E:\Gwalior seminar 2018\final - NAVEEN SHODH SANSAR

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Naveen Shodh Sansar (An International Refereed/ Peer Review Research Journal) (U.G .C. Jr. No. 64728)ISSN 2320-8767, E- ISSN 2394-3793, Impact Factor - 5.1 10 (2017) Seminar Edition 2018 1

Index/AZwH´$_oUH$m

01. Index/ AZwH´$_oUH$m ................................................................................................................ 01

02. Regional Editor Board / Editorial and Advisory Board ......................................................... 05/06

03. Referee Board ........................................................................................................................................ 07

04. Preface ..................................................................................................................................................... 08

05. Forword ................................................................................................................................................... 09

06. Significance of Information and Communication T echnology to prep are the teachers ................... 10for quality teaching ( Dr . Monika Govil & Neeti Gupt a)

07. Innovative Practices for Higher Education Institutions ...................................................................... 13(Dr. A.K.S. Chauhan & Dr . Renu Kushwah)

08. Role of Education for Personal V alues Development ......................................................................... 15(Dr. Suneela Choube, Dr . Prankush Sharma)

09. Teacher Education in India- Issues and their Remedies (Anjali Khare, Dr . Sadhana Kamthan) ...... 17

10. Teacher Education Reforms And Quality Concerns In Contemporary T eacher Education ............. 20(Rajkumar B.N.)

11. Challenges & Problems Of T eacher EducationAnd Suggestions T o Improve It s Condition ........... 23(Dr. Sandhya Bhardwaj)

12. National Policy in Education and T eacher Education (Dr . Dhirendra Singh Yadav) ......................... 26

13. Women Empowerment And Inclusive Education (Shobhana Singh) ................................................. 28

14. Opinions Of The Functionaries Regarding Mid-Day Meal In The Government Primary .................. 30Schools Of Gwalior City (Dr . Sudha Devi Bhadoria)

15. Effective T eaching Methods in Higher Education - Requirement s and Barriers .............................. 33 (Dr. Jyoti Kushwah)

16. A Study Of The V ocational Education Of Girl S tudent s In Gwalior District ...................................... 36(Keshav Chaturvedi)

17. Ethics and V alues in Indian Education (Dheerendra Singh Choudhary , Deepa Sharma) ................. 39

18. A Change in Educational Policies Since 1968 T o Present Scenerio ................................................. 41(Hemlat a Agrawal, Kirti Bhawnani)

19. Yoga and V alue Education in modern era (Mukesh Joshi) ................................................................. 45

20. The Integration of ICT across the Education Profession (Charit a Gupt a) ......................................... 48

21. Micro Teaching- It’ s Underlying Principles ........................................................................................... 51Advant ages & Disadvant ages (Prakrati Nagp al)

22. The Teacher Empowerment And Barriers And Suggestion For Qualit ative Improvement ............... 54In Teacher Education (Manish Kumar)

23. Role Of Environment al Organizations And Agencies For The Development .................................... 57Environment al Education (Dr . Shikha Jain)

24. Indian Higher Education System - Challenges And Suggestions (Akshaya Sahu) .......................... 60


25. A Study Of Integral Humanism - Political Philosophy Rooted On Indian Society ............................ 63(Akanksha Shukla)

26. Awareness of Human Right - Role of Secondary T eachers (Dr . Rashmi Singh) ............................... 67

27. The Import ance of value education in the Present Education System .............................................. 70(Rachna Saxena, Yagya Chaudhary)

28. e°ojH$ AZwgßYmZ Edß A‹`m[H$ oejm (S>m∞. B›–_oU ‡gmX Xw]) .............................................................. 73

29. emgH$r` Edß AemgH$r` _m‹ò_H$ od⁄mb`mß H$ oejH$mß H$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm .............. 75H$m VwbZmÀ_H$ A‹``Z (S>m∞. gwZrV ^Q>ZmJa)

30. e°ojH$ g_Ò`mAmß H$ oZdmaU _ß oejH$mß H$r e°ojH$ `mΩ`Vm H$r yo_H$m EH$ A‹``Z ..................................... 78(>S>m∞. oddH$mZ›X ogßh, oZÍ$[_m Xw])

31. _hmod⁄mb`mß _ß H$m ©aV≤ oejH$mß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb .................. 80‡^md H$m A‹``Z (S>m∞. Xro[H$m ^Q>ZmJa)

32. oejm _ß Z°oVH$ _yÎ`mß H$m _hÀd Edß `mJ H$r yo_H$m (S>m∞. oZem Omer, OmJ•oV Mm°]) ...................................... 84

33. dV©_mZ [nade _ß N>mÃ-N>mÃmAmß H$ Ïò∫$Àd odH$mg Edß _yÎ` oejm H$m VwbZmÀ_H$ A‹``Z ............................. 86 (_ßOy Vm_a , g_ßXa qgh )

34. JwUdŒmm[yU© oejm H$ odH$mg g A‹`m[H$ oejm H$r yo_H$m (eo∫$ Zm_Xd, XrZmZmW) .................................... 89

35. dV©_mZ [na‡ ` _ß _ohbm ge∫$rH$aU H$r AmdÌ`H$Vm _ß oejm H$r yo_H$m H$m A‹``Z (S>m∞. ]weam \$mV_m) ........ 91

36. oejH$ oejm H$ A›VJ©V gÂ‡fU VH$ZrH$r H$m _hÀd (brZm ^ma¤mO, gß‹`m ogßh) ...................................... 93

37. [nadoV©V g_mO _ß oejm H$ AmYma [a _ohbm geo∫$H$aU H$ ‡`mgmß H$m EH$ A‹``Z ................................... 95(`mJ›– [mb ogßh Mm°hmZ)

38. dV©_mZ [na‡ ` _ß g_mder oejm H$r AmdÌ`H$VAmß H$m odõfUmÀ_H$ A‹``Z .......................................... 98(gwae Hw$_ma gmZr, am_eßH$a)

39. oejH$ - ‡oejU _| ZdmMma (S>m∞. Xr[H$ ew∑bm).............................................................................. 99

40. N>mÃm _ß Z°oVH$ _yÎ`mßH$ odH$mg _ß od⁄mb`mß H$r yo_H$m H$m odõfUmÀ_H$ A‹``Z ...................................... 101(‡Xr[ Hw$_ma `mXd, _ZmO Hw$_ma Jw·)

41. JwUdŒmm[yU© oejm H$ odH$mg _ß A‹`m[H$ oejm H$r yo_H$m (S>m∞. C[mgZm _mWwa, H$Î[Zm ogßh Hw$edmh) ............. 103

42. N>mÃmß H$r e°ojH$ C[bo„Y [a gdmH$mbrZ oejH$ ‡oejU H$ ‡^md H$m A‹``Z (lwoV MÏhmU) ...................... 105

43. emgH$r` CÉVa _m‹ò_H$ od⁄mb`mß Edß AemgH$r` CÉVa _m‹ò_H$ od⁄mb`mß _ß od⁄moW© mß H$r ................... 108e°ojH$ g_Ò`mAmß H$m VwbZmÀ_H$ A‹``Z (dra ‡H$me ogßh, [ßH$O Hw$_ma)

44. gy _ oejU Edß A‰`mg oejU (S>m∞. Xr·r o_lm) ............................................................................ 111

45. dV©_mZ [na‡ ` _ß _yÎ` oejm H$r AmdÌ`H$VmAmß H$m odõfUmÀ_H$ A‹``Z (‡Xr[ Pm) ............................. 113

46. [`m©daU gßajU _ß oejm H$r yo_H$m (‡_ Hw$_ma ogßh) ....................................................................... 115


47. ]mÎ`mdÒWm _ß gm_moOH$ odH$mg [a XyagßMma gmYZmß H$ ‡^md H$m A‹``Z (S>m∞. H$Î[Zm Hw$edmh) .................. 117

48. oejm Edß gßÒH•$oV H$ odH$mg _ß A‹`m[H$ oejm H$m `mJXmZ (S>m∞. aod›– Hw$_ma oÃ[mR>r, S>m∞. d›XZm ogßh) ........... 119

49. oH$emamdÒWm _ß e°ojH$ oZXeZ Edß [am_e© H$r ‡mWo_H$Vm H$m odõfUmÀ_H$ A‹``Z (OmJ•oV lrdmÒVd)......... 121

50. gm_m›` Edß AmaojV dJ© H$ _m‹ò_H$ ÒVa H$ oejH$mß H$r AmajU H$ ‡oV Ao^d•oŒm H$m VwbZmÀ_H$ A‹``Z ....... 123(_w. Amo_a ImZ)

51. JwUdŒmm [yU© oejm H$ odH$mg _ß A‹`m[H$ oejm H$r yo_H$m (MVZm e_m©) ................................................ 127

52. ]m±Xm OZ[X H$ Jm_rU [wZoZ©_m©U _ß ZB© oejm ZroV H$ ‡^md H$m A‹``Z (S>m∞. O` ogßh, S>m∞. gm°a^ Hw$_ma Jm°V_) .... 128

53. JwUdŒmm[yU© oejm H$ odH$mg _ß A‹`m[H$ oejm H$r yo_H$m (S>m∞. dgw›Yam OmXm°Z)....................................... 131

54. A‹`m[H$ oejm H$r MwZm°oV`m±, g_Ò`m ß Edß g_mYmZ (S>m∞. arVr Hw$Ìmdmh ) ............................................... 133

55. emgH$r` Edß AemgH$r` oejH$mß H$r OrdZ _yÎ`mß H$ ‡oV Ao^d•oŒm H$m VwbZmÀ_H$ A‹``Z ........................... 136(S>m∞. _m°g_r q>gh, S>m∞. g›Vmf e_m©)

56. JwUdŒmm[yU© oejm H$ odH$mg _ß A‹`m[H$ oejm H$r yo_H$m (H$roV©dmbm d_m©) ............................................ 139

57. A‹`m[H$ oejm- _yÎ`mßH$Z ‡Umbr _ß JwUdŒmm d gwYma (S>m∞. AÍ$Um e_m© ) .............................................. 141

58. dV©_mZ [na—Ó` _ß oejH$ Edß oejm (‡m. Co_©bm ogßh Vm_a, gwf_m ^Xm°oa`m ) .......................................... 143

59. Ïò∫$Àd odH$mg Edß _yÎ` oejm (amOe ogßh ogH$adma) ..................................................................... 145

60. Ïò∫$Àd H$ g_J´ odH$mg _ß [`m©daU oejm H$m _hÀd - EH$ A‹``Z (S>m∞. Cfm ogßh, EM.[r. qgh) .................. 147

61. A‹`m[H$ oejm H$r MwZm°oV`m∞, g_Ò`mEß Edß g_mYmZ H$m odõfUmÀ_H$ A‹``Z (ehrX Im±Z) ....................... 149

62. A‹`m[H$ oejm _ß ZdmMma (AO` Hw$_ma [m S>`, H$hH$emß ImVyZ, gßXr[ ogßh) ......................................... 152

63. oejm Edß gßÒH•$oV H$ odH$mg _ß A‹`m[H$ oejm H$m `mJXmZ (gw mf M›– [mb) ......................................... 155

64. A‹`m[H$ oejm H$ Z Am`m_ Edß ZdmMma H$ AßVJ©V oejm _ß ZdmMma Edß VH$ZrH$ H$m C[`mJ ([yOm gmhy ) ....... 157

65. oejm H$ Z Am`m_ _ß ghm`H$ _yoV© H$bm (oXZe ‡Om[oV) ................................................................ 159

66. oejm Edß gßÒH•$oV H$ odH$mg _ß A‹`m[H$ oejm H$m `mJXmZ (AZwamYm oVdmar) .......................................... 161

67. _ZmJm_H$ `mΩ`VmAmß H$m ÒHy$br N>mÃmß H$r e°ojH$ C[bo„Y [a [∂S>Z dmb ‡^md H$m gh gß]ßYmÀ_H$ A‹``Z ........ 164(gmYZm Hw$edmh)

68. ‡`mJmÀ_H$ agm`Z odkmZ - dV©_mZ [na—Ì` Edß ^mdr gß mdZmE± (S>m∞. amOrd AJ´dmb, AßoH$Vm Jw·m ) ............. 166

69. oejH$ ‡oejU [mR>ÁH´$_ H$ e°joUH$ ‡^mdmß Edß CZH$ AH$mXo_H$ odH$mg H$m VwbZmÀ_H$ A‹``Z ................. 169([wamZ Edß ZdrZ ]r0ES>0 [mR>ÁH´$_ H$ odef gßX © _ß) (AodZre Hw$_ma, AmaVr ogßh)

70. _yÎ` oejm- dV©_mZ [na—Ì` H$r _hÀd[yU© AmdÌ`H$Vm (AßoV_m ogßh [Q>b) ........................................... 172

71. ^maV _ß _ohbm geo∫$H$aU - EH$ gßd°YmoZH$ [naM` (‡aUm oÃ[mR>r ) ................................................... 174

72. Ïò∫$Àd odH$mg Edß _yÎ` oejm (‡oV_m Om`gdmb, o‡`m ew∑bm)......................................................... 177


*************

73. Ïò∫$JV odH$mg _ß H$bm gßÒH•$oV H$m _hÀd (S>m∞. gwZrVm ‡Om[oV ) ....................................................... 179

74. J´m_rU _ohbmAmß H$m Ûr-oejm H$ ‡oV —oÓQ>H$mU H$m A‹``Z (S>m∞. gwerb Hw$_ma, amYÌ`m_ ) ....................... 181

75. CXy© oejU - dV©_mZ [na—Ì` Edß ^mdr gß mdZmEß (S>m∞. amOrd AJ´dmb, Xr[m Mm°aog`m ) .............................. 184

76. oejm _ß Am‹`moÀ_H$ Edß Z°oVH$ _yÎ`mß ¤mam Ïò∫$Àd odH$mg (S>m∞. amYmH$Ó•UZ H$ odMmam H$ gßX © _ß) ................. 187(S>m∞. H$m°eb›– Jw·m, O`[mb ogßh Vm_a)

77. CŒm_ oejm hVw gy _ oejU H$m _hÀd d C[`moJVm (M›–eIa ‡Vm[ ogßh, gwerb Hw$_ma) .......................... 189

78. g_mdoeV oejm Am°a AoYJ_ _ß oejH$ H$r yo_H$m (odO` b˙_r Om`gdmb ) ......................................... 191

79. _ohbm geo∫$H$aU (oedmZr [mR>H$)............................................................................................ 194

80. A‹`m[H$ oejm _ß ZdmMma/Z Am`m_ ( gwOmVm lrdmÒVd, gmodÃr amO)............................................... 196

81. oejm Edß gßÒH•$oV H$ odH$mg _ß A‹`m[H$ oejm H$m `mJXmZ (o‡ ßH$m ogßh Jm°V_, [ßH$O Hw$_ma oXZe ) .............. 198

82. oejm H$ odH$mg _ß odo^fi gaH$mar gßJR>Zmß H$r yo_H$m (gwa›– Ia) ....................................................... 200

83. dV©_mZ g_` _ß ^maVr` oejm ‡Umbr H$r g_Ò`m ß Edß g_mYmZ (S>m∞. OJXre _ham, S>m∞. A_a ogßh Jm°V_) ...... 202

84. oddmohV VWm AoddmohV oejH$mß H$r oejU Ï`dgm` H$ ‡oV g_m`mOZ VwbZmÀH$ A‹``Z (oZem e_m© ) ........ 204

85. Pmßgr _ S>b H$ AZwXmoZV Edß Òdo∫$[mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$m H$m VwbZmÀ_H$ A‹``Z .............. 207(Hß$MZ `mXd)

86. _m‹ò_H$ ÒVa H$ N>mÃ N>mÃmAmß H$r d°kmoZH$ ÈoM H$m VwbZmÀ_H$ A‹``Z (_mohZr gmZdmb) ........................ 211

87. J´m_rU Edß ehar jÃ H$ od⁄moW© mß H$r g•OZmÀ_H$Vm Edß gßdJmÀ_H$ odH$mg H$m VwbZmÀ_H$ A‹``Z ................. 214(Pmßgr OZ[X H$ gßX © _ß ) (S>m∞. gwerb Hw$_ma, aod›– Hw$_ma)

88. A‹`m[H$ oejm H$ Z Am`m_ d ZdmMma (^maVr ew∑bm) ................................................................... 218

89. C[^m∫$m OmJÍ$H$Vm - EH$ gÂ‡À`mÀ_H$ A‹``Z (S>m∞. amOrd AJ´dmb, oZoY AJ´dmb) ............................... 220

90. _ohbm H$ H$m ©H$mar ÒVa H$m Ao^`mOZ [a ‡^md H$m A‹``Z (S>m∞. ogÂ[b Ï`mg)..................................... 223


Regional Editor Board - International & National

1. Dr. Manisha Thakur - Fulton College, Arizona S tate University , America .

2. Mr. Ashok Kumar - Employbility Operations Manager , Action T raining Centre Lt d. London, U.K.

3. Ass. Prof. Beciu Silviu - Vice Dean (Management) Agriculture & Rural Development, UASVM,

Bucharest, Romania.

4. Mr. Khgendra Prasad Subedi - Senior Psychologist , Public Service Commission, Central Office,

Anamnagar , Kathmandu, Nep al.

5. Prof. Dr . G.C. Khimesara - Former Princip al, Govt. PG College, Mandsaur (M.P .) India

6. Prof. Dr . Pramod Kr . Raghav - Research Guide, Jyoti V idhyapeeth W omen University , Jaipur (Raj.) India

7. Prof. Dr . N.S. Rao - Director , Janardhanrai Nagar Raj . Vidhyapeeth University , Udiapur (Raj.) India

8. Prof. Dr . Anoop Vyas - Former Dean , Commerce, Devi Ahilya University , Indore (India ) India

9. Prof. Dr . P.P. Pandey - HOD, Commerce(Dean), Avadesh Prat apsingh University , Rewa (M.P.) India

10. Prof. Dr . Sanjay Bhayani - HOD, Business Management Deptt., Saurashtra University , Rajkot (Guj.) India

11. Prof. Dr . Pratap Rao Kadam - HOD, Commerce, Govt. Girls PG College, Khandwa (M.P .) India

12. Prof. Dr . B.S. Jhare - Professor , Commerce Deptt., Shri Shivaji College, Akola (M h.) India

13. Prof. Dr . Sanjay Khare - Prof ., Sociology , Govt. Auto . Girls PG Excellence College, Sagar (M.P .) India

14. Prof. Dr . R.P. Upadhayay - Exam Controller , Govt. Kamlaraje Girls Auto. PG College, Gwalior (M.P .) India

15. Prof. Dr . Pradeep K r. Sharma - Professor , Govt. Hamidia Arts & Commerce College, Bhop al (M.P.) India

16. Prof. Akhilesh Jadhav - Prof., Physics, Govt. J. Yoganandan Chattisgarh College, Raipur (C .G.) India

17. Prof. Dr . Kamal Jain - Prof., Commerce, Govt. PG College, K hargon e (M.P.) India

18. Prof. Dr . D.L. Khadse - Prof., Commerce, Dhanvate National College, Nagpur (Maharastra) India

19. Prof. Dr .Vandna Jain - Prof., Hindi, Govt. Kalidas Girls College, Ujjain (M.P .) India

20. Prof. Dr . Hardayal Ahirwar - Prof., Economics , Govt. PG College, Shahdol (M.P .) India

21. Prof. Dr . Sharda Trivedi - Retd. Professor , Home Science, Indore (M.P .) India

22. Prof. Dr . Usha Shrivast av - HOD, Hindi Deptt., Acharya Institute of Graduate S tudy , Soldevanali,

Bengaluru (Karnat aka) India

23. Prof. Dr . G. P. Dawre - Professor , Commerce, Govt. College, Badwah (M.P .) India

24. Prof. Dr . H.K. Chouarsiya - Prof., Bot any, T.N.V. College, Bhagalpur (Bihar) India

25. Prof. Dr . Vivek Patel - Prof., Commerce, Govt. College, Kotma, Distt ., Anooppur (M.P .) India

26. Prof. Dr . Dinesh Kr . Chaudhary - Prof., Commerce, Rajmat a Sindhiya Govt. Girls College, Chhindwara (M.P .) India

27. Prof. Dr . P.K. Mishra - Prof., Zoological, Govt. PG College, Betul (M.P .) India

28. Prof. Dr . Jitendra K. Sharma - Prof., Commerce, Maharishi Dayanand Uni. Centre, Palwal (Haryana) India

29. Prof. Dr . R. K. Gaut am - Prof ., Govt. Manjkuwar Bai Arts & Commerce College, Jabalpur (M.P.) India

30. Prof. Dr . Gayatri V ajpai - Professor , Hindi, Govt. Maharaja Autonomus College, Chhatt arpur (M.P.) India

31. Prof. Dr . Avinash Shendare - HOD, Pragati Arts & Commerce College, Dombivali, Mumbai (M h.) India

32. Prof. Dr . J.C. Mehta - Fr. HOD, Research Centre, Commerce, Devi Ahilya Uni., Indore (M.P .) India

33. Prof. Dr . B.S. Makkad - HOD, Research Centre Commerce, V ikram University , Ujjain (M.P.) India

34. Prof. Dr . P.P. Mishra - HOD, Maths, Chattrasal Govt. PG College, Panna (M.P .) India

35. Prof. Dr . Sunil Kumar Sikarwar - Professor , Chemistry , Govt. PG College, Jhabua (M.P .) India

36. Prof. Dr . K.L. Sahu - Professor , History , Govt. PG College, Narsinghpur (M.P .) India

37. Prof. Dr . Malini Johnson - Professor , Bot any, Govt. PG College, Mahu (M.P .) India

38. Prof. Dr . Vishal Purohit - M.L.B. Govt. Girls PG College, Kila Miadan, Indore (M.P.) India


Editorial And Advisory Board, INDIA

Editor-in-Chief

Dr. Deepika Bhatnagar

Princip al

BVM College of Management Education, Gwalior (M.P .) India

Managing Editor

Mr. Abhishek Jain

College Executive Director & Head, IT Deptt.

BVM College of Management Education, Gwalior (M.P .) India

Associate Editors

Mr. Vir Prakash Singh Mr. Y.P.S. Chauhan

Asst. Professor , B.V.M. College of Management Asst. Professor , B.V.M. College of Management

Education, Gwalior (M.P .) India Education, Gwalior (M.P .) India

Smt. Shruti Chavhan Ms. Manju T omar

Asst. Professor , B.V.M. College of Management Asst. Professor , B.V.M. College of Management

Education, Gwalior (M.P .) India Education, Gwalior (M.P .) India

1. Dr. Bhagirath Kumrawat - Vice Chairman, Board of Secondary Education Bhop al (M.P.) India

2. Prof. V ivek Bap at - Professor & Head, Dean Faculty of Education, S.O.S. in Life long

Education Extension & Social W ork, Jiwaji University ,Gwalior (M.P .) India

3. Prof. Rajiv Kishore Up adhyay - Princip al, Govt. College of Education, Gwalior (M.P .) India

4. Dr. Gargi Sharan Mishra - Former Dean, Deptt. of Education, Rani Durgawati University , Jabalpur

(M.P.) India

5. Dr. T.C. Gyanani - Former Professor & Head Deptt. of Education, Dayal Bagh Deemed

University , Agra (U.P.) India

6. Dr. M.R. Sahu - Princip al (Management Dept.) B.V .M. College of Management Education,

Gwalior (M.P .) India

7. DR. (Mrs.) V ivek Bhadauria - Princip al, Madhav Shiksha Mahavidyalaya, Gwalior (M.P .) India

8. Dr. Sunit Bhatnagar - Associate Professor , M.P.S. College, Gwalior (M.P .) India

9. Mrs. Anjana Chauhan - Asst. Professor , B.V.M. College of Management Education, Gwalior

(M.P.) India

10. Dr. Darshika Sharma - Asst. Professor , B.V.M. College of Management Education, Gwalior

(M.P.) India

11. Divya Khare - Asst. Professor , B.V.M. College of Management Education, Gwalior

(M.P.) India

*************


Maths - (1) Prof. Dr . V.K. Gupt a, Director V edic Maths - Research Centre, Ujjain (M.P .)

Physics - (1) Prof. Dr . R.C. Dixit, Govt. Holkar Science College, Indore (M.P .)

(2) Prof. Dr . Neeraj Dubey , Govt. Art s & Commerce College, Sagar (M.P .)

Computer Science - (1) Prof. Dr . Umesh Kumar Singh, HOD, Computer S tudy Centre, V ikram University ,

Ujjain (M.P.)

Chemistry - (1) Prof. Dr . Manmeet Kaur Makkad, Govt. Kalidas Girls College,Ujjain (M.P .)

Botany - (1) Prof. Dr . Suchit a Jain, Govt. Girls PG College, Kot a (Raj.)

(2) Prof. Dr . Akhilesh Aayachi, Govt. Adarsh Science College, Jabalpur (M.P .)

Life Science - (1) Prof. Dr . Manjulat a Sharma, M.S.J. Govt. College, Bharatpur (Raj.)

- (2) Prof. Dr . Amrit a Khatri, Mat a Jijabai Govt. Girls PG College, Moti T abela, Indore (M.P .)

Statitics - (1) Prof. Dr . Ramesh Pandya, Govt. Art s - Commerce College, Ratlam (M.P .)

Milit ary Science - (1) Prof. Dr . Kailash T yagi, Govt. Motilal Science College, Bhop al (M.P.)

Biology - (1) Dr. Kanchan Dhingara, Govt. M.H. Home Science College, Jabalpur (M.P .)

Geology - (1) Prof. Dr . R.S. Raghuvanshi, Govt. Motilal Science College, Bhop al (M.P.)

(2) Prof. Dr . Suyesh Kumar , Govt. Adarsh College, Gwalior (M.P .)

Medical Science - (1) Dr.H.G. Varudhkar , R.D. Gardi Medical College, Ujjain (M.P .)

Microbiology Sci. - (1) Anurag D. Zaveri, Biocare Research (I) Pvt. Lt d., Ahmedabad (Gujarat)

***** Commerce *****

Commerece - (1) Prof. Dr . P.K. Jain, Govt. Hamidia College, Bhop al (M.P.)

(2) Prof. Dr . Shailendra Bharal, Govt. Kalidas Girls College, Ujjain (M.P .)

(3) Prof. Dr . Laxman Parwal, Govt. Commerce College, Ratlam (M.P .)

***** Management *****

Management - (1) Prof. Dr . Rameshwar Soni, HOD, Research Centre, V ikram University , Ujjain (M.P.)

(2) Prof. Dr . Anand T iwari, Govt. Autonomus PG Girls Excellence College, Sagar (M.P .)

Human Resources - (1) Prof. Dr . Harwinder Soni, Pacific Business School, Udaipur (Raj.)

Business Administration - (1) Prof. Dr . Kapildev Sharma, Govt. Girls PG College, Kot a (Raj.)

***** Law *****

Law - (1) Prof. Dr . S.N. Sharma, Princip al, Govt. Madhav Law College, Ujjain (M.P .)

(2) Prof. Dr . Narendra Kumar Jain, Princip al, Shri Jawaharlal Nehru PG Law College,

Mandsaur (M.P .)

***** Art s *****

Economics - (1) Prof. Dr . P.C. Ranka, Sri Sit aram Jaju Govt. Girls PG College, Neemuch (M.P .)

(2) Prof. Dr . J.P. Mishra, Govt. Maharaja Autonomus College, Chhatt arpur (M.P.)

(3) Prof. Dr . Anjana Jain, M.L.B. Govt. Girls PG College, Kila Maidan, Indore (M.P .)

(4) Prof. Rakesh Kumar Gupt a, Dr. C.V. Raman University , Kot a, Bilaspur (C.G .)

Political Science - (1) Prof. Dr . Ravindra Sohoni, Govt. PG College, Mandsaur (M.P .)

(2) Prof. Dr . Anil Jain, Govt. Girls College, Ratlam (M.P .)

(3) Prof. Dr . Sulekha Mishra, Mankuwar Bai Govt. Arts & Commerce College, Jabalpur (M.P .)

Philosophy - (1) Prof. Dr . Hemant Namdev , Govt. Madhav Art s, Commerce & Law College, Ujjain (M.P .)

Sociology - (1) Prof. Dr . Uma Lavania, Govt. Girls College, Bina (M.P .)

(2) Prof. Dr . H.L. Phulvare, Govt. PG College, Dhar (M.P .)

(3) Prof. Dr . Indira Burman, Govt. Home Science College, Hoshangabad (M.P .)

Referee Board


P R E F A C E

We are very pleased to introduce the proceeding of the 4th National Conference on “ [nadoV©V g_mO _ß A‹`m[H$ oejm”in BVM College of Management Education, Yamuna Nagar, Darpan Colony, Thatipur, Gwalior.

India has one of the largest system of Teacher Education in the world. Teacher Education is dependent upon the

quality of Teacher Educators. The objective of Teacher Education should be man Making and Producing Enlightened

Citizens. In that respect Teachers and Educational Institutions can play an important role to improve the quality among

people.

In view of enormous new trends emerging at the global scenario, this conference attempts to highlight the present

scenario of Teacher Education in India in context to globalization and sustaining some measures for improving world

class quality in Teacher Education Programmers.

Almost one hundred fifty three abstracts have been received from participants representing all over India .I am

happy to publish some selected papers in the present volume in this conference proceedings covering “ [nadoV©V g_mO

_ß A‹`m[H$ oejm” this conference providing us with interesting and multidimensional views, knowledge and relevant

information’s that, will be helpful for your future work. I hope the present publication of the conference will be act major

forums of the academic fraternity.

I am very thankful to our Chief Patron Mrs. Savita Singh, Chairperson and Mr. Manoj Singh Kushwah, Group

Executive Director, Mr. Abhishek Jain, College Executive Director and Dr. M.R. Sahu, Principal, (Management) BVM

College of Management Education, Gwalior for providing us necessary support for organizing this 4th National

Conference. The Editorial Board and Organizing team to be congratulated for bringing out this publication. I would also

like to express my thanks to all the participants in this conference.

(DR. DEEPIKA BHATNAGAR)

P R I N C I P A L


FOREWORD

I am delighted to welcome you and it is a great pleasure that the Education Department of BVM College of

Management Education, Gwalior organized 4th National Conference on 27th and 28th January, 2018 on “ [nadoV©V g_mO

_ß A‹`m[H$ oejm”

I am happy that quite a good number of learned academicians and Research Scholars from different parts of the

country attended the conference, presented their scholarly Research Papers and deliberated on almost all important

aspects of the conference theme and it’s sub-themes. The organizers have done well to publish selected research

papers in the present book form. It is all the more creditable that the publication is released during the course of the

conference itself. I hope that academic fraternity will find this publication useful for further reference.

I congratulate and commend the untiring efforts of the Organizing Team and Editorial Board. I am particularly

grateful to the Resource Persons and Delegates who spared their valuable time made the conference a great success

by their august presence and active participation.

(Savit a Singh)

Chairperson


Abstract - The Purpose of this paper is to discuss about the significance of ICT to prepare the teachers for quality andglobal norms and alongwith its preparation of E-learning module. Information and communication technology is thecatchall phrase used to describe a range of technologies for gathering, storing, retrieving, processing, analyzing andtransmitting information. The major important representation of ICT in education is the presentation and use of teachingaids and preparation of E learning module. Types of ICT used in educational department to develop quality teachers,teacher education program, and its possible connections between ICT and preparation of E-learning module.Key Words - ICT, Quality in education, e-learning module.

Significance of Information and CommunicationTechnology to prepare the teachers for quality teaching

Introduction - “E-learning is the fastest growing and mostpromising technique in the educational industry” reportedby Hall B.(2001). Waller and Wilson (2001) stated that “E-learning Module is the effective, teaching and learningpackage created by combining E-digital content with localcommunity and tutor support along with global communityengagement. E-learning Module is a capsule where thelearner can access through internet and choose the contentfrom the menu according to their interest and learnaccording to their pace. The use of ICTs can makesubstantial change for both teaching and learning and evenhelp a teacher to improve their professional carrier. ICT isan important development technique in the recent era.Objectives Of The Paper -(1) To discuss about the need of quality teacher.(2) To discuss the significant role of ICT in education.(3) To discuss about ICT in teacher educational program.(4) To discuss about the e-learning module.Why we need Quality T eachers? - The development ofsocial, economic and technology of the recent years aremaking the teachers to attain more practical and generalknowledge about those technological developments toreach the global standard of education. The informationand knowledge society needs a continuous change in therole and the working of teachers, it is not enough, ratherthan being a quality teacher in all aspects is more important.The following are to deal–(1) A network world and with new types of co-operation

and collaboration.(2) New knowledge and new ways for accessing wide

knowledge.(3) A society in which knowledge plays of co-operational

and collaboration education.

Dr. Monika Govil * Neeti Gupt a**

*Asst. Professor , Ingraham Institute Girls Degree College, Ghaziabad (U.P .) INDIA**Asst. Professor , Ingraham Institute Girls Degree College, Ghaziabad (U.P .) INDIA

(4) To facilitate teaching content as for effective andinteresting education.

(5) To provide broad subject knowledge to the students.(6) To provide world-wide information faster and easily to

the student community.Significant role of information and communicationtechnology in education.l Accessibility – Facilitate easy and quick access to

ICT – rich teaching and learning resources includingIVT systems and services, computing resources, onlinelearning materials, e-learning and other educationcentered applications.

l Empowerment – Empower educational communitieswith ICT technologies and continuously upgrade theirICT-driven teaching and learning skills.

l E-learning – Encourage use of e-learning and adoptionof its tools and technologies to facilitate wideningaccess to learning and improving educationalachievements.

l Enabling Environment – Facilitate the establishmentof stable, robust, secure and efficient ICT enablingenvironment and strengthening its availability andreliability and providing mobile and remote access toa repository of learning resources.

l Learning and teaching methodologies- Enhancelearning and teaching methodologies through the useof ICT technologies and encouraging educationcentered teaching mechanisms.

l Lifelong learning – Develop a framework for webenabled lifelong learning through continuous educationand training.

l Policy – Develop legal, policy and regulatoryframeworks to promote competition and investments,


protest intellectual property and stimulate innovation.l Sharing and dissemination – On the worldwide web,

provide forums, publications and free space for ICTcompanies and stakeholders to share and disseminateaccumulated knowledge, information, experiences andproducts and services related to ICTs in education.

l Sust ainability – Maintain a constant pace ofdevelopment to sustain and reproduce knowledge fora continuing effort on ICTs in education to meet newdemands.

ICTs in Teacher Education - In planning the integration ofICTs into teacher education, it is important for teachereducation institutions to understand the knowledge andskills necessary for teachers to effectively use of ICTs intheir teaching and learning process. It is also important thatthey have access to tolls that help them assess their levelof readiness and progress in infusing ICTs into teachereducation programs.Need to technology in teacher education - Specially, thetechnology needs of teacher education programs can besummarized as follows –l Development and implementation of learner centered,

technological applications that will improve studentexperiences in teacher education programs.

l Adequate time for faculty to develop new skills.l Methods to attract high-ability students to teacher

education.l Technology-rich field experiences for students.l Resources for upgrading technology.l Professional development for faculty in learner-

centered models of computer applications andmethods of teaching with technology.

Designing the E-learning Module - This phase consistsof framing the objectives, programme design and theactivities for the interaction of the learner, which wasmeticulously taken care of by the investigator.(a) Framing objectives - Framing objectives for the E-learning modules is an important step. All the objectiveshad to be in behavioral and measurable terms. The moduleframework created must be in congruence with the objectiveof the E-leaning module in general. The components of E-learning module in each module were divided into fourcategoriesl learning objectivesl subject contentsl learning activities..............................bvl assessment(b) Programme Design - Programmed instruction is aninnovative method in individualized instruction. The basicfive principles of programmed learning are small step, activeresponse, immediate reinforcement, self-pacing and selftesting. The researcher selected the non-linear approachor the branched programming. In this type the learners aregiven immediate feedback to their responses when thelearner gives right response, automatically they go for thenext unit according to their interest.

Developing- Based on meticulous planning, E-learningmodule was developed phase wise. The phase are-(a) Flow Charting - The learner who operates the E-learning module through the CD-based lesson becomesbeneficial as they master the content as well as technology.Before starting production, we well-established flow chartis essential. The E-learning module starts with a title screenand then moves to the main menu. The newly developedCD based E learning module starts with the operatingprogram and then by using the mouse, it moves to the menulist and from there learner can choose topics from firstchapter. The learner can learn any related lesson to thefirst chapter.(b) Content Accuracy - Content accuracy is indispensablefor the development of E-learning modules in any subjectscript writing narration, graphics and animation are basedon the content. The content should be very much from thesyllabus. Accuracy has to be established for the newlydeveloped e-learning modules.(c) Scripting - A meaningful lesson was developed withgood scripting. This will be possible by the developer withthe help of experts in the particular subject and softwaretechnical assistance. The content included in the text shouldbe accurately scripted.(d) Story Boarding - A story board is a simply a hand-drawn visualization of every scene that will be shot. Itcombines the information from the script and flowchartsinto a visual hard copy. In the story board it is difficult tomaintain visual and narrative continuity from one scene tothe next. In preparation of the story board can be given tothe technical experts for making the story board flawless.(e) Text - In the newly developed E-learning module thetext is kept concise, informative and interesting so as toconvey meaning and full information to the learner. In someplaces presentation of the text is done through animation.A variety of methods are used to animate the text.(f) Incorporation of colour diagrams - Colourful diagramcan capture the attention of the learner better than blackand white Diagram. So the investigator carefully collectedthe colour diagrams from various sources and everythingwas incorporated into the E-learning modules.(g) Graphics and Animation - Graphics and animationare the highlights of the E-learning module preparation,static objects cannot capture attention and sustain interestalways. But it is possible with graphics and animatedimages. In the present E-learning module developmentmore graphics and animation are used in order to give moreaccurate knowledge and experiences.(h) Audio and V ideo - Among the five senses listeningplays a vital role in the teaching and learning so it wasrealized that each slide with a textual message has to besupplemented with audio features. The audio file is includedin appropriate places, wherever it is necessary video is apowerful communication tool.Implement ation - E-learning module after preparationshould be implemented to a group of students to test its


technological effectiveness. Due weightage should be givento the students responses in an attempt to make the moduleeasily used by the students.Evaluation - The module was checked to ensure therelevance of the material, style, vocabulary and contentinterest, ambiguities, obscurities and other inadequacieswere thoroughly viewed before it was presented to thestudents.Conclusion - When E-learning module preparation is learntby the teachers, teaching and learning become easy forthe coming generation. Hence E-learning is a boon to thesociety which should be utilized to the maximum. Whenonce preparation become known to every one really it willreach the top in teaching and learning process. This theinformation and communication technology has the

significant role to prepare the high quality teachers to reachout the global norm of the educational setting.

References :-1. B. Anboucarassy (2014). Instructional Design and

preparation of E-learning Module. Educare 2319-5282.2. P.Jaya (2012) – Significance of ICT technology to

prepare the teachers for quality and global norms.International Journal of Education, Technology andsocial media (2321-0885)

3. Michele Biasutti (2011). The student experience of acollaborative E-learning university module. Computerof Education, 57(3), 865-1875.

4. The U.S released its National Education Technologyplan in November, 2010.

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Abstract - This paper reviews trends in higher education, characterizing both the traditional learning environments inhigher education as well as a vision for future learning environments with innovative practice in higher education. Theapplication of innovative teaching and learning methods is critical if we are to motivate and engender a spirit oflearning as well as enthusiasm on the part of students.Teaching is not a mechanical process it is an intricate, exactingand a very challenging one. The effectiveness of teacher can be enhanced through good leadership, appropriateteaching methods and also through introducing or promotion of innovative ideas and practice in teacher education.This paper will focus the current state of higher education and the pressures facing colleges. It will also exploreinnovation and some of the challenges to innovation in higher education, as well as some of the successes.Key Words - Innovative teaching and learning, middle-skill jobs,skill development.

Innovative Practices for Higher Education Institutions

Introduction - Innovation can be defined as a “new idea,device or method”. However, innovation is often also viewedas the application of better solutions that meet newrequirements, unarticulated needs, or existing marketneeds. Russell Raath states in his article, When InnovationFails, that “even when organizations are not necessarilydoing anything ground breaking, or new, they still call it‘innovation.’ Just because it just sounds grander.” Hecontinues, “These are not innovations - rather they aresimply improvements.”1 Research and innovations play animportant role in improving the quality of teachers. The roleof education is to ensure that while academic staff do teach,what is taught should also be intelligible to students. Facultyshould thus apply themselves to utilising innovative methodsso that the students’ learning process is as free-flowing aspossible and that the methodology they adopt is conduciveto learning. Innovative teaching and learning methodologiessuch as short lecture, simulation, role-playingand problem-based learning are very useful in addressing the rapidtechnological advances and developing workplaces that willbe required in the future.Changing environment of higher education - Highereducation in India is under attack. In present scenario manylecturers have adopted conventional method of teachingand learning. It is mainly based on the syllabus andprescribed textbooks. In many class rooms, teaching andlearning techniques are outdated and theoretical knowledgeis still disseminated through the technique of talk and chalk.Brain storming is an innovative conference with specialnature in order to produce a list of ideas by students. Itinvolves oral and pre-writing exercise for helping the learner

Dr. A.K.S. Chauhan * Dr. Renu Kushwah **

*Asst. Professor , Govt. Model Science College, Gwalior (M.P .) INDIA*Asst. Professor , Govt. Girls College, Bhind (M.P .) INDIA

and for expressing ideas by the teacher. It is a techniquewhich involves discussion method.2

Lecturing is a communication between two or morepersons who influence each other by their ideas. They learnsomething in the process of their interaction with each other.Lecturing is thus a complex, exciting, challenging andinteractive method whose main aim is to create a learningsituation in which knowledge is imparted and in whichunderstanding and skills are developed. Students/Participants are motivated to explore the discipline they haveselected. Sometimes many students fail to complete theirstudies at university but may still benefit from skills that aredeveloped while at an institution, especially the confidencethey obtain from new life experiences (Quinn et al., 2005).3

Middle-Skill Jobs - In present scenario it is becoming morereliant on colleges and universities to prepare students for“middle skill” jobs. It is estimated that nearly half of all jobopenings within the next five years will be “middle skill” jobs.While this may be good news for those colleges focusingon skill development, it may be bad news for the rest of thehigher education industry based on traditional courses.Focusing on developing students for work in “middle skill”jobs means focusing on more practical skills and less ontheoretical knowledge. Again, this has been a large marketfor skill development colleges. However, over the pastdecade, private for-profit colleges have pursued this marketvigorously and grown their enrollments at a much fasterrate than other colleges.Focus on Innovation - Our society are full of smart andcreative people.In colleges and universities, the challengeis to harness that intelligence and creative energy into


developing a culture of innovation. It is critical that leadersof colleges and universities foster such a culture ofinnovation on their campuses if their institutions will thrive.Creating a culture of innovation means that leadersencourage the following:a) rewarding innovation, even if it fails;b) training faculty and staff in Design for Innovation

techniques;c) fostering cross-departmental teams to solve problems;d) clearly defining problems that must be addressed;e) understanding your customers (students);f) providing time for unstructured time;g) not imposing too many rules;h) listening with an open mind;i) encouraging prototypes; and,j) using data

These techniques are both simple and complex at thesame time. For some managers it means thinking differentlyand for others it means letting go, which can be difficult.4

Conclusion - Any innovative teaching and learning practiceis not a quick remedy. It cannot replace a traditional teachingmethodology in education but rather supports it. However,it is clear that innovative teaching methodologies will leadto a learning society in which the creative and intellectualabilities of students will allow them to achieve the goals oftransformation and development. Bauer et al (2008) foundthat students enjoyed the real world of work issues andteamwork aspect of PBL. They also and felt welcome inthe classes and stated that their learning was enhanced as

PBL augmented their ability to consider, evaluate, andrespect diverse viewpoints.5 By skill developmentprogramme students are able to become self-motivated anddevelop an ability to think independently, while working withothers in a team. Problem-solving strategies areinterrogated and developed. The use of the short-lecture,seminars, workshops,simulation and roleplaying, and thesubmission of individual student portfolios, undoubtedlysupport traditional methodologies and should also beutilised more.

References :-

1. Raath, Russell. “When Innovation Fails.” Forbes. June28, 2012.

2. Dr. Monika Govil. “Innovative practices in teachereducation: An overview.” Researchline internationalJournal

3. Quinn J, Thomas L, Slack K, Casey L, Thexton W,Noble J (2005). From Life disaster to Lifelong Learning:Reframing Working Class ‘Drop Out’, Joseph RowntreeFoundation, York.

4. Dustin Swanger, Innovation in Higher Education: CanColleges Really Change? Ed.D. June, 2016

5. Bauer K, Bauer G, Revelt J, Knight K (2002). Aframework for assessing problem-based learning atthe University of Delaware. Presented at PBL 2002: APathway to Better Learning conference, June 20,Baltimore, MD.

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Abstract - In education moral values and personal development are interrelated in all aspect of teaching, and in thechanging value world education is the only means to conserve the values and ethics among upcoming generation sothat they can become responsible citizens. Education gives the ability to think with reason, it gives definite path tofollow to lead our lives by principles and give us the freedom of expression.Key Words - interrelated, expression, principles, freedom.

Role of Education for Personal Values Development

Introduction - Value education is study of developmentof essential values in pupils and the practice suggestedfor the promotion of the same –Dr Y.N. Sridhar

Indian civilization is one of the oldest civilization in theWorld, but values have changed continuously over the time,present situation of Indian culture is that they are adheringwestern values as their culture and people are openlystarted pushing for the lifestyle of the modern individualsas an open challenge to our traditional values and customs,some changes are leading to positive side but not all.

As because of new changing style of living childrenare maximum affected as they are not mostly aware whatis right for them. In this situation education is the only agentthrough which we can make them aware about the valuesand Indian culture. Education is a lifelong empowermentprocess, it makes understand an individual how to live theirlife, commit themselves to the welfare of the country andcare about the environment other social and moral values.True education equips individual to live creatively,responsibly and peacefully in the society and become agentof change for a better society.

Education is not about only book knowledge or exams;education comes from developing values in lives ofstudent’s means personal values. We mean personalvalues by honesty, integrity, tolerance, truthfulness, respectetc. which leads to overall development of an individual.Role of teacher in providing value education - Basichuman values need to be encouraged in the classroomteaching. Teacher educators should inculcate in the mindsof teacher trainees that a child is born with values, a teacherneed to uncover them. Sharma’s (1984) study identified apositive correlation between teaching aptitude, intellectuallevel and morality of prospective teachers. Teachereducator must be clear about the values that he wishes toemphasize. A set of universal values will emerge that may

Dr. Suneela Choube * Dr. Prankush Sharma **

*Princip al, Sant Hirdaram Girls College, Bhop al (M.P.) INDIA**Asst. Professor , Bvm College of Management Education, Gwalior (M.P.) INDIA

include: honesty, peace, humility, freedom, cooperation,care, love, unity, respect, tolerance, courage, friendship,patience, quality and thoughtfulness. .Values cannot betaught in isolation but the teacher can provide experiencesand situations in which students can consider and reflectabout values and translate this reflection into action.How to Integrate V alues Through Education - Theprocess of value education gets started from the very firstyear by entering school. Teachers teaches small valuelessons like how to greet teachers, make friends, sharing,how to be in discipline etc. in school children of all religionstudy together irrespective of their caste, background, statuswhich is the first lesson of equality. The uniform in school isitself a medium to maintain discipline and unity amongstudents. There is so much to learn from school apart frombook knowledge.

As children come to higher class the load of studymaterials of different subjects increases. In this case alsothe subject learning teaches them the value lessons. Thedifferent subjects at school stage - Social Sciences,Science, Languages, and Mathematics etc. seek to provideknowledge, attitudes and values intrinsic to the particulardiscipline.

The different subjects at school stage - SocialSciences, Science, Languages, and Mathematics etc. seekto provide knowledge, attitudes and values intrinsic to theparticular discipline.

Science aims at the development of understanding ofthe concepts, facts, principles, theories and laws thatdescribe the physical and natural world. It is intended tostrengthen the commitment to inquiry, curiosity, objectivity-scientific outlook open-mindedness, search for truth etc.Mathematics is associated with logical thinking, order,decision making, neatness, accuracy, perseverance.

The Social Sciences at school stage intend to broaden


children’s vision of society as good citizens. History portraysthe values of patriotism, compassion, bravery, co-operation,loyalty, justice, perseverance as evidenced from the livesof great people.

Geography communicates interdependence ofcountries, unity in diversity, environment, conservation etc

Language , besides encouraging communication andlistening skills, is intended to inculcate imagination,creativity, sensitivity, appreciation and emotionaldevelopment.sMethodologies And Techniques -Classroom Learning Activities Methods - It includesreading, listening, discussions, narrations, directpresentation of ideas by the teachers. Sources of educationare- biographies stories, essay, poems, moral dilemmasetc.Practical Activities Methods - Provides learners withsuitable opportunities to practice and live their livesaccording to the principles and values they have perceivedand understood.

A sound program of value education may include acombination of a few or all activities mentioned below: (a)School campus/classroom maintenance activities (b) Socialforestry/community development activities (c) Workexperience related activities. Organizing campaigns oncommunity sanitation, literacy, environmental awareness,AIDS prevention awareness e) Yoga, and meditation andprayer sessions (f) eradication of social evils campaignactivities (gender inequality, dowry, alcoholism…) (g) co-curricular/self government activitiesSocialized T echniques - The learner in socializedtechniques is involved in activities and experiences whichbest represent functions and problems of agents ofsocialization. They are the simplified versions of real socialexperiences and one necessary and useful when the realityis too abstract and obscured. These include social roleplaying enacting and modeling. Role playing activitiesshould be organized based on the life experiences and age

level of students. Expected role of an ideal student, teacher,parent, and patriot should encourage student to take roletaking activities voluntarily. Negative precepts are to bediscouraged in role playing.Import ance Of Value Education -l Shapes the social life of an individuall Person is able to deal with real life situationsl Value based education helps in shaping individual

behaviorl It helps in strengthening spiritual behavior of an

individuall Builds positive characterl Strengthens students self esteeml Helps students exercise ethical judgment and social

responsibilityTaken To Encourage V alue Education At School Level-A framework is given by NCERT, EDUCATION FORVALUES IN SCHOOL, by department of educationalpsychology and foundations of education which includes –concepts and concerns, approaches and strategies, keydimensions for mapping value contexts in school,Guidelines for implementation and evaluation

References :-

1. Importance of value based education. Essay samplesMay 30, 2017.

2. Learning and developing personal values througheducation, The Sunday times, April 26, 2009.

3. Education for personal development and well being,Report 16 Feb. 2016, European Parliament Brussels.

4. Education for values in schools-A frameworkN.C.E.R.T.

5. Approaches for value development (according toUNESCO APIED on education for affectivedevelopment).

6. Role of education in human development Silasinternational June 20, 2016.

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Abstract - A deep study conducted on teacher education: Issues and their remedies and efforts made to find out themajor issues and their remedies. During study it found that major issues are, working of teacher-education institutions,structure of teacher Programme, Erosion of values, realization of constitutional goals , developing creativity, developinglife skills, social issues (like population explosion, diversity unemployment and communal tension) and developmentof Science and technology. After the deep study and discussion with educationists found that improvement in workingof teacher education institutions, knowledge of science and technology, realization of constitutional goals, emphasison value education, healthy discussion on social issues, restructuring of teacher education programme, developmentof creativity and development of life skills are major remedies to bring quality and improvement in the teacher education.These remedies will be helpful to Centre and State Governments, Policy Makers, best educationists, colleges anduniversities to bring reforms and bright the future of teacher-education.Key Words - Teacher education, Issues, Remedies

Teacher Education in India- Issues and their Remedies

Introduction - Man is a social being. He is an integral partof society. The man is product of society where as societyalso depends upon its individuals for its development. Aimsand objectives of any society can achieved through theproper educations of its men. For such an educationalsystem, we require efficient teachers. It is well known sayingthat teacher is the national builder. To be able to dischargesuch a high responsibility, it is very necessary that theteacher must become conscious of his role towards society.His behave should indicate his attempt to do his job properly.His personality must reflect characteristics of goodcitizenship, dignity of the individual, rights and duties etc.,so that he may transmit the same to the younger generation.The above said facts express the dire need of teacher-education.

Teacher education refers to the policies and proceduresdesigned to equip prospective teachers with the knowledge,attitude, behaviour and skills they require to perform theirtasks effectively in class rooms, school and outside the fourwalls of the school.Major Issues of T eacher Education - A lot of planningand resources has been spent for improving the quality ofteacher education. New technologies have been introducedin the field of education, still our teacher-education couldnot raise upto the expected level. It is lacking behindsomewhere in realizing its purpose. Its scope hasbroadened and its objectives have become focused duringthe last thirty five years, but teacher education could notrealize its objective fully.

Anjali Khare * Dr. Sadhana Kamthan **

*Asst. Professor , Sheetla Shiksha Mahavidyalaya, Dabra, Gwalior (M.P .) INDIA**Guest Faculty (Psychology) V .R.G. Girls College, Gwalior (M.P .) INDIA

Following Are the Major Issues of T eacher-Education -Science and T echnology - The world has becomeinterdependent and is turning gradually into a global village.But educational programmes for teachers or teacher-education has not made full use of their development skillthe teachers with the knowledge of latest technologicaladvancement are not being produced who are expected touse these upcoming techniques.Developing Creativity - No doubt bloom in his life timerevised the objectives of higher mental order by placingcreativity at the top because development of creativity isvery essential for the all round development of human being.But we have forgotten that knowledge cannot be delivered,it has to be created. It means that we should emphasis oncreativity.Working Of T eacher-Education Institutions - TheNational Council for teachereducation (NCTE) is aregulatory body which controls the functioning of theseinstitutions and prevent them from becoming commercialinstitutions, but because the country is so diverse withinnumerable institutions, it sometimes get difficult to monitorall the institutions. Some unscrupulous institutions havebecome simply money making centre and produce certifiedbut incompetent teachers which is a matter of great concernbecause incompetency of teachers can harm the systemof education.Globalization and Erosion of V alues - Due to globalizationand advancement of science and technology world hasbecome closer. Access to all kind of information is very


easy. The facility of internet has reached every nook andcorner of the country. Every transaction is going to be online.But there are several deviations particularly of youngstudents who are prone to malpractices. It is said that “ourinclination towards bad is more than our inclination towardsgood”. In this sense mobile culture, internet, face book andtwitter etc. have polluted young minds. This led to theerosion of values.Developing Life Skills - Life skills are certain skills whichare essential for personal development and growth.

These skills enable man to deal with the life’s difficultiesand adversities more effectively. These skills are (a)Thinking Skills (b) Self Awareness, Problem Solving,Creative Thinking, Decision making and Critical thinking(b) Social Skills – Interpersonal relations, effectivecommunication and empathy (c) Emotional Skills – StressManagement.

Main issue is that teacher-education is memory basedi.e. there is no active involvement of students, so we arelacking in the development of life skills among the students,which are essential for all round development of students.Realisation of Constitutional Goals - India is a democraticSociety and there are four founding pillars of this democraticsociety as are mentioned in our constitution. These arel Equality of status and opportunity.l Liberty of thought, expression, faith, belief and worship.l Fraternity assuring the dignity of the individual and unity

and integrity of the nation andl Justice – Social, Economic and political

These concepts incorporated in the constitutional areessential for national development. One of the major issuesof teacher education is the realization of these constitutionalgoals.Social Issues - There are various social problems issuesthat today our nation is confronting. These are populationexplosion, unemployment, diversity and communal tension.Teacher can safeguard students against these socialproblems of they are sensitive towards these issues.Structure of T eacher-Education Programme - A lot ofstress is given on teacher education course in India,unfortunately still there are several loopholes in the system.Several loopholes are following -Curriculum - Curriculum of teacher education porgrammein India has been criticized much. Some educationists feethat it does not fully address the need of contemporaryIndian Schools and society and it does not contain relevantcontents for teachers who are to impart quality educationin schools.Quality Concern - Quality in education relates to the qualityof the work undertaken by a teacher, which has significantlyeffect upon his or her pupils. Teacher education has notcome up to the requisite standards. Teachers are not ableto think critically and solve the issues related to teachingmethods, content, organisations etc. more knowledge oftheoretical principles is emphasized and teachers are notable to these principles in actual classroom situations.

Time duration - One year duration of teacher educationprogramme has been an issue of much long debate. Theteacher education curriculum which includes theory andpractical and internship in actual schools require much moretime for its effective implementation. National curriculumframe work (1998) also recommends for two year durationof teacher education programme but could notimplemented. So there is a need to extend the timeperiodof present teacher-education programme.Remedies -1. Value education should be given to teachers, so that

they could educate young minds in the right direction.2. Curriculum of teacher education programme should

be revised from time to time according to changingneeds of society.

3. The quality of teacher education programme shouldbe up graded.

4. Teacher education programme should be raised to auniversity level and that the duration and rigour ofprogramme should be appropriately enhanced.

5. Teacher education institutions should be put under strictcontrol of this regulatory body for the selection ofteacher, students and provisions of good infrastructureetc.

6. Institutions working should be examined from time totime and strict action should be taken of they fail tocome up to expected level.

7. Teachers should train about stress managementmechanism so that they could help students inmanaging the stress and sustaining themselves in thistime of social isolation, parental pressure and cut throatcompetition.

8. Teachers should be able to think critically make rightdecisions and maintain harmonious relations withothers.

9. Teacher education programmes should enables theteachers to develop there life skills among students.

10. Techniques used in teaching should develop habit ofself learning and reduce dependence on teachers. Itwill help them to reflect on their own and doingsomething new. Doing something new is creativeness.

11. Teachers should encourage student’s capacity toconstruct knowledge.

12. Constitutional goals of justice, liberty, equality andfraternity can be realized through proper teachereducation.

13. Teachers are to make positive contribution to therealization of the constitutional goals.

14. Teachers must understand the importance of theconstitution in its true prospective in the light of IndianCulture ethos and integrate it with the philosophy ofeducation.

15. Teachers should prepare to own responsibility towardssociety and work to build a better world, commitmentto justice and zeal for social reconstruction.

16. The impact of science and technology and ICT on


society and education should be fully discussed inteacher educations institution.

17. Scientific temper should be developed and itsapplication for the solution of problems of life shouldbe encouraged.

18. New knowledge and new experiences should beincorporated in the curriculum and there should be ascope for teachers for reflection of knowledge.

19. Educational institutions should be graded accordingto the standards of the institution and admission shouldbe allowed according to standard of the institutions.

Conclusion - Teacher and his education are very significantaspects of any nation. The education gives a new shape tothe individual and the nation as well. It is a well known sayingthat teacher is the nation builder. The quality of teachereducation programme needs to be up graded. Teachereducation has not come up to the requisite standards.Teachers are not able to think critically and solve the issuerelated to teaching methods, content, organisation etc.teacher education programme needs a comprehensive

reform and restructuring curriculum of teacher-educationprogramme needs to be revised according to changingneeds of society. No doubt a lot of stress is given on teacher-education course in India. Unfortunately still there areseveral loopholes in the system. After the deep study andhealthy discussion with educationist, I came to thisconclusion that Centre and States Governments should jointhe hands to bring the quality and improvement in theteacher education, then bright future of teacher educationis possible. This article would be helpful to State and CentreGovernments policy maker budget allotment and besteducationists to bring reforms in teacher education.

References :-1. Aggarwal, JC (1996), Essentials of Educational

Technology, Vikas Publishing House, New Delhi.2. Rajan. J (2005) – Review of Social Sciences, Vol-VI,

No.23. Anand C.L. (2000) – Teacher Education in emerging

India, NCERT, New Delhi.

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Abstract - Growing complexities of the society and emerging challenges of Education demand a self renewing innovativeTeacher Education. Being innovative is about looking beyond what we currently do, identifying the great ideas oftomorrow and putting them into practice. Time is constantly changing and the only way to keep up with it is to keepgrowing and evolving. Learning never stops all over life, and for teachers to evolve, as a good teacher needs toexplore themselves and try innovative educational measures to impart new knowledge. The national vision missionwill definitely nurture innovations as evident through the emergence of National Curriculum for Teacher Education(NCTE, 2009) and Teacher Education: Reflections towards Policy Formulation. There are proposals for IntegratedInnovative Teacher Education Programs envisages establishing a Centre of Excellence in Teacher Education forResearch, Training & Development, Capacity Building to Exhilarate and Enthuse Educators and Institutions. There isResearch for Holistic Education. Attempts are being made for enhancement of professional competencies of teachersthrough ICT mediated Constructivist Approach. India is committed to compatible education for all, which is beingrealized through the various dedicated programs, essentially innovative in nature.Key Words - Innovative Pedagogy, Capacity Building, Integrated Learning, Holistic Education, Professional Development.

Teacher Education Reforms And Quality Concerns InContemporary Teacher Education

Introduction - The Indian sub-continent has one of thelargest education system as well as teacher educationsystem. There are several affiliated colleges and institutesthat offer teacher education programs. All the programsare identical but its standards vary. Some unscrupulousinstitutes are simply money making centres and results incertified but incompetent teachers. The National Councilfor Teacher Education (NCTE) is a regulatory body butbecause the country is so diverse with innumerableinstitutions it sometimes get difficult to monitor all theinstitutions. NCTE has four different zones of the countryfor regulating the function of these institutes and to preventthem from becoming commercial institutions.Emerging T rends and Reforms - Innovations andinitiatives in teacher education referred will thus beexamined in terms of the extent to which they are beingresponsive to the types of developments and the changedemphasis currently occurring in the schooling systems ofthe Country.Change As An Essential Element - Change can be definedin many ways; encyclopedia presents a number of varyingdefinitions for change. One variation presents the meaningof change as “to become different~ alter, or vary. A newinnovation, idea, strategy, or technique presents theopportunity for change, the opportunity to alter what iscurrently in place. Change is sometimes radical, and,sometimes, it is marginal.

Specific characteristics of an innovation can include

Rajkumar B.N. *

*Research Scholars, CMR University , Bangalore (Karnat aka) INDIA

the following.l It introduces a new or novel element which deviates

from existing structures and/or procedures and isorientated towards the values of the society.

l Its specific objective and/or purpose is relevant to theneeds of the community and related to nationaldevelopment.

Educational Reforms and Development s in Education-Educational reform refers to a planned change brought intowidespread use for the betterment of an educationalsystem. It is an innovation that is in wide spread usethroughout a particular education system. Educationaldevelopment refers to educational reforms, innovations orchanges that result in the advancement or improvement ofeducation systems. The programmes such asl Restructuring secondary education,l Educational and communication technology,l Professional training, including professionalsupport

services and distance education, andl Science and technology education. Are considered as

the emerging reforms in education.Continuing education is important with regard to

teachers and teacher education, as it enables teachers tokeep abreast of the latest developments in their Anothermajor trend is the introduction of computer-assistedinstruction (CAI) systems into the classroom.

Professional training (support services and distanceeducation) .There are three main concerns in the


professional training of teachers: the inculcation of a valuesystem appropriate to a career in teaching; the impartingof specific new skills and knowledge; and the retraining ofteachers to enable them to keep pace with new trends ineducation through in-service education.Changing S tatus and Roles of T eachers - There was atime when the teacher’s role was to pass down to theyounger generation the knowledge, experiences andmythology of a slowly evolving society. The pace of changein contemporary society has made this role redundant. Themodern teacher must be, among other things, a change-agent. It does not matter whether one is addressing thesituation in a developing country or an industrialized nation,the problem remains the same. What are the newdimensions of his [or her] role, and how is the teacher to betrained to fulfill that role. In examining the changing role ofthe teacher we need to see the changes as being aresponse to, and an attempt to confront, the pressures of asociety undergoing constant transition.’ (Goble and Porter,1977)Implied in this quotation is the changed role ofeducation—that is, from one of transmitter of culture to oneof transformer of culture.The rise of creativity - Creativity is required to bring newthinking and solutions to the problems facing education andto engage in professional and system learning. Creativityinvolves seeking and discovering new perspectives,.Creativity involves the ability to synthesize, or what AlbertEinstein called “combinatory play,” which is creating newcombinations by drawing on data, perceptions and practice.To engage in such creativity requires self-assurance andthe ability to take risks. It requires a passionate interestand self-confidence. This creative work can be subversive,disrupting existing patterns and thought (a themeexploredby C.M. Christenson11). Creativity is necessary if we areto “see with fresheyes.”Creativity is necessary forinnovation, and innovation, by its nature, is a creativeendeavor. There is a significant difference betweeninnovation and systemic attempts to improve by buildingon good practice. Innovation is a creative response ratherthan an adaptive response.Innovation - A disciplined undert aking - In the same waythat creativity requires discipline; the same is true forinnovation. One of the questions that is being increasinglyconsidered is: How best may innovation improve quality?If organization, management and planning are ofimportance in the day-to-day pursuit of quality and efficiency,they are even more important in the undertaking ofinnovations. There are three critical aspects of theinnovation process. First, the prototype innovation has tobe created - devised from the beginning, adapted fromsomething existing or imported from elsewhere. Second, ithas to be introduced into the system somewhere (usuallyon a small scale). Third, it has to be spread throughout thesystem. It has been established that carefully planneddesign and development is useful for ensuring that prototypeinnovations are viable. It has also been established that

planning is necessary to enable innovations to be judiciouslyintroduced into the system (usually on a small scale and asa trial). The Innovation a liaison for public services thatsupports innovation in schools and children’s services,describes innovation as “the successful exploitation of newideas.”It identifies different types of innovation: thoseinvolving entirely new ideas, others involving the reworkingof old ideas, and those involving the transferring andembedding of existing ideas into new settings. Innovationis disciplined when it is -l Focusing on improving learning opportunities and

outcomes for all students.l Creating new synthesis by generating, exploring and

developing ideas.l Evidence-based, not just data-driven.l Closely monitored.Principles of teacher-lead innovation - The frameworkdescribed earlier is underpinned by a set of principles forengaging teachers in disciplined innovation. Theseprinciples were identified as part of the Churchill FellowshipprojectCharacteristics -l Has a strong moral purpose.l Is focused on students, their needs and aspirations.l Is undertaken on behalf of the profession.l Is oriented toward learning (student, teacher and

system learning).l Needs to be closely monitor and is evidence based,

adopting a development and research approach,ensuring data (in its broader sense) guides decisionmaking and continuous improvement.

Teacher leadership -l Building the capacity of teachers to effectively engage

in improving theirpractice.l Developing sustainable cultures of continuous

improvement.l Valuing philosophical enquiry to inform thinking and

practice.l Increasing school autonomy and teacher authority for

improvementl Reclaiming teacher professionalism within a public

accountability framework.Approaches for teacher education -l Integration of Micro-Teaching Skillsl Integration of Life-Skillsl Integration of Techno-Pedagogic Skillsl Problem Solving Through Participatory Approachl Personalized Teacher Educationl Integrated Teacher Educationl Specialized Teacher Educationl ICT Mediated Educationl Bridging the gaps between Teaching Styles & Learning

Stylesl Developing Integrated Thinking Stylesl Training Thinkingl Choice Based Credit System


l Electronic Distribution of Examination Papers (EDEP)l Total internal Continuous Comprehensive Evaluationl Constructivist Approachl Research through novel approachesl Wholistic Approach

Teacher Education Institutions at different levels,particularly in higher and technical education fieldcountrywide, have innovated and institutionalized a numberof programs, namely,l M.Tech Education by NITTTR, Bhopal and Chennail Master of Educational Technology (Computer

Applications) by SNDT, University, Mumbail M.Tech. (Educational Technology) by Kurekshetra

University, Kurekshetral B.Sc. in Teaching Technology by Sikkim Manipal

Universityl Comprehensive Teacher Education Program, Gandhi

Shikshan Bhavan College of Education, MumbaiUniversity, Mumbai (2000)

l Four Year Integrated Program of Teacher Education,RIE,NCERT(1963)

l B.Ed. (Educational Technology) , AEC Teacher TrainingCollege, Pachmadi, MP

Conclusion - Innovativeness by virtue of its nature isessential feature of Teacher Education. Teacher Educationprepares the teachers to help learners meet the challengesof life, fully &confidently. Research rather than stereotyped,should have problem based agenda.

The researchers should be respected and paiddifferentially, simply because of the extremely added stressdue to unquenched quest for exploration. Innovations breedin a peaceful environment, a unique, dedicated andhumanistic culture.

Growing complexities of the society and emergingchallenges of life demand a self renewing innovativeTeacher Education which is essential for survival. There isnothing to get disheartened. Indian Education is a state offlux. It is highly a state of flux in Indian Education. Thenational vision mission will definitely nurture innovationsas evident through the emergence of National Curriculumfor Teacher Education (NCTE, 2009) and TeacherEducation: Reflections towards Policy Formulation (NCTE,2009). There are proposals for Integrated InnovativeTeacher Education Programs envisages establishing a

Centre of Excellence in Teacher Education for Research,Training & Development, Extension Capacity Building toExhilarate and Enthuse Educators and Institutions. Thereis Research for Wholistic Education. Even the generalstreams of Science and Arts have realized the importanceof Teacher Education. Attempts are being made forenhancement of professional competencies of teachersthrough ICT mediated Constructivist Approach. India iscommitted to compatible education for all, which is beingrealized through the various dedicated programs, essentiallyinnovative in nature. Our Indian Education System needsserious reforms and changes. India needs reforms frombasic itself.References :-

1 Altbach, P.G. 1987. ‘Teaching: International Concerns.’Teachers CollegeRecord. 88,3,326-329.

2 APEID. 1987. Teacher Education: Issues, Needs andPlans for Action. Bangkok.

3 Arora, K and Dasgupta, H. 1977. Second NationalSurvey of Teacher Education at Elementary Level. NewDelhi: National Council of Educational Research andTraining.

4 Bhagia, S. 1982. ‘Some Thoughts on In-serviceEducation.’ New Frontiers in Education.New Delhi.National Institute of Educational Planning andAdministration.

5 Bhatnagar, T.N.S. 1983. ‘Student Teaching and OtherPractical Work in the B.Ed. Programme in India:Review of Studies and Literature.’ Indian EducationalReview. No. 3, 17-33.

6 Chaudhri, M.M. 1986. ‘India: From SITE to INSAT.Media in Education and Development. 19, 3, 134-140.

7 Chaudhuri, S.C. 1985. Socially Useful Productive Workin Secondary Teacher

8 Education. New Delhi. National Council of EducationalResearch and Training.

9 Coldevin, G. and Amundsen, C. 1985. ‘The Use ofCommunication Satellites for istance Education: AWorld Perspective.’ Canadian Journal of EducationalCommunication. 14, 1, 4-5, 20-23.

10 Cropley, A.J. 1981. ‘Lifelong Learning: A Rationale forTeacher Training.’ BritishJournal of Teacher Education.7, 1, 57-69.

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Abstract - Education being a dynamic process involves two way communications between a teacher and a student.Thus the performance of teacher is very important in the field of education. To improve the quality of education, theteacher must have pre-request information about current scenario of education system and must have the qualities tounderstand and tackle the problem in the on-going present scenario of the education system. To enhance thesequalities among a teacher, teacher education is of utmost importance. To provide teacher education to teachers,proper training of teacher is essentially required. This paper highlights the challenges & problems of teacher educationand suggestions to improve its condition.Key Word - Communication, quality, Professional and scenario.

Challenges & Problems Of Teacher EducationAnd Suggestions To Improve Its Condition

Introduction - Teacher education is one of the mostimportant components of the education system. Teachereducation form an integral part of the education system asthe teachers are responsible for shaping the views of thestudents which in turn shape the views and future of anation. In any educational institution there are three aspectsto be managed- academic, administrative and financial.Besides these there are human and physical resources tobe managed to their optimum level. In other wordsmanagement of input-process-product is of utmost concernof the system of teacher education. If every component isof good quality then the final product i.e. the teacher will beperceived as fulfilling the needs of the consumers. Thereare many problems and issues plaguing the system ofteacher education. Teacher preparation has been a subjectof discussion at all levels, from the government ministries,regulatory bodies, schools, to teacher themselves. Thus ,it is very important that efficient teachers are recruited forbright, young and valuable minds.

Major Recommendation of Educational Commissionand Committees on Teacher Education -

Teacher education means professionals preparationof teachers. Teacher education established the concept ofacquisition of certain type of knowledge skills abilities tocounter the problem of the current education system.Teacher education means shaping the habits, attitudes andpersonality of a teacher in a way that they are beneficiaryfor the students and in turn for the society. The training ofteachers is of utmost significance in the education system.Teacher education is an important tool to improve the overallquality of education. It is an accepted fact that quality ofeducation depends upon the sound quality of the teachers.

The Govt. of India realised the importance of education

Dr. Sandhya Bhardwaj *

*Guest Faculty (English) V .R.G. Girls P.G. College, Morar , Gwalior (M.P.) INDIA

as a resort of which many reforms were brought outparticularly after independence.1. The University Education Commission (1948)

recommended that theory and practice of pre serviceteacher education must support each other.

2. The secondary education commission (1952-53)recommended the adoption of new techniques ofevaluation and intelligent person should be attractedteaching profession.

