Nilkantha journal The Efforts

the EFFORTS

Journal of Education

and ReseArch

Volume 3 Issue 1 April 2018

Nilkantha Multiple Campus

Tribhuvan University

Nilkantha Municipality-3, Dhading

the EFFORTS

Journal of Education

and ReseArch

Volume: 3 Issue 1,

April 2018

An annual publication by Nilkantha Multiple Campus, Dhading, Tribhuwan

University, expects contribution from the professionals and intellectuals in the

field of education and social sciences in the form of research articles,

abstracts, issues and contents along with facts and records.

Contribution Rate of the Journal

Institutional Rs. 250/ per copy

Individual Rs. 150/- per copy

Students Rs.100/- per copy

Note:

Views and opinions expressed in this journal are of authors' own. Thus,

editorial board is not responsible for the ideas/expressions. The matters

of this journal can not be reproducted or copied unless prior written

information and permission is granted by the publisher.

Editors

Managing Editor

Devi Prasad Adhikari

M.A., M.Ed., M.Phil.

Lecturer, NMC, TU

Editor

Nabin Bandhu Dahal

P.HD.

Lecturer, NMC, TU

Editor

Prakash Paudel

M.A., M.Ed.

Lecturer, NMC, TU

Publisher

Nilkantha Multiple Campus

Tribhuvan University

Neelakantha Municipality-3, Dhading

Web: www.nilkanthamc.edu.np

Email: campusnilkantha@gmail.com

copyright: Nilkantha Multiple Campus

Tel. No.: 010-520369, 521120

ISSN: 24679445

Printed at: Manakamana Chhapakhana Dhading Bensi

Ph.No. 010-520988, 9849212582

Editorial

Every higher education institution

certainly aims to disseminate research based

knowledge and information. The glory and

history of such organization stands on its

academic practices. Research has become

the significant part of academia in this century.

Amidst this scenario, Nilkantha Multiple

campus has been putting its efforts to promote

research culture for years lying far form the

city, with limited resources, it’s not an easy

practice. However, we have been able to

continue the efforts, the annual official

publication of Nilkantha Multiple Campus.

It is a bilingual as well as multi-disciplinary

journal . It is a peer reviewed journal . The

publication team has brought the volume III

of the efforts in this shape and content.

The team has tried to extend the

dynamism of sharing the ideas derived from

individuals, intuitions, experiences and

research among professional practitioners. It

enacts the collective mission successfully with

innovative capabilities among stakeholders.

In such atmosphere, newer avenues for

professional development are explored,

potentials realized and newer paradigms

unraveled and established. We grow

professionally if we believe in making queries

and seeking solutions with alternatives as we

get questions, answers, alternatives,

experiences, paradigms and perspectives.

This issue covers diverse areas such as

education, examination, health, teacher

leadership, classroom physicality etc. The

areas are concerned to the wider theme of

education & related phenomenon. We are

indebted to Mr. Nabaraj Sharma, the campus

chief of Nilkantha Multiple Campus for

praiseworthy support for the production of

this journal. We pour our sincere gratitude to

all who directly and indirectly contributed a

lot to give present journal a concrete shape.

All the contributors of scholarly articles are

excessively acknowledged.

We entertain constructive feedbacks

from our valuable readers, contributors and

well wishers which definitely assist us to come

with refined forms in upcoming issues. Finally,

we would like to thank Manakamana

Chhapakhana Dhading Bensi for its standard

output.

Contents

S.N. Article Author Page No.

1.

Students' Perception on Examination;

Practices, Ethics and Learning Habits: an

Ethnographic Study in Nilkantha Multiple

Campus

- Devi Prasad Adhikari 1

2. Voice Disorder among College

Teachers of Nepal - Milan Shrestha 13

3. Teacher Competency Framework 2072:

Right Path Full of Hurdles for Teacher

Leaders of Public Schools - Basant Lamsal 21

4. School Facilities: an Assessment of Public

School Classroom of Kathmandu

Metropolition City - Amon Lama 31

5. Parctices of Consuming Junk Food

6.

7.

among Primary Level Students of Dhading

District - Rita Dangol 38

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Students’ Perception on Examination; Practices, Ethics and

Learning Habits: an Ethnographic Study in Nilkantha Multiple

Campus

Abstract

Examination is the system of

testing a person’s knowledge, ability or

skills formally on certain subjects. This

study entitled “Students’ Perception on

Examination; Practices, Ethics and

Learning Habits: an Ethnographic Study

in Nilkantha Multiple Campus” assesses

existing situation or ethics and practices

of annual examination system conducted

by Tribhuvan University in bachelor level.

This interpretivist study employed

qualitative approach and used in-depth

interviews and observation to collect data.

The findings are illustrated in narrative

and descriptive way. In this study, the

characteristics and impact of examination

is assessed from the student’s point of view.

Research findings indicate students’

perceptions about examination practices

and ethics which have considerable

influences on students’ attitudes to

learning. The findings will be beneficial to

the test supervisors, invigilators,

superintendents, teachers, administrators,

test designers and students per se in order

to make tests fair and effective.

1. Introduction

1.1 Background of the Study

Tribhuvan University (TU) conducts

annual examinations every year in bachelor’s

as well as master’s level. Semester system

has been adopted in master’s level recently

to university colleges and other colleges as

well. However, annual examination has been

Devi Prasad Adhikari

the established system for bachelor students.

The students face examinations at the end of

the session. TU provides the schedule each

year a month prior to the examination. Classes

generally end after the notice. Students

practice themselves for about a month to

appear final examination.

According to Onyechere (1996),

“Examination is a formal test of a student’s

knowledge, skills or ability in a particular

subject especially by means of oral or written

questions or practical exercises”. Liman,

(1996) as cited in Chaminuka, L. & Ndudzo,

D. (2015) defines examination as a means of

testing a student’s knowledge and

competence. To test student’s ability and

knowledge, two types of test are conducted

in colleges. They are formative and

summative. Formative tests provide students

and teachers a kind of immediate feedback.

To be precise, formative assessment is

directed toward improving learning. The

results typically are not used for assigning

course grades (Yadav and Yadav, 2011, p.

61). Summative tests guide teachers and

administer to place students in to grades.

Annual examination is similar to summative

test that directs students towards success and

failure or pass or fail. This kind of result affects

student’s mindset. The outcome of annual

examination often does not fulfill the

expectation of all examinees. This can change

students’ perception for study. It has direct

The EFFORTS, Journal of Education and Research Vol. 3, Issue 1, April 2018 -1

or indirect relation to their learning habits.

1.2. Statement of the Problem

The trend of examination in

Tribhuvan University still adheres the

traditional approach. Examinations are

annually held giving prior notice usually before

a month. The university has recently changed

this system in some of its colleges for master’s

level adopting semester scheme. However,

the examinations of bachelor level are mostly

held at the end of a year. Students looming

long for the examination lose confident and

attempt malpractices in order to get through.

Nevertheless, the rate of success does not

increase. The setting of questions,

arrangement of seats in the halls, invigilation,

observation and controlling mechanism can

neither hold intact to keep the examinees in

ethical consideration nor increase hope of

examinees for success. That ultimately

impedes students’ learning habit or practice

for examination seriously. In this study,

researcher puts the gap between university

provision for examination, its practices and

effects to students’ learning habit as the

research problem. Thus the researcher stated

the research problem as follows:

What are the effects on students’ learning

behaviour due to practices and ethics of

annual examination in Tribhuvan University?

1.3. Objectives of the Study

The objectives of the study were as

follows:

1. To explore the existing condition in terms

of practices and ethics of annual

examination system from students’

perspective in Nilkantha Multiple

Campus, Dhading.

2. To evaluate the students’ attitude

towards learning habit with in this

examination system.

1.4. Research Questions

The followings were the research

questions of study:

i. What is the current condition of annual

examination conducted by Tribhuvan

ii.

University in bachelor level?

How do students perceive practice and

ethics of the examinations?

iii. Does examination system have relation

to students’ perception of forming

practicing/learning habit for further

examinations?

1.5. Justification of the Study

The findings of this research are

expected to be useful to those who are

involved in examination procedure such as;

setting questions, arranging seats, invigilating

exam halls, supervising the exam, managing

overall mechanism for the examinations to

increase success rate. This will also be useful

for the students who are preparing for further

examinations to know the factors that affect

learning habit. The associated stakeholders

will find this research significant to bring

necessary changes for conducting fair and

efficient examinations.

1.6. Delimitation of the Study

There were certain boundaries drawn

up on regarding the study. They are

mentioned below:

1. Only 6 students of bachelor level (third

year 2017) who appeared in the

examination(s) conducted by Tribhuvan

University from Nilakantha Multiple

Campus, Dhading were included as the

The EFFORTS, Journal of Education and Research Vol. 3, Issue 1, April 2018- 2

sample populations of the study as

informants.

3. This study explored only the students’

perception on examination procedure in

terms of practices, ethics, and influence

in their learning behaviors.

4. The primary data of this study were

collected only from interviews and

observation.

1.7 Organization of the Study

This study includes three core

chapters. The first chapter covers

introduction, background of the study,

statement of problem, objectives of the study,

research questions, justification, delimitation

of the study and operational definition of the

key terms. Chapter two comprises literature

review: theoretical, empirical review and

conceptual framework. Chapter three

incorporates methodology. Methodology

contains research design, population of the

study, sampling procedure, tools of data

collection, process of data collection and data

analysis procedure. Other chapters are

references, appendix, acknowledgements etc.

1.8 Operational Definition of Key

Terms

Ethics: It is defined as moral principles that

govern somebody’s personal behaviour or

conducting of activities.

Semester: It is a half-year term in a school

or university lasting for fifteen or eighteen

weeks.

Annual Examination: An examination or a

test that occurs once every year, which

decides student’s achievement.

Learning: Learning can be defined as “ a

relatively permanent change in an individual’s

knowledge or behaviour that results from

previous experience” (Hamilton & Ghatala,

1994; p. 9 as cited in Zain, 2007).

Interprevism: Walliman (2006) defines

interpretivism, “an alternative approach to

research based on the philosophical doctrine

of idealism. It maintains that the view of the

world that we see around us is the creation

of the mind (p. 16-17).

Malpractice: The World Bank (2001) as

cited in Chaminuka, L & Ndudzo, D. (2015),

defines examination malpractice as a

deliberate wrong doing that is contrary to

official examination rules and is purposed to

place a candidate at an unfair advantage or

disadvantage.

2. Literature Review

2.1 Theoretical Review

This paper draws on recent models

of examination practices, ethics and its effects

on students’ learning habit, which imply

working with diverse range of examinees who

appear annual exams conducted by TU. For

the purposes of this paper, I adopted Daniel

Stufflebear’s Context Input Process Product

(CIPP) model:

Daniel Stufflebean's CIPP Model:

Contract ( needs, assets, and problems

within a defined environment)

Input ( Competing strategy & work plans &

budgets of selected approach)

Process ( monitor, document, and assess

program activities)

Product (impat, effectiveness, sustainability,

and socialbility)

Decision/ accountability- orlented evolution

(Stuffiebeam , 2001, in Evaluation Models)

CIPP was developed by the Phi Delta Kappa


Committee on Evaluation in 1971 (Smith,

1980). The CIPP evaluation model is a

comprehensive framework for guiding

evaluations of programs, projects, personnel,

products, institutions, and systems. The CIPP

Model, is focused on program evaluations,

particularly those aimed at effecting longterm,

sustainable improvements (Stufflebeam,

2007). Stufflebeam further claims that this

model’s core parts are context, input,

process, and product evaluation. In general,

these four parts of an evaluation respectively

ask, what needs to be done? How should it

be done? Is it being done? Did it succeed?

(p.1). In this study, context can be the annual

system of examination, input is the students’

participation on exam, process can be the

whole manner or activity of examination,

product can be the approach or habit for

learning developed by the students due to

overall effects.

Assessment significantly affects

students’ approach to learning, assessment

paradigms have shifted from “testing learning

of students to assessing for students learning”

(Birenbaum & Feidman, 1998, p. 92).

Recent examination approaches are

attempting to increase the correspondence

between what students need to learn and

what is expected for them to know once they

finish their studies. The question remains

whether students are taught so that they can

excel on a test or whether they are taught to

construct meaning that will sustain in the long

term. This claim needs to be treated carefully

because the usability of examinations for the

long-term and short-term may vary. Thus, this

study sheds light on the extent to which the

existing practice of annual examination system

hinders student’s continuous approach to

learning. They change their approach to

learning fitting to the examination system. This

ultimately affects their learning habit. I have

found the researches that deal with the

students’ perception about examination or

assessment system and malpractices but none

of them deal about the effect of the system in

students’ learning habit. This is what I have

found the gap in research of the field.

2.2 Empirical Review

A number of research works have

been carried out in the field of examination

and learning. Some of the related major

research works and articles were reviewed

as below:

Oladunni, M. O. (2010) conducted research

on “Students’ perception towards

examination and examination ethics in college

of education, Ikere-Ekiti, Niegeria”. The main

objective of the study was to find out the

preconceptions of students towards

examination and examination ethics. The

study revealed that many students have wrong

concepts of examination and examination

ethics. Some students see examination as an

instrument of restriction on the ladder of

success, hence the need to disobey any rules

or regulations that may stand between them

and success.

Chaminuka, L& Ndudzo, D. (2015)

conducted research on “Students’ and staff

perceptions on examination malpractice and

fraud in higher education in Zimbabwe”. This

study attempted to assess the perceptions of

University students and staff on examination

malpractice and fraud in Higher Education

institutions in Zimbabwe. The study applied

the qualitative research methodology. The

study discovered that examination malpractice

and fraud is caused by fear of failure and

inadequate preparation for examinations,


shortage of learning and teaching resources

among other factors.

John and Noreen Gaubatz (2005) studied on

“Student perceptions of learning and

instructional effectiveness in college courses”.

This study indicates that students' learning is

highly influenced by the effort students put

forward. Although an instructor can do much

to facilitate learning and can certainly provide

some motivation, ultimately students

themselves must take some responsibility for

their learning in a course.

Hanan M.F Al Kadri et al. (1011)

conducted research on “Students’ perception

of impact of assessment on approaches to

learning: a comparison between two medical

schools with similar curricula”. The main aim

of the study was to investigate students’

perceptions of assessment and resulting

learning styles. Three themes emerged from

analyses of the interviews: the function of

assessment, learning outcomes and, finally,

authentic assessment in the clinical

environment. The research concludes that the

experience of authentic assessment was a

powerful motivator for students’ approaches

to learning.

2.3 Conceptual Framework

This study entitled “ Students’

Perception on Examination Practices, Ethics

and Influence on Learning Habits: an

Ethnographic Study in Nilkantha Multiple

Campus” adopted the following conceptual

framework:

Practices/malpr

actices:

Changing seats

Cheating

Copying

Talking

Reading aloud

Whispering

Helping

Examination

Students'

perception

Learning

Habit

Ethics:

Timing

No noise

No cheating

Follow

instructions

Showing well

manner

3 Methodology

Methodology is the key aspect of

research. For some writers “methodology”

and “research design” are synonyms. Oliver

(2010) puts, the term “methodology”,

however, is also used in a rather more specific

sense, as almost a synonym for research

design. It indicates the practical way in which

the whole research project has been

organized” (p. 103). The following research

methodological strategies were implemented.

3.1 Research Design

According to Creswell (2012),

research designs are plans and the procedures

for research that span the decisions from

broad assumptions to detailed methods of

data collection and analysis (p.3). The

paradigm of the research is interpretivism

adopting qualitative research approach.

Interpretivists favor qualitative methods such

as case studies, interviews, and observation

because those methods are better ways of

getting at how humans interpret the world

around them (Willis 2007). This paradigm is

concerned primarily with generating contextbased

understanding of people’s thoughts,

beliefs, values and associated social actions.

Interpretivist researchers embrace an openended

research design process that allows

emergent research questions, emergent

modes of inquiry and emergent reporting

structure (Taylor & Luitel, 2012). The

research method will be ethnographic and will

deal about the lived experiences of examinees

who have appeared bachelor level

examination(s) organized by Tribhuvan

University. O’Reilly (2012) as cited in

Thomas, (2017) points out that it involves

transforming data into a comprehensible


argument, by arranging, summing up,

categorizing, and interpreting, to be presented

to a wide range of readers.

3.2 Population of the Study

The total population of the study was

all the examinees of bachelor third year

examination of the year 2017 under Tribhuan

University from Nilkantha Multiple Campus,

Dhading. The triplicate of the exam showed

the total number of examinees of the year for

the bachelor level third year (B. Ed. and

B.B.S.) from the campus was 413. The

students take part in examinations each year

at the end of the session as per the schedule

prepared by the university. For this study, only

six students studying B.B.S, and B. Ed. were

purposively selected as sample population.

3.3 Sampling Procedure

Out of total examinees or students

of bachelor level (third year) under TU from

Nilkantha Multiple Campus, I purposively

selected six students from B Ed. and B. B.

S. studying at Nilakantha Multiple Campus,

Dhading to elicit required data or information

for the study. The informants were selected

on the basis of gender (three males/three

females), presence in the class (regularity/

irregularity/total absence), position in the class

(merit basis), and performance in the class

(suggestion from the faculty). All the

participants appeared the annual

examinations of bachelor first, second and

third years conducted by T. U. at Nilkantha

Multiple Campus. They knew widely about

the practices of the examinations.

3.4 Tools of Data Collection

In-depth interviews to the

respondents and observation of the

procedure of examinations by the researcher

were the tools of data collection. The in-depth

interviews focusing on meanings and

experiences were the primary source of data.

These conversations, however, were not

traditional inter views. Interview questions

were not set but the researcher noted the

themes and areas for possible questions of

conversation.

3.5 Process of Data Collection

In order to collect data from personal

interviews, I used recorder, diaries, and notes.

I conducted some in-depth interviews with

the examinees in the exam halls just after

completing the exam. Each interview took at

least thirteen minutes. The settings of the

interviews were classroom, exam hall, and

the researcher’s cabin. For further data, I

observed examination hall to take notes, keep

records of overall procedures. I also became

invigilator for six days each for a student

selected as sample to find out the real situation

of the examination and the activities of the

informants. I noted about the situations found

in the exam hall related to the practice of the

exam.

3.6 Data Analysis Procedure

This section presents the analysis of

qualitative data gathered from interviews and

observation. The data congregated from the

interviews were coded and categorized under

different themes such as general practices and

trends of annual examination, malpractices in

the examination, ethics of examination, impact

of examination in learning habits. To maintain

ethical considerations, the real identity of the

informants were masked using pseudonyms

as S1, S2, S3, and so on while analyzing the

data.

3.6.1 Results

An interpretivist insight is presented


that illustrates, first, about the lived

experiences of examinees who have appeared

bachelor level examination(s) organized by

Tribhuvan University from Nilkantha Multiple

Campus. Second, how this practice or over

all system of examination affects their learning

approaches or habits. The results are

organized into different themes: 1) general

practices and trends of annual examination;

2) malpractices in the examination; 3) ethics

of examination; and 4) impacts of examination

in students’ learning habits.

General Practices and Trends of

Annual Examination

I asked the students about the

practices and trends of the existing

examination they involved in. Most of them

found the exam fair, unbiased and strict in

comparison to their previous broad

examinations. However, one student scorned

this idea:

The exam of TU is not as fair as Higher

Secondary Education Board. Students

cheated more in TU exam. In overall, it’s

okay. But the center we appeared is not

doing tight. (S4)

Out of six, five students agreed that the

examination conducted in NMC was

comparatively nondiscriminatory. It somehow

depended on the authorities involved:

...I found some differences. Some are very

Strick.Some are even helpful to examinees,

biased. Others are moderate. (S1)

My observation showed that few teachers

adhered some students’ request. They helped

in some cases such as translating question into

their mother tongue, giving synonyms to the

difficult words used in question papers.

Overall, I found the exam nondiscriminatory.

Malpractices in the Examination

Questions related to malpractices in

the exam were asked to the informants. Some

queries explored their own practices and

habits that were strictly banned in the exam

halls. Other questions made them tell about

their colleagues’ behaviours in the hall. All of

the students gave similar response to the

question: Did you find your friends cheating

in the exam?

Ya. I have seen some of my friends cheating

sometimes. (S 2)

But in the questions related to their selfmalpractice,

the responses were different.

Three of them agreed that they cheated in

some cases. Two gave vague answer, while

one of them vehemently rejected:

No, I can’t. I even do not know how to

make cheats. I want to do best doing

myself reading more. (S 4)

In my observation, I found similar cases as

they responded. Most of them attempted to

copy from other friends. They talked about

the possible answers, and they attempted to

tally each other’s answers in numerical

problems. Even I found two of them cheating

from a small hand made note. Once, one of

them attempted to see from such note but

the invigilator intervened. She grabbed a small

note before the student could use it.

In some cases, students requested to the

authorities to tell the meaning of some words,

and even answer of the question. I found them

rejecting the requests. However, in one

question related to this one of students sayed:

When I asked the meaning of some words,

the invigilator did not reply in front of you

but later he said. (S 6)


From this, it can be inferred that some

authorities helped students in some cases.

However, they were careful enough to save

their faces.

Ethics of Examination

Few of the questions addressed to

the ethics of examination. Since it is a part of

practices that generally comes along with the

system. Ethics is something that governs a

person’s behaviour or conducting of any

activities. It is a moral principle that binds

somebody else to follow the established

norms of an activity. Ethics of exam includes

fairness, strictness, nondiscriminatory, no

cheating, no talking, no copying etc.

Regarding the ethics of the examination,

everybody seemed to be aware. Students,

teachers, authorities knew the ethics that

were to be followed in the exam. One of

students agreed:

. . . I think cheating also helps to pass them.

I have seen some friends who cheated . . .

I do not think its better. However, exam

should be very strict. We all should follow

the systems or ethics of the exam. (S5)

While talking about the ethics, I found

everybody sincere regarding its importance

in the exam. contary to this in practice most

of them tried to disobey the system for their

self-benefit during examinations. It is

considered as an examinee’s natural habit.

Impact of Examination Practice

in Students’ Learning Habits

It was a serious concern of the

interviews conducted that needed to explore

the relation between examination practices

and its effects on students’ learning habits.

Few questions related to this were asked to

the interviewees. Almost of them answered

openly, with out hesitation. A part of

conversation with one student:

RE: Do you have your own experience

that? exam system has changed your

reading habit?

S4: A little bit. Unfair exams demotivate

us to study more.

RE: It means the system of the exam

affects your reading habit?

S4: Yes. It does effect. If it is strict, students

read more themselves. They will be

motivated to learn more.

All of the participants responded similar views

regarding this. Although they attempted

malpractices they seemed to be aware that it

should not be done; it is not better to do; it

must be strict:

Some of my friends talk about the benefit

of cheating. But I do not believe this. I like

tight exam. Exams should be fair and

tight. (S1)

I like tight exam. Exams should be fair

and tight. (S2)

. . . the exam should be very strict. (S3)

I do not think it's better. .. for me, the exam

should be very strict.

(S 4)

. . . exam should be very strict. We all

should follow the systems or ethics of the

exam. (S5)

. . . I prefer very strict exam. (S6)

This awareness about the exam was like

theoretical concept. Practically why students

attempted to cheating was the striking

question to them. None of them were satisfied

from their own habits of cheating, copying,

talking or any sort of malpractices:

If the invigilator is tight, we feel that the

exam is fair. We manage our time well. If

the exam is loose, we loss our time talking

each other attempting for cheating. We do

not like to write our own. (S3)

The EFFORTS, Journal of Education and Reserch Vol. 3, Issue 1, April 2018 - 8

Examinees feel themselves that cheating is the

waste of their time. The temptation to

malpractice discourages them for the better

management of allotted time. All students felt

that cheating hampers them in many ways:

If the exam is fair and strict we like to

study more but if it is loose we like to make

cheats rather than reading more. (S1)

She further put her experience:

. . . In 2069 B. S., I appeared first year

exam. The first day was very strict. So I

could not think about cheating. I read a

lot whole night from the next day and got

success. But the next year in 2070, the

exam was not strict in the first day so I

did not like to read more rather I

attempted to cheat.

