Dr. Hansa Vyas - 1-11-2018

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2 %% L=kh % vfLrRo ls ,d dne vkxs
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laiknd
MkW- galk O;kl
f'kokfyd iz d k'ku
fnYyh okjk.klh
izFke laLdj.k % 2018
ewY; % 495-00 #i;s
ISBN : 978-93-87195-45-5
bl iqLrd dk dksbZ Hkh Hkkx fdlh Hkh :i esa ;k fdlh Hkh vFkZ esa laiknd dh vuqefr ds fcuk izdkf'kr
ugha fd;k tk ldrkA lokZf/kdkj ys[kd ds v/khu gSA
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Stri
Astitwa Se Ek Kadam Aage
Edited by : Dr. Hansa Vyas
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dqN 'kCn viuh vksj ls----
ukjh dk lcyk ls vcyk gks tkuk lekt dk lcy ls fucZy gksuk gS ;g lekt
esa ukjh dh lkekftd fLFkfr dks n'kkZrh gSA vkt orZeku lUnHkksZa esa ;fn ge ckr
djsa rks ;g fufoZokn lR; gS fd ukjh us viuh ukjh lqyHk izÑfr vkSj izo`fÙk ls ijs
tkdj jktflagklu ls ysdj ;q) ds eSnku rd vkSj ?kj dh nsgjh ls ysdj vkleku
dh ÅapkbZ;ksa rd vius vkidks LFkkfir fd;k gSA
;g lp gS fd nqfu;k dh vk/kh vkcknh vHkh Hkh 'kksf"kr gS] ihfM+r gSA 'kkjhfjd
fgalk dk f'kdkj og dHkh rstkc ls tyk nh tkrh gS rks dHkh xyk ?kksaV dj mldh
lkalsa cUn dj nh tkrh gSaA tks dHkh ftUnk gh fprk dh vkx ds gokys dj nh tkrh
gSA bruk gh ugha dHkh og dks[k ls gh ckgj ugha vk ikrhA
dSlh foMEcuk gS ftl dks[k ls iq#"k us tUe fy;k mlh dks[k ij vR;kpkj djrs
mls ladksp ugha gksrkA og D;ksa Hkwy tkrk gS fd ftl fnu ukjh dh dks[k ugha gksxh]
ml fnu mldk vfLrRo dgk¡ gksxkA
cM+k fofp=k lk yxrk gS uojkf=k esa dU;k iwtu] dU;k Hkkstu 'kfDr mikluk
dk ,d i;kZ; gSA ?kj] pkSd] pkSjkgs nsoh mikluk ds dsUnz cu tkrs gSaA iwjk ns'k nsoh
dh HkfDr esa yhu gks tkrk gS] ij ?kj dh nsgjh ds vUnj dh 'kfDr :is.k ukjh ds
izfr mldk n`f"Vdks.k ,dne vyx gksrk gSA
tcfd bfrgkl xokg gS fd vklqjh 'kfDr;ksa dk fouk'k 'kfDr :is.k ekrk
ikoZrh ds vusd :iksa us gh fd;k gSA jktk foØekfnR; ds flagklu dh cÙkhl
iqrfy;k¡ gh ml flagklu dh rkdr FkhA jktk Hkkst dks /keZ&deZ] nku&Kku]
ijksidkj] lfg".kqrk] 'kwjohjrk] ijkØe vkfn xq.kksa dk Kku cÙkhl iqrfy;k¡ gh
djkrh gSaA ;g Hkh lR; gS fd tSls gh iqrfy;k¡ flagklu NksM+rh gSa] flagklu dk
nqnZ'kk dky izkjEHk gks tkrk gSA flagklu dh rkdr 'kfDr :is.k ukjh gh Fkh tks
cÙkhl izrhdkRed iqrfy;ksa ds :i esa flagklu esa fo|eku FkhA
izLrqr lanHkksZa dk ;g eryc dnkfi ugha fd ukjh gh lc dqN gS] ij ;g vVy

lR; gS fd ukjh ds fcuk dqN Hkh ughaA og ;fn tuuh gS lH;rk vkSj laLÑfr dh
rks mldh gh dks[k ls l`f"V vkdkj ikrh gSA ukjh esa og lkeF;Z gS fd og O;fDr]
ifjokj] lekt vkSj jk"Vª esa O;kIr ghurk cks/k dks nwj dj ldsA og x`g izca/kd gS]
og ikyd gS] og jpf;rk gSA og /kk; ek¡ cudj ;fn bfrgkl ds iUuksa esa vej
gS rks nqxkZorh] vofUr ckbZ] jkuh y{ehckbZ cudj Hkkjr ds rkt esa ef.k dh rjg
lq'kksfHkr gSaA rkjkckbZ dk Lora=krk laxzke vkSj thtkckbZ dk la?k"kZ vkt Hkh
izfrfuf/k mnkgj.k ds :i esa izLrqr gSA efgyk lUrksa vkSj lekt lq/kkjdksa dh ,d
le`) ijEijk Hkkjrh; olqU/kjk dks vyaÑr djrh jgh gSA
lukru fpUru /kkjk esa ekr`'kfDr egk'kfDr gSA og ljLorh gS] y{eh gS] nqxkZ
gSA og ljLorh ds :i esa Kku ds pje mRd"kZ dk usr`Ro gS] y{eh ds :i esa ije
oSHko dk laj{k.k gS vkSj nqxkZ ds :i esa Hkh"k.k nSR;ksa dk lagkj djus esa l{ke gSA
ekr`'kfDr dh lcls egRoiw.kZ vkSj lkFkZd Hkwfedk ;g gS fd og ihf<+;k¡ x<+rh gS
vkSj Hkjld iz;Ru djrh gS fd ;s ihf<+;k¡ lQyrkiwoZd thou dh lhf<+;k¡ p<+sA
pyrs&pyrs _Xosn ds nlosa e.My ds 125osa lwDr dh _pk okxkEHk`.kh dh ;g
vkReLrqfr mYys[kuh; gS&
e;k lks vUuefr ;ks foi';rh ;% izkf.kuh ; bZ Ük`.kksR;qDreA
veUroks eka r mif{k;fUr Jqf/k Jqr Jf)oa rs onkfeAA10210AA ¼_Xosn½
vFkkZr~ izkf.k;ksa esa tks thou 'kfDr gS] n'kZu {kerk gS] Kku&Jo.k lkeF;Z gS]
vUu Hkksx djus dh lkeF;Z gS] og lHkh eq> okXnsoh ds lg;ksx ls gh izkIr gksrh
gSA tks esjh lkeF;Z dks ugha tkurs os fou"V gks tkrs gSaA gs cqf)eku fe=kksa vki
/;ku nsa] tks Hkh esjs }kjk dgk tk jgk gS] og J)k dk fo"k; gSA
MkW- galk O;kl
%% 7
izLrkouk
vkt ftruh nwj rd vkSj ftrus ikl rd gekjh utj tkrh gS] uUgha Ng ekg dh
eklwe cPph ls ysdj 70 o"kZ rd dh cqtqxZ efgyk 'kkjhfjd fgalk vkSj 'kks"k.k dk
f'kdkj gks jgh gSA Hkkjr dk dksuk&dksuk mldh nnZ Hkjh phRdkj ls xwat jgk gSA og
vius ls gh Bxh tk jgh gS vkSj ^cspkjh* 'kCn dks lkFkZd dj jgh gS
ij ;g dsoy ,d i{k gSA og izÑfr iznÙk viuh dkseyrk dks vius
vkRefo'okl ls l'kDr djrs gq, /kjrh] ty] vkleku dh Å¡pkbZ dks uki jgh gSA
og dfo vkSj ys[kd dh dksjh dYiuk ugha jgh] vc mldh ys[kuh Hkh l'kDr gks
jgh gSA mlus cUnwd Hkh vius dU/kksa ij mBk yh gS] ns'k lsok ds fy,A og naxy
xyZ] QksVksxzkQj] f[kykM+h cudj vius vfLrRo ls ,d dne vkxs vius vkidks
LFkkfir dj jgh gSA
,sls gh dqN fcUnqvksa ds lkFk izLrqr gS dqN l'kDr igyw bl iqLrd ds :i esaA
%% 9
vuq Ø e
Øe la - 'kh"kZd ys [ kd i`"B la[;k
dqN 'kCn viuh vksj ls---- 5

izLrkouk 7
1- lrh ls l'kfDrdj.k rd dh ;k=kk MkW- galk O;kl 11
2- vkRefuHkZj gksrh ukjh vkSj MkW-¼Jherh½ vlqUrk 30
Lolgk;rk lewg dqtwj
3- efgyk;sa ?kjsyw izca/k O;oLFkk ls MkW- ¼Jherh½ ehuk 44
m|ferk dh vksj dhj
4- ekuo vf/kdkjksa ls l'kDr gksrh MkW-¼Jherh½ jf'e 54
efgyk,a frokjh
5- vkfFkZd fodkl ,oa efgyk MkW-¼Jherh½ lfork 64
l'kfDrdj.k xqIrk
6- efgyk fodkl ds jktuSfrd MkW- uhrk pkScs 75
n`f"Vdks.k
7- /ku ds izca/ku esa efgykvksa dh MkW- o"kkZ pkS/kjh 80
Hkwfedk
8- le;&O;oLFkkiu ,oa efgyk;sa MkW- Hkkjrh nqcs 89
9- efgykvksa ds fodkl esa iks"kd MkW- jf'e 94
rRoksa dh Hkwfedk JhokLro
10- efgyk m|fe;ksa dh leL;k,¡ MkW- la/;k jk; 98
Øe la - 'kh"kZd ys [ kd i`"B la[;k

11- Role of Education in Women Dr. Kalpana 109
Empowerment and Development Bishwas
12- A Critique On Feminist Dr. Mamta 146
Writing Garg
13- A Literary Review On The Arpana 160
Conceptualization Of Women’s Shrivastava
Empowerment
%% 11
1-
lrh ls l'kfDrdj.k rd dh ;k=kk
MkW- galk O;kl

izk/;kid] bfrgkl
'kkldh; ueZnk LukrdksÙkj
egkfo|ky; gks'kaxkckn
ikSjkf.kd vk[;kuksa ds vuqlkj n{k us txnEck dh Lrqfr dh vksj txnEck us izlUu

gksdj n{k ds x`g esa iq=kh ds :i esa mRiUu gksus dk opu fn;k ij ,d 'krZ j[k nh
fd tSls gh muds lEeku esa deh vk;sxh oks vkRe nkg dj nsxhA gqvk Hkh ;gh tc
n{k us mUgas vkSj f'ko dks ;K esa lEeku ugha fn;k rks mUgksaus vkRe nkg dj fn;kA
ij bl ?kVuk ds ckn /kjrh ij reke vklqjh 'kfDr;ksa dk fouk'k djus ds fy, dHkh
efg"kklqj efnZuh cuh rks dHkh dkyh rks] dHkh oS".koh] ekgs'ojh] fouk;dh] okjgh
vkfn :iksa eas og vorfjr gqbZ vkSj fQj mlds reke :i laxfBr gksdj 'kqaHk&fu'kqaHk
tSls vklqjksa dk fouk'k djrs gSA ;g ikSjkf.kd vk[;ku lrh ls l'kfDrdj.k dh
;k=kk dk lcls mYys[kuh; rF; gSA
mik/;k;kUn'kkpk;Z vkik;kZ.ka 'kra firkA
lgL=ka rq firÙekrk xkSjos.kkfufjP;rsAA
¼euqLe`fr] 2-145½ ¼2½
ukjh lnSo ls gh ikfjokfjd] lkekftd vkSj lkaLÑfrd O;oLFkkvksa dk vk/kkj
jgh gSA lkaLÑfrd fodkl ,d ,sfrgkfld izfØ;k gSA ^êfgykvksa ds lUnHkZ esa ;fn
ge lksyg laLdkjksa dks ns[ksa rks mlds dsUnz esa ukjh gh gSA dksbZ Hkh laLdkj ukjh ds
fcuk iw.kZ ugh gksrk gSA** ukjh dh ewy izo`fÙk vk/;kfRed gksrh gSA mlesa vkfRed
'kfDr;ksa dh cgqyrk ds dkj.k og fnO; 'kfDr dh vf/kd vf/kdkfj.kh cuh gSA
'kkL=kksa esa dgk x;k gS] ^^10 mik/;k;ksa ls ,d vkpk;Z Js"B] 100 vkpk;ksZa ls ,d
firk Js"B] 1000 firkvksa ls ,d ekrk Js"B gSA**

tudks tUenkr`Rokr ikyukPp firk Lr`r%A
xjh;ku~ tUenkr`'p ;ksMUrnkrk firkequsAA
r;ks 'krxq.ks ekrk iwT;k ekU;k p ofUnrkA
xHkZ /kkj.k iks"kkH;ka lk p rkE;ka xjh;lhAA
¼czgEoSorZ iqjk.k] x.ks'k [k.M v/;k;& 40½
ukjh dk izR;sd :i iwtuh; gS tc og csVh gS rks ekaxfyd gS nsoh ekgRE; ds
vuqlkj nsoh ds ukS :iksa es xkSjh ,d gS ftlesa nl o"kZ vk;q okyh ckfydk dks xkSjh
dgk x;k gSA xkSjh dh mRifRRk rFkk muds fofo/k Lo:iksa ds o.kZu nhik.kZo] nsork
ewfrZ izdj.k] vijkftr i`PNk] :ie.Mu] vfXuiqjk.k] ekulkj rFkk fo".kq /keksZÙkj
iqjk.kksa esa izkIr gksrk gSA
tc og iRuh curh gS rks /keZ iRuh dgykrh gS vkSj tc og ek¡ curh gS rks
iwtuh; cu tkrh gSA og l|kso/kw ds :i esa Js"B laLdkjoku x`fg.kh gS] x`gLFk gksdj
Hkh lk/oh gS D;ksafd vius laLdkjksa] ln~xq.kksa ls og cPPkksa dks laLdkjoku cukdj jk"Vª
ds fy;s laLdkjksa ls le`) lekt dks iksf"kr djrh gS ekr`Ro fuHkkus esa mldk iwjk
thou yx tkrk gSA
;g lp gS fd /keZ dh LFkkiuk vkpk;ksaZ us dh ij mls laHkkys j[kus dk dk;Z
mls foLrkfjr djus dk dk;Z ukjh us gh fd;k gSA
egf"kZ xxZ dgrs gSa fd&
;n~ x`gs jes ukjh y{ehLrn~ x`gokfluhA
nsork% dksfV'kks oRl! u R;tfUr x`ga fgRkr~AA
ftl ?kj esa ln~xq.k lEiUu ukjh lq[k iwoZd fuokl djrh gS] ml ?kj dks djksM+ksa
nsork Hkh ugha NksM+rsA
fo'o esa ,d ek=k ns'k Hkkjr gS tgk¡ v)Zukjh'oj dk vkn'kZ jgk gS vkt Hkh ,d
vkn'kZ ukjh esa rhuksa nsfo;ka ,d :i es fn[kkbZ nsrh gSA Kku nsrs le; og ljLorh
ds :i esa lkeus vkrh gS rks dq'kyrk iwoZd x`g izcU/ku djrs le; og y{eh ds
:i esa izxV gksrh gS vkSj nq"Vksa ds vU;k; dk izfrdkj djrs le; mldk nqxkZ :i
vfHkO;Dr gksrk gSA
lp gS ukjh 'kfDr gS] fuekZ=kh gS] l`tudÙkkZ gSA og lUrku ds tUe ds lkFk gh
lrh ls l'kfDrdj.k rd dh ;k=kk %% 13
ifjokj dk fuekZ.k djrh gS vkSj lekt dh lajpuk esa egRoiw.kZ Hkwfedk dk fuokZg
djrh gSA ukjh laLdkj o laLÑfr dh laokfgdk gSA og laLÑfr dks thou iznku
djrh gSA og czEgokfnuh gS D;ksafd og ih<+h dh ih<+h dks laLdkjoku cukrh gS]
f'kf{kr djrh gSA uSfrd ewY;ksa dk ikB i<+krh gS] fj'rksa dh e;kZnk fl[kkrh gS] thou
esa vuq'kklu ds lkFk vkxs c<+us dh f'k{kk nsrh gSA le; izcU/ku] x`g izcU/ku dk
ikB mlls csgrj dksbZ le> ugha ldrkA
ukjh 'kCn gh vius vki eas bruh mtkZ ls le`) gS fd mldk mPpkj.k gh lEiw.kZ
ifjos'k dks vyaÑr dj nsrk gSA bldk iw.kZ Lo:i ekr`Ro eas fodflr gksrk gSA ukjh
ekuo dh ugha vfirq ekuork dh tUenk=kh gS] D;ksafd ekuork ds vk/kkj :Ik esa
izfrf"Br lEiw.kZ xq.kksa dh og tuuh gSA
varfj{k gks ;k iz'kklfud lsok] f'k{kk gks ;k jktuhfr] [ksy gks ;k ehfM;k leLr
fofo/k vk;keksa esa viuh xq.koÙkk fl) dj dq'kyrk ls izR;sd ftEesnkjh dk in og
laHkky jgh gSA vkt vko';drk ;g le>us dh gS fd fodkl dk dsUnz ukjh gSA
ukjh ds fcuk lqjf{kr] lqO;ofLFkr lekt dh jpuk ugha gks ldrh vr% ekuo vkSj
ekuork nksukas dks cuk, j[kus ds fy, ukjh ds xkSjo dks le>uk gksxkA
Le`fr xzUFkksa esa dgk x;k gS fd ukjh ds izfr vlEeku xaHkhj vijk/k dh Js.kh
esa vkrk gSA rqylhnkl th jkepfjr ekul esa fy[krs gS&
vuqt o/kw] Hkfxuh lqr ukjhA
lquq lB dU;k le , pkjhAA
bUgfga dqgfiV foykSdbZ tksbZA
rkfg c/ks dNq iki u gksbZAA
vFkkZr& NksVs HkkbZ dh iRuh] cfgu] iq=k dh iRuh dU;k ds leku gksrh gSA bUgsa
dqn`f"V ls ns[kus okys dk o/k dj nsuk drbZ iki ugha gSA
vkt ftruh nwj rd vkSj ftruh ikl rd gekjh n`f"V tkrh gS 4 ekg dh uUgha
cPph ls ysdj 70 o"kZ rd dh cqtqxZ efgyk vius lekt ls 'kkjhfjd ekufld fgalk
dk f'kdkj gks jgh gSA lekt pkgs ukjh dks derj vkads ij fir`lÙkkRed lekt ds
vfLrRo dk vk/kkj ekr` lÙkk gh gSA ^êk¡ dh dks[k ugha gksxh rks fir`lÙkkRed
lekt dk l`tu dSls gksxkA**
Hkkjrh; ukjh nsoh ds :i esa blfy, iwth tkrh gS fd og ifjokj vkSj lekt
dh dsUnz fcanq gSA og viuh csVh] iRuh vkSj ek¡ dh Hkwfedk esa fuf'pr :i ls vius
vfLrRo ls ,d dne vkxs gh gSA

vYrsdj ds vuqlkj oSfnd dky esa yxHkx 20 ukfj;ksa ds uke fxuk;s x, gSa tks
ea=k n`"Vk Fkh buesa ls izeq[k yksikeqnzk ¼_Xosn dk izFke e.M 179oak lwDr½] fo'okjk
vk=ks;h ¼iape eMy dk 28oka lwDr½] vikyk vk=ks;h ¼v"Ve e.My dk 28oka lwDr½]
?kks"kk dk{khorh ¼n'ke e.My dk 39]40 oka lwDr½] 'kph ikSykseh ¼n'ke e.My dk
85oka lwDr½] vfnrh] xk|k] ljek ds lwDrksa }kjk muds jktuhfrd Kku dk ifjp;
feyrk gSA
mifu"knksa esa lqyek] eS=ks;h] oMok] ikfFkZ;s;h vkSj xkxhZ ds ukeksa dk xzUFkksa esa
vkuk bl ckr dk izek.k gS fd Kku ds {ks=k esa budk egRoiw.kZ ;ksxnku jgk gSA
czãokfnuh ukfj;k¡ mifu"kn ;qx dh fof'kf"Vrk ekuh tk ldrh gSA ;s fL=k;ka czã
fpUru esa rFkk czEgk fo"k;d O;k[;k esa viuk lEiw.kZ thou O;rhr dj nsrh FkhA
os czã rRo ds O;k[;ku rFkk ifj"dkj esa ml ;qx ds egku nk'kZfudksa ls okn&fookn
o 'kkL=kkFkZ djrh FkhA o`gnkj.;dksifu"kn ,slh nks czãokfnuh ukfj;ksa dh fo}rk dk
ifjp; cM+s fo'kn 'kCnksa esa mYysf[kr djrk gSA ml ;qx ds egku rRoKkuh
;kKoYD; _f"k dh /keZiRuh eS=ks;h dk uke vej gSA lkFk gh ;kKoYD; ls 'kkL=kkFkZ
djus okyh ukjh xkxhZ dk uke vkt Hkh lEeku ls fy;k tkrk gSA
oSfnd dky esa ukjh /kuqosZn vkSj ;q)fo|k esa Hkh ikjaxr FkhA _Xosn ds e.My
ds 102 osa lwDr esa jktk eq)y ,oa eq)ykuh dh dFkk of.kZr gS eq)ykuh jktk dks
;q) esa fot; fnykrh gSA blh izdkj 'k'kh;lh rFkk o`Ùkklqj dh ekrk nuq dk o.kZu
gSa ftlus bUnz ds lkFk ;q) fd;k FkkA
egkdkO; dky esa gh dSd;h nsoklqj laxzke es jktk n'kjFk dh lkjFkh cudj
j{kk djrh gSA nzksinh ds /keZ fo"k;d iz'u mls fonw"kh izekf.kr djrs gSA
egkHkkjr esa ,d txg mYys[k feyrk gS fd fp=klsu xU/koZ dh vksj ls Jh Ñ".k
ls vtZqu dks ;q) djuk iM+k Fkk ftlesa jFk dk lapkyu nzkSinh us fd;k FkkA izkphu
Hkkjrh; bfrgkl dh ;s os ukfj;ka gSa ftUgksaus bfrgkl dh /kkjk dks gh cny fn;kA
ckS) /keZ xzaFk Fksjh xkFkk esa yxHkx 73 fHk{kqf.k;ksa dh 522 xkFkkvksa dk laxzg fd;k
x;k gS tks fd 16 Hkkxkas esa foHkDr gSaA fHk{kqf.k;k¡ fuokZ.k dh ije 'kfDr dk [kq'kh
ls o.kZu djrh gSA
^^vgks lq[ka fr lq[kks >k;keh**
Fksjh 'kqDyk }kjk jktx`g fuokfl;ksa dks /kEe mins'k nsuk] Fksjh uUn mÙkjk }kjk
lk/kqvksa ds lkFk rdZ djuk] ijkpkjk fHk{kq.kh }kjk dq'kyrk ls mins'k nsuk fHk{kqf.k;ksa
dk lekt esa vxz.kh Hkwfedk fuHkkus ds Bksl izek.k gSA

tSu lkfgR; ls vusd fonq"kh fL=k;ksa ds ckjs esa irk pyrk gSA dkS'kkEch egkjkt
dh csVh t;Urh Kku vkSj n'kZu esa fuiq.k FkhA _"kHknso us viuh iqf=k;ksa dk
ykyu&ikyu iq=kksa ds leku gh fd;k FkkA ,sfrgkfld lanHkksZa ls Kkr gksrk gS fd
r{kf'kyk dh jktdqekjh vuqlwbZ;k /kuqZfo|k rFkk ryokj ckth esa izf'kf{kr FkhA
mUgksaus jktuhfrd fu.kZ;ksa esa egRoiw.kZ Hkwfedk fuHkkbZ FkhA ekS;Z dky esa lezkV
fcUnqlkj dh iRuh lqHkznkaxh u dsoy /kuqZfo|k es fuiq.k Fkh oju~ mUgsa oU; vkS"kf/k;ksa
dk Hkh leqfpr Kku FkkA fo".kq xqIr pk.kD; vius vFkZ'kkL=k esa ,slh xf.kdkvksa dk
rFkk fo"kdU;kvksa dk mYys[k djrs gS tks leLr dykvksa esa ikjaxr gksus ds lkFk&lkFk
xqIrpj dk dke Hkh lQyrk iwoZd djrh Fkh] lkFk gh /kuqfoZ|k o ?kqM+lokjh esa Hkh
fuiq.k gksrh FkhA xqIrdky esa izHkkorh xqIr us vius ifr okdkVd ujs'k dh vdky
e`R;q ds i'pkr vius vo;Ld iq=kksa dh lajf{kdk oudj ,d yEcs le; rd 'kklu
fd;kA la;qDrk dUukSt ds jktk t;pan dh csVh Fkh tks ryokj ckth us fuiq.k FkhA
lYrur dkyhu Hkkjr ds jktuSfrd bfrgkl es jft;k lqYrku dk uke mYys[kuh;
gS tks reke fojks/kksa ds ckotwn vius firk ds leFkZu ls 'kkfldk cuh vkSj foijhr
ifjfLFkfr;ksa ds lkFk 'kklu fd;kA ;q) ds eSnku esa Hkh viuh mifLFkfr ntZ djkbZA
jkuh in~euh tkuh tkrh rks vius tkSgj ds dkj.k gS ysfdu bfrgkl xokg gS fd os
;q) dyk esa Hkh ikjaxr FkhA
ehjk ckbZ ,d jktdqekjh Fkh ij HkfDr vkanksyu dh lar cudj lekt dk
ekxZn'kZu djrh gqbZ fn[kkbZ nsrh gSA jkuh y{ehckbZ dh ohjrk ls bfrgkl ds iUus
Hkjs gq, gSA mudh efgyk rksifp;ksa dh Ükà[kyk yEch gSA twgh] xkserh] >ydkjh
vkfnA >ydkjh rks jkuh >ydkjh ds uke ls gh tkuh tkrh gSA blh Øe esa Hkkjrh;
bfrgkl jkuh nqxkZorh] jkuh vofUr ckbZ dk Hkh _.kh gS ftlus Hkkjr ds lEeku esa
deh ugha vkus nhA
dukZVd ds pkyqD; oa'k dh jkuh vDdk nsoh vius iz'kkldh; xq.kksa ds dkj.k
bfrgkl esa viuk LFkku cuk;s j[kus esa lQy gqbZA jktdqekjh uhyksQj dk tUe t:j
bLrkacqy esa gqvk Fkk ij 'kknh gSnjkckn ds vkf[kjh futke ds nwljs csVs ls gqbZ FkhA
os lekt lsok ds {ks=k esa vius ;ksxnku ds dkj.k tkuh tkrh gSA dk'khiqj ds jke
ds jktk dh csVh lhrk nsoh jktdqekjh dne ds uke ls Hkh tkuh tkrh gSA mUgsa oksx
if=kdk }kjk nqfu;k dh lcls osy MªsLM efgykvksa dh lwph esa 'kkfey fd;k x;k FkkA
mudk fookg diwjFkyk ds fl[k jktdqekj djethr flag ds lkFk gqvk FkkA
jktuhfrd dk;ksZa esa n{krk mudh fo'ks"krk FkhA
jktLFkku ds esokM+ dh jkuh d.kkZorh dks dkSu ugha tkurkA flU/k ds jktk nkfgj
dh ifRu;ksa vkSj iqf=k;ksa dk cfynku vkt Hkh ns'k ;kn djrk gSA tSlyesj ujs'k
egkjkoy jRuflag us tSlyesj fdys dh j{kk viuh iq=kh jRukoyh dks lkSai nh FkhA
jk.kkizrki dh csVh ohj ckyk pEik viuh n;kyqrk vkSj vkfrF; lRdkj ds fy,
bfrgkl esa vej gks xbZA
bfrgkl esa eLrkuh pkgs viuh izsexkFkk ds :Ik esa vfr izfl) gks ij bfrgkl
xokg gS bl ckr dk fd os u`R;] xk;u es ftruh n{krk j[krh Fkh] mruh gh
dq'kyrk ls os ?kqM+lokjh vkSj ryokj ckth fd;k djrh Fkh os lSfud vfHk;kuksa esa
ckthjko ds lkFk da/ks ls da/kk feykdj ryokjckth fd;k djrh FkhA rkjkckbZ dk
Lora=krk laxzke vkt Hkh thoUr gSA ;fn thtkckbZ ugha gksrh rks N=kifr f'kokth
ugha gksrsA
1857 ds Lora=krk laxzke dk bfrgkl efgykvksa ds ;ksxnku ds fcuk v/kwjk gSA
jkuh y{ehckbZ] jkuh nzksinh] egkjkuh rifLouh] jkuh bZ'oj dqekjh] fu'kkusckt Ånk
nsoh] pkSgku jkuh] jkuh vofUrdk ckbZ] ohjkaxuk vnknsoh] tkykSj dh jkuh rstckbZ]
dukZVd ds fdÙkwj dh jkuh psUuek] cqansy[k.M {ks=k ds tSriqj ds jktk ijhf{kr dh
jkuh] dkuiqj dh urZdh vthtu csxe] csxe gtjr egy vkfn mYys[kuh; uke gSA
ukxkySaM dh jkuh xkbfnUY;w dk uke vkt Hkh lEeku ls fy;k tkrk gSA
enzkl dh egkjkuh lhrknsoh dk fookg cMkSnk ?kjkus ds fizal izrki flag
xk;dokM+ ls gqvk FkkA QS'ku dk mudk Hkkjrh; vUnkt iwjs fo'o esa izfl) gqvkA
mUgksaus varjkZ"Vªh; Lrj ij Hkkjr dks gh ugha Hkkjrh; os'kHkw"kk dks Hkh igpku fnykbZA
jkuh fot;k nsoh dk fookg dksVM+k laxkuh ds Bkdqj ls gqvk Fkk vkSj ;s fizal dkafrjko
ujflEgk jktk ofM;kj dh csVh FkhA fons'k tkdj laxhr dh f'k{kk xzg.k dh Fkh vkSj
laxhr ds {ks=k esa vius dks LFkkfir fd;k FkkA
bfrgkl dh /kkjk ds lkFk&lkFk efgyk;sa Hkkjrh; bfrgkl esa v/;k; tksM+rh jgh
lkfgR; ds {ks=k esa Hkh efgyk ys[kuh l'kDr gksrh jghA ukjh ds le lkef;d dFkk
ys[ku es ewyr% ukjh ds fofo/k vk/kqfud :Ik vkSj mudh leL;kvksa dks O;Dr djus
dh izfØ;k lapkfjr gks xbZA ;|fi bldk lw=kikr 1922&23 esa pkan] ek/kqjh ,oa
ljLorh vkfn i=k&if=kdkvksa esa izdkf'kr ysf[kdkvksa ds ek/;e ls gks pqdk Fkk] fdUrq
okLrfod xfr lkBksÙkjh dFkk ys[ku ls feyhaA le; ds blh dky[kaM esa ukjh ys[ku
lkekftd] lkaLÑfrd Lrj ij la?k"kZ dj jgs iwjs ukjh oxZ dk izfrfuf/kRo djrk gS
ftldk Lo;a Hkh og ,d lpsru lnL; gS blhfy, ukjh ys[ku ds vkt tks rsoj
gS mls lkekU;r% ipk ikuk gekjs lekt ds fy, dfBu gks jgk gSA ^^lwjteq[kh
va/ksjs ds** ¼Ñ".kk lkscrh½] ^^fpÙk dkscjk** ¼e`nqyk xxZ½] ^^cs?kj** ¼eerk dkfy;k½]
^^jsr dh eNyh** ¼dkark Hkkjrh½] ^^vkidk caVh** ¼eUuw HkaMkjh½] ^^rr&le** ¼jkth
lsB½] ^^vukjks** ¼eatqy Hkxr½ vkfn jpukvksa esa th.kZ'kh"kZ ikjEifjd ewY;ksa dks VwVrs
gq, ns[kdj lekt dk og oxZ vo'; fopfyr gS] ftldh n`f"V esa ukjh&thou dh
lgpjh ;k lgHkkxh ugha cfYd ^^vk¡py esa nw/k vkSj vkW[kksa esa ikuh** Hkjdj thus
okyh vcyk gS ;k fQj dsoy ^^J)k**A ftl lekt us ukjh dks dFku esa nsoh dgdj
Nyk vkSj O;ogkj esa ^^nklh** cukdj fujarj 'kks"k.k fd;k vkSj dj jgk gS og ,d
Lok/khu ukjh ds fy, yM+us okyh yM+kbZ ds rsoj dks dSls cnkZLr dj ldrk gSA vkt
dk ukjh&ys[ku blh eqfDr la?k"kZ dk ,d thoUr fgLlk gS] fdarq ;gka Hkh iq#"kokn
dk opZLo fn[kkbZ nsrk gSA vf/kdrj ys[kdksa ds vuqlkj L=kh&ys[ku dh lhek mlds
L=kh gksus ds dkj.k esa gh fufgr gSA fdarq bZekunkjh ;g ugha gSA
fp=kk eqn~xy ds vuqlkj fl)akr :Ik ls ys[ku] ys[ku gksrk gSA uj&eknk ugha
mls uj&eknk ds lkaps esa <kydj ns[kus okyh n`f"V iwokZx`g ls xzLr gSA ledkyhu
ukjh oknh ys[ku dh igyh vkSj lokZf/kd cqfu;knh leL;k bfrgkl ds orZeku nkSj
ls tqM+h gS] bls ge fn~d&dky lanHkZ dk iz'u dg ldrs gSA lektokn ds bl u;s
nkSj us u dsoy gekjh vFkZO;oLFkk rFkk jktuhfr dks cfYd gekjs lekt dh ,d&,d
dksf'kdk dks iwjh lkaLÑfrd vf/kjpukRed vV~Vkfydk dks] cqfu;knh rkSj ij
izHkkfor fd;k gSA fL=k;ksa dh fLFkfr Hkh bldk viokn ugha gS] u;h fLFkfr us
Hkkjrh; L=kh ds HkkSfrd&vkfRed thou dk ,d u;k latfVy ifjn`'; fufeZr fd;k
gS vkSj vO;ofLFkr <ax ls gh lgh] ysfdu L=kh iz'u ij ,d u;s foe'kZ dh 'kq:vkr
gks pqdh gSA vkt L=kh izfrokn dj jgh gS vkSj viuh izHkkoh fLFkfr Hkh ntZ djk
jgh gSA reke] iw¡thokn lkaLÑfrd ?kVkVksiksa ds ckotwn u dsoy flusek esa] u dsoy
i=kdkfjrk esa] cfYd thou ds gj {ks=k esa fyax Hksnh n`f"Vdks.k ij iz'u&fpÌ mBk,
tkus dh 'kq:vkr Hkkjr esa pqdh gSA e`nqyk xxZ] eS=ks;h] iq"ik] ukfljk 'kekZ]
esg:fu'kk ijost] eerk] dkfy;k] jkth lsB] vkfn ds ys[ku esa ;g vkgV lquh tk
jgh gSA ckaXykns'kh ysf[kdk rlyhek uljhu ds cgq&pfpZr miU;kl yTtk dh ?kksj
vkykspuk gqbZ ijarq ysf[kdk fcuk vkykspukvksa dh ijokg fd;s dgrh gS ^êSa lekt
dh ihfM+rk fuxzfgr] nfyr] oafpr ukjh ds fy;s fy[krh g¡w*A
L=kh eqfDr dkeuk ds f{kfrt vkSj vk;ke mek usg:] vk'kk iw.kkZnsoh] eS=kh;ksnoh]
/kh: csu iVsy] egknsoh oekZ vkSj bLer pqxrkbZ dh ihf<+;ksa ls gksrs gq, Øe'k%
'kf'kizHkk 'kkL=kh] eUuq Hk.Mkjh] Ñ".kk lksorh] egk'osrknsoh] Å"kk fiz;oank] lq/kk
vjksM+k vkfn rd vkSj fQj eatqy Hko jkth lsB] e`nqyk xxZ] eerk dkfy;k] lw;Zckyk
vkSj e`.kky ik.Ms rFkk mlds ckn eS=ks;h iq"ik] ukfljk 'kekZ vkfn ds jpuk txr
rd fujarj foLrkfjr gksrs x;s gSA fgUnh txr esa fleksu n cksmok] csV~Vh
fÝVe]tjesu xzh;j] dsV feysV vkfn ds ys[kksa&m)j.kksa dh ck<+ vk x;h gSA
vglkl dk /kjkry xgjk vkSj O;kid gqvk gS] lkQxksbZ vkSj lkgl esa o`f) gqbZ
gS] mxzrk c<+h gSa] foospuk xgu gqbZ gS vkSj u;s&u;s vk;ke mn~?kkfVr gq, gSaA ysfdu
vHkh izfrckn ds u;s Loj dks eap ij nkf[ky gksuk gSA ukjh ijk/khurk ds fopkj
ftu lkekftd&lkaLÑfrd lajpukvksa laLFkkvksa vkSj lkfgfR;d dykRed vfHkO;fDr;ksa
ds ek/;e ls lajf{kr&la/kkfjr gks jgs gSa mudh Li"V igpku vHkh dk;e dh tkrh
gS A
dykdkjksa dh dYiuk esa dSn L=kh us vius vkl&ikl x<+s gq, feFkdks dh csfM+;ksa
dks rksM+dj Lo;a jax dh rwyh dks tc vius gkFk esa fy;k rks L=kh ds jaxks dh nqfu;k
u tkus fdrus vk;keksa ds lkFk dSuokl ij iwjh rkdr ds lkFk eqLdqjkus yxhA mlus
dSuokl ls vius dks eqDr dj gkFk esa rwyh dks idM+dj u;k bfrgkl fy[k Mkyk
vkSj L=kh l'kfDrdj.k dh fn'kk esa fp=kdyk ds {ks=k es Hkh viuh mifLFkfr dks iwjh
rkdr ds lkFk LFkkfir dj fn;kA ve`rk 'ksjfxy] vatksyh bykesuu dh ijEijk dks
1970 ds ckn le`) djus okyh efgykvksa dh Ükà[kyk yEch gSA ,l-,e-ckuw equkQ]
MkW- 'kqHkk pan] dkfeuh c?ksy] ftKklk vks>k gwek mYYkkg [kku] vatfy ,l-vxzoky]
vfiZrk flag] uhfyek 'ks[k] eqDrk vopV] T;ksfr gÙkj vkfn ,sls uke gS ftUgksaus
Hkkjr dh lhek ds ckgj Hkh viuh igpku dks LFkkfir fd;k gSA
vkus okys le; eas ukjh dk psgjk iwjh rjg cny x;k gSA fot; y{ehiafMr]
bafnjk xka/kh] ljksftuh uk;Mw] yrk eaxs'kdj] ,s'o;kZ jk;] lqf"erk lsu] pank dkspj]
bafnjk uwbZ tSlh 'kf[l;rksa us nqfu;k esa /kkd tekbZA ,slh efgyk,a Hkh gS ftUgsa budh
tSlh [;kfr ugh feyhA ysfdu budk ;ksxnku fdlh ls de ugha gSA vkt og
lM+dksa ij yM+ jgh gSA iq#"kksa ls da/kk feykdj ugha muls vkxs jgdjA vkt dh L=kh
izÑfr iznÙk vius dksey vfLrRo ls vkxs gSaA
,d dne vkxs
foijhr gkykr esa fn[kkbZ izfrHkk
• gksebZ O;kjoky 1913 esa tUeh igyh QksVks tuZfyLVA ^MkyMk&13* uke esa Nirs
Fks QksVksA
• dkWusZfy;k lkjksckth ns'k dh igyh odhyA fMxzh ugha feyrh FkhA insZ esa jgdj
nh nyhysaA
• iafMr jekckbZ fczfVª'k jkt esa dslj&,&fgan dk f[krkc thrus okyh igyh
efgykA
• vlhek pVthZ MkWDVj vkWQ lkbal fMxzh ysus okyh igyh efgykA
• egknsoh oekZ Nk;kokn dfof;=khA vk/kqfud ehjk Hkh dgk tkrk x;kA
• lkfo=khckbZ Qqys ifr dk lkFk nsus dks cuha ns'k dh igyh efgyk f'k{kdA
• vkuanh tks'kh ns'k dh igyh efgyk MkWDVjA fons'k esa gkfly dh Fkh fMxzhA
• dey j.kfn;s ns'k dh igyh fV';w dYpj yScksVjh dks vatke rd igqapk;k
• ljyk Bdjky 1936 esa ik;yV cuhaA ysfdu dehZf'k;y ykbZlsal ugha ys ldhaA
yM+dj thrk cjkcjh dk vf/kdkj
• fiz;k f>axu 1992 esa lsuk dh igyh ysMh dSMsVA 1993 esa deh'kuA
• iquhrk vjksjk 2004 esa lsuk esa ysf¶VuasV tujy ds in rd igqapus okyh igyh
efgykA
• lhch eqFkEek 1948 esa cuha Hkkjrh; fons'k lsok dh igyh vQljA
• fdj.k osnh 1972 esa ns'k dh igyh efgyk vkbZih,l vQljA
• Qkfrek choh 1989 esa lqizhe dksVZ dh igyh efgyk ttA
• deyk pV~Vksik/;k; 1966 esa lkeqnkf;d usr`Ro ds fy, thrk eSXlsls iq:LdkjA
• vUUkk pkaMh 1959 esa dsjy gkbZdksVZ esa igyh efgyk tt cuhaA
• ferkyh e/kqferk cgknqjh dk lsuk esMy gkfly djus okyh igyh efgykA
ve`rk ikfVy ns'k dh igyh efgyk xzkfQd ukWosfyLVA
gj {ks=k esa egkjr dk fn[kk;k ne
^êkSds feys] ysfdu ijaijk us cka/k j[kk FkkA ikfjokfjd ftEesnkfj;ksa dks fuHkkrs
gq, vyx igpku cukuk eqf'dy FkkA ysfdu vkxs c<+haA lQy Hkh jghA**
• MkW- Ñfr dkjar okbYMykbQ dk;ZdrkZA us'kuy ft;ksxzkfQd us pquk 10 gtkj
dh xzkaV ds fy,A
• eqerkt dkth ,f'k;k esa Mhty baftu jsy dh igyh MªkbojA
• ehuk{kh oh- vxLr 2003 esa cuh ns'k dh igyh Qk;j QkbVjA
• vpZuk ljnkuk igyh o bdykSrh ekLVj Ldwck MªkbZfoax VªsujA
• Vslh FkkWel vfXu&5 fe'ku dk usr`Ro fd;kA uke feyk vfXu&iq=khA

• fuosfnrk Hklhu 26 o"kZ eas ¶ykbZV dekaM djus okyh nqfu;k dh lcls ;qokA
• cNsanzhiky 1984 esa lcls Åaph pksVh ekmaV ,ojsLV Qrg dhA
• vkHkk cuthZ ns'k dh igyh efgyk eksfVos'kuy LihdjA
• 'kkafr cyjke mÙkj izns'k esa ns'k dh igyh efgyk Vªd eSdsfudA
• es?kk dkoys igyh Qhesy MhtsA ckWyhoqM xkus dks u;k vankt fn;kA
• dSjh CysosV xksok ds leqnz rV ij rSukr ns'k dh igyh efgyk ykbQxkMZA
• fnO;k fe?kykuh dkj jSfy;ksa es ns'k dh igyh efgyk MªkbojA
• ckxs'ojh ^'kgukbZ Dohu* ckxs'ojh dej ns'k dh igyh efgyk 'kgukbZ okndA
u;s jkLrs ij lkfcr dh dkfcfy;r
• rj.k dkSj ns'k dh igyh efgyk jSai flaxjA gkMZ dkSj uke ls Hkh gS igpkuA
• xhrk xksihukFk gkoZMZ esa igyh Hkkjrh; efgyk LFkk;h izksQsljA
• lqpsrk xksch ds jsfxLrku dks iSny ikj djus okyh igyh Hkkjrh;A
• MkW- Vh ds vuqjk/kk lSVsykbZV cukus okyh ns'k dh igyh efgyk oSKkfudA
• 'kSytk dqekj 'khr vksfyafid esa Hkkx ysus okyh igyh efgykA
• jhuk dkS'ky 2010 esa nf{k.kh /kzqo esa Ldhbax djus okyh igyh Hkkjrh; efgykA
• ehjk 'kadj fot;y{eh iafMy ds ckn ;w,lesa nwljh efgyk jktnwrA
• rstfLouh lkoar fu'kkusckth esa oYMZ pSfEi;uf'ki thrus okyh igyh efgykA
• eks{k tsVyh izksQs'kuy ckbdj ,Mcaspj Vwj Iykuj vkWxsZukbZtjA
• eksfu"kk dkYVsucksuZ QkWewZyk ou Vhe lkmcj dh Vhe fizafliy ;kuh izeq[kA
• lquhrk pkS/kjh ns'k dh igyh efgyk vkWVks pkydA jk"Vªifr pquko esa Hkh mRkjh
FkhA
• bf'krk ekyoh; ns'k dh igyh efgyk lQZj pykrh gS lfQZax LdwyA
• teukcsu 1975&76 esa cuha ns'k dh igyh efgyk cl MªkbZojA
dqaHk esa ubZ igpku
• daqHk esa igyh ckj efgyk lkf/o;ksa us /keZ/otk QgjkbZA twuk v[kkM+k us igyh
ckj 20 efgyk larks dks egkeaMys'oj dh inoh ls vyaÑr fd;kA

2-75 yk[k bathfu;j
• 2-75 yk[k Nk=kk,a bathfu;jA 10 lky es 122 izfr'kr c<+h bathfu;fjax esa
Nk=kkvksa dh HkkxhnkjhA tks nqfu;k es lcls T;knk gSA
usr`Ro dk deky
• 11 izfr'kr daifu;ksa esa efgyk usr`Ro gS] tks QkWP;wZu 500 daifu;ksa ds vkSlr ls
T;knk gSA bu daifu;ksa dh dekbZ esa vkSlr 35 izfr'kr rsthA
lRdkj ls vkxs
• gksVy baMLVªh esa 60&70 izfr'kr Hkkxhnkjh efgykvksa dhA yxHkx 30 yk[k ds
ikjA
MkW- cuus esa Hkh ihNs ugha
• fiNys 10 lkyksa esa yxHkx 5 yk[k Nk=kk;sa MkDVj vkSj lekt lsok dh fMxzh
ysdj fudyhA
,d fdlku dh vQlj fcfV;k
ns'k dh lcls izfrf"Br ijh{kk flfoy lsok esa flysDV gksdj dsjy dh ulZ
,ful ds tkW; us ,d u;k bfrgkl jpk gSA bl ijh{kk ds bfrgkl es ;g igyh ckj
gS tc dksbZ ulZ p;fur gqbZ gksA ysfdu dsjy ds NksVs ls xkao iaikdqMw dh jgus okyh
,ful us ,d fjdkWMZ dk;e djrs gq, lkekU; oxZ esa 85 lhVksa es 65oka LFkku gkfly
fd;k gSA ,d vksj tgka cM+s 'kgjks vkSj i<+s&fy[ks ekrk&firk dh larkuksa us dke;kch
ikbZ] ogha nwljh vkSj fdlku firk vksj x`fg.kh eka dh csVh ,ful us lkfcr dj fn;k
fd dke;kch HksnHkko ugha ekurhA
,ful ds vkbZ,,l vQlj cuus dk liuk muds firk tkW; us nl lky igys
gh ns[kk Fkk ysfdu ml le; Ldwy esa i<+ jgh ,ful us bl ckr dks cgqr xaHkhjrk
ls ugha fy;kA fr:vrariqje~ esa uflZax esa xzstq,'ku djus ds nkSjku ,ful us bl ckjsa
esa dkQh lkspkA igys rks mUgsa yxk fd esfMdy cSdxzkmaM okys vkbZ,,l dh ijh{kk
ugha ns ldrs gS ysfdu oLrqfLFkfr irk pyus ds ckn mUgksaus tedj rS;kjh 'kq: dj
nhA ,ful bl ijh{kk eas igys Hkh lQy gqbZ Fkha vkSj bafM;u flfoy vdkmaV~l lfoZl
dh Vsªfuax Qjhnkckn] gfj;k.kk esa ys jgha FkhaA ,ful dk y{; vkbZ,,l vf/kdkjh
cuuk FkkA blfy, mUgksaus lky 2013 esa Hkh bfErgku fn;k vkSj lQy jgha izkjafHkd
,oa eq[; ijh{kk dh rS;kjh ,ful us dsjy esa gh dh vkSj baVjO;w dh rS;kjh ds fy,
fnYyh xbZA ,ful dks lcls T;knk [kq'kh bl ckr dh gS fd mUgksaus viuk liuk
lkdkj dj gh fn;kA
igyk rhj fu'kkus ij
;w¡ rks fQYeesfdax esa iq#"kksa ds opZLo dks cgqr igys gh efgykvksa dh pqukSrh
fey pqdh gS ysfdu de gh efgyk funsZ'kdksa us viuh igyh fQYe ls oSlk izHkko
NksM+kA ^bafXy'k foafXy'k^ dh dgkuh eq[;/kkjk ls gVdj Fkh] bldh ghjksbZu ^;qok*
ugha Fkh] dksbZ ghjks rks fQYe esa Fkk gh ughaA blds ckotwn fQYe ckWDl vkWfQl ij
dke;kc gqbZA leh{kdksa us rks mldh tedj iz'kalk dh ghA VksjaVks fQYe QsfLVoy
esa bldk oYMZ izhfe;j gqvk] tgka fQYe [kRe gksus ij nl feuV rd rkfy;ka ctrh
jghaA
iq.ks ls ekl dE;qfuds'kal esa fMxzh ysus okyh xkSjh dks ges'kk ls fQYeksa dh
nhokuxh FkhaA igys mUgksaus foKkiu fQYesa cukbZ vkSj fQj mUgsa ekSdk feyk vkSj
viuh igyh fQYe funsZf'kr dhA
ok;q lsuk VqdM+h dk usr`Ro & Lusgk 'ks[kkor
26 tuojh 2012 esa Hkkjr us viuk 63oka x.kra=k fnol euk;k vkSj lkFk&lkFk
,d ,sfrgkfld ?kVuk dk xokg Hkh cukA Hkkjrh; bfrgkl esa igyh ckj ,slk gqvk
fd fdlh efgyk ik;yV us x.kra=k fnol ijsM ds nkSjku ok;qlsuk VqdM+h dk usr`Ro
fd;k gksA jktLFkku ds lhdj ftys dh jgus okyh ¶ykbV ysf¶VusaV Lusgk 'ks[kkor
us Vhe dh vxqokbZ djrs gq, lykeh nhA muds lkFk ¶ykbax vkWfQlj ghuk iqjh]
vuqie pkS/kjh vkSj iwtk usxh us ,vj cSVy dh /kqu ij dnerky djrs gq, ns'k dh
efgykvksa dk flj xoZ ls vkSj Hkh Åapk dj fn;kA bl ckj FkkbZySaM dh iz/kkuea=kh
;suyd f'kuok=kk esgeku ds rkSj ij x.kra=k fnol lekjksg esa 'kjhd gqbZ Fkha vkSj Hkh
igyh ckj Fkk fd FkkbZySaM esa dksbZ efgyk iz/kkuea=kh cuh gksA Lusgk fgaMu ,vj csl
esa vkbZ,,Q LDokWMª ds lkFk iksLVsM gSA vkRe fo'okl ls Hkjh Lusgk us 144 lnL;ksa
okyh bl ok;qlsuk VqdM+h dk usr`Ro dj vius tks'khys Loj ls iwjh Vhe dh gkSalyk
vQtkbZ dhA Lusgk dgrh gSa fd dkjfxy ;q) ds nkSjku gh mUgksaus r; dj fy;k
Fkk fd os ,vjQkslZ TokWbu djsaxhA dbZ yskxksa us mUgsa Mjk;k fd 'kknh ds ckn os ;g
tkWc ugha dj ika,xh ysfdu mudh 'kknh ftuls gqbZ os Hkh ¶ykbZV ysf¶VusaV gSA Lusgk
dks ges'kk ls gh pqukSfr;ka ilan Fkh vkSj muds gkj u ekuus ds tTcs us gh mUgsa bl
eqdke ij igqapk;kA
dkWiksZjsV f'k[kj ij uSuk yky fdnobZ

tc 15 fnlacj 2012 dks uSuk yky fdnobZ us fQDdh dh igyh efgyk v/;{k
ds :i esa dk;ZHkj laHkkyk] rks ;g ns'k ds okf.kT; o m|ksx txr esa efgykvksa dh
l'kDr mifLFkfr ds fygkt ls ,d vge iM+ko FkkA exj 55 o"khZ; uSuk ds fy,
rks tSls u, eqdke gkfly djuk vkSj u, dhfrZeku LFkkfir djuk ,d vknr cu
xbZ gSA [kkl ckr ;g fd ;s miyfC/;ka mUgkssaus ml dkWiksZjsV {ks=k eas izkIr dh gSa] tks
lkekU;r% efgykvksa dk eSnku gh ugha ekuk tkrkA vkfFkZd&dkWiksZjsV txr esa
efgykvksa ds ^LVhfj;ksVkbi* dk Hkatu djus esa uSuk vxz.kh jgh gSaA 1982 esa tc
mUgksaus gkoZMZ fctusl Ldwy ls ,ech, fd;k] rks os bl fo'o izfl) laLFkku ls fMxzh
izkIr djus okyh igyh Hkkjrh; efgyk cu xbZ FkhaA ,,utsM fxzaMyst esa fofHkUu inksa
ij dke djus ds ckn os ts,e ekWxZu LVSuyh esa Hkh jgha vkSj 2002 ls ,p,lchlh
ds lkFk gSA fQygky os xzqi tujy eSustj rFkk ,p,lchlh bafM;k dh daVªh gSM gSaA
^QkWP;Zwu* if=kdk dh ^VkWi* foesu bu fctusl* dh oSf'od lwph esa vkuk rks tSls uSuk
ds fy, ^:Vhu* cu x;k gSA ^Vkbe* if=kdk us Hkh 2002 esa mUgsa fo'o ds 15
izHkko'kkyh yksxkas dh lwph es 'kkfey fd;k FkkA Hkkjr ljdkj mUgsa ineJh ls
vyaÑr dj pqdh gSA uSuk us cpiu ls gh viuh dq'kkxzrk ls izHkkfor djuk 'kq:
dj fn;k FkkA mudh cpiu dh l[kh izfl+)fQYe funsZ'kd ehjk uk;j ds vuqlkj]
og rks ekuks Ldwy esa gh ,d fdaonafr cu pqdh FkhA og gj lky QLVZ vkrh Fkh]
csgrjhu fMcsVj Fkh vkSj gj [ksy esa Ldwy dk izfrfuf/kRo djrh FkhaA ek=k 16 lky
dh mez esa uSuk r; dj pqdh Fkha fd mUgsa fotusl oYMZ esa viuk dSfj;j cukuk gSA
vius tquwu ds pyrs tYn gh os vius bl lius dks lkdkj djus esa lQy gks xbZA
bl {ks=k esa vkrs gh mUgksaus dkWiksZjsV txr dks viuh nwjn`f"V dk dk;y djuk 'kq:dj
fn;kA mHkjrs gq, laHkkouk'khy m|ksxksa vkSj daifu;ksa dh igpku djus esa mudh utj
ekuks vpwd jghA dkWiksZjsV txr dh ÅapkbZ;ksa dks Nwrs gq, uSuk viuh lkekftd
ftEesnkfj;ksa ugha Hkwyh gSa os xzkeh.k efgykvksa ds fy, jkstxkj fuekZk.k ds {ks=k esa Hkh
lfØ; jgh gSaA lkFk gh i;kZoj.k ds fy, Hkh dke djrh gSA
isV ds fy, lSywu] iS'ku ds fy, fjax
?kj pykus ds fy, lquhrk ikjaifjd is'kk viukus es tjk Hkh ugha f>>dhaA vkt
lSywu es iq#"kksa dh dfVax cukrs gq, muds gkFk mrus gh l/ks gksrs gS] ftrus fjax esa
eqDdsckth ds nkSjkuA lquhrk felky gS muds fy, tks gkykr dks liuksa ls cM+k eku
ysrs gSA
dksaMkxkao& ftys ds fpikaoM xkao es tgka lkekU; lqfo/kk,a Hkh ceqf'dy feysaxh]
19 o"khZ; lquhrk ls feyuk pedhys dy ls lk{kkRdj djus tSlk gh gSA pkj