3. Education commission (1966) the Professionalpreparation of teachers has been recognised to becrucial for the qualitative improvement of educationsince the 1960’s (Kothari Commission 1964-66).In spite of adopting these recommendations by various

organisations and committees still various problems ofteachers training exist.Challenges of teacher education - Major challenges inteacher education concern the following -1. Problem of Facilities to Teachers2. Regional Imbalances3. Proliferation of colleges of education4. Alternative modes of teacher education5. Problem of Recruitment and selection6. Examination system7. Artificiality in courses of theory and practice8. Isolation of colleges of education9. Duration of teacher education programs10. Less emphasis on development of professional attitudeFurther there are challenges related to the quality of teachereducation -1. Curriculum2. Subject knowledge3. ICT Skills4. Personal and social skills


5. Context sensitivity6.New pedagogy of the global world7. No impact on school practice8. Ineffective methods of teaching9. Competencies10. Poor academic background of student-teacherProblems of T eacher Education -

1. Small time period provided for teacher ’s training -In India, this period is of one year after the graduation - theeffective session being of six to seven months. The mainpurpose of teacher education programme is to develophealth attitude, value and broad based interest. It is notpossible during the short duration.2. Selection problem - Better selection method wouldnot only to improve the quality of training with better selectionmethod would not only but also save the social and personaland wastage. Here some suggestions are mentioned -(a)Test of General Knowledge should be applied.(b)Candidate should be interviewed. (c) Test in schoolsubjects. (d) Test of intelligence should be administered(e) Test of language. (f) Aptitude; interest and attitudeinventory should be administered.3. Defect s in concerning p apers - The meaning ofeducation, its objectives, the socio-cultural and politics-economic background, the principles should know by astudent teacher that guide construction of curriculum etc.But a good Orientation is impossible in a short duration.Some steps may be taken in this connection - (i) allowingmore time to learners for sound build-up and good readingof the attitude and intellect, (ii) pruning the existing course(iii) To arrange for exchange of experience than merelyattending lectures, (iv) To change the mode of testing inputs(v) In the daily school teaching the content must have directimplications.4. Incompetency of student s and teachers - Thecurrent training programme does not provide properopportunities to the student teachers to develop competencybecause the organizers of teacher’s training programmeare not aware of the present problems of schools. So thereshould be a close matching between the work schedule ofthe teacher in the programme and school adopted forteacher preparation in a training college.5. Practice teaching neither adequate nor properlyconducted - Inspire of all kinds of elaborate arrangementsregarding practice in teaching, student teachers are notserious to the task of teaching, deficient in sense of dutyindifferent to children, irresponsible, aimless, lackinginnovative measure in teaching which are great obstaclesin the development of pedagogical skills.6. Lack of subject knowledge - The teacher trainingprogramme does not emphasize the knowledge of the basicsubject. The whole teaching practice remains indifferentwith regard to the subject knowledge of the student teacher.7. Faulty teaching method - In India teacher educatorsare averse to experimentation and innovation in the use ofteaching methods. Their acquaintance with modern class-

room communication devices is negligible.8. Isolation of teacher ’s education dep artment - Theteacher education has become isolated from schools andcurrent development in school education has beenobserved by education commission. The schools considerthe teacher education department as an alien institutionand not a nursery for the professional development of schoolteacher. These departments not caring for the sounders ofpedagogy involved in the procedure but only observe theformality of finishing the prescribed number of lesson.9. Supervision problem of teaching - The supervisoryorganizations for practice teaching aims by using varioustechniques and practical skills in teaching at bringingimprovement in the instructional activity of the studentteachers and help them to develop confidence in facingthe classroom situations which is done through followingtypes of supervision.10. Supervision before classroom teaching - It aims atguiding in learning to organize contents, planning theirlessons, developing other related skills and formulatingsuitable gestures. At present the lesson plans are checkedsuperficially and no discussion is made by the subjectmethod specialist.11. Inadequate empirical research - Research ineducation has been considerably neglected. The researchconducted is of low quality. Before undertaking anyresearch, the teacher programmes are not studied properly.12. For professional development lack of facilities -Most of the programmes are being conducted in a routineand unimaginative manner. Even towards development ofa sound professionalization of teacher education in thecountry the association of teacher educators has notcontributed anything.13. Poor academic performance background ofstudent teachers - Mostly candidates do not have therequisite motivation and an academic background for a well-deserved entry in the teaching profession.14. Proper facilities not available - The teachereducation programme is being given a step motherlytreatment in India. The teacher education institutions arebeing run in rented buildings about 20 percent without anyfacility for an experimental school or library or laboratoryand other equipments that is necessary for a good teachereducation department. There are no separate hostelfacilities for student teachers.15. Demand and supply not sufficient - The StateEducation Department have no data on the basis of whichthey may work out the desired intake for their institutions.There is a considerable lag between the demand and supplyof teachers. This has created the problems ofunemployment.16. Some other problems of teacher education -a. Poor standards with respect to resources for colleges

of education.b. Unhealthy financial condition of the colleges of

education


c. Negative attitude of managements towardsdevelopment of both human as well as materialresources.

d. Lack of occupational perceptione. Feedback mechanisms lacking.f. Objectives of teacher education not understood.g. Secondary level teacher education is not the concern

of higher education.h. Lack of dedication towards the profession.i. Uniform education policy of the government treating

excellent institutions alike.j. Traditional curriculum and teaching methods of

teaching in the teacher education programme.k. Haphazard and improper organization of teacher

education.l. Unplanned and insufficient co-curricular activities.Suggestions to improve the condition of teachereducation - Some suggestions here to improve thecondition of teacher education -1. Internship should be of sufficient time (six months) and

student teachers must be exposed to the fullfunctioning of the school.

2. Evaluation Teacher education, like technical educationand higher education must be the responsibility of thecentral government.

3. Teaching days to be increased up to 240 per year.4. Among teacher education institutions uniformity must

be ensured and maintained in terms of timings of theprogramme, curriculum and duration.

5. Low standards Institutes should be reformed.6. Affiliation condition should be made strict.7. On a continuing basis curriculum development to keep

pace with current trends.8. Teacher education should be increased to two years

duration.9. Government should look after the financial

requirements of the institutions.10. Teacher education privatization should be regulated.

11. Refresher course should be organized for teachereducators frequently.

12. Research in teacher education should be encouraged.13. Teacher educators must be experienced and well

qualified with language proficiency.14. Selection procedure must be improved and interviews,

group discussions along with common entrance test.15. Teacher educators to be trained in the use of ICTs.16. Regular inspection by NCTE should be done on a

regular basis.17. Professional development of teacher educators as on-

going ritual.18. On practice teaching more emphasis should be given

till mastery is reached with appropriate feedback.19. Teacher pupil ratio should be ideally 1:8.20. Internship in teacher education should be objective,

reliable and valid.21. Several types of co-curricular activities in the curriculum

should be included.Conclusion - Teacher education should be perceived asan integral part of educational and social system and mustmeet the requirements of the school, college system. Whileit is essential to prepare effective teachers it is equallynecessary develop commitment and build capacity toperform among teachers. The teacher should be in par withthe latest development, taking place not only in the field ofspecialization but also in area of education developmentshould be laid on removing the problems discussed aboverelated to teacher education. Thus in turn help to accomplishthe desired goods concerned with teacher education andhelp in improving the quality of teachers and educationsystem.References:-1. NCTE website.2. University education commission (1948)3. Pathak , Dr. P.D. : Indian Education & its Problems.4. Sharma R.K. : Teacher Education.5. N.C.E.R.T, New Delhi.

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Abstract - The National Policy on Education (NPE-1968) was ready to improve the quality of education in the countryand was focused on providing education facilities to all citizens of the country. The policy has been reviewed in lateryears. It was further updated in 1992 for the spread of knowledge and freedom among the citizens of the country.Although education is in concurrent list of the Constitution of India, the State Government plays an important role in thedevelopment of education especially in primary and secondary levels.Key Words - Education, principles, Emphasize.

National Policy in Education and Teacher Education

Introduction - Since the country’s independence in 1947,the Indian government sponsored several programs to solveproblems of illiteracy in both rural and urban India. India’sfirst education minister, Maulana Abul Kalam Azad,considered the control of strong central government oneducation throughout the country, which had a similareducational system. In order to develop proposals formodernizing the Indian government education system, theCentral Government established the University EducationCommission (1948-19 49), Secondary EducationCommission (1952-1953) and the Kothari Commission(1964 -66). The resolution on scientific policy was adoptedby the government of India’s first Prime Minister JawaharlalNehru. The Nehru Government sponsored the developmentof high quality scientific education institutions like IndianInstitutes of Technology. In 1961, the Central Governmenthad formed the National Council of Educational Researchand Training (NCERT) as an autonomous organization,which would advise both the Union and the StateGovernments to prepare and implement the educationpolicies. According to National Policy-1968 on Education,the Indian government had prepared some principles topromote the development of education in the country. Theseare the principles:Free and compulsory education - As per Article 45 (IndianConstitution), education should be free and compulsory upto the age of 14 years. Steps should be taken to ensurethat the enrolled child in the school must complete thecourse successfully.Teacher Education - The teacher who determines thequality of education in the country is the most importantperson. They should be respected in the society. Regardingtheir responsibilities and qualifications, their salary andservice standards should be increased. Proper attentionshould be given to teachers’ education. They should also

Dr. Dhirendra Singh Yadav *

*Asst. Professor , Institute Of Education Bundelkhand University , Jhansi (U.P .) INDIA

get academic freedom to write, study, and speak on nationaland international issues. The Constitution of India mentionsthe freedom of expression to all.Language development - This policy emphasized thedevelopment of Indian as well as foreign languages in thecountry. Three language formulas should be introduced inwhich a student at the secondary level should be aware ofthe regional language of Hindi, English and its state.Language Sanskrit has been included as an optional subjectat the secondary level.Education opportunity for all - Under this policy, everychild of the country should get education whether it is caste,religion, region or whatever. Special emphasis should begiven to backward classes, minority children, girls andphysically handicapped children to take advantage of theeducation facilities.Uniform Education S tructure - The structure of educationshould be uniform in the whole country. It should be 10 + 2+ 3 pattern from higher secondary to college level.Uniform Education S tructure - During the study eachstudent should get an environment for sports and sports.They should also develop the quality of work experienceand also participate in programs related to nationalconstruction and community services.To review progress - The government should periodicallyreview the progress of education in the country and presentguidelines for future development.NPE-1986/92 (Revised) - The National Policy for Education1986 was revised in 1992. This is a broad framework forthe development of education in the country. The principlesincluded in NPE-1968 have been included in the new policywith some amendments.Amendment for T eacher Education -l New education policy will emphasize on the retention

of children of children in primary level schools. Plans


should be strategically controlled because of leavingchildren in schools. To introduce a network of non-formal education in the country and education mustbe made mandatory by the age of 14.

l For their development in education, the backwardclasses, physically handicapped and minority childrenshould pay more attention.

l The main emphasis will be on women’s education toovercome poor rates of illiteracy in the women. Theywill be given priority in various educational institutionsand special provision will be made for them in business,technical and vocational education.

l Institutes will be provided with resources such asinfrastructure, computers, libraries. Accommodation forstudents will be made available especially for girls’ girls.Teachers will have the right to teach, learn andresearch.

l The Central Advisory Board of Education will play animportant role in reviewing the development ofeducation and also determine the necessary changesto improve education in the country.

l The State Government may establish the State AdvisoryBoard of Education to take care of the progress of thestate of education.

l NGOs will be encouraged to facilitate education in thecountry. At the same time steps will be taken to preventthe establishment of institutes for commercializationof education.

Conclusion - The national policy framework on teachereducation has long been preparing, and of course, due tothe position of our education system is overdue. This is

that the Ministry of Education expects the necessarystrength and encouragement to ensure a campaign for moreteachers about the structure, and the better teacherstructure is not an end in itself, and finally wants to do themain business of education Impact, which is to improvelearning, the achievements of children in school are theobject of every element of this policy.

References :-1. “AIEEE”. Ministry of Human Resource Development,

Retrieved on 3 January 20182. “National Policy on Education, 1986 (as amended in

1992)” (PDF). Ministry of Human ResourceDevelopment, Retrieved on 3 January 2018

3. “National Secondary Education Campaign”, ADCIL(India) Limited, Retrieved 3 January 2018.

4. Joshi, Reva (2008) “Citizenship education in India:From colonial rule to radical possibilities”. JamesArthur; Ian Davis; Carol Hohn, a sage book of

5. education for citizenship and democracy. Pp. 175-188,ISBN 1412936209, retrieved 3 January 2018.

6. Ministry of Human Resource Development “NationalSecondary Education Campaign” National InformationCenter, Retrieved 3 January 2018

7. Nayar, Deepa (2009). “India is facing ‘historical’identities” Journal of Educational Media, Memory andSociety 1 (1): 145-164 JSTOR 43049323, Retrieved 3January 2018.

8. Nitin (November 13, 2013). “What is the NationalHigher Education Campaign (RUSA)?” A IndiaEducation, Retrieved 3 January 2018.

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Abstract - The present paper focused on women empowerment and inclusive education which is an important variable,determiner the economic status of women and important component of the inclusive growth. This paper discuss aboutthe various aspects of education in women empowerment. Empowering the women with the help of inclusive educationhas time to prove catalyst for rapid social and economic growth.Key Words - Women empowerment, inclusive education, literacy, government initiatives.

Women Empowerment And Inclusive Education

Introduction - India is home to over 7.5% of the world’sfemale population. Women are heart and soul of our Indiansociety whether they are working or not, mother is the onewho influence the children’s life most. Educating women isof the most important investments that country can makein its own future. Women empowerment means creation ofenvironment for women where they can make decisions oftheir own for their personal benefits as well as for the society,women population constituents around almost 50% of theworld population. The concept of women empowerment wasintroduced at the international women conference happenedat Nairobi, Kenya in 1985.The issue of inclusion has to beframed within the context of wider international discussionsaround the united nations organization’s agenda of“education for all (EFA)” stimulated by the 1990’s jomtierdeclaration. According to The United Nations Educational,Scientific and Cultural organizations (UNESCO), inclusionas “A Dynamic approach of responding positively to pupildiversity and of seeing individual differences not as aproblem, but as opportunities for “Enriching Learning”.

Education plays an important role in womenempowerment which is a powerful tool of change theirposition in the society. India can be a developed nation ifwomen are educated and empowered. ‘‘It is impossible tothink about the welfare of the world unless the condition ofwomen is improved. It is impossible for a bird to fly on onlyone wing.’’- Swami Vivekananda Status of Women inEducation - There is a considerable gap between maleand female literacy rate in India .India will attain universalliteracy only until 2060.As per the census of 2011, aneffective literacy for men was 82.14% where as for womenit was 65.46%. There is a gap between male and femaleliteracy rate which can be seen in the table below: YearPerson Male female 1971 29.5 39.5 18.7 1981 63.2 46.924.8 1991 52.1 63.9 39.2 2001 65.38 76.0 54.0 2011 74.0482.14 65.46 Source: Census of India (2011) Challenges

Shobhana Singh *

*Research Scholar (English) Jiwaji University , Gwalior (M.P .) INDIA

that make it difficult to access education: Educating a girlis one of the best investments her family, community, andcountry can make. We know that a good quality educationcan be life-changing for girls and young women’s helpingthem develop to their full potential and putting them on apath for success in their life. Certain challenges that theyare facing in current scenario are mention in the diagram -Diagram: challenges that make it difficult to accesseducation Government Initiatives for the empoweringwomen’s and their education: Challenges Cost of EducationConflict Social exclusion Poor school Environment Weakposition in society The year 2001 was declared as “womenempowerment year” and according to UNESCO “if all thechildren have capability to educate, per capital income wouldincrease by 23% over 40 years” If all women have primaryeducation, child marriages and child mortality could fall bya sixth, and maternal death by two-third.Government initiatives -l Policies and schemes swadhar scheme (1995)swayam siddha scheme(2001)l Sabla scheme(2010)l National mission for empowerment of women(2010)l Women Laws Dowry prohibition act, 1961l Hindu succession act, 1956l Protection of women from domestic violence act, 2005l Sexual harassment at work place act, 2013l The criminal law amendment act, 1983l Women reservation billl Literacy programs Mahila samakhya programl Sarv sikhsha abhiyan 1988l Sakshan bharat missionl Kasturba Gandhi balika vidhyalay scheme(2004)l National policy on education scholarshipsl National program for education of girls

The empowerment of women has been widelyacknowledged as an important goal in international


development. Conclusion: Education play very importantrole to improving women’s livelihood conditions. If womenis not educating, there are lots of disadvantages like,decreased family income, risk of exploitation limitedprospects, decreased nutritional value of food, increase riskof disease and limited economic growth of our nation.Government should focus on women’s growth anddevelopment and their education, by increase numbers ofempowerment schemes for women and their inclusiveeducation, women empowerment and education isnecessity of our society and is important for our successfulpresent and future.References :-1. Dr.M. shunmugasundaram and Dr.m.sekar,women

empowerment :role of education, international journalin management and social science.

2. Khushboo singh, Importance of education inempowerment of women in india, A publication of

motherhood university, roorkee.3. Bhavesh jha, Education: An instrument to enhance

women empowerment and inclusive growth.4. Lalitha devi, U.(1981),status and employment of

women in india, delhi B.R.publishing corporation.5. Lal, meera (2010),”Inclusive education for inclusive

growth”, challenges of education in 21st century, newdelhi, deep &deep publication pvt.ltd.

6. Desai,nand krishan raj (1987),women and society inindia,delhi,Ajanta publishers.

7. Neera Desai, ‘Changing Status of Women, Policies andProgrammes’ in Amit Kumar Gupta (ed) Women andSociety, Development Perspective, QuiterionPublishers, New Delhi.

8. Neera Desai and Maithreyi Krishna Raj, Women andSociety in India Op.cit, p. 44. Anil Kumar Gupta,Women and Society: The Developmental Perspective,Op.Cit., p. 93

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Abstract - The children of today are citizens of tomorrow. The Mid Day Meal Programme for the children is a part ofmaking the school attractive so that they view the school as their second home. One of common arguments againstmid-day meals is that they disrupt classroom processes. Teachers have been asked to spend their precious time(Jean Dreze 2003), managing various aspects of mid-day meal instead of teaching. In present study the Mid Day Mealin Gwalior city was studied with the objective to study the opinions of the functionaries of Mid Day Meal in Gwalior . InGwalior from November, 2007, the concept of Public Private Partnership was introduced. The Sadhana Mahila Mandalis the NGO who provides food to the students of government primary schools of Gwalior city. Introduction of public-private partnership has reduced teacher’s work load as well as changed the negative attitude of teachers towardsMDMP. The PPP marks lots of improvements or resolution of the issues related with the Mid-Day Meal programme.The programme has increased enrollment and attendance rate and reduced dropout rate and shown improvement inretention.Key Words - Mid Day Meal, disrupt, functionaries,dropout.

Opinions Of The Functionaries Regarding Mid-Day MealIn The Government Primary Schools Of Gwalior City

Introduction - In 1950 the Indian Constitution provided thatall States should provide free and compulsory education tothe children of every section of the society up to the age of14 years in ten years time. As the literacy then was only 16percent in India, the decision was timely important andaccording to the need of the land. Articles 29 and 30 of theconstitution give fundamental rights to every individual inconnection with education and cultural development. TheIndian Constitution laid the foundation for a federalgovernment in which the functions of the state and centralgovernment are distinctly defined. Despite of legislation andobvious advantages of the elementary education, it has notyet been possible despite nearly 50 years of effort in thisdirection to see it that every citizen gets elementaryeducation.

The National Policy of Education (1986), emphasizedthe importance of UEE. The programme of Action 1986mentioned that a comprehensive system of incentives andsupport services would be arranged for girls, SC, ST andchildren of weaker sections of society.

The MDM assures that children get one complete mealin school and that can devote their time to study ratherthan work. The provision of cooked mid-day meals inprimary schools is an important step towards the right tofood. Indeed mid-day meals help to protect children fromhunger (including “Classroom Hunger”, an old enemy ofschool education), and if the meals are nutritious, they canfacilitate the healthy growth of children.Madhya Pradesh become one of the first states to initiate

Dr. Sudha Devi Bhadoria *

*Princip al, D. V. S. Mahavidyalaya, Gwalior (M.P .) INDIA

the mid day meal in 1995. But after a pilot beginning in afew blocks, the program was discontinued in 1997 in non-tribal blocks. Even the programme in tribal blocksfloundered and remained largely on paper till 2002. In mostschools raw grains were provided in this period. In 2006,as a follow up of Supreme Court of India, MHRD,Department of School Education and Literacy, Governmentof India issued an order revised the norms of MDM.According to the revised norm schools should provide MDMwith minimum 400 calories and 12 grams protein.Research Scenario- The studies reviewed indicated thatthe scheme of MDMP had positive impact on enrolment,attendance and retention rate. CARE (1977), NIEPA (1979),Rajan and Jaikumar (1992), Pratichi (2004), Angom (2008)has found that the MDMP has increased the attendancerate. Further Rajan N Jai Kumar (1992), NCERT (1997),Blue (2005) revealed that the retention rate has increasedbecause of the MDMP. It has also been observed that thefund required to purchase the ingredients required for theMDMP ; for providing salaries to cooks, helpers etc. werenot provided in time which caused problems in regularimplementation of MDMP. Jain&Shah (2005), Gangadharan(2006) found that the government grants was far less thanthe total expenditure in many schools. CUTs (2007) foundthat most schools lacked adequate cooking and storagefacilities, use of wood and kanda produced huge quality ofsmoke and ash.Rational Of The S tudy - The objective of Mid Day MealProgramme was to give boost to universalization of primary


education and impact the nutrition of students in primaryclasses.

Observations obtained through review of the studies,news paper and researcher’s personal experience of thegovernment primary schools raised several questions inresearcher’s mind viz.l Does the MDMP really help in increasing the

attendance and enrolment?l Does the food provided in MDM really helps in reducing

the problem of malnourishment?l Whether teachers are right persons to be made

accountable for MDM delivery at the end point?l Is making them responsible for MDM, affecting the

overall schooling?In order to find out the answers to above mentioned

questions, this study was conducted. Objective Of The S tudy - To study the opinion of thefunctionaries regarding Mid-Day Meal in the governmentprimary schools of Gwalior city. Plan & Procedure - The Gwalior district is comprised offive blocks viz. Dabra, Bhitarwar, Gatigaon, Morar (R), andMorar (U). Morar (U) is the Gwalior city. Population for thisstudy i.e. government primary schools, are. 309 schools.Out of these schools 10% of them were selected randomlyfor the present study. The staff in charge for the MDMP inall the sampled schools was interviewed to get the ideaabout various aspects of MDMP. In addition to this CEO(Zilla Panchayat) and all the members of MDM cell wereincluded in sample. Further food supplier of the centralizedkitchen was also interviewed for the present piece of work. Tools For Dat a Collection -l Observation Schedule For The Schoolsl Semi Structured Interview Schedule for Teachers in

charge of Mid Day Meall Semi Structured Interview Schedule for the CEO in

charge of MDM.l Semi Structured Interview Schedule for Task Manager.l Semi Structured Interview Schedule For Quality

Monitor.l Semi-Structured Interview Schedule For The SupplierData Analysis - The data collected for the present researchstudy was analyzed with the help of quantitative andqualitative techniques. The researcher used percentage andcontent analysis method as per the requirement.Major Finding - In the Gwalior city, the contract of preparingmid-day meal was given to the Sadhana Mahila Mandal-an NGO which was having the centralized kitchen. Thecentralized kitchen of Sadhana Mahila Mandal was able toprovide the food to students of all the government primaryschools of Gwalior city.Monitoring Of The Mid Day Meal In School -l Teachers checked the meal by its appearance, texture

or odor and very rarely by tasting the food.l According to teachers in charge of MDM, the officials

from CRC and MDM cell as well as other departmentsgenerally came for monitoring.

l Approximately 9-10 teachers had opinion that thefrequency of monitoring from government officials gotreduced after the introduction of centralized kitchen.

l Approximately 76.66% teachers opined that their work-load reduced, as responsibilities regarding preparationand management of MDMP shifted from teachers tocentralized kitchen.

Teachers’ Opinion About Quantity And Quality Of MidDay Meal -l Approximately 73.33%, teachers said that the quality

of the food was good. 13.33% teachers said that thequality of food was below average as very often wateryfood was supplied by the NGO. Rest of the teacherssaid the quality of food was average.

l According to all most all the teachers the Mid Day Mealprovided regularly and punctually by the centralizedkitchen.

Teaching T ime -l 36.66% teachers said that the Mid Day Meal was

cutting teaching time. The reasons were, teachers haveto supervise receiving the food, distribution of food tostudents. Process of distribution of food to studentsand consumption of food took time from 40-50 minutesin those schools where enrollment rate was higher.

l 63.34% teachers felt that MDMP did not influence muchof their teaching time.

Opinion Of The T eachers About Imp act Of Mid Day MealOn Enrolment -l 83.33% teachers felt MDMP increased enrolment. 10%

teachers felt that MDMP had no impact on enrolment.l According to teachers, as the MDM satisfy students’,

hunger, they could pay attention in classroomprocesses 90% teachers felt that MDM has positiveimpact on the status of nutrition in children.

Social Discrimination -l According to all most all the teachers all the students

sat together and ate the Mid Day Meal. Socialdiscrimination was not found.

Teachers’ Suggestions T o Run The Scheme Smoothly-· According to some teachers class four worker or anassistant was must to assist them in the Mid Day Mealprogramme, in absence of peon or an assistant, it becamehectic task for them to serve the food and to maintain thedecipline as well as cleanliness in school premises. In manyschools single teachers were there hence it was difficultfor them to manage the programme all alone.Opinions Of The Official Of Centralized Kitchenl Officials of Sadhana Mahila Mandal got the food grains

from FCI depot directly. Most of the time the food grainswere of fair average quality. They were provided withthe stock of food grains for 3 months in advance.

l The cooking cost from CEO Zila Panchayat wasprovided to NGO after providing the meal for a month.

l The officials of NGO purchased Dal, Vegetables andother ingredients from local market.

l According to the official the cooking cost per child


should be increased which would help them in providingnutritious food to the school children.

Conclusion - In Gwalior from November, 2007, the conceptof Public Private Partnership was introduced. The SadhanaMahila Mandal is the NGO who provides food to the studentsof government primary schools of Gwalior city. The shift toa NGO-cooking the food, from cooking of food in individualschool premises, marks lots of improvements or resolutionof the issues related with the Mid-Day Meal programmeFake enrollment provided by teachers in order to get largequantity of food grains and extra cooking cost, teachers’work load because of the responsibilities related with thesuccess for implementation of the MDM, involvement ofstudents in cooking process, cutting of teaching time,unhygienic atmosphere of the school etc. were some ofthe issues related with the Mid-Day Meal. The introductionof PPP has reduced the problems to large extent. Theteachers as well as the government officials are satisfiedto the large extent by the introduction of NGO.

The programme has increased enrollment andattendance rate and reduced dropout rate and shownimprovement in retention. Further, intensive monitoring ofthe programme at school level as well as at NGO level bythe government officials and community participationimproved the functioning of the mid-day meal programme.Sharing of common meal enhanced socialization andreduced prejudices.

References :-

1. Afridi, F. (2005), ‘Midday Meals in Two States –Comparing the Financial and Institutional Organisationof the Programme’ Economic and Political Weekly,April, 9th. 1528-1534.

2. Angom, S. (2008), “Good Practices of Mid-Day MealScheme in Manipur”. Department of Higher andProfessional Education NIJEPA, New Delhi, November,2008.

3. Blue, J.(2005), The Government Primary School Mid-day Meals Scheme : An Assessment of ProgrammeImplementation and Impact in Udaipur District. SewaMandir, Udaipur. Available at http://www. righttofoo-dindia.org/data/blue2005middaymeals. doc

4. Department of Education, Ministry of Human ResourceDevelopment. Towards an Enlightened and HumaneSociety NPE (1986)- A Review. Government of India,1991.

5. District Education Department (2007), Mid day MealScheme Guidelines Gwalior, M.P.

6. Dreze, J. and Goyal, A. (2003), ‘The Future of Mid-dayMeals’ In Economic and Political Vol 38, No. 44,November 1st .

7. Gangadharan, VA (2006), Noon Meal Scheme inKerala. http://www.righttofoodindia.org/data/gangadharan2006keralan oonmealmanagement.doc.

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Abstract - Teaching is one of the main components in educational planning which is a key factor in conductingeducational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitativestudy aimed to investigate effective teaching in higher education.

Effective Teaching Methods in Higher Education -Requirements and Barriers

Introduction - Teaching is one of the main components ineducational planning which is a key factor in conductingeducational plans. Despite the importance of good teaching,the outcomes are far from ideal. The present qualitativestudy aimed to investigate effective teaching in highereducation Rapid changes of modern world have causedthe Higher Education System to face a great variety ofchallenges. Therefore, training more eager, thoughtfulindividuals in interdisciplinary fields is required1. Thus, research and exploration to figure out useful and

effective teaching and learning methods are one of themost important necessities of educational systems

2. Professors have a determining role in training suchpeople in the mentioned field

3. A university is a place where new ideas germinate;roots strike and grow tall and sturdy. It is a uniquespace, which covers the entire universe of knowledge.It is a place where creative minds converge, interactwith each other and construct visions of new realities.Established notions of truth are challenged in thepursuit of knowledge. To be able to do all this, gettinghelp from experienced teachers can be very useful andeffective.

New Effective T eaching Methods -l Having a course plan, using appropriateeducational strategies - According to Choi and Pucker,the most important role of teachers is planning andcontrolling the educational process for students to be ableto achieve a comprehensive learning. “The fact that manyteachers don’t have a predetermined plan on how to teach,and just collect what they should teach in a meeting is onereason for the lack of creativity in teaching” Klug andcolleagues in an article entitled “teaching and learning ineducation” raise some questions and want the facultymembers to ask themselves these questions regularly.1. How to increase the students’ motivation.2. How to help students feel confident in solving problems.3. How to teach students to plan their learning activities.

Dr. Jyoti Kushwah *

*Asst. Professor (Political Science) Maharaja Mansingh College, Gwalior (M.P .) INDIA

4. How to help them to carry out self-assessment at theend of each lesson.

5. How to encourage the students to motivate them forfuture work.

6. How I can give feedback to the students and informthem about their individual learning.

l Metacognition training and self-assessment of studentsduring teaching.l Using conceptual map and pre-organizing plan intraining - Improving the quality of learning through thepromotion of education, using pre-organizers andconceptual map, emphasizing the student-centered learningand developing the skills needed for employment are thestrategies outlined in lifelong learning, particularly in highereducation..l Encouraging creativity during teaching the lessonsThe belief that creative talent is universal and it will bestrengthened with appropriate programs is a piece ofevidence to prove that innovative features of the programsshould be attended to continually. Certainly, in addition tothe enumerated powers, appropriate fields should beprovided to design new ideas with confidence andpurposeful orientation. Otherwise, in the absence offavorable conditions and lack of proper motivations, it willbe difficult to apply new ideasExplaining and developing knowledge on how toresolve the issues in future career through classdiscussion - Senior instructors try to engage in self-management and consultation, tracking their usage ofclassroom management skills and developing action plansto modify their practices based on data. Throughconsultation, instructors work with their colleagues to collectand implement data to gauge the students’ strengths andweaknesses, and then use protocols to turn the weaknessesinto strengths. The most effective teachers monitor progressand assess how their changed practices have impactedthe students’ outcomesDocumenting experiences - Skills in documenting the


results of the process of teaching-learning cannot onlyfacilitate management in terms of studying the records, butalso provides easier access to up to date information.Requirement s related to faculty outlook in an effectiveteaching -l Alignment with organizational strategies - Coordi-

nation with the overall organizational strategies will al-low the educational system to move toward specialopportunities for innovation based on the guidelines

l Interested in student s and trust in their ability -When a person begins to learn, according to the valueof hope theory, he must feel this is an important learn-ing and believe that he will succeed. Since the feelingof being successful will encourage individuals to learn,you should know that teachers have an important rolein this sense

l Systemic approach in higher education - Mastersshould be aware of the fact that these students are thefuture of the country and in addition to knowledge, theyshould provide them with the right attitude and vision

l Being interested in the scientific field of study - Ifthe a teacher is interested in his field, he/she devotesmore time to study the scriptures of his field and regu-larly updates his information; this awareness in histeaching and its influence on students is also very ef-fective

Barriers -l The requirement s defined curriculum and re-

sources in the teaching, the large number of stu-dent s in classes, and High volume theoretical prin-ciples - The need for student-centered teaching isobvious but for some reasons, such as the require-ment in the teaching curriculum and the large volumeof materials and resources, using these methods isnot feasible completely

l Do not t ake a problem-based learning and student-centered learning in their evaluation as a bonusfor teachers - If at least in the form of teacher evalu-ation, some questions were allocated to the use ofproject-based and problem-based approaches, teach-ers would try to use them further

l Do not use educational assist ants - I think one ofthe ways that can make student-centered education pos-sible is employing educational assistants.l Lack of interest and motivation among student s -If each professor could attend crowded classes with two orthree assistants, they could divide the class into somegroups and assign more practical teamwork while they werecarefully supervised.Conclusion - In the present study, it was illustrated that agood teaching method helps the students to question theirpreconceptions, and motivates them to learn, by puttingthem in a situation in which they come to see themselvesas the authors of answers and the agents of responsibilityfor change. But whenever the teachers can teach by thismethod, they are faced with some barriers and

requirements. Some of these requirements are prerequisiteof the professors’ behavior and some of these areprerequisite of the professors’ outlook. Also, there are somemajor barriers some of which are associated with theprofessors’ behavior and others are related to laws andregulations. Therefore, to have an effective teaching, thefaculty members of universities should be aware of thesebarriers and requirements as a way to improve the teachingquality.

Effective teaching also requires structural changes thatcan only be brought about by academic leaders. Thesechanges include hiring practices reward structures thatrecognize the importance of teaching expertise, qualityassurance approaches that measure learning processes,outcomes in a much more sophisticated way than routinemethods, and changing the way of attaining universityaccreditation.

The nationally and locally recognized professors aregood leaders in providing ideas, insight, and the beststrategies to educators who are passionate for effectiveteaching in the higher education. Finally, it is supposed thatthere is an important role for nationally and locallyrecognized professors in higher education to become moreinvolved in the regulation of teaching rules. This will helpother university teachers to be familiar with effectiveteaching and learning procedures. Therefore, curriculumplanners and faculty members can improve their teachingmethods.

References :-1. Anderson A. The European project semester: A useful

teaching method in engineering education project ap-proaches to learning in engineering education. Journalof Engineering Education. 2012; 8:15–28.

2. Khodaparast Haghi A. New perspectives in engineer-ing education: the promotion of traditional models toinnovative solutions. Journal of Engineering Educa-tion. 2005; 7(28):11–22. Persian.

3. Shim SH. A philosophical investigation of the role ofteacher: A synthesis of Plato, Confucius, blubber andfreire. Teaching and Teacher Education. 2008; 24(3):515–35.

4. Dooge J. Engineering training and education. Dublin:Collins Press; 2007.

5. Yash Pal S, editor. , editor. Report of the Committee toAdvice on Renovation and Rejuvenation of Higher Edu-cation. National Seminar on Quality, Expansion andInclusion in Indian Higher Education; 2009 Feb 3-4;Calicut. Calicut: India; 2009. p. 1-Available from: [http://www.hindu.com/nic/yashpal committee report. ]

6. Aghamolaei T, Shirazi M, Dadgaran I, Shahsavari H,Ghanbarnezhad A. Health students’ expectations of theideal educational environment: a qualitativeresearch. Journal of Advances in Medical Educationand Professionalism. 2014; 2(4):151–7.

7. Creswell JW. Educational research: planning, conduct-


ing, and evaluating quantitative and qualitativeresearch. Sydney: Merrill Prentice Hall; 2011.

8. Guba EG. Criteria for assessing the trustworthiness ofnaturalistic inquiries. ECTJ. 1981; 29(2):75–91.

9. Faghihi SA, Khankeh HR, Hossini SJ, Arabshahi SKS,Faghihi Z, Parikh SV, et al. Improving continuing medi-cal education by enhancing interactivity: lessons fromIran. Journal of Advances in Medical Education & Pro-fessionalism. 2016; 4(2): 54.

10. Momeni Danaei SH, Zarshenas L, Oshagh M, Omid

Khoda M. Which method of teaching would be better;cooperative or lecture. Iranian Journal of Medical Edu-cation. 2010;11(1): 24–31. Persian.

11. Noroozi HM, Mohsenizadeh M, Jafari Sani H,Ebrahimzadeh S. The effect of teaching using a blendof collaborative and mastery of learning models, onlearning of vital signs: An experiment on nursing andoperation room students of Mashhad University ofMedical Sciences. Iranian Journal of Medical Educa-tion. 2011; 11(5):541–53. Persian.

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Abstract - The national policy planners have considered secondary and higher secondary stage of school educationas crucial since it is at this stage that necessary skills and competencies are acquired which enable the students toenter the world of work or to go for higher education. Vocational education has been accorded high priority in theNational Policy on Education, 1986. The NPE, 1986 inter alia states “The introduction of systematic, well-planned andrigorously implemented programme of vocational education is crucial in the proposed educational re-organization”.Key Words - Vocational Education, National Policy on Education, Globalization, Privatization.

A Study Of The Vocational Education Of Girl StudentsIn Gwalior District

Introduction - In the last decade of the 20th Century, acommon man was introduced to the words of globalization,privatization and liberalization and thus free trading hastaken place. This has resulted in different businesses bychanging, forming the industrial structure and employmentpatterns. A few businesses have lost their importance whilea few have restructured. It resulted in the need for skilledmanpower and trained personnel.

Since 1988, the government has adopted a neweducation policy for 10 + 2 level where the vocationaleducation for students took place. The main reason behindthe course was to develop skilled manpower throughdiversified courses to meet the requirements of mainly theunorganized sector and to prepare people for the world ofwork in general through a large number of self employmentoriented courses.

Through diversification into production and serviceoriented courses, it is desired to reduce aimless pursuitand expense on higher education. Keeping these things inmind, the government introduced this educational pattern,and accordingly sent instructions to all states thateducational institutions should have to start a minimum ofthree vocational courses at + 2 level considering the needsof surrounding areas.

The pattern set up by the government of MadhyaPradesh for vocational education was having a base ofhigher education out of which only a few subjects wereintroduced in this stream. This means even if the studentswish to enter in the world of business after completing highersecondary vocational education he/she can easily do so.Also after a long gap in education, if a student wishes toreturn and pursue his/her studies, he/she is able to do soby taking admission for higher studies. The + 2 pattern ismade in such a way that the entire pattern is based onapplications by the way of practical, skills and

Keshav Chaturvedi *

*Research Scholar (Education) Barkatullah University , Bhop al (M.P.) INDIA

demonstrations, which is also followed by on the job trainingprogram at the actual work site which is mostly resultoriented. This makes the vocational students confident andalso qualified which enables and motivates them to applyfor the required positions for jobs in the market. During1988 to 2017 there have been vast changes in socialstructures, functional needs and expectations. Hence thequestions arise like,l Has our educational system incorporated these

changes?l Are the teachers trained to teach new teaching

methods?l Is the syllabus equipped for these changes?l Do the students get the service related to their

education?l Are they able to handle a related vocation on their own?l How many students could get related higher education?l What should be the role of the parents?l Do the parents’ economic, social and educationalbackgrounds affect the students’ education?

To find out the answers to these queries, presentresearch has been carried out with the followingobjectives .Objectives of the Research –l To understand the nature of vocational education.l To know the effectiveness of vocational education from

the point of view of girl students (self employment, selfesteem, personality development).

l To realize the difficulties, advantages anddisadvantages of medium of instruction (English/Hindi)in vocational education.

l To understand the legislative difficulties in vocationaleducation.

l To suggest reformative measures for betterimplementation of the programme in the


State of Madhya Pradesh.l To study the present status of girl students who have

passed out with vocational Educationat+2 levelbefore2018.

l To analyse the view points on various aspects ofimplementation of vocational education programmefrom the Principals of schools offering vocationalcourses, members of linkage committee, teachers,girl students in vocational education (passed out before2018) and their parents.

l To find out the strengths and weaknesses inManagement of Vocational Education Programme.

l To ascertain the employment status of passed out girlstudents in vocational education.

Hypotheses -1. Vocational education becomes helpful for the

development of personality.2. Vocational education is becoming an alternative to

higher education.3. The success of vocational education depends on its

legislative formulation.4. The Vocational education programme is showing

positive results in case of girl Students.Sample - The sample size consists of 300 respondents,out of which 120 are girl students, 100 parents, 50 teachers,10 principals and 20 members of the linkage committee.Delimit ations – The study was delimited to Gwalior City

only.Tools Used - The following tools were used for collection

of data:i. Personal discussion with state officials, principals,

vocational teachers, passed out girl students,parents& few of the Linkage Committee Members.

ii. Interview-Schedule - Five different interview scheduleswere prepared and used for collecting the data fromPrincipal, vocational teacher, vocational passed outstudents & their parents and members of the LinkageCommittee.

Statistical T echniques Used - The measurement scalesratio , percentage and average were used in presentresearch.Verification of Hypotheses - The present research hasbeen carried out with specific objectives and pre-formulatedhypotheses. Here efforts have been taken to verify theauthenticity of the hypotheses in a logical manner.1. Vocational education becomes help ful for thedevelopment of personality - It is said that vocationaleducation at +2 level develops personality and a sense ofself esteem in women. Findings of the present researchshow that approximately 113(94.17%) respondents feel thatself-confidence and self-reliance have been increased andthat vocational education has motivated them for personalitydevelopment.These 94.17% respondents were askedfurther to specify in which form they were motivated.(Multiple choices were given.)104 (92.04%) Obtaining selfconfi 80 (70.80%) Can decide about the future. 71 (62.83%)

Can purchase on her own. 71 (62.83%) Can express anopinion in family matters. 68 (60.18%) Can perform bankingfunctions. 62 (54.87%) Can vote freely in elections as perself decision. 31 (27.43%) Can decide life partner on one’sown.2. Vocational education is becoming an alternativeto higher education - Findings show that only 2.5%respondents have a self vocation where as 71.67%respondents are enjoying further education. Therefore it isa sorry state that though the policy makers have assumedthat vocational education will minimize the flow of thestudents towards degree level education, the above statistichighlights it in a different way.3. The success of vocational education depends onits legislative formulation - VET was viewed as thesolution to the educational problems in the developingeconomies. In order to train enough technical manpowerto meet the rapidly increasing industrial demands,governments in many countries such as the Republic ofKorea, China, Germany enacted different types of laws andbecause of the legal framework these countries haveexpanded their vocational educational system quickly andconsiderably.

In India there is hardly any legal framework forvocational education policies. The Indian Constitution doesnot provide specific thoughts or directives on vocationaleducation. There are no national laws to regulate the effortsin this area. The states have also not resorted to legislationon vocational education. Indian education in general is nonlegislative in nature.

As a mechanism prevailing for over a hundred years,the concepts and committees were appointed from time totime. These were not statutory bodies in the sense thattheir recommendations were not binding on the union orstate governments. They were accepted partly or whollydepending on the desire of the government in power. Scantyfinancial resources often proved to be the major constraintin implementation of many recommendations repeatingdecade after decade without being implemented orquestioned.

The same things reflect in the findings of my researchand all respondents agree that there should be Legislature– thus making it mandatory to give preference to vocationaleducation and its implementation.It is the need of the hourto accord top priority to the overhaul of labour laws in thecountry. Of course only making laws is of no use; theirimplementation should also be done thoroughly.4. The vocational education programme is showingpositive result s in case of girl student s - To remove theobstacles inhibiting women’s development, major emphasishas been laid on women’s participation in vocational,technical and professional education at different levels.

After considering the findings of the present research,it can be concluded regarding vocational education at 10+2level of girl students that ¯

There are some main groups in vocational education.


If we observe the percentage of girl students in each groupit is as follow ¯1. Business & Commerce : 43.19 %2. Health & Para Medical : 37.24 %3. Catering & Food Technology : 14.63 %4. Engineering & Technical : 03.04 % False ideas

regarding gender capacity may be prohibiting girls fromtaking admission in other courses.

Conclusion - The basic expectation of education is todevelop the personality of individuals in all fields so that inturn it contributes to growth and development of society.For this, the education system should be well planned andits objectives, structure and functions should be very clear.To get a good education and a good earnings are the twoimportant needs of democracy. Hence the Government ofIndia has introduced a 5 year plan and various educationcommissions. From 1988, in higher secondary education(+2 level) vocational education has been introduced andimplemented to promote self employment. The studentswho are not pursuing higher education or have lessavailability can be given vocational education to make them

self employed. This will in turn contribute to the nation’sprogress by providing skilled manpower to meet therequirement of the unorganized sector.

References :-1. Aggarwal J.C . Rammurti Report on National Policy

on Education in India.1990. Doaba House, Delhi, 1991.2. Aggarwal J.C. Education Policy in India, Retrospect

and Prospect, Shipra Publication, 1992.3. Aggarwal J.C. Landmarks in the History of Modern

Indian Education, 2nd Revised edition, Vikas PublishingHouse Pvt. Ltd, New Delhi, 1993.

4. Bhatt acharya A.K. The Problem of EducatedUnemployment in India, Meenakshi Prakashan, NewDelhi, 1982.

5. NCERT Vocational Education: A Strategic Plan,NCERT. New Delhi, 1989

6. Centrally Sponsored Scheme of Vocationalisation ofSecondary Education. (pamphlet)

7. Madhya Pradesh State Board of Secondary & HigherSecondary Education, (pamphlet)

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Abstract - This Study emphasis Ethics and Values in Indian Education. The Tradition of India is very wide and Indiahas a long tradition of importing value system. Love peace happiness are also part of our Indian Education System.High Ethics and Values plays major role to play for younger generation. Ethics and Values to gauge a line between thetheory and practice. The most important concerns all over the world is no doubt Education and ethics and values playsa important role in this machinery world.Key Words - Emphasis, Ethics and Values, Endeavors and preoccupation.

Ethics and Values in Indian Education

Introduction - The family system in India has a longtradition of imparting values Education. Innate values areour inborn divine virtues such as love, peace, happiness,mercy and compassion as well as the positive moralqualities such as respect, humility tolerance, responsibility,co-operation, honesty and simplicity.

Ethics has been one of the central concern of bothphilosophy and Religion two areas of human endeavorsthat are increasingly displaced by the preoccupation withseemingly more practical aspects of existence.

Nonetheless, the need for ethics at all levels is generallyrecognized and it as is still presents in the educationalcontext, both as a general aim as well as an academicsubject. The latter is often presented in the form of a choicebetween the study of religion, usually the prevalent one inthe given country and ethics which is taken as itscounterpart.Ethics in Indian Education System - Ethics is the IndianEducation System and Ethical comportment is a functionmoral comportment is a function of moral development,protocols, and ethics drill, which have several challengesin ethical philosophy that should be communicated Ethicsrefers to personal or cultural values codes of conduct orsocial values Ethics may also be differentiate in what iswrong what is right.Values in Indian Education - The traditional culture greatlyinfluences the formulation of the goals of the educationalsystem of the country provided that system is of the people,formulated by the people and for the people of that country.Kulckohns the eminent American Social antsopologist, hasrightly pointed out, that the value orientation of a people isconstituted of the views of the members of a society towardsfive things the nature of human nature. Their relationshipto nature, orientation of a people is constituted of the views

Dheerendra Singh Choudhary * Deepa Sharma **

*Student (M.B.A.,H.R.) Aashlar Business School, Farah, Mathura (U.P .) INDIA**Student (M.B.A.,H.R.) Aashlar Business School, Farah, Mathura (U.P .) INDIA

of the members of a society towards five things the natureof human nature, their orientation to activity, and relationshipto others.

It must be resolved, first of all, whether the given nationwants that its cultural and social values should be kept theemerging demands of the changing times. It is insists thatits traditional values are sacrosanct or inviolable, then itwill try its level best to see that the chief goal of itseducational system remains merely to socialize the youngergeneration, so that they also may in herit that legacy andconfirm their own behavior to it.

On the other hand, if it wants to modernize, it will notinsist as such and will very much like its traditional valuesto be rationally, evaluated dysfunctional ones rejected whilethe functional ones re emphasized and the best values ofthe other cultures readily accepted. Such an improvedperspective will ensure the proper development of thatsociety in the sense that new systems of thought and actionwill be created and the goals and process of social progresswill be redefined or restructmed to meet interest of thenation.

There is very significant tendency visible in many adeveloping country like India that its intellectuals, politicalleaders and bureaucrats who have been privileged toreceive modern education, usually think that their traditionalculture is nemeses dysfunctional or unhelpful to theindividual as well as the nation in their progress on the roadto modernity and so it should be neglected. They are thefirm votaries of importing and transplanting foreign ideas,norms, goals, systems, techniques or processes and evenactors or agents of change in order to achieve the type ofmaterial success which the advanced nations like the USAand England have been able to achieve.

Many educators students and their guardians in the


country are confused as to what should be taught and whatnot, how to teach and how not.Conclusion - It shows that ethics and values builds astudents like asset In today’s distal age . Ethics and Valuesare important. There are number of Issues in EducationSystem that solve with the preservation of ethics and values.Refereces :-1. Smith, R (1981) A poor start for the health education

authority .British Medical Journal, 294664.2. Jacobso, E (1938) Progresive Relaxation, Chicago :

University of Chicago.3. Adiseshiah, S.1985. ‘Education Reform Perspectives

in India.’ UNESCO ROEAP. Bulletin. 1986.4. Shashank, R J (2015) Diabetes Care in India Annals

of Global Health, 81(6), 830-8385. Magazines and Internet (Www Encyclopedia).

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Abstract - This article examines the dynamic nature of educational policies in India and its implication for policymaking and practice. It begins with the description of the system of education in India. The article further presents aconceptual framework for undertaking policy research in education. The policy research may be related to its formulationand implementation. The results of this article provide feedback to the educational policy.Key Words - Education, Policies, System, Framwork, implementation.

A Change in Educational Policies Since 1968 ToPresent Scenerio

Introduction - Education has continued to evolve, diversifyand extend its reach and coverage since the dawn of humanhistory. Every country develops its system of education toexpress and promote its unique socio-cultural identity andalso to meet the challenges of the times.

The most important and urgent reform needed ineducation is to transform it, to endeavour to relate it to thelife, needs and aspirations of the people and thereby makeit the powerful instrument of social, economic and culturaltransformation necessary for the realization of the nationalgoals. For this purpose, education should be developed soas to increase productivity, achieve social and nationalintegration, accelerate the process of modernization andcultivate social, moral and spiritual values.

The concern for the improvement of education hadbeen at the top of India’s development agenda sinceindependence. Several commissions were appointed by thegovernment of India from time to time to formulate policiesand programmes required to enhance access to andparticipation in education and improve quality of education.Prominent among them include: the University EducationCommission (1948-49), the Secondary EducationCommission (1952-53), the Education Commission (1964-66), and the National Commission on Teachers - I & II (1983-85). So far, two National Education Policies have been inforce in India. Third one is the recent draft.National Education Policy 1968 - First such policyhad come in 1968 under Indira Gandhi government. Priorto this policy, a resolution in Lok Sabha was moved in 1964by Congress MP Siddheshwar Prasad, who criticized thegovernment for not paying enough attention to educationand centre lacked a uniform vision and definite philosophyfor education. The government of the day agreed that thereshould be a national and coordinated policy towardseducation. The government then set up a 17 member

Hemlat a Agrawal * Kirti Bhawnani **

*Asst. Professor , BVM College of Management Education, Gwalior (M.P.) INDIA**Princip al, ECS Bag Less School, Thatipur , Gwalior (M.P.) INDIA

Education Commission under UGC chairperson DSKothari Kothari Commission . On the basis ofrecommendations of Kothari Commission, the FirstNational Education Policy was released in 1968 . Thispolicy had called for a National School System , whichmeant that all students, irrespective of caste, creed andsex would have access to education of a comparable qualityup to a given level. Further, it envisaged a commoneducational structure 10+2+3 which was acceptedacross the country and most of us have studied under thatsystem. It also advocated use of mother tongue as mediumof teaching in early school years. Another major call wasstrengthening the research in the universities.National Education Policy 1986 (As modified in the year1992) - The 1986 policy was issued during tenure of RajivGandhi as Prime Minister and it was updated in 1992when PV Narsimha Rao was prime minister. This policyfocussed on modernization and role of IT in education.More attention was paid on restructuring the teachereducation, early childhood care, women’s empowermentand adult literacy. It also accepted autonomy of universitiesand colleges, something which was resisted in past.New Education Policy 2016 - The National Policy onEducation was framed in 1986 and modified in 1992. Sincethen several changes have taken place that calls for arevision of the Policy. The Government of India would liketo bring out a National Education Policy to meet thechanging dynamics of the population’s requirement withregards to quality education, innovation and research,aiming to make India a knowledge superpower by equippingits students with the necessary skills and knowledge andto eliminate the shortage of manpower in science,technology, academics and industry.

The National Education Policy, 2016 provides aframework for the development of education in India over


the coming few years. It seeks to address both theunfinished agenda relating to the goals and targets set inthe previous national policies on education and the currentand emerging national development and education sector-related challenges. Recognising the importance of qualityeducation in national development, the NEP 2016 placesan unprecedented focus on significantly improving thequality of education at all levels and on ensuring thateducational opportunities are available to all segments ofthe society.Motto, V ision and Mision - The Motto of the new policy is“Educate Encourage Enlighten” . Vision is to create acredible education system capable of ensuring inclusivequality education and lifelong learning opportunities for all.Among others, the Missions include: Ensuring equitable,inclusive and quality education for all; foster qualityeducation with strong focus on education reforms; promoteacquisition by all learners of relevant skills, includingtechnical and vocational skills, for work andentrepreneurship.Objectives of the National Policy on Education (NPE)2016 - The core objective of this Policy is to provideinformation, knowledge, skills, and values; also to instilsocial attitudes which enable a student to become a goodhuman being, a proud citizen and contribute to thedevelopment of the country. Besides imparting qualityeducation the policy seeks to emphasize the need to fosteran interest in India’s history, culture and traditions, a respectfor all religions and acceptance for the diversity that existsin India. Through education, the policy tries to create anunderstanding of the need to promote social cohesion andnational integration which are essential for the country’sprogress. In the new technology-driven environment evermore students will become conversant with the tools ofmodern communication and technology; the Policyrecognises the immense opportunities for using these topromote education at every level.Recommendations - In 2015, Narendra Modi Governmenthad set up a committee under former Cabinet SecretaryTSR Subramanian to chalk out a new education policy.The committee had presented its report in two volumeswith around 90 suggestions.

The focus of the policy is to address Genderdiscrimination, the creation of educational tribunals,and a common curriculum for Science, Mathematicsand English .Pre - School Education - Government schools don’tprovide any pre-primary education and due to this, pre-school education has not received desired attention. Thenew policy envisages -l Implementation of Pre-school education for age group

4-5 years. Steps would be taken to frame curriculamand develop learning materials for pre-school educationin Anganwadis.

l The states will develop a cadre of pre-primaryeducation.

l Government will design appropriate regulatory andmonitoring regime for private schools.

Curriculum Renewal and Examination Reforms -l Government / NCERT will carry out curriculum reforms

to meet emerging aspirations.l A national curriculum will be designed for science, math

and English.l To prevent high rates of failure at class X level, the

class X exams in Mathematics, Science and Englishwill be at two levels: Part-A at a higher level and Part-B at a lower level.

l Procedural reforms will be undertaken for migration ofstudents from one institution to other.

Learning outcomes in School Education -l Norms for learning outcomes will be developed and

applied uniformly to both private and governmentschools.

l Within the parameters prescribed by the RTE Act,States will have the flexibility to design and plan for theinfrastructure keeping in view the local conditions.

l The present provisions of no-detention policy will beamended , as it has seriously affected the academicperformance of students. The no detention policy willbe limited up to class V and the system of detentionwill be restored at the upper primary st age.

l Effective steps will be taken to improve teachingstandards in schools.

School Education -l Each State will undertake a detailed exercise of school

mapping to identify schools with low enrolment andinadequate infrastructure.

l Minimum standards for provision of facilities andstudent outcomes across all levels in school educationwill be laid down.

l Kendriya Vidyalayas (KVs) and Jawahar NavodayaVidyalayas (JNVs) will be expanded and KasturbaGandhi Balika Vidyalayas (KGBVs) will be expandedand upgraded.

Protection of Right s of the Child & AdolescentEducation -

l Framework and guidelines for ensuring school safetyand security of children will be developed.

l Every Principal and teacher will be made aware of theprovisions of the relevant Acts, Rules, Regulations, etc.

l The Adolescent Education Programme and National Population Education Programme willbe integrated into the curriculum of schools in a phasedmanner.

l Adolescent Education will be included in pre- and in-service training programmes of secondary schoolteachers.

l Self-learning online programmes on child rights will bedeveloped for the benefit of students, teachers andparents.

l Schools will engage trained counsellors to confidentiallyadvise parents and teachers on adolescence problems


faced by growing boys and girls.Education and S tudent Support -l Curriculum will cover the issues of social justice and

harmony and legal measures in order to avoid socialdiscrimination.

l With the objective of encouraging merit and promotingequity, a National Fellowship Fund, primarily designedto support the tuition fees, learning materials and livingexpenses for about 10 lakh students will be created.

l A zero tolerance approach on gender discriminationand violence will be adopted.

l There will be dedicated funds for R&D to strengthendisability studies in higher education.

Literacy and Lifelong Learning -l Existing initiatives will be strengthened and curriculam

revamped with multi-pronged strategies involving SelfHelp Groups, NGOs, Government etc.

l The Government will set up an apex body of expertsto look into remodelling and strengthening of AEprogrammes and develop scientific criteria forassessing the learning outcomes of adults in literacy,skill development, prior learning and equivalency forcertification which may also facilitate entry into theformal education system.

l Adult literacy programme will incorporate skilldevelopment and digital, financial and legal literacy.

Skills in Education and Employability -l Skill development programmes in school and higher

education system will be reorientedl A detailed plan for the creation of skill schools for

improving employment opportunities for secondaryschool students in special focus districts will beprepared.

l Joint certificates by the Sector Skill Council and theSchool/College authorities to help students take upwage-employment or start their own enterprise.

Use of ICT in Education -l A concerted effort will be made to make ICT an integral

part of education across all levels and domains oflearning.

l Online maintenance of all records of a child from thetime of admission till the time of leaving the school willbe made mandatory.

l IT reporting systems will be a powerful tool to betterschool management and performance.

Teacher Development and Management -l A transparent and merit based norms and guidelines

for recruitment of teachers will be formulated inconsultation with the state governments.

l All vacancies in teacher education institutions and allpositions of head teachers and principals will be filledup.

l At the National level, a Teacher Education Universitywill be set up covering various aspects of teachereducation and faculty development.

l A separate cadre for teacher educators will be

established in every state.Language and Culture in Education -l All states and UTs, if they so desire, may provide

education in schools, upto Class V, in mother tongue,local or regional language as the medium of instruction.

l Indian culture, local and traditional knowledge will begiven adequate space in the school education.

l Educational institutions will instill among students civicsense, discipline, punctuality, cleanliness, goodconduct, empathy towards elderly.

l Keeping in view special importance of Sanskrit to thegrowth and development of Indian languages and itsunique contribution to the cultural unity of the country,facilities for teaching Sanskrit at the school anduniversity stages will be offered on a more liberal scale.

Self -Development through Comprehensive Education-l Physical education, yoga, games and sports, NCC,

NSS, art education, Bal Sansad, covering local art,craft, literature and skills, and other co- scholasticactivities will be made an integral part of the curriculumand daily routine in schools for the holistic developmentof children. Facilities for the above will be a pre-requisiteto the recognition of schools.

l Funds will be earmarked by the government/ schoolmanagement for all co-scholastic activities in schools.

School Assessment and Governance -l The framework of school standards with various

parameters and indicators to measure school quality,professional competence of teachers, schoolleadership and the school management, as well as,self-appraisal and performance assessment will beused throughout the country

l A mechanism will be put in place for accreditation ofschool boards.

l Principals/head teachers will be held accountable forthe academic performance of the schools and itsimprovement.

Regulation in Higher Education -l An independent mechanism for administering the

National Higher Education Fellowship Programme willbe put in place.

l A Central Educational Statistics Agency (CESA) willbe established as the central data collection,compilation and consolidation agency with high qualitystatistical expertise and management informationsystem which will be used for predictive analysis,manpower planning and future course corrections.

Quality Assurance in Higher Education -l An expert committee will be constituted to study the

systems of accreditation in place internationally. It willdraw from the experiences of some of the bestpractices followed by countries having well performingsystems and will suggest restructuring of NAAC andNAB as well as redefining methodologies, parametersand criteria.

l Evaluation/ Accreditation details of each institution will


be available to the general public through a dedicatedwebsite, to enable students and other stakeholders to makeinformed choices.Open and Dist ance Learning & MOOCs -l The National Institute of Open Schooling (NIOS), in

collaboration with Ministry of Skill Development &Entrepreneurship, will redefine itself to address thelarge potential demand for vocational education. Theissues of management, monitoring and oversight ofNIOS will be addressed appropriately.

l A quality assurance mechanism for accreditation of alluniversities/institutions offering ODL / MOOCs will beput in place to ensure quality, promote, innovation andreshape and modernise the ODL / MOOCs coursesand programmes.

Internationalisation of Education -l Selected foreign universities, from the top 200 in the

world, will be encouraged to establish their presencein India through collaboration with Indian universities.

l In order to increase acceptability of Indian studentsabroad and to attract international students, Indian HEIswill be encouraged to work towards internationalizationof curricula aligned with international levels so as tomake it globally compatible with best ranked institutionsof the world.

l Internationalisation will be included as one of thecomponents for allocating additional financialresources to government-funded HEIs.

Faculty Development in Higher Education -l A task force of experts will be set up to study the

recruitment, promotion and retention procedures,followed by internationally renowned universities andinstitutions and suggest measures to promoteintellectual and academic excellence in HEIs.

l A national campaign will be launched to attract youngtalent into the teaching profession. In order to attractyoung talent into teaching profession, a career growthof research students, such as M.Phil&Ph.D scholars,will be created.

l A mechanism of assessment of academic performanceof faculty including peer review will be put in place soas to ensure academic accountability of public-fundedinstitutions.

Research, Innovation and New Knowledge -l A clear reorientation of research agenda of National

University of Educational Planning and Administration(NUEPA) will be undertaken to reflect actual issues onthe ground.

l Steps will be taken to promote generation of newknowledge and their applications and introduction ofthese new domains into the curricula of highereducation to consolidate and strengthen India’s position

as a soft power.l In order to promote innovation, creativity and

entrepreneurship, 100 more incubation centres will beestablished in HEIs over a period of next 5 years.

l International collaborations and networks will bepromoted for developing human resources requiredto sustain new knowledge with special focus on inter-disciplinary research and studies.

Financing Education -l The government will take steps for reaching the long

pending goal of raising the investment in educationsector to at least 6% of GDP as a priority.

l Instead of setting up new institutions, which requirehuge investments, priority of the Government will beto expand the capacity of existing institutions.

l In order to encourage excellence and efficiency,performance-linked funding of higher educationinstitutions will be implemented.

Conclusion - This brief survey of the National EducationPolicies adopted in 1968, 1986 and 1992 underlines thatmany of the essential elements of these policies retain theirrelevance and will continue to do so in future. The earlierpolicies have analysed the ways and means of achievingthe national objectives of universalization of education,providing equality of opportunity, improving the quality oflearning outcomes, enforcing norms of accountability andbenchmarking with international standards exhaustively andin depth. The policy prescriptions set out in these earlierdocuments are a valuable resource which will guide thenew NPE. The new NEP 2016 seeks to create conditionsto improve the quality of teaching, learning and assessment,and promote transparency in the management of educationin the country

References :-1. Government of India, Ministry of Education (1949). Re-

port of the University Education Commission 2. Government of India, Ministry of Education (1953).

Report of the Secondary Education Commission.3. Government of India, Ministry of Education

(1966). Education Commission (1964–68).4. Government of India, Ministry of Education

(1968). National Policy on Education 1968.5. Government of India, Ministry of Human Resource

Development (1992). National Policy on Education1986 as revised in 1992.

6. Government of India, Ministry of Human ResourceDevelopment (1992). Revised Programme of Action

7. Government of India, Ministry of Human ResourceDevelopment. (2016). National Policy on Education2016: Report of the Committee for evolution of the NewEducation Policy. Retrieved 27 March 2016.

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Abstract - Man proved the mysteries of the universe but ignored the mystery of his own self. From necessities hemoved to comforts and from comforts and from comforts to luxuries in forgetting the supreme source of comfort andbliss. The man , therefore, becomes the victim of tremendous stress and strain that , in fact, leads towards intensivehealth complications.Key Words - Education, Policies, System, Framwork, implementation.

Yoga and Value Education in modern era

Introduction - Yoga is an integral part of Indian civilization.The living tradition of Yoga as an individual path to andpeople’s experience of the transcendent has been handeddown from generation to generation till the present day. Asfar as individuals are concerned, this handing down hasbeen happening through the personal relationship betweenteachers and their pupils. On the national level the traditionhas been kept alive by the deep regard for and venerationof yogis and of spiritual truth- seekers. Besides, the oldclassical texts of Yoga have continued to be studied andcommented on extensively, and new treatises on Yoga havebeen has been compiled time to time.Value - Values are the concepts that describe humanbehavior. They are desirable ideals and goals, which areintrinsic and when achieved, in fact, evoke a deep senseof the fulfillments. The term values stands for intrinsic“worth” . values are attributes that spring from the sublimityof soul.

They like truth , reflection of reality , they are like beautyperfections in themselves, they are attitude that confer onman humanism and peace. Values in short, shape the moralpersonality of an individual. They enhance that finer side ofone’s potential. They foster peace, order, dignity, grace anddelight. value literally means quality of being useful,desirable , something that has price, and are set of principlesor standard of behavior one is ready to suffer are sacrificefor, Broadly values may be classified into two types.l Eternal, Absolute or Root Values, Intrinsic Values, In-trinsic Valueslllll Temporal ore mundane V alues - Moral or spiritualvalues are root values, which take us out ourselves andinspire us to be good and to do good to others, The ‘mun-dane’ values include contextual values viz. , social cultural,and economic values etc.

Value are the seeps which are sown in thesubconscious mind to help human beings to sustain thesocial ethics and be civilized. Yoga helps in bringing it to

Mukesh Joshi *

*Research Scholar (Y oga) DAVV, Indore (M.P.) INDIA

the forefront for which conscious and continuous effortshave to be made both by the nurturer as well as nurtured.Most importantly, we should make them realize that valuesare to only beneficial to the society but are far more valuableto the practicing individual. Their beneficial impact on thesociety is merely a positive by-product of the individualaction. It is important to remember that the seeds calledgood value can only be produced by the trees with ‘goodvalues’ as a part of their DNA ,These trees are us –adults.We need to be good role models, ourselves, Every actionwe do the accompanying attitude and motive behind it, isreflected to the child as they are receptive and very sensitive.The Indian culture is deeply rooted in spiritual and ethicalvalues, unless these values find their way into the life ofstudents, education will lose its significance and will notfulfill its aim. Though we have made progress in knowledgebut still we are not above the levels of our past generationsin ethical and spiritual life. In some, we have declined fromtheir standards. Today we have been successful in makingprofessionals but not the human beings.Need of Value Education in Modern Era - These days, in21st Century, technological evolution contributes toglobalization of knowledge- based education, which haschanged human lifestyle. Such continuous changingcondition in daily life situations jeopardizes our innerhomeostasis and results into tremendous stress-related-immuno-deficient disorders, where values are left farbehind. In fact there is gross erosion of values of individualto keep pace with the society in order to fulfill one’s desireto be at the top . The parents, elders, authority and hardwork is leading to the decay of moral and social fabric ofsociety at a speed never witnessed in the history ofcivilization. Our stress is too much on standards of livingand not on standards of life. Though the problem ofdecreasing values extends to the whole range of humanactivities, education field is regarded as the proper placeto inculcate positive value.


The Role of ethical values and morality in the integrationof any society or nation is indispensable and doubtless.We have to spread the message of ethical principals amongour young generation because they will be the responsiblecitizens of the nation in futures. The role of ethical valuesin personality development is elucidated in “The story ofmy experiments with Truth” ,the autobiography of MahatmaGandhi.

The main aim of values education is to reform attitudeand behavior, to promote healthy lifestyle, to shape the highmoral character and to develop refined personality ofyounger generation, who can prove them as the best citizenof a nation.Yoga Lays the Foundation of V alue Oriented Life - Yogapractices bring about a balance in the functioning of vitalsystem, endocrine secretions and the activities of centralas well as sympathetic nervous system, Moreover theprimary purpose of Yoga practices is to reduce thepossibilities of emotional excitations by instigating hypo-metabolic state in the human system, because emotionalexcitation, increased sympathetic activity and hypermetabolic state are concomitants, Emotionality and Yogaare the two ends of the continuum of affective aspect ofhuman psyche. Emotionality denotes Yoga- Less-less andYoga denotes emotionless-ness (Bh. ita/2/56-64) .More isthe grade of emotionality lesser is the Yogic state and viceversa.

Emotion is a Rajas guna of Prakriti ,which isresponsible for many types of disease. Psychophy-siologically , emotions act upon our body throughhypothalamus, which controls ANS (Autonomic NervousSystem) and the endocrine systems. Negative emotionslike anger, fear, greed jealousy give rise to somatic illnesswhere on the other hand positive emotions like love,compassion, friendship, affection etc. give the strength tocombat the stress. Illness due to negative emotions includeshyper acidity, hypertension, insomnia, menstrualdisturbances, loss of appetite etc. Moreover the primarypurpose of Yoga practices is to reduce he possibilities ofemotional excitations by instigating hypo-metabolic statein the human system. Because emotional excitation,increased sympathetic activity and hyper metabolic stateare concomitants, Emotionality and Yoga are the two endsof the continuum o affective aspect of human a psyche.Emotionality lesser is the Yogic state and vice versa.Asht anga-Marga - There are various PATHS OF Yoga,Hatha-Yoga, Jnana-Yoga, Bhakti-Yoga, Kundalini-Yoga,Mantra-Yoga , finally the Raja-Yoga. Raja-Yoga, the royal -path is very scientific and thorough. By following this pathmethodically, we learn to refine our desires, emotions andthoughts, as well as subtle impressions and thought thatlie dormant in the unconscious mind. Raja-Yoga help us toexperience the inner reality by using an eight-runged ladder.The ultimate goal is for the aspirant to attain the right rung,Samadhi. Raja-Yoga encompasses the teachings from allthe different paths. It is a scientific discipline that does not

impose unquestioning faith, but encourages healthyexamination. It is also called as the Eight-fold path(ashtanga-marga).

There for in the eight Limbic Yoga system of Patanjali,the ethical standards has been given the first place andform two initial constituents of Yoga, termed as Yama andNiyuama by him. By adherence of Yam and Niyama, whichare really the essential ethical prescriptions of Ygoa, onespersonality becomes receptacle for retaining theattainments of Yoga i.e. vigor, wisdom and beatitude. Justas without filing the pours of any vessel, nothing may beretained for longer time in the vessel , so too withoutacquitting certain deficient aspects of personality, one cannot be able to retain the bliss and power gained throughYoga within his system. In the path of Yoga one shouldalways be careful to conserve his power and energy to utilizeit for further higher Yogic development. Yama may also beseen as the modification-system of interaction andinterrelation between the ‘Self’ and the ‘Non-self’ i.e.individual and environment. Recently the concept of mentalhealth is also being defined as a “state of balance betweenthe individual and the surrounding world, as state ofharmony between oneself and the others, coexistencebetween the realities of the self and other realties like otherpeople, living beings and environment, From this point ofview Yama represents the higher state of mental health.Niyama may be defined as the modification of interactionbetween the ‘Real Self” and the other five component ofhuman psycho-bio-system i.e. body, bio energy (Prana),mind intellect and ego In avery spiritual sense, these fivecomponents of human system are considered as ‘Non-self’ (Tripati and singh 1984) .By tuning the internalenvironment i.e. mind and vital system as well as endocrineand metabolic functions, the aspirant’s personality is madefit for attaining the paramount state of Yoga.

Thus self control is the foundation of yoga system. Selfcontrol is also the key for attaining the eligibility thedeservingness for virtuous life. Without sincere approachfor self control, talking about morality and value leads toslow moral degradation and loss of noble values in life hasbeen observed after a marked period in most cases.Conclusion - In toady’s world technological excellencehas lead human race to grater heights. The meaning ofnecessities has changed drastically and is more inclinedto words luxury , wars, devastation, bloodshed , inequalityand many other social evil .

Yoga has been playing a significant role in India sinceages and has great Importance .The theories and rulesgiven by great yogis have always influenced people in a lotpositive way. And their discoveries and believes are stillprevailing into the society.

Values describe human behavior. it define one’spersonality , behavior and attitude and guides our actionsin different phases of our lives. India’s culture is deeplyinfluenced by social , spiritual and ethical values and thispromotes us to be good and act good with other. Values in


today’s world is severally ignored due to changingtechnology and modernization where people chasing fastmoving lives with little or no time for ethics , values ,familyetc. Yoga is a major help provider for such issue relating tovalues . our youth needs to get ethical knowledge to be agood and civilized human being. The law’s and rules ofyoga not only helps in maintaining vital system of our bodybut also helps in controlling and maintaining humanemotions such as anger, stress etc. In facts , Ashtang Yogais a bridge between body, mind and sprite and help insmooth functioning of body, muscles, blood, brain etc. Thusyoga can be used greatly to influence the youth and spread

a message of positivity .References:-1. P.V Karamvelkar , Patanjali Yoga sutra, ( Lonavala

Kaivalyadham S.M.Y.M. Samity ) , 19842. R.K. Ojha , Study of Values , ( Agra National Psycho-

logical Corporation Rajmandir ) , 19593. Rranav Pandya , Upasana ( A Universal method for

Personality development ) , 2003 Sep.-Oct.4. Swami Dayanand Saraswati , The Bhagwat Geeta for

Home study , (Arfha Vidhya Gurukulam ) , 20005. Swami Vivekanand Rajyog ( Advaita Ashram Kolkatta),

2005

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Abstract - This article is based on integration of ICT across professionalism of persons, who belong to teachingprofession, through digital tools and contents. All of us are aware about teacher’s role in teaching learning process. Itis essential to be smart to teach smart learners. For this purpose various traditional and modern ways are available.Modern ways are discussed in detailed here, in which various applications are included.Key Words - Smart Learner, Professionalism, Digital Tools, Traditional and Modern ways.

The Integration of ICT across the Education Profession

Introduction - Capable, motivated and effective teacher isthe prime component of successful teaching learningprogramme. Educational research asserts that,improvement in teachers’ effectiveness is most likelyachieved by efficient quality professional learning. Teacher’sprofessional development thus becomes a most importantissue that demands the urgent attention of policy makersand practitioners. Teacher professional developmentopportunities include two ways of teaching and learning.Professional Development Opportunities1. Traditional way 2. Modern way1. Traditional way - Workshops and conferences, formalor informal learning communities among teachers, groupdiscussions surrounding student work, book clubs, teacherstudy groups, educative curriculum materials, examinationof own teaching practice by self or an observer, involvementin a development process such as curriculum development.2. Modern way - Use of digital tools and contents, onlinelearning in the institution and Classrooms.Here, our focus will be on second kind of way, as this is thetime of digital world. Now I elaborate about digital tools andcontents.Digit al Tools and Content s - Digital tools include SocialMedia like Face book, Twitter, Online Games like PocketAptitude, Vocabulary Builder and Applications, Multimedia,Productivity Applications, Cloud Computing, and MobileDevices. Here are some important tools which teachers can use todevelop their professionalism:1. Moodle (Modular Object-Oriented Dynamic Learn-ing Environment) - Moodle is an expansive tool enablesstudents and to create their own learning environmentthat fit their needs perfectly. Furthermore, it isalso an open-source initiative, which makes it free,and its functionalitycan be expanded through integration of different features,plugins, and module

Charit a Gupta*

*Research Scholar (Education) Jiwaji University , Gwalior (M.P .) INDIA

2. Top Hat - Top Hat enables teachers to createinteresting and interactive presentations with the goal ofenhancing student activity in class, as well as theirknowledgeretention. Thanks to plenty of multimediaelements, teachers can engage students, and check theirknowledge of the subject; this is why Top Hat tool isespecially useful for revision after each chapter.

3. ReadWriteThink - Read Write Think is online platform,which can help teachers integrate stuff such as new lessonplans, presentations, and even after school activities, whichthey can share with their students. What makes this appstand out is the huge number of resources it relies on, andthe way it is organized, so that students and teachers arenever more than a few steps away from finding what theyneed.