In response to the same question, another

student had similar experience:

I appeared first year exam three years

before. The first day, we could not do

anything. So we did not think of cheating.

Then we read more from the next day. We

got good result. But the exam was not strict

next year, in the first, day so we did not

like to read more instead we tried to cheat.

Finally, we got harassing result. (S3)

In a question ‘does the system of the exam

affect your reading habit?’ Students gave

similar responses:

. . . It does effect. If it is tight, students

read more themselves.

If the exam is fair and tight we like to

study more but if it is loose we like to make

cheats rather than reading more. If it is

tight in the first day, students read more

themselves from the following days. (S2)

Two of the informants had a bit different

views:

If the exam is fair and tight we like to

study more. ... We will read more due to

fear of failing. (S6)

It does not matter for me. But unfair exam

will demotivate us to study more. I think

it applies to all the students. It does effect.

If it is tight, students read more themselves.

They will be motivated to learn more. (S4)

Their views about fear of failing and

demotivation were the factors that affected

them to change their reading habit. They

tempted to study more.

3.6.1 Discussion

Despite variations in practice of

examination conducted by T. U., annual

system of examination is commonly in use.

Educational programs such as B. Ed. B.B.S.,

and B.A measure students’ achievement

through this system. Nilkantha Multiple

Campus is one of the centres of the annual

examination program under T. U. It tries its

best to launch effective examination system.

Norms and ethics are the primary concerns

of the examination. Overall mechanism and

practices should make examinees feel positive

to the fairness of the exam. Ethically, they

should not attempt for the malpractice. But,

partially, the result showed that malpractice

is the natural habits of the examinees. Almost

participants tried to disobey the authorities in

order to cheat. They even were able to use

notes they made at home in paper, in palm or

in some other parts of body. The invigilators

were not of same motive. Some tried to handle

the exam very strictly. Few of them were

moderate. Very few were careless. They

neglected such malpractices. They even

supported the examinees to such practices.

Examinees wanted to benefit themselves for

time being. They accepted that such practices

finally did not help them for better success.


They felt they were losing time while engaging

in copying, talking, cheating. They believed

that they failed to manage time when they

involved in such activities. They have their own

stories of malpractice and its effect on their

success. Nobody agreed on the view that

‘malpractice helps to benefit them for better

result’. Even though they tired, they found

themselves regretting for the action. It was

not their hardcore interest to do so but the

situation allowed them for such attempts.

Finally, all informants agreed on the views that

malpractice or the existing examination system

has an effect on students’ perception on

learning. They directly exposed their opinion

that exam should be unbiased, free of

malpractices, and strict. They opined if the

exam were strict, they would be tempted to

read more for further examinations. If it did

not follow the ethics, it ultimately hampered

their learning habits. They spent time

preparing cheating materials instead reading

seriously before exams. They would read

more when they found the exam really tight.

Conclusion and Implication

This study revealed that the existing

annual examination system of T.U. does not

remain aloof from malpractices despite the

awareness of examination ethics among

students, teachers and authorities. The

students or examinees believe that

examination malpractice and fraud is a

problem among higher education institutions

in Nepal. They believed that possible

examination malpractices and frauds cause

students’ failure due to their temptation

towards such practices rather than working

hard before and while examination. They

failed to manage allotted time of the exam

while they involved in mal -practicing. The

most serious effects of examination

malpractice are; increase in the production

of half-baked graduates, lowering of

academic standards and lack of confidence

in the higher education graduates. The major

effect includes the discouragement of hard

work among students. When students found

the exam very strict, they prepared themselves

for working hard. They cut their habit of

reading when they got chance to cheating,

copying, talking and so on during the exam.

The research further exposed that breach of

ethics is possible when authorities disregard

the importance of fair and unbiased

examination. If the trend continues, it will

decrease students’ interest in reading. The

culture of reading for the purpose of

examination will decrease. The effect

cutbacks the achievement of examinees.

Finally, the efforts in achieving desired quality

among the graduates remain unfulfilled.

Finally, this study indicates that students’

learning culture is highly influenced by the

effect of examination practices. Although

attempts could be made from the concerned

authorities to avoid breach of ethics in exams,

ultimately students themselves must take some

responsibility for shaping their learning habits

for further examinations.

Acknowledgements

The researcher would like to thank

to Nabin Bandu Dahal, Ph.D, the head of

Research Management Cell, Nilkantha

Multiple Campus, Tribhuvan Unversity, Nepal

for his continuous academic guidance during

the study. Similarly, thank goes to campus

administration for the opportunity to carry out

this research. This research is partly funded

by the campus.


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Appendix

The deep-structured interviews conducted to

the informants were based on the following

themes:

Theme 1: General practices and trends of

examination

Theme 2: Ethics of examination

Theme 3: Malpractices in Examination

Theme 4: Influence of examination in learning

habits of examinees


Voice Disorder among College Teachers of Nepal

Abstract

Voice disorder is the most

prominent concern in teaching profession

as well as in global scenario. The profuse

number of teachers is at risk from voice

disorder, so this profession is vulnerable.

These voice related problems ruin the

teachers’ professional career by decreasing

their teaching proficiency in the classroom.

Thus, they are in dreadful state for losing

their jobs. These problems must be

identified and coped with suitable

measures in order to avoid the harm from

voice disorder. Although coping voice

disorder can enhance teacher’s proficiency

as well as increase the quality of delivering

knowledge, attitude and skill in the

classroom that ultimately enriches the

quality of education.

Key words: Voice disorder, Teaching

proficiency

Setting the Scene

During my eight years teaching

profession in Nilkantha Multiple Campus,

Dhading, I encountered some health

problems and was worried about it. I

consulted several times with my family as well

as my several colleagues for knowing the

causes. Before two years, it was really

dreadful for me and it put me in big pain. I

was not able to do my work as pervious days.

My performance in job was reducing which

put me in big trouble, so I consulted my

colleagues and found some of them ever facing

Milan Shrestha

same types of problems which I encountered.

So I made common understanding that I am

not the only one person who suffered from

these problem while in the workplace. They

all felt the same phenomena as I felt which

were related to teaching occupation.

During those days, I felt sore in my

throat, suffered from hoarseness of voice,

difficulty to produce sound and felt extreme

pain while talking and teaching. Which were

the prominent signs and symptoms of voice

disorder due to occupational hazards. It was

really painful and phobic movement in my life

which hampered my daily activities and make

them unfavorable. It also created unfavorable

situation in my professional carrier by

obstructing delivery of my teaching process

specially speech, it decreased my proficiency

and it ultimately led my class teaching

ineffective. I prayed god for making a situation

that I must not talk. If anybody came closer

to me, it would make me upset due to fear

for talking which produced extreme pain in

my throat. I made myself as unfriendly person

to other; I limited myself to exposing in social

talks due to fear of throat effect.

Voice Disorder in Teaching

Profession

Voice disorder is the condition where

the voice does not work, perform, or sound

as it normally should, so that it interferes with

communication (Roy, 2004 as cited in


Higgins, 2006). Especially, teaching

occupation is mainly based on the voice which

plays prominent role in this profession

(NEAMB, n.d.). Fluency, consistent voice

and techniques of delivery make teaching

effective. Voice is the fundamental tool for

teachers (Acoustic Bulletin, 2008). So it plays

main role and without proper voice teaching

profession will go ruining. Thus the voice was

the main wealth of my occupation. Many

tasks and activities must be performed with

voice. Teaching is a profession that is vocally

demanding where one’s voice is used as his/

her primary tools (Williams, 2003; Jardim,

Barreto & Assuncao, 2007; NYEE, 2017).

So that person who is suffering from voice

disorder can’t continue their teaching

profession prolonged as they want. Voice

disorder is one of the examples of

occupational health hazards of teacher (Long,

2016). Many teachers have suffered from

these types of hazards which make them

victim and affected their life seriously.

Thiebeault, Merrill, Roy and Smith (2005)

state that the voice disorders are common

among teachers. Roy, Merrill, Thibeault,

Gray and Smith (2004) says, “Teachers are

constantly exposed to students with sniffles

and sore throats, so they are pushed at risk

of voice problems and lead to serious vocal

health problems”. Thus as like Shrestha

(2016) these voice disorders seriously harm

their health and also put burden in their job.

Although many people think teaching

is comparatively comfortable jobs than others,

they make assumption that teaching is

hazardous free occupation. So they forget

the reality every job has hazards to some

extent, so teaching occupation is not different

than other occupation and it also consists

numerous hazardous factors. Many teachers

encounter voice disorder being engaged in

the profession.

Statement of Problem

Today voice disorder is one of the

common health threats among teachers in

many developed and developing countries.

That is why; it has received increasing

attention in recent years. In the globe around

fifty percent teachers had developed a voice

disorder during their life span (NEAMB,

n.d.). NEAMB further mentions that 20

percent teachers had missed their work due

to voice issue among them one in ten teacher

faced forced to left the job (n.d.).

In context of Nepal, there are majority of the

work force adopted teaching as the

profession so the issue of voice disorder is

itself prominent and vulnerable. According

to MoE (2015) there are more than 671,616

numbers of teachers in Nepal, among them

14,356 were engaged in college teaching. So

we can say huge number of human resources

is engaged in teaching occupation but this

number is still low comparatively to the

student’s number. There is big difference

between student teacher ratios in Nepal, so

the most of the teachers teach the large

number of students in the classroom which is

itself a big challenge and also it creates

unfavorable condition for vocal disorder.

In other aspect, there is also no more

availability of accessories in the classroom

just like amplifier, hygienic classroom,

multimedia, teaching materials etc. Without

these facilities teacher must put more effort

in the teaching process which means they must


put more peaking in the classroom which is

harmful to their voices. As well as the low

availability of teachers in the school contribute

to increase more workload on remaining

teachers so the engaged teachers must take

more classes and they will not get sufficient

time for their voice rest which itself makes

adverse effect in their voices. Hingnekar and

Ahmed (2014) claims that 74 percent

incidence of voice disorder were due to

excessive hour of teaching as well as

contributing of screaming with students

accounts 62 percent respectively. As well as

the prevalence of voice disorder among

secondary school teachers was found 10.4

percent (Moy et al., 2015). Thus, these

unfavorable works setting makes many

teachers victim from voice disorders in Nepal.

So this study aims to explore the level of voice

disorder of college teachers. There are

several concerns which are essential to derive

answers: What is the status of voice disorder

among college teachers? Does this voice

disorder make influence in their profession?

How do they cope these voice disorders?

Among these prime concerns, researcher

determined the main vital question which is

not answered yet. To what extent does voice

disorder occurre among teachers of collages

in Nepal?

Purpose of the Study

The main purpose of this study was

to identify the status of voice disorders among

teachers of colleges in Nepal. More

specifically, this research; (a) explored the

causes of voice disorder, (b) determined the

influences of voice disorder in teaching

proficiency among teachers of colleges, and

(c) explored how teachers make coping

intervention for voice disorder.

Research Questions

I determine the following overarching

research questions to fulfill the above purpose

of this research:

1. to what extent do teachers of public

colleges feel voice disorder while

engaging in teaching?

2. how do these voice disorders influence

their teaching proficiency?

3. what are the approaches of coping voice

disorder while in teaching profession?

Research Approach

In this study, the researcher followed

a qualitative approach to research using

literature review, narrative study and interview

techniques. Researcher purposively selected

participants for this study where participants

were engaged in teaching more than ten years

at college level. They all administered classes

in bachelor levels and also engaged as a

M.Phil. student of Kathmandu University.

They aged between 34 to 36. The majority

of participants (three) were engaged as

teachers in private college but two involved

in public college.

The researcher collected information

with the help of scheduled interview by asking

them questions.They answered in narrative

description about their teaching profession

and voice disorders. Researcher took these

interviews based upon the personalized set

of questions. Thus the researcher collected

the information, coded them and transcribed

them for making analyzable and interpretable.

Finally, researcher analyzed the information

thematically and drew findings. Researcher

used the pseudo-name for the participants for


not revealing their original identity. The

researcher presented, analyzed and

interpreted the findings under four themes

which partly emerged from the collected

information under; status of voice disorder,

causes of voice disorder, consequences of

voice disorder and coping measures of voice

disorder respectively.

Finding and Discussion

In this section researcher included

status, causes and consequences of voice

disorder as well as its coping measures

respectively as follows:

Status of Voice Disorder

While studying literature from William

(2003), I found that teachers are more at risk

of developing vocal disorders than others.

Williams further mentions that “the prevalence

of voice problems in teacher depends on

whether it is based on objectively diagnosed

vocal cord pathology, estimated to have a

prevalence rate of 4.4 percent, or subjective

self-reported vocal dysfunction which has

been found to be as high as 90 percent”

(2003, p. 457).

In order to verify this secondary

information found in the literatures, researcher

asked the participants, "Have you ever felt

voice disorder while engaging in teaching

profession?" Their responses corroborated

the documentation. Participants told that they

sometimes encountered voice disorder while

they are engaged in classroom teaching.

Mandal explained in the beginning of his

profession he could not feel any voice problem

but at later duration he felt problem especially

in the morning due to cold. Bohara

responded “In the beginning of my

profession I took eight classes per day

thus I got tired and felt little bit problem

in voice especially I encountered voice

changing problem”. He believed that these

voice changing problem were due to taking

more classes and continuous speaking for

long duration. As well as, Lamsal emphasized

that he also sometimes encountered throat

pain while in extended time of classes. He

felt extreme pain in his throat so he couldn’t

be able to produce even a single word while

taking class.

Similarly other participants, Kafle and

Saud also agreed that they occasionally faced

voice problem. Saud told that in some months

he was caught more than four times by sore

throat. The data from Williams (2003), the

excessive use or abuse of the voice at work

can lead to symptoms of soreness,

hoarseness, weak voice, sore throat and

aphonic. These all discussion and literatures

show that these voice disorder projects

various signs and symptoms which are voice

problems, sore throat as well as throat pain

which all problems are being common among

teaching professionals.

Causes of Voice Disorder

Voice disorder is particularly due to

the maximum use of the loud voice without

any amplification for several hours a day

(Luce et al., 2014) as well as the life style

related factors such as using alcohol, smoking

and consumption of coffee. Simberg (2004)

mentions that prolong use of voice are not

only the causes of voice disorder. There might

also contribute to develop voice disorder by

exposure of polluted environment, noise,

humidity, infection of throat and large class

size etc (Simberg, 2004). The participants


reported that the main cause of voice disorder

among them is due to the large class size,

shouting in the class, noisy and dusty

classroom environment and uses of chalk

While teaching process. Lamsal asserted that

the cause of voice disorder is mainly due to

having more shouts in class. He had to shout

loudly to get attention of his students towards

his lecture, ultimately led to voice disorder.

Mandal says, “In my perspective the causes

of occurring sore throat is due to the

excessive number of student in classroom

and absence of using appropriate teaching

material as well as innovative teaching

technology in teaching learning process”.

These shortcomings are the strong

contributing factors for occurring various

types of voice disorder among them sore

throat is the one.

Bohara listed that regular in-taking

class for long duration, teaching in the large

classroom and uses of chalk-talk way of

teaching ware the most contributory factor

of voice disorder. Saud also agreed that chalk

dust is the main causes of voice disorder as

well as Kafle indicated “air pollution was

also being one of the contributory factors

for encountering voice disorder”.

Influences of Voice Disorder in

Teaching Proficiency

Teaching profession is mainly

depended on the execution of voice in preplanned

manner so the role of voice is

prominent in teaching. These voice disorders

make several effects and some of them are

encountering impact on quality of life and

arises the mental health which ultimately

reduces the teaching performances of

teachers (Moy et al., 2015). Without proper

voice all the effort performing in teaching

process will became meaningless. There are

many consequences of voice disorder and it

mainly impacts the teaching proficiency by

degrading the quality of teaching among

teachers. Mandal stressed that there is

significance difference in teaching proficiency

where his quality of teaching decreases due

to voice disorder. He revealed that due to

voice disorder he was deprived of being

good teacher and also lost lot of opportunities

for his further career development. He further

explained that due to this voice disorder he

always scared with his student, colleagues and

administrator. According to Bohara.

I always afraid that if I took more

number of classes that would lead

to voice disorder. I always worry

about my health. These worries led

me one type of psychological stress

which always hindred my proficiency

towards quality delivery .

Saud and Kafle agreed with Mandal

and Bohara that they also felt that their

performance was harmed by voice disorder

and it also disturbed them to take regular

session of classes. Lamsal put “it is very hard

to teach in class when I have throat

problem or voice disorder”. He further

added that “these throat pain discouraged

him to make explaination. Without well

explaination of the texts, students do not

understand it well. So there will be lack of

learning achievement and failure to achieve

predetermined goals .Thus the voice disorder

is itself a big problem for teachers which also

indirectly obstructs the teaching proficiency

to them.


Coping Measures of Voice

Disorder

There are several preventive

measures of voice disorder. Among them,

some are; voice hygiene education, voice

production training, voice rest, improving

environment and controlling noise (Abbott,

2016). The discussion above shows that these

voice disorders are being major health

problems for teaching professionals. So it

must be addressed in time. In this study,

researcher tried to find the ways of coping

measures of voice disorder by questioning

participants of this study. Kafle shared that

when he suffered from this voice disorder he

always took some cup of warm water which

really made him relief in some extent. Lamsal

revealed some ample ideas for coping voice

disorders: “I drink plenty of warm water,

try to speak as less as possible and also

used ayurvedic medicines which smoothed

my throat in better way”.

According to Bohara, there were

several measures which must be adapted to

cope voice disorder by teachers. He

suggested that teachers must only take little

number of classes instead taking lot number

of classes. He shared that he frequently visited

the doctors to examine his vocal health. He

tried to teach in small size class which is better

way for getting relief from voice disorder. So

the above discussion, shows that there are

several coping measures for voice disorder

which must be considered by teachers in

classroom teaching (Abbott, 2016).

Considering these things teaching profession

is not far away from voice disorder which

keeps them personally at risk.

Conclusion

Voice plays significant role in teaching

profession and occurrence of voice disorder

might contribute to decreasing teaching

performance of teachers. The large size of

class, speaking in loud pitch, lack of

appropriate technology, noisy and dusty

classroom environment and uses of chalk

while teaching in classroom contribute to

produce voice disorder among college

teachers. Mainly the voice disorder impacts

the teaching proficiency of teachers by

degrading their quality of teaching. It also

obtains the psychological stress among

teachers. Thus these voice disorders must be

coped to cease the decreasing proficiency of

teachers. There are several remedies to

coping it. Some of them were drinking plenty

of warm water, reducing numbers of class,

proper voice resting and using appropriate

devices respectively.


References

Abbott, K. V. (2016). Prevention and

treatment of voice problems in

teachers(Prevention). Pennsylvania:

University of Pittsburgh. Retrieved from

https://clinicaltrials.gov/ct2/show/

NCT01199172

Acoustic Bulletin (2008). Voice disorders

among teachers as an occupational

disease. Retrieved from http://www.

acousticbulletin.com/voice-disordersamong-teachers

Higgins, K.P. (2006). The prevalence of

voice disorders in university teaching

faculty (Master’s Thesis). Retrieved

from http: digitalcommons. library.

umaine. edu/etd

Hingnekar, R.H. & Ahmed, D.N. (2014). A

study on professional health perils

among faculty members teaching at

private colleges in Chennai. AMET

international journal of

management, Jan-June: 2014, 20-30.

ISSN 2231-6779.

Jardim, R., Barreto, S. M. & Assuncao, A.

A. (2007). Voice disorder: Case

definition and prevalence in teachers.

Rev bras epidemiol, 10(4), 625-36.

Retrieved from http://dx.doi.org/

10.1590/S1415 790X2007000400020

Long, C. (2016). Teacher voice problems are

an occupational hazard: Here’s how to

reduce the risk. News and features

from the national education

association. Retrieved from http://

www.neatoday.org/category/jobrelated-stress/

Luce, F.L., Teggi, R., Ramella, B., Biafora, ,

M., Girasoli, L., Calori, G., Borroni, S.,

Proto, E. & Bussi, M. (2014). Disturbi

vocali nelle educatrici delle scuole

d’infanzia [Voice disorders in primary

schoolteachers].Actaotorhinolaryngogica

Italica, 34, 412-418. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/

articles/PMC4347001/

NEA Member Benefits (n.d.). 5 ways to

protect your voice in classroom.

Retrieved from https://m.neamb.com/

insurance/5-ways-to-protect-yourvoice-in-classroom.htm

New York Eye and Ear Infirmary of Mount

Sinai (2017). Teachers: Individuals at

risk for voice disorders. New York:

Author. Retrieved from http://

w w w. n ye e. ed u / p a t i en t - care/

otolaryngology/voice-swallowing/atrisk/teachers

Ministry of Education (2015). Ministry of

Education: A glimpse 2015.

Kathmandu, Author.

Moy, F.M., Hoe, V.C.W., Hairi, N.N., Chu,

A.H.Y., Bulgiba, A. & Koh, D. (2015).

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disorders among secondary school

teachers in Peninsular Malaysia using a

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journal.pone 0141963

Roy, N., Merrill, R. M., Thibeault, S., Gray,

S. D. & Smith, E. M. (2004). Voice

disorders in teachers and the general

population: Effects on work

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& Smith, E. (2005). Occupational risk

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kqg113


Teacher Competency Framework 2072: Right Path Full

of Hurdles for Teacher Leaders of Public Schools

Abstract

This paper looks into the

perception of teachers of government

schools towards teacher leadership roles

in the Teacher Competency Framework

2072 (TCF 2072). This study was an

interpretive one employing phenomenology

as methodology which is apt to study

people’s lived experiences of a particular

phenomenon. I interviewed three teachers

of public schools teaching in secondary

level to explore their perceptions regarding

the phenomenon of teacher competency

as enlisted in the TCF 2072 which they

recounted based on their lived experiences

of being teachers themselves. I analyzed

the responses and found that the

participants’ responses resonated to a great

extent the issues of motivation and,

therefore, motivation theories of Abraham

Maslow, Frederick Herzberg and B. F.

Skinner were employed to interpret the

data. The results indicated that problems

such as less pay in comparison to the work

load, lack of the ICT equipment in schools

and such hindered teachers form taking

up all the roles prescribed in the TCF 2072

fully and that they had dissatisfactions

with the whole education system which

lacked effective ways of monitoring the

performance of the teachers and

rewarding and punishing as per their

performance hinting at the need of its

revamp.

Keywords: teacher leadership, TCF 2072

Basant Lamsal

Introduction: How I Came to

This Issue

Through my 16 yearlong teaching

career in private institutions until now, I have

often heard people saying that teachers in

public schools do not work well and they are

incompetent. One of my friends trying to get

the government school service also told me

once getting a job in a government school

would secure my professional life. I would

not be held accountable even if my students

did not perform well in their studies.

Moreover, I often came across news

in the national dailies and magazines of Nepal

regarding the deteriorating results of the public

schools in particular whose performance is

dropping to a poorer state in spite of a

considerably large amount of investment from

the government due to the teachers’ lack of

responsibility towards their profession

(Shrestha, 2016). Even the recent School

Sector Development Plan (SSDP) asserts that

among the reasons for the poor learning

outcomes of the students in government/

public schools teachers’ failure to dedicate

full time on task and to sufficiently prepare

for classroom teaching are responsible and,

for this problem, it blames the existing system

that requires certification and training for

appointment rather than the demonstration of

competencies (Ministry of Education [MoE],

2016). Undoubtedly “success in any

meaningful endeavor-from brain surgery in the

operating room to brain development in the


classroom- begins with purposeful planning”,

a successful teacher is the one who can

envision the end results, decide upon how

they would determine if they have reached

there and then purposefully plan and map an

efficient path to that vision of success (Farr,

2010, p. 109). The allegation here indicates

a lack of planning on teachers’ part which

has been so detrimental to the students’

achievement in government schools.