HkkbZ&cguksa esa ea>yh lquhrk firkth ds detksj LokLF; ds dkj.k lSywu esa mLrjk
laHkyrs gq, dgrh gSA bZekunkjh dh jksVh dekus esa Hkyk 'keZ dSlh------vkSj blls esjs
lius ugha ejrs! dqN lky igys ckWfDalx ls tqM+h lquhrk us 2010 esa jkT; Lrjh;
'kkys; [ksy Li/kkZ esa 60 fdyksxzke oxZ ds eqdkcys es Qk;uy rd dk lQj r;
fd;kA ogha lky 2011 esa jkT;Lrjh; vksiu ckWfDalx izfr;ksfxrk esa vius izn'kZu
ls okgokgh oVksjhA vc rd ds NksVs ls lQj es Hkh os vius ne[ke ls peRÑr
djrh gSA lquhrk dk bl [ksy esa vkuk gkykafd ,d la;ksx jgk ysfdu vc os bl
[kqn fdLer }kjk viuk iFk&izn'kZu ekurh gSA Ldwy esa vPNh okWyhcky f[kykM+h jgh
lquhrk dks f'k{kdksa us ckWfDlax esa Hkh gkFk vktekus dks dgk vkSj blds ckn ls
mUgksaus lhfer lalk/kuksa esa lQyrk ds u, vk;ke jpsA mudk uke fiNys fnukas
lqf[kZ;ksa esa vk;k] tc NRRkhlx<+ ds jkT;ksRlo ds nkSjku vksfyafid fotsrk esjh dkWe
ls mudk eqdkcyk r; fd;k x;kA dfBu vkfFkZd gkykr ds dkj.k lquhrk dks 11oha
ds ckn i<+kbZ NksM+uh iM+h vkSj mUgksaus firk dk lSywu laHkkyuk 'kq: dj fn;kA os
;g dke bruh lgtrk ls djrh gSa fd xzkgd Hkh mugsa bl rjg Lohdkj dj pqds
gSaA 12oha dh ijh{kk Lok/;k;h Nk=kk ds crkSj nsus ds fy, dke ls oDr fudkydj
rS;kfj;ka dj jgh lquhrk lkFk esa jkT;Lrjh; f[kykM+h jgs fo/kku ikBd ls ckWfDlax
dk izf'k{k.k ys jgha gSA dksp fo/kku dk ekuuk gS fd vkfFkZd gkykr ds pyrs lquhrk
Hkys gh vHkh eafty ls nwj yxs ysfdu og oDr nwj ugha tc ckWfDlax fjax esa muds
eqDds eats gq, f[kykfM+;ksa ds gkSlys iLr dj jgs gksaxsA
Kku dh vy[k i;kZ;
nqxZ ftys ds varxZr vkus okys CykWd xqaMjnsgh esa 'ke'kkn csxe uke dk i;kZ;
gks x;k gS oks efgyk ftldk edln gS f'k{kk dh vy[k txkukA ,d vfHk;ku ds
rgr efgykvksa esa f'k{kk dk izpkj&izlkj dj jgh 'ke'kkn dks tYn gh vglkl gqvk
fd f'k{kk ds lkFk gh vkfFkZd Lokoyacu Hkh fugk;r t:jh gSA bldk urhtk gS iwjs
ftys esa gtkj ls T;knk lsYQ gsYFk xzqiA 2012 esa bUgsa ineJh feyhA 1990 esa
ljdkj ds lk{kjrk vfHk;ku ls tqM+h bl xzkeh.k efgyk us gj efgyk dh lk{kjrk
dk chM+k mBk;kA bl oDr os CykWd esa ,d efgyk laLFkk es dk;Zjr FkhaA ,sls esa
efgykvksa ds chp [kkl izHkko rks nwj 'kq:vkr esa mUgsa f'k{kk dk vkSfpR; le>kus
esa oDr yxkA blds ckn cgqrksa us v{kj Kku ls vkx c<+dj ikapoh rd dh f'k{kk
Hkh izkIr dhA pqfuank ?kVukvksa ds chp 'ke'kkn dks yxk fd flQZ f'kf{kr gksuk gh
dkQh ugha] oju bldh lkFkZdrk vkfFkZd Lokoyacu es gSA ,sls es 'ke'kkn dh vihy
ij ,l,lth cusA lcls igys nks&nks :i;s ds vkfFkZd ;ksxnku ls bu efgykvksa us

eksecfRRk;ka vkSj feVVh rsy vkfn ysdj jkr esa i<+kbZ tkjh j[kus dh 'kq:vkr dhA
blds ckn viuh lsfoaXl dks cSad esa tek djok;k rkfd oDr t:jr iSls fy, tk
ldsa] tSls cPpksa dh i<+kbZ 'kknh&C;kg vkSj esfMdy t:jrsa vkfnA buesa ls dqN
efgykvksa us ckdk;nk csfufQf'k;y LdhEl dh Vªsfuax Hkh yh rkfd lewg dks vkSj
etcwrh nh tk ldsA 'ke'kkn lewg dh efgykvksa ds uke ds vkxss dekaMj tksM+rs gq,
dkj.k nsuk ugha Hkwyrh fd buds vkRecy us gh 'ke'kkn dks rkdr nh fd os f'k{kk
vkSj vkRefuHkZjrk ds vius fe'ku dks vkxs ys tk ldsaA os odkyr djrh gSa
efgykvksa ds vkRej{kk ds rjhds lh[kus dk vkSj dqN lewg ,slh Vªsfuax ys Hkh jgs gSaA
ukckMZ us Hkh buds 200 lewgksa dks fyax&tkap ds f[kykQ tkx:drk QSykus ds fy,
izf'kf{kr fd;k gSA
Ckkjg gtkj lewgksa dh usrk
NÙkhlx<+ dk jktuanxkao ftyk vius vfoLej.kh; vuqHko ds fy;s tkuk tkrk
gS] tgka xqykch lkM+h esa efgykvksa dk ,d lewg lqfuf'pr djrk fn[krk gS fd lHkh
cPps Ldwy tk,a] rks dksbZ lewg lkbdy ls nwjnjkt tkdj Hkzw.kgR;k vkSj ijnk&izFkk
ds f[kykQ tkx:drk QSyk jgk gSA lkr ntsZ rd i<+h Qqycklu ckbZ ;kno us
viuh dksf'k'kksa ls ;g lkfcr dj fn;k fd edln usd vkSj bjkns iDds gks rks gj
dke laHko gSA ineJh mudh dksf'k'kksa ij eqgj gSA crkSj lkekftd dk;ZdrkZ 42
o"khZ; Qqycklu ckbZ yxHkx 2 yk[k efgykvksa ds 12 gtkj lsYQ gsYFk xzqi
¼,l,pth½ dk usr`Ro dj jgh gSa vSj dbZ Økafrdkjh dkeksa dks vatke ns pqdh gSA
felky ds rSj ij jktLFkku esa Hkzw.kgR;k jksdus ds fy, ,d cM+h jkf'k n'kd Hkj es
,l,pth dh gj lnL; ls gj lIrkg nks&nks :i, djds tek dh xbZA buds usr`Ro
es ftys esa ^'kjkccanh* dh eqfge us <kbZ lkS ls T;knk 'kjkc ds Bsdksa ij rkyk
tM+ok;kA xzke lHkkvksa esa tgka igys efgykvksa dh mifLFkfr ugha ds cjkcj gksrh
Fkh] mldh txg ys yh gS eq[kj efgykvksa us] tks cgqer esa gS vkSj vius eqn~ns c[kwch
mBk jgh gSA 10 lky dh mez es budh 'kknh dj nh xbZ blfy, cky&fookg dh
rdyhQ Hkh ;s c[kwch tkurh gSA fygktk bldk fojks/k Hkh pqfuank eqn~nksa esa ls ,d
gS A
fiNM+s ekus tkus okys ftys esa lehdj.k cny jgs gSA êka ceys'ojh tufgr djs*
ds uke ls budh laLFkk u flQZ ljdkjh laLFkkuksa ij dM+h utj j[ks gq, gS] cfYd
efgykvksa dh vkfFkZd fLFkfr lqn`<+ djus ds lkFk&lkFk muds LokLF;] LkkQ&lQkbZ
vkSj dbZ vU; xfrfof/k;ksa es lfØ; Hkwfedk fuHkk jgh gSA Qqycklu ckbZ Lohdkjrh
gS fd gj iqjLdkj ds lkFk ftEesnkjh dk ifj.kke Hkh c<+rk tkrk gS vkSj ;g

thoun'kZu muds dkeksa ls Hkh >ydrk gSA
>kj[kaM dh ^^ysMh VktZu**
>kj[kaM dh peh nsoh eqeZq dks yack oDr yxk lkFkh efgykvksa dks lger djus
esa fd isM+ks dks dkVuk vkus okyh ih<+h ds fy, fdl dnj Hk;kog gks ldrk gSA
vkt budh bdks&fczxsM ,d fefy;u ls T;knk ikS/ks yxk pqdh gSA taxy&ekfQ;k
vkSj ekvksokfn;ksa dh Hkh ijokg u dj vius fe'ku esa tqVs jgus ds dkj.k vkt ;s
>kj[kaM dh ^ysMh VktZu* Hkh dgykrh gSA 42 o"khZ; peh nsoh cfjlkbZ xkao ls gSa]
tks ljkbZdsyk [kjlkaok ftys esa vkrk gSA ;g ftyk jsM dkWfjMksj ;kuh ,DlVªhe
uDly izHkkfor {ks=kksa esa ls gS] ftls fefuLVªh vkWQ iapk;r us ns'k ds dqN lcls fiNM+s
bykdksa esa 'kkfey fd;k gSA cgqr ls xzkeh.k vf'k{kk vkSj xjhch ds pyrs vkEMZ
LVªxy es 'kkfey gks x, ;k tcnZLrh >kasd fn, x,A ogha LFkkuh; fVacj ekfQ;k
ds dkj.k nks n'kd ds Hkhrj >kj[kaM ds lajf{kr 24 yk[k gsDVs;j taxy dk 50
izfr'kr dkV fn;k x;k] tks bu vkfnokfl;ksa ds thou;kiu dk ,dek=k ikjaifjd
L=kksr Fks] pkgs Qyksa ;k fQj tykÅ ydM+h ds :i esaA1988 ds ckn ls fVacj ekfQ;k
ds [kkSaQ dks njfdukj dj efgyk,a gj laHko dksf'k'k dj jgh gS fd taxy dk
,d&,d isM+ lqjf{kr j[kk tk, vkSj vc bl eqfge es rhu gtkj ls T;knk Lo;a
lsod gSaA ;s fczxsM law?k ysrh gS fd dc&dgka voS/k <ax ls isM+ dkVus dh ;kstuk cu
jgh gS vkSj rqjar ogka igq¡p tkrh gSA lkFk gh ikS/kkjksi.k Hkh gks jgk gSA ikS/kkjksi.k
dh 'kq:vkr ,sls isM+ksa ls dh xbZ tks t:jr iwjh djrs gSaA ccwy]uhe] lky] lkxkSu]
'kh'ke] vke vkSj ve:n tSls isM+ cM+h la[;k esa yxk, x,gSaA okWVj'ksM dh enn
ls dbZ rjg dh Qlysa yxkbZ tk jgh gS] tks igys flapkbZ ds vHkko esa dkjxj ugha
FkhA Pkeh nsoh dgrh gS& laFkky cksyh esa >kj[kaM dk vFkZ gS lksus dk VqdM+kA taxy
ds :i esa bZ'oj us gesa lksus ds VqdM+s ls uoktk gS] ftls laHkkyuk gekjk QtZ gSA
vkleku ls vkxs
vxj dksbZ lquhrk fofy;El ls iwNs fd 2012 vkids fy, dSlk jgk] rks cgqr
laHko gS fd os tokc nsa] ^^vkmV vkWQ fnl oYMZ**A vkSj os xyr Hkh ugha gksaxhA
D;ksfa d bl lky ds pkj ekg rks mUgkaus s /‘ kjrh ls nwj varfj{k esa xqtkjs vesfjdh
varfj{k ,tsalh uklk ds Lisl fe'ku ,DlisfM'ku 33 dh dkekaMj lquhrk fofy;El
ij Hkkjr dks ukt gS ,d efgyk varfj{k ds :i esa 195 fnuksa rd 2006&07 varfj{k
esa jgus dk fo'o dhfrZeku cukus okyh lquhrk uklk ds vfHk;ku ij tkus okyh
Hkkjrh; ewy dh nwljh efgyk gSA 100 vjc MkWyj dk varfj{k 'kks/k vfHk;ku nqfu;k
ds 15 ns'kksa ds lfØ; lg;ksx ls pyk;k tk jgk FkkA vkSj lquhrk dk bldh lQyrk
esa vge ;ksxnku gSA 4 efgus rd varfj{k esa jgus okyh lquhrk dk ;g nwljk
varfj{k nkSjk FkkA dqy nks yEcs fe'kuksa esa lquhrk varfj{k esa dqy 322 fnu fcrk
pqdh gSA varfj{k esa lcls yacs le; rd jgus ds lkFk gh lkr ckj esa dqy 50 ?kaVs
vkSj 40 feuV rd varfj{k esa pgy dneh djus dk fjdkMZ Hkh lquhrk ds uke gSA
lquhrk dk tUe 19 flracj 1965 esa vesfjdk ds vksgk;ks es gqvk FkkA muds firk
nhid ikaM;k vesfjdk esa MkWDVj gS vkSj ewyr% xqtjkr ls rkYyqdkr j[krs gSA
lquhrk fofy;El dks 2008 esa Hkkjr ljdkj foKku vkSj vfHk;kaf=kdh ds {ks=k eas ine
foHkw"k.k ls laEekfur dj pqdh gSA
Hkxoku dh ryk'k esa
gesa yxkrkj loky djrs jgus pkfg;s dqy feykdj ;gh ,d LoLF; lekt dk
y{k.k gSA t:jh ugha fd gj loky dk tcko ekStwn gks ysfdu buds tfj;s vki
vius tcko [kqn [kkst ldsaxsA ;g dguk gS vpZuk 'kekZ dk tks vkt luZ ¼;wjksih;
ijek.kq vuqla/kku laxBu½ esa crkSj oSKkfud yktZ gsMWªku dksykbMj ,DlisjheasV ;kuh
,y,pih esa vge ftEesnkjh fuHkk jgh gSA
tqykbZ 1960 es tUeh vpZuk dh Ldwyh f'k{kk >kalh ds lsaV Ýkafll Ldwy esa gqbZ
vkSj mUgksaus xzstq,'ku rFkk iksLV xzstq,'ku cukjl ;wfuoflZVh ls fd;kA gkykafd ml
oDr dEI;wVj lkbal vkSj bysDVªkfuDl tSls fo"k;ksa dk Øst Fkk ysfdu vpZuk us
U;wfDy;j fQftDl dk pquko fd;k vkSj blh fo"k; es fnYyh fo'ofo|ky; ls
ih,pMh dhA
gkykafd xkWM ikfVZdy dh [kkst esa tqVh Vhe esa vkerkSj ij ;ksjfi;u ukxfjdksa
dks gh LFkk;h ukSdjh nh tkrh gS ysfdu Hkkjr dh vpZuk 'kekZ dh izfrHkk us ijaijk
dks myV fn;kA vpZuk 'kekZ 2001 ls gh ;gka LFkk;h LVkQ eascj ds crkSj rSukr gSa
vkSj iwjh f'knnr ls egkiz;ksx dks iwjk djus esa tqVh gqbZ gSaA czãkaM dh mRifÙk vkSj
fodkl ds jgL; ls inkZ mBkus ds fy, luZ }kjk tsusok esa ;g egkiz;ksx tkjh gSA
mEehn dh tk jgh gS ;g iz;ksx HkkSfrdh dh dbZ cqfu;knh fu;eksa dk jgL; [kksysxkA
efgykvksa us jktuhfr dh fn'kk Hkh r; dh gSA efgykvksa us iz/kkuea=kh]
fons'kea=kh] iap] ljiap] cudj dq'kyrk ls vius dkeksa dks vankt fn;k gSA gj {ks=k
es efgykvksa us viuh mifLFkfr esa vius vkidks l'kDr cuk;k gSA
in~ekorh canksik/;k;
Hkkjrh; ok;qlsuk dh igyh efgyk ,;j ek'kZy jghaA 1968 esa bafM;u ,;j QkslZ
esa 'kkfey jghaA 1978 esa fMQsal LVkQ dkWyst dkslZ iwjk fd;k] ,slk djus okyh igyh
efgyk vf/kdkjh cuhA ,sfo,'ku esfMflu fo'ks"kK cuus okyh o ukWFkZ iksy ij
oSKkfud vuqla/kku dk lapkyu djus okyh igyh efgykA igyh efgyk ftUgsa ,;j
okbl ek'kZy jSad ij inksUur fd;k x;kA 1971 ds Hkkjr&ikd ;q) ds nkSjku mUgsa
es/kkoh lsok ds fy, fo'o lsok ind ls lEekfur fd;k x;kA
iquhrk vjksM+k
lgkjuiqj ds ,d iatkch ifjokj esa tUeha] iquhrk vjksM+k igyh efgyk gSa]
ftUgksaus nwljh lcls cM+h jSad] Hkkjrh; l'kL=k cyksa ds ysf¶VusaV tujy o Hkkjrh;
ukSlsuk dh okbl ,Mfejy in dh mikf/k izkIr dhA os 2004 esa l'kL=k cy esfMdy
dkWyst dh dekaMsaV Fkha] tks laLFkku ds 'kh"kZ in ij jgh igyh efgyk FkhaA mUgksaus
l'kL=k cyksa ds fy, esfMdy lfoZlst ¼,,Q,e,l½ ds vfrfjDr egkfuns'kd ds
:i esa fpfdRlk] vuqla/kku dks&vkWfMZus'ku Hkh fd;kA ckn esa] os lsuk ls ukSlsuk esa
pyh xbZA
lksfQ;k dqjS'kh
lsuk ds flXuy nLrs dh ysf¶VusaV duZy lksfQ;k 2016 esa vk;ksftr ,f'k;u
Iyl eYVhus'kuy fefyVªh ,Dljlkbt QkslZ 18 esa Hkkjrh; lsuk ds izf'k{k.k ny dk
usr`Ro djus okyh igyh efgyk vf/kdkjh cuhaA Vªsfuax ds fy, vk, lHkh lSU; nyksa
ds chp os lSU; VqdM+h dh ,dek=k efgyk dekaMj FkhA mUgsa 'kkafr o j[k&j[kko
izf'k{kdksa ds fy, Hkkjrh; lsuk dk usr`Ro djus ds fy, pquk x;k FkkA
nhfidk feJk
os gsyhdkWIVj ,jkscSfVd Vhe lkjax ds fy, VªsaM dh xbZ igyh vkbZ,,Q ik;yV
cuhaA 2006 esa ok;qlsuk vdkneh ls xzstq,'ku ds ckn os lw;Z fdj.k o lkjax tSlh
,jkscSfVd Vheksa esa [kqn dh dYiuk djus yxh FkhaA 2010 esa vkbZ,,Q us lkjax ds
fy, okysafV;j efgyk ik;yVksa dh [kkst 'kq: dh rks os lkeus vkbZaA ns'k ds mUur
ykbV gsyhdkWIVj nLrs esa 'kkfey gksus okyh igyh efgyk cuhaA
fuosfnrk pkS/kjh
2009 esa ¶ykbV ysf¶VusaV fuosfnrk us vkxjk esa ok;qlsuk dh VqdM+h TokWbu dhA
fQj mUgsa ekmaV ,ojsLV ij p<+us okys vkbZ,,Q efgyk vf/kdkfj;ksa ds okyafV;j dk
ekSdk feykA mudh Vhe dh vU; efgyk nLrs dh izeq[k fu:iek ikaMs o ¶ykbV
ysf¶VusaV jkftdk 'kekZ 5 fnu ckn bl pksVh ij igqap pqdh FkhA ;s miyfC/k gkfly
djus okyh og jktLFkku dh igyh efgyk cuhaA lkFk gh bl ÅapkbZ ij igqaph

,;jQkslZ esa igyh efgykA
fiz;k f>axe
21 flrEcj 1992 dks fiz;k f>axu ds :i esa ukekafdr Hkkjrh; lsuk esa 'kkfey
gksus okyh igyh efgyk dSMsV cuhaA odkyr dh i<+kbZ iwjh dj pqdh f>axu dh
[okfg'k ges'kk lsuk esa tkus dh FkhA 1992 esa mUgksaus lsuk izeq[k dks ,d i=k fy[kk
vkSj efgykvksa dks lsuk esa 'kkfey djus ds fy, dgkA ,d lky ckn f>axu o vU;
24 ;qok efgykvksa us lsuk esa HkrhZ gksdj viuh ubZ ;k=kk 'kq: dhA tc os lsokfuo`Ùk
gqbZ] mUgksaus dgk ;g ,d liuk gS ftls esa vkt Hkh gj fnu thrh gw¡A
fnO;k vthFk dqekj
21 lky dh mez esa fnO;k vthFk dqekj us loZJs"B vkWyjkmaM dSMsV iqjLdkj
thrus ds fy, 244 lkFkh dSMsV ¼iq#"k vkSj efgyk nksuksa½ dks gjk;k vkSj izfrf"Br
^LoksMZ vkWQ vkWuj* izkIr fd;k tks vf/kdkjh izf'k{k.k vdkneh }kjk dSMsV dks fn;k
x;k mPpre iqjLdkj gSA ^LoksMZ vkWQ vkWuj* izkIr djus ds fy, ;ksX;rk lwph esa
thruk vko';d gksrk gS] ftlesa fQftdy Vªsfuax fLoeax] {ks=k izf'k{k.k] lsok fo"k;ksa]
ck/kk] izf'k{k.k] fM yª ijh{k.k vkfn 'kkfey gSAa Hkkjrh; lsuk ds bfrgkl esa bl
lEeku dks thrus okyh igyh efgyk dIrku fnO;k vthFk dqekj us 2015 esa x.kra=k
fnol ijsM ds nkSjku 154 efgyk vf/kdkfj;ksa vkSj dSMsV ds ,d efgyk ny dk
usr`Ro fd;kA
ferkyh e/kq f erk
ysf¶VusaV duZy ferkyh e/kqferk ohjrk ds fy, lsuk ind izkIr djus okyh
igyh efgyk vf/kdkjh gSaA 2010 esa vQxkfuLrku ds dkcqy esa Hkkjrh; nwrkokl
ij gq, geys ds nkSjku fn[kk, x, vuqdj.kh; lkgl ds fy, mUgsa ;g esMy fn;k
x;k FkkA os dkcqy esa Hkkjrh; nwrkokl igqaph o dbZ ukxfjdksa vkSj vkehZ tokuksa dks
fudky vLirky igqapk;kA mUgksaus tEew&d'ehj o iwoksZÙkj esa vkWijs'ku ds nkSjku
vuqdj.kh; lkgl dk ifjp; fn;k FkkA
bu lHkh efgykvksa us lekt esa LFkkfir iq#"k opZLo okys {ks=kksa dh nhokj dks
Hksnk gh ugha cfYd j{kk {ks=kksa esa lcls vge vksgns o fof'k"Vrk Hkh gkfly dhA mUgsa
;s ekSds dsoy blfy, ugha fn;s x;s fd os efgyk,a Fkha cfYd muesa ;ksX;rk Fkh vkSj
vius lqn`<+ dU/kksa ij usr`Ro ysus dh {kerk FkhA l'kfDrdj.k dh ;g ;k=kk vHkh
tkjh gSA lHkh ohj efgykvksa dks ueuA
2-
vkRefuHkZj gksrh ukjh vkSj Lolgk;rk lewg
MkW-¼Jherh½ vlqUrk dqtwj

izk/;kid bfrgkl
'kkldh; egkfo|ky;] fljkyh
ftyk&gjnk
xk¡o esa lkekftdrk ij xkSj djs rks ikrs gS fd fdlh Hkh dk;Z esa enn ysus vkSj nsus
dh ijEijk lfn;ksa ls pyh vk jgh gSA tSls& lkeqnkf;drk dh Hkkouk vkfnoklh
lekt dh lcls cM+h fo'ks"krk gS vkSj ;g blds lkekftd] vkfFkZd vkSj jktuSfrd
igyqvksa ds rkj ls Hkh tqM+h gqbZ gSA ijUrq vkt ds iSlk&cktkj izfr;ksfxrk iw.kZ ;qx
esa es bldk QSyko] fodkl dh izfØ;k esa lqlaxfBr gksdj ugha fd;k x;kA blds
ckotwn lkeqnkf;drk xjhc o lkekftd rkSj ls fiNM+s oxksZa esa vkt Hkh fdlh u
fdlh :i esa fo|eku gSA
Lo;a lgk;rk lewg dk bfrgkl ns[kus ij ;g irk pyrk gS fd eq[; :i ls
bldh 'kq:vkr ns'k dh izfrf"Br LoSfNd laLFkk,a tSls lsYQ ,EiykbM oheu
,'kksfl,'ku vgenkckn e;jkMk] caxykSj vkfn ds ek/;e ls gqbZ FkhA e;jkMk]
¼caxykSj½ ds bfrgkl dks ns[kk tk;s rks bl laLFkk us o"kZ 1968 ls gh lkekftd dk;Z
ds izfr viuh Hkwfedk fuHkkuh 'kq: dj nh FkhA 'kq:vkr esa e;jkMk us eq[; :i ls
phu ;q) ds i'pkr frCcr ls vk;s frCcfr;ksa dks iquLFkkZfir djus dk dk;Z 'kq:
fd;kA nwljs nkSj esa bl izdkj o"kZ 2000 rd yk[kksa yksxksa dks lqfo/kk,sa nsdj muds
thou Lrj dks mBkus dk y{; cuk;kA
mi;qDr dk;ZØe esa Lo;a lgk;rk ds lUnHkZ esa eq[; :i ls e;jkMk us fuEu
eqn~nksa ij fo'ks"k tksj fn;kA tSls &
• lkeqnkf;d fØ;k'khy lewg ds ek/;e ls thou i)frA
vkRefuHkZj gksrh ukjh vkSj Lolgk;rk lewg %% 31
• efgykvksa dks laxfBr djuk ftlls Lo;a lgk;rk lewgksa dks c<+kok fn;k tk
ldsA
bl izdkj vuqHko ds vk/kkj ij fuEufyf[kr ckrs lh[kus dh n`f"V ls mHkj dj
vk;hA
1- leqnk; ftudh vkfFkZd ,oa lkekftd igyqvksa esa lekurk gks ,d NksVs lewg
ds ek/;e ls viuh&viuh vko';drkvksa] leL;kvksa] Hkkoukvksa] vis{kkvksa vkfn
mEehnksa dks ysdj fujarj iz;kl djrs gSA vr% viuh&viuh izfØ;k esa muds
mRlkg dks fujarj tkx`r djuk ,d egRoiw.kZ vax gSA
2- leku Lrj ds lnL; ogh lh[kus dk iz;kl djrs gS tks mUgsa :fpdj yxrk gSA
3- bl leku Lrjh; lewgksa ds lnL;x.k vius&vius Kku ds izfr tkx:drk dk
Lo;a ds vanj dh {kerk dks fodflr dj vius O;ogkj esa ykus ds izfr mRlkfgr
jgrs gSA
4- ;g lnL;&lewg eq[; :i ls vius lewg ds }kjk Lopkfyr gksdj vxzlj gksus
dk iz;kl djrs gSA
5- ;g leku Lrj ds lewg ds lnL;ksa ds lkFk&lkFk nwljksa dks Hkh fodkl dh vkSj
ykuk pkgrs gSA
Lo;a lgk;rk lewg dk vkSfpR;
xk¡o esa dqy vkcknh dk 75 izfr'kr ls Hkh vf/kd vkcknh dk izeq[k vk/kkj
[ksrh gSA ,sls xzkeh.kksa dh vusd leL;k,a gSaA igyh ;g fd [ksrh ds vfrfjDr vU;
vk; dk lk/ku buds ikl ugha gksrs gSA nwljk ;g fd [ksrh esa 5 ls 6 ekg rd dke
feyrk gS] blfy, cps xzkeh.kksa dks vk; ds fy, iz;Ru djuk iM+uk gS vkSj vko';rk
iM+us ij bUgsa viuh tehu o xguksa dks fxjoh j[kuh iM+rh gS] vkSj ifjfLFkfr ls
etcwj gksdj bls NqM+k Hkh ugha ikrs gSaA blh chp ;fn vU; leL;k,a ¼chekjh] e`R;q]
ioZ vkfn½ vk tk;s rks ca/kd j[kus dh lhek,a c<+ tkrh gSaA cSad] 'kk[kkvksa dh o`gn
usVodZ gksrs gq, Hkh xzkeh.kksa dh igqap ogka rd ugha gSA pw¡fd fu/kZuksa dh t:jrsa NksVs
_.kksa ls lacaf/kr gksrh gS] lkFk gh mudh vko';drk,a mi;ksx vkSj mRiknu nksuksa
mn~n';ksa ls tqM+h gS] cSad okys bls [krjk ekurs gS vkSj m/kkj nsus ls fgpdrs gSaA bu
leL;kvksa ls mcjus ds fy, ,d vdsyk O;fDr rks lEHkor% dqN ugha dj ldrk
gSA ijUrq dqN yksx feydj viuh NksVh vk; ls FkksM+h&FkksM+h cpr djrs&djrs ,d
iw¡th tek dj ldrs gSA blh iw¡th ls os ,d nwljs dh enn djrs gS vkSj bldk
mi;ksx djds /khjs&/khjs tehu NqM+krs gSaA bl izfØ;k esa dkQh le; yx tkrk gSA
ijUrq dk;Zlsoh laLFkkvksa dh enn ls dqN gn rd viuh leL;kvksa dk lek/kku

djrs gSaA
Lo;a lgk;rk lewg leku lkekftd ,oa vkfFkZd i`"BHkwfe okys 10&20 lnL;ksa
dk ,d LoSfPNd lewg gS tks %&
• fu;fer :i ls viuh vkenuh ls FkksM+h&FkksM+h cpr djrs gSaA
• O;fDrxr jkf'k dks lkewfgd fof/k esa ;ksxnku ds fy, ijLij lger jgrs gSaA
• lkewfgd fu.kZ; ysrs gSaA
• lkewfgd usr`Ro ds }kjk vkilh erHksn dk lkek/kku djrs gSaA
• lewg }kjk r; fd;s x, fu;eksa ,oa 'krksZa ij _.k miyC/k djkrk gSA
Hkkjr esa Lo;a lgk;rk lewg vis{kkÑr u;k iz;ksx gS ysfdu fiNys yxHkx ,d
n'kd ls ns'k Hkj esa] fo'ks"kdj nf{k.kh jkT;ksa esa Lo;a lgk;rk lewgksa ¼lsYQ gsYi xzqi½
dh la[;k esa mYys[kuh; o`f) gqbZ gS vkSj bls xzkeh.k efgykvksa ds l'kfDrdj.k dk
u;k dkjxkj vkStkj ekuk tkus yxk gSA lcls vf/kd Lo;a lgk;rk lewg vkU/kz
izns'k esa py jgs gSaA Lo;a lgk;rk lewg okLro esa efgykvksa dk ,d vukSipkfjd
lewg gS tks viuh cpr rFkk cSadksa ls y?kq _.k ysdj viuh lnL;kvksa dh ikfjokfjd
t:jrsa iwjh djrs gSa vkSj fodkl xfrfof/k;k¡ pykdj xkao esa xjhch nwj djus vkSj
efgyk l'kfDrdj.k esa ;ksxnku nsrs gSaA
;s lewg vkilh ,dtqVrk] Lo;a lgk;rk vkSj lkewfgd ftEesnkjh dh /kkj.kk dks
ysdj pyrs gSa blfy, buesa izk;% ,d tSlh vkfFkZd vkSj lkekftd fLFkfr ds yksx
,d lkFk vkrs gSaA blls muesa Å¡p&uhp dh Hkkouk ugha jgrh vkSj NksVh ls NksVh
cpr tek djus esa Hkh mUgsa ladksp ugha gksrkA lkjh O;oLFkk D;ksafd vkilh Hkjksls
ij fVdh gS blfy, dtZ okfil ysus esa fo'ks"k dfBukbZ ugha gksrh gSA blls lewg
dh lnL;kvksa esa ;g vkRe fo'okl Hkh iSnk gks tkrk gS fd os bruh l{ke gS fd
dtZ ysdj mls ykSVk Hkh ldrh gSA eksVs rkSj ij dg ldrs gSa fd Lo;a lgk;rk lewg
dk eq[; mn~ns'; efgykvksa dks cpr vkSj _.k miyC/k djkuk gSA
xjhch nwj djus esa Lo;a lgk;rk lewgksa dk ;ksxnku
ckaXykns'k ds pfpZr xzkeh.k cSad dh miyfC/k;ksa dh [;kfr ds ckn ;g ckr
Hkkjr esa Hkh eglwl dh tk jgh gS fd y?kq foÙk ds tfj;s yksx] fo'ks"kdj fu/kZu
xzkeh.k efgyk,a viuh vkSj vius ifjokj dh mUufr dj ldrh gSA Hkkjr esa ;wa rks
Lo;a lgk;rk lewgksa dh 'kq:vkr 1952 esa jk"Vªh; Ñf"k vkSj xzkeh.k fodkl cSad
^ûkckMZ** dh ;kstuk ^,l ,l th cSad fydsat izksxzke* ds :i esa gqbZ Fkh fdUrq bl
vo/kkj.kk dks O;ogkfjd yksdfiz;rk fiNys ,d n'kd esa feyh gSA fofHkUu fjiksVksaZ
ls izkIr vkadM+ksa ds vuqlkj ns'k esa djhc 25 yk[k lewg cus gq,s gSa] ftlesa 7-8 djksM+
ifjokjksa ds ykHkkfUor gksus dk vuqeku gS] buesa 90 izfr'kr ls vf/kd lewg
efgykvksa ds gSaA dsUnzh; efgyk vkSj cky dY;k.k ea=kky; dh efgyk l'kfDrdj.k
dh pfpZr ;kstuk Lo;afl)k rks iwjh rjg bUgha efgyk lewgksa ds ek/;e ls gh ykxw
dh xbZ gSA okLro esa bu lewgksa dh vo/kkj.kk ds ihNs ;gh rF; gS fd gekjs ns'k
esa vR;f/kd xjhc yksxksa esa 60&65 izfr'kr la[;k efgykvksa dh gh gSA efgyk,a vkSj
muesa Hkh xzkeh.k efgyk,a gekjs lekt dk lcls vf/kd misf{kr vksj nqcZy oxZ gSA
blhfy, efgykvksa dh xjhch nwj djus rFkk muesa foÙkh; n`<+rk ykdj muds
l'kfDrj.k ds mn~ns'; ls Lo;a lgk;rk lewgksa dks c<+kok fn;k tk ldrk gSA
Lo;a lgk;rk lewgksa dh mi;ksfxrk xzkeh.k ifjokjksa dh xjhch nwj djus ls
vf/kd efgykvksa ds l'kfDrdj.k esa fl) gqbZ gSA bl lPpkbZ ls bUdkj ugha fd;k
tk ldrk fd efgykvksa dh vkfFkZd vkSj lkekftd fLFkfr esa lq/kkj yk;s fcuk
lekt dh mUufr dk liuk iwjk ugha gks ldrkA Lo;a lgk;rk lewgksa esa eq[; :i
ls efgyk,a gh Hkkxhnkjh dj jgh gSa blfy, ifjokj ds mRFkku esa mudh Hkwfedk c<+
jgh gSA gkykafd gekjh lkekftd o ikfjokfjd ifjfLFkfr;k¡ efgykvksa dks T;knk
c<+&p<+dj dke djus dh vuqefr ugha nsrh ysfdu tc efgyk,a ifjokj ds fgr ds
fy, dke djrh gSa rks fir` lÙkkRed O;oLFkk muds Je o dkS'ky dks ekU;rk nsrh
gS vkSj Lo;a efgykvksa esa vkRe fo'okl vkSj vkRe lEeku dk Hkko lqn`<+ gksrk gSA
mudk lEeku c<+us ls ifjokj esa yM+fd;ksa ds izfr HksnHkko o mis{kk de gksrh gS bl
izdkj lewgksa dh cnkSyr /khjs&/khjs xzkeh.k efgykvksa dk lkekftd o vkfFkZd :rok
c<+ jgk gSA tks ?kj ds vkfFkZd QSlyksa esa izk;% efgykvksa dh jk; dks T;knk egRo
ugha fn;k tkrk fdUrq tc os viuh {kerk vkSj dkS'ky ds fodkl ls u dsoy cPpksa
dh i<+kbZ o nq[k&lq[k ds ekSds ij ifjokj dh foÙkh; t:jrsa iwjh djus ds yk;d cu
jgh gSa rks fu.kZ; ysus ds Lrj ij Hkh mudh jk; dks egRo feyus yxk gSaA cpr dk
iSlk tek gks tkus ls y?kq _.k dh lqfo/kk feyus ls efgyk,a viuh O;fDxr t:jrsa
Hkh iwjh dj ldrh gSa ftlls os vius LokLF; vkSj jgu&lgu dk Lrj csgrj cuk
ldrh gSaA
efgykvksa dks vkRefuHkZj cukus eas Lo;a lgk;rk lewgksa dk ;ksxnku
efgyk l'kfDrdj.k ds fy, Lo;a lgk;rk lewgksa dks vf/kd lkFkZd o mi;ksxh
cukus ds fy, t:jh gS fd efgykvksa dh {kerk,¡a ,oa dkS'ky c<+kus dh fn'kk esa dne
mBk;s tk;saA tSlk fd igys Hkh dgk x;k gS fd lekt eas ijEijkxr :i ls [ksrh
o i'kq ikyu dks NksM+dj ckgj ds dkeksa esa yM+fd;ksa dh Hkkxhnkjh dks grksRlkfgr
fd;k tkrk gSA mUgsa Lora=k :i ls dksbZ dke ugha djus fn;k tkrkA Lo;a lgk;rk
lewg ls _.k ysus] cSBdksa eas tkus vkSj O;olkf;d xfrfof/k;ksa esa /ku yxkus tSls
dkeksa ds flyflys esa vkSjrksa dks ckgj tkuk gksrk gSA vkSj dqN vkSipkfjdrk,sa iwjh
djuh gksrh gSaA ;s lHkh dke os rHkh dq'kyrk ds lkFk dj ldrh gSa tc mUgsa
izf'k{k.k nsdj bu xfrfof/k;ksa dks pykus ds rkSj&rjhds fl[kk;s tk;saA
lÙkk izfr"Bkuksa rFkk cSadksa esa Lo;a lewgksa ds izfr mis{kk dk eq[; dkj.k ;g
izrhr gksrk gS fd ;g lewg eq[;r% efgykvksa }kjk pyk;s tkrs gSaA efgykvksa dks
xEHkhjrk ls u yssus vkSj mUgsa nqcZy ekuus dh lfn;ksa iqjkuh eukso`fÙk gh bl mis{kk
o HksnHkko ds fy, ftEesnkj gSA izf'k{k.k vkSj psruk iSnk djus ls bl izo`fÙk ij Hkh
vadq'k yx;k tk ldrk gSA tkfgj gS fd Lo;a lgk;rk lewg O;oLFkk xkao esa xjhch
nwj djus vkSj efgyk l'kfDrdj.k dh fn'kk esa ,d egRoiw.kZ dne gS tks le; ds
lkFk&lkFk viuh detksfj;ksa ij dkcw ikrs gq, vkxs c<+rk tk;sxkA ljdkj] Lo;a
lsoh laxBu] cSad] iapk;rsa rFkk xkao ds yksx bl ubZ vo/kkj.kk dks lQy cukus esa
viuh&viuh Hkwfedk bZekunkjh ls fuHkk,sxsa rks fu%lansg xzkeh.k efgykvksa dk ;g
NksVk lk iz;kl ,d cM+s vfHk;ku dk :i /kkj.k dj ysxk vkSj ns'k ds lHkh jkT;ksa
esa bldk foLrkj gks ldsxkA
efgyk&iq#"k lekurk ykus esa Lo;a lgk;rk lewgksa dk ;ksxnku
efgyk ,oa iq#"k Jfed leku etnwjh ds gdnkj gSa dqN ykHkkfFkZ;ksa esa ls ,d
frgkbZ efgykvksa dk gksuk vfuok;Z gS] rFkk efgykvksa dks xkao esa gh dk;Z fn;k
tk,sxkA Hkkjrh; ukjhokn dk vFkZ gS lkekftd Lohdk;Zrk ds lkFk Lok/khurk] vkSj
v/kZ&lkearh [kkaps&<kaps ds Hkhrj Lok;Ùkrk ysfdu cgqla[; vkcknh ds fy, bldk
dksbZ vFkZ ughaA
Lo;a lgk;rk lewg O;oLFkk dk fodkl o vU; leqfpr ,tsfUl;ksa ls tqM+ko
ugha gks ik;k gS] os ,d vyx bZdkbZ ds :i esa dk;Z djrs gSa ftlls dksbZ cM+h ;k
egRoiw.kZ xfrfof/k;ksa dks gkFk esa ugha ys ikrsA bldk ifj.kke ;g gksrk gS fd muesa
mRlkg ugha jgrk vkSj fuf"Ø; gksus yxrs gSaA ;fn bu lewgksa dks ljdkjh
ifj;kstukvksa ;k iapk;r ds dk;ksZa ls tksM+ fn;k tk;s] rks budh mi;ksfxrk fuf'pr
:i ls c<+ tk;sxhA iapk;rsa xzkeh.k {ks=k dh LFkkuh; laLFkk,a gSa ftuesa efgykvksa dh
Hkkxhnkjh vo'; gksuh pkfg,A iapk;rksa ls tqM+dj Lo;a lgk;rk lewg LFkkuh;
Lo'kklu esa fgLlsnkjh dj ldrs gSa vkSj lkFk gh jkT; ljdkj ds fofHkUu
ifj;kstukvksa ds ckjs esa lq>ko Hkh ns ldrs gSaA

;s efgyk,a vkt bl eqdke ij blfy, gS D;ksafd os ftl lekt esa jg jgha gSa
og ukjh dh iwtk djus dh ckr rks djrk gS ysfdu lp ls e¡qg pqjkrk gSA os dkjksckj
[kM+k djus ls yssdj vkUnksyu rd laxfBr dj jgha gSaA
Hkkjr esa Lo lgk;rk lewg cSad fyadst dk;ZØe dh mRifÙk vkSj
vo/kkj.kk
vkSipkfjd _.k iz.kkyh ds yphysiu] lqxzfgrk] vuqfØ;k'khyrk tSls xq.kksa dks
vkSipfjd _.k laLFkkvksa dh rduhdh {kerkvksa vkSj foÙkh; lalk/kuksa ds lkFk
la;ksftr djus ij _.k forj.k iz.kkyh esa ldkjkRed uohurk;sa ykus dh n`f"V ls
jk"Vªh; Ñf"k vkSj xzkeh.k fodkl cSad ¼ukckMZ½ us Qjojh 1992 esa Lo;a lgk;rk
lewgksa dks okf.kT; cSadksa tksM+us dsfy;s ik;yV ifj;kstuk 'kq: dh FkhA ftlesa ¼ckn
esa½ lgdkjh cSadksa vkSj {ks=kh; xzkeh.k cSadksa dks Hkh 'kkfey dj fy;k x;kA ;g tqM+ko
bl fopkj esa Hkh Fkk fd vkSipkfjd vkSj vukSipkfjd _.k iz.kkyh ds vPNs xq.kksa dks
lek;ksftr dj ldsaA
Lo;a lgk;rk lewg ds vkSipkfjd ,oa vukSipkfjd _.k O;oLFkk ds xq.kksa dk
lek;kstu %&
vukSipkfjd ¼egktu] iM+kslh vkSipkfjd ¼cSad½
nks " k xq . k nks " k xq . k
LFkkuh; ,oa ifjfpr NksVk dtZ 'kks"k.k ugha
le; vkSj _.k T;knk [kpZ vkSj C;kt de
yEch izfØ;k
dtZ ysus ,oa nsus okys lksp gS fd xjhc [kq'kken ughaA
ds chp O;fDrxr dtZ yk;d ugha gSA
lEidZ ,oa layXurk
O;fDr lEidZ dk l'kfDrdj.k
vHkko ¼viuh bPNk
fu.kZ; 'kfDr ij½
nqckjk dtZ dtZ okilh esa
okrkoj.k dh dehA
mRiknu ds fy, ek=k
dtZ ¼fefJr mn~ns';½

i;kZIr dtZ tekur dh t:jr
de dkxtkr
vklku vkSj 'kks/k
dqN p;fur xSj ljdkjh laLFkkvksa ,oa cSadksa dh enn ls gh ls gh ik;yV
ifj;kstuk dk dk;kZUo;u gqvkA o"kZ 1992&93 esa Lo;a lgk;rk lewg dks fofHkUu
cSadksa ls tksM+k x;kA ik;yV ifj;kstuk esa ek=k 500 Lo;a lgk;rk lewg tksM+us dk
y{; j[kk x;k FkkA tcfd o"kZ 1993&94 esa 650 lewgksa dks tksM+k x;kA tcfd o"kZ
1994&95 esa ;k fyadst dh la[;k 2212 gqbZ ftlesa cSad dtZ :- 224-5 yk[k FkhA
bl izk;ksfxd [kaM dk Lo;a lgk;rk lewg cSad fyadst dk;ZØe dh lQyrk ls
vkdf"kZr gksdj Hkkjrh; fjtoZ cSad ds xouZj us ,d dk;Zdkjh lewg dk xBu fd;k
ftlesa izfl) xSj ljdkjh ,dsMef'k;u ¼izcq) f'k{kk fon½] cSad inkf/kdkjhx.k
bR;kfn Fks vkSj ukckMZ ds izca/k funs'kd Jh ,e- ds- dkfy;k dh v/;{krk esa bl
Vhe us iw.kZ v/;;u fd;kA bl Vhe us Lo;a lgk;rk lewg dks cSad fyadst dk;ZØe
dh ,d lQy ,oa izHkkoh iwjd _.k forj.k iz.kkyh ik;k vkSj Hkkjrh; fjtoZ cSad
dks viuk izfrosnu izLrqr fd;kA Hkkjrh; fjtoZ cSad us bl dk;Zdkjh ny ds nkSj
esa Lo;a lgk;rk lewg cSad fydst dk;ZØe dks yk;k x;kA
Lo;a lgk;rk lewg }kjk cSad esa ek=k cpr [kkrk ;kstuk fyadst ugha ekuk x;k
gS] ;g ,d ifjp; ek=k gSA fyadst dk iw.kZ Lo:i gS cSad ls u dsoy dtZ dk
ysu&nsu gks cfYd nksuksa ds chp O;ogkfjd lEcU/k LFkkfir gksA
bl izdkj o"kZ 1995 eas bl dk;ZØe dk izk;ksfxd nkSj lekIr gks x;kA Hkkjrh;
fjtoZ cSad us fnukad 2 vizSy 1996 dks vius ifji=k ds tfj;s Lo;a lgk;rk lewgksa
dks fn, x, _.k esa izkfFkedrk {ks=k vfxzeksa ds rgr 'kkfey fd;s tkus dk funsZ'k
fn;kA ;g ,d ,sfrgkfld dne gSA Lo;a lgk;rk lewg fjtoZ cSad ds gkfly fn'kk
funsZ'kksa dh eq[; fo'ksrk,sa
Lo;a lgk;rk lewgksa dks _.k nsuk cSadksa dh _.k xfr&fof/k;ksa dh eq[;/kkjk dk
Hkkx gksxkA
1- cSadksa dks viuh dkiksZjsVj.kuhfr] ;kstuk] vius vf/kdkfj;ksa o dfeZ;ksa ds
izf'k{k.k dk;ZØe esa Lo;a lgk;rk lewgksa ds vuqca/kksa@lEidZ dks 'kkfey djasxsaA
2- Lo;a lgk;rk lewgksa dh _.k vnk,xh vfHkizk; pkgs rks Hkh mUgsa izkFkfedrk
ds vk/kkj ij vfxze Hkqxrku en esa 'kkfey fd;k tkuk gSA
3- Lo;a lgk;rk lewg _.k Hkqxrku dks cSadksa }kjk vius lsok {ks=k ;kstuk esa
'kkfey djuk gSA 'kk[kk,¡ Lo;a lewgksa dks _.k Hkqxrku gsrq viuk dk;ZØe r;
dj ldrh gSA
4- xSj ljdkjh lLFkk,a@Lo;a lgk;rk lewg Lofoosd esa lsok {ks=k dh 'kk[kkvksa ls
lsok, izkIr dj ldrh gS] ;fn ,slh 'kk[kkvksa ds izfr os vf/kd vk'oLr gSa vkSj
mUgsa Hkjkslsean le>rh gSA
5- Lo;a lgk;rk lewg vfxze vnk;xh dks ,y-ch-vkj- izfrosnu iz.kkyh esa 'kkfey
fd;k tkuk pkfg, vkSj mudk iquewZY;kdau gksuk pkfg,A
6- cSadksa dks vukSipkfjd lewgksa] tSls Lo;a lgk;rk lewgksa dk cpr [kkrk [kksyuk
gS A
7- ekxZn'khZ ;kstuk ds varxZr ¼vkj- ch-vkbZ-ifji=k] fnukad 24 tqykbZ 1991½
vfrfjDr jkf'k] izfrHkwfr ekunaMks vkfn ls lEcfU/kr yphysiu dh tks NwV gS
mls tkjh j[kk tk,xkA
8- le;≤ ij cSad Lo;a lgk;rk lewgksa ij xSj ljdkjh laLFkkvksa ls C;kt
vf/kdkj yxk ldrh gS tSlk ukckMZ }kjk fu/kkZfjr gSA
9- cSad Lo;a lgk;rk lewgksa ds _.k Hkqxrku ds fy, lkekU; nLrkostdj.k
fu/kkZfjr dj ldrs gSaA vkj-ch-vkbZ- }kjk fofgr ekud izi=k viuk,a tk ldrs
gS A
10- Lo;a lgk;rk lewg vius dqN ckdhnkjksa ds lkFk Hkh cSadksa ls foÙkh; lgk;rk
izkIr dj ldrs gS c'krsZ cSad }kjk iznÙk jkf'k dk mi;ksx lewg }kjk ckdhnkjksa
dks foÙkh; lgk;rk iznku djus ds fy, u fd;k tk,A
11- ukckMZ }kjk izdkf'kr ifjpkyu funsZ'kksa dk izpyu tkjh jgsxkA
fyadst ifj;kstuk ds fuEufyf[kr mn~ns'; gS&
1- xjhcksa dh _.k t:jrksa dks iwjk djus ds fy, iwjd _.k uhfr;ksa dk fodkl
djuk gSA
2- cSadksa ,oa xzkeh.kksa xjhc turk ds chp ijLij fo'okl@Hkjkslk iSnk djukA
3- xzkeh.k xjhc turk esa cpr o _.k nksuksa rjg ds cSfdax dk;Zdykiksa dks
izksRlkfgr djukA
Lo;a lgk;rk lewg cSad fyadst dk;ZØe dk izeq[k rdZ