4. Brick flow - Brickflow is an app where teachers andstudents can create presentations using content collectedfrom social media. By searching the web through hash tags,teachers and students have the opportunity create a visualsummary of a topic, building stories with content fromInstagram, Twitter, YouTube etc. This can be a fun andinnovative way to boost up classroom presentations andkeep students up to date with current events.

5. Learn Boost - Learn Boost helps teachers record,organize and sort individual student progress. It also allowsteachers to develop and organize lesson plans, sharestudent progress with parents and students, and can alsobe integrated with Google Apps, making it a convenienttime saver.

How Teachers can become Friendly to these T ools -Here are few things that teachers need to keep in mind ifhe/she wants to be Professional in his field –Update English skills - In the field of education, teachershould have command over language and if he/she wantsto be technology friendly then it is very important to be awareof English language. As we all know that English language

is the window of the world. If a teacher knows Englishlanguage, he/she can easily surf over internet on computersystem or handsets.Get the Technology Sorted - As a professional, you willneed to rely on technology heavily. You should have a decentlaptop or computer with web camera, preferably broadbandinternet connection and a good pair of headsets. As powercuts are still the norm in most places, having power back-up everywhere is necessary.Background Check - Teacher need to make sure that he/she perform a proper background check on the reliabilityof particular application/tool. Check out their website, speakto current customers, ask for a lot of information, and searchfor online reviews. Only after 100% sure, he/she shouldavail these.Payment Policies - Teacher should aware of paymentpolicies of the particular tool. If he/she has a doubt relatedto the application, should make it confirm through reliableresources.Proper T raining - Teacher should have impeccability inusing of these tools. Institution should make sure aboutthe correct use of technology. Particular institution shouldprovide proper training and guidance for utilizing these tools.Potentials of Digit al tools and content s -l Digital tools and contents are some improved versions

of audio-visual aids.l These are the tools which solve the heavy bag prob-

lem.l These are quick mediums of transforming information.l Create an exciting way of learning.l Easily convey information towards students.l Teacher can manage classroom activities easily

through the applications.l Teacher can easily connect to the student and their

parents.l It helps teacher to evaluate students’ performance fre-

quently.l Encourage development of new teaching methods.l Prepare students for future challenges.Limit ations of Digit al tools and content s -l May back ward areas cannot utilize these tools and

contents due to lack of knowledge.l Sometimes students behave lazy while using tools of

technology.l Every teacher may not assimilate with digital tools and

contents.l Proper channel of digitalization is still awaited.l It needs more improved version for easy availability.l It should be friendlier for developing areas.Conclusion - As discussed here about tools and contentsrelated digital technology, we can easily compare the worldwithout technology and the world today. Technologyinfluences each and every field of profession. Teaching isthe most important, impressive and influential professionin the world. Digital tools and contents make this professionmore professional.


References :-1. Dougiamas, M. (2001). Moodle: open-source software

for producing internet-based courses. http://dougiamas.com/

2. Rauhvargers, A. and Rusakova, A. (2010). Improvingrecognition in the European Higher Education Area:an analysis of national action plans (Council of Eu-rope higher education series No.12)

3. Alberta Education. 2012. Bring your own device: Aguide for schools. Retrieved from http://education.

alberta.ca/admin/technology/research.aspx4. Blurton, C. 2000. New Directions of ICT-Use in Edu-

cation. United National Education Science and Cul-ture Organization (UNESCO).

5. “Burk, R. 2001. ’E-book devices and the marketplace:In search of customers.’ Library Hi Tech 19(4).”

6. Sharma, R. (2003), ‘Barriers in Using Technology forEducation in Developing Countries’, IEEE0 7803 77249103.Singapore schools’, Computers & Education Vol.41, No.(1).

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Abstract - Micro teaching is an excellent way to build up skills and experience. The purpose of choosing “MicroTeaching-It’s Principles, Advantages & Disadvantages” as the topic is because with the globalization on every aspectof the world, there is certainly need of various schools. Efficient and effective teaching is one of the major factorsparents look at before enrolling their children into a school. Thus implementing a micro teaching program for newteachers as well as in service teachers are an ideal way to set foot into the world.

Micro Teaching- It's Underlying PrinciplesAdvantages & Disadvantages

Introduction - The art of teaching is a complex process,which is not limited to transferring of knowledge from oneto another. It requires good verbal and non-verbal skills. Itincludes various techniques in order to transfer knowledgeeffectively. Not everyone can master it. With the vast growthin all sectors, effective teaching skills are in great demand.Therefore, due to this demand, the concept of microteaching came into action. It is a new innovative programfor teachers, which enhances their classroom attitude andbehaviour . Many pre-primary education institutes havetaken up micro teaching practices in order to equip teacherswith effective method of teaching.Meaning of micro teaching:-

“Micro-teaching is a teacher training and facultydevelopment technique whereby the teacher reviews arecording of a teaching session, in order to get constructivefeedback from peers and/or students about what hasworked and what improvements can be made totheir teaching technique.” – Wikipedia“Micro teaching is a scaled down teaching encounter inclass size and time.” – D.W. Allen

Thus, Micro teaching is a procedure in which a studentteacher practices teaching with a reduce number of pupilsin reduced period of time with emphasis on a narrow andspecific teaching skill. Micro teaching is so called since it isanalogous to putting the teacher under a microscope so tosay while he is teaching so that all faults in teachingmethodology are brought into perspective for the observersto give a constructive feedback.Underlying Principles of Micro teaching - Micro teachingrevolves around certain principles to improve its reach inall round development of the teachers.1. One skill at one time - In skills in microteaching aretargeted one at a time. Training on particular skills are givenuntil it is mastered. Once mastered another skill is targetednext. Thus, micro teaching aims for one skill at a time2. Small scale content - Limiting the content gives more

Prakrati Nagp al*

*Guest Faculty (English) V .R.G. Girls P.G. College, Morar , Gwalior (M.P .) INDIA

freedom and ease to the trainees. Thus, micro teaching isbased upon the principle of limited content. Teachers areto prepare their lessons within the given content thereforeit becomes easier for them to conduct their lessons.3. Practice makes a man perfect - Mastering skillsrequire practice. While focusing on one skill at a time, microteaching program also gives an opportunity to practice thoseskills. Lots of practice can boost the self-confidence andpromote in development of teaching skills.4. Experiment s - Experiments are the key factors in anyconcept. In micro teaching, many experiments areconducted in order to test the skills of the teachers. Forexample, the supervisors conduct experiments where thelength of the lessons, time duration, strength of students inthe class etc is changed. These skills are tested undercontrolled condition.5. Inst antaneous feedbacks - Micro teaching consistsof teacher-pupil and supervisor as students. Once a sessionends, teacher-pupil and supervisors come up with theirfeedback. This feedback is given instantly after the lessonplan ends. Thus, it helps in rectifying the drawbacks.6. Self-evaluation opportunities - Evaluation plays animportant role in any task. In micro teaching, supervisorsconduct various test and thus there are several chances toanalyze mistakes. Evaluation gives an opportunityto understand the mistake and overcome it. This programincludes a session where drawbacks are pointed out alongwith their solution. Thus, overall improvement becomes aneasier target.7. Continuous effort s - Acquiring and mastering skillsis a slow and ongoing process. Even after mastering aprevious skill, one should continually strive for betterment.Continuous efforts makes it easier to attain overalldevelopment.Procedure of Micro teaching - 1. Skill definition -The pupilteacher or the supervisor defines a certain skill. The skillsof micro teaching are defined regarding the teaching


behaviours in order to procure knowledge of required skills,which they have to focus on.2. Demonstration - Demonstration is the second stepin the process. Experts demonstrate the specific skill bythemselves or with the help of audio/video tape recordingsto the teacher trainee. This gives an idea to the teachers towork accordingly.3. Lesson planning - This step is the first action by thestudent teacher. The trainee teacher plans a short lessonthrough which he/she could practice the skill. Thismicroteaching lesson plan is done with the help of hissupervisor.4. Conducting lesson - Once the planning is done,according to the targeted skill the pupil-teacher teachesthe planned lesson to the group of students. These lessonsare observed by supervisor and pupil teachers. Further,they are video-taped, audio-taped, or televised through aCCTV camera. These tapes are later used for self-evaluation as well.5. Discussion and conclusion - Once the teachingsession comes to an end it is followed by a concludingsession. Concluding session consist of feedback by thesupervisor. During this session, the audio or video recordingmay also be displayed in order to give an opportunity toevaluate oneself. Moreover, it also boosts the confidencelevel of the trainee. It is the best way to reinforce the traineeto work better the next time.6. Re-planning - Mastering a skill is an ongoing process.Thus, once the cycle of micro teaching revolves, the processis repeated. This repetition involves re-planning of thelesson plan. The aim of this re-planning is to master theskill mentioned earlier.7. Re-teaching - On completion of the re-planning of thelesson, it is again taught to another group of students fromthe same class. The time duration is kept as same as theprevious class. This method contributes in practicing theskill repeatedly.8. Re-discussion - At the end of re-teaching session,the discussion and conclusion step is repeated. Thesediscussion and suggestions encourages the performanceof the trainee. Thus, the process of feedback is procuredto enhance the performance further more.9. Redoing - After the end of every session, this cycle isrepeated. The repetition is continued until the required skillis mastered. This process is repeated while attaining allthe required skills.

Thus, we can conclude that micro-teaching involvesthe 4R’s viz: Recording, Re-teaching, Re-discussing andRedoing.Three Phases of Micro teaching -1. Knowledge acquisition - This is the first phase ofmicro teaching. It includes collection of data. In this phase,the trainee teacher gathers knowledge about the requiredskills by reading different literature as well as going throughcertain demonstrating videos. Further, this phase includesthe understanding of required skill in a rational manner, as

a classroom component.2. Skill acquisition - This is the working phase of microteaching program. Under this phase the trainee teacher isasked to prepare lessons and practice, skills based on themodel presented at the start. Here two factors are of majorimportance of micro teaching i.e. the feedback and thesetting. Setting includes the length of the lesson, theduration of the class, the skill to be obtained, supervisorand the students.3. Transferring phase - This is the last and major phaseof micro-teaching. Here the trainee comes out in a realsituation, which is not controlled. Here the teachers as wellas the students get the platform to learn and grow. Thistakes place in a real classroom, unlike the previous stagesof micro teaching.Advant ages of Micro T eaching - Micro-teaching is aplatform for beginner teachers to improve teachingcompetencies. Here are few micro teaching benefits -1. Elasticity of practice - Micro-teaching helps indeveloping various skills in trainees as well as the currentteaching staff. It helps in improving the handling skills ofthe teachers. It gives better opportunity due to small-scaleteaching. Moreover, it broadens the knowledge of varioustechniques of teaching.2. Confidence booster - Micro teaching is a personalityenhancer too. Due to several micro teaching activities andpractices, micro teaching effectively increases theconfidence level of the teachers. Moreover, the experienceof teaching enables them in better classroom management.3. Budget oriented - Unlike other various programs andseminars that are very costly, micro teaching program isbudget oriented. Teachers can practice within the real classor at any other place.4. More learning and less damage - Micro teachingprogram is conducted with not more than 3-4 students at atime. This makes it possible to acquire a better teachingexperience. In addition, it lessens the chances of mistakes.5. Improves attitude - A positive attitude contributes tobetter results. Thus, one of the objectives of this programis to guide the trainees to attain a positive attitude towardsany criticism. As a result, negative feed backs also motivatethe trainees to strive for betterment.6. Promotes systematic lesson planning - Lessonplanning is one of the skills that a teacher needs to master.Micro teaching program, within a given content, helps thetrainee to prepare systematic lesson plans.7. Inst ant feedback - Feedbacks are the best way toimprove. Micro teaching enables the teachers to gain instantfeedbacks from the supervisors. An instant feedback givesmore potential for rectifying mistakes.8. Mastering skills - This program helps in masteringtypes of micro teaching skills and strategies like lecturing,questioning, probing and initiating discussions. Further, ithelps in improving a separate teaching style.Disadvant ages of Micro T eaching - The followingmentioned are few micro teaching limitations.


1. Hampers the creativity - Creativity is the core of anyjob. It flows along with the task. However, in process ofmicro teaching, due to limited period, it becomes difficult tobring out that creativity. Thus, micro teaching does notcontribute in increasing the bars of creativity.2. Training S taff - Better teaching promotes betterlearning experience. Similarly, for better teaching one needsto undergo better training as well. Micro teaching coursebenefits teachers in gaining that experience, but it requireswell-trained educators to train the teachers. Without aproper educating staff, it is impossible to implement microteaching course.3. Lesser student lesser interest - Teaching is an art.However, not everyone is capable of teaching. Any jobneeds passion and interest. They play a key role in drivingthe person to strive for improvement. In micro teachingprogram, there are maximum 3-4 students therefore lesserstudents fail to motivate the teacher to improve. Insteadthere are chances of teachers losing their interestaltogether.4. Wastes a lot of time - Micro teaching is teacheroriented activity. Here in, the focus is on improving efficiencyin teaching techniques. Each session lasts around 5 – 10minutes minimum. During this period, the aim is to developteaching skills and thus student learning is ignored. Itcertainly wastes the time of student, as it does not benefithim.

Further, for practicing several times, various studentsare called at different period. This may also hamper theiroverall academic performance. Thus, it is advisable toconduct the training program keeping in mind all the factors.5. Training period timing - Micro teaching program isundoubtedly a benefiting course to the teaching staff. It is apromising method for the holistic development of theteachers in the teaching field. However, there is one minordrawback of this program. The training period is not enoughto develop all the required skills properly. In addition, onetrainee needs approximately 35 minutes to practice once.Not more than ten trainees can practice once within fivehours. It is certainly a time consuming program.6. Not realistic and practical - Micro teaching is a veryadvanced form of learning however; it does have its ownlimitation. When it comes to teaching a diverse level ofstudents at once, it becomes a hassle. During the training,the strength of the students is limited however when the

strength of students is increased it seems like a problem.This program manages to keep the teachers away fromthe real classroom problems. As a result, trainees strugglein maintaining classroom behaviour. Moreover, artificialsituation do not help in preparing teachers for real timesituation.7. One alone is not sufficient - Micro teaching is aconcept innovated at Stanford University by ProfessorRobert Bush and Dwight Allen. One of the principle of microteaching is skill enhancement. However, these skills aretargeted one at a time and so not all skills are developedwithin the given period. Thus, integration of different microteaching techniques is needed.8. One at a time - Apart from the skills, micro teachinginvolves only one trainee at a time. For a single session oftraining, it requires approximate 35 minutes. Thus, singletrainee can practice only once in 35 minutes. It is not onlytime consuming but also an irritating process for thesupervisors if there are more than ten trainees in a batch.Micro teaching is indeed an advanced level of teachingprogram that enables the teachers to gain confidence beforestepping into the profession of a teacher.

With the vast impact of globalization on every aspectof the world, there is certainly need of various schools.Efficient and effective teaching is one of the major factorsparents look at before enrolling their children into a school.Conclusion:-

Thus, implementing a micro teaching programs for newteachers as well as in service teachers are an ideal way toset foot with the world. Pros and cons are a part of everyinnovation and thus keeping in mind those aspects oneshould opt for the suitable program. Micro teaching is awidely accepted technique adopted and approved byvarious institutions. By understanding the importance ofMicro-Teaching, the teacher can prepare his/herself intaking this compulsory course in developing theirprofessional career as a teacher. Being a professionalteacher means he/she must have teaching skills, knowledgeand attitudes as a teacher.References:-1. Micro Teaching - A Practical Approach.2. Y. K. Singh - Micro Teaching.3. George Brown - Micro Teaching- Programme of

Teaching Skills.4. R.P. Pathak - Teaching Skills.

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Abstract - The efficiency of an educational system depends largely on the efficiency of its teacher. The quality ofeducation imported to children depends to a large extent on the quality of teacher in our schools. No doubt the assetsof an educational enterprise like building, equipment, curriculum, books, and teaching technology are important, butthe human power which is the teacher is so vital and significant to make these assets effective. It is the teacher whocan bring up all these assets of educational enterprise or they can make these sole killing.Thus competent, committed,challenging and dedicated teachers are the greatest asset for any educational institution. The commonwealth report(1974) stated,”the teacher has a major role in educational development whether he approaches has worked activelyas passively. He can influence development adversely by opposing innovation or merely remaining mute in the faceofa growing need for reform on the other hand; he can participate activity as the initiator himself or an interpreter theplans deserved by others.”Key Words - Efficiency, Educational system, challenging, curriculum.

The Teacher Empowerment And BarriersAnd Suggestion For Qualitative Improvement

In Teacher Education

Introduction - “A lamp never light another lamp,Unless it continues to burn its own flameA teacher can never truly teach,

Unless he is still learning in himself.”(Tagore)The above given lines present the real quality of a

teacher the word ‘quality’ may be defined as skill,excellence, perfection, standard, competence for work andvalue for money. Quality may be also defined ascombination of competence with virtue, excellence inperformance and capability of delivering goods. Tounderstand teacher’s empowerment’ it must be mentionedthat what are the skills which describe teacherempowerment A teacher plays his role towards societyintwo ways (a) inside the school by preparing students foreffective citizenship and (b) outside the school by assumingthe role of a social worker and an agent of social change,however, his role in the schools is of vital significance.

The role of teacher have been discussed and debutedby educationists and educational planners time to time onvarious occassions keeping in views the changing needsof society and demand of the contemporary period. Thereports of the several committees and commissions set upfor the same, in but shall is that the competent and efficientteacher can be prepared by an effective professional trainingprogramme.In 1991, the national council of educationalresearch and training (NCERT) presented a document onelementary teacher education curriculum-guideline andsyllabus. In this for teacher education programme emphasisis given in development of proficiency in teaching and easeof teaching strategies, aids and skills in planning and

Manish Kumar *

*M.Phil.Scholar , Institute of Advance S tudiesin Education (IASE) Jiwaji University , Gwalior (M.P .) INDIA

management of various activities in schools. The objectivesdocument so for revealed that the focus of teachereducation programme essentially involves a provision oftheoretical learning and development of teachingcompetencies and skills to carry out the professionalfunctions effectively. But with the present educational goalsof achieving mass enrolment andretention as well as qualityeducation, developing teaching competencies in teachingprocess may not have been in immense help for the presenteducational goal. There is need of understanding not onlyof the teaching process but also cognitiveand effectivecomponents of students, their needs and expectations inclassroom and situational demands. Meaning and need ofteacher empowerment.

Today is the era of 21st century, due of globalization,liberalization and privalization, the educational institutesbecome a salable knowledge rule that has to operate rapidlychanging environment of trade and transactions. Due toglobal revolution in information technology, now we needof good quality universities, colleges and schools .for which,there is a demand to produce good quality teachers in thefield of education. Therefore now a day a need is to felt toenhance the professional expertise of teachers sound withinformationtechnology through teacher trainingprogrammes to arrive at solutions to our classroom issue.In a similar echo, the issue of teachers’ empowerment forbetter educational management has been a concern amongeducationists.

Here, teacher empowerment does not mean to makethe teachers more political powerful person as to have more


autonomy in hands to meet out has demands, wills andwishes, but to become a intelligent person having commandover the subject with mould skills and knowledge to applyto the competitive and information based society. In thisregard the teacher has to have the following attributes like-1. Service mindness 2.Self lessness, 3.Being conscious,4. Not being too many minded, 5.being loving to theirstudents and related persons, 6. Being empathetic andpatient, 7.Being good listener, 8. Having thirst for newknowledge and information, 9.willing to share theknowledge, 10. Being the research oriented.According toperrone (1991), empowerment grows from the real authoritythat comes from knowledge, understand, wisdom andcontrol of the guiding language and craft of teaching. It isthe development of serious professional relationships andestablish practices that will further teacher’s learning, willenlarge their authoritativeness and in the process providea more powerful voice and greater freedom of action, whatis to be emphasized is that the professionalism and authorityemerge from sound knowledge gained form closeobservation of their students better understanding of howstudents learn and systematic reflection on practice.

Usually teacher education programme attempt todefine teaching expertise exclusively through professionalknowledge and lists of discrete skills i.e. the proceduresand techniques one uses in practice, and then organizeteacher education programmes around these3. Thoughthese two resources knowledge and skills are thought toencompass all of the professional expertise, otherresources are also important as they interact withknowledge acquisition and use of skills. These resourcesincluded beliefs, values, commitments, realisticexpectations, professional person one adopts big attitudetowards work, beliefs about one’s role and finally an abilityto reason about practice.Thus In Simpler T erms The Empowerment Of T eacherMeans -1. A teacher should be conscious about his roles in terms

of teaching, training, consultancy and research.2. A teachershould encourage students and students to

be willing partners in the learning process.3. The teacher should continue his studies so that he may

be proficient in the subject he is teaching. He shouldnot be restricted to teaching only should in extensionalso.

4. The teacher should be able to create and sustain anacademic environment.

5. A teacher should be a manages of teaching rather thantransmitter of content. He should manage the studentsby using dialogue system as well as attention drawingtechniques and strategies in the classroom.

6. A teacher is expected to dedicated his/her efforts andenergy towards the development of institution; they areworking and in the process develop themselves asprofessionals.

7. A teacher should be very sincere to his/her students. If

the teacher is not inspired by the ideals of teachingprofession and nnot dedicate to his pupils and society,he cannot mold the future of the citizens.

8. The teacher should maintain clear standards ofbehavior.

9. Development of ethical values such as honesty,integrity, empathy, co-operation,peace and justiceamong student should become part and parcel of hisduty.

Barriers In The T eacher Education - Following are theweakness or barriers in the education of ourteachers:’Untrained teachers’Lack of professionalstatus,Problem of drop-outs,Limited student strength,Outmoded curriculum, No special training of teacher-education,Lack of funds,Dearth of new technology ofteaching,Insufficient time and attention paid to the actualpractice teaching, Absence of student opportunities forexploration and inquiry, Isolation between the colleges ofeducation and schools,Ineffective supervision of teachingpractice by the supervisor,Lack of physical facilities,Isolatemethodology of teaching, Imbalance between theory andpractice,Unsuitable environment of training institutions.Drawbacks in the present system of teacher education- The education commission (1964-66) has identified thefollowing drawbacks in the present system of teachereducation -(a) The training institution has remained isolated from the

main stream of academic life of the university, as fromthe daily problems of the school.

(b) The quality of training institutions is poor.(c) Teacher educators, in many cases are not very

competent.(d) Vitality and realism are lacking in the curriculum. Only

traditional courses are offered. Choices are limited.(e) Teaching practice is carried on as a matter of routine.(f) Bright students are not attracted to the training

institutions.(g) Student teachers lack motivation. Teaching is the last

resort of the unemployed.(h) Student-teacher ratio is high.Suggestions of Kothari Commission on T eacherEducation -1. University should have teaching and research

department in education.2. The status of training colleges should be equal to arts

and science colleges.3. Education should be introduced as an elective subject

in the pre and post degree courses.4. The period of training for maricultures should be two

years and for graduates and post-graduates one year.5. Part-time courses should be introduced to remove the

backlog of untrained teachers.6. State boards of education should be established to

regulate teacher education.7. Barriers between the training programmes of teacher

of general subject and special subjects should be


abolished.8. The number of working days in teacher training

institutions should be raised to 230.9. Every teacher should be given in-service training once

in five years.10. U.G.C. should help in maintaining the standards of

teacher education.11. Facilities should be provided for the professional growth

of teachers.12. To promote excellence in education, schools of

education may be started in selected universities.13. Isolation of the teacher institution from the universities

as well as from school education system be removed.Dynamic methods of teaching should be practiced in

teacher training institutions.References :-1 Adaval, S.B. (et al.) 1984. Analytical Study of Teacher

Education in India. Allahabad: Amitabh Prakashan.2 Adiseshiah, S.1985. ‘Education Reform Perspectives

in India.’ UNESCO ROEAP. Bulletin. 1986.3 Aggarmal, J.C. 1982. Development and Planning of

Modern Education with Special Reference to India. N4 ew Delhi: Vikas Publishing House.5 Ahuja, R.L. 1970. The Problems of Teachers in India.

Ambala Cantt: The Indian Publications.6 Andrew Fraser, “Creativity and Innovation in Education:

Moving Beyond Best Practice” Australian Council ofEducational Leadership conference presentation,

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Abstract - Environmental Education as” the study of air, land, water and energy system in relation to life system. Manis himself as organism within ar environment. Like other animals, man is influenced by the physical features of theenvironment, he is absolutely depended upon other species for his food, clothing, medicine and other similar aspectsand he has to adjust to other individuals of his own species. Therefore the basic laws of ecology apply well to him andare fundamental knowledge is must for his own existence on this plants (Earth).Key Words - Environmental Education, Clothing, Medicine, Species.

Role Of Environmental Organizations And AgenciesFor The Development Environmental Education

Dr. Shikha Jain *

*Guest Faculty (Environment) Govt. V .R.G. Girls P.G. College,Morar , Gwalior (M.P.) INDIA

Introduction - Man almost always has a modifyinginfluence and without proper regulation he often has adestructive effect. For instance, by applying certainecological principals to such fields as agriculture, biologicalsurveys, game management, pest control, forestry,horticulture and fishery biology he has received tremendouseconomic gains. Human Life on earth demands moreKnowledge about ecosystems and other ecologicalproblems.

The issue of environmental education (EE) has beenthoroughly discussed at several national and internationalseminars, workshops and conferences after deliberationsat floured in 1971 and in United Nations conference onhuman environment at Stockholm in 1972. The outcome ofStockholm conference was the establishment of UnitedNations Environment programmed (UNEP).

In a national seminar, organized by the IndianEnvironmental Society in collaboration with the InternationalProgrammed on environmental Management at the IndianNational Science Academy, New Delhi in 1979, emphasiswas given to incorporate gentian thought and values as apart of environment al education.

The First International Conference on EnvironmentalEducation held in new Delhi in 1980, the late Mrs. IndiaGandhi observed that EE is to help arouse socialconsciousness and make community aware of the fact thatthe good of the individual and that of community are bothharmed by ecological disruptions .In 1985, there was theSecond International

Conference on EE at New Delhi. Several importantpoints could emerge from the deliberations of theinternational, regional, national and even local conferencesone.

The most relevant to the subject is Chinese perceptionabout education which says: “If you plan for one year, plantrice, If you plan for ten years, plant trees, But, if you plan

for one hundred years, educate the people”.The urgent need for environmental education, but only

some have clear ideas about what need to be done, andvery few have either the actual experience or the knowledgeabout the course that need to be taught. The chief objectiveof environmental education is that individual and socialgroups should acquire awareness and knowledge, developattitudes, skills and abilities and participate in solving real-life environmental problems.

Goals, objectives and Guiding principles ofEnvironmental Education

Goals of EE are to develop a world populations thatis aware of and concerned about, total environment and itsassociated problems, and commit-ment to work individualyand collectively towards solution of current problems andthe prevention of new ones onces (UNESCO, 1975)Objectives

There were formulated to help social groups andindividuals towards the, following:1. Awareness - acquire an awareness of and sensitivityto the total environment and its allied problems.2. Knowledge - gain a variety of experiences and acquirea basic understanding of the environment and itsassociated problems.3. Attitude - acquire a set of values and feelings concernfor the environment and the motivation for activeparticipation in environmental improvement and protection.4. Skill - acquire skills for identifying and solvingenvironmental problem.5. Evaluation ability - evaluate environmental measuresand education programses in terms of ecological, economic,social, aesthetic and educational factors.6. Particip ations - provide an opportunity to be activelyinvolved at all levels in working towards the resolutions ofenvironment problems.Guidiling principles -


1. To consider the environment in its totality technological,social ecomic, political moral, cultural, cultural,historical, aesthetical

2. To consider a continuous life process (from pre-schoolto all higher levels- formal as well as non formal)

3. To be interdisciplinary in approach.4. To emphasise active participation in prevention and

solution to environmental problems.5. To examine major environmental issues from local

national, regional and [international point of view6. To focus on current, potential environmental situations.7. To consider environmental aspects in plans for growth

and development.8. To emphasize the complexity of environmental

problems and need to develop critical thinking andproblems- solving skills.There are a number of international and national

organizations, agencies and programmes involved indifferent areas of environment , forestry, wildlife and otherrelevant aspects. Some of this important bodies of thistype are as follows -International Bodies -1. Earthscan. An agency, founded by UNEP in 1976,that

commisious original articals on environmental mattersand sells them as features to newspapers andmagazines, in especially developing countries.

2. Convention on international Trade in EndangeredSpecies (CITES). An international forum, whosemembership for agreement for agreement is open toall countries. For india the ministry of Environmentand forest functions as nodal agency for participationin international agreements.

3. Environmental Protection Agency(EPA).This is anindependent Federal Agency of the U.S.Governmentestablished in1970. It deals with protection ofenvironment by air, water, solidwastes,radiation,pesticides noise etc.

4. European Economic community(EEC). It is acommunity of 12 European nations with sound political,economic and legal base.It has programmes of famingand implementation of coordinated policy forenvironmental improvement and conservation ofnatural resource. CPCB,India has taken up projectson air Quality monitoring with assistance of EEC.

5. Human Exposure Assessment location (HEAL).Theproject is a part of the Health Related MonitoringProgramme by WHO in cooperative with UNEP. Thisproject has yhree components, viz (1) air monitoring.(2) Water quality monitoring and (3) food contaminationmonitoring on aglobal basis.

6. International Council Of Scientific Union (ICSU).A non-government organization,based in paris , thatencourages the exchange of scientific informationinitiates programmes requiring international scientificco-operation and studies and reports on matters relatedto social and political responsibilities in treatment of

scientific community.7. International Union for Conservation of Nature and

natural Resourses (IUCN).An autonomous body,founded in 1948 with its Headquatersat Morges,Switzergland that initiates and promotes scientificallybased conservation measures.

8. International Marine Consultative Organisation(IMCO).It regulates the operation of ships in high seas, frommarine water pollution viewpoint.

9. South Asia Co-operative Environment Programme(SACEP). This has been recently set up for exchangeof professional knowledge and expertise onenvironmental issues among member countriesAfghanistan, Bangladesh, Bhutan, India,Iran , Pakistan,and SriLanka.

10. United Nations Educational. Scientific and CulturalOrganisation (UNESCO). An united nation agency,found in 1945.It supports activities related to environmental quality,human settlements, training to environmentalengineers and other socio-cultural programmes relatedto environment.

11. United Nations Environment Programme (UNEP). AUN agency, responsible for co-operative of inters-governmental measures for environmental monitoringand protection. It was set up in 1972.

12. World commission on environment and development(wced). This is a 23 member commission, set up in1984.

13. Earthwatch programme. Aworldwide programme,established in 1972. It monitors trends in theenvironment, based on a series of monitoringstations,Its activities are coordinate by UNEP.

14. Project Earth. Development in collaboration with UNEPto inspire, interest and educate young people.

15. Earthwalks. A series of expeditions designed to focusinternational attention on environmental issues in keygeographic areas.

16. MAN and Biosphere Programme(MAB).TheProgramme is the outcome of International BiologicalProgramme(IBP)that has already concluded itsactivities.

Man and the Biosphere Programme (MBA)1. General objective2. Approach3. Organisation,

In India the MBA programme is serviced and fundedby the Department of Environment, Forest and Wildlife. Thenational committee, Indian National Man and thebiosphere committee,was first constitude in 1972, whichsuperwise and directs the programme. The usual term ofthe members is two years. The members are taken fromuniversities and other scientific organizations. Thiscommittee function as an advisory/recommendatory bodyto the Department of Environment, Forest and wildlife forthe MBA programme and catalyses actions on the issue


related to this programme.National Organizations - There are a number ofgovernmental as well as non- governmental organization,agencies, and programmes engaged in environmentalstudies. A number of non governmental, voluntaryorganization have been doing good job in this are.Department of Environment

The role, allocation of business and organization ofthe D.O.E.n is given below -Department of Environment, Forest s & Wildlife of india-Department of Enviroment was set up in 1980 to server asthe focal point in the administrative sturucture of theGovernment of planning. Promoting and coordination ofenvironmental programmes. The present Department ofEnviroment, Foorests and Wildifife in the Ministry ofEnviroment and Forests was created in September 1985.

The Ministry’s main activities are the survery andconservation of flora fauna forests and widiffe preventionand control of pollution, afforestion and afforestations andregeneration of the degraded areas of the Enviroment.The following items of works are allocated to the Ministry -l Enviroment and ecologyl Botanical Survey of India and Botanical Gardensl Zoologhical Survery of India and Botanical Gardensl National Museum of Natural Historyl The water Pollution actsl The Air Pollution Act 1981l The Enviroment (Protection) Act, 1986l Biosphere Reserve Programl National Forest Polic and Policy Forestry Developmentl Forest Policyl Indian Forest Policyl Indian Forestry Servicerl Wildlife Preservationsl Fundamental Reserch in Coordination with Higher

Edducation in Forestyl Padmaja Naidu Himalyan Zoological Park.l National Land Use and Wasteland Development

council

• Central Ganga Authority• National Assistance to Forestry Development Schemes• India Plywood Industries Research Institute Banglore.Organisation - Organisation Ganga Authority wasConstitued in Febury 1985 to guide and wereses theimplementation of a programs for restoring the qulity of theriver ganga. The state government of U.P. Bhir and WBengal are to coordinatie the Action Plan work The Nationalwastelands was set up under the Ministry of EnvironmentObject 1 to prevent good land from becoming wasteland,and 3 to for the management and development of thewasteland in the country.Divisions Agencies and Unit - There are 23 Devisionsincluding the Headq of the Regional offices the Ministry.International Cooperation Division has two wing 16Associated Units under the administrative control of theMinistry.There are 13 Autonomous Agencies assisted bythe Ministry.Other National Organisation - There are othergovernmental and non governmental organizationsagencies involoved in environmental issue. Some of theimportant onces.1. Advisory Board on Energy (ABE)2. Bombay Natural History Society (BNHS)3. Central Forestry Commission (CPC)4. Department of non conventional Energy Sources5. Industrial Toxicology Research Center6. National Environmental Engineering Research Center7. National Dairy Development Board8. Tata Energy Research Institutes (TERI)9. Central Soil Salinity Research Institute KarnalReferences:-1. Environmental Chemistery By - B.K Sharma & H. Kaur2. Envirmmental Studies By - Anju Agrawal.3. Man and Environment By A. Robert, Pemguin Books4. Khoshoo, TN (1984) Environmental Concerns and

StrategiesIndianEnvironmental Society.5. Ecology and Environment By - P.D. Sharma.6. Environmental Biology By - P.D. Sharma.

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Abstract - Higher education system plays an important role for the country’s overall development which includesindustrial, social, economic etc. Indian higher education system is third largest in the world. The role of Indian highereducational institutes such as colleges and universities in the present time is to provide quality based education in thefield of education, research etc to empower youth for self sustainability. This paper includes the key challenges thatIndia is currently facing in higher education and also includes some initiatives taken by the government to meet thosechallenges.Key Words - Higher education system, Empower, Self Sustainability.

Indian Higher Education System - Challenges And Suggestions

Introduction - Higher education means different things todifferent people. If we talk about higher education in termsof level, it means to gain higher educational qualificationby the teaching-learning process in the higher educationalinstitutes such as colleges and universities. Moreover highereducation imparts knowledge, develops the student’s abilityand also give him/her a wider perspective of the worldaround. Higher education becomes input to the growth anddevelopment of industry and also seen as an opportunityto participate in the development process of the individualthrough a flexible education mode.Higher Education in India - Next to China and UnitedStates India has the third largest higher education systemin the world in terms of size and its diversity and largest inthe world in terms of number of educational institutions.After independence Indian higher education attain amassive growth.

In the Indian system, higher (tertiary) education startsafter the 10+2 (i.e. ten years of primary and secondaryeducation flowered by two years of senior secondaryeducation). Framework of higher education in India is verycomplex. It includes various type of institutions likeuniversities, colleges, institutes of national importance,polytechnics etc. Universities are also of different types likecentral universities which are formed by government ofIndia, by an act of parliament which are responsible forarranging and distributing resources required by universitygrant commission(UGC), State universities, Deemeduniversities (aided and unaided) and Private universities.India has a federal set-up and the Indian constitution placeseducation as a concurrent responsibility of both the centreand state. While the centre co-ordinates and fixed standardsin higher and technical education, school education is theresponsibility of state. Under the department of highereducation there are several regulatory bodies and research

Akshaya Sahu *

*M.Ed. (Student) Jain College, Gwalior (M.P .) INDIA

councils which are responsible for the higher education inIndia.Regulatory Bodies -l University Grant Commission (UGC)l All India Council for Technical Education (AICTE)l Council of Architecture (COA)Research Councils -l Indian Council of Historical Research (ICHR)l Indian Council of Social Sciences Research (ICSSR)l Indian Council of Philosophical Research (ICPR)l National Council of Rural Institute (NCRI)l Project of History of Indian Science Philosophy and

Culture (PHISPC)Challenges of Higher Education System in India -l Gap between the Supply and demand: In highereducation, India has a low rate of enrolment i.e. grossenrolment ratio (GER), at only 19%. If we compared to chinaand brazil GER is 26% and 36% respectively.l Lack of Quality Research work: There is no shortageof funding for the top Indian Institutions such as IITs, IIMsand other institutes of national importance. However, budgetfor the Research is not under spent due to the insufficientgood quality research work. Due to the limited focus onResearch and Internationalization, very few Indian highereducational institutes are globally recognized.l Number of Research papers published in India hasincreased continuously for the past few decades butreflected in low citation impact if compared with othercountries like Germany, United States, France and China.l Indian higher education is facing with the problem ofpoor quality of curriculum. In most of the higher educationalinstitutes curriculum is out-dated and irrelevant.l Shortage of Faculty and High Student-Faculty Ratio -In most of the state and central universities more than 30%of faculty positions are lying vacant. While the student


enrolment in higher education is growing with faster rate inthe last few years.lllll Inadequate Infrastructure and Facilities - Apart fromthe highly recognized higher educational institutes in Indiamost of the colleges and universities lack in the basic andhigh-end research facilities. Many institutes are runningwithout proper infrastructure and basic facilities like library,hostels, transport, sports facility etc. which is desirable torank the quality institution.l Presently there is a very less collaboration of highereducational institutes with industries.l Low employability of graduates is one of the majorproblem in India. Only a small proportion of Indian graduatesare considered employable. Placement outcome also dropsignificantly as we move away from the top institutes.Initiatives t aken by the government in the area of humanresource development -l A project has been taken up to made a national digitallibrary of eBooks on various subjects and topics and anotherset up through which highly qualified faculty of centrallysponsored institutions like IITs, IIMs and central universitieswould offer online courses free of cost.l Another special scheme called “Udaan” for girl studentshas launched by the Central government. Under thisscheme mentoring and scholarship will be provided toenable meritorious girl students to transit from schools totechnical education without any difficulty and also to promoteteaching and learning of mathematics and science at seniorsecondary school level by providing free resources.l The focus of the project is to overcome the lowenrolment ratio of girl students in prestigious technicalinstitutions and enable them to receive special incentivesand support so that they can join these institutions and goon to take leadership roles in the future.l Another interesting step is the launching of a missionnamed after freedom fighter and educationist Pandit MadanMohan Malviya to build a strong professional cadre ofteachers by addressing all the issues related to teachers,teaching, teacher preparation, professional development,curriculum design, design and development of moreeffective pedagogy and better assessment and evaluationmethodologies.l The Central Government has also launched a schemecalled Unnat Bharat Abhiyan for the promotion oftechnologies from the laboratory to the ground. Under thescheme, higher educational institutes would connect withvillages in their neighbourhood and address the variousproblems faced by them. The scheme would particularlylooking for the solutions for water management, organicfarming, renewable energy, infrastructure and livelihood.IIT, Delhi is the coordinating institute of this scheme. About130 villages have so far been adopted by IITs, NITs acrossthe country under the scheme..l Rashtriya Avishkar Abhiyan has launched to reviveinterest in the technology among youth through support forinnovative learning based on observations and

experimentation. The focus would be on learning outsidethe classroom through direct interaction with theenvironment around the educational institutions.l Under the Global Initiative of Academic Networks(GIAN) programme, India’s ministry of human resourcedevelopment and department of science and technologywill “create a channel for US professors in science,technology, engineering, and mathematics to teach in Indianacademic and research institutions on short-termexchanges”, as per the website of the US Department ofState.Suggestions for Improving the System of HigherEducation -l There is a need to implement innovative and

transformational approach form primary to highereducation level to make Indian educational systemglobally more relevant and competitive.

l In higher educational institutes Industrial co-operationmust be their for the development of curriculum,organizing expert lectures, internships, live projects,career counseling and placements.

l Higher educational institutes need to improve quality,reputation and establish credibility through studentexchange, faculty exchange programs, and othercollaborations with high- quality national andinternational higher educational institutes.

l Government must promote collaboration betweenIndian higher education institutes and top Internationalinstitutes and also generates linkage between nationalresearch laboratories and research centers of topinstitutions for better quality and collaborative research.

l There is a need to focus on the graduate students byproviding them such courses in which they can achieveexcellence, gain deeper knowledge of subject so thatthey will get jobs after recruitment in the companieswhich would reduce unnecessary rush to the highereducation.

Conclusion - In this paper we have presented the presentsituation of India in higher education sector. We also identifythe challenges like demand-supply gap, lack of qualityresearch, problem of infrastructure and basic facilities,shortage of faculty etc in the higher education. Theimplementation framework for twelfth plan aims to focuson improving quality of state institutions, to revamp financialaid programs, to interlink expansion, equity and excellence.To improve the higher education system we need to improveteaching pedagogy, build synergies between research andteaching, facilitate alliance of higher institutions amongthemselves, research centers and industries. This isnecessary not only to take care of economic growth, but itis also essential for social cohesion and to empower thecountry’s youth.References:-1. Barnett,R.(1992).Improving Higher Education: Total

Quality Core, Buckingham: SRHE&OU.2. Agarwal, P. (2006). “Higher Education in India: The


Need for Change.” ICRIER Working Paper, IndianCouncil for Research on International EconomicRelations: No. 180.

3. PWC report on “India-Higher education system:Opportunities for Private Participation, 2012.

4. Sanat Kaul, “Higher Education in India: seizing theopportunity”, Working paper no. 179, 2006.

5. British Council, Understanding India: The Future of

higher education and opportunities for internationalcooperation, 2014

Websites -1. http://pib.nic.in/newsite/efeatures.aspx?relid=1227412. http://ictpost.com/process-and-politics-ict-gover-

nance-in-indian-education/3. http://thenamopatrika.com/smriti-irani-launches-new-

schemes/

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Abstract - In this regard a number of philosophers, intellectuals, leaders and religious gurus give their opinion time totime and added value in the concept. Deen Dayal Upadhyay who was one of the leading Indian philosopher, economist,sociologist, historian, journalist, and political scientist gave the concept of essential humanism who developed theprinciple of integral humanism Their life time might be various, but their reason behind the freedom struggle wasrooted in India‘s age-old culture. Nehru had an entirely different political philosophy that mostly differed with Gandhiji‘s,but he emerge at the centre phase in self-governing India after the early death of Gandhiji and Sardar Vallabh BhaiPatel. Political philosophies in the modern period are rooted in the uprising next to theocratic Papal States. Most ofthese modern political philosophies are quite dogmatic, as they emerged as reaction to political, social and economiccircumstances that exist in European continent at the time, and hence, have promoted social strife and conflict.The indigenous superior opinion were not given due thought, leave unaccompanied adopting them in the independentIndia‘s governance and political, socioeconomic environment. Here is where the role of social and political activistslike Deendayal Upadhyaya and his political thought and philosophy, named as Integral Humanism, gain credence andimportance. This concept and thought is rooted firmly in India‘s unique ethos, virtues, society and social thoughts suchas one for all and all for one‘. It is this beautiful, ideal concept of Integral Humanism that is suitable and appropriate toIndia.Key Words - Deendayal Upadhyaya; Integral Humanism; Ekathma Manava Vadh; Political Philosophy; Democracy;Communism; Socialism; British Imperial Rule; Tilak; Mahathma Gandhiji; Hindu Swaraj; Vallabai Patel; Nehru.

A Study Of Integral Humanism -Political PhilosophyRooted On Indian Society

Introduction - Since the beginning of human society therewas a conversation initiate on the way to live a wealthy lifeand to create the others (society) living prosperous too. Inthis regard a number of philosophers, intellectual, leadersand religious gurus gave their opinion time to time andadded value in the concept. Deen Dayal Upadhyay whowas one of the leading Indian philosopher, economist,sociologist, historian, journalist, and political scientist gavethe concept of Integral humanism that developed thedoctrine of integral humanism. The theme was initiallydelivered in the form of four lectures in Bombay during April22-25, 1965.

According to him “Humankind had four hierarchicallyprearranged attribute of body, mind, intellect and spirit whichcorrespond to four worldwide objectives, kama (desire orsatisfaction), artha (wealth), dharma (moral duties) andmoksha (total liberation or ‘salvation’). While none mightbe unnoticed, dharma is the ‘basic’, and moksha the finalobjective of humanity and society. He claim that the majorproblem with together capitalist and socialist ideologies isthis that they only think the wants of body and mind, andwere therefore based on the materialist objectives of wishand prosperity

Upadhyaya conceive the political philosophy IntegralHumanism. The philosophy of Integral Humanism

Akanksha Shukla *

*Asst. Professor , Aryakul College of Education, Bijnour Lucknow (U.P .) INDIA

advocates the concurrent and integrated agenda of thebody, mind and intelligence and soul of every human being.His philosophy of Integral Humanism, which is a mixture ofthe material and the spiritual, the individual and thecombined, bears eloquent indication to this. He visualizedfor India a decentralized polity and independent economywith the village as the base.

Deendayal Upadhyaya was convinced that India as anindependent nation might not rely upon Western conceptslike individualism, democracy, socialism, communism orcapitalism and was of the outlook that the Indian polityafter Independence has been raise upon these superficialWestern basics and not entrenched in the society of India’sancient culture. He was of the view that the Indian intellectwas getting suffocate by Western theories, which left a“barricade” to the growth and development oforiginal Bharatiya (Sanskrit: “of Bharat” [India]) thought.Upadhyay was compelled to answer what he felt was theurgent need in India for a “fresh breeze”.

He welcomed contemporary technology but requiredit to be adapted to suit Indian requirements. He supposedin Swaraj (“Self-governance”).He died under unforeseensituation and was establish dead on 11 February 1968 at Mughal Sarai railwayyard. Upadhyaya edited Panchjanya and Swadesh (Daily) from Lucknow. In Hindi, he has written


a drama Chandragupta Maurya, and later wrote a biographyof Shankaracharya. He translated a Marathi biography ofHedgewar, the founder of RSS.

He won awards and scholarships from the Maharajaof Sikar and industrialist Ghanashyam Das Birla. Turningdown all offers of government and private sectoremployment, he joined the RSS. He kept company withNanaji Deshmukh and Sundar Singh Bhandari, RSSpracharaks who went on to play a critical role in anti-Congress politics in the 1960s and 70s. Rising rapidlythrough the RSS ranks, he started a series of publicationsincluding its current mouthpiece, Panchjanya, and startedanother when this was banned. When that too, wassuppressed, he launched a third one. He served as itscompositor, machine man and dispatcher and never missedan issue.

In a recent lecture, K. N. Govindacharya, who partedways with the BJP, recalls how Upadhyaya expelled sevenof the nine Jan Sangh MLAs in Rajasthan for opposing theZamindari Abolition Act. He outlined his philosophy forgovernance to a number of 500 party workers in 1964 andobtainable an expanded version at its plenary session in1965. The final version was delivered in the shape of fourlectures in Bombay, titled “Integral Humanism”. Accordingto BJP veteran LK Advani, the title was selected to contrastit with the thesis of ‘Radical Humanism’ put forward by MNRoy, the former Communist leader.

Deendayal Upadhyaya, the ardent nationalist, broughtto life the indigenous political concepts that find significancein the still dynamic political scenario of India. He neverclaimed that through his writings and speeches he gavesomething new to our society, whatever he said wasadhering to this nation‘s age-old wisdom, which was basedon our culture and tradition. Leave apart his humility; we beable to say that Deendayal obtainable a philosophy withthe very old

This concept in India has emerge without cause anydifference in the center of the nation‘s constituent, namely,an individual, a family, the society, and the state, which arecomplimentary to every additional for the collectiveenlargement of outside and interior, be it the body, the mindand the intellect. The increase of Artha (Wealth) and Kama(Desire) should adhere to Dharma (Laws of Virtue).The Contemporary Political Philosophies And It sImpacts - The contemporary period political philosophieshaving their origin entrenched in uprising next to theocraticPapal States, which finally gave birth to main conceptsnamely democratic system, socialism, communism andcapitalism. People became rigid followers of such politicalideologies, which were born as a response to current socio-economic-political situation of those Times. These politicalphilosophies only perpetuated conflicts within society.Humans are the ultimate in development and formation,because of their mental ability, capacity and potential. Theseled to appearance of many great opinions for the humankindand their life on Earth. But now, the modern era political

philosophies have led to treating humans as animals,promote thoughts such as the continued existence of theFittest‘ or the laws of the jungl.India Post Independence - Politics had become integralpart in the life of ordinary man during British Imperial rule inIndia. Many movements, organizations, leaders sprang upand resisted the tyrannical rule of the British aggressors.There were leaders in the pre-independence era such asBala Gangadhar Tilak, Vinayak Damodhara Savarkar andMahathma Gandhi, who were trying to unite people in theirfight against the alien rule under the banner of our richculture and tradition. They believed that political freedombased on our culture alone will be stable and will last long.Unlike the freedom struggle of some other nations, whichwere mere political, Indian struggle for independence wasbased strongly on culture. This proved that our country is anation, rooted in culture, tradition and the glorious past.That is the real significance of our freedom struggle.Thefeeling of one nation ‘of our people is not exactly based onany political concepts, unlike other revolutions in the westernworld.

Whose political philosophy was rooted in ideas aliento this nation, took centre stage in independent India. He,along with others sharing his political philosophies, not evenanalyzed India‘s own political concepts and if they wereworthy to follow and instead copied and implemented thosesystems of politics and governance prevalent in the West.Most of the western political concepts of modern timeconsidered humans as material-being alone, whosephysical, material needs had to be fulfilled. The divinity withinthe human being was not something they consideredimportant. The concept of Socialist Indian Union alienatedthe common man from the political system of NehruvianIndia. His socialism was silently rejected later, which is adifferent story. In Socialist India, for most of the problemssolution could not be found; Social inequality, economicdisparity, poor becoming more poorer, increasingdependence on Government by our people were thoseproblems. It is the considerate opinion of this scholar thatthe Nehruvian political system adopted by India is notsuitable to our nation. The concept of Socialist Democracyof Nehru and its impact on this nation‘s socio-politicalsystem need to be rejected completely. To quote scholarand author Michel Danino, who countered the West‘sobsession’s concepts: Strictly speaking, Secularism of theEuropean kind is ill suited to India, since religion did nothere attempt to harness political power. Imposing it in Indianpublic life can only lead to cultural nihilism.Deendayal Up adhyaya The Creative Thinker - DeendayalUpadhyaya‘s main political philosophy Integral Humanism‘was delivered as a lecture in Bharatiya Jana Sangh‘s (BJS)party conference at Mumbai in 1968, as its leader. Though,the phrase Integral Humanism ‘was at first used by IndianFreedom Fighter Bipin Chandra Pal in the year 1921, itwas elaborated and given exact meaning by DeenadayalUpadhyaya. Integral Humanism is about why there should


be stable conflicts in man‘s life in the name of variouspolitical concepts? It talks about our time-tested way of lifewhich is normally called as Dharma‘, the sustenance oflife. He only exaggerated it for the world at big to take acloser look at it. Integral Humanism‘ not only talksconcerning our own ancient way of life based on dharma,but too how it is suitable in today‘s life Deendayal did notrefuse the western political concept now like that; Hisargument was that the problem and its result cannot beapplied uniformly as it may not suit dissimilar cultures.Significance Of Integral Humanism - In view of the factthat his political idea is rooted in Indian ethos and traditions,one need not give religious connotation to his philosophy.Some best English knowledgeable scholars in our country,following the path of a few western thinkers, had wronglyinterpreted and defined our core concepts. They were notprepared to accept the contribution of no conflicting Indiancivilizations ethos to the world. E.g. the definition of Hindu’sa religion; contrary to this it is generally understood as wayof life and it is our national identity. The same is in the caseof Dharma‘which means sustenance of life, and not religion.With proper understanding of these concepts Deendayalgave profound inspiration to our nation that had beensubjugated by alien rule for centuries together and that hadlost its ancient nationhood, which is Hindu‘ by nature, hasits roots firmly on ancient Indian values, and our way of lifebased on Dharma‘. The application of his philosophy ispossible not only in politics, but also in other spheres ofman‘s life like social, economic and cultural spheres of ournation. Deendayal carried out in-depth study of most of thesocio, politico, economic theories that prevailed in his lifetime, apart from analyzing its evil impact on various nations,which made him to ponder on India‘s own system for wayof life, and through that, to find solutions to present dayconflicts across the board. Is there a synthesis among thewestern concepts ‘such as communism and capitalism?Can we find synthesis with each other in these philosophiessince each is a dogma that rejects the other view thewestern philosophies presented conflicts and struggles asa way of life to mankind?‘Religion’, The Fabric Of Indian Social Life - IntegralHumanism‘ was presented to entire humanity by Deendayalto resolve conflicts in mankind; to create synthesis inhuman‘s life with that of society, state and nation, and beingcomplementary to each other rather than being asconflicting elements. Integral Humanism insists thathuman‘s life is embodiment of synchronization not only inbody, mind and intellect but in all spheres, such as sharingduties as well as rights, human-to-human, individual-to-family, family-to-village, family-to-society,‘Integral Humanism’, The Indian Approach Of Life - TheIndian nationhood and its individuality is Hindu‘, the Indianmethod of Life or Sanadhana Dharma' (Age-old Dharma).This land is therefore called Hindu Rashtra', which is boundby Dharma‘. Deendayal, while elaborating his philosophy,uses the phrases like our ancient nation‘, our idea of

magnificent life‘, the philosophy of life here developedthrough the ages‘, national self-esteem‘and nationalcharacter‘. These ideas had takers in contemporary leadersof India such as Aurobindo, Tilak, Gandhi and Patel. Thesephrases imply the direction of his thinking with stress forNational rebirth, with the conception of cultural unity, whichis the foundation of survival as a nation and was obvious inits thousands of years of history. Historic concept of thenature of this nation developed through centuries: Thenationhood cannot be shaped now by declarations. It is thecontinuity of history, culture and tradition that give causefor its function as a nation. The expansion of Artha (wealth)and Kama (desire) should adhere to Dharma (virtue).

The concept of Dharma is not only applicable to anindividual but also to society, state and nation at large.Human is both political and socioeconomic being, hedepends not only on his right alone but also has duties andresponsibilities towards everything in his life, be animateor inanimate. That is his Dharma, which is Indian way oflife, called Sanatana Dharma‘ (Age-old Dharma). Deendayalemphasized that politics should be for nation‘s sake aloneand not for personal advantage of a selected few. He notonly presented philosophical perception, but also presentedthe mundane, as to how the philosophical perceptions canbe implemented with adherence to our tradition. With thatoutlook he had presented certain system to maintain ourlarge society. The mechanism of that system insists one‘sduty and voluntary cooperation from all the participants insociety from the village to the entire nation.Origins And Development Of Hiamanism - Deendayalwas not only a political campaigner but also a thinker whopondered over a variety of issues and aspects of social,political and economical significance. He formulates thephilosophy of “Integral Humanism”. This work seeks to lookat its various sizes. though, before analyzing Deendayal’sideas on humanism, it would be very important to have anapproaching into the concept of humanism in its Manymanifestations as expressed in the Western and the Indianthought. Humanism is a topic to varied definitions andinterpretations. Broadly speaking, humanism is a man-centered philosophy. According to H.J. Blackham,“Humanism proceeds from a hypothesis that man is on hisindividual and this life is all and an assumption ofresponsibility for one’s own life and for the life of mankind -an evaluation and an undertaking, two personal decisions.Less than this is never humanism.”Conclusion - Thus after the depth assessment of theliterature it could be concluded that that although Upadhyayand his all counterpart meant at the gladness of society,though the Upadhyay determined on the happiness anundivided society as the main aim whether the others seemto depended extra on the business theories and approachesto achieve the prosperity and happiness of the society.

Dheendayal Upadhyaya try to find answer from ourindividual scriptures, society and ritual and also, he mostlyand clearly understood although a philosophy evolved stand


on certain circumstance entire the world. Those situationswere not same or parallel to all nations. One solution orphilosophy cannot be useful and kept as a yard stick toother nation‘s problems. Though Dheendayal‘s IntegralHumanism‘ is based on four Purushathas of Dharma, Artha,Kama and Moksha, he did not divulge more about thereligious life of man as he was a political leader and not areligious guru. ‘, which point out that he wanted the thoughtsto be implemented by the common man, the normalfolk.That may be like Thiruvalluvar‘s way of basicallyweaving his couplets without talking concerning Mokshastraight but gave enough stress to Dharma, Artha andKama.References :-1. A 55 page document of Deendayal Upadhyaya‘s thesis

on Integral Humanism, given in a series of speechesin Mumbai on April, 1965.

2. Pandit Deendayal Upadhyaya, Ideology AndPerception- A Seven Part Series of book on differenttitles, Suruchi Prakashan, 2nd edition, New Delhi,India,2014

3. D.B.Thengadi, An Inquest, Suruchi Prakashan, 2ndedition, New Delhi, India, 2014

4. V.V. Nene, Integral Humanism, Suruchi Prakashan,2nd edition, New Delhi, India, 2014

5. B.K. Kelkar, Political Thought,Suruchi Prakashan, 2ndedition, New Delhi, India, 2014

6. Sharad Anant kulkarni, Integral Economic Policy,Suruchi Prakashan, 2nd edition, New Delhi, India: 2014

7. C.P.Baishika, Concept of Rashtra Suruchi Prakashan,2nd edition, New Delhi, India, 2014

8. B.N.Jog , Politics for Nation‘s Sake, SuruchiPrakashan, 2nd edition, New Delhi, India, 2014

9. V.N.Deodhar, A Profile- Suruchi Prakashan, 2ndedition, Delhi, India, 2014

10. Deendayal Upadhyaya, Political Diary, SuruchiPrakashan, 3rd edition, New Delhi, India, 2014

11. Dattobant Thengadi, Third Way, Sahithya sindhuPrakashana, Revised edition, Bangalore, India, 2012

12. M.S.Golwalkar, Bunch of Thoughts, Sahithya sindhuPrakashana, Third Edition Reprint, Bangalore, India,2000

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Abstract - Education is a human right and essential for realization of all other human rights. It is a basic right whichhelps the individual to live with human dignity the right to education is a fundamental human rights. Every individual,irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, isentitled to a free elementary education. Hence the present study has attempted to find out awareness of right toeducation among secondary school teachers. Over the past fifty years global events and people’s experiences havegiven the quest for ensuring peace through human rights awareness and education a major thrust. Internationaldocuments on human rights education published during this period especially those of the United Nations form animportant part of the worldwide educational discourses indicating a progression towards the establishment of a worldeducation system. India has adopted multipronged strategy for ensuring human rights for its citizens. On the onehand, it incorporated into its Constitution as Fundamental Rights the various human rights provided for in the 1948Universal Declaration of Human Rights (UDHR). On the other hand, keeping in view the ethnic diversity and highlydivisive society of India, it also practices the policy of protective discrimination for certain traditionally deprived sectionsof society like the Scheduled Castes (SC), Scheduled Tribes (ST), as well as girls and disabled persons. Consequentlywhile ensuring ‘equality of opportunity’ in matters relating to appointment to any office under the State, it also followsa reservation policy in education and jobs for various disadvantaged sections of society to ensure their adequaterepresentation in education and service sectors.Key Words - Human Right, School Education, Teacher Education.

Awareness of Human Right -Role of Secondary Teachers

Introduction - Teacher education has been considered asthe major instrument to address inequalities in the Indiansociety by promoting equality, social justice and respect forthe individual human being, which are preconditions forensuring rights. The 1986 educational policy of India andits program of action suggest various measures to bringequality through the system of education. A whole chapterof the 1986 National Policy on Education (NPE) spells outmeasures to promote equality of educational opportunityby attending to the specific needs of the deprived sectionsof society. For instance, the NPE 1986 recommends theredesigning of the curriculum, textbooks, training andorientation of teachers, decision makers and administratorsto remove gender bias from textbooks, and bring changein the status of women through education, educationaldevelopment of the SC/ST population and their equalizationwith non-SC/ST population at all stages and levels ofeducation. Certain core values have been identified at thenational level and integrated into the entire syllabus of schooleducation across the country. Some of these core valuesare equalization, democracy, secularism, equality of sexes,and inculcation of scientific temper, etc.

Analyzing the Indian education system from a humanrights perspective, Pandey (2005) concluded that it has

Dr. Rashmi Singh *

*Asst. Professor , Institute of Education, Bundelkhand University , Jhansi (U.P .) INDIA

“followed a ‘Value and Awareness Model’ of human rightseducation, wherein human rights are not taught as aseparate subject, instead, various values related to humanrights have been integrated in all subjects and in all stagesof school curriculum.” The Curriculum Framework of 2000reiterated the view that education is an important instrumentto fight inequality and to respond to the social, cultural,emotional, and economic needs of students, promote acohesive society by eliminating biases and imbalances dueto caste, class, region, religion, ideology, gender, etc; ensurethe right of the child to equal access to quality educationand other educational opportunities including those of girlsand children with special needs; and cope with the impactof globalization without losing indigenous traditions andidentity. The 2005 National Curriculum Framework (NCF)provides ample opportunities to promote respect for thechild as an individual, social justice, equality, tolerance etc.In fact, “commitment to democracy and values of equality,justice, freedom, concern for other’s well-being, secularism,respect for human dignity and rights” has been identifiedas the foremost goals of education. NCF (2005), therefore,expects the school curriculums to provide “adequateexperience and space for dialogue and discourse in theschool to build such a commitment in children”. Sensitivity


to others’ well-being and feelings, together with knowledgeand understanding of the world” are the expected bases ofa national commitment to values. In a major departure fromthe earlier frameworks, however, NCF (2005) tries to shiftthe focus from traditional-values-based approach forensuring human rights to peace based approach.Consequently, Education for Peace forms an importantcomponent of the latest reforms in school educationsyllabus in India. It tries to nurture ethical development andinculcate attitude, values and skills required for living inharmony with oneself and with others including nature.Respect for human rights, justice, tolerance, cooperation,social responsibility, respect for cultural diversity, firmcommitment to democracy and non-violent conflictresolution have been identified as “hall marks of educationfor peace” (NCF 2005, page 62). Education for peace asvisualized and promoted by NCF (2005) aims at developinga rational, reflective and mature individual who is consciousof his/her own rights as well as the rights of others and his/her own duty towards others. In fact, education for peacehas been considered as the bridge that facilitatescommunication between people and enables them to enjoytheir rights without impinging the rights of others. Theconstructivist approach advocated by NCF (2005) providesample scope and opportunity for promoting the culture ofrespect for human rights and peace as it calls for honouringthe personal experiences of students and treating it as abase for dialogue and new learning. Education for peaceand human rights emphasizes the skills of active listening,critical thinking, problem solving and conflict resolution,which are also the thrust of constructivist way of learningunder NCF (2005). Both constructivism and human rightseducation are based on humanistic philosophy, which isdedicated to developing mature and self-directed students,and emphasize continuing and lifelong learning.Teachers education and human right s in India - Asindicated earlier, the Indian education system relies heavilyon its teachers who are central to the process of teachingand learning. The country has more than five millionteachers working at different levels of school education andan equally huge network of teacher education institutionsto meet the needs of teacher preparation for the country.These include five hundred District Institutes of Educationand Training (DIETs), eighty seven Colleges of TeacherEducation (CTEs), seventy-three Institutes of AdvancedStudies in Education (IASEs), more than 2,200 primary andsecondary teacher education institutions, and approximatelytwo hundred fifty university departments of education. TheCurriculum Framework prescribed for various teacherpreparation programs of the country promotes the inclusionof themes related to various human rights that the teachersare expected to integrate at the school level. For instance,the 1998 Framework of Teacher Education Curriculumdeveloped by the National Council of Teacher Education(NCTE) is anchored firmly on the view that the teachersthemselves should internalize the values of justice, liberty,

equality and secularism so that they can interpret themeffectively to the students. It strongly believes that theeducation of teachers should equip them with competenciesneeded to deal with discrimination, disparities, inequalities,etc. Consequently, it spells out certain competencies,commitments, and performance areas for the teachers toachieve that help them develop a humanistic perspectivethat is necessary in promoting consciousness towardshuman rights and their practice inside classroom. The visionof teacher education under the NCF (2005) is that theteacher education programs prepare the teachers for therole of being an “encouraging, supportive and humanefacilitator in teaching-learning situations to enable learnersto discover their talents, realize their physical and intellectualpotentialities to the fullest, and to develop character anddesirable social and human values to function asresponsible citizens.” (page 107) The cultural and religiousdiversities of Indian classrooms make the tasks of teachersquite challenging for they do not only have to be acquaintedwith the religious and social diversities but also promoteequality, justice, and fraternity through their activities. NCF(2005) expects the teachers to be “sensitive to the social,professional and administrative contexts in which they needto operate.” (page 108) The curriculum planners tried tohandle this challenge to a considerable extent by introducingthemes on human rights and duties, values and their broadfeatures, perspectives on educational, social, economic andpolitical development in the country, etc. It also addressesissues like secularism, democracy, socialism, social andcultural traditions of India, issues of discrimination, caste,class, gender, religion, and rural-urban stratification in thecountry with the objective of enabling prospective teachersto understand and internalize the expectations of societyfrom them vis-à-vis their own roles. As the result of theglobal challenges and the pressures on teacher educationprograms to prepare teachers to meet these challenges, amore focused attempt in recent past has been made toincorporate issues like human rights, peace education,international education, India’s role in non-alignedmovement, regional cooperation, South Asian Associationfor Regional Cooperation (SAARC), nuclear arms race,disarmament, emerging international economic order,globalization, environmental pollution and conservation andsustainable development, etc. in pre-service teachereducation curriculums. These issues now find place inalmost all teacher education programs at the primary andsecondary levels as well as in the Master in Educationcourses.Import ance of the study - Across the globe many nationsare actively involved in Human Rights Education. Thosewho are likely to join the teaching profession have hardlybeen exposed to human rights education philosophy ortechniques. The teachers will learn and teach how to infusehuman rights components in the subject of study and thentaking it down to the classroom to inspire students to acquireknowledge and capacity from rights based perspectives.


Hence the researcher wants to study human rightawareness among different teaching professionals becauseit is important to every person to know their rights, dutiesand responsibilities. Statement of the Problem “Awarenessof Human Right s among Different T eachingExperiences of T eachers in Jhansi District ”Objectives of the S tudy - The present study aims atachieving the following objective: To find out whether thereis any significant difference in the levels of Human rightsawareness among different Teaching Experiences in Jhansidistrict. Where, Hypotheses of the study In order to achievethe above mentioned objective of the study, the followinghypotheses were subjected to empirical verifications. Thereis no significant different among different Teachingexperiences Level of Awareness on Human Rights.Methodology - Simple Random Sampling Technique wasadopted for the present study. The investigator was selected110 different teaching experiences working in Governmentand Private educational schools in Jhansi district. Whileselecting the sample, the variable of the study like teachingexperiences were taken into consideration.Development and administration of the T ool - Theinvestigator developed the tool, form the relevant studiestaken-up and from the objective of the present study. Theinitial tool consisted of 60 items, after the pilot study thetool consisted of 50 items, the tool possessing the contentand face validity and reliability, the reliability of coefficientwas 0.61. The tool was administered to 120 secondaryteachers of Jhansi district, fully filled data collected fromonly 110 Secondary school teachers from different schools.Statistical Analysis - For analyzing the data, statistictechniques namely only percentage were applied.Testing of hypothesis - There is no significant differenceamong different experiences teachers with regards to levelof awareness on Human rights.Table (See)

From table - it clearly shows that 18.18% high, above54% Moderate and more than 27% are low level ofawareness among the teaching professionals, finally itindicate that most of teaching professionals are moderatelevel, in contrast to the study of the Saroj Pandy(2003) 70%of teachers are lack of awareness on human rights.Percentage value obtained by the Teachers are 5 years

Experience are 18.18, 10 years experiences are 27.27 andmore than 11 years experiences are 54.54, so it clearlyshows that significant difference among the teachingExperiences noticed.Educational implication of the study - Human righteducation is of immense use in the present day society inwhich people of different castes, creeds, religion andcultures live together. Our constitution bestowed some rightsand value i.e. respect for human dignity and social integrity.Even basic human rights concepts, which are integrated invarious textbooks of the primary and secondary schools ofthe country, and also taught in the teacher educationinstitutions. The country has more than six million teachersworking at different levels of school and college educationand an equally huge network of teacher educationinstitutions to meet the needs of teacher preparation forthe country.Conclusion - The study conclude that moderate level ofawareness among teaching professionals, experienceswise of teaching professional no difference in human rightawareness noticed in this study.References:-1. National Council of Educational Research and Training

(1996). Human Rights. A Source Book, New Delhi,NCERT.

2. Pandey, S. (2005). “Human Rights Education inSchools: The Indian Experience.” Human RightsEducation in Asian Schools, 8, 95-107.

3. Srivastav,Rajesh Kumar(2011) A Study of AdolescentsAttitude towards Human Rights in Relation to theirAcademic Achievement, International Journal ofEducational Planning & Administration, Vol.1, Number1, pp. 91-97.

4. Tiwari, K. K. & Tiwari Sarika(2012) A Study of theDeterminants of Adolescents’ Attitude towards HumanRights in Relation to Social Competence, Shodh Distri,Vol.3, No. 1, pp. 108-111.

5. Ministry of Human Resource Development(1986).National Policy on Education, New Delhi, Governmentof India.

6. National Council of Educational Research and Training(1996). Human Rights. A Source Book, New Delhi,NCERT.

Table shows Level of Awareness of teacher on teaching professionSl. No. Score in Experience Responses Percentage (%)1 Below 5 20 18.182 Above 10 30 27.273 11-30 (Between) 60 54.54

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Abstract - In today’s era of competition and survival we observe laxity in moral values. Industrialization has led to theemergence of high life style and raised the standard of living of people. It has made man rich in materialistic sense butdeteriorated the ethical fiber in the society. People crave for money, power and pelf. They are ready to jeopardize theinterest of other people in pursuit of their selfish gains. Corruption in religious, economic, social, educational field isrampant. We come across many social evils in the society. Children due to their exposure to mass-media are turningjuvenile delinquents. Due to lack of values they adhere to whatever is shown in the TV and on net ruining their life.Family disorganization has made them astray. Parents are busy pursuing their careers and children are taken care byday care centers. Due to this value education is not imparted to these children. They become drug addicts, consumealcohol, gamble and enter into anti-social Activities. This is the present scenario which needs to undergo change inorder to have a peaceful society. Teachers play an important role in infusing the knowledge of “Para Vidya” to makestudents aware of knowledge of our self; the knowledge of the supreme reality to keep oneself away from vices.

Dr. A. P. J. Abdul Kalam, our honorable president in his book “India2020: A Vision of the New Millennium’ has rightlyremarked that “If you are a teacher in whatever capacity, you have a very special role to play because more thananybody else it is you who are shaping the future generation. A teacher has a higher responsibility as compared toother professionals as students look upon the teacher as an embodiment of perfection. Education has become abusiness today. This has changed the outlook of the students as well as the parents and it has further resulted indeterioration of respect for teachers and all those who are a part and parcel of education system. Gautama Buddhahas rightly preached “Desire is the root cause of Evil”. Students are told not to fulfill their desires by improper ways, byadhering to immoral activities. The present paper is an attempt to state the importance of value education in thepresent education system so that the future generations will nourish high ideals and values to contribute in thedevelopment of the society and the role of a teacher in imparting values.Key Words - Value Education, Role of Teacher, Present Education System.