This indicated a problematic situation

to me that instigated undertake this study.

As a teacher myself, I wished to know what

the teachers of government schools had to

say about these blames. Was it the problem

of people or policy ? In this short paper,

however, I focused on not the major

educational policies but on how the teachers

perceived their roles as teachers as prescribed

in the Teacher Competency Framework

2072 (TCF 2072) developed by National

Center for Educational Development (NCED)

which has enlisted teacher’s roles within and

beyond the classroom. It has clearly listed

out that a teacher must always have an updated

knowledge of the content, pedagogy, learners

and their psychology, ways of classroom

management, establish good communication

and collaboration with the students, teachers,

and parents, must engage in continuous

learning and professional development, as well

as be a capable user of information and

communication technology in teaching learning

process (NCED, 2016).

Competencies refer to “combinations

of skills, knowledge, and attitudes”

(Bergeron, 2003, p. 63). I conducted this

study because teachers constitute a very large

body of the workforce which has a greater

level of direct interaction with students and

whose skills, knowledge, and attitudes can

create greater impact on their learning and

lives. If the major concern is the improvement

in academic performance of the students in

public schools, I would strongly argue that

teacher leadership must be in place because

a teacher leader is someone who has the

capacity to transform a school (Lieberman

& Miller, 2005, as cited in Swanson et al.,

2011) by taking on a diverse range of roles

apart from teaching within the classrooms

(Lieberman & Friedrich, 2010). Based on

my studies of literature on teacher leadership,

I have learnt that the TCF 2072 does

constitute a vision of teacher leadership.

To become teacher leaders, the

teachers need to be competent. However,

working environment, nature of work and

one’s own attitude have strong effect on one’s

competency level (Shah, 2012). Simply

making a list and asking people to follow it to

become competent is not going to make

things happen. In this regard, it was necessary

to study how the teachers in government

schools perceived the TCF 2072. I believe,

without obtaining the views of the teachers

who work in the government schools, no

generalizations should be made regarding

their work.

Methodology

I followed a qualitative (interpretive)

research design for my study using a

phenomenological methodology which has

emerged as a human science that aims at

exploring perceptions and the unique

meanings that humans assign to their

experiences of a phenomenon (Given, 2008).

I focused on bringing out the participant’s

views about the phenomenon of teacher

competency in Nepal and letting the

interpretation emerge from their account


rather than a predetermined theoretical

framework or hypothesis (Willig, 2014).

I purposively selected one teacher

from a government school in Kathmandu

district and the head teacher and a teacher

from one school in Lalitpur district with

different ages and professional experiences.

All were males and held a master’s degree.

The names of the participants have been

changed as ethical consideration. I used the

TCF 2072 as a tool for eliciting relevant

information from my participants.The

information was collected through face to face

interview with open ended questions based

on the themes (roles) listed out in the TCF

2072 and emergent questions arising from the

interview itself. As I transcribed the interviews

and looked closely at the responses of the

participants it was illuminated to me that the

data could be analyzed from various points

of views. However, the lenses of motivation

and reinforcement theories served the

purpose better.

One of the major theories of

motivation is Abraham Maslow’s hierarchy

of needs theory. This theory suggests that

there are five sets of human needs namely,

physiological needs (food, water, rest), safety

needs (security from dangers), love needs

(feeling of belongingness with people, friends),

esteem needs (prestige and recognition) and

self-actualization needs (achieving full

potential) and that when one of them is

satisfied an individual moves to the next.

(Wilton, 2012). Here, the physiological and

safety needs are described as lower order

needs, while social, esteem and selfactualization

needs are described as higher

order needs. The lower order needs are

satisfied externally by things such as wages

while the higher order needs are satisfied

internally to the person.

Similarly, another motivation theory

that came in handy was Frederick Herzberg’s

Motivation-Hygiene Theory. Herzberg

studied the job attitudes of 200 engineers and

accountants to investigate the question ‘What

do people want from their job?’ At the end

of his study Herzberg concluded that job

satisfaction came from two sets of factors-

‘motivators’ (factors like achievement,

recognition, challenge, advancement,

possibility of growth, responsibility, employee

autonomy and such) and ‘hygiene factors’ or

environmental/job context factors (salary,

interpersonal relations, working conditions).

These two factors are independent of the

other and the absence of one does not warrant

the presence of the other and in pleasant

situations motivators can be found more often

while in unpleasant situations the reverse is

true (Saiyadain, 2011).

As prescribed in the reinforcement

theory of B. F. Skinner, people’s behaviour

on the job can be modified through positive

and negative reinforcement (Agrawal, 2013).

This theory says that when an employee

performs his/her job well the positive

reinforcement is administered by the

supervisor in the form of praise, incentive and

that leads to increased chance of the same

behavior occurring again in the future. On

the other hand, if an employee fails to do his/

her job well then the employer or the

supervisor must give a negative

reinforcement. The negative reinforcement

refers to withdrawing of the positive outcomes

or rewards. It may include criticism and

punishment or simply withholding some

incentive or benefits which will reduce the

chances of repetition of the unpleasant

behavior from the employee.


Results

I began by asking my participants

some informal questions regarding how long

they had been working in their present school.

Ramesh, who was a young teacher of 25,

answered my queries with some vantage point

being an energetic and aspiring new member

of the team. He had started working in his

school as an English teacher on contract one

year ago. Before this school he had been

teaching in private schools in Mahendranagar,

Kanchanpur.

Similarly, Gopal, who was around

35, had previously worked in Kavre district

and has been working in his present school

for six years as a temporary teacher. Suraj,

who was around forty, had worked as a

teacher even before 2054 BS. He has been

working in his present school since 2056 BS

and had become permanent in the year 2063

BS. At present he is the head teacher.

The TCF 2072: How a Government

School Teacher Sees It

None of my participants seemed to

have seen the TCF 2072 in print. It appeared

that neither NCED, other government bodies

and the school authorities bothered to make

it available to all the teachers nor the teachers

themselves bothered to look for it though it is

easily available on the NCED website!

However, they agreed that they had learnt

about the competencies of teachers from

other documents issued from different

government organizations.

All of the participants unanimously

agreed that this framework was really good

and useful as it listed out all the roles that a

teacher must perform in order to be a good

teacher but also declared that it was too ideal

and hence, almost impossible to implement

hundred percent in the present context of

Nepal. Gopal claimed that the main hindrance

was a lack of “professional concept”. He

asserted that most of the people became

teachers because they could not become

successful in other professions. Teaching was

no one’s dream profession. Gopal’s

allegation here seemed to echo the saying

“Those who can, do, and those who can’t

teach” (Whitaker & Whitaker, 2013).

Gopal blamed that our nation didn’t

even seem to be able to define what type of

citizens it actually wanted. Moreover, he

opined that the teacher had not been given

due respect. He said, “This nation itself has

defined that teacher as inferior to the civil

servant. A teacher was a philosopher in the

past. Now that is not the case. Now it has

become chhak tarne pesa (a profession to

make ends meet).” On top of that the salary

and benefits they received was not enough in

comparison to the workload. Suraj also

agreed with Gopal regarding pay and

workload of the teachers. Gopal and Suraj’s

unanimous grievances regarding remunerations

indicated that teachers were very much

unmotivated to work hard because they were

still stuck at the safety and security needs

which is the second in Abraham Maslow’s

hierarchy of needs. This set of needs includes,

among other things, a steady, secure and

decent income and the absence of it seemed

to be hindering them from moving higher in

the hierarchy to the social needs (sense of

belonging to a social or work group, i.e.

school in our case) and esteem needs (need

to feel higher level of self-respect, confidence,

mastery, etc. (Truelove, 2014; McFarlin &

Sweeney, 2013).

Their views regarding the TCF 2072

brought to light a number of hindrances in the

way of its successful application which are

presented in the discussion henceforwards.


Knowledge of the Giver of Knowledge:

Continuous Learning Discontinued

Ramesh argued that selecting

teachers through the Teacher Service

Commission (TSC) exams did not ensure that

they had proper strategies for teaching and

teacher leadership qualities. Gopal, who even

used the word “frustrated” to describe his own

attitude towards his status as a teacher, said

that teachers in government schools did not

engage in learning much about content and

pedagogy after passing their college degree.

He said, “We follow a course book and

especially focus on the question paper pattern

of the final examination. The aim is not the

formative evaluation but to make the students

practice a lot what will fetch marks in final

evaluation to promote the class.” Suraj, too,

agreed that most of the time formative teaching

was not practised by the teachers.

Trainings

The TCF 2072 as well as the

Teacher Performance Development

Framework-2072 (TPD) asserts that

continuous training is essential for teachers

to bring improvement in students’ learning

outcomes (NCED, 2016). Regarding

trainings to improve teachers’ compatibility

all of the participants agreed that knowledge

and skills learned in trainings did not transfer

in classroom. Ramesh said that young

teachers like him were always trying to learn

new things continuously but the school

authorities did not provide them with

opportunities to learn through trainings. He

also pointed out that the teachers (esp. the

old permanent ones) in government schools

were very “idle” (lazy) and both Gopal and

Suraj agreed to that. Ramesh elaborated that

they did not take any pressure of the job as

they were being paid by the government and

not by private sector. They cared more about

their politics than professional improvement.

Gopal also opined that nobody took teacher

seriously until and unless he was the member

of a political party. That is why politics is

growing among teachers.

Regarding training, Gopal said that

the trainings given by the NCED were not

effective because they were given in a hurry.

Many times teachers just went there, took

the allowances given for attending the trainings

and then left. Suraj, who was himself a teacher

trainer and designer of teachers’ trainings, said

that most of the time they did not receive any

demands from teachers for the trainings which

were supposed to be delivered on demand

of the teachers.

It indicated that though there was a

system to support teachers learn and grow

professionally, it was not being implemented

and utilized properly. There was lack of

continuous learning in teachers which could

seriously inhibit their professional growth and

have adverse effect in their competency and

ultimately on the students learning. The

allegation made by the participants that most

of the older, permanent teachers did not give

any importance to updating and upgrading

themselves and that none of the trainings they

took ever translated in to an enhancement in

their overall performance only seemed to

indorse the allegation that for a long time the

state has been taking in only incompetent

people to serve as teachers and the history

goes back to 2028 BS. (Basnet, 2017). This

was a very gloomy picture!


Knowing Children/Learners and

Classroom Management: Too

Difficult

Knowing individual child and

classroom management was really challenging

in all of the participants’ view. Both Ramesh

and Gopal pointed out that the student number

was very large in each class who were from

different linguistic cultural, social and religious

groups. That created so much difficulty in

approaching each student’s individual needs

and managing effective learning environment

in the class. Similarly, they also added that

pressure for finishing the given course on a

given deadline hinders them from doing much

in way of effective teaching. Gopal said “if

one doesn’t raise question in the class

regarding the course taught, the course moves

ahead.”

Suraj also accepted that it was hard

to address every student’s needs in a class.

But they had been trying to solve this problem

by making some “Learning Groups” of

students in each class which had some high

scoring students who were given the

responsibility of supporting the weaker

students in their group in learning. Even when

a teacher was absent, the students got busy

in their studies in groups. The teachers also

provided the weaker students feedback

informally when they were having tea in the

canteen. Sometimes some teachers who were

not satisfied with what students did also came

to school to give them extra tests even on

saturdays. This was how they tried to raise

the learning of each and every student. He

also informed that their school had been

practicing inclusive education for the deaf and

the blind using the sign language and the Braille

script which could be looked upon as an

exemplary work for a government school.

Wald and Castleberry (2000) argue

that belief that learning occurs through

trainings is an old idea. Learning actually

occurs when people try new ideas on the job.

From the participants’ responses it was clear

that though they tried on making a supportive

environment for student learning (making of

the “learning groups” also was an evidence

of learning here) not much learning was going

on through formal education or trainings on

the teachers’ part. However, they might have

been learning something continuously through

interactions and discussions in the school

setting. Moreover, the younger teachers were

apparently very much keen on learning new

things and updating themselves when

compared to older generation of teachers.

Information and Communication

Technology (ICT): Still an Alien

Thing!

Ramesh opined that it was very much

necessary to use the ICT in classroom

teaching in today’s world as per the

recommendation of the TCF 2072. But there

were no ICT devices in school. Besides ,

the old generation of teachers thinks “the

lecture method is the best and the students

must look at the board. They don’t know

much about ICT.” The conservative views

of the old permanent teachers, lack of

monitoring of how permanent teachers had

been working and school’s failure to create

suitable environment for the transfer of

teacher’s knowledge made teachers keep

what new things they learnt limited within

themselves. Both Ramesh and Gopal agreed

that if they tried to do something new the old

teachers would call them “over smart”. Suraj


said that the old teachers were “scared” of

having to use new technology.

In spite of all this, Gopal and Suraj

informed me that they had a hall in their school

where they sometimes showed the students

different informative things using the projector.

Suraj said they had been trying to move

beyond going to the class with only chalk and

duster and lecturing the students. They

sometimes downloaded materials from the

internet and used them in classrooms. He

added, “Actually a teacher also needs to

learn. Teaching is making to learn not just

teaching and that happens when one learns

him/herself.”

He seemed to be referring to the

necessity of promoting a culture that allowed

teachers to innovate, develop and learn

together as teacher leaders to provide better

learning to students in schools (Harris &

Muijs, 2005). It was evident that in these

schools such a culture was not fully

developed though some were trying for that.

Moreover, when analyzed form Herzberg’s

two factors theory of motivation Ramesh,

Gopal and Suraj’s allegation that especially

the permanent old teachers were the ones

who were never ready to learn can be

explained. Herzberg claimed that the

opposite of satisfaction is not dissatisfaction

but ‘no satisfaction’ and opposite of

dissatisfaction is ‘no dissatisfaction’ (Robbins,

2003). He conducted a study and concluded

that the respondents who felt satisfied with

their jobs attributed it to the intrinsic factors

such as promotional opportunities,

responsibility, employee autonomy

(motivators) and who felt bad about their

work attributed it to extrinsic factors such as

pay, working conditions, relation with others,

job security and such (hygiene factors)

(Robbins, 2003; McFarlin & Sweeney,

2013). It appeared that the permanent

teachers had not been given enough

motivation to keep them rolling so that they

did not gather any moss! The same could be

said of the participants themselves who had

been ‘not satisfied’ but still chose to stick to

teaching profession in spite of that!

Communication and Collaboration:

Yes, We Do That !

All the participants opined that

Government schools were mostly for the

people from poor backgrounds. Ramesh said

there were many difficulties in having proper

communication and collaboration with

guardians because most of them were wage

laborers. They did not even come to school

to take results of their children.

Both Gopal and Suraj said that they

had a lot of communication with the guardians.

Apart from fixed meetings specified in their

school calendar they kept in close dialogue

with parents. Not all could come at a given

time due to their work. So they talked to the

guardians whenever they came. He added

that they sometimes communicated through

what they call a ‘Guardians’ Suggestion Book’

in which the guardians can come and write

their grievances, suggestions and other

comments whenever they can.

Here, the participants endorsed a

“ubiquitous” complaint that parents’

involvement is very low in schools “serving

low-income communities” (McAlister,

Mintrop, Chong & Renee, 2012, p. 198).

However, they seemed to have been trying

from their side to address this problem as

much as they could.


Ways to Overcome the Hindrances

in Practising the TCF 2072

Ramesh believed that teachers

needed support from the school authorities

to practise what there was in the TCF 2072.

First thing was school authorities should send

teacher to different trainings so that they could

learn and use new knowledge in the class

rooms and in school. Next, the school must

make available the ICT devices, e-library, so

that the students could search for new

knowledge and the teacher could act as the

facilitator.

Similarly, for the effective performance

from the teachers and for the promotion of

teacher leadership as per the TCF 2072, the

government ought to practise effective and

strict monitoring and evaluation. He clarified,

“Most of the time the government makes

policies/ rules but almost always failed to

monitor and because of that these rules

remained in the documents only and thus

teachers become lazy and do not expose the

qualities inherent in them.” Ramesh’s

emphasis on the monitoring of the teachers’

behavior and Suraj’s suggestion to not allow

permanent teachers who do not update

themselves as per the demands of the

changing times teach more than twenty years

indicated that they were in favour of both

positive and negative reinforcement form the

higher authority than the head teacher.

Skinner claims in his reinforcement theory

that creating pleasant conditions or rewarding

(positive reinforcement) immediately

following the desired behaviours from the

employees will boost the frequency of the

same behavior while failing to reward good

behaviour or even punishing certain

behaviour will stop the recurrence of the same

behavior (Robbins & Judge, 2013).

Gopal also agreed that writing something in

the policy was not enough. He clarified “May

be something is written and pasted

somewhere but I would like it to come to me

here in my work place from the state.” He

also added that there must have less workload

and more payment so that the teacher would

not have to run around for money and thus

would be able to work more efficiently.

Similarly, in Suraj’s view, our government has

not been investing enough in education.

Actually, our present education has not been

gari khane shiksha (education that makes

you able to earn as a professional). He

pointed out that thousands of young and

energetic people were going abroad each day

due to this problem. Similarly, he said the

dearth is also killing teachers and that an

increment of a few thousand rupees in

teacher’s salary would not make much of a

difference.

Conclusion and Implication

From the above discussion, I came

to the conclusion that the teachers in

government schools perceive TCF 2072 as

a useful document to guide, however they

could not perform well in every area as

required by the document due to lack of

enough pay, huge work load, diversity among

students, lack of ICT materials and other

infrastructures for education, poor training

systems and rare update in the overall

education system. The findings also showed

that the younger members of the government

schools showed an aptitude for learning and

updating themselves in spite of all of the above

setbacks and a large older workforce was


very much unmotivated to update themselves

which was causing the education in

government schools to lag behind. A closer

analysis illuminated the fact that the whole

problem was caused due to the absence of a

rigorous system of monitoring and

reinforcement that focused on rewarding the

efficient, dedicated and dynamic teachers and

punishing the lazy teachers disinterested in

updating.

The implication that comes to light is

that the government needs to revamp the

whole education system by introducing more

motivating and realistic policies and find ways

of establishing teacher’s status as a highly

respectable professional and getting the

incompetent workforce out of the system to

make way for more efficient, energetic and

change oriented people.

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School Facilities: an Assessment of Public School Classroom

of Kathmandu Metropolition City

Abstract

The study examined the current

situation of classroom of public school of

Kathmandu metropolitan city. The data

were gathered by asking structured

questions about the present condition of

their school classroom. The study revealed

that the schools’ physical facilities were

not all that adequate and in good

condition. The study further revealed that

the classes in the public school were

disrupted by rain due to leakage and the

noise from zinc sheet. Based on the findings

of the study, it was recommended that

schools should demand funds from

government where government also

should be serious in the issue of school

facilities.

Keywords: school facilities, classroom

facilities, public school

Introduction

School facilities refer to buildings,

classrooms, library, laboratories, toilet

facilities, offices and other materials as well

that would likely motivate students towards

learning (Sullivan, 2006). It has long been

understood that the condition of a school

facility sends a message to those who attend

that school. The failure to properly maintain

an educational facility sends a message that

no one cares about what is going on inside

the building. A school building that is kept

clean and in good condition sends a message

to the students, faculty and community that

those attending the school are cared for.

Learning can occur through one’s

Anan Lama

interaction with one’s environment (Akande,

1985). Environment here refers to facilities

that are available to facilitate students learning

outcome. It includes books, audio-visual,

software and hardware of educational

technology; also, size of classroom, sitting

position and arrangement, availability of

tables, chairs, chalkboards, shelves on which

instruments for practical. (Farrant, 1991;

Farombi, 1998). As efforts to improve and

enhance public education continue across the

nation, educators and policy makers are

examining different interventions so as to

know how well students learn in school. One

area where lots of development and

considerable attention is given is that of

possible impact of school facility. Recent

studies have emerged indicating that in fact

the school facilities where a child attends can

positively or negatively affect his or her

educational attainment. These studies have

identified such factors as size of the school,

the physical environment of the facility, the

age of the building, the availability of labs and

sufficient spaces and aesthetics as impacting

on the learning and teaching process.

Research has indicated that buildings in poor

condition are unable to effectively support the

educational programs and generally do not

have those elements directly relating to student

achievement which are found in functional

buildings (Earthman, 2004). Therefore the

purpose of this study is to perform

assessment of public school classroom of

Kathmandu metropolitan city.


Statement of Problem

Government allocates budget in

different areas to run public school of Nepal.

According to the report of National Education

Account (NEA) by Ministry of Education

(MOE), none of the budget prioritizes

expenses for school facility where most

expenditure under the SSDP will go for

salaries and remuneration (65.3%), followed

by program costs (27.2%), management and

administrative cost (7.4%), program costs

civil works (5.3%), textbooks and learning

materials (6.7%), scholarship and incentives

(6.0%), account (18%) costs. Where as

the budget estimated for training and capacity

development of staff, managers and teacher’s

amounts to 2.7% of the total (SSDP, 2016).

It is not that the public schools do not get

funds for school facilities but they get funds

on demand basis not on regular basis where

most of the demands are not fulfilled from

district level.

A good learning environment frees

student from physical distress, making it easier

for students to concentrate on school work.

The condition of building also directly

influences the achievement and behavior of

students (Earthman, Cash & Vanberkum,

1996). Since students are the one who learn

in certain environment, their surrounding also

impacts what they are capable of achieving.

In Nepal, many school buildings have been

constructed recently, at least in part, using

locally raised funds and often with volunteer

labor in association with SSDP. This

participation has resulted in high levels of

community ownership and enabled the rapid

expansion of the education system, one of the

negative results has been poorly constructed

school buildings (SSDP, 2016).

The earthquake of April and May

2015 that resulted 35000 classrooms partially

or entirely damaged leaving over one million

children without safe permanent places to

learn (SSDP, 2016) That is the reason why

this type of research to be conducted and

would assist the policy maker and create

awareness on the importance of school

facility for educational leaders.

Review of Literature

The main reason for a review of

literature is to learn not to collect and to know

the outcomes of those investigations in areas

where similar concept and methodology have

used successfully. Here, in this issue, I have

been collected certain information from

different journals. Cash (1993) developed an

instrument to measure the condition of school

buildings. To construct her evaluative

instrument, she used previous research studies

to identify building components or features

that had measurable influence upon student

achievement. She combined these

components into the instrument used to

determine building condition. Her population

consisted of all rural high schools and students

in Virginia. She found the achievement scores

of students in substandard buildings to be

from 2 to 5 percentile points below the scores

of students in above standard buildings.

Hines (1996) completed a similar

study using basically the same instrument and

methodology as Cash, but with a population

consisting of large urban high schools in

Virginia. The result here in this study found

bigger range of differences in achievement

scores of students in substandard verses

above standard buildings. Hines found higher

differences in his study of urban high schools.

These differences between students in

substandard buildings and students in above


standard buildings were 14 percentile rank

points on the composite achievement scores

and as high as 15 and 17 percentile rank

points on reading and mathematics sub-tests

respectively.

Al-Enezi (2002) looked to generalize

the studies conducted by Cash (1993),

Earthman et al., (1996), Hines (1996), and

Lanham (1999). He wanted to investigate

the relationship between school building

conditions and academic achievement in

schools outside the United States. He set

out to examine whether the condition of

school facilities influenced the academic

achievement of twelfth grade students in

Kuwaiti public schools. For this study, a

target population of 28 boys’ schools and 28

girls’ schools were selected. These schools

were chosen because their students were

assessed by subject area standardized tests

prepared by specialists from the Kuwait

Ministry of Education.