1- xjhcksa esa cpr djus dh {kerk gksrh gSA
2- xjhcksa dks cSad ds }kjk lqfo/kk nh tk ldrh gSA
3- xSj ljdkjh laLFkk ,d lg;ksxh ds :i esa dk;Z djrk gSA
4- lewg dks cSad ls dtZ fey ldrk gSA
5- dtZ lEcU/kh fu.kZ; lewg ds vius fu;e ds vuqlkj gks ldrk gSA
6- lewgksa esa lkekU; xfr ls mUufr dh izo`fÙk jgrh gsA
7- lewg dks vkdfLed fLFkfr esa Hkh ges'kk dtZ izkIr gksrh jgrh gSA
Lo;a lgk;rk lewg cSad fyadst dk;ZØe ls ykHk
cSad ds fy, %
1- _.k pØ esa ewY;kadu] fuxZr] fujh{k.k ,oa Hkqxrku izfØ;k esa gksus okyh ykxr
esa dehA
2- cM+s Lrj ij NksVh cpr dk tek xfreku gksukA
3- lqfuf'pr ,oa le; ij Hkqxrku gksus ds dkj.k dks'k dk rsth ls iqu% pØh;
gksukA
4- xjhc oxZ dks lekfgr djus ds lkFk&lkFk O;kikj esa foLrkj djus dk voljA
5- nwjnf'kZrk xzkgd vk/kkfjr Hkfo"; rS;kj djukA
Lo;a lgk;rk lewg ds fy,
1- xjhcksa ds chp cpr vknr fodkl djus dk ek/;eA
2- o`gr iSekus ij lalk/ku dh miyC/krkA
3- ,d LFkku ls csgrj rduhdh ,oa ckSf)d Kku o)Zu dh lqfo/kkA
4- vius {ks=k esa gh vkikrdkyhu mi;ksx ,oa mRiknu dk;Z gsrq dtZ dh
miyC/krkA
5- fofHkUu izdkj dk izksRlkgu lgk;rk dk miyC/k gksukA
6- Lora=krk] lekurk] vkRefuHkZjrk vkSj l'kfDrdj.k lqfuf'pr gksukA
7- efgyk vkSj detksj oxksZa dk l'kfDrdj.kA
fyadst dk;ZØe esa cSad dh Hkwfedk

1- Lo;a lgk;rk lewg dks cpr [kkrk lapkyu dh lqfo/kk nsukA
2- lewg dks _.k nsus esa yphykiu :[k j[kukA
3- _.k ds le; tekur vksj ekftZu jkf'k ij NwV nsukA
4- xSj ljdkjh laLFkk ,oa lewg ds lkFk lEcU/k cukuk vkSj lewg ds LoLFk
lapkyu@e/kqj fyadst ij /;ku nsukA
5- ekxZn'kZu ,oa yxkrkj lEcU/k j[kus dh izfØ;k ds }kjk _.k ysu&nsu dk;Z&dyki
ds ckjs esa xSj ljdkjh@laLFkk@lewg dks fo'okl esa ykukA
6- lewg dks cSad ds ;ksX; ;kstukvksa@dk;Zdykiksa dk fooj.k miyC/k djkukA
7- ;fn vius {ks=k esa xSj ljdkjh laLFkk dk;Z u djrh gks rks cSad dks lewg
lgk;rk izksRlkgu laLFkku ds :i esa dk;Z djukA
Lo;alsoh laLFkkvksa dh Hkwfedk
1- xzkeh.kksa dks mRizsfjr vkSj laxfBr djds Lo;a lgk;rk lewg esa ykukA
2- cpr dh Hkkouk dk izksRlkfgr djrs gq, laLFkkxr vkSj O;fDrxr fodkl dh
vksj ys tkukA
3- lewg ds lnL;ksa dks [kkrk&ogh ds j[k&j[kko cSBd lapkyu vkSj dks"k
izca/ku ij f'k{k.k izf'k{k.k dk vk;kstu djukA
4- vko';d iwath dh lgk;rk nsus gj lewg ds izkjafHkd Lrj dh lalk/ku
miyC/krk dks izxfr iznku djukA
5- cSad ds-------lgc) ,uthvks ,dQsflfyVsVj ds :i esa dk;Z djsaA
6- lalk/ku dk vf/kdre mi;ksx djrs gq, lewg lnL;ksa dks rduhdh vkSj
ckSf)d {kerk dk fodkl djsaA
7- lewg dk ,d fe=k] nk'kZfud vkSj ekxZn'kZd ds :i esa dk;Z djsaA
mijksDr reke fcUnqvksa ij xkSj djus ij ikrs gS izeq[k Lo;alsoh laLFkvksa
¼SEWA &vgenkckn] e;jkMk] caxykSj½ us vius dk;ksZa ds }kjk ljdkjh uhfr dks
izHkkfor fd;k gS vkSj fodkl ds vk;keksa dks tehuh Lrj ij [kM+k djus dk iz;kl
fd;k gSA lkFk gh ;g Hkh Li"V gS fd leL;k dh O;kidrk dks ns[krs gq, ljdkjh
vksj xSj ljdkjh laLFkkvksa dks da/ks&ls&da/kk feykdkj pyuk gksxkA ijUrq iz'u gS fd
vPNh rjg ls iuih@mHkjh gqbZ bu Lo;alsoh vkSj ljdkjh ¼iz[kaM esa jkT;] jkT; ls
dsUnz rd½ ds usVodZ dks D;k dk;kZUo;u ds Lrj ij vkt rd O;kogkfjd Lo:i
fn;k tk ldk gSA
Lo;a lgkr;k lewg&cSad fydsat&uhfr funsZf'kdk
Lo;a lgk;rk lewg dk fuekZ.k ,d pj.kc) izfØ;k gS tks lg&yhdst rjhds
ls vkxs c<+rk gSA ,slk ns[kk x;k gS fd lewg ds lnL; 'kq:vkr esa mi;ksx dk;Z
¼xzkeh.k] 'kknh] f'k{kk bR;kfn½ esa T;knk [kpZ djrs gSA dqN le; mijkar [kpZ
mRiknu dk;Z dh vksj c<+rk gS vksj tSls&tSls lewg iqjkuk gksrk gks] mlds dtZ /kkj.kk
dh {kerk Hkh c<+rh gSA mEehn jgrk gS fd vc lewg vuqHkoh gks pqdk gS vksj lHkh
izdkj dk dtZ izca/ku {kerk izkIr dj pqdk gSA blh oDr lewg dk i;kZIr dks"k
dh vko';drk gksrh gS vksj bl gsrq fdlh LFkkuh; foÙkh; laLFkk ls lgc) fd;k
tkrk gSA ftls fuEu 'krksZ o izfØ;kvksa dh vko';drk gksrh gSA
Lo;a lgk;rk lewg cSad ds p;u gsrq ekinaM
1- lewg ds lnL;h dh la[;k 10 ls 20 ds chp gksuh pkfg,A
2- lewg fucaf/kr Hkh gks ldrk gS vkSj ugh Hkh
3- lewg dks vius fy, ,d vkpkj lafgrk cukuh pkfg, tks lHkh dks cka/k ldsA
4- vkarfjd cpr izfØ;k lewg dh ewy gS vr% ;g gksuk pkfg,A
5- lewg dks r; gS fd dtZ fdl mn~ns'; ls vius lnL; dks fn;k gSA
6- lnL;ksa dks nh tkus okyh _.k vkSj cpr dk lwn nj muds }kjk gh r; fd;k
tkuk pkfg,A
7- lewg dks yksdrkaf=kd <ax ls dk;Z djuk pkfg, ftlesa lnL;ksa dks fopkjksa ds
vknku&iznku o lgHkkfxrk dh NwV gksA
8- lewg dks lkekU; fjdkMZ j[kuk pkfg,A
9- lewg de ls de N% ekg ls lfØ; :i ls vfLrRo esa gks vkSj nwljs cSad dk
MhQkYV u gksA
10- lewg dh LFkkiuk ds vkSfpR; rFkk blds m~ns';ksa ds izfr cSad larq"V gksuk
pkfg,A
Lo;alsoh laLFkkvksa ds p;u ds fy, ukckMZ dh dqN dks 'krZ gS tks fuEu gS%
1- LoSfPNd laLFkk@,tsalh dk fiNyk fjdkMZ vPNk gksuk pkfg,A
2- laLFkk esa fiNys 3 o"kksZa dk cgh [kkrk lqO;ofLFkr <ax ls fd;k x;k gksA mldh
cSysl lhV Hkh vkfMV dh xbZ gSA
3- foÙkh; izca/k dh {kerk gksuk pkfg,A
4- laLFkk lekt ds xjhc oxksZa ds lewgksa ds lkFk muds fodkl ds fy, dk;Z dj
jgh gSA
blh rjg Lo;a lgk;rk dks cSad ds lkFk tksM+us dh Hkh 'krZsa gSa&
1- fiNys 6 efguksa ls lewgksa lfØ; Hkwfedk fuHkk jgk gksA
2- lewg cpr ,oa m/kkj dh izfØ;k Lo;a ds lalk/kuksa ls lQyrkiwoZd pyk jgk
gS A
3- lewg fuekZ.k dh izfØ;k esa lewg ds lnL;ksa ds chp ijLij en~n djus rFkk
feydj dke djus dh Hkkouk utj vkuh pkfg,A
Lo;a lgk;rk lewg dk cSad esa cpr [kksyuk
d- cpr [kkrk dc vkSj dgk¡ [kqyok;sa\
lewg xBu ds ckn lnL;ksa ds chp vkilh ysu&nsu ¼cpr&_.k½ dh izfØ;k 'kq:
gks tkuh pkfg,A
lewg ds inkf/kdkjh dks ¼lfØ; lnL;ksa ds lkFk½ utnhdh cSad ds izca/kd o
inkf/kdkfj;ksa ls lEidZ djuk pkfg, vkSj lewg mn~ns';ksa ls ifjfpr djokuk ,oa
cSBdksa esa vkus dk vkea=k.k nsuk pkfg,A
Hkkjrh; fjtoZ cSad ds funsZ'kksa ds vuqlkj Lo;a lgk;rk lewgksa ds fy, lsok {ks=k
ds cSad 'kk[kk ds vykok vU; 'kk[kk esa Hkh cpr [kkrk [ksy ldrs gSA
[k- cSad esa [kkrk [kqyokus ds fy, fuEu dkxtkr dh t:jr gS
lewg dk izLrko ftlesa lewg inkf/kdkfj;ksa ¼v/;{k] lfpo] dks"kk/;{k½ dks
cpr [kksyus o [kkrk lapkyu dk vf/kdkj gksA
• lewg v/;{k] lfpo] dks"kk/;{k ds nks&nks QksVks
• ifjp; gsrq cSad [kkrk/kkjh dk QkeZ ij gLrk{kjA ;g dk;Z Lo;a lsoh laLFkk
Hkh dj ldrh gSA
• lewg dh eksgjA
e/; izns'k esa 2017 rd yxHkx 16 gtkj 261 efgyk Lo&lgk;rk lewgksa dk
xBu gks pqdk gSA bu lewgksa ls tqM+dj 2 yk[k 05 gtkj 644 efgyk,a YkkHk ik jgh
gSA dk;ZØe ds rgr vusd ftyksa esa izR;sd xzke esa pkj ls ik¡p Lo&lgk;rk lewgksa
dks feykdj ,d xzke Lrjh; lfefr;ka Hkh xfBr dh xbZ gSA yxHkx lHkh ftyksa esa
o"kZ 2016&17 rd 2-682 xk¡oksa esa dqy 2-629 xzke Lrjh; lfefr;ka dk;Zjr gSaA
Lo&lgk;rk lewgksa dh 'kh"kZ laLFkkvksa ds :i esa lkB LFkkuksa ij lkB QsMjs'ku
¼ifjla?k½ Hkh xfBr fd;s x;s gSA izR;sd QsMjs'ku esa rhu ls lk<+s rhu gtkj rd
efgyk lnL; gSA QsMjs'ku Lora=k :i ls lgk;rk lewgksa ds xBu] lqn`<+hdj.k vkSj
xzsfMax dk dk;Z dj jgs gSA QsMjs'ku ds lnL;ksa dks blds fy, fof/kor izf'kf{kr
fd;k tkrk gSA
la;qDr jk"Vª l?k esa xwatk Lo lgk;rk lewg
fM.Mksjh ftys esa dksVks&dqVdh tSls eksVs vukt ds Lo&lgk;rk ds ek/;e ls
foi.ku ds izHkkoh izca/ku ls tutkrh; vkcknh okys bykdksa esa thfodksiktZu dk tks
uokpkj rstfLouh ;kstuk ls vkjEHk gqvk Fkk mldh O;kid ppkZ jghA efgyk
l'kfDrdj.k ij la;qDr jk"Vª la?k eq[;ky; U;w;kWdZ esa tc oSf'od lekxr gqvk rks
fM.Mksjh dh rstfLouh Lo&lgk;rk lewg dh Jherh js[kk iUnzke dks U;w;kWdZ vkeaf=kr
fd;k x;kA la;qDr jk"Vª la?k dh bl izLrqfr ls rstfLouh Lo&lgk;rk lewg dks
vUrjkZ"Vªh; igpku feyhA
efgykvksa dks Lolgk;rk lewg ,d ,slk ek/;e cudj mHkjk gS ftlds tfj,s
efgyk;sa vius le; dk leqfpr iz;ksx dj vkfFkZd vkSj ekufld :i ls LokcyEch
cu jgh gSA
,sls lewgksa ds lkFk izR;{k ckrphr vkSj dke ds vkdyu vkSj iqujkoyksdu ds
nkSjku vuds feyh tqyh ckrsa lkeus vkbZA cpr okys bu Lo lgk;rk lewgksa us
efgykvksa esa vkRefo'okl c<+k;k gSA mudh cpr us xkaoksa esa egktu ij mudh
fuHkZjrk ?kVkbZ gS rFkk lekt vkSj ifjokj esa lEeku dh o`f) dh gSA vc dke ds
fy;s ckgj fudyrh gS] feyrh&tqyrh gS vkSj cSadksa esa [kkrs [kksyus ds fy;s gLrk{kj
djrh gSA cgqr gh vklkuh ls eksckby vkijsV djrh gS] dEI;wVj pykrh gSA
vkfFkZd LokcyEcu ds fy;s cus bu lewgksa us efgykvksa dks fuHkhZdrk Hkh nh gSA
Lolgk;rk lewg ls tqM+s dqN eqn~ns Hkh gSA bUgsa vf/kd lkFkZ o mi;ksxh cukus
ds fy;s t:jh gS fd efgykvksa dh {kerkvksa dk fodkl fd;k tk;sA mUgsa izf'k{k.k
nsdj muds dkS'ky esa o`f) dh tk;sA Lolgk;rk lewg ds ek/;e ls efgyk;sa
LokcyEcu dh vksj vxzlj gSA vkSj lkFk gh vkxs gSa vius vfLrRo ls ,d dneA
lriqM+k vkSj foU/;kpy ds uSlfxZd lkSUn;Z ls le`) ueZnk ds fdukjs clk

gks'kaxkckn vapy viuh ijEijkxr lkaLÑfrd ijEijkvksa ds dkj.k izfl) gSA bl
{ks=k esa vkfnokfl;ksa dh Hkh le`) ijEijk jgh gSA ;g {ks=k efgyk l'kfDrdj.k esa
Hkh egRoiw.kZ LFkku j[krk gSA gks'kaxkckn vksj cSrwy dh 9 gtkj 773 efgykvksa dk
lewg e-izdk lcls cM+k efgyk lewg gSA dslyk fodkl[kaM dh efgyk ueZnk la?k
ls tqM+h vkfnoklh efgykvksa us ,dtqVrk dh ,d csgrjhu felky izLrqr dh gSA
bl la?k ls tqM+h efgyk;sa 2014 esa djhc 3 djksM+ 9 yk[k 48 gtkj :i;s dh
ekyfdu cu xbZ gSA tcfd lewg ls tqM+h efgykvksa us cpr dk ;g flyflyk 3
:i;s izfr lIrkg ls 'kq: fd;k FkkA efgykvksa us lewg ls tqM+dj u dsoy vkfFkZd
leL;kvksa dk gy <wa< fy;k gSA cfYd lkekftd cnykc ds {ks=k es Hkh egRoiw.kZ
dk;Z dj jgh gSA
losZ{k.k ds vk/kkj ij 2017&18 esa gks'kaxkckn esa lekukUrj :i ls xzkeh.k {ks=kksa
esa xfBr Lolgk;rk lewg dh dqy la[;k 1281 rFkk 'kgjh {ks=k esa 87 gSA ;s os
efgyk Lolgk;rk lewg gS tks ljdkj dh Ldwyksa dh e/;kUg Hkkstu O;oLFkk ls
tqM+dj vius vkidks vkfFkZd :i ls l'kDr dj jgs gSA {ks=k esa izkFkfed Ldwyksa dh
la[;k 1107 gS rFkk 1073 ls Lolgk;rk lewgksa ds laca/k gSA blh rjg ek/;fed
'kkyk 526 gS ftlesa ls 511 Ldwyksa dk laca/k efgyk Lolgk;rk lewgksa ls gSA
lUnHkZ lwph
1- dq:{ks=k twu &2001
2- 'kekZ izKk % efgyk fodkl vkSj l'kfDrdj.k 2001] vfo"dkj ifCy'klZ ,oa fMLVªhC;wVlZ] ¼t;iqj
jktLFkku½
3- vUlkjh ,e-,- % jk"Vªh; efgyk vk;ksx vksj Hkkjrh; ukjh 2003] f}rh; laLdj.k T;ksfr izdk'ku
4- bf.M;k VqMs efgyk fo'ks"kkad & 2005
5- nh VkbEl~ vkWQ bf.M;k] ekpZ 2009
6- izfr;ksfxrk niZ.k] ekpZ] 2009
7- dq:{ks=k] tuojh 2009
8- lEiknu& ;kno ohjsUnz flag& ubZ lgL=kkonh dk efgyk l'kfDrdj.k 2010 vkys[kA
9- iq.<hj jkts'k dqekj] voLFkh lhek& efgyk l'kfDrdj.k esa Lo;a lgk;rk lewgksa dk ;ksxnku vksexs k
izdk'ku] ubZ fnYyhA
10- ysf[kdk dk Lo;a dk losZ{k.k ,oa v/;;uA
3-
efgyk;sa ?kjsyw izca/k O;oLFkk ls m|ferk dh
vks j
MkW- ¼Jherh½ ehuk dhj

lgk- izk/;kid] okf.kT;
'kkldh; ueZnk egkfo|ky;]
gks'kaxkckn ¼e-iz-½
ukjh ds vanj gh l`tu] ikyu vkSj izy; dh 'kfDr;k¡ fufgr gS blfy;s fo|k dk
vkn'kZ LkjLorh esa] /ku dk y{eh esa] ijkØe dk nqxkZ esa ekuk x;k gSA blh vkn'kZ
dks y{; dj tokgjyky usg: us dgk Fkk ^^vki fdlh Hkh ns'k dh gkyr dk vanktk
yxkuk pkgrs gSa rks ogk¡ dh fL=k;ksa dh n'kk ns[kdj yxk ldrs gSaA** _Xosn esa dgk
x;k gS fd uj vkSj ukjh ,d&nwljs ds iwjd gS gekjs osn] iqjk.kksa ,oa gekjs ns'k ds
bfrgkl esa ukfj;ksa dk ,d ,slk lewg n`';eku gksrk gS] tks ekr`Ro 'kfDr yksd
dY;k.k Lo:ik ,oa 'kfDrnkf;uh ds :Ik esa gSA bl izdkj izkphu Hkkjr esa fL=k;ksa dks
iq#"kksa ds leku egRo fn;k x;k FkkA
dksbZ jk"Vª rHkh l'kDr cu ldrk gS tc mldk gj ukxfjd l'kDr gks ftlesa
efgykvksa dh Hkwfedk lcls vxz.kh gSA ifjokj esa ek¡ ds :Ik esa og viuh Hkwfedk
vnk djrh gS] jk"Vª fuekZ.k esa efgykvksa dk ;ksxnku vrqyuh; gSA Hkkjrh;
efgykvksa us izca/k ds {ks=k esa Hkh viuk yksgk euok fy;k gSA fofHkUu egRoiw.kZ inksa
ij efgykvksa us mPpLrjh; izn'kZu fd;k gSA
jkstxkj ds gj {ks=k esa efgyk;sa iq#"kksa ls ihNs ugha gSA efgykvksa us ?kjsyw
izca/k O;oLFkk ls fudydj m|ferk dh vksj l'kDr :Ik ls vius dne c<+k fn;s
gSA vkt ds nkSj esa efgyk,a f'k{kk] i=kdkfjrk] dkuwu] fpfdRlk] bathfu;fjax ds {ks=k
efgyk;sa ?kjsyw izca/k O;oLFkk ls m|ferk dh vksj %% 45
esa mYys[kuh; lsok,¡ ns jgh gSaA iqfyl vkSj lsuk esa Hkh os ftEesnkjh fuHkk jgh gS]
cnyrs le; us efgykvksa dks vkfFkZd] 'kS{kf.kd vkSj lkekftd :Ik ls l'kDr fd;k
gS ftlls mudh gSfl;r ,oa lEeku esa o`f) gqbZ gSA
lekt ,d ifjorZu'khy O;oLFkk gS] vkt izR;sd {ks=k esa lrr~ cnyko gks jgk
gSA blh vk/kkj ij fodkl dh izfØ;k ekuo&thou esa ifjorZu ;k cnyko dh ,slh
i)fr gS tks lrr~ xfreku jgrh gSA fdlh ns'k dk fodkl rc rd ugha gks ldrk
tc rd nqfu;k dh tula[;k dk vk/kk Hkkx efgyk;sa fodkl esa viuk iw.kZ ;ksxnku
iznku ugha djrhA ;g loZfofnr gS fd l`f"V ds izkjaHk esa efgyk;sa ekuo iw¡th fuekZ.k
esa izeq[k ;ksxnku ns jgh gSA ;|fi efgyk;sa yacs le; rd ,d ?kjsyw fØ;kvksa ls
gh lEc) jgh gSa] fQj Hkh ifjorZu ,oa fodkl dh izfØ;k ds lkFk&lkFk mlus m|e
dh LFkkiuk ds dk;Z esa ;ksxnku nsuk izkjaHk dj fn;k gSA
efgyk izca/kd ds :Ik esa
izca/k ekuo esa izR;sd igyw ls tqM+k gSA okLro esa izca/k ekuoh; iz;klksa ds
fu;kstu] laxBu] leUo;] funsZ'ku ,oa fu;a=k.k }kjk miyC/k lalk/kuksa dk loksZÙke
mi;ksx djuk gS] ftlls fu/kkZfjr y{;ksa dks izkIr fd;k tk ldsA efgyk;sa izca/k dh
vo/kkj.kk dh gj dlkSVh ij iw.kZ :is.k mrjrh gSaA vkt efgykvksa us fo'o Hkj esa
viuh izca/k {kerk dk yksgk euok fy;k gSA vkt efgyk;sa ?kjsyw izca/k O;oLFkk ls
ysdj ns'k ds vkfFkZd izca/k O;oLFkk rd esa lfØ; Hkwfedk fuHkk jgh gSA
efgyk m|ferk dh vo/kkj.kk
Hkkjr esa ijEijk ls L=kh dk lEeku] xkSjo fo"k; jgk gS] ijUrq ?kjsyw dkeksa esa
yxs gksus ds dkj.k efgykvksa dks muds }kjk fd;s x;s Je dks ekU;rk izkIr ugha FkhA
le; ds lkFk lekt ds utfj;s esa cnyko o L=kh ds c<+rs vkRefo'okl us muds
fy;s vkRe lEeku vkSj rjDdh ds vfxur njokts [kksy fn;s gSaA
efgyk m|eh ls vk'k; efgyk tula[;k ds ml Hkkx ls gS tks vkS|ksfxd
fØ;kvksa ds lkgfld dk;Z esa layXu gSA efgykvksa dk ,slk lewg tks fdlh
O;olkf;d miØe dh LFkkiuk mldk laxBu ;k lapkyu djrh gS] efgyk m|eh
ds uke ls igpkuk tkrk gSA
m|eh efgyk fdlh u;s vkfFkZd dk;Z dk izorZu dj ldrh gS ;k mldh udy
dj ldrh gS tks efgyk fdlh Hkh izdkj dh lsok ;k oLrq dk mRiknu djrh gSa] mls
efgyk m|eh dgrs gSaA orZeku esa tks efgyk;sa fdlh m|ksx dh LFkkiuk dj Lo;a
mlesa iw¡th fofu;ksftr dj ;k _.k ysdj m|ksx dh LFkkiuk o lapkyu dk dk;Z
djrh gS] mUgsa efgyk m|eh dgk tkrk gSA

efgykvksa dks Lokoyach cukus gsrq fuEu dk;ZØeksa dks lekt }kjk] lekt lsoh
laLFkkvksa ds }kjk] ljdkj ds }kjk ;k Lo;a efgykvksa ds }kjk tks iz;kl fd;s tkrs
gSa] mUgsa efgyk m|ferk ds uke ls tkuk tkrk gSA
Hkkjr ljdkj ds fodkl vk;qDr }kjk efgyk m|eh dks nh xbZ fo'ks"krk;sa fuEu
gSa &
1- og miØe efgyk m|eh ds LokfeRo dk gks& ftl miØe dk LokfeRo efgyk
m|eh ds ikl gksxk ogh miØe efgyk m|eh dh Js.kh esa j[kk tk;sxkA
LokfeRo esa 51&izfr'kr ;k mlls vf/kd dh fgLlsnkjh efgyk m|eh ds ikl
gksuh pkfg,A
2- og miØe efgyk }kjk lapkfyr gks& efgyk m|eh dks gh mDr miØe dh
lapkyd gksuk vko';d gSA vFkkZr laLFkk dk fu;kstu] fu;a=k.k] leUo;u]
laxBu] funsZ'ku efgyk m|eh ds }kjk fd;k tkuk pkfg;sA
3- bl miØe esa dk;Zjr deZpkfj;ksa esa 50&izfr'kr efgyk;sa gks& efgyk m|ferk
dks izksRlkfgr djus ds fy;s efgyk deZpkjh dh la[;k 50&izfr'kr gksuh pkfg;sA
efgyk m|fe;ksa esa fufgr xq.k
1- le>nkj& efgyk;sa cgqr gh laosnu'khy <ax ls ifjfLFkfr;ksa dks ckjhdh ls
le>us dh lw>cw> okyh gksrh gSaA
2- izHkkoiw.kZ dk;Z& efgyk;sa izHkkoh :Ik ls dk;Z iw.kZ djus esa fo'okl djrh gSaA
3- bZekunkj& efgyk;sa dk;Z ds izfr bZekunkj gksrh gS] os vf/kd dÙkZO;fu"Bk ls
dk;Z djrh gSaA
4- l`tukRedrk& efgyk;sa l`tukRed gksrh gS] os dk;Z dks l`tukRed rjhds ls
djrh gSaA
5- ferO;f;rk& efgyk;sa ferO;;h gksrh gSa] os de [kpZ esa vf/kd mRiknu djus
dh ;ksX;rk j[krh gSaA
6- vk'kkoknh n`f"Vdks.k& efgyk;sa vk'kkoknh n`f"Vdks.k dh gksrh gS] os ifj.kke ds
izfr vf/kd vk'kkoku gksrh gSaA
7- mRlkgo)Zd& efgyk;sa foijhr ifjfLFkfr esa Hkh mRlkgiwoZd dk;Z djus esa l{ke
gksrh gSaA
mijksDr lHkh xq.k ,d vPNs m|eh esa gksrs gSaA efgykvksa dks ;fn lekurk ds
volj iznku fd;s tk;s rks efgyk;sa iq#"kksa ds leku lQyrk vftZr dj ldrh gSA
og lekt esa da/ks ls da/kk feykdj Hkkjr ds ldy ?kjsyw mRikn dks c<+kus esa lgk;d
gks ldrh gSA
Hkkjr esa efgyk 'kfDr dk iw.kZ:is.k bLrseky ugha gks ik jgk gS] ;fn efgyk
'kfDr dks cjkcjh dk ekSdk fn;k tk;s rks og fnu nwj ugha tc Hkkjr fodflr jk"Vª
dh Js.kh esa vkdj fo'o fljekSj cu mHkj ldrk gSA
efgyk m|ferk dh laHkkouk;sa
lkekU;r;k m|ferk fyax ds vk/kkj ij iq#"k vkSj efgyk esa dksbZ Hksn ugha
djrh gSA fQj Hkh iq#"kksa dh rqyuk esa efgykvksa dks m|ferk ds {ks=k esa vusd izdkj
dh dfBukbZ;ksa dks lgus o ck/kkvksa ls tw>us ds ckn efgyk;sa igys ls vf/kd l'kDr
o tkx:d gqbZ gS] ftlds ifj.kkeLo:Ik m|ferk ds {ks=k esa efgykvksa dh Hkkxhnkjh
c<+h gS vkSj lQyrk dh n`f"V ls efgyk m|fe;ksa dh la[;k esa fujarj o`f) gqbZ gS
tks dsoy egkuxjksa ;k uxjksa rd lhfer ugha gS] cfYd bldh >yd ns'k ds dLcksa
vkSj xzkeh.k vapyksa esa Hkh fn[kkbZ nsus yxh gSA blls efgyk m|fe;ksa ds mTtoy
Hkfo"; dh vlhe laHkkouk;sa n`f"Vxkspj gks jgh gSaA
efgyk;sa ifjokj] lekt o ns'k dh izxfr dh uhao gSA uhao ds l'kDr o etcwr
gksus ij HkO; bekjr dh dYiuk dks lkdkj fd;k tk ldrk gSA jax&eap] i=kdkfjrk]
Vsyhfotu] flusek] foKku vkfn {ks=kksa esa u;s dhfrZeku LFkkfir djrh efgykvksa us
f'k{kk] ukSdjh vkSj O;olk; lfgr gj {ks=k esa viuh ;ksX;rk fl) dh gSA vkt
efgykvksa dk :>ku rduhdh f'k{kk o O;olkf;d f'k{kk dh vksj vxzsf"kr gks jgk
gSA tSls& esfMdy] bathfu;fjax] izca/ku] pkVZM vdkmaVsV vkfnA
vkt dEI;wVj dkslZ foKkiu ,oa tulaidZ] Qs'ku fMtkbfuax vkfn vusd jkgsa
efgyk m|ferk ds fy;s [kqy pqdh gSA
efgyk m|fe;ksa }kjk fofHkUu izdkj dh miHkksDrk oLrqvksa ds fuekZ.k dh bdkbZ;k¡
LFkkfir dh tk ldrh gSA tSls& vkpkj] pVuh] ikiM+] cM+h] twl] tSe] tSyh] lkcqu
vkfn bdkbZ;k¡ 'kkfey dh tk ldrh gSA lkFk gh efgyk fofHkUu lsok;sa tSls& gsYFk
Dyc] fQVus'k lsaVj] isfVax Dyklsl] dqfdax Dyklsl] dksfpax] Msdksjs'ku] lekjksg
izca/ku] dEI;wVj Vsªfuax vkfn iznku dh tk ldrh gSA lkFk gh jsMhesM diM+s] gkstjh]
LosVj fuekZ.k vkfn bdkbZ;k¡ 'kkfey gSaA budk lapkyu efgyk m|fe;ksa }kjk
lQyrkiwoZd fd;k tk ldrk gSA C;wVh ikyZj] QS'ku fMtkbfuax] 'kkVZgS.M] QksVksdkWih]
LØhu fizfVax baVjusV dSQs] Vh-oh- fjis;fjax] VsyhQksu ,oa eksckby fjis;fjax vkfn dk
lapkyu Hkh efgyk m|eh dj ldrh gSaA
efgyk;sa] Ñf"k vk/kkfjr m|ksx esa xzkeh.k {ks=k esa lQyrk dh cqfu;kn j[k pqdh
gSa] ftlesa eqxhZ ikyu] i'kqikyu] Qyks|ku vkfn izeq[k gSa] ftlds fy;s cSad ljyrk
iwoZd _.k iznku djrk gSA
ca/kst djuk 'kgjh o xzkeh.k jkstxkj dk Js"B lk/ku cu ldrk gSA cSafdax ds
{ks=k esa efgyk ukxfjd lgdkjh cSad egRoiw.kZ dM+h gSA Lolgk;rk lewg dk;ZØe
xzkeh.k o 'kgjh vFkZO;oLFkk dk vfHkUu vax cudj xzkeh.k o 'kgjh efgyk m|fe;ksa
ds fy;s ojnku lkfcr gks jgk gSA Lolgk;rk lewg ds tfj;s y?kqfoÙk izkIr djds
xjhch] csjkstxkjh o fuj{kjrk ds pØO;wg ls fudydj efgyk l'kfDrdj.k dh fn'kk
esa dne c<+k jgh gSA
efgyk m|eh ,oa Jfed dkuwu
efgyk m|fe;ksa ,oa Jfedksa dh c<+rh lgHkkfxrk ds dkj.k lekt esa bUgsa
eq[;/kkjk ls tksM+us ,oa laj{k.k iznku djus ds fy;s fofo/k ljdkjh ,oa xSj ljdkjh
laxBuksa us iz;kl fd;s ,oa dkuwu cuk;s x;s ftlesa lekt lq/kkjdksa ,oa lekftd
dk;ZdrkZvksa dh egRoiw.kZ Hkwfedk jgh gSA efgyk Jfedksa ds dY;k.k ,oa fodkl gsrq
fofo/k laoS/kkfud ,oa dkuwuh izko/kku fd;s tkus ls efgyk Jfedksa dks l'kDr cukus
esa egRoiw.kZ ;ksxnku jgk gSA
Je dkuwu
1- dkj[kkuk vf/kfu;e 1948
2- deZpkjh jkT; chek vf/kfu;e 1948
3- izlwfr ykHk vf/kfu;e] 1961
4- leku ikfjJfed vf/kfu;e] 1976
5- cxku Je vf/kfu;e] 1951
vkfn izeq[k Je dkuwu gSA ekuuh; mPpre U;k;ky; }kjk efgyk Jfedksa ds
;kSu 'kks"k.k jksdus gsrq Hkh iz;kl fd;s x;s gSaA efgyk Jfedksa esa tkx:drk dh deh
ds dkj.k os 'kksf"kr gks jgh gS] ftlds fy;s vko';d gS fd efgyk Jfedksa dks
lafo/kku dkuwu iznÙk ykHkksa dh tkudkjh ds izfr tkx:drk ykus dk iz;kl fd;k
tkuk pkfg;s] ftlls budk ykHk mBkdj efgyk Jfed 'kfDr laiUu cu ldsaA
efgyk m|fe;ksa dh leL;k;sa

efgyk m|fe;ksa dks ftu izeq[k leL;kvksa dk lkeuk djuk iM+rk gS muesa izeq[k
bl izdkj gS %&
1- foi.ku laca/kh leL;k& vius mRiknksa ds foi.ku ds laca/k esa vkMZj izkIr djus
gsrq vkus tkus esa dfBukbZ gksrh gSA
2- xfr'khyrk dh leL;kA
3- Lo;a fu.kZ; ysus dh {kerk dk vHkkoA
4- orZeku O;oLFkkvksa ds lkFk lek;kstu u dj ikukA
5- iq#"kksa dh nksgjh ekufldrkA
6- uoizorZu ,oa le; izca/ku dh leL;kA
7- le; dk vHkkoA
8- f'k{kk ,oa LokLF; laca/kh tkudkjh dk vHkkoA
9- ?kj ds vU; lnL;ksa ls rkyesy dh leL;kA
10- m/kkjh olwyh dh leL;kA
11- vlQyrk dk MjA
12- 'kkjhfjd :Ik ls T;knk etcwr u gksukA
13- rduhdh Kku dh dehA
14- foÙk laca/kh leL;kA
15- vkRefo'okl dh dehA
16- dfj;j vfHkeq[kh O;fDrRo dh dehA
17- lkekftd izfrca/kA
18- m|ferk vfHko`fÙk dh dehA
19- dkuwuh nkoisapksa dh dehA
mDr leL;kvksa dks crkus dk ewy mnns'; efgykvksa dh mu leL;kvksa dk
iwokZHkkl djkuk gS] ftuesa m|fe;ksa ;k O;olkf;d thou viukus dh n'kk esa muds
lkeus vkus dh laHkkouk gS] D;ksafd vf/kdka'k efgyk m|fe;ksa dh fLFkfr yxHkx ,d
tSlh gSA vr% ;g efgyk m|fe;ksa ds fo'ks"k fgr esa gksxk fd bl oLrqfLFkfr ls
fuiVus ds fy;s igys ls gh ekufld :Ik ls rS;kj jgsaA

efgyk m|ferk laca/kh pqukSfr;ksa gsrq lek/kku
efgykvksa dks m|ferk dks c<+kok nsus ds fy,] bu dneksa dks mBkus dh t:jr
gS&
1- dkS'ky fodkl esa o`f) vkSj uje dkS'ky ds fy, {kerk fuekZ.k izfØ;kvksa]
izkS|ksfxdh vkSj izca/ku dkS'ky iznku djus dh t:jrA
2- dkjksckj djuk vklku l{ke djus ls ckgjh m|e'khyrk ikfjfLFkfrdh ra=k dks
vklku cukuk] _.k lqfo/kkvksa ds fy, vklku igq¡p lfgr iznku djuk
tSls&cSadksa] foÙkh; laLFkkvksa vkSj ,e,QvkbZ ls tekur eqDr _.kA
3- ijke'kZd c<+k,¡ vkSj cktkj efgykvksa m|eh la?kksa dh rjg usVodZ ds ek/;e
ls efgykvksa ds LokfeRo okys m|eksa ds fy, leFkZu djus ds fy, tksM+ukA lkFk
gh Kku lalk/kuksa vkSj nLrkost dks lk>k djsaA
4- ljdkjh ;kstuk ik=krk ekunaM ds ckjs esa efgykvksa ds chp tkx:drk c<+kuk]
izys[ku vkSj fudklh ra=k mPprj izkS|ksfxdh ds {ks=k esa] efgykvksa dks ykuk]
csgrj varfoZHkkxh; leUo; ljy] rst] ikjn'khZ vkSj izHkkoh lsok efgykvksa ds
LVkVZvIl ds fy, l{ke djus nsukA
5- cPps dh ns[kHkky vkSj ifjokj ds leFkZu dh rjg efgykvksa dh leFkZu iz.kkyh
esa c<+ksrjhA
6- ,dy f[kM+dh iz.kkyh }kjk efgyk m|fe;ksa dks ,d gh LFkku ij lHkh lqfo/kk,¡
miyC/k djk;h tkuh pkfg;sA
7- le;≤ ij vkS|ksfxd izf'k{k.k dk;ZØeksa dk vk;kstu fd;k tkuk pkfg,A
efgyk m|eh izksRlkgu gsrq 'kkldh; iz;kl
Lora=krk izkfIr ds i'pkr ls gh efgyk m|ferk ds fodkl gsrq 'kklu }kjk
fofHkUu ;kstuk,¡ ykxw dh x;h ftuesa ls izeq[k bl izdkj gS &
• vkbZ-vkj-Mh-ih- ;kstuk 1980 esa HkwriwoZ iz/kkuea=kh Jherh bafnjk xka/kh }kjk
izkjaHk dh x;h Fkh ftlesa xzkeh.k jkstxkj miyC/k djkus gsrq cSad foÙk ,oa
vuqnku miyC/k djk;k tkrk FkkA
• vkokl dh deh dks nwj djus gsrq bafnjk vkokl ;kstuk ebZ 1985 esa izkjaHk dh
x;hA orZeku esa ch-ih-,y- ifjokjksa dks bl ;kstuk ls ykHkkafor fd;k tk jgk
gS A
• dikVZ& xk¡oksa esa [kq'kgkyh c<+kus gsrq ubZ izk|ksfxfd;ksa ds bLrseky ij /;ku
dsafnzr djus ds fy;s xzkeh.k fodkl esa LosfPNd xfrfof/k;ksa dks lg;ksx]
izksRlkgu vkSj c<+kok nsus ds mn~ns'; ls ljdkj us flrEcj 1986 esa xzkeh.k
fodkl ea=kky; esa ,d Lo;Ùk laLFkk ^tu lg;ksx vkSj xzkeh.k izks|ksfxdh
fodkl ifj"kn~* ¼dikVZ½ dh LFkkiuk dhA dikBZ dh 9 izknsf'kd lfefr;ka@dsUnz
gSa tks t;iqj] y[kuÅ] vgenkckn] Hkqous'oj] iVuk] paMhx<+] gSnjkckn] xksgkVh
vkSj /kkjokM+ esa fLFkr gSA
• Hkkjrh; m|ferk fodkl laLFkku& ;g ns'k ds m|ferk fodkl ds fy;s fof'k"V
nkf;Ro ls ;qDr ,d izeq[k laLFkku gSA laLFkku us fL=k;ksa ds fy;s ,d fof'k"V
fodkl dk;ZØe cuk;k gS ftldk izFke dk;ZØe flrEcj] 1988 esa vk;ksftr
fd;k x;k ;g laLFkku xzkeh.k {ks=kksa dks izxfr ds fy;s iz;kljr gSA ftyk
xzkeh.k fodkl ,tsalh ¼MhvkjMh,½ ftyk xzkeh.k fodkl ,tsafl;ksa dks etcwrh
iznku djus vkSj mUgsa vius dke&dkt esa vf/kd O;kolkf;d cukus ds mn~ns';
ls 1 vizSy] 1999 dks dsUnz izk;ksftr ;kstuk ds :Ik esa bl dk;ZØe dk 'kq:
fd;k x;kA
• vizSy 1999 esa xzkeh.k Lo.kZ t;arh Lojkstxkj ;kstuk ykxw dh xbZA
• 25 fnlEcj 2000 dks iz/kkuea=kh lM+d ;kstuk 'kq: dh xbZA
• ftyk m|ksx dsUnz& dqVhj ,oa gLrf'kYi m|ksx dks c<+kok nsus ds fy;s ftyk
m|ksx dsUnz LFkkfir fd;k x;kA
• vkS|ksfxd {ks=kksa ,oa cfLr;ksa dk fuekZ.k& m|ksxksa dks c<+kok nsus ds fy;s ljdkj
us dbZ {ks=kksa dks vkS|ksfxd {ks=k ?kksf"kr djds ogkW vkS|ksfxd cfLr;ksa dk fuekZ.k
djk;k gSA
• e-iz- efgyk vkfFkZd ¼foÙk½ fodkl fuxe& bl foHkkx dh LFkkiuk efgykvksa dks
vkfFkZd :i ls lcy cukus ds fy;s dh x;hA
• xzkE;k ;kstuk& bl ;kstuk ds vUrxZr xzkeh.k {ks=kksa esa efgykvksa dks y?kq
O;olk;h ds :Ik esa lgk;rk iznku dh tkrh gSA
• leFkZ ;kstuk& bl ;kstuk dk mn~ns'; fo/kok] rykd'kqnk] fujkfJr efgykvksa ds
thou&;kiu ds fy;s fofHkUu O;olk;ksa esa izf'k{k.k nsdj vkRefuHkZj cukuk gSA
• efgyk QksVksdkih ;kstuk& bl ;kstuk esa fo/kok] rykd'kqnk] fujkfJr efgykvksa
dks izkFkfedk nh tkrh gSA

• dkS'ky mUu;u dk;ZØe& e-iz- esa fuokljr vkfFkZd :Ik ls detksj efgykvksa
ds dkS'ku mUu;u gsrq ;g dk;ZØe pyk;k x;k gSA
• eeRo esyk& Lolgk;rk lewgksa] fofHkUu efgyk lewgksa }kjk cuk;h x;h
lkefxz;ksa ds izn'kZu ,oa foØ; ds fy;s bl izdkj ds esyksa dk vk;kstu fd;k
tkrk gSA
• efgyk Lolgk;rk lewg& Lolgk;rk lewg 15&20 efgykvksa dk og lewg gS tks
LosPNk ls vkfFkZd fodkl o leL;kvksa dks lkewfgd iz;kl ls gy djrh gSA
• 'kklu }kjk efgyk m|fe;ksa ds fy;s fd;s x;s mDr iz;klksa ,oa ;kstukvksa ds
QyLo:Ik efgyk m|eh O;kikj ds izR;sd {ks=k esa viuk uke jks'ku dj jgh gSA
fu"d"kZ
vkt efgyk;sa m|e ds ek/;e ls lekt o jk"Vª dh vkfFkZd] lkekftd o
jktuSfrd mUufr esa egRoiw.kZ ;ksxnku ns jgh gSaA fo'o cSad dh fjiksVZ ds vuqlkj
fodkl'khy ns'kksa esa 70&80 izfr'kr y|q m|ksx efgykvksa }kjk lapkfyr fd;s tkrs
gSaA vf/kdka'k efgyk;sa de vk; okys dk;ksZa esa rFkk vlaxfBr {ks=kksa esa dk;Zjr~ gSaA
leku dk;Z leku osru vf/kfu;e 1976 ykxw gksus ds ckn Hkh L=kh iq#"kksa dh etnwjh
esa 27-6 izfr'kr varj ik;k x;k gSA
efgykvksa ds vf/kdka'k dk;ksZa dk vkt Hkh vkfFkZd ewY;kadu ugha fd;k tkrk gSA
;kfu 'kgjh {ks=kksa esa 88&izfr'kr rFkk xzkeh.k {ks=kksa esa 68 izfr'kr efgyk;sa vkfFkZd
n`f"V ls mRiknd gSaA fdlh Hkh m|e dh lQyrk 'kklu dh lgk;rk o izksRlkgu
ds fcuk lafnX/k gSA vr% vko';d gS fd fodkl dk;ZØeksa dk vk;kstu gj {ks=k esa
fd;k tk;sA yksxksa esa tkx`fr ykus ls igys efgykvksa dk tkx`r djuk vko';d gSA
efgykvksa ds vkxs c<+us ls ifjokj vkxs c<+sxk] xk¡o c<+sxk vkSj jk"Vª Hkh c<+sxkA
efgyk m|ferk ds {ks=k esa dbZ izsj.kknk;h mnkgj.k gS tSls& Jherh dkcsjh dyk
fuf/k] lh-bZ-vks- pank dkspj] f'k[kk 'kekZ] lkfo=kh ftany] vkdka{kk jkBh] fo|k
euksgj] 'kckuk vkteh] fdj.k jko vkfn efgyk;sa yxHkx izR;sd {ks=k esa ,d lQy
m|eh ds :i esa viuh igpku cuk pqdh gSaA
lanHkZ lwph
1- m|ferk fodkl& MkW- oh-ds- vxzoky] vHk; ikBd
2- tfM+;k MkW- izHkkorh& fgUnw ukjh dk;Z'khyrk ds cnyrs izHkko
3- efgyk m|ferk dk xzkeh.k fodkl esa ;ksxnku& MkW- jktkjkuh [kqjkuk] MkW- izHkk vxzoky
4- m|ferk& e-iz- xzaFk vdkneh] Hkksiky
5- xk¡oksa esa jkstxkj ds lk/ku& f=kikBh e/kqlwnu
6- 'kks/k leh{kk ,oa ewY;kadu& tuZy V01 III vad 26 Qjojh] 2007
7- m|ferk& m|ferk fodkl dsUnz e-iz- ¼lsMeSi½ Hkksiky
8- nSfud HkkLdj& lekpkj i=k
4-
ekuo vf/kdkjksa ls l'kDr gksrh efgyk,a
MkW-¼Jherh½ jf'e frokjh

izk/;kid] xf.kr
'kkldh; ueZnk egkfo|ky;
gks'kaxkckn
LokLF; ds laj{k.k dk vf/kdkj efgykvksa dk vge ekuokf/kdkj gSA 2003 esa gq,
vuqla/kku esa ;g ik;k x;k gS fd xzkeh.k fuEu Lrj ls izHkkfor gSA gj o"kZ izf'kf{kr
MkDVjksa esa ls 1@3 gh MkDVj {ks=kksa esa lsok,a iznku djrs gSa ,d xzkeh.k efgyk izfrfnu
13 ?kaVs dk;Zdjrh gS tcfd iq#"k 8 ?kaVs dk dk;Z djrk gSA 'kgjksa esa 66 izfr'kr
dkedkth efgyk,a gS tcfd xzkeh.k {ks=kksa esa 88 izfr'kr efgyk,a gSA xzkeh.k {ks=kksa
esa 25 izfr'kr efgyk,a viuk 15oka tUefnu ugh ns[k ikrh gSA
tokgj yky usg: us xzkeh.k efgykvksa ds fuEu LokLF; Lrj ij fpUrk O;Dr
djrs gq, dgk Fkk] ^^pkgs fdruk Hkh ,d eka vius cPpksa ls izse djrh gks] mlds
fy, ;g vlEHko gS fd og vius cPpksa dk mPp dksfV ls ykyu&ikyu dj ldsA
;fn og xjhc] vf'kf{kr] jDrghurk ls xzflr ,oa vLoLFk gS----vkSj mls lekt dk
lg;ksx ;k LokLF; lsok,a miyC/k ugha gSA
xzkeh.k {ks=kksa esa efgykvksa ds lkFk izR;sd 26osa feuV esa efgyk NsM+NkM+ dk
f'kdkj gksrh gS] 34osa feuV esa cykRdkj dk 42osa feuV esa ;kSu 'kks"k.k dk] 43osa feuV
esas vigj.k dk 93osa feuV esa ngst gR;k dk f'kdkj gksrh gSA
efgykvksa ds ekuokf/kdkj
,sfrgkfld voyksdu fd;k tk; rks U;k;] lekurk ,oa vf/kdkjksa ds fy,
^îzFke efgyk vf/kdkj** lEesyu o"kZ 1848 esa vesfjdk esa gh lEiUu gqvk] ;|fi
blds iwoZ xHkZikr fujks/kd vf/kfu;e ¼1803 fczVsu½ lrh izFkk dk lekiu ¼1829]
ekuo vf/kdkjksa ls l'kDr gksrh efgyk,a %% 55
Hkkjr½ fo/kokvksa dk iqufoZokg ¼1856 Hkkjr½ tSls iz;kl fd, t pqds Fks] fdUrq
iz;klksa esa lekt lq/kkjdksa ,oa tu vkUnksayuksa dk izR;{k izHkko Fkk] u fd Lo;a
efgykvksa dkA
o"kZ 1840 esa fczVsu ,oa vesfjdk esa erkf/kdkj gsrq efgykvksa ds vkUnksyu dh
ifj.kfr us'kuy oqesu] lQjst ,lksfl,'ku ¼1869 vesfjdk½ ds :i esa gqbZ ftldk
fo'oO;kih izHkko ;g jgk fd efgykvksa dks izFke ckj erkf/kdkj dk vf/kdkj
¼U;wthyS.M 1893] vesfjdk&1920] fczVsu&1928½ izkIr gqvkA oLrqr% vkS|ksfxd Økafr
vSj nks fo'o ;q)ksa esa efgykvksa dh n;uh; fLFkfr ls fo'o leqnk; dk Hkh eu
O;fFkr gqvk] vr% la;qDr jk"Vª la?k dh ¼1945½ LFkkiuk ds lkFk efgykvksa ds fy,
Økafrdkjh iz;kl Hkh izkjEHk gq,A ;g la;qDr jk"Vª la?k gh Fkk] ftlus loZizFke
efgykvksa dh n;uh; fLFkfr esa lq/kkj ds fy, efgyk vk;ksx ¼deh'ku vkWu n
LVsVl vkQ owesu 1946½ dh LFkkiuk dhA la;qDr jk"Vª ekuokf/kdkj ?kks"k.kki=k 1948
ds vuqPNsn 1] 2] 3] 4] 5] 7] 9 fo'ks"kr% efgyk vf/kdkjksa dk O;kid vkSj l'kDr
cukrs gSaA
la;qDr jk"Vª egklHkk us fnlEcj 1952 esa efgykvkssa dh jktuhfrd vf/kdkj
lEcU/kh vfHkle; vaxhdkj fd;k ftl ij fo'o ds 40 ns'kksa us viuh lgefr O;Dr
dh iqu% fookfgr efgykvksa dh jk"Vªh;rk laca/kh vfHkle; egklHkk }kjk vaxhÑr
fd;k x;k tks 11 vxLr 1958 ls izHkkoh Hkh gks x;k gSA efgykvksa ls laca/kh vc
rd fd, x, iz;klksa ds vuq:ih rFkk iwoZ izLrkoksa dks lesfdr djrs gq;s egklHkk
us ,d O;kid vkSj foLr`r nLrkost ukjh 18 fnlEcj 1979 dks vaxhÑr fd;k] tks
3 flrEcj 1981 ls izHkkoh gSA ;g nLrkost ukjh vf/kdkjksa mlds lEeku vkSj U;k;
ds fy, tkuk tkrk gSA ^êfgyk ds izfr izdkj ds foHksnksa dk izfr"ks/k vfHke;**
1979 dks vaxhÑr fd;kA la;qDr jk"Vª la?k us izFke ckj efgykvksa ds jktuhfrd]
lkekftd] vkfFkZd vkSj O;fDrxr vf/kdkjksa dks lafgrkc) fd;k] iqu% 20 fnlEcj
1993 dks egklHkk us efgykvksa ds izfr fgalk nwj djus laca/kh ?kks"k.kk i=k ikfjr
fd;k x;k vfirq mlds O;kid vf/kdkjksa dks Hkh lqfuf'pr fd;k x;kA ?kks"k.kk ds
vuqPNsn 1 ds vuqlkj efgykvksa ds izfr fgalk esa fyaxHksn ij vk/kkfjr mu lHkh
ÑR;ksa dks 'kkfey dj fy;k x;k gS ftuls efgykvksa dks 'kkjhfjd] ekufld ;k ;kSu
laca/kh izrkM+uk lguh iM+rh gSA iqu% vuqPNsn 2 ds varxZr bu ÑR;ksa dks {ks=kh;
foLrkj nsrh gq, ?kj ds vUnj ;k ckgj ;k lkoZtfud LFkyksa ;k ;k=kk ds nkSjku ;k
ljdkjh deZpkfj;kas ds vfHkj{kk ds nkSjku fd, x, ÑR;ksa dks 'kkfey fd;k x;k gS]
iqu% vuqPNsn 3 ds esa ;g mldh lqj{kk dk vf/kdkj gksxk ftlesa fuEufyf[kr
lfeErfyr gS&
1- thou dk vf/kdkj
2- lekurk dk vf/kdkj
3- Lora=krk dk O;fDrxr lqj{kk dk vf/kdkjA
izFker% jktuhfr vf/kdkjksa ¼ukxfjd vf/kdkjksa½ dk voyksdu fd;k tk; rks
budk izkjEHk efgykvksa ds erkf/kdkj vkUnksyu ¼1849½ ls ekuk tk ldrk gS] vc
fo'o ds izk;% lHkh ns'kksa] vkiokfnd fLFkfr esa dqN eqfLye jk"Vªksa dks NksM+dj] us
efgykvksa ds jktuhfrd vf/kdkjksa dk Lohdkj dj fy;k gSA fo'o dh izFke efgyk
iz/kkuea=kh Jherh HkaMkjuk;ds ¼1960½ dh jktuhfrd ;k=kk dk vuqlj.k djrs gq,
Hkkjr] btjk;y] fczVsu] fQyhihUl] dukM+k] Ýkal] vk;jyS.M vkfn ns'kksa esa efgyk,a
;k rks iz/kkuea=kh ;k jk"Vªk/;{k pquh xbZA ;gka rd fd la;qDr jk"Vª la?k esa Hkh
efgyk,a vusd inksa ij dk;Zjr gSaA
bl lanHkZ esa Hkkjrh; jktuhfrd ifjn`'; dh ppkZ lehphu gksxh] tgka
efgykvksa dks jktuhfr esa 33 izfr'kr vkj{k.k laca/kh fo/ks;d laln esa is'k fd, tkus
dk iz;kl xr dbZ o"kksZa ls gks jgk gSA ;|fi fo'o ds fdlh Hkh ns'k esa bl rjg dk
izko/kku ugh gSA Hkkjr us bldk Jhx.ks'k 73oka ,oa 74oka lafo/kku la'kks/ku 1992
ds }kjk iapk;rksa ,oa uxj fuxeksa ds pquko esa efgykvksa dks 33 izfr'kr vkj{k.k
nsdj dj fn;k gSA bl vkj{k.k dk izHkko ;g gqvk gS fd iwjs ns'k esa vkt yk[kksa
efgyk,a iapk;r ;k uxj fuxe ¼jktuhfr dh igyh lh<+h½ esa lQyrkiwoZd pqudj
dk;Z dj jgh gSA blls mudh u dsoy vkRe'kfDr vfirq muds jktuhfr O;fDrRo
dk Hkh csgrj izn'kZu ns[kus dks feyk gSA vc bl iz;ksx dks jkT; dh fo/kku lHkkvksa
,oa laln esa Hkh nksgjk, tkus dh ekax dh tk jgh gSA ;fn ;g O;oLFkk LFkkfir gks
tkrh gS rks ;g Hkkjrh; efgykvksa ds jktuhfrd vf/kdkj dk ,d n`"VkUewyd
izko/kku gksxkA efgykvksa dh jktuhfrd ;k=kk ,d pqukSrh Hkjk dne gS] vkSj
dne&dne ij mUgsa iq#"k&iz/kku lekt dh xfrjks/kksa dk lkekuk djuk iM+k gSA bl
lanHkZ esa cgqr dqN fd;k tkuk 'ks"k gSA
f}rh;r% efgykvksa ds lkekftd vf/kdkj gh lokZf/kd egRoiw.kZ vkSj pqukSrhiw.kZ
gSA la;qDr jk"Vª vfHkle; 1979 ds vuqPNsn 11 ds varxZr dgk x;k gS fd
efgykvksa vkSj iq#"kksa dh lekurk lqfuf'pr djus ds fy, jkT;ksa dks fuEufyf[kr
vf/kdkjksa@dk;ksZa dks viuh fof/kd O;oLFkk esa LFkku nsdj mUgsa fØ;kfUor djuk
gksxk&
• dke djus dk vf/kdkj