The Importance of value education in thePresent Education System

Introduction - Value Education: Need of the Hour -Mankind is passing through a crisis. The tremendousemphasis on the scientific and mechanical ways of life isfast reducing man to the status of a machine. Moral andreligious values are being undermined. The fundamentalprinciples of civilization are being ignored. Conflicts of ideas,manners and habits are pervading the atmosphere.Disregard for everything old is the fashion of the day. Atthis situation, the solutions of all these social and globalevils are through value education. Emphasis should be laidon such education through which moral values can bedeveloped among the students so that they can conducttheir life morally. They can decide what is right or wrong;what is good or evil; what is justice or injustice. If we canmake a student as a good human being, the developmentof moral values within him is the prior task of education.They are the foundation of human existence. They makeour life meaningful. Due to dearth of values in the presentgeneration the curriculum must give prominence to valueeducation. Value education has never been out of style. It

Rachna Saxena * Yagya Chaudhary **

* Princip al, Hanumant Singh Institute of T eacher Education, Morena (M.P .) INDIA** (M. Ed. Student) M.P .S. College, Gwalior (M.P .)

is very relevant in almost all the fields concerning humanactivity. We have outstanding doctors who are in to organrobbery, brilliant engineers whose bridges collapses soonafter their bills are passed, and accountants who robgovernment treasury by manipulation, civil servants whorule as emperors, politicians with fake promises. All of themare the best educated and trained but their intellectualdishonesty is horrifying. Hence, the need of developmentof moral values is very significant. Some important needshave been mentioned below:1. Preparing Our Children for Future Roles in Society-Knowledge gained in school is only one goal of education.The primary goals of education should be enabling studentsto gain knowledge and moral values. Our kids will needboth in preparing themselves to be good parents andcitizens in society.2. Many Parent s Aren’t T eaching Moral V alues - If allparents were teaching their children moral values in thehome, it would not be necessary for the schools to do thiswork. The sad fact is that a lot of kids are not learning from


their parents the difference between right and wrong. Thisis because most mothers and fathers in their busy workdays spend only a few hours with their children. In manyfamilies there is only one parent and no other role modelsfor kids to follow -3. There is T oo Much V iolence and Dishonesty inSociety - Every day students are exposed to violence,dishonesty, and other social problems in the media and thereal world. How many times have we heard about schoolshootings? What about other times when students arecaught cheating on exams? Then, too, we read aboutbullying in school and fights between gangs. If moral valueswere taught in schools, we would have fewer of theseproblems.4. To Counter Bad Influences in Society -Unfortunately, many of the role models of young peopleare setting bad examples. These bad examples range fromsexual promiscuity, degrading of women, advocacy ofviolence, and the condoning of dishonesty in order tosucceed.5. Moral Values W ill S tick with You for Life - Thesignificant of moral values in our life is very important. Moralvalues teach us what is right or wrong. Thus, we can conductour life in a right direction. We can understand what is goodor evil. This type of learning helps us to conduct our lifemorally in this world.Some Import ant Moral V alues and School Curriculum -According to Swami Vivekananda, if we want to make ourstudents as a moral human being, school curriculum is oneof the best ways to serve this purpose. Because he thinkthat moral values can be inculcated among our studentsthrough a value based school curriculum. Therefore,Vivekananda suggested some important moral valueswhich should be included in our school curriculum.1. Unconditional Love and Kindness - In most cases,if you love someone, he or she will love you back in return.This, however, is not the real meaning of love. Love shouldbe unconditional. With more love in the world, kindnesswill follow and replace cruelty.2. Honesty - Students must be taught that dishonestyand cheating is wrong, and will get you nowhere in the future.As a student, one is only hurting himself or herself bycheating, because this action will eventually catch up toyou in the end with bad consequences.3. Hard Work - Nowadays, so many students want tocheat and cut corners in their studies, because they arelazy and don’t place any value on hard word. This thinkingmust change.4. Respect for Others - Unfortunately, in our highlycompetitive dog eat dog society; many people will tread onothers to get ahead in life. Respect for others should includerespecting different religions, races, sexes, ideas, and lifestyles.5. Co-operation - To achieve a common goal, it isnecessary for all people to work together. If this is not done,a few people may profit, but the end result for everyone will

be a failure. I still believe in the motto, “united we stand anddivided we fall.”6. Comp assion - Compassion is defined as beingsensitive to the needs of people. If there were morecompassion in the world, there would be less homeless,hunger, wars, and unhappiness.7. Forgiveness - Anger in most cases is caused byunwillingness to forgive. There would be less violence andfighting in school if students could learn this moral virtue.Role of Teachers in Imp arting V alue Education - OrdinaryTeachers can bring about extraordinary transformation inthe society. A teacher should practice what he preaches.Teachers are a role-model for the students. Their actionsconvey more than their words. Students learn values fromwhat the teachers are rather than from what they say.Teacher makes a maximum impact on the personality of astudent in the formative years. Students imbibe virtues andvices knowingly and unknowingly from theses role models.Teachers demonstrate the appropriate behavior of theirstudents by their actions. Teachers must have healthyattitude and should possess rich values. Teaching is allabout attitude-positive/ negative towards their job ofimparting quality education. Teacher should act as a friend,philosopher and guide. A teacher is not only a source ofinformation but is also a mentor and guardian. For thisteacher must respect the teaching profession, love hersubjects and students, Students will seek inspiration fromteachers who have high self-esteem. A decade back or sothe role of a teacher was limited to being a source ofinformation. But today this place is shared by books,coaching classes, multimedia technology etc. So the roleof a teacher is marginalized. Role of a teacher has increasedmanifold. In modern times we are experiencing transition.A teacher can maintain values and nurture them. A teacherhas an immense potential of bringing about a sea changein the society by demonstrating essential values of headand heart. Teacher can impart values in students by givingthem instructions through discussion, experimentation andlectures and by the following mentioned ways -l Teachers can maintain a case-study register to closely

observe the students and note down the positive andnegative traits of their personality.

l By organizing cultural and sports events values liketeam spirit, sharing, spirit of cooperation, patience,courtesy etc can be imparted.

l National and religious festivals must be celebrated tofoster a feeling of homogeneity.

l “Thought for the Day” should be employed inassemblies. Moral thoughts trigger in them moralthinking.

l Teachers should give importance to cooperativelearning.

l Skits, role plays propagating moral values can beperformed by students under the guidance of teacher.

l Teacher must tell the students to go to the libraries-the treasure house of knowledge. Classics available


in the library are morally rich and inspiring.l Teacher must explain the students the importance of

meditation& yoga practices for realization or theattainment of oneness with God.

l Every day a Teacher must spent at least 5 minutes onmoral lecturing.

l Impart knowledge of foreign languages to make themknow different cultures.

l Organize games, excursions, visits to places ofhistorical importance. Club activities like nature club,literary club, wildlife prevention club, social servicecamps, blood donation etc.

l Suicidal tendencies in students should be curbed. Theymust be prepared by the teacher to face the challengesof life fearlessly and with courage.The most important agent for building the character of

the student is a teacher. Swami Vivekananda says that“character is nothing but a bundle of habits formed throughrepeated acts. It comes through “Samskaras” or pastimpressions. Character building can change the nation. Asstrong foundation is required for a strong building, strongcharacter is required for nation-building.Conclusion - When a problem arises, it needs to berecognized, addressed and resolved. Instead of blamingpeople or institutions for the results of a lack of morality inschools, we should focus our efforts on finding ways ofsuccessfully implementing character education into schools.Changes have to occur in parents, legislators, communities,and the media and educational system so that children aretaught how to behave. Actualizing character educationprograms into schools is necessary in order to overcomethis nation’s crisis of character. Thus Teachers play animportant role in the nation building by character buildingof the students. The best and the greatest profession inthe world is that of a teacher, because the future of a nationdepends upon the type of teachers who shape the futuregenerations. Every teacher plays the most important rolein shaping the students as enlightened citizen. Swami

Vivekananda’s words should not be forgotten by theteachers- “Arise, Awake and Stop not till the goal areachieved”.References :-1. Jyotirmayananda, Swami (2000) [1986], Vivekananda:

His Gospel of Man-Making with a garland of tributesand a chronicle of his life and times, withpictures(4thed.), Chennai, India SwamiJyotirmayananda, p. 960, ISBN 81-85304-66-1.

2. Von Dense, Christian D. (1999), Philosophers andReligious Leaders, Greenwood Publishing GroupPrabhananda, Swami (June 2003), “Profiles of famouseducators: Swami Vivekananda”, Prospects(Netherlands: Springer) XXXIII (2): 231–245.

3. Rolland, Romain (2008), The Life of Vivekananda andthe Universal Gospel (24 ed.), Advaita Ashrama, p. 328,ISBN 978-81-85301-01-3

4. Badrinath, Chaturvedi (2006), Swami Vivekananda TheLiving Vedanta, New York: Penguin, ISBN 0-14-306209-3.

5. Brannon, D. (2008). Character education - a jointresponsibility. Education Digest, 73, pp. 56-60.Retrieved November 7, 2008, from ProfessionalDevelopment Collection Database.

6. Britzman, M.J. (2005). Improving our moral landscapevia character education: an opportunity for schoolcounselor leadership. Professional School Counseling,8. Retrieved November 7, 2008, from Academic OneFiled database.

7. Swami Nikhilesh warananda, Teacher- As A Torch-Bearer of Change.

8. Prof. Prasad Krishna, Education in Values- Strategiesand Challenges for Value Education.

9. Wood, J. (2012). Character Building Improves Qualityof Education. Psych Central. Retrieved on April 14,2012, from http://psychcentral.com/news/2012/ 01/02/character-building-improves-quality-of-education/33131.htm

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* EgmogEQ ‡m\ ga, E_. [r. Eg. _hmod⁄mb`, Ωdmobà (_.‡.) ‰mmaV

Ï`∫$ H$aZ _ß oXem H$m ‹`mZ aIm OmVm h°&2.2.2.2.2. JhZVm -JhZVm -JhZVm -JhZVm -JhZVm - Ao^d•oŒm H$r JhZVm gßdJmß VWm ^mdmß [a oZ^©a ahVr

h°& òX ^md `m gßdJ Vrd´ h¢ Vm Ao^d•oŒm ^r Vrd´ hmVr h°&3.3.3.3.3. oÒWaVm - oÒWaVm - oÒWaVm - oÒWaVm - oÒWaVm - Ao^d•oŒm oH$VZr ÒWm`r h°? h oZ ©a H$aVm h° oH$ CgH$

gmW Ow∂S> gßdJmß [a òX Ao^d•oŒm H$ gmW Vrd´ gßdJ Ow∂S> h¢ VmAo^d•oŒm AoYH$ ÒWm`r hmVr h°&

i. odoeÓQ> Ao^d•oŒm -odoeÓQ> Ao^d•oŒm -odoeÓQ> Ao^d•oŒm -odoeÓQ> Ao^d•oŒm -odoeÓQ> Ao^d•oŒm - Om Ao^d•oŒm oH$gr Ïò∫$, dÒVw, KQ>Zm, odMmaVWm gßÒWm odef H$ ‡oV Ï`∫$ H$r OmVr h°, odoeÓQ> Ao^d•oŒmH$hbmVr h°& O°g EH$ N>mÃ _ß A[Z oejH$ H$ ‡oV Om gÂ_mZ dl’m H$m ^md [m`m OmVm h° dh CgH$r odoeÓQ> Ao^d•oŒm H$hbmVrh°&

ii gm_m›` Ao^d•oŒm -gm_m›` Ao^d•oŒm -gm_m›` Ao^d•oŒm -gm_m›` Ao^d•oŒm -gm_m›` Ao^d•oŒm - Om Ao^d•oŒm Ïò∫$, dÒVw, KQ>Zm, odMma AmoXH$ ]ma _ß gm_m›` `m gm_yohH$ Í$[ g Ï`∫$ H$r OmVr h° dh gm_m›Ào^d•oŒm H$hbmVr h¢ O°g - Ko∂S>`mß H$ odf` _ß Ao^d•oŒm, amOZ°oVH$Xbmß H$ ]ma _ß —oÓQ>H$mU `m ab XwK©Q>ZmAmß H$ ‡oV Ao^d•oŒm AmoX&

iii. ZH$mamÀ_H$ Ao^d•oŒm -ZH$mamÀ_H$ Ao^d•oŒm -ZH$mamÀ_H$ Ao^d•oŒm -ZH$mamÀ_H$ Ao^d•oŒm -ZH$mamÀ_H$ Ao^d•oŒm - O] h_mam —oÓQ>H$mU oH$gr dÒVw, KQ>Zm`m odMma H$ ‡oV gwIX Zht hmVm `m h_ Cg [g›X Zht H$aV h¢ `mCgH$ ‡oV CŒmOZmÀ_H$ ‡oVoH´$`m H$aV h¢ Vm dh ZH$mamÀ_H$Ao^d•oŒm H$hbmVr h°&

iv. gH$mamÀ_H$ Ao^d•oŒm -gH$mamÀ_H$ Ao^d•oŒm -gH$mamÀ_H$ Ao^d•oŒm -gH$mamÀ_H$ Ao^d•oŒm -gH$mamÀ_H$ Ao^d•oŒm - O] h_ oH$gr dÒVw, Ïò∫$, gßÒWm, odMma,Y_© ‡oH´$`m H$ ‡oV odÌdmg aIV h¢ Cg [g›X H$aV h¢ ÒdrH$maH$aV h¢, CgH$ ‡oV AmH$of©V hmV h¢ VWm CgH$ AZwHy$b A[Z H$mg_m`moOV H$aZ H$r MÓQ>m H$aV h¢ dh h_mar gH$mamÀ_H$ Ao^d•oŒmH$hbmVr h°&

gß]ßoYV gmohoÀ`H$ [wZamdbmH$Zgß]ßoYV gmohoÀ`H$ [wZamdbmH$Zgß]ßoYV gmohoÀ`H$ [wZamdbmH$Zgß]ßoYV gmohoÀ`H$ [wZamdbmH$Zgß]ßoYV gmohoÀ`H$ [wZamdbmH$ZJw·m _ram (2010) -Jw·m _ram (2010) -Jw·m _ram (2010) -Jw·m _ram (2010) -Jw·m _ram (2010) - Z "CÉ _m‹ò_H$ ÒVa [a oejU _ß ‡^mdr Edß


A‡^mdr oejH$mß H$r Ao^d•oŒm VWm Ïò∫$Àd H$m VwbZmÀ_H$ A‹``Z''oH$`m&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -l ‡^mdr Edß A‡^mdr oejH$mß _ß e°ojH$ —oÓQ> Ï`mdgmo`H$ —oÓQ>

Ï`mdgmo`H$ —oÓQ> gm_moOH$ —oÓQ> g gmW©H$ A›Va Zht [m`m J`m&l ‡^mdr Edß A‡^mdr oejH$mß _ß ^mdmÀ_H$ H$jm gÂ]›Y Ao^d•oŒm

—oÓQ> g gmW©H$ A›Va [m`m&l ‡^mdr Edß A‡^mdr H$jm gÂ]›Y Ao^d•oŒm _ß gmW©H$ A›Va [m`m

J`m&oÃ[mR>r dX‡H$me(2011) - oÃ[mR>r dX‡H$me(2011) - oÃ[mR>r dX‡H$me(2011) - oÃ[mR>r dX‡H$me(2011) - oÃ[mR>r dX‡H$me(2011) - Z "[mfU H$ obE AmolV ]Émß H$ ‡oV_mVmAmß _ß kmZ Ao^d•oŒm Edß Ï`mdhmnaH$Vm H$m VwbZmÀ_H$ odõfU'A‹``Z H$aZm&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -1. [mfU H$ ‡oV ehar _ohbmAmß H$r Ao^d•oŒm H$m ÒVa J´m_rU _ohbmAmß

H$r VwbZm _ß AoYH$ [m`r J`r&2 ehar Edß J´m_rU _ohbmAmß H$r ÒdmÒœ` H$ ‡oV Ao^d•oŒm _ß gmW©H$

A›Va [m`m J`m&3 AkmZVm, A›YodÌdmg, Í$o∂T>dmoXVm VWm AÒd¿N>Vm AmoX Hw$[mfUmß

H$m OoZV H$aV h¢& AV: `h [naH$Î[Zm ^r gÀ` d gmW©H$ [m`rJB©&

emY H$m`© H$m C‘Ì` -emY H$m`© H$m C‘Ì` -emY H$m`© H$m C‘Ì` -emY H$m`© H$m C‘Ì` -emY H$m`© H$m C‘Ì` -1. emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß

H$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm H$m A‹``Z H$aZm&2. AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m ©aV≤ oejH$mß Edß oeojH$mAmß

H$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm H$m A‹``Z H$aZm&3. emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mEß Edß

AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m ©aV≤ oejH$-oeojH$mAmß H$m]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm H$m A‹``Z H$aZm&

[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -i. emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß

H$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›VaZht [m`m OmVm h°&

ii. AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m ©aV≤ oejH$mß Edß oeojH$mAmßH$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›VaZht [m`m OmVm h°&

iii. emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mEß EdßAemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m ©aV≤ oejH$-oeojH$mAmß H$m]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›VaZht [m`m OmVm h°&

[nagr_Z -[nagr_Z -[nagr_Z -[nagr_Z -[nagr_Z - oejH$mß H$r gßª`m 400 h° oOg_ß g 200 bÌH$a jÃ g,100 _wama jÃ g, 100 Ωdmobà jÃ H$ oejH$mß H$m emo_b oH$`m J`mh°&AZwgßYmZ C[H$aU-AZwgßYmZ C[H$aU-AZwgßYmZ C[H$aU-AZwgßYmZ C[H$aU-AZwgßYmZ C[H$aU-S>m∞. Eg.[r. Ahbydmob`m H$r oejH$ Ao^d•oŒm gyMr (Teacher AttitiudeInventory) (TAI) ‡_mUrH•$V Ao^d•oŒm _m[Zr ‡ÌZmdbrgmaUr H´$. 01(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)gmaUr H´$. 02(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr H´$. 03(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)oZÓH$f© [naH$Î[Zm EH$ -oZÓH$f© [naH$Î[Zm EH$ -oZÓH$f© [naH$Î[Zm EH$ -oZÓH$f© [naH$Î[Zm EH$ -oZÓH$f© [naH$Î[Zm EH$ -emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤oejH$mß Edß oeojH$mAmß H$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm_ß H$mB© gmW©H$ A›Va Zht [m`m OmVm h°&

VmobH$m H´$. 01 g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 3.54 ‡m· hwAm OmoH$ 198 H$o gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6Am°a 1.97 hmVm h°& Q>r. H$m _mZ BZ XmZmß ÒVa [a AoYH$ h° AV: emgH$r`_m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß _ß ]mb-H$o›–VJoVodoY`mß H$ ‡oV Ao^d•oŒm H$ AmYma [a A›Va gmW©H$ [m`m J`m,AWm©V emgH$r` _m‹ò_H$ od⁄mb`mß H$ oejH$ VWm oeojH$mEß ]mb-H$o›–V JoVodoY`mß H$ ‡oV AoYH$ gOJ [m`r J`r BZ XmZm H$ _‹`_mZmßH$r JUZm H$ AmYma [a ^r h_ H$h gH$V h° oH$ emgH$r` _m‹ò_H$od⁄mb`mß H$r oejH$mß Edß oeojH$mAmß H$r ]mb-H$o›–V JoVodoY`mß H$‡oV, Ao^d•oŒm gH$mamÀ_H$ [m`r J`r & AWm©V≤ ‡m· AmßH$∂S>mß H$ AmYma [ah_ H$h gH$V h¢ oH$ emgH$r` oejH$mß H$r ]mb-H$o›–V JoVodoY`mß H$‡oV Ao^d•oŒm _ß gmW©H$ ‡^md XIm J`m AWm©V≤ gmW©H$Vm H$ BZ XmZmßÒVamß [a [naH$Î[Zm ‡W_ AgÀ` og’ hmVr h°&[naH$Î[Zm Xm -[naH$Î[Zm Xm -[naH$Î[Zm Xm -[naH$Î[Zm Xm -[naH$Î[Zm Xm - AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$mßEdß oeojH$mAmß H$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm _ß H$mB©gmW©H$ A›Va Zht [m`m OmVm h°&

VmobH$m H´$. 02 g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 0.59 ‡m· hwAm OmoH$ 198 H$o gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6Am°a 1.97 hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a H$_ h° AV: [naH$Î[ZmXm gÀ` [m`r OmVr h°& AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m ©aV≤ oejH$mßEdß oeojH$mAmß _ß ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm H$ AmYma[a A›Va gmW©H$ Zhr [m`m J`m, AWm©V AemgH$r` _m‹ò_H$ od⁄mb`mßH$ oejH$ VWm oeojH$mEß ]mb-H$o›–V JoVodoY`mß H$ ‡oV AoYH$ gOJZht [m`r J`r BZ XmZm H$ _‹`_mZmß H$r JUZm H$ AmYma [a r h_ H$hgH$V h° oH$ AemgH$r` _m‹ò_H$ od⁄mb`mß H$r oejH$mß Edß oeojH$mAmßH$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV, Ao^d•oŒm ZH$mamÀ_H$ [m`r J`r&AWm©V≤ ‡m· AmßH$∂S>mß H$ AmYma [a h_ H$h gH$V h¢ gmW©H$Vm H$ BZ XmZmßÒVamß [a [naH$Î[Zm Xm gÀ` og’ hmVr h°&[naH$Î[Zm VrZ -[naH$Î[Zm VrZ -[naH$Î[Zm VrZ -[naH$Î[Zm VrZ -[naH$Î[Zm VrZ - emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mEß Edß AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mAmß H$m ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$A›Va Zht [m`m OmVm h°&

VmobH$m H´$. 03 g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 3.18 ‡m· hwAm OmoH$ 198 H$r gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6 Am°a1.97 hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a AoYH$ h° AV: emgH$r`_m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mEß Edß AemgH$r`_m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mAmß H$m ]mb-H$o›–VJoVodoY`mß H$ ‡oV Ao^d•oŒm H$ AmYma [a A›Va gmW©H$ h° AWm©V≤emgH$r` _m‹ò_H$ od⁄mb`mß H$r oejH$-oeojH$mEß, AemgH$r`_m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mAmß H$r VwbZm _ßgH$mamÀ_H$ [m`r J`r & AWm©V≤ ‡m· AmßH$∂S>mß H$ AmYma [a h_ H$h gH$Vh¢ oH$ emgH$r` oejH$mß H$r ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒm_ß gmW©H$ ‡^md XIm J`m &AWm©V≤ ‡m· AmßH$∂S>mß H$ AmYma [a h_ H$h


gH$V h¢ gmW©H$Vm H$ BZ XmZmß ÒVamß [a [naH$Î[Zm VrZ AgÀ` og’hmVr h°&^mdr emY hVw gwPmd -^mdr emY hVw gwPmd -^mdr emY hVw gwPmd -^mdr emY hVw gwPmd -^mdr emY hVw gwPmd -1. ‡ÒVwV emY H$m`© _ß H$db ehar jÃmß H$ ›`mXe© H$m ob`m J`m h°&

J´m_rU jÃmß H$ ›`mXe© H$m bH$a, ehar Am°a J´m_rU jÃmß H$mVwbZmÀ_H$ A"Z oH$`m Om gH$Vm h°&

2. [naUm_mß H$m Am°a AoYH$ gm_m›`rH$aU H$aZ H$ C‘Ì` g ‡ÒVwVemYH$m`© H$m Am°a ]∂S> ›`mXe© [a H$aH$ Ï`m[H$ [naUm_ ‡m· oH$Òm gH$V h¢&

3. ‡ÒVwV A‹``Z d•hŒma Ωdmobà H$ odef g›X^© _ß oH$`m J`m h°Bg g_mZ È[ g A›` ZJamß H$ [na[˙` H$ oH$`m Om gH$Vm h°&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. ogßh Eg.S>r. "d°kmoZH$ gm_moOH$ AZwgßYmZ Edß gdjU H$ _yb

VÀd' H$_b ‡H$meZ, 54, o‡ßg èd›V amS>, B›Xm°a, 1998, [•.1998

2. gmZr am_Jm[mb "CX`m›_wI ^maVr` g_mO _ß oejH$', EM.[r.

^mJ©d ]wH$ hmCg, 2008, [•. 093. Panda P., (2003), Professional Development of Teacher,

Journal of Indian Education Vol. XXIX, p.18-28

4. Reddy V.R. and Ramakrishnaian (1981), Job Satisfaction of

College Teachers, Journal of Education and Psychology, Vol.

38, p. 211-218.

5. Remmers H.H. Gage, N.L.S. Rummel F. (2002), AnIntroduction to Management Education.

6. Rani R. (2005), Professional Development of Teachers,Journal of Indian Education, Vol. XXX, p. 61-71.

7. Shaffer L.F. and Shaben (1956), The Psychology ofAdjustment, Boston, Hoyghton Mittin Co. p.3

8. Shaffer L.S., (1984), Foundation of Psychology, NewYork, Jhon Willey and Son Inc., p. 511

9. Singh L.C. and Malhotra S.P. (1991), Research inTeacher Education-A Trend Report Forth Survey ofResearch in Education (Vol. I and II) N.C.E.R.T., NewDelhi

10. Sato M. (1992), Issue and Problems of TeachersEducation, Greenwood Press, New York, USA

gmaUr H´$. 03emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mEß Edß AemgH$r` _m‹ò_H$

od⁄mb`mß _ß H$m`©aV≤ oejH$-oeojH$mAmß H$m ]mb-H$o›–V JoVodoY`mß H$ ‡oV Ao^d•oŒmH$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZ

emgH$r` oejH$ emgH$r` oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)43.1 11.15 38.00 11.59 3.18

gmaUr H´$. 02AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$r ]mb-H$o›–V

JoVodoY`mß H$ ‡oV Ao^d•oŒm H$ AmYma [a _‹`_mZemgH$r` oejH$ emgH$r` oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)37.5 11.9 45.9 10.4 3.54

gmaUr H´$. 01emgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$r ]mb-H$o›–V

JoVodoY`mß H$ ‡oV Ao^d•oŒm H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZemgH$r` oejH$ emgH$r` oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)40.3 11.1 38.5 12.08 0.59

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e°ojH$ g_Ò`mAmß H$ oZdmaU _ß oejH$mß H$r e°ojH$ `mΩ`VmH$r yo_H$m EH$ A‹``Z

S>m∞. pddH$mZ›X ogßh * oZÍ$[_m Xw] **

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - oejH$ H$r yo_H$m Cg gr∂T>r O°gr h° oOgH$ Ona` bmJ OrdZ H$r Dß$MmB©`mß H$m Ny>V h¢, boH$Z gr∂T>r dht H$r dht ahVr h° & oejH$,odefH$a ÒHy$br oejH$ [a Ïò∫$ H$ Ïò∫$Àd H$m gßdmaZ H$r mar oOÂ_Xmar hmVr h° & AV: Bg oOÂ_Xmar H$m ]mP CR>mZ dmb oejH$ H$m Ïò∫$ÀdEdß `mΩ`VmEß ∑`m hmß ` ]hwV _hÀd[yU© ‡ÌZ h° & ‡ÒVwV emY [Ã H$m C’Ì` `h OmZZm h° oH$ oejH$ H$r Ïò∫$JV `mΩ`Vm `m ‡oejU oejH$H$ g_Ò`m g_mYmZ H$aZ _ß oH$g ‡H$ma _XXJma hm gH$Vm h° &e„X Hw$ßOr e„X Hw$ßOr e„X Hw$ßOr e„X Hw$ßOr e„X Hw$ßOr -k_bydVH$. gr∂T>r, odefH$ma, oOÂ_Xmar, _hÀd[yU©, ‡oejU AmoX&

* EgmogEQ ‡m\ ga, _JY odÌdod⁄mb`, ]mY J`m (o]hma) ‰mmaV** emYmWr© (oejm) OrdmOr odÌdod⁄mb`, Ωdmobà (_.‡.) ‰mmaV

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - "kmZß _ZwOÒ` V•Vr` ZÃß' AWm©V≤ kmZ H$m _ZwÓ` H$m V•Vr`ZÃ H$hm J`m h° & dmÒVd _ß _mZd H$ odH$mg _ß oejm _hÀd[yU© ÒWmZaIVr h° & oejm g VmÀ[`© H$db Ïò∫$ H$m g\$b OrdZ `m[Z H$m kmZXZm Zht h° Am°a Z hr H$db AmÀ_oZ^©a ]ZmZm h°, ]oÎH$ gÉr oejm dhOm ]mbH$ H$ Ï`dhmamß, `mΩ`VmAmß, Ao^d•oŒm`mß _ß gH$mamÀ_H$ [nadV©Zbm` & CgH$r O›_OmV eo∫$ H$m [na_mO©Z H$a Am°a Cg_ß C[`w∫$ AmXVmßH$m oZ_m©U H$a Cg _ZwÓ` H$hZ `mΩ` ]Zm` &

oejm hr dh gmYZ h° Om h_ma g_mO _ß Ï`m· AgßVwbZ H$m H$m]yH$aZ _ß gj_ h° & ÒdVßÃVm H$ [ÌMmV oejm H$ ¤mam hr h_ma Xe H$m VOrg odH$mg ewÍ$ hwAm Am°a `h `mÃg AmO ^r oZa›Va Omar h° & oejm H$rBg ‡oH´$`m _ß oejH$ H$r ^yo_H$m g]g ‡_wI h° & oejm VWm N>mÃ H$mg_J´ odH$mg o]Zm oejH$ H$ gh`mJ H$ gwoZoÌMV Zht oH$`m Om gH$Vm&e°ojH$ g_Ò`mAmß H$ oZdmaU H$ ob` oejH$ H$r _hÀd[yU© ô_H$m h°,∑`mßoH$ oejH$ hr A[Z N>mÃmß H$r g_Ò`mAmß g g]g AoYH$ [naoMVhmVm h° &C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` - e°joUH$ g_Ò`mAmß H$ g_mYmZ _ß oejH$mß H$ e°ojH$ ÒVa H$‡^md H$m [Vm bJmZm &[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm - "e°joUH$ g_Ò`mAmß H$ g_mYmZ _ß oejH$mß H$ e°ojH$ÒVa H$m odef _hÀd h°' &odoY Edß ‡oH´$`m -odoY Edß ‡oH´$`m -odoY Edß ‡oH´$`m -odoY Edß ‡oH´$`m -odoY Edß ‡oH´$`m - gdjU odoY H$m ‡`mJ oH$`m J`m & oejH$mß H$odMma OmZZ H$ ob` C[H$aU H$ Í$[ _ß ÒdoZo_©V ‡ÌZmdbr H$m ‡`mJoH$`m J`m & bm±Q>ar odoY ¤mam Ωdmobà H$ 10 ÒHy$bmß H$ 50 oejH$mß H$mM`Z oH$`m J`m &

VmobH$m H´$_mßH$ - 1oejH$ H$r e°ojH$ `mΩ`Vm H$r OmZH$mar

Am[H$r oejm 1 2 3H$m ÒVa h° & hmà g°H$ S>ar ÒZmVH$ ÒZmVH$mŒma

(25 ‡oVeV) (35 ‡oVeV) ( 40 ‡oVeV)

odõfU -VmobH$m g Ò[ÓQ> h° oH$ 25 ‡oVeV oejH$ hmà g°H$ S>ar,35 ‡oVeV ÒZmVH$ VWm 40 ‡oVeV ÒZmVH$mŒma h¢ &

VmobH$m H´$_mßH$ - 2∑`m Am[ 1 2 3‡oejU ‡m· h¢ & S>r0ES>0 ]r0ES>0 E_0ES>0

( 62 ‡oVeV) (35 ‡oVeV) ( 03 ‡oVeV )odõfU -VmobH$m g Ò[ÓQ> h° oH$ 62 ‡oVeV oejH$ S>r0ES>0, 35‡oVeV ]r0ES>0 VWm 03 ‡oVeV E_0ES>0 h¢&

VmobH$m H´$_mßH$ - 3od⁄mb` H$r g_Ò`mAmß 1 2 3H$ g_mYmZ H$ ob` hm± Zht Am±oeH$Am°a ‡oejU H$r (85 ‡oVeV) (13 ‡oVeV) (02 ‡oVeV)AmdÌ`H$Vm h° &

odõfU - odõfU - odõfU - odõfU - odõfU - VmobH$m g Ò[ÓQ> h° oH$ 85 ‡oVeV oejH$mß ‡oejU H$mAmdÌ`H$ _mZV h¢ O]oH$ 13 ‡oVeV Agh_V h¢ &

VmobH$m H´$_mßH$ - 4oejH$mß H$r `mΩ`Vm 1 2 3H$m CZH$ H$m`© [a gh_V Agh_V CXmgrZgH$mamÀ_H$ ‡^md (98 ‡oVeV) (01 ‡oVeV) (01 ‡oVeV)[∂S>Vm h° &

odõfU -odõfU -odõfU -odõfU -odõfU -VmobH$m g Ò[ÓQ> h° oH$ 98 ‡oVeV oejH$ `h _mZV h¢ oH$CZH$r `mΩ`Vm H$m CZH$ H$m`© [a gH$mamÀ_H$ ‡^md [∂S>Vm h° H$db 01‡oVeV oejH$ Bg ]mV g gh_V Zht h¢ &VmobH$m H´$_mßH$ - 5 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)odõfU - odõfU - odõfU - odõfU - odõfU - VmobH$m g Ò[ÓQ> h° oH$ 48 ‡oVeV oejH$ e°ojH$ g_Ò`mAmßH$ g_mYmZ H$ ob` ‡oejU H$m OÍ$ar _mZV h¢ O]oH$ 32 ‡oVeV Cgoejm H$r JwUdŒmm gwYmaZ _ß _hÀd[yU© _mZV h¢ VWm 20 ‡oVeV oejH$mßH$ AZwgma C[bo„Y _ß gwYma hVw ‡oejU OÍ$ar h° &


VmobH$m H´$_mßH$ - 6 (XI)(XI)(XI)(XI)(XI)odõfU -odõfU -odõfU -odõfU -odõfU - VmobH$m g Ò[ÓQ> h° oH$ 100 ‡oVeV oejH$ Bg ]mV ggh_V h¢ oH$ CZH$m AZw^dr hmZm e°ojH$ g_Ò`mAmß H$ g_mYmZ H$ obÀmdÌ`H$ h° &VmobH$m H´$_mßH$ - 7 (XI)(XI)(XI)(XI)(XI)odõfU - odõfU - odõfU - odõfU - odõfU - VmobH$m g Ò[ÓQ> h° oH$ 81 ‡oVeV oejH$ H$ AZwgma CZH$e°joUH$ ÒVa H$m CZH$r H$m © j_Vm [a ‡^md [∂S>Vm h° O]oH$ 12 ‡oVeVoejH$ Bg ]mV g AmßoeH$ gh_V h¢ VWm 07 ‡oVeV oejH$ [yU© Í$[ gAgh_V h¢ &oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - ‡m· ‡XŒmß H$ gßJ´h Edß odõfU g Ò[ÓQ> hmVm h° oH$ e°ojH$g_Ò`mAmß H$ g_mYmZ _ß oejH$mß H$m e°ojH$ ÒVa odef _hÀd aIVm h° &J´m\$ ¤mam `h Ò[ÓQ> oXImB© XVm h° oH$ oejH$ Òd`ß Bg kmZ H$m ÒdrH$maH$aV h¢ oH$ CZH$r e°joUH$ mΩ`Vm CZH$r H$m`© Hw$ebVm [a gH$mamÀ_H$

‡^md S>mbVr h° & AV: ‡XŒmß H$m odõfU H$aZ [a `h [naH$Î[Zm gÀ`‡_moUV hmVr h° oH$ "e°joUH$ g_Ò`mAmß H$ g_mYmZ _ß oejH$mß H$ e°ojH$ÒVa H$m odef _hÀd h°' &

AV: oejm H$ ÒVa H$m gwYmaZ H$ ob` `mΩ` oejH$mß H$m MwZmdoH$`m Om` VWm Om [wamZ AZw^dr oejH$ h¢ CZH$m ‡oeojV H$a CZH$r`mΩ`Vm ]∂T>mB© Om` &

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. ogßh S>m±0 am_[mb Edß e°ojH$ AZwgßYmZ Edß2. e_m© S>m±0 Am0[r0 gmßoª`H$r3. gm_œ`© _0‡0 am¡` oejm H$›–, ^m[mb4. https://www.atiner.gr>docs.5. https://www.eklavya.in>450-teacher research.

VmobH$m H´$_mßH$ - 6oejH$mß H$m AZw^dr hmZm 1 2 3e°joUH$ g_Ò`mAmß H$ [yU© gh_V AmßoeH$ gh_V Agh_Vg_mYmZ _ß ghm`H$ h° & ( 100 ‡oVeV ) ( 00 ‡oVeV ) ( 00 ‡oVeV )

VmobH$m H´$_mßH$ - 5oejH$ H$m ‡oejU OÍ$ar h° & 1 2 3

e°ojH$ g_Ò`m H$ hb hVw oejm H$r JwUdŒm hVw C[bo„Y _ß gwYma hVw( 48 ‡oVeV ) ( 32 ‡oVeV ) ( 20 ‡oVeV )

VmobH$m H´$_mßH$ - 7Am[H$ e°joUH$ ÒVa H$m 1 2 3Am[H$r H$m`© j_Vm [a [yU© Í$[ g Zht AmßoeH$‡^md [∂S>Vm h° & ( 81 ‡oVeV ) ( 07 ‡oVeV ) ( 12 ‡oVeV )

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_hmod⁄mb`mß _ß H$m ©aV≤ oejH$mß H$r Ï`dgmo`H$ g›VwoÓQ> H$mCZH$ e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md H$m A‹``Z

S>m∞. Xro[H$m ^Q>ZmJa *

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - ^maV h_em g hr oejm H$m H$›– o]›Xw ahm h°& d°oXH$ `wJ _ß JmJr©, `mkdÎ∑` O°g od¤mZ Vjoebm, Zmb›Xm O°g CÉ oejm H$gßÒWmZ Am°a AmYwoZH$ `wJ _ß VH$ZrH$r jÃmß _ß ^maVr`mß H$r ‡oVoH´$`mAmß g gÂ[yU© odÌd[naoMV h°&oejm H$r _hŒmm H$m dU©Z h_ß oZaßVa XIZ H$m o_b ahm h°& ÒdVßÃVm g [yd© ]wS> H$m KmfUm [Ã 1854, hßQ>a H$_reZ 1882, bmS©> H$O©ZH$ gwYma 1898, hQ>m©J go_oV 1929, ]wS> Eda na[mQ©> 1937, dYm© oejm mOZm, gmO Q> na[mQ©> 1944 BÀ`moX& ÒdVßÃVm H$ [ÌMmV≤ odÌdod⁄mbòejm Am`mJ (amYmH•$ÓUZ H$_reZ) 1948, _m‹ò_H$ oejm Am`mJ (1952-53) VWm H$mR>mar Am`mJ (1964-66) AmoX H$ ¤mam oXE JEgwPmdmß H$ AmYma [a oejm H$ jÃ _ß [`m©· odH$mg hwAm h°, gmW hr [ßMdfr©` `mOZmAmß _ß (1951-1985) VWm 12 `mOZmAmß _ß _m‹ò_H$oejm H$ odo^fi [jmß [a odMma oH$`m J`m Am°a oejm H$ jÃ _ß gwYma Am`m&

Bg ‡H$ma ^maVr` g_mO Z ‡mMrZ [¤oV g bH$a dV©_mZ AmYwoZH$ oejm ‡Umbr VH$ ]m°’ oejm, _woÒb_ oejm, AßJÓr oejm [’oVgohV odo^fi Am`mJmß Z oejm H$ ÒdÍ$[ H$m g_Pm VWm BgH$r g_Ò`mAmß _ß gwYma oH$`m&e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr - d°oXH$, JmJr©, `mkdÎ∑`, od¤mZ, oZaßVa, AmYwoZH$, [ßMdfr©` AmoX&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - oH$gr ^r Xe H$m odH$mg H$db oejH$mß [a hr oZ^©a H$aVmh° ∑`mßoH$ Mmh H$mB© ^r jÃ hm O°g oMoH$Àgm, odkmZ, AßVnaj BÀ`moXg^r jÃmß _ß oejH$mß H$r yo_H$m _hÀd[yU© hmVr h°& oejH$ amÓQ≠> H$m oZ_m©VmhmVm h°& oejm H$ jÃ _ß oejH$mß H$m _hÀd ‡mWo_H$ Í$[ g hr ‡maÂ^ hmOmVm h° Am°a ‡mWo_H$ Í$[ g hr oejH$ ]mbH$ H$ Í$[ H$m oZYm©aU ‡maÂ^H$a XVm h°& oOg ‡H$ma EH$ gwZma A[Z gmZ H$m V[mH$a Cg_ß oZImabmVm h° Cgr ‡H$ma EH$ oejH$ r A[Z N>mÃmß H$m gdm™JrU odH$mg H$aVmh°& Bg ‡H$ma oejH$ H$m gÂ[yU© Ï`dhma CgH$r oejU ‡oH´$`m H$m ‡^modVH$aVm h°& oejm H$ jÃ _ß oejH$ H$r Ï`mdgmo`H$ gßVwoÓQ> CgH$ oejUH$ g_m`mOZ H$m ‡^modV H$a CgH$ Ï`dhma _ß [nadV©Z bm XVr h°&C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -1. emgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$r

Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb‡^md H$m A‹``Z H$aZm&

2. AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb‡^md H$m A‹``Z H$aZm&

3. emgH$r` Edß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb‡^md H$m A‹``Z H$aZm&

4. emgH$r` Edß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oeojH$mAmß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb‡^md H$m A‹``Z H$aZm&

5. emgH$r` Edß Hw$b AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mßEdß oeojH$mAm ß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$

* ‡mMm`©, ]r0 dr0 E_0 H$m∞bO Am∞\$ _°ZO_ßQ> E¡`yH$eZ, Ωdmobà (_.‡.) ‰mmaV

g_m`mOZ [a [S>Z dmb ‡^md H$m A‹``Z H$aZm&[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -1. emgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$r

Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb‡^md _ß H$mB© gmW©H$ A›Va Zht [m`m OmVm h°&

2. AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb‡^md _ß H$mB© gmW©H$ A›Va Zht [m`m OmVm h°&

3. emgH$r` Edß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb‡^md _ß H$mB© gmW©H$ A›Va Zht [m`m OmVm h°&

4. emgH$r` Edß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oeojH$mAmß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb _ßH$mB© gmW©H$ A›Va Zht [m`m OmVm h°&

5. emgH$r` Edß Hw$b AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mßEdß oeojH$mAm ß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$g_m`mOZ [a [S>Z dmb _ß H$mB© gmW©H$ A›Va Zht [m`m OmVm h°&

gmohÀ` H$m [wZ©amdbmH$Z -gmohÀ` H$m [wZ©amdbmH$Z -gmohÀ` H$m [wZ©amdbmH$Z -gmohÀ` H$m [wZ©amdbmH$Z -gmohÀ` H$m [wZ©amdbmH$Z -1. ogßh Hw$_ma AoZb (2011) Z Ωdmobà Edß MÂ]b gß^mJ H$

emarnaH$ È[ g odH$bmßJ ]Émß H$ _Zm-gm_moOH$ g_m`mOZ H$mEH$ A‹``Z oH$`m&

l C‘Ì` -l odH$bmßJ ]mbH$mß Edß ]mobH$m`ß H$ e°ojH$ [mnadmnaH$ Ï`dgmo`H$gm_moOH$ Òd ß VWm [`m©daU H$ gmW g_m`mOZ _ß AmZ dmbr g_Ò`mAmßH$m A‹``Z H$aZm&


odoY - odoY - odoY - odoY - odoY - ‡ÒVwV emY _ß _.‡. H$ Ωdmobà Edß MÂ]b gß^mJ H$ emarnaH$È[ g Hw$b 481 odH$bmßJ ]Émß H$m ob`m J`m oOg_ß g 275 N>mÃ VWm206 N>mÃmEß Wr& Bell Adjustment Inventory (BAI) AmPm Ama. H$.oZo_©V VWm ‡gma Dysfunction Analysis Questionnaire (DAQ)H$m ‡`mJ oH$`m J`m& ‡ÒVwV emY g_Ò`m H$ A‹``Z hVw emY H$rgdjU odoY H$m C[`mJ oH$`m J`m&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -l odH$bmßJ ]mbH$mß Edß ]mobH$mAmß H$ J•h gÂ]›Yr Ï`dgmo`H$gßdJmÀ_H$ gm_moOH$ ÒdmÒW gÂ]›Yr g_m`mOZ H$ g^r ÒVamß [a‡oVeV _ß H$mB© gmW©H$ A›Va Zht [m`m J`m&2. gmhy gwa]mbm (2015) Z "_m‹ò_H$ od⁄mb`mß H$ N>mÃmß H$

AmÀ_gÂ_mZ, e°ojH$ oZU©`-bZm, g_m`mOZ, e°ojH$ C[bo„YH$r ‡mo· _ß _mVm-o[Vm H$r mJXmar H$ gÂ]›Y H$m A‹``Z' oH$`m&

C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -l N>mÃmß H$ AmÀ_gÂ_mZ H$ ]rM C¿M g_yh, _mVm-o[Vm H$r ^mJrXmar

Edß oZÂZ g_yh _mVm-o[Vm H$r ^mJrXmar H$ A›Va H$m A‹``ZH$aZm&

l N>mÃmß H$ e°ojH$ oZU©` bZ H$ ]rM CÉ g_yh _mVm-o[Vm H$r^mJrXmar Edß oZÂZ g_yh _mVm-o[Vm H$r ^mJrXmar H$ A›Va H$mA‹``Z H$aZm&

l N>mÃmß H$ g_m`mOZ _ß _mVm-o[Vm H$r ^mJrXmar H$ gÂ]›Y H$mA‹``Z H$aZm&

l N>mÃmß H$ g_m`mOZ H$ ]rM CÉ-g_yh H$ _mVm-o[Vm H$r mJrXmarEdß oZÂZ g_yh H$ _mVm-o[Vm H$r ^mJrXmar H$ A›Va H$m A‹``ZH$aZm&

l N>mÃmß H$ e°ojH$ C[bo„Y _ß _mVm-o[Vm H$r ^mJrXmar H$ gÂ]›YH$m A‹``Z H$aZm&

l N>mÃmß H$r e°ojH$ C[bo„Y H$ ]rM CÉ g_yh, _mVm-o[Vm H$r^mJrXmar Edß oZÂZ g_yh, _mVm H$r mJrXmar H$ gÂ]›Y H$m A‹``ZH$aZm&

odoY - odoY - odoY - odoY - odoY - ›`mXe© H$ È[ _ß 500 N>mÃmß H$m ob`m J`m Om H$jm 9 H$ EdßH$jm 10 _ß A‹``ZaV W Edß 500 _mVm o[Vm g Vœ`mß H$m gßH$bZ oH$`mJ`m& oOZ N>mÃmß H$m ›`mXe© H$ È[ _ß ob`m J`m d emgH$r` VWmAemgH$r` od⁄mb`mß _ß A‹``ZaV W& CZ N>mÃmß H$m MwZmd 5 emgH$ròd⁄mb` VWm 5 AemgH$r` od⁄mb` H$ W&

‡`w∫$ C[H$aU H$ È[ _ß AmÀ_gÂ_mZ [arjU E_.Eg. ‡gmX EdßOr.[r. R>mHw$a ¤mam oZo_©V Wm& e°ojH$ oZU©` ‡oH´$`m gÂ]›Yr [arjU,g_m`mOZ [arjU, E.H$.[r. og›hm Edß Ama.[r. ogßh ¤mam oZo_©V Wm&_mVm-o[Vm H$r ^mJrXmar H$m ÒH$b ¤mam MwZm J`moZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -l N>mÃmß H$ AmÀ_gÂ_mZ _ß _mVm-o[Vm H$r ^mJrXmar H$ gÂ]›Y _ß

gH$mamÀ_H$ A›Va [m`m J`m&l N>mÃmß H$ AmÀ_gÂ_mZ H$ ]rM CÉ g_yh, _mVm-o[Vm H$r ^mJrXmar

Edß oZÂZ g_yh, _mVm-o[Vm H$r ^mJrXmar H$ A›Va _ß gH$mamÀ_H$‡^md [m`m J`m&

l N>mÃmß H$ e°ojH$ oZU©` bZ _ß _mVm-o[Vm H$r ^mJrXmar H$ gÂ]›Y_ß ZH$mamÀ_H$ ‡^md [m`m J`m&

l N>mÃmß H$ e°ojH$ oZU©` bZ H$ ]rM CÉ g_yh _mVm-o[Vm Edß oZÂZg_yh _mVm-o[Vm H$r mJrXmar H$ gÂ]›Y _ß ZH$mamÀ_H$ ‡^md [m`mJ`m&

l N>mÃmß H$ g_m`mOZ _ß _mVm-o[Vm H$r ^mJrXmar H$ gÂ]›Y _ßgH$mamÀ_H$ ‡^md [m`m J`m&

[nagr_Z - [nagr_Z - [nagr_Z - [nagr_Z - [nagr_Z - _hmod⁄mb`mß _ß H$m`©aV≤ oejH$ Edß oeojH$mAmß H$m g_mZÍ$[ g ob`m J`m h°& BZ oejH$mß H$r gßª`m 400 h°C[H$aU -C[H$aU -C[H$aU -C[H$aU -C[H$aU - S.K. Mangal H$m Mangal Teacher AdjustmentInventory H$m ‡`mJ oH$`m&gmaUr H´$. 01(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 3.58 ‡m· hwAm Om oH$198 df gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6 Am°a1.97 hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a g AoYH$ h° AV: emgH$r`_hmod⁄mb`mß _ß H$m ©aV≤ oejH$mß Edß oeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ>H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md _ß A›Va gmW©H$ [m`mJ`m,gmaUr H´$. 02(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 1.09 ‡m· hwAm Om oH$198 df gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6 Am°a1.97 hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a g H$_ h° AV: AemgH$r`_hmod⁄mb`mß _ß H$m ©aV≤ oejH$mß Edß oeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ>gÂ]›Yr g_m`mOZ H$ AmYma [a gmW©H$ A›Va Zht [m`m J`m &gmaUr H´$. 03(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 1.03 ‡m· hwAm Om oH$198 df gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6 Am°a1.97 hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a g H$_ h° AV: emgH$r`_hmod⁄mb`mß _ß H$m ©aV≤ oejH$mß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$g_m`mOZ [a [S>Z dmb ‡^md _ß A›Va gmW©H$ [m`m J`m,gmaUr H´$. 04(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 6.68 ‡m· hwAm Om oH$198 df gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6 Am°a1.97 hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a g AoYH$ h° AV: emgH$rÈdß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oeojH$mAmß H$r Ï`dgmo`H$g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md _ß A›Va gmW©H$[m`m J`m&gmaUr H´$. 05 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 2.84 ‡m· hwAm Om oH$398 df gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.59 Am°a1.97 hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a g AoYH$ h° AV: Hw$b emgH$rÈdß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md _ßA›Va gmW©H$ [m`m J`m,oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -[naH$Î[Zm 01- emgH$r` _hmod⁄mb`mß H$r oejH$mß H$r VwbZm _ßoeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a[S>Z dmb ‡^md gH$mamÀ_H$ [m`m J`m&[naH$Î[Zm 02- emgH$r` _hmod⁄mb`mß H$ oejH$mß H$r VwbZm _ß


AemgH$r` _hmod⁄mb`mß H$ oejH$mß Ï`dgmo`H$ g›VwoÓQ> H$m CZH$e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md ZH$mamÀ_H$ [m`m J`m&[naH$Î[Zm 03- emgH$r` _hmod⁄mb`mß H$ oejH$mß H$r VwbZm _ßAemgH$r` _hmod⁄mb`mß H$ oejH$mß Ï`dgmo`H$ g›VwoÓQ> H$m CZH$e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md ZH$mamÀ_H$ [m`m J`m&[naH$Î[Zm 04-emgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oeojH$mAmß H$roeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a[S>Z dmb ‡^md gH$mamÀ_H$ [m`m J`m&[naH$Î[Zm 05- AemgH$r` _hmod⁄mb`mß H$ oejH$ Edß oeojH$mAmßH$r VwbZm _ß emgH$r` _hmod⁄mb`mß H$ oejH$ Edß oeojH$mAmß H$rÏ`dgmo`H$ g›VwoÓQ> H$m CZH$ e°ojH$ g_m`mOZ [a [S>Z dmb ‡^mdgH$mamÀ_H$ [m`m J`m&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Shaffer L.F. and Shaben (1956) - The Psychology of

Adjustment, Boston, Hoyghton Mittin Co. p.32. Shaffer L.S., (1984) - Foundation of Psychology, New

York, Jhon Willey and Son Inc., P. 5113. Reddy V.R. and - Job Satisfaction of College Teachers4. Ramakrishnaina (2010) - Journal of Education and

Psychology, Vol. 38, p. 211-2185. ogßh Hw$_ma AoZb (2011) - Ωdmobà Edß MÂ]b gß^mJ H$

emarnaH$ È[ g odH$bmßJ ]Émß H$ &6. gmhy gwa]mbm (2015) - "_m‹ò_H$ od⁄mb`mß H$ N>mÃmß H$

AmÀ_gÂ_mZ, e°ojH$ oZU©`-bZm &7. g_m`mOZ, e°ojH$ C[bo„Y H$r ‡mo· _ß _mVm-o[Vm H$r ^mJXmar

H$ gÂ]›Y A‹``Z emY ‡]ßY (oejmemÛ od^mJ), Hw$Í$jÃodÌdod⁄mb`&

8. e_m© E. Ama. "oejU AoYJ_ H$m _ZmodkmZ', Ama. bmb ]wH$oS>[m, _aR>, 2009

9. bmb am_ o]hmar Edß - oejm _ZmodkmZ Edß ‡maoÂ^H$ gmßª`H$rÀma. bmb ]wH$ oS>[m _aR> &

10. Omer gwae M›– 2010

gmaUr H´$. 01emgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$

e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZemgH$r` oejH$ emgH$r` oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)51.6 13.17 57.00 7.61 3.58

gmaUr H´$. 02AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$

e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZAemgH$r` oejH$ AemgH$r` oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)49.9 9.94 51.2 6.70 1.09

gmaUr H´$. 03 emgH$r` Edß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZemgH$r` oejH$ AemgH$r` oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)51.6 13.17 49.9 9.94 1.03


gmaUr H´$. 04 emgH$r` Edß AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZemgH$r` oejH$ AemgH$r` oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)135.6 20.6 112.8 27.2 6.68

gmaUr H´$. 05 emgH$r` Edß Hw$b AemgH$r` _hmod⁄mb`mß _ß H$m`©aV≤ oejH$mß Edß oeojH$mAmß H$r Ï`dgmo`H$ g›VwoÓQ> H$m CZH$e°ojH$ g_m`mOZ [a [S>Z dmb ‡^md H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZHw$b emgH$r` oejH$ Edß oeojH$mE|$ Hw$b AemgH$r` oejH$ Edß oeojH$mEß Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)54.3 10.39 50.55 8.32 2.84

*************


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gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Òdm_r gÀ`mZ›X gaÒdVr- AmgZ, ‡mUm`m_, _•–m Edß ]ßY `mJ

[o„bH$eZ Q≠>ÒQ>, _wßJa o]hma (2006)2. `mJ gßXe -11 AJÒV 2004 AßH$: 12 oXÏ"mJ _o›Xa Q≠>ÒQ>,

hna¤ma&3. `mOZm, df© 59, OyZ2015, AßH$: 12 ‡H$meZ od^mJ, ZB© oXÑr&4. http://www.bhartyog.com/types-of-yoga.html.5. http://www.achhikhabar.com

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* NmÃm (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV** NmÃ (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV

CÀ[fi H$a gH$ß&‡ÌZ CR>Vm h° oH$ JwUdŒmm[yU© oejm g ∑`m Ame` h° & Bg gß]ßY _ß

_¢ AmYwoZH$ oejm emÛr Ama.Eg. [rQ>g© H$ Xe©Z H$r [yU© g_W©H$ hy± &‡m. [rQ>g© H$ AZwgma "odo^fi odf`mß O°g BoVhmg ^yJmb, g_mOemÛAmoX _ß Vœ`mß H$m Om kmZ H$am`m OmVm h° Am°a odo^fi Ï`dgm`mßBßOroZ`naßJ Edß _S>rH$b AmoX _ß Om ‡oejU oX`m OmVm h° C›hß oejmZht H$hm Om gH$Vm h°& H$db kmZ ‡m·O H$aZm oejm Zht h° Om kmZ‡m· h° CgH$m ‡`mJ H$aZm hr oejm h° CZH$ e„Xmß _ß "To Know is noteducation to apply what he knows is education".

Bg ‡H$ma JwUdŒmm[yU© oejm Egr oejm h° Om _mZd H$ emarnaH$odH$mg, _mZogH$ odH$mg, Z°oVH$ odH$mg, gm_moOH$ odH$mg H$ gmWgmW odf` kmZ, VH$ZroH$ kmZ, ‡`mJmÀ_H$ kmZ ‡XmZ H$aVr h° Am°aCg kmZ H$m Ï`dhmnaH$ OrdZ _ß C[`mJ H$aZm ogImVr h° & JwUdŒmm[yU©oejm Ï`dÒWm EH$ Egr oejm Ï`dÒWm h° Om Xe H$r mdr AmdÌ`H$VmAmßH$ AZwÍ$[, ‡oejH$, oejH$, d°kmoZH$, AmdÌ`H$ BßOroZà EdßH$_©Mmna`mß H$m g•OZ H$a gH$ß& Om Ïò∫$ H$m ÒdmbÂ]r ]Zm gH$ß& EgmoeolV Ïò∫$ amOJma ImOVm Zht h° ]oÎH$ A[Zr OrodH$m Òd`ß AoO©VH$aZ H$r g_W© aIVm h° A›` Ïò∫$`mß H$m ^r amOJma XZ H$r j_VmaIVm h°&

JwUdŒmm[yU© oejm H$ Am`m_

emarnaH$ Edß Z°oVH$ gm_moOH$ kmZ Edß kmZ H$mÏ`dhmnaH$ odH$mg odH$mg ‡oejU ‡`mJ_mZogH$ odH$mg

AmO H$r oejm [’oV H$m O] _yÎ`mßH$Z H$aV h° Vm h kmV hmVm h°oH$ AmO H$r oejm Ï`dÒWm A[Z C‘Ì`mß _ß [yU©V: Ag\$b h°& [aÂ[amJV


oejm [’oV H$db ]amOJmamß H$r \$m°O V°`ma H$aVr Om ahr h°& OZdar2018 H$ AmßH$S>mß H$ AZwgma Xe H$ amOJma H$m`m©b`mß _ß A] VH$ 90bmI ]amOJma [ßOrH•$V h¢& oOZ_ß g AoYH$mße ÒZmVH$ Am°⁄moJH$ EdßVH$ZroH$ ‡oejU ‡m· Ïò∫$ h° ∑`m `h dV©_mZ oejm [’oV H$rAg\$bVm Zht Ï`∫$ H$aVm h°&

AmO g_mO _ß gd©‡oV AamOH$Vm AZwemgZhrZVm ÒdmW© [amÙVm—oÓQ>JmMa hm ahr h°& XwJw©U g_mO H$ oeojV dJ© _ß AoYH$ h° AoeojVdJ© _ß ]hwV H$_ ∑`m Bg AmO H$r dV©_mZ Xmf[yU© oejm [’oV H$m‡oV\$b _mZm Om gH$Vm h° Ïò∫$ AmO Am¡` H$o›–V hm J`m h° dhA[Z Edß A[Z [nadma H$m hr ohV oMßVZ H$aVm h°&

AV: AmO AmdÌ`H$ hm J`m h° oH$ Xe H$ oejm odX Bg oXem _ßoMßVZ H$aß JwUdŒmm[yU© oejm H$ odH$mg H$ ob` amÓQ≠> ÒVa [a ‡mßVÒVa [aVWm oObÒVa [a gßJmoÓR>`mß hmß Am°a EH$ Egr oejm ‡Umbr odH$ogVH$aß Om Ïò∫$ H$ g_mO H$ VWm Xe H$ ohV _ß hm&

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oejH$mß H$m b°[Q>m[ H$Âfl`yQ>a H$ _m‹`_ g oeojV H$aZm Mmoh`BZH$ C[`mJ H$m br mßoV oejU XZm Mmoh`& ]hwAm`m_r oejH$mß H$rOJh EH$ Am`m_r oejH$ V°`ma H$aZ Mmoh` Om A[Z odf` H$m odefkhm VW [yU© kmZ aIVm hm& Cg kmZ H$m dh Ï`dhmnaH$ ‡`mJ H$aZm br^mßoV OmZVm hm, gmW hr gmW [yd© kmZ Edß og’mßVmß H$ AmYma [a AmJH$r gmßM CÀ[fi H$aZ H$r j_Vm ^r aIVm hm&

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dV©_mZ [na‡ ` _ß _ohbm ge∫$rH$aU H$r AmdÌ`H$Vm_ß oejm H$r yo_H$m H$m A‹``Z

S>m∞. ]weam \$mV_m *

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - oejm OrdZ _ß ‡JoV H$aZ H$m EH$ eo∫$ embr C[H$aU h°& _ohbmAmß H$ CÀWmZ d ge∫$rH$aU H$ obE oejm g ]hVa VarH$m ∑`mhm gH$Vm h°& A[Zr odo^›Z [hbmß H$ _m‹`_ g ]mobH$mAmß Am°a _ohbmAmß H$m ÒVar` oejm H$ _m‹`_ g J´m_rU maV H$ XyaÒW H$mZmß _ß r g_mZÍ$[ g ge∫$ oH$`m h°& _ohbm ge∫$rH$aU H$ ]ma _ß OmZZm ]hwV OÍ$ar h°&∑`m Am[ OmZV h°& h_ _mÃ _ohbm ge∫$rH$aU oH$ ]mV hr ∑`mß H$aVh°& [wÍ$fmß oH$ Zhr?O]oH$ _ohbmAmß H$m AÎ[gßª`H$ Zhr _mZm Vm C›hß ge∫$rH$aU oH$ OÍ$aV ∑`mß h¢?`h BgobE h° ∑`mßoH$ goX`mß g g_mOVWm [wÍ$f _ohbmAmß H$ D$[a ^X^md, ohgm Am°a ]wam Ï`dhma H$aV Am ahm h°& oOgg oH$ d g_mO _ Ïò∫$JV gr_mAmß H$m Xya H$a AmJ ]T> gH$Am°a A[Z odMmamß H$m bmJmß H$ gm_Z aI gH$&

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* ghm`H$ ‡m‹`m[H$ (J•h odkmZ) Z]b oS>J´r H$m∞bO, JmaI[wa (C.‡.) ‰mmaV

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C[b„Y H$amZm3. bmS>br b˙_r `mOZm - C‘Ì` - ]mobH$m O›_ H$ ‡oV OZVm _ß

gH$mamÀ_H$ gmM4. H$›`m gmjaVm ‡mÀgmhZ `mOZm -C‘Ì` - AZwgyoMV OmoV H$r

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Am`m_ -Am`m_ -Am`m_ -Am`m_ -Am`m_ - e°ojH$, ÒdmÒœ`, AmoW©H$, gm_moOH$, odoYH$, amOZ°oVH$,^mdZmÀ_H$

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emY ‡]ßY &

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oejH$ oejm H$ A›VJ©V gÂ‡fU VH$ZrH$r H$m _hÀd

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amÓQ≠>r` e°ojH$ ‡oejU Edß AZwgßYmZ [nafX ¤mam ‡H$moeV[woÒVH$m Documents on Social moral and spiritual values indeucation _ß gm_moOH$ VWm Am‹`mmoÀ_H$ Z°oVH$ _yÎ`mßH$m CÑI oH$`mJ`m h°

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emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - oH$gr ^r g_mO `m amÓQ≠> H$ AmoW©H$ odH$mg H$ obE oejm EH$ Am[nahm`© AdÒWm[Z h°& AdÒWm[Zm VÀd H$ Í$[ _ß _mZm OmVm h°oejm H$ o]Zm H$mB© r g_mO m amÓQ≠> odH$mg H$r H$Î[Zm Zht H$a gH$Vm h° 21 dt gXr _ß ‡de H$a MwH$ _mZd H$ gm_Z g]g ]S>r g_Ò`m h° ]T>VrOZgßª`m VWm CgH$ aU [mfU H$r Ï`dÒWm H$aZm, boH$Z AJa h_ OZgßª`m H$m ]mP Z bH$a Cg gßgmYZ H$ Í$[ _ß bß, boH$Z h H$m_ H$m°ZH$aJm? H°$g H$aJm? ]Ém O›_ ]mX A[Z _mVm-o[Vm H$ gmW ahVm h° boH$Z O›_ H$ ]mX CgH$ ôdÓ` H$m oZ_m©U EH$ odYmb` _ß EH$ oejH$H$ ¤mam hmVm h°& oOgg ]É H$m gdm©JtU odH$mg hmVm h° Bg ‡H$ma oejm Edß oejH$ H$r _hŒm A[Z Am[ _ß og’ hm OmVr h°&gÉr oejm H$db Hw$N> [mR>mß H$m [yN>Zm Edß Ò_aU H$amZm hr Zht h°& daZ OrdZ`m[Z Edß C‘Ì` [yU© H$m`m~ _ß ^mJ bZm h°& (amYmH•$ÓUZ H$_reZ)e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -Am[nahm`©, AdÒWm[Z, VÀd, OZgßª`m, ôdÓ`, og’, amÓQ≠> oZ_m©U AmoX&

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AmO dV©_mZ _ß 86 bmI oejH$ ‡mWo_H$ Am°a _m‹ò_H$ oejm _ßVWm 15 bmI oejH$ CÉ oejm _ß OwS> h°& boH$Z BZ [a hmZ ]mbm IM©ZJ ` h°, JwUdŒmm bmZ H$ ob` gaH$ma H$m Bg Ama JhZ o]Mma H$aZm


hmJm& ]É od⁄mb`r` oejm H$m H$›– hmV h°& ]Émß _ß kmZmO©Z gwoZoÌMVH$aZ _ß _hÀd[yU© ^yo_H$m EH$ A‹`m[H$ H$r hr hmVr h¢ OÍ$aV h° oH$od⁄mb`r V›Ã ‡oV^membr oejH$mß A‹`m[Z H$ jÃ _ß bm`ß& amÓQ≠>ròejH$ oejm [naga Z 04 dof©` g_oH$V ]rE-]rES> Edß ]rEgr-]rES>H$m`©H´$_mß H$r ewÍ$AmV H$r h° Edß lÓR> od⁄mb`r V›Ã H$ _m‹`_ g amÓQ≠>oZ_m©U _ß B©_mZXmar g Í$Mr aIZ dmbmß H$m ‹`mZ AmH$of©V H$aZ H$ obEAZH$ H$m`©H´$_mß H$m ‡Mma-‡gma H$aZ H$r AmdÌ`H$Vm h°&

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N>mÃmß H$r e°ojH$ C[bo„Y [a gdmH$mbrZ oejH$‡oejU H$ ‡^md H$m A‹``Z

lwoV MÏhmU *

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - oH$gr ^r Xe H$ odH$mg H$m AmYma dhmß H$ ]É h¢& ]Émß H$ odH$mg _ß [nadma H$ [ÌMmV≤ g]g _hÀd[yU© ^yo_H$m oejH$mß H$r h°&EH$ ‡oeojV Am°a `mΩ` oejH$ ]mbH$ H$ OrdZ _ß M_ÀH$mnaH$ [nadV©Z bmZ _ß gj_ h°& AV: oejm _ JwUdŒmm bZ Edß od⁄moW©`mß H$ e°joUH$ÒVa _ß gwYma bmZ H$ obE oejm od^mJ ¤mam ‡oejU [a odef ‹`mZ oX`m Om ahm h°& h ‡oejU gdm[yd© VWm gdmH$mbrZ XmZmß ‡H$ma H$m hmVmh°& Bg ‡oejU H$m EH$_mÃ C‘Ì` oejH$mß H$r H$m`©Hw$ebVm Edß JwUdŒmm _ß gwYma bmZm h°&

e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - oejH$ ‡oejU, JwUdŒmm, gdmH$mbrZ, e°ojH$ C[bo„Y&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ^maV _ß h_ ‡oVdf© 5 ogVÂ]a H$m [ya gÂ_mZ Am°a CÀgmhH$ gmW oejH$ oXdg _ZmV h¢, o\$a r oXZ d oXZ bmJmß H$m Bg Ï`dgm`H$ ‡oV PwH$md/g_[©U H$_ hm ahm h°&H$]ra Or Z H$hm h° -

"JwÍ$ Jmod›X XmD$ IS>∂ H$mH$ bmJy [md]obhmar JwÍ$ Am[H$r Jmod›X oX`m ]VmE&'

Eg odMmamß dmb ^maV _ß oejH$ A] [y¡`Zr` ∑`mß Zht, `h EH$]S>m gdmb h°&

òX h_ Bg ‡ÌZ H$r Vh _ß OmEßJ Vm h_ [mV h oH$ BgH$m g]g‡_wI H$maU g_mO g Bg Ï`dgm` H$ ‡oV oZÂZ —oÓQ>H$mU H$ ^md H$mhmZm h° Am°a BgH$m H$maU `h h° oH$ AmO ^r `h g_mO H$ g]g oZÂZÏ`dgm` H$r lUr _ß aIm OmVm h°&Most under p aid job - d°ÌdrH$aU, CXmarH$aU Z bmJmß H$rOrdZe°br H$m AmYwoZH$ ]Zm oX`m h°, [a›Vw Bgg N>mÃmß H$ g_j ZB©H$∂S>r MwZm°oZ`m± I∂S>r hm JB© h° Am°a C›hß H$∂S>r ‡oVÒ[Ym© g JwOaZm [∂S> ahmh°& Bg MwZm°oV`mß g b∂S>Z H$m EH$_mÃ gmYZ JwUdŒmm[yd© oejm h° Am°aoejm H$r JwUdŒmm H$ obE AmO g]g ¡`mXm `mΩ` oejH$m ß H$rAmdÌ`H$Vm h°&

`mΩ` oejH$ od⁄moW© mß H$m oeojV H$aZ H$ gmW-gmW CZH$m MnaÃoZ_m©U H$aH$ C›hß oOÂ_Xma ZmJnaH$ ]ZmVm h°& [a›Vw od⁄moW© mß H$m mΩ`]ZmZ H$r eV© h h° oH$ oejH$ r mΩ` hm& oejH$mß H$ [eda odH$mg _ßoejH$ ‡oejU H$m`©H´$_mß H$r _hÀd[yU© ^yo_H$m h°& ‡oejU _ß oH$E JEÏ`mdhmnaH$ H$m`m~ H$ _m‹`_ g oejH$ A[Z AZw^dmß H$m Am°a AoYH$[∏$m H$aV h¢ Am°a A[Z H$m`© _ß ZdrZVm bmZ H$m ‡`mg H$aV h°&

amÓQ≠>r` _m‹ò_H$ oejm Ao^`mZ H$ oH´$`m›d`Z g Ow∂S>m EH$XÒVmdO H$hVm h°, "ÒHy$br oejm _ß oejH$ g]g _hÀd[yU© KQ>H$ h°, Eg_ß gdmH$mbrZ ‡oejU H$ _m‹`_ g oejH$mß H$m JwUdŒmm _ß gwYma H$‡`mg oH$E OmZ MmohE& BgH$ Abmdm gdm [yd© ‡oejU _ß XmoIb H$obE ^r CoMV ‡mdYmZ H$aZ H$r OÍ$aV h°&'

* emYmWr© (oejm emÛ) [ogo\$H$ `yZrdog©Q>r, CX`[wa (amO.) ‰mmaV

kmZ H$ ]ma _ß EH$ ]mV H$hr Or gH$Vr h° oH$ `h g_` H$ gmW]XbV dmbr MrO h°, oH$gr jÃ odef _ß hmZ dmb emY d odMma-od_e©g oH$gr jÃ H$ odo^fi Am`m_mß H$ ZE-ZE [hby gm_Z AmV h° oOggoejH$ H$m IwX H$m A[S>Q> H$aZm hmVm h°& AV: bÂ] g_` g oejm H$jÃ _ß `mJXmZ X ahß oejH$mß H$m ^r ‡oejU H$r CVZr hr AmdÌ`H$VmhmVr h° oOZVr H$r Zd oZ`w∫$ oejH$mßß H$m&C‘Ì`-C‘Ì`-C‘Ì`-C‘Ì`-C‘Ì`-1. N>mÃ-N>mÃmAmß H$r e°ojH$ C[bo„Y [a gdmH$mbrZ oejH$ ‡oejU

H$ ‡^md H$m A‹``Z H$aZm&2. J´m_rU Eßd ehar N>mÃmß H$r e°ojH$ C[bo„Y [a gdmH$mbrZ oejU-

‡oejU H$ ‡^md H$m A‹``Z H$aZm&[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -1. gdmH$mbrZ oejH$ ‡oejU g od⁄moW©`mß H$r e°ojH$ C[bo„Y _ß

H$mB© gmW©H$ AßVa Zht hmVm&2. gdmH$mbrZ oejH$ ‡oejU g ehar Edß J´m_rU od⁄moW©`mß H$r

e°ojH$ C[bo„Y _ß H$mB© gmW©H$ AßVa Zht hmVm&odoY Edß ‡oH´$`m - odoY Edß ‡oH´$`m - odoY Edß ‡oH´$`m - odoY Edß ‡oH´$`m - odoY Edß ‡oH´$`m - A‹``Z H$ obE gdjU odoY H$m ‡`mJ oH$`mJ`m& oOgH$ ob` 20 od⁄mb`mß Am°a 200 N>mÃ-N>mÃmAmß H$m M`Z oH$`mJ`m& gmW hr 20 ‡YmZm‹`m[H$mß Edß 40 oejH$mß H$m M`Z oH$`m J`m&

VmobH$m -1H´$. od⁄mb` od⁄mb`mß [ÝmZm‹`m[H$ oejH$ od⁄mWr©

H$ ‡H$ma H$r gßª`m1 ehar 10 10 20 1002 J´m_rU 10 10 20 1003 `mJ 20 20 40 200

od⁄moW©`mß H$r e°ojH$ C[bo„Y kmV H$aZ H$ obE ‡_mUrH•$VC[bo„Y [arjU (General Classroom Achievement Test) ‡`mJoH$`m J`m, oOg_ß 35 AßH$ AßJÓr, 35 AßH$ JoUV-odkmZ VWm 30AßH$ gm_moOH$ odkmZ H$ W&


oejH$mß Edß ‡YmZm‹`m[H$mß H$ obE gmjmÀH$ma H$m [´`mJ oH$`mJ`m&C[bo„Y`m± -C[bo„Y`m± -C[bo„Y`m± -C[bo„Y`m± -C[bo„Y`m± -[naH$Î[Zm H´$_mßH$-1[naH$Î[Zm H´$_mßH$-1[naH$Î[Zm H´$_mßH$-1[naH$Î[Zm H´$_mßH$-1[naH$Î[Zm H´$_mßH$-1l gdmH$mbrZ oejH$ ‡oejU H$ od⁄moW©`mß H$r e°ojH$ C[bo„Y _ßH$mB© gmW©H$ AßVa Zht hmVm&Table No-2 (t-Test Table) (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

JUZm ¤mam ‡m· Q>r H$m _mZ 38 [a 2.89 ‡m· hwAm Om oH$ gmaUrg ‡m· Q>r _mZ (0.01 gmW©H$Vm ÒVa [a df = 38 H$ obE) 2.71 gAoYH$ h°& AV: h_mar ey›` [naH$Î[Zm gdmH$mbrZ oejH$ ‡oejU god⁄moW©`mß H$r C[bo„Y _ß H$mB© gmW©H$ AßVa Zht hmVm h°, 0.01 gmW©H$VmÒVa [a AÒdrH•$V hmVr h°& AV: _‹`_mZmß H$ AmYma [a h_ H$h gH$V h¢oH$ gdmH$mbrZ oejH$ ‡oejU [ŒmV≤ A‹`m[Z g od⁄moW© mß H$r C[bo„Y]∂T> OmVr h°&

VmobH$m H´$_mßH$-3VmobH$m H´$_mßH$-3VmobH$m H´$_mßH$-3VmobH$m H´$_mßH$-3VmobH$m H´$_mßH$-3oejH$mß H$ obE gdmH$mbrZ ‡oejU od⁄moW©`mß H$ C[bo„Y ÒVa _ß

gwYma hVw AmdÌ`H$ h°&[yU© gh_V gh_V AoZoÌMV Agh_V [yU© gh_V17 21 0 01 01Table - (x2 Test) (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)VmobH$m H´$_mßH$ - 3VmobH$m H´$_mßH$ - 3VmobH$m H´$_mßH$ - 3VmobH$m H´$_mßH$ - 3VmobH$m H´$_mßH$ - 3 _ß oejH$mß H$ obE gdmH$mbrZ ‡oejU od⁄moW© mßH$ C[bo„Y ÒVa _ß gwYma hVw AmdÌ`H$ h°& [a x2 [arjU H$m ‡`mJoH$`m&

JUZm ¤mam x2 H$m _mZ df(4) [a 51.48 ‡m· hwAm Om oH$ gmaUrg ‡m· x2 H$m _mZ 0.01 gmW©H$Vm ÒVa [a df - 4 H$ obE 13.28 gAoYH$ h°& AV: h_mar ey›` [naH$Î[Zm gdmH$mbrZ oejH$ ‡oejU god⁄moW©`mß H$r C[bo„Y _ß H$mB© gmW©H$ AßVa Zht hmVm h°, 0.01 gmW©H$VmÒVa [a AÒdrH•$V hmVr h°& AV H$hm Om gH$Vm h° oH$ gdmH$mbrZ oejH$‡oejU g od⁄moW©`mß H$r C[bo„Y _ß gmW©H$ AßVa AmVm h°&

VmobH$m H´$_mßH$-4VmobH$m H´$_mßH$-4VmobH$m H´$_mßH$-4VmobH$m H´$_mßH$-4VmobH$m H´$_mßH$-4‡oejU _ß grIr ZdrZ oejU VH$ZrH$ H$ ‡`mJ g od⁄moW©`mß H$r

e°ojH$ C[bo„Y _ß AßVa AmVm h°&[yU© gh_V gh_V AoZoÌMV Agh_V [yU© gh_V13 21 04 02 00Table - (x2 Test) (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

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VmobH$m H´$_mßH$-5gdmH$mbrZ oejH$ ‡oejU H$m J´m_rU Edß ehar od⁄moW©`mß H$r

C[bo„Y [a [∂S>Z dmb ‡^md H$m VwbZmÀ_H$ A‹``Z&gß.H´$. g_yh gßª`m _‹`_mZ _mZH$ odMbZ1 J´m_rU N

1=100 M

1=56.69

2 ehar> N1=100 M

1=49.18

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MmohE&3. ‡oejU odo^fi MaUmß _ oX`m OmZm MmohE, oOgg g^r oejH$

EH$ gmW ‡oejU _ß Z Om`ß VWm od⁄mb` H$r oejU Ï`dÒWm‡^modV Z hm&

4. od⁄mb`mß H$r oejU Ï`dÒWm H$m gwMmÍ$ Í$[ g MbmZ H$ obE‡oejU N>mQ>-2 g_yhmß Edß MaUmß _ß oX`m OmE&

5. EH$ ‡oejU H$m`©H´$_ ZE gÃ H$ ‡maßÂ^ _ß AdÌ` oX`m OmE&6. [mR>`≤ [wÒVH$ oZ_m©U ‡moH´$`m H$m r ‡oejU H$m`©H´$_ _ß goÂ_obV

oH$`m OmE&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Garrett H.E. & Wood statistics in Psychology and

Education worth P-280-281.2. lrdmÒVd, S>m∞. S>r.EZ. d_m©, S>m∞. ‡roV _ZmodkmZ Am°a oejm _ß

gmßoª`H$r odZmX [wÒVH$ _ßoXa AmJam -23. am`, [m[aZmW AZwgßYmZ EH$ [naM` b˙_r ZmamÙ AJ´dmb,

AmJam-24. e_m© Ama.E. oejm AZwgßYmZ, Ama bmb ]wH$ oS>[m _aR> &> &> &> &> &


Table - (x2 Test)S.No. x2 from x2 value from table at df = 4 Remark

calculation .05 level .01 level1 51.48 9.488 13.277 Significant

difference

Table - (x2 Test)S.No. x2 from x2 value from table at df = 4 Remark

calculation .05 level .01 level1 38.82 9.488 13.277 Significant

difference

Table - Analysis of VarrianceSource of SS DF Mean F-Ratio F-Ratio (from R eamrkVariance Square (calculated) table at level

of significacneBetween 2820-01 1 13.277 10.46 .05 3.89 Significantgroups differenceWithin 53362.78 198 269-51 .01 6.76 Significantgroups difference

Table No-2 (t-Test Table)S.No Mean of Mean of S.D. Calculated t-value Remark

Result Before Result After t- Value (from tableTraining Training at level of(3 Years) (3 Years) significance

1 77.38 85.92 2.89 .05 2.02 Significant Difference

.01 2.71

df = (N1-1)+ (N2-1)+ = (20-1)+(20-1) = 38

*************


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[o„bH$eZ, AmJam-22. AmS>, Eb0 H$0 ^maVr` oejm H$m BoVhmg, odH$mg Edß g_Ò`m`ß,

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‡H$meZ H$›– bIZD$ &5. www.wilkipedia.com and other webside.