Data were collected using Cash’s

revised Commonwealth Assessment of

Physical Environment (CAPE) which was

translated into Arabic, the language of

Kuwait. Fifty-six principals were selected to

participate in this survey and all participants

returned the survey. Student academic

achievement was determined by obtaining the

mean scores of 12th grade students attending

the schools in the study from the Kuwaiti

Educational Information Agency. Al-Enezi

concluded that a significant relationship

existed between the overall, the structural,

and the cosmetic conditions of a building and

student achievement. Additionally, he found

that the effects of building conditions on

student achievement varied according to the

student’s gender and academic majors.

Cash (1993) developed a theoretical

model (Figure 1) that illustrated how student

achievement and behavior was affected by

the condition of the school building.

Figure 1:

FINANCIAL

ABILITY

LEADERSHIP

Theoretical Framework

SCHOOL FACILITY

INFRASTUCTURE FACILITY

CLASSROOM FACILITY

Total Quality Management

(TQM) by Deming’s principle

Instruction tool

Internet/locker facility

Size of classroom (Space)

Lighting system of classroom

Condition of Classroom


Figure 1 Adopted and modified from Cash’s

model: “Building Conditions and Student

Achievement and Behavior,” by Carol Cash

(1993) Unpublished doctoral dissertation,

Virginia Polytechnic Institute and State

University.

In Cash theoretical model, Cash

indicates that the condition of a school building

is affected by financial ability and leadership.

Here financial ability refers to the capability

and willingness of government investing in

school facilities where as leadership refers to

the perception of educational leader, giving

priorities to school facilities and adopting

change in education sector. Here I want to

examine this study covering only infrastructure

part of the school facility which further

narrows down the study to classroom

facilities where I assessed the condition of

classroom like condition of classroom, size,

lighting, locker and internet facilities of

classroom. Here I saw this issue of classroom

facilities through the lense of Deming’s

principle of total quality management.

Deming’s principle of total quality

management assumes that the TQM can be

applied in educational context where he

assumed that government and principal could

be considered management; teachers are

employers or managers of students. Students

are employees, and the knowledge they

acquire is the product, parents and society

are the customers. With these translations he

believes that concept of management, TQM

can be brought in the context of education.

Method

To approach this study, the

researcher has used qualitative method with

the philosophical assumption of subjectivity

having multiple realities where structured

interview questions were the method of data

collection. Purposive was the method of my

site selection. I chose Kathmandu

metropolitan city as my research site .

According to flash report (2014/15)

Annex III A, there are about 2206 schools in

Kathmandu valley which is about 30 percent

of the total population of school in Nepal

which I believe would give tentative result

on my study. To maintain credibility I allowed

my participants to check and comment on

transcribed data. For the limitation of my

study, it was focused on classroom facilities

neglecting other facilities of school and this

study would also not generalize the situation

of whole Nepal. In my research, ethical

consideration was taken as matters of honesty

and trust. During the time of interview I took

care of my participant’s rights like maintaining

confidentiality, privacy, treating data fairly in

collection, and the right to refuse to participate

in research or to withdraw from participation

without any penalty.

My experience while interviewing my

participants was that when I took my first

interviews to collect data, I of noted down.

I could not note as much data and to avoid

such mistake I recorded the second and third

interview by taking their consent. This

recording of data helped me to go through

my collected data again and again.

Empirical Data/Analysis

Here are the data and analysis from

my interview where I placed my data

according to themes.

Condition of Classroom (Structure)

The recent earthquake has damaged four

of our classroom where inspection officer

had put on the red sticker. We have

requested fund from district office and the

response from them was that it is in the


process. Talking about rest of our

classroom some have zinc sheet and some

are made up of concrete having said that

the classrooms having zinc sheet leaks

water and makes noise in rainy season.

The main agenda of Deming’s Total Quality

Management (TQM) is the assumption based

upon that people want to do their best and it

is management’s job to enable them to do so

by constantly improving the system in which

they work. From the above data what I

understood is that the school classes are

damaged by the earthquake of April 25 th

2015 where inspection officer marked them

with red sticker. The red sticker is the

indication that particular class in not

structurally strong so that the classes can't be

run smoothly. Lack of funds from government,

school classes are in desperate need of funds

for reconstruction. Here, the school was

demanding the funds and wanted to build the

classes but lack of fund provided from top

level was hampering the school to run those

classes smoothly. Beside that, the classes

having zinc sheet were often disrupted due

to rain because of poor construction and

maintenance. Due to zinc sheet in some

classes the noise produced by rain in rainy

season often disrupted the class which again

showed that even the teachers were able to

run classes smoothly.

Instruction Tool

The means through which we are

taught is by blackboard and chalk. The

noise and dust of blackboard and chalk

makes me difficult to concentrate in my

learning and this dust also sometime

makes my school dress dirty.

Implementation of Deming’s second principle

which is adopting the new philosophy requires

a rethinking of the school’s priorities. Existing

methods, materials, and environments may be

replaced by new teaching and learning where

success of every student is the goal. Here, in

this school the tool used for pedagogy were

very outdated where they still used

blackboard and chalk. The world around us

has changed rapidly where teachers use

whiteboard and marker along with audiovisual

tools to teach students. Researches

have found that by using audio-visual

technique students can learn and remember

things better than conventional techniques. The

participants were complaining about the

hygiene factor where dust of chalk was

bothering and making their dress dirty.

Internet/Locker Facility

Regarding internet facility we do

not have internet facilities in our school

and classroom but we are planning to get

and have included in our school

improvement plan (SIP) in coming years.

But there is no locker system in our

classroom.

Since we are in the era of internet

where all information is readily available for

teaching learning purpose. Deeming in his first

principle argues that the aims of the system

must be to improve the quality of education

for all students. However, in this school

management planning was there but

implementation to provide internet and locker

facilities were missing. Many studies have

found that the students were fatigue carrying

lots of books and not having locker system

compels students to carry lots of book which

in future might generate health issue.

Lighting System of Classroom

The main source of light for our

classes is sunlight where there are lots of


windows that allow sunlight but whenever

the cloud gets dark while teaching we

cannot provide other source than sunlight.

The source of electricity is there but due

to poor wiring we cannot provide external

sources like tube light.

The Heschong Mahone Group

(1999) showed in their research studies that

better light enhances better student

achievement compared to classrooms without

inadequate light. Here I found that the only

source of light was sunlight for the classroom.

Sometimes when clouds got dark due to lack

of maintenance of management and

negligence of electrician school is not able to

provide other sources of light. This situation

is hampering in teaching learning process of

this school.

Size of Classroom (Space)

Regarding size of our classroom it

is big enough and spacious where teacher

and student can move freely in the

classroom. Last year there were lots of

admission of around one hundred students

but even then we are able to fit all students.

The school's classes were spacious where the

teachers and student could move freely

without any hazard. Moreover, even because

of large enrollments last year the classrooms

were sufficient to accommodate all the

students in the classrooms. It showed that the

classroom had large capacity of desk and

tables.

Conclusion

Based on the findings of this study, it

was concluded that the facilities in these

schools in the area covered were not in good

shape. The study revealed that the schools’

physical facilities were not all that adequate

missing facilities like internet, external source

of lighting, and locker system in this modern

era. The study further revealed that the class

gets disrupted by rain and student feels

disturbed by noise of chalk and blackboard.

Based on the findings of the study, it is

recommended that schools should demand

funds from government where government

also should be serious in the issue of school

facility.

References

Al-Enezi, M. M. (2002). A study of the

relationship between school

building conditions and academic

achievement of twelfth grade

students in Kuwaiti public high

schools. Unpublished doctoral

dissertation, Virginia Polytechnical

Institute and State University,

Blacksburg, VA.

Cash, C. S. (1993). Building conditions

and student achievement and

behavior. Unpublished doctoral

dissertation, Virginia Polytechnical


Blacksburg, VA.

Earthman, G. I., Cash, C. S., & Van Berkum,

D. (1996). A state-wide study of

student achievement and behavior

and school building conditions.

Prepared for the Annual Meeting of the

Council of Educational Facility

Planners, International, Dallas, TX.

Earthman, G. I. (2004). Prioritization of 31

criteria for school building

adequacy. Paper presented to the

Association of Civil Liberties Union of

Maryland. Baltimore, MD.

Hines, E. W. (1996). Building conditions

and student achievement and


behavior. Unpublished doctoral

dissertation, Virginia Polytechnic


Blacksburg, VA.

MOE (2009-2015). Expenditure for

Education. Natonal education

accounts in Nepal. Kathmandu: Author.

MOE (2014-2015). Flash report.

Kathmandu: Author.

MOE (2016-2023). School sector

development plan. Kathmandu:

Author.

Akande, O.M. (1985). Hints on Teaching

Practice and General principles of

Education. Lagos, OSKO Associates.

Farombi, J.G. (1998). Resource concentration,

utilization and management as

correlates of students’ learning

outcomes: A study in School Quality

in Oyo State. Unpublished Ph.D.

Thesis, university of Ibadan.

Farrant, J. S. (1991). Principles and

practice of education. Tenth

Impression Singapore Longman.

Lanham III, J. W. (1999) Relating building

conditions and classroom conditions

to student achievement in Virginia’s

elementary schools. Unpublished

doctoral dissertation, Virginia

Polytechnic Institute and State

University, Blacksburg, VA.


Practices of Consuming Junk Food among Primary Level

Students of Dhading District

Rita Dangol

Abstract

Junk food consists few nutrient

value and it is prepared by using excessive

salt, sugar, fat or calories and low nutrient

contents. The aim of this paper is to

explore the practices of consuming junk

food among primary Level students. This

study is based on descriptive research

design and it used the survey method for

collecting information related to junk

foods. The phenomenon of this study is

quantitative in nature. The most of the

children enjoy junk food. They consum

junk foods as snacks, tiffin or breakfast.

The consumption patterns of junk food

turns as an unhealthy eating pattern and

it contributed the occurrence of sickness

among the children and most of the

children faced dental problem, typhoid,

fever, cough, malnutrition, diarrhea and

stomach pain .

Key Words: Junk food, Malnutrition

Background of the Study

Junk food is those foods which have

little contribution regarding to nutrient value

within the diet and it is also known as fast

food (Magee, 2007). Nowadays, there are

many fast food restaurants for serving people

in the world and they offer people abundance

of diverse meals in their menu. Fast-food is

being the good way to saving time but it does

not provide the sufficient nutrients the

consumers. Researchers found that eating fast

food meals more than twice a week has been

associated with double the risk of abnormal

glucose metabolism (O’Neill, 2006). These

fast foods are also termed as junk food and

it is the cause of an excessive weight gain and

also probably the causes of many heart

diseases. Biscuit, noodles, candy, potato

chips, soft drinks, burgers are the just few

examples of junk food which are available as

readymade food in the market. Junk foods

are easily prepared for the purpose of

business and consist few nutrition. Junk food

is a slang word for foods with limited

nutritional value (Popik, 2008). Thus junk

food can be defined as that food which has

low nutritional worth and is considered as

unhealthy food.

Junk foods are those foods which are

prepared by using excessive salt, sugar, fat

or calories and low nutrient content. The main

examples of junk foods in the context of

Nepal are packaged foods, chocolates as well

as candy, sweet desserts, salted snack foods

and carbonate cold drinks. Mostly, these junk

foods consist very poor amount of vitamins,

protein and minerals. But beside this, these

foods contain high calories from fat or sugar.

The emptiness of essential nutrients reflects

the inviting several diseases and high calories

being causes of obesity. The epidemic of junk

food had become the global problem in the

21 st century (Magee, 2007). These foods

are now being easily accessible in all parts of


the world and also in Nepal. Now junk foods

are available where we go; in convenience

stores, grocery, fast food restaurants and

streets.

There is some pre determined

composition of substances in the food which

are essential for healthy life. But due to

changing lifestyle pattern we started to

consume various types of foods and among

them some food items do not consist those

essential substances in proper ways which

does not fulfill the daily requirement of our

bodies. Thus these junk foods are not best

ways but its being the way of our daily life.

So its consumption leads to unhealthy

situation. In other hand, there is rapid growth

of population in the world so available foods

are being insufficient to the resting human

population so they consume junk foods for

managing their hunger rather than maintaining

their health (Roizman,2015). Consuming

junk food is not easy way but its consumption

is easier than a slow death by disease.

Excessive consumption of junk food is one

of the major causes of the obesity (Magee,

2007). Among the age groups, children are

more vulnerable to expose junk foods. The

causes of their exposure are too many such

as aggressive marketing of junk foods and

persuasion of unhealthy parental role models.

In addition children are also offered to

consume poor foods at school due to school's

negligence. A clean and hygienic food at home

as well as at school is the first step in helping

kids making healthier choices (Popik, 2008).

Eating excessive amounts of this junk food

ultimately leads to obesity and malnutrition.

In most of the homes, the majority

children start to intake the several varieties

of junk food when they returns back from

their school (Popik, 2008). These types of

food are nutritionally weak and it becomes

quickly addictive to the child. Furthermore,

it leads to the infirmity and debilitating disease

which ultimately contributes to obtain

incurable disease. Popik (2008) mentions

“awareness on junk food facts are lacking

dramatically in every corner of the society”.

The majority of the parents accepted that they

felt difficult to promote healthy food to eat at

home due to the cosmetic advertisements of

junk food. Information about hygienic and

healthy eating pattern is getting spoiled at

every turn by the profuse number of junk food

advertisements in the media.Thus this study

entitled the practices of consuming junk food

among primary level students of Dhading

Districts”. explored the pattern of consuming

junk food among them.

Statement of the Problem

The junk food is itself known as the

food which is prepared through the unhealthy

ways and it includes low nutritional values.

These junk foods have high amount of salt,

saturated fats, sugar and other harmful

preservative chemicals which is obviously not

good for human health (Popik, 2008). But

beyond this a lot of children intake this junk

food which is serious concerns of this, study.

Childhood is the crucial stage of

human development where it needs lots of

nutritious substances for the proper growth

and development. Thus during this stage,

every individual needs balanced diet as well

as nutritious foods which are enrich of

carbohydrates, proteins, fats, minerals and

vitamins. These all nutritious substances

contribute the well development and prevent

them from many diseases and kept them

healthy life (Youngson, 2005). But basically


the food which is consumed by children are

not as like this because these foods are junk

food . It ultimately drives them towards

deficiency of necessary vital substances and

contribute to encounter several diseases which

make them unhealthy.

The high consumption of these junk

foods occur many harmful effects in children.

They contribute to arise mal development of

brain function, anxiety, loss of concentration

like low memory functions (Youngson, 2005;

Smartcooky, 2016). Thus these practices of

consuming junk foods among children are the

serious threat to those individual child who

intakes junk foods and also for parents,

society and entire nations. This malpractice

of consuming junk foods further leads nations

for losing their capable human resources. So

this study aimed to identify the status of

consuming junk foods among school students.

This study stated the study problem as “What

are the practices of consuming junk foods

among primary school students?”.

Objectives of the Study

The main purpose of this study was to

explore the practices of consuming junk food

among primary student of Dhading District.

The followings were the objectives of this

study:

1. To identify the pattern of consuming the

junk food among primary level students

of Dhading District.

2. To determine the health problems due

to consumption of junk food among

primary students of Dhading District.

Research Questions

Researcher identifies the following

research questions to fulfill the above

objectives of this research:

1. What are the practices of consuming the

junk food among primary level school

students of Dhading District?

2. Which health problems occur while

consuming junk food among primary

school students of Dhading District?

Hypothesis

1. There is significant differences in

occurrence of consuming junk food

among childen regarding parent

qualifications.

2. There is relationship between the

consuming frequencies of junk food and

child sickness.

Significance of the Study

The primary level students are

basically all children. Childhood is the

foundation period of human development and

itself it is the crucial phase for well learning.

Childhood is a time span for physical, social

and emotional development and it is the

essential preparation for adulthood. For the

proper development, all children need

balanced diet which is enriched of all essential

nutrient factors in proper proportion.

But beyond this, the majority of

children consume junk foods (Singh &

Mishra, 2014) instead of this balanced diet

which is not good for child health and their

rapid physical and mental development. So

these patterns of consuming excessive junk

foods lead to occurrence of the several

nutritional deficiencies in children. So there

must be prevention of these consumption

patterns among children for their good health

and well development regarding to physical

and mental aspects (e.g. Wiles, Northstone,

Emmett & Lewis, 2007). So this research

supports to find out the consumption of junk


foods as the problems which may affect on

health problems of children. The result of this

study will be helpful to policy makers and

other INGO’s for preventing junk food

problems among children of Nepal. In

addition, the finding of this research will

contribute other researchers for taking it as a

reference to carry interventional research in the

similar field.

Delimitation of the Study

This research covered broad areas

of practices of consuming junk foods but it

also narrowed down and set some boundaries

as follows:

1. It identified the practices and health

problems due to consuming junk food

among school children belongled to

primary levels.

2. This study determined the junk foods as

entire foods that were available in the

street as well as markets and restaurants.

Conceptual Framework

From the above theoretical as well

as empirical review researcher conceptualized

the framework with dependent variable and

independent variable :

Figure 1

Conceptual framework

Causes of

intake of junk

food

Advertisement

Peer influence

Imitation

Tasty food

Easy

availability

Low time

consumption

Consumption

of Junk

food

Health

Problems

Diseases

Degrading

memory

Risk of dementia

Loss of ability to

control appetite

Depression

Carving

From the literature review the

researcher conceptualized the cause of intake

of junk food, consumption of junk food and

health problems as independent variable,

mediatory variable and dependent variables

respectively in this study. Researcher

accessed the independent variables as the

causes of intake junk food which determined

the mediatory variable as the consumption of

junk food among children of NJS. Theses

mediatory variables play the contributory

roles for influencing dependent variables as

the health problems among children who have

occurrence of different diseases, degrading

memory, risks of dementia, uncontrollable

appetite, depression and carving. In this

frame advertisement, peer pressure, imitation,

tasty food, easy availability and low time

consumption were identified as the causes of

the consuming junk food among primary level

students of Dhading district.

Methodology of the Study

This study is based on descriptive

research design. Descriptive researches

include survey and fact finding inquires of

different kinds which describe the state of

affairs as it exists at present (Wolff & Pant,

2005). This research used the survey method

for collecting information related to junk

foods. The phenomenon of this study is

quantitative in nature. Quantitative research

is referred as the means for testing hypothesis

by investigative the relationship among

variables (Creswell, 2009). Mainly this

research was based on primary data which

was collected through conducting field survey

at schools of Dhading District. In other hand,

secondary data were only used for reviewing

the literature in this study.


This study determined the study

population as the entire parents of Dhading

district whose children were studying in

primary school. The researcher adopted

purposive sampling as the sampling method

in this study. Purposive sampling select the

sampling units based on prior identified criteria

(Wiersma & Jurs, 2009). Thus the sample

was selected purposively on the basis of first

cum first priority from the parents until

required number was not collected. The total

sample size of this study was determined as

50 in numbers.

Questionnaire was the major tool for

this study and it was self administered in

nature. Basically questionnaire is used when

factual information is needed from the

respondents (Chauhan, 2012). Thus in this

study questionnaire contained the closed

ended questions to find out the practices of

consuming junk food in children. Most part

of this study report was based on descriptive

interpretation and analysis based on its finding.

The researcher had done analysis of data by

operating the SPSS software program.

Researcher prepared the database with the

help of SPSS program and codes the

collected data then finally entry the data in

the program. Then researcher made the table

as well as diagram and finally drew the

statistical inference with the help of SPSS

program. Being the quantitative research, this

study explained the figures, facts and some

basic statistical inferences like frequency,

percentage and chi-square test to support the

analysis and interpretation of data.

Finding and Discussion of the

Study

This section deals with analysis and

interpretation of collected data to achieve the

determined objectives which are mentioned

below.

Practices of Junk food among

Children

Researcher dealt the information

related to practices of junk food among

children. It include the children cognition

about junk food, consuming the junk food,

enjoying the junk food and influencing factors

of junk food etc. in this section.

Enjoyment While Consuming Junk

Food

This section includes the information

related to the child enjoyment while consuming

junk food.

Table 1

Enjoyment pattern of children

while taking junk food

Children

enjoyment

Yes

No

Yes a little

Total

Frequency Percent

26 52.0

9 18.0

15 30.0

50 100.0

The above table reflects the majority

children (52%) accepted that they enjoyed

while consuming junk food and in figure they

were 26 in number. In addition, these other

15 (30%) children argue that they also felt

little bit enjoyed but remaining children 9

(18%) disagree.This figure reveals that the

majority children enjoyed while consuming

junk food. These junk foods were prepared

by mixing more spices, saturated oils, salt and

even various flavors chemicals which

altogether made them tasty so many children

like the stuffs. Thus many children enjoy

while consuming it.


Intake of Junk Food among Children

These junk foods enrich fats and

calories. The child who intakes more junk

foods obviously more calories are deposited

in their bodies. So they became obesity and

becoming obesity is also known as non

communicable disease. Thus the frequency

of consuming junk foods plays contributory

role for creating deleterious effect in health.

Table 2

Consumption of junk food according to family types

Types of family

Description

Nuc

Total

Joint Single

lear

Frequency 2 1 1 4

0 times

Percent 6.9 9.1 10.0 8.0

Consu

Frequency 26 8 7 41

mption

1-2 times

89.

of junk

Percent 72.7 70.0 82.0

7

food

Frequency 1 0 1 2

per 3 or 4

Percent 3.4 0 10.0 4.0

week

5 or more Frequency 0 2 1 3

times Percent 0 18.2 10.0 6.0

Total

Frequency 29 11 10 50

Percent 100 100 100 100

The frequency of consuming junk

foods among children varied from each other

which is given in Table 2. The Table reflects

that the majority (82%) of the children

consumed junk food 1-2 times per week

which is 41 in number. In addition there is

3-4, 5 or more and never consumer children

were 2 (4%), 3(6%) and 4 (8%) respectively.

From this information researcher analyzed

that the majority of the children consumed

junk food several times. In addition, this table

also depicts consumption pattern of junk

food according to the types of family of the

children. It reveals that all types of family

have the similar sorts of pattern for consuming

junk food.

Description about Consuming

Time for Junk Food

This section describes about the

time for consuming junk food among the

children which are as below:

Table 3

Intake time for junk food

Time for

consuming junk Frequency Percent

food

Breakfast

Launch

Dinner

Snacks

Total

17 37.0

5 10.9

1 2.2

23 50.0

46 100.0

The above table reflects that the

consuming time of junk food as snacks were

23 (50 %), breakfast 17 (34.8%), launch 5

(10.9%) and dinner 1 (2.2%). This

information drives that most of the children

take junk foods as snacks which meant they

consume it at any time.

Favorite Junk Food of Children

There are several types of junk food

in the markets which attract childen for

consuming it. Some of these junk foods in

the markets were cheese balls, potato chips,

noodles, bhujia, cake, biscuits, snacks and

kurkure etc. As well as these junk foods were

also produced by many business firms in the

name of different brands. In this study, some

of these favorite junk foods which were

consumed by children are shown below:

Table 4

Children's favorite junk food

Junk food Frequency Percent

Chips/Cheese balls 12 26.7

Noodles

21 46.7

Candy

8 17.8

Donut

4 8.9

Total

45 100.0


The above table expresses the

noodles as the favorite junk foods among

children those figure is 21 (46.7%). The

others junk foods were Chips/Cheese balls

12 (25.7%), Candy 8 (17.8%) and Donut 4

(8.9%) respectively. This information insights

that the most of the children consume noodles

and chips.