• jkstxkj ds leku voljksa dk vf/kdkj
• O;olk; ;k ukSdjh ds Lora=k pquko dk vf/kdkj
• leku dk;Z ds fy, leku ikfjJfed izkIr djus dk vf/kdkj
• lsokfuo`fÙk] o`)koLFkk] chekjh vkfn dh fLFkfr esalkekftd lqj{kk dk vf/kdkj
• LokLF; ds laj{k.k dk vf/kdkj
blds iwoZ la;qDr jk"Vª blds iwoZ la;qDr jk"Vª la?k ekuof/kdkj ?kks"k.kk i=k 1948
ds varxZr efgykvksa dks fuEufyf[kr vf/kdkj iznÙk fd;k tkuk ,d vfuok;Z
vko';drk ekuk x;k gS %
• xfjek] thou] Lora=kr vkSj lqj{kk ¼vuqPNsn&1 ,oa 3½
• fof/kd lekurk ¼vuq-&1]6]7½
• foHksndkjh izko/kkuksa ls lqj{kk¼vuq-&2½
• ikfjokfjd O;oLFkk o jkT; rFkk lekt ls lqj{kk ¼vuq-&16¼3½½
• O;fDrxr thou ifjokj] ?kj] i=kkpkj] vkfn dh ,dkUrrk dk vf/kdkj
¼vuq-&12½
bl izdkj vkfFkZd] lkekftd rFkk lkaLÑfrd vf/kdkjksa dh ?kks"k.kk] 16 fnlEcj
1966 ds }kjk efgykvksa ds i{k esa fuEufyf[kr izko/kku fd, x, gS&
• jkstxkj dk vf/kdkj ¼vuq-&4½
• leku dk;Z ds fy, leku osru ¼vuq-&5½
• lkekftd lqj{kk¼vuq-&10½
• f'k'kq e`R;q nj esa deh rFk cPpksa dk LokLF; fodkl ¼vuq-&13½
• izkFkfed f'k{kk dh fu%'kqYd O;oLFkk ¼vuq-&16½
iqu% ukxfjd rFkk jktuhfrd vf/kdkjksa dh ?kks"k.kk] 16 fnlEcj 1966 ds
varxZr Hkh efgykvksa ds fy, fuEufyf[kr vf/kdkjksa dks iznÙk fd;k tkuk fof/kd
O;oLFkk dk ,d vax ?kksf"kr fd;k x;k%
• thou dk izkÑfrd vf/kdkj ¼vuq-&3½
• ;kruk dk vekuoh; O;ogkj ls laj{k.k
• futRo dh laj{k.k o ¼vuq-&13½

Hkkjrh; lafo/kku vkSj efgyk,a
vuqPNsn 15¼3½ ds gh izko/kkuksa dk lgkjk ysdj laln us 1990 esa jk"Vªh; efgyk
vk;ksx vf/kfu;e ikfjr fd;kA
Hkkjr ds lafo/kku dk vuqPNsn 42 efgykvksa ds fy;s izlwfr lgk;rk dh O;oLFkk
djrk gSA bl vuqPNsn ds vuqlkj jkT; dke dh U;k;laxr vkSj ekuoksfpr n'kkvksa
dks lqfuf'pr djus ds fy;s izlwfr lgk;rk ds fy, mica/k djsxkA jkT; ds bl uhfr
funsZ'kd rRo dks fØ;kfUor djus ds fy;s laln us izlwfr izlqfo/kk vf/kfu;e 1961
ikfjr fd;kA ;g vf/kfu;e dfri; LFkkiuk esa f'k'kq tUe ls iwoZ vkSj i'pkr~ Hkh
dfri; dkyof/k;ksa esa efgykvksa ds fu;kstu dks fofu;fer djus rFkk izlwfr
izlqfo/kk vkSj dfri; vU; izlqfo/kkvksa dk mica/k djus ds fy, ikfjr fd;k x;kA
bl vf/kfu;e esa bl izdkj dh lqfo/kkvksa dh O;oLFkk gS]tSls fdlh L=kh dh e`R;q
dh fn'kk esa izlwfr izlqfo/kk dk lank; fpfdRlh; cksul dk lank;] xHkZikr vkfn
dh n'kk esa NqV~Vh c/;kdj.k vkijs'ku ds fy;s etnwjh ds lkF NqV~Vh xHkkZoLFkk]
izlo] le;iwoZ f'k'kq tUe ;k xHkZikr ls iSnk gksus okyh :X.krk ds fy;s NqV~Vh rFkk
iks"k.kkFkZ fojke vkfnA
lafo/kku dk vuqPNsn 43] dkexkjksa ds fy;s fuokZg etnwjh dk izko/kku djrk
gSA fu'p; gh blesa efgyk,a Hkh 'kkfey gSA fuokZg etnwjh rks ugha bl vuqPNsn ds
funsZ'k ds vuqikyu esa U;wure etnwjh vf/kfu;e 1948 ikfjr fd;k x;k gSA ;g
vf/kfu;e dfri; fu;kstuksa eas etnwjh dh U;wure njksa dks fu;r djus fy;s
vf/kfu;fer fd;k x;k gSA U;wure etnwjh D;k gS] ;g vf/kfu;e ds varxZr
ifjHkkf"kr ugh fd;k x;k gSA fdUrq bl vf/kfu;e ds izko/kkuksa ds vuqlkj tks
U;wure etnwjh fu;r dj nh tk,] mls izR;sd ml fu;kstd dh vkfFkZd fLFkfr bls
nsus yk;d gks u gksA
lafo/kku dk vuqPNsn 39¼?k½ iq#"kksa vkSj fL=k;ksa nksuks ds fy;s leku osru fn;s
tkus dk mica/k djrk gSA bl vuqPNsn ds funsZ'kksa ds vuqikyu esa laln us leku
ikfjJfed vf/kfu;e 1976 ikfjr fd;kA
lkafo/kfud izko/kkuksa dh dM+h esa lafo/kku dk 73oka vkSj 74oka la'kks/ku tks 1992
esa fd;k x;k gSA blds ek/;e ls tgka rd efgykvksa ds vf/kdkj dk iz'u iapk;rksa
vkSj uxjikfydkvksa ds fy;s lhVksa dk vkj{k.k fd;k x;k gSA lafo/kku dk vuqPNsn
51¼d½]¼M+½ tks ewyr_ drZO;ksa ls lacaf/kr gS] Hkkjr ds izR;sd ukxfjd ij ;g drZO;
vf/kjksfir djrk gS fd os ,slh izFkkvksa dk R;kx djsa tks fL=k;ksa ds lEeku ds fo:)
gS A
vUrjkZ"Vªh; Lrj ij 1945 ls izkajHk ekuof/kdkj ,oa efgyk vkUnksyuksa us fyax
HksnHkko ,oa vlekurk ds iz'uksa dks vUrjkZ"Vªh; ,oa jk"Vªh; eapksa ij jktuSfrd eqn~nksa
ds :i esa izLFkkfir fd;kA la;qDr jk"Vªh; la?k us 'kkfUr LFkkiuk ,oa fodkl ek=kk
esa efgykvksa dh Hkwfedk ds egRo dks Hkh js[kkafdr fd;kA la?k us vusd vUrjkZ"Vªh;
laxBu cuk, ftlesa efgykvksa dks iq#"k ds leku mRFkku dk vf/kdkj fn;kA bl
izfØ;k esa la;qDr jk"Vªh; ekuokf/kdkj ?kks"k.kk ls iwoZ 1946 esa efgyk izfLFkfr ds v/
;;u ds fy, xfBr lfefr dh ?kks"k.kk egRoiw.kZ jgh ftldksa deh'ku vkWu n LVsVl
vkWQ owesu dk uke fn;k x;kA la;qDr jk"Vª la?k }kjk prqFkZ fo'kkyre lEesyu
chftax esa 1995 vk;ksftr fd;k x;k FkkA bldk ukjk Fkk ^^nqfu;k dks efgykvksa dh
n`f"V ls ns[kkA** nks n'kd ckn efgykvksa dh fLFkfr ij bl lEesyu dk fdruk vlj
gqvk] blh dks n`f"Vxr j[krs gq;s la;qDr jk"Vª lkaf[;dh fMfotu ds vkfFkZd ,oa
lkekftd laca/k foHkkx }kjk fo'o efgyk,¡&2015 izo`fÙk ,oa lkaf[;dh fjiksVZ izLrqr
dh xbZA ;g fjiksVZ vkB fcUnqvksa ij dsfUnzr dh xbZ ftudh ?kks"k.kk 1995 ds chftax
lEesyu esa dh xbZ FkhA
efgykvksa ij pkSFkk fo'o lEesyu chftax ¼phu½ esa 4 flrEcj 1995 rd gqvk
FkkA efgykvksa ij la;qDr jk"Vª }kjk izk;ksftr fo'o lEesyuksa dh Ükà[kyk esa ;g
pkSFkk lEesyu gSA bu lEesyuksa us efgykvksa ¼ftudh tula[;k fo'o dh tula[;k
dh vk/kh gS½ ds ekuo vf/kdjksa dh uhao ;k vk/kkj f'kyk j[kus dk dk;Z fd;k gSA
efgykvksa ij izFke fo'o lEesyu eSfDldks 'kgj esa 1975 esa gqvk FkkA bl lEesyu
esa ^^lekurk fodkl rFkk 'kkafr** ij vkSj vf/kd cy fn;k x;kA efgykvksa ij
f}rh; fo'o lEesyu dksisugsxsu esa 1980 esa gqvk FkkA bl lEesyu esa mi;qZDr eq[;
fo"k;ksa ds rhu mi&fo"k; ^^f'k{kk] fu;kstu ,oa LokLF;** tksMs+ x;sA efgykvksa ij
r`rh; fo'o lEesyu uSjksch esa 1985 esa gqvk FkkA bl lEesyu esa mijksDr rhu
fo"k;ksa dks efgykvksa dh mUufr ds fy, 2000 rd dh uSjksch vfxze&eq[kh
jpuk&dkS'ky efgykvksa ij pkSFkk fo'o lEesyu chftax ¼phu½ esa 4 ls 15 flrEcj
1995 rd gqvk rFkk blesa ^^lekurk] fodkl ,oa 'kkafr** ds fo"k;ksa dks vkSj vkxs
c<+k;k x;kA
efgykvksa dh mUufr ds fy, 2000 rd dh vfxze eq[kh jpuk&dkS'ky esa lHkh
Lrjksa ij efgykvksa dks vf/kdkj nsus rFkk muds ekuo&vf/kdkj dks lqfuf'pr djus
dh dk;Zokgh dk ,d <k¡pk gSA jpuk&dkS'ky ds y{;ksa dks 2000 rd iwjk gksuk gSA
blesa efgykvksa ds leku vf/kdkj] nklrk ,oa os';ko`fÙk dh lekfIr] fookg ds fy;s
fof/kd U;wure vk;q] fu/kkZfjr djuk] f'k'kq&gR;k ds fy;s nafMr djuk vkfn
lfEefyr fd;k x;k FkkA
iwoZ miyfC;k¡ 2015 dh fjiksVZ ,oa efgykvksa ds pkSFks fo'o lEesyu dh
miyfC/k;ksa ij fopkj djus ds igys efgykvksa ds ekuo vf/kdkjksa ds {ks=k] 1945 ls
efgykvksa dks iq#"kksa ds leku vf/kdkj iznku djus ds {ks=k esa iwoZ miyfC/k;ksa dk
mYys[k djuk okaNuh; gksxkA bl laca/k esa iwoZ miyfC/k;k¡ fuEufyf[kr gSa &
• efgykvksa ds jktuhfrd] vkfFkZd ,oa lkekftd vf/kdkjksa dh izksUufr gsrq 1946
efgykvksa dh izkfLFkfr ij deh'ku dh LFkkiukA
• egklHkk }kjk 1949 esa O;fDr;ksa ds voS/k O;kikj ij jksd ,oa vU; yksxksa dh
os';ko`fÙk }kjk 'kks"k.k ij vfHkle;A
• vUrjkZ"Vªh; Je laLFkk }kjk 1951 esa iq#"kksa ,oa efgyk deZdkjksa ds leku ewY;
ds dk;Z ds y;s leku osruij vfHkle;A
• egklHkk }kjk 1952 esa ernku ds vf/kdkj lesr efgykvksa ds jktuhfrd
vf/kdkjksa ij vfHkle;A
• vius ifr;ksa ds dk;ksZa ds ckotwn viuh jk"Vªh;rk /kkfjr fd;s jgus ;k ifjorZu
djus ds vf/kdkj ij vfHkle; 1957
• fu;kstu ,oa mithfodk ls laacaf/kr HksnHkko ij vfHkle;] 1960
• 1962 esa egklHkk }kjk vaxhdkj fd;k x;k fookg gsrq lEefr] fookg ds fy;s
U;wure vk;q rFkk fookgksa ds iathdj.k ij vfHkle;
• efgykvksa ds fo:) HksnHkko dh lekfIr ij ?kks"k.kk 1967
• efgykvksa ij fo'o lEesyu] esfDldks flVh 1975 }kjk lekurk] fodkl ,oa
'kakfr fo"k;ksa ij izFke fo'o dk;Zokgh ;kstuk rFkk efgykvksa ds y;s izFke fo'o
n'kd dks Lohdkj fd; tkukA
• 1976 esa egklHkk }kjk efgykvksa ds la;qDr jk"Vª n'kd ds fy;s LosfPNd QaM
rFkk efgykvksa dh mUufr ds fy;s la;qDr jk"Vª 'kks/k laLFkk dh LFkkiukA
• egklHkk }kjk 1979 esa efgykvksa ds fo:) lHkh izdkj ds HksnHkkoksa dh lekfIr
dks Lohdkj fd;k tkukA
• 1980 esa dksisugsxsu esa efgykvksa ij f}rh; fo'o lEesyu
• 1985 esa uSjksch esa efgykvksa ij r`rh; fo'o lEesyu gqvk ftlesa o"kZ 2000 rd
ds fy;s efgykvksa dh mUufr gsrq vfxze&eq[kh jpuk dkS'ky Lohdkj fd;k x;k
rFkk efgykvksa ds la;qDr jk"Vª n'kd LosfPNd QaM dks efgykvksa ds fy;s la;qDr
jk"Vª fodkl QaM dj fn;k x;k tks la;qDr jk"Vª fodkl izksxzke ds varxZr ,d
Lok;Ùk laLFkk gSA
• 1986 esa fodkl esa efgykvksa dh Hkwfedk ij izFke fo'o losZ{k.k izdkf'kr fd;k
x;kA
• 1991 esa efgykvksa dh fo'o fLFkfr;ksa ij fo'o dh efgyk;sa % izo`fÙk;k¡ ,oa
lkaf[;dh d izdk'ku gqvkA
• 1992 esa fjvks fM tsuksjks esa gq;s i;kZoj.k ,oa fodkl ij la;qDr jk"Vª lEesyu
esa iks"k.kh; fodkl esa efgykvksa dh iz/kku Hkwfedk dks Lohdkj fd;k x;kA
• 1993 esa egklHkk uss efgykvksa ds fo:) fgalk dh lekfIr ij ?kks"k.kk ikfjr
fd;kA
• 1994 esa dSjks esa gq;s tula[;k ,oa fodkl ij gq;s vUrjkZ"Vªh; lEesyu loZizFke
efgykvksa dks vf/kdkj fn;s tkus dks fodkl dk vfHkUu Hkkx ekuk x;kA
• var esa 1995 esa chftax ¼phu½ esa gq;s efgykvksa ij prqFkZ fo'o lEesyu esa fpark
ds uktqd {ks=kksa dk iqujh{k.k fd;k x;k rFkk cgl vkfn ds i'pkr~ dk;Zokgh
ds ,d izLrkfor eap dks vaxhdkj fd;k x;kA
chftax lEesyu esa rS;kjh] fopkj foe'kZ ,oa vafre okrkZ vkfn ds fy;s efgykvksa
dh izkfLFkfr ij la;qDr jk"Vª deh'ku us dk;Zokgh dk eap dk ,d izk:i tkjh fd;k
ftlesa 12 fpark ds uktqd {ks=kksa dh efgykvksa dh mUufr ds fy;s ck/kk ds :i esa
igpku dh xbZA ;g 12 fpark ds {ks=k fuEufyf[kr gS&
1- xjhch
2- f'k{kk
3- LokLF;
4- fgalk
5- laHko la?k"kZ]
6- vkfFkZd vlekurk
7- 'kfDr esa fgLlsnkjh
8- laLFkk;sa
9- ekuo vf/kdkjksa dh vUrjkZ"Vªh; laf/k;ksa ds vuqleFkZu izksRlkgu rFkk muds
dk;kZUo;u dh izksUufrA
10- lwpuk ,oa ek/;e esa lekurk ds vk/kkj ij efgykvksa dh igq¡p ;k vfHkxeuA
11- fu.kZ; ysus esa efgykvksa d vUrxzZLr gksukA
12- lHkh izdj ds HksnHkko ,oa ckfydkvksa ds izfr udkjkRed ladh.kZ n`f"Vdks.k ,ao
vH;klksa dh lekfIrA
vr% 21oha 'krkCnh esa izos'k dh vksj vxzlj gksus ds lkFk&lkFk efgykvksa ds
vf/kdkjksa ds vkUnksyu us rhoz xfr izkIr dj yh gS rFkk iw.kZ fo'o esa blus
'kfDr'kkyh xfr xzg.k dj yh gSA 1925 esa esfDldks flVh esa gq;s efgykvksa ij izFke
fo'o lEesyu ls ysdj nks n'kdksa dh efgykvksa ds fy;s iq#"kksa ds leku vf/kdkjksa
ds vkUnksyu ls egRoiw.kZ ifjorZu rFkk mUufr gqbZ gSA bl nkSjku vusd vUrjkZ"Vªh;
laf/k;k¡ gqbZ gSA rFkk jkT; ljdkjksa us vusd dkuwu ikfjr fd;s gSaA ,d egRoiw.kZ iz'u
;g mBrk gS fd efgykvksa ds fy;s mBk;s mijksDr mUufr ds fy;s dneksa ls D;k
efgykvksa ds izfrfnu thou esa dksbZ lq/kkj gqvk gSA bldk izR;{k mÙkj lEHko ugha
gSA ;|fi bl ckr ls budkj ugha fd;k tk ldrk gS fd ;g fuf'pr gS fd
lq/kkj gqvk gS ijUrq blds lkFk ;g Hkh lR; gS fd yk[kksa efgykvksa ds lkFk
lkekftd] jktuhfrd ,oa lkaLÑfrd {ks=kksa esa HksnHkko gksrk gSA vr% fLFkfr fefJr
gSA 1993 esa iw.kZ fo'o esa dsoy 6 efgyk;sa jkT;k/;{k Fkha rFkk 1995 esa la;qDr jk"Vª
esa lnL; jkT;ksa ds 185 LFkk;h izfrfuf/k;ksa esa dsoy 6 efgyk;sa FkhaA dqN {ks=k esa
fLFkfr cM+h gh xEHkhj gSA ,d vuqeku ds vuqlkj] fo'o dh nks&frgkbZ efgyk;sa
vf'kf{kr gSa rFkk f'k{kk ds {ks=k eas mudh izxfr iq#"kksa dh vis{kk dkQh eUn gSA
vkSlru iq#"kksa dh vis{kk efgykvksa ds osru leku dk;Z ds fy, 30 ls 40 izfr'kr
de gSaA izfro"kZ yxHkx vk/kh efgykvksa dh e`R;q cPpksa dks tUe nsus esa gks tkrh
gSA blds vfrfjDr izfro"kZ ,d yk[k efgykvksa dh e`R;q vlqjf{kr xHkZikr ds
dkj.k gks tkrh gSA efgykvksa ds fo:) fgalk loZ=k O;kIr gS& vesfjdk] tgk¡ izR;sd
18 feuV esa ,d efgyk ihVh tkrh gS ;k ml ij izgkj gksrk gS] ls ysdj Hkkjr esa
tgk¡ izfrfnu 5 efgyk;sa angst laca/kh fooknksa esa tyk;h tkrh gSA
fiNys nks n'kdksa esa gq;h izxfr rFkk dfe;ksa ;k vlQyrkvksa dk ewY;kadu djus
gsrq rFkk vxyh 'krkCnh esa dh tkus okyh dk;Zokgh dh igpku djus ds fy;s chftax
¼phu½ esa 4 ls 15 flrEcj] 1995 rd efgykvksa ij fo'o lEesyu gqvkA blesa
dk;Zokgh ds fy;s eap dks vaxhdkj fd;k x;kA blesa mu iz/kku elyksa dh igpku
dh xbZ tks iw.kZ fo'o esa efgykvksa dh mUufr esa vaxhdkj fd;k x;kA blesa mu
iz/kku elyksa dh igpku dh xbZ tks iw.kZ fo'o esa efgykvksa dh mUufr esa ck/kd gSaA
lEesyu esa Hkh fu/kkZfjr fd;k x;k fd 1996 rFkk 2001 ds chp efgykvksa dh
mUufr gsrq la;qDr jk"Vª rFkk vUrjkZ"Vªh; leqnk; dkSu&dkSu lh dk;Zokgh ojh;rk
ds vk/kkj ij djsaxsA lEesyu us nksuksa uhfr fuekZ.k ,oa fuEu Lrjksa ij efgykvksa ,oa
iq#"kksa dks mn~ns'; dh izkfIr ds fy;s laxfBr fd;kA le; ds lkFk&lkFk lafo/kku
esa fufgr ekuo vf/kdkjksa ls efgyk;sa l'kDr gks jgh gSaA
lanHkZ lwph
1- diwj ds-,l- ¼MkW-½ 2001 ekuo vf/kdkj] lsUVªy ykW ,tsUlh bykgkckn]
2- ckcsy clUrh yky ¼MkW-½ 1999 efgyk ,oa cky dkuwu] lsUVªy ykW ,tsUlh] bykgkckn]
3- www.ssgcp.com
4- www.vivace.panorama.com
5- https://books.google.co.in
6- ;kno ohjsUnz flag 2010 efgyk l'kfDrdj.k ¼rhu Hkkx½ vksesxk ifCyds'ku] ubZ fnYyh]
7- flUgk oh-lh- ,oa flUgk iq"ik] 1995 tukafddh ds fl}kUr] e;wj isij cSDl] ubZ fnYyh]
8- dq:{ks=k] ekpZ 2005 ¼vkys[k&lksuk nhf{kr] v:.k dqekj nhf{kr½ i`-&10&11
5-
vkfFkZd fodkl ,oa efgyk l'kfDrdj.k
MkW-¼Jherh½ lfork xqIrk

izk/;kid] vFkZ'kkL=k
'kkldh; ueZnk egkfo|ky;
gks'kaxkckn
vk/kqfud ;qx] efgyk l'kfDrdj.k dk ;qx gSaA efgyk l'kfDrdj.k u dsoy Hkkjr
cfYd laiw.kZ fo'o dh jktuhfr ds lkFk lkekftd] lkaLÑfrd ,oa vkfFkZd eqn~nk
cuk gqvk gSA ftldk lw=kikr la;qDr jk"Vª la?k esa 08 ekpZ 1975 dks varjk"Vªh;
efgyk fnol ds lkFk gqvkA Hkkjr esa efgyk l'kfDrdj.k ds iz;kl Lora=krk ls iwoZ
izkjaHk gks x;s FksA Lora=krk ds ckn lafo/kku esa leku vf/kdkj] volj dh lekurk]
leku dk;Z ds fy, leku osru dk izko/kku j[kk x;kA iapo"khZ; ;kstukvksa esa Hkh
efgyk fodkl ij /;ku fn;k x;kA 1985 esa uSjksoh esa lEiUu varjk"Vªh; efgyk
lEesyu esa loZizFke efgyk l'kfDrdj.k dks ifjHkkf"kr fd;k x;kA efgyk
l'kfDrdj.k ls rkRi;Z efgykvksa dks iq#"kksa ds cjkcj oS/kkfud] jktuhfrd]
'kkjhfjd] ekufld] lkekftd] vkfFkZd {ks=kksa esa muds ifjokj leqnk;] lekt ,oa
jk"Vª dh lkaLÑfrd i`"BHkwfe esa fu.kZ; ysus dh Lok;Ùkrk gSA efgyk l'kfDrdj.k
,d] cgqvk;keh izfØ;k gSA
veZR; lsu us dgk gS] ^^Hkkjr dh tula[;k leL;k dk dsoy ,d ek=k
lek/kku ;g gS fd fyax dh lekurk dks /;ku esa j[kdj lkekftd fodkl fd;k
tk;] D;ksafd tUe nj fxjkus dk ,d ek=k mik; efgykvksa dh f'k{kk lkekftd
tkx:drk] vkSj mRFkku gSaA**
efgykvksa ls tqMs+ lkekftd] vkfFkZd] jktuhfrd vkSj fo/kk;h eqn~nksa ij
laosnukiw.kZ ljksdkj n`f"V ls fparu vkSj vfHkO;fDr gh efgyk l'kfDrdj.k gSA
vkfFkZd fodkl ,oa efgyk l'kfDrdj.k %% 65
lekt dh ijaijkoknh fir`lÙkkRed lksp ds izfr efgykvksa dks tkx:d djuk vkSj
oSf'od Lrj ij fofHkUu L=khoknh vkanksyuksa laLFkkvksa vkSj vf/kdkjksa dh tkudkjh
efgykvksa dks iznku dj efgykvksa dks l'kDr cukuk gh efgyk l'kfDrdj.k dk
vk/kkj gSA efgykvksa dks HkkSfrd] v/;kfRed] 'kkjhfjd] ekufld] vkfn lHkh Lrjksa
ij vkRekfo'okl iSnk dj l'kDr cukus dh izfØ;k gh efgyk l'kfDrdj.k gSA
efgyk l'kfDrdj.k lekurk ij vk/kkfjr ,d fopkj gSa] tks lekt esa ySfxax
lekurk dh vis{kk djrk gSA efgyk l'kfDrdj.k ds 5 Lrj gSaA
• dY;k.k Lrj
• lalk/kuksa rd igq¡p Lrj
• izR;{khdj.k Lrj
• lgHkkfxrk Lrj
• fu;a=k.k Lrj
fofHkUu v/;;uksa esa efgyk l'kfDrdj.k ds tks lwpd r; fd;s x;s gSa os bl
izdkj gSa&
• vko';d lqfo/kkvksa dh iwfrZ
• lalk/kuksa rd igq¡p
• LokLF; lqj{kk
• f'k{kk
• fu.kZ; izfØ;k esa lgHkkfxrk
• vkfFkZd Lora=krk
• tulgHkkfxrk
• xfr'khyrk dh Lora=krk
• 'kkldh; lgk;rk
bu vk/kkjksa ij vuqdwyrk efgyk l'kfDrdj.k dk iz;kl gSaA
iwoZ jk"Vªifr vCnqy dyke ds 'kCnksa esa] vPNs jk"Vª dks cpkus ds fy, efgyk
l'kfDrdj.k ,d vko';d iwoZ n'kk gSa] D;ksafd tc ,d efgyk l'kDr gksrh gS rks
lekt esa LFkkf;Ro lqfuf'pr gksrk gSA efgyk l'kfDrdj.k blfy, vko';d gSa
D;ksafd muds fopkj ,oa ewY; ,d vPNsa ifjokj] vPNs lekt ,oa varr% ,d vPNs
jk"Vª ds fodkl dh vxqokbZ djrs gSaA

efgyk l'kfDrdj.k dh laiw.kZ vo/kkj.kk efgykvksa dks leqfpr volj iznku
djus esa gSA Hkkjr esa efgyk l'kfDrdj.k dk eq[; mn~ns'; efgykvksa dh lkekftd
,oa vkfFkZd n'kk esa lq/kkj djuk gSaA efgyk l'kfDrdj.k ds nks igyw gSa] efgykvksa
esa lkekftd Lrj ij LokfHkeku ,oa vkRe fuHkZjrk dh Hkkouk tkx`r djuk] nwljk
vkfFkZd ekspksaZ ij efgykvksa dks vkRefuHkZj cukukA
vkfFkZd {ks=k esa efgyk l'kfDrdj.k dk vFkZ efgykvksa dh vFkZ miktZu esa
Hkkxhnkjh c<+ lds tc ge l'kfDrdj.k dh ckr djrs gSa rks efgykvksa dh vkfFkZd
vkRefuHkZjrk dk iz'u iSnk gksrk gSA vFkkZr tc rd efgyk vkfFkZd :i ls
vkRefuHkZj ugha gksxh rc rd l'kDr dSls cu ldrh gSA
Hkkjr esa efgykvksa dh orZeku fLFkfr
izkphudky ls gh efgyk;sa ifjokj rFkk ns'k dh vkfFkZd mUufr esa fdlh u fdlh
:i esa viuk ;ksxnku nsrh jgh gSA ekuo dh izxfr ds lkFk efgykvksa dk dk;Z {ks=k
c<+rk x;k] gkykfd efgykvksa dh mRiknd xfrfof/k;ksa esa Hkkxhnkjh c<+h gSa ysfdu
xfrfof/k;ksa dks ekius ds lVhd rjhds u gksus ds dkj.k efgykvksa ds jk"Vªh; vk;
esa ;ksxnku dks le> ikuk eqf'dy gSaA Hkkjrh; efgyk xzkeh.k vFkZO;oLFkk dh
vk/kkjf'kyk gSaA Ñf"k iz/kku ns'k gksus ds dkj.k xzkeh.k efgykvksa dh Hkwfedk ges'kk
xzkeh.k {ks=kksa esa gLrdyk Ñf"k y?kqm|ksx {ks=kksa esa jkstxkj izkIr djus dh jgh gSaA
vkS|ksfxdj.k ds dkj.k ncko c<+k gSA ifjokj dh lhfer vk; esa o`f) ds fy,
efgykvksa us mRikndh; Hkwfedk fuHkkuk 'kq: fd;k gSA yxHkx xzkeh.k {ks=kksa esa 90
izfr'kr xjhc fuj{kj efgyk,a Ñf"k ls lacaf/kr dk;Z [kuu Hkou fuekZ.k lM+d
fuekZ.k vkfn dk;ksZa esa layXu jgrh gSA Ñf"k dk;Z ds varxZr Qly dVkbZ ls ysdj
[ksr dh j[kokyh rd dk dk;Z djrh gSaA Ñf"k Hkwfe ds lhfer gksus ekSle dh
vfuf'prrk] vkfnoklh {ks=kksa esa oulaink esa deh] iq#"k oxZ }kjk dke dh ryk'k
esa 'kgjksa esa iyk;u ls xzkeh.k vkfnoklh fiNM+s {ks=kksa esa efgykvks dk izfr'kr c<+
x;k gSA
vkfFkZd fodkl ds izfr c<+rh tkx:drk] cnyrk lkekftd ifjos'k] cnyrh
laLÑfr vkSj vk/kqfud lH;rk us fo'o ds lektksa dks izHkkfor fd;k gSa] Hkkjrh;
lekt Hkh blls vNwrk ugh gSaA efgykvksa us fofHkUu dk;Z {ks=kksa dh pqukSfr;ksa dks
Lohdkj dj viuh mi;ksfxrk LFkkfir dh gSA vxj efgykvksa dh fLFkfr dh ckr
dh tk;s rks mudh fLFkfr csgrj gks jgh gSa ysfdu bl cnyko dh xfr dkQh /kheh
gSA oYMZ] bdksukfed Qksje dh Xykscy tsaMj xsi fjiksVZ ds vuqlkj vkt efgykvksa
dh fLFkfr ,slh gSa fd tsaMj xsi dks iwjk djussa esa 217 lky yx tk;sxsaA bl fLFkfr
dks ns[krs gq, nqfu;k Hkj esa ekuk tk jgk gSa] fd efgykvksa dks vkxs c<+kus ds fy,
vc iz;Ru djuk lcls t:jh gks x;k gSA
Hkkjr esa dk;Z lgekfxrk nj 2011
dqy xzkeh.k 'kgjh
O;fDr 39-8 41-8 35-3
iq#"k 53-3 53-0 53-8
efgyk 25-5 30-0 15-4
efgykvksa esa Je Hkkxhnkjh nj 1981 esa 19-67 izfr'kr 1991 esa 22-27 izfr'kr
,oa 2001 esa 25-63 izf'kr FkhA
Hkkjr esa fiNys ,d n'kd esa lkoZtfud {ks=k esa efgykvksa dh Hkkxhnkjh cM+h gS]
gkykfd dk;Z{ks=k esa HksnHkko vkSj iq#"k opZLo dh ekufldrk ds dkj.k gh efgykvksa
dks dbZ pqukSfr;ksa dk lkeuk djuk iM+rk gSA gky gh esa ,d oSf'od losZ ds vuqlkj
izR;sd 4 esa ls 1 Hkkjrh; iq#"k dk ekuuk gS fd efgykvksa dks ?kj ls ckgj dke
djus ugha tkuk pkfg,A
fiNys dqN o"kksZa esa vkfFkZd cnyko ds ckotwn Hkh Hkkjrh; efgykvksa dh fLFkfr
esa vHkh lq/kkj dh cM+h t:jr gSA ihl ,UM flD;ksfjVh bUMsDl esa Hkkjrh; efgykvksa
dh fiNM+h fLFkfr ds dkj.k Hkkjr dks 131 osa LFkku ij j[kk x;k gSA losZ ds ifj.kke
Li"V djrs gSa fd Hkkjr esa vkfFkZd vkSj lkekftd Lrj ij efgykvksa dks HksnHkko
dk lkeuk djuk iM+rk gS ns'k dh efgykvksa dh vkfFkZd vkSj lkekftd Hkkxhnkjh
Hkh fQygky fodflr ns'kksa ls dkQh de gSaA ;g baMsDl fo'o Hkj dh efgykvksa dh
lao`f) vkSj ekufld 'kkafr ds fo'ys"k.k ds vk/kkj ij rS;kj fd;s x;s gSaA
Hkkjr ds fy, fyaxkuqikr dh fo"ke fLFkfr Hkh ,d xaHkhj leL;k cuh gqbZ gS
bl laca/k esa ljdkjh iz;kl Hkh dkjxj fl) ugh gks jgs gSa D;ksafd lkekftd]
okrkoj.k ,oa lekt dh ekufldrk esa vko';d cnyko ugh vk;k gSA
Hkkjr esa fyaxkuqikr rkfydk

izfr 1000 iq#"kksa ij efgyk;sa
tux.kuk o"kZ efgyk;s a tux.kuk o"kZ efgyk;sa esa
1901 972 1961 941
1911 964 1971 930
1921 955 1981 934
1931 950 1991 927
1941 945 2001 933
1951 946 2011 943
lzksr&fofHkUu tux.kuk vkadM+s
fo'o vkfFkZd eap }kjk oSf'od ySfaxad varjky fjiksVZ rS;kj dh x;h gS] oSf'od
ySafxd varjky lwpdkad 2014 esa Hkkjr dk izn'kZu fujk'kktud jgk gSA lwpdkad
esa 'kkfey 142 ns'kksa esa Hkkjr dh jSfdax 114 FkhA ;g lwpdkad vkfFkZd lkekftd
jktuSfrd] 'kSf{kd vkSj LokLF; dkjdksa esa jk"Vªh; Lrj ij efgykvksa dh Hkkxhnkjh
ds vk/kkj ij rS;kj fd;k tkrk gSA fofHkUu ekudksa ij Hkkjr dh jSfdax
o"kZ vksoj vkfFkZd 'kSf{kd LokLF; jktuhfrd
vky Hkkxhnkjh miyfC/k ,oa mÙkj l'kfDrdj.k
thfodrk
2014 114 134 126 141 15
2013 101 124 120 135 09
2012 105 123 121 134 17
2006 98 110 102 103 20
blds varxZr 4 vk;ke 'kS{kf.kd miyfC/k] vkfFkZd Hkkxhnkjh] LokLF; ,oa
vfLrRo rFkk jktuhfrd l'kfDrdj.k gSA Hkkjr us 2 izfr'kr izfro"kZ dh nj ls
ySfxad varjky dks de fd;k gSA vkfFkZd Hkkxhnkjh ,oa volj ds {ks=k esa rFkk
LokLF; ,oa vfLrRo ds {ks=k esa pqukSrh gSaA jktuhfrd Hkkxhnkjh ,oa 'kS{kf.kd
miyfC/k;ksa esa Hkkjr dk izn'kZu vis{kkÑr lgh jgk gSA oS'ohdj.k ds izHkko Lo:i
efgykvksa dh Hkwfedk dk foLrkj gqvk gSA nksgjh Hkwfedk us efgykvksa ds le{k
pqukSrh izLrqr dh gSA vkt Hkkjr Hkkjrh; efgyk laØe.kdky ls xqtj jgh gS mldk
,d iSj ?kj ds ckgj rks nwljk ?kj dh pkS[kV ds vanj gSA
Hkwe.Myhdj.k ,oa mnkjhdj.k ds nkSj esa pkgs cSafdx gks ;k foÙk] jktuhfr gks
;k gksVy O;olk;] okgu mRiknu ls nok mRiknu rd] mtkZ vkSj i;kZoj.k
bathfu;fjax lHkh {ks=kksa esa efgyk,a vkxs c<+dj daiuh ;k laLFkku dh deku laHkky
jgh gSA vkSj vfHkuo iz;ksxksa ls viuh izfrHkk ds >aMsa Qgjk jgh gSA ;qok efgyk,a
vius dSfj;j dks eqdke rd igq¡pk jgh gSaA thfodksiktZu vkSj u;s dSfj;j dh [kkfrj
og p<+ dj dke dj jgh gSaA
Hkkjr dh Ñf"k vFkZO;oLFkk esa efgykvksa eq[; dk;Zcy gSA laxfBr {ks=kksa esa
dsoy 13 izfr'kr efgyk;sa dk;Zjr gSA dk;Zdkjh efgykvksa dh lcls vf/kd la[;k
vlaxfBr {ks=kksa esa gSA izR;sd nl esa ls ukS efgyk,a vlaxfBr {ks=kksa esa dk;Zjr gSA
jkstxkj esa efgykvksa dh Hkkxhnkjh fxj jgh gSA tux.kuk ds vkdM+s crkrs gS fd ;fn
jkstxkj miyc/k gks rks ?kj ij jgus okyh ,d frgkbZ efgyk,a dke djuk pkgsxhA
ljdkj dh jkstxkj ;kstuk,sa Hkh efgykvksa dks iq#"kksa dh vis{kk vf/kd vkdf"kZr
djrh gSaA blls jkstxkj dh leL;k js[kkafdr gksrh gSA e'khuhdj.k ls Ñf"k {ks=k esa
jkstxkj ?kVrk gSA tgk¡ vf/kdka'k efgyk;sa dke djrh gSA
fiNys o"kksZa esa e/;e vkSj mPp oxZ dh efgyk,a us rduhdh fodkl esa rsth ls
dne j[kk gSaA ;)fi vkdM+s mRlkgo/kZd ugha gSaSA futh ,oa iz'kklfud {ks=kksa esa
inkiZ.k budh vkfFkZd n`<+rk dks c<+krk gSA vkfFkZd fodkl lkekftd lajpuk ls
izHkkfor gksrk gSA lekt dh lajpuk esa efgykvksa dk ;ksxnku vkajHk ls gh
mYys[kuh; gksus ds ckotwn muds mfpr ewY;kadu dk loZFkk vHkko jgk gSA efgykvksa
dh vkfFkZd Hkkxhnkjh ;qxhu vko';drk gS vr% bl {ks=k esa iq#"k us uk pkgrs gq,
Hkh Lohdkj dj fy;k gSaA fdUrq vU; {ks=kksa esa vHkh Hkh ladksp gksrk gSA
lwpuk] lapkj] rduhdh dk fodkl] f'k{kk dk lkoZHkkSfedj.k] LokLFk lsok,a]
jktuhfrd lcyhdj.k ds iz;kl ds dkj.k efgykvksa dh fLFkfr esa lq/kkj gksuk izkjaHk
gqvk gSA
efgykvksa dks mfpr volj dh vko';drk gSA bls izkIr gksrs gh os viuh
vlhe 'kfDr dks lekt esa iznf'kZr dj ldrh gSA oS'ohdj.k cktkj vkSj ehfM;k
us iwjs fo'o dh L=kh fodkl ds ekud fpUgksa dks yxHkx ,d dj fn;k gSA voljksa
dh ekax ySfxad iwokZxzg dk fojks/k L=kh ds fodkl ds fy, vkfFkZd lkekftd 'kSf{kd]
,oa jktuhfrd lekurk dh ekax izeq[k ekud fpUg gSaA vktdy bu {ks=kksa esa Hkh
efgyk,a egRoiw.kZ Hkwfedk fuHkk jgh gS& dqyh] bZeke] ckMh foYMj dek.Mks Vsªuj]
ekbfuax bathfu;j] QkbVj ik;ysV] fe'kkbZy Msoyij] jSflax Mªkboj] ykblsaLM fQ'kj
owesu] yksdks ik;ysV] efgyk j{kk ea=kh] jk"Vªifr] iz/kkuea=kh] fons'k ea=kh] vkfnA ns'k
esa 1200 ls vf/kd efgyk;sa def'kZ;y ik;yV gSa bafM;u ,;jykbal esa 12 izfr'kr
efgykvksa dk;Zjr gS] tcfd oSf'od vkSlr 5 izfr'kr ls Hkh de gSaA Hkkjr nqfu;k
dk rhljk lcls cM+k LVkVZvi gc gSa ysfdu 9 izfr'kr gh efgykvksa ds gSaA ns'k dh
daifu;ksa esa 2015 esa 11-2 izfr'kr efgykvksa cksMZ esEcj gSa] 14 izfr'kr efgyk;sa
O;olk; pyk jgh gS 26 izfr'kr bathfu;fjax {ks=k esa 34 izfr'kr vkbZ-Vh- {ks=k esa
dk;Zjr gSA QksClZ ds vuqlkj efgykvksa ds fy, lcls vPNs ns'kA
ns'k dk uke fo'o esa LFkku
vkblySaM & 01
ukosZ & 02
fQuySaM & 03
LohMu & 04
jokaMk & 05
;w-,u- ds vuqlkj nqfu;k ds [kq'kgky ns'k
ns'k dk uke fo'o esa LFkku
ukosZ & 01
MsuekdZ & 02
vkblySaM & 03
fLotjySaM & 04
fQuySaM & 05
Hkkjr esa efgyk l'kfDrdj.k ds ljdkjh iz;kl
efgykvksa esa vkfFkZd] lkekftd] jktuhfrd] tkx:drk mRiUu djus ,oa mUgsa
vkfFkZd :i ls Lora=k cukus] mudh vk; c<+kus gsrq ljdkj }kjk efgykvksa ds fy,
dbZ dY;k.kdkjh ;kstukvksa dk fØ;kUo;u fd;k tk jgk gSA efgykvksa dks vkfFkZd
lgk;rk jkstxkj] ,oa izf'k{k.k ij cy fn;k tk jgk gSA Hkkjr ljdkj }kjk efgykvksa
dks dkuwuh laj{k.k iznku djus ds fy, Hkh dbZ vf/kfu;e cuk;s x;s gSA 1990 esa
jk"Vªh; efgyk vk;ksx dk xBu] 1993 esa jk"Vªh; efgyk dks"k dk xBu] o"kZ 2001
dks efgyk l'kfDrdj.k ds :i esa o"kZ 2011 dks efgyk vf/kdkfjrk o"kZ ds :i esa
?kksf"kr fd;k x;k gSA
efgykvksa ds fodkl ls lacaf/kr ;kstukvksa dks 04 Hkkxksa esa ck¡Vk tk ldrk gSA
• vkfFkZd fodkl ls lacaf/kr dk;ZØe
• lkekftd fodkl gsrq dk;ZØe
• LokLF; esa lq/kkj dk;ZØe
• efgyk mRFkku ,oa dY;k.k dk;ZØe
bu uhfr;ksa ,oa dk;ZØeksa dk eq[; y{; efgykvksa dh xfjekiw.kZ Hkkxhnkjh
lqfuf'pr djuk] thou ds izR;sd {ks=k esa lqj{kk] efgykvksa dh lexz lerkvksa dk
fodkl] efgykvksa ls laacaf/kr uhfr;ksa ,oa fof/k;ksa dk ifj.kke ewyd fØ;kUo;uA
dsUnz ljdkj }kjk efgykvksa ds fodkl ds fy, lqdU;k le`f) ;kstuk] iz/kkuea=kh
lqjf{kr ekr`Ro vfHk;ku] iz/kkuea=kh ekròanuk ;kstuk] fdydkjh ekr`Ro vodk'k]
mTtoyk ;kstuk] ckfydk f'k{kk ij fo'ks"k tksj] eqnzk ;kstuk] jk"Vªh; xzkeh.k
vkthfodk fe'ku bR;kfn lapkfyr gSA
e/; izns'k 'kklu }kjk efgykvksa ds l'kfDrdj.k ds fy, 2012 esa i`Fkd ls
efgyk l'kfDrdj.k foHkkx dh LFkkiuk dh x;hA jkT; ljdkj }kjk fujarj iz;kl
fd;k tk jgk gSa] fd gj {ks=k esa efgyk oxZ dks mfpr LFkku feysA ukjh 'kfDr dks
viuh {kerk ds iwjs volj feysaA jkT; esa m"kk fdj.k ;kstuk] fd'kksjh 'kfDr ;kstuk]
eq[;ea=kh efgyk l'kfDrdj.k ;kstuk] xk¡o dh csVh ;kstuk] eq[;ea=kh dU;knku
;kstuk] ykM+yh y{eh ;kstuk] efgyk tkx`fr f'kfoj] efgyk vkJ; x`g] lkS;kZ ny]
Lok/kkj ;kstuk] tuuh lqj{kk ;kstuk] efgyk LokLF; f'kfoj] csVh cpkvksa csVh
i<+kvksa] rstLouh xzkeh.k efgyk l'kfDrdj.k bR;kfn ;kstuk,sa lapkfyr dh tk jgh
gSA e/;izns'k efgyk ,ao cky fodkl }kjk efgyk foÙk fodkl fuxe ds varxZr
LVsV fjlkslZ lsUVj Qkj owesu dh LFkkiuk dh xbZ gSA e/;izns'k ds ns'k ds 05 jkT;ksa
esa gSa tgk¡ tsaMj fjLiksfUlo ctV rS;kj fd;k tkrk gSA tsaMj ctV vyx ls dksbZ
ctV ugh gS cfYd ,d lkekU; ljdkjh ctV esa ,d fo'ys"k.kkRed midj.k gS tks
ljdkj dks viuh uhfr;ksa dks efgykvksa dh n`f"V ls rS;kj djus esa enn djrk gSA
fofHkUu {ks=kksa ls vk¡dM+s] efgykvksa dh Hkkxhnkjh ,oa muds fofHkUu lkekftd]
vkfFkZd igyqvksa ij v/;;u ,oa fparu ds i'pkr~ ;g Kkr gksrk gS fd vHkh Hkh
okLrfod fLFkfr larks"ktud ugha gSA ek=k dqN efgykvksa dk mnkgj.k nsdj ge
l'kfDrdj.k dh ckr ugh dj ldrs] tc rd efgykvksa esa lk{kjrk iwjh rkSj ij
uk vk tk;sA vkt ns'k dh vk/kh tula[;k dks Lo;a gh tkuuk gksxk vkSj Lo;a dks
bl :i esa rS;kj djuk gksxk fd ns'k ds fodkl esa Hkkxhnkj cusA lq/kkjoknh
vkanksyuksa rFkk ljdkjh iz;klksa ls efgykvksa dh fLFkfr esa ifjorZu gq, gSaA
l'kfDrdj.k dk;ZØe efgykvksa dh leqfpr lk>snkjh ds fcuk lexz lkekftd ,oa
vkfFkZd fodkl dh dYiuk v/kwjh gksxhA efgykvksa ds fgrksa ds vusd dkuwu gksus ds
ckotwn bl fn'kk esa cgqr dqN fd;k tkuk 'ks"k gSA ge efgykvksa ds l'kfDrdj.k
dh ckr djsa u fd flQZ efgyk lqj{kk dhA
Hkkjr esa vkfFkZd {ks=k esa efgyk l'kfDrdj.k gsrq lq>ko
• efgykvksa dks vPNh f'k{kk] LokLF; ,oa vkRefuHkZjrk nh tk;sA
• efgyk l'kfDrdj.k dh izfØ;k esa vkSj vf/kd rsth ykus esa lwpuk izkS|ksfxdh
,oa lapkj izkS|ksfxdh dk iz;ksx fd;k tk ldrk gSA
• Lolgk;rk lewgksa dh lgk;rk ls m|e'khyrk dh Hkkouk dk fodkl fd;k tk
ldrk gSA
• vkfFkZd {ks=k esa gks jgs efgykvksa ds dk;kZsa esa voewy;u dks jksdus vkfFkZd]
lalk/kuksa ij muds vf/kdkjksa dk lapkj djus rFkk jkstxkj mUeq[k dk;ksZa dk
izf'k{k.k iznku djus tSls ekunaMksa ij Økafr dh vko';drk gSA
• Ñf"k {ks=k esa efgyk dkexkjksa dks ykHk igq¡pkus fofHkUu ;kstuk tSls Hkwlaj{k.k]
lkekftd okfudh] Ms;jh] fodkl] Ñf"k ls tqM+s O;olk; eNyh ikyu] js'ke dhM+s
ikyu vkfn dk izf'k{k.k fn;k tk;sA
• fodkl izfØ;k esa efgykvksa dh Hkkxhnkjh lqfuf'pr djus ds fy, efgyk
vuqdwy dkfeZd uhfr;ksa rS;kj dh tk;sA
• vf/kdka'k fodkl dk;ZØeksa esa efgykvksa ds dY;k.k ij tksj fn;k tkrk gS ysfdu
mudh mRikndh; lgHkkfxrk esa o`f) djus ds fy, dksbZ iz;kl ,oa uhfr fuekZ.k
ugha gksrkA vr% izf'k{k.k ,oa jkstxkj ds leku volj feys] rkfd fodkl
dk;ZØekasa esa mudk ;ksxnku egRowi.kZ gks ldsA
• efgykvksa ds fy, dkwuu ,oa fu;eksa dk ljyhdj.k fd;k tk;s tks efgykvksa dks
mudk vf/kdkj fnyok ldsA
• izR;sd ifjokj lekt ,oa jk"Vª dh mUufr dk ewyk/kkj efgyk gh gS vr% efgyk
dks mPp f'k{kk nsuk vko';d gSA
• efgyk l'kfDrdj.k ds lHkh {ks=kksa esa vUrjk"Vªh; nkf;Roksa ,oa opuo)rkvksa dks
fØ;kfUor fdk; tk;sA