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gy _ oejU Edß A‰`mg oejU

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ob` daXmZ h¢&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Ama. E. bmb oejU ‡oejU 1998 AmaVr ‡H$meZ ZmES>m ZB©

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gmaUroejU H$ ‡H$ma Boy Girls T-Value Level of Significance

N-50 N-50A‰`mg oejU Mean - 3757 Mean - 37.32 0.14 N.S.

SD - 10.55 SD - 12.83gy _ oejU Mena - 6.84 Mean - 5.07 2.14 0.01 S.L.

SD - 8.01 SD - 6.32A‰`mg oejU H$r A[jm gy˙_ oejU H$ ¤mam ]Zm` J` flbmZ g oejU d oejH$ d N>mÃ H$ ]rM A›V: oH$`m‡^mdr amMH$Vm [yU© hmVr h¢& ∑`mßoH$ `h (0.01 level) [a gmW©H$ H$ h¢&

*************


dV©_mZ [na‡ ` _ß _yÎ` oejm H$r AmdÌ`H$VmAmß H$modõfUmÀ_H$ A‹``Z

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_yÎ` oejm XZ H$m Xygam ÛmV od⁄mb` h°& Bg [j _ß Xm VH©$ h°‡W_ od⁄mb` dmVmdaU oOgg oX`m h° oejm Am`mJ (1964-66) H$AZwgma od⁄mb` dmVmdaU A‹`[H$ H$m Ïò∫$Àd Edß Ï`dhma VWmod⁄mb` _ß C[b„Y m°oVH$ gwodYm`ß H$m _yÎ`mß›_wIr ]ZmZ ghm`H$ hmVh°& od⁄mb H$ H$m © AZw d,IbHw$X, g_mOgdm g^r N>mÃmß H$m gh`mJ,B©_mZXmar, AZwemgZ OrdZ _yÎ`mß H$m odH$mg hmV Xygam VH©$ h° oeojH$H$m Xmo`Àd _yÎ` oejm H$ odH$mg _ß oejH$ H$r Ah_ ^yo_H$m hmVr h°°&oOg [a ‡H$me S>mbV hw` JwÍ$Xd Q°>Jma Or g H$hm h° & h_ma oejH$ O]`h g_PbßJ oH$ h_ JwÍ$ H$ AmgmZ [a ]°R> hw` h°& h_ß A[Z OrdZ ¤mamN>mÃmß kmZ Í$[r ‡mU \y$H$Zm h°& A[Z kmZ ¤mam CZH$ ˆX` _ß od⁄m H$r¡`moV OJmZr h° Am°a dmÒVodH$ kmZ H$m AmYma hr _yÎ` hmVm h°& _yÎÒrdZ H$ ‡À`H$ jÃ _ß Ïò∫$ H$m [naM` H$aVm h°&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Goswami dev pitamber Value Education for National

Building.2. Singh Shardha Importance and role of value Education

in ancient India.3. P.D. Pathak Indian Education and their Problems.4. Patil Yojana Value education need of the hour.


[`m©daU gßajU _ß oejm H$r yo_H$m

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* ‡m‹`m[H$, AmB©.[r.Eg. H$m∞bO, Ωdmobà (_.‡.) ‰mmaV

H$m ‡`mJ oH$`m J`m h°& A‹``Z hVw AmdÌ`H$ ›`mXe© H$r ‡m·r hVw 25‡ÌZmß dmbr ÒdoZo_©V ‡ÌZmdbr H$m ‡`mJ oH$`m J`m h° oOg_ß ]mbH$mßH$ e°ojH$ odH$mg (8), emarnaH$ odH$mg (5), gm_moOH$ odH$mg (4)Edß Z°oVH$ odH$mg (8) g g]ßoYV ‡ÌZ gßH$obV h¢& ‡ÌZmdbr H$m _mZH$ÒdÍ$[ ‡XmZ H$aZ hVw ‡emgZ H$ [yd© [arjU-[wZ: [arjU odoY g‡ÌZmdbr H$m [arjU oH$`m J`m& ‡ÌZmdbr H$ ‡ÌZmß H$r aMZm Bg ‡H$maH$r JB© h° oH$ CŒma H´$.1 H$m ^mamßH$ 1, CŒma H´$. 2 H$m ^mamßH$ 2 VWm CŒmaH´$.3 H$m mamßH$ 3 oX`m J`m h¢& H$mB© r CŒma Z XZ [a mamßH$ 0 oZYm©naVoH$`m J`m h°& Bg ‡H$ma 25 ‡ÌZmß H$m Hw$b ^maßH$ 75 hmVm h°& B›hß 100‡oVeV _ß ]Xbm J`m h¢

A‹``Z hVw 8 em. ‡m.od (H$jm 5 H$) g Hw$b 160 od⁄mWr©`mß H$mM`Z oH$`m J`m oO›hß Xm dJm~ _ß dm±Q>m J`m h°& dJ© A _ß XyagßMma gmYZmßßH$m ‡`mJ H$aZ dmb od⁄mWr© VWm dJ© ] _ß XyagßMma gmYZmßß H$m ‡`mJ ZH$aZ dmb od⁄mWr© aI J` h¢&(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)‡XŒmm ß H$m odÌbfU -‡XŒmm ß H$m odÌbfU -‡XŒmm ß H$m odÌbfU -‡XŒmm ß H$m odÌbfU -‡XŒmm ß H$m odÌbfU - A‹``Z [naH$Î[Zm H$ [arjU hVw _‹`_mZVWm ‡m_moUH$ odMbZ H$r ghm`Vm g gm_m›` gß^modVm dH´$ H$m ‡`mJH$aV hw` H$ C[a d ZrM dmb mamßH$ [mZ dmb ]mbH$ d ]mobH$mAmßH$m kmV oH$`m J`m h°&

X2 [arjU H$m ‡`mJ H$a 0.05 ÒVa [a [naH$Î[Zm H$r gmWH©$Vm H$rOmßM H$r JB© h°&›`mXe© gmaUr Edßgmßª`H$r` odÌbfU - (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a) gmaUr H$ AmYma [a gßoj· odoY gyÃ H$m ‡`mJ H$aV hwE _‹`_mZ H$rJUZ H$aZ [a _‹`_mZ M=58.9 VWm _mZH$ odMbZ SD=15 ‡m·hwAm&

gm_m›` ‡mo`H$Vm dH´$ [a XyagßMma gmYZmß H$ ‡^md H$m Xem©`m J`m h°&]wa ‡^md H$m g AoYH$ ^mamßH$ ‡oVeV [a VWm A¿N> ‡^md H$m g H$_ ^mamßH$ [a Ï`∫$ oH$`m J`m h°&


AV: A¿N> ‡^md hVw - M =58.9-15=43.943.9 g H$_ mamßH$ dmb ]mbH$ ]mobH$mAmß H$r gßª`m 27 h°&AV: 16.9‡oVeV [a A¿N>m ‡^md [S>m R>rH$ Bgr ‡H$ma ]wa ‡^md H$ ob` -M =58.9+15=73.973.9 g AoYH$ ^mamßH$ dmb ]mbH$ ]mobH$mAmß H$r gßª`m 27 h°& AV:16.9 ‡oVeV [a ]wam ‡^md [S>m& AWm©V A¿N> Am°a ]wa ‡^md dmb ]mbH$]mobH$mAmß H$m ‡oVeV 33.8(16.9+16.9=33.8) VWm ef 100-33.8 =66.2 ‡oVeV [a ‡^md gm_m›` ahm&

]mbH$ ]mobH$mAmß H$ gm_moOH$ odH$mg [a XyagßMma H$ gmW©H$ ‡^mdkmV H$aZ hVw [naH$Î[ZmZwgma H$mB© Òπ$mà [arjU H$m‡`mJ oH$`m J`m h°&

AV: 2χ 10 48= − df = (c-1) (r-1)=1,0.05 ÒVa Edß 1df

[a_mZ 3.84 h° Om oH$ gyÃ ¤mam ‡m·_mZ 10.48 g ]hwV H$_ h° AV: 5‡oVeV odÌdmg ÒVa AÒdrH•$V hmVr h°

oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -Bg ‡H$ma Ò∂[ÓQ> h° oH$ [naH$Î[Zm 5 ‡oVeV odÌdmg ÒVaAÒdrH•$V hmVr h° & AWm©V≤ ]mÎ`mdÒWm H$ ]mbH$ ]mobH$mAmß H$ gm_moOH$odH$mg [a XyagßMma gmYZmß H$m ‡^md [S>Vm h°& XyagßMma gmYZmß H$m A¿N>mEdß ]wam ‡^md (16.9 ‡oVeV) g_mZ Í$[ g ]mbH$ ]mobH$mAmß [a [S>Vmh° AWm©V oOVZm A¿N>m CVZm hr ]wam&

gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. H$o[b EM. H$.,e°ojH$ AZwgßYmZ H$r odoY`m±, ha‡gmX ^mJ©d

AmJam 19812. d_m© am_[mb ogßh, oejm _ß gab gmßoª`H$r, odZmX [wÒVH$ _ßoXa

AmJam 19723. S>m∞. ‡rVr d_m©, S>m∞. S>r.EZ.lrdmÒVd, _ZmodkmZ Am°a oejm _ß

gmßoª`H$r4. ^ma¤mO oZXe, ^maVr` oejm H$r AmYwoZH$ g_Ò`mßE

H´$. od⁄mb`mß H$m Zm_ ]mbH$ ]obH$mEß Hw$bdJ© A dJ© ] dJ© A dJ© ]

1 em. ‡m.od. Ωdmobà (_.‡.) 5 5 5 5 202 em.‡m.od.gdm ZJa hOram Ωdmobà (_.‡.) 5 5 5 5 203 em. ‡m.od.hnaXe©Z Ωdmobà (_.‡.) 5 5 5 5 204 em. ‡m.od.ZmH$m Mß–]XZr Ωdmobà (_.‡.) 5 5 5 5 205 em. ‡m.od. _hamZr Ωdmobà (_.‡.) 5 5 5 5 206 em. ‡m.od. Q>H$gmb Ωdmobà (_.‡.) 5 5 5 5 207 em. ‡m.od. oh›Xr od⁄m [rR> ogHß$Xa 5 5 5 5 20

Hß$[y Ωdmobà (_.‡.)8 em. ‡m.od. WmQ>r[waΩdmobà (_.‡.) 5 5 5 5 20

40 40 40 40 160

›`mXe© gmaUr Edß gmßª`H$r` odÌbfUS.No. C.l. f x d Fd Fd2

1 25-35 16 29.5 -3 -48 1442 35-44 11 39.5 -2 -22 443 45-54 29 49.5 -1 -29 294 55-64 42 59.5 0 0 05 65-74 35 69.5 +1 +35 356 75-84 26 79.5 +2 +52 1047 85-94 1 89.5 +3 +3 9

N=160

XyagßMma gmYZmß H$m ‡^md `mJgm_m›` A¿N>m Edß‡^md ]wamHw$b‡^md

Frequencies 66.2 33.8 100observed f

0

Frequences 50 50 100expected f

e

(f0-fe) 16.2 16.2(f0-fe)2 262.4 262.4(f0-fe)/fe 5.24 5.24

*************


oejm Edß gßÒH•$oV H$ odH$mg _ß A‹`m[H$ oejm H$m `mJXmZ

S>m∞. aod›– Hw$_ma oÃ[mR>r * S>m∞. d›XZm ogßh **

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A‹`m[H$ oejm g VmÀ[`© oejH$mß H$r d•oÀVH$ V°`mar g h° oOg_ßkmZ, H$m°eb d `mΩ`Vm H$m gÂ]ßY oejH$m ¤mam A[Z Ï`dgmo`H$CŒmamXmo`Àdmß VWm H$V©Ï`m H$m gj_Vm d ‡^mdr ∂T>J g oZ^mZ g hmVmh°& Ao[Vw oejH$m H$r Ao^d•o›V`mß AmXVm Edß Ïò∫$Àd H$m [wZ: AmH$ma

* od^mJm‹`j (oejH$ oejm od^mJ) JmßYr [r. Or. H$m∞bO, CaB©, (C.‡.) ‰mmaV** ghm`H$ ‡m‹`m[H$ (oejH$ oejm od^mJ) JmßYr [r. Or. H$m∞bO, CaB©, (C.‡.) ‰mmaV

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[wÒVH$ _o›Xa AmJam) 19942. Garrett H.E. & Wood Worth, Statistics in Psycholog

and Education, P. 280-281.3. lrdmÒVd, S>m∞. S>r.EZ., d_m©, S>m∞. ‡roV _ZmodkmZ Am°a oejm _ß

gmßoª`H$r, odZmX [wÒVH$ _ßoXa, AmJam-24. [r. S>r [mR>H$ oejm _ZmodkmZ (odZmX [wÒVH$ _o›Xa AmJam)

2015

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VmobH$m 02 H$m oZarjU H$aZ g Ò[ÓQ> h° oH$ gm_m›` dJ© H$ [wÍ$fA‹`m[H$mß VWm gm_m›` dJ© H$r _ohbm A‹`m[H$mß H$r AmajU H$ ‡oVAo^d•oŒm ‡m·mßH$mß _ß [`m©· A›Va h°& gm_m›` dJ© H$r _ohbm A‹`m[H$mßH$r AmajU H$ ‡oV Ao^d•oŒm (_‹`_mZ 37.56) AoYH$ YZmÀ_H$ h°&VmobH$m - 03 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m 03 H$m AdbmH$Z H$aZ g Ò[ÓQ> h° oH$ AmaojV dJ© H$[wÍ$f VWm _ohbm A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm ‡m·mßH$mß _ßA›Va h°& AmaojV dJ© H$ [wÍ$f A‹`m[H$ AmajU H$ ‡oV Ao YH$gH$mamÀ_H$ Ao^d•oŒm (_‹`_mZ 99.60) aIV h¢& O]oH$ AmaojV dJ©H$r _ohbm A‹`m[H$ AmajU H$ ‡oV Ao^d•oŒm (_‹`_mZ 85.84)VwbZmÀ_H$ Í$[ g oZÂZ gH$mamÀ_H$ aIVr h°& AmaojV dJ© H$r _ohbmA‹`m[H$mß H$r VwbZm _ß AmaojV dJ© H$ [wÍ$f A‹`m[H$ AmajU H$ ‡oVAoYH$ ÒdrH•$oV VWm gh_oV aIV h¢&VmobH$m - 04 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m 04 H$m oZarjU H$aZ g g[ÓQ> h° oH$ gm_m›` dJ© H$ [wÍ$fA‹`m[H$mß VWm AmaojV dJ© H$ [wÍ$f A‹`m[H$mß H$r AmajU H$ ‡oVAo^d•oŒm ‡m·mßH$mß _ß [`m©· A›Va h°& AmaojV dJ© H$ [wÍ$f A‹`m[H$mß H$rAmajU H$ ‡oV Ao^d•oŒm (_‹`_mZ 99.60) AoYH$ YZmÀ_H$ h°& O]oH$

VwbZmÀ_H$ Í$[ g gm_m›` dJ© H$ [wÍ$f A‹`m[H$mß H$r AmajU H$ ‡oVAo^d•oŒm (_‹`_mZ 32.68) F$UmÀ_H$ h°& gm_m›` dJ© H$ [wÍ$fA‹`m[H$mß H$r A[jm AmaojV dJ© H$ [wÍ$f A‹`m[H$mß H$r AmajU H$‡oV Ao^d•oŒm AoYH$ gH$mamÀ_H$ kmV hwB©&VmobH$m - 05 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m 05 H$m AdbmH$Z H$aZ g Ò[ÓQ> h° oH$ gm_m›` dJ© H$r_ohbm A‹`m[H$mß VWm AmaojV dJ© H$r _ohbm A‹`m[H$mß H$r AmajUH$ ‡oV Ao^d•oŒm ‡m·mßH$mß _ß [`m©· A›Va h°& AmaojV dJ© H$r _ohbmA‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm (_‹`_mZ 85.84) CÉYZmÀ_H$ h° O]oH$ gm_m›` dJ© H$r _ohbm A‹`m[H$mß H$r VwbZmÀ_H$ Í$[g AmajU H$ ‡oV F$UmÀ_H$ Ao^d•oŒm (_‹`_mZ 37.56) h°& gm_m›`dJ© H$r _ohbm A‹`m[H$mß H$r A[jm AmaojV dJ© H$r _ohbm A‹`m[H$mßH$r AmajU H$ ‡oV Ao^d•oŒm CÉ YZmÀ_H$ ißVmobH$m - 6 (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

VmobH$m 06 H$m oZarjU H$aZ g Ò[ÓQ> h° oH$ gm_m›` dJ© H$A‹`m[H$ VWm AmaojV dJ© H$ A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm‡m·mßH$mß _ß [`m©· A›Va h°&oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - gm_m›` dJ© H$ A‹`m[H$mß H$r VwbZm _ß AmaojV dJ H$A‹`m[H$ gmW©H$ Í$[ g CÉ YZmÀ_H$ Ao^d•oŒm aIV h¢& AmaojV dJ©H$A‹`m[H$ AmajU Ï`dÒWm H$m AÀòYH$ ÒdrH$ma H$aV h¢ VWm AmajUÏ`dÒWm H$ ‡oV CÉ gH$mamÀ_H$ Ao^d•oŒm aIV h¢&1. [wÍ$f VWm _ohbm A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm ‡m·mßH$mß

H$ _‹` gmW©H$ A›Va Zht kmV hwAm&2. gm_m›` dJ© H$ [wÍ$f A‹`m[H$mß H$r VwbZm _ß gm_m›` dJ© H$r _ohbm

A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm gmW©H$ Í$[ g CÉ YZmÀ_H$aIV h¢&

3. AmaojV dJ© H$r _ohbm A‹`m[H$mß H$r A[jm AmaojV dJ© H$ [wÍ$fA‹`m[H$ AmajU H$ ‡oV Ao^d•oŒm gmW©H$ Í$[ g CÉ YZmÀ_H$aIV h¢&

4. gm_m›` dJ© H$ [wÍ$f A‹`m[H$mß H$r VwbZm _ß AmaojV dJ© H$ [wÍ$fA‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm gmW©H$ Í$[ g CÉ YZmÀ_H$h°& gm_m›` dJ© H$ [wÍ$f A‹`m[H$ AmajU H$ ‡oV F$UmÀ_H$Ao^d•oŒm aIV h¢&

5. gm_m›` dJ© H$r _ohbm A‹`m[H$mß H$r A[jm AmaojV dJ© H$r _ohbmA‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm gmW©H$ Í$[ g CÉ YZmÀ_H$h°&

6. obßJ ([wÍ$f d _ohbm) gmW©H$ Í$[ g AmajU H$ ‡oV Ao^d•oŒm H$m‡^modV H$aVm h°& A‹`m[H$ ‡H$ma (gm_m›` dJ d AmaojV dJ©)^r AmajU H$ ‡oV Ao^d•oŒm H$m gmW©H$ Í$[ g ‡^modV H$aVm h°&Bgr ‡H$ma obßJ VWm A‹`m[H$ ‡H$ma H$m A›V:oH´$`mÀ_H$ ‡^mdgmW©H$ Í$[ g AmajU H$ ‡oV Ao^d•oŒm H$m gmW©H$ Í$[ g ‡^modVH$aVm h°&

References :-1. Agarwal, Roma and Singh. Kumkum (2008) Persoality

traits as a function of caste and gender. Psycho-Ling.38 (1). 83-86

2. Agrawal, S.P. and Aggarwal J.C. (1991) Educatinal andSocial Uplift of Backward Classes at What Cost and


How Mandal Commission and After part I. ConceptPublishing Company New Delhi.

3. Ahuja, Ram (1999) Social problems in India RawatPublication Jaipur and New Delhi.

4. Ali Khan, Mumtaz (1994) Reservation for ScheduleCastes Gaps Between Policy and ImplementationUppal Publication New Delhi.

5. Anagadi, M. and Koganuramath M (2004). Access toResources at Tiss A Case Study Road Map to NewGeneration of Libraries Using emerging Murthy E.T.

Al. New Delhi6. Anirudh Prasad (1991) Reservation Policy and Practice

in India A Means to an End Deep and Deep P)ublicationNew Delhi.

7. Austin, Granvile (1999) Working a DemocraticConstitution The Indian Experience Oxford UniversityPress New Delhi.

8. Basu, D.D. (1997), Introduction to the Constitutiono ofIndia Prentice Hall of India Pvt. Ltd. New Delhi.

VmobH$m-04gm_m›` dJ© H$ [wÍ$f VWm AmaojV dJ© H$ [wÍ$f A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm ‡m·mßH$mß H$m _‹`_mZ

‡m_moUH$ odMbZ VWm H´$mo›VH$ AZw[mVC[ g_yh gßª`m(N) _‹`_mZ(Mean) ‡m_moUH$ odMbZ(S.D.) H´$mo›VH$ AZw[mV(C.R.)gm_m›`dJ©[wÍ$f 25 32.68 3.26 27.77 <> 0.01AmaojV dJ© [wÍ$f 25 99.60 11.63

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VWm H´$mo›VH$ AZw[mVC[ g_yh gßª`m(N) _‹`_mZ(Mean) ‡m_moUH$ odMbZ(S.D.) H´$mo›VH$ AZw[mV(C.R.)AmaojV dJ©[wÍ$f 25 99.60 11.63 4.22 > 0.01AmaojV dJ©_ohbm 25 85.84 11.40

gmW©H$ ÒVa 0.01 2.680.05 2.00

VmobH$m -2gm_m›` dJ© H$ [wÍ$f VWm _ohbm A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm ‡m·mßH$mß H$m _‹`_mZ, ‡m_moUH$ odMbZ

VWm H´$mo›VH$ AZw[mVC[ g_yh gßª`m(N) _‹`_mZ(Mean) ‡m_moUH$ odMbZ(S.D.) H´$mo›VH$ AZw[mV(C.R.)gm_m›` dJ© [wÍ$f 25 32.68 3.26 4.13 > 0.01gm_m›` dJ©_ohbm 25 37.56 4.95

gmW©H$ ÒVa 0.01 1.980.05 2.63

VmobH$m -1 [wÍ$f VWm _ohbm A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm ‡m·mßH$mß H$m _‹`_mZ, ‡m_moUH$ odMbZ VWm

H´$mo›VH$ AZw[mV&C[ g_yh gßª`m(N) _‹`_mZ(Mean) ‡m_moUH$odMbZ(S.D.) H´$mo›VH$AZw[mV(C.R.)[wÍ$f 50 66.14 34.53 0.73 > 0.05_ohbm 50 61.70 25.69

gmW©H$ ÒVa 0.01 1.980.05 2.63


VmobH$m - 06gm_m›` VWm AmaojV dJ© H$ A‹`m[H$mß H$r AmajU Ao^d•oŒm ‡m·mßH$mß H$m _‹`_mZ, ‡m_moUH$ odMbZ VWm

H´$mo›VH$ AZw[mVC[ g_yh gßª`m(N) _‹`_mZ(Mean) ‡m_moUH$ odMbZ(S.D.) H´$mo›VH$ AZw[mV(C.R.)gm_m›` dJ© 25 35.12 4.85 28.51 <>> 0.01AmaojV dJ© 25 92.72 13.41

gmW©H$ ÒVa 0.01 1.980.05 2.63

VmobH$m - 05 gm_m›` dJ© H$r _ohbm VWm AmaojV dJ© H$r _ohbm A‹`m[H$mß H$r AmajU H$ ‡oV Ao^d•oŒm ‡m·mßH$mß H$m _‹`_mZ,

‡m_moUH$ odMbZ VWm H´$mo›VH$ AZw[mV&C[ g_yh gßª`m(N) _‹`_mZ(Mean) ‡m_moUH$ odMbZ(S.D.) H´$mo›VH$ AZw[mV(C.R.)gm_m›` dJ© _ohbm 25 37.56 4.95 19.47AmaojV dJ© _ohbm 25 85.84 11.40

gmW©H$ ÒVa 0.01 2.680.05 2.00

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ÒdV›Ã ^maV _ß oejm H$ g_J´ Í$[ [a odMma H$mR>mar Am`mJ(1964-1966) Z oH$`m, oOgH$ AmYma [a OwbmB© gZ≤ 1968 _ßgd©‡W_ ^maV H$r amÓQ≠>r` oejm ZroV H$r KmfUm H$r JB©, oH$›Vw oejmZroV H$ ‡ÒVmdmß Edß ‡mdYmZmß H$m [yU© Í$[U bmJy Zht oH$`m Om gH$m&OZdar 1985 _ß Xe H$ yV[yd© ‡YmZ_›Ãr lr amOrd Jm±Yr Z Z`r amÓQ≠>ròejm ZroV odH$ogV H$aZ Edß bmJy H$aZ H$r KmfUm H$r, oOg_ß dV©_mZoejm Ï`dÒWm H$m odõfU H$a g_rjm H$r J`r& Bg g_rjm Edß odõfUH$ AmYma [a 1986 _ß Z`r amÓQ≠>r` oejm ZroV H$m ÒdrH•$oV ‡XmZ H$rJ`r Am°a Ò[ÓQ> oejm Ï`dÒWm g h°& oOgH$ A›VJ©V OmoV, Y_©, obßJEdß oZdmg H$ od^XrH$aU H$ o]Zm EH$ oZoÌMV ÒVa VH$ g^r H$mVwbZmÀ_H$ H$ gmW oejm ‡mZ H$r Om gH$& C[`w∫$ ‡mdYmZmß H$m —oÓQ>JVaIV hw Bg emY-[Ã _ß "]m±Xm OZ[X H$ J´m_rU [wZoZ©_m©U _ß ZB© oejmZroV H$ ‡^md H$m A‹``Z' H$m A‹``Z oH$`m J`m h°&

oejm g VmÀ[`© gmjaVm Edß [wÒVH$r` kmZ g Zht, ]oÎH$ kmZ H$gßJ´h Am°a CgH$ aMZmÀ_H$ C[`mJ g h°& oejm _mZd odH$mg H$m _ybgmYZ h°& BgH$ ¤mam _ZwÓ` H$r O›_OmoV eo∫$`mß H$m odH$mg CgH$kmZ Am°a H$m°eb _ß d•o’ Edß Ï`dhma _ß [nadV©Z H$aH$ Cg g‰` gwgßÒH•$oVEdß `mΩ` ZmJnaH$ ]Zm`m OmVm h°& `h H$m`© _ZwÓ` H$ O›_ g ‡maÂ^hmH$a OrdZ [`©›V VH$ MbVm ahVm h°& AßJÓr H$m EOwH$eZ e„X b°oQ>ZH$ EOwH$à g ]Zm h°& oOgH$m AW© Am›VnaH$ eo∫$`mß H$m AmJ ]∂T>ZmhmVm h°& AV: oejm H$ ¤mam _ZwÓ` H$ Am›VnaH$ eo∫$`mß H$m odH$mgoH$`m OmVm h°& h H$m`© grIZ H$ ¤mam hmVm h°& oejm H$m AW© Cg [yU©V:H$r Ao^Ïò∫$ h°& Om g^r _ZwÓ`mß _ß [hb g od⁄_mZ h°& oejm Am°agm_moOH$ [wZ©oZ_m©U H$m Jham gÂ]›Y h°& _ZwÓ` Am°a g_mO H$ odH$mg_ß oejm H$r _hŒmd[yU© AmdÌ`H$Vm hmVr h°& g_mO A[Zr AmdÌ`H$VmAmßAm°a AmH$mßjmAmß H$r [yoV© oejm H$ ¤mam hr H$aVm h°&

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* ghm`H$ ‡m‹`m[H$, emgH$r` oejm _hmod⁄mb`, ardm (_.‡.) ‰mmaV** ghm`H$ ‡m‹`m[H$ (oejm) AVam© [r.Or. H$m∞bO,AVam© - ]m±Xm (C.‡.) ‰mmaV

h° Bg [a odMma-od_e© ]hwV oXZmß g hmVm Am ahm h°&dmÒVd _ß ZB© oejm ZroV H$r aMZm A_ra-Jar], J´m_rU-ehar,

b∂S>H$-b∂S>oH$`mß H$ ]rM Ag_mZVm H$m Xya H$aZm h°& OmoV, aßJ, obßJAmoW©H$ oÒWoV H$m ^X-^md oH$E o]Zm hr g^r H$ obE e°ojH$ H$m`©H´$_C[b„Y H$amZm h°& oOgg ‡À`H$ Ïò∫$, oOgZ ^maV _ß O›_ ob`m h°,^maV H$m ZmJnaH$ h°, Cg g_mZ Í$[ g e°ojH$ Adga o_b dh A[Zr‡JoV H$ gmW-2 Xe H$ odH$mg Am°a CÀWmZ _ß ^r gh`mJ X gH$, [a‡ÌZ h° oH$ Z`r oejm ZroV C›hß Ï`dhma _ß [mZ _ß g\$b hmJr&amÓQ≠>r` oejm ZroV - amÓQ≠>r` oejm ZroV - amÓQ≠>r` oejm ZroV - amÓQ≠>r` oejm ZroV - amÓQ≠>r` oejm ZroV - OZdar 1985 _ß Xe H$ VÀH$mbrZ ‡YmZ_›Ãrlr amOrd Jm±Yr H$ ZV•Àd _ß ^maV gaH$ma Z ZB© amÓQ≠>r` oejm ZroV H$oZ_m©U H$r KmfUm H$r& Bg —oÓQ> g amÓQ≠> H$r oejm H$r dV©_mZ AdÒWm H$modõfU Edß g_rjm H$r JB©& `h odõfU VWm g_rjm, amÓQ≠> H$r ^mdroeIm H$ ÒdÍ$[ gohV "M°bßO Am∞\$ EOwH$eZ-E [m∞obgr [aÒ[o∑Q>d' H$Zm_ g AJÒV, 1985 _ß ‡H$moeV H$r JB©& BgH$ [ÌMmV≤ gÂ[yU© Xe _ßodo^fi ÒVamß [a amÓQ≠>r` oejm ZroV [a ]hg hwB©& Bg ]hg H$ AmYma [a"M°bßO Am∞\$ EOwH$eZ' _ß Xr JB© amÓQ≠>r` ZroV H$r Í$[aIm _ß [nadV©ZoH$`m J`m& gßemoYV Í$[aIm H$m EH$ ‡mÍ$[ V°`ma H$a H$›–r` oejm[am_e© _ S>b (CABA) H$ gm_Z ‡ÒVwV oH$`m J`m& [am_e© _ S>b ¤mam[mnaV oH$` OmZ H$ ]mX gßgX H$ ]OQ> AoYdeZ (1986) _ß amÓQ≠>r`ZroV H$m ÒdrH•$oV ‡XmZ H$a Xr&oejm H$r ‡H•$oV Edß ^yo_H$m - oejm H$r ‡H•$oV Edß ^yo_H$m - oejm H$r ‡H•$oV Edß ^yo_H$m - oejm H$r ‡H•$oV Edß ^yo_H$m - oejm H$r ‡H•$oV Edß ^yo_H$m - amÓQ≠>r` —oÓQ>H$mU g oejm dÒVwV: g^rH$ ob` h° VWm h h_ma gdm™JrU (^m°oVH$ Edß Am‹`moÀ_H$) odH$mg H$m_yb^yV AmYma h°& oejm H$r ^yo_H$m CÀH$fm©À_H$ h°& `h _mZdgßdXZerbVm Edß Ao^kmZ H$m [naÓH$ma H$aH$ amÓQ≠>r` EH$Vm, d°kmoZH$-‡H•$oV VWm _oÒVÓH$ Edß AmÀ_m H$r ÒdV›ÃVm H$m odH$mg H$aVr h° VWmh_ma gßodYmZ CoÑoIV b˙`mß-g_mOdmX, Y_© oZa[jVm Am°a bmH$V›ÃH$r [woÓQ> H$aVr h° VWm oejm AW©Ï`dÒWm H$ odo^fi ÒVamß Edß jÃmß H$ob` _mZd eo∫$ H$m odH$mg H$aVr h°& gmW hr `h amÓQ≠>r` AmÀ_oZ^©aVmH$m _yb-_›Ã, emY Edß Ao^d•o’ h°& AV: oejm dV©_mZ Edß ôdÓ` H$ob` CŒm_ oZde h°& `h og’m›V Z`r oejm ZroV H$m _ybmYma h°&C‘Ì` - C‘Ì` - C‘Ì` - C‘Ì` - C‘Ì` - amÓQ≠>r` oejm ZroV 1986 H$ bmJy hmZ H$ ]mdOyX ^r Xe H$J´m_rU jÃmß H$m gm_moOH$, AmoW©H$ Edß e°ojH$ odH$mg R>rH$ Tß>J g Zhthm [m`m h°& emYmWr© H$m _wª` C‘Ì` C0‡0 am¡` H$ ]m±Xm oOb H$ J´m_rU[wZoZ©_m©U _ß ZB© oejm ZroV H$ ‡^md H$m A‹``Z H$aZm h°& gmW hrJ´m_rU jÃmß H$ gm_moOH$, AmoW©H$ Edß e°ojH$ odH$mg H$r dmÒVodH$Vm


H$m ‡H$Q> H$a Z`r oejm ZroV H$ C‘Ì` [yoV© _ß Bg emY A‹``Z H$_m‹`_ g A[Zr gh^moJVm ‡XmZ H$aZm ^r h°& Bg emY A‹``Z H$oZÂZoboIV _hŒmd[yU© C‘Ì` h°-1. Z`r oejm ZroV H$ H$maU dßoMV dJm~ Edß oZY©Zmß H$r oejm _ß

ghm`Vm H$r dmÒVodH$ oÒWoV H$m [Vm bJmZm&2. Z`r oejm ZroV H$ [naUm_ ÒdÍ$[ J´m_rU jÃmß H$r gm_moOH$ Edß

AmoW©H$ ‡JoV H$ ‡^md H$m _yÎ`mßH$Z H$aZm&3. J´m_rU jÃmß H$r oZY©ZVm Edß ]amOJmar [a Z`r oejm ZroV H$

‡^md H$r dmÒVodH$ OmZH$mar ‡m· H$aZm&4. Z`r oejm ZroV H$ ‡^md g J´m_rU g_mO _ß Í$o∂T>`mß, AßYodÌdmgmß

Edß gßH$rU©VmAmß _ß Am`r H$_r H$m A‹``Z H$aZm&5. amÓQ≠>r` EH$Vm Edß Y_© oZa[jVm [a Z`r oejm ZroV H$ ‡^md H$m

_yÎ`mßH$Z H$aZm&[naH$Î[ZmE± - [naH$Î[ZmE± - [naH$Î[ZmE± - [naH$Î[ZmE± - [naH$Î[ZmE± - emY A‹``Z H$ g›X^© _ß [naH$Î[ZmE± Bg ‡H$ma h¢ -1. Z`r oejm ZroV H$ [naUm_ ÒdÍ$[ J´m_rU jÃmß _ß oejm H$ ‡oV

OmJÍ$H$Vm ]∂T>r h°&2. Z`r oejm ZroV H$ [naUm_ ÒdÍ$[ J´m_rU jÃmß _ß oZY©ZVm d

]amOJmar Xya H$aZ _ß ghm`Vm o_br h°&3. Z`r oejm ZroV H$ [naUm_ ÒdÍ$[ J´m_rU jÃmß H$r gm_moOH$ Edß

AmoW©H$ ‡JoV _ß ghm`Vm o_br h°&4. Z`r oejm ZroV H$ [naUm_ ÒdÍ$[ oejm H$ _m‹`_ g J´m_rU jÃmß

H$m amÓQ≠> H$r _wª` Ymam _ß Om∂S>Z _ß g\$bVm o_br h°&A‹``Z odoY - A‹``Z odoY - A‹``Z odoY - A‹``Z odoY - A‹``Z odoY - ‡ÒVwV A‹``Z _ß Ao^bI A‹``Z odoY, gdjUodoY Edß AdbmH$Z odoY H$m ‡`mJ oH$`m J`m h°&

OZgßª`m H$ Í$[ _ß ]m±Xm oOb H$ g_ÒV ‡mWo_H$ od⁄mb`mß _ßH$m`©aV ‡YmZm‹`m[H$, oejH$, N>mÃ, Ao^^mdH$, AoYH$mar h¢&›`mXe© - ›`mXe© - ›`mXe© - ›`mXe© - ›`mXe© - ]m±Xm oOb H$ g^r AmR>mß odH$mg I S>mß - Og[wam, oVßXdmar,]∂S>mIaIwX©, ]]Í$, H$_mogZ, o]g S>m, _hwAm Edß Za°Zr _ß g ‡À H$ odH$mgg J´m_rU jÃmß H$ Xg-Xg od⁄mb`mß, Hw$b 80 od⁄mb`mß H$m odÒV•VemY gdjU hVw ›`mXe© _ß MòZV oH$`m h° VWm ›`mXe© _ß MòZV‡À`H$ od⁄mb` H$ ‡YmZm‹`m[H$mß, Hw$b 80 ‡YmZm‹`m[H$mß, ‡À`H$od⁄mb`mß _ß H$m ©aV Xm-Xm oejH$mß, Hw$b 160 oejH$mß, ‡À H$ od⁄mb`mß_ß A‹``ZaV≤ Mma-Mma ]mbH$-]mobH$mAmß H$ Ao^^mdH$mß Hw$b 320Ao^^mdH$mß H$m AoVna∫$ emY jÃ H$ ‡À H$ odH$mg I S> g oejm od^mJH$ Mma-Mma AoYH$mna`mß, Hw$b 32 AoYH$mna`mß H$m ^r emY gdjU hVw›`mXe© _ß MòZV oH$`m h°&emY C[H$aU - emY C[H$aU - emY C[H$aU - emY C[H$aU - emY C[H$aU - emY A‹``Z _ß ‡`w∫$ VÀœ`mß, Am±H$∂S>mß H$m ‡m· H$aZH$ ob` oZÂZoboIV ÒdoZo_©V C[H$aUmß H$m C[`mJ oH$`m J`m h°"-1.1.1.1.1. AoYH$mna`m ß H$m gmjmÀH$ma [ÃH$ (odH$mg I S>/oObm ÒVaAoYH$mna`m ß H$m gmjmÀH$ma [ÃH$ (odH$mg I S>/oObm ÒVaAoYH$mna`m ß H$m gmjmÀH$ma [ÃH$ (odH$mg I S>/oObm ÒVaAoYH$mna`m ß H$m gmjmÀH$ma [ÃH$ (odH$mg I S>/oObm ÒVaAoYH$mna`m ß H$m gmjmÀH$ma [ÃH$ (odH$mg I S>/oObm ÒVa

[a) - [a) - [a) - [a) - [a) - Bg gmjmÀH$ma _ß Hw$b 21 ‡ÌZ aI J` h°& ‡ÌZ H´$_mßH$ 1-6 VH$ AoYH$mna`mß H$r gm_m›` OmZH$mar H$ ‡ÌZ h°& ‡ÌZ H´$_mßH$7-9 VH$ od⁄mb`mß H$r gm_m›` OmZH$mar Edß ‡ÌZ H´$_mßH$ 10-21 VH$ ‡mÀgmhZ mOZmAmß, amÓQ≠>r` oejm ZroV, J´m_rU [wZoZ©_m©Ug gÂ]o›YV ‡ÌZ AoYH$mna`mß H$m Ao^_V Mmhm J`m h°&

2.2.2.2.2. ‡YmZm‹`m[H$ gmjmÀH$ma [ÃH$ - ‡YmZm‹`m[H$ gmjmÀH$ma [ÃH$ - ‡YmZm‹`m[H$ gmjmÀH$ma [ÃH$ - ‡YmZm‹`m[H$ gmjmÀH$ma [ÃH$ - ‡YmZm‹`m[H$ gmjmÀH$ma [ÃH$ - Bg gmjmÀH$ma [ÃH$ _ß Hw$b24 ‡ÌZ aI J` h¢& ‡ÌZ H´$_mßH$ 1-8 VH$ ‡YmZm‹`m[H$ gm_m›ÒmZH$mar ‡m· H$aZ gÂ]›Yr ‡ÌZ h¢& ‡ÌZ H´$_mßH$ 9-14 H$ ¤mam

‡YmZm‹`m[H$ H$r od⁄mb`rZ JoVodoY`mß H$r OmZH$mar ‡m· H$rJ`r h°& ‡ÌZ H´$_mßH$ 15-24 VH$ H$ ¤mam amÓQ≠>r` oejm ZroV EdßJ´m_rU [wZoZ©_m©U H$m ‡^mdr ]ZmZ hVw ‡YmZm‹`m[H$mß H$m Ao^_VMmhm J`m h°&

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2. emY jÃ H$ 61.25 ‡oVeV ‡YmZm‹`m[H$mß, 66.87 ‡oVeVoejH$m ß, 65.31 ‡oVeV Ao^^mdH$m ß Edß 56.25 ‡oVeVAoYH$mna`mß Z `h _mZm h° oH$ ZB© oejm ZroV H$ [naUm_ ÒdÍ$[J´m_rU jÃmß _ß oZY©ZVm d ]amOJmar Xya H$aZ _ß ghm`Vm o_br h°&Bg ‡H$ma `h og’ hmVm h° oH$ ZB© oeIm ZroV H$ [naUm_ ÒdÍ$[J´m_rU jÃmß _ß oZY©ZVm d ]amOJmar Xya H$aZ _ß ghm`Vm o_br h°&

3. emY jÃ H$ 62.50 ‡oVeV ‡YmZm‹`m[H$mß, 67.50 ‡oVeVoejH$m ß, 63.12 ‡oVeV Ao^^mdH$m ß Edß 71.87 ‡oVeVAoYH$mna`mß Z `h _mZm h° oH$ ZB© oejm ZroV H$ [naUm_ ÒdÍ$[J´m_rU jÃmß H$r gm_moOH$ Edß AmoW©H$ ‡JoV _ß ghm`Vm o_br h°&Bg ‡H$ma `h og’ hmVm h° oH$ ZB© oejm ZroV H$ [naUm_ ÒdÍ$[J´m_rU jÃmß H$r gm_moOH$ Edß AmoW©H$ ‡JoV _ß ghm`Vm o_br h°&

4. emY jÃ H$ 58.75 ‡oVeV ‡YmZm‹`m[H$, 61.87 ‡oVeVoejH$, 58.12 ‡oVeV Ao^^mdH$ Edß 78.12 ‡oVeV AoYH$mar`h _mZV h° oH$ ZB© oejm ZroV H$ [naUm_ ÒdÍ$[ oejm H$ _m‹`_g J´m_rU jÃmß H$m amÓQ≠> H$r _wª` Ymam g Om∂S>Z _ß g\$bVm o_br h°&Bg ‡H$ma `h og’ hmVm h° oH$ ZB© oejm ZroV H$ [naUm_ ÒdÍ$[oejm H$ _m‹`_ g J´m_rU jÃmß H$m amÓQ≠> H$r _wª` Ymam g Om∂S>Z _ßg\$bVm o_br h°&


gwPmd - gwPmd - gwPmd - gwPmd - gwPmd - oejm H$ gmd©^m°_rH$aU EH$ ZB© oejm ZroV H$ C‘Ì`mß H$r [yoV©Edß gÂ[yU© g\$bVm hVw gwPmd Bg ‡H$ma h° -1. oejH$mß H$m gdmH$mbrZ ‡oejU H$ gmW-2 A›` ‡H$ma H$

VH$ZrH$r ‡oejU oX` OmE&2. od⁄mb`mß _ß oejm H$ gmW-gmW A›` [mR>Á ghJm_r oH´$`mAmß H$m

]∂T>mdm oX`m OmE&3. oejH$mß H$ na∫$ [Xmß H$m aZ H$ gmW-gmW AmdÌ`H$VmZwgma ZdrZ

[Xmß H$m g•OZ oH$`m OmE&4. od⁄mb`mß Edß oejH$mß H$m amOZ°oVH$ hÒVmj[ g Xya aIm OmE&5. gh-oejm dmb od⁄mb`mß _ß H$_ g H$_ EH$ _ohbm oeojH$m H$r

oZ`wo∫$ AoZdm`© Í$[ g H$r OmE&6. oejH$mß H$m oejH$r` H$m`© H$ AoVna∫$ A›` H$m`m~ O°g OZJUZm

Edß MwZmd H$ H$m`m~ _ß Z bJm`m OmE&7. Ao^^mdH$mß H$m [bm`Z g amH$Z H$ obE J´m_ ÒVa [a N>mQ>-N>mQ>

Hw$Q>ra C⁄mJmß H$r ÒWm[Zm H$r OmE&8. od⁄mb`mß H$m [`m©· _mÃm _ß ghm`H$ oejU gm_oJ´`m± C[b„Y

H$am`r OmE&9. AmO ^r Hw$N> J´m_rU jÃmß _ß AÒ[•Ì`Vm gÂ]›Yr ‡H$aU gm_Z Am

ah h¢& AV: AÒ‡Ì`Vm oZdmaU H$r oXem _ß CoMV H$X_ CR>m` Om`&10. odH$bmßJ ]Émß H$ ]°R>Z H$ ob` od⁄mb`mß _ß AbJ g Ï`dÒWm H$r

OmE&11. o[N>∂S>r OmoV`mß _ß gmjaVm Edß oejm H$ ‡oV OmJ•V H$aZ Edß embm

N>m∂S>Z H$r ‡d•oŒm [a AßHw$e bJmZ H$ ob` J´m_rU jÃmß _ß ^rN>mÃmdmgmß Edß Aml_mß H$r ÒWm[Zm H$r OmE&

12. J´m_rU jÃmß _ß ¡`mXm g ¡`mXm ZdrZ od⁄mb`mß H$r ÒWm[Zm H$rOm`&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. IwÑa, H$0H$0 (1988) - amÓQ≠>r` oejm ZroV, ZB© oXÑr odkm[Z

Edß —Ì` ‡gma oZXemb`&2. ogßh, oed ‡H$me, (2007)- ^maV _ß g^r H$ ob` "oejm'

Ao^`mZ o_WH$ m dmÒVodH$Vm, ‡oV`moJVm X[©U, _mogH$ [oÃH$m‡H$meH$ Edß _w–H$ _h›– O°Z, AmJam, [•ÓR> 1878-1879

3. ogßh, amO›–[mb (1998) - oejm g_Ò`m`ß oM›_` ‡H$meZ,O`[wa&

4. e_m©, amOHw$_mar, lrdmÒVd, Eg0]r0EZ0, Xw], Eg0H$0(2007)- ^maVr` oejm Am°a CgH$r g_Ò`m`ß& amYm ‡H$meZ_o›Xa, AmJam

5. o¤dXr, am_mÙ, ‡gmX (2006-07), JßJd odH$mgI S> _ß "ÒHy$bMb h_' Ao^`mZ H$r ‡^mderbVm H$m g_rjmÀ_H$ A‹``Z(E_0ES>0 bKw emY ‡]›Y) ardm, AdYe ‡Vm[ ogßhodÌdod⁄mb`, ardm

6. Í$hbm, gÀ`[mb (1992) - maVr` oejm H$m g_mOemÛ, MVwW©gßÒH$aU, amOÒWmZ, oh›Xr J´›W AH$mX_r, O`[wa&

7. ew∑bm-‡Vmf (2007) - oejm H$m b˙`, OZ-2 odH$mg,"Hw$Í$jÃ', _mogH$ [oÃH$m J´m_rU odH$mg _ßÃmb` ^maV gaH$maZB© oXÑr df© 53, AßH$-11, [•ÓR>-29-31

8. [ßV; ZdrZ (2007) - J´m_rU jÃmß _ß oejm H$ ]∂T>V H$X_,"Hw$Í$jÃ', _mogH$ [oÃH$m, J´m_rU odH$mg _ßÃmb` ^maV gaH$ma,ZB© oXÑr df©-53, AßH$-11, [•ÓR>-32-34&

9. ^ma¤mO, OJXre (2008) - dV©_mZ oejm [’oV, H´$mo›V gyÃ,_mM©-OyZ (Ã°_mogH$ [oÃH$m) OÂ_y df©-2, AßH$-1, [•ÓR>-4-61

10. ‡H$me, VrW© d ogßh gßVmf Hw$_ma (2007) - ‡mWo_H$ oejm]woZ`mXr AmdÌ`H$Vm, "Hw$Í$jÃ', _mogH$ [oÃH$m, J´m_rU odH$mg_ßÃmb` ^maV gaH$ma ZB© oXÑr, df©-53, AßH$-11, [•ÓR>-4-6

11. [m S>`, oOV›– Hw$_ma (2007) - ^maV _ß AmYwoZH$ oejm H$m‡gma - Xem Am°a oXem, "Hw$Í$jÃ', _mogH$ [oÃH$m, J´m_rU odH$mg_ßÃmb`, ^maV gaH$ma, ZB© oXÑr, df©-53, AßH$-11 [•ÓR>-7-9

*************



S>m∞. dgw›Yam OmXm°Z *

emY gmamße -emY gmamße -emY gmamße -emY gmamße -emY gmamße - gÀ` H$r ImO H$aZm hr Xe©Z H$m oddMZmÀ_H$ odf` h° ‡mMrZ ^maV _ß ^r Xe©Z _ß ‡`w∫$ e„Xmdbr _ß kmZ H$ gmW g_mßOÒò]R>m`m J`m& O°gm oH$ Xe©Z `h AH$maU Zhr Wm Xe©Z `moZ H$r AmImß g oH$gr oÒWoV H$m XIZm `m g_PZm Vœ` kmZ Cg kmZ H$r Ama gßH$VH$aVm h° VWm Vœ` Xe©Z Om od¤dmZ dÒVwAmß H$m ‡À`jrH$aU hmVm h° Bgr ‡H$ma JwUdŒmm gß]ßYr ‡ÌZmß H$m g_woMV Tß>J g oddMZ oH$`m Om` V^rodf` H$m ‡À`j Ï`m[H$ Í$[ g_P _ß Am`Jm& oejH$ oejm H$r JwUdŒmm [a oddMZm [a ∑`m? ∑`mß? H$m Ò[ÓQ>rH$aU H°$g hmß? H$m odMma od_©ehr gmW©H$ hmJm&

AmYwoZH$ g_` _ß gm_moOH$ Edß [mnadnaH$ _yÎ`mß, g_mZVmE∞ Edß AmXem _ß oZaVßa [nadV©Z hm ahm h° \$bÒdÍ$[ oejm _ß gß]ßoYV jÃmß _ß ^roZaßVa [nadV©Z hm ah h°& AV: EH$ A‹`m[H$ H$ obE oejU H$m EH$ _mÃ oH$gr EH$ H$m°eb `m H$m`© H$ oZÓ[mXZ VH$ hr gro_V Zhr oH$`m OmgH$Vm h° AmO H$r ]XbVr [naoÒWoV`mß _ß oejH$ H$m C¿M ÒVar` H$m°ebmß H$m odH$mg Edß gyMZm VH$ZrH$r gßÂ[Z dmVmdaU VWm Ï`m[H$ Edß]hwAm`m_r oejm H$r AmdÌ`H$Vm h° Om A‹`m[H$ oejm H$ _m‹`_ g hr gß^d h°e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - gÀ`, odf`, ‡mMrZ, Xe©Z, od¤dmZ, AmYwoZH$, oZaßVa H$m°eb AmoX&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - A‹`m[H$ amÓQ≠> H$m oZ_m©Vm hmVm h° O°gm oH$ hw_m`w∞, H$]raH$m H$WZ h° "d amÓQ≠> H$ ^mΩ` oZUm©`H$ h° `h H$WZ ‡À`j Í$[ g gÀ`‡VrH$ hmVm h°, [a›Vw A] Bg ]mV [a AoYH$ ]b XZ H$r AmdÌ`H$Vm h°,oH$ A‹`m[H$ hr oejm H$ [wZ©oZ_m©U H$r Hw$∞Or h° `h A‹`m[H$ dJ© H$r`mΩ`Vm hr h° Om oH$ oZUm©`H$ h°' &

A‹`m[H$ oejm H$ WmW© C‘Ì`mß H$ ‡oV [yU©V`m OmJÍ$H$ ahVm h°Am°a C›h EH$ [b H$ obE ^r A[Zr —oÓQ> g AmPb Zhr hmZ XVm h°CgH$m C‘Ì` N>mÃmß H$m H$db [wÒVH$r` kmZ ‡XmZ H$aZm _mÃ Zhr hmVm,daZ≤ ]mbH$mß H$r oejm H$ _hmZV_≤ b˙`mß H$r ‡mo· _ß AoYH$ g AoYH$gh`mJ XZm hmVm h°& Am°a AmO H$r oejm _ß Om ^r [nadV©Z hm ah h° dmoejH$ H$ ¤mam hr gß^d h° BgobE AmO oejm H$m JwUdŒmm[yU© ]ZmZ H$odH$mg _ß A‹`m[H$ H$m _hÀd[yU© ÒWmZ ahm h° Am°a JwUdŒmm oejm H$odH$mg _ß A‹`m[H$ H$ odZm gß^d hr Zhr Wm AmO H$r oejm A‹`m[H$oejm [a hr AmYmnaV h°&

gÀ` H$r ImO H$aZm hr Xe©Z H$m oddMZmÀ_H$ odf` h° ‡mMrZ^maV _ß ^r Xe©Z _ß ‡`w∫$ e„Xmdbr _ß kmZ H$ gmW g_mßOÒ` o]R>m`mJ`m& O°gm oH$ Xe©Z `h AH$maU Zhr Wm Xe©Z `moZ H$r AmImß g oH$groÒWoV H$m XIZm `m g_PZm Vœ` kmZ Cg kmZ H$r Ama gßH$V H$aVm h°VWm Vœ` Xe©Z Om od¤dmZ dÒVwAmß H$m ‡À`jrH$aU hmVm h° Bgr ‡H$maJwUdŒmm gß]ßYr ‡ÌZmß H$m g_woMV Tß>J g oddMZ oH$`m Om` V^r odf`H$m ‡À`j Ï`m[H$ Í$[ g_P _ß Am`Jm& oejH$ oejm H$r JwUdŒmm [aoddMZm [a ∑`m? ∑`mß? H$m Ò[ÓQ>rH$aU H°$g hmß? H$m odMma od_©e hrgmW©H$ hmJm& JwUdŒmm ∑`m h°? H$ gß]ßY _ß Eg.]ma. VWm o_Ob Z VrZ[jmß H$m oddaU oX`m Wm CZ VrZmß [jmß H$m oddaU oZÂZ ‡H$ma h°1‡oVoH´$`m [j 2 `mΩ`Vm [j 3 CÀ[mX [j oejH$ oejm H$r JwUdŒmm

* NmÃm (E_.ES.) Ama.Or Ïhr. Q>r. H$m∞bO, Ωdmobà (_.‡.) ‰mmaV

H$ ‡ÌZ [a Xm _m›` odMmaYmamEß ‡MobV h° ‡W_ H$m°eb H$o›–V VWmo¤Vr` oejH$ oejm kmZ H$o›–V& Xme©oZH$ gwH$amV Z kmZ H$m Ïò∫$H$m EH$ odoeÓQ> JwU H$hm h°&A‹`m[H$ oejm - A‹`m[H$ oejm - A‹`m[H$ oejm - A‹`m[H$ oejm - A‹`m[H$ oejm - AmYwoZH$ g_` _ß gm_moOH$ Edß [mnadnaH$ _yÎ`mß,g_mZVmE∞ Edß AmXem _ß oZaVßa [nadV©Z hm ahm h° \$bÒdÍ$[ oejm _ßgß]ßoYV jÃmß _ß ^r oZaßVa [nadV©Z hm ah h°& AV: EH$ A‹`m[H$ H$ obEoejU H$m EH$ _mÃ oH$gr EH$ H$m°eb m H$m © H$ oZÓ[mXZ VH$ hr gro_VZhr oH$`m Om gH$Vm h° AmO H$r ]XbVr [naoÒWoV`mß _ß oejH$ H$m C¿MÒVar` H$m°ebmß H$m odH$mg Edß gyMZm VH$ZrH$r gßÂ[Z dmVmdaU VWmÏ`m[H$ Edß ]hwAm`m_r oejm H$r AmdÌ`H$Vm h° Om A‹`m[H$ oejm H$_m‹`_ g hr gß^d h° AmO g_mO H$m Hw$eb A‹`m[H$mß H$r AmdÌH$Vm h°Eg od⁄mmb`, _hmod⁄mb` Ohm∞ OZ gÂ[fU H$ _m‹`_, B›Q>aZQ> XyaÒWoejm VH$ZrH$r oOg_ß C[JóhH$ gdm H$m C[`mJ oH$`m OmVm h° EdßgßJR>Z [ÃmMma H$r OmVr h° BZ g_ÒV A‹`m[H$mß C[`w∫$ oejm ‡]ßYA‹`m[H$ oejm H$m`©H´$_ ¤mam hr gß^d h°&dV©_mZ _ß A‹`m[H$ oejm H$r JwUdŒmm -dV©_mZ _ß A‹`m[H$ oejm H$r JwUdŒmm -dV©_mZ _ß A‹`m[H$ oejm H$r JwUdŒmm -dV©_mZ _ß A‹`m[H$ oejm H$r JwUdŒmm -dV©_mZ _ß A‹`m[H$ oejm H$r JwUdŒmm - A‹`m[H$ amÓQ≠> H$m oZ_m©VmhmVm h° O°gm oH$ hw_m`w∞, H$]ra H$m H$WZ h° "d amÓQ≠> H$ ^mΩ` oZUm©`H$ h°`h H$WZ ‡À`j Í$[ g gÀ` ‡VrH$ hmVm h°, [a›Vw A] Bg ]mV [aAoYH$ ]b XZ H$r AmdÌ`H$Vm h°, oH$ A‹`m[H$ hr oejm H$ [wZ©oZ_m©UH$r Hw$∞Or h° `h A‹`m[H$ dJ© H$r `mΩ`Vm hr h° Om oH$ oZUm©`H$ h°' &11111 Ïò∫$Àd JwUdŒmm -Ïò∫$Àd JwUdŒmm -Ïò∫$Àd JwUdŒmm -Ïò∫$Àd JwUdŒmm -Ïò∫$Àd JwUdŒmm - oH$gr ^r odYmb` H$r ‡JoV dhm H$ oejH$

]›YwAmß H$ Am[gr gh`mJ [a oZ ©a h° AV Edß EH$ oejH$ _ß gh`mJH$r ^mdZm hmZm AÀ`›V AmdÌ`H$ h° A‹`m[H$ H$m MmohE oH$ dhX°oZH$ H$m`© VWm [mR>Á A›Va oH´$`mAmß _ß A[Z gmoW`mß VWm‡YmZm‹`m[H$ H$m [yU© gh`mJ ‡XmZ H$aß&


22222 Ï`mdgmo`H$ JwUdŒmm - Ï`mdgmo`H$ JwUdŒmm - Ï`mdgmo`H$ JwUdŒmm - Ï`mdgmo`H$ JwUdŒmm - Ï`mdgmo`H$ JwUdŒmm - A‹`m[H$ H$ obE `h AmdÌ`H$ h° oH$dh [yU© Ï`mdgmo`H$ ‡oejU ‡m· oH$` hm ‡^mdembr oejU H$obE H$db odf` H$m kmVm hmZm AmdÌ`H$ Zhr daZ≤ oejU odoY`mßH$r OmZH$mar ^r AmdÌ`H$ h°

C[gßhma - C[gßhma - C[gßhma - C[gßhma - C[gßhma - A‹`m[H$ oejm H$ `WmW© C‘Ì`mß H$ ‡oV [yU©V`m OmJÍ$H$ahVm h° Am°a C›h EH$ [b H$ obE ^r A[Zr —oÓQ> g AmPb Zhr hmZ XVmh° CgH$m C‘Ì` N>mÃmß H$m H$db [wÒVH$r` kmZ ‡XmZ H$aZm _mÃ ZhrhmVm, daZ≤ ]mbH$mß H$r oejm H$ _hmZV_≤ b˙`mß H$r ‡mo· _ß AoYH$ gAoYH$ gh`mJ XZm hmVm h°& A‹`m[H$ odo^›Z JwUmß g od^yofV hmVm h°dh Z°oVH$ ]m°o¤H$ VWm emarnaH$ odH$mg H$aZ H$ obE gd©‡W_ Òd`ß H$mV°`ma H$aVm h° oOZ JwUmß H$m odH$mg dh Òd`ß H$ obE H$aVm h° dhr JwU

dh N>mÃ _ß CÀ[›Z H$aZ H$r H$moee H$aVm h° Bg ‡H$ma h_ H$h gH$V h°oH$ JwUdŒmm H$ _m‹`_ g hr oejm H$ odH$mg _ß EH$ oejH$ H$m `mJXmZgdm[na hmVm h°&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. ZmW ‡oV_m-obodßJ odW d°Î`yO, Eg MmßX E S> H$Â[Zr, ZB© oXÑr &2. S>m∞. VÍ$Um _ÎhmÃm Edß S>m∞. Am. [r. e_m© - g_H$mbrZ maV _ß oejm&3. odH©$, OgdßV Edß AbH$m Aamam-g_mder oejm H$ AmYma &4. ew∑bm S>m∞. am_bIZ-AmYwoZH$ ^maV &5. oejH$ ‡oejU gßXoe©H$m &6. oejm AZwgßYmZ H$ _yb Vœ`, S>m∞. Ama.E e_m© &

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A‹`m[H$ oejm H$r MwZm°oV`m±, g_Ò`m ß Edß g_mYmZ

S>m∞. arVr Hw$Ìmdmh *

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - AmO H$r BZ H$jmAmß _ß [∂T>Z dmb N>mÃ H$b h_ma amÓQ≠> H$ H$U©Yma hmßJ& BgH$ ob` AmdÌ`H$ h° oH$ A‹`m[H$ H$ H$V©©Àd _ßJwUmÀ_H$ odH$mg Edß gwYma bm`m Om`& Bgr _hÀd H$m [hMmZV hw` odH$mgerb amÓQ≠> ^maV Z oejm H$ _hÀd H$m g_Pm h° Am°a ÒdVßÃVm H$VÀ[ÌMmV≤ Bg Ama g_woMV ‹`mZ oX`m J`m& AVEd oejm _ß A_ybMyb [nadV©Z Edß gwYmamß H$r AmdÌ`H$Vm H$m ‹`mZ _ß aIV hw` 1964 _ß S>m∞0S>r0Eg0 H$mR>mar H$r A‹`jVm _ß oejm Am`mJ H$r oZ`wo∫$ H$r J`r& VÀ[ÌMmV≤ H$mR>mar Am`mJ Z AZH$mß gwPmd oX`& Om oH$ Hw$N> Bg ‡H$ma h°-oejm _ß JwUmÀ_H$ gwYma H$ ob` `h AoZdm`© h° oH$ A‹`m[H$mß H$ d•oŒmH$ oejU H$m EH$ g_woMV H$m`©H´$_ hm& A‹`m[H$mß H$ [aÂ[am ‡_ g oejm_ß gwYma _ß ]mYm CÀ[fi hmVr h°& Eg _ß gwYma V^r gß^d h° O] A‹`m[H$ H$m CgH$ Ï`dgm` H$m oejU g\$b aroV g oX`m Om`& VmoH$ Cg_ß ÒdV:Egr ‡d•oŒm Am Om` oH$ dh oejm _ß H´$mßoV bm gH$& H$mR>mar Am`mJ Z `h Ò[ÓQ> oH$`m oH$ A‹`m[H$mß H$r d•oŒmH$ oejm _ß gwYma hVw AmYwoZH$ oejm_ß Eg H$m°Z H$m°Z g Vm°a-VarH$ A[Zm` Om` oOZg CZH$ ‡oejU H$m gmW©H$, gß[yU© Edß ‡^mderb ]Zm`m Om gH$&

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H$ab odÌdod⁄mb` H$ ^yV[yd© C[Hw$b[oV S>m∞. H$.gr. amOm H$m EH$‡eßgZr` gwPmd h° oH$ H$m∞bOmß Am°a odÌdod⁄mb` _ß ‡W_ ]ma oZ`w∫$oH$E OmZ dmb oejH$mß H$ obE gdm [yd© ‡oejU H$r Ï`dÒWm H$r Om`&Bg ‡oejU _ß CZH$mß A[Z od^mJmß g gßMmbZ, oejU H$r C[`mJrodoY`mß Am°a A[Z N>mÃmß H$m kmZ-‡mo· H$ obE ‡mÀgmhZ H$aZ H$ obE‡mÀgmhZ H$aZ H$ ododY C[m`mß g AdJV H$am`m Om`& Bg ‡oejUH$r AmdÌ`H$Vm ]VmV hwE S>m∞. amOm Z H$hm- "`h YmaU AZwoMV ‡VrVhmVr h° oH$ E_.E. H$r [arjm _ß ‡W_ d o¤Vr` lUr _ß CŒmrU© hmZ dmbÏò∫$ _ß A[Z odf` H$r oejm XZ H$r [`m©· mΩ`Vm hmVr h°& Cg gdm-[yd© ‡oejU H$r AmdÌ`H$Vm h°& gmW hr oejH$mß H$m J°a A‹`m[Z H$H$m`m~ g _w∫$ aIm OmZm Mmoh` VmoH$ d A[Zm ‹`mZ A‹``Z-A‹`m[Z_ß H$ßo–V H$a gH$ß&

A›V _ß h_ H$h gH$V h° oH$ oejm H$ oJaV ÒVa H$ ob` oH$gr EH$KQ>H$ H$m oOÂ_Xma R>hamZm Io S>V —oÓQ>H$mU H$m [naMm`H$ h°& Ao^^mdH$,


oejH$, [mR>ÁdÒVw, oejU-odoY, [arjm ‡Umbr, O°g oH$gr EH$ `mEH$ gmW H$B© KQ>H$mß H$m MwZH$a CZ [a oOÂ_Xmar `h H$r Om gH$Vr h°&dÒVwV:OrdZ _yÎ`mß _ß oJamdQ> hr oejm ÒVa _ß oJamdQ> h° Am°a OrdZ-_yÎ`mß _ß oJamdQ> dV©_mZ-Ï`dÒWm H$r VH©$-gßJV [naUoV h°&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Amindon, E. And Hunter, E., Improving Teaching Vs-

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S>m∞. _m°g_r qgh * S>m∞. g›Vmf e_m© **

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - _yÎ` `mZr OrdZ H$ amÒV H$m V` H$aZ H$ ob` Hw$N> _yb^yV AmYma & BZ _yÎ`mß [a MbH$a hr oH$gr Ïò∫$, g_mO VWm Xe H$mMnaÃ oZ_m©U hmVm h° & _yÎ` `mZr dh dÒVw oOgH$r Hw$N> H$r_V hm & BZ g^r Ï`dhmamß H$r H$r_V h° oOVZm h_ B›hß A[Z Ï`dhma _ß ‡`mJ H$aV h¢CVZm hr h_mam Ïò∫$Àd gw—∂T> hmVm Mbm OmVm h° & ‡ÒVwV emY [Ã H$ _m‹`_ g h OmZZ H$m ‡`mg oH$`m J`m h° oH$ oejm Ï`dÒWm H$ _mJ©Xe©ZoejH$mß H$m BZ OrdZ _yÎ`mß H$ ‡oV ∑`m —oÓQ>H$mU h° &e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr - _yb^yV, AmYa, Ïò∫$, g•—∂T>, —oÓQ>H$mU, H$r_V AmoX&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - _mZd H$ [yd© O›_, dße_yb VWm _mVm-o[Vm ¤mam ‡m·gßÒH$ma CgH$ gmW Ow∂S> ahV h¢ & B›ht gßÒH$mamß H$ AZwÍ$[ _mZd A[ZAmg-[mg H$ gßgma _ß A[Z Z` OrdZ _yÎ`mß H$m J´hU H$aVm h° & ‡À`H$_mZd H$m A[Z OrdZ _ß Hw$N> AZw^d ‡m· hmV h¢ Am°a B›ht AZw^dmß H$AmYma [a _mZd Ï`dhma oZXoeV hmVm h° Om Ïò∫$ H$m [W ‡Xe©ZH$aVm h° Am°a `hr OrdZ _yÎ` H$hbmVm h° &

òX dV©_mZ g_` [a Jm°a H$aß Vm h_ [mV h¢ oH$ OrdZ _yÎ`mß _ß VOrg oJamdQ> AmB© h° & AmO H$r oejm [’oV ]mbH$mß _ß Z°oVH$, gm_moOH$,MmnaoÃH$, Am‹`moÀ_H$ oH$gr ^r ‡H$ma H$ _yÎ`mß H$m odH$ogV H$aZ _ßghm`H$ Zht h° & oejm [nadV©Z H$m ge∫$ _m‹`_ ]Z gH$Vm h° òXoejH$ A[Zr ^yo_H$m H$m ghr oZdm©h H$aß & ]mbH$ ÒHy$b _ß bÂ]m g_`Ï`VrV H$aV h¢ & AV: oejH$ A[Z AmMaU Edß oejm ¤mam N>mÃmß _ß_yÎ`mß H$ ‡oV AmÒWm CÀ[fi H$a gH$Vm h° & BgH$ ob` `h AmdÌ`H$ h°oH$ oejH$ [hb Òd`ß OrdZ _yÎ` w∫$ hmZm Mmoh`, ∑`mßoH$ OrdZ _yÎ`mßH$ ‡oV O°gr Ao^d•oŒm oejH$ H$r hmJr d°gm hr CgH$m Ï`dhma hmJm Am°adh A[Z N>mÃmß _ß ^r d°g hr OrdZ _yÎ`mß H$ ‡oV AmÒWm Am°a odÌdmgCÀ[fi H$aZ H$m ‡`mg H$aJm &A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -1. _m‹ò_H$ od⁄mb`mß _ß H$m`©aV emgH$r` Am°a AemgH$r` oe˙H$mß_ß OrdZ _yÎ`mß H$ ‡oV Ao^d•oŒm H$m VwbZmÀ_H$ A‹``Z H$aZm &[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -[naH$Î[Zm -1. _m‹ò_H$ od⁄mb`mß _ß H$m`©aV emgH$r` d AemgH$r` oe˙H$mß _ßOrdZ _yÎ`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &›`m`Xe© - ›`m`Xe© - ›`m`Xe© - ›`m`Xe© - ›`m`Xe© - d•hŒma Ωdmobà H$ 10 _m‹ò_H$ od⁄mb`mß H$m M`Z oH$`m5 emgH$r` d 5 AemgH$r` od⁄mb` VWm ‡À`H$ od⁄mb` g 5 oejH$mßH$m M`Z oH$`m J`m &A‹``Z odoY - A‹``Z odoY - A‹``Z odoY - A‹``Z odoY - A‹``Z odoY - gdjU odoY H$m ‡`mJ oH$`m J`m VWm ‡XŒmß H$mgßH$bZ H$aZ H$ ob` e°am d d_m© ¤mam oZo_©V Ïò∫$JV _yÎ` ‡ÌZmdbrH$m ‡`mJ oH$`m J`m &

* AoVoW od¤mZ, emgH$r` dramßJZm PbH$mar ]mB© _hmod⁄mb`, Ωdmobà (_.‡.) ‰mmaV** EgmogEQ ‡m\ ga, O°Z H$m∞bO Ωdmobà (_.‡.) ‰mmaV

‡`w∫$ gmßoª`H$r odoY :-1. g_m›Va _m‹` oZH$mbZm2. _mZH$ odMbZ (S.D.)3. _mZH$ ÃwoQ> kmZ H$aZm (S.Ed.)4. H´$mo›VH$ AZw[mV (C.R.)