Place for Consuming Junk Food

This part provides the insights where

children enjoyed for consuming junk food .

Table 5

Place for taking junk food

Places Frequency Percent

At home

At school

Other places

Total

20 40.0

5 10.0

25 50.0

50 100.0

The above table reflects the favorite places

for eating junk food among children and these

places were home 20 (40%), school 5 (10%)

and other places 25 (50%) respectively. This

information reveals that the most of the

children eat junk food while they go outing

as well as staying at home.

Causes of Sickness and Disease

This part deals with the occurrence

of sickness in children due to consumption of

junk food.

Figure 2

Occurrence of child sickness

The above figure reveals that the

occurrence of sickness among the children

which were often 20 (40%), rarely 19

(38 %) and sometimes 11 (22%) respectively.

In this figure, the ailments rarely also refer as

the absent of sickness in children. Junk food

contains low amounts of essential nutrient

materials so these foods are not much

beneficial for child health. The excessive

intakes of this junk food might lead the

deficiency of the substance nutrient like

micronutrient deficiency and malnutrition.

Disease means the malfunctioning of

the body due to occurrence of disorder or

invasion of pathogens. This part presents the

occurrence of disease in child due to

consuming junk food.

Table 6

Diseases occurs in child

due to consuming junk food

Diseases

Malnutrition

Diarrhea

Dental problem

Stomach pain

Other health problem

Total

Frequency Percent

5 16.1

5 16.1

9 29.0

5 16.1

7 22.6

31 100.0

The above table reflects the occurrence of

disease in children due to excessive

consuming junk food and most of the children

were affected by dental problem 9 (29%) and

it was followed by malnutrition, diarrhea and

stomach pain which accounts separately 5

(16.1%) respectively. The categories of other

health problems accounts 7 (22.6 %) in

number. Thus this information reveals that the

consumption of the junk food eventually occur

diseases in children.


Hypothesis Testing

Hypothesis 1

This section reveals the relationship

between parents qualification and occurrence

of consuming junk food among children.

Researcher compared the relationship of

consuming frequencies of junk food and

parent’s qualification with the help of

hypothesis testing.

There is significant differences in

occurrence of consuming junk food among

children regarding to the parent qualifications.

Table 7

Chi-Square Tests about consuming junk

food regarding to the parents

qualification

Description

Pearson Chi-

Value Df

Asymp.

Sig. (2-

sided)

5.811 a 6 .445

Square

Likelihood Ratio 7.528 6 .275

Linear-by-Linear

1.170 1 .279

Association

N of Valid Cases 50

a. 10 cells (83.3%) have expected count

less than 5.

b. The minimum expected count is 20.

Chi-Square tests show that the

Pearson Chi-Square in df is 6 which is (.445

>0.05). H is retained as P value .445 is

greater than level of significance ( = 0.05).

Hence there is found no any significant

difference in occurrence of consuming junk

food among children regarding to the parent

qualifications.

Hypothesis 2

This section deals the influences of

the consumption of junk food to child sickness.

Researcher assessed the relationship of

consuming frequencies of junk food and child

sickness with the help of hypothesis testing

Which is as follow:

Table 8

Chi-Square Tests related with consuming

frequencies of junk food and child sickness

Description Value Df

Chi-Square tests shows that the

Pearson Chi-Square in df is 6 which is (.794

>0.05). H is retained as P value .794 is

greater than level of significance ( = 0.05).

Hence, there is found no any significant

differences between the consuming

frequencies of junk food and child sickness.

Conclusion

The majority of the children enjoyed

while consuming junk food and they intake it

several times in a week. The most of the

children consume junk foods as snacks, tiffin

and breakfast which mean they consumed it

at any time either morning or at daytime.

Majority of children ate and drank junk food

either they went outing or when they stayed

in home. The most of the parents gave packet

food and fast food to their children while going

outing. Noodles, chips, biscuit and cheese

balls are the popular junk foods among child

as the variety of junk foods. In addition, the

consumption patterns of junk food turns as

an unhealthy eating pattern and it contributes

the occurrence of sickness among the

children. Most of the children faced dental

problem, typhoid, fever, cough, malnutrition,

diarrhea and stomach pain respectively.


Asymp.

Sig. (2-

sided)

Pearson Chi-Square 3.114 a 6 .794

Likelihood Ratio 4.304 6 .636

Linear-by-Linear

.155 1 .694

Association

N of Valid Cases 50

a. 9 cells (75.0%) have expected count less

than 5.

b. The minimum expected count is .44.

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junk+food


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The EFFORTS, Journal of Education and Research Vol. 3, Issue 1, April 2018-48

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z}lIfs pknlAwsf] dfkg ul/Psf] 5 .

pknlAwnfO{ :tDe lrq / tflnsfdf /fv]/

JofVof ljZn]if0f ul/Psf] 5 .

#=!cWoogsf] ljlw

o;df klxnf] / bf];|f] g]kfnL efifL

ljBfyL{x¿sf] z}lIfs pknlAwsf] cWoogug{

kl/df0ffTds / ljZn]if0fTds ljlwsf] cjnDag

ul/Psf] 5 . oL ljlwx?sf] k|of]u u/L k|fKt

ePsf kl/df0fx?nfO{ t'ngfTds ljlwsf

dfWodaf6 lgisif{df k'Ug] sfd ul/Psf] 5 .

#=@ hg;ª\Vof lgwf{/0f / gd'gf 5gf}6

o; cWoogdf la=P8= t];|f] jif{ cWoog

k"/f u/]sf ljBfyL{x¿sf] z}lIfs pknlAwsf]

cWoogdf s]lGb|t /x]sf] x' Fbf pQm ljBfyL{x¿nfO{

gd'gfgfsf ?kdf lnPsf] 5 . o; qmddf @)&!–

)&# ;fnsf lgoldt tkm{sf k/LIffkmnsf

clen]vnfO{ hg;ª\Vof lgwf{/0fsf ?kdf lnPsf]

5 .

#=# ;fdu|L lgdf{0f

ljBfyL{x¿n] k|fKt u/]sf pknlAwnfO{

cWoog ug' {kg] { ePsfn] ;f] cWoogsf nflu

SofDk; k|zf;g zfvfdf /x]sf z}lIfs pknlAw

clen]vnfO{ cWoog u/L ;f] sf cfwf/df

JofVof ljZn]if0f ul/Psf] 5 . o;qmddf eflifs

;j] {If0f / cjnf]sg ljlwsf] k|of]u u/L cWoog

ul/Psf] 5 .

#=$ tYofª\s ;ª\sng M

z}lIfs pknlAwsf] cWoog ug] { qmddf

cfjZos ;fdu|L lgdf{0f ul/;s]kl5 gd'gf

hg;ª\Vofdf k/]sf @)&!–)&# ;fnsf

ljBfyL{x¿ dWo]af6 z}lIfs pknlAw k|fKt

u/]sf klxnf] / bf];|f] g]kfnL efifLhflt

ljBfyL{x¿sf pknlAwut tYofª\snfO{ JofVof,

ljZn]if0f / t'ngf ug] { sfd ul/Psf] 5 .

#=% tYofª\ssf] JofVof / ljZn]if0f

tYofª\s ;ª\sng ul/;s]kl5 k|fKt

tYofª\snfO{ ljBfyL{ ;ª\Vof, pknlAw k|ltzt,

>]0fL k|ltzt / ;du| dWodfgsf cfwf/df

:tDEf lrq / tflnsfåf/f :ki6 kf/L JofVof


ljZn]if0f ul/Psf] 5 .

$=!=! z}lIfs pknlAwsf] ljZn]if0f

o; gLns07 ax'd'vL SofDk; wflbªa];L

wflbªsf] lzIffzf:q ;ª\sfo cGtu{t\ lj=P8=

t];|f] jif{ @)&# df !$) hgf ljBfyL{x¿

k/LIffdf ;xefuL ePsf 5g\ . tL !$) hgf

dWo] #^ hgf cyf{t\ @%=& k|ltzt ljBfyL{x¿n]

;kmntf xfl;n u/]sf 5g\ . h;df klxnf]

dft[efifL %$ hgf hg;ª\Vof /x]sf 5g\ . tL

%$ hgf hg;ª\VofdWo] !$ hgf cyf{t @%=(

k|ltztn] pknlAw xfl;n u/]sf] b]lvG5 .

To;}u/L bf];|f] g]kfnLefifL *^ hgf

/x]sf 5g\ . tL ljBfyL{x¿dWo] @@ hgf cyf{t\

@%=^ k|ltzt hg;ª\Vofn] pknlAw xfl;n

u/]sf] b]lvG5 . h;nfO{ :tDesf cfwf/df

o;/L /flvPsf] 5 .

pknlAw k|ltzt

30

25

20

15

10

25. 7 25 . 9

25. 6

25

s"n

klxnf]efifL 20

bf];|f]efifL

15

klxnf] dft[efifL g]kfnLx?sf] pknlAw :t/

s]xL ;Gtf]ifhgs b]lvG5 .

$=!=@ klxnf] dft[efifL g]kfnL

ljBfyL{x¿sf] 5fq / 5fqfaLrsf]

z}lIfs pknlAwsf] cWoog

gLns07 SofDk; la=P8= t];|f] jif{

@)&# ;fnsf] klxnf] dft[efifL g]kfnLx?sf]

hg;ª\Vof %$ /x]sf] 5 . oL %$ hgfdWo]

!$ hgfn] cyf{t\ @%=( k|ltztn] z}lIfs

pknlAw xfl;n u/]sf 5g\ . h;df 5fq

hg;ª\Vof & hgf /x]sf 5g\ . & hgfdf @

hgf cyf{t\ @*=^ k|ltzt 5fqn] pknlAw

xfl;n u/]sf] 5 . To;}u/L klxnf] dft[efifL

5fqf hg;ª\Vof $& /x]sf] 5 . h;df !@

hgfn] cyf{t\ @%=% k|ltztn] pknlAw xfl;n

u/]sf] 5 . pknlAwnfO{ :tDedf o;/L

/flvPsf] 5 .

pknlAw k|ltzt

30

10

25. 9

28 . 6

2 5.5

klxnf] efifL

5fq

5fqf

5

0

dflysf] :tDenfO{ ljZn]if0f ubf{ klxnf]

dft[efifL g]kfnLeGbf bf];|f] g]kfnLefifL

ljBfyL{x¿sf] ;ª\Vof a9L /x]sf] 5 . klxnf]efifL

hg;ª\Vof %$ hgfdf !$ hgf cyf{t\ @%=(

k|ltztn] xfl;n u/]sf] b]lvG5 . To;}u/L

bf];|f] g]kfnLefifL *^ hgf dWo] @@ hgf cyf{t\

@%=^ k|ltzt ljBfyL{n] pknlAw xfl;n

u/]sf 5g\ . t'ngfTds ?kdf x]bf{ ;ª\VofTds

?kdf bf];|f] g]kfnLefifL ljBfyL{ hg;ª\Vof

w]/} ePtf klg pknlAw k|ltztsf b[li6sf]0fn]

5

0

dflysf] :tDenfO{ ljZn]if0f ubf{ klxnf]

efifL ljBfyL{ hg;ª\Vof dWo] @%=( n]

z}lIfs pknlAw xfl;n u/]sf] b]lvG5 . To;}u/L

klxnf] efifL ljBfyL{ hg;ª\Vofleq /x]sf 5fq

ljBfyL{x¿n] z}lIfs pknlAw k|ltzt @*=^

/x]sf] b]lvG5 . klxnf] efifL 5fqf hg;ª\Vofn]

k|fKt u/]sf] pknlAw k|ltzt eg] @%=% /x]sf]

5 . o;/L t'ngfTds ?kdf x]bf{ klxnf] efifL

ljBfyL{x¿df 5fqfsf] eGbf 5fq ljBfyL{x¿sf]

z}lIfs pknlAw k|ltzt /fd|f] /x]sf] b]lvG5 .


$=!=# bf];|f] g]kfnL efifL 5fq / 5fqf

ljBfyL{x¿sf] z}lIfs pknlAwsf]

ljZn]if0ffTds cWoog

gLns07 ax'd'vL SofDk;df cWoog/t

@)&# ;fnsf] lj=P8= t];|f] jif{sf] bf];|f] g]kfnL

efifL hg;ª\Vof *^ /x]sf] 5 . oL *^ hgf

dWo] @@ hgfn] cyf{t\ @%=^ k|ltzt ljBfyL{n]

pknlAw xfl;n u/]sf] kfOG5 h;df 5fq

hg;ª\Vof !% /x]sf] 5 . oL !% hgf dWo] @

hgf cyf{t\ !#=# k|ltzt dfq pknlAw xfl;n

u/]sf] 5 . To;}u/L 5fqf hg;ª\Vof &! /x]sf]

5 . oL &! hgf dWo]af6 @) hgf cyf{t\

@*=@ k|ltzt 5fqfn] pknlAw xfl;n u/]sf

5g\ . o;nfO{ :tDedf o;/L /flvPsf] 5 .

pknlAw k|ltzt

30

25

20

15

10

5

0

2 5.6

13. 3

2 8. 2

bf];|f] efifL

dflysf] :tDenfO{ ljZn]if0f ubf{ bf];|f]

efifL hg;ª\Vofn] k|fKt u/]sf] z}lIfs pknlAw

@%=^ /x]sf] 5 . To;}u/L bf];|f] efifL ljBfyL{

hg;ª\Vof dWo] 5fq ljBfyL{x¿n] !#=# z}lIfs

pknlAw xfl;n u/]sf] b]lvG5 eg] bf];|f] efifL

ljBfyL{ hg;ª\Vof dWo] 5fqf ljBfyL{x¿n]

k|fKt u/]sf] z}lIfs pknlAw k|ltzt @*=@

/x]sf] 5 .

o;/L t'ngfTds ?kdf ljZn]if0f ubf{

bf];|f]efifL ljBfyL{x?df 5fqsf] eGbf 5fqfsf]

5fq

5fqf

z}lIfs pknlAw :t/ /fd|f] /x]sf] b]lvG5 .

bf];|f]efifL 5fqf ljBfyL{x¿ ;ª\VofTds /

pknlAw k|ltzt b'j} bli6sf]0fn] /fd|f] /x]sf]

b]lvG5 .

$=!=$ @)&# ;fnsf] ;fk]Iftfdf @)&@

;fnsf] z}lIfs pknlAwsf]

ljZn]if0ffTds cWoog

o; gLns07 ax'd'vL SofDk;

wflbªa];L wflbªsf] lzIff lzIffzf:q ;ª\sfo

cGtu{t lj=P8= t];|f] jif{ @)&# df !$)

hgf ljBfyL{x¿ k/LIffdf ;xefuL ePsf 5g\

. tL !$) hgf dWo] #^ hgf cyf{t @%=&

k|ltzt ljBfyL{x¿n] ;kmntf xlf;n u/]sf

5g\ . h;df klxnf] dft[efifL %$ hgf

hg;ª\Vof /x]sf 5g\ . tL %$ hgf hg;ª\Vof

dWo] !$ hgf cyf{t\ @%=( k|ltztn] z}lIfs

pknlAw xfl;n u/]sf 5g\ .

o;}u/L @)&@ ;fndf !%^

hg;ª\Vofdf ## hgf cyf{t @!=@Ü n] ;sf/

fTds pknlAw xfl;n u/]sf] 5 . h;df klxnf]

g]kfnL dft[efifL ljBfyL{ hg;ª\Vof ^^ /x]sf]

5 . pQm ^^ hg;ª\Vof dWo] !$ hgf cyf{t

@!=@!Ü k|ltztn] pknlAw xfl;n u/]sf]

b]lvG5 . To:t} bf];|f] g]kfnLefifL hflt hg;ª\Vof

() /x]sf] 5 . pQm () hgfdf !( hgfn]

cyf{t @!=!! k|ltztn] ;sf/fTds pknlAw

xfl;n u/]sf] 5 .

o;/L @)&# ;fnsf] ;fk]Iftfdf @)&@

;fnsf] ljBfyL{ hg;ª\Vof ;ª\VofTds ?kdf

a9L ePtf klg pknlAwut k|ltztsf

b[li6sf]0fn] @)&@ ;fnsf] sdhf]/ /x]sf]

kfOG5 . o; pknlAw :t/nfO{ :tDe lrqb\jf/f

o;/L :ki6 kfl/Psf] 5 .


pknlAw k|ltzt

30

25

20

15

10

5

0

21.21

21.2 21.11

@)&@

25.9

25.7

@)&#

25.6

;fn

klxnf] efifL

bf];|f] efifL

dflysf] :tDe lrqnfO{ ljZn]if0f ubf{

@)&# ;fnsf] t'ngfdf @)&@ ;fnsf] z}lIfs

pknlAw Tolt ;Gtf]ifhgs b]lv+b}g . lsgls

@)&# z}lIfs pknlAw k|ltzt @%=&Ü /x]sf]

5 eg] @)&@ ;fnsf] z}lIfs pknlAw k|ltzt

@!=@Ü /x]sf] 5 .

@)&@ / @)&# ;fnsf] To;}u/L klxnf]

g]kfnL efifL ljBfyL{x¿sf] z}lIfs pknlAwnfO{

ljZn]if0f ubf{ @)&# ;fnsf] s]xL /fd|f] b]lvPsf]

kfOG5 . lsgls @)&# ;fndf klxnf] g]kfnL

efifL ljBfyL{x¿sf] z}lIfs pknlAw k|ltzt

@%=( /x]sf] b]lvG5 eg] @)&@ ;fnsf] klxnf]

g]kfnL efifL ljBfyL{x¿sf] z}lIfs pknlAw

k|ltzt @!=@! dfq /x]sf] b]lvG5 .

$=!=% @)&# ;fnsf] ;fk]Iftfdf @)&!

;fnsf] z}lIfs pknlAwsf]

t'ngfTds cWoog

@)&# ;fndf s'n !$) hg;ª\Vofdf

#^ hgf cyf{t\ @%=& k|ltzt ljBfyL{n]

pknlAw xfl;n u/]sf] kfOG5 . To;}u/L klxnf]

dft[efifL %$ hgfdf !$ hgf cyf{t\ @%=(

hgfn] pknlAw xfl;n u/]sf] b]lvG5 . bf];|f]

g]kfnL efifL hflt *^ hgf /x]sf]df @@ hgf

cyf{t\ @%=^ hg;ª\Vof ljBfyL{n] pknlAw

xfl;n u/]sf] kfOG5 . To;}u/L @)&! ;fnsf]

z}lIfs pknlAwsf] ljZn]if0f ubf{ hDdf ljBfyL{

hg;ª\Vof !%& hgf /x]sf] 5 . pQm !%&

dWo] $* hgf cyf{t\ #)=^ k|ltzt ljBfyL{n]

pknlAw xfl;n u/]sf] b]lvG5 .

klxnf] g]kfnL dft[efifL @)&#

;fnsf] ;fk]Iftfdf @)&! ;fnsf] klxnf] g]kfnL

dft[efifL ljBfyL{sf] z}lIfs pknlAwsf] cWoog

ubf{ )&! ;fnsf] z}lIfs pknlAw ;Gtf]ifhgs

/x]sf] kfOG5 . lsgls @)&# ;fnsf] klxnf]

g]kfnL efifL pknlAw @%=(Ü /x]sf] b]lvG5

eg] @)&! ;fnsf] klxnf] g]kfnL efifL pknlAw

#)=% /x]sf] b]lvG5 . cyf{t\ @)&# ;fndf

%$ hgf klxnf] dft[efifL g]kfnL hg;ª\Vof

dWo] !$ hgfn] cyf{t\ @%=(Ü n] dfq

pknlAw xfl;n u/]sf] b]lvG5 . t/ @)&!

;fndf *@ hgf klxnf] dft[efifL g]kfnL

hg;ª\Vof dWo] @% hgfn] cyft\ #)=%Ü

k|ltztn] pknlAw xfl;n u/]sf] b]lvG5 .

bf];|f] g]kfnL efifL hflt bf];|f] g]kfnL

efifL hflt @)&# ;fnsf] ;fk]Iftfdf cWoog

ubf{ @)&# ;fnsf] eGbf @)&! ;fnsf] z}lIfs

pknlAw /fd|f] /x]sf] b]lvG5 . lsgls @)&#

;fndf *^ bf];|f] g]kfnL efifL hflt hg;ª\Vof

dWo] @@ hgf cyf{t\ @%=^ k|ltztn] dfq

pknlAw xfl;n u/]sf] b]lvG5 .

To;}u/L @)&! ;fndf bf];|f] g]kfnL

efifL hflt hg;ª\Vof &% /x]sf] 5 h;df @#

hgfn] cyf{t\ #)=& k|ltztn] pknlAw xfl;n

u/]sf] b]lvG5 . o;/L t'ngfTds ?kdf cWoog

u/L @)&! / @)&# ;fnsf] :tDe lrqnfO{

o;/L /flvPsf] 5 .


pknlAw k|ltzt

35

30

25

2 0

15

10

5

0

30 .5

30.6 30.7

@)&!

25.9

25.7 25.6

@)&#

;fn

klxnf] efifL

bf];|f] efifL

dflysf] :tDe lrqnfO{ ljZn]if0f ubf{

@)&# ;fnsf] ;fk]Iftfdf @)&! ;fnsf] z}lIfs

pknlAw /fd|f] b]lvPsf] 5 lsgls @)&# ;fndf

@%=& k|ltzt dfq pknlAw b]lvPsf] 5 .

@)&! ;fnsf] z}lIfs pknlAw eg] #)=^Ü

k|ltzt /x]sf] b]lvG5 . To:t} klxnf] g]kfnL

efifL k|ltzt klg @)&# ;fnsf] eGbf @)&!

;fnsf] /fd|f] b]lvPsf] 5 . @)&# ;fnsf]

klxnf] dft[efifL pknlAw k|ltzt @%=(Ü

/x]sf] 5 eg\ @)&! ;fnsf] klxnf] g]kfnL

efifL ljBfyL{x¿sf] z}lIfs pknlAw k|ltzt

#)=% /x]sf] 5 . To;}u/L bf];|f] g]kfnL efifL

hflt pknlAw k|ltzt klg @)&# ;fnsf]

;fk]Iftfdf @)&! ;fnsf] /fd|f] b]lvPsf]

kfOG5 . lsgls @)&# ;fnsf] z}lIfs pknlAw

k|ltzt @%=^ /x]sf] 5 eg] @)&! ;fnsf]

bf];|f] g]kfnL efifL z}lIfs pknlAw k|ltzt

#)=& /x]sf] b]lvG5 .

o;/L t'ngfTds ?kdf x]bf{ @)&#

;fnsf] eGbf @)&! ;fnsf] z}lIfs pknlAwsf]

;du| k|ltzt klxnf] / bf];|f] g]kfnL efifL

b'j}sf] /fd|f] /x]sf] b]lvG5 .