• tsaMj ctV efgyk l'kfDrdj.k dh fn'kk esa ,d izHkkoh midj.k gSaA
• lHkh efgykvksa ls lacaf/kr {ks=kksa esa efgykvksa ds gLr{ksi }kjk iwjd LokLF;
f'k{kk] jkstxkj izf'k{k.k fofHkUu {ks=kksa esa ekbØksa ØsfMV ds izko/kku gksA
• efgyk izkS<+ f'k{kk lfefr;ksa dk xBu ,u-th-vks- rFkk ljdkj ds ek/;e ls
fd;k tk;sA
• ngst izFkk] fuj{kjrk cky fookg] Hkzw.k gR;k tSlh dqjhfr;ksa dk MVdj eqdkcyk
djus ds fy, ,oa vius vf/kdkjksa ds fy, efgyk,a tkx:d ,oa laxfBr gSA
;kstukvksa ,oa dkuwuksa ds ckotwn efgyk l'kfDrdj.k ,d pqukSrh gSA nqfu;k Hkj
ds ns'kksa }kjk ekuk tk jgk gS fd vc efgykvksa dh izxfr esa VkyeVksy dk joS;k
ugh viuk;k tk ldrkA ySafxd Hksn dks de djus ds fy, bl ij dk;Zokgh dh
vko';drk gSA efgykvksa dks vkfFkZd fodkl dh eq[; /kkjk esa muds lkekftd ,oa
vkfFkZd fodkl ds lkFk lfEefyr fd;k tk;sA
vkt fofHkUu vkfFkZd] lkekftd dk;Z{ks=kksa esa efgykvksa us lQyrk gkfly dj
;g fl) dj fn;k gS fd os ijaijkvksa ls gVdj ,d uohu lekt dh jpuk dj
ldrh gSA efgykvksa dk fodkl djus ds fy, vkfFkZd Lokoyacu vko';d gSaA
[ksfrgj etnwj efgyk;sa ,oa jkstejkZ etnwjh djus okyh efgyk;sa izpqj ek=kk esa
fo}eku gSaA dkuwuksa dks O;ogkfjd cukus ds lkFk&lkFk lkekftd <+kaps esa ifjorZu
dh vko';drk gSA nqfu;k esa ,slk dksbZ ns'k ugh gS tgk¡ efgykvksa dks gkfl;sa ij
j[kdj fodkl laHko gqvk gksA efgykvksa dks fodkl dh eq[;/kkjk ls tksM+s fcuk
fdlh lekt ,oa ns'k ds vkfFkZd lkekftd ,oa jktuhfrd fodkl dh dYiuk ugh
dh tk ldrh gSA lekt dks fulansg vius iz;klksa ls lkekftd vkfFkZd] jktuhfrd
leL;kvksa ls tw>rs gq, efgykvksa us pkS[kV dh nsgyht ls varfj{k rd dk jkLrk
cuk;k gS vc t:jr gS lekt ds fy, vkn'kZ cu pqdh dqN efgykvksa dks lkekU;
thou dk lp cuk;k tk;sA
lanHkZ lwph
1- nqcs ek/koh yrk lekt'kkL=kh; fuca/k e-iz- fgUnh xzaFk vdkneh
2- feJ fnus'k dqekj tula[;k i;kZoj.k ,oa fodkl
3- flUgk oh-lh- Je vFkZ'kkL=k

4- lDlsuk ,e-lh- Je leL;k;sa ,oa lkekftd lqj{kk
5- flUgk ch-lh- Hkkjrh; vFkZO;oLFkk
6- 'kekZ ohjsUnz izdk'k Hkkjrh; lkekftd eqn~ns ,oa leL;k;sa
7- vkgwtk Jhjke lkekftd leL;k;sa
8- feJk ts-ih- tuakfddh
9- o?ksy MkW- Mh- ,l- lkekftd ifjorZu ,oa fodkl
10- ØkfUrdy fnlEcj 2014
11- nSfud HkkLdj lekpkj i=k
12- izfr;ksfxrk niZ.k fofHkUu vad
13- tux.kuk vkadM+s 2001&2011
14- Hkkjrh; vFkZ O;oLFkk fo'ks"kkad 2017 midkj izdk'ku vkxjk
15- Hkkjr dk vkfFkZd losZ{k.k 2014&15
%% 75
6-
efgyk fodkl ds jktuSfrd n`f"Vdks.k
MkW- uhrk pkScs

izk/;kid] jktuhfr 'kkL=k
ek[ku yky prqosZnh 'kkldh; egkfo|ky;
ckcbZ ¼gks'kaxkckn½
ukjh bZ'oj dh vuqie Ñfr gSA ukjh ds vHkko esa l`f"V dh dYiuk Hkh ugha dh tk
ldrh gSA ukjh dk R;kx vkSj cfynku Hkkjrh; laLÑfr dh vewY;fuf/k gSA oSfnd
dky ds v/;;u ls irk pyrk gS fd ml ;qx esa ukjh dks leqfpr vknj izkIr FkkA
/khjs&/khjs ckn ds dky esa iq#"kiz/kku lekt ds fuekZ.k ds dkj.k efgykvksa dh fLFkfr
esa ifjorZu vkus yxkA
if'peh ns'k ftUgksaus viuh laLÑfr dh vk/kqfudrk ,oa izxfr'khyrk dh nqgkbZ
nsdj rhljh nqfu;k dh rFkkdfFkr ghu lH;rkvksa ij yacs le; rd 'kklu fd;k]
os Hkh izFke fo'o;q) dk na'k >syus ds ckn gh efgykvksa dks erkf/kdkj ns ik;sA
ik'pkR; jktuSfrd n'kZu esa Hkh efgykvksa dks leqfpr lEeku ugha feykA IysVks
igyk nk'kZfud gS tks efgykvksa ds f'k{kk ds vf/kdkj dk leFkZu djrk gS ,oa mUgsa
nk'kZfud jktk cuus ds ;ksX; le>rk gSA blds ckn ts-,l-fey ds igys rd uk
gh izkphu vkSj uk gh e/;dkyhu fopkjdksa us jktuhfr esa efgykvksa ds n`f"Vdks.k dks
egRo fn;kA ts-,l- fey vius fuca/k n lclsD'ku vkWQ oqeu esa efgykvksa dh
jktuhfrd Hkkxhnkjh dk iqjtksj leFkZu djrs gSaA og dgrs gSa fd efgykvksa dh
jktuhfrd lgHkkfxrk ls u dsoy efgyk l'kfDrdj.k gksrk gS vfirq lekt dk
Qk;nk Hkh gksrk gSA fey rdZ nsrs gSa fd efgykvksa dh jktuSfrd Hkkxhnkjh ls iq#"k
lH;rkiwoZd O;ogkj djrs gS ,oa efgykvksa ls tqM+h udkjkRedrk dk var gksrk gS
tks lekt dks izxfr'khy cukrk gSA bu fopkjksa ls izHkkfor gks dj efgykvksa us
jktuSfrd ,oa ukxfjd vf/kdkjksa dh ekax djrs gS ftlesa os iq#"k ds leku LFkku
izkIr djus dk ekxZ le>rs gS] ij lektokn dh c<+rh yksdfiz;rk us c<+kbZA
,aftYl us viuh iqLrd ^^nh vksfjtu vkWQ Qsfeyh izkbosV izkiVhZ ,aM LVsV** esa
efgykvksa dks lkE;oknh Økafr esa fgLlk ys dj l'kfDrdj.k dh vksj c<+us dks izsfjr
fd;k! ^^jsfMdy Qsesfu"V** lqLi"V ,oa fuHkhZdrk ls efgyk fodkl ds jktuhfrd
n`f"Vdks.kksa dk fo'ys"k.k djrs gSA dsjksy rkfu'k ukjk nsrh gS ^^nh ilZuy bt
ikWfyfVdy** vFkkZr jktuhfrd fu.kZ;ksa dk izHkko efgykvksa ds futh thou iM+rk gS
vr% efgykvksa dk jktuhfr esa izos'k U;k;laxr gSA
Hkkjr esa efgykvksa dh jktuhfrd Hkkxhnkjh ,oa vf/kdkjksa dh izkfIr ds fy;s
la?k"kZ 20 oha 'krkCnh ds izkjEHk esa fczfV'k 'kklu ls Lora=krk izkIr djus ls izkjEHk
gksrk gSA mUgksaus ^x`g'kklu* ¼1916½ vkanksyu esa Hkkx fy;k rFkk ckn esa egkRek
xka/kh }kjk pyk;s x;s vlg;ksx vkanksyu ,oa lfou; voKk vkUnksyu esa Hkkx
fy;kA ,uh fclsUV] ljkstuh uk;Mw] jktdqekjh ve`r dkSj] v:.kk vklQ vyh]
deyk nsoh pV~Vksik/;k; vkfn us Hkkjrh; Lora=krk laxzke esa lfØ; Hkwfedk dk
fuokZg fd;kA
foesUl bafM;u ,lksfl;s'ku] vkWy bafM;k foesu dkUÝsUl ,oa us'kuy dkmfUly
vkWQ foesu bu bafM;k tSls efgyk laxBuksa us 1932 ds f}rh; xksyest lEesyu esa
Kkiu nsdj o;Ld erkf/kdkj rFkk lkekU; fuokZpdksa dh O;oLFkk djus dh ckr
dgh rFkk efgkykvksa ds vkj{k.k ,oa euksu;u ds lq>ko dks vLohdkj djrs gq;s iwjh
lekurk dh ek¡x dh FkhA1
Lora=krk izkfIr ls iwoZ efgykvksa ds fgr esa ,d egRoiw.kZ vfHkys[k] tks fd
^^fu;ksftr vFkZO;oLFkk esa efgykvksa dh Hkwfedk** ij milfefr dh fjiksVZ gS] ftlesa
dgk x;k gS fd efgykvksa dks O;fDr ds :i esa ns[kk tk;sa rFkk mUgsa Hkh jktuhfrd]
ukxfjd ,oa dkuwuh vf/kdkj] lkekftd lekurk rFkk vkfFkZd Lora=krk ,oa fodkl
esa iq#"kksa ds leku fgLlsnkjh gksuh pkfg;sA iq#"k ds leku LFkku ikus dk ekxZ
le>rs gSA
1947 esa Lora=krk izkfIr ds i'pkr~ ySfxax lekurk dk fl)kar] Hkkjrh;
lafo/kku dh izLrkouk] ekSfyd vf/kdkjksa] ekSfyd drZO;ksa vkSj uhfr funsZ'kd rRo
fl)kar gSA izeq[k :i ls mYysf[kr gSA lafo/kku efgykvksa dks u dsoy lekurk dk
ntkZ iznku djrk gS vfirq jkT; dks efgykvksa ds i{k esa ldkjkRed HksnHkko ds
mik; djus dh 'kkfUr Hkh iznku djrk gSA
efgyk fodkl ds jktuSfrd n`f"Vdks.k %% 77
Hkkjr dk lafo/kku lHkh Hkkjrh; efgykvksa dks leku vf/kdkj] ¼vuqPNsn 14½
jkT; }kjk dksbZ HksnHkko ugha djus] ¼vuqPNsn 15½ volj dh lekurk] ¼vuqPNsn 16½
leku dk;Z ds fy;s leku osru ¼vuqPNsn 39 ¼?k½½ dh xkjaVh nsrk gSA blds vykok
;g efgykvksa vkSj cPpksa ds i{k esa jkT; }kjk fo'ks"k izko/kku fd;s tkus dh vuqefr
iznku djrk gS ¼vuqPNsn 15 ¼3½½ rFkk dke dh mfpr ,oa ekuoh; ifjfLFkfr;ksa
lqjf{kr djus vkSj izlwfr lgk;rk ds fy;s jkT; }kjk izko/kkuksa dks rS;kj djus dh
vuqefr nsrk gS ¼vuqPNsn 42½A2
1950 rFkk 1960 ds n'kd esa /keZ fujis{k] cgqyoknh] rFkk lkaLÑfrd fofHkUrrk
ls lefUor jktuhfrd O;oLFkk dks c<+kok fn;k x;kA bl jktuhfrd okrkoj.k ,oa
laos/kkfud O;oLFkkvksa ls dqN efgyk;sa ykHkkfUor gqbZA e/;e oxZ dh cgqr lh
efgykvksa dks fofHkUu lsokvksa esa izos'k izkIr djus dk volj izkIr gqvkA ljdkj
}kjk êfgyk eaMyksa* dh O;oLFkk dh x;h rFkk efgyk mRFkku ds fy;s vusd dk;ZØe
cuk;s x;s ysfdu efgykvksa dks ml le; fujk'k gksuk iM+k tc lkekU; ukxfjd
dksM tks lHkh efgykvksa dks dkuwuh lekurk iznku djrk gS] ykxw ugha fd;k tk
ldkA fgUnq dksM fcy Hkh vius izkjfEHkd :i esa ugha ikfjr fd;k tk ldkA
1955&56 esa bldks cgqr dk¡V Nk¡V dj pkj vf/kfu;eksa es ikfjr fd;k x;k tks
fookg] mÙkjkf/kdkj] laj{k.k] nÙkdxzg.k rFkk Hkj.k HkÙks ls lacaf/kr gSA3
blds vfrfjDr fo'ks"k fookg vf/kfu;e 1961 esa yk;k x;kA bu lc vf/kdkjksa
ds izkIr gksus ls fL=k;ksa dks fookg] lEifÙk] laj{k.k vkSj fookg foPNsn ds {ks=k esa
iq#"kksa ds leku vf/kdkj izkIr gq;s rFkk lkekftd :f<+;ksa ls eqDr gksus dk volj
feykA Hkkjr esa êfgykvksa dh fLFkfr laca/kh lfefr* us fnlEcj] 1974 esa ^lekurk
dh vksj* 'kh"kZd ds varxZr ljdkj dks viuh fjiksVZ izLrqr dhA îkapoh iapo"khZ;
;kstuk ¼1974&78½ ls efgykvksa ls tqM+s eqn~nksa ds izfr dY;k.k dh ctk; fodkl dk
n`f"Vdks.k viuk;k tk jgk gSA4
vizSy] 1993 esa 73 oka la'kks/ku ykxw gqvkA lafo/kku esa u;k v/;k; 9 tksM+k x;k
,oa 74osa lafo/kku vf/kfu;e 1992 }kjk lafo/kku esa Hkkx 9&d tksM+k x;k] ftlls
LFkkuh; Lo'kklu] mldk <k¡pk mldh 'kfDr;k¡ rFkk dk;ksZa dk lqn`<+hdj.k fd;k x;k
vkSj mUgsa laoS/kkfud ntkZ fn;k x;kA efgykvksa ds fy;s iapk;r ,oa uxjikfydk ds
LFkkuh; fudk;ksa esa ,d frgkbZ LFkku vkjf{kr fd;s x;sA ftlds ifj.kke Lo:i
LFkkuh; Lrjksa ij fu.kZ; ysus dh izfØ;k esa mudh Hkkxhnkjh dks etcwr vk/kkj izkIr
gqvkA îapk;rh jkt laLFkkvksa ds ek/;e ls nl yk[k ls vf/kd efgykvksa us lfØ;
:i ls jktuhfrd thou esa izos'k fd;k gSA5 ysfdu cgqr gh de efgyk;sa lfØ;
o Lora=k :i ls dk;Z dj jgh gSaA

fcgkj o mÙkj izns'k tSls dqN vU; jkT;ksa esa fuokZfpr efgykvksa ds ifr gh muds
dk;ksZa dk lapkyu djrs gSA efgyk iapk;rh lnL;ksa dk muds ifjokj ds iq#"kksa }kjk
^^jcj LVsEi** dh rjg bLrseky fd;k tkrk gSA efgyk;sa iq#"kksa ds fy;s fiNys
njokts ls jktuhfr esa izos'k djus dk ek/;e cu x;h gSA vf/kdrj efgykvksa us
vkt dh jktuhfr ds ckjs viuh fpUrk trkbZ gS mPprj rFkk fupys Lrj ij
vf/kdkjh ra=k ds fo:) viuk vkØks'k izdV fd;k gSA6
Hkkjr ljdkj us 2001 dks êfgyk l'kfDrdj.k ¼Lo'kfDr½ o"kZ ds :i esa ?kksf"kr
fd;kA7 efgykvksa ds l'kfDrdj.k dh jk"Vªh; uhfr 2001 esa ikfjr dh x;hA8 bl
uhfr dk mn~ns'; efgykvksa dh izxfr] fodkl vkSj l'fDrdj.k lqfuf'pr djuk vkSj
efgykvksa ds lkFk gj rjg dk HksnHkko lekIr dj ;g lqfuf'pr djuk gS fd os
thou ds gj {ks=k vkSj xfrfof/k esa [kqydj Hkkxhnkjh djsaA bl uhfr ds y{;ksa dks
izkIr djus ds fy;s ,d jk"Vªh; dk;Z;kstuk rS;kj dh x;hA ySafxx lekurk ds y{;
dh izkfIr ds fy;s ljdkj us efgykvksa ds lexz l'kfDrdj.k dh fn'kk esa dbZ dne
mBk;s gSA9 efgykvksa ds fodkl ,oa mudks l'kDr cukus ds fy;s 9 ekpZ 2010 dks
jkT;lHkk us efgyk vkj{k.k fcy dks ikfjr dj fn;k ftlesa laln vkSj jkT;
fo/kku lHkkvksa esa efgykvksa ds fy;s 33 izfr'kr vkj{k.k dh O;oLFkk gSA10
efgyk fodkl ds {ks=k esa ljdkj }kjk yxkrkj iz;kl fd;s tk jgs gSA ;g
vk'p;Z dh ckr gS fd gekjs dqN lkeftd dkuwu fo'o esa lcls vf/kd l'kDr gS
ijUrq ;s vf/kdkj flQZ dkuwuh fdrkcksa rd gh lhfer gSA vkt izk;% loZ=k ;g
Lohdkj fd;k tk jgk gS fd vHkh dbZ {ks=k ,sls gS ftuesa fL=k;ksa dks iq#"kksa ds cjkcj
dk ntkZ ugha fey ik;k gSA11 efgykvksa ds lja{k.k gsrq izHkko'kkyh dkuwuksa ,oa
laoS/kkfud izko/kkuksa ds ckotwn Hkh efgykvksa ds izfr fgalk ,oa Øwjrk dk O;ogkj
tkjh gSA ;g fLFkfr efgykvksa dh fuj{krk] fof/kd lsokvksa rd vYi igq¡p rFkk
vius vf/kdkjksa ds izfr vKkjrk ds dkj.k T;knk tfVy gks x;h gSA
21oha lnh esa efgykvksa dh leL;kvksa ds lek/kku ,oa muds fodkl ds fy;s
lekt vkSj ljdkj tkx:d gks jgs gS] efgyk vkUnksyu etcwr gks jgs gSA efgyk
vkUnksyu yxkrkj efgykvksa ds eqn~nks dks lkoZtfud cgl gsrq lkeus yk dj izfr
fØ;k fn[kkrk jgk gSA xzkeh.k ls yss dj 'kgjh Lrjksa rd vkSj jk"Vªh; ls ysdj
varjkZ"Vªh; Lrj rd efgykvksa dh fLFkfr lq/kkjus ds lkjs iz;kl fd;s x;s gS mUgsa
etcwr cukus dh dksf'k'ksa dh x;h gSa vkSj dkQh gn rd ;s dksf'k'ksa dke;kc Hkh
gqbZ gSaA jktuhfrd izfØ;k esa Hkkxhnkjh efgyk ernkrkvksa }kjk ernku ds fy;s vkuk
efgyk fodkl ds jktuSfrd n`f"Vdks.k %% 79
vkSj izR;sd pquko esa efgyk mEehnokjksa dh la[;k esa o`f) rFkk fofHkUu pqukoksa esa
efgyk mEehnokjksa dh lQyrk] efgykvksa ds ncko lewgksa dh dq'kyrk vkfn bl
ckr dk ladsr gS fd efgykvksa esa vius vf/kdkjksa ds izfr tkx:drk esa rsth vk;h
gS A
lanHkZ lwph
1- efgyk;sa rFkk 'kklu jkT; dh iquZdYiuk ,d fjiksVZ lkslkbVh QkWj dsoy iesUV vkYVjusfVov
QkWj foesu ubZ fnYyh] 2002
2- dY;kuh esuu o ,- ds- f'ko dqekj ¼2001½ ^ôweu bu bafM;k % gkm Ýh\ gkm bDoy\**
3- efgyk;sa rFkk 'kklu jkT; dh iquZdYiuk fjiksVZ lkslkbVh QkWj MsoyesaV vkYVjusfVo~l QkWj foesu]
u;h fnYyh 2002 i`- la- 10
4- www.wcd.nic.in/hi/womendevelop
5- dsjksy ,l dwu jkWM ¼twu 1998½ Øksfud gaxj ,aM nk LVs~Vl vkWQ ohesu bu bafM;k
6- Hkkjr esa iapk;rh jkt esa efgykvksa dh lgHkkfxrk] jk"Vªh; efgyk vk;ksx 2001 i`"B Ø- 101
7- LVsV~l vkWQ owesu % csdxzkmM ,aM ijLisfDVo http://www.infochang.org/owesuIbp.Jsp
8- us'kuy ikWfylh Qkj nh bEikWojesaV vkWQ owesu ¼2001½ www.wcd.nic.in/empower.htm
9- www.viracepanorama.com/national-policy-for-the-empowerment-of-women/
10- jkT; lHkk ikfjr owesUl fjtosZ'ku fcy http://hindu.com/2010/03/10/stories/200/
00310500880100.htm
11- fo'o izdk'k xqIr] fufguh xqIr % Lora=krk laxzke vkSj efgyk;sa] ueu izdk'ku] ubZ fnYyh] 1999
i`- 4
7-
/ku ds izca/ku esa efgykvksa dh Hkwfedk
MkW- o"kkZ pkS/kjh

izk/;kid
gks'kaxkckn
ifjp;
izkphu dky ls gh Hkkjrh; laLÑfr esa efgykvksa dk fo'ks"k egRo jgk gSA lekt
ds gj {ks=k eas fujarj la?k"kZ dj efgykvksa us viuh izfrHkk ,oa ;ksX;rk lkfcr dh
gSA ysfdu nqHkkZX; dk fo"k; gS fd vkt muesa L=kh psruk lEiw.kZ :i ls tkxzr ugha
gks ikbZ gSA
^^,d ugha nks&nks ekrk,sa uj ls Hkkjh ukjha** ogha ukjh vkt ds lH; lekt esa
vlqjf{kr gks xbZ gSaA fdarq lekt dh /kqjh vkt Hkh ukjh gSa ?kj vkSj ckgj lekt]
dk;Z{ks=k ;k fofHkUu LFkkuksa dks tgka vkt iq#"k oxZ viuk vf/kdkj {ks=k le>rk Fkk
ukjh da/ks ls da/kk feykdj [kM+h gS vkSj vius dk;Z dk vPNk ifj.kke nsdj iq#"kksa
ls T;knk iqjLÑr Hkh gks jgh gSA
fodklkRed lkekftd O;oLFkk esa ekuo 'kfDr L=kksr ds egRoiw.kZ la?kVd ds
:i esa efgyk dh mi;ksfxrk lqLi"V gSaA cnyh gqbZ lkekftd ifjfLFkfr;k¡] lekt
lq/kkj vkanksyu] f'k{kk] ik'pkR; laLÑfr ds izHkko] vkokxeu ,oa lapkj lalk/kuksa
esa o`f) vkfn us efgykvksa ij nwjxkeh izHkko Mkys gSaA vk/kqfud dj.k esa efgyk dh
Hkwfedk ftruh rhozrk ls ifjofrZr gqbZ gS] mruh iwoZ esa ugha gqbZA la;qDr ifjokj ds
LFkku ij ,dy ifjokjksa ds tUe ls fL=k;ka ?kj dh izeq[k gks xbZ gSaA thou ds lHkh
{ks=kksa esa mudks O;kid vf/kdkj izkIr gksus ls mudh fujUrj izxfr gks jgh gS ftlls
efgykvksa dh lkekftd ,oa vkfFkZd fLFkfr esa fujUrj lq/kkj vk jgk gSA
/ku ds izca/ku esa efgykvksa dh Hkwfedk %% 81
lfn;ksa ls efgyk,a vkfFkZd :i ls fdlh uk fdlh izdkj viuk ;ksxnku ?kj o

lekt dks nsrh jgh gS [ksrh] i'kqikyu] ?kj dk lapkyu] feVVh ds crZu cukuk]
ihluk] diM+k cquuk] flykbZ] d<+kbZ djuk] ckal dh phtsa cukuk] vukt lkQ djuk
vkfnA gekjs ns'k esa mUuloh lnh ds izFke pj.k ls ysdj vafre pj.k esa vkfFkZd
{ks=k ds :i esa O;olk;] /ka/kksa ds vykok Ñf"k ds {ks=k esa efgykvksa dk LFkku vfr
egRoiw.kZ vkadk x;k gSA
x`g.kh 'kCn dk vFkZ gS x`g&iRuh] x`g iRuh ls vk'k; ,slh iRuh ;k ukjh ls gksrk
gS tks fookfgr gks] exj ,slk ugha gS] vk/kqfud lekt esa x`g iRuh ;k x`g.kh og
dksbZ Hkh fookfgr ;k] vfookfgr efgyk gS tks x`g O;oLFkkiu djrh gSA
Jh jk;Mud dk dguk gS fd ^^fL=k;ksa us igys laLÑfr dh uhao Mky rFkk ekuo
dks b/kj m/kj HkVdus ls cpk;k gS** fdlh lekt dh mUufr dk vuqeku bl lekt
esa L=kh dks fn;s tkus okys vknj ls Kkr fd;k tk ldrk gSA bl vk/kkj ij dgk
tk ldrk gS fd L=kh gh lekt ,oa ifjokj ds fodkl ,oa fouk'k dk dkj.k gks
ldrh gSA vkt dh vk/kqfud ukjh x`g dk;Z ds vykok vius x`g dks vkfFkZd
lgk;rk iznku djus gsrq lfØ; dk;Z dj jgh gSA vkt gh x`g.kh nksgjh Hkwfedk dk
fuoZgu dj jgh gSA og x`g O;oLFkkiu dh egRoiw.kZ dM+h gS mlds vHkko esa x`g
O;oLFkkiu dk;Z ek;us ugha j[krkA blds fy, L=kh nks rjg ls izca/ku djrh og
vius ifjokj ds laiw.kZ vk; dks cqf)eÙkkiwoZd forfjr djrh gSA ikfjokfjd ctV
cukdj vko';d enksa ij O;; djrh gSA laiw.kZ x`g dk;ksZa dks ifjokj ds lnL;ksa esa
foHkkftr dj] LoJe] o lg;ksx nsa /ku dh cpr djrh gS Lo;a dk;Z djrh gS]
ifjokj dh vk; dks c<+kus ds fy, x`g dk;Z ls le; cpkdj O;olk; ;k ukSdjh
djrh gSA x`g izca/k ds lkFk vkfFkZd izca/ku Hkh djrh gSA vkt HkkSfrd fodkl]
uohu izkS|ksfxdh ds dkj.k L=kh cgqr ls dk;Z tks Je iw.kZ Fks vc {k.k Hkj esa
leUo;u dj og vius le; dh cpr dj] bl eagxkbZ ls fuiVus O;olkf;d dk;Z
djus gsrq m|r gqbZ gSA vc efgyk ?kj ls ckgj fudy iM+h gSA ukjh dh fLFkfr
mudks izkIr drZO;] vkdka{kk o miyfC/k;ksa o vis{kkvksa ls izHkkfor jgh gS ukjh x`g
eas vkfFkZd izca/ku esa fdruk ;ksxnku ns ikrh gS] ;g mlds lkekftd laLÑfrd
ifjos'k] izkS|ksfxdh dk mi;ksx mldks feyus okyh LorU=krk] f'k{kk] ifjokj dh
vko';drk o mlds ifjokj ds ;ksxnku ij fuHkZj djrh gS D;ksafd L=kh dk ?kj ds
ckgj ukSdjh djuk /kuksiktZu djuk cgqr gh leL;k o ck/kkvksa ls Hkjk gksrk gS
efgykvksa dh vk; Hkh cgqr de vkadh tkrh gSA efgykvksa dk x`g dk;Z ,oa cPpksa
ds ykyu ikyu esa yxus okys le; 'kfDr dk dksbZ ewY; ugha vkadk tkrkA efgykvksa
dh ;g vn`'; vk; Hkh vkadh tkuh pkfg;sA ftlls jk"Vªh; uhfr;k¡ Hkh izHkkfor
gksxh vkSj jk"Vª dk fodkl T;knk xfr ls gksxkA
v/;;u dh vko';drk
vkt fL=k;ksa dks gj {ks=k esa vxzlj djus dk iz;kl ljdkj Hkh dj jgh gSA leku
vf/kdkj] ukSdjh esa efgykvksa dks vkj{k.k nsdj vkRefuHkZj cukus dk iz;kl jk"Vªh;
Lrj] dk;Z ds <ax psruk] ekufld lksp esa ifjorZu] vkfFkZd Lora=krk ls mudh
ifjokj dh fLFkfr esa ifjorZu gj {ks=k dh efgykvksa esa ns[kus fey jgk gS buds
QyLo:i efgykvksa dh fLFkfr ds foLr`r v/;;u] gsrq bl 'kks/k dh vko';drk
eglwl gqbZ gSA og fdl izdkj /ku dk O;oLFkkiu djrh gSA vkfFkZd izca/ku esa D;k
mik; viukrh gS bl lc ds ckjs esa tkuus dk iz;kl fd;k x;k gSA
vkt orZeku le; esa izR;sd ifjokj esa x`g O;oLFkkiu esa vkfFkZd leL;k gh
izeq[k :i ls ns[kh tkrh gS blds eq[; dkj.k nks gSaA igyk ;g fd vk; ds mÙke
lk/ku gksus ds ckotwn /ku O;oLFkkiu dk <ax xyr gksuk vkSj nwljk x`g.kh dh
lw>cw> ds ckn Hkh vk; vtZudrkZ dh deh vkSj mi;ksxdrkZ dh la[;k T;knk
gksukA ijUrq vkt gj oxZ dh efgykvksa us xjhch dks fu;fr ekuuk NksM+dj mlls
mcjus dk iz;kl djuk lh[k fy;k gSA e/;e oxhZ; efgyk,a viuh f'k{kk dk
mi;ksx] O;olk;] ukSdjh vkfn esa dj jgh gS rks mPp oxhZ; efgyk,a vkRe larqf"V]
vius le; dk lnqi;ksx o lekt esa viuk uke o igpku cukus ds fy;s vFkksZiktZu
dj jgh gSA
vk/kqfud ;qx esa fodkl u vU; dk;ksZa ds fy;s /ku dk thou esa ,d fo'ks"k
egRo gSA mPp jgu&lgu ls ysdj thou fuokZg rd izR;sd ifjokj dks /ku ij
vkfJr gksuk iM+rk gSA ^^/ku vkneh dks cukrk gSA**
/ku ifjokj ds lq[k o larks"k dk Hkh ,d eq[; vk/kkj gSA /ku ls fdlh Hkh
ifjokj dks vf/kdre larqf"V rHkh fey ldrh gSa tc mldk leqfpr O;oLFkkiu
gksA ikfjokfjd ctV /ku O;oLFkkiu dk izFke pj.k gSA ;g ikfjokfjd /ku dk
leqfpr vk;kstu gSA x`g.kh vius ifjokj ds lHkh y{;ksa dks ifjokj dh vf/kdre
vko';drkvksa dks iwjk djus gsrq ifjokj ds ikl miyC/k fofHkUu ikfjokfjd lk/kuksa
dk mi;ksx dq'kyrkiwoZd djrh gSA /ku ,d egRoiw.kZ lk/ku gS tks mlds ifjokj
esa [kq'kh o LoLFk thou nsus ds fy, vko';d ekuk tkrk gSA x`g.kh dks viuh o
vius ifjokj dh vk; ls vf/kdre larqf"V izkIr djus ds fy;s vko';d gS fd og
vk;&O;; vkSj cpr ij iwjk&iwjk /;ku ns ldsaA ifjokj dh vk; pkgs ftruh gh
vf/kd D;ksa u gks] fdarq tc rd ifjokj ds lHkh lnL;ksa dh vko';drkvksa dk

/;ku j[krs gq, mfpr <ax ls O;; ugha fd;k tk;sxk rc rd ifjokj dh mfpr
O;oLFkk cuh jguk vkSj lnL;ksa dks larq"V jguk cM+k dfBu gSA ifjokj dh vk;
gekjs mi;ksx dks izHkkfor djrh gS vr% larq"V ikfjokfjd thou ds fy;s O;; dh
;kstuk igys gh cuk ysuk vko';drk gksrk gSA
/ku ds mi;ksx dh ;kstuk dk lcls lkekU; rjhdk ctV cukuk gSA ikfjokfjd
ctV esa ,d fuf'pr vof/k esa fdlh ifjokj dh vk; O;; dk foLr`r C;kSjk fn;k
tkrk gSA ^^ctV /ku ds vk; vkSj mlds O;; dh lwph dks dgrs gSaA** rksej] n'kZu]
xks;y ds vuqlkj ^ctV* lqfu;ksftr Hkfo"; dh ifjdYiuk gS tks fd vk;&O;; dk
fuf'pr vof/k ds fy;s ys[kk ;kstuk gSA
ifjokj dh vk;&O;; vFkkZr ikfjokfjd ctV ds laca/k esa loZizFke foLr`r
v/;;u MkW- ,fUty dk gS ftUgksaus teZuh esa ifjokjksa ds ctV dk v/;;u dj
^miHkksx dk fu;e* izfrikfnr fd;kA ftls ge ,afty dk miHkksx dk fu;e dgrs
gSaA vkius ikfjokfjd ctVksa ds oSpkfjd v/;;u esa ik;k fd ¼1½ tSls&tSls vki c<+h
gSa Hkkstu ij fd;s O;; dk vuqikr ?kVrk gS ijarq Hkkstu ij O;; dh xbZ okLrfod
/ku jkf'k c<+rh gS ¼2½ vk; esa ifjorZu gksus ij Hkh oLrqr ij gksus okyk izfr'kr
O;; leku jgrk gS ¼3½ vk; ?kVus ij Hkh edku izdk'k] bZ/ku ij izfr'kr O;; fLFkj
jgrk gS ¼4½ vk; c<+us ij f'k{kk] LokLF;] euksjatu] O;fDrxr lsokvksa o vU;
QqVdj enksa ij O;; esa o`f) gksrh gSA
ikfjokfjd ctV ds fl)karksa esa ikfjokfjd vk;] ifjokj ds fu/kkZfjr y{;]
ifjokj dh orZeku vko';drk,a] ,oa ifjokj dh Hkfo"; dh vko';drkvksa dks
/;ku j[kk tkrk gSA
,aftyk Ñf"k us crk;k fd ctV ds fl)karksa esa dqN vU; ckrksa dk Hkh /;ku
j[kk tkuk pkfg, tSls & vk; ls vf/kd [kpZ uk gks] lokZf/kd lLrh oLrqvksa ij
lcls igys [kpZ gks de [kpZ gks bl ckr ij lko/kkuhiwoZd fuxkg j[kh tkosa
fu;fer :i ls fuf'pr ek=kk esa cpr dh tk,A vius /ku dks mi;ksxh cukus dh
dksf'k'k dh tk,A
ikfjokfjd ctV dk egRo ifjokjksa dks lokZf/kd gksrk gS x`g.kh dks ifjokj ds
y{;ksa o lhekvksa dk Kku gksrk gS tSls nh?kZdkyhu vkfFkZd y{; esa cPpksa dh mPp
f'k{kk] fookg] O;olk; 'kq: djuk vkfnA x`g.kh vius ifjokj dh vlhfer bPNkvksa
esa ls izkFkfedrkvksa dks r; dj Øe'k% vfuok;Z vkjkenk;d o foykflrkvksa dh
vko';drkvksa ij lwph cukdj O;; djrh gSaA

vk; O;; dh lgh tkudkjh ctV ls fey tkrh gSa ftlls og O;; ij fu;a=k.k
dj cpr dh vknrksa dks fodflr djrh gSaA ftlesa mldk o mlds ifjokj dk
Hkfo"; lqjf{kr jg ldsaA ikfjokfjd ctV ls og Øe'k% Hkkstu] oL=k] vkokl] f'k{kk]
LokLF;] euksjatu] ;krk;kr] vU; ?kjsyw O;; ,oa cpr ij /;ku j[kdj O;; djrh
gSa vkSj cpr djrh gSaA
vkt dh x`g.kh x`g O;oLFkkiu ds rhu pj.k vk;kstu] fu;a=k.k] vkSj ewY;kadu
ds }kjk ctV cukrh ml ij fu;a=k.k dj ewY;kadu djrh gSA ftlls Hkfo"; esa lgh
ctV cukdj y{;ksa o vko';dkrkvksa dks iwjk dj ldsaA /ku ds O;oLFkkiu esa ctV
dk vk;kstu og vius ifjokj dh fofHkUu vko';drkvksa dh lwph cukdj] O;; dk
vuqeku] vk; dk vuqeku] vk; O;; esa larqyu] izkIr vk; dks c<+kdj ;k O;; dks
?kVkdj vk;kstu dk iqu% fujh{k.k djrh gS ctV dh vof/k esa O;; ij fu;a=k.k
j[krh gSA tks og ?kjsyw fglkc fdrkc j[k cgh [kkrk cukdj ;k cSysUl 'khV
¼okf"kZd vk; dk fooj.k½ dj djrh gSaA var esa ctV dk ewY;kadu dj y{;ksa dks
izkIr djus dh lQyrk dk vkadyu djrh gSaA ftlesa ifjokj dks ekufld larqf"V
o lq[k izkIr gks ldsaA
lekt ds rhuksa oxZ mPp] e/;e o fuEu ekSf[kd ;k fyf[kr ctV cukdj
/ku dk O;oLFkkiu djrs gSaA ijarq e/;e oxhZ; ifjokjksa dh efgyk,a ctV vf/kd
cukrh ns[kh xbZ gSA e/;e oxhZ; ifjokjksa ds fy;s ctV vR;ar vko';d gS D;ksafd
bUgsa vius thou Lrj dks cuk;s j[kus ds lkFk gh lkFk vk; vkSj O;; esa lek;kstu
djds Hkfo"; dh vkdfLed vko';drkvksa ds fy;s cpr djuh gksrh gSA vk; ds
L=kksr e/;e oxZ esa lhfer jgrs gSa vkSj vk/kqfud thou 'kSyh HkkSfrd midj.kkas o
foykflrkvksa dh vksj c<+rk izpyu e/;e oxhZ; efgykvksa dks yksu ysus dh rjQ
vkdf"kZr djrh gS vr% ;g tkuuk fd e/;e oxhZ; ifjokjksa dh efgyk,a fdl
izdkj /ku dk izca/ku djrh gS fd bl oxZ dk lkekftd o vkfFkZd Lrj cuk jg
ldsaA
v/;;u dk mnn~'s;
1- orZeku le; esa e/;e oxhZ; ifjokjksa ds ctV dk v/;;u djukA
2- orZeku le; esa e/;e oxhZ; ifjokjksa esa ikfjokfjd thou pØ dh fofHkUu
vO;oLFkkvksa esa fofHkUu enksa ij fd;s tkus okys dqy ekfld O;; dk v/;;u
djukA
3- efgykvksa dh jkstxkj ds izfr vfHko`fr

4- ifjokj ds efgyk lnL;ksa }kjk vFkksZiktZu esa feyus okyk lg;ksxA
5- efgyk ds vFkksZiktZu dk Lrj ,oa vFkksZiktZu ls larqf"VA
6- ifjokj dh vk; dks c<+kus esa efgykvksa dh Hkwfedk dk LrjA
7- efgykvksa }kjk jkstxkj izkfIr gsrq pqus {ks=kA
8- efgykvksa }kjk [kkyh le; dk lnqi;ksx djus dk <axA
9- e/;e oxhZ; ifjokjksa ds cpr O;ogkj dk v/;;u djukA
v/;;u midYiuk
1- e/;e oxhZ; ifjokjksa ds ctV ij thou pØ dh izkjafHkd voLFkk ,oa thou
pØ dh foLr`r voLFkk ds e/; vUr%fØ;k dk dksbZ lkFkZd izHkko ugha ik;k
tk;sxkA
2- e/;eoxhZ; ifjokjksa ds ctV ij thou pØ gh foLr`r voLFkk ,oa thou pØ
dh ladqfpr voLFkk ds e/; vUrfØ;k dk dksbZ lkFkZd izHkko ugha ik;k
tk;sxkA
3- efgyk,a jkstxkj ds izfr ldkjkRed vfHko`fr j[krh gSaA
4- ifjokj ds vfFkZd Lrj dks c<+kus esa efgyk lnL;ksa }kjk vFkksZiktZu egRoiw.kZ
Hkwfedk fuHkkrk gSA ijarq ikfjokfjd lnL;ksa dks lg;ksx udkjkRed gksrk gSA
5- efgyk dh vFkkZiktZu ,oa larqf"V ds e/; /kukRed laca/k gSA
6- ifjokj dh vk; dks c<+kus esa efgykvksa dh Hkwfedk dk Lrj ldkjkRed gksrk
gS A
7- jkstxkj gsrq efgyk,a 'kS{kf.kd ,oa dk;kZy;hu dk;Z dks vf/kd egRo nsrh gSA
tcfd vf'kf{kr ,oa lk{kj efgyk,a ?kjsyw] y?kq] dqVhj m|ksxksa dks vf/kd egRo
nsrh gSA
8- efgyk,a [kkyh le; dk lnqi;ksx vk; vtZu dj vius thou Lrj dks Åapk
mBkus gsrq djrh gSaA
9- e/;e oxhZ; ifjokjksa }kjk cpr O;ogkj dk lkFkZd izHkko iM+rk gSA
v/;;u dh lhek,a
1- ;g 'kks/k dk;Z esa gks'kaxkckn 'kgj ds lhfer {ks=k ds e/;eoxhZ; ifjokjksa ds

ctV dk v/;;u fd;k x;kA
2- 'kks/k dk;Z esa ifjokj dh vk;] ikfjokfjd thou pØ dh lqO;oLFkk;sa] eqf[k;k
dk o x`g.kh dk O;olk;] x`g.kh dh f'k{kk] ifjokj ds lnL;ksa dh la[;k] ifjokj
dh vk; vftZr djus okys lnL;ksa dh la[;k] ctV ij izHkko dk v/;;u fd;k
x;kA
3- 'kks/k dk;Z esa okf"kZd O;; dk v/;;u ugha fd;k x;kA
4- 'kks/k v/;;u esa dsoy e/;e oxhZ; ifjokj dh efgykvksa dks gh lfEefyr
fd;k x;kA
5- 'kks/k v/;;u esa vk; ds varxZr ifjokj dks izfrekg izkIr gksus okyh dqy vk;
yh x;h gSA
'kks/k v/;;u dk foLrkj
izLrqr 'kks/k v/;;u esa gks'kaxkckn 'kgj ds e/;eoxhZ; ifjokjksa ds ctV dk
v/;;u fd;k x;k gSA v/;;u gsrq e/;eoxhZ; ifjokjksa dh efgykvksa dks pquk x;k
gSA lkekftd O;oLFkk esa efgyk,a ,d mRiknd] 'kfDr ,oa lalk/ku ds :i esa fo'ks"k
LFkku j[krh gSa] lekt] ifjokj o ns'k dk fodkl efgykvksa dh izxfr ls tqM+k gksrk
gS A
;g v/;;u e/;e oxhZ; efgykvksa esa ctV ds egRo ds izfr] /ku O;oLFkkiu
ds izfr] /ku ds dq'ky mi;ksx ,oa vko';d O;fDrxr fo'ks"krkvksa ds izfr] ifjokj
dh izkFkfed vko';drkvksa ds izfr vuko';d O;;ksa ds jksd izfr] cpr ,oa vYi
o nh?kZdkyhu y{;ksa ds fuekZ.k ds izfr tkx:drk mRiUu djus esa lgk;d gksxkA
blls efgyk,a ifjokj dh izkFkfedrk,a fu/kkZj.k dj dsoy vfuok;Zrkvksa ij gh
O;; djsxhA o Hkfo"; ds fy;s cpr dj ldsxhA efgyk,a vius izca/kdh; O;ogkj
esa lq/kkj ykdj ifjokj ds lnL;ksa dh vko';drkvksa dks iw.kZ dj mUgsa larq"V dj
ldsxh ,oa vius y{;ksa dh izkfIr ds fy;s mfpr /ku O;; dh ;kstuk cuk ldsxhA
^ctV ds {ks=k esa ;g 'kks/k dk;Z dbZ laHkkoukvksa dks Hkh tUe nsxkA
lkfgR; dk iquZjkoyksdu
tqykbZ 1971 ds vuqlkj lkekftd ,oa vkfFkZd fofHkUurkvksa ds gksrs gq, Hkh
vkfFkZd fodkl efgykvksa dh thou 'kSyh esa rhoz ifjorZu ykrk gSA efgyk,a bl
ckr ls voxr gks pqdh gS fd /kkuksiktZu }kjk os vius ifjokj dks lq[kh cukus esa
enn dj ldrh gSA lkFk gh dk;Z djus esa lekt esa mudk lEeku Hkh c<+rk gSA
dqN efgyk,a viuh izfrHkk f'k{kk ,oa O;fDrxr larks"k ds fy;s dk;Z djrh gS]
ikfjokfjd ijEijkvksa dks ekuus okyh efgyk,a Hkh /kuksiktZu ds fy, dke djuk
pkgrh gSA
v/;;u ds midj.k
izfrn'kZ ds p;u ds i'pkr x`g.kh;ksa ds lk{kkRdkj o iz'ukoyh dk iz;ksx fd;k
x;kA
vuqlwph fuekZ.k vkadM+s ,df=kr djus ds fy;s cuk;s x;s iz'uksa dh ,d rkfydk
gS] ftls lk{kkRdkj ds le; Hkjok;k x;k gSA izkFkfed ,oa }Sfr;d L=kksrksa ds }kjk
lwpuk ,df=kr dh xbZ gSA
v/;;u dk {ks=k
gks'kaxkckn ftys ds e/;eoxhZ; ifjokjksa esa efgykvksa ds vk; ds izca/ku dh
Hkwfedk esa v/;;u gsrq 300 ifjokjksa dk p;u nso fuoZ'ku i)fr ls fd;k x;kA
lak[;dh; iz;ksx
rF;ksa dh lR;rk gsrq lg laca/k vkSlr] QkbZ oxZ] xzkQ] lkj.kh;e] Vh&VsLV
vkfn dks iz;ksx esa yk;k x;k gSA
izLrkfor 'kks/k ds fu"d"kZ
'kks/k v/;;u ls izkIr ifjokjksa ds vk/kkj ij fu"d"kZ fudyrk gS fd ifjokj esa
tSls tSls vki esa o`f) gksrh gS ctV dh fofHkUu enksa ij gksus okys O;; esa Hkh o`f)
gksrh tkrh gS ,oa ifjokj dh vk;] thou pØ dh voLFkk,a] x`fg.kh dh f'k{kk
eqf[k;k dk O;olk;] ifjokj ds lnL;ksa dh la[;k ,oa ifjokj esa vk; vftZr djus
okys lnL;ksa dh la[;k dk ctV ij izR;{k o lkFkZd izHkko ns[kk x;kA lkFk gh ik;k
fd e/;e oxhZ; ifjokj ctV ds izfr tkx:d gS ,oa cPpksa dh mPp f'k{kk ds fy;s
cpr djrs gSaA
efgykvksa dk dq'ky ?ku O;oLFkkiu ,oa ifjokfjd lnL;ksa ds y{;ksa dks izkfIr
esa vf/kd lQyrk izkIr djrh gqbZ ik;h x;hA vko';drkvksa dk larq"V djus esa
x`g.kh lQy jghA
Hkkjrh; laLÑfr esa ifjokj vkSj x`g.kh nksuksa gh egRoiw.kZ LFkku j[krs gSaA x`g
izca/k dh /kqjh x`g.kh gh gksrh gSA dq'ky /ku O;oLFkkiu ikfjokfjd lq[k ,oa larks"k
dk vk/kkj gksrk gSA vr% x`g.kh dks O;oLFkkiu dk Kku gksuk vko';d gSA x`g.kh
dh f'k{kk ifjokj ds izca/ku dks cgqr vf/kd izHkkfor djrh gS Lo fo'ys"k.k Loekiu
,oa Lo O;oLFkkiu] /ku O;oLFkkiu ds izfr tkx:drk mRiUu djrk gSA i=k
if=kdk,sa] 'kkldh; o lkekftd ra=k Hkh f'k{kk ds }kjk izca/ku dh tkx:drk mRiUu
djus esa lgk;d gksrs gSaA
jkstxkj ds izfr efgykvksa dk ldkjkRed n`f"Vdks.k ik;k x;k gSA ifjokj ds
vkfFkZd Lrj dks c<+kos esa efgyk lnL;ksa }kjk vFkksZiktZu egRoiw.kZ Hkwfedk fuHkkrk
gSaA vk; dk vtZu efgyk,a vius thou Lrj dks Åapk mBkus gsrq djrh gSA f'kf{kr
efgyk,a jkstxkj gsrq Ldwy] dkyst] dk;kZy; o cSadksa esa dk;Z djrh gS o vU;
efgyk,a y?kq dqVhj m|ksxksa dks vf/kd egRo nsrh gSA
lanHkZ lwph
1- Prasad H (1991) Develpment of women's education in social walfare
2- feJk ds ds ¼1995½ Hkkjrh; ukjh ;FkkFkZ vkSj vis{kk,a dq:{ks=k xzkeh.k fodkl] ubZ fnYyh
3- frokjh ,oa xhrk 'kqDyk ¼2004½ dk;Zdkjh ekrkvksa dh Hkwfedk
4- eq[kthZ jfoUnzukFk ¼2005½ lkekftd 'kks/k ,oa lkaf[;dh] foosd izdk'ku] fnYyh
5- refferan, colien (1982) 'Determinants and patterns of family saving Home Ecomnomics
Reasarch Journal, Vol Issue, 47-55
6- Muradoglu, G. and Taskin F (1996) "Differences in household saving behaviour
Evidence from Industrial and Developing countries" The Developing economics
Vo. 34
7- ik.Ms; dkafr ¼1984½ ^x`g izca/k* lIrd laLdj.k] Loj ifCyds'ku vkxjkA
8- ikVuh] MkW-eatw ¼1973½ x`g izc/a k ikfjokfjd thou pØ] /ku O;oLFkkiu] LVkj ifCyds'ku] vkxjk
9- JhokLro f'kizk ¼2007½ ctV ds izfr efgykvksa dk n`f"Vdks.k fjlpZ gaV okY;w flrEcj&vDVwcj
2007
10- oekZ] ljLorh] ns'kikaMs vk'kk ikfjokfjd for e/; izns'k fganh xzaFk vdkneh
%% 89
8-
le; O;oLFkkiu ,oa efgyk;sa
MkW- Hkkjrh nqcs

izk/;kid ¼x`gfoKku½
'kkldh; x`g foKku egkfo|ky;
cpiu esa gesa ;gh fl[kk;k tkrk gS fd “Time is Money” 'kk;n f'k{kd ds Mj ls
bls daBLFk Hkh dj fy;k Fkk ysfdu bls okLro eas fdrus yksxksa us ftUnxh esa
viuk;k\
le; ,d ,slh pht gS ftldh O;k[;k 'kk;n dksbZ uk dj lds] ysfdu vxj
gka vkids ikl le; gS rks vkids ikl lc dqN gSA fdlh fj'rs dks le; nsdj
nsf[k;s oks fj'rk laHkysxk Hkh vkSj lq/kjsxk HkhA dHkh fdlh izkstsDV ij FkksM+k vkSj
le; nhft;sxk] izkstsDV “More than average” ;kuh ckfd;ksa ls vPNk gksxkA jgh
ckr iSlksa dh rks nqfu;k esa ogh vehj gqvk gS ftlus le; ds eksy dks lgh oDr
ij igpku fy;kA
vkt ;g ys[k vkidks 'kk;n le; dks ,d vyx utfj;s ls ns[kus esa enn
djsxk vkSj lkFk gh vkidks le;&O;oLFkkiu fl[kk;sxkA Jh vukZYM csUusV th dgrs
gS tc Hkh vki lqcg mBrs gS rks vkids ilZ esa fcuk dqN fd;s 24 ?kaVs ;w gh iM+s
iM+s feyrs gSA ;s oks 24 ?kaVs gS tks u dksbZ vkils pqjk ldrk gS] u dksbZ Nhu ldrk
gS vkSj u gh dksbZ bls ?kVk&c<+k ldrk gSA ;s vkids gS vc vki bldk mi;ksx djs
;k u djs] vkidks dksbZ ltk nsus okyk ughA vkils dksbZ ugh iwNsxk fd vkius 24
?kaVksa dk D;k fd;kA ;s vkidh ftUnxh gS vkids 24 ?kaVs------;k rks th ysa ;k bu
24 ?kaVksa dks fupksM+ ysaA
le; dk lgh mi;ksx djus ds dqN vklku lw=k

