd;k x;k
gS A
¼b½ ikyd f’k{kk la?k dks lacaf/kr ‘’kkyk ds leLr iz’kklfud ,oa foRrh; rFkk izca/kdh; vf/kdkj lkSais x;s gS A
¼c½ ikyd f’k{kk la?k ds ekxZn’kZu] ijke’kZ ,oa vuqeksnu ls ‘’kkyk Lrj ij loZlEefr ls fu.kZ; ysus mijkar dk;Z fd;s tkrs gS A
¼d½ uxjh; fudk;ksa dh ‘’kkykvksa esa tuizfrfuf/k;ksa dks vuqeksnu fu;=a.k ds vf/kdkj fn;s x;s gS A
8- mu cksMksZ] ifj’’knksa] desfV;ksa rFkk vU; fudk;ksa dk fooj.k ftlesa nks ;k vf/kd O;fDr xBu ds :i esa ijke’kZ ds vk’k; ls j[ks
x;s gS %&
¼a½ izR;sd xzke ,oa ‘’kkyk Lrj ij leLr fu.kZ; ysus gsrq ikyd f’k{kd la?k dk xBu fd;k x;k gSA
¼b½ leLr fuekZ.k dk;ksZ dks iw.kZ djkus gsrq xzke fuekZ.k lfefr xfBr dh tkrh gS] ftlesa ikyd f’k{kd la?k v/;{k ,oa lacaf/kr ‘’kkyk dk izHkkjh
lfpo gksrk gS A
9- vf/kdkfj;ksa @ deZpkfj;ksa @ fu;ksftrksa dh funsZf’kdk %&
jkT; f’k{kk dsUnz] ftyk f’k{kk dsUnz ,oa Ld`y f’k{kk foHkkx }kjk le;≤ ij tkjh fd;s x;s vkns’kk ,oa funsZ’kksa ds vuq:i dk;Zokgh dh tkrh
gS A
10- izR;sd deZpkjh @ vf/kdkjh }kjk izkIr fd;k x;k ekfld ikfjJfed rFkk mlds fofue;ksa ds miacaf/kr {kfriwfrZ @ eqvkotsa dk fooj.k %&
izR;sd vf/kdkjh@deZpkjh }kjk izkIr fd, x, ekfld ikfjJfed dk Hkqxrku ‘’kklu }kjk fu?kkZfjr fd;s x;s osruekuksa @ ekunaMksa ds vuq:i
fd;k tkrk gS A

11- tuinf’k{kk dsUnz ds fy;s vkoafVr ctV izLrkfor [kpksZ dh rFkk fd;s x;s Hkqxrkuksa @ vnk;xh dh iz’kfLr;kW %&
Ø-
01-04-05 ls 'ks"k jkf'k
o"kZ esa izkIr
jkf'k
vU;
izkfIr;ka
dqy
miyC/k
jkf'k
O;; jkf'k
O;; dk
izfr'kr
01 'kkyk vkdfLed jkf'k
02 lgk;d f'k{k.k lkexzh
03 Hkou j[kj[kko ,oa ejEer
04 tuf'k{kdksa dk osru
05 dk;kZy; vkdfLed fuf/k
06 tuf'k{kk dsUnz daVustsalh
07 lafonk f'k{kd ox 2 dk osru
08 e/;kUg Hkkstu dh jkf'k
09 xq:th dk osru
10 bZ-th-lh-daVutslh
11 f'k{kd izf'k{k.k jkf'k
12 ,u-ih-bZ-th-,y dh jkf'k
13 ckfydk x.kos'k
14 vU; en
;ksx
12dk;kZy;
}kjk lHkh izkFkfed @ ek/;fed ‘’kkykvksa ls tgka jkf’k [kpZ gkasrh gS ‘’kkyk Lrj ij muls fooj.k izkIr fd;k tk ldrk gS A
vuqnku dks izksxzke ds izoZru dh jhfr vkSj vkoafVr jdeksa vkSj ,sls izksxkeksa ds fgrxzkfg;ks dk fooj.k %&
3&14 o’kZ vk;q oxZ ds ukekafdr ckyd@ckfydk,a
13- nh xbZ fj;k;rksa lqfo/kkvksa vuqKkiksa ;k eatwj fd;s x;s izkf/kdkjksa dks izkIr djus dh fof’kf’V;ka %&