$=!=^ ;du| ljBfyL{x¿sf cfwf/df

z}lIfs pknlAwsf] ljZn]if0ffTds

cWoog

;du| z}lIfs pknlAwsf] ljZn]if0f ug] {

qmddf @)&!, )&@ / @)&# ;fnsf] k/LIff

kl/0ffdnfO{ ljZn]if0ffTds cWoog u/L z}lIfs

pknlAw k|fKt u/]sf ljBfyL{x¿sf] k|ltzt

lgsflnPsf] 5 . ;f]xL cg';f/ klxnf] efifL /

bf];|f] g]kfnL efifL ljBfyL{x¿n] k|fKt u/]sf

pknlAwnfO{ ;ª\Vof / k|ltztsf cfwf/df

cWoog ul/Psf] 5 . @)&!, )&@, )&# ;fnsf]

z}lIfs pknlAwsf] t'ngfTds ljZn]if0f ubf{

@)&! ;fnsf] z}lIfs pknlAw /fd|f] b]lvPsf]

kfOG5 . klxnf] / bf];|f] b'j} g]kfnL efifL

ljBfyL{x¿sf] ;d]t @)&! ;fnsf] pknlAw

k|ltzt /fd|f] /x]sf] 5 . To;kl5 @)&# ;fnsf]

z}lIfs pknlAw s]xL /fd|f] b]lvPsf] 5 . @)&@

;fnsf] z}lIfs pknlAw s]xL sdhf]/ b]lvPsf]

5 . o;/L z}lIfs pknlAwsf] ;du| ljZn]if0faf6

k|fKt k|ltztnfO{ :tDe lrqåf/f b]vfOPsf]

5 .

pknlAw k|ltzt

35

30

25

20

15

10

5

0

30.5

30.6 30.7

2 1.21

21.2 2 1.11

2 5.9

2 5.7 25.6

@)&! @)&@ @)&#

;fn

klxnf] efifL

bf];|f] efifL

dflysf] :tDe lrqnfO{ ljZn]if0ffTds

cWoog ubf{ @)&! ;fnsf] k|ltzt @)&# /

)&@ ;fnsf] eGbf /fd|f] b]lvPsf] 5 . bf];|f]

7fpFdf @)&# ;fnsf] :tDe lrqn] k|ltztnfO{

cln dfly nu]sf] 5 eg] @)&@ ;fnsf] :tDe

lrq @)&! / @)&# ;fnsf] t'ngfdf s]xL

sdhf]/ b]lvPsf] 5 . ;du| tLg jif{sf] ljBfyL{

hg;ª\VofnfO{ x]bf{ @)&! / @)&@ sf] Tolt

km/s b]lv+b}g @)&! ;fnsf] !%& /x]sf] 5


{

eg] )&@ ;fnsf] !%^ /x]sf] 5 . z}lIfs

pknlAw eg] @)&! ;fnsf] ;Gtf]ifhgs /

x]sf] 5 . @)&# ;fnsf] z}lIfs pknlAwnfO{

dWoljGb'df /fv]/ @)&! / )&@ ;fnsf] z}lIfs

pknlAwnfO{ t'ngfTds ljZn]if0f ul/Psf] 5

cyf{t\ @)&# ;fnsf] ;fk]Iftfdf @)&@ /

@)&! ;fnsf] z}lIfs pknlAwnfO{ cWoog

ul/Psf] 5 . cWoog ubf{ pknlAw k|fKt

u/]sf hg;ª\VofnfO{ dfq k|ltztdf cª\sg

ul/Psf] 5 .

$=@=! klxnf] / bf];|f]efifL ljBfyL{x?sf]

>]0fL k|ltztsf] cWoog

klxnf] / bf];|f]efifL ljBfyL{x?sf] z}lIfs

pknlAw cWoog ul/Psf] 5 . cWoog ug]

qmddf eflifs cfwf/ n}ª\lus cfwf/

pknlAwut cfwf/nfO{ cWoogsf] d'Vo cfwf/

agfOPsf] 5 . cWoogsf] qmddf pQL0f{

k|ltztnfO{ x]bf{ 5fq / 5fqfsf aLrdf pknlAw

k|ltztdf cGt/ kfOPtf klg eflifs cfwf/df

vf;} cGt/ kfOPsf] b]lvb}g .

o; cWoognfO{ cem ulx/fO;Dd

k'Ugsf nflu >]0fL k|ltztnfO{ ljZn]iff0ffTds

cWoog ul/Psf] 5 . b'j}efifL ljb\ofyL{x?n]

k|fKt u/]sf] pQL0f{ hg;ª\Vofsf pknlAwnfO{

>]0fL k|ltztdf t'ngfTds cWoog ug] { sfd

ul/Psf] 5 . ;f]xL qmddf cWoogsf] d'Vo s]Gb|

s'n ljBfyL{ ;ª\Vof

!$) hgf

pQL{0f ;ª\Vof #^

pQL0f{

;ª\Vof

÷k|ltzt

klxnf]efifL ljBfyL{ %$ !$

@%=(Ü

bf];|f]efifL ljBfyL{ *^ @@

@%=^Ü

z}lIfs ;q @)&#

@)&# ;fn ePsfn] )&# ;fnsf] ;fk]Iftfdf

@)&@ / @)&! ;fnsf ljBfyL{x?sf k|fKtfª\s

k|ltztnfO{ tflnsfsf] cfwf/df :ki6 kfg]{

sfd ul/Psf] 5 . >]0fL k|ltztdf cWoogsf

qmddf hg;ª\Vofn] k|fKt u/]sf cª\snfO{

lqe'jg ljZjljBfnon] lgwf{/0f u/]sf >]0fL

ljefhgsf cfwf/df x]l/Psf] 5 .

z}lIfs pknlAwsf] ljZn]if0f ug] { qmddf

klxnf]efifL / bf];|f]efifL hg;ª\Vofn] ptL0f{

u/]sf >]0fL k|ltztnfO{ x]/L pgLx?n] s'g

>]0fLdf pknlAw k|fKt u/]sf 5g\ ;f] cWoogsf]

vf]hLdf g} of] cWoog s]lGb|t /x]sf] 5 .

$=@=@ @)&# sf] >]0fL k|ltztsf] z}lIfs

pknlAwsf] ljZn]if0f

klxnf]efifL ljBfyL{x? @)&# df !$)

ljBfyL{ hg;ª\Vof dWo] klxnf]efifL ljBfyL{x?

%$ hgf /x]sf b]lvG5g\ . pQm ljBfyL{x?

dWo]af6 !$ hgfdWo] !hgfn] k|yd >]0fL !#

hgfn] låtLo >]0fL k|fKt u/]sf] 5 . t[tLo

>]0fLdf eg] +s'g} klg ljBfyL{ b]lvPsf] 5}g .

To;} u/L bf];|f]efifL ljBfyL{x? *^ /x]sf

b]lvG5g\ . h; dWo] @@ hgfn] pknlAw xfl;n

u/]sf 5g\ . oL @@ hgf dWo]af6 s;}n] klg

k|yd >]0fL k|fKt u/]sf] 5}g . @@ hgfn] g}

låtLo >]0fL k|fKt u/]sf 5g\ . h; dWo] t[tLo

>]0fL s;}n] klg k|fKt u/]sf 5}gg\ . h;nfO{

tflnsfdf o;/L /flvPsf] 5M

klxnf] >]0fL

;ª\Vof ÷

k|ltzt

!

!=%Ü

låtLo >]0fL

;ª\Vof

÷k|ltzt

!#

@$=)^Ü

– @@

@%=^Ü

t[tLo >]0fL

;ª\Vof

÷k|ltzt

–


–

Dflysf] tflnsfnfO{ cWoog ubf{ @)&# sf]

klxnf] / bf];|f]efifL ljBfyL{x?sf] >]0fL k|ltzt

klg Tolt w]/} cGt/ b]lvb}g . klxnf]efifL

hg;ª\Vof pQL0f{ !$ /x]sf]df k|yd >]0fLdf !

hgf låtLo >]0fLdf !# hgf /x]sf] b]lvG5 eg]

t[tLo >]0fLdf s'g} klg ljBfyL{n] k|fKt u/]sf]

b]lvb}g .

To;}u/L bf];|f]efifL hg;ª\Vof pQL0f{

u/]sf @@ hgf dWo] klxnf] >]0fLdf s'g} ljBfyL{n]

pknlAw k|fKt u/]sf] b]lvb}g eg] t];|f] ] >]0fLdf

klg s'g} ljBfyL{ /x]sf] b]lvb}g . o; k|fKtfª\s

k|ltztnfO{ ljZn]if0f ubf{ ^) k|ltzt eGbf

dfly klg klxnf]efifL Ps hgf ljBfyL{ afx]s

c?n] k|fKt u/]sf] b]lvb}g . t]>f] >]0fL $%

k|ltzt eGbf sd klg k|fKt u/]sf] b]lvb}g .

t]>f] >]0fLdf klg ljBfyL{ hg;ª\Vofdf gb]lvg'n]

bf];|f]efifL / klxnf]efifL ljBfyL{aLr klg >]0fL

s'n ljBfyL{ ;ª\Vof !%^

pQL0f{

;ª\Vof

pQL{0f ;ª\Vof ##

÷k|ltzt

klxnf] efifL ^^ !$

$@=$@

bf];|f] efifL () !(

%&=%&

dflysf] tflnsfnfO{ ljZn]if0f ubf{

bf];|f]efifL ljBfyL{ hg;ª\Vofsf] t'ngfdf

klxnf]efifL ljBfyL{x?sf] >]0fL k|ltzt s]xL

/fd|f] b]lvPsf] 5 . ;ª\VofTds / k|ltztsf

b[li6n] klxnf]efifL ljBfyL{x?sf] z}lIfs pknlAw

s]xL /fd|f] /x]sf] 5 . k|fKtfª\s k|ltztsf

b[li6sf]0fn] klg t'ngfTds ?kdf x]bf{ klxnf]efifL

k|ltztdf s]xL cGt/ b]lvb}g .

$=@=# @)&@ ;fnsf] >]0fL k|ltztsf]

cWoog

@)&@ zfndf hDdf hg;ª\Vof !%^

hgfn] k/LIff lbPsfdf ## hgfn] dfq pknlAw

xfl;n u/]sf] b]lvG5 . To;df klxnf]efifL ^^

hg;ª\VofdWo] !$ hgfn] pknlAw xfl;n u/

]sf] b]lvG5 . To;} u/L bf];|f] efifL () hgf

hg;ª\Vof dWo] !( hgfn] pknlAw u/]sf]

b]lvG5 . oL b'j} klxnf]efifL / bf];|f]efifL ljBfyL{

hgª\Vofn] klxnf] >]0fLdf pknlAw xfl;n

u/]sf] b]lvb}g . klxnf]efifLsf] t];|f] >]0fLdf

klg b]lvb}g eg] bf];|f]efifLsf] ! hgfn] dfq

t];|f] >]0fL k|fKt u/]sf] b]lvG5 . o;/L klxnf]efifL

/ bf];|f]efifL ljBfyL{x?sf] >]0fL k|ltztnfO{

tflnsfdf o;/L /flvPsf]

klxnf] >]0fL

;ª\Vof ÷

k|ltzt

låtLo >]0fL

;ª\Vof

÷k|ltzt

— !$

$@=$@

— !*

($=&#

t[tLo >]0fL

;ª\Vof

÷k|ltzt

–

!

%=@^

s} /fd|f] ] /x]sf] b]lvG5 . klxnf] >]0fLdf b'j}

efifLsf] b]lvb}g eg] låtLo >]0fLdf klxnf] efifL

hg;ª\Vofsf] k|fKtfª\s k|ltzt s]xL /fd|f]

b]lvPsf] 5 . t[tLo >]0fLdf klxnf]efifLsf] ljBfyL{

;ª\Vof b]lvb}g eg] bf];|f]efifL ljBfyL{x? dWo]

! hgfn] t];|f] >]0fL NofPsf] ] b]lvG5 . o;}n]

ubf{ t'ngfTds ?kdf x]bf{ bf];|f]efifL eGbf


klxnf]efifL ljBfyL{x?sf] pQL0f{ k|ltzt / >]0fL

k|ltzt b'j} b[li6sf]0faf6 s]xL /fd|f] b]lvg

uPsf] 5 .

$=@=$ @)&! ;fnsf] >]0fL k|ltztsf]

cWoog

z}lIfs pknlAwsf b[li6sf]0fn] )&!

;fn )&@ / )&# ;fnsf] t'ngfdf /fd|f] /x]sf]

b]lvG5 . @)&! ;fndf s'n ljBfyL{ hg;ª\Vof

!%& /x]sf] 5 . tL ljBfyL{ dWo] $* hgfn]

pknlAw xfl;n u/]sf] b]lvG5\ . pQm ljBfYfL{dWo]

klxnf] efifL *@ hg;ªVof dWo] @% hgfn]

cyf{t\ #)=% k|ltztn] pknlAw xfl;n

u/]sf] kfOG5 . >]0fL k|ltztsf b[li6n] eg]

klxnf] efifLeGbf bf];|f]efifL ljBfyL{ hg;ª\Vofsf]

z}lIfs pknlAw Tolt /fd|f] b]lvPsf] 5}g .

To;} u/L bf];|f]efifL ljBfyL{ hg;ªVof &%

@)&!

hgfdf @# hgfn] pknlAw xfl;n u/]sf]

b]lvG5 . >]0fL k|ltztnfO{ t'ngf ubf{ klxnf]

efifL ljBfyL{x?sf] >]0fL k|ltzt bf];|f]efifL

ljBfyL{x?eGbf /fd|f] b]lvG5 . lsgls @#

hg;ª\VofdWo] k|yd >]0fLdf ;kmntf k|fKt

ug] { Ps hgf dfq b]lvPsf] 5 . t];|f] >]0fLdf

eg] # hgf /x]sf b]lvG5g\ . o;/L x]bf{ pQL0f{

;ª\Vof / pQL0f{ k|ltztsf b[li6sf]0fn] bf];|f]

efifL ljBfyL{ s]xL /fd|f] /x]sf] ] b]lvG5 . ljBfyL{n]

k|fKt u/]sf >]0fL k|ltztdf 9fn]/ x]bf{ bf];|f]efifL

eGbf klxnf]efifL ljBfyL{x? g} /fd|f] /x]sf]

b]lvG5 . ;du| tLg jif{sf] k/LIff kl/0ffddf

@)&! Zffnsf] /fd|f] /x]sf] b]lvG5 . >]0fL

k|ltztsf b[li6sf]0fn] klg @)&! ;fn s}

/fd|f] /x]sf] 5 . h;nfO{ tfnsfdf o;/L

/flvPsf] 5 M

s'n ;ª\Vof !%&

pQL0f{ ;ª\Vof $*

klxnf]efifL *@

bf];|f]eifL &%

pQL0f{

;ª\Vof

÷k|ltzt

@%

#)=%

@#

#)=&

klxnf] >]0fL

;ª\Vof ÷

k|ltzt

@

@=$#

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$=#$

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t[tLo >]0fL

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@*=)$ —

!( #

*@=^) !#=)$

dflysf] tflnsfnfO{ ljZn]if0f ubf{

pQL0f{ ;ª\Vof pQL0f{ k|ltztsf b[li6sf]0fn]

klxnf]efifLeGbf bf];|f]efifLsf] /fd|f] b]lvPsf] 5

eg] ljBfyL{x?n] k|fKt u/]sf >]0fL k|ltztnfO{

x]bf{ bf];|f]efifL ljBfyL{eGbf klxnf]efifL

ljBfyL{x?sf] pknlAw /fd|f] /x]sf] b]lvG5 .

$=#=! ;du| dWodfgsf b[li6n] @)&#

;fnsf] z}lIfs pknlAwsf] t'ngfTds

cWoog

klxnf]efifL / bf];|f]efifL ljBfyL{x?sf]

z}lIfs pknlAwsf] t'ngfTds cGt/ 5 ls

5}g eGg] kl/sNkgfsf ;fy of] n3' cg';Gwfg

tof/ ul/Psf] 5 . h;df pQL0f{ ;ª\Vof /


{

k|ltztsf ;fy} >]0fL k|ltztsf] cWoog kl5

klg oL b'O{ klxnf]efifL / bf];|f]efifLaLr vf;}

cGt/ gkfOPkl5 ;du| dWodfgsf cfwf/df

klxnf]efifL / bf];|f]efifL ljBfyL{x?sf] z}lIfs

pknlAwsf] t'ngfTds ljZn]if0f ul/Psf] 5 .

cWoog ug] { qmddf @)&# ;fnsf] s'n

!$) ljBfyL{ hg;ªVofnfO{ ;du|tfsf cfwf/df

dWodfg lgsflnPsf] 5 . o; qmddf !$)

s'n

ljBfyL{

;ª\Vof

!$) !&(

;du|

dWodfg

Eflifs k[i7e"ld

;d"x

;d"xut

;ª\Vof

klxnf]efifL %$

o;/L dflysf] tflnsfdf /x]sf]

klxnfeifL / bf];|f]efifL ljBfyL{x?sf] ;du|

dWodfgsf cfwf/df ljZn]if0f ubf{ %$ hgf

klxnf]efifL ljBfyL{x? dWo] ## hgfnfO{ cyf{t\

^!=!! k|ltzt ljBfyL{n] dWodfgeGbf dfly

pknlAw k|fKt u/]sf] b]lvG5 . To:t} *^ hgf

bf];|f]efifL ljBfyL{dWo] $( hgf cyf{t\ %^=(&

k|ltzt ljBfyL{n] ;d"x dWodfgeGbf dfly

pknlAw xfl;n u/]sf] b]lvG5 eg] #& hgfn]

cyf{t\ $#=)@k|ltzt ljBfyL{n] dWodfg eGbf

tn pknlAw k|fKt u/]sf] b]lVfG5 . o;/L

klxnf]efifL / bf];|f]efifL ljBfyL{x?sf] ;du|

dWodfgsf cfwf/df ljZn]if0f ubf{ bf];|f]eifL

ljBfyL{eGbf klxnf]efifL ljBfyL{sf] pknlAw

/fd|f] /x]sf] b]lvG5

s'n

;ª\Vof

!%^

!^(

;du|

dWodfg

Efflifs k[i7e"ld

hgf ljBfyL{n] k|fKt u/]sf ;Dk"0f{ k|fKtfª\snfO{

!$) df 9fnL dWodfg lgsflnPsf] 5 . oxL

dWodfgeGbf dfly / dWofdfgeGbf tn

klxnf]efifL / bf];|f]efifL ljBfyL{x¿n] k|fKt

u/]sf pknlAwsf] ljrngnfO{ t'ngfTds

?kddf cWoog u/L cGt/ kQf nufpg] sfd

ul/Psf] 5 . o;nfO{ tflnsfdf o;/L /flvPsf]

5 M

dWodfg

eGbf

dfly

;ª\Vof

##

Kf|ltzt

^!=!!

dWodfgeGbf tn

;ª\Vof

@!

k|ltzt

#*=**

bf];|f]efifL *^ $( %^=(& #& $#=)@

;d"x

Kflxnf]efifL

;d"xut

;ª\Vof

^^

$=#=@ ;du| dWodfgsf b[li6n] @)&@

;fnsf] z}lIfs pknlAwsf] t'ngfTds

cWoog M

eflifs k[i7e"ldsf b[li6n] klxnf]efifL

/ bf];|f]efifL hg;ª\Vofn] k|fKt u/]sf s'n

k|fKtfªsnfO{ s'n ljBfyL{ ;ªVofsf] cfwf/df

cf};t dWodfg lgsflnPsf] 5 . ;f]xL

dWodfgsf cfwf/df klxnf]eifL / bf];|f]eifL

ljBfyL{x?nfO{ t'ngfTds ?kdf dWodfg eGbf

dfly dWodfg eGbf tn pknlAw k|fKt ug]

ljBfyL{x?sf] ;ª\Vof / k|ltztsf] t'ngfTds

ljZn]if0f ul/Psf] 5 . h;nfO{ tflnsfdf

o;/L /fvL cWoog ul/Psf] 5 .

dWodfgeGbf

;ª\Vof

#$

dfly

k|ltzt

%!=%!

dWodfgeGbf tn

;ª\Vof

#@

k|ltzt

$*=$*

bf];|f]efifL () %! %^=^^ #( $#=##


!= dflysf] tflnsfnfO{ ljZn]if0f ubf{ ^^ hgf

klxnf]efifL dWo] #$ hgfn] cyf{t\ %!=%!

k|ltzt ljBfyL{n] dWodfg eGbfdfly pknlAw

k|fKt u/]sf] b]lvG5 . To:t} #@ hgf cyf{t\

\$*=$* klxnf]eifL ljBfyL{n] ;du|

dWodfgeGbf tn pkn lAw k|fKt u/]sf]

b]lvG5 .

To:t} bf];|f]efifL () hgf dWo] %!

Hfgfn] cyf{t\ %^=^^ k|ltztn] dWodfg dfly

pknlAw k|flKt u/]sf] 5 eg] #( hgfn] cyf{t\

$#=## k|ltzt ljBfyL{n] dWodfg eGbf tn

pknlAw NoPsf] b]lvG5 .

o;/L klxnf]efifL / bf];|f]efifL

ljBfyL{x?sf] ;du| dWodfgsf cfwf/df

ljZn]if0f ubf{ klxnf]eifL ljBfyL{eGbf bf];|f]efifL

s'n

;ª\Vof

;du|

dWodfg

;d"x

;d"xut

;ª\Vof

ljBfyL{sf] z}lIfs pknlAw /fd|f] /x]sf]

b]lvG5 .

$=#=# ;du| dWdodfgsf b[li6n] @)&!

;fnsf] z}lIfs pknlAWfsf]

t'ngfTds cWoog

km/s eflifs k[i7e"ld af]s]sf b'O{

;d"xsf ljBfyL{x?sf] s'n hg;ª\VofnfO{ s'n

ljByL{ ;ª\Vofsf cfwf/df cf};t cªs tyf

dWofdfg lgsflnPsf] 5 . ToxL ;du|

dWodfgsf cfwf/df klxnf]efifL / bf];|f]efifL

ljBfyL{x?n] dWodfg eGbf dfly / dWodfg

eGbf tn /x]sf] ljBfyL{ ;ªVof / k|ltztnfO{

pknlAwsf] cfwf/df t'ngfTDfs ljZn]if0f

ul/Psf] 5 . h;nfO{ tflnsfdf o;/L

/flvPsf] 5 M

dWodfgeGbf

dfly

dWodfg eGbf

tn

!%& !*%

eflifs k[i7e"ld

;ª\Vof k|ltzt ;ª\Vof k|ltzt

klxnf]efifL *@

$* %*=%# #$ $!=$^

bf];|f]efifL &% $$ %*=^^ #! $!=##

dflysf] tflnsfnfO{ ljZn]if0f ubf{ ;du|

dWodfg eGbf dfly pknlAWf k|fKt ug] { klxnf]

ljBfyL{ ;ª\Vof $* hgf cyf{t\ %*=%# /x]sf]

b]lvG5 eg] ;du| dWodfg eGbf tn klxnf]efifL

ljBfyL{ ;ª\Vof #$ hgf cyf{t\ $!=$^ /x]sf]

5 .

To:t} bf];|f]efifL ljBfyL{ hg;ª\Vof &%

hgfdf $$ hgf cyf{t\ %*=^^ k|ltzt

ljBfyL{n] ;du| dWodfgeGbf dfly pknlAw

k|fKt u/]sf] 5 eg] #! hgf cyf{t\ $!=##

k|ltzt ljByL{n] z}lIfs pknlAw k|fKt u/]sf]

b]lvG5 .

o;/L klxnf]efifL / bf];|f]efifL ljByL{sf]

;du| dWodfgsf cfwf/df ljZn]if0f ubf{

klxnf]efifLsf] t'ngfdf bf];|f]efifLsf] z}lIfs

pknlAw s]xL dfqdf /fd|f] /x]sf] b]lvG5 .