1- Lo;a dh le; lkj.kh cuk;s vkSj mlds vuqlkj dk;Z djsa
izR;sd efgyk dks vius dk;ksZa dks iw.kZ djus ds fy;s le; lkj.kh cukuk pkfg,]
vkSj dk;ksZa dks mlh vuqlkj iw.kZ djuk pkfg,] D;ksafd le;&lkj.kh@vuqlwph cukrs
rks cgqr yksx gS ysfdu mls ekurk dkSu gS\ dqN efgyk;sa nks pkj fnu eku Hkh ysrh
gS ysfdu nks fnu ckn lc ogh dk oghA ,slk nks dkj.kksa ls gksrk gS ,d vkyL;
ls nwljk le; dh ikcanh lsA vkidks viuh le;&lkj.kh cukuk gksxk viuk eryc
viukA
lqcg 6 cts lc mBrs gS vkSj jkr 10 cts lc lksrs gS rks oks vkidh le;
lkj.kh dSls gqbZ\ dgus dk eryc ;g ugh fd lqcg tYnh u mBs vkSj jkr dks tYnh
u lks;s] ;s nksuksa dk;Z vkids efLr"d vkSj 'kjhj ds fy;s cgqr vPNs gS ysfdu tks
?kj cSBs dke djrk gS vkSj jkr 2 cts fnekx es lcls vPNs fopkj vkrs gS oks lqcg
tYnh mBdj D;k djsxk\ esjs fopkj ls mls jkr Hkj dke djuk pkfg, vkSj lqcg
lksuk pkfg,A ge lcds dke vyx gksrs gS rks le;&lkj.kh Hkh vyx gksuh pkfg,A
• vius 'kjhj dh vko';drkuqlkj 6&8 ?kaVs lksuk le;&lkj.kh es t:j lfEefyr
djsA
• foJke ds le; dks dkVdj dksbZ Hkh /;ku Hkax djus okyk dke u djs D;ksafd
foJke 'kjhj ds fy;s cgqr vko';d gSA
• vkylh u cus le; lkj.kh ds vuqlkj dk;Z djsaA
rks le; izca/ku dk igyk lw=k ;gh gksxk fd viuk vyx Vkbe Vsfcy cuk;s]
tks vkids 'kjhj vkSj dke ij leku /;ku nsxk vkSj mls ekusaA
2- dk;ksZa dks lwphc) dj izkFkfedrkvksa dks r; djsa
le; lkj.kh cukuk ,d lkekU; izfrfnu dk dk;Z gS] ysfdu bleas izR;sd fnu
dqN vyx dk;Z tqM+ tkrs gSA dk;Z lwph es vkidks fnuHkj dkSu&dkSu ls dk;Z djus
gS ;g fy[kk gksrk gS ysfdu blds lkFk izkFkfedrk dk D;k lEca/k\ laca/k ;g gS
fd dk;Z lwph ds vuqlkj djsa] fdUrq vko';drk ds fglkc ls dk;ksZa ds Øe fu/kkZfjr
djs ;k ;g dgsa fd rkRdkfydrk ds fglkc ls izkFkfed cuk;s vkidks ;g le>uk
gksxk fd gj dke dk ,d le; gksrk gS vkSj gjsd dke ml ,d iy esa vko';d
ugh gksrkA vxj vki bl rjhds dks miukrs gS vkSj vius dk;ksZa dks vko';drkuqlkj
ckaV ysrs gSa rks vkids dk;Z cgqr vklkuh ls iw.kZ gks tk;saxs vkSj Hkfo"; es dk;ksZa
le; O;oLFkkiu ,oa efgyk;sa %% 91
dh fpUrk ugh gksxhA ;fn vki fdlh pht dks fy[krs gS rks og flQZ dkxt ij
gh ugh cfYd vkids efLr"d esa cSB tkrk gS vr% dk;ksZa dks fyf[kr :i eas lwphc)
djuk mu efgykvksa ds fy;s cgqr ykHknk;d gS ftUgas Hkwyus dh vknr gSA
vius ikl ,d Mk;jh j[ksa ;k vius LekVZ Qksu es vius dk;ksZa dh lwph cuk;saA
bl izdkj le;&O;oLFkkiu dk nwljk lw=k gSA Þdk;Z lwph cuk;s vkSj vko';drkuqlkj
Øekafdr djsaA
3- le; cckZn djus okyh phtksa dks nwj djsa
,slh phtksa dks viuh ftUnxh ls nwj dj nhft, tks vkidk dherh le; cckZn
djrh gS tSls vkidk Vsfcy fdrkcksa ;k Qkbyksa ls Hkjk iM+k gks ;k vkidks lqcg
vyekjh esa diM+s <w<us iM+rs gSA ftlls tkus vutkus vkidk le; cckZn gksrk gSA
vxj izfrfnu vkids 5 feuV cckZn gksrs gS bldk eryc lIrkg eas 35 feuV vkSj
ekg eas 2 ?kaVs 34 feuVA
bu NksVh&NksVh ckrksa dks ge utj vankt dj nsrs gS tks 'kk;n ckn eas cgqr
pqHkrh gSA blds fy;s vkidks ;kstuk cukuh iM+sxh &
• dkSu lh pht dgka jgsxhA
• phtksa dks ;FkkLFkku j[kukA
• dke ds le; O;FkZ dh xi'ki u djukA
• dke ds le; eksckby esa u my>sA
• fdlh pht dks fdrus fnu ckn cnyuk gSA
bl izdkj le; dh ;kstuk bl izdkj cuk;s fd gekjk 5 feuV Hkh cckZn u gksus
ik;s rks le; O;oLFkkiu dh rhljk lw=k gS] ^^NksVh&NksVh ckrksa dks utj vankt u
djsa D;ksafd ,d fpaxkjh cgqr gksrh gS] vkx yxkus ds fy;sAÞ
4- ,d le; ij ,d gh dk;Z djsa
vkt ge lHkh ,d lkFk ,dkf/kd dk;ksZa dks djus esa fo'okl djrs gSaA ,d
le; es ,d ls vf/kd dk;Z djus dks le;&O;oLFkkiu dgrs gS ij D;k lp eas ,slk
gS\ êYVhVkfLdax* dqN gn rd vPNk gS tSls xf.kr djrs gq;s xkuk lquuk vPNk
gS] fdUrq ckr tc fdlh cM+s dk;Z dks djus dh gks rks ;g mfpr ugh gSA
eYVhVkfLdax ls vkidk /;ku nks ;k rhu fgLlksa eas ckaVk tkrk gS vkSj vkidh
dq'kyrk Hkh caV tkrh gS tks dkeA ?kaVs eas gksuk pkfg, mlesa ?kaVks yx tkrs gSA
fo'ks"k:i ls ckr djsa rks fdlh Hkh dke dks djrs le; pkgs i<+kbZ gks ;k vkWfQl
dk dke lks'ky ehfM;k ls nwj jgsa D;kasfd blls le; dk irk ugh pyrk fd dc
chr x;kA rks le; O;oLFkkiu dk pkSFkk lw=k ^le; vkSj dk;Z ns[kdj eYVhVkWfLdax
djs D;ksafd blds ykHk ls T;knk uqdlku gS vkSj lks'ky ehfM;k ls cp ds jgsaA*
5- vius dk;ksZa esa fuiq.krk yk;sa
dke pkgs dksbZ Hkh gks mleas fuiq.krk gksuh pkfg,] D;ksafd gj dksbZ dke dk
vfUre :i ns[krk gS mlds ihNs dh esgur 'kk;n gh dksbZ ns[krk gSA vkidh
ftEesnkjh dke dks vPNs <ax ls iwjk djus dh gS] ij dke vki gh ds }kjk gksuk
pkfg, ;g vko';d ugh fdUrq ;g mik; Nk=kksa ds fy;s ugha gSA
vusd ckj ,slk gksrk gS fd vki dk;Z dks fuiq.krk ds lkFk ugh djrs cfYd
mls tSls rSls iw.kZ djus dh dksf'k'k djrs gS ,slh ifjfLFkfr;kas ls cpus ds fy;s
vkidks djuk gksxk &
yksxksa ls vPNs fj'rs j[kuk rkfd le;&vle; os vkidh enn djsa blds fy;s
viuh lapkj dq'kyrk dks c<+k;s vkSj fe=kksa] lg;ksfx;ksa] fj'rsnkjksa ls vPNs laca/k
cuk;saA
vktdy (Out Sowrcing) ,d cM+k fodYi cu pqdk gSA mldh lgk;rk ys
;s vkids le; dks cpk;sxkA
rks le; O;oLFkkiu dk ikapok lw=k gS] ^^dk;Z djusa ij ugha] dk;Z dh mÙkerk
dks nsf[k;s Lo;a fu.kZ; ys fd dkSu lk dk;Z vki gh dks djuk gksxk vkSj dkSu lk
fdlh vkSj ds djus ls T;knk vPNk gksxkÞ
6- izsfjr gks ,oa ruko jfgr jgas
dbZ ckj ,slk gksrk gS fd ge viuh ftUnxh ls] vius dk;Z ls rax vkdj ewM
[kjkc gS]dk;Z djuk vkSj le; dk lgh mi;ksx djuk Hkwy tkrs gSA ;g LokHkkfod
gS D;ksafd ge euq"; gS] ijarq D;k vki tkurs gS fd ge vius efLr"d dks pdek
ns ldrs gSaA
;g cgqr gh ljy gS vius eu dks le>kb;sa fd vki [kq'k gSa vkSj vHkh dk;Z
djuk cgqr t:jh gSA Lo;a gh Lo;a dks izsj.kk nsa Lo;a gh Lo;a ds ruko feVk;sA
• vius vklikl ,slk okrkoj.k cuk;s fd gj pht vkidks izsj.kk nsA dqN izsfjr
djus okyh phtas vius ikl j[ks vkSj viuh eafty rd igqapus dk gj laHko
iz;kl djsaA
• vius eu efLr"d dks 'kkar j[kus dk iz;kl djsaA
le; O;oLFkkiu ,oa efgyk;sa %% 93
• vko';d gks rks FkksM+k vius vki dks Mjk;s fd Þvxj ;g dk;Z le; ij iwjk
ugha fd;k rks D;k gksxk\Þ ijarq lkFk gh fdlh Hkh izdkj ds ruko dks vius
ls nwj j[ksaA
bl iz d kj iz R ;s d efgyk le; O;oLFkkiu djds viuk vkS j vius
ifjokj@lekt@dk;kZy; dk fodkl dj ldrh gSA le; ekuo thou ds fy;s cgqr
gh mi;ksxh vkSj lhfer lk/ku gSA ;g vewY; fuf/k gSA le; O;oLFkkiu dk eq[;
mn~ns';] le; dk Hkyh&Hkk¡fr iz;ksx djuk gS rkfd O;fDr fo'ks"k ds O;fDrxr ,oa
ikfjokfjd y{;ksa dh iwfrZ gks ldsaA le; dh O;oLFkk djrs le; ,d dk;Z:i rS;kj
fd;k tkrk gS] ftleas fofHkUu dk;Z LFkku ys ysrs gSA fofHkUu izÑfr ds dk;Z gYds
dk;Z] :fpdj dk;Z] uhjl ,oa vko';d dk;Z vkfn eas larqyu LFkkfir fd;k tkrk
gS A
oSls rks vf/kdka'k efgyk;sa ?kj dks O;ofLFkr :i ls pykus esa dq'ky izca/kd
gksrh gSaA dk;ksZa dh vfr O;Lrrk ds pyrs og vius vkidks le; ugha ns ikrh gSaA
;fn le; O;oLFkkiu ds lkFk vius fnu dh 'kq:vkr ;fn ?kj dh ukjh djrh gS tks
tuuh gS laLÑfr vkSj lH;rk dh rks fu%lansg ogka /kjrh ij LoxZ gksxkA
lanHkZ lwph
1- x`g izca/k] lk/ku O;oLFkk ,oa vkUrfjd lTtk & MkW- Jherh csyk HkkxZo
2- lalk/ku izca/k & MkW- d:.kk 'kekZ] MkW- eatw ikVuh
3- baVjusV
9-
efgykvksa ds fodkl esa iks"kd rRoksa dh
Hkwfedk
MkW- jf'e JhokLro

izk/;kid ¼x`gfoKku½
'kkldh; x`gfoKku LukrdksÙkj egkfo|ky;
gks'kaxkckn
iks"k.k mu izfØ;k dk la;kstu gS ftuds }kjk dksbZ Hkh thfor izk.kh HkksT; inkFkksZa dks
izkIr dj iks"kd rRoksa dk mi;ksx 'kkjhfjd dk;ksaZ dks lEiUu djus ds fy, o`f) ds
fy, rFkk blds ?kVdksa ds iqu% fuekZ.k ds fy, djrk gSA
fdlh Hkh efgyk dks vius nSfud dk;Z djus chekfj;ksa dh jksdFkke rFkk lqjf{kr
o LoLFk izlo ds fy, vPNs Hkkstu dh vko';drk gksrh gSA ysfdu fQj Hkh iwjs
lalkj esa fdlh vU; LoLFk leL;k dh rqyuk esa efgykvksa dks dqiks"k.k ls lcls
vf/kd lkeuk djuk iM+rk gS ftlds dkj.k FkdkoV detksjh vkSj cqjk LokLF; gks
ldrk gSA
efgyk,¡ rHkh Hkkstu djrh gSaA tc iq#"k o cPpksa us [kk fy;k gks vFkkZr lcls
var esa [kkrh gSA Hkkstu ls 'kjhj dks ÅtkZ ikSf"Vd rRo ,oa Å".krk izkIr gksrh gS
ftlls 'kjhj dh fofHkUu 'kkjhfjd ,oa ekufld fØ;k,¡¡ lEiUu gksrh gSaA 'kjhj dh
o`f) ,oa fodkl rarqvksa dh ejEer] jksxksa ls j{kk fu;a=k.k ,oa iztuu dk;ksZa ds fy,
Hkkstu t:jh gSA Hkkstu esa os lHkh iks"kd rRo i;kZIr ek=kk esa mifLFkr jgrs gSaA tks
'kjhj ds lHkh dk;kZsa dks lEiUu djrs gSaA vFkkZr euq"; dks LoLFk jgus ds fy,
yxHkx 45 izdkj ds iks"kd rRoksa dh vko';drk gksrh gSA
jkfcUl ds vuqlkj & 'kjhj dh fofHkUu tfVy jklk;fud izfØ;kvksa dks lEiUu
efgykvksa ds fodkl esa iks"kd rRoksa dh Hkwfedk %% 95
djus ds fy, Hkkstu esa mifLFkr iksf"Vd rRoksa dh vko';drk gksrh gSA Hkkstu ds
var%x`g.k] ikpu ,oa vo'kks"k.k ds ckn O;fDr }kjk bu ikSf"Vd rRoksa dk mi;ksx
fd;k tkrk gSA ftlls 'kkjhfjd o`f) gksrh gSA rarqvksa dh VwVQwV dh ejEer gksrh
gSA 'kjhj dks ÅtkZ izkIr gksrh gSA rFkk fofHkUu fØ;kvksa dk fu;a=k.k gksrk gSA iks"k.k
dgykrk gSA
eq[; [kkn~; inkFkZ
Hkkjr esa efgyk,a yxHkx gj Hkkstu esa dksbZ lLrk eq[; [kkn~; inkFkZ [kkrh gSa
{ks=k ij fuHkZj djrs gq, ;g xsgwWa] pkoy] eDdk] cktjk ;k vkyw gks ldrk gS ;g
eq[; [kkn~; inkFkZ gh 'kjhj dh vf/kdrj nSfud vko';drkvksa dh iwfrZ djrk gSA
ysfdu dsoy ;g eq[; [kkn~; inkFkZ vdsys gh efgyk dks LoLFk j[kus ds fy,
i;kZIr ugha gS vU; lgk;d [kkn~; inkFkZ & izksVhu ¼tks 'kjhj fuekZ.k ds fy,½
vko';d foVkfeu o [kfut rRo ¼tks 'kjhj dh j{kk o ejEer ds fy,½ pkfg, rFkk
olk ,oa phuh ¼tks 'kfDr rFkk ÅtkZ nsrs gSa½ vko';d gksrh gSaA
efgykvksa dks 5 egRoiw.kZ foVkfeu o [kfut dh vko';drk gksrh gSA ykSg rRo]
Qksfyd ,flM] dSfY'k;e] vk;ksMhu foVkfeu ,A
1- ykSg rRo& bl rRo dh [kwu dks LoLFk j[kus o ,fufe;k dh jksdFkke ds fy,
vko';drk gksrh gSA fo'ks"kdj mu o"kkZsa esa tc mls ekgokjh gks jgh gksrh gS o
tc og xHkZorh gksA bu [kkn~; inkFkkZsa esa ykSg rRo dkQh ek=kk esa gksrk gSA
Qfy;k o eVj] vaMk] eNyh] jkxh] cktjk] eqxsZ dk ekal bu [kkn~; inkFkksZa esa
FkksM+k cgqr ykSg rRo gksrk gSA gfj iÙksnkj lfCt;k¡] xqM] vkyw] xksHkh] nkysa]
'kyte] vuUukl ,oa lw[ks esosA
2- Qksfyd ,flM& 'kjhj dks LoLFk yky jDr d.k cukus ds fy, budh vko';drk
gksrh gSA xHkkZoLFkk esa bu inkFkkZsa dh vko';drk vf/kd egRoiw.kZ gksrh gSA
Qksfyd ,flM ds vPNs L=kksr & iÙksnkj lfCt;k¡] ewaxQyh] ftxj] vaMk] eNyh]
dqdqjeqÙkk] ekal] eVj],oa Qfy;k] lEiw.kZ Hkwlh ;qDr vUuA
3- dS f Y'k;e& gj euq"; dks etcwr nkarksa o gfM~M;ksa ds fy, dSfY'k;e dh
vko';drk gksrh gSA efgykvksa o yM+fd;ksa dks vfrfjDr ek=kk esa dSfY'k;e
pkfg, ;s [kkn~; inkFkZ dSfY'k;e le`) gSaA nw/k] ngh] iuhj] cknke] ljlksa]
>haxk eNyh] fry jkxh] lhrkQy] ekSlach] gfjiÙksnkj lfCt;k¡] cktjk QfYy;k¡]
lks;kchu pwukA
4- vk;ksMhu& Hkkstu esa mifLFkr vk;ksMhu ?ksa?kk ;k xk;Vj uked chekjh ¼xnZu ds
lkeus ds Hkkx esa ekStwn Fkk;jkbM xazfFk dk vkdkj c<+ tkuk½ rFkk vU; LokLF;
lajpukvksa dh jksdFkke djrh gSA Hkkjr esa i;kZIr vk;ksMhu izkIr djus dk
lokZsÙke rjhdk gS fd vki fu;fer ued dh ctk; dsoy vk;ksMhu ;qDr ued
dk gh lsou djsaA
5- foVkfeu ,& foVkfeu , jrkSa/kh jksok dh jksdFkke djrk gS vkSj dqN laØe.kksa
ls 'kjhj dh j{kk djrk gSA fcVkfeu , ds L=kksr & vaMk] ;Ñr] nw/k foVkfeu
, ds eq[; L=kksr gSA ikyd] xktj] iqnhuk] VekVj] dsyk] /kfu;k iÙkh] yglqu]
ehBk uhe] iÙkkxksHkh] pkSykbZ] iihrk] dn~nw] vke] larjs] ljlksa dh Hkkth]
jktfxjk] ewyh dh iÙkh] 'kyte dh iÙkh] dkyh fepZA
[kku iku ds ckjs esa Hkzkafr;k¡ & Hkkjr lfgr fo'o ds vusd Hkkxksa esa efgykvksa
ds fy, Hkkstu ds fo"k; esa dqN xyr ijEijk,¡a o fopkj izpfyr gS tks dkQh
gkfudkjd gSaA ;g lp ugha gS fd yM+fd;ksa dks yM+dksa dh vis{kk de Hksktu dh
vko';drk gksrh gSA
efgykvksa dks gj fLFkfr esa ges'kk ikSf"Vd Hkkstu dh vko';drk gksrh gSA
fo'ks"kdj xHkkZoLFkk ,oa Lruiku ds dky esa Hkkstu esa dqN [kkn~; inkFkksZa ls ijgst
djus ls detksjh chekjh ,oa e`R;q Hkh gks ldrh gSA
;g lR; ugha gS fd efgyk dks igys vius ifjokj dks Hkkstu djuk pkfg,
D;ksafd ,slh fLFkfr esa og dsoy cpk gqvk Hkkstu gh [kk ikrh gSA vkSj ?kj ds vU;
lnL;ksa dks ftruk Hkkstu feyrk gS mls ugha feyrk
[kjkc iks"k.k ls chekfj;k¡ & yM+fd;k¡ ,oa efgykvksa dks vko';drk ls de
Hkkstu ;k ;wa dfg, fd de ikSf"Vd Hkkstu feyrk gS blfy, muds chekj iM+us dh
laHkkouk vf/kd gksrh gSA mUgsa dqN ,slh chekfj;ksa dh laHkkouk vf/kd gksrh gS tks
[kjkc iks"k.k ds dkj.k gksrh gSA tSls & ,uhfe;k] ¼[kwu dh deh½] oSjh oSjh ¼foVkfeu
ch dh deh½] jrkSa/kh ¼foVkfeu , dh deh½
iks"kd rRoksa esa ik;s tkus okys ikSf"Vd rRoksa dh ek=kk
iks"kd rRo lkekU; efgyk xHkZorh efgyk
dSyksjh ¼fdyks dS½ 1900 ls 2850 +350
izksVhu ¼xzk-½ 55 xzke 78
dSfY'k;e ¼fe- xzke½ 600 1200
vk;ju ¼fe-xzke½ 21 35
efgykvksa ds fodkl esa iks"kd rRoksa dh Hkwfedk %% 97
foVkfeu , ¼xzke½ 600 800

Qksfyd ,flM ¼xzke½ 100
Fkk;feu ¼fe xzke½ 1-0 ls 1-4 +0-2
jkbcksQysfou ¼fe-xzke½ 1-1 ls 1-7 +0-3
Ukk;flu ¼fe-xzke½ 12 ls 16 +2
foVkfeu ch12 ¼xzke½ 1-0 1-2
foVkfeu Mh 200
QsV 20&30 30
,d efgyk dh iks"k.k laca/kh vko';drk,¡a iq#"kksa ls fHkUu gksrh gSA bl
vof/k esa rsth ls o`f) gksus ds dkj.k iks"kd rRoksa dh vko';drk vf/kd gksrh gSA
vr% efgyk ds Hkkstu esa vukt rFkk izksVhu tSls nky] nw/k] ekal] eNyh] vaMk gh
'kkfey djuk i;kZIr ugha gksrk cfYd gfj lfCt;k¡ Qy vkfn Hkh lfEefyr djuk
pkfg,A
;s mudh gfM~M;k¡ c<+kus [kwu c<+kus ,oa u;s mrdksa ds fuekZ.k ,oa fodkl ds fy,
vko';d gksrs gSa fd'kksfj;ksa dk LoLFk jguk vko';d gS D;ksafd os gh eka cusaxh ;fn
fd'kksfj;k¡ LoLFk ugha gksxh rks mudh Hkfo"; esa dks[k ls tUe ysus okyk f'k'kq Hkh
LoLFk ugha gksxk xHkkZoLFkk dh uhao j[kus okyh fd'kksjkoLFkk Hkh etcwr gksuh
pkfg,A
bl vof/k esa iks"kd rRoksa dh vko';drk o`f) dh xfr ij vk/kkfjr gksrh gSA
gekjs thou esa iks"k.k dk egRoiw.kZ LFkku gSA vkSj LoLFk jgus ds fy, mfpr iks"k.k
dh vko';drk gksrh gSA
lanHkZ lwph
1- vkgkj foKku ,oa iks"k.k & oÙnk flag
2- vkgkj ,oa iks"k.k foKku & MkW- dkfeuh tSu
3- Mk;fVDl oh Jh y{eh
4- tu LokLF; ,oa ifjokj dY;k.k & oÙnk flag
10-
efgyk m|fe;ksa dh leL;k,¡
MkW- la/;k jk;

izk/;kid ¼x`g foKku½
'kkldh; x`gfoKku egkfo|ky;
orZeku esa efgyk m|e'khyrk ds fodkl ds fy;s ljdkj }kjk fofHkUu ;kstukvksa ,oa
laLFkkvksa ds ek/;e ls lqfo/kk,¡] lgk;rk ,oa ekxZn'kZu iznku fd;s tk jgsa gS] fdUrq
fQj Hkh m|e'khy efgykvksa dks fofHkUu leL;kvksa dk lkeuk djuk iM+ jgk gSA
losZ{k.k ds nkSjku m|e'khy efgykvksa dh leL;kvksa dks fuEufyf[kr rhu oxksZa eas
oxhZÑr dj izLrqr fd;k x;k gSA
1- fof'k"V lkekftd n`f"Vdks.k ds QyLo:i ^êfgyk** gksus ds dkj.k mRiUu
leL;k,¡A
2- m|e lapkyu ds nkSjku vkus okyh lel;k,asA
3- vU; leL;k,aA
fof'k"V lkekftd n`f"Vdks.k ds QyLo:i ÞefgykÞ gksus ds dkj.k
mRiUu gksus okyh leL;k,a
m|e'khy efgykvksa ds le{k tks lcls cM+h leL;k gS og ;g gS fd og efgyk
gS vkSj ifjokj o lekt dk muds izfr ,d iwokZxzgh n`f"Vdks.k gSA ;g o`fÙk vkSj
fof'k"V n`f"Vdks.k efgykvksa dks m|e {ks=k eas izR;sd Lrj ij ;Fkk&m|e ds p;u]
fØ;kUo;u ,oa lapkyu esa leL;k,a mRiUu djrk gSA
;g loZfofnr rF; gS fd Hkkjrh; lekt ^îq#"k iz/kku** gSA ftys eas Hkh ifjokj
o lekt esa efgykvksa dh ijaijkxr Hkwfedk gSA eq[;r% cPpksa cPpksa dk ikyu&iks"k.k]
efgyk m|fe;ksa dh leL;k,¡ %% 99
?kj o ifjokj o ifjokj ds vU; lnL;ksa dh ns[kHkky djus dh ftEesnkjh gSA ?kj ds
iq#"k vk; miktZu eas egRoiw.kZ Hkwfedk fuHkkrsa gSaA blfy;s efgykvksa ds izfr xkS.k
n`f"Vdks.k gSA foxr n'kd eas vkfFkZd mnkjhdj.k ds i'pkr~ m|e'khy efgykvksa dh
Hkwfedk eas mYys[kuh; ifjorZu gqvk gS ;|fi ;g O;kid ifjorZu ugh gaSA ;g
vkfFkZd foo'rk gks ldrh gS fd efgykvksa us m|e dks jkstxkj ds :i eas pqukA
cktkj ds voljksa lk{kjrk] lwpuk Økafr ,oa mPp f'k{kk us efgyk m|e'khyrk ds
voljksa dks c<+k;k gS ;g ifjorZu T;knkrj 'kgjh o f'kf{kr efgykvksa ds e/; gh
fn[kkbZ ns jgk gSaA vkt Hkh ftys dh efgykvksa dks m|e {ks=k eas vkus ds fy;s ifjokj
ls vuqefr izkIr djus eas dfBukbZ;ka vkrh gS] [kkldj vfookfgr efgykvksa dks vkt
Hkh ifjokj ds lnL; m|e LFkkiuk gsrq lg"kZ o 'kh?kz vuqefr iznku ugha djrs gSaA
xzkeh.k {ks=k dh vf/kdka'k efgyk,a vkt Hkh la;qDr ifjokj eas jgrh gSaA xzkeh.k {ks=k
esa efgyk vkfFkZd :i ls Lora=k ugha gS tcfd Ñf"k esa Hkkxhnkjh cjkcj dh gSA
m|e'khy efgykvksa ij ikfjokfjd mÙkjnkf;Roksa dh vf/kdrk o ifjp; dh
vis{kk,a vf/kd gSA iq#"k pkgrk gS fd efgyk,a m|e'khy gksdj /kuksiktZu djsa rFkk
ikfjokfjd nkf;Ro dk fuoZgu Hkh djsaA ;g nksgjh ekufldrk Hkh muds le{k vusd
leL;k,a mRiUu djrh gSA ifj.kke&Lo:i bu lcdk izHkko mlds LFkkfir m|e ij
iM+ jgk gSA efgyk,a m|e ds lkFk ikfjokfjd ftEesnkfj;ksa dk nksgjk dk;Z djrh
gS vkSj og nksuksa dh dk;ksZa dks lgh vatke nsus esa Lo;a dks vleFkZ ikrh gSA
losZ{k.k ds nkSjku ;g rF; Hkh lkeus vk;k fd lkekftd o`fÙk Hkh efgyk m|eh
ds le{k leL;k mRiUu djrh gSA lekt dh efgykvksa ds dk;Z ds izfr ,d lkekU;
lksp gS fd o veq[k dk;Z dj ldrh gS vkSj veq[k ugha dj ldrh gSA losZ{k.k ds
le; esa ,d efgyk m|eh us crk;k gS fd ,d lkbdy dh nqdku [kksyuk pkgrh
Fkh bl gsrq foÙk izkfIr ds fy, mlus lacaf/kr foHkkx eas vkosnu i=k izLrqr fd;k
fdUrq 'kkldh; deZpkfj;kas o vf/kdkfj;ksa us efgyk gksus ds dkj.k bl laca/k eas
mlls brus fujk'kk tud iz'u fd;s fd vUr% mls vius p;fur m|e esa ifjorZu
djuk iM+k rFkk mlus Hkh ogh m|e dk p;u fd;k ftls lkekU;r% vf/kdka'k
efgyk,a pqurh gSA blls mls O;kolkf;d izfrLi/kkZ dh leL;k dk lkeuk djuk
iM+kA
mi;qZDr foijhr ifjfLFkfr;ksa ,oa leL;kvksa ckn Hkh efgykvksa }kjk m|e izkjaHk
fd;s tkrs gSA ij efgykvksa dh leL;k,a m|e LFkkiuk ds lkFk&lkFk m|e lapkyu
dh Hkh gSA
m|e lapkyu ds nkSjku vkus okyh leL;k,a

m|eh efgykvksa dks m|e lapkyu djrs le; m|e ls lacaf/kr ftu fof'k"V
leL;kvksa dk lkeuk djuk iM+k gS muesa foÙk o foi.ku ls lacaf/kr leL;k,a eq[;
gSA blds vfrfjDr LFkku laca/kh leL;k] fctyh dh deh] dPps eky dh leL;k]
rduhdh leL;k ,oa dq'ky deZpkfj;ksa o Jfedksa dh leL;k Hkh gS tks fUkEukuqlkj
gS &
foÙkh; leL;k,a
foÙk laca/kh leL;k efgyk m|fe;ksa }kjk lapkfyr m|eksa dh izeq[k leL;k gSA
Lora=krk izkfIr ds i'pkr~ bl vksj i;kZIr iz;Ru fd;s x;s ysfdu ;g leL;k efgyk
m|fe;ksa ds le{k ;Fkkor gSaA
vf/kdka'k efgyk m|fe;ksa dk dFku Fkk fd muds ikl Lo;a dh dksbZ Bksl
foÙkh; O;oLFkk u gksus ds dkj.k mUgsa m|e gsrq izkajfHkd iwath dh O;oLFkk djus esa
dfBukbZ gksrh gS iawth u gksus ls dPpk eky Ø; djus izkjafHkd O;; pqdkus esa
dfBukbZ vkrh gSA m|e dk foLrkj djus esa Hkh dfBukbZ vkrh gSA foÙk izkfIr gsrq
mls ifjokj ij] foÙkh; laLFkkvksa ij ;k vU; L=kksrksa ij fuHkZj jguk iM+rk gSA vr%
foÙk izkfIr efgyk m|fe;ksa ds le{k eq[; leL;k gSA ftlesa m|e lapkyu eas
izR;sd Lrj ij muds le{k vusd leL;k,a mRiUu gksrh gSA
losZ{k.k ds nkSjku efgyk m|fe;ksa us laLFkkxr foÙk izkfIr eas vkus okyh
leL;kvksa ls voxr djk;k ftueas izeq[k fuEukuqlkj gS &
_.k izfØ;k dk vR;kf/kd tfVy gksuk
dqN efgyk m|fe;ksa us laLFkkxr foÙk izkfIr dh izfØ;k dks vR;kf/kd tfVy
crk;kA efgyk m|fe;ksa dk dguk Fkk fd m|e@O;olk;@lsok O;olk; gsrq _.k
iznku djus ds iwoZ foÙkh; laLFkk;s@foHkkxksa }kjk vusd izi=kh; ,oa vU; vkSipkfjdrkvksa
dks iwjk djk;k tkrk gSA _.k izfØ;k dh tfVyrk ds QyLo:i vusd efgykvksa
}kjk ftUgsa okLrfod :i ls foÙkh; lgk;rk dh vko';drk gksrh gS os bu laLFkkvksa
dh vkSipkfjdrkvksa dh iwfrZ u dj ldus ds dkj.k lqfo/kk dk ykHk ugha mBk ikrh
gS A
vi;kZIr _.k jkf'k dk fu/kkZj.k
efgyk m|fe;ksa dk ,slk ekuuk gS fd fofHkUu ;kstukvksa ds varxZr foÙkh;
laLFkkvksa }kjk tks _.k jkf'k m|e gsrq fu/kkZfjr dh tkrh gS mldk fu/kkZj.k mu
;kstukvksa ds fu/kkZfjr fu;eksa ds vk/kkj ij gksrk gS tcfd bdkbZ dh okLrfod

ykxr dqN vkSj gksrh gSA QyLo:i mn~ns';kuq:i _.k jkf'k izkIr ugh gks ikrh
vFkkZr~ _.k jkf'k mn~ns'; dh iwfrZ gsrq vi;kZIr gksrh gSA
vR;ar y?kq@dqVhj m|ksxksa esa lac) efgyk m|fe;ksa dks i;kZIr egRo u
fn;k tkuk
losZ{k.k ds nkSjku dqN efgyk m|fe;ksa dk ;g Hkh vfHker Fkk fd _.k LohÑfr
ds le; NksVk O;olk;@m|e'khy efgykvksa dh vis{kk y?kq m|e dh efgyk
m|fe;ksa dks vf/kd egRo fn;k tkrk gSA
xkjaVh laca/kh leL;k
foÙkh; laLFkkvksa }kjk _.k iznku djus ds iwoZ _.k dh i;kZIr lqj{kk ds mn~ns';
ls izfrHkwfr@xkjaVh dh ekax dh tkrh gSA efgykvksa ds ikl _.k jkf'k ds fo:)
i;kZIr xkjaVh ds vHkko eas foÙkh; laLFkkvksa ls _.k izkIr djrs le; leL;k,a vkrh
gS A
_.k jkf'k dk le; ij izkIr u gksuk
Lojkstxkj gsrq foÙkh; laLFkkvksa }kjk nh tkus okyh _.k jkf'k mi;qDr le; ij
izkIr u gksuk Hkh efgyk m|fe;ksa ds le{k ,d leL;k gSA _.k LohÑfr dh izfØ;k
vR;kf/kd yach gksus ds dkj.k dHkh&dHkh foÙkh; laLFkkvksa }kjk _.k LohÑfr eas bruk
foyEc fd;k tkrk gS fd ftu mn~ns';ksa dh iwfrZ ds fy;s efgyk,a _.k izkIr djuk
pkgrh gS mu mn~ns';ksa dh iwfrZ gh ugha gks ikrhA _.k LohÑfr eas gksus okys foyac
dk izR;{k o vizR;{k izHkko izk;% leLr m|e laca/kh xfrfof/k;ksa ij iM+rk gS fdUrq
foyEcrk ls dqN m|e lokZf/kd izHkkfor gksrs gS tSls & bZaV fuekZ.k djus okyh ,d
efgyk m|eh us crk;k fd mlus bZaV fuekZ.k dk;Z ds fy;s _.k izkIr djus gsrq
vkosnu izLrqr fd;k Fkk fdUrq cSad }kjk LohÑr jkf'k ¼ckfj'k 'kq: gksus ds igys
izkIr gqbZ tc mudk bZaV fuekZ.k dk;Z can gksus ij gksrk gS½ le; lekIr gksus ds
i'pkr~ miyC/k djkbZ x;h] QyLo:i _.k dk iw.kZ :i ls mn~ns';kuq:i mi;ksx ugh
fd;k tk ldkA
fd'r vnk;xh dh lwpuk le; ij u nh tkuk
losZf{kr efgyk m|fe;ksa dk ;g er Fkk fd cSad@foÙkh; laLFkk }kjk fu;r le;
esa fd'r vnk;xh dh lkekU; lwpuk mUgsa ugh nh tkrh tcfd bu laLFkkvksa dk ;g
nkf;Ro gS fd og fd'r Hkqxrku dh lkekU; lwpuk m|fe;ksa dks fu;r le;
vof/k esa nsA lwpuk ds vHkko eas dbZ efgyk m|fe;ksa }kjk pkgrs gq;s Hkh fu/kkZfjr
le; vof/k eas fd'r dk Hkqxrku ugh fd;k vkSj fu/kkZfjr le; vof/k eas _.k
vnk;xh u djus dh viuh Hkwy dk vglkl rc gqvk tcfd cSad }kjk _.k olwyh
gsrq U;k;ky; ds ek/;e ls uksfVl ds :I esa lwpuk Hksth xbZA lwpuk ds vHkko ds
dkj.k _.k ij C;kt dh jkf'k vf/kd gks pqdh FkhA
vns; izek.k&i=k dh vfuok;Zrk
cSad@foÙkh; laLFkkvksa ds _.k lqfo/kk izkIr djus ds iwoZ efgyk m|fe;ksa dks {ks=k
esa dk;Zjr leLr cSadksa vkSj foÙkh; laLFkkuksa ls fdlh Hkh izdkj ds _.k dks izkIr u
djus ds vk'k; dk vns; izek.k i=k izkIr dj cSad dks izLrqr djuk gksrk gSA vns;
izek.k&i=k dh izkfIr ds i'pkr~ gh cSad }kjk _.k izdj.kksa dks LohÑr fd;k tkrk
gSA dqN efgyk m|fe;ksa eas vns; izek.k&i=k dh vfuok;Zrk dks ysdj jks"k FkkA ,slh
efgyk m|fe;ksa dk dguk Fkk fd vns; izek.k i=k dh izkfIr gsrq mUgsa fofHkUu cSadksa
dh 'kk[kkvksa vkSj foÙkh; laLFkkuksa esa HkVduk iM+rk gSA dHkh&dHkh cSad vf/kdkfj;ksa
vkSj deZpkfj;ksa }kjk vns; izek.k i=k ds uke ls mudk vkfFkZd 'kks"k.k Hkh fd;k
tkrk gSA
Hkz"Vkpkj o ykyQhrk'kkgh
losZf{kr efgyk m|fe;ksa us ;g Hkh vfHker O;Dr fd;k fd _.k forj.k eas
Hkz"Vkpkj o ykyQhrk'kkgh gSA losZ{k.k ds nkSjku efgyk m|fe;ksa us bl rF; dks
Lohdkj fd;k fd cSad ls _.k Lo:i foÙkh; lgk;rk izkIr djus gsrq cSad
vf/kdkfj;ksa o deZpkfj;ksa dks uxn jkf'k vFkok oLrq migkj Lo:i HksaV djuk gksrh
gS rHkh _.k LohÑr fd;k tkrk gSA cSfdax tSls laLFkku esa Hkz"Vkpkj :ih vejosy
ds QyhHkwr gksus ds ifj.kke Lo:i okLrfod gdnkj dks mldh vko';drk ds
vuq:i ;k rks foÙkh; lgk;rk izkIr gksrh gh ugha gS vkSj ;fn gksrh Hkh gS rks mls
izkIr foÙkh; lgk;rk mn~ns';ksa dh iwfrZ gsrq vi;kZIr gksrh gSA
mijksDr leL;kvksa ds dkj.k dbZ efgyk m|fe;ksa dks foÙk ds vHkko esa dk;Z
djuk iM+rk gS ftlls mRiknu o fcØh ij foijhr izHkko ifjyf{kr gksrk gSA
foi.ku laca/kh leL;k
efgyk m|fe;ksa dks lapkfyr m|eksa esa ykxr O;; vf/kd gksuk] cktkj dk
mfpr Kku u gksus] fufeZr oLrqvksa eas lqUnjrk o ,d:irk dh deh gksus] efgyk
m|fe;ksa esa laxBu u gksus] turk dh :fp;ksa o QS'ku eas fuR;&izfr ifjorZu gksus rFkk
mudh vkfFkZd fLFkfr vPNh u gksus ds dkj.k mUgsa rS;kj eky ds foi.ku esa vusd
leL;kvksa dk lkeuk djuk iM+ jgk gSA
efgyk m|fe;ksa ds ikl rS;kj eky cspus ds fy;s laLFkkxr lqfo/kkvksa dk vHkko
gksrk gSA izk;% mUgsa viuk eky LFkkuh; Fkksd nqdkunkjksa dks cspuk iM+rk gSA
lk/kkj.kr% efgyk,a dPpkeky] foÙk vkfn ds fy;s mu ij fuHkZj jgrh gSA vr% eky
ds fy;s tks Hkh ewY; mUgsa feyrk gS] mls Lohdkj djuk iM+rk gSA og lh/ks
miHkksDrkvksa dks Hkh eky csprh gS rks mUgsa fo'ks"k ykHk izkIr ugh gks ikrk] ,d rks
mudk cgqr lkjk le; eky cspus esa u"V gks tkrk gSA nwljs] lk/kughu] gksus ds
dkj.k mls eky de nkeksa ij cspuk iM+rk gSA mlesa foi.ku {kerk dh deh gksrh
gSA og tkurh gS fd eky u cspus dj eryc gS vk; izkIr u gksukA vr% mRikn
cspuk mldh foo'krk gSA og vPNs ewY; dh izrh{kk ugh dj ldrh] QyLo:i
etcwju mUgsa de ewY; ij vius mRikn dks cspuk iM+rk gSA
blds vfrfjDr fuEufyf[kr ckrs Hkh efgyk m|fe;ksa ds le{k eky ds foi.ku
esa leL;k,a mRiUu djrh gSA
cM+s m|ksxksa ds lkFk izfr;ksfxrk@O;olkf;d izfrLi/kkZ
efgyk m|fe;ksa ds le{k foi.ku ls lacaf/kr ,d leL;k ;g Hkh gS fd mUgas
cM+s m|ksxksa ds lkFk izfr;ksfxrk djuh iM+rh gSA cM+s m|ksxkas ls cuh oLrq,sa izekf.kr]
vkd"kZd o lLrh gksrh gS] ftuls izfrLi/kkZ djus esa efgyk m|eh vius vki dks
vleFkZ ikrh gSA cM+s m|ksx oSKkfud <ax ls laxfBr gksrs gS vkSj mRiknu] foi.ku
vkfn {ks=kksa esa vk/kqfud fof/k;ksa dk iz;ksx djrs gSA vr% mUgsa vusd egRoiw.kZ ykHk
izkIr gksrs gSA dqN dks ljdkjh lja{k.k Hkh izkIr gSaA blls mudk mRikn Hkh vf/kd
Js"B gksrk gSA fu%lUnsg efgyk m|fe;ksa ds fy;s mudh izfr;ksfxrk@izfrLi/kkZ eas
fVd ikuk dfBu gksrk gSA
e/;LFkksa dh Hkkxhnkjh
dqN efgyk m|fe;ksa us crk;k fd muds ikl Lo;a dh dksbZ nqdku ;k mi;qDr
LFkku o lqfo/kk u gksus ds dkj.k mUgsa viuk mRikn cspus ds fy;s e/;LFkksa dh n;k
ij Hkh fuHkZj jguk iM+rk gSA e/;LFk muds ykHk dk cM+k fgLlk ys ysrs gS] ftlls
mUgsa mfpr ykHk ugh fey ikrkA bZaV fuekZ.k djus okyh efgyk m|fe;ksa us crk;k
fd os Lo;a eky dk vkns'k izkIr djus o Øsrk rd eky igqapkus eas vleFkZ gksrh
gSA vr% e/;LFkksa dh lgk;rk ls mUgsa viuk eky cspuk iM+rk gSA
eksy&Hkko dh izo`fÙk
losZ{k.k ds nkSjku ;g Hkh ik;k x;k fd vf/kdka'k efgyk m|fe;ksa }kjk mRikfnr
oLrqvksa@lsokvksa dh T;knkrj xzkgd efgyk,a gh Fkh] tks efgyk m|fe;ksa ls vPNs
eky@lsokvksa dh vis{kk rks djrh gS ij nke de nsuk pkgrh gSA lkFk gh efgyk
m|fe;ksa us crk;k fd mueas eksy&Hkko dh izo`fÙk Hkh vf/kd Fkh QyLo:Ik mUgsa vius
mRikn dk i;kZIr ewY; izkIr ugh gks ikrkA
dqN efgyk m|fe;ksa us ;g Hkh tkudkjh nh fd miHkksDrkvksa@xzkgdksa ds ,sls
O;ogkj ds dkj.k mudh m|e'khyrk ij Hkh izHkko iM+rk gSA os vius m|e ds izfr
mnklhu gksus yxrh gSA
LFkku laca/kh leL;k
lkekU;r% efgyk m|eh LFky dk p;u Bhd ls ugha djrhA vf/kdka'k efgyk;sa
viuk m|e ?kj esa gh lapkfyr djrh gS mudk m|eLFky lLrs fdjk;s ds LFkkuksa ij
lapkfyr gSA ifj.kke Lo:i ifjogu] mRikfnr oLrqvksa ,oa lsokvksa ds izpkj&izlkj
eas dfBukbZ;ka gksrh gSA lkFk gh dPpk eky izkIr djus o cktkj rd igWqpus eas Hkh
dfBukb;ka vkrh gSA vFkkZr vkS|ksfxd {ks=k ?kj ls nwj gksus ij efgyk m|eh ds
mRikn dh ykxr dks c<+krk gSA
?kj esa m|e LFky gksus ls ;g m|e foLrkj dks lhfer j[krk gS ,oa efgykvksa
ds le{k m|e laca/kh dk;ksZa eas leL;k;sa mRiUu djrk gSA
fctyh dh deh
dbZ efgyk m|fe;ksa dks muds m|e@lsok O;olk; esa fctyh dh deh ds dkj.k
leL;kvksa dk lkeuk djuk iM+ jgk gSA bl laca/k eas mUgksaus crk;k fd blds dkj.k
os vius m|e ls lacaf/kr l;a=k dh {kerk dk Hkjiwj mi;ksx ugh dj ikrh lkFk gh
dk;Z Hkh le; ij ugh gks ikrkA lk/kuksa dh deh o NksV iSekus ij mRiknu@lsok
O;olk; pykus ds dkj.k muds fy;s viuh vksj fctyh l`tu dl l;a=k yxkuk Hkh
laHko ugh gSA
dPps eky dh leL;k,a
efgyk m|fe;ksa }kjk lapkfyr m|eksa esa dPps eky laca/kh fuEufyf[kr
leL;k,a ns[kh xbZ &
dPps eky dh dher vf/kd gksuk
efgyk m|fe;ksa us crk;k fd mUgsa i;kZIr ek=kk esa dPpk eky mfpr dher ij
miyC/k ugh gks ikrkA foÙk ds vHkko esa os ,d lkFk i;kZIr ek=kk esa dPpk eky
Ø; ugh dj ikrh o FkksM+h ek=kk eas LFkkuh; nqdkuksa@O;kikfj;ksa ls dPpk eky Ø;
djrh gSA vr% eky [kjhnrs le; mUgsa dksbZ NwV ugh feyrh cfYd mUgas dPps eky
ds Åaps nke nsus iM+rs gSaA

mfpr le; ij dPpk eky izkIr djus esa dfBukbZ
efgyk m|fe;ksa ds vuqlkj dHkh&dHkh vko';drkuqlkj Bhd le; ij dPps
eky dh izkfIr Hkh dfBu gks tkrh gSA jsMhesM oL=k fuekZ.k djus okyh dqN efgyk
m|fe;ksa us crk;k fd bl {ks=k esa O;kolkf;d izfrLi/kkZ vf/kd gksus ds dkj.k fufeZr
oL=kksa esa fofHkUurk ykus ds fy;s dPpk eky LFkkuh; Lrj ij izkIr ugh gks ikrk]
mUgas ckgj ls eky Ø; djuk iM+rk gSA lhfer xfr'khyrk ds dkj.k vkt Hkh mUgsa
vdsys ,d LFkku ls nwljs LFkku ij vkus&tkus esa fo'ks"k dfBukb;ksa dk lkeuk djuk
iM+rk gSA xzkeh.k {ks=k dh efgyk m|fe;ksa us crk;k fd ifjogu ds lk/kuksa dh deh
ds dkj.k Hkh mUgsa mfpr le; ij dPpk eky izkIr ugha gksrk ftlls m|e lapkyu
eas leL;k;sa vkrh gSA
mPp xq.koÙkk dk eky izkIr u gksuk
vPNs xq.koÙkk okys dPps eky ls vPNk mRiknu fd;k tk ldrk gS fdUrq
dHkh&dHkh efgyk m|eh bl {ks=k esa /kks[kk [kk tkrh gSA mUgsa mPp dksVh dk dPpk
eky izkIr ugh gks ikrkA
mijksDr leL;kvksa@dkj.kksa dk ifj.kke ;g gksrk gS fd ,d vksj rks mRiknu
O;; c<+ tkrk gS ogha rS;kj eky dh xq.koÙkk ij Hkh izHkko iM+rk gS o foi.ku esa
efgyk m|fe;ksa ds le{k leL;k;sa mRiUu gksrh gSA
rduhdh leL;k
efgyk m|fe;ksa ds le{k ,d leL;k rduhdh Hkh gSA orZeku dky esa foKku
eas egRoiw.kZ mUufr dh gSA ftlds QyLo:i m|e dh O;oLFkk rFkk mRiknu
fof/k;ksa] e'khuksa rFkk midj.kksa vkfn esa vk'p;Ztud mUufr gqbZ gSA fdUrq vHkh rd
efgykvksa }kjk lapkfyr m|eksa ij bldk izHkko fn[kkbZ ugha nsrkA vusd xjhc ,oa
de f'kf{kr efgyk m|eh vkt Hkh iqjkus midj.kksa] e'khuksa vkSj lkt&leku ds lkFk
ijaijkxr <ax ls m|e dk;Z djrh gSA ifj.kke Lo:i mudk mRiknu vk/kqfud ugha
curk] mRiknu de gksrk gS] ykxr vf/kd vkrh gS ftlls foi.ku esa dfBukbZ ds
lkFk&lkFk gh mUgsa i;kZIr ykHk ugha fey ikrk gSA
efgyk m|eh tks vius m|e@lsok O;olk; esa vk/kqfud uohu e'khuksa o
midj.kksa dk iz;ksx djrh gS mueas rduhdh Kku ,oa izf'k{k.k ds vHkko ds dkj.k
m|e LFkkiuk ls iwoZ o i'pkr~ fuEu leL;k,a ns[kh xbZ gSA
m|e LFkkiuk ls iwoZ

lgh e'khuksa o midj.kksa ds p;u dh leL;k
efgyk m|fe;ksa us crk;k fd uohu rduhdh Kku dh deh ds dkj.k mUgsa m|e
ls lacaf/kr lgh e'khuksa o midj.kksa ds p;u esa leL;k;sa vkrh gSA
,d efgyk m|eh us crk;k fd mlus vius m|e gsrq e'khu vk;kr dh fdUrq
i;kZIr rduhdh Kku ds vHkko eas tks e'khu vk;h og i;kZIr xq.koÙkk dh ugha gksus
ds dkj.k mls okil dj ubZ e'khu eaxokus esa vfrfjDr O;; djuk iM+k QyLo:i
LFkkiuk O;; esa vR;kf/kd o`f) gks x;hA
m|e LFkkiuk ds i'pkr~
m|e LFkkiuk ds i'pkr~ dqN efgyk m|fe;ksa eas rduhdh Kku dh deh ds
dkj.k fuEu leL;k ns[kh xbZA
e'khuksa dk j[kj[kko o [kjkc e'khuksa dh ejEer laca/kh leL;k
rduhdh Kku dh deh ds dkj.k efgyk m|fe;ksa dks e'khuksa ds j[k&j[kko ,oa
lkekU; ns[kHkky dh leL;k,a vkrh gSA lkFk gh e'khu esa fdlh izdkj dh [kjkch
vkus ij mudh ejEer esa mUgas vR;kf/kd O;; djuk iM+rk gS o dk;Z Hkh izHkkfor
gksrk gSA
deZpkfj;ksa o Jfedksa ls lacaf/kr leL;k,a
efgyk m|fe;ksa ds le{k deZpkfj;ksa o Jfedksa ls lacaf/kr fuEufyf[kr
leL;k,a Hkh ns[kh x;h &
izf'kf{kr deZpkfj;ksa o Jfedksa dh deh
efgyk m|fe;ksa }kjk lapkfyr dbZ m|eksa }kjk lapkfyr dbZ m|eksa esa LFkkf;Ro
dk vHkko gS ftlds dkj.k m|e ls lacaf/kr mPpLrjh;] dq'ky o izf'kf{kr dkfeZd
o Jfed u Hkyh izdkj fey ikrs gS vkSj u gh LFkk;h rkSj ij eu yxkdj dke djrs
gS QyLo:i m|e eas fuEu Lrj ds dkfeZdksa ij ;k fQj ifjokj ds lnL;ksa ij fuHkZj
jguk iM+rk gSA ftuesa vko';d rduhdh dkS'ky dk vHkko gksrk gSA
dq'ky deZpkfj;ksa o Jfedksa }kjk vf/kd osru dh ek¡x
dq'ky deZpkjh o Jfed efgyk m|fe;ksa ls vf/kd osru dh ek¡x djrs gSA
fdUrq efgykvksa }kjk lapkfyr m|e NksVs iSekus ds gksus ds dkj.k os mUgsa vf/kd
osru ugh ns ikrh QyLo:i m|e laca/kh dk;Z djus esa muds le{k leL;k;sa vkrh
gS A
vkns'k dh vogsyuk
dqN efgyk m|fe;ksa us crk;k fd izfr;ksxh m|eh muds deZpkfj;ksa o Jfedksa
dks vkfFkZd izyksHku nsdj ys tkrs gSA ifj.kke Lo:i bldk izHkko muds m|e ij
iM+rk gSA
vU; leL;k,a
losZ{k.k ds nkSjku losZf{kr m|e'khy efgykvksa us dqN vU; O;fDrxr leL;kvksa
ls Hkh voxr djk;k tks muds m|e dh lQyrk dks izHkkfor djrh gS lkFk gh
m|e'khyrk ds {ks=k eas vusd leL;kvksa dks Lor% gh tUe nsrh gS tks fuEukuqlkj gS&
mi;qDr dk;kZ;kstuk ds p;u dh leL;k
,d mi;qDr ,oa O;ofLFkr dk;kZ;kstuk m|e'khyrk ds {ks=k eas lQyrk dh
laHkkouk dks c<+k ldrh gS fdUrq losZ{k.k ds nkSjku dqN efgyk m|fe;ksa us crk;k
fd mUgsa m|e voljkas ds ckjs esa i;kZIr Kku u gksus] vkRefo'okl dh deh] viuh
ik'oZ Hkwfe dks m|e ls tksM+uk] vKkurk vkfn ds dkj.k os mi;qDr dk;Z ;kstuk dk
p;u ugha dj ikrh QyLo:i os Hkh ogka m|e@dk;Z ;kstuk dk p;u djrh gSa ftUgsa
vf/kdka'k efgyk;sa pqurh gSaA ifj.kkeLo:i vkxs pydj O;kolkf;d izfrLi/kkZ o
Kku dh deh ds dkj.k mUgas leL;k,a vkrh gSaA
cktkj fo'ys"k.k ,oa lgh iwokZuqeku u gksuk
vf/kdka'k efgyk m|fe;ksa us crk;k fd mUgas cktkj dk vkdkj vkSj izÑfr] ekax
vkSj iwfrZ dk n`f"Vdks.k] laHkkfor xzkgdksa dh fLFkfr vkSj fo'ks"krk,a] cktkj dks
fu;a=k.k esas ysus rFkk cktkj c<+kus dh {kerk dk Kku u gksus ds dkj.k m|e esa
leL;k;as mRiUu gks jgh gSA
fofu;ksx ds ekeys eas lgh fu.kZ; u ys ikus dh {kerk
m|e'khyrk ds {ks=k eas lQy gksus ds fy;s ,d vko';d rRo gksrk gS mfpr
le; ij fofu;ksx ds ekeys eas lgh fu.kZ; ysus dh {kerkA vf/kdka'k efgyk m|eh
fofu;ksx ds ekeys eas lgh fu.kZ; ugh ys ikrh gSA losZ{k.k ds nkSjku dqN efgyk
m|fe;ksa us crk;k fd izkjafHkd Lrj ij Hkwfe] Hkou ,oa midj.kksa ij mUgksaus
vR;f/kd iawth [kpZ dh ftlls ckn eas dk;Z'khy iawth dh deh ds dkj.k mUgas vusd
leL;kvksa dk lkeuk djuk iM+kA
lgh ys[kkadu dk vHkko

vf/kdka'k efgyk m|fe;ksa us voxr djk;k fd mUgsa m|e ls lacaf/kr mfpr
ys[kkadu j[kus esa dfBukbZ vkrh gS D;ksafd mUgsa ys[kkdeZ dk i;kZIr Kku ugh gksrk
gS A
izca/kdh; {kerk dk vHkko
lkekU; efgykvksa dks m|e ls laacaf/kr izca/kdh; dq'kyrk ,oa laxBu dk dksbZ
fo'ks"k Kku ugh gksrk ifj.kke Lo:i esa vius m|e eas fof'k"Vhdj.k ,oa Je
foHkktu dk dk;Z mfpr :i ls djus eas vleFkZ jgrh gSA mfpr izca/kdh; dq'kyrk
ds vHkko eas vius dk;ksZa dk leqfpr fu;kstu ,oa y{; fu/kkZfjr ugha dj ikrh gSaA
cSad O;ogkjksa ls vufHkKrk
xzkeh.k vapyksa esa jgus okyh vf/kdka'k efgyk m|eh de i<+h&fy[kh gksrh gSA
QyLo:i mUgas cSad laca/kh dk;ksZa vkSj O;ogkjksa dh lgh&lgh tkudkjh u gksus ds
ifj.kke Lo:i mUgas _.k izkIr djus o mlds iqu% Hkqxrku eas dfBukb;ka vkrh gSA
blds vfrfjDr 'kklu }kjk iznÙk lqfo/kkvksa o lgk;rkvksa ds ckjs eas i;kZIr
tkudkjh dk vHkko] orZeku vkpkj fopkj ds lkFk le>kSrk u dj ikuk o le;
dk vHkko Hkh efgyk m|eh ds le{k leL;k;sa mRiUu djrs gSA
lz k s r
efgyk m|eh ij ysf[kdk }kjk Lo;a ds losZ{k.k ds vk/kkj ij
%% 109
11.
Role of Education in Women
Empowerment and Development
Dr. Kalpana Bishwas