VmobH$m - 1emgH$r` d AemgH$r` oejH$mß H$r Ymo_©H$ _yÎ`mßH$ ‡oV Ao^d•oŒm H$ _‹`_mZ S.R., C.R. H$ _mZ

Ma amoe emgH$r` oejH$ AemgH$r` oejH$M SD M SD CR

Ïò∫$JV 12.36 2.79 12.54 3.15 0.31_yÎ` [arjU

odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r Ymo_©H$ _yÎ`mß H$‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 12.36 Am°a 12.54 h° VWm _mZH$odMbZ H´$_e: 2.79 Am°a 3.15 h° VWm CR H$m _mZ 0.31 h° Om 0.05gmW©H$Vm ÒVa H$ _mZ g H$_ h° & AV: emgH$r` Am°a AemgH$r` oejH$mßH$r Ymo_©H$ _yÎ`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

VmobH$m - 2gm_moOH$ _yÎ` H$ ‡oV Ao^d•oŒm


Ïò∫$JV 13.92 3.42 14.34 4.86 0.5odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r gm_moOH$ _yÎ`mß H$‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 13.92 Am°a 14.34 h° VWm _mZH$odMbZ H´$_e: 3.42 Am°a 4.86 h° & CR H$m _mZ 0.5 Om 0.05 gmW©H$VmÒVa H$ _mZ g H$_ h° & AV: Ò[ÓQ> h° oH$ emgH$r` d AemgH$r` oejH$mßH$r gm_moOH$ _yÎ`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

VmobH$m - 3OZVmßoÃH$ _yÎ` H$ ‡oV Ao^d•oŒm



_yÎ` 13.5 3.06 12.18 3.48 2odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r OZVmßoÃH$ _yÎ`mß H$‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 13.5 Am°a 12.18 h° VWm _mZH$ odMbZH´$_e: 3.06 Am°a 3.48 h° & CR H$m _mZ 2 h° Om 0.01 gmW©H$Vm ÒVa H$_mZ 2.58 g H$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$ OZVmßoÃH$_yÎ`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

VmobH$m - 4gm°›X`m©À_H$ _yÎ`mß H$ ‡oV Ao^d•oŒm


_yÎ` 12 2.55 11 3 1.18odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r gm°›X`m©À_H$ _yÎ`mßH$ ‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 12 Am°a 11 h° VWm _mZH$ odMbZH´$_e: 2.55 Am°a 3 h° & CR H$m _mZ 1.10 h° Om 0.05 gmW©H$Vm ÒVa H$_mZ 1.96 g H$_ h° & AV: emgH$r` d AemgH$r` oejH$m ß H$gm°›X`m©À_H$ _yÎ`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

VmobH$m - 5AmoW©H$ _yÎ`mß H$ ‡oV Ao^d•oŒm


_yÎ` 9.48 3.06 9.36 2.67 0.21odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r AmoW©H$ _yÎ`mß H$‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 9.48 Am°a 9.36 h° VWm _mZH$ odMbZH´$_e: 3.06 Am°a 2.67 h° & CR 0.21 h° Om 0.05 gmW©H$Vm ÒVa H$ _mZ1.96 g H$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$ AmoW©H$ _yÎ`mßH$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

VmobH$m - 6kmZmÀ_H$ _yÎ`mß H$ ‡oV Ao^d•oŒm


_yÎ` 14.52 3.21 13.98 3.48 0.81odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r kmZmÀ_H$ _yÎ`mß H$‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 14.52 Am°a 13.98 h° VWm _mZH$odMbZ H´$_e: 3.21 Am°a 3.48 h° & CR 0.81 h° Om 0.05 gmW©H$VmÒVa H$ _mZ 1.96 g H$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$kmZmÀ_H$ _yÎ`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

VmobH$m - 7gwIm›V _yÎ`mß H$ ‡oV Ao^d•oŒm


_yÎ` 10.2 3.51 10.86 3.24 0.94odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r gwIm›V _yÎ`mß H$‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 10.2 Am°a 10.86 h° VWm _mZH$ odMbZH´$_e: 3.51 Am°a 3.24 h° & CR0.97 h° Om 0.05 gmW©H$Vm ÒVa H$ _mZ1.96 g H$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$ gwIm›V _yÎ`mß

H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &VmobH$m - 8

eo∫$ _yÎ`mß H$ ‡oV Ao^d•oŒmMa amoe emgH$r` oejH$ AemgH$r` oejH$

M SD M SD CR_yÎ` 9.96 3.3 9.6 3.12 0.56

odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r eo∫$ _yÎ`mß H$ ‡oVAo^d•oŒm H$ _‹`_mZ H´$_e: 9.96 Am°a 9.6 h° VWm _mZH$ odMbZ H´$_e:3.3 Am°a 3.12 h° & CR 0.56 h° Om 0.05 gmW©H$Vm ÒVa H$ _mZ 1.96 gH$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$ eo∫$ _yÎ`mß H$ ‡oVAo^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

VmobH$m - 9[mnadmnaH$ ‡oVÓR>m _yÎ`mß H$ ‡oV Ao^d•oŒm


_yÎ` 11.7 3.9 13.2 3.51 2.02odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r [mnadmnaH$ ‡oVÓR>m_yÎ`mß H$ ‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 11.7 Am°a 13.2 h° VWm _mZH$odMbZ H´$_e: 3.9 Am°a 3.51 h° & CR 2.02 h° Om 0.01 gmW©H$Vm ÒVaH$ _mZ 2.58 g H$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$[mnadmnaH$ ‡oVÓR>m _yÎ`mß H$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va ZhthmVm &

VmobH$m - 10ÒdmÒœ` _yÎ`mß H$ ‡oV Ao^d•oŒm


_yÎ` 12.42 2.76 12.3 2.82 0.21odõfU - odõfU - odõfU - odõfU - odõfU - emgH$r` Am°a AemgH$r` oejH$mß H$r ÒdmÒœ` _yÎ`mß H$‡oV Ao^d•oŒm H$ _‹`_mZ H´$_e: 12.42 Am°a 12.3 h° VWm _mZH$ odMbZH´$_e: 2.76 Am°a 2.82 h° & CR 0.21 h° Om 0.05 gmW©H$Vm ÒVa H$ _mZ1.96 g H$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$ ÒdmÒœ` _yÎ`mßH$ ‡oV Ao^d•oŒm _ß H$mB© gmW©H$ A›Va Zht hmVm &

OrdZ _yÎ`mß H$ ‡oV Ao^d•oŒmMa amoe Ïò∫$JV emgH$r` oejH$AemgH$r` oejH$ _yÎ`

M1 SD M2 SD CRYmo_©H$ _yÎ` 12.36 2.79 12.54 3.15 0.31gm_moOH$ _yÎ` 13.92 3.42 14.34 4.86 0.5OZVmßoÃH$ _yÎ` 13.5 3.06 12.18 3.48 2gm°›X`m©À_H$ _yÎ` 12 2.55 11 3 1.18AmoW©H$ _yÎ` 9.48 3.06 9.36 2.67 0.21kmZmÀ_H$ _yÎ` 14.52 3.21 13.98 3.48 0.81gwIm›V _yÎ` 10.2 3.51 10.86 3.24 0.97eo∫$ _yÎ` 9.96 3.3 9.6 3.12 0.56[mnadmnaH$ ‡oVÓR>m _yÎ`11.7 3.9 13.2 3.51 2.02ÒdmÒœ` _yÎ` 12.42 2.76 12.3 2.82 0.21

12.00 3.16 11.96 3.33 .09


odõfU -odõfU -odõfU -odõfU -odõfU - CR H$m _mZ 0.88 h° Om 0.05 gmW©H$Vm ÒVa H$ _mZ 1.96g H$_ h° & AV: emgH$r` d AemgH$r` oejH$mß H$ OrdZ _yÎ`mß H$ ‡oVAo^d•oŒm _ß H$mB© gmW©H$ A›Va Zht [m`m OmVm &gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. _mZdr` _yÎ`mß H$r oejm - am¡` e°ojH$ AZwg›YmZ Edß ‡oejU

[nafX _‹` ‡Xe ^m[mb d_m© S>m±0 ‡roV - _ZmodkmZ Am°a oejm,lrdmÒVd S>m±0 S>r0EZ0

2. obodßJ odW d°Î`yO ‡moV^m ZmW Eg Mm∞X BZ H$Â[Zr ZB© oXÑr &3. _yÎ`mß H$r oejm e_m©, Ama. H$. Xw]ß Edß lr H•$ÓU Xw]ß &

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H$roV©dmbm d_m© *

emY gmamße -emY gmamße -emY gmamße -emY gmamße -emY gmamße -oejm oH$gr ^r g_mO H$r ‡JoV H$m X[©U h°& H$mR>mar H$_reZ Z A[Zr na[mQ©> H$m AmaÂ^ Bg H$WZ g oH$`m h° oH$ "^maV H$ ^mΩ`H$m oZ_m©U Xe H$ H$jm H$j _ß oH$`m OmVm h°&' oZ:gßXh Xe H$ odH$mg _ß oejm H$r Ah_≤ yo_H$m h° Edß CŒm_ oejm H$m`©H´$_ H$m oZYm©aU A‹`m[H$m¤mam hmVm h°& oejH$ amÓQ≠> H$ ^mΩ` H$m oZ_m©U Edß odH$mg H$aVm h°& g_mO H$r AmH$mßjmAmß H$ AZwÍ$[ Z`r [r∂T>r H$m odH$mg H$aVm h°& Bg _hmZCŒmaXmo`Àd H$m oZdm©h H$aZ H$ obE oejH$ H$r CÉ e°ojH$ `mΩ`Vm VWm oejU H$r gj_Vm hmZr MmohE& oejH$ A[Z OrdZ H$m oZdm©h gwMmÍ$Í$[ g H$a gH$ Am°a A[Z _hmZ H$Œm©Ï` H$m oZdm©h bJZ Edß oZÓR>m H$ gmW H$a gH$ BgH$ obE C›hß AmdÓ`H$ gwodYmE± C[b„Y H$am`r OmZrMmohE& g_mO H$m oejH$ H$ _hÀd H$r AZw^yoV hmZr MmohE Am°a A[ojV AmXa gÂ_mZ oX`m OmZm MmohE oOgg oejH$ ^r A[Zr ^yo_H$m H$_hÀd H$r AZw^yoV H$a gH$&e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - oZYm©aU, AmH$mßjm , oZdm©h, oZ_m©U, A[ojV, gwMmÍ$ oZ: gßXh AmoX&

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d gwYma H$aZm&2. N>mÃ A‹`m[H$ H$ _yÎ`mHß$Z H$ obE ]ZmE JE Om∞M [arjm H$m

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ÈoM OmJ´V H$aZm&3. AZwgßYmZ H$ obE odo^fi ‡H$ma H$ [arjUmß H$r AmdÌ`H$Vm [a

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OmE&2. A‹`m[H$-oejm _ß oejU H$ obE `mΩ` Ed_≤ oZÓR>mdmZ oejH$mß

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7. ‡`mJmÀ_H$ H$m`©H´$_ _ß H$m°eb d XjVm H$ odH$mg [a odef ]boX`m OmE&

8. g°’mßoVH$ dJ© H$ gmW-gmW Ï`dhmnaH$ H$m`©H´$_ [a odef ]boX`m OmE&

9. oejU A‰`mg [a AoYH$ ]b XH$a Ïò∫$Àd d Ao^Ïò∫$ odH$mg[a ]b oX`m OmE&

10. oejU-og’mßVmß H$m Ï`dhmnaH$ oejU _ß C[`mJ oH$`m OmE&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. ^∆>mMm`©.S>m ∞.Or.gr.A‹`m[H$ oejm,[wZ:_wo–V-2004-05

‡H$meH$ odZmX [wÒVH$ ^ßS>ma AmJam-02 [•.gß.111,1122. ZB© oejm 2007 amÓQ>≤r` e°ojH$ [oÃH$m,[•.gß.22,233. ^∆>mMm`©.S>m∞.Or.gr.A‹`mm[H$ oejm [•.gß. 114,115,1164. ogßh,Ama.[r.ÒQy>S>›Q> BZ Q>rMa E¡`yH$eZ ZB© oXÑr,^maVr ‡H$meZ5. H$[ya.Co_©bm,^maVr` oejm H$r gm_o`H$ g_Ò`mE∞,gmohÀ`

‡H$meZ,AmJam 1997

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dV©_mZ [na—Ó` _ß oejH$ Edß oejm

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Ïò∫$Àd odH$mg Edß _yÎ` oejm

amOe ogßh ogH$adma *

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S>m∞. Cfm ogßh * EM.[r. qgh **

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S>m∞. g°`X°Z Z H$hm oH$ ‡oejU gßÒWmAmß _ß N>mÃmß H$m ‡de XZ H$ obEoOZ AÏ`doÒWV odoY`mß H$m ‡`mJ oH$`m OmVm ahm h°& CZH$ ÒWmZ [aEg _mZX S>mß H$m oZYm©naV oH$` Om` oOZg N>mÃmß H$ Z°oVH$ Edß _mZogH$JwUmß H$r [`m©· OmZH$mar ‡m· hm OmE &(2)(2)(2)(2)(2) g_Ò`m - og’m›V d Ï`dhma _ß ‡WH$Vm - g_Ò`m - og’m›V d Ï`dhma _ß ‡WH$Vm - g_Ò`m - og’m›V d Ï`dhma _ß ‡WH$Vm - g_Ò`m - og’m›V d Ï`dhma _ß ‡WH$Vm - g_Ò`m - og’m›V d Ï`dhma _ß ‡WH$Vm - ‡oejU H$mb _ßN>mÃm‹`m[H$mß H$m oOZ og’m›Vmß H$m kmZ ‡XmZ oH$`m OmVm h°&CZH$mod⁄mb` _ß H$m`© H$aZ H$r dmÒVodH$ [naoÒWoV`mß g H$mB© gß]ßY ZhthmVm h° Xyga e„Xmß _ß oOZ [naoÒWoV`mß _ß d A[Z od⁄mb`mß _ß H$m`© H$aVh°& CZ_ß d ‡oejU gÒWmAmß _ß grI OmZ dmb e°joUH$ og’m›Vmß H$mÏ`dhma _ß H$m`m©o›dV Zhrß H$a [mV g°`XZ Z obIm h°- "CZH$ og’m›VmßH$m kmZ Edß od⁄mb` H$r H$jm _ß CZH$m ‡`mJ EH$ Xyga H$m g_´’ ]ZmZAm°a EH$ Xyga _ß Kwb - o_b OmZ H$ ]OmE Xm o]ÎHw$b AbJ - AbJMrOß ]Zr ahVr h¢&' od⁄mb`mß _ß oejU H$m`© H$aZ H$ ]mX ]hwV erK´´ hrN>mÃm‹`m[H$ Om A] oejH$mß H$m Í$[ YmaU H$a ah h¢ ÒHy$b H$ ]Y hwE T>a[a bJ OmV h¢&g_mYmZ - og’m›V d Ï`dhma _ß A‡WH$Vm -g_mYmZ - og’m›V d Ï`dhma _ß A‡WH$Vm -g_mYmZ - og’m›V d Ï`dhma _ß A‡WH$Vm -g_mYmZ - og’m›V d Ï`dhma _ß A‡WH$Vm -g_mYmZ - og’m›V d Ï`dhma _ß A‡WH$Vm - N>mÃm‹`m[H$mß H$m Bg]mV H$m Adga Zht o_b [mVm h° oH$ d CZ og’m›Vmß Edß ‡Umob`mß H$moOZH$m C›hmZ ]S> [nal_ g grIm h° Ï`dhma _ß [aI gH$ß & S>m∞. g°`XZH$ AZwgma - "Ï`dhma Edß og’m›V XmZm hr oH$ H$Î[Zm odH$mgdmZBH$mB© mß H$ Í$[ _ß H$r OmZr Mmoh & og’m›V - Ï`dhma H$m [W AmbmoH$VH$aß Am°a Ï`dhma og’m›Vmß _ß oZÀ` Z` gwYma H$a &' oH$›Vw h V^r gß^dO] ‡À`H$ ‡oejU - gßÒWm gÂ]’ Am°a g^r AmdÌ`H$ gmYZmß g[na[yU© Edß ‡X©eZ - od⁄mb` hm Om ‡m`moJH$ [’oV H$ AZwgma Mbm`mOmVm hm'3.3.3.3.3. g_Ò`m -oejH$ oejm H$m oZÂZ ÒVa - oejH$ -g_Ò`m -oejH$ oejm H$m oZÂZ ÒVa - oejH$ -g_Ò`m -oejH$ oejm H$m oZÂZ ÒVa - oejH$ -g_Ò`m -oejH$ oejm H$m oZÂZ ÒVa - oejH$ -g_Ò`m -oejH$ oejm H$m oZÂZ ÒVa - oejH$ - oejm H$H$m`©H´$_ H$m gma - VÀd CgH$m JwU `m lÓR>Vm h°& òX Cg_ß lÓR>Vm H$mA^md h° Vm dh Z H$db AmoW©H$ A[Ïì H$m daZ≤ od⁄mb` - oejm H$ g]ÒVamß H$ [VZ H$m H$maU ]Z OmVr h°& oejm -Am`mJ Z obIm h°- "oejH$ - oejm H$ dV©_mZ H$m`©H´$_ AoYH$mße Í$[ _ß [aÂ[amJV , H$R>maAm°a ÒHy$bmß H$r dmÒVodH$ XemAmß Edß e°ojH$ [wZ©JR>Z H$ dV©_mZ `m‡ÒVmodV H$m`©H´$_mß g AgÂ]’ h°&' òX h_ A[Z Xe oejH$ - oejmH$r oÒWoV H$m ‹`mZ[yd©H$ AdbmH$Z H$aß Vm h_ Bgr oZÓH©$f [hwßMJß oH$`’o[ CgH$m hmb H$ dfm~ _ß `WÓR> odÒWmZ hwAm h°&g_mYmZ - oejH$ - oejm H$m [wZ©JR>Z - g_mYmZ - oejH$ - oejm H$m [wZ©JR>Z - g_mYmZ - oejH$ - oejm H$m [wZ©JR>Z - g_mYmZ - oejH$ - oejm H$m [wZ©JR>Z - g_mYmZ - oejH$ - oejm H$m [wZ©JR>Z - "oejH$- oejm H$m AmoW©H$A[Ï`` Edß e°ojH$ ÒVamß H$ [VZ H$ Xmfmam[U g gwajm ‡XmZ H$aZ H$obE , CgH$r lÓR>Vm _ß CfioV oH$`m OmZm AmdÌ`H$ h°& `h V^r gÂ^dh°, O] CgH$m Am_yb [nad©VZ H$aH$, CZH$m [wZ©JR>Z oH$`m OmE&ííH$mR>marH$_reZ H$ AZwgma - "odÌdod⁄mb`mß _ß gm_m›` Edß Ï`dgmo`H$ oejmH$ EH$rH•$V [mR>≤H´$_mß H$m Am`mOZ oH$`m Om` VWm ‡oejU gÒWmAmß _ßÏ`mdgmo`H$ A‹``Z H$m gOrd ]Zm`m OmE Am°a CZH$m maVr` XemAmß[a AmYmnaV oH$`m Om`&' [mR>≤H´$_mß H$ [wZ: oZYm©aU [a g]g AoYH$]b oX`m OmZm Mmoh`&oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oejH$ oejm H$ jÃ _ß gwYma bmZ H$ obE odo^fi _hÀd[yU©C[m` oH$` J` h° [a›Vw [ÃmMma [mR>≤H´$_mß g_mZm›Va ]r. ES>. [mR>≤H´$_mßdmH$eZb ]r.ES>. [mR>≤H´$_mß g_a ]r.ES> [mR>≤H´$_mß AmoX Z oejH$ oejmH$m oZÂZV_ oÒWoV _ß [hw±Mm oX`m h°& BZH$ _m‹`_ g ]r.ES> H$r oS>J´r ]MrOm ahr h¢ß& EH$ Ama gaH$ma JwUdŒm oZ`ÃU [a ]b X ahr h°& Xygar Ama


ÒdmodŒmr` ÛmVmß [a ]b X ahr h°& odÌdod⁄mb`mß Z A[Zr odŒmr` oÒWoVH$m gwYmaZ H$ obE ]r.ES> H$m EH$ gmYZ ]Zm ob`m h°& AV: oejH$ oejmH$ ÒVa H$m gwYmaZ H$ obE BZ Vœ`mß [a ‹`mZ XZm hmJm Am°a dV©_mZoÒWoV H$m oZòÃV H$aZ H$ obE H$X_ CR>mZ hmßJ oejH$ oejm H$ ÒVaH$m CR>mZ _ß ‡oejU gßÒWmZmß H$r r Ah_ yo_H$ hmVr h°& H$m\$r hX VH$BZ gßÒWmAmß _ß gwYma H$aH$ ^r oejH$ oejm H$r H$B© g_Ò`mAmß H$m XyaoH$`m Om gH$Vm h°& O°g oH$ "S>m∞. Eg. EZ. _wH©$Or Z obIm h°- oZ:gßXhÈ[ g AmO H$r Hw$N> ‡oejU gßÒWm`ß _hbmß Am°a oH$bm _ß Mb ahr h°& [aoH$am` H$ ^dZ `m _hb `m Kw∂S>gmb H$m oZ_m©U oZoÌMV È[ g oejH$‡oejU gßÒWm H$r AmdÌ`H$VmAmß H$r [yoV© H$aZ H$ obE Zht oH$`m J`m&'oH$gr ^r _ZwÓ` H$ obE oejH$ ]ZZ H$m _Vb] h° EH$ _hmZ Ïò∫$Àddmb Ïò∫$ H$m hmZm BgH$m AZw_mZ h_ Bgg bJm gH$V oH$ EH$ _mVmo[Vm A[Z ]mbH$ H$m odÓ` oejH$ H$ hmWmß _ß gmß[V h°& dV©_mZ _ß CgroejH$ H$ JwUdŒmm [a ‡ÌZ oM›h bJZm ‡maÂ^ hm J`m h°& Eg _ß oejH$oejm H$r Ï`dÒWm H$r JB© h°& [a odS>Â]Zm h h° oH$ Bg_ß r H$B© MwZm°oV`mßVWm g_Ò`mAmß H$m gm_Zm H$aZm [∂S> ahm h°& BZ MwZm°oV`mß VWm g_Ò`mAmßH$m hb H$aZ _ß _am gwPmd `h h°& oH$ gaH$ma oZOr e°ojH$ H$m`©H´$_ H$mCoMV oZYm©aU H$aß&

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3. ‡oejU gßÒWm _ß dH©$em∞[ , JmÓR>r AmoX H$m`©H´$_mß H$m ]∂T>mdm oX`mOm`& BgH$ _m‹`_ g H$m\$r hX VH$ oejH$ -oejm _ß gwYma oH$`mOm gH$Vm h°&

gßX^© J´ßW gyMrïñgßX^© J´ßW gyMrïñgßX^© J´ßW gyMrïñgßX^© J´ßW gyMrïñgßX^© J´ßW gyMrïñ1. Bhatacharya G.C - Teacher Education.2. Patak P.D. - Indian Education and problems.3. Singh mayashankar - Issues of Teacher education

Journal).4. Patil W.R.& V.S - Education current situation Problems

ans solutions (Journal ).5. Deshmukh Ashima & - Education management.

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A‹`m[H$ oejm _ß ZdmMma

AO` Hw$_ma [m S>` * H$hH$emß ImVyZ ** gßXr[ ogßh ***

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - oH$gr ^r amÓQ≠> H$m odH$mg amÓQ≠> H$ ZmJnaH$mß H$ odH$mg [aoZ^©a hmVm h° Edß amÓQ≠> H$ ZmJnaH$mß H$m odH$mg dhmß H$r oejm Ï`dÒWmEdß e°ojH$ JwUdŒmm [a AmYmnaV hmVm h°& oZ:gßXh H$hm Om gH$Vm h° oH$oejm Ï`dÒWm Edß oejm H$r JwUdŒmmm oejH$mß H$ kmZ ÒVa, H$m°eb Edß`mΩ`Vm [a oZ^©a H$aVr h°& `mΩ` oejH$mß g hr ge∫$ ZmJnaH$mß H$moZ_m©U gß d h°& ÒdVßÃVm H$ [ÌMmV g hr h_ma Xe _ß oejH$mß H$r JwUdŒmmmEdß `mΩ`Vm H$ gßd’©Z H$ obE oejH$ oejm Edß ‡oejU H$m`©H´$_mß H$rJwUdŒmm _ß gwYma H$ obE gwPmd gd©‡W_ amYmH•$ÓUZ Am`mJ (1948-49) H$r na[mQ©> _ß ‡ÒVwV oH$E J`& _m‹ò_H$ oejm Am`mJ (1952-53) H$m JR>Z S>m∞0 E0Eb0 _wXmobà H$r A‹`jVm _ß oH$`m J`m& BgAm`mJ Z df© 1953 _ß A[Zm ‡oVdXZ ‡ÒVwV oH$`m& Bg ‡oVdXZ _ßoejH$ oejm H$r _hŒm [a ‡H$me S>mbV hwE H$hm J`m-

"The most important factor in the contemplatededucational reconstruction is the teacher his personalqualities his educational qualifications, his professionaltraining and the place that he occupies in the community."

oejH$mß H$r _hŒm H$m dU©Z H$aV hwE amÓQ≠>r` oejm ZroV 1986 _ß^r H$hm J`m h° -"The teacher is the real and dynamic force ofany institution and it is very righ that no people can riseabove the level of its teahers."

amYmH•$ÓUZ Am`mJ Edß _m‹ò_H$ oejm Am`mJ Edß S>m∞0 B©0E0o[`g© go_oV (1955) H$r og\$mnaemß H$ AmYma [a df© 1961 B©0 _ßamÓQ≠>r` e°ojH$ AZwgßYmZ Edß ‡oejU [nafX, ZB© oXÑr H$r ÒWm[Zm H$rJB© Edß df© 1963 _ß BgH$ AYrZ Mma ‡mXoeH$ oejm _hmod⁄mb`mß H$r^r ÒWm[Zm H$r J`r VmoH$ A‹`m[H$ oejm H$ jÃ _ß ZdrZ H$m`©H´$_mß H$m‡mÍ$[U hm gH$& Bgr H´$_ _ß df© 1969 B©0 _ß EZgrB©AmaQ>r H$ ¤mamÏ`m[H$ A‹`m[H$ oejm H$m`©H´$_ (Intensive Teacher EducationProgramme) V° ma oH$`m J`m& A‹`m[H$ oejm Edß ‡oejU H$m ©H´$_mßH$m JwUmÀ_H$ oZ`_Z H$aZ H$ obE maV gaH$ma ¤mam EH$ ‡ÒVmd [mnaVH$aV hwE df© 1973 _ß amÓQ≠>r` A‹`m[H$ oejm [nafX (NationalCouncil of Teachers Education) H$m JR>Z oH$`m J`m& EZgrQ>rB©H$m df© 1993 B©0 _ß EH$ Egr d°YmoZH$ gßÒWm H$m ÒVa ‡m· hwAm Om^maVr` A‹`m[H$ oejm H$ jÃ _ß CŒmaXmo`Àd H$ gmW H$m`© H$m gH$Am°a ‡oVoZoY gßÒWm H$ Í$[ _ß JwUdŒmm oZ`ßÃU Edß ÒVamfi`Z H$ obE

* ‡d∫$m, Ama.EZ. B›ÒQ>rQ>ÁyQ> Am∞\$ ES>dmßg ÒQ>S>rO - ]mßXm (C.‡.) ‰mmaV** ‡d∫$m, Ama.EZ. B›ÒQ>rQ>ÁyQ> Am∞\$ ES>dmßg ÒQ>S>rO - ]mßXm (C.‡.) ‰mmaV

*** ghm`H$ A‹`m[H$, ‡mWo_H$ od⁄mb`, _y∂S>r - ]mßXm (C.‡.) ‰mmaV

‡`mg H$a gH$&df© 1953 _ß JoR>V odÌdod⁄mb` oejm Am`mJ,International

Secondary Education project team(1954)" The study groupof the Secondary teachers in India (1964) Edß National policyof education (1986) Z r A[Zr na[mQ©> _ß A‹`m[H$ oejm H$ JwUmÀ_H$oZ`_Z Edß Cfi`Z H$ obE A[Z odMma ‡ÒVwV oH$E& VOr g ]XbV hwEg_mO H$r AmdÌ`H$VmAmß d A[jmAmß H$ AZwÍ$[ oejm Ï`dÒWm H$moZ_m©U Edß odH$mg ^maV O°g odemb d Vrd´JoV g odH$mgerb Xe H$obE EH$ _hÀd[yU© AmdÌ`H$Vm h°& Bg C‘Ì` H$m gj_ oejH$mß H$ ¤mam‡m· oH$`m Om gH$Vm h°& gj_, ‡JoVerb, AmYwoZH$ Edß ‡`mJdmXroejH$mß H$m oZ_m©U AmYwoZH$ ZdmMmnaH$ oejH$ oejm Edß ‡oejUH$m`©H´$_mß H$ ¤mam oH$`m Om gH$Vm h°&^maV _ß oejH$ oejm Edß ‡oejU - dV©_mZ [na—Ì`-^maV _ß oejH$ oejm Edß ‡oejU - dV©_mZ [na—Ì`-^maV _ß oejH$ oejm Edß ‡oejU - dV©_mZ [na—Ì`-^maV _ß oejH$ oejm Edß ‡oejU - dV©_mZ [na—Ì`-^maV _ß oejH$ oejm Edß ‡oejU - dV©_mZ [na—Ì`- ^maV EH$odemb amÓQ≠> h° Am°a ^maV _ß oejm Ï`dÒWm H$m VßÃ ^r CVZm hr odembh°& h_ma Xe _ß bJ^J 6 bmI ‡mB_ar ÒHy$b, 76 bmI Ebr_›Q≠>r ÒHy$bEdß 98 hOma CÉ _m‹ò_H$ od⁄mb` h¢& O]oH$ ‡maoÂ^H$ d ‡mWo_H$ÒVa [a oejH$ ‡oejU H$m`©H´$_mß H$m Am`mOZ H$aZ dmb oObm ÒVar`gßÒWmZm ß (DIETS) H$r gßª`m 571 h°& bJ^J H$m ∞bO `modÌdod⁄mb`r` od^mJ gH$›S>ar Edß hmà gH$›S>ar ÒVa [a oejH$ oejmEdß ‡oejU H$m`©H´$_mß H$m gßMmbZ H$aV h¢&

Xe a _ß H$m`©aV Hw$b oejH$mß _ß g bJ^J 70 ‡oVeV A‹`m[H$‡mWo_H$ ÒVa [a A‹`m[Z H$m`© H$a ah h¢& BZ A‹`m[H$mß _ß g EH$ ]hwV]∂S>r gßª`m A‡oeojVAWdm AÎ[ ‡oeojV A‹`m[H$mß H$r h°& od–w[ hh° oH$ Xe H$ gwXya am¡`mß (O°g- CŒma [yd© H$ am¡`) _ß ]hwV ]∂S>r gßª`m _ßEg A‹`m[H$ ^r H$m`©aV h¢ Om oZYm©naV `mΩ`VmAmß Edß _mZH$mß H$m ^r[yam Zht H$aV h¢& ‡mWo_H$ ÒVa [a H$m ©aV A‹`m[H$mß _ß g EH$ ]∂S>r gßª`mEg A‹`m[H$mß H$r ^r h° Om oejm oejU _ß AmYwoZH$ VH$ZrH$m EdßZdmMmamß H$ kmZ d AZw‡`mJ g [yU©V: AZo^k h¢& AoYH$mße oejH$oejm Edß ‡oejU gßÒWmZ JwUdŒmm [yU©, AmYwoZH$, ZdmMmnaH$ oejH$‡oejH$ H$m`©H´$_mß H$m gßMmbZ XjVm[yd©H$ Zht H$a [m ah h¢& odo^fiOZ[Xmß _ß ÒWmo[V S>m`Q>≤g r gdmaV oejH$mß H$ ‡oejU hVw JwUdŒmm[yU©H$m`©H´$_mß H$m gßMmbZ AmdÌ`H$Vm H$ AZwÍ$[ Zht H$a [m ah h¢& BgH$mEH$ H$maU Xj oejH$ ‡oejH$mß H$m A^md ^r h°& `⁄o[ EZgrQ>rB© H$¤mam oejH$ oejm Edß ‡oejU H$ JwUmÀ_H$ Cfi`Z H$ obE oZaßVa


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dV©_mZ [na—Ì` _ß A‹`m[H$mß H$r ^yo_H$m VOr g [nadoV©V hm ahrh°& AmYwoZH$ VH$ZroH$ Edß Zdm›_fr odMma oZa›Va oejU ‡Umbr H$m[nadoV©V H$aV hwE oejm Edß oejH$ H$ ZE Am`m_ ÒWmo[V H$a ah h¢&AmO oejH$ H$r yo_H$m og\©$ kmZ d gyMZmAmß H$ gßdmhH$ d ‡gmaH$ H$rZht h° ]oÎH$ AmO oejH$ H$m oZUm©`H$, ]Xbmd H$m ⁄mVH$, gwYmaH$ H$Í$[ _ß ^r H$m`© H$aZm [∂S> ahm h°& BZ ]Xbr hwB© AmdÌ`H$VmAmß Edßgm_moOH$ odH$mg H$ C∂XXÌ`mß H$m [yam H$aZ H$ obE `h AmdÌ`H$ h° oH$oejH$ oejm Edß ‡oejU H$m ©H´$_ ‡JoVerb, [nadV©Zerb, Zdm›_frodMmamß [a AmYmnaV hm& A‹`m[H$ oejm _ß ZdmMma AmO H$ `wJ H$r EH$_hÀd[yU© AmdÌ`H$Vm h°&A‹`m[H$ oejm _ß ZdmMma -A‹`m[H$ oejm _ß ZdmMma -A‹`m[H$ oejm _ß ZdmMma -A‹`m[H$ oejm _ß ZdmMma -A‹`m[H$ oejm _ß ZdmMma - ZdmMma e„X oH$gr ^r ZdrZ odMma,VH$ZroH$, odoY, ‡odoY `m H$m`©‡Umbr H$m ‡Xoe©V H$aVm h°, Om oH$C[`mJr hm, AmYwoZH$ hm, ‡JoVdmXr hm, [wamVZ Í$o∂T>`mß g _w∫$ hm&Innovation e„X b°oQ>Z ^mfm H$ e„X Innovare g `m Innovatio g]Zm h°&oOgH$m AW© h° ZdrZ [nadV©Z H$aZm&

oejH$ ‡oH´$`m H$ g›X © _ß ZdmMma e„X oH$gr r Eg ZdrZ odMma`m ‡`mJ H$m Ï`∫$ H$aVm h° Om oejH$ ‡oH´$`m H$m AoYH$ amMH$, g_•’Am°a ghO ]Zm gH$& H$mB© ^r ZdrZ ‡`mJ Om oejm Edß oejU ‡oH´$`mH$r [aß[amJV ‡Umbr g o^fi hm VWm oejU ‡oH´$`m H$m AmYwoZH$ Tß>J g[nadV©Zerb Edß ‡JoVerb H$a gH$ ZdmMma H$m CXmhaU hmJm&A‹`m[H$ oejm _ß _hÀd[yU© ZdmMma-A‹`m[H$ oejm _ß _hÀd[yU© ZdmMma-A‹`m[H$ oejm _ß _hÀd[yU© ZdmMma-A‹`m[H$ oejm _ß _hÀd[yU© ZdmMma-A‹`m[H$ oejm _ß _hÀd[yU© ZdmMma- (National CurriculumFramework, NCF-2005) Edß Right to Education Act - 2009H$ [na‡˙` _ß NCTE 2009 Z National Curriculum Framworkon Teachers Education H$m ‡H$meZ oH$`m h°& oOg_ß A‹`m[H$ oejmH$ odo^fi Am`m_mß Edß A‹`m[H$mß _ß Ï`mdgmo`H$ XjVm H$m odH$mg H$aZH$ obE odo^fi ZdmMmamß H$m dU©Z oH$`m J`m h°& A‹`m[H$ oejm Edß‡oejU H$m g_•’ ]ZmZ H$ obE Hw$N> C[`mJr ZdmMma oZÂZdV hm gH$Vh¢ - O°g1.1.1.1.1. g_yh oejU Edß gh`mJmÀ_H$ AoYJ_ ‡oH´$`mg_yh oejU Edß gh`mJmÀ_H$ AoYJ_ ‡oH´$`mg_yh oejU Edß gh`mJmÀ_H$ AoYJ_ ‡oH´$`mg_yh oejU Edß gh`mJmÀ_H$ AoYJ_ ‡oH´$`mg_yh oejU Edß gh`mJmÀ_H$ AoYJ_ ‡oH´$`m - g_yh oejU

`m gh`mJmÀ_H$ AoYJ_ ‡oH´$`m EH$ Q>r_ dH©$ h°, oOg_ß A‹`m[H$Edß N>mÃ o_bH$a oH$gr oZYm©naV AoYJ_ C‘Ì` H$m ‡m· H$aZ H$obE ‡`ÀZ H$aV oM›VZerb oejH$ Edß A‹`m[H$ oejm. EZgrQ>rB©H$ AZwgma "Reflective Teaching must be the central aimof teachers education" oM›VZ EH$ Òdm^modH$ oH´$`m h°&A‹`m[H$ oejm H$m EH$ _hÀd[yU© AßJ oM›VZerb oejH$ h°&oM›VZerb ‡oH´$`mAmß H$m ‡`mJ H$aH$ oejH$mß H$m d°MmnaH$ Í$[ gXj ]Zm`m Om gH$Vm h°& oM›VZerb oejU A‹`m[H$ Am°a oejmWr©H$m Òd_yÎ`mßH$Z, AmÀ_oM›VZ, AZw^dmß H$r Ï`mdhmnaH$ AZw‡`mJEdß odMmam ßH$r odõfU H$ Adga C[b„Y H$amVm h°&

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AoYJ_ ‡oH´$`m H$m AmYwoZH$ gyMZm ‡m⁄moJH$r gyMZm gßgmYZmßH$ gmW g_mdoeV H$a oX`m OmVm h°&

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5.5.5.5.5. A‹`m[H$ oejU Edß AmYwoZH$ VH$ZroH$ -A‹`m[H$ oejU Edß AmYwoZH$ VH$ZroH$ -A‹`m[H$ oejU Edß AmYwoZH$ VH$ZroH$ -A‹`m[H$ oejU Edß AmYwoZH$ VH$ZroH$ -A‹`m[H$ oejU Edß AmYwoZH$ VH$ZroH$ - A‹`m[H$ oejUEdß ‡oejU H$m ‡^mdr ]ZmZ H$ obE Cg_ß AmYwoZH$ VH$ZrH$mß H$mg_mdeZ AmdÌ`H$ h°& H$Âfl`yQ>a, BßQ>aZQ>, _ÎQ>r_roS>`m H$m ‡`mJEdß AmYwoZH$ oejU odoY`mß H$r ghm`Vm g oejU AoYJ_ ‡oH´$`mH$m ghO Edß Vr]´ ]Zm`m Om gH$Vm h°&

A‹`m[H$ oejU H$ g›X^© _ß ‡_wI Zdm›_er H$m`©H´$_ -A‹`m[H$ oejU H$ g›X^© _ß ‡_wI Zdm›_er H$m`©H´$_ -A‹`m[H$ oejU H$ g›X^© _ß ‡_wI Zdm›_er H$m`©H´$_ -A‹`m[H$ oejU H$ g›X^© _ß ‡_wI Zdm›_er H$m`©H´$_ -A‹`m[H$ oejU H$ g›X^© _ß ‡_wI Zdm›_er H$m`©H´$_ -(i) g_J´ A‹`m[H$ oejm H$m`©H´$_ g_J´ A‹`m[H$ oejm H$m`©H´$_ g_J´ A‹`m[H$ oejm H$m`©H´$_ g_J´ A‹`m[H$ oejm H$m`©H´$_ g_J´ A‹`m[H$ oejm H$m`©H´$_ (CASE-2008) - The Center

of Advanced Studies in Education (CASE), VadodaraH$ ¤mam `h H$m`©H´$_ 2008 _ß bmJy oH$`m J`m& `h H$m`©H´$_go_Zma, nagM©, dH©$em[ H$ _m‹`_ g A‹`m[H$mß H$ gdm™JrUodH$mg Edß ‡oejU [a H$o›–V h°&

(ii) Xdr AohÎ`m]mB© odÌdod⁄mb` B›Xm°a H$ A‹`m[H$ oejm od^mJ¤mam df© 1989 _ß ]r.gr.ES>. H$m`©H´$_ Edß 1991 _ß E_.gr.ES>.H$m`©H´$_ H$m AmaÂ^ oH$`m J`m& `h [mR>ÁH´$_ A‹`m[H$ oejm _ßH$Âfl`yQ>a VH$ZroH$ Edß Zdm›_fU H$ ‡`mJ [a AmYmnaV h°&

(iii) Bæy H$ ¤mam df© 2009 _ß A‹`m[H$ oejm H$ JwUmÀ_H$ Cfi`Z H$obE Edß A‹`m[H$ oejm _ß Zdm›_fU H$ obE Institure ofProfessional Competency Advancement of Teachers(IIPCAT) H$r ÒWm[Zm H$r JB© h°&

A‹`m[H$ oejU _ß Zdm›_fU H$m ]∂T>mdm XZ H$ obE CR>mE JÀ‹`m[H$ oejU _ß Zdm›_fU H$m ]∂T>mdm XZ H$ obE CR>mE JÀ‹`m[H$ oejU _ß Zdm›_fU H$m ]∂T>mdm XZ H$ obE CR>mE JÀ‹`m[H$ oejU _ß Zdm›_fU H$m ]∂T>mdm XZ H$ obE CR>mE JÀ‹`m[H$ oejU _ß Zdm›_fU H$m ]∂T>mdm XZ H$ obE CR>mE J`‡^mdr H$X_ -‡^mdr H$X_ -‡^mdr H$X_ -‡^mdr H$X_ -‡^mdr H$X_ - amÓQ≠>r` oejm ZroV H$ A›VJ©V A‹`m[H$ oejm _ß ZdmMmaH$m ‡mÀgmohV H$aZ H$ obE Edß A‹`m[H$ oejm H$r JwUdŒmm gßd’©ZH$aZ H$ obE EH$ odÒV•V H$m`©`mOZm H$m dU©Z oH$`m J`m h°& NPE-1986 H$ AZwgma "The existing system of teachers educationneeds to be overhauled or revamped. Bg g›X^© _ß oH$E J`‡_wI ‡`mg AJ´doU©V h¢-(i) ^maV gaH$ma ¤mam EH$ gßd°YmoZH$ oZH$m` H$ Í$fl _ß 17 AJÒV

1995 H$m EH$ oZ`ßÃH$ VWm oZ`m_H$ gßÒWm H$ Í$[ _ß H$m`© H$aZ H$obE EZgrQ>rB© H$r ÒWm[Zm H$r JB©&

(ii) 1986 g 1990 H$ ]rM Xe H$ g^r am¡`mß Edß gßK emogV am¡`mß_ß oejm oejH$ _ß ZdmMma H$m ]∂T>mdm XZ H$ obE Programme ofmass orientation of Teachers (PMOST) H$m Am`mOZ oH$`mJ`m&

(iii) _‹` ‡Xe, H$Zm©Q>H$ VWm Am›Y´ ‡Xe O°g am¡`mß _ß gdmaV oejH$mßH$ ‡oejU H$ obE interactive teleconfrencing H$m ‡`mJg\$bVm[yd©H$ oH$`m Om ahm h°&

(iv) oejm H$m AoYH$ma AoYoZ`_-2010 H$ A›VJ©V ‡mWo_H$ EdßOyoZà ÒVa [a A‹`m[H$mß H$r oZ wo∫$ H$ obE oejH$ [mÃVm [arjmH$m AoZdm`© H$a oX`m J`m h°&


(v) ^maV gaH$ma H$ ¤mam ‡mWo_H$ d OyoZà ÒVa [a oejH$ H$m`©H$aZ dmb g^r A‹`m[H$mß H$ obE A‹`m[H$ ‡oejU AoZdm`©H$a oX`m J`m h°&

(vi) A‹`m[H$ oejH$ _ß ZdmMmamß H$ ‡`mJ H$m ]∂T>mdm XZ H$ obEEZgrQ>rB© ¤mam ]rES> [mR>ÁH´$_ H$r AdoY ]∂T>mH$a 2 df© H$a Xr JB©h°&

A‹`m[H$ oejm _ß ZdmMmam ß H$m ]∂T>mdm XZ H$ _mJ© _ß AdamY -A‹`m[H$ oejm _ß ZdmMmam ß H$m ]∂T>mdm XZ H$ _mJ© _ß AdamY -A‹`m[H$ oejm _ß ZdmMmam ß H$m ]∂T>mdm XZ H$ _mJ© _ß AdamY -A‹`m[H$ oejm _ß ZdmMmam ß H$m ]∂T>mdm XZ H$ _mJ© _ß AdamY -A‹`m[H$ oejm _ß ZdmMmam ß H$m ]∂T>mdm XZ H$ _mJ© _ß AdamY -(i) ^m°oVH$ gßaMZmAmß, gßgmYZmß Edß odV H$m A^md&(ii) oejH$ ‡oejH$mß _ß Zdm›_fU H$m A^md&(iii) oejH$ ‡oejU H$m`©H´$_ H$r OoQ>b gßaMZm&(vi) AZwgßYmZ H$ ‡oV AÍ$oM Edß AZwgßYmZ hVw gßgmYZmß H$m A^md&(v) oejH$ ‡oejU H$m ©H´$_mß Edß oejH$ ‡oejH$mß H$ oZU© mß [a ]mhar

EOo›g`mß H$m ‡^md&(vi) _Zmd°kmoZH$ oZXeZ Edß [am_e© H$m A^md&(vii) oejH$mß H$r bMaVm Edß Zdm›_fU H$ ‡oV Í$oM H$m A^md&‡^mdr ZdmMmam ß H$ ‡`mJ H$ obE Hw$N> gwPmd -‡^mdr ZdmMmam ß H$ ‡`mJ H$ obE Hw$N> gwPmd -‡^mdr ZdmMmam ß H$ ‡`mJ H$ obE Hw$N> gwPmd -‡^mdr ZdmMmam ß H$ ‡`mJ H$ obE Hw$N> gwPmd -‡^mdr ZdmMmam ß H$ ‡`mJ H$ obE Hw$N> gwPmd -(i) Xe â H$ odo^fi A‹`m[H$ oejH$ gßÒWmZmß _ß C[`mJ oH$E OmZ

dmb ZdmMmamß H$m [hMmZ H$a CZH$m ‡Mma ‡gma oH$`m OmZm MmohE&(ii) oejH$ gÂ]›Yr ZdmMma AmYmnaV odMmamß H$m odo^fi gßMma gmYZmß

O°g - o‡›Q> _roS>`m, Bb∑Q≠>moZH$ _roS>`m d B Q>aZQ> AmoX H$ _m‹`_g ‡H$meZ oH$`m OmZm MmohE&

(iii) AZwgßYmZ H$m A‹`m[H$ ‡oejU H$m`©H´$_mß H$m AoZdm`© AßJ ]Zm

H$a A‹`m[H$mß H$m AZwgßYmZ d ZdmMmamß H$ obE ‡naV oH$`m OmgH$Vm h°&

(iv) A‹`m[H$ ‡oejU _ß AmYwoZH$ VH$ZrH$ d AmYwoZH$ e°joUH$C[H$aUmß H$m ‡`mJ oH$`m OmZm MmohE&

(v) A‹`m[H$ ‡oejU _ß oZXeZ d [am_e© H$m Ï`mdhmnaH$ Í$[ gemo_b H$aV hwE gdmaV A‹`m[H$mß H$ obE ]hVa AZwdVr© gdmAmßH$r Ï`dÒWm H$m ]hVa ‡oejU H$ obE Xe H$ odo^fi gßÒWmZmß _ßÔm OmZm MmohE&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. Rahi, Punit 2012- Innovations in teaching learning,

Edutracks, Vol. 11, No. 11.2. Goel D.R. and Chhaya Goel, 2010, Innovations in

teacher education, Journal of Engineering, Science andmanagement education, Vol. 1. Page-24-28.

3. Prateek Shah, 2004. Teaching and Learning in highereducation, Dominant publishers and distributors, NewDelhi.

4. Curriculum frame work for quality teacher educationby NCTE retriered from http://www.ncte-india.org/pub/curr.curr_0.htm.

5. Teacher Education, Retrieved from https://en.m.wifipedia.org/wibi/Teacher_education.

6. Teacher education, Retrieved from https://mhrd.gov.in/teacher-education-overview.

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1. inderscience.com/ijict.2. www.pearsoned.co.in3. e_m© Eg. 2006 H$›ÒQ≠>o∑Q>odQ>≤g E‡mMO Qy> Q>roMßJ E S> boZ™J,

NCERT, ZB© oXÑr&4. ogßh E.H$. 2001, ‡oVXe©Z, _ZmodkmZ g_mOemÛ VWm oejm

_ß emY odoY`m±& [•ÓR> 2255. oejH$ oejm Am°a H$naà, Ame X°oZH$ OmJaU, 7 ogVÂ]a 2011,

[•ÓR>-1

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oXÑr &3. AÓQ>mßJ `mJ bIH$- Òdm_r Xdd´V Amf© `mJ gßÒWmZ, o_Om©[wa

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VmobH$m H´$_mßH$ 1 H$ AZwgma hmW d Am∞Imß H$r g_›d`Z j_Vm H$m.01 H$ gmW©H$Vm ÒVa [a e°joUH$ C[bo„Y H$ gmW F$UmÀ_H$ ghgß]ßY[m`m J`m, (r=-0.186)A Bgr ‡H$ma ‡oVoH´$`mÀ_H$ g_` H$m .01 H$gmW©H$Vm ÒVa [a e°joUH$ C[bo„Y H$ gmW F$UmÀ_H$ ghgß]ßY [m`mJ`m (r=-0.129)A ‡ÒVwV A‹``Z _ß ‡`w∫$ Mamß H$r ‡H•$oV H$ AZwgmaoZÂZV_ ‡m·mßH$ H$m lÓR> Edß CÉV_ ‡m·mßH$ H$m oZÂZ ÒVa H$r _ZmJm_H$`mΩ`Vm H$ Í$[ _ß ‡ÒVwV oH$`m J`m h°, AV: Bg AmYma [a ‡m· [naUm_mßH$ AZwgma hmW d Am∞I H$r g_›d`Z j_Vm _ ß gwYma hmZ Edß‡oVoH´$`mÀ_H$ g_` _ß H$_r A¿N>r e°joUH$ C[bo„Y H$r Ama BßoJVH$aV h¢&AmßH$∂S>mß H$ odÌbfU g oZÂZoboIV [naUm_ ‡m· hwE -1. hmW d Am∞I H$r g_›d`Z j_Vm H$m gmW©H$ ghgß]ßY N>mÃmß H$r

e°joUH$ C[bo„Y H$ gmW [m`m J`m&2. ‡oVoH´$`mÀ_H$ g_` H$m gmW©H$ ghgß]ßY N>mÃmß H$r e°joUH$

C[bo„Y H$ gmW [m`m J`m&oddMZ -oddMZ -oddMZ -oddMZ -oddMZ - A‹``Z hVw ÒWmo[V ghgß]ßYmÀ_H$ [naH$Î[ZmAmß H$ odÓbfUg `h ]mV gm_Z Am`r oH$ hmW d Am∞I H$r g_›d`Z `mΩ`Vm Edß‡oVoH´$`mÀ_H$ g_` H$m gmW©H$ ghgß]ßY od⁄moW©`mß H$r e°joUH$

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gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. Bloom, B.S. Engelhart, E.J., Furst, W.H. and Krathwohl,

D.R. (1979). Taxonomy of educational objectives theclassification of educational goals handbook I :cognitive domain. London : Longman Group Ltd.

2. Duke, N. (2000). For the rich it’s richer : Printenvironments and experiences offered to first –gradestudents in very low – and very high-SES schooldistricts. American Educational Research Journal,37(2), 456-457.

3. Jensen, A.R. (2006). Clocking the mind : MentalChronometry and individual differences. Amsterdam :Elsevier.

4. Nourbaksh, P. (2006). Perceptual-motor abilities andtheir relationships with academic performance of fifthgrade pupils in comparison with Oseretsky scale.Kinesiology, 38, 1:40-48.

5. Rajni Kumari and Gartia, R. (2012). Relationshipbetween stress and academic achievement of seniorsecondary school students. Asian Journal ofMultidimensional Research, 1(3), pp.152-160.

6. Redd, Z., Brooks, J., & McGarvey, A. (2002).Background for community-Level work on EducationalAdjustment, Achievement and Attainment inAdolescence : A Review of antecedents, Programs andInvestment Strategies. Report prepared for the JohnS. and James L. Knight Foundation. Washington, D.C.: Child Trends.

7. Trusty, J., Robinson, C., Plata, M., & Ng, K. (2000).Effects of gender, socioeconomic status, and earlyacademic performance on post-secondary educationalchoice. Journal of Counseling & Development, 78, 463-472.

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Bbmhm]mX, 2016-172. AmAm g_Pß odkmZ - H$jm 7, CŒma ‡Xe ]ogH$ oejm [nafX,

Bbmhm]mX, 2016-173. AmAm g_Pß odkmZ - H$jm 8, CŒma ‡Xe ]ogH$ oejm [nafX,

Bbmhm]mX, 2016-174. H$m°b bmH$e- e°ojH$ AZwg›YmZ H$r H$m`© ‡Umbr, odH$mg

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[oÃH$m'&2. AJ´dmb O0gr0 "CXr`_mZ ^maVr` g_mO _ß oejm, 2012,

AJ´dmb [o„bH$eZ&3. Aggarwal, J.C. (2002), Theory and Principles of

Education, 12th revised Edition, New Delhi - VikasPublishing House Pvt. Ltd.

4. ]mJmS©>g, gm_moOH$ AZwgßYmZ H$r [’oV`mß, oddH$ ‡H$meZ, ZB©oXÑr&

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^mJ©d ]wH$ hmCg, AmJam&8. b¡Omam_ Vm_a, "^maVr` oejm H$ _yb VÀdíí ÒdmoV ‡H$meZ,

O`[wa&9. aKwdße VÍ$U (2000), maVr` oejm CgH$r g_Ò`m`ß VWm odÌd

H$r oejm ‡Umob`m±, ‡H$meZ gßÒWmZ, ZB© oXÑr&10. ogßh S>m∞0 gamO (2006) AZwgßYmZ ‡odoY`m±, ÒQ>ma [o„bH$e›g

11, amS>dO H$m∞bmZr, bmhm _ S>r, AmJam&11. gm_0[r0-(1984) oejH$mß H$ Ïò∫$Àd H$m ‡H$ma Am°a oejH$

H$ ‡oV CZH$r Ao^d•oŒm [r0EM0S>r0 oejm H$bH$Œm odÌdod⁄mb`&12. Website - www.google.co.in, www.weduniya.com,

www.shodhganga.com

*************


_yÎ` oejm- dV©_mZ [na—Ì` H$r _hÀd[yU© AmdÌ`H$Vm

AßoV_m ogßh [Q>b *

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* NmÃm (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV

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BVZ gma _yÎ`mß H$r oejm XZm gÂ^d Zht h° BgobE Eg _yÎ`mß H$roejm Xr Om`, oOZH$r oejm XZr Ï`dhmnaH$ Í$[ g gÂ^d hm O°g-H$V©Ï`[amÙVm, amÓQ>g_[©U, Ymo_©H$, ^mfmB© d gmßÒH•$oVH$ gohÓUwVm‡_-ghmZw^yoV, ghm`J, B©_mZXmar d gÀ`Vm, bmH$Vmo›ÃH$ _yÎ`&

C[`w©∫$ g^r _yÎ` _mZdr` Z°oVH$ d gmd©^m°o_H$ _yÎ`mß H$m g_mohVH$aV h¢& AV: _yÎ` oejm H$r odf` dÒVw H$aZ H$ `mΩ` h°&oejm _ß _yÎ`m ß H$m _hÀd - oejm _ß _yÎ`m ß H$m _hÀd - oejm _ß _yÎ`m ß H$m _hÀd - oejm _ß _yÎ`m ß H$m _hÀd - oejm _ß _yÎ`m ß H$m _hÀd - AmO H$ ^m°oVH$dmXr `wJ _ß _yÎ` oejmMnaÃ oZ_m©U H$ obE AmdÌ`H$ h° Am°a Bg [a Oma XZ H$r AmdÌ`H$Vmh°& _yÎ` _mZd OrdZ H$m ‡H$me ÒVÂ^ h°& oH$gr r Xe H$r [hMmZ CgH$_yÎ`mß g hmVr h° oOgH$m oZ_m©U goX`mß H$ AZw^d H$ [ÌMmV hmVm h°&_yÎ` h_ma OrdZ _ß ghr H$m`© H$aZ H$ obE [W-‡Xe©H$ hmV h¢& _yÎòejm od⁄moW©`mß _ß _mZdr`Vm H$m ^md CÀ[fi H$aZ, Xygamß Edß amÓQ≠>ohVH$ ‡oV Jhar gmM CÀ[fi H$aZ H$r j_Vm ]∂T>mVr h°& _yÎ` oejm H$ ¤mamod⁄moW©`mß _ß gm_moOH$ Z°oVH$, MmnaoÃH$, gm°›X`m©À_H$ VWm Ïò∫$ H$Am‹`moÀ_H$ [j H$m odH$mg oH$`m OmVm h°& _yÎòdhrZ g_mO _ß AgßVmf

[m`m OmVm h°& Eg _ß g_mO H$m VZmdJ´ÒV, odgßJoV`mß O°gr AZH$g_Ò`mAmß g ]MmZ _ß _yÎ` oejm H$m _hÀd[yU© `mJXmZ h°&Bg ‡H$ma oXemhrZ, oXΩ^ó_V _mZd H$ CÀWmZ hVw VWm A›Vam©ÓQ≠>rèmo›V hVw _yÎ` oejm AoV AmdÌ`H$ h°& _yÎ` AmYmnaV oejm od⁄moW© mßH$m gdm™JrU odH$mg H$aVr h° Edß MnaÃdmZ≤ ZmJnaH$mß H$oZ_m©U H$aZ _ß_hÀd[yU© ^yo_H$m oZ^mVr h° oOgg ‡À`H$ ZmJnaH$ _ß EH$ Xyga H$ ‡oVgÂ_mZ, gh`mJ, Xeô∫$ Am°a A[Z[Z H$r ^mdZm OmJ´V hmVr h°&oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - AmO g_mO _ß _mZd _yÎ` Zm_ H$r H$mB© MrO Zht ah JB© h°&_mZd _yÎ`mß H$r OJh byQ>-[mQ>, ´ÓQ>mMma, YmImY∂S>r, Xe–mh AmoX Z bob`m h°& [hb g_mO _ß A[Zm[Z [m`m OmVm Wm& A] AH$bm[Z&AmYwoZH$ `wJ _ß _yÎ`mß H$m ˆmg hm ahm h°& _yÎ` oJaV Om ah h¢&

odYmWr© A[Z _yÎ`mß H$ ‡oV CXmgrZ h° oOgg d _yÎ`mß g ]hwV XyahmV Om ah h¢& C›hß _mZd _yÎ`mß H$r oejm AmYwoZH$ VH$ZrH$mß H$ ¤mamXZ H$r AmdÌ`H$Vm h°& oOgg h_mam g_mO g‰` Am°a gwgßÒH•$V ÒWmo[Vhm gH$& ^maV H$ ‡À`H$ ZmJnaH$ _ß EH$-Xyga H$ ‡oV gÂ_mZ, gh`mJ,Xeô∫$ Am°a A[Z[Z H$r ^mdZm OmJ´V hm VWm "dgwY°d Hw$Qw>Â]H$_'VWm "gd ^d›Vw gwoIZ' gd g›Vw oZam_`:' O°gr ]mVß MnaVmW© hmß& Bg‡H$ma h_ Amem H$a gH$V h¢ oH$ Bg hVw od⁄mb`r oejm H$ obE amÓQ≠>r`[mR>ÁM`m© H$r Í$[aIm oZ_m©U _ß Om ‡`mg [nafX H$r Ama g oH$`m J`mh°& d AodbÂ] \$br^yV hmH$a EH$ `WmW© ÒdÍ$[ H$m J´hUm H$aZ AdÌ`hr g\$b hmJm&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. S>m∞0 C_m Q> S>Z, S>m∞0 AÍ$Um Jw·m-CXr`_mZ ^maVr` g_mO _ß

oejH$, AmbmH$ ‡H$meZ, bIZD$&2. a_Z o]hmar bmb-oejm H$ Xme©oZH$ Am°a g_mOemÛr` og’m›V,

aÒVmJr [o„bH$e›g, oedmOr amS> _aR>3. [m S>`, Ama0Eg0 VWm o_lm H$0Eg0 (1991)-_yÎ` oejU

AmJam, odZmX [wÒVH$ _o›Xa&4. Í$hbm& _mZdr` _yÎ` Am°a oejm, 1986&5. [m S>` - am_eH$b, oejm H$r Xme©oZH$ Edß g_mOemÛr`

[•ÓR>^yo_& AmJam&

*************


^maV _ß _ohbm geo∫$H$aU - EH$ gßd°YmoZH$ [naM`

‡aUm oÃ[mR>r *

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - h emY [Ã maV _ß _ohbm geo∫$H$aU H$r oÒWoV Am°a oH$` Om ah gßd°YmoZH$ ‡`mgmß H$m oMÃU H$aVm h°& Ûr H$m g•OZ H$r eo∫$_mZm OmVm h¢& AmO _ohbm geo∫$H$aU H$r MwZm°Vr _ohbmAmß H$m ge∫$ ]ZmZ H$r oXem _ß _O]yV [hb h°& dV©_mZ _ß `h ¡db›V d ge∫$ _w‘ H$Í$[ _ß h_ma gm_Z h°&

21 dr gXr H$r `h _hÀd[yU© oMßVm h° [aßVw dmÒVodH$Vm _ß Ï`hmnaH$ Vm°a [a h_ XI Vm `h ^´_ _mÃ h°& h_ amO_am© H$ OrdZ _ß XI H$r oH$g‡H$ma _ohbmAmß H$m odo^fi gm_moOH$ ]wamB©`mß H$m ghmam bH$a [ro∂S>V oH$`m OmVm h¢ dmÒVodH$Vm _ß _ohbm geo∫$H$aU _ohbmAmß H$m gm_moOH$EAmoW©H$, amOZ°oVH$ Ymo_©H$, gmßÒH•$oVH$, odMmamß H$r ÒdVßÃVm, gwAdga H$r g_mZVmE odo^fi jÃmß _ß ÒdVßÃVmE g_mZVm ‡XmZ H$a C›hß CÀWmZ H$rVa\$ b OmZ H$r ‡oH´$`m h°& `h g_mO _ß [aß[amJV Í$[ g dßoMV bmJmß H$ oIbm\$ CZH$r ajm H$r EH$ ‡oH´$`m h°&e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - geo∫$H$aU,gßd°YmoZH$, H$Î`mUH$mar, amOZ°oVH$ &

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20dt eVm„Xr H$ ‡W_ XeH$ H$ Xm _hÀd[yU© Òd`ß gdr gßJR>Zmß _ßJwOamV Zmar _hm_ S>b (1908) d ôJZr g_mO (1908) H$m CÑIoH$`m Om gH$Vm h°& 20dt emVm„Xr H$ Xyga XeH$ _ß Zmar CÀWmZ 1917H$m df© ^maVr` Zmna`mß H$r ‡JoV H$ —oÓQ> g AÀ`›V _hÀd[yU© h° Bg df©gamOZr Zm`Sy> H$ ZV•Àd _ß ^maV goMd o_ÒQ>a _m±Q>Ω`y H$m km[Z oX`mJ`m Am°a _ohbmAmß H$ obE _VmoYH$ma VWm ÒdmÒœ` gÂ]›Yr gwodYmAmßH$r _mßJ H$r J`r& ^maV _ß Zmar CÀWmZ H$ obE VrZ odXer _ohbmE± EZr]g›Q> (1847-1933), ogÒQ>a oZdoXVm (1867-1911), VWm _mJ©aQ>Hß$oOg (1878-1954) H$m odef `mJXmZ ahm h°& _mJaQ>Hß$oOg Z1926 _ß odo^fi ÒWmZmß [a _ohbmAmß H$ am¡` ÒVa H$ AoYdeZ gÂ[fiH$amE±& B›ht H$ ‡`mgm H$ H$bÒdÍ$[ 1927 H$ OZdar _mh _ ßAoIb^maVr` _ohbm g^m H$m ‡W_ AoYdeZ [yZm _ß gÂ^d hm gH$m&2.2.2.2.2. ÒdV›ÃVm H$ [ÌMmV oH$` J` ‡`mg - ÒdV›ÃVm H$ [ÌMmV oH$` J` ‡`mg - ÒdV›ÃVm H$ [ÌMmV oH$` J` ‡`mg - ÒdV›ÃVm H$ [ÌMmV oH$` J` ‡`mg - ÒdV›ÃVm H$ [ÌMmV oH$` J` ‡`mg - ÒdV›ÃVm H$ ]mX ^maV_ß Am°[oZdoeH$ emgZ H$r g_mo· H$ ]mX maV H$m [wZoZ©_mU oH$ A[Zrj_Vm H$ obE godßYmZ H$m oZ_m©U oH$`m J`m oOg_ß gm_moOH$, AmoW©H$,amOZroVH$ ›`m` H$ gmW hr Ao^Ïò∫$-odMma, Y_© Am°a odÌdmg H$rÒdVßÃVm VWm g_mZVm H$ Adga H$m b˙` H$ Í$[ _ß aIm J`m&H$Î`mUH$mar am¡` H$r AdYmaUm, ZroVoZXeH$ og’m›V Am°a _ybAoYH$mamß H$ _m‹`_ g BZ b˙`mß H$ [yoV© H$ ‡`mg AmaÂ^ hwE& BZ ‡`mgmßH$m EH$ ‡_wI b˙` oÛ`mß H$r [naoÒWoV _ß gwYma bmZm ^r Wm&^maV _ß oÛ`mß H$ [naoÒWoV _ß gwYma hVw am¡` ¤mam oH$` ‡`mgm H$m XmÍ$[m _ß XIm Om gH$Vm h°&1. gßd°YmoZH$ ‡`mg2. H$Î`mUH$mar ZroV`mß Edß odo^fi `mOZmAmß ¤mam oH$` J` ‡`mg1.1.1.1.1. gßd°YmoZH$ ‡`mg - gßd°YmoZH$ ‡`mg - gßd°YmoZH$ ‡`mg - gßd°YmoZH$ ‡`mg - gßd°YmoZH$ ‡`mg - gßodYmZ _ß ZroV-oZXeH$ VÀdmß H$ _m‹`_g am¡` H$m mOZm oZ_m©U H$aZ d H$Î`mUH$mar yo_H$m H$m oZd©hZ H$aZhVw oZXoeV oH$`m& BgH$ VhV g_mZ H$m`© H$ obE g_mZ dVZ AZw¿N>X39(H$), KZ H$m g_mZ odVaU AZw¿XX 39(J), AZw¿N>X 40 H$A›VaJ©V J´m_ [ßMm`Vmß H$m JR>Z, Hw$N> XemAmß _ß H$m_, oejm bmH$ghm`Vm [mZ H$m AoYH$ma AZw¿N>X (41), _ohbmAmß H$ obE ‡gyVrghm`Vm H$m C[b„Y AZw¿N>X (42), g_mZ AmMma gßohVm AZw¿N>X ;44’VWm _m°obH$ H$Œm©Ï` 51(H$) AmoX H$m ‡mdYmZ oH$`m J`m h°&

gßajU gÂ]›Yr odYmZ _ß ]Émß Z gajU H$ Í$[ _ß _mVm H$ AoYH$maH$m oh›Xy Ad`ÒH$Vm gßajU AoYoZ`_ 1956 Am°a Ao^^mdH$ VWm

AmolV AoYoZ`_ 1990 H$ ¤mam ÒWmo[V H$aZ H$m ‡`mg oH$`m J`m h°&[a›Vw _m± H$m AoYH$ma A^r ^r o[Vm g H$_ h°&

gm_moOH$ Am°a Kaby CÀ[r∂S>Z gÂ]o›YV odYmZ H$ A›V©JV g_mO_ß _ohbmAmß H$ Kaby CÀ[r∂S>Z H$m amH$Z VWm ‡m°⁄m°oJH$ Cfi`Z H$ obEXhO ‡oVfY AoYoZ`_ 1961, 1986 _ß [mnaV oH$` J`& 2003 _ßXhO bZm Am°a XZm XmZmß X S>Zr` Am°a J°a O_mZVr A[amY _mZ J`&2.2.2.2.2. H$Î`mUH$mar ZroV`m ß Edß odo^fi `mOZmAm ß¤mam ‡`mg -H$Î`mUH$mar ZroV`m ß Edß odo^fi `mOZmAm ß¤mam ‡`mg -H$Î`mUH$mar ZroV`m ß Edß odo^fi `mOZmAm ß¤mam ‡`mg -H$Î`mUH$mar ZroV`m ß Edß odo^fi `mOZmAm ß¤mam ‡`mg -H$Î`mUH$mar ZroV`m ß Edß odo^fi `mOZmAm ß¤mam ‡`mg -_ohbmAmß H$ gßX^© _ß H$Î`mUH$mar am¡` H$r odH$mg ZroV H$m _mQ> Vm°a [aVrZ ^mJmß _ß ]mßQ>m Om gH$Vm h°&(1) H$Î`mUm›_wIr odH$mg ZroV (1950-75) VH$,(2) odH$mg _ß EH$rH$aU H$r ZroV (1975-85) VH$(3) _ohbmgeo∫$H$aU H$r ZroV (1985)&

N>R>r [ßMdfr© mOZmAmß _ß [hbr ]ma "_ohbm Am°a odH$mg' [a AbJg ‹`mZ oX`m J`m& AV: _ohbmAmß H$ odH$mg _ß ÒdmÒœ`, oejm Am°aamOJma H$m H$›–r` _hÀd oX`m J`m&

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_ohbm geo∫$H$aU H$ obE oZ:g›Xh gaH$ma ¤mam gßd°YmoZH$‡`mg VWm H$B© `mOZmEß MbmB© JB© Am°a H$B© Vah H$ ‡`mg oH$` JE]mdOyX BgH$ A^r ^r odMmamß, gßÒH$mamß _ß C›hß `WÓQ> g_H$jVm ‡m·H$aZ _ß C›hß Xa h¢&

_ohbmAmß H$m ‡mWo_H$ ÒVa [a oeojV oH$`m OmZm [a_ AmdÌ`H$h° gmW hr C›hß g_mO H$ ha ÒVa [a ]am]a ^mJrXmar o_bZr MmohE V^rh_ _ohbm geo∫$H$aU H$ g[Z H$m [yam H$a amÓQ≠>-oZ_m©U _ß CZH$r yo_H$mH$m g_P gH$ßJ&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. AhwOm, am_ - ^maVr` gm_moOH$ Ï`dÒWm, amdV ‡H$meZ O`[wa,

ZB© oXÑr (1999) &

2. Jm`b, [wZrV-^maVr` g_mO _ß Zmar, [ßMerb ‡H$meZ, O`[wa,2000

3. dgw, S>r.S>r.- ^maVr` gßodYmZ - EH$ [naM`, dmYdm E S> H$Â[Zr,ZmJ[wa &

4. e_m©, F$f^ Xd-Ûr ge∫$rH$aU H$ ododY Am`m_, JrVm ‡H$meZ,h°Xam]mX, 2004

5. Aßgmar, E_.E.- Zmar Vw_ ∑`m, [ßMerb ‡H$meZ, ZB© oXÑr, 20066. JmßYr, _mhZXmg H$a_M›–-dy_›g amb BZ gmgmBQ>r, Ah_Xm]mX

OZOrdZ [o„bogßJ hmCg 19567. amohV o_l,- g_mO H$m`© Edß _ohbm ge∫$rH$aU, ›`y am∞`b ]wH$

H$Â[Zr, bIZD$, 20118. amÒmXm, AOrV-_ohbm CÀ[rS>Z: g_Ò`m Am°a g_mYmZ, _‹`‡Xe

J´ßW AH$mX_r, ^m[mb, 20009. www.gyanipandit.com/mahila-sashaktikaran-essay-in-

hindi/10. www.vivacepaorama.com/womens-development-

plans-andprograms/11. www.youthkiawaaz.com12. www.khayalrakhe.com

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Ïò∫$Àd odH$mg Edß _yÎ` oejm

‡oV_m Om`gdmb * o‡`m ew∑bm **

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Type of V alues

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EH$ A¿N> Ïò∫$Àd, A[Z Z°oVH$, Ymo_©H$, gm_moOH$ _yÎ`mß H$m ‹`mZ

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AmdÌ`H$VmAmß H$r [yoV© H$a VWm oOgg Ïò∫$Àd H$m odH$mg VWm MnaÃoZ_m©U hm gH$&

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gmaUr g Ò[ÓQ> h° oH$ C.R. H$m _mZ 4.84 h° Om oH$ 0.01 ÒVa [agmW©H$Vm H$ obE AmdÌ`H$ ›`yZV_ C.R. _mZ 2.66 g AoYH$ h°& AV:`h 0.01 ÒVa [a gmW©H$ h°& AV: ey›` [naH$Î[Zm oH$- "g_oÓQ>`mß H$_‹`_mZmß H$ ]rM A›Va ey›` h°í H$m oZaÒV oH$`m OmVm h°& VWm d°H$oÎ[H$[naH$Î[Zm oH$-"go_ÓQ> H$ _‹`_mZmß _ß A›Va h° H$m ÒdrH$ma oH$`m OmVmh°&'gmaUr 1.4 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr g Ò[ÓQ> h° oH$ t H$m _mZ 2.99 h° Om oH$ 0.01 ÒVa [agmW©H$Vm H$ obE AmdÌ`H$ ›`yZV_ t _mZ 2.76 g AoYH$ h°& AV: `h0.01 ÒVa [a gmW©H$ h°& AV: ey›` [naH$Î[Zm oH$- "g_oÓQ>`mß H$_‹`_mZmß H$ ]rM A›Va ey›` h°'H$m oZaÒV oH$`m OmVm h°& VWm d°H$oÎ[H$[naH$Î[Zm oH$-'go_ÓQ> H$ _‹`_mZmß _ß A›Va h° H$m ÒdrH$ma oH$`m OmVmh°&ígmaUr 1.5 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr g Ò[ÓQ> h° oH$ t H$m _mZ 1.77 h° Om oH$ 0.01 ÒVa [agmW©H$Vm H$ obE AmdÌ`H$ ›`yZV_ t _mZ 2.76 g H$_ h°& AV: `h0.01 ÒVa [a AgmW©H$ h°& AV: ey›` [naH$Î[Zm oH$- "g_oÓQ>`mß H$


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CXy© oejU - dV©_mZ [na—Ì` Edß ^mdr gß mdZmEß

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5. ‡ÒVwV bKwemY _ß CXy© H$ odo^fi gm∞‚Q>d amß H$m A‹``Z oH$`m J`mAm°a [m`m J`m oH$ CXy© g gÂ]o›YV AZH$ gm∞‚Q>dà CXy© dV©ZrOm∞MH$ (Spell Checker), ‡dmMH$, CXy© e„XH$mf, AZwdmXH$ EdßQß>H$U AmoX C[b„Y h°&

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8. ‡ÒVwV A‹``Z _ß CX©y oejU H$r odf`dÒVw H$r ]mYJÂ`Vm H$mA‹``Z oH$`m J`m VWm `h [m`m J`m oH$ gaH$mar ÒHy$bmß _ßod⁄moW©`mß H$ _‹` CXy© H$r ]mYJÂ`Vm ey›` ‡m`: h°&

emY A‹``Z H$r e°ojH$ C[mX`Vm -emY A‹``Z H$r e°ojH$ C[mX`Vm -emY A‹``Z H$r e°ojH$ C[mX`Vm -emY A‹``Z H$r e°ojH$ C[mX`Vm -emY A‹``Z H$r e°ojH$ C[mX`Vm -1. ‡mWo_H$ d _m‹ò_H$ ÒVa [a CXy© H$r ]hwV hr X`Zr` oÒWoV h°

oOgH$m gwYmam OmZm AoV AmdÌ`H$ h°&2. CXy© H$r [mR>Á [wÒVH$mß _ß BÒbm_ Y_© H$r AÀòYH$ ]mhwÎ`Vm h° oOgg

CXy© BÒbm_ Y_© H$r ^mfm _mÃ ]ZH$a ah JB© h° AV: `h oh›Xr ^mfm^mfr jÃmß _ß ¡`mXm CÀWmZ Zht H$a [m ahr h° ∑`mßoH$ Bg Y_© odefg Om∂S> oX`m J`m h°&

3. AmO AmdÌ`H$Vm Bg ]mV H$r h° oH$ CXy© H$ oejU gßÒWmZmß _ß e°ojH$JwUdŒm gwoZoÌMV H$r OmE

A‹``Z H$ gwPmd -A‹``Z H$ gwPmd -A‹``Z H$ gwPmd -A‹``Z H$ gwPmd -A‹``Z H$ gwPmd - CXy© od⁄mb` H$ AdbmH$Z _ß `h [m`m J`m oH$oZ`w∫$ CXy© A‹`m[H$mß H$m CXy© ^mfm H$m H$mB© kmZ Zht h° VWm dh CXy© _ßA[Zm Zm_ ^r obIZm Zht OmZV h¢ AV: gaH$ma H$m CXy© H$r e°ojH$JwUdŒm gwYmaZ H$r AmdÌ`H$Vm h° VWm BZH$r oZ`wo∫$ H$ obE H$mB©`mΩ`Vm [arjm ‡ÒVmodV H$r OmE&1. CXy© H$m T.E.T. Am°a C.T.E.T. _ß `mΩ`Vm [arjm _ß d°H$oÎ[H$ ^mfm

H$ Í$[ _ß aIr JB© h° AV: gaH$ma H$m BgH$ obE JÂ^raVm g H$m`©H$aZ H$r AoV _hÀd[yU© AmdÌ`H$Vm h°&

2. `y0[r0 ]mS©> H$r [mR>Á[wÒVH$mß H$m A‹``Z oH$`m J`m oOg_ßÍ$¿`mÀ_H$ [mR>mß H$r H$_t [m`r JB©& AV: N>mÃmß H$r Í$oM`mß H$m ‹`mZ_ß aIV hwE Hw$N> odoeÓQ> oH´$`mH$bm[mß H$m [mR>Á[wÒVH$ _ß g_mZeZoH$`m OmZm MmohE

3. ‡ÒVwV bKw emY _ß AmYwoZH$ Am`m_ H$ A›VJ©V oS>oOQ>b H$jm _ßN>mÃmß H$ gÂ_wI ‡ÒVwV oH$`m OmZm MmohE oOg_ß dh CXy© ^mfm H$‡oV AmH$of©V hmß VWm grIZß _ß Í$oM bß&


4. CXy© H$ odo^fi gm∞‚Q>dàmß H$r Ï`mdhmnaH$ H$oR>ZmB©`mß H$m A‹``ZoH$`m J`m O°g-dV©Zr Om∞MH$, ‡dmMH$, CXy© e„XH$mf, AZwdmXH$Edß Qß>H$U AmoX H$m gd©‡W_ oejH$ H$m ‡oejU oX`m OmZm MmohEVWm oejH$ ¤mam ]mX _ß N>mÃmß H$m&

^mdr A‹``Z H$ gwPmd -^mdr A‹``Z H$ gwPmd -^mdr A‹``Z H$ gwPmd -^mdr A‹``Z H$ gwPmd -^mdr A‹``Z H$ gwPmd -l ‡ÒVwV bKw emY ‡]›Y _ß emYH$Ãr© ¤mam ‡mWo_H$ Edß _m‹ò_H$

ÒVa VH$ hr gro_V h° oH$›Vw odÓ` _ß BgH$m A‹``Z CÉ ÒVa VH$oH$`m Om gH$Vm h°&

l ‡ÒVwV bKw emY ‡]›Y emYH$Ãr© ¤mam `y0[r0 ]mS©> VH$ hr gro_VaIm J`m h° VWm ôdÓ` _ß BgH$m A‹``Z odo^fi ]mS>m~ [a oH$`mOm gH$Vm h° O°g- _Xagm ]mS©>, EZ.gr.B©.Ama.Q>r, gr.]r.Eg.B©

AmoX&gßX^© J´ßW gyMr gßX^© J´ßW gyMr gßX^© J´ßW gyMr gßX^© J´ßW gyMr gßX^© J´ßW gyMr -1. e_m© Ama0 H$0 - dV©_mZ ^maVr` g_mO Am°a ‡maoÂ^H$ oejm&

AmJam - AJ´dmb ‡H$meZ (2002)2. [mR>H$ [r0S>r0 - maVr` oejm Am°a CgH$r g_Ò`mßE : odZmX [wÒVH$

_o›Xa - AmJam (2009)3. h_mar O]mZ - XaOm 6 H$ obE& ]ogH$ oejm [nafX, ohÒgm gm_&4. h_mar O]mZ - XaOm 7 H$ obE& ]ogH$ oejm [nafX, ohÒgm Xm_&5. h_mar O]mZ - XaOm 8 H$ obE& ]ogH$ oejm [nafX, ohÒgm gm_&6. H$m°b bmH$e - e°ojH$ AZwgßYmZ H$r H$m ©‡Umbr odH$mg [o„bogßJ

hmCg ‡m0ob0 (2014)

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oejm _ß Am‹`moÀ_H$ Edß Z°oVH$ _yÎ`mß ¤mam Ïò∫$Àd odH$mg(S>m∞. amYmH$Ó•UZ H$ odMmam H$ gßX © _ß)

S>m∞. H$m°eb›– Jw·m * O`[mb ogßh Vm_a**

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - ^maV H$ Xyga amÓQ≠>[oV S>m∞. gd[oÑ amYmH•$ÓUZ≤ AßVamÓQ≠>r` ª`moV ‡m· Xme©oZH$ Edß amOZVm hr Zht, Ao[Vw _hmZ oejm emÛr^r ah h¢& A[Zr odoeÓQ> ]hw_wIr ‡oV^m, A‹`dgmèrb ‡d•oÀV Edß ‡^mdH$mar AX≤^wV Ïò∫$Àd H$ H$maU oejm H$ jÃ _ß ^r Am[Z CVZm hroddH$[yU© mJXmZ oH$`m h°, oOVZm maVr` Xe©Z H$r Ymam H$m odÌd _ß ‡ÎbmodV H$aZ AWdm OJV H$r A›` _hÀd[yU© g_Ò`mAmß H$ g_mYZ _ß&g°’mo›VH$ [j H$r —oÓQ> g C›hmZ A[Z JhZ Am°a Ï`m[H$ Xme©oZH$ kmZ g oejm H$ C‘Ì`mß Am°a ‡`mOZmß [a odMma oH$`m h¢& S>m∞. amYmH•$ÓUZ≤ H$OrdZ [a Òdm_r oddH$mZ›X, adr›–ZmW R>mHw$a, VWm _hmÀ_m JmßYr H$m Jham Aga [∂S>m h¢& \$bÒdÍ$[ CZH$ oejm Xe©Z _ß ^r BZ _hm[wÍ$fmß H$rodMmaYmamAmß H$r PbH$ o_bVr h°& CZH$ oejm Xe©Z _ß ^maVr` gßÒH•$oV H$ ‡oV CXma ^md, Ymo_©H$, Z°oVH$ Edß bmH$ H$Î`mU_` odMmamß H$mgm_ßOÒ` VWm odÌd ]›YwÀd H$r ^mdZm h¢& oh›Xy Y_© Edß CZH$r CXmadmXr _m›`VmAmß H$ ‡oV CZH$m ÒZh Aod^m¡` Edß AH$mQ>Á h¢&e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - e„X Hw$ßOr - gd©Ï`m[r,_hZVH$e, ÒdU©_`r,Am‹`mÀ_dmXr ¡`moV_` AmoX&

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* ghm`H$ ‡m‹`m[H$ (BoVhmg) _hmamOm _mZogßh _hmod⁄mb`, Ωdmobà (_.‡.) ‰mmaV** ghm`H$ ‡m‹`m[H$ (g_mOemÛ) _hmamOm _mZogßh _hmod⁄mb`, Ωdmobà (_.‡.) ‰mmaV

^yI S> H$m _yb^yV ÒdÍ$[ Vm `h ahm h¢& oH$ h_ `w’ _ß odO` ‡m· H$aZdmb H$m oOVZm gÂ_mZ H$aV h¢, Cgg H$ht AoYH$ gÂ_mZ Eg Ïò∫$ H$mH$aV h¢, Om oM›VZ _ZZ ¤mam A[Z _Zm^mdmß Am°a jwYmAmß [a [yU©oZ`›ÃU ‡m· H$a bVm h°& Bgg Ame` `hr oZH$bVm h¢ oH$ Xem| godO` ‡m· H$aZ g AmÀ_odO` ‡mflV H$aZm AoYH$ _hÀd[yU© h¢& CZH$AZwgma oejm H$m ‹`` Cg Òd H$m kmZ H$amZm h°, Om JwU-Xmf H$moddMH$ h¢& Am‹`moÀ_H$Vm H$m C‘Ì` ]m¯ Am°a Am›VnaH$ EH$rH$aU H$aZmh¢& S>m∞. amYmH•$ÓUZ≤ Egr oejm H$m h` g_PV h¢, Om _Z H$m C‘r· VmH$aVr hm [a›Vw Cg [naV•· Z H$aVr hm& òX oejm h_ß A¿N>r Vah OrdZ`m[Z H$aZm Zht ogImVr Vm oZÌM` hr CgH$m C‘Ì` g\$b Zht hmVm&

S>m∞. amYmH•$ÓUZ≤ Z°oVH$Vm H$m _ZwÓ` H$ gm_moOH$, ]m°o’H$ EdßAm‹`moÀ_H$ odH$mg H$m AmYma _mZV h¢& Z°oVH$Vm Hw$N> gX≤JwUmß H$mg_›d` _mÃ Zht hwAm H$aVr, ]oÎH$ MnaÃ H$ A›VJ©V h EH$ Egm gßJR>Zh° oH$ d g^r o_b H$a EH$ BH$mB© H$m Í$[ YmaU H$aV h¢& Z°oVH$Vm EH$ ]∂S>mÏ`m[H$ JwU h¢ VWm BgH$m ‡^md _ZwÓ` H$ g_ÒV H$m ©-H$bm[mß [a AÀ ßVhr gy _ Am°a odbjU hmVm h°& Bgg Ïò∫$ H$m g_ÒV Ïò∫$Àd Am›XmobVhwAm H$aVm h¢& AV: h_ma gm_moOH$ ]m°o’H$ Edß Am‹`moÀ_H$ odH$mg H$obE Z°oVH$Vm H$ gßJR>Z Am°a gß]Y©Z H$r oejm hmZr MmohE& S>m∞.amYmH•$ÓUZ≤ H$ AZwgma BoVhmg Cg gßKf© H$r H$Wm h¢ Om ]m¯ dmVmdaUAm°a _ZwÓ` H$ Am›VnaH$ _yÎ`mß _ß oZa›Va `w’ Mb ahm h°& Am°a oejm hrEg Egm gmYZ h¢, oOgg Amem H$r Om gH$Vr h¢ oH$ EH$ oXZ H$R>madmVmdaU H$ [VZerO oIßMdm [a BZ A_yV© _yÎ`mß H$r odO` hmH$a ahJr&Bg gßKf© _ß _ZwÓ` H$m odef Í$[ g goH´$` hmZm hmJm& ]´ m S>r` emo∫$`mßH$ hmW _ß dh V] VH$ Aghm` H$R>[wVbr Zht ]ZJm O] VH$ AmoÀ_H$_yÎ`mß _ß CgH$m gÉm odÌdmg Am°a Xya—oÓQ> ]Zr ahJr&

S>m∞. amYmH•$ÓUZ≤ bmH$am¡` oZ_m©U hVw H$V©Ï` Edß ZmJnaH$Vm H$r


^mdZm g AmV‡mV Hw$eb OrdZ-`m[Z H$aZ H$m j_Vm gÂ[fi,MnaÃdmZ, oeÓQ> Am°a Òdmdßb]r ZmJnaH$ V°`ma H$aZm MmhV h¢, oOZ_ßAmXe© OrdZ-`m[Z H$aZ H$r eo∫$ hm VWm Om _mZdVm H$ odH$mg hVwA[Zr A_yÎ` oZoY r À`mJZ H$m V°`ma ahV hm& d dgwY°d Hw$Qw>Â]H$_≤ H$og’m›V _ß odÌdmg H$aV h¢& CZH$m odMma h° oH$ gßgma H$ g^r Ïò∑VEH$ hr [nadma H$ gXÒ` h¢& AV: ÒdmW©[aVm H$r ^mdZm À`mJ H$a g^rH$m g]H$ ohV-oM›VZ H$r OÍ$aV h¢& g^r H$m g] H$r g‰`Vm, gßÒH•$oVAm°a amÓQ≠>r`Vm H$m gÂ_mZ H$r —oÓQ> g XIZ H$r AmdÌ`H$Vm h¢& dß oejmH$ _m‹`_ g hr odÌd ]ßYwÀd H$r ^mdZm H$m ]bdVr ]ZmZ [a AÀòYH$]b XV h¢& Ymo_©H$ oejm H$ gß]ßY _¢ S>m∞. amYmH•$ÓUZ≤ H$ odMma ]∂S> CXmŒmEdß Ò[ÓQ> h¢& d oejU-gßÒWmAmß _ß Ymo_©H$ oejm H$ AmYma [a _ZwÓ` H$r^m°oVH$ VWm [meodH$ ‡d•oÀV`mß [naemoYV hm gH$Jr Am°a dh _mZdVmH$ CÉ AmXem~ g A[Zm hmoX©H$ gß]›Y ÒWmo[V H$a gH$Jm& Ymo_©H$oejm A[Z dmÒVodH$ ÒdÍ$[ _ß gd©lÓR> h¢& VWm odÌd emo›V H$r OZZrh¢& `⁄o[ S>m∞. amYmH•$ÓUZ≤ oejm H$ oH$gr ÒVa [a Ymo_©H$ _Vmß H$r oejmXZ H$ [j[mVr Zht h¢&

^maVr` gßÒH•$oV Edß Xe©Z _ß _mZd _mÃ B©Ìda H$m ‡oVÍ$[ _mZm

J`m h¢& AV: gßgma H$ g^r ZaZmar [a_mÀ_m H$ hr AßeÒdÍ$[ h¢& AmOOm h_ß `h AßVa oXIm`r XVm h¢, dh _mZd-H•$V hr h¢& ^JdÀJrVm _ß ^rH$hm J`m h¢- "Ahß gdfw yVfw yVmÀ_m AdoÒWV:& AWm©V≤ B©Ìda ‡moU_mÃ_ß CgH$r AmÀ_m H$ Í$[ _ß AdoÒWV h¢& oejm H$ _m‹`_ g hr _ZwÓ`mß _ßBg _hmZ _oh_m [yU© mdZm H$m ‡mXw^©yV oH$`m Om gH$Vm h¢& oejm _mZdodMmamß H$r OZZr h¢& O°gr h_mar oejm hmJr, VXmZwHw$b h_ma odMma ]ZJß&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. amÓQ≠>r` oejm ZroV 1986, _mZd gßgmYZ odH$mg _›Ãmb` ^maV

gaH$ma (oejm od^mJ) ZB© oXÑr 1986.2. d_m©, d°⁄ZmW ‡gmX-odÌd H$ _hmZ oejm emÛr (o]hma oh›Xr

J´›W AH$mX_r, [Q>Zm, 1972)3. [mR>H$, [r.S>r. d À`mJr Or.Eg.S>r.- ^maVr` oejm H$ Am`mJ

(AmJam, 1970)4. Radhkrishnan, S-An Idialist view of life (Landon, 1952)5. Radhkrishnan, S-Speeches & Writings (Vol-2)6. ‡km (H$mer oh›Xy odÌdod⁄mb` AßH$ 34 ^mJ 2, 1989)

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CŒm_ oejm hVw gy _ oejU H$m _hÀd d C[`moJVm

M›–eIa ‡Vm[ ogßh * gwerb Hw$_ma **

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - kmZ H$r C[bo„Y Ïò∫$ H$r XjVm H$m ]∂T>mVr h°, Ïò∑V H$r XjVm amÓQ≠> eo∫$ H$m ]∂T>mVr h°& Ïò∫$`mß H$m oZ_m©U oejm g hmVm h°&oejU H$m°eb H$r ‡mo· ‡oejU H$ o]Zm gÂ^dZ Zht, h_ EH$ Eg Mm°amh [a h° Om oejH$ ‡oejU H$m grYm gÂ]ßY amÓQ≠>r` odH$mg Am°a amÓQ≠>r` OrdZÒVa H$ gwYma H$ gmW Om∂S>Vm h°& amÓQ≠> H$r CfioV oejm _ß JwUmÀ_H$ gwYma g hr hm gH$Vr h°& kmZ H$r H$mB© gr_m Zht dh AZ›V h°& oejH$ H$m MmohE oH$dh A[Z kmZ H$m N>mÃmß H$m XZ H$ obE oZa›Va H$m ©aV ah& kmZ Vm Òd ß hr ‡H$moeV H$aZ Edß ‡dmohV H$aZ H$ obE AmÀ_ ‡naV H$aVm h°&

oejm Am`mJ H$ ‡W_ dm∑` g ‡VrV hmVm h° oH$ amÓQ≠> H$ ^mΩ` H$ oZ_m©U g h_mar H$jmAmß H$m grYm gß]ßY h°& AmO H$ N>mÃ H$b ^maV H$H$U©Yma hmJß, AmO H$ N>mÃ H$b H$ maV H$ ZmJnaH$ hmJß, gÂ[yU© maV H$r ]mJS>ma BZH$ hmWm _ß hmJr& AV: oejH$ H$m H$V©Ï` hm OmVm h° oH$ dhamÓQ≠> H$m g_•’ ]ZmZ H$ obE A¿N> ZmJnaH$ V°`ma H$aß& CgH$ obE `h AmdÌ`H$ h° oH$ oejH$ H$m A[Z H$V©Ï`mß _ß JwUmÀ_H$ odH$mg Edß gwYmabmZm MmohE&e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr - XjVm ‡oejU, JwUmÀ_H$, oejH$, amÓQ≠>r` odH$mg AmoX&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - gy˙_ oejU H$jm A‹`m[Z H$r H$mB© odoY Zht h°& `h VmoejH$ ‡oejU H$r EH$ ‡`mJembr` Edß d°õofH$ (Laboratory andAnalytical) VH$ZrH$r h°& Bg ‡H$ma H$r ‡oejU oH´$`m _ß oeojU H$rBH$mB© H$m AZH$ N>mQ>r N>mQ>r BH$mB`mß _ß ]m±Q> oX`m OmVm h° oH$›Vw ‡À`H$BH$mB© A[Z Am[ _ß [yU© ahVr h°& gy˙_ oejU N>mÃm‹`m[H$ H$ obE EH$‡oejU h° oOg_ß g_mO H$jm‹`m[Z H$r OoQ>bVmAmß H$m H$_ oH$`m OmVmh°& OoQ>b oejU H$m°eb H$m AmgmZ KQ>H$ H$m°eb (ComponentTeaching skill) _ß odõofV oH$`m OmVm h°&

EH$ H$m°eb EH$ g_` _ß bH$a 5-10 o_ZQ> H$r [mR> `mOZm V°`maH$r OmVr h°& Bg [mR> H$m gy˙_ H$jm oOg_ß 5-10 N>mÃ hmV h¢, [T>m`mOmVm h°& Bg odoY _ß dmÒVodH$ Edß gm_m›` oejU ‡oH´$`m H$r OoQ>bVmAmßH$m oZÂZ ‡H$ma g H$_ oH$`m OmVm h° &1. EH$ ]ma _ ß EH$ KQ>H$ H$m°eb H$m bH$a (Practising one

component skill at a time)2. [mR>ÁdÒVw H$r EH$ BH$mB© VH$ gro_V ahZm (Limiting the Content

to a single)3. H$jm _ß N>mÃmß H$r gßª`m KQ>mH$a (5-10 N>mÃ) gy˙_ H$aZm& ;

(Reducsing the class size to 5-10 Pupils)4. [mR> AdoY H$ 5-10 o_ZQ> H$m ]ZmH$a gy˙_ H$aZm (Reducsing

the duration of the lesson to 5-10 Minits)gy˙_ oejU/A‹`m[Z H$m MH´$ (Microteaching Cycle) (XI AmJ(XI AmJ(XI AmJ(XI AmJ(XI AmJ[•> [a)[•> [a)[•> [a)[•> [a)[•> [a)CŒm_ oejU hVw, gy˙_ oejU H$m mJXmZ - CŒm_ oejU hVw, gy˙_ oejU H$m mJXmZ - CŒm_ oejU hVw, gy˙_ oejU H$m mJXmZ - CŒm_ oejU hVw, gy˙_ oejU H$m mJXmZ - CŒm_ oejU hVw, gy˙_ oejU H$m mJXmZ - gy _ A‹``Z A‹`m[Z‡oH´$`m _ß oejU-‡oejU H$m oZ:gßXh ]hwV hr C[`mJr gmYZ dVH$ZroH$ h° A‹`m[Z ‡oH´$`m H$ odo^fi [jmß H$m ‹`mZ _ß aIH$a gy˙_A‹`m[Z _ß BZH$m C[`mJ H$a oejU H$m`© H$r JwUdŒm H$m ]∂T>m`m OmVmh°&

* NmÃ (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV** NmÃ (E_.ES.) ]ßgrYa _hmod⁄mb`, CaB©, (C.‡.) ‰mmaV

1.1.1.1.1. og’mßV Am°a Ï`dhma H$m EH$rH$aU -og’mßV Am°a Ï`dhma H$m EH$rH$aU -og’mßV Am°a Ï`dhma H$m EH$rH$aU -og’mßV Am°a Ï`dhma H$m EH$rH$aU -og’mßV Am°a Ï`dhma H$m EH$rH$aU - gy˙_ A‹`m[Z H$m AmYma_ZmodkmZ H$ AoYJ_ oZ`_ Edß e°ojH$ g_mO emÛ H$mÏ`dhmnaH$ [j h°& N>mÃm‹`m[H$mß _ß A‹``Z- A‹`m[Z ‡oH´$`m H$rg\$bVm hVw CoMV Edß [`m©· Ao^‡aUm hmZm AmdÌ`H$ h°& A‹`m[ZA‰`mg H$ odÒV•V Edß XrK©H$mbrZ H$m ©H´$_ H$r A[jm KQ>H$ H$m°ebH$ N>mQ> -N>mQ> gßoj· MH´$mß _ß AoYH$ Ao^‡aUm hmZm AmdÌ`H$Vmh°& A‹`m[Z A‰`mg H$ odÒV•V Edß XrK©H$mbrZ H$m`©H´$_ H$r A[jmKQ>H$ H$m°eb H$ N>mQ> - N>mQ> gßoj· MH´$mß _ß AoYH$ Ao^‡aU hmJm&

2.2.2.2.2. gdmaV ‡oejU hVw C[`mJ -gdmaV ‡oejU hVw C[`mJ -gdmaV ‡oejU hVw C[`mJ -gdmaV ‡oejU hVw C[`mJ -gdmaV ‡oejU hVw C[`mJ - gdm[yU© A‹`m[H$ ‡oejU _ß Vmgy _ oejU H$m C[`mJ hm hr ahm h°, gdmaV (Inservice) ‡oejU_ß od⁄mb`mß _ß gdmaV A‹`m[H$mß H$ H$m°eb [naÓH$ma hVw BgVH$ZroH$ H$m ‡`mJ oH$`m OmVm h°& gdmaV A‹`m[H$mß H$ Ï`dhma _ßH$B© ]ma H$R>maVm Am OmVr h°& Bg H$R>maVm H$m H$_ H$aZ hVw Am°a BZAmXVmß _ß gwYma bmZ hVw ^r gy˙_ oejU H$m C[`mJ oH$`m OmVmh°&

3.3.3.3.3. Ï`mdgmo`H$ [na[π$Vm -Ï`mdgmo`H$ [na[π$Vm -Ï`mdgmo`H$ [na[π$Vm -Ï`mdgmo`H$ [na[π$Vm -Ï`mdgmo`H$ [na[π$Vm - Ï`mdgmo`H$ [na[π$Vm ‡m· H$aZ hVwAZw dr A‹`m[H$ r gy _ A‹`m[Z ‡Umbr H$m EH$ gwaojV gmYZH$ Í$[ _ß C[`mJ H$a gH$V h°& odoeÓQ> odf` AWdm A‹`m[Z‡Umbr H$m M`Z H$a Bg odoY g H$_ g_` _ß A‰`mg H$a d CgH$‡^md Edß g\$bVm H$m _yÎ`mßH$Z H$a gH$V h¢ & Bgg Ï`dgmo`H$bm^ H$ gmW - gmW [nadπ$Vm ^r odH$ogV hmVr h°&

4.4.4.4.4. oZa›Va ‡oejU H$m gmYZ -oZa›Va ‡oejU H$m gmYZ -oZa›Va ‡oejU H$m gmYZ -oZa›Va ‡oejU H$m gmYZ -oZa›Va ‡oejU H$m gmYZ - ‡oejU EH$ H$bm h° Am°a A‹`m[H$EH$ H$bmH$ma h°& O°g H$bm _ß oZa›Va A‰`mg Am°a ‡oejU gH$bmH$ma H$r e°br _ß oZIma AmVm h°& Cgr ‡H$ma A‹`m[H$ H$ oZa›Va‡oejU g CgH$ A‹`m[Z Ï`dhma _ß gm°›X`© Am°a H$m`©Hw$ebVmAmVr h°& A‹`m[H$mß H$m gy˙_ A‹`m[Z e°br g H$_ g_` _ß dm±oN>VH$m°eb d ‡Umbr H$m ‡oejU oX`m Om gH$Vm h°&


5.5.5.5.5. Òd_yÎ`mßH$Z -Òd_yÎ`mßH$Z -Òd_yÎ`mßH$Z -Òd_yÎ`mßH$Z -Òd_yÎ`mßH$Z - gy˙_ oejU _ß A‹`m[Z H$ odo^fi H$m°eb H$m‹`mZ _ß aIV hwE A‹`m[H$ A[Z [mR> H$m Òd`ß _yÎ`mßH$Z H$aVm h°&Q>[naH$mS©>a H$r ghm`Vm g A[Z [mR> H$r naH$moS©>J H$aH$ d Òd`ßgwZH$a Cg_ß gwYma H$r `mOZm ]ZmVm h°& AmÀ_ gwYma H$ —oÓQ>H$mßUg `h ]hwV hr _yÎ`mßH$Z Edß AÀ`ßV C[`mJr odoY h°&

6.6.6.6.6. AZwgßYmZ H$m gmYZ -AZwgßYmZ H$m gmYZ -AZwgßYmZ H$m gmYZ -AZwgßYmZ H$m gmYZ -AZwgßYmZ H$m gmYZ - gy˙_ oejU H$m O›_ AZwgßYmZ H$r[naoÒWoV _ß hwAm Wm& V] g A] VH$ `h AZwgßYmZ H$r gr_m _ßA‹`m[Z H$bm H$ EH$ _O]yV VßÃ H$ Í$[ _ß hr C[`mJ _ß AmVm ahmh°& BgH$ ododY C[`mJ Edß BgH$r odo^fi odoY`mß [a odÌd H$AZH$ ÒWmZmß [a A^r ^r AZH$ emY H$m`© Mb ah h°&

C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -l EH$ oejH$ ‡oejw H$m grIZ Am°a ZE oejU H$m°eb H$m oZ`ßoÃV

[naoÒWoV`mß _ß AmÀ_gmV H$aZ `mΩ` ]ZmZm &l EH$ oejH$ ‡oejw _ß H$B© oejU H$m°eb _ß `mΩ` ]ZmZm&l EH$ oejH$ ‡oejw H$m oejU _ß odÌdmg H$aZ `mΩ` ]ZmZm &l oejmoW©`mß _ß ZE H$m°eb H$m odH$mg H$aZm&

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oejH$ V°`ma oH$E Om gH$V h°&l `h oejU H$m gwJÂ` H$aZm h° oOgg ZdmJßVwH$m H$ obE AmgmZr

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l Bg_ß AoYH$ oZ`ßÃU Am°a oZ`V oejU A‰`mg emo_b hmVm h° &

l j_Vm H$ AZwgma `h ‡oejw H$m oejU H$m°eb H$ odH$mg H$aZ _ß_XX H$aVm h°&

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—oÓQ>H$mU aIV h¢ Am°a A[Zr odMmaYmam Zht ]XbZm MmhV d gy _ oejUH$r Z`r VH$ZrH$mß H$m YmaU H$aZ _ß H$oR>ZmB© H$m gm_Zm H$aZ h¢& Egr[naoÒWoV`m± h_em ]ZJr O] - O] Z`r MrOß AmEßJr& [wamZ amÓQ≠>mß H$mZE amÓQ≠> oZoÌMV hr AbJ h°&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© - gy _ oejU AZH$ oejU gß]ßYr ImOm _ß g EH$ N>mÃm‹`m[H$H$m Òd- A‰`mg H$ obE ‡naV H$aH$ CgH$m CoMV _mJ©Xe©Z H$aVr h°&dV©_mZ g_` _ß O]oH$ ‡mMrZ [’oV H$r Mmamß Am°a AmbmMZm hm ahr h°,gy˙_ oejU H$r ‡odoY EH$ Z`m g_mYmZ ‡ÒVwV H$aVr h°&

amÓQ≠> H$m g_•’ ]ZmZ H$ obE h AmdÌ`H$ h° oH$ H$jmAmß _ß A‹``Z-A‹`m[Z H$ ÒVa _ß gwYma oH$`m Om`ß& BgH$ obE A‹`m[H$ H$ H$V©Ï`_ß JwUmÀ_H$ gwYma Edß odH$mg hm & ÒdVßÃVm H$ ]mX g h_mar oejm H$mJwUmÀ_H$ ÒVa H$m\$r oJa MwH$m h°& oejU H$ d•oŒmH$ H$m`© _ß gwYma bmZ[a hr ‡^mdembr H$jm A‹`m[H$ gÂ^d h°&

H$mR>mar Am`mJ H$ AZwgma - " oejm _ß JwUmÀ_H$ gwYma H$ obE hAoZdm`© h° oH$ A‹`m[H$m _ß d•oŒmH$ oejU EH$ g_woMV H$m`©H´$_ hm&'

A‹`m[H$ H$ [aÂ[am ‡_ g oejm gwYma _ß dmYm CÀ[fi hmVr h° &AV: oejm _ß Am_yb MyH$ [nadV©Z H$ obE `h AmdÌ`H$ h° oH$ A‹`m[H$H$ g\$b aroV g oejU oX`m Om`ß& - oejm H$ g^r Am`mJmß Z oejH$mßH$ ‡oejU _ß gwYma bmZ H$ obE H$hmß h° & ‡oejU gßÒWmAmß _ß [wamZVarH$ A[Zm` Om ah h°& dV©_mZ AmdÌ`H$Vm ^r A] ]Xb MwH$r h° dh[hb g H$m\$r o^fi h° & AV: ‡oejU H$m gmW©H$ ]ZmZ H$ obE AmYwoZH$Vm°a VarH$ A[Zm` Om`ß& gy˙_ oejU ^r Bgr Ama EH$ _hÀd[yU© ‡`mgh°&gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. gy˙_ oejU ¤mam oejU A‰`mg - S>m∞. e_m© Ama. E. &2. gy˙_ oejU - S>m∞. am_Xd ‡gmX H$Wyna`m &3. gy˙_ oejU Edß oejU H$m°eb - JrVm JwbmQ>r &4. www.encyclopedia.

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g_mdoeV oejm Am°a AoYJ_ _ß oejH$ H$r yo_H$m

pdO` b˙_r Om`gdmb *

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7. oZe∫$ Ïò∫$, ]mbH$mß H$m CZH$r j_VmZwgma g_mO H$ ob AoYH$g AoYH$ C[`mJr ]ZmZm&

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amÓQ≠>r` ›`mg AoYoZ`_ 199 H$ AZwgma Mma oZ:e∫$VmEß Bg ‡H$mah°-(1) Òd[amÙVm (3) ‡_oÒVÓH$ KmV (3)_mZogH$ _ßXVm(4) ]hwoZe∫$Vm

oXÏ`mßJOZ AoYH$ma AoYoZ`_ 2016 H$ AZwgma oZe∫$m H$ 21‡H$ma Edß CZH$ [hMmZ H$ bjU & (XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)(XI Ao›V_ [•> [a)

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[hßwM gH$V h¢ oOgg CZH$r kmZ Am°a Ao^d•oŒm H$m [Vm bJm`m OmgH$Vm h°&

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H$ ^r hmZ Mmoh` oOgg CZH$m AoYH$ g AoYH$ ]m°o’H$ odH$mghm gH$&

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Ωdmobà4. A_a ¡`moV od⁄mb` Edß [wZ©dmg H$›– _mZ[wa amS>, Ωdmobà5. ameZ am_H•$ÓU Aml_, WmQ>r[wa ΩdmobàoZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - BZ g] JoVodoY`mß Edß H$m`©e°br g Ò[ÓQ> hmVm h° oH$g_mdoeV oejm Am°a AoYJ_ _ß oejH$ H$r _hÀdy[U© ^yo_H$m hmVr h°&AV: ‡À`H$ oejH$ H$m ]mbH$mß H$ ‡oV gßdXZfrb ahH$a Y°`© Am°aghZerbVm H$ gmW CZH$m oejm Xr OmZm Mmoh VmoH$ CZ_ß AmÀ_ odÌdmgH$r ^mdZm OmJ•V hm gH$ Am°a dh g_mO _ß A[Zm ÒWmZ ]Zm gH$&

gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. e_m© Ama.H$. oZXeZ d [am_e©, AmJam &2. [mamea Amerf, odoeÓQ> ]mbH$mß H$r oejm, AmJam &3. ]am°ob`m S>m∞. E. ododYVm g_mdoeV oejm, Am°a O S>a, AmJam &4. ^mJ©d S>m∞. _he, odoeÓQ> ]mbH$ (oejm Edß [wZ©dmg) &5. odÓQ> S>m∞. Am^mamZr Exceptional Children H$mZ[wa &6. oObm oejm H$›– _mVr_hb, Ωdmobà &7. e_m© EM.Eg., odoeÓQ> ]mbH$mß H$r oejm, amYm ‡H$meZ, AmJam &


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_ohbm geo∫$H$aU

oedmZr [mR>H$ *

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* NmÃm (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV

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oH$`m OmEJm&l _ohbmAmß H$m Ï`dgmo`H$ Edß VH$ZrH$r oejm ‡m· H$aZ H$ obE

odef gwodYm`ß H$r OmEJr&C[ w©∫$ KmfUmAmßß Edß BZH$ oH´$`m›d`Z H$ obE oZÂZoboIV ‡`mg

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oejm H$m`©H´$_ Mbm` Om ah h¢&l ]mobH$m oZam°[MmnaH$ oejm H$›–mß H$m 90‡oVeV AZwXmZ XZm ewÍ$

oH$`m J`m h°&l A^mdJ´ÒV jÃmß _ß ]mobH$mAmß H$ obE _m‹ò_H$ ÒHy$b Imb Om ah

h¢&l ZdmX` od⁄mb`mß _ß ]mobH$mAmß H$ obE 30 ‡oVeV ÒWmZ AmaojV

oH$E JE h¢&oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - [wÍ$f ‡YmZ g_mO hmZ H$ H$maU AmaoÂ^H$ H$mb g obßJ‡YmZVm Ag_mZVm H$m H$aZm [∂S>Vm h° daZ≤ A] _ohbmAmß H$m OmJÍ$H$hmZm [∂S>Jm& AmO H$ g_mO _ß oejm EH$ g‰`Vm H$m gmd©OoZH$ oH$`m


OmE _ohbmEß g^r Y_m~ H$r OmZH$mar VmoH$ ]mhar M_H$-Y_H$ XIß Am°aAZw^d H$aß oH$ _hmZ eo∫$embr B©Ìda Z CZ [a oH$VZ C[H$ma oH$E h¢&gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-gßX^© J´ßW gyMr :-1. S>m∞0 doeÓQ> Edß S>m∞0 e_m© - maVr` oejm H$r ZB© oXem [o„boeßJ

hmCg _aR> gZ 1992&

2. ›`y_°Z - AmYwoZH$ ^maVr` oejm, B©Jb ]wH$ B Q>a ZeZb gZ≤1993&

3. _wH$Or© S>m ∞0 Eg0EZ0 - AmYwoZH$ ^maVr` oejm, B©JbB Q>a‡mBOO, _aR> gZ≤ 1994&

4. Jw·m H$_be Hw$_ma - _ohbm ge∫$rH$aU, ]wH$ B›H$bd O`[wa &

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A‹`m[H$ oejm _ß ZdmMma/Z Am`m_

gwOmVm lrdmÒVd * gmodÃr amO **

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A‹`m[H$ ]ZmZ H$ H$maImZ Zht ]Zm` Om gH$V& A‹`m[Z VmEH$ H$bm h°, AV: BgH$r oejm ]g CVZr hr gÂ^d h° oOVZr oH$gr A›`H$bm H$r& ‡À`H$ H$bm _ß oZ`wUVm ‡m· H$aZ H$ ob` [hbr AmdÌ`H$Vmh° Hw$N> CZ JwUmß H$r oO›hß "O›_OmV JwU' H$hm OmVm h°& oOg Ïò∫$ _ß `JwU oOVZr _mÃm _ß hmV h° CVZr hr _mÃm _ß dh Cg H$bm _ß XjVm ‡m·H$a gH$Vm h° gmW hr `h ^r gÀ` h° oH$ bJZ H$ gmW A‰`mg H$aZ gBZ JwUmß _ß d•o’ ^r H$r Om gH$Vr h°& dV©_mZ [nade _ß A‹`m[H$ oejmAÀ`›V AmdÌ`H$ h°&A‹`m[H$ oejm _ ß ZdmMma -A‹`m[H$ oejm _ ß ZdmMma -A‹`m[H$ oejm _ ß ZdmMma -A‹`m[H$ oejm _ ß ZdmMma -A‹`m[H$ oejm _ ß ZdmMma - ]XbV g_` H$r AmdÌ`H$VmAmß H$AZwgma oejm H$ jÃ _ß ZdrZ ‡`mJ VWm ZdmMma oH$` OmV ah h¢& H$mB©^r ZdmMma oH$gr odef g_Ò`m H$m hb H$aZ H$ obE C[`mJr Am°aghm`H$ hmVm h°& CgH$m M`Z, oZ`mOZ VWm oH´$`m›d`Z dV©_mZ _ß Ï`m·[naoÒWoV`mß _ß gwYma H$ obE hmVm h°& Bg_ß A‹`m[H$ oejm H$mB© A[dmXZht h° Am°a Bg jÃ _ß r ZdmMmar JoVodoY`mß H$m AßOm_ oX`m Om ahm h°&odefH$a amÓQ≠>r` A‹`m[H$ oejm [nafX (NCTE) H$r ÒWm[Zm H$ g_`

* Ï`mª`mVm, am_ ÒdÍ$[ oS>J´r H$m∞bO, [yßN>, Pm±gr (C.‡.) ‰mmaV** emYmWu (oejm) OrdmOr odÌdod⁄mb`, Ωdmobà (_.‡.) ‰mmaV

g, oOgZ A‹`m[H$ oejm H$ oZ`›ÃU VWm gwYma H$m Xmo`Àd A[ZhmW _ß b ob`m h°& oejm H$ jÃ _ß oH$gr ^r ‡H$ma H$r ‡JoV d gwYmaA‹`m[H$ oejm H$ ÒVa _ß gwYma [a oZ^©a H$aVm h°& hmb H$ g_` _ßAZH$ ZdmMmar ‡`mJ gwPmE JE h¢, oOZ_ß H$m`m©Zw d, gm_wXmo`H$ gdmE±,g_a ÒHy$b ogÒQ>Âg E‡mM, H$Âfl`yQ>a AmYmnaV oejm, XyaÒW oejm AmoXemo_b h¢&

EZgrB©AmaQ>r H$ ‡H$meZ The Curriculum For Years School: A Framework _ß H$m`m©Zw^d H$r AdYmaUm H$m odÒVma g CÑI oH$`mJ`m Am°a CgH$ ]mX [Q>b H$_Q>r (1977) Z Cg EH$ CÀ[mXZerb H$m`©H$ Vm°a [a ogb]g _ß emo_b H$aZ H$m gwPmd oX`m Am°a gmW hr Cggm_moOH$ gdm g ^r Om∂S>m& `h AdYmaUm od⁄moW©`mß _ß l_ H$r _hŒm H$r^mdZm CÀ[fi H$aVr h°, ∑`mßoH$ _mZm OmVm h° oH$ H$mB© ^r hmW g oH$`mH$m_ N>mQ>m Zht hmVm h°& d Ï`mdhmnaH$ OrdZ _ß od⁄mb` H$mb _ß grIJ H$m°ebmß H$m ‡`mJ _ß b gH$V h¢ Am°a g_mO H$ CÀ[mXZerb ZmJnaH$mßH$ Í$[ _ß A[Zm JwOmam H$a gH$V h¢& H$m`m©Zw^d CZH$r g•OZmÀ_H$ odMmaH$ obE r Adga ‡XmZ H$aVm h°, CZ_ß Ï`mdhmnaH$ VWm gm_moOH$ _yÎ`mßd OrdZ-H$m°ebmß H$m odH$mg H$a gH$V h¢, O°g- [aÒ[a gh`mJ, gßdXZmAm°a l_ H$ ‡oV AmXa& g_mOm[`mJr CÀ[mXH$ H$m`© H$ Í$[ _ß dh ]mbH$mßH$ emarnaH$ odH$mg _ß ghm`H$Vm h° Am°a CZH$m "H$aH$ grIZ` H$mog’m›V ogImVm h°& amOÒWmZ O°g H$B© am¡`mß _ß ÒHy$bmß _ß gm_wXmo`H$gdmAmß H$m A∑ga g_mO C[`mJr CÀ[mXH$ H$m`© g Om∂S> oX`m OmVm h°&`h Am[gr ghm`mJ, [agdm, ÒZh, À`mJ H$r ^mdZm AmoX H$m H$m°ebmßH$ odH$mg d AmoW©H$ AmÀ_oZ^©aVm g AmoYH$ ]b XVm h°& `h N>mÃmß _ßgm_moOH$ MVZm H$ odH$mg VWm od⁄mb` H$m odH$mg H$ H$›– ]ZmZ _ßoejH$mß H$m V° ma H$aVm h°& oÌkjmoW© mß _ß ‡oV]’Vm H$r mdZm odH$ogVH$aZ VWm OmoVdmXH$, ]mb-oddmh, XhO ‡Wm, Nw>Am-Ny>V O°grgm_moOH$ ]wamB`mß g [rN>m Nw>∂S>mZ _ß `h gmW©H$ hm gH$Vm h° Am°a CZ_ßgh`mJ, gm_moOH$ g_mZVm Am°a A¿N>r ZmJnaH$Vm H$r mdZmE± a gH$Vmh°&

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A‹`[H$ oejm H$ jÃ _ß oejH$mß H$m ‡oeojV H$aZ dmb A‹`m[H$mß¤mam lÓR>Vm CZ H$m°ebmß _ß Hw$N> h¢-AZwXeZ H$m oZ`mOZ VWm gßJR>Z,od⁄moW©`mß H$ g_j ‡^mdembr H$Œm©Ï`, ‡ÌZ H$aZ H$r A¿N>r odoY,Mm∞H$]mS©> H$m CoMV C[`mJ, dmX-oddmX H$r ghr VH$ZrH$ VWm H$jm‡]›YZ& BZ H$m°ebmß H$r ‡mo· H$ AoVna∫$ `h A[jm H$r OmVr h° oH$‡À`H$ oejH$ gÃ H$ [ÌMmV≤ oejH$ A[Z _ß Hw$wN> jU H$ obE oM›VZH$r AmXV S>mb gH$ßJ&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. e_m©, S>m∞0-[r0S>r0- maV _ß oejm ÒVa g_Ò`mE± Edß _w‘ lr odZmX

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o‡ ßH$m ogßh Jm°V_ * [ßH$O Hw$_ma oXZe **

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - gmYmaU e„Xmß _ß gßÒH•$oV H$m [∂T>mB© g Om∂S>m OmVm h° O°g òX H$mB© Ïò∫$ [T>m obIm h° Vm Cg gmßÒH•$oVH$ H$hm OmVm h° Am°a òXAZ[∂T> h° Vm Cg AmgmßÒH•$oVH$ H$hm OmVm h° oOg Ïò∫$ H$m oZ_m©U Ïò∫$ ¤mam A[Zr AmdÌ`H$VmAmß H$r [yoV© H$ ob` oH$`m OmVm h° gßÒH•$oV H$mEH$ [r∂T>r g Xygar [rT>r _ß [hwßMm`m OmVm h° ZroVemÛ _ß Vm H$db Y_©, Xe©Z, AmXe© odÌdmg Am°a _yÎ`mß H$m hr gßÒH•$oV _mZm OmVm h°&e„X Hw$ßOr ñe„X Hw$ßOr ñe„X Hw$ßOr ñe„X Hw$ßOr ñe„X Hw$ßOr ñ AgßÒH•$oV, _yÎ`mß, ZroVemÛ, Xe©Z&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - gßÒH•$oV = g_ + H•$oV AWm©V≤ A¿N>r ‡H$ma g gmM g_PH$aoH$ J H$m © h_ma maVr` gmohÀ` _ß Vm gßÒH•$oV H$m gßÒH$mamß H$ ‡oV\$bH$ Í$[ _ß hr ob`m OmVm h° oejm Am°a gßÒH$mamß H$r ‡oH´$`m ¤mam CgH$r Bg‡H•$oV _ß [nadV©Z oH$`m OmVm h° h gßgma EH$ odoMÃ AOm`]Ka h° BgH$rg_ÒV dÒVwAmß Edß oH´$`mAmß H$m h_ _mQ> Vm°a [a Xm dJm _ß od^moOV H$agH$V h° EH$ ‡mH•$oVH$ Am°a Xygar _mZd oZo_©V Edß odH$ogV Ï`m[H$ AW©Z gßÒH•$oV _ß dh g] AmVm h° Om _mZd ¤mam oZo_©V Edß odH$ogV h° O°g-]V©Z, ImZ-[mZ H$r odoY`m±, Ï`dhma _mZX S>, ^mfm gmohÀ`, H$bmH$m°eb, Y_© Xe©Z AmXe© odÌdmg Am°a _yÎ` &

oH$gr g_mO H$r gßÒH•$oV g AW© Cg g_mO H$r gÂ[yU© OrdZ [’oVg hmVm h° -E.H$.gr. A≈md

gßÒH•$oV H$ dmÒVodH$ gÂ‡À`` H$m g_PZ H$ ob` h_ß Hw$N> A[ZTß>J g gmMZm g_PZm hmJm AmoX H$mb _ß _ZwÓ` [ewdV OrdZ OrVm WmYra-Yra CgZ A[Z _oÒVÓH$ Am°a ]wo’ H$ ‡`mJ g A[Z OrdZ H$mgwI_` ]ZmZ hVw A[Z ahZ ghZ Edß ImZ- [mZ H$r odoY`mß odH$ogVH$r odMmamß H$ AmXmZ - ‡XmZ hVw ^mfm H$m odH$mg oH$`m H$mbm›Va gC›hmZß Ï`dhma ‡oV_mZ, aroV -nadmO, H$bm -H$m°eb, gßJrV-Z•À`,Y_©-Xe©Z Am°a _yÎ` odH$ogV oH$`&

oH$gr g_mO H$r gßÒH•$oV g VmÀ[`© Cg g_mO H$ Ïò∫$`mß H$ ahZghZ Edß ImZ-[mZ H$r odoY`mß Ï`dhma ‡oV_mZmß AmMma-odMma, aroVnadmO, H$bm H$m°eb, gßJrV Z•À`, ^mfm gmohÀ`, Y_©-Xe©Z, AmXe©odÌdmg Am°a _yÎ`mß H$ Cg odoeÓQ> Í$[ g hmVm h°& oOg_ß CgH$r AmÒWmhmVr h° Am°a Om CgH$r [hMmZ hmV h°&gÒH•$oV Am°a g‰`Vm -gÒH•$oV Am°a g‰`Vm -gÒH•$oV Am°a g‰`Vm -gÒH•$oV Am°a g‰`Vm -gÒH•$oV Am°a g‰`Vm - ‡m`: bmJ gßÒH•$oV Am°a g‰`Vm _ß ^X ZhtH$aV Am°a Hw$N> bmJ Vm g‰`Vm Am°a gßÒH•$oV H$m EH$ gß`w∫$ gÂ‡À" H$ Í$[_ß ‡`mJ H$aV h° [a›Vw h BZ g] g AbJ h° A[Z AmoXH$mb _ß h_ [∂S>mßH$ [Œmß Am°a N>mbmß g A[Zm VZ T>H$V W CgH$ ]mX [ewAmß H$r Imbmß H$m∂T>H$Z bJ Am°a AmJ MbH$a h_Z dÛmß H$m oZ_m©U oH$`m Am°a CZg A[ZmVZ ∂T>H$Z bJ Vm Bg h_ g‰`Vm H$hV h¢ [a oH$g g_mO _ß BZ dÛmß goH$g ‡H$ma H$ de ]ZdmH$a [hZ OmV h° `h Cg gßÒH•$oV H$m AßJ hmVm h°&

oH$gr g_mO _ß OrdZ ÒVa H$m Dß$Mm CR>mZ H$ ob` oOZ dÒVwAmßoH´$`mAmß Am°a odMmamß H$m oZ_m©U Edß odH$mg oH$`m J`m h° dh g_mO odefH$r g‰`Vm h° Am°a BZ dÒVwAmß, oH´$`mAmß Am°a odMma oOZ_ß g_mO odefH$r AmÒWm h° Am°a Om g_mO odef H$r A[Zr [hMmZ h°, CgH$r gßÒH•$oV

* NmÃm (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV** NmÃ (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV

h° BZ XmZmß _ß EH$ A‡À`j AßVa ^r hmVm h° Am°a dh `h oH$ _ZwÓ` H$]wo’ [j H$r XZ h°&

Culture

Material Culture Non-Material Culture

Culture lage Change ChangeAmO gßgma H$ g^r Xemß _ß oejm H$m ‡gma hm ahm h° Bgg _ZwÓ`mß _ß OmJÍ$H$Vm]∂T> ahr h° d [agßÒH•$oV JhU H$r Ama ]T> ah h° [a›Vw o\$a ^r d A[Zr _ybgßÒH•$oV H$m Zht N>m∂S> [m ah h° `hr gßÒH•$oV H$r g]g ]S>r odefVm h°&gßÒH•$oV Am°a oejm _ß gß]ßY - gßÒH•$oV Am°a oejm _ß gß]ßY - gßÒH•$oV Am°a oejm _ß gß]ßY - gßÒH•$oV Am°a oejm _ß gß]ßY - gßÒH•$oV Am°a oejm _ß gß]ßY - gßÒH•$oV oH$gr g_mO H$r [hMmZ hmVrh° `h CgH$ ahZ-ghZ Edß ImZ [mZ H$r odoY`mß aroV nadmOmß, ^mfmgmohÀ`, Y_©-Xe©Z AmXe© odÌdmg Am°a _yÎ`mß H$ odoeÓQ> Í$[ _ß OrodVahVr h° V] oH$gr g_mO H$r oejm [a CgH$r gßÒH•$oV H$m ‡^md [∂S>ZmÒdm^modH$ h° H$mB© g_mO oejm H$ _m‹`_ g hr A[Zr gßÒH•$oV H$m gwaojVaIVm h° Cg EH$ [r∂T>r g Xygar [r∂T>r _ß [hwßMmVm h° Am°a Cg_ß [nadV©Z EdßodH$mg H$aVm h° Bg ‡H$ma gßÒH•$oV Am°a oejm _ß Jham gß]ßY hmVm h° ÈH$ Xyga H$m ‡^modV H$aV h° EH$ H$ A^md _ß Xyga H$r H$Î[Zm ^r ZhtH$r Om gH$Vr h° oejm _ß gßÒH•$oV ¤mam AmYma VWm C‘Ì`mß H$m oZYm©aUhmZm AmdÌ`H$ h° oOgg Ïò∫$ [yd©Omß ¤mam ]Vm J _mJ© H$m AZwgaUH$a gH$ Am°a gwgßÒH•$V hm gH$ß oejm hr EH$ Egm _m‹`_ h° Om gßÒH•$oVH$r ‡aUm g gßMmobV hmVr h° oOgH$m ÒdÍ$[ g‰`Vm H$m [naMm`H$ _mZmOmVm h° AV: oejm jÃ _ß gßÒH•$oV g ‡aUm br OmZr AmdÌ`H$ h° oOggh_mar gßÒH•$oV H$m odH$mg hm gH$ß& ‡mMrZ ^maVr` gßÒH•$oV oejm Am°ag‰`Vm Bgr —oÓQ>H$mU g g_o›dV Wr AmO ^r oejm H$m gßÒH•$oV gg‰`Vm H$ odH$mgmW© H$r Ama ‡naV oH$`m OmZm AmdÌ`H$ h°&

‡mMrZ maV _ß _mVm o[Vm H$m H$V©Ï` Wm oH$ d A[Z ]mbH$mß maVr`gßÒH•$oV Am°a g‰`Vm g [naoMV H$amEß C›hß OrdZm[`mJr oejm ‡XmZH$aß MmU∑` ZroV H$ Vrga _m‹`_ _ß Bg õmH$ H$ ^md ¤mam gßÒH•$oV g‡m· oejm H$m gm_m›` ÒdÍ$[ [nabojV hmVm h° -

AMma: Hw$b_mª`moV Xe_mª`moV ^mfU_≤ &gÂ^´_: ÒZh_mafl`moV d[wamafl`moV ^mOZ_≤&&

AWm©V≤ AmMma ¤mam Hw$b H$m [naM` o_bVm h° ]mbr g Xe H$m kmZhmVm h° AmXa H$ ¤mam ‡_ H$m [naM` o_bVm h° Am°a eara VWm VO H$m


XIH$a mOZ H$m [Vm Mb OmVm h° C[ w©∫$ oejm [yU©V: gmßÒH•$oVH$ oejmh° ∑`mßoH$ gdmMma, ^mU Ï`dhma ^mOZmoX ]mV gßÒH•$oV H$ odoeÓQ> AßJhmV h° gßÒH•$oV Ïò∫$ H$ odH$mg _ß ghm`H$ hmVr h° oejm H$m`© h° oH$ dhÏò∫$ H$m gdm™JrU odH$mg H$aß Am°a Cg AZwHy$bZ ‡XmZ H$aß gßÒH•$oV^r `hr H$m`© H$aVr h° _ZwÓ` H$m Ïò∫$Àd g_yMm hr gßÒH•$oV H$ ∂T>m±M _ßT>bm hmVm h° Ïò∫$JV ^X hmV hwE ^r oH$gr EH$ OmoV H$r gßÒH•$oV _ßH$mB© A›Va Zht AmVm&gßÒH•$oV H$m oejm [a ‡^md -gßÒH•$oV H$m oejm [a ‡^md -gßÒH•$oV H$m oejm [a ‡^md -gßÒH•$oV H$m oejm [a ‡^md -gßÒH•$oV H$m oejm [a ‡^md - h_ma AZwgma Vm gßÒH$mamß ¤mam gwgßÒH•$VhmH$a OrdZ H$ gmd© m°o_H$ —oÓQ>H$mUmß H$m Ï`mdhmnaH$ ‡Xe©Z hr gßÒH•$oVh° Am°a oejm _ZwÓ` H$m gwgÂ` Am°a AmXe© ogImVr h° AmO oH$gr ^rg_mO H$r oejm CgH$ Y_© Xe©Z CgH$ ÒdÍ$[ CgH$ emgZVßÃ CgH$rAW©Ï`dÒWm _Zmd°kmoZH$ ImOmß Am°a d°kmoZH$ AodÓH$mamß [a oZ ©a H$aVrh° B›hß hr Xyga e„Xmß _ß oejm H$ Xme©oZH$, g_mOemÛr`, amOZ°oVH$,AmoW©H$, _Zmd°kmoZH$ Am°a d°kmoZH$ AmYma H$hV h° g_mOemÛr` AmYmamß_ß g]g AoYH$ ‡^mdrembr VÀd g_mO odef H$r gßÒH•$oV hmVr h°&oejm H$m gßÒH•$oV [a ‡^md -oejm H$m gßÒH•$oV [a ‡^md -oejm H$m gßÒH•$oV [a ‡^md -oejm H$m gßÒH•$oV [a ‡^md -oejm H$m gßÒH•$oV [a ‡^md - oejm H$m H$m`© gßÒH•$oV H$m hÒVm›VaUh° H$mB© ^r g_mO A[Zr AmZ dmbr [rT>r H$m gßÒH•$oV H$m hÒVm›VaUoejm ¤mam hr H$aVm h° `h H$m`© Am°[MmnaH$ oejm ¤mam oZam°[MmnaH$,AZm°[MmnaH$ oejm ¤mam H$aVm h° hr H$maU h° oH$ AmO ‡m`: g^r g_mOmßH$r oejm H$m EH$ C‘Ì` gmßÒH•$oV odH$mg h° gmßÒH•$oVH$ odH$mg g VmÀ[`©o^fi - o^fi g_mOmß _ß o^fiVm ob`m OmVm h°&gßÒH•$oV Am°a oejm H$ C‘Ì` -gßÒH•$oV Am°a oejm H$ C‘Ì` -gßÒH•$oV Am°a oejm H$ C‘Ì` -gßÒH•$oV Am°a oejm H$ C‘Ì` -gßÒH•$oV Am°a oejm H$ C‘Ì` -1. oejm H$ ¤mam hr MmnaoÃH$ Z°oVH$ odH$mg [a ]b oX`m OmVm h°

oOgg gßÒH•$oV H$m odH$mg hmVm h°&2. ‡À`H$ g_mO H$r AmMma odMma, ^mfm- gmohÀ`, Y_© Xe©Z oejm

g hr hÒVm›VnaV hmV h°&gßÒH•$oV Am°a oejm H$r [mR>ÁM`m© - gßÒH•$oV Am°a oejm H$r [mR>ÁM`m© - gßÒH•$oV Am°a oejm H$r [mR>ÁM`m© - gßÒH•$oV Am°a oejm H$r [mR>ÁM`m© - gßÒH•$oV Am°a oejm H$r [mR>ÁM`m© - [mR>ÁM`m© Vm C‘Ì`mß H$r ‡mo· H$mgmYZ hmVr h° O] oH$gr g_mO H$r oejm H$ C‘Ì`mß [a CgH$r gßÒH•$oVH$m ‡^md [S>Vm h° Vm CgH$r [mR>ÁM`m© [a ^r [∂S>Zm MmohE oH$gr g_mOH$r gm_m›` Edß AmYma^yV [mR>ÁM`m© Vm _yb Í$[ g CgH$r gßÒH•$oV [a hrAmYmnaV hmVr h° Cgg Cgr g_mO H$r mfm Cgr g_mO H$m gmohÀ` Cgrg_mO H$ H$bm H$m°eb, gßJrV Z•À` AmXe© odÌdmg Am°a g_mO H$ _yÎ`mßH$r oejm H$m goÂ_obV oH$`m OmVm h°&gßÒH•$oV Edß oejm H$ odH$mg _ß oejH$ ghm`H$ - gßÒH•$oV Edß oejm H$ odH$mg _ß oejH$ ghm`H$ - gßÒH•$oV Edß oejm H$ odH$mg _ß oejH$ ghm`H$ - gßÒH•$oV Edß oejm H$ odH$mg _ß oejH$ ghm`H$ - gßÒH•$oV Edß oejm H$ odH$mg _ß oejH$ ghm`H$ - oejm Am°a gßÒH•$oVEH$ hr H$m_ H$aVr h° oejm H$m C‘Ì` Ïò∫$ H$m Bg mΩ` ]Zm XZm h° oH$Ïò∫$ A[Zm OrdZ gwI[yd©H$ Or gH$ß Am°a h H$m`© oejH$mß ¤mam oH$`mOmVm h° oejH$ [W - ‡Xe©H$ hmVm h° oejH$mß H$ ¤mam hr EH$ odef[mR>ÁM`m© (oOg_ß g_mO H$r aroV-nadmO, AmMma - Ï`dhma, ^mfm -gmohÀ`, Y_© - Xe©Z ) goÂ_obV hmV h° od⁄mb`mß _ß ‡XmZ H$r OmVr h°&

Culture is Expectations

Behaviour Interpresonal skillCulture is learned patterns of perception values and

behaviours shared by a goup of people that are dynamicand heterogenous- K.L. KrisAZwemgZ gßÒH•$oV h_ß_yÎ`mß Ï`dhmamß, Y_© H$m EH$ g_yh g Xyga g_yh _ßMmh dh g_ hm `m odf_ _ß ]mßQ>Zm ogImVr h° Am°a `h H$m`© oejH$ H$¤mam oH$`m OmVm h° gßÒH•$oV oejH$ H$ ÒdÍ$[ H$m ^r oZoÌMV H$aVr h°CgH$ _hÀd H$m ^r ‡^modV H$aVr h° Y_© ‡YmZ gßÒH•$oV`mß _ß oejH$ H$m

g_mO H$ [W‡Xe©H$ H$ Í$[ _ß AmXe© oX`m OmVm h° Am°a C⁄mJ ‡YmZgßÒH•$oV`mß _ß C›hß ]Émß H$ [W‡Xe©H$ H$ Í$[ _ß g_Pm OmVm h°&oejm Am°a gßÒH•$oV H$m odH$mg - oejm Am°a gßÒH•$oV H$m odH$mg - oejm Am°a gßÒH•$oV H$m odH$mg - oejm Am°a gßÒH•$oV H$m odH$mg - oejm Am°a gßÒH•$oV H$m odH$mg - ‡À`H$ g_mO A[Zr gßÒH•$oV H$mCgr Í$[ _ß gwaojV aIZm MmhVm h° oOg Í$[ _ß dh Cg ‡m· H$aVm h°[a›Vw [nadV©Z Vm ‡H•$oV H$m emÌdV oZ`_ h° gßÒH•$oV _ß ^r [nadV©ZAm°a odH$mg hmVm h° oejm ¤mam EH$ Ama ]É A[Zr gßÒH•$oV H$m kmZ‡m· H$aV h° Am°a Xygar oejm ¤mam hr CZ_ß oddH$ eo∫$ H$m odH$mg hmVmh° Am°a A[Zr gßÒH•$oV H$m odH$mg H$aV h°&

oH$gr Xe H$r oejm H$m CgH$r gßÒH•$oV g AH$mQ>Á gß]ßY h° oejmH$m [m°Ym gßÒH•$oV H$ dmVmdaU _ß [Z[Vm, \y$bVm Am°a \$bVm h° O°g EH$d•j EH$ odef m°JmobH$ dmVmdaU _ß CJVm h° AJa Cg CIm∂S> H$a oH$grA›` Obdm`w _ß bJm oX`m Om` ßVm _waPm OmVm h° gyI OmVm h° Am°a _aOmVm h° Bgr ‡H$ma oejm H$m AJa Cg Xe H$r gßÒH•$oV g H$mQ> oX`mOm` ßVm dh oZOr©V hm OmVr h° ‡^mdhrZ hm OmVr h° & oejm H$m odH$mgÒdm^modH$ hmZm MmohE Am°a `h V^r gß^d h° O] CgH$r O∂S> Xe H$rgmßÒH•$oVH$ Am°a EoVhmogH$ [•ÓR>^yo_ _ß ^r hm&

^maVr` gßÒH•$oV H$ gßX^© _ß h_ `h H$hZm AmdÌ`H$ hmJm oH$ BgXe _ß AZH$ gßÒH•$oV`mß H$ bmJ ahV h° BZ_ß ^maVr` _yb H$r gßÒH•$oV`mß_ß C[ar o^fiVm hmV hw` ^r AßXH$Zr EH$Vm h° Am°a `h oejm H$ ¤mam hrgß^d h° h_mar ^maVr` gßÒH•$oV A[Z _ß CXma Edß ‡JoVerb gßÒH•$oV h°Am°a `hmß g^r ]É A[Z [nadma Edß g_mO _ß A[Zr - A[Zr grIVAm°a J´hU H$aV h°&oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oH$gr g_mO H$r oejm _wª` Í$[ g CgH$ Xe©Z ÒdÍ$[, am¡`VßÃ,AW©VßÃ, _Zmd°kmoZH$ Vœ`mß Am°a d°kmoZH$ AodÓH$mamß [a oZ ©a h° Am°a g_mOH$m ÒdÍ$[ Am°a Y_© Edß Xe©Z CgH$r gßÒH•$oV H$ AßJ hmV h° V] H$hZm ZhmJm oH$ oH$gr g_mO H$r oejm [a CgH$r gßÒH•$oV H$m ]∂S>m ‡^md hmVm h°Xygar Va\$ oH$gr g_mO H$r oejm AZH$ H$m`m H$ gmW - gmW g_mOodef H$r gßÒH•$oV H$m EH$ [r∂T>r g Xygar [r∂T>r _ß hÒVm›VnaV H$aVr h° AmOAßVam©ÓQ≠>r` H$m wJ h° AmO g^r ‡JoVerb g_mO A[Z VÀdmß _ß gmßÒH•$oVH$gohÓUwVm H$m odH$mg H$aZ H$r Ama ‡`ÀZerb h° Am°a `h H$m © dh oejm¤mam hr H$a ah h° Am°a oejm oejH$mß ¤mam ‡XmZ H$r OmVr h°&

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bmb&6. www.encyclopedia.com

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gmaUr g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 5.14 ‡m· hwAm Om oH$ 198H$o gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6 Am°a 1.97hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a g AoYH$ h° AV: oddmohV oejH$Edß AoddmohV oeojH$ H$r Ï`dgm` gÂ]›Yr g_m`mOZ H$ AmYma [aA›Va gmW©H$ [m`m J`m, AWm©V≤ emgH$r` od⁄mb`mß H$ oddmohV oejH$Edß AoddmohV oeojH$ Ï`dgm` H$ ‡oV AoYH$ gOJ [m` JE& BZXmZm H$ _‹`_mZmß H$r JUZm H$ AmYma [a r h_ H$h gH$V h° oH$ emgH$ròd⁄mb`mß H$r oddmohV oejH$ H$r VwbZm _ß AoddmohV oeojH$ H$mÏ`dgm` gÂ]›Yr g_m`mOZ gH$mamÀ_H$ [m`m J`m&gmaUr H´$. 02(XI)(XI)(XI)(XI)(XI)

gmaUr g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 1.92 ‡m· hwAm Om oH$ 198H$o gmW©H$Vm ÒVa [a 0.01 VWm 0.05 H$m _mZ H´$_e: 2.6 Am°a 1.97hmVm h°& Q>r. H$m _mZ BZ XmZm ÒVa [a g H$_ h° [a›Vw 0.10 gmW©H$Vm ÒVa[a 1.65 H$ _mZ g AoYH$ h° AV: AemgH$r` od⁄mb`mß _ß H$m`©aV≤oddmohVm Edß AoddmohVm oejH$ H$r Ï`dgm` gÂ]›Yr g_m`mOZ H$AmYma [a A›Va gmW©H$ [m`m J`m&gmaUr H´$. 03 (XI)(XI)(XI)(XI)(XI)

gmaUr g Ò[ÓQ> hmVm h° oH$ Q>r. H$m _mZ 2.08 ‡m· hwAm Om oH$ 398H$o gmW©H$Vm ÒVa [a 0.05 H$m _mZ 1.97 hmVm h°& Q>r. H$m _mZ Bg ÒVa[a AoYH$ h° AV: Hw$b emgH$r` Edß AemgH$r` _m‹ò_H$ od⁄mb`mß _ßH$m ©aV≤ oddmohVm Edß AoddmohVm oejH$ _ß Ï`dgm` gÂ]›Yr g_m`mOZH$ AmYma [a A›Va gmW©H$ [m`m J`m& [a›Vw 0.01 gmW©H$Vm ÒVa H$_mZ 2.59 g `h _mZ H$_ h°& AV: Bg ÒVa [a `h AgmW©H$ [m`m OmVmh°&oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - oZÓH$f© - [naH$Î[Zm 01 AgÀ` og’ hmVr h°& AWm©V≤ Hw$b emgH$rÈdß AemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$ Edß oeojH$mAmßH$ Ï`mdgmo`H$ g_m`mOZ _ß gmW©H$ A›Va [m`m OmVm h°&

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[naH$Î[Zm 03 AgÀ` og’ hmVr h°& AWm©V≤ Hw$b emgH$r` EdßAemgH$r` _m‹ò_H$ od⁄mb`mß _ß H$m`©aV≤ oejH$ Edß oeojH$mAmß H$Ï`mdgmo`H$ g_m`mOZ _ß gmW©H$ A›Va [m`m OmVm h°&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. S>m∞. oXZe R>mHw$a (oejm _ZmodkmZ)2. gr. Or ^Q>ZmJa (AoYJ_ H$Vm© H$m odH$mg)3. Shaffer L.F - The Psychology of Adjustment.4. Shaffer L. S Foundation of Psychology.

gmaUr H´$. 01 emgH$r` od⁄mb`mß _ß H$m`©aV oddmohVm Edß AoddmohVm oejH$mß H$m oejUÏ`dgm` H$ ‡oV g_m`mOZ _ß H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZ

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gmaUr H´$. 03 Hw$b emgH$r` oddmohVm Edß AoddmohVm oejH$ Edß Hw$b AemgH$ròddmohVm Edß AoddmohVm oejH$ H$r Ï`dgm` gÂ]›Yr g_m`mOZ H$ AmYma [a _‹`_mZ,

‡m_moUH$ odMbZ VWm Q>r. H$m _mZHw$b emgH$r` oddmohV Hw$b AemgH$r` oddmohVm Q>r H$m _mZAoddmohV oejH$ Edß AoddmohVm oejH$_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)73.00 17.40 68.02 16.57 2.08

gmaUr H´$. 02 AemgH$r` od⁄mb`mß _ß H$m`©aV oddmohVm Edß AoddmohVm oejH$mß H$m oejUÏ`dgm` H$ ‡oV g_m`mOZ _ß H$ AmYma [a _‹`_mZ, ‡m_moUH$ odMbZ VWm Q>r. H$m _mZ

oddmohV oejH$ AoddmohV oeojH$ Q>r H$m _mZ_‹`_mZ ‡m_moUH$ odMbZ _‹`_mZ ‡m_moUH$ odMbZ(M) (S.D.) (M) (S.D.) (t)65.8 17.07 70.3 15.45 1.92

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Pmßgr _ S>b H$ AZwXmoZV Edß Òdo∫$[mofV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$m H$m VwbZmÀ_H$ A‹``Z

Hß$MZ `mXd *

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - oH$gr r Xe H$m C¡Odb odÓ` dhmß H$ _ZwÓ` VWm od⁄moW©`mß [a hr oZ^©a H$aVm h° & od⁄mWr© EH$ H$Ér o_≈r H$r Vah hmVm h° Am°aA‹`m[H$ CgH$m oZ_m©UH$Vm© hmVm h°& A‹`m[H$ ghr oXem XH$a EH$ od⁄mWr© VWm amÓQ≠> H$ ôdÓ` H$m C¡Ob_` ]ZmVm h°& BgobE A‹`m[H$ H$mamÓQ≠> oZ_m©Vm ^r H$hm J`m h°& ‡À`H$ amÓQ≠> A[Z oZ_m©VmAmß g `h A[jm H$aVm h°& oH$ CgH$ ZmJnaH$mß Edß od⁄moW©`mß H$m oZ_m©U amÓQ≠>r` _yÎ`mß H$AZwgma _mZdr` Edß gmd©^m°o_H$ _yÎ`mß H$ gmW gß]ßY ÒWmo[V H$aV hwE oH$`m Om` oOg_ß A‹`m[H$ VWm A‹`mo[H$mAmß H$ _yÎ` Ï`dhma g Om roejm o_bVr h° d N>mÃ-N>mÃmAmß H$ MnaÃ oZ_m©U H$m ‡^modV H$aVr h°& AV: amÓQ≠> A‹`m[H$mß g `h A[jm H$aVm h° oH$ N>mÃmß H$ gÂ_wI CoMV _yÎ`mßH$m AmXe© ‡ÒVwV H$aß& CÉ amÓQ≠>r` _yÎ`mß H$m oZ_m©U V^r gß^d h° O] A‹`m[H$ A[Zr [yar B©_mZXmar `mΩ`Vm Edß [nal_ VWm bJZ g A[ZH$V©Ï`mß Edß Xmo`Àdmß H$m [mbZ H$aß&

A‹`m[H$m H$r g\$bVm Òd`ß H$ _yÎ`mß amÓQ≠>r` _mZdr` Edß gmd©^m°o_H$ _yÎ`mß H$ ]rM gßVwbZ Edß g_Í$[Vm [a oZ^©a H$aVr h°& ∑`mßoH$ hr _yÎ`g\$bVm Ag\$bVm H$ obE VwbZmÀ_H$ H$gm°Q>r ‡ÒVwV H$aV h°& Om A‹`m[H$ gd©_m›` _yÎ`mß g A›OmZ hmV h¢ CZH$m A‹`m[Z H$m`© oZÂZ ÒVa H$mhmVm h°& g]g _hÀd[yU© ‡ÌZ `h h° oH$ gd©_m›` _yÎ` ∑`m h°?

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - oejH$mß _ß H$m`© H$ ‡oV AgßVmf AÀòYH$ CŒmaXmo`ÀdA[`m©· dVZ ‡mfioV H$ AÎ[ Adga AZw[`w∫$ H$m`© XemEß ÒdmÒœ`gß]ßYr g_Ò`mEß g_m`mOZ Z H$a [mZm AoYH$ H$m`©^ma AgßVmf oejUgm_J´r CoMV dmVmdaU H$m A^md AmoX [m`r OmVr h° & oOgg gÂ[yU©OrdZ H$ ‡oV A‹`m[H$mß H$m —oÓQ>H$mU ]Xb OmVm h°& VWm Bgg CZH$_yÎ` Hw$‡^modV hmV h°& ` g_Ò`mEß _wª`: gaH$mar ghm`Vm ‡m· VWmoZOr jÃ H$ A‹`m[H$mß _ß Ï`m[H$ Í$[ g [mB© OmVr h° & oOgg CZH$ _Z_ß _yÎ`mß H$ ‡oV ‡oVHy$b Edß Iam] _Zmd•oŒm H$m odH$mg hmVm h°&_yÎ` H$m emo„XH$ AW© h° - _yÎ` H$m emo„XH$ AW© h° - _yÎ` H$m emo„XH$ AW© h° - _yÎ` H$m emo„XH$ AW© h° - _yÎ` H$m emo„XH$ AW© h° - gm_m›`Vm oH$gr g_mO _ß oOZ AmXemH$m _hÀd oX`m OmVm h° & oOZ AmXem H$m g_mO H$ Ïò∫$`mß H$m Ï`dhmaoZXoeV Edß oZ`ßoÃV hmVm h° C›hß Cg g_mO H$m _yÎ` H$hV h°& _yÎ`gm_moOH$ Í$[ g Ï`doÒWV hmV h°& _yÎ`mß H$r g]g ‡_wI odefVm h° oH$d H$^r [yU© Edß ÒdVßÃ Zht hmV h°& _yÎ` EH$ A_yV© gÂ‡À`` h°& Am°a Xygam`h oH$ d Ïò∫$ H$ Ï`dhma H$m oZXoeV Edß oZ`ßoÃV H$aVr h° VWmg_mO ¤mam Bg ÒdrH•$V oH$`m J`m h°& oX g_mO H$r AmoW©H$ amOZroVH$, gm_moOH$, Ymo_©H$ `m A›` oH$gr [naoÒWoV _ß [nadV©Z hmVm h° & VmBgH$ _yÎ`mß _ß [nadV©Z hmJm Am°a Hw$N> bmJ H$hV h _yÎ`mß _ß [nadV©ZZht hmVm Vm d emÌdV hmV h°&

_yÎ` H$ ‡_wI VrZ [X hmV h° -1. gßkmZmÀ_H$ (Cognative)2. ^mdmÀ_H$ (Afteative)3. oH´$`mÀ_H$ (Conative)

AmO oÒWoV h H$r h_ß _yÎ`mß H$m kmZ Vm h° [a›Vw d h_ma mdmÀ_H$[j H$ AßJ Zht& V] BZH$ AZwgma AmMaU H$aZ H$m ‡ÌZ hr Zht CR>Vmh°& AmO AmdÌ`H$Vm h° _yÎ`mß H$m ^mdZm _ß CVmaZ H$r C›hß AmMaU H$m

*NmÃm (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV

AmYma ]ZmZ H$r , A] `h H$m`© g^r gm_moOH$ gßÒWmAmß H$m o_bmH$aH$aZm hmJm&A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -A‹``Z H$ C‘Ì` -1. AZwXmoZV d ÒdodŒm[mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$

_yÎ`mß H$m kmV H$aZm&2. AZwXmoZV d ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$m H$

_yÎ`mß H$m VwbZmÀ_H$ A‹``Z H$aZm&A‹``Z H$r [naH$Î[Zm`ß -A‹``Z H$r [naH$Î[Zm`ß -A‹``Z H$r [naH$Î[Zm`ß -A‹``Z H$r [naH$Î[Zm`ß -A‹``Z H$r [naH$Î[Zm`ß -1. AZwXmoZV d ÒdodŒm[mofV _m‹ò_H$ od⁄mb`mß H$m A‹`m[H$mß H$

g°’mßoVH$ _yÎ`mß _ß gmW©H$ AßVa h°&2. AZwXmoZV d ÒdodŒm[mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$

AmoW©H$ _yÎ`mß _ß gmW©H$ AßVa h°&3. ÒdodŒm [mofV Edß AZwXmoZV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$m H$

gm°›X`mÀ_H$ _yÎ`mß _ß gmW©H$ AßVa h°&4. AZwXmoZV d ÒdodŒm[mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$

_yÎ`mß _ß gmW©H$ AßVa h°&5. AZwXmoZV d ÒdodŒm[mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$m H$

amOZ°oVH$ _yÎ`mß _ß gmW©H$ AßVa h°&6. AZwXmoZV Edß ÒdodŒm[mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$m H$

Ymo_©H$ _ß gmW©H$ AßVa h°&A‹``Z H$r [nagr_mEß -A‹``Z H$r [nagr_mEß -A‹``Z H$r [nagr_mEß -A‹``Z H$r [nagr_mEß -A‹``Z H$r [nagr_mEß -1. ‡ÒVwV bKw emY H$m`© Pmßgr _ S>b VH$ hr gro_V h¢&2. ‡ÒVwV A‹``Z _m‹ò_H$ ÒVa [a H$m ©aV A‹`m[H$mß VH$ hr gro_V

h°&3. ‡ÒVwV A‹``Z _ß H$db `y.[r.]mS©> g gß]ßoYV od⁄mb`mß H$m hr


goÂ_obV oH$`m J`m &odoY - odoY - odoY - odoY - odoY - A‹``Z odoY ‡ÒVwV bKw emY A‹``Z _ß gdjU odoY H$m‡`mJ oH$`m J`m h°&OZgßª`m Edß ›`mXe© -OZgßª`m Edß ›`mXe© -OZgßª`m Edß ›`mXe© -OZgßª`m Edß ›`mXe© -OZgßª`m Edß ›`mXe© - ‡ÒVwV A‹``Z _ß Pmßgr _ S>b H$ _m‹ò_H$ÒVa [a H$m`©aV 100 A‹`m[H$m H$m M`Z `m—o¿N>H$ odoY g oH$`m J`m&emY H$m A[H$aU - emY H$m A[H$aU - emY H$m A[H$aU - emY H$m A[H$aU - emY H$m A[H$aU - ‡ÒVwV bKw emY _ß _yÎ` H$ _m[Z H$ obE S>m∞(lr_Vr) haÔZ EM. ogßh VWm S>m∞. Eg.[r. Ahbydmob`m ¤mam oZo_©V‡ÌZmdbr "Q>rMa d°Î y BZd°›Q>ar' H$m ‡`mJ oH$`m J`m h°& Bg _yÎ` [arjU‡ÌZmdbr _ß Hw$b 25 ‡ÌZ h°& ` ‡ÌZ h° _yÎ`mß [a AmYmnaV h°&‡XŒmm ß H$m gmaUr`Z odõfU Edß Ï`mª`m - ‡XŒmm ß H$m gmaUr`Z odõfU Edß Ï`mª`m - ‡XŒmm ß H$m gmaUr`Z odõfU Edß Ï`mª`m - ‡XŒmm ß H$m gmaUr`Z odõfU Edß Ï`mª`m - ‡XŒmm ß H$m gmaUr`Z odõfU Edß Ï`mª`m - AZwXmoZV EdßÒdodŒm[mofV _m‹ò_H$ od⁄mb`mß H$ HO

1 A‹`m[H$m H$ g°’mßoVH$ _yÎ`mß

_ß H$mB© gmW©H$ AßVa Zht h°&VmobH$m -1 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> h° oH$ AZwXmoZV Edß ÒdodÀV [mofV od⁄mb`mß H$g°’mßoVH$ _yÎ`mß H$m (_mZ 65.42) h° Om oH$ _w∫$mßH$ (df) VWm gmW©H$VmÒVa 0.01 [a t H$ VmobH$m _mZ 2.63 g AoYH$ h° AV: _‹`_mZmß H$ ]rMH$m AßVa gmW©H$ h°& AV: ey›` [naH$Î[Zm (Ho1) AÒdrH•$V hmVr h° VWmemY [naH$Î[Zm (H1) ÒdrH•$V H$r OmVr h°&

AZwXmoZV Edß ÒdodÀV[mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mßHO2 H$ AmoW©H$ _yÎ`mß H$ _‹`_mZ _mZH$ odMbZ _mZH$ d _mZH$ ÃwoQ>Edß t H$m _mZoZÂZ h° &VmobH$m -2 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> h° oH$ AZwXmoZV Edß ÒdodÀV [mofV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$m H$ AmoW©H$ _yÎ`mß H$m (_mZ 80.61) h° Om oH$_w∫$mßH$ 98 VWm gmW©H$Vm ÒVa 0.01 [a O H$ VmobH$m _mZ 2.63 gAoYH$ h° AV: _‹`_mZmß H$ ]rM H$m AßVa gmW©H$ h°& AV: ey›` [naH$Î[Zm(Ho2) AÒdrH•$V hmVr h° VWm emY [naH$Î[Zm (H2) ÒdrH•$V H$r OmVrh°&

HO3 AZwXmoZV Edß ÒdodÀV[mofV _m‹ò_H$ od⁄mb`mß H$A‹`m[H$mß gm°›X`m©À_H$ _yÎ`mß _‹`_mZ _mZH$ odMbZ _mZH$ d _mZH$ÃwoQ> Edß t H$m _mZoZÂZ h° &VmobH$m -3 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> h° oH$ AZwXmoZV Edß ÒdodÀV [mofV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$m H$ AmoW©H$ _yÎ`mß H$m t _mZ 65.35 h° Om oH$_w∫$mßH$ (df) 98 VWm gmW©H$Vm ÒVa 0.01 [a t H$ VmobH$m _mZ 2.63 gAoYH$ h° AV: _‹`_mZmß H$ ]rM H$m AßVa gmW©H$ h°& AV: ey›` [naH$Î[Zm(Ho3) AÒdrH•$V hmVr h° VWm emY [naH$Î[Zm (H3) ÒdrH•$V H$r OmVr h°&

HO4 AZwXmoZV Edß ÒdodÀV[mofV _m‹ò_H$ od⁄mb`mß H$A‹`m[H$mß H$ gm_moOH$ _yÎ`mß _ß H$mB© gmW©H$ AßVa Zht h°&VmobH$m -4 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> h° oH$ AZwXmoZV Edß ÒdodÀV [mofV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$m H$m gm_moOH$ _yÎ`mß H$m (_mZ 85.34) h° Om oH$_w∫$mßH$ 98 VWm gmW©H$Vm ÒVa 0.01 [a t H$ VmobH$m _mZ 2.63 gAoYH$ h° AV: _‹`_mZmß H$ ]rM H$m AßVa gmW©H$ h°& AV: ey›` [naH$Î[Zm(Ho4) AÒdrH•$V hmVr h° VWm emY [naH$Î[Zm (H4) ÒdrH•$V H$r OmVrh°&

HO5 AZwXmoZV Edß ÒdodÀV [mofV _m‹ò_H$ od⁄mb`mß H$

A‹`m[H$mß amOZroVH$ _yÎ`mß _ß H$mB© gmW©H$ AßVa Zht h°&VmobH$m -5 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> h° oH$ AZwXmoZV Edß ÒdodÀV [mofV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$m H$ amOZroVH$ _yÎ`mß H$m t _mZ 74.90 h° Om oH$_w∫$mßH$ 98 VWm gmW©H$Vm ÒVa 0.01 [a O H$ VmobH$m _mZ 2.63 gAoYH$ h° AV: _‹`_mZmß H$ ]rM H$m AßVa gmW©H$ h°& AV: ey›` [naH$Î[Zm(Ho5) AÒdrH•$V hmVr h° VWm emY [naH$Î[Zm (H5) ÒdrH•$V H$r OmVrh°&

HO6 AZwXmoZV Edß ÒdodÀV[mofV _m‹ò_H$ od⁄mb`mß H$A‹`m[H$mß H$ Ymo_©H$ _yÎ`mß _ß H$mB© gmW©H$ AßVa Zht h°&VmobH$m -6 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

VmobH$m g Ò[ÓQ> h° oH$ AZwXmoZV Edß ÒdodÀV [mofV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$m H$m Ymo_©H$ _yÎ`mß H$m t _mZ 35.33 h° Om oH$_w∫$mßH$ 98 VWm gmW©H$Vm ÒVa 0.01 [a t H$ VmobH$m _mZ 2.63 gAoYH$ h° AV: _‹`_mZmß H$ ]rM H$m AßVa gmW©H$ h°& AV: ey›` [naH$Î[Zm(Ho6)AÒdrH•$V hmVr h° VWm emY [naH$Î[Zm (H6) ÒdrH•$V H$r OmVr h°&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -1. ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß _ß AZwXmoZV

_m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$r A[jm g¢’mßoVH$ _yÎ` AoYH$[m` OmV h°&

2. AZwXmoZV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß _ß ÒdodŒm [mofV_m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$r A[jm AmoW©H$ _yÎ` AoYH$[m` OmV h¢&

3. ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$ odo^fi H$bmAmß _ßAoYH$ bJmd aIV h° Bgob` ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mßH$ A‹`m[H$mß _ß AZwXmoZV _m‹ò_H$ od⁄mb` H$ A‹`m[H$mß H$rA[jm gm°›X`m©À_H$ _yÎ` AoYH$ [m` OmV h°&

4. AZwXmoZV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß _ß g_mO H$ ‡oVAoYH$ bJmd AoYH$ ahVm h°& BgobE AZwXmoZV _m‹ò_H$od⁄mb` H$ A‹`m[Z _ß ÒdodŒm [mofV _m‹ò_H$ od⁄mb` H$A‹`m[H$mß H$r A[jm gm_moOH$ _yÎ` AoYH$ [m` OmV h°&

5. AZwXmoZV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$ amOZroVH$ JoVodoY`mß_ß AoYH$ gßbæVm ‡Xoe©V H$aV h°& BgobE AZwXmoZV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$mß H$r A[jm amOZroVH$ _yÎ` AoYH$ [mÒmV h°&

6. AZwXmoZV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$m Ymo_©H$ JoVodoY`mßg gß]ßoYV H$m`© AoYH$ H$aV h°& BgobE AZwXmoZV _m‹ò_H$od⁄mb`mß H$ A‹`m[H$m _ß ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$A‹`m[H$m H$r A[jm AoYH$ Ymo_©H$ _yÎ` [m` OmV h°&

gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. _yÎ` [aH$ oejm odZmX [wÒVH$ _ßoXa AmJam, [m S>` gÀ` ‡H$me &2. ÒQ>S>r Am∞\$ d°Î`yO - Amg[mQ©> Or S>„Î`y &3. nagM© _°WS>bm∞br - dmB© H$ [o„bH$eZ AmJam - H$mbr bS>_rZm

(_.‡.) &4. AZwgßYmZ odoY`mß - EM.H$. H$o[b &5 _yÎ` oejU odZmX [wÒVH$ _ßoXa, AmJam - [m S>` am_ew∑b &6. gd Am∞\$ nagM© E S> EOwH$eZ, ]wM E_.]r. ß


VmobH$m -1AZwXmoZV Edß ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$ g°’mßoVH$ _yÎ`mß H$ _‹`_mZ

_mZH$ odMbZ _mZH$ ÃwoQ> oZÂZ‡H$ma h° -H´$ Ma EZ _‹`m_mZ _mZH$ t gmW©H$Vm

E_ odMbZ ÒVa1. AZwXmoZV _m‹ò_H$ 50 93.36 14-79 65.42 0.01 ÒVa

od⁄mb`mß H$ A‹`m[H$ [a2. ÒdodŒm [mofV _m‹ò_H$ 50 136.86 15.17

od⁄mb`mß H$ A‹`m[H$

VmobH$m -2AZwXmoZV Edß ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$ AmoW©H$ _yÎ`mß H$ _‹`_mZ

_mZH$ odMbZ _mZH$ t H$m _mZ Edß _mZH$ ÃwoQ> oZÂZ‡H$ma h° -H´$ Ma EZ _‹`m_mZ _mZH$ t gmW©H$Vm

E_ odMbZ ÒVa1. AZwXmoZV _m‹ò_H$ 50 98.76 15-07 80.61 0.01 ÒVa



VmobH$m -3AZwXmoZV Edß ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$ gm°›X`m©À_H$ _yÎ`mß H$

_‹`_mZ _mZH$ odMbZ _mZH$ ÃwoQ> Edß t H$m oZÂZ‡H$ma h° -H´$ Ma EZ _‹`m_mZ _mZH$ t gmW©H$Vm

E_ odMbZ ÒVa1. AZwXmoZV _m‹ò_H$ 50 87.74 10.03 63.35 0.01 ÒVa



VmobH$m -4AZwXmoZV Edß ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ gm_moOH$ _yÎ`mß H$ _‹`_mZ _mZH$ odMbZ

_mZH$ H$r ÃwoQ> Edß t H$m _mZ oZÂZ‡H$ma h° -H´$ Ma EZ _‹`m_mZ _mZH$ t gmW©H$Vm





VmobH$m -5AZwXmoZV Edß ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$ amOZ°oVH$ _yÎ`mß H$ _‹`_mZ

_mZH$ odMbZ _mZH$ ÃwoQ> Edß t H$m _mZ oZÂZ‡H$ma h° -H´$ Ma EZ _‹`m_mZ _mZH$ t gmW©H$Vm




VmobH$m -6AZwXmoZV Edß ÒdodŒm [mofV _m‹ò_H$ od⁄mb`mß H$ A‹`m[H$mß H$ Ymo_©H$ _yÎ`mß H$ _‹`_mZ

_mZH$ odMbZ _‹`_mZ H$r _mZH$ ÃwoQ> Edß t H$m _mZ oZÂZ‡H$ma h° -H´$ Ma EZ _‹`m_mZ _mZH$ t gmW©H$Vm




*************


_m‹ò_H$ ÒVa H$ N>mÃ N>mÃmAmß H$r d°kmoZH$ ÈoM H$mVwbZmÀ_H$ A‹``Z

_mohZr gmZdmb *

emY gmamße - emY gmamße - emY gmamße - emY gmamße - emY gmamße - oejH$ oejU AoYJ_ H$m ‡^mdr Edß Í$oM[yU© ]ZmEß gmW hr [mR>embmAmß H$m AmYwoZH$ Í$[ ‡XmZ H$a ZdmßMmamß H$ ‡`mJ [a ]bXß VmoH$ ]mbH$ oejm J´hU H$a CÉ oZÓ[oŒm`m± ‡m· H$a gH$ß& odo^fi ‡H$ma H$r oejU gm_J´r (—Ì`-ld` gm_J´r) N>mQ> ]mbH$mß _ß AoYH$ Í$oMOmJ´V H$aVr h°& BZH$m `WmoMV ‡`mJ oH$`m OmZm Mmoh`& od⁄mb`mß _ß N>mÃmß H$m goH´$` ]Zm`m OmZm MmohE Edß N>mÃmß H$m [yam-[yam gh`mJA‹`m[Z ‡oH´$`m _ß ‡m· oH$`m Om` VmoH$ d Í$oM[yU© Tß>J g oejm J´hU H$a gH$ßJ&e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr -e„X Hw$ßOr - oZ^©a, C[bo„Y, odH$ogV, ZdmßMmamß, oZÓ[oŒm`m∞, OmJ´V, AmoX&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - O°gm oH$ h_ OmZV h¢, AmO H$m wJ odkmZ H$m wJ h°& AV:`h AmdÌ`H$ h° od⁄mWr© odkmZ odf` _ß [maßJV hm& BgH$ ‡^mdr A‹``Zg hr ]mbH$ H$m d°kmoZH$ Xe©Z, d°kmoZH$ gmM, d°kmoZH$ —oÓQ>H$mU CÀ[fihmZm gß d h°& Bg emY H$ _m‹`_ g od⁄moW© mß H$r odkmZ odf` _ß H$o_`mßhrZVmAmß VWm H$oR>ZmB`mß H$m [Vm bJmH$a Edß C›hß Xya H$aZ H$ obEAmdÌ`H$ H$X_ CR>m` Om gH$ßJ Am°a odkmZ odf` H$ ‡oV CZH$r ÈoMOmJ´V H$r Om gH$Jr& Í$oM oH$gr dÒVw Vœ` H$ ‡oV AmH$f©U Edß CZH$‡oV [gßX H$aZ H$r ‡d•oŒm h°, O] oH$gr Ïò∫$ H$m H$mB© dÒVw [gßX AmVrh° `m A[Zr Ama AmH$of©V H$aVr h° Vm Òdm^modH$ Í$[ g H$hm Om gH$Vmh° oH$ Cg Ïò∫$ H$r Í$oM Cg dÒVw H$ ‡oV h°&

‡ÒVwV emY g_Ò`m od⁄moW©`mß H$r Í$oM g gÂ]o›YV h°& Bg g_Ò`m_ß od⁄moW©`mß H$r Í$oM oH$g ‡H$ma H$r hmVr h° ∑`mßoH$ oH$emamdÒWm _ßod⁄moW©`mß H$r Í$oM ]XbVr ahVr h° O] d [nad∫$Vm H$r Ama ]T>V h° Vmdh [hb dmbr Í$oM`mß _ß [nadV©Z hm OmVm h°&[na^mfm -[na^mfm -[na^mfm -[na^mfm -[na^mfm - o]Y_ H$ AZwgma "Í$oM oH$gr gßodbrZ hmZ d Bg_ß gßbæhmZ H$r ‡d•oŒm h° O]oH$ odao∫$ Cg_ß Xya hm OmV H$r ‡d•oŒm h°&'gÂ]oYV emY gmohÀ` -gÂ]oYV emY gmohÀ` -gÂ]oYV emY gmohÀ` -gÂ]oYV emY gmohÀ` -gÂ]oYV emY gmohÀ` - H$mB© ^r emY H$aH$ AmaÂ^ g [yd© emYH$Vm©H$ ob` oZVm›V AmdÌ`H$ h° oH$ A[Z jÃ g gÂ]oY›V C[b„Y gÂ[yU©gmohÀ` H$m JhZ A‹``Z H$a b oOgg oH$ Cg A[Z emY A‹``Z ggÂ]oYV A›` gyMZmAmß H$m kmZ ‡m· hm gH$ß&1. Ama.[r. AJ´dmb (2008) Z ÒZmVH$ ÒVa [a A‹``ZaV 100

J´m_rU VWm 100 ZJar` od⁄moW©`mß [a Hß$[b BQ≠>ÒQ> Am°a ÒH$rbgd Q>ÒQ> H$m C[`mJ H$a A[Z emY _ß oZÓH$f© oZH$mbm oH$ od⁄moW© mßH$r `mΩ`Vm [a CZH$r Í$oM`mß H$m Jham ‡^md [∂S>Vm h°&

2. EM.Or. XemB© (2008) Z _mo‹`H$ ÒVa H$ 100 N>mÃ VWm 100N>mÃmAmß [a oH$` A‹``Z nabeZ ............. H$ AmYma [a oZÓH$f©oZH$mbm oH$ od⁄moW©`mß H$ obßJ H$m ‡^md Í$oM [a [∂S>Vm h° Am°a Í$oMH$ AZwgma odo^fi jÃmß _ß od⁄moW©`mß H$r ]wo’ H$m odH$mg hmVm h°&

C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -C‘Ì` -1. emgH$r` Edß AemgH$r` od⁄mb` N>mÃmß H$ d°kmoZH$ ÈoM H$m

* em⁄mWr© (oejm) OrdmOr odÌdod⁄mb`, Ωdmobà (_.‡.) ‰mmaV

A‹``Z H$aZm&2. emgH$r` Edß AemgH$r` od⁄mb` N>mÃmAmß H$r d°kmoZH$ ÈoM H$m

A‹``Z H$aZm&3. emgH$r` Edß AemgH$r` od⁄mb` H$ od⁄moW© mß H$r d°kmoZH$ ÈoM

H$m VwbZmÀ_H$ A‹``Z H$aZm&[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -[naH$Î[ZmEß -1. emgH$r` Edß AemgH$r` od⁄mb` N>mÃmß H$ d°kmoZH$ ÈoM _ß H$mB©

gmW©H$ A›Va Zht [m`m Om`Jm&2. emgH$r` Edß AemgH$r` od⁄mb` N>mÃmAmß H$r d°kmoZH$ ÈoM _ß

H$mB© gmW©H$ A›Va Zht [m`m Om`Jm&3. emgH$r` Edß AemgH$r` od⁄mb` H$ od⁄moW© mß H$r d°kmoZH$ ÈoM

_ß H$mB© gmW©H$ A›Va Zht [m`m Om`Jm&‡oH´$`m - ‡oH´$`m - ‡oH´$`m - ‡oH´$`m - ‡oH´$`m - emYH$Vm© Z gdjU odoY H$r odefVmAmß Edß emY erf©H$ H$m‹`mZ _ß aIH$a Bg odoY H$m MòZV oH$`m h°& oOg_ß MòZV ›`mXe© [aMòZV C[H$aU H$m ‡emogV oH$`m& emYmWr© ¤mam gd©‡W_ MòZVod⁄mb`mß _ß Òd`ß OmH$a MòZV od⁄moW©`mß g ÒdoZo_©V ‡ÌZmdbr H$mhb H$adm`m J`m VWm [yU© âr hwB© ‡ÌZmdob`mß H$m EH$oÃV H$a ob`mJ`m& ‡ÌZmdbr _ß goÂ_obV oH$` J` ‡ÌZ ]hwodH$Î[r` h°& ‡ÌZmdbr_ß [´ÌZmß H$r gßª`m 35 h°&MòZV ›`mXe© (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)VmobH$m H´$_mßH$-01 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)odõfU Edß Ï`mª`m - odõfU Edß Ï`mª`m - odõfU Edß Ï`mª`m - odõfU Edß Ï`mª`m - odõfU Edß Ï`mª`m - VmobH$m H´$_mßH$-01 g Ò[ÓQ> h° oH$ -1. JUZm ¤mam ‡m· emgH$r` N>mÃm ß H$m _‹`_mZ 27.5 h° Edß

AemgH$r` N>mÃmß H$m _‹`_mZ 27.1 h°&2. JUZm ¤mam ‡m· emgH$r` N>mÃmß H$m ‡m_moUH$ odMbZ 4.35 h°

Edß AemgH$r` N>mÃmßß H$m ‡m_moUH$ odMbZ 3.38 h°&3. JUZm ¤mam ‡m· ‡m_moUH$ ÃwoQ> H$m _mZ 0.77 h°&4. JUZm ¤mam ‡m· H´$mßoVH$ AZw[mV (C.R.) H$m _mZ 0.51 h° Om 198

df [a t VmobH$m H$ _mZ 0.05 odÌdmg ÒVa [a 1.98 VWm 0.01odÌdmg ÒVa [a 2.63 XmZmß g AoYH$ h°& H´$mßoVH$ AZw[mV (C.R.)


H$m _mZ VmobH$m _mZ g H$_ hmZ [a [naH$Î[Zm og’ _mZr OmVrh°&

VmobH$m H´$_mßH$-02 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)odõfU Edß Ï`mª`m-odõfU Edß Ï`mª`m-odõfU Edß Ï`mª`m-odõfU Edß Ï`mª`m-odõfU Edß Ï`mª`m-VmobH$m H´$_mßH$-02 g Ò[ÓQ> h° oH$ -1. JUZm ¤mam ‡m· emgH$r` N>mÃmAmß H$m _‹`_mZ 26.9 h° Edß

AemgH$r` N>mÃmAmß H$m _‹`_mZ 26.7 h°&2. JUZm ¤mam ‡m· emgH$r` N>mÃmAmß H$m ‡m_moUH$ odMbZ 3.16

h° Edß AemgH$r` N>mÃmAmß H$m ‡m_moUH$ odMbZ 3.52 h°&3. JUZm ¤mam ‡m· ‡m_moUH$ ÃwoQ> H$m _mZ 0.22 h°&4. JUZm ¤mam ‡m· H´$mßoVH$ AZw[mV (C.R.) H$m _mZ 0.9 h° Om 198

df [a t VmobH$m H$ _mZ 0.05 odÌdmg ÒVa [a 1.98 VWm 0.01odÌdmg ÒVa [a 2.63 XmZmß g AoYH$ h°& H´$mßoVH$ AZw[mV (C.R.)H$m _mZ VmobH$m _mZ g H$_ hmZ [a [naH$Î[Zm og’ _mZr OmVrh°&

VmobH$m H´$_mßH$-03 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)odõfU Edß Ï`mª`m -odõfU Edß Ï`mª`m -odõfU Edß Ï`mª`m -odõfU Edß Ï`mª`m -odõfU Edß Ï`mª`m -

VmobH$m H´$_mßH$-03 g Ò[ÓQ> h° oH$ -1. JUZm ¤mam ‡m· emgH$r` N>mÃ-N>mÃmAmß H$m _‹`_mZ 27.2 h°

Edß AemgH$r` N>mÃ-N>mÃmAmß H$m _‹`_mZ 26.9 h°&2. JUZm ¤mam ‡m· emgH$r` N>mÃ-N>mÃmAmß H$m ‡m_moUH$ odMbZ

3.80 h° Edß AemgH$r` N>mÃ-N>mÃmAmß H$m ‡m_moUH$ odMbZ 3.46h°&

3. JUZm ¤mam ‡m· ‡m_moUH$ ÃwoQ> H$m _mZ 0.51 h°&JUZm ¤mam ‡m· H´$mßoVH$ AZw[mV (C.R.) H$m _mZ 0.58 h° Om 198

df [a t VmobH$m H$ _mZ 0.05 odÌdmg ÒVa [a 1.97 VWm 0.01 odÌdmgÒVa [a 2.60 XmZmß g H$_ h°& H´$mßoVH$ AZw[mV (C.R.) H$m _mZ VmobH$m_mZ g H$_ hmZ [a [naH$Î[Zm og’ _mZr OmVr h°&oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© -oZÓH$f© - [naH$Î[Zm 01 AgÀ` og’ hmVr h°& emgH$r` Edß AemgH$r`

od⁄mb` N>mÃmß H$ d°kmoZH$ ÈoM _ß H$mB© gmW©H$ A›Va Zht [m`m OmVm&[naH$Î[Zm 02 AgÀ` og’ hmVr h°& AWm©V≤ emgH$r` Edß AemgH$ròd⁄mb` N>mÃmAmß H$r d°kmoZH$ ÈoM _ß H$mB© gmW©H$ A›Va Zht [m`mOmVm &

[naH$Î[Zm 03 gÀ` og’ hmVr h°& AWm©V≤ emgH$r` Edß AemgH$ròd⁄mb` H$ od⁄moW©`mß H$r d°kmoZH$ ÈoM _ß H$mB© gmW©H$ A›Va Zht [m`mOmVm h°&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. e_m©. Ama. E. "_m[Z Edß _yÎ`mßH$Z' B©Jb ]w∑g BßQ>aZeZb _aR>

(1991) [•ÓR> gß.&2. ogßKb E_. gr. - ^maVr` oejm H$r dV©_mZ g_Ò`mE∞ amOÒWmZ

oh›Xr J´ßW AH$mX_r O`[wa (1971)3. [r. S>r. [mR>H$ - oejm _ZmodkmZ ‡H$meZ odZmX [wÒVH$ _ßoXa,

AmJam&4. À`mJr Edß [mR>H$ - oejm H$ gm_m›` og’mßV odZmX ]wH$ oS>[m,

AmJam&5. gwae ^Q>ZmJa - AmYwoZH$ ^maVr` oejm Edß g_Ò`mE∞ Ama. Eb.

]wH$ oS>[m, _aR> (1997)6. JwS>dma E S> ÒH$Q>≤g - _°WS>bm∞Or Am∞\$ EOwH$eZ naMg© EflbQ>Z

g°Myar ›`y`m∞H´$7. H$mR>mar S>r. Eg. (1996) H$ÎQ>r[eZ Am∞\$ _mab d°Î`yO H$mR>mar

Am`mJ na[mQ©>8. Eg. [r. E S> _ÎhmÃm - e°ojH$ AZwgßYmZ H$ _yb VÀd odZmX [wÒVH$

^ S>ma AmJam&9. _mWwa VO ]hmXwa - _yÎ`mß H$m grIZm [•ÓR> gß. 31410. e_m© Ama. E. "oejm AZwgßYmZ' gy`m© [o„bH$eZ _aR> (1998)

[•ÓR> gß. 6011. AoæhmÃr aod›– - AmYwoZH$ maVr` oejm Edß g_Ò`m amOÒWmZ

oh›Xr J´ßW AH$mX_r O`[wa (1999)

MòZV ›`mXe©od⁄mb` od⁄mb` od⁄mWr©

N>mÃ N>mÃm`ßemgH$r` od⁄mb` 05 50 50AemgH$r` od⁄mb` 05 50 50

`mJ- 10 100 100


VmobH$m H´$_mßH$-02emgH$r` Edß AemgH$r` od⁄mb` N>mÃmAmß H$r d°kmoZH$ ÈoM gÂ]›Yr ‡m·mßH$mß H$ gmßoª`H$r odõfUg ‡m· _‹`_mZ, ‡m_moUH$ odMbZ, ‡m_moUH$ ÃwoQ> Edß H´$mßoVH$ AZw[mV H$m oddaUN>mÃ ›`mXe© _‹`_mZ _mZH$ S.Ed. C.R. gmW©H$Vm C.R.

odMbZ JUZm ÒVa VmobH$m_mZ _mZ

emgH$r` 50 26.9 3.16 0.22 0.9 0.05 1.98od⁄mb`H$r N>mÃmE±$AemgH$r` 50 26.7 3.52 0.01 2.63 od⁄mb`H$r N>mÃmE±$

VmobH$m H´$_mßH$-03emgH$r` Edß AemgH$r` od⁄mb` H$ od⁄moW©`mß H$r d°kmoZH$ ÈoM gÂ]›Yr ‡m·mßH$mß H$ gmßoª`H$r odõfU g

‡m· _‹`_mZ, ‡m_moUH$ odMbZ ‡m_moUH$ ÃwoQ> Edß H´$mßoVH$ AZw[mV H$m oddaUod⁄mWu ›`mXe© _‹`_mZ _mZH$ S.Ed. C.R. gmW©H$Vm C.R.


emgH$r` od⁄mb` 100 27.2 3.80 0.51 0.58 0.05 1.97 H$ N>mÃñ N>mÃmE±$AemgH$r` 100 26.9 3.46 0.01 2.60 od⁄mb`N>mÃñ N>mÃmE±

*************

VmobH$m H´$_mßH$-01emgH$r` Edß AemgH$r` od⁄mb` N>mÃmß H$ d°kmoZH$ ÈoM gÂ]›Yr ‡m·mßH$mß H$m gmßoª`H$r

odõfU g ‡m· _‹`_mZ, ‡m_moUH$ odMbZ ‡m_moUH$ ÃwoQ> Edß H´$mßoVH$ AZw[mV H$m oddaUN>mÃ ›`mXe© _‹`_mZ _mZH$ S.Ed. C.R. gmW©H$Vm C.R.


emgH$r` 50 27.5 4.35 0.77 0.51 0.05 1.98od⁄mb`H$ N>mÃAemgH$r` 50 27.1 3.38 0.01 2.63 od⁄mb` H$ N>mÃ


Jm_rU Edß ehar jÃ H$ od⁄moW© mß H$r g•OZmÀ_H$Vm EdßgßdJmÀ_H$ odH$mg H$m VwbZmÀ_H$ A‹``Z

(Pmßgr OZ[X H$ gßX © _ß )

S>m∞. gwerb Hw$_ma * aod›– Hw$_ma **

emY gmamße -emY gmamße -emY gmamße -emY gmamße -emY gmamße - ‡ÒVwV A‹``Z _ß J´m_rU Edß ehar jÃ H$ od⁄moW©`mß H$r g•OZmÀ_H$Vm Edß gßdJmÀ_H$ odH$mg H$m VwbZmÀ_H$ A‹``Z oH$`mJ`m h°& dV©_mZ emY _ß Pm±gr oOb H$ J´m_rU Edß ehar jÃ H$ _m‹ò_H$ od⁄mb`mß _ß A‹``ZaV 200 od⁄moW©`mß H$m ›`mXe© H$ Í$[ _ß ob`m J`mh°& C∫$ emY _ß gßdJmÀ_H$ odH$mg H$ _m[Z H$ obE S>m∞. èdra ogßh VWm S>m∞. _he ^mJ©d ¤mam gßMnaV Edß ‡_mUrH•$V C[H$aU H$m ‡`mJ oH$`mJ`m VWm g•OZmÀ_H$Vm H$ _m[Z H$ obE S>m∞. ]mH$a _hXr ¤mam g•OZmÀ_H$ oMßVZ- oMÃmß ¤mam H$m ‡`mJ oH$`m J`m&

e„X Hß$wOr - e„X Hß$wOr - e„X Hß$wOr - e„X Hß$wOr - e„X Hß$wOr - gßdJmÀ_H$, ^mdmÀ_H$ ,CŒmOZm, gßMnaV, g•OZmÀ_H$Vm&

‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡À`H$ Ïò∫$ A[Z OrdZ _ß g_`-g_` [a H´$mY, ^`,hf©, K•Um, ‡_, dmgZm, jm^ AmoX ^mdmß H$m AZw^d H$aVm h°& B›hß gßdJH$hV h¢ & _mZd OrdZ _ß gßdJmß H$m AÀòYH$ _hÀd[yU© ÒWmZ h° & _ZwÓ`H$m gßdJmß H$ ¤mam odo^fi H$m`m~ H$m H$aZ H$r ‡aUm eo∫$ o_bVr h° &gßdJmß H$ CX` hmZ [a Ïò∫$ _ß AoVna∫$ eo∫$ H$m gßMma hmVm h° & VWmdh Eg-Eg H$m`© H$a oXImVm h° Om gm_m›` [naoÒWoV`mß _ß CgH$ obEgÂ^d ‡VrV Zht hmV h¢ & ^` H$r oÒWoV _ß Ïò∫$ H$^r-H$^r D±$M-ZrMJèmß VWm Zmbmß H$m bm±K OmVm h° H´$mY H$r oÒWoV _ß H$^r-H$^r Ïò∫$A[Z g eo∫$embr Ïò∫$ H$m [amÒV H$a XVm h°& gßdJmß H$m gÂ]›YÏò∫$ H$ OrdZ H$ ^mdmÀ_H$ [j g hmVm h° & gwIX dÒVw H$m XIH$a‡gfi hmZm, S>amdZr dÒVw H$m XIH$a Xa OmZm, B¿N>m H$ od[arV H$m`©hmZ [a H´$moYV hmZm Iam] dÒVw H$m XIH$a K•Um H$aZm VWm Xygamß H$mA^mdJ´ÒV XIH$a X`m AmZm AmoX gßdJmÀ_H$ oÒWoV H$ Hw$N> CXmhaUh¢& gßdJmß H$ CÀ[fi hmZ [a Ïò∫$ H$r _mZogH$ VWm emarnaH$ oÒWoV _ß[nadV©Z Am OmVm h°&

gßdJ dmÒVd _ß Ïò∫$ H$m o]Zm g_woMV odH$mg H$ H$m`© H$aZ H$mCŒmoOV H$aV h¢ VWm Cg CŒmOZm _ß Ïò∫$ ‡eßgZr` VWm oZ›XZr`XmZmß hr ‡H$ma H$ H$m`© H$aVm h°& gßdJ _mZd H$ obE AÀ`›V _hÀd[yU©hmV h¢&

"g•OZmÀ_H$Vm' AßJÓr ^mfm H$ oH´$òQ>odQ>r (Criativity) Zm_H$e„X H$m oh›Xr Í$[m›VaU h°, oOgH$m gm_m›` AW© h° g•OZ AWdm aMZmH$aZ H$r `mΩ`Vm g `h g•OZ oH$gr ^r jÃ _ß, oH$gr ^r ‡H$ma H$m hmgH$Vm h°& O]oH$ _Zmd°kmoZH$ —oÓQ> g Cg JwU, `mΩ`Vm AWdm eo∫$ gh° oOgH$ ¤mam dh Hw$N> ZdrZ g•OZ H$aVm h°, O°g d°kmoZH$ AmodÓH$ma,ZB© H$odVm H$r aMZm AmoX&

AV: Ò[ÓQ> h° oH$ òX H$mB© Ïò∫$ [aÂ[am g hQ>H$a Om hm MwH$m h°Cgg AbJ H$mB© ZdrZ H$m`© H$aVm h° Cg g•OZmÀ_H$Vm H$hm Om gH$Vmh°&

g•OZmÀ_H$Vm H$ gÂ]›Y _ß "S≠>da' Z obIm h°, "g•OZmÀ_H$Vm _wª`V:

* ghm`H$ ‡m‹`m[H$ (oejH$ oejm od^mJ) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV** NmÃ (E_.ES.) AVam© [r.Or. H$m∞bO, AVam© - ]m±Xm (C.‡.) ‰mmaV

ZdrZ aMZm `m CÀ[mX hmVr h°&' AV: g•OZmÀ_H$Vm dh `mΩ`Vm h° Om_ZwÓ` H$m oH$gr g_Ò`m H$m ]m°o’H$Vm[yd©H$ oZamH$aU ImOZ H$ obEZdrZ odoY g gmMZ VWm odMma H$aZ _ß gj_ ]ZmVr h°& [aÂ[am ghQ>H$a ZdrZ odoY g oMßVZ, _ßWZ VWm oH´$`m AWdm H$m`© H$aZ H$r`mΩ`Vm hr g•OZmÀ_H$Vm h°&emY H$r AmdÌ`H$Vm -emY H$r AmdÌ`H$Vm -emY H$r AmdÌ`H$Vm -emY H$r AmdÌ`H$Vm -emY H$r AmdÌ`H$Vm - gßdJmÀ_H$ odH$mg H$ A‹``Z g ‡m· gyMZmAmßH$ AmbmH$ _ß ]Émß _ß AdmßN>Zr` gßdJmß H$m odH$ogV H$aZ g amH$m OmgH$Vm h°& O°g- ]Émß _ß B©Ó`m(Jealousy), EH$ ZH$mamÀ_H$ gßdJ h°,Om Ïò∫$ H$ gdmß©JrU© odH$mg _ß ]mYH$ hm gH$Vm h°& ÒHy$b _ß oejH$VWm Ka _ß _mVm-o[Vm ]Émß _ß Bg gßdJ H$m oZò›ÃV H$a gH$V h¢ gB©Ó`m H$m ‡mÀgmohV H$aZ dmbr [naoÒWoV`mß g ]Émß H$m AbJ aIm OmgH$Vm h°, C›hß Òdß` A[Z ‡`mg g ‡JoV H$ obE ‡mÀgmohV oH$`m OmgH$Vm h° VWm CZ_ß dÒVwoZÓR> —oÓQ>H$mU H$m odH$ogV oH$`m Om gH$Vm h°g Bg Vah C›hß AZmdÌ`H$ B©Ó`m H$ XwÓ[naUm_mß g ]Mm`m Om gH$Vm h°&A‹``Z H$ C‘Ì`-A‹``Z H$ C‘Ì`-A‹``Z H$ C‘Ì`-A‹``Z H$ C‘Ì`-A‹``Z H$ C‘Ì`-1. J´m_rU d ehar jÃ H$ N>mÃmß H$r g•OZmÀ_H$Vm H$m VwbZmÀ_H$

A‹``Z H$aZm&2. J´m_rU d ehar jÃ H$ N>mÃmAmß H$r g•OZmÀ_H$Vm H$m VwbZmÀ_H$

A‹``Z H$aZm&3. J´m_rU jÃ H$ od⁄moW© mß H$r g•OZmÀ_H$Vm H$m VwbZmÀ_H$ A‹``Z

H$aZm&4. ehar jÃ H$ od⁄moW©`mß H$r g•OZmÀ_H$Vm H$m VwbZmÀ_H$ A‹``Z

H$aZm&5. J´m_rU d ehar jÃ H$ N>mÃmß H$ gßdJmÀ_H$ odH$mg H$m VwbZmÀ_H$

A‹``Z H$aZm&6. J´m_rU d ehar jÃ H$r N>mÃmAmß H$ gßdJmÀ_H$ odH$mg H$m

VwbZmÀ_H$ A‹``Z H$aZm&7. J´m_rU jÃ H$ od⁄moW©`mß H$ gßdJmÀ_H$ odH$mg H$m VwbZmÀ_H$

A‹``Z H$aZm&


8. ehar jÃ H$ od⁄moW©`mß H$ gßdJmÀ_H$ odH$mg H$m VwbZmÀ_H$A‹``Z H$aZm&

A‹``Z H$r [naH$Î[Zm - A‹``Z H$r [naH$Î[Zm - A‹``Z H$r [naH$Î[Zm - A‹``Z H$r [naH$Î[Zm - A‹``Z H$r [naH$Î[Zm - ‡ÒVwV emY H$r g_Ò`m H$ gÂ]›Y _ß ey›`[naH$Î[ZmAmß H$m oZ_m©U oH$`m J`m h° Om Bg ‡H$ma h°-1. J´m_rU d ehar jÃ H$ N>mÃmß H$r g•OZmÀ_H$Vm _ß H$mB© gmW©H$ A›Va

Zht h°&2. J´m_rU d ehar jÃ H$r N>mÃmAmß H$r g•OZmÀ_H$Vm _ß H$mB© gmW©H$

A›Va Zht h°&3. J´m_rU jÃ H$ od⁄moW©`mß H$r g•OZmÀ_H$Vm _ß H$mB© gmW©H$ A›Va

Zht h°&4. ehar jÃ H$ od⁄moW©`mß H$r g•OZmÀ_H$Vm _ß H$mB© gmW©H$ A›Va

Zht h°&5. J´m_rU d ehar jÃ H$ N>mÃmß H$ gßdJmÀ_H$ odH$mg _ß gmW©H$ A›Va

Zht h°&6. J´m_rU d ehar jÃ H$r N>mÃmAmß H$ gßdJmÀ_H$ odH$mg _ß gmW©H$

A›Va Zht h°&7. J´m_rU jÃ H$ od⁄moW© mß H$ gßdJmÀ_H$ odH$mg _ß H$mB© gmW©H$ A›Va

Zht h°&8. ehar jÃ H$ od⁄moW©`mß H$ gßdJmÀ_H$ odH$mg _ß H$mB© gmW©H$ A›Va

Zht h°&odoY -odoY -odoY -odoY -odoY - ‡ÒVwV emYH$m © _ß "gdjU odoYí H$m ‡`mJ oH$`m J`m h°&›`mXe© (‡oVXe©) - ›`mXe© (‡oVXe©) - ›`mXe© (‡oVXe©) - ›`mXe© (‡oVXe©) - ›`mXe© (‡oVXe©) - ‡ÒVwV emY _ß Pm±gr OZ[X H$ J´m_rU Edß eharjÃ H$ [m±M-[m±M _m‹ò_H$ od⁄mb`mß g 200 od⁄moW©`mß H$m ‡oVXe© H$Í$[ _ß ob`m J`m h° oOg_ß 100 J´m_rU od⁄mWr© VWm 100 ehar od⁄mWr©emo_b h¢ VWm Bg_ß J´m_rU d ehar jÃ g 50-50 N>mÃmEß r goÂ_obVh¢&‡XŒm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-VmobH$m - 1 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 1 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ J´m_rU Edß eharN>mÃmß H$ _‹`_mZ H´$_e: 24.8 Edß 29 h°, _mZH$ odMbZ H´$_e: 8.34Edß 8.51 h°, _mZH$ ÃwoQ> 1.68 ‡m· hwAm VWm Q>r H$m [naH$obV _mZ 2.5h° g Om oH$ .05 gmW©H$Vm ÒVa [a gmaUr_mZ 1.98 g AoYH$ h°,[a›Vw.01 gmW©H$Vm ÒVa [a gmaUr_mZ 2.63 g H$_ h°, AV: ‡m· Q>r-_mZ.05 ÒVa [a Vm gmW©H$ h° O]oH$ .01 ÒVa [a AgmW©H$ h°, AWm©V .01ÒVa [a ey›` [naH$Î[Zm ÒdrH•$V H$r Om gH$Vr h°&VmobH$m - 2 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 2 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ J´m_rU Edß eharN>mÃmAmß H$ _‹`_mZ H´$_e: 21 Edß 25.6 h°, _mZH$ odMbZ H´$_e: 6.16Edß 6.18 h°, _mZH$ ÃwoQ> 1.22 ‡m· hwAm VWm Q>r H$m [naH$obV _mZ 3.77h° & Om oH$ .05 gmW©H$Vm ÒVa [a gmaUr_mZ 1.98 g AoYH$ h°, VWm .01gmW©H$Vm ÒVa [a gmaUr_mZ 2.63 g ^r AoYH$ h°, AV: ‡m· Q>r-_mZ.01 Edß .05 ÒVa [a XmZmß _‹Ê_mZmß H$m A›Va gmW©H$ h° ey›` [naH$Î[ZmÒdrH•$V H$r Om gH$Vr h°&VmobH$m - 3 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 3 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ J´m_rU od⁄moW© mßH$ _‹`_mZ H´$_e: 24.8 Edß 21 h°, _mZH$ odMbZ H´$_e: 8.34 Edß6.16 h°, _mZH$ ÃwoQ> 1.46 ‡m· hwAm VWm Q>r H$m [naH$obV _mZ 2.60 h°

g Om oH$ .05 gmW©H$Vm ÒVa [a gmaUr_mZ 1.98 g AoYH$ h°, [a›Vw.01 gmW©H$Vm ÒVa [a gmaUr_mZ 2.63 g H$_ h°, AV: ‡m· Q>r-_mZ.05 ÒVa [a Vm gmW©H$ h° O]oH$ .01 ÒVa [a AgmW©H$ h°, AWm©V .01ÒVa [a ey›` [naH$Î[Zm ÒdrH•$V H$r Om gH$Vr h°&VmobH$m - 4 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 4 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ ehar od⁄moW©`mßH$ _‹`_mZ H´$_e: 29 Edß 25.6 h°, _mZH$ odMbZ H´$_e: 8.51 Edß6.81 h°, _mZH$ ÃwoQ> 1.48 ‡m· hwAm VWm Q>r H$m [naH$obV _mZ 2.29 h°&Om oH$ .05 gmW©H$Vm ÒVa [a gmaUr_mZ 1.98 g AoYH$ h°,[a›Vw .01gmW©H$Vm ÒVa [a gmaUr_mZ 2.63 g H$_ h°, AV: ‡m· Q>r-_mZ .05ÒVa [a Vm gmW©H$ h° O]oH$ .01 ÒVa [a AgmW©H$ h°, AWm©V .01 ÒVa [aey›` [naH$Î[Zm ÒdrH•$V H$r Om gH$Vr h°&VmobH$m - 5 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 5 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ J´m_rU Edß eharN>mÃmß gßdJmÀ_H$ odH$mg H$ _‹`_mZ H´$_e: 97 Edß 119.46 h°, _mZH$odMbZ H´$_e: 10.53 Edß 22.41 h°, _mZH$ ÃwoQ> 3.5 ‡m· hwAm VWm Q>rH$m [naH$obV _mZ 6.41 h° g Om oH$ .05 gmW©H$Vm ÒVa [a gmaUr_mZ1.98 g AoYH$ h°, VWm .01 gmW©H$Vm ÒVa [a gmaUr_mZ 2.63 g ^rAoYH$ h°, AV: ‡m· Q>r-_mZ .01 Edß .05 ÒVa [a XmZmß _‹`_mZmß H$mA›Va gmW©H$ h° ey›` [naH$Î[Zm oZaÒV H$r OmVr h°&VmobH$m -6 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 6 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ J´m_rU Edß eharN>mÃmAmß H$ gßdJmÀ_H$ odH$mg H$ _‹`_mZ H´$_e: 91 Edß 110.24 h°,_mZH$ odMbZ H´$_e: 10.02 Edß 24.03 h°, _mZH$ ÃwoQ> 4.24 ‡m· hwAmVWm Q>r H$m [naH$obV _mZ 4.53 h° g Om oH$ .05 gmW©H$Vm ÒVa [agmaUr_mZ 1.98 g AoYH$ h°, VWm .01 gmW©H$Vm ÒVa [a gmaUr_mZ2.63 g ^r AoYH$ h°, AV: ‡m· Q>r-_mZ .01 Edß .05 ÒVa [a XmZmß_‹`_mZmß H$m A›Va gmW©H$ h° ey›` [naH$Î[Zm oZaÒV H$r OmVr h°&VmobH$m -7 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 7 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ J´m_rU od⁄moW© mßH$ gßdJmÀ_H$ odH$mg H$ _‹`_mZ H´$_e: 97 Edß 91 h°, _mZH$ odMbZH´$_e: 10.53 Edß 18.02 h°, _mZH$ ÃwoQ> 2.94 ‡m· hwAm VWm Q>r H$m[naH$obV _mZ 2.04 h° & Om oH$ .05 gmW©H$Vm ÒVa [a gmaUr_mZ 1.98g AoYH$ h°,[a›Vw .01 gmW©H$Vm ÒVa [a gmaUr_mZ 2.63 g H$_ h°,AV: ‡m· Q>r-_mZ .05 ÒVa [a Vm gmW©H$ h° O]oH$ .01 ÒVa [a AgmW©H$h°, AWm©V .01 ÒVa [a ey›` [naH$Î[Zm ÒdrH•$V H$r Om gH$Vr h° gVmobH$m -8 (XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)(XI AmJ [•> [a)

gmaUr gßª`m 8 H$ AdbmH$Z g Ò[ÓQ> hmVm h° oH$ ehar od⁄moW©`mßH$ _‹`_mZ H´$_e: 119.46 Edß 110.24 h°, _mZH$ odMbZ H´$_e:22.41 Edß 24.03 h°, _mZH$ ÃwoQ> 4.64 ‡m· hwAm VWm Q>r H$m [naH$obV_mZ 1.95 h° g Om oH$ .05 gmW©H$Vm ÒVa [a gmaUr_mZ 1.98 g H$_ h°,VWm .01 gmW©H$Vm ÒVa [a gmaUr_mZ 2.63 g r H$_ h°, AV: ‡m· Q>r-_mZ .01 VWm .05 ÒVa [a XmZmß _‹`_mZmß _ß H$mB© gmW©H$ A›Va Zht h°ey›` [naH$Î[Zm ÒdrH•$V H$r OmVr h°&gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. [mR>H$, [r.S>r.- oejm-_ZmodkmZ, lr odZmX [wÒVH$ _ßoXa, AmJam&2. lrdmÒVd, dr.Eg. -]mb odH$mg Edß oejU odoY`m±, od⁄m ‡H$meZ


_ßoXa, ob., ZB© oXÑr &3. lrdmÒVd, S>m ∞. Í$[mbr, -gßO` ]r.ES>. oXΩXe©Z, gßO`

[o„bH$e›g, AmJam &4. Xw], S>m∞. H$m` - oejm H$ _Zmd°kmoZH$ AmYma, Hw$_ma [o„bH$eZ,

AmJam &5. Jw·m, Eg0 H$0 - EflbmB©S> ÒQ>oQ>oÒQ>∑g \$m∞a EOwH$eZb nagM©,

o_Œmb [o„bH$eZ ZB© oXÑr &

6. _mWwa Eg. Eg. - EOwH$eZb gmBH$mbm∞Or, odZmX [wÒVH$ _ßoXaAmJam &

7. e_m©, Ama0 E0 -oejm _ß AZwgßYmZ, Ama. bmb ]wH$ oS>[m,AmJam &

8. ew∑b, Am0[r0 - oejm _ZmodkmZ, ^maV ‡H$meZ bIZD$ &9. Mm°hmZ, Eg0Eg0- ES>dm›gS> EOwH$eZb gmBH$mbm∞Or, odH$mg

[o„boeßJ hmD$g, ZB© oXÑr &10. B›Q>aZQ> [Ã-[oÃH$mEß, `mOZm, X°oZH$ OmJaU, Hw$ÈjÃ &

‡XŒmm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒmm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒmm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒmm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-‡XŒmm ß H$m gmaUrH$aU Edß [naH$Î[Zm [arjU-VmobH$m - 1

A‹``Z g_yh gßª`m _‹`_mZ _mZH$ odMbZ ‡_moUH$ Ã•oQ> Q>r _mZ oZÓH$f©(N>) (M) (SD) (ED)

J´m_rU N>mÃ 50 24.8 8.34 1.68 2.5 0.01 gmW©H$Vmehar N>mÃ 50 29 8.51 ÒVa [a ÒdrH•$V

VmobH$m - 5A‹``Z g_yh gßª`m _‹`_mZ _mZH$ odMbZ ‡_moUH$ Ã•oQ> Q>r _mZ oZÓH$f©

(N>) (M) (SD) (ED)J´m_rU N>mÃ 50 97 10.53 3.5 6.41 0.01 gmW©H$Vmehar N>mÃ 50 119.46 22.41 ÒVa [a ÒdrH•$V




(N>) (M) (SD) (ED)J´m_rU N>mÃ 50 24.6 8.34 1.46 2.60 0.01 gmW©H$Vmehar N>mÃ 50 21 6.16 ÒVa [a ÒdrH•$V





(N>) (M) (SD) (ED)J´m_rU N>mÃ 50 119.46 22.41 4.64 1.95 0.01 gmW©H$Vmehar N>mÃ 50 110.24 24.03 ÒVa [a ÒdrH•$V


(N>) (M) (SD) (ED)J´m_rU N>mÃ 50 97 10.53 2.94 2.04 0.01 gmW©H$Vmehar N>mÃ 50 91 18.02 ÒVa [a ÒdrH•$V


(N >) (M) (SD) (ED)J´m_rU N>mÃ 50 91 10.02 4.24 4.53 0.01 gmW©H$Vmehar N>mÃ 50 110.24 24.03 ÒVa [a ÒdrH•$V

*************


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"Change is variation from a previous state or made of


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"Bg ‡H$ma ZdmMma Edß odMma h° EH$ Ï`dhma h° AWdm dÒVw i OmZdrZ Am°a dV©_mZ H$m JwUmÀ_H$ ÒdÍ$[ h°' &gßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñgßX^© J´ßW gyMr ïñ1. AJ´dmb, O.gr. 1995 e°ojH$ emY H$m [naM` Am`© [o„bH$eZ

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C[^m∫$m OmJÍ$H$Vm - EH$ gÂ‡À`mÀ_H$ A‹``Z

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H$m ©odoY Edß ‡odoY& ZdrZ gßemoYV gßÒH$aU, Bbmhm]mX - emaXm[wÒVH$ ^dZ [•ÓR> 107&

2. Jw·m, Eg.[r. (2015) AZwgßYmZ gßXoe©H$m - gÂ‡À`` H$m`©odoYEdß ‡odoY&ZdrZr gßemoYV gßÒH$aU, Bbmhm]mX - emaXm [wÒVH$ ^dZ [•.56&

3. http;//www.mahashakti.org .in /201507 consumer-awareness html

4. http://www. indiastudychannel.com/resources/ 154880-Consumer-awarness-importance consumer awarenessrights consumers.aspx

5. http://theviewspaper.net/consumer-awareness/6. https://www.chauthiduniya.com/20/12/09consumer-

law-and-we awaken awakenclient.html.7. http://navbharattimes.com/ISI/articleshow/7127709.

cms8. http://happyhindi.com/jago-consumer-complaint-

online/9. http://Shodhganga.inflibnet.ac.in/simple.

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‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - ‡ÒVmdZm - d•’mß H$r bJ^J g^r ‡H$ma H$r emarnaH$, _mZogH$ gß]ßYrAm°a AmoW©H$ g_Ò`mAmß H$m grYm gß]ßY [nadma g h°& AV: [nadma _ß CZH$gm_ßOÒ` H$m gwoZoÌMV oH$`m OmZm AmdÌ`H$ h°& AmO d•’mdÒWm _ßÏò∫$ H$m AoYH$ g_m`mOZ j_Vm H$r AmdÌ`H$Vm hmVr h°& ⁄o[ CZH$rAmdÌ`H$VmAmß H$r Vrd´Vm H$_ hm OmVr h°& [a›Vw CZH$r gwajm Edß XI^mbH$r AmdÌ`H$Vm ]∂T> OmVr h°& AV: C›hß A[Z gßVmZmß g g_`mOZ ÒWmo[VH$aZm MmohE VWm g_` H$r _mßJ H$ AZwgma Òd`ß _ß [nadV©Z bmZm MmohE&C›hß ]XbV [mnadmnaH$ _yÎ`mß _ß [nadV©Z H$ gmW hr Òd`ß H$m g_`moOVH$aZm MmohE& ∑`mßoH$ AmO ]∂T>Vr _h±JmB© d A›` H$maUmß g ]Q>-]hy XmZmßZm°H$ar H$aZ OmV h¢& Ka H$m H$m_ Zm°H$amZr g H$admZm OÍ$ar hm OmVm h°Egr oÒWoV _ß CZH$r Wmgß d _XX H$aZm A[Zm H$V©Ï` g_PZm MmohE&C∫$ —oÓQ>H$mU H$m ‹`mZ _ß aIV hwE odef Vma [a `h A‹``Z CZ d•’mßH$ gÂ[y m© Ao^`mOZ H$m kmV H$aZ [a oH$`m J`m h° oOZH$r [wÃdYyH$m`©H$mar/AH$m`©H$mar h°&A‹``Z H$m C‘Ì` - A‹``Z H$m C‘Ì` - A‹``Z H$m C‘Ì` - A‹``Z H$m C‘Ì` - A‹``Z H$m C‘Ì` - d•’mdÒWm H$ gÂ[yU© g_m`mOZ [a [wÃdYy H$H$m ©H$mar AWdm AH$m ©H$mar ÒVa H$m g_m`mOZ [a ‡^md H$m VwbZmÀ_H$A‹``Z H$aZm h°&emY _ß ‡`w∫$ e„Xmß H$r H$m`m©À_H$ [na^mfm :emY _ß ‡`w∫$ e„Xmß H$r H$m`m©À_H$ [na^mfm :emY _ß ‡`w∫$ e„Xmß H$r H$m`m©À_H$ [na^mfm :emY _ß ‡`w∫$ e„Xmß H$r H$m`m©À_H$ [na^mfm :emY _ß ‡`w∫$ e„Xmß H$r H$m`m©À_H$ [na^mfm :1.1.1.1.1. d•’ - d•’ - d•’ - d•’ - d•’ - d•’mdÒWm H$r Am`w 70 df© oZYm©naV H$r JB© h°& ∑`mßoH$A_naH$m oÒWV "Metlife Mature Market Institute'Zm_H$ gßÒWm ZO] A[Z gd H$ Xm°amZ Ïò∫$`mß g d•’mdÒWm H$r Am`w H$ gß]ßY _ß ‡ÌZoH$`m Vm gdm©oYH$ ‡oVeV Ïò∫$`mß Z 70 df© g AoYH$ H$r Am`w H$m hrd•’mdÒWm H$r Am`w _mZm h°& AV: 70 df© AWdm Cgg AoYH$ Am`w H$Ïò∫$`mß H$m d•’mß _ß goÂ_obV oH$`m J`m h°&2.2.2.2.2. H$m`©H$mar _ohbm - H$m`©H$mar _ohbm - H$m`©H$mar _ohbm - H$m`©H$mar _ohbm - H$m`©H$mar _ohbm - H$m`©H$mar _ohbm g VmÀ[`© Cg _ohbm g h°Om H$_ g H$_ 5-6 KßQ> Am` CÀ[mXH$ H$m`m H$ ob` Ka g ]mha ahVrhm&3.3.3.3.3. AH$m`©H$mar _ohbm - AH$m`©H$mar _ohbm - AH$m`©H$mar _ohbm - AH$m`©H$mar _ohbm - AH$m`©H$mar _ohbm - AH$m`©H$mar _ohbm g VmÀ[`© Cg _ohbm gh°, Om Ka _ß ahH$a H$db Ka H$m H$m`© H$aVr hm

* AoVoW od¤mZ (J•h odkmZ) dr.Ama.Or. JÎg© H$m∞bO, _wama, Ωdmobà (_.‡.) ‰mmaV

A‹``Z H$m jÃ - A‹``Z H$m jÃ - A‹``Z H$m jÃ - A‹``Z H$m jÃ - A‹``Z H$m jÃ - oH$gr r emY H$m`© H$m H$aZ H$ obE Cgg gÂ]ßoYVjÃ H$m oZoÌMV H$aZm AmdÌ`H$ hm OmVm h°, oOgH$r ghm`Vm g dhH$m`© gÂ[fi hmVm h°& ‡ÒVwV emY H$m`© hVw BßXm°a eha H$ oZdmgr d•’mß H$mM`Z gm‘Ì` oZXe© ‡Umbr g oH$`m J`m h°&oZXe© H$m AmH$ma - oZXe© H$m AmH$ma - oZXe© H$m AmH$ma - oZXe© H$m AmH$ma - oZXe© H$m AmH$ma - A‹``Z hVw Hw$b 400 oZXe© BH$mB©`mß g gyMZmgßH$obV H$r JB© h°&C[H$aU - C[H$aU - C[H$aU - C[H$aU - C[H$aU - ‡ÒVwV A‹``Z _ß d•’mß H$ gÂ[yU© g_m`mOZ H$ _m[Z hVwe_emX, Ogdra H$m°a H$ ¤mam oZo_©V "d•’ g_m`mOZ gyMr' VWm [wÃdYyH$r g_`mOZ j_Vm H$r _m[ [r. Hw$_ma ¤mam oZo_©V "RevisedAdjustment Inventory' H$m C[`mJ oH$`m J`m h°&gmßoª`H$r` odõfU - gmßoª`H$r` odõfU - gmßoª`H$r` odõfU - gmßoª`H$r` odõfU - gmßoª`H$r` odõfU - gmßoª`H$r` odõfU H$ obE C‘Ì` H$ AZwÍ$["H$m`-dJ© _yÎ`' H$m C[`mJ oH$`m J`m h°&

gmaUr H´$_mßH$-01gmaUr H´$_mßH$-01gmaUr H´$_mßH$-01gmaUr H´$_mßH$-01gmaUr H´$_mßH$-01d•’mß H$r gÂ[yU© Ao^`mOZ j_Vm Edß [wÃdYy H$ H$m`©H$mar/

AH$m`©H$mar ÒVa H$r VwbZm - Ao^`mOZ Ao^`mOZ Ao^`mOZ Ao^`mOZ Ao^`mOZ H$m`©H$marH$m`©H$marH$m`©H$marH$m`©H$marH$m`©H$mar AH$m`©H$marAH$m`©H$marAH$m`©H$marAH$m`©H$marAH$m`©H$mar gmW©H$VmgmW©H$VmgmW©H$VmgmW©H$VmgmW©H$Vm ÒVa ÒVa ÒVa ÒVa ÒVa [wÃdYy[wÃdYy[wÃdYy[wÃdYy[wÃdYy [wÃdYy[wÃdYy[wÃdYy[wÃdYy[wÃdYy CÉ 54 ‡oVeV 47 ‡oVeV 0.05 ÒVa [a gmW©H$ Am°gV 33 ‡oVeV 32 ‡oVeV Zht oZÂZ 13 ‡oVeV 21 ‡oVeV

H$m`©-dJ© _yÎ` = 3.4 ÒdmVßfi` ÒVa = 2C[am∫$ gmaUr H´$_mßH$ 01 _ß [wÃdYy H$ H$m`©H$mar/AH$m`©H$mar ÒVa

H$m d•’mß H$ Ao^`mOZ [a ‡^md AßoH$V oH$`m J`m h°&C∫$ gmaUr g Ò[ÓQ> hmVm h° oH$ H$m`©H$mar/AH$m`©H$mar [wÃdYy H$

gÂ[yU© Ao^`mOZ H$m H$m` dJ© _yÎ` 02 ÒdmVßfi` ÒVa [a 3.4 [m`mJ`m, Om oH$ 0.05 ÒVa [a gmW©H$ Zhr h°& AWm©V≤ Ò[ÓQ> hmVm h° oH$ [wÃdYyH$ H$m`©H$mar ÒVa H$m d•’mß H$ gÂ[yU© Ao^`mOZ [a H$mB© ‡^md Zhr[∂S>Vm h°&


gmaUr H´$_mßH$-02gmaUr H´$_mßH$-02gmaUr H´$_mßH$-02gmaUr H´$_mßH$-02gmaUr H´$_mßH$-02d•’ Ûr H$ gÂ[yU© j_Vm [a [wÃdYy H$ H$m`©H$mar/AH$m`©H$mar ÒVa

H$m ‡^md - Ao^`mOZ Ao^`mOZ Ao^`mOZ Ao^`mOZ Ao^`mOZ H$m`©H$marH$m`©H$marH$m`©H$marH$m`©H$marH$m`©H$mar AH$m`©H$marAH$m`©H$marAH$m`©H$marAH$m`©H$marAH$m`©H$mar gmW©H$VmgmW©H$VmgmW©H$VmgmW©H$VmgmW©H$Vm ÒVa ÒVa ÒVa ÒVa ÒVa [wÃdYy[wÃdYy[wÃdYy[wÃdYy[wÃdYy [wÃdYy[wÃdYy[wÃdYy[wÃdYy[wÃdYy CÉ 52 44 0.05 ÒVa [a gmW©H$ Am°gV 31 26 Zht oZÂZ 17 30

H$m`-dJ© _yÎ` = 4.6 ÒdmVßfi` ÒVa = 2C[am∫$ gmaUr H´$_mßH$ 02 _ß [wÃdYy H$ H$m`©H$mar/AH$m`©H$mar ÒVa

[a d•’ Ûr H$ Ao^`mOZ j_Vm [a ‡^md AßoH$V h°&C∫$ gmaUr g Ò[ÓQ> hmVm h° oH$ CÉ Ao^`moOV d•’ Ûr H$r 52

[wÃdYw`ß H$m`©H$mar h° VWm 4 [wÃdYw` AH$m`©H$mar h°&Am°gV Ao^`mOZ w∫$ d•’ Ûr H$r 31 [wÃdYw H$m ©H$mar h°& oZÂZ

Ao^`mOZ `w∫$ d•’ Ûr H$r 17 [wÃdYw` H$m`©H$mar VWm 30 [wÃdYw`ßAH$m`©H$mar h°&

gmßoª`H$r` odõfU H$ A›VJ©V 2 ÒdmVßfi` ÒVa H$m` dJ© H$m_yÎ` 4.6 [m`m J`m, Om oH$ 0.05 ÒVa [a gmW©H$ Zhr h°&

AV: `h oZÓH$f© oZH$mbm J`m oH$ [wÃdYy H$ H$m`©H$mar ÒVa H$m‡^md d•’ Ûr H$r Ao^`mOZ [a Zhr [∂S>Vm h°&

gmaUr H´$_mßH$-03gmaUr H´$_mßH$-03gmaUr H´$_mßH$-03gmaUr H´$_mßH$-03gmaUr H´$_mßH$-03d•’ [wÍ$f H$ gÂ[yU© Ao^`mOZ j_Vm [a [wÃdYy H$ H$m`©H$mar/

AH$m`©H$mar ÒVa [a ‡^md Ao^`mOZ Ao^`mOZ Ao^`mOZ Ao^`mOZ Ao^`mOZ H$m`©H$marH$m`©H$marH$m`©H$marH$m`©H$marH$m`©H$mar AH$m`©H$marAH$m`©H$marAH$m`©H$marAH$m`©H$marAH$m`©H$mar gmW©H$VmgmW©H$VmgmW©H$VmgmW©H$VmgmW©H$Vm ÒVa ÒVa ÒVa ÒVa ÒVa [wÃdYy[wÃdYy[wÃdYy[wÃdYy[wÃdYy [wÃdYy[wÃdYy[wÃdYy[wÃdYy[wÃdYy CÉ 55 51 0.05 ÒVa [a gmW©H$ Am°gV 35 38 Zht oZÂZ 10 11

H$m`© dJ© _yÎ` = 0.03 ÒdmVßfi` ÒVa = 2

C[am∫$ gmaUr H´$_mßH$ 03 _ß [wÃdYy H$ H$m`©H$mar/AH$m`©H$mar ÒVaH$m d•’ [wÍ$f H$r Ao^`mOZ j_Vm [a ‡^md AßoH$V h°&

C∫$ gmaUr g Ò[ÓQ> h° oH$ CÉ Ao^`mOZ `w∫$ [wÍ$fmß H$r 55[wÃdYw`ß H$m`©H$mar h° VWm 51 [wÃdYw`ß AH$m`©H$mar h¢& Am°gV Ao^`mOZ`w∫$ d•’ [wÍ$fmß H$r 35 [wÃdYw`ß H$m`©H$mar VWm 38 [wÃdYw`ß AH$m`©H$marh°& Cgr ‡H$ma oZÂZ Ao^`moOV d•’ [wÍ$fmß H$r 10 [wÃdYw` H$m`©H$marVWm 11 [wÃdYw` AH$m`©H$mar h¢&

gmßoª`H$r` odõfU H$aZ [a [m`m J`m oH$ 2 ÒdmVßfi` ÒVa [aH$m` dJ© H$m _yÎ` 0.3 h°, Om 0.05 ÒVa [a gmW©H$ Zhr h°&

AV: Bg A‹``Z H$ AmYma [a H$hm Om gH$Vm h° oH$ [wÃdYwAmß H$H$m`©H$mar ÒVa H$m d•’ [wÍ$fmß H$ Ao^`mOZ [a H$mB© ‡^md Zhr [∂S>Vm h°&

gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-gßX^© J´ßW gyMr ï-1. Anantharaman (1988) “Adjustment & It’s correlates in

old age” in “Aged in India, Problems & perspectives”by Bose A.B. & Gangrade, K.D. Chugh Publications,Allahabad.

2. Biswas, S.K. (1987) “ Dependence & family care ofthe aged in a village - India : A care study”. In S.K.Biswas (ed.) Aging in contemporary India. Calcutta :India Anthropological Society.

3. Mason, K.O. (1992) “Family Changes & Support of theElderly Asia” Asia - Pacific Population Journal.

4. AJ´dmb, S>m∞. Or.H$. (2003) "^maV _ß g_mO emÛ', gmohÀ`^dZ, AmJam&

5. habm∞H$, EobOm]W, ]r (1967) "odH$mg _ZmodkmZ', ^mJ-2,[amJmZ E›Q>a ‡mBOg, ›`y oXÑr&

6. ogßh, S>m∞. d•›Xm (2012) "_mZd odH$mg Edß [mnadmnaH$ gÂ]›Y',[ßMerb ‡H$meZ, O`[wa&

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