%= lgisif{ / ;'emfj

o; z}lIfs pknlAw ;DaGwL cg';Gwfgaf6

klxnf]efifL / bf];|f]efifL ljBfyL{x?aLr 5fq /

5fqfaLrsf] z}lIfs pknlAwdf s]xL cGt/

kfOPtf klg ;du| dft[dfifL / ljdft[efifL

hg;ª\Vofsf] pknlAw k|ltzt, >]0fL k|ltzt

/ ;du| dWodfgsf b[li6n] z}lIfs pknlAwdf

Tolt w]/} cGt/ gePsf] lgisif{ lgsflnPsf]

5 . cyft\ { hlt ;fgf sIffdf eflifs k|efjsf

sf/0f z}lIfs pknlAwdf tndfly x'G5 ,Tolt

dxfljBfno txdf x'Fb}g eGg] egfOnfO{

k|fdfl0fs ?k lbg] sfd o; cg';Gwfgn] u/]sf]

5 . o; cg';Gwfgn] jiff}{ Fb]lv n's]/ /x]sf

s'/fnfO{ aflx/ NofPsf] 5 . x'g t ljdft[efifL

hg;ª\Vofsf] afx'Notf ePsf 7fpFdf o;

lsl;dsf cWoog x'g ;s] z}lIfs pknlAwdf

cGt/ kfpg ;lsPnf, t/ b'a}efifL ljBfyL{aLr

3'nd]n ePsf 7fpFdf eg] eflifs k|efjsf

sf/0f z}lIfs pknlAwdf cGt/ g/x]sf

s'/fnfO{ o; cg';Gwfgn] lgisif{ lgsfn]sf]

5 . o;/L b'O{ efifLaLrsf z}lIfs pknlAwsf]

ljZn]if0ffTds cWoog ubf{ n}ª\lus b[li6n]

pknlAwdf s]xL cGt/ b]lvPtf klg eflifs

b[li6sf]0fn] z}lIfs pknlAwdf TolQ w]/} cGt/

gkfOPsf] o; cg';Gwfgsf] ;f/ /x]sf] 5 .

;do ;dodf efiff, Jofs/0f / ;lxTo

;DaGwL sfo{qmdx? ;~rfng u/]/ efiffdf

;'wf/ NofO{ b'a} eflifs ljBfyL{sf aLr z}lIfs

pknlAw a9fpg'kg] { b]lvG5 . sIff k/LIff,

dfl;s k/LIff, PsfO k/LIff, h:tf s'/fdf

k|fWofksx? cfkmF} hfu?s eP/ ;'wf/fTds

k/LIffx? ;~rfng u/]df cjZo klg

ljBfyL{x?sf z}lIfs pknlAwdf ljsf; x'g

;Sg] b]lvG5 .

;Gbe{;"rL

ufxf, ?saxfb'/, -@)^&_= du/ afnaflnsf–

x?sf] z}lIfs cj:yf, ck|sflzt

:gfsf]Q/ zf]wkq, s]Gb|Lo SofDk;, g]kfnL

ljefu, sLlt{k'/ .

rfkfufO{, g/]Gb« -@)^$_= g]kfnL zAbe08f/

lj/f6gu/ M k':ts eG8f/

9sfn, zflGtk|;fb, -@)^(_= g]kfnL efiff / ;lxTo

lzIf0f, sf7df08f} + M z'esfdgf k|sfzg .

9sfn, s[i0f/fh -@)&)_= la=P8 txdf

cWoog/t ljBfyL{sf] ;fwf/0f

g]kfnL ljifodf z}lIfs pknlAwsf]

cWoog M ck|sflzt cg';Gwfg k|ltj]bg,

cg';Gwfg dxfzfvf sLlt{k'/

lwtfn, dL/fb]jL -@)^(_. la=P8= g]kfnL

lzIff ljifosf ljBfyL{x?sf]

pknlAwsf] cWoog sf7df8f} + M lq=lj=

lzIffzf:q ;ª\sfo l8gsf] sfof{no

kf}8]n, pQd, -@)^%_. …bg'jf/L dft[efifL

ljBfyL{x¿sf] :t/Lo lnlvt

cleJolQm Ifdtfsf] cWoog,

ck|sflzt :gftsf]Q/ zf]wkq, s]Gb|Lo

SofDk;, g]kfnL ljefu, sLlt{k'/ .

aGw', r'8fdl0f, -@)%@_= cg';Gwfg tyf k|ltj]bg

n]vg, sf7df08f} + M /Tg k':ts e08f/ .

e6\6 l6s]G›k|;fb -@)^&_= z}lIfs dfkg

tyf d"Nofª\sg, sf7df8f}+, x]l/6]h

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a'S; OG6/k|fOh]h, sLlt{k'/ .


wflbª M ef}uf]lns P]ltxfl;s k|:t'lt ;flxTosf] ;]/f]km]/f]df

zf]w;f/

– wflbªsf] ef}uf]lns / P]ltxfl;s tyf

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e|dx?sf] efiffj}1flgs cfwf/x?af6 cfnf]rgf

/ gofF k|df0f / k'li6,

– ;flxTodf o; w'lnsfaf6 ePsf p7fgb]lv

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ljifo k|j]z

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hfltsf] a;f]jf;sf] hxfFaf6 cf/De x'G5 ToxfF

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kf}/vL uf]/]6fx?n] sf]/]sf x'G5g\ . sfnofqfsf]

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dfq dfG5]sf a+zj[Ifsf lrqx? cf]8f/df,

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;+:s[lt tyf k/Dk/fsf cjz]if / emnsx?sf]

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/ ltgLx?nfO{ g} k|df0fsf ?kdf k]z ug{

;lsG5 . k|:t't cfn]vdf wflbªsf] cjl:ylt,

8f= gjLgaGw' bfxfn

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5 . !(@$=( ju{lsnf]ld6/ If]qkmn cf]u6]sf]

o;sf] cjl:ylt ljZjdfglrqdf @&=$) b]lv

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/fhg}lts ljefhgsf] s|ddf o;sf l;dfn]

pQ/lt/ lrgsf] ltAat tyf /;'jf lhNNffsf

s]xLefux? 5f]Psf 5g\ eg] blIf0ftkm{

dsjfgk'/ tyf lrtjg lhNnf /x]sf 5g\ .

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lhNnf kb{5g\ . o;sf] k'/fgf] ;b/d'sfd wflbª

ahf/ xf] h;sf] gfdaf6 g} o; lhNnfsf]

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tTsflng ;'gf}nf ahf/ uf= lj= ;= cGt{ut

kb{5 .

o; lhNnfsf] cUnf] e"–efu kfljn

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pRr ko{6sLo 6fs'/fx? /x]sf 5g\ .

wflbªnfO{ cg]s u'kmfx?sf] lhNnf klg

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u'kmf, l;2u'kmf, d'lQmgfy u'kmf, >[ª\uL u'kmf,

u'Kt]Zj/ u'kmf nufot %) eGbf Hofbf rlr{t


u'kmfx? /x]sf 5g\ / o;dWo] w]/}h;f]df

;+f:s[lts / Pltxfl;s dxTj /x]sf 5g\ .

gfds/0fdf wflbªsf] j:t'tf

wflbª zAb ;+:s[t efiffsf] wf / lbs\

zAbsf] ;+of]hgn] ag]sf] xf] . æwfÆ sf] zflAbs

cy{ /fVg', kS8g', wf/0f ug{ ' xf] / ælbzfÆ sf]

cy{ b]jtf xf] cyf{t\ lbzfnfO{ kS8g], wf/0f

ug]{ / o;s} n'uf klxl/g] O{Zj/ b]jflwb]j

dxfb]jsf] gfdaf6 o; lhNnfsf] gfdfs/0f

ul/Psf] xf] . ;fy{sdf wflbª lzjnf]s xf] .

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5g\ . s]xL j:t'ut oyfy{x? 5g\ / e/nfUbf

cfwf/x? 5g\ .

wflbª k|ydtM k'/fgf] ;b/d'sfdsf] ;fgf]

vfN6f] h:tf] pkTosfsf] gfd xf] . wflbªleq

g]jf/kfgL, ;'gf}nf ahf/, s';'08], dfGs], gjnk'/

,cFw]/L vf]nf, d}bfg, lanfpg] 8fF8f / sfkmn5fk

nufotsf a:tLx? /x]sf 5g\ . To;sf]

s]Gb|:yndf g]jf/kfgL kb{5 / To;sf] klg

d'6'df s0f] {Zj/ dxfb]jsf] dlGb/ /x]sf] 5 .

To; dlGb/df cgflbsfnb]lv cgGt hnwf/f

ul/GYof] / a]nfa]nfdf dxf?b|L kf7 x'GYof] .o;sf]

rrf{ lxdjt\v08 nufot ljleGg j}lbs

jfª\dox?df cg]s gfdn] ePsf] 5 t/

k|fdfl0fs cg';Gwfg eg] x'g afFls 5 . o;

:yndf cgflbsfnb]lv lzlIft ;'kl7t ;+:s[t1

bfxfn, clwsf/L, l/hfn, cflb a|fDx0f ;d'bfosf]

j:tL /lxcfPsf] lyof] . ltg}sf k'vf{x?n] pQm

dlGb/ :yfkgf / hu]gf{ ul/cfPsf x'g\ . pQm

dlGb/df ljleGg kj{ / pT;jx?df xf]d, cfx'lt,

hnwf/f e}/xGy] . g]kfnsf w]/} wfld{s If]qx?sf]

gfds/0fdf ;+:s[t k[i7e"ld 5 / To;sf] cfwf/

e"ldaf6 x]bf{ log} lzjsf] gfd;Fu hf]8]/ lhNnfsf]

gfdfs/0f ul/Psf] xf] . o;sf] gfd lzjdo

5 .

lhNnf jf :yfgx?sf] gfdfs/0fsf] lhDdf

;/sf/L kl7t kl08tx?s} lhDdfdf lyof]–

lxhf] / cfh klg . Tolta]nf hltv]/ wflbªsf]

gfd cflj:sf/ eof] ;+:s[t afx]s du/, r]kfª,

tfdfª cflb efiffdf lnkL / cIf/x?sf] ;fob

vf]hL g} ;'?ePsf] lyPg . k|zf;gdf klg

;+:s[t efiff g} k|of]udf x'g ;SYof] / k|zf;sx?

;+:s[tlgi7 lyP eGg] ljifodf b'O{dt x'g}

;Sb}g . To;} k|df0fsf cfwf/df klg wflbªsf]

gfdfs/0f wflbs\af6 ck|e+z x'Fb} wflbª ePsf]

xf] eGg ;lsG5 .

o;sf] gfdfs/0f;Fu du/ efiffsf] klg

;fOgf] hf]l8Psf] 5 . wflbªsf] s]Gb|:yndf

:yflkt s0f] {Zj/ dxfb]jsf] dlGb/df k|f/Dedf

jf/f0f;Laf6 cfPsf kl08tx?n] cv08 ?b|ofu

ub{y] / To; 7fpFdf hnx/Laf6 clj/fd

lzjlnª\udf hnwf/f eml//xGYof] . du/ efiffdf

æwÆ Wjlg 5}g / To;sf] :yfgdf æ9Æ Wjlg

pRrf/0f ul/G5 . du/ efiffdf cUnf] :yfgaf6

v;]sf] em/gf jf wf/fnfO{ 9f/f jf 9fl8ª

elgG5 . Tolx 9fl8ª sfnfGt/df wflbª aGg

k'u]sf] eGg] 7fpF klg 5 . To; cf;kf;df

du/ j:tL klg afSn} 5 . gjnk'/ hxfF

cfh;DDf lgs} afSnf] du/ a;f]jf; 5 ,ToxfFsf

du/x? cfhklg /fd| } du/ efiff k|of]u u5{g\

/ ToxfFaf6 ;'sf}/f vf]nfsf] 9fl8ª cyf{t\

em/gf s'Dk'/;Dd lgs} nfdf] cfsf/ agfP/

v;]sf] klg 5 . of] ;+of]unfO{ gfds/0f;Fu

hf]8\g t ;lsG5 t/ of] eGbf ;+:s[t efiffsf]

cfwf/ / ts{ lgs} alnof] / k'i6 5 . km]l/

du/ efifLx?n] klg wflbs\ pRrf/0fnfO{ wflbª

eGg] u/]sfn] gfds/0f ;xh ePsf] dfGg ;lsg]

7fpF 5 . ts{x?sf] ahf/df ts{nfO{ a];fO/xg'

kb} {g . sltko 7fpFdf wflbªsf] gfds/0fnfO{

r]kfª\efiff;Fu klg hf]8]/ x]g] { ul/Psf] 5 t/

Tof] e|d / a]t'ssf] cfwf/xLg ;+of]u dfq xf]

r]kfª\ efiffdf wf zAbn] Hjfnf eGg] cy{ lbG5

/ lbª\ ZfAbn] b]jtf eGg] cy{ lbG5 To;}n]


Hjfnfsf b]jtfsf] gfdaf6 o; lhNNffsf] gfd

/x]sf] xf] eGg] ts{ klg gcfPsf] eg] xf]Og t/

o; ts{df s'g} ;Totf / k|fdfl0fs cfwf/ 5}g

lsgls gfds/0f ul/g] cfwf/sf nflu

r]kfªx?sf] Hjfnfd'vL;Fusf] ;DaGw x'g'k5{ .

g r]kfªx? Hjfnfd'vL b]jtfsf] bz{g / k"hf

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;DaGw g} 5 . To; dlGb/ cf;kf; r]kfª

j:tL klg 5}g . bf];|f] s'/f h'g wflbª :ynaf6

lhNnfsf] gfds/0f eof] ToxfF Hjfnf b]jtfsf]

dlGb/ klg 5}g / Tof] efiff k|of]u ug] { r]kfªx?

klg 5}gg\ . of] Ps ;+of]udfq xf] / ;+of]unfO{

gfds/0fsf] cfwf/ dfGg] xf] eg] cg]s cd's

efiff;Fu klg o;sf] ;dWjlg ;DjGw x'g

;S5 . To;nfO{ k|df0f agfP/ x]l/g' x' Fb}g .

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/ To;} cfwf/df x]bf{ of] lhNnf lzjnf]s dfGg

;lsG5 .

P]ltxfl;s sfnv08df wflbª

n]Vo Oltxf;sf tYox? e]l6Pkl5 /

n]Vo gePklg k|fdfl0fs cfwf/x? e]l6g

yfn]kl5sf] sfnv08 g} Pltxfl;s ;do xf] .

g]kfnsf] Pltxfl;s ;dosf] ?kdf ls/fFt

sfnLg /fHosfnb]lv dflgPsf] 5 eg] n]Vo

Oltxf; lnR5jLsfnLg ;dob]lv kfOPsf]

5 . wflbªsf] Pltxfl;s ;dodf 5'6\6} k|s[ltsf

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g/]Gb|b]jn] lrlgofF ;d|f6 ;|ªrª uDkf]sf]

;xof]udf u'd]sf] k}lt[s /fHo lkmtf{ u/]kl5

g]kfnsf] ljzfn cv08 :j?k agfPsf] kfOPsf]

1

,lbg]z/fh kGt, uf]/vf/fHosf] Oltxf; efu ! -sf7= ;femf k|=@)$!_k[i7 @,$,% .

2

/fhf/fd ;'j]bL,ko{6gsf] laDa lrqdf wflbª ;+ cd[t ;dksf]6f .

3

hudfg U'f?ª k"j{dWosfnLg af}4d'lt{x?,;+:s[lt -sf7=;+:s[lt s]GbLo ljefu,lq lj @)$&_k[i7 #(–$# .

4

/fhf/fd ;'j]bL s0f{fnL k|b]zsf] dWosfnLg Oltxf; -sf7=;femf k|sfzg,@)%$_ k[i7 %&,%*,&%,** .

5

P]hg

5 . 1 Tolta]nf wflbª :jtM cv08 g]kfnleq}

lyof] eGg ;lsG5 . lj=;+ !!@^df /fhf z+s/

b]jsf] kfnfdf g]kfn /fHosf] la:tf/ ndh'ª;Dd

k'u]sf] k|df0f ndh'ªdf k|fKt clen]vx?df

kfOPsf] 5 / vfN8f];Dd hfg] ;]gfx? nfld8fF8f

/fgLkf}jf x'Fb} hfGYf] . af6f]df kg]{ k|zf;lgs /

;fdl/s dxTjsf] cv8f ePs}n] of] :jtM

s]Gb|Lo k|zf;lgs lgsfod} /xGYof] . 2

g]kfndf pQ/L ;LdfIf]qaf6 ltAatLo

;+:s[lt / k|efj k"j{dWosfndf k|j]z ePsf]

xf] . 3 g]kfnsf] lxdfnL e]u tyf ltAatdf

uf]n's ;Dk|bfosf] k|rf/k"j{ k|s[ltk'hs tyf

emf/km'sdf ljZjf; ug] { af]Gkf] wd{ cl:tTjdf

lyof] . o; ;Dk|bfodf cfwf/lng]x?n] bLkª\s/

a'4nfO{ dfg]sf] b]lvG5 t/ To;df klg cfh;Dd

cfOk'Ubf cg]s ;fF:s[lts lvr8Lkg b]lvO;s]sf]

5 . af]Gkf] ;d'bfon] cfkm\gf] Oi6 b]jb]jL

e}/j–e}/jLnfO{ dfGg] u/]sf kfOG5 . 4 wflbªsf]

pQ/L If]qdf cfh;Dd klg Jofks emf/km's /

tGqljBfdf ljZjf; ug]{x? 5g\ . wflbªsf]

;]t{ 'ª s6]/ ltAatdf tGqljBf l;Sghfg] k|rng

k'/fgf] xf] oBlk cfhsfn ot} /x]sf wfdL

emfqmLx?;Fu} lng] rng 5 . tGql;4sf nflu

;]t{'ª, emfnf{ª / ;Tob]jLsf] dfly /x]sf]

lz+Nxfb]jL -e}/jL_ sf] :yfkgf ltAatLo

wd{u'?x?s} ;xof]udf dWosfnd} ePsf] cg'dfg

ul/Psf] 5 . 5 clxn] wflbªdf k|rlnt tGqdGq

ug] {x?sf] e]ife'iff, tGqdGqx? / To;df k|of]u

ePsf efiffx? ltAatLo k|frLg af]Gkf]x?;Fu

d]n vfG5 . Tolta]nf ;]t{ 'ª 3fF6L-&!^# ld_

s6]/ tyf uf]vf{sf] 3fF6L s6]/ klg nfdfljBf,

tGqdGq ljBf, jfgljBf, oGqljBf, x]ah|tGq

-clzgf


eufpg] / r6\ofª tsf{pg]_ l;Sg ltAat

cfphfpsf] k|rng lyof] g} . pgLx?sf] n]gb]g,

ljjfx Jofkf/ klg ltAatdf x'g] ub{Yof] .

ltAatLo nfdfx?df oxfFsf dfG5]x?sf] 7"nf]

>4f lyof] / ltAatLogx? Klg dGql;l4sf

nflu lz+Nxfb]jL;Dd cfpg] hfg] ub{y] .

o;/L ltAatL ;+:s[ltsf] oxfF k|rf/ lyof] .

lgs} kl5;Dd gofF emfqmLx? tGql;4sf nflu

;'gf}nfahf/sf] e}/jL / u'Kt]Zj/;Dd cfpg]

u/]sf lyP . xfn km/s wd{ / :f+:s[ltsf]

Jofkf/n] Tof] qmd /f]lsPsf] 5 . xfn pQ/L

wflbªsf hgx?sf] cfkm\gf] k'/fgf] ;+:s[lt

nf]kf]Gd'v 5 / k"j{hx?sf] klxrfgljxLg cj:yf

5 .

dNnsfndf eQmk'/] /fhf oIfdNn]

cfkm\gf] /fHo la:tf/ u/]/ uf]/vf;Dd k'¥ofPsf]

cj:yfdf wflbª :jtM eQmk/ cwLg:y lyof]

eGg ;lsG5 . s0f{fnL k|b]zsf /fhf lhtf/L

dNnn] cfkm\gf] l;dfgf lqz"nL gbL jfl/;Dd

la:tf/ u/]sf] cj:yfdf lj=;+ !%@$ df oIf

dNn;Fu o'4 k/]sf] / k'gMsf7df08f} + cwLg:y

ePsf] lyof] . 6 Tolta]nf wflbª sf7df8f}

cGtu{t g} lyof] . o;sf] cnu klxrfg /

cl:tTj lyPg .

PsLs/0fsfndf wflbª cnu cnu

6'qm] /fHox?sf] cwLg:y lyof] . hLjgk'/,

s]jnk'/ nufot If]qx? sf7df8f}+ cGtu{t

lyP eg] lqz"nLkfl/sf lrtjg;Fu ;Ldf

hf]l/Psf s]xL If]qx? dsjfgk'/] ;]g /fhfsf

sAhfdf lyP . gf}lj;] cf;kf;sf If]qx?

nlntk'/n] zf;g u/]sf] a'lemG5 . d}bL,

v/L, ;Nofg, a'9fy'd cflb If]qx? uf]/vfs}

6

P]hg

7

lbg]z/fh kGt, uf]/vf/fHosf] Oltxf; efu ! -sf7= ;femf k|=@)$!_k[i7 (#,!^@,!^*,@^* .

8

n]vsn] ;Nofg6f/, ;Ffv', vfN6] cflb If]qx?sf] :ynut cWoogaf6 k|fKt ljj/0fdf cfwfl/t

9

:yfgLox?sf] a+zfjnLsf] cfwf/df

cwLgdf lyP . tL If]qx?df b|Jo zfx cfudg

k"j{ afkf{sdf s]Gb| /x]sf] v8\sf /fHo -v;_

/fhfx?sf] cwLgdf lyof] . 7

jf:tjdf wflbª eGg] 7fpF xfn ;'gf}nf

ahf/ If]qsf] ;fgf] j:tL dfq lyof] / ToxfF

sf7df08f}sf dNn /fhfn] cfkm\gf] ljZjf;

kfqnfO{ /hf}6fsf ?kdf k7fPsf x'Gy] / ltgn]

s/ p7fpg] tyf uf]/vfnL /fhfsf] ;'/fssf]

sfd ;d]t ub{y] . ToxfFsf a|fDx0fx? /fHosf

xtf{stf{ lyP . ltgsf] b/jf/ g]jf/kfgL s0f] {Zj/

dlGb/ cf;kf; /x]sf] k|df0f pTvggaf6 yfxf

kfOPsf] xf] . /fd zfxsf] kfnfdf eg] ltgnfO{

nv6]/ e}/jL lsNnf dha't agfO s]xL ;]gfx?

;d]t ;'/Iffsf nflu /fVg] k|rng /x]sf]

kfOG5 . pgn] g} /fdsf]6, wF 'jfsf]6, e}/jL sf]6

tyf d}bL sf]6sf] lgdf{0f u/fPsf lyP . oxfF

k|zf;lgs PsfOx? gePsf sf/0f 7fpF 7fpFdf

;–;fgf /hf}6fx?nfO{ s]xL ;]gf / s/ p7fpg]

clwsf/ lbP/ /fv]sf x'Gy] . To:tf /hf}6fx?

b/jf/ g} agfP/ a;]sf x'Gy] / dgnflu s/

c;'n pk/ ub{y] . s6'~h]df 3n]x?, s'Dk'/df

3n]x?, ;]dhf]ª\df jfOjfx?, o:tf /hf}6fx?

lyP . 8 ltgsf b/jf/sf eUgfaz]ifx? cBlk

5Fb}5g\ .

rsf]{ s/ c;'nL / c;'/Iffs} sf/0f

a]nf a]nf s/ gltg] { / lab|f]x ug]{ oxfFsf

gful/sx?sf] cfbt lyof] . To:tf] cj:yfdf

oxfF a]nf–a]nf cwLg:y /fHosf ;]gfx? cfP/

pkb|j dRrfpg] klg u/]sf lyP . s6'~h],

s'Dk'/ If]qsf o:tf 36gfx? Oltxf;df e]l6Psf

5g\ . dsjfgk'/, uf]/vf, sf7df8f}+ If]qsf]

tfgftfgLdf k/]sfn] Oltxf;sfndf oxFfsf

hgtfdf zflGt lyPg . 9


+

PsLs/0f sfndf wflbª uf]/vfs} ;fydf

lyof] . Tolta]n} k[YjLgf/f0f zfxsf] j|taGw

d}bLsf]6df NofP/ ul/Psf] lyof] . zfx /fhfx?sf]

jfo' u'7L Hofd?ª\d} lgs} klxnf b]lv lyof] /

ToxfFsf kl08tx?sf] /]vb]vdf lyof] . uf]/vf

b/jf/b]lv g} b/af/Lofx?sf] wfdL sfd

ug]{x?nfO{ Hofd?ªd} ljtf{ lbP/ a;f]jf;

u/fOPsf] 5 . wdnfx? ltg} wfdL sfd ug] {x?

x'g\ .

vfN6] sflnsfsf] klg cfkm\g} Pltxfl;s

36gf 5 . aemfª\sf /fhf hok[YjLaxfb'/sL

cfdfn] aRrf gkfPsf] 7"nf] lk/nf] lyof] .

pgsL ;f}tfsf] ue{wf/0f ePsf] tLg dlxgf

k'u]sf] a]nf lk/n] Jolyt x'Fb} dfOt sf7df8f}

cfPsL lyOg\ . af6fdf kg] { pSt dlGb/df

lj>fd u/]/ ltdLdf olb zlSt 5 eg] dftf

d]/L ;f}tf eGbf d klxn] ;'Ts]/L x'g ;sF " /

aemfª\sf] /fhkf7 d]/f] ;Gtfgn] kfcf];\ eGg]

efsn ul/g\ . geGb} pgsf] ue{ /Xof] / ;ft

dlxgfdf /fhf hok[YjLaxfb'/ hlGdP . pgs}

cfdfn] ToxfF dlGb/ agfOg\, u'7Lsf] Joj:yf,

lgTo k"hf k4ltsf] cf/De, uf]? h'wfpg] k|yfsf]

cf/De ;a} pgLn] g} /Llt a;fPsL x'g\ eGg]

ljifosf] k|df0f sflnsf dlGb/df ePsf tfd|kq

lznfkq tyf u'7Lsf suhkqx?af6 yfxf

x'G5 . 10 oxfFsf ljzfn pj{/zLn kmfF6x?,

d}bfgx?, afSnf jg hª\unx?nfO{ sf7df8f} +sf

zf;sx?sf] cfFvf nfu]s} lyof] . h;/L cfh

gbLsf afn'jf, vfgL tyf 3gf jgdf Totfsf

t:s/x?sf] cfFvf nfu]sf] 5 . To:t} Tolta]n}af6

oxfFsf pAhfp hldgnfO{ /f0ffx?, ltgsf ;]js

k'hf/L cf;]kf;]x?nfO{ latf{ lbOPsf] lyof] zfxx?n]

klg To;} u/]sf lyP . /fhf dxf/fhfx?, ;fx]AfHo",

u'?Ho", gfoa, dxf/fgL k6/fgL lelqofx?nfO{

cb'jf sf];]nL n}hfg] :yn cb'jfaf/L, a];f/

s/ n}hfg] a];f/], cdnf n}hfg] cdnfaf/L

h:tf cg]s gfd o;} sf/0fn] a;]sf] lyof] . 11

g]kfnL ;flxTosf] Oltxf;sf] cf/De;Fu}

oxfFsf] ;flxTosf] svx/f klg cf/De ePsf]

xf] . To;}n] b]zsf] ;flxTosf] ;do ul0ft;Fu}

o;sf] Pltxfl;s sfnofqfnfO{ hf]8]/ x]g{

;lsG5 . x'g t g]kfnL efiffsf k|yd slj

;'jfgGb bf; g} tTsfnLg wflbªsf] 6f]8\s]

ahf/sf afl;Gbf x'g\ elgG5 . o;/L x]g]{ xf]

eg] g]kfnL sfJoafl6sf] k|yd zª\v3f]if g}

wflbªsf] df6f]af6 ePsf] eGg'df cTo'lSt

x'g]5}g . k|fyldssfnLg ;|i6f b}j1s]z/L

cHof{n -!*@%_ / pgs} 5f]/f ljBf/0os]z/L

cHof{n b'a}sf clj:d/0fLo of]ubfg oxfFsf]

df6f]af6 p7]/ g]kfnL ;flxTos} cfsfzdf c6n

/x]sf] 5 . b}j1s]z/L cHofnsf] ;+:s[t efiffdf

s'nrlGb|sf s[lt /rgf u/]sf lyP eg] g]kfnL

efiffdf cZjfz'efz'e k/LIff kB/rgf k|fKt

5 eg] uBdf uf]/Ifof]uzf:q k|sflzt 5 .

o;/L cf/De ePsf] wflbªsf] w/fsf]

sfJojfl6sfsf] ;'uGwsf] ofqfnfO{ tklzn

cg';f/sf] ;do;fl/0fLdf b]vfpg ;lsG5 .

s_ k|f/Desfn -cf/Deb]lv !($)_

v_ dfWolds sfn -!($! b]lv !(&#_

u_ cfw'lgs sfn -!(&$ Aff6 lg/Gt/

k|fylds sfn

x'g t g]kfnL efiffsf k|yd slj

;'jfgGb bf;sf] hGd3/ tyf jf:tljs hLjgsf

tYox?sf] lg?k0f cem} afFls 5 tyflk

cg';Gwfgx?n] pgL g} tTsfnLg wflbªsf]

s6'~h] l:yt 6f]8\s]df Jofkf/ u/L a:g]

10

/fdrGb| nD;fn wflbªu]nL g]kfnL ;flxTo--k|sf=vfgLvf]nf ;fj{hlgs k':tsfno @)&@_k[i7 !# .

11

/fdrGb| nD;fn wflbªu]nL g]kfnL ;flxTo--k|sf=vfgLvf]nf ;fj{hlgs k':tsfno @)&@_k[i7 !% .


{

bf;x?sf ;Gtfg x'g\ eGg] e]l6Psf] 5 /

pgnfO{ k[YjLgf/fo0f zfxn] g'jfsf]6 cfqmd0fsf

nflu ljz]if u'Ktr/sf] e'ldsf lbPsf] yfxf

nfu]sf] 5 . To;}n] pgL g'jfsf]6 ljhokl5

pt} a;]sf lyP . pgsf k'vf{x?n] wflbªd}

wf/f kf6L / ;Gtfgx?n] g'jfsf]6df To:t}

;fdflhs lgdf{0fsx? u/]sf 5g\ . o;/L x]g]

xf] eg] g]kfnL sfJoafl6sf] k|yd zª\v3f]if g}

wflbªsf] df6f]af6 ePsf] eGg'df cTo'lSt

x'g]5}g .

k|fyldssfnLg ;|i6f b}j1s]z/L

cHof{n -!*@%_ / pgs} 5f]/f ljBf/0os]z/L

cHof{n b'a}sf clj:d/0fLo of]ubfg 5 .

b}j1s]z/L cHof{n b/af/sf kl08t lyP .

ToxfFleqsf cg]s lvrftfgLs} sf/0f pgL lj=

;+ !*^# df sf7df8f} +af6 nv]l6P . v]lbPkl5

pgL cfˆg} ljtf{ ePsf] wflbªsf] ;'gvfgL

l:yt hUuf hldg x]/]/ Jojxfl/s hLjg

latfpg yfn] . ;fy} glhssf d7 dlGb/

;'wf/ / wfld{s sfo{df /dfpg yfn]sf

lyP . 12 b}j1s]z/L cHofnn] ;+:s[t efiffdf

s'nrlGb|sf s[lt /rgf u/]sf lyP eg] g]kfnL

efiffdf cZjfz'efz'e k/LIff kB/rgf k|fKt

5 . uBdf uf]/Ifof]uzf:q k|sflzt 5 . pgn]

glhs}sf] cf:yfsf] w/f]x/ Hjfnfd'vL dlGb/df

r9fPsf] lgs} 7"nf] 306df logsf] gfd cª\lst

lyof] t/ xfn Tof] Oltxf;sf] ;f5L t:s/x?sf]

sf]kefhdf kl/;s]sf] 5 .

b}j1 k5fl8 pgsf k|ltefjfg\ ;'k'q

ljBf/0os]z/L cHof{nsf] hGdsf ;Gbe{df

afa'/fd cfrfo{sf] k'/fgf slj / sljtf u|Gydf

pgnfO{ sf7df08' b/af/af6 lgsfnf ul/P

kl5 wflbª\sf] ;'gvfgLdf cfkm\gf] latf{sf]

pkef]u ub}{ a;]sf] / To;} ;dodf k'q

ljBf/0osf] hGd ePsf] elgPsf] 5 . b}j1 /

pgsf lktfk'vf{ ]n] bjf/sf nflu cfjZos s'z

pdfg{ tyf x'sf{pgsf nflu lbPsf] ;of} /f]kgL

hldg g} b/jf/af6 latf{ lbPsf] ;DklQ

xf]13 . b}j1 k5fl8 pgs} ;'k'q ljBf/0os]z/L

cHof{nn] klg cfkm\gf] yftynf] ;'gvfgLd}

a;fPsf x'g\ . pgsf] b/af/;Fu klg ;DaGw

lyof] . pgn] b|f}kbL:t'lt / j+zLrl/q gfds b'O{

kBsfJo /rgf u/]sf 5g\ . pgsf /rgfdf

cWofTd / a}/fUosf] ;+of]hg 5 . ;fw'Ss8L /

a|h efiffsf] kof{Kt ld>0f 5 .

oLafx]s k|fylds sfndf wflbª\sf]

w/fwfddf cGo slj n]vsx?sf] pkl:ylt

lyPg elgxfNg ldNb}g lsgls g]kfn ltAat

o'4, PsLs/0fk"j{sf kl/b[iox?df cwfl/t 3f6',

;]nf], ufyfuLtx?df cg]s ;dolaDa sf]l/Psf

/rgfx?sf] clnlvt cfjfhx? cem} 5g\ t/

ltgsf h/fx?df k;]/ cg';Gwfg ug{ ;lsPsf]

5}g

dfWolds sfn

wflbª\sf] dfWolds ;do klg

pj{/zLn 5 . laqmdsf] !($! ;Fu} g]kfnL

;flxTosf] cf/De k|sfzg k/Dk/fsf] pHofnf]

/ hLjgsf ;';]nLx? ;';]Ng yflnP;Fu} ePsf]

xf] . ;dfnf]rgf l;h{gf / cg';Gwfgsf lqj]0fL

df]tL/fd e6\6sf ;xsdL{ tyf df]tLd08nLs}

;b:o ag]sf uh'/L lk8fsf bfg/fh nfld5fg]sf

uhn / uLtx? k|sflzt 5g\ . xl/x/ zf:qLsf

cWofTd / j}lbs ;gftgL k/Dk/f lgb] {lzt

tyf ;+:s[tsf cg'jfb sljtfx? oy]i6 kfOPsf

5g\ . k+= s'nrGb| uf}td, ljZj/fh uf}td,

b]j/fh nfld5fg], sljk|;fb uf}td,jL/]Gb|s]z/L

cHof{n,xf]dgfy vltj8f, s]bf/gfy vltj8f,

12

/fdrGb| nD;fn wflbªu]nL g]kfnL ;flxTo--k|sf=vfgLvf]nf ;fj{hlgs k':tsfno @)&@_k[i7 !% .

13

8f gjLgaGw' kxf8L ljBfjfl/lw zf]wk|aGw g] ;+ lj cg';Gwfg s]Gb| @)&@ .


h:tf /fli6«o prfO ePsf k|ltefx?sf]

pj{/zLn r]tgfn] dfWoldssfn l;l~rt 5 .

jL/]Gb|s]z/L cHof{nn] /rgf u/]sf

Jofs/0f kl/ro ;+ejtM wflbª\sf] df6f]af6

lgl:sPsf] klxnf] Jofs/0f g} xf] . hoj[YjLaxfb'/

l;+x / c? b/jf/Lofx?sf lzIfs pgL

tGqzf:q, sfJozf:q, gf6\ozf:qsf k|sf08

lyP . 14 pgsf b'uf{eQm t/ª\lu0fL, czf]s

;'Gb/L, jL/lgj]{bnx/L h:tf sfJo, tyf

gf6sx? k|sflzt 5g\ . s[i0fk|;fb /]UdLsf

z[ª\ufl/s sljtfx?, b]jLefujt dxfsfJo,

xf]dgfy s]bf/gfy vltj8fsf >Ls[i0f rl/q,

/fdfo0f dxfsfJox? k|sflzt 5g\ . 15 o;/L

x]bf{ dfWoldssfnLg wflbªn] g]kfnL ;flxTonfO{

km'6s/ sljtf, cg'jfb sljtf tyf dxfsfJo

;Ddsf] sfJoofqf tyf gf6s lgaGwsf

/rgfx? / efiff jfª\dosf] >Lj[l4sf nflu

Jofs/0f klg lbPsf] kfOG5 .

cfw'lgs sfn

;"lQml;Gw'dfly ;/sf/L k|ltaGws}

sf/0f g]kfnL l;h{gfn] gofF If]qsf] vf]hL

u/]sf] lyof] . To;sf] s]xL ;do k5fl8 n]vgfy

kf}8\ofnsf] Ct'ljrf/sf] k|sfzgn] g]kfnL

;flxTo / vf;df sfJoIf]qdf cfw'lgstfsf] ;fFw

sf]l/Psf] xf] . lj ;+ !(&$ k5fl8 cfw'lgstfsf]

ultnf] cfjfh lbg zf/bf;Dd kv{g' k/]sf]

lyof] oBlk To; ;do cjlwdf !(*% df

gf6sn] gofF larf/ afns[i0f ;ddfkm{t

leq\ofO;s]sf] lyof] . zf/bf dfkm{t syf /

lgaGwdf cfw'lgstfsf] >Lu0f]z eof] . To;sf

nflu wflbªs} klg uf}/jzfnL b]g /x]sf] 5 .

u'?k|;fb d}gfnL;Fu} cfw'lfstf leq\ofpg] >]o

s]zj/fh lk+8fnL, k"0f{k|;fb a|fDx0f / s[i0fk|;fb

rfkfufO{ FnfO{ klg hfG5 . k"0f{k|;fb a|fDx0fsf]

14

P]hg

15

P]hg

a/bfg zLif{ssf] syf !((@ df zf/bfd}

5flkPsf] lyof] .@))# df t pgsf] syf

;ª\u|x g} cfPsf] lyof] . xf:oJoª\Uo lgaGwsf

;d|f6 s]zj/fh lk+8fnLsf] v} v} lgaGwn]

g]kfnL ;flxTodf cnu :yfg agfPs} 5 .

pgsf] pkGof; / syfTds of]ubfg klg

ct'ngLo /x]sf] 5 .

sljtfsf If]qdf klg t/njfbsf

cleoGtf tyf af}l4s sfJo;|i6f lzj clwsf/L

cfw'lgs g]kfnL sljtfsf dxfgfos klg

x'g\ . pgsf k]lrnf / rf]l6nf sljtfn] l;+uf]

g]kfnL ;flxTod} cld6 5fk 5f]8]sf] 5 .

sljtf eGbf pgsf gf6sx? Hofbf k|v/

dflgPsf 5g\ / lab]zL efiffx?df cg'jfb

eP/ clelgt klg 5g\ . cfw'lgs sfJo

lIflth / ;dfnf]rgfdf lrlgPsf k|v/ JolQmTj

k|f=8f=3gZofd sF8]n,s[i0f uf}tdsf] e"ldsf

g]kfnL ;flxTodf x:tIf]ksf/L g} 5 .

csyfjfbL cleofgsf cleoGtf b]j]Gb|k|tfk

zfxsf syfx? plQs} Pltxfl;s 5g\ . 8f=

gj/fh nD;fn / 8f=gjLgaGw' kxf8Lsf

/fi6«jfbL sljtfsf dxfsfJofTds ofqfn] o;

w/fsf] sfJofTds clel;~rg uf}/jnfos

ag]sf 5g\ . zf:qLo sfJoofqfsf csf{

;f/yL k|f= /fdxl/ bfxfn, k|f= 8f= df]xg

ltdlN;gf, l6=Pg= uf]kLs[i0f clwsf/Lsf]

rrf{ljgf oxfFsf] ;flxTosf] Oltxf;sf]

cle/]vfª\vg cw'/f] ck'/f] g} x'g]5 .

lhNnfd} a;]/ l;h{gfofqfnfO{ uf]8d]n

ug]{x? l8NnL/d0f zdf{, ab|L bfxfn,

8f=gjLgaGw' kxf8Lsf l;h{gfTds cleofg

/ :jl;h{gfx? rrf{df 5g\ . l8NnL/d0f zdf{

/ 8f=kxf8Ln] dxfsfJo;Ddsf sfJoofqf

u/]sf 5g\ .


:jfdL /fdfgGb lu/L, sdn l/hfn, af;'b]j

clwsf/L, 8f= anb]j clwsf/L, h}g]Gb| hLjg,

s[i0fxl/ af:sf]6f, s'Gbg zdf{, efg'eQm clwsf/L,

z]v/ sfsL{, uf]kLs[i0f clwsf/L, g/gfy nF 'O6]n,

s]jnk'/] ls;fg, lzlz/ zdf{, /fhs[i0f sF8]n,

zª\s/ zfx, pld{nf yklnof, /3' kl/of/,

b]jk|sfz lqkf7L, b]jLk|;fb nD;fn, zlz zfx,

;'jL zfx, 7fs'/k|;fb zdf{, z]ifgfy clwsf/L,

8f=/fdrGb| nD;fn, k|f= /fdxl/ bfxfn, hLj]Gb|

l;+v8f, dfof lg/fzL, 8f=/d]zrGb| clwsf/L,

l6=Pg=uf]kLs[i0f clwsf/L, 8f=gj/fh nD;fn

/fhs[i0f sF8]n, xl/ vgfn,8f=df]xg ltdlN;gf,

zª\s/ ;'j]bL, xl/ l;+v8f, pQd sF8]n, z}n]Gb|

l;+v8f, /fddl0f b'jf8L, uLtf sfsL{, zflnu|fd

cof{n, x]d/fh cof{n, s[0fxl/ afF:sf]6f,

g/gfy n'OF6]n, ?s' sfsL{, tf]ogfy clwsf/L,

afa'sfhL l;njfn, s[i0f l3ld/] d}b]nL, d'/f/L

zdf{ clwsf/L, bfdf]b/ gnfªL, Zofd /]UdL,

z}n]Gb| clwsf/L, ?ks clwsf/L, lzj >]i7,

/fdxl/ nD;fn, ;'jf; clwsf/L, cflbn] klg

lhNnf leq / aflx/ a;]/ g]kfnL ;flxTonfO{

wflbª\sf] ;'uGw 3f]n]/ ;du| g]kfnL ;flxTod}

;f}/edo agfpg] cys ;fwgfdf 5g\ .

kl5Nnf] ;do k|1f k|lti7fgsf] sljtf

k|ltof]lutfdf k|yd eP/ dxfsfJosf/ gj/fh

nD;fn tyf x]dk|ef; clwsf/Ln] lhNnfsf]

;'gfddf cem ;'sLlt{ yk]sf 5g\ . ;fy} o;

jif{sf] dbg k'/:sf/ k|fKt slj k|f=3gZofd

sF8]nnfO{ o; kfjg cj;/df wflbªsf] w/fn]

;lDemP/ uj{n] 5ftL km'nfpg] cj;/ klg

h'6]sf] 5 .

kq klqsfx?sf] au|]NtL k|sfzg,

5fkfvfgfsf] kFx'r, cGt/fli6«o ;Dks{ / ;DaGw,

8fo:kf]/fsf] ljsf; cflbn] cfw'lgs ;flxTonfO{

ljZjJofkLs/0fdf dxgLo of]ubfg lbPsf] 5 .

lzlz/ zdf{ ;'lj;'wf cfrfo{, b'uf{ l/hfn,

clDasf kGt, s[i0fkIf yfkf, 6]saxfb'/ g]kfn,

/]zd af]xf]/f, ;'ldqf a'nf{sf]6L, gfltafa' e6\6,

cflbn] ljZjsf cg]s s'gfdf /x]/ 8fo:kf]l/s

d'5{gfx? l;h{gf ul//x]sf 5g\ .

kl5Nnf] ;do ;flxTo ;]jfdf ;do

clk{t u/]sf cGo n]vsx?, /fh]Gb|k|tfk zfx,

ofqL k|sfz kf08],pld{nf yklnof, k|sfz

;fksf]6f, /fh]Gb| dNn, bLk]Gb| l/hfn, bLk]Gb|

l;+x yfkf, b]jLk|;fb clwsf/L, sNkgf clwsf/L,

s[i0fbLk l;Ub]n, dfwj nfld5fg], ;'lgtf vgfn,

;fljqL Kofs'/]n, ;Demgf cof{n, xl/z/0f

cof{n, ldgf >]i7, nfnsfhL >]i7, s]zj b'jf8L,

k'ik/fh hf]zL, afns[i0f yklnof, uf]s0f{ cof{n,

ozf]bf e6\6, h:tf ;h{sx?n] s]xL sljtf,

s]xL lgaGw, gf6s, ;+:d/0f, hLjgL, ;dfnf]rgf

h:tf cg]s ljifo / k|;ª\ux?nfO{ 6]s]/

l;h{gfTds ofqf 3lge"t agfpFb} cfPsf

5g\ .

lgrf]8

g]kfnL ;flxTosf] ljutb]lv jt{dfg

;Ddsf] sfnofqf / ToxfF wflbªsf] pkl:ylt

x]bf{ oxfFsf k|flKt / k|of]unfO{ 5'6\ofP/ g]kfnL

;flxTosf] Pltxfl;s k|f?k g} aGg ;Sb}g jf

sfnofqfsf] d"No g} lkmsf aGg hfG5 .

/fhwfgLsf] ;lGgs6 /x]sf] lxdfnL lhNnf /

ljsf;sf ef}ltsLx?sf] pHofnf] tfKg g;s]

klg b]znfO{ u'0ffTds ;flxTosf] ljlzi6

pknlAwx? o;n] lbPsf] 5 . clxn] ;~hfnx?

kqklqsfx? tyf 8fo:kf]l/s e"uf]nsf s'gf

s'gfaf6 pj{/zLn e}/x]sf cIf/sf ;3g

cfjfhsf cfotgnfO{ cfFsng ug] { xf] eg]

eljiosf] wflbªsf] ;flxTo cem} uf}/jdo,cem}

;f}/edo / cem} ;'uGwdo aGg]5 eGg] cg'dfg

ug{ ;sG5 .

nbdhading@mail.com

cIf/cfjf;, wflbª


;Gbe{ ;"rL

s]=;L= /fh]Gb|, wflbª bk{0f -@)%)_ wflbª

ljsf; d~r

u'?ª hudfg, g]kfnsf ;+:s[lts ;]/f]km]/f]

-@)^^_ Pcf/;L

kGt lbk]z/fh, uf]/vf/fHosf] Oltxf;

-@)@*_ ;femf k|sfzg

kxf8L gjLgaGw', wflbª gfds/0fsf] oyfy{

lzIff bk{0f -@)&$_ g]=lz=;+3

nD;fn /fdrGb|, wflbªu]nL ;flxTofsf/

kl/ro -@)&)_ vflgvf]nf ;fj{hlgs

k':tsfno

;'j]bL /fhf/fd, Oltxf;df wflbª ko{6sLo

ljDadf wflbª -@)&!_ ;+= cd[t ;fksf]6f

afdg lzj/fh cfD6], ;+:s[t lxGbL sf]z

-!(^(_ df]lt/fd jgf/;Lbf;

lx/fl;+x yfkf du/,du/ vfd efiffsf]

zAbsf]z -@)^^_ g]kfn du/ ;+3


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