Asst. Prof., History
Govt. Narmada P G College
Hoshangabad, M.P.
“You can tell the condition of a nation by looking at the status of its women”
“If you educate a man you educate an individual, however, if you educate
a woman you educate a whole family. Women empowered means mother
India empowered”
JAWAHARLAL NEHRU
Education is not merely a means for earning a living or an instrument for
the acquisition of wealth. It is an initiation into life of spirit a training of the
practice of human soul in the pursuit of truth and the practice of virtue.
Education is the most important instrument for human resource
development. Educating women, therefore, occupies top priority among various
measures taken to improve the status of women in India. In recent years, the
focus of planning has shifted from equipping women for their traditional roles
of housewives and mothers in recognizing their worth as producers, making a
major contribution to family and national income. Efforts have been made
over the past three decades of planned development to enroll more girls in
schools encouraging them to continue their education as long as possible, and
to provide non-formal educational opportunities for women.
HISTORY OF WOMEN’S EDUCATION IN INDIA
In the Vedic period women had all rights similar to men in studying the
vedas. Its important to remember that Vedas, Shastra’s, Sanhitas, Upanishads
in ancient time were taught in Gurukuls is similar to schooling education in

modern times. So denying this right to women in ancient times would have
meant denying women the right to education. But as we shall see below, this
was not the case. Women enjoyed equal liberty and freedom in their pursuit of
knowledge in ancient India similar to men.
WOMEN VEDIC SCHOLARS WHO COMPOSED RIG VEDA
HYMNS
Aditi 4.18, Aditirdâkshâyaòi 10.72, Apâlâ Atreyi 8.91, Indrâòi
10.86,Urvashi 10.85, Godhâ 10.134,Goshâ Kâkshîvati 10.39, 10.40,
Juhûrbramhajâyâ 10.109, Tvaºhþa Garbhakartâ 10.184, Dakshiòâ Prâjâpatyâ
10.107,Yamî 10.154,Yamî Vaivasvati 10.10, Râtrîrbhâradvâjî
10.127,Lopâmudrâ1.171,Vasukrapatnî 10.28, Vagâmbhºòî
10.125,Vishvavârâ Atreyi 5.28, Sashvatyâògîrasi 8.1, Shradhdâ Kâmâyâni
10.151, Shachî Paulomi 10.159, Sarparâjni 10.189, Sikatâ Nivâvari 9.86,
Sûrya Savitrî 10.85, Romashâ 1.126, Saramâ Devashunî 10.108,
Shikhandinyavapsarasau, Kâshyapan 9.104,Jaritâ Sharògah 10.142,
Sudîtîrangirasah 8.71, Indra Mataro 10.153
Madhava Samhita on Parashara Smriti says:
Yopanayanam krutwa pashcad vivaham karoti sa brahmavadini
tathaiva ya prathamata upanayanam krutwa sadya eva vivaham
vidhaya tato vedamadhite sa sadyovadhuh
This means - She who studies Vedas after upanayana and then gets married
is brahmavadini, she who gets married immediately after upanayana and then
studies Vedas is sadyovadhu.
This goes on to show that women were eligible to both the sacred threading
ceremony as well as the Vedic studies in ancient times. This also means that
women are also eligible to Gayatri Upadesha and to learn the Gayatri Mantra,
because any person who has gone through the Yajnopavitam ceremony is
eligible for Gayatri Upadesha.
So, denying the women rights to study vedic knowledge, to Yajnopavitam
Sanskara and Gayatri Upadesha is un-Vedic. In the Vedas there is not a single
reference which denies the women these rights.
Shri Madhvacharya in his Mahabharata Tatparya Nirnaya, describes
the scholarly nature of Draupadi, the wife of Pandavas. Women should study
the Vedas like Krishna (Draupadi).
Role of Education in Women Empowerment and Development %% 111
Even women Scholars got the name of – Rishika. All the Vedic hymns
were actually revealed to different Vedic scholars, which is why we find each
Vedic hymn attributed to a particular Rishi. Now what is interesting to note is
that, there are many Vedic hymns attributed to Rishikas (female Vedic scholars).
In Rig Veda alone there are around 30 women vedic scholars (Rishikas) to
whom different hymns have been attributed to.
Now obviously, it would be naive to say that women cannot study the
Vedas, while there are hymns in the Vedas which were revealed to women
sages!
Katyaayana in his Rig-Veda Sarvanukramani lists the 27 Rishikas as
follows, saying these are the Brahmavadinya or female Vedic scholars.
Godha Ghosha Vishwavara Apalopanishannishat
Brahmajaya JuhUrnama Agastyasya Swasa Aditih
Indrani Indramata Sarama cha Romashorvashi
lopamudra cha Nadyashca yami Nari cha Shashwati
Shrirlaksha Sarparaj ji Vak Shraddha Medha cha Dakshina
Ratri Surya cha Savitri Brahmavadinya Iritah.
Even Panini in his Ashtadhyayi refers to Kathi as female students of
the Katha Shaakha of the Vedic school. He also refers to Bahvrichi as female
students who are well versed in many hymns of the Rig-Veda.
Panini also mentions about the female students admitted to the study of
Meemamsa and about chhatri (girl students) and Upadhyayi (women teachers).
This clearly shows that even during the time of Panini, Vedic education
was imparted to both men and women.
In his book “Siddhartha Kaumudi” Bhattoji Deekshita, the 17th century
Sanskrit grammarian from Maharashtra wrote on the Ashtadhyayi of Panini.
In this book the author refers to the term Upadhyayi explicitly as ladies who
are themselves teachers and not merely as wives of male teachers. This shows
that, even in not so distant past, there were female teachers in Sanskrit education.
Isn’t this an irony that on one hand we have the western civilization where
women who were denied equal rights to that of men in the ancient times today
enjoy equal rights with men in all sections of the society. And on the other hand
our ancestors during the early Vedic civilization started off with equal rights to
men and women, and today we have advocates who want to deny the very
same Vedic education and Sanskara to women.

Even during Sankaracharya period, 9th Century AD. It was the period
when Muslim invaders had not come to India, he came to Mithila for a Sastrarth
with Mandan Misra, in which Mandan Misra got defeated by Sankaracharya,
that time Mandan Misra’s wife came in front and said Mandan je only half
defeated because you have not defeated me. A new Sastrarth took place
between Sankaracharya and Bharti, wife of Mandan Misra. In first round
Bharti was on the upper hand in the Sastrarth on Kama, Sankaracharya took
time he got knowledge about Kamasastra and only after that he defeated
Bharti . That Sastrarth took more than 1 year. It shows that there was education
in women till that time.
Lilawati is a renowned Mathematician of her time. There is a book by her
Lilawati. Gargi was a great scholar and is famous for her Sastrarth.
The Rig Vedic Women in India enjoyed high status in society. Their condition
was good. The women were provided opportunity to attain high intellectual
and spiritual standard. There were many women Rishis during this
period. Though monogamy was mostly common, the richer section of the
society indulged in polygamy. There was no sati system or early marriage.
Historically women have taken part in all spheres of life with courage and
gusto. Indian higher education system is no exception. Indian mythology is
rich with stories of highly educated and evolved women. We embrace
womanhood that our deity of education is a woman. One can trace the historical
evidence of ancient Indian education to the 3rd century B.C. when education
was imparted orally and many women scholars were part in it. When Buddhism
spread to India, some world famous educational institutions such as Nalanda,
Vikramshila and Takshila were established. Research shows that a number of
women were enrolled in these temples of learning. These universities flourished
from about 5th century to 13th century. In the 11th century the Muslim rulers
established universities in Delhi, Lucknow and Allahabad.
Women had taken part in all fields of knowledge such as theology, religion,
philosophy, fine arts ,and astronomy. But still education has been found to be
restricted to a certain strata of the society. It was not available to everyone.
Education in Medieval period in India was influenced mostly by foreign
invasion. Various traders and rulers came to India during the medieval period
and brought their own culture and tradition as well as learning process. Indian
society imbibed those knowledge and introduced it among the people of the
country. However , these conquests resulted it the declined in women’s status

in the medieval period. The female literacy rate in India was lower than the
male literacy rate. Women education in medieval India suffered a lot.
Women were described in ancient Indian texts as weaker section of the
society: they were considered as frail physically and both socially. Thus, though
women were given equal rights in the Vedic period, their situation deteriorated
with time. The medieval societies were subjected to inequalities and they were
oppressed too. Historically, the medieval period is attributed as the ‘dark age’
for women in India.
Nevertheless, the status of women in Southern India was far better than
the North India. Women Education in Medieval India was seen in the south
India. Furthermore, the evil practices of the societies existed only among the
Hindu Community. Other religious such as Hinduism and were offered a
more liberal approach.The plight of women during the middle ages was very
intense.
The coming of the Muslims aggravated the troubles of the women in India
in the medieval period. The women were forced to practice ‘zenana’. In addition
to that Muslim women were prevents them from getting equal access to
education. Women Education in Medieval India was restricted among the
Muslim women due to religion. Muslim women were illiterate: however, certain
section of the women were better off and were given higher levels of education.
During the Muslim rule, Women Education in Medieval India was
constrained because Muslim men were also subjected to low educational
attainment in general. On the other hand many women excelled in arts, literature,
music in the medieval period. Women also served as rulers in the medieval
period. Razia Sultan was the only woman monarch to ruled the throne of
Delhi in middle ages. The Gond queen Durgavati ruled for fifteen years, before
she lost the battle to Mughal emperor Akbar’s general Asaf Ali. Later when
the British arrived in India, English education came into being.
Raja Ram Mohan Roy was the first Indian who founded a reformist
movement in India. He wanted to modernize India as early as possible; therefore,
he was called the ‘representative of the modern age’. In fact, Raja Ram Mohan
Roy played a significant role in the progress and development of women. He
was a great reformer, politician, editor, theologian and a literary person. He
played a prominent role in the modernization of India.
Raja Ram Mohan Roy was a learned and educated person, so he made
development of education and literature the aim of his life. Hence he opened
schools and colleges at several places, Vedanta College, the English School
and City College of Calcutta were the results of his efforts. All these educational
institution so really contributed towards the modernization of India.
Raja Ram Mohan Roy made the newspapers and his books, a medium to
propagate his ideals. He also made a tremendous contribution in the
development of Bengal. Urdu, Persian, Ariabic, Sanskrit and English language
and literature and wrote books in all these languages.
He made his newspapers ‘Sainvad Kaumudi’ and ‘Miratul Akhbari’
vehicles to carry his thoughts to the people. He was also in favour of making
all education and literature free from any restrictions.
Roy believed education to be an implement for social reform. Without
proper education we can t reform our society. Education is an instrument for
social change. Roy believed that modern education was an important vehicle
to carry social reforms and enlighten people about their rights.
He insisted that his teaching of monotheistic doctrines be incorporated
with “modern, western curriculum”. He supported induction of western learning
into Indian education.
Women Education: Equally able was the Raja‘s advocacy of the
education of Women. Although the concept had already been put forward by
missionaries, it was the Raja who helped to popularize it among the Hindus.
He said that the women of India were highly educated and that the education
of women was in keeping with ancient religious traditions and beliefs. The
Brahma Samaj did great service in removing the popular prejudices against
the education of women that were the prevalent in the Hindu society and the
credit for this goes mostly to Ram Mohan.
He also set up the Vedanta College, offering courses as a synthesis of
Western and Indian learning. Raja Ram Mohan Roy was a great believer in
the potency of western education, science and mathematics and propagated
their adoption throughout India. He believed that if these disciplines were
good for the British, then they were good for Indians too. Despite receiving
widespread criticism and allegations of being „unpatriotic , he was responsible
for bringing about a cultural and educational shift in India through his reforms
and ideals. He believed that Indians should learn the good things from the
west and infuse it with traditional knowledge to produce unique, potent results.
He was a scholar and a great educationist who had detailed knowledge
of Sanskrit, Persian, English, Arabic, Latin and Greek. He supported English

as a medium of teaching in India as he believed that teaching through English
language was superior to traditional Indian education system.
Another great contribution of Raja Ram Mohan to modern education was
his emphasis on the study of modern Indian languages. He himself gave the
lead in this direction by writing books in Sengali on Grammar, Geography,
Astronomy and Geometry. Equally was the Raja’s advocacy of the education
of women. His Brahmo Samaj did a great service in removing the prejudices
against the education of women that were prevalent in the then Hindu society.
Raja Ram Mohan Roy may rightly be called the precursor of the modern
system of education in India. His moral earnestness and untiring energy, his
boldness of imagination and firm grasp of first principles mark out Raja Ram
Mohan Roy not merely as a great educational reformer but as a nation builder.
European missionaries played a great role for girl’s education.
European missionaries came and established many schools. These
missionaries promoted schooling for girls from the early part of 19th century.
Mostly girls from poor families attended these schools. By the end of the
19thcentury, women were graduating from colleges and universities in a sizeable
number. (In 1882, there were 2,700 schools and colleges for girls with 127,000
students.) The social reform movement of the 19th century (that originated
within the Indian intelligentsia and later spread to sections of the middle classes)
had a major role in this upsurge of education among women, but this movement
was largely an urban phenomenon.
This period coincided with several other reforms such as child marriage,
Sati Pratha, and Purdah system.
In 1857, three universities were established in three presidencies –Bombay
(now renamed Mumbai), Calcutta (Kolkata) and Madras (Chennai).
Acquiring higher education presented a personal challenge to middle class
girls, but the participation of Christian and Parsi women was much higher than
that of Hindu women, and it was the lowest among Muslims. Around the
beginning of the 20th century the new emphasis on education for women was
not just to make them better housewives and mothers but also to help them
educate their children and so contribute to nation building. In 1906, Sarojini
Naidu said, in a speech to the Indian Social Conference in Calcutta, “Therefore,
I charge you, restore to your women their ancient rights, for, as I have said, it
is we, and not you, who are the real nation builders, and without our active
cooperation at all points of progress all your congresses and conferences are
in vain. Educate your women and the nation will take care of itself, for it is as
true today as it was yesterday and will be to the end of human life that the hand
that rocks the cradle rules the world”. At this time only 2% of Indian women
had any education, so one can imagine the meager number of women who got
‘higher’ education. But education was increasingly being viewed as a means
to enhance the social presence of Indian women and enable them to adapt to
a changing external situation.
The Indian National Congress played a major role in emancipating women.
Within a year of its formation in 1885, a Ladies’Association was formed. By
the 1890s more and more highly educated women were visible in the public
sphere. Later, prominent Indian women like Ramabai Ranade, Sarojini Naidu,
Annie Besant, Rameshwari Nehru, Rajkumari Amrit Kaur, Aruna Asif Ali,
Sucheta Kriplani, Usha Mehta and Vilasini Devi Shenai played an important
political and social role. By the 1920s different rationales were being presented
to provide quality higher education to women. According to one view, women
should be highly educated because of their useful role as a mother. According
to the other group, women having the same needs, desires and capacities as
men should be given the same opportunities for higher studies. This period
also saw a shift in consciousness of and about working class women. Once
women were recognized as an integral part of the workforce, higher education
became a necessary stepping-stone.
But the development of educational opportunities for girls was held back
because of child marriage and purdah. Not only that, but women’s education
was not smooth as several traditional and orthodox forces came in the way.
For instance, Sardar Dayal Singh, speaking on behalf of the Indian Association
of Punjab, stated “the object of female education in this country is not to make
sound scholars but to make better mothers, sisters and wives’’. “Girls should
be taught suitable subjects and not be made to swallow history and geography
indiscriminately,” opined Lahore Arya Samaj. Many universities were
established during this period. Benaras Hindu University in 1916, Aligarh Muslim
University in 1920, and Delhi University in 1922 became new hubs of women’s
liberation. At this stage, many enlightened national leaders took much interest
in this area and strove hard to bring about a change in the mindset of the
people.
WOMEN’S EDUCATION AFTER INDEPENDENCE
After the Independence, women’s education, especially higher education,
took off. Education started playing a great role in the emancipation of women
from traditional dependencies. Women became more vocal, articulate and
assertive. The Indian Constitution granted equal rights to women and later
included the right to education. Jawaharlal Nehru said, “You can tell the condition
of a nation by looking at the status of its women.” He understood that higher
education for women was the need of the hour. In 1950-51 there were nine
women per hundred men pursuing higher education. In 1984-85 the situation
improved to 28 women per hundred men.
The National Policy on Education of 1968 marked a significant step in the
history of education in post-Independence India. It aimed to promote national
progress, a sense of common citizenship and culture, and to strengthen national
integration. It was acknowledged that the growth of our population needed to
be brought down significantly over the coming decades. The largest single
factor that could help achieve this was the spread of literacy and education
among women. This policy laid special emphasis on the removal of disparities
and to equalize educational opportunity for men and women.
Education was to be used as an agent of basic change in the status of
women. To neutralize the accumulated distortions of the past, there was a
well-conceived edge in favour of women. The National Education System
played (and continues to play) a positive, interventionist role in the
empowerment of women. It fostered the development of new values through
redesigned curricula, textbooks, the training and orientation of teachers,
decision-makers and administrators, and the active involvement of educational
institutions. This was to be an act of faith and social engineering. Women’s
studies were promoted and educational institutions were encouraged to take
up active programmes to further women’s development.
The system worked vigorously to eliminate sex stereotyping in vocational
and professional programmes and to promote women’s participation in
nontraditional occupations, as well as in existing and emergent technologies.
The Constitutional Amendment of 1976, which includes Education in the
Concurrent List, was a far-reaching step. The National Policy on Education
of 1986 and the Revised Education Policy of 1992 also laid adequate emphasis
on women’s higher education. Ironically, much of the essential work of
promoting education rested in women’s hands, and no education policy could
be effective without the active support of the society. Older women were not
ready to let their progeny join institutes of higher learning. Only ‘advanced’
and ‘modern’ girls pursued such ambitions that were unthinkable for a ‘nice’
‘homely’ ‘traditional’ girl, from a ‘respectable’ family. The matrimonial

advertisements emphasized this brazenly. This was an unquestioned reality in
most homes. ‘Steeped in ignorance’ might be a cliché, but it was the truth.
The poorer classes were, of course, completely unaware of the need for
education, but the upper classes – as well as the middle class in its unrelenting
desire for respectability – would not encourage it for fear of throwing open the
doors to subversion.
The scales were heavily weighed against women. Only a few could break
free from the mould in which they had been cast from birth. In most Indian
families, a daughter was viewed as a liability, and she was conditioned to
believe that she is inferior and subordinate to men. Sons were idolized and
celebrated. “May you be the mother of a hundred sons,”was a common Hindu
wedding blessing.
The origin of the Indian idea of appropriate female behaviour can be traced
to the rules laid down by Manu in 200 B.C.: “by a young girl, by a young
woman, or even by an aged one, nothing must be done independently, even in
her own house”. “In childhood a female must be subject to her father, in youth
to her husband, when her lord is dead to her sons; a woman must never be
independent.”
Today Indian women’s participation in higher education is quite high and
growing. This is due to high job aspirations and parental support. But most
women still attend local universities, as their parents want them to stay at
home and study. A lot depends on their social class, and parental educational
status.
WOMEN AND EDUCATION-PRESENT SCENARIO
Today 53.5% of young women below 30 have university degrees. These
times in India are the kind of times when everything seems within reach, anything
is possible with hard work and determination. The achievements of women
during these times are so significant that they have altered the gender landscape
of schools, colleges, offices, courts, police stations, hospitals, hotels and
business establishments. Women are everywhere making their mark in every
field. This revolution has occurred without an organized women’s movement
in the country. Women have begun to think of possibilities for their careers.
The faith reposed by parents in their daughters and giving them the freedom is
indicative of how the times have changed! Exposure to and interactions with
the outside world are instrumental in determining the possibilities available to
women in their daily lives. The situation of women is affected by the degree of
their autonomy or capacity to make decisions both inside and outside their
own household.
As women receive greater education and training, they will earn more
money. As women earn more money, they will spend it in further education
and health of their children. As women rise in economic status, they will gain
greater social standing in the household, and will have greater voice. As women
gain influence, they will make stronger claims to their entitlements – gaining
further training, and better access to higher incomes. As women’s economic
power grows, it will be easier to overcome the tradition of “son preference”
and thus end the evil of dowry. As son preference declines, families will be
more likely to educate their daughters, and age of marriage will rise. As women
are better nourished and marry later, they will be healthier, more productive,
and will give birth to healthier babies.
EDUCATION IN INDIA
The issues concerning women’s access to education are not uniform across
different stages, professions or geographical spread. A brief look at the
education landscape with respect to women’s education is provided here.
Primary and Secondary Education
Under the Right of Children to Free and Compulsory Education,
government has made education free for children of 6-14 years of age. One
would expect that with this promise of free education, there would be an equal
number of girls enrolling in primary education. However, in reality the picture
looks much different. According to a 2008 government report, educational
statistics indicate that the number of girls per 100 boys is around 80% for
classes upto the VIII and a little over 70% for secondary higher education that
covers classes upto XII. Secondary education generally covers children in the
age group of 14-18 years, which is roughly 88.5 million people according to
the 2001 Census. However, enrolment figures show that only 31 million of
these are attending school (Census, 2001).
Of those attending, it appears that attracting and retaining girl children for
secondary education is more difficult compared with primary education as
well as attracting and retaining boys at the same level of education. The possible
reasons for the same are discussed later in the article.
HIGHER EDUCATION IN INDIA
The Indian higher education system is one of the largest in the world after
China and the United States. It consists of colleges, universities, institutions of
national importance (such as Indian Institutes of Technology, Indian Institutes

of Management and Indian Institute of Science), and autonomous institutions
with the status of deemed universities. As of 2009, there are 367 University
level institutions including 20 Central Universities, 217 State Universities, 106
Deemed Universities and 5 institutions established under State Legislation, 13
Institutes of National Importance established under Central legislation and 6
Private Universities.
There are 18,064 degree and post-graduate colleges (including around
1902 women’s colleges), of which 14,400 came under the purview of the
University Grant Commission, the rest are professional colleges under the
purview of the Central Government or other statutory bodies like the AICTE,
ICAR, MCI etc. Of the Colleges under UGC purview 6109 have been
recognized by the University Grants Commission (UGC) under Section 2(f)
and 5525 under Section 12(B) of the UGC Act, which recognition permits
them to receive grants from the UGC. (Government of India 2009-10).
And various institutes which are of national importance, such as the IITs,
IIMs and universities such as JNU. Other institutions include 16000 colleges,
including 1800 exclusive women’s colleges, functioning under various
universities and institutions (Government Report, 2009). Despite these
exceptional numbers and acknowledged quality of many institutions, it is
surprising that women record a lower presence across most institutions of
higher education. Significant male-female disparities exist in the enrolment of
women in higher education. Gender disparity in enrolment ratio is also because
of visible differences in rural areas.
Since 1991, a large number of private colleges are being set up on a self-
financing basis and their number has increased rapidly. The private technical
education system in India is the largest in the world and the growth of higher
education in the last 15 years has been mainly in the private sector (Anand
krishnan 2004). They seem to fulfill the demand for undergraduate professional
programmes in engineering/technology, medicine including dental education
and health sciences, management, computer and IT education, mass media
and communication, teacher education, etc. Most of these are in the southern
and southwestern states of Karnataka, Andhra Pradesh, Tamil Nadu, and
Maharashtra. Other provinces are following suit. They are quick to respond
to the demand for new programmes though in a limited number of subjects. As
a result, their number has increased so much so that they form a majority of
the undergraduate colleges in India.
WOMEN IN HIGHER EDUCATION

Starting in 1950-51 when the proportion of women was 10.9 percent to
40.04 percent in 2002-03, the increase has been significant. In other words
there were, 14 women per 100 men in 1950-51, which increased to 67 in
2002-03 (Shukla 2003). Thus, the proportion of women entering higher
education today has increased rapidly from 1,685,926 in 1991-92 to 40%
(3,695,964) of all students. There have also been shifts in women’s choice of
disciplines in higher education. There are also wide disparities in enrolment by
region, caste, tribe and by gender. These differences had made an impact on
women from the disadvantaged groups.
SOCIALIZATION OF WOMEN’S EDUCATION
Education has normally been viewed as an agency helping economic
production; it is also said to provide instructions in suitable skills for a general
division of labour. Thus one of the aims of higher education is to develop
efficiency in production. But a great deal of ambivalence exists as regards
women’s education. The ambivalence has increased since women have begun
to seek employment. The role of women as wives, mothers and homemakers
has increased. Women must now also seek employment to improve their
economic conditions and to seek intellectual satisfaction. It is interesting to
note that in study conducted by the Carnegie Commission it was found that
college educated women tend to spend relatively more time on child care than
women with lower levels of education, but about the same amount of time on
such activities as meal preparation. Thus the educated women are expected
to display efficiency in all her roles. Any error and the blame will go to her
education. In fact, it is viewed as wastage of education (Pruthi et al. 2001).
With the enhanced level in the enrolment rate of women students in higher
education, it is not surprising that one finds it enterprising to know the pulse of
the student community in opting for creative and challenging academic
programmes thereby deserting the age-old stereotyped ones meant for them.
SELECTING AN ACADEMIC FIELD
Selecting a academic programme of study in the Indian context is a
particularly significant decision with broader family consequences. Economically,
one’s degree profoundly affects access to a “good job” is simply a job with
security, preferably a “desk job” not involving manual labour , with onsite
decent housing, medical facilities, schools, transportation, and other amenities

generally associated with the government sector. For academically elite students
like at an Indian Institute of Technology (IIT), a ‘good job’ with ‘scope’
provides not only economic security but intellectual challenge, ’glamour’,
‘prestige and opportunities for advancement and travel, such as going ‘abroad’
to the United States (Saxena 2002).
PATRIFOCAL FAMILY OBLIGATIONS AND GIRLS
EDUCATIONAL SUCCESS
Given the prestige and job opportunities associated with Science and
Engineering programmes, one would expect middle class, education oriented
families to encourage both daughters and sons to pursue career in such academic
programmes. But studies have revealed that most families view educational
achievements, especially in scientific fields, differently for girls than boys and
are less inclined to invest family resources in the academic success of daughters
than sons (Jaiswal 1988; Rugmini 1986).
Within the Patrifocal family system, a family’s obligation to daughters consists
primary of getting them “well settled” in marriage. This need not preclude and
can even be an impetus for educational pursuits. A college degree and
increasingly a “professional degree” or a course of study with career options
is seen as enhancing a girl’s marriage ability (Saxena 2002). Women’s
disciplinary choices in higher education have changed over the years due to
various factors.
WOMEN’S DISCIPLINARY CHOICES
Globalization has changed the world into a global market and where the
jobs generated is not restricted by geographical boundaries. Further, the direct
nexus between the industry, corporate world and higher education has brought
a transformation in the skills needed for jobs. There has been a corresponding
change in the boundaries between arts and science subjects. While the
stratification between arts and science has been further reinforced, the sciences
are subdivided into applied/emerging versus pure sciences. Natural/pure
sciences are relegated to a lower position than are the applied sciences and
professional skills. Again, academic programmes related to biosciences such
as molecular biology, microbiology, biochemistry, biophysics is preferred to
biology, physics and chemistry. In this hierarchy of disciplines, new disciplines
such as management, media and mass communication, and fashion technology
have also taken their place towards the higher end of the spectrum. The private
institutions are very quick to respond to these demands (Chanana 2004).
While women used to enter colleges and universities mainly in general education
or in arts subjects till the early nineties, now they are entering the private
self-financing institutions for pursuing their studies in both the new and the
traditionally labelled ‘masculine’ disciplines.
The gendered impact of the changes requires attention if the goal of social
change and gender equity has to be achieved. The study of gender is, in effect,
the study of inequality and social differences are critical to the understanding
of women’s disciplinary choices (Thomas 1990).
The programmes in higher education are divided into those of general
subjects such as arts which include social sciences and humanities; and pure
sciences, on the one hand, and the professional academic programmes such
as engineering (which includes architecture), medical science, teacher education,
agriculture, law, etc, on the other. They are also divided into masculine and
feminine disciplines. For example, arts, social sciences, humanities, and teacher
education have been viewed as feminine disciplines. On the other hand,
commerce, law, and engineering are masculine disciplines. Medical Science
has not been a masculine discipline in India unlike in the western countries. In
India as in the rest of South Asia, the practice of female seclusion enjoined the
treatment of women patients by women doctors. This necessitated training
women doctors thereby enabling women to enter the medical profession. The
proportion of women in some of the masculine disciplines was miniscule soon
after the Independence and remained so till the 1980s with the exception of
commerce.
Pandit Jawaharlal Nehru once said: “If you educate a man you educate an
individual, however, if you educate a woman you educate a whole family.
Women empowered means mother India empowered”.
When women who contribute almost half of the population are empowered
it will strengthen the national economy. Education is considered as a milestone
for women empowerment because it enables them to respond to the challenges,
to confront their traditional role and change their lives. Increasing access to
education notwithstanding, gender discrimination still persists in India and lot
more needs to be done in the field of women’s education in India. Women
have so much unexplored potential which has never been tapped. As education
is both an input and input of human development, educational equity will ensure
enabling and entrepreneurial development. Today, the female literacy levels
according to the Literacy Rate 2011 census are 65.46% where the male literacy
rate is over 80%. Even beyond literacy there is much that education can do
for women’s rights, dignity and security. Education is the key to unlock the
golden door of freedom for development. Eileen Malone Beach sees education,
health care, and income as a blessed trinity because they are so closely related.
This paper discusses the impact of education on empowerment of women as
well as the challenges and changes that we must have to deal with during the
process. We call for a renewed emphasis on relevant, quality and holistic
education to ensure the desired results.
“A stratified three tiered structure that enables seamless vertical and
horizontal mobility of students would be able to create the desired intellectual,
economic and social value” – Vision Document for India’s Higher Education.
Education is considered as a basic requirement and a fundamental right
for the citizens of any nation. It is a powerful tool for reducing inequality as it
can give people the ability to become independent. Women, who come across
discrimination in many spheres, have a particular need for this. Education is
regarded as an important milestone of women empowerment because it enables
them to face the challenges, to confront their traditional role and change their
life. Education of women is the most powerful tool of change their position in
the society. Still large womenfolk of our country are illiterate, backward, weak,
and exploited.
Education also reduces inequalities and functions as a means of improving
their status within the family. Empowerment and capacity building provides
women an avenue to acquire practical information and learning for their
improved livelihoods. India can become a developed nation only if women
contribute to the best of her capacity and ability which is possible when she is
educated and empowered.
BACKGROUND OF THE STUDY
India’s newfound growth pattern owes much to a social infrastructure
namely education. This service and its impact are visible in tertiary sector and
the rest of the economy. Education is an end in itself as well as a means for
realising other desirable ends.
Empowerment is a multi-dimensional process, which enables the individuals
to realise their full identity and powers in all the spheres of life. Empowerment
of women brings equal status to women, opportunity and freedom to develop
her which also means equipping women to be economically independent and
personally self-reliant. Providing them quality education is the fundamental
way to empower women which makes them scientific, logical, open-minded,
and self-respecting and ensures greater autonomy in making decisions or free

themselves from the shackles imposed on them by custom, belief and practices
in the society. Without such virtues being developed among women,
empowerment has no meaning.
OBJECTIVES OF THE STUDY
To study the impact of education on empowerment of women.
To study the challenges and changes from education on women
empowerment.
Education is milestone of women empowerment as only the educated
women can play a very dominant role in the economic development of our
country as well as in becoming informed citizens, parents, and family members.
The growth of women’s education in rural areas is very slow implying that still
large women folk of our country are illiterate, the weak, backward and
exploited. Therefore, “educating the women” is the most powerful tool that
can bring change of position of women in society bringing reduction in
inequalities and functions as a means of improving their status within the family.
Education implies not only gaining knowledge but also transforming that
knowledge into application through vocational training and skill development.
Gender Gap index 2013 (GGI) measures the gap between men and women in
four fundamental categories – economic participation & opportunity,
educational attainment, health & survival and political empowerment. India
ranks among the lowest 101 in 136 Countries, below Countries like China,
Sri Lanka and Bangladesh. This mirrors the status of women in India and
gender discrimination in all aspects of life-education, economic activity and
empowerment. Education is the basis for the full promotion and improvement
of the status of women. Amartya Sen makes a compelling case for the notion
that societies need to see women less as passive recipients of help, and more
as dynamic promoters of social transformation, suggesting that the education,
employment and ownership rights of women have a powerful influence on
their ability to control their environment and contribute to economic
development (Sen, 1999). Literacy and educational levels are increasing for
Indian women still there is gap between male and female literacy rate which
can be seen in the following Table.
TABLE : LITERACY RATE IN INDIA

Year Persons Male Female
1901 5.3 9.8 0.7
1911 5.9 10.6 1.1
1921 7.2 12.2 1.8
1931 9.5 15.6 2.9
1941 16.1 24.9 7.3
1951 16.7 24.9 7.3
1961 24.0 34.4 13.0
1971 29.5 39.5 18.7
1981 36.2 46.9 24.8
1991 52.1 63.9 39.2
2001 65.38 76.05 4.0
2011 74.04 82.14 65.46
Source: Census of India (2011)
As Table shows the pre-Independence time literacy rate for women had
a very poor stream in comparison to literacy rate of men. This can be witnessed
from the fact that literacy rate of women has risen from 0.7% to 7.3 % while
the literacy rate of men has risen from 9.8 % to 24.9 % during these four
decades. The literacy rate of male has almost tripled over the period e.g. 25%
in 1951 and 76 % in 2001. Government has undertaken various programmes
to increase literacy rate. Surprisingly the female literacy rate has increased at a
faster pace than the male literacy during the decade 1981 -2001. The growth
is almost 6 times e.g. 7.9 % in 1951 and 54% in 2001. From this analysis one
can infer that only half of the female population are literates are wadding behind
three fourth of the literate male population.
WOMEN EMPOWERMENT
Women empowerment is a process of enabling women to have access
and make productive contributions to their economic independence, political
participation and social development. Empowerment enables the individuals
to realize their identity and powers in all spheres of life. It consists of greater
access to knowledge and resources, greater autonomy in making decisions or
free from the shackles imposed on them by custom, belief and practices in the
society. As per the latest Census of India, women constitute 48.49%of the
country’s population and about 90% of the informal sector. Women are mostly
venerated and found valuable. Yet they are often invisible in the development
scenario. It is said that between the rhetoric of women’s empowerment and
the reality of decreasing fund allocation for schemes related to women’s health,
education etc., lies the story of women’s development in India. Denial of access
and opportunities to rightful place, possession and position to women begins
from home and extends beyond to schools and other institutions of learning
and work. Differences in avenues to growth and development thus, become
issues. The issues become areas of concern, not just for women, but for the
entire society.
NEED FOR WOMEN EMPOWERMENT
Empowerment enables women to acquire knowledge, skills and techniques
which will help them in their personal and social growth as well as foster in
them sensitivity towards problems in the society. Special efforts are required
to be taken for education, health and employment of women. Economic
empowerment is essential for improvement of female sex ratio but economic
empowerment is possible only when women are educated.
Lack of education is the root cause for women’s exploitation and
negligence. Only literacy and education can help women to understand the
Indian’s constitutional and legislative provisions that are made to strengthen
them. Education is “potential affirming and performance confirming”.
Empowerment of a girl starts even enterprise makes empowerment operational.
That is full filling journey for a mother too: from a painful situation to a gainful
situation. When women are educated, they will be able to contribute in nation
building. A few women are currently holding powerful positions in India and in
the world, but there is still room for improvement if more women are educated.
Perhaps with increase in women holding the mantle in a male-dominated
political arena, the socio-political state of affairs of the whole world will definitely
improve.
Gender equity is what women desire. Empowerment becomes the means
of achieving it with dignity. Indian woman is considered as shakti, which means
power. What is power without justice? Empowerment calls for critical
intervention by governments too. Interventions need neatly designed
approaches with assigned roles for women and executed systematically. Women
development and women empowerment are correlated conceptually and
methodologically. Thus, promoting education among women is of great
important in empowering them to accomplish their goals in par with men in

different spheres of life, nurturing and sustaining a culture on unity, equity and
dignity. Cultural and knowledge value-addition makes the case for social
emancipation, political nurturing and economic empowerment that much stronger.
Education makes women economically sound which is source of other all
types of women empowerment i.e., Social, Psychological, Technological,
Political. It enables them to overcome obstacles.
OBSTACLES TO WOMEN EMPOWERMENT
Illiteracy of the women: this is a measure drawback of women
empowerment.
Violence: Violence is the prime factor which opposes women’s
empowerment.
Physical, emotional, mental torture and agony are deep rooted in the society
from ancient times which are responsible for decline in female sex ratio.
Gender inequality: Women empowerment is not only limited to economic
independence of women; gender equality is the other side.
Family restrictions: Illiterate guardians who are not willing to send their
female children’s to educational institutions.
Early marriages: Early marriages results in dropouts from school. Lack
of awareness on female education is also one of its causes. Women’s own
perception of themselves and on their empowerment must be changed. They
should also strive to change their image as weak, dependent, passive and try
to become independent, active, strong and determined human beings.
MEASURES AND MECHANISMS FOR THE EMPOWERMENT
OF WOMEN
INITIATIVES AND INSTITUTIONS
According to the Human Development Report (1993) literacy is a person’s
first step in learning and knowledge building. So literacy indictors are essential
for any measurement of human development. In India National Policy on
Education (NPE) was set up in 1986 for the development of education and
eradication of illiteracy. The higher rate of illiteracy of women is undoubtedly
attributing for women to depend on men and to play a subordinate role.
Within the framework of democratic polity, our legislation, development
policies, plan and programs have aimed for advancement of women in
difference spheres. From the Fifth five year plan (1974-78) onwards has been
a marked shift in the approach to women’s issues from welfare to development.

The Mahila Samakhya Program (Education for Women’s Empowerment)
started in 1987 focuses especially on the socially excluded and the landless
women.
This programme is an example of creative collaboration between the
voluntary sector and the State In recent years, empowerment of women is
considered as the central issue in determining the status of women. The National
Commission for Women was set up byan Act of Parliament in 1990 to safeguard
the right and legal entitlements of women. The National Policy on Education
(1986, revised in 1992) is perhaps the most luminous document on women’s
education. It emerged as a major breakthrough in addressing gender issues in
government policy, which projected that education can be used as an agent of
basic change in the status of women. The District Primary Education Program
(DPEP) started in 1994 has a holistic approach to reducing gender and social
disparities and universalising access, retention and achievement. Enrolment of
girls has shown significant upward trend in DPEP districts as compared to
non-DPEP districts. The 86th Constitutional Amendment made free and
compulsory education a fundamental right for all children in the 6-14 age group
which increased the enrolment of girls in schools that is 64.1% in 1980-81 to
85.2% in 1999-2000.
The Government of India has declared 2001 as Women’s Empowerment
year. The national policy of empowerment of women has set certain clear-cut
goals and objectives. The policy aims at upliftment, development and
empowerment in socio-economic and politico– cultural aspects, by creating
in them awareness on various issues human rights, fundamental freedom,
providing access to health care, quality education at all levels, career building,
vocational guidance, employment, equal remuneration, occupational
opportunities, health, safety, social security and public life etc. in relation to
their empowerment. The Sarva Shiksha Abhiyan (SSA – Education for
All), which was launched in 2001-02, is the national umbrella program that is
spearheading the universalization of elementary education through a community-
owned approach, with a specific focus on the provision of quality education.
One of the challenges accepted during the 12th Plan was establishing more
Women’s Universities. Inequality in education is a Global Issue. The highest
levels of inequality in education were in South Asia (42 %), the Arab States
(41 %) and Sub- Saharan Africa (37 %).There has been limited progress in
reducing disparities in education, except in Europe and Central Asia (Human
Development Report 2014).
Free and compulsory education to all children between the ages of 6 and
14 is a fundamental right of citizens under the 86th Amendment to the
Constitution of India. Yet, the state of education of women in India is far from
‘free’ or as totalizing and encompassing as the right appears to guarantee.
Although the government, through its various initiatives such as the Sarva
Shiksha Abhiyan (aimed at providing primary education especially to girl
children from disadvantaged rural areas), attempts to improve the education
of women, the barrier to educating women is not always monetary and within
the purview of the state.
Post independence there has been a concerted attempt to improve literacy
levels of the population in India. Many schemes have been introduced to
increase the access, expand coverage and improve the quality of education.
Amongst them the universalisation of elementary education, incentive schemes
for retention and non formal education for adults are noteworthy for their
scope and intent. Special attention has been given to the education of women
in all of the schemes. However, despite the varied attempts of the government
and various NGOs operating in the field of education, the statistics for women’s
education leaves a lot to be desired.
According to the 2001 census data (Census Report, 2001), national literacy
rate stands at 64.84%. While male literacy was noted as 75.26%, female
literacy lags behind at 53.67%. A more recent government report on education
statistics (2008), notes that the literacy rates for women in India has steadily
increased from 8.9% in 1951 to around 57% in 2004. Although substantial
progress has been achieved since India won its independence when less than
8% of females were literate, the gains have not been rapid enough to keep
pace with population growth. Although there has been marked improvement
over the years, there is still much wanting in terms of women’s literacy. The
problem is further compounded if we look at the male-female gap in literacy
rates. This has almost always been more than 20% over the years. For a more
detailed examination of education statistics.
The various statistics and numerous studies have repeatedly pointed to
the need to extend the reach and access of education to the women of the
country. Although literacy rates and access to education are an area of concern
for both males and females, they appear particularly problematic for women.
The dropout rates and enrolment in higher education imply that getting girls to
enroll in schools is the first hurdle, once surmounted girls are more likely than
boys to stay on for primary education, but pose a challenge again at the
secondary and higher level of education. Although it is well acknowledged

that when you educate a woman you educate a nation, this often-quoted maxim
has somehow been lost in translation as the reality of women’s education in
India seems to suggest.
GEOGRAPHICAL DIFFERENCES
Female literacy amongst the four large northern states - Bihar, Uttar
Pradesh, Rajasthan and Madhya Pradesh - is lower than the national average
(53.67%), while states such as Kerala, Goa and Mizoram record comparatively
higher literacy rates for women (Census,2001). The discrepancy between
male and female literacy rates is also higher for states such as Bihar, Jharkand,
Chattisgarh, Rajasthan and Uttar Pradesh. The differences in literacyrate for
women also vary across urban and rural areas. The access level of education
for women (as measured by the Gross Enrolment Ratio, see Appendix I) in
rural areas is almost three times lower than that of urban areas (Census, 2001).
There is also considerable inter-state variation in education access, as can
be inferred from the 2001 Census data. While the GER at the aggregate level
is about 13%, it is more than the national average in states such as Kerala,
Goa, Nagaland and Manipur and substantially lower in states such as Bihar,
Orissa, Madhya Pradesh and Uttar Pradesh.
VOCATIONAL AND TECHNICAL EDUCATION
Vocational education is a separate stream of higher education aimed at
providing opportunities to students to choose programmes of study towards
gainful employment.
The total enrolment in over 8000 institutions spread across the country
catering to technical vocational skill building such as the Industrial Training
Institutes (ITIs) and the Arts and Crafts schools is of the order of 1.4 million,
of which women constitute less than 28% (UNESCO report, 1991). Of the
950 or so ITIs including both government and private, 104 were set up
exclusively for women giving training in areas such as receptionists, electronics,
book binding and the like. Even considering technical education imparted
through polytechnics, 35 of the 450 recognised ones have been exclusively
set up for women, providing training in areas such as pharmacy, food technology,
textile design, commercial art etc. Although the rate of participation is gradually
increasing, women constitute, on an average, only about 10 percent of total
enrolment in technical and vocational education at post secondary level, and
about 28 percent at secondary and post secondary levels, taken together. For
more detailed education statistics.

BARRIERS TO WOMEN’S EDUCATION
Why do the statistics reflecting women’s literacy, their enrolment in primary,
secondary and higher education or their dropout rates read so poorly? What
do they tell us about women’s access to education? What systemic errors
have aided in this and what can be done to remedy the situation? This section
highlights some of the barriers to women’s education, drawing on previous
studies where possible.
Inadequate school facilities can sometimes serve as a deterrent for the girl
child’s participation in formal schooling. A report by the International Programs
Centre for the U.S. Department of Commerce (Velkoff, 1998) lists the chief
barriers to women’s education in India as inadequate sanitary facilities, shortage
of female teachers and gender bias in curriculum.
A BBC news report by Kaushik Basu (2004) notes that a study of 188
government-run primary schools found that 59% of the schools had no drinking
water and 89% had no toilets. Another report in the Times of India (2005)
cites a 2003/2004 data by National Institute of Educational Planning and
Administration that reported only 3.5% of primary schools in Bihar and
Chhattisgarh had toilets for girls. In Madhya Pradesh, Maharashtra, Andhra
Pradesh, Gujarat, Rajasthan and Himachal Pradesh, the rates were 12-16%.
Lack of toilets can be particularly detrimental to girl’s school attendance, where
the only option of attending to nature’s call out in the open can pose both a
physical as well as a psychological barrier. Some of the barriers to women’s
education are sociological, rooted in gender stereotyping and gender
segregation, and others are driven by economic concerns and constraints. A
consequence of gender profiling and stereotyping is that women tend to
participate more in programmes that relate to their domestic role.
In institutions of higher learning, women are more inclined to enroll in
courses traditionally considered more suitable for them such as arts and
education, but less in courses related to science and technology. Likewise
enrolment in vocational and technical fields has been male-dominated and
providers of nonformal education and training tend to conduct programmes
that relate to women’s domestic role rather than their productive role. Families
are also far less likely to educate girls than boys, and far more likely to pull
them out of school, either to help out at home or for other socially induced
normative considerations.
Parental reluctance to educate girls is a huge factor inhibiting their access

to education. There exist various factors that fuel the choices parents in Indian
society make with regard to refusing or limiting the education of the girl child.
The way a society views its women determines the roles it delegates to them
and the choices made for them or those they are allowed to make. When
women are seen primarily as child bearers and rearers, then education is
sometimes viewed as an unnecessary and extravagant indulgence. A mindset
that views education for girls as unlikely to reap any returns ascribes to the
view that investing in the education of the male child is like an investment as the
son is likely to be responsible for caring for aging parents, and women with
largely a reproductive role in society have little need for education and any
gains from it are anyway likely to accrue to the homes they go to after marriage.
Economically poorer sections are often not in a position to send their children
to school and are likely to invest in the male child than in the female child if they
can for the above-mentioned reasons. The middle class too often does not
consider education for women an important means for preparing them as
individuals in their own right. Amongst the upper middle class, where education
of women may not be encumbered by economic constraints, discriminatory
stances, such as women’s education having lower economic utility or at best
being a secondary wage earner, do exist and are pervasive in the attitudes and
norms prevalent in society.
In many cases, women themselves are responsible for holding back their
participation in education, working on preconceived notions that they will be
unable to cope with the pressures of balancing work and home, assuming that
mobility in employment can cause strain at the home front, or to confirm to
socially induced images of femininity. Studies conducted by the National
Committee on the Status of Women in India (1974), covering a sample of 200
undertakings in the private and public sectors, reveal amongst others that
women were restricted to a few limited types of occupation because of
prevailing social attitudes regarding their aptitude, resistance of employers,
denial of training opportunities in higher skills and their ignorance regarding the
opportunities open to them.
Women and girls receive far less education than men, due to prevailing
social norms and sometimes fears of violence. Pointing to the inhibitions parents
feel, especially amongst the poor or backward sections of society, Sonalde
Desai, in her book on Gender Inequalities and Demographic Behaviour, argues
that ‘another disincentive for sending daughters to school is a concern for the
protection of their virginity. When schools are located at distance, when teachers
are male, and when girls are expected to study along with boys, parents are
often unwilling to expose their daughters to the potential assault on their virginity’.
Added to these biases and concerns is the social reality of the girl child as
a vital resource in agriculture and household chores. Census reports and findings
across various studies on the employment of women reveal that women workers
in agriculture and related activities constitute about 88% (of the total female
workforce) in rural areas and about 18% in urban areas (UNESCO report,
1991). In rural households and especially amongst the poor, the girl child is a
valuable resource for housework and in the fields, an additional hand that
cannot be wasted away through an education with almost invisible gains and
far too heavy a price that most rural and poor families cannot afford to pay.
Thus, a large proportion of the girls missing from schools are kept at home to
tend to the responsibilities of housework and serve as free labour in the farms
and fields. It is interesting to observe that although women constitute a major
chunk of the workforce in rural areas especially with respect to agriculture,
the percentage of women in skilled, technical and professional level in agricultural
machinery, production, marketing and extension services is just around 4%
according to the UNESCO report. Here is a massive segment of working
women badly in need of training through non-formal modes to help them adopt
scientific and technological devices and practices to improve their work and
productivity; however, their education for the same seems to be hugely lacking.
The different stages or levels of education are shown in Figure 1 along with the
key attendant issues regarding accomplishment of women’s education for each
of the levels.
If we consider different stages or avenues for education, then education
can be categorised in terms of primary and secondary school education,
vocational and finishing school education, arts and sciences and professional-
level education. Primary and secondary levels would encompass the basic
school level education while finishing school would refer to skills training for
Issues of women’s access to education are not uniform along the varying levels
as the figure indicates. Although getting the girl child to enrol in primary schools
seems to be the most problematic, once enrolled girl children are more likely
to continue their primary education.
At the secondary level of education, girls tend to drop out more than
boys, again posing a challenge to retain the girl child for secondary education.
Therefore, the focus primarily is on drawing girl children to enrol in schools at
the primary level and ensuring their continuation for secondary education.
Participation of women in vocational training and skills building, particularly in

non-stereotyped ones, and in professional-level courses also requires particular
attention as the statistics suggest (see Appendix I). Thus, addressing the issue
of women’s access to education may require a customised approach, with
issues at different levels of education varying by region or state. For example,
the BIMARU states (Bihar, Madhya Pradesh, Rajasthan, and Uttar Pradesh)
may require greater focus on primary and secondary level education for women
given their poor literacy levels. Urban pockets may want to focus more on
finishing schools with more avenues for employment in catering services or
BPOs, and rural areas could benefit with a greater concentration of vocational
schools geared towards agriculture-related skills training.
It may also be kept in mind that the impact of interventions for improving
access to education may also vary according to the level. For example, attempts
to ensure participation of the girl child in formal schooling may have a higher
impact at the primary level, since there is a high probability that once enrolled
girls will continue with their education. Similarly, impact on society with
increased employment in sectors such as nursing and BPOs. Arts and science
education pertains to higher degree education in the field of arts and sciences
with graduates in commerce, home science, sociology etc. falling in this
category. Medical, engineering and other professional level education appears
at the other end of the chain.
participation of women in vocational and professional-level education may
also be high, since this would mean greater participation in the labour pool and
improved economic and psychological fallouts of the same. Thus, considering
issues pertaining to women’s access to education may require a unique lens
focusing on the differing levels, issues and varying degree of impact. A more
customised approach to addressing the problems related to women’s access
to education is required, as will also be discussed in the recommendations put
forth later in the paper.
ROLE OF THE STATE
Being the largest machinery for dispensing and disseminating education,
the role of the state in providing women access to education is most primal
and influential. Over the years, the government’s commitment to education
articulated through the constitutional Act for Free and Compulsory Education
until the age of 14, its National Policy on Education, or its various schemes
and initiatives to promote the education of women all have been oriented
towards enhancing women’s access to education.
The National Policy on Education 1986, revised in 1992, was an important

decision in the field of policy on women’s education. It recognised for the first
time the gender imbalances in educational access and achievement and also
the need to redress them through enhancing infrastructure and the empowerment
of women for their participation in the education process.
The Mahila Samakhya programme was launched in 1988 in pursuance
of the goals of the New Education Policy for the education and empowerment
of women in rural areas, particularly of women from socially and economically
marginalised groups. Women from remote, underdeveloped areas or from
weaker social groups across more than 21,000 villages fell under the Mahila
Samakhya Scheme. Apart from provisions for education the programme also
aims to raise awareness by holding meetings and seminars at rural levels.
Another government initiative, the Sarva Shiksha Abhiyan (SSA), was
started in 2001, with the intent to provide education to children between 6
and 14 years by 2010. The programme focuses especially on girls and children
with challenged social or financial backgrounds, charged with providing
infrastructure and relevant resource material in the form of free textbooks to
children in remote areas. The effectiveness of the programme is yet to be
measured.
Although these various endeavours of the government have, over time,
yielded significant results, especially with respect to increasing literacy levels
amongst women, gender disparities continue to persist, more so in rural areas
and amongst disadvantaged communities. Many villages continue to not even
have a school, fewer than one third of India’s primary and middle-school
teachers are women and schools have remained inflexible to the labour demands
of girls as various reports suggest. The question of improving women’s access
to education then remains, beyond the structural changes, at a deeper level
one of a sociological change rooted in changing mindsets and empowering
women, to challenge the assumptions we hold as a society about the role of
women in the labour market and the value of educating women. The attempt
of the state thus far has been a blanket approach to address the issue of
access to education for women.
Its various initiatives such as the Sarva Siksha Abhyan have largely focused
on spearheading education access for all across the country. Although these
efforts are commendable, a more customised approach may be required as
discussed earlier.
Approaches for addressing the issues would differ based on the particular
requirements of the region. Enhancing literacy levels should take priority in

states with lower literacy rates through sustained interventions and programmes
designed for the purpose, while in other areas where basic education issues
may be addressed, for example states such as Kerala, employable skills and
professional-level education efforts may warrant greater attention to address
the issue of migration. When imbalances in education for women have been
pervasive and prevalent for long, as the continuing 20% differential in literacy
rates for men and women suggests, the state may have to intervene in more
drastic ways, as will be discussed in the next section along with other
recommendations.
THE WAY FORWARD - SOME RECOMMENDATIONS
Although much work has been done to improve the state of education in
India, we are still a long way off from attaining standards comparable even to
other developing nations. India is ranked 109 amongst 128 countries in its
education index for women..
Although there is much work to be done to enhance education in India,
particular attention is warranted to women’s access to education. An attempt
has to be made to remove the social, psychological and structural barriers, for
participation of majority of women in education. The state must play a prominent
role in preventing gender stereotyping and segregation in education, and
providing stipends, scholarships, loans, transport facilities, guidance and
counseling services to women and their families, especially belonging to the
lower and marginalised sections of society, and with required regulation and
intervention, when necessary, to correct the imbalances in education access.
Below are some recommendations and suggestions for improving access
to education for women of the country. The recommendations can be
categorised as those related to (a) grassroots level improvements related to
mindset changes, (b) strategic initiatives related to innovation and incentivisation
and (c) enabling policy level framework that deals with regulation and
reservation.
GRASS ROOT LEVEL IMPROVEMENTS/INTERVENTIONS
One of the foremost requirements for ensuring increased participation of
women in education is effecting a mindset change in society. This class of
recommendation, the building block or core of enabling any kind of change, is
discussed first.
Sensitisation and awareness building for women’s education: Although the
government and various voluntary organisations engage in various attempts to

sensitise the local population to the need for women’s education, much needs
to be done in this area .Unless parents of the girl child see value and merit in
sending the girl child to school, they will resist doing so and instead prefer to
use her help in household chores or agricultural activities. Institutes of higher
education such as the IIMs and other management schools can lead the way
by designing programmes using marketing and selling skills to facilitate dialogue
and build greater awareness about the benefits of educating the girl child.
Rural immersion programmes for management students, especially in regions
where the participation rate in schools is particularly low, will pave the way for
better understanding and awareness of the differing needs and constraints of
the intended beneficiaries. Parental reluctance can be targeted and stymied
through such interaction, with a discussion of the various options and avenues
that education can open up building awareness, and joint exploration facilitating
alternate solutions keeping in mind the needs of the target population. Institutes
of higher learning such as the IIMs, IITs, NITs, TISS, JNU etc. can lead the
way by partnering with the state governments in the region to spearhead such
an initiative.
STRATEGIC INITIATIVES
Beyond building awareness and sensitising people towards the need for
educating women, innovative approaches to make education available and
accessible to women, and incentives to make the prospect attractive for both
women and their families, is required. Some recommendations in this direction
are offered below.
Target segment and approaches: We need to move towards a segment-
based and sector-wise approach to tackle the problem of poor access to
education for women.
In rural areas, where enrolment of women in education is rather low,
mechanisms need to evolve such that the schools are more accessible for the
girl child as well as the psychological and sociological barriers to sending the
girl child to school are overcome.
An approach that ensures the schools go to the girls instead of the girl
child having to struggle to reach the school is one possible direction. For
example, the concept of mobile schools in far-flung rural areas where the
teacher and the classroom can be made mobile is likely to reach far more girl
children and also effect parental sensitisation for education of the girl child in
the process. Similarly, other mediums can be explored such as video and tele
schooling, imparting education through e-choupals and panchayats, and tie-

ups with mobile health clinics to get the school to reach the girl child rather
than have them labour to reach the schools.
A segmented approach will have to consider how best to address the
particular requirements and needs of the region, depending on the potential
for tie-ups and alternative media that can be used to deliver education.
Build linkages between government schemes such as NREGS and
education: A recurring concern is that of poor infrastructure in schools, such as
provision for toilets for women, that specifically addresses the needs of the girl
child. While every school needs to have adequate facilities such as drinking
water and toilets for both men and women, the fact that these are currently not
in place indicates perhaps the lack of will or the fund and resource crunch at
the local level. A way out might be to tie up with the NREGS (National Rural
Employment Guarantee Scheme) that focuses on developmental projects while
ensuring minimum 100 days of employment with education-related projects.
State governments can introduce projects under the NREGS that focus
on providing adequate infrastructure in schools, with particular attention to the
specific and differing needs of the girl child. This will jointly address the NREGS
objectives as well as assure the female population of adequate school facilities.
Incentivisation for education of the girl child: Since girls are more likely
than boys to stay on in schools once they enroll, the primary problem is that of
attracting the girl child to the school in the first place.
To facilitate this process, beyond communicating the usefulness of education
to women, education of the girl child must become an attractive proposition
for the parents of the girl child, who might otherwise prioritise sending the
male child only to school. Some form of monetary incentive that state
governments or panchayats can introduce at their level would go a long way in
ensuring equal participation of both boys and girls in formal education.
While mid-day meal schemes are one such incentivisation, it might help if
incentive plans that particularly target the female child are introduced. For
example, if a family has its girl children enrolled in schools, they can be made
eligible for further discounts through the Public Distribution System (PDS) or
entitled to food stamps, or even direct subsidies can be offered.
Other forms of incentives that directly address the concerns of the parents,
such as discounts in agricultural supplies for parents of the girl child or loaning
out the school premises for marriage of girls who have completed 16 years of
schooling, can all be made available. While these incentives may not cost the
government much in aggregate, they are likely to fuel stronger participation
especially in the short term where instrumental and monetary concerns override
the need to educate women.
ENABLING POLICY FRAMEWORK
Efforts to improve access to education for women may also be addressed
through effective regulation and government intervention beyond piecemeal
efforts by the citizen body for any long-lasting impact. This class of
recommendation is shown as the outer ring in the figure, intended as the
overarching umbrella in efforts to revitalise education access for women.
Reservation for women in education: The role of legislation and government
intervention is one of the most powerful and effective tools to remedy systemic
errors and imbalances prevalent in any society, which continue to be sustained
over a period of time. A form of affirmative action, akin to other affirmative
actions that provide for reservation to SC/ST and OBC in institutes of higher
education, reservation for women in education can potentially reduce the
disparity in education access and enrolment, and therefore opportunities made
available to women. Although government intervention may not always be
desirable, there is no denying that the reservation policy for ‘backward castes’
has benefited a section of the population and has been instrumental in correcting
existing social imbalances.
Extending the same logic, since women have continued to be inadequately
represented across the education value chain, necessitating a certain percentage
of women participation across various levels through required legislation and
reservation will not only ensure fair representation but also encourage schools
and institutes to actively devise means and programmes to attract women to
their portals. Additional subsidies and incentives can further augment such
structural mechanisms to ensure gender parity in education.
The road ahead for education of women is long and winding. Much needs
to be accomplished, first to attract the girl child to enroll in schools and then to
retain, train and educate them. Although structural issues may be easier to
address with the commitment and will of the government and local bodies, the
psychological and sociological barriers require long-term sustained efforts from
all. Improving attitudes towards the girl child, challenging prevalent norms of
society and countering gender stereotyping and segregation will require more
than government engagement; it will take the concerted effort of civil society,
NGOs, institutes of higher learning, other stakeholders in education and, above
all, the initiative and will of women themselves.
SUGGESTIONS
1. Awareness of daughter’s education is essential. It is said that “educated
mothers educate family which results in educated population of a nation
which builds strong nation”
2. In women the confidence that change is possible, if women work
collectively.
3. Encourage and ensure socio-economic participation of women in local
and international forums.
4. Encourage participation of women in income generating activities. Proper
implementation of schemes provided by the government should be done
by respective agencies
5. Change the approach towards women based on sex discrimination.
6. To induce the feeling of self-dependence amongst women.
7. Child bearing at young ages should be prevented by preventing early
marriages.
8. Removal of gender inequality.
9. Women should actively participate in social and political moves. Fifty %
seats should be reserved for women in all the governments
10. Spread the message that education of women is a pre-condition for fighting
against their oppression
11. Awareness needs to be generated regarding the necessity of educating
girls so as to prepare them to contribute effectively to the socio-economic
development of the nation
12. Eliminating all forms of discrimination in employment especially to eliminate
wage differentials between men and women
13. In order to change the attitudes towards female education and to raise the
social consciousness of the country, a conscious strategic change is required
in national media and communication effort
14. Education is capable of increasing women’s sense of analysing which will
support wider reforms in support of gender equality
15. Introduce satellite schools for remote hamlets

16. Be cautious and patience in the knowledge journey: it is from knowledge
creation/discovery KD) to knowledge transfer (KT)
17. Encourage ICT tools and the use of internet, for the study and research by
women.
18. Increasing real representation of women in political bodies and governance
institutions in order to move from being objects of legislation to initiators
of change
CONCLUSION
The evils of poverty, unemployment and inequality cannot be eradicated
by man alone. Equal and active participation of women is obligatory. Unless
women are educated they will not be able to understand about their rights and
their importance. Empowerment of women aims at striving towards acquiring
higher literacy level and education, better health care for women and their
children, equal ownership of productive resources, increased participation in
economic and commercial sectors, awareness of their rights, improved standard
of living and to achieve self-reliance, self-confidence and self-respect among
women. Recently the NDA Government has launched Beti Bachao, Beti
Padhao scheme which aims at making girls independent both socially as well
as financially and which will help in generating awareness and improving the
efficiency of delivery of welfare services meant for women. Such schemes
should be implemented nationwide to bring the desired changes. What should
never be forgotten is that women like men need to be proactive in the process
lifelong learning. That is true empowerment. From “women for development”
the time has come to shift focus to “women in development”, with the
cooperation of men through group engagement and management. That will
indeed be a ‘quality’change for equality. While being attracted by modernization
and globalization we must be confident to say no to marginalization.
One may ask why education of women is even important, or why the state
ought to focus on it, beyond improving the numbers and statistics to reflect
figures at par with the rest of the developed world. Is it a mere image building
exercise in an attempt to stay on top of the numbers? Although that may be
equally important, there are more to accrue for the individual, family unit and
ultimately the nation, with investment in education of its women.
Neglecting the education of women, who constitute nearly half of the
population, does not auger well for the development of any nation. Beyond
the obvious imbalance in the labour pool, education for women is an important
determinant of their enhanced self-esteem and self-confidence, helping to build
a positive image, developing their ability to think critically, fostering better
decision making and helping them make more informed choices about health,
employment and even the education of their children. Education will not only
ensure more participation in developmental processes but also enhance
awareness of rights and entitlements in society, so that women can enhance
their participation in society on an equal footing in all areas. The economic
independence that education brings is an added incentive. Economic
independence and awareness will help curtail the vicious cycle of reinforcing
negative stereotypes and aid women in chartering paths as individuals in their
own right, contributing to society, polity and the economy.
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& Health (pp. 191-209), Mangalore: Mangala Publications.
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12.
A Critique On Feminist Writing
Dr. Mamta Garg

Professor in English
Govt. Narmada P.G. College
Hoshangabad (M.P.)
It is an undenying fact that emotions and feelings require an outlet. For example
if water of the rivers does not get an outlet, it can create flood like situation
and can lead to great devastation. In the same way, in the absence of the
expression of feelings, a person can become a victim of psychological disorder
which can ultimately be disastrous. So in order to balance oneself, it is of
paramount importance that one should express one’s ideas before others.
If we talk about women in this context, it won’t be an exaggeration to say
that women have always been subjugated and have been deprived of liberty
to express themselves. They have always been dragged at the secondary
position and have been undervalued and underrated. Their worth has not been
recognized inspite of being the male’s counterparts. They have always borne
the brunts of their destiny and have been at the mercy of males. Willingly or
unwillingly, they have always been forced to consider their plight their FATE;
because of the TAG of being WOMEN.
At such a juncture, it became necessary for women to turn to writing to
project their voices through writing. Reform took place in the 19th century.
The suppressed voice of women emerged through their writing. For centuries
women have been subjected to male criticism and have faced degrading and
inestimable remarks. They have been considered (suitable) for holding “needle”
than a “pen”. Even Nathaniel Hawthorne in his work Mrs. Hutchinson (1830)
had stated, “The hastiest glace may show, how much of the texture and body
of cisatlantic literature is the work of those slender fingers, from which only a
light and fanciful embroidery has heretofore been required.”
A Critique On Feminist Writing %% 147
It indicates there was little or no change in the status of women since the
th
17 century. Several critics have delineated the negative criticism that women
writers have received from male authors. Early feminist Virginia Woolf in one
part of A Room of One’s Own writes about what it may have been like if
Shakespeare had a sister, “She was as adventurous, as imaginative, as agog
to see the world as he was. But she was not sent to school. She had no chance
of learning Grammar and logic, let alone of reading Horace and Virgil. She
picked up a book now and then, one of her brother’s perhaps and read a few
pages. But then her parents came and told her to mend the stockings or mind
the stew and not moon about with books and papers…..”
So many societal obstacles would have hampered her from expressing
her talent no matter whatever that was. For a woman to write either fiction or
any other genre of literature, she must have a room of her own so that what
she could offer to other women and to the world has the room to flourish and
expand. Virginia Woolf gives her opinion, “She must have that liberty to travel
and to idle, to contemplate the future and the past of the world, to dream over
books and loiter at street corners and let the line of thought dip deep into the
stream.” (Woolf, 119). She had a profound influence over later- twentieth
century writers, Woolf, never segregated herself from her writing but was
every “she” and “her” in her work. Woolf says that the “Freedom of the mind
is the first requirement for the women to write, for ‘taboos’ and inhibitions do
not allow the pursuit of experience for woman. Freedom means to breathe
freely, to meet people, to have an openness of experience. But women have
been kept in kitchens and parlors, in purvey and luxury but deprived freedom”.
It is a great paradox, on one hand women have been placed outside culture,
outside history, outside time, on the other hand they have been treated as the
custodians of culture, preserving it and continuing it through procreation,
tradition, rituals and conservatism.
The feminists have attempted to restore the tarnished image of the women
and glorify it. The revolutionary spirit with which the women writers have
striven to write, to project the pent up feelings of women through their writings
reflects the concern of women for women. But uncertainty hovers on this issue
also. Inspite of the acknowledgement and respect received by the female
writers in the field of writing since the 19th century, they still experience hardship
from male writers, readers and critics.
Women writers have to face the Acid Test to prove their ability and
proficiency in the literary field. They have to accept the challenges to evince
the relevance of their own works. The struggle for women writers prevails
throughout the world and is not the problem of the woman of any particular
place or country. The literary art still remains confined to the world of males.
Fanny Fern was an American novelist, a renowned highly paid author of
the 19th century who consistently wrote a newspaper column in “The New
York Ledger”. Even she had to bear the unanticipated insult at the hands of
her brother N.S. Willis who considered the writing of her sister to be “Vulgar”
and suggested her to continue with her needle work instead, similar to what
Ann Bradstreet had discussed in the 17th century (Lauter 2462). This statement
from the brother of Fern categorically reflects the male dominance in the literary
field not only outside, rather within the boundary of the family itself. Out of
anger, Fern exclaims, “I never knew an artist to Nob his pen with a knife as
sharp as his temper, and write a scathing criticism on a book, because the
authoress had declined contributing to his paper” (Lauter 2467). In a highly
satirical way, she closes Critics “a man never stoops to meanness. There
never was criticism yet, born of envy, or malice, or repulsed lose, or
disappointed ambition. NO-NO”. (Lauter 2467). In order to address the
serious social issues, using humor was a trademark in Fern’s writings.
Black Women writer Harriet Jacobs also throws light on the same issue of
gender inequality in her work Incidents of the life of a Slave Girl (1861).
In this work she has depicted the relationship between a black female slave
and white slave owners, how she undergoes through the sexual exploitation at
the hands of her owners and her own relatives. After establishing the liberty,
when Jacobs undertook to write her own experience and share it with the
public, at that point also, she struggled a lot in the literary field. She bore the
adverse remarks not only from men and the white population, Glenna Matthews
states in this context: “In her desire to go public with the worst facts of slavery,
she was exposing herself to possible censure from the very group of women
least likely to have shared the same experience”. In order to reveal their crucial
experiences, women writer had to assume other name, because they could
describe the brutal realities only through the garb of the new persona. That’s
why Harriet Jacobs also took up of a persona, Linda Bent, which helped her
to achieve her target.
Most of the women writers Fanny Fern, Jozef Korzeniowski (Joseph
Conrad) and Eric Arthir Blair (George Orwell) used pseudonyms to conceal
their true identities. Writing anonymously became a compulsion for the female
writers, as it helped them to recount the harsh experiences without becoming
the victims of the censure of the white male population.

Mary Ann Evans (George Eliot) and Loisa May Alcott (A.M. Barnard)
also adopted male pseudonyms in order to gain recognition in the literary field.
Sanders says, “In order to distance herself from the female romance novelists
of the time and to ensure that her works taken seriously”. Evans wrote under
the pseudonym George Eliot. She contributed articles anonymously for Atlantic
Monthly to be accessible more and more to the audience and also to escape
the harsh and cruel male detractors.
The use of male pseudonym is too common even in the contemporary
time also. Sheldon, writer of Star Songs of an Old Primate wrote under the
name James Trip tree to get her work published in the male dominated literary
world. She admitted: “A male name seemed like good camouflage. I had the
feeling that a man would slip by less observed. I have had too many experiences
in my life of being the first woman in some damned occupation”. (Phillips 47)
Even the writer of Harry Potter series, Joanne Rowling also felt the
constraint to write under the changed name J.K Rowling and in her case, she
was forced to do so by her publishers who convinced her that she would not
get publicity for her work in the market if she wrote with her real womanly
name. Elizabeth Jane Howard, a writer of the Cazalet and winner of John
Llewellyn Rhys prize, being a writer herself has touched and shown concern
for the problems of the women writers. She believes that male critics “scratch
each other’s backs” but they don’t let women writers gain recognition and
acknowledgement for the works they have produced. At higher levels also,
the journey of the male writers is easier than that of the female writers, as it is
governed by the male dominance.
As in the contemporary time, it is said women writers are flourishing in the
literary field, but still they have to convince the public about the credibility of
their work. It is an undeniable fact that women writers are still forced to stand
under the shadow of their male counterparts. In spite of bearing the disparity
in the literary world, one more horrifying fact which emerges before us is the
level of “women’s fiction” within fiction itself. This term refers to the fiction
written by women only centering on the womanly issues. This is how line is
created between the male’s fiction and the women’s fiction. On Wikipedia, it
is noticed by online blogger Maria Poppova that now-a-days even the corpus
of “American novelists” is sub-categorized into “American women novelists.”
Though the intention of the editors behind it may not be harmful, rather it may
be to make the matters less complicated where the women writers are placed
in a separate group. But still if we cast a glance on the nineteenth century,

twentieth or twenty first century women writers, their problems are same and
share the same position in the male dominated literary world.
A Greek novelist and critic, Emmanuel Roidis, once observed that women
should write “about needle work and cooking” and when they write about the
socio-political issues, they appear to be the imitators of the males. Due to
such criticism, Greek women writers were compelled to doubt their own writing
caliber, as they considered “calling themselves women writers would jeopardize
them”.
In the same way modern Chinese writers, where the writings of the Chinese
women writers also face the same insult and bear the degraded remarks at the
hands of the males. Chinese women writings are considered to be merely “the
ideas rather than a reality.” (Dooling) Though since the nineteenth century, the
deplorable condition of women writers has improved but not to the satisfactory
extent where we can perceive the upgraded status of women writers.
At such crucial times when women’s contribution in literary field was not
acknowledged, women writers had to grow out of subordinate structures.
They had to grow and abandon their passivity. They were bound to rebel
against the prevalent patriarchal system and to redefine the womanly self.
Women’s writings at such time supported them and assisted them to discover
their own self. Apparently the tyrannical regime of the patriarchal system led
to the emergence of the Feminist movement in literature. This movement made
women strong. It gave power to women folk. As Ann Snitow says in this
context, “Woman is my slave name…. Feminism will give me freedom to seek
some other identity altogether”. According to Elaine Showalter:
It was through the Women’s liberation movement that we
began to draw connections between our own work and our
own lives, to note the disparities between the identifications
and ambitions that had attracted us, along with thousands
of other women, to the study and teaching of literature,
and the limited and secondary roles granted to fictional
heroines, women writers or female scholars. Feminism
spoke to our lives and our literary experience with the
fierce urgency of a revelation or a great awakening.
The role of the Feminist, and the feminist writer took a more active turn
since Virginia Woolf and other literary women writer prior to the 1960s. The
personal narratives of the women writers got connected with women
everywhere. In her work Toward a Female Liberation Movement, Beverly
pointed out, “the first step in female liberation is to accept our plight as a
common plight, to see other women as reflections of ourselves”.
Women readers started to find an affinity between their life situations and
with those of women writers. Heilburn reflects in this context: “Writings by
women will offer unment friends provided the subjects of the writings have
encountered struggles or dilemmas or crises of choice that the women readers
can learn from as one would from a friend’s. Heilburn further says that woman
would like to read as woman about woman who has braved the terrors and
the hopes women share at least to some degree…. The secret of unment
friends is that they have called upon the same strengths to escape or endure
the same kinds of situations.”
It can categorically be said that through the women’s writings, women
readers came to understand their own selves, through their own feelings; they
could gain insights that could encourage them to strengthen themselves and
also could motivate them to demonstrate uncommon courage which was the
necessity of the moment. Women writers in this direction took great risks.
Simon de Beauvoir speaks, “it is not in giving life but in risking life that man is
raised above the animal that is why superiority has been accorded in humanity
not to the sex that brings forth life but that which kills.” It is on the basis of the
writings of Brave women writers, the term transgression was attached to their
narratives. Alicia Ostriker states: “writers necessarily articulate gendered
experience, just as they necessarily articulate the spirit of nationality, an age a
language.” It was very difficult for women writers to abandon their gender
entirely and to split off their sexual identity from their literary energy. Rising
above the hackneyed and old established values and choking habits, women
writers raised their voices and realized that “the literary voice provides
opportunities to shatter women’s frequent silences.”
Virginia Woolf in her essay “Women and fiction” says “women were
beginning to explore their on sex, to write of women as women, of course,
until very lately, women in literature were the creation of men” (82). With the
emergence of the liberal ideas, women now explored themselves in different
spheres. They became members of different societies in the academic field,
the literary field. They participated in administrative fields and became bread
earners and occupied high positions in every sphere. One of the most important
areas which could be easily accessible to women was of course writing because
writing could become a medium for women to express their experiences.
Virginia Woolf observes:
writing was a reputable and harmless occupation. The family
peace was not broken by the scratching of a pen….. The
cheapness of writing paper is, of course, the reason why
women have succeeded as writers before they have succeeded
in the others professions. (The Death of the North 149).
So realizing the importance and ease of writing women started putting
themselves in the texts, into the world by their own movement towards a new
era of womanly emancipation. New women writers dug the inner psyche of
themselves and brought to light the personal consciousness. The journey of
the women writers assumed an aesthetic proportion leaving behind men in this
field. The prolonged suppression of women made them now free and fearless.
Without any taboo, with subjective introspective and spiritual approach, they
turned to art. Helen Cixous says:
Women must write herself, must write about women and
bring women to writing form which they have been
driven away as violently as from their bodies for the same
reasons, by the same law, with the same fatal goal. Women
must put herself into the text-as into the world and into
history by her movement.
Feminists unearthed womanly writing from its stage of anonymity to
recognition at the national and international level. The most renowned names
in this field are the pioneers Elaine Showalter, Sandra Gilbert, Susan Guber,
Patricia Meyer Spacks and Ellen Moers. Elaine Showalter in her work “A
Literature of Their Own has categorized women’s literature, how it evolved
from the point of Victorian period to the modern period. Under the three
stages of this movement- first period is the feminine, which marks the beginning
with the use of the male pseudonym in the 1840’s until 1880 with George
Eliot’s death, second is the feminist, from 1880 till the winning of the vote in
1920 and the third stage is the female, from 1920 till the present day, apart
from the inclusion of a new stage of self awareness about 1960".
When Showalter discusses the prominent features of these cultures, she

has discussed about how the other subcultures like Black, Jewish, American
developed out of the three phases. But whatever may be the time periods,
female unanimity always existed due to “a shared and increasingly secretive
and ritualized physical experience……the entire female sexual life cycle”. Female
writers always have written keeping in mind the concept of commonality of
the feminine experiences. Hence we find feminine awareness in their writings
and women’s experiences lead to the implication of the “Unities of Culture”.
The feminine phase comprises of women writers such as the Brontes,
Elizabeth Gaskell, Elizabeth Barrett Browning, Harriet Martineau, George Eliot,
Florence Nightingale and the later generation women writers such as Charlotte
Yonge, Dinah Mullock Craik, Margret Oliphant and Elizabeth Lynn Linton.
The writings of these women writers reflect the hardships they had to face in
the public sphere and the male dominated literary field. Though we find the
exuberance of the women writers writing novels in the Victorian period, still
the women writers were “metaphorically paralyzed”. They didn’t have liberty
to express their experiences as women freely, rather they were bound to keep
themselves confined within the Victorian traditions and had to adhere to the
Victorian bourgeois propriety.
In the second feminist phase, women writers wrote in different perspectives,
commenting and protesting against the injustice inflicted on the poor, whether
they were slaves, prostitutes, laboring women. By contributing in the social
field, by rendering such type of social work where they tried to depict the
atrocities of women, their economic oppression, the customs pertaining to
marriages, the women writers like Marry Braddon, Rhoda Broughton and
Florence Marryat tried to be influential, but they also weren’t free to express
themselves. Rather these writers also had to follow the feminine conventions
that demanded the erring heroine’s destruction. Other women writers such as
Sarah Grand, George Egerton, Mona Caird, Elizabeth Robins and Olive
Schreiner made “fiction the vehicle for a dramatization of wronged women
hood……demand(ing) changes in the social and political systems that would
grant women male privileges and require chastity and fidelity from men”. But
Showalter found these women lacking artistic talent. But at the same time their
writings opened a new vista for the succeeding women writers. The questions
related with the female identity, feminist theory and the female aesthetics
emerged before the women writers. These grave issues preoccupied the
sensibilities of them and led to their movement towards “Self discovery”.
The focus of the third period was the hallmark “self discovery” or ‘self
definition’. The women writers like Dorothy Richardson, Katherine Mansfield
and Virginia Woolf applied the cultural analysis of the feminists (before them)
towards, sentences and structures of language in the novel. But their works
were criticized by Showalter and were considered to be a room of one’s own.
Drastic change came in the 1960s. Writers such as Iris Murdoch, Muriel
Spark, Doris Lessing, Margret Drabble, A.S.Byatt and Beryl Bainbridge
expressed women’s experiences. Women writings reached at peak at this
time. The historical survey of different phases of Feministic Movements help
us to understand the complex inter relationship between women writers and
their response to societal changes. Elaine has explained and clarified that the
three phases are not the rigid categories, rather they may overlap each other
“there may be Feminist elements in feminine writers as well as the other way
round and one may even find all three phases, in the total career of a single
writer”.
In order to comprehend women’s literary works, comprehension of
‘feminine’, ‘feminist’ and ‘female’ is badly needed. Toni Morison differentiates
“Initially, I will suggest that we distinguish between ‘feminism’as political position,
‘femaleness’ as a matter of biology and ‘feminist’ as a set of culturally defined
characteristics”. Being a woman doesn’t ensure a feminist approach. Twentieth
century women writers have endeavored to unravel the complexity related
with the subject and have reexamined it leading to the emergence of possible
meanings.
Kate Millet’s Sexual Politics played an important role in this direction. In
stereo- typical ways, women were represented in earlier writings. They were
depicted generally in sexually determined roles like good mothers, too polite
and submissive wives, seductresses, betrayers and motivation for male artists.
Feminist critics realized that such representation of women was far away from
the reality and they decided to depict the real experience of women in their
writings.
Another reason which forced women writers towards writing was the
prejudiced approach of males towards women. Mary Ellmann puts forth her
views; the custom in western culture was “to comprehend all phenomena,
however, shifting, in terms of original and simple sexual differences; and classify
almost all experience by means of sexual analogy”. Male academics and
reviewers made the “phallic criticism” of women. Mary Ellmann observes:
“With a kind of inverted fidelity, the analysis of women’s books by men will
arrive punctually at the point of preoccupation, which is the fact of feminist.

Books by women are treated as though they themselves were women, and
criticism embarks, at its happiest, upon an intellectual measuring of busts and
hips”.
In later years women writers were undervalued, discredited and were
forgotten: But later in 1970’s Elaine Showalter provided to women’s writing
such an attention which was never received earlier. She developed a theory of
women’s writing. Her inclination was completely different. She held the opinion,
“If we study stereotypes of women, the sexism of male critics and the limited
roles women play in literary history, we are not learning what woman have felt
and experienced, but only what men have thought women should be”.
She herself was in great favor of the new world of “feminist collection”,
which could lead to the recovery of a tradition of women’s writing. Ellen Moer’s
Literary Women is also a significant contribution which delineates the reasons
held responsible, which prompted women to write of themselves, where they
felt their place was, and how it may be changed with the giving and receiving
of other women’s contributions.
Main contribution of women’s literature to other women is the endless list
autobiographies, memoirs and diaries. Through their writings, women writers
had endeavoured to inculcate in readers “self- help” which would bring self-
awareness amongst the readers. As reading of other women’s lives help in
training “self- confidence and creative powers” which assists them to explore
themselves and the society as well. These writings proved to be milestones for
the readers leading microcosm to macrocosm. Kate Millets Flying (1974)
and Ann Oakley’s Taking It like a Woman (1984) share “a foregrounding
of a relationship between a female author and a female reader” (Felski 1988).
The connection of the author and the reader is too pertinent as it refers to
“we” representing the unification of the two.
When a woman shares her story with other woman, it assumes powerful
proportion as it reflects the power a woman has. The motive behind telling
one’s story is none other than to know that it is being told to a family of
women. Kennedy Fraser has written about how reading the works of other
women writer’s helped her to understand her situation:
I was unhappy, and ashamed of it. I was baffled by my life. For several
years in my early thirties, I would sit in my armchair reading books about
these other lives. Sometimes when I came to the end, I would sit down
and
read the book through from the beginning again. I remember an incredible
intensity about all this, and also a kind of furtiveness as if I were afraid
that something might look through the window and find me out. Even now,
I feel that I should pretend that I was reading only these women’s fiction
or
their poetry- their lives as they chose to present them, alchemized as art.
But that would be a lie. It was the private essays I really liked- the journals
and letters and autobiographies and biographies whenever they seemed
to be telling the truth. I felt very lonely then, self- absorbed, shut off. I
needed
this entire murmured chorus, this continuum of true life stories, to pull
me through. They were like mothers and sisters to me, these literary
women, many of them already dead; more than my own family, they
seemed to stretch out a hand.
Language and writing have been viewed by women as crucial means of
altering an already existing male dominance and establishing the communication
with the women readers through intimate writing style as well as the subject of
writing. Apparently, the implication is meant for the sympathetic females who
will understand and share the position of the author. Audre Lorde writes, “We
share a commitment to language and to the power of language, and to the
reclaiming of that language which has been made to work against us”- “we”
referring to the community of women to which the text is addressed.
As women’s writing continued to flourish throughout the world, women’s
voices show the note of resentment against the oppressive forces. Women
throughout the world in late eighties to early first decade of twenty first century
celebrated and asserted women-hood and feminine experience. Feminist issues
transcend all limits of nationality, creed, race etc. Some of the most influential
works which helped the people to understand the plight of women are written
by African American women, who have exemplified the struggle of the Black
Women Writers who “have suffered truly more so in this society from living
the phenomenon of being black and female in a country that is both racist and
sexist”. Alice Walker, Toni Morrison, Zora Neale Hurston, Audre Lorde are
some of the most prominent writers who have depicted the torturing experiences
of women.
All feminists have written one huge story with different perspectives. Alice
Walker, for example has strongly condemned the painful social system that
she fought herself as an activist. The main preoccupation of Walker in her
poetry, novel, short stories, essays and reviews has been the Black Women
and their problems. The excruciating experiences of the Black Women, at the
hands of the whites and even blacks are hair- splitting. Women were tortured
in that society to a greater extent without raising their voice against the cruelties
inflicted on them.
Audre Lorde, another woman has dealt with multiple forms of oppressions
including homosexuality. She believed that she could not be “simply a black
person and not be a woman too,” nor could she be “a woman without being a
lesbian”. The poem “Who Said It Was Simple” describes the complex struggle
of the writer:
But I, who am bound by
my mirror
as well as my bed
see cause in color
as well as sex.
and sit here wondering
which me will survive
all these liberations.( Schneir 137)
Such types of confessional poems exemplify the problems and
contradictions of the females.
As creating writing has become a tactic for the survival of women
throughout the world. Indian women writers have also proved through their
writings that the “hand that rocks the cradle can rule the world”. Twentieth
century is replete with women writers in India from all the regional languages;
Tamil, Telugu, Malayalam, Kannada, Urdu, Bengali, Oriya, Gujarati, Punjabi
and Hindi, who are fiercely feminist and have “captured the soul of women”.
They have portrayed the psychological problems faced by women and have
written on various themes like alienation, loneliness, ennui and existential
predicament, which has helped the women to gain strength and insight. It has
brought for Indian women a new age of brightness. Promilla Kapur, a
sociologist, while analyzing this change states, “With a change in woman’s
personal status and social status has come a change in her way of thinking and
feelings and the past half century has witnessed great changes in attitudes
towards sex, love and marriage”.
Surveying the literary scenario one would get a glimpse of the change or
rather up gradation of women’s role as a writer of free will. Kamla Das is one
such Indian woman writer who was unconcerned about what the others thought
of her. She gave space to herself and in a very easy bold manner pictured her
craving for love, freedom and sex. Her autobiography My Story created
controversy and shocked the people with its candid accounts of her encounters
with men. Very few writers have the courage to confess about such matters.
And if they have, they are condemned and bear the censure of the people.
Whatever may be, Indian women writers have projected in their novels
and poetry that women are not mere stereotype, are not puppets that can
move in any direction according to the will of the holders in the patriarchal
society. They are, rather, now masters of their own will who can show note of
defiance in their voice when the question of their identity is concerned. Today,
education has brought awareness in them about their rights and their worth.
These lines reflect the present status of women in India:
Woman has proved her mettle in all walks of life. The efforts of many
stalwarts have spudded a beautiful world to live in. the world today
is full of women bringing laurels in every area. Women’s rights and the
birth of feminism changed the way society looked at women……..women
have started to have a more individualistic view on life, they realized that
they
donot have to depend on a man to survive. (Meikandadevan 149-153).
Despite their marginalized existence and almost complete obscurity, women
in India have written their heart and psyche in their writings where on one hand
poet like Sarojini Naidu charmed and ignited fire in the reader, on the other
hand women writers like Kamla Markandaya, Anita Desai, Shashi Dheshpande,
Mahashweta Devi, Nayanatara Sahgel, Ruth Jabawala, Arundhati Roy, Shobha
De and many more women writers built a platform of universal female
experiences. The emergence of the Indian women novelists, on the Indian
Fictional cosmos has added a new dimension to feminist’s concerns.
The most vital ingredients in all women’s writings which connect the whole
gamut of feminine world are their experiences. These very experiences of
women have bound them together and have helped to strike a communion
with women throughout the world. Women writers under the banner of
Feminism have been successful to a greater extent to transform the psyche of
women, to make them assertive. Women have evolved from Victimized Self
to liberated Self.
REFERENCES
• Beauvoir, Simonde. “The Second Sex”. Trans and Ed. H.M. Parshley, Alfred A.
Knoff: New York. 1957.
• Blaha ‘98’, Heather (1997). “Feminist Literature: Confessional Writing Beyond
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Characters in the novels of A. Desai, S. Deshpande and K. Markandaya”:
Contemporary Discourse: Vol. 2: Iss. 2. 2011
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• Showalter, Elaine. Ed. The New Feminist Criticism: Essays on Women Literature
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1979
13.
A Literary Review On The
Conceptualization Of Women’s
Empowerment
Arpana Shrivastava
Guest Faculty Lecturer(English)
Govt. N. M. V. Hoshangabad
Woman is the central figure in our society. She inspires confidence, inculcates
and prepares children to peruse their goods relentlessly. History bears testimony
to the fact that height of patriotism selflessness, fearlessness and determination
are imbedded in children through the persistent efforts of mothers. But unless
women is provided the prerequisites of education for developing her vision,
proper health care and social security, respect and status, her efforts are likely
to fall short to accomplish the ultimate objective of a civilized and prosperous
nation.
Women constitute one of the backward social groups in need of special
protection. Although nearly half of the population of any society consists of
women, they have due to long tradition of male domination ,prevailing almost
universally. Women all over the world have had to struggle for equality with
men. They had to fight against unequal laws and for equal opportunities.
The state is expected to protect the special interest of women and at the
same time is seen to endorse the control of men over women. In India, the
history speaks that the women are considered as a divine force but the multi
cultured Indian society placed the women at different positions. Thus, there is
no uniform status of women in the Indian society. The Indian philosophy poses
the women with dual character. undoubtedly, the position of women during
the vedic period was glorious on account of freedom and equality. During this
period, the women participated in every walk of life. This shows a high status
A Literary Review on the Conceptualization of Women’s Empowerment %% 161
of women. During the post vedic period, the women had suffered drastic
hardships and restrictions as propounded by Manu. In the British period , the
position of women had undergone drastic changes mainly due to the western
impact on the Indian socio-culture pattern.
The worth of a civilization can be judged from the position that it gives to
women. Women constitute about half the population of India, received only a
small share of development opportunities.
For a long time women remained within the four walls of their households.
Their dependence on men folk was total. But in recent years educated women
in particular and the poor ones in general realized the need for taking up
employment outside the household with rapid rising cost of living, pressure of
economic, necessity, inadequate income of family, economic development and
modernization in different spheres of economic activities women entered in
gainful employment, where they experienced an old age problem but a new
issue of humiliation specifically sexual harassment of working women by their
supervisors, colleagues and other persons. This problem has created a havoc
and terror in working women, crimes against the Indian women are in
international focus now. The agency quoted a Guwahati High Court Judgment
which ruled that women must not be taken to army camps for integration, or
any other purpose. Artticle51A(e) imposes fundamental duty on every citizen
of Indian to renounce practices derogatory to the dignity of women.
With increased use of the social networks and various mobile apps are
spanning out to ever more remote corners of the world. Violence against women
is new widely recognized as a serious human right abuse, and an important
social problem with substantial consequences physical, metal sexual and
reproductive health violence. Therefore appropriate health promotion
information activities needed to tackle associated factors of domestic violence
against women are to prevent and control the problem to save women from
being victim.
Both the reformists and nationalist ideologies subjected, women to a new
partriarchy and we see the women in Rabindernath Tagore’s novels being
shaped by it. At the same time Lolita, Anandamoi and Bimala emerge as
individuals in their own right and contribute to the discourse of the nation’.
THE HISTORY AND IMPORTANCE OF WOMEN’S
LITERATURE
Throughout the eighteenth and nineteenth centuries, women read and wrote
in every conceivable literary form despite prevailing laws and customs. Women
were defined participation in political forums such as town meetings. The
American revolution helped bring women into the world of published literature.
In their writings women often apologized for violating gender customs.
It’s fair to say that the term ‘Women’s literature covers everything from
the yearnings of fairy tale princesses to the brilliant contributions of free thinking
literary innovators. Marry wollstone craft’s philosophical treatise. A vindication
of the rights of women’s set a trajectory that women writers including Virginia,
wolf. Audra Lorde ,Adrienne Rich, Toni Morrison, Margaret. Atwood among
so many others have followed since, a trajectory that combines literary
excellence with advocacy.
We all want to believe that people out there understand us. We want to
know that we can do great things and that we can inspire others as well. It
becomes a chain of inspiration among writers, readers and everyone else within
their lives. When women share their voices powered things can happen.
Movements occur and the impossible becomes possible. Light begins to spread
through the darkness of the loneliest girl’s heart. When she knows other women
understand her, she feels hope and she grows as she becomes a strong tree of
strength and a powerful source of light, She inspires more and more women
and men to do the same.
Thus is why it is so important for women in literature to flood on to the
scene.
Only in recent decades have writers and scholars begun to ask how women
contributed to the expansion and maintenance of the British Empire, nation
building in the colonies and to various war efforts, for example.
In the broadest sense, literature includes any type of writings on any subject
; the literature of medicine, usually, however it means the body of artistic writings
of a country an period that are characterized by beauty of expression and
farm and by universality of intellectual and emotional appeal. Literature, most
generically is any body of written works used to refer to all written accounts,
in which expression and form, in connection with ideas of permanent and
universal interest are characteristic as poetry, novels, history, biography and
essays.
The representation of women in the media is important and influential.
Feminism is still relevant today issues of equality still exist and will continue to
exist unless we do something about it. People in the media such as authors and
directors have the power to gender complex characters who can defy gender
and social norms and to break the barrier of inequality.

Since women constitute half the world’s population and are entitled to all
human rights on an equal basis with men, women’s struggle for equality of right
has been one of the key issues global concern. Our country is still unable to
protect and people its women. The law, the police, the NGOs, all are trying to
give justice to the affected women, but yet the desired results have not been
achieved. Issues regarding women not only threaten their, but also our nation
as a whole. Therefore protection and promotion of women of our country
should be a national agenda.
If at all there is to be time fore rethinking on women’s concern in India.,
for restructuring of strategies for their upliftment and a time of reckoning with
the failure of having achieved less than anticipated for women, then that time is
now!! Because the moral Fabric of a nation is strengthened only when its
women are strengthened.”
Literature has witnessed the roles of women evolving through ages, but
until recent times, most of the published writers were men and the portrayal of
women in literature was without doubt biased. A lot of it has to be blamed on
the fact that in the ancient world, literacy was strictly ,limited, and the majority
of those who could write were male. How ever, the contribution of women to
oral folklore can not be taken for granted in folk songs, stories poetry and
literature in general.
Here’s a look at how women were portrayed in literature through eras.
During the Victorian era ,Edwardians poetry spoke of women’s right gathering
much attention, feminism and females getting out of their homes during the war
times.
According to author Anita Nair “Literature has always been ambivalent in
its representation of women.”
Good women as in ones who accepted societal norms were rewarded
with happily ever after. Speaking of depiction of women in Indian poetry, it
was freedom fighter educationist and activist Mahadevi verma, who became
the torch bearer of Hindi poetry on women issues. The great poetess took
drew inspiration for her subjects from traditional Hindu literature which talked
about liberating images.
Jai Shankar Prasad who was famous for his strong portrayals of women
became popular for famously glorifying women,. A popular verse from one of
his most widely read poems, “Kamayani” reads-
“ Nari! Tum Kewal shraddha ho

vishwas-rajat-nag-pal-tal mein
piyush strot si-baha karo,
jeevan ki sunder samtal mein.”
Poeters Amrita Pritam proved to be one of the leading voices in Indian
regional poetry in the 20th century. More recently Indian writers like Chetan
Bhagat and Anita Nair have show cased the new women in their books. While
Chetan portrays his women characters as harbingers of social change and
equality, an aspect which is evident in his book’ One Night at the call centre’
whose men and women are treated equally and work in night shifts in the past,
women were uneducated. By comparison, modern women have more refined
tastes. On the other hand, whereas women were once hard working and
strong, they were now lazy and fond of luxury, further in the olden days women
were religious. They were faithful to their husbands, hospitable to guests, and
charitable, to the needy. They genuinely belived in the norms of right conduct.
In all Tagore’s novels except,Gora women are the protagonists. Their
rare qualities like courage, pity, devotion are the themes of Tagore’s novels
and short stories
“Women in Development” is an approach of development projects that
emerged in the 1969’s, calling for treatment of women’s issues in development
projects. It is the integration of women into the global economics by improving
their status and assisting in total development Greek Mythology :
Women in Greek mythology were perceived to be more as sexual objects
than individuals. Many were taken advantage of by the Gods and by human
beings. One would see that women’s rights were very limited and they were
not allowed to express much of their freedoms. Within this time period women
were blamed for wars, destruction of towns and the death of men. It was not
unlikely to see goddesses using their powers for vengeance. Although the role
of human women was limited the existence of goddesses attributed great
amounts of power to female characters.
DEPICTION OF WOMEN IN LITERATURE THROUGH
AGES – MEDIEVAL LITERATURE.
The women of the Medieval times were surprisingly a lot more candid and
sexual than one might expect of an era where the ideal of feminity was Mary,
the mother of Jesus. In actuality, the women in the literature of the period, as
well as the historical female figures seemed to be torn between the ideal and
the physical desires and domineering character that her antagonist, Eve,
embodies in a careful reading of the literature of the time, one finds the first
buds of a feminist literature emerging from the words on the pages.
ELIZABETHAN LITERATURE
The theme of misogyny and superiority of men was the typical genre that
authors took within their writing. Women were not looked to as a person but
were consideration a mere necessity for the procreation process. Women
continued to be split between the ideal of the virgin Mary and her fallible
counterpart, Eve, Unfortunately, the virgin Mary was one of a kind, so there
was often a general distrust of women. This distrust of women lead to most
works degrading the female race, and terming females as the “other” which
was to be feared equality between the sexes was not present within this era
and is evident from the numerous writings degrading the female race.
VICTORIAN AND TURN OF THE CENTURY LITERATURE
The role of women in 19th century literature was one in which they redefine
their place in society by accepting an image of themselves, which involved
both home centeredness and inferiority. Elizabeth Gaskell did not concede to
the idea of women’s inferiority although she does concede to the nation that a
women’s place is in the home, and is evident by her portrayal of Bessie in her
poem “ Cranford”. In this time period women were being portrayed as
protagonists more often than in the past. In Gustave Flauberts novel Madame
Bovary, Emma the lead character, is portrayed as a tragic heroine” . At the
time the book was written(1856), the character of Emma was viewed as
foolish and putting herself in narrow circumstances. Alfred Lord Tennyson’s
poem “ The Princess”, States-
“Man for the field
and woman for the hearth,
Man for the sword
and for the needle she.”
It is evident from these works that during this time women were still in a
subjugated role despite their desire to breaks free of societies restrictions .
20TH CENTURY LITERATURE
Women’s roles in literature has evolved throughout history and had lead
women to develop into strong independent roles. Modern Literature has
served as an outlet and sounding board for women’s right and feminist pioneers.
Female writers have come to the fore front and provided today’s readers with
a vast array of ethnic and cultural perspectives. The unique voice of female
minorities is a common theme in many coming of age novels that allows each
writer to establish a separate identity for their characters and themselves.
Women in modern literature often include strong independent females
juxtaposed by oppressed women to provide examples for young female readers
and to critique short comings of our society. The emergence of the independent
female novelist in America has allowed for a new evolution of the role of
women in fictional literature.
SPANISH LITERATURE
It is difficult to summarize the role of women in Hispanic literature, as it
has been ever changing. It is surprising to see a feminist view point since the
Medieval times in Spanish and literature, but its most productive era has come
to exist in the last twenty years.
While women may not have always effected the same kinds of social and
cultural changes as men, especially those women who were confined to
domestic work, overlooking their role can only offer an incomplete
reconstruction of the past. Frequently women’s voices are simply not recorded
in archives, printed records, such as newspapers and government papers, do
not always register their lives and contributions. Unless a woman happened to
keep a diary and subsequent generations considered, it is important enough to
preserve, there might be few traces of her existence.
CONCLUSION
Thus through the laws, made for the welfare of women. They can occupy
high place in our society. By following these rules women will be honored with
a high degree because, we know a man without the participation of his wife
can perform no religious rites with perfection. Through interaction actions and
councils, self defence training programmers NGO’s, we reserve the right to
make improvements and changes in the condition of woman. In this way women
also can occupy not only an important place but also an equal position with
men.
REFERENCES
• Moser, Caroline, O.N. (1995) : Gender Planning and Development : T h e o r y ,
Practice and Training (Reprinted) London (U.A.) : Routledge.
• Bosercep Eter(2011), Women’s role in economic development , in visvanathan
Walini, Duggan, Lynn ; Nisonoff, Laurieet
• IreneTinker(1990) Persistent Inequalities women and worlddevelopment, Oxford
University Press, p.30 Isbn 978-0-19 .
• Robert Connell(1987) Gender and Power Society, the person, and sexual politics
Stanford University Press. Isbn 978-0-80471490.
• World Bank(1995) : “ Enhancing Women’s Participation In Economic
Development.”(Washington, DC World Book) 22
• Elizabeth Wilson : Women And The Welfare State ; Routledge.
• WDB about page : Women’s Development Business. WDB 2013 : Retrieved 28
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Dr. Kalpana Bishwas

in ancient time were taught in Gurukuls is similar to schooling education in

same Vedic education and Sanskara to women.

country. However , these conquests resulted it the declined in women’s status