loZf’k{kk vfHk;ku ls lapkfyr ;kstuk ds vuqlkj izkfFked ,oa ek/;fed ‘’kkykvksa dks fj;k;rs @ lqfo/kk;sa nh tkrh gS ftlesa fu%’kqYd ikB~;
iqLrd] fu%’kqYd x.kos’k ¼dsoy Nk=kvksa ds fy;s½ @ fodykax cPpksa gsrq vko’;d midj.k vkfn gS ftldk vfHkys[k lacaf/kr izkFkfed ,oa
ek/;fed ‘’kkyk esa miyC/k jgrk gS A
14- /kkfjr bysDVªkfuDl QkeZ lwpuk ds ckjs esa fooj.k %&
leLr ;kstukvksa ds lkFk lHkh tkudkfj;ks dks dEI;wVkjkbTM fd;k tk jgk gS rFkk leLr vfHkys[k dEI;wVj ij rS;kj dj j[kus dh dk;Zokgh dh
tk jgh gS rkfd vko’;drk iM+us ij lwpuk miyC/k djkbZ tk lds A
15- ukxfjdksa dks lwpuk;sa izkIuh; lqfo/kkvksa dh fof’kf’V;ksa] okpuky;ksa] jhfMax :e ds dk;Zdkjh ?k.Vs %&
ukxfjdksa dks dk;kZy;hu le; esa pkgs x;s vuqlkj lwpuk miyC/k djkbZ tkrh gS A
16- yksdlwpuk vf/kdkfj;ksa ds uke] inuke %&
vf/kfu;e dh /kkjk 5 ds rgr tuin f’k{kk dsUnz ’kgiqjk esa yksdlwpuk vf/kdkjh ukekafdr fd;s x;s gS A
Ø- dk;kZy; dk uke yksd lwpuk vf/kdkjh lgk;d yksd lwpuk vf/kdkjh
01 tuin f’k{kk dsUnz]’kgiqjk Jh ,p-,l-iVsy] ¼ch-vkj-lh-lh½ Jh ds-ds-nso ¼ch-,-lh-½
17- vU; lwpuk;sa tks vfHkfgr dh tkosa %&
vko’;drkuqlkj
fodkl[k.M L=ksr dsUnz leUo;d
tuin f’k{kk dsUnz
‘’kgiqjk

4- laxBu dk fooj.k dk;Z rFkk fooj.kA
¼v½ laxBu
lwpuk dk vf/kdkj
dk;kZy;] fodkl[k.M L=ksr leUo;d
tuin f'k{kk dsUnz flgksjk] ftyk&tcyiqj
fodkl[k.M L=ksr leUo;d
dk;kZy; efgyk tsUMj&1 ¼fjDr½ tuf'k{kk dsUnz&22
lgk;d xzsM 2 ¼1½ fo0[k0 vdknfed leUo;d&3 ¼2½ ek/;0”'kkyk&74
va'kdkfyd ys[kkiky ¼1½ tuf'k{kd&22 ¼20½ izkFk0”'kkyk&143
Hk`R; ¼1½ bZ0th0,l0&3
fcztdkslZ&16
f'k'kq f'k{kk dsUnz&62
xzkeh.k laLd`fr dsUnz ¼e0i0c0&137½
5- dk;Z %&
¼1½ tuin f'k{kk dsUnz esa izkFkfed “kkyk] ek/;fed “kkyk] f'k{kk xkjaVh] fc`tdkslZ] f”k”kqf'k{kk dsUnz efgyk Ik

¼3½ dsUnz “kklu }kjk jkT; f'k{kk dsUnz ,oa ftyk f'k{kk dsUnz }kjk lkSaih x;h ;kstukvksa dk tuin f'k{kk dsUnz }kjk fdz;kUo;u lqfuf'pr djukA
¼4½ v'kkldh; vuqnku izkIr fo|ky; ,oa v'kkldh; ekU;rk izkIr fo|ky; dh tkudkjh j[kukA
¼5½ fodkl[k.M Lrj ij xkaookj] clkgVokj 5 ls 14 o’kZ ds cPpksa dk losZ dj lrizfr'kr ukekadu lqfuf'pr djuk ,oa “kkyk R;kxh “kkyk vizos'kh o fodykax cPpksa dh
tkudkjh vkbZ-ih-,e-,l- ,oa MkVkcsl esa la/kkfjr dj j[kukA
¼6Z½ fodkl[k.M ij leLr izkFkfed ,oa ek/;fed “kkykvksa dh ekuhVfjax ch-vkj-lh-lh- ,oa ch-,-lh- o lh-vkj-lh- }kjk lqfuf”pr djukA
¼7½ fodkl[k.M ij leLr izkFkfed ,oa ek/;fed “kkykvksa esa fn;s x, fuekZ.k dk;ksZa dh xfrfof/k;ksa ij utj j[kuk ,oa voyksdu djukA
¼8½ “kS{kf.kd Lrj ij izkFkfed ,oa ek/;fed “kkykvksa dh miyC/kh ,oa xq.koRrk ykus dk iz;kl djukA
6- vf/kdkjh ,oa deZpkjh dh “kfDr ,oa drZO; %&
ch0vkj0lh0lh0 & tuin f'k{kk dsUnz flgksjk dk leLr iz'kklfud ,oa foRrh; fu;a=.k
• ch0,0lh0 & ch0vkj0lh0lh0 }kjk lkSais x, dk;ksZa dk fu’iknu ,oa izkFk-@ek/;- “kkykvksa dh ekuhVfjax djukA
• lh0vkj0lh0 & tuin f'k{kk dsUnz dh ;kstukvksa dk tuf'k{kk dsUnz Lrj ij lHkh izkFk-@ek/;-“kkykvksa esa fdz;kUo;u ,oa ekuhVfjax djukA
• ys[kkiky & ftys ls ,oa vU; ;kstukvksa ls izkIr jkf'k dk forj.k] [kpZ vkfn dk ys[kk&tks[kk j[kuk ,oa vfHkys[kkas dk la/kkj.k djukA
•
fyfid & tuin f'k{kk dsUnz esa leLr vkod&tkod ,oa vf/kdkjh }kjk fn;s funsZ”kksa o nkf;Roksa dk ikyu djukA
4- fu.kZ; ysus dh ykxw gksus okyh iz.kkyh@fujh{k.k rFkk tokcnsgh %&
dk;kZy; esa dk;ksZ ds foHkktu ds vuqlkj fofHkUu ;kstuk ,oa izHkkfj;ksa ds dk;Z& izkFk-@ek/;- “kkykvksa dh ekuhVfjax] e/;kUg Hkkstu] bZ0th0,l0] fc`tdkslZ] f”k”kq f'k{kk dsUnz]
efgyk Ik

fodkl[k.M Lrj ij tuin f'k{kk dsUnz esa fujh{k.k] Ik;Zos{k.k rFkk leUo; LFkkfir j[kus dk mRrjnkf;Ro gksrk gS rFkk fodkl[k.M f'k{kk vf/kdkjh ds lkFk feydj dk;Z
djus dk nkf;RoA
5- fuokZg ds fy;s fu/kkZfjr ekunaM@izfrekuA
dsUnz “kklu ,oa jkT; f'k{kk dsUnz o ftyk f'k{kk dsUnz }kjk izpfyr uhfr funsZ'kksa ds laca/k esa izFkd&izFkd fn'kk funsZ'k@izfdz;k@f'k{kk lafgrk@tuf'k{kk vf/kfu;e esa vkn'”k
o funsZ"k tkjh fd;s x;s gSa ftudk ikyu ,oa izfdz;k fooj.k lacaf/kr dk;kZy; esa miyC/k gSaA
d`R;ksa dk ikyu ftyk f'k{kk dsUnz }kjk fn;s x;s fn'kk funsZ'kksa esa nh x;h le; lhek ij fd;k tkrk gSA
fn'kk funsZ'kksa dk ikyu le; lhek ij gksus dh fLFkfr dk fu;fer ewY;kadu ,oa leh{kk ftyk f'k{kk dsUnz ,oa tuin f'k{kk dsUnz }kjk dh tkrh gSA
14- d`R;ksa ds fuokZg esa mi;ksx fd;s x;s fu;eksa] fofu;eksa] vuqns'k] eSuqvYl] vfHkys[k %&
tuin f'k{kk dsUnz ij f'k{kk lafgrk@tuf'k{kk vf/kfu;e esa of.kZr fu;e rFkk lapkyd] jkT; f'k{kk dsUnz ls le; le; ij izkIr gksus okys vkns'k@fn'kk funsZ'k fufgr gSaA
jkT;@ftyk f'k{kk dsUnz }kjk uohu ;kstukvksa ds lapkyu gsrq tuin f'k{kk dsUnz esa izf'k{k.k }kjk tkudkjh nh tkrh gSA
;kstukvksa ds foRrh; ,oa HkkSfrd vfHkys[k izFkd izFkd d{k izHkkj LRkj ij@d{k Lrj j[kk tkrk gSA
vfHkys[kksa dk =Sekfld] v)Zokf’kZd ,oa okf’kZd fujh{k.k fd;k tkuk ,o okf’kZd HkkSfrd lR;kiu fd;k tkrk gSA
15- uhfr ds izfriknu@lw=dj.k@fdz;kUo;u O;oLFkk esa yksd lnL;ksa }kjk ijke'kZ@izfrfuf/kRo dk fooj.k %&
tuin f'k{kk dsUnz ds v/khu izR;sd izkFk-@ek/k- bZ0th0,l0] fc`tdkslZ] bZ0lh0lh0bZ0 ,oa efgyk Ik

18- lapkfyr fofHkUu ;kstukvksa dh foLr`r tkudkjh %&
¼1½ laf{kIr fooj.k rFkk vk;&O;; &
dz- Ekn dk fooj.k 01-04-05
ls “ks’k
01 “kkyk vkdfLed jkf'k
02 f'k{kd f'k{k.k lkexzh
03 Hkou j[kj[kko ,o ejEer
04 Tkuf'k{kdksa dk osru
05 dk;kZy; vkdfLed fuf/k
06 tuf'k{kd dsUnz daVutsalh
07 Lakfonk f'k{kd oxZ 2 dk osru
08 Ek/;kUg Hkkstu dh jkf'k
09 xq:th dk osru
10 BZ0th0,l0 daVutsalh
11 f'k{kd izf'k{k.k jkf'k
12 ,u0ih0bZ0th0,y0 dh jkf'k
13 Ckfydk x.kos'k
14 vU; en
;ksx
jkf'k
Ok’kZ esa
izkIr
jkf'k
vU;
izkfIr;ka
Dqy miyC/k
jkf'k
O;; jkf'k O;; dk
izfr'kr
dk;kZy; }kjk lHkh izkFk-@ek/;- “kkykvksa esa tgka jkf'k [kpZ gksrh gS muls izFkd izFkd fooj.k fy;k tk ldrk gSA
19- nh xbZ fj;k;rksa@lqfo/kk,a@vuqKkvksa ;k eatwj fd;s x;s izkf/kdkjksa dks izkIr djus okyh fof”kf’V;ksa %&
foHkkx ls lapkfyr ;kstukvksa ds vuqlkj izkFk- ,oa ek/;- “kkykvksa dks fj;k;rsa@lqfo/kk,a nh tkrh gSa ftlesa fu%”kqYd ikB~; iqLrd@fu%”kqYd x.kos”k@fodykax midj.k vkfn
gSa ftldk vfHkys[k lacaf/kr izkFk- ,oa ek/;- “kkyk esa miyC/k jgrk gSA
20- bysDVªkfuDl QkeZ esa lwpuk ds ckjs esa fooj.k %&
leLr ;kstukvksa ds lkFk leLr tkudkfj;ksa dks dEI;wVjkbTM dh tk jgha gSa rFkk leLr vfHkys[k daI;wVj ij rS;kj djus ds Ik”pkr~ bysDVªkfud :Ik esa lqjf{kr j[kk x;k gS
rkfd vko';drk iMus ij lwpuk miyC/k djkbZ tk ldsA
ukxfjdksa dks lwpuk izkIr djkus ds fy;s fu;r le; ij dk;kZy; ls lacaf/kr lwpuk,a izfrfnu dk;kZy;hu le; ij miyC/k dh tkosaxh] ftldk la/kkj.k ;k dEI;wVj ij miyC/k
gSA

21- yksd lwpuk vf/kdkjh dk uke ,oa inuke %&
vf/kfu;e dh /kkjk 5 ds rgr tuin f'k{kk dsUnz flgksjk esa yksd lwpuk vf/kdkjh ukekafdr fd;s x;s gSaA
dz- dk;kZy; dk uke Ykksd lwpuk vf/kdkjh Lkgk;d yksd lwpuk vf/kdkjh
01 tuin f'k{kk dsUnz] flgksjk Jh Vh0th0 [kjs ¼ch0vkj0lh0lh0½ Jh 'kyHk dqekj feJk ¼ch0,0lh0½
vU; lwpuk,a tks vfHkfgr dh tkosa %& vko';drkuqlkj