saishik suchana 2068

z}lIfs ;"rgf

g]kfn ;/sf/

lzIff dGqfno

@)^*

z}lIfs ;"rgf k|sfzs M g]kfn ;/sf/ lzIff dGqfno cg'udg, d"Nofª\sg tyf lg/LIf0f dxfzfvf cg';Gwfg tyf z}lIfs ;"rgf Joj:yfkg zfvf s];/dxn, sf7df8fF} . k|sfzg ldlt M @)^* k|sfzg k|lt M !))) ;jf{lwsf/ M k|sfzsdf sDKo'6/ M Doflhs dfO08;\ k|f=ln= sf7df08f}“ . d'b|0f M ;f]kfg k|]; k|f=ln= l8NnLahf/, sf7df8f}+ kmf]g g+= )!– $$$@@)^ .

;Dkfbg ;ldlt

cWoIf M >L lbjfs/ 9'ª\u]n, lzIff dGqfno

;b:o M >L uf]kfnk|;fb e§/fO{, cgf}krfl/s lzIff s]Gb|

;b:o M >L u0f]zk|;fb e§/fO{, lzIff dGqfno

;b:o M >L lzjk|;fb pk|]tL, lzIff ljefu

;b:o M >L b]j]Gb| /fjn, ljZjljBfno cg'bfg cfof]u

;b:o M >L dgf]h zdf{, k|f= lz= tyf Jof=tf=k=

;b:o M >L ;Ltf lg/f}nf, pRr dfWolds lzIff kl/ifb\

;b:o M >L ;'nf]rgf k/fh'nL, lzIff dGqfno

;b:o M >L uf]ljGb/fd kg]¿, lzIff dGqfno

;b:o M >L ;'lgtf zfSo, lzIff dGqfno

;b:o M >L ;Ltf/fd sf]O/fnf, lzIff dGqfno

;b:o;lrj M >L gf/fo0fs[i0f >]i7, lzIff dGqfno

k|fSsyg

lzIff dGqfnon] ljut jif{b]lv g} dGqfno / cGtu{tsf lgsfox¿sf gLlt tyf sfo{qmdnufot lzIff;Fu ;DalGwt ljleGg ljifoj:t' tyf ;"rgf ;/f]sf/jfnfx¿;dIf k'¥ofpFb} cfPsf] 5 . o; jif{ klg ljljw z}lIfs ultljlw, sfo{gLlt, lgb]{lzsfx¿, cg';Gwfgsf lgisif{nufot cGo dxŒjk"0f{ z}lIfs ;"rgfx¿ ;Fufn]/ of] ;fdu|L tof/ kfl/Psf] 5 .

o; ;fdu|LnfO{ ;do;fk]If tyf a9L pkof]uL / k|of]hgk/s agfpg] Wo]on] ljutsf cª\sx¿df ;dfj]z x'g] u/]sf sltko ljifoj:t'nfO{ ;ª\If]kLs/0f u/L o;sf] ;f/ dfq /flvPsf] 5 eg]] sltko ljifoj:t' yk;d]t ul/Psf] 5 .

o; cª\sdf d"ntM lzIffsf /fli6«o p2]Zo, lzIff dGqfno tyf ;Da4 lgsfox¿sf] kl/rofTds hfgsf/L, ljleGg of]hgf, gLlt tyf lgb]{lzsfx¿, ljBfno If]q ;'wf/ sfo{qmd, lzIffdf ;"rgf tyf ;~rf/ k|ljlw, ljleGg z}lIfs cfof]hgf tyf sfo{qmd, j}slNks lzIffsf] l:ylt, ljleGg lgsfoaf6 ePu/]sf cg';Gwfg / ltgsf k|flKtx¿ /x]sf 5g\ . lzIff dGqfnosf ultljlwsf] ;du| hfgsf/L /fVg rfxg]x¿sf nflu o;n] ;xof]u k'¥ofpF5 eGg] ck]Iff /flvPsf] 5 .

o; ;fdu|Lsf] ljsf;sf l;nl;nfdf >Ldfg\ ;lrjHo"af6 k|fKt dxŒjk"0f{ dfubz{gsf nflu pxfFk|lt cfef/ JoSt ug{ rfxG5' . To:t}, ljifoj:t'sf] ;ª\sng / ;+of]hg sfo{df ljz]if lhDd]jf/L jxg ug]{ cg';Gwfg tyf z}lIfs ;"rgf Joj:yfkg zfvfsf sd{rf/L ;fyLx¿ ljz]if wGojfbsf kfq x'g'x'G5 . ;Dkfbs d08ndf /xL ljifoj:t'sf] ;Dkfbg sfo{df cys ¿kdf ;+nUg ;Dk"0f{ dxfg'efjx¿k|lt xflb{s s[t1tf k|s6 ub{5' .

cGtdf, cfufdL cª\snfO{ cem} kl/is[t tyf pkof]uL agfpg oxfFx¿af6 k|fKt x'g] /rgfTds ;'emfj tyf k|ltlqmofx¿sf] :jfut ub{5' .

lbjfs/ 9'ª\u]n ;x;lrj

wGoafb 1fkg

z}lIfs ;"rgf z}lIfs gLlt tyf of]hgf th{'df ug{sf nflu k|d'v cfwf/ xf] . Psftkm{ tYodf

cfwfl/t ;"rgfn] j:t'lgi7 / oyfy{k/s of]hgf th{'df ug{sf nflu 7f]; of]ubfg k'¥ofpFb5 eg]

csf{tkm{ ;fj{hlgs lgsfox¿af6 ;fj{hlgs lxtsf nflu eP u/]sf ;Dk"0f{ ultljlwx¿ ;/f]sf/jf

nfx¿nfO{ ;';"lrt ug{' klg tL lgsfox¿sf] k|d'v bfloTj x'g cfpF5 . log} tYonfO{ b[li6ut u/L

lzIff dGqfnon] x/]s jif{ emnssf] ¿kdf k|sfzg ub{} cfPsf] z}lIfs ;"rgfnfO{ o; jif{ klg

lg/Gt/tf lbPsf] 5 . o; k|sfzgn] z}lIfs p2]Zo, z}lIfs of]hgf tyf sfo{qmd nufot lzIff

dGqfno / dftxtsf lgsfox¿sf p2]Zo, gLlt tyf sfo{qmdsf ;fy} tL lgsfox¿af6 ;Dkfbg

x'g] d'Vo d'Vo sfo{x¿, vf]h tyf cg';Gwfgd"ns sfo{sf k|flKt tyf lgisif{x¿, lgb{]lzsf h:tf

ljifoj:t'x¿ ;ª\If]kdf k:sg] hdsf]{ u/]sf] 5 .

o;df ;dflji6 ljifoj:t'x¿sf] k|s[ltsf] cfwf/df o; k|sfzgnfO{ rf/cf]6f v08df ljefhg

ul/Psf] 5 . klxnf] v08df g]kfnsf] ;ª\lIfKt hfgsf/L, lzIffsf /fli6«o p2]Zox¿, lzIff dGqfno

/ ;Da4 lgsfox¿sf sfo{;lxtsf] ;ª\lIfKt kl/ro ;d]l6Psf] 5 . bf];|f] v08df z}lIfs of]hgf,

gLlt tyf lgb{]lzsfx¿ ;dfj]z ul/Psf] 5 eg] t];|f] v08df lzIff dGqfnocGtu{t rfn' cfly{s

jif{ @)^&÷^* sf sfo{qmd tyf ah]6 / rf}yf] v08df lzIff If]qdf ePsf s]xL

dxTTjk"0f{ cg';Gwfgsf k|flKt, lgisif{ tyf ;'emfjx¿ ;ª\If]kdf k|:t't ul/Psf] 5 .

o; k':tsnfO{ of] ¿kdf Nofpg o; zfvfsf ;xsdL{ >L ;'lgtf zfSo, >L ;Ltf/fd sf]O/fnf, >L

uf]ljGb/fd kg]¿, >L ;'nf]rgf k/fh'nLnufotsf ldqx¿sf] cys ldlxgt / k|of;sf nflu

jxfFx¿k|lt ;Dkfbg ;ldlt xflb{s wGojfb 1fkg ub{5 . o;df ;dfj]z ePsf ljifoj:t',

tYofª\s, ;"rgf, gLlt, lgb{]lzsf tyf cg';Gwfgsf b:tfj]hx¿nufotsf ;fdu|Lx¿ pknAw

u/fO{ ;xof]u k'¥ofpg] dftxtsf ;Dk"0f{ lgsfox¿ wGojfbsf kfq 5g\ . To;} u/L

efiff ;Dkfbgdf ;xof]u ug{] ;]G6/ km/ cf]kg nlg{ª\, l/;r{ P08 8]enkd]G6 k|f=ln=, n]cfp6 ug{]

Doflhs dfOG8 k|f= ln=, se/ l8hfOg ug{] >L gljGb|dfg /fhe08f/L Pjd\ ljgf]b ;]g tyf

d'b|0fdf ;xof]u ug{] ;f]kfg k|]; k|f= ln= nufot o; k|sfzgdf k|ToIf / k/f]If ¿kdf ;xof]u

k'¥ofpg'x'g] ;Dk"0f{ dxfg'efjx¿k|lt k|sfzg ;ldlt xflb{s cfef/ k|s6 ub{5 . o;

k|sfzgnfO{ cfufdL lbgx¿df cem} ;|f]tk"0f{ / pkof]uL ;fdu|Lsf] ¿kdf ljsf; ug{ lj1

kf7sx¿sf] ;'emfj Pjd\ ;Nnfxsf] ;Dkfbg ;ldlt ;b}j :jfut ub{5 .

gf/fo0fs[i0f >]i7

pk;lrj, cg;Gwfg tyf z}lIfs ;"rgf Joj:yfkg zfvf

tyf

;b:o–;lrj

z}lIfs ;"rgf ;Dkfbg ;ldlt

ljifo;"rL

l;=g+= ljifo k]h g+= != g]kfnsf] ;fdfGo hfgsf/L !

@= lzIffsf /fli6«o p2]Zox¿ %

#= v08 s M lzIff dGqfno / ;Da4 lgsfox? &

$= v08 v M of]hgf gLlt tyf lgb]{lzsfx¿ %#

%= v08 u M lzIff dGqfno cGtu{tsf sfo{qmd tyf ah]6 !)*

^= v08 3 lzIff If]qdf ePdf s]xL dxŒjk"0f{ cg';Gwfgsf ;f/f+zx¿ !#*

&= cg';"rLx¿ !*(

z}lIfs ;"rgf÷1

g]kfnsf] ;fdfGo hfgsf/L

kl/ro

If]qkmn M !,$&,!*! ju{ ls= ld= -k"j{–klZrd nDafO **% / pQ/–blIf0f ;/b/ rf}8fO

!(# ls=ld=_

ljZjsf] s'n e"efusf] )=)#Ü / Pl;of dxfb]zsf] )=#Ü cf]u6]sf]

cIff+z M @^º @@… pQ/L cIff+zb]lv #)º @&… pQ/L cIff+z;Dd

b]zfGt/ M *)º $… k"j{ b]zfGt/b]lv **º !@… k"jL{ b]zfGt/;Dd

k|fdfl0fs ;do M lu|gljr ldg6fOd (GMT) eGbf % 3G6f $% ldg]6 cufl8

/fhwfgL M sf7df8f}F

ef}uf]lns cjl:ylt

- g]kfnnfO{ k|fs[lts ;+/rgf / e"–w/ftnLo agf]6sf] cfwf/df lxdfn -!% k|ltzt_, kxf8

-^* k|ltzt_ / t/fO{ -!& k|ltzt_ u/L tLg efudf ljefhg ul/Psf] 5 .

- ljZjsf] ;jf]{Rr lzv/ ;u/dfyf -prfO *,*$* ld6/_ nufotsf * xhf/ ld6/eGbf

cUnf & cf]6f lxdfn / cGo ;of}F lxdfnx¿ b]zsf] pQ/L l;dfgfsf ¿kdf /x]sf /

g]kfnsf] ;a}eGbf xf]rf] e"–efu emfkfsf] s]rgfsng ;d'b|L ;txaf6 &) ld6/ prfOdf

/x]sf] 5 -;"rgf ljefu, @)%*_ .

/fhgLlts ljefhg

- kfFr ljsf; If]q -k"jf{~rn ljsf; If]qdf !^, dWodf~rn ljsf; If]qdf !(, klZrdf~rn

ljsf; If]qdf !^, dWoklZrdf~rn ljsf; If]qdf !% / ;'b"/ klZrdf~rn ljsf; If]qdf (

lhNnfx¿_, !$ c~rn / &% lhNnfx¿, ! dxfgu/kflnsf -sf7df8f}F_, $ pk–

dxfgu/kflnsf -lj/f6gu/, jL/uGh, nlntk'/ / kf]v/f_, %* cf]6f gu/kflnsfx¿ / #,(!%

uf=lj=;=x¿ /x]sf 5g\ .

hg;f8\lVos cjl:ylt

2÷z}lIfs ;"rgf

- ;g\ @))( sf] s'n cg'dflgt hg;ª\Vof @ s/f]8 &% nfv $ xhf/ @*) -dlxnf $(=(

k|ltzt_ -tYofª\s ljefu, @)^^_

- jflif{s j[l4 b/ !=($ -/fli6«o of]hgf cfof]u / o'Pgl8kL, @)!)_

- !)! hfthflt / (@ efiff;d"xx¿ -tYofª\s ljefu, @)%*_

k|d'v wd{

- lxGb", af}4, ls/fFt, O:nfd, h}g, lzv, lqml:rog cflb .

;fdflhs tyf cfly{s cj:yf

- lqjifL{o of]hgfsf] cfwf/–kq -@)^&÷^*–@)^(÷&)_ cg';f/ xfn b]zdf @%=$ k|ltzt

hgtf ul/aLsf] /]vfd'lg /x]sf] k|f/lDes cg'dfg

- dfgj ;+zfwg ljsf; l/kf]6{ @)!) cg';f/ g]kfn ljZjdf !#* cf}F :yfgdf /x]sf]

- s'n /fli6«o pTkfbg (GNP) #@=#! -;g\ @))*÷)( df_-tYofª\s ljefu, @)^^_

- k|ltJolSt cfo $&# o'= P;= 8n/ -tYofª\s ljefu, @)^^_

lzIff

- lj=;+= !(!) df b/af/ xfO:s'nsf] :yfkgf;Fu} g]kfndf cfw'lgs lzIff k|0ffnLsf]] ;'?jft

ePsf] lyof] .

- lj=;= @)!! -;g\ !(%$_ df g]kfn /fli6«o lzIff of]hgf cfof]uåf/f /fli6«o lzIff k|0ffnLsf]

cfwf/ tof/ ul/Psf] lyof] .

- lj=;++= @)!* -;g\ !(^!_ df ;jf{ª\uL0f /fli6«o lzIff ;ldlt u7g u/L lzIffnfO{

;dofg's"n kl/jt{g ug]{ k|of; ul/Psf] lyof] .

- lj=;= @)@* -;g\ !(&!_ df /fli6«o lzIff k4ltsf] of]hgf sfof{Gjog u/L gofF lzIffsf]

;'?jft eof] .

- lj=;= @)#& -;g\ !(*)_ b]lv xfn;Dd ljBfno / pRr lzIffdf kx'Frsf] lj:tf/ /

u'0f:t/ j[l4 ug{ ljleGg kl/of]hgf tyf sfo{s|dx¿ ;~rfng ul/Psf -k|fylds lzIff

kl/of]hgf, cfwf/e"t tyf k|fylds lzIff kl/of]hgf k|yd / bf];|f], dfWolds lzIff ljsf;

kl/of]hgf, ;a}sf nflu lzIff sfo{s|d, lzIfs lzIff cfof]hgf, hg;ª\Vof lzIff kl/of]hgf,

dfWolds lzIff ;xof]u sfo{s|d, ;fd'bflos ljBfno ;xof]u sfo{s|d, lzIffsf nflu vfB

sfo{s|d, ljBfno If]q ;'wf/ of]hgf, pRr lzIff kl/of]hgf k|yd / bf];|f], Jofj;flos

lzIff sfo{s|dx¿, /f]huf/Lsf nflu ;Lk cflb k|d'v /x]sf_ 5g\ .

z}lIfs ;"rgf÷3

- lzIffdf ;'wf/ ug{ ;/sf/n] lj=;= @)$( / @)%% -;g\ !((@ / !(((_ df /fli6«o lzIff

cfof]u / pRr:t/Lo /fli6«o lzIff cfof]ux¿sf] ;d]t u7g u/]sf] lyof] h;sf]

l;kmfl/;cg';f/ lzIffdf ;'wf/sf k|of;x¿ x'Fb} cfPsf 5g\ .

- lj=;+= @)%^ b]lv ;/sf/n] lzIffdf ljs]Gb|Ls/0fsf] cjwf/0ffdf cfwfl/t eP/ ljBfno

;'wf/sf sfo{s|dx¿ ;~rfng ub}{ cfPsf] h;dWo] ljBfnosf] Joj:yfkg ;d'bfodf

x:tfGt/0f Ps k|d'v sfo{s|d /x]sf] 5 .

- xfn ljBfno If]q ;'wf/ sfo{s|d -P;P;cf/kL_ dfkm{t\ ljBfnosf] ;du| kIfdf ;'wf/ ug]{

k|of; ul/Psf] 5 .

xfnsf] cj:yf

- g]kfndf xfn afnljsf; s]Gb| tyf k"j{ k|fylds ljBfnox¿ s'n #!,)*( /x]sf 5g\ .

tLdWo] *^=! k|lt;t ;d'bfodf / !#=( k|ltzt lghL:t/df ;~rflnt 5g\ . tL

afnljsf; s]Gb|x¿df s'n !),!*,%$# ljBfyL{x¿ cWoog/t 5g\ h;dWo] $* k|ltzt

5fqf /x]sf 5g\ -lzIff ljefu, @)!)_ .

- To:t} u/L u/L s'n ##,!^) ljBfnox¿ ;~rfngdf /x]sf 5g\ . k|fylds txdf ;a}eGbf

a9L #@,^*$ ljBfnox¿ ;~rflnt 5g\ hxfF s'n $(,%!,(%^ ljBfyL{x¿ -5fqf %)=$

k|ltzt_ cWoog/t 5g\ . ;fy} lgDg dfWolds / dfWolds txx¿df qmdzM !!,(#( /

&,@^^ ljBfnox¿ ;~rflnt 5g\ . lgDg dfWolds txdf !^,((,(@& ljBfyL{x¿ -5fqf

$(=(_ cWoog/t 5g\ eg] dfWolds txdf *,!!,(!) ljBfyL{x¿ -5fqf $*=*_ cWoog/t

5g\ -lzIff ljefu, @)!)_ .

- k|fylds txdf clxn] klg ljBfno hfg] pd]/sf sl/a %=% k|ltzt afnaflnsf

ljBfnoaflx/ /xg afWo 5g\ eg] sIff ! df xfn klg ljBfno 5f8\g] ljBfyL{x¿sf]

cg'kft cGo sIffx¿df eGbf a9L *=# k|ltzt /x]sf] 5 -lzIff ljefu, @)!)_ . sIff !

df egf{ ePsf ljBfyL{x¿ sIff % ;Dd l6ls/xg] b/ *)=^ /x]sf] 5 . lzIff ljefu

-@)!)_ sf cg';f/ 5fqfsf] l6sfp b/ -*!=@ k|ltzt_ / 5fqsf] l6sfp b/ -*)=$

k|ltzt_ /x]sf] 5 .

- Flash Report I, @)!) cg';f/ ljBfno txdf s'n @,^@,%)* lzIfs sfo{/t 5g\ .

k|fylds txdf !,^&,@!^ lzIfs sfo{/t 5g\ h;dWo] $@=@ k|ltzt dlxnf lzIfs 5g\ .

o;} u/L lgDg dfWolds / dfWolds txdf qmdzM $^,)#@ -dlxnf @%=( k|ltzt_ /

##,*#% -dlxnf !&=# k|ltzt_ sfo{/t 5g\ . xfn ljBfyL{ / lzIfssf] cg'kft k|fylds,

lgDg dfWolds / dfWolds txdf qmdzM @(=^, #^=( / @$=) /x]sf] 5 .

- pRr dfWolds lzIff kl/ifb\ -@)^*_ sf cg';f/ xfn #,)^& pRr dfWolds ljBfnox¿

;~rfngdf 5g\ . h;dWo] @,@$# cf]6f ;fd'bflos, %#) cf]6f lghL, !*) cf]6f lghL +@

4÷z}lIfs ;"rgf

/ !#$ cf]6f SofDk;x¿ /x]sf 5g\ . pRr dfWolds txdf sIff !! / !@ df u/L hDdf

^,@#,#^^ ljBfyL{x¿ cWoog/t 5g\ h;dWo] $^=* k|ltzt 5fqfx¿ /x]sf 5g\ .

- To:t} u/L pRr lzIfftkm{ ^ cf]6f ljZjljBfno / % cf]6f d]l8sn ;+:yfgcGtu{t **

cf]6f cfª\lus / *($ cf]6f ;DaGwg k|fKt SofDk;x¿ u/L s'n (*@ SofDk; /x]sf 5g\ .

s'n SofDk;dWo] ;a}eGbf a9L *)=& k|ltzt SofDk; lqe'jg ljZjljBfnocGtu{t

;~rflnt 5g\ eg] ;a}eGbf sd SofDk; -@=!÷@=! k|ltzt_ g]kfn ;+:s[t / sf7df8f}F

ljZjljBfnocGtu{t 5g\ . xfn pRr lzIffdf s'n $,@@,!*# ljBfyL{ cWoog/t 5g\

h;dWo] #(=% k|ltzt 5fqfx¿ /x]sf 5g\ -ljZjljBfno cg'bfg cfof]u, @)^*_ .

- @)^& ;fndf k|fljlws lzIff tyf Jofj;flos tflnd sfo{qmdcGtu{t l8Knf]df÷k|df0fkq

txdf cfª\lus / ;DaGwg k|fKt u/L hDdf #!& cf]6f k|fljlws lzIff tyf Jofj;flos

tflnd s]Gb|df s'n !@,%*$ ljBfyL{x¿ egf{ ePsf 5g\ . To:t} u/L TSLC sfo{qmdcGtu{t

cfª\lus, ;DaGwg k|fKt / Annex u/L #!$ cf]6f tflnd s]Gb|cGtu{t !#,(!! ljBfyLx¿

egf{ ePsf 5g\ -k|fljlws lzIff tyf Joj;flos tflnd kl/ifb\, @)^*_ .

References

– Central Bureau of Statistics (2058). National Census 2058. Kathmandu.

– Central Bureau of Statistics (2066). Nepal in Figure 2066. Kathmandu.

– Council for Technical Education and Vocational Training (2067). Reported by CTEVT.

Sanothimi.

– DoE (2010). Flash Report I 2067 (2010/11). Sanothimi.

– Department of Information (2058) Nepal Parichhaya. Kathmandu;.

– HSEB (2068). Reported by Higher Secondary Education Board. Sanothimi.

– National Planning Commission (2067 [2010]). Three Year Planning Approach Paper 2067/68-2069/70. Kathmandu.

– UGC (2066/67). University Grant Commission Annual Report. Sanothimi – UNDP (2010). Human Development Report 2010. New York.

z}lIfs ;"rgf÷5

lzIffsf /fli6«o p2]Zox¿

/fi6«n] cª\uLsf/ u/]sf lzIffsf /fli6«o p2]Zox¿

!= k|To]s JolStdf cGtlg{lxt k|ltef / JolStTj ljsf;sf] ;DefjgfnfO{ k|:km'l6t ug{

;xof]u ug]{,

@= k|To]s JolStdf lglxt ;fj{ef}d dfgjLo d"Nosf ;fy} /fli6«o ;+:s[lt / cl:dtf,

;fdflhs dfGotf / cf:yfx¿sf] ;+j4{g u/L hLjGt cg'ejx¿ ;d]6\b} :j:y ;fdflhs

tyf ;fd"lxs hLjg k4ltsf] ljsf; ug{ rl/qjfg\ Pjd\ g}ltsjfg\ gful/s tof/ ug]{,

#= :yfgLo tyf /fli6«o:t/df Joj;fo, k];f Pjd\ /f]huf/Lsf ;fy} cfjZostfg';f/

cGt/f{li6«o /f]huf/Ltkm{ pGd'v pTkfbgd'vL / ;Lko'St gful/s tof/ ug{ ;xof]u ug]{,

$= JolStsf] ;fdflhsLs/0fdf ;xof]u ub}{ ;fdflhs PstfnfO{ ;'b[9 agfpg],

%= ;dfhsf] cfw'lgsLs/0fdf ;xof]u u/L b]z lgdf{0fsf lglDt dfgj ;+zfwgsf] ljsf;

ug]{,

^= k|fs[lts jftfj/0f / /fli6«o ;Dkbfsf] ;+/If0f / ;b'kof]u ug{ ;xof]u ug]{,

&= ;fdflhs ;dfgtf / Gofo af/] lrGtg ub}{ tbg'¿ksf] cfr/0f ljsf; ug]{ / ;dfj]zL

;dfh lgdf{0fdf d2t ug]{,

*= :yfgLo, /fli6«o tyf cGt/f{li6«o kl/j]zcg's"n zflGt, d}qL, ;b\efj, ;lxi0f'tf /

ljZjaGw'Tjsf] efjgf ljsf; u/L tbg'¿ksf] cfr/0f ug]{ u/fpg] / x/]s k|sf/sf åGå

Joj:yfkgsf nflu ;Ifd gful/s tof/ ug]{,

(= cfw'lgs ;"rgf k|ljlw;Fu kl/lrt eO{ To;sf] k|of]u ug{ ;Sg] ljZj kl/j]z ;'xfpFbf]

bIf hgzlSt tof/ ug]{,

!)= /fi6«, /fli6«otf, nf]stGq, dfgjclwsf/k|lt ;Ddfg ug]{, ;dfnf]rgfTds tyf /rgfTds

;f]r ePsf, :jfledfgL tyf c¿nfO{ ;Ddfg ug]{ / cfkm" g]kfnL ePsfdf uf}/j ug]{

gful/s tof/ ug]{,

!!= g]kfnL snf, ;f}Gbo{, cfbz{ tyf j}lzi6\ox¿sf] ;+/If0f / lj:tf/tkm{ clek|]l/t gful/s

tof/ ug{ d2t ug]{ .

pRr lzIffsf p2]Zox¿

!= lzIff, ul/aL Go"gLs/0fsf ;fy ;fy} JolStTj ljsf; h:tf /fli6«o d'2fx¿;Fu

;DalGwt sfo{ ug]{,

6÷z}lIfs ;"rgf

@= /fli6«o cfly{s j[l4 / b]zsf] ;jf{ª\uL0f ljsf;df of]ubfg lbg;Sg] tyf cGt/f{li6«o:tdf

k|lt:kwf{ ug{ ;Sg] bIf hgzlSt tof/ ug]{,

#= /fi6«sf nflu efjL g]t[Tjsf] ljsf; ug]{,

$= cWoog, cg';Gwfg tyf k|jQ{gfTds lqmofsnfkx¿sf] dfWodåf/f 1fgsf] ljsf; ug]{,

%= 1fg / k|ljlwsf] x:tfGt/0fdf of]ubfg lbg],

^= b]zsf] P]ltxfl;s tyf ;f+:s[lts ;Dkbfx¿sf] ;+/If0f ug]{ .

z}lIfs ;"rgf÷7

v08 – s

lzIff dGqfno / ;Da4 lgsfox¿

!= lzIff dGqfno *

@= lzIff ljefu !!

#= kf7\oqmd ljsf; s]Gb| !#

$= z}lIfs hgzlSt ljsf; s]Gb| !%

%= k/LIff lgoGq0f sfof{no !*

^= cgf}krfl/s lzIff s]Gb| @)

&= ljBfno lzIfs lstfavfgf @$

*= lzIfs ;]jf cfof]u @^

(= z}lIfs u'0f:t/ k/LIf0f s]Gb| @&

!) If]qLo lzIff lgb]{zgfno @(

!!= lhNnf lzIff sfof{no #!

!@= ;|f]ts]Gb| ##

!#= o'g]:sf]sf lgldQ g]kfn /fli6«o cfof]u #%

!$= pRr dfWolds lzIff kl/ifb\ #&

!%= k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\ #(

!^= hgs lzIff ;fdu|L s]Gb| lnld6]8 $!

!&= ljZjljBfno cg'bfg cfof]u $@

!*= ljZjljBfno tyf k|lti7fgx? $$

!(= g]kfn /fli6«o k':tsfno $&

@)= s];/ k':tsfno $(

@!= l8NnL/d0f–sNof0fL /]UdL :df/s k':tsfno %!

8÷z}lIfs ;"rgf

lzIff dGqfno

kl/ro

:yfkgf M lj= ;+= @))& ;fn -lj= ;+= @)%& j}zfv ^ ut]b]lv lzIff tyf v]ns'b

dGqfno gfds/0f ul/Psf] / ldlt @)^%÷)%÷!% df o'jf tyf v]ns'b

dGqfnosf] 5'6\6} :yfkgf ePkl5 o; dGqfnosf] gfd k'g M lzIff dGqfno

sfod ePsf]_

k|d'v M ;lrj, /fhkqfª\lst ljlzi6 >]0fL

b/aGbL ;ª\Vof M !$*

cjl:ylt M s]z/dxn, sf7df8f}F

lhDd]jf/L÷bfloTj M /fi6«sf] lzIff;DaGwL ;Dk"0f{ gLlt lgwf{/0f, of]hgf, sfo{s|d sfof{Gjog,

cg'udg tyf d"Nofª\sg ug'{ tyf d'n'se/sf] lzIff If]qsf] of]hgf,

Joj:yfkg / ;]jf k|bfg ug'{

d'Vod'Vo sfo{x¿

-g]kfn ;/sf/ sfo{–ljefhg lgodfjnL, @)^$, bf];|f] ;+zf]wg, @)^^.@.@( cg';f/_

1. lzIff;DaGwL gLlt, of]hgf tyf sfo{s|dsf] th'{df, sfof{Gjog, cg'udg / d"Nofª\sg

2. k"j{k|fylds, k|fylds, lgDg dfWolds, dfWolds, pRr dfWolds tyf pRr lzIff, b"/

lzIff, k|f}9 lzIff, cgf}krfl/s lzIff, ljz]if lzIff

3. hg;ª\Vof lzIff / kf}li6s cfxf/ sfo{s|d

4. k|fljlws, Jofj;flos, g}lts tyf zf/Ll/s lzIff

5. lzIfs tflnd / z}lIfs hgzlSt ljsf; gLltsf] th'{df tyf sfof{Gjog

6. lzIf0f ;+:yfx¿ -u'?s'n, db/;f, u'Daf;d]t_

7. ljZjljBfnox¿ tyf cWoog ;+:yfgx¿

8. v'nf k|ltof]lutfaf6 dgf]gog x'g] 5fqj[lQ, ljb]zdf cWoog cg';Gwfg ug{ hfg] tyf

ljb]zLx¿nfO{ g]kfndf cWoog÷cg';Gwfgsf] :jLs[lt

9. k|fl1s cg';Gwfg

z}lIfs ;"rgf÷9

10. kf7\oqmd tyf kf7\ok':ts

11. lzIff;DaGwL ;j]{If0f, tYofª\s tyf cg';Gwfg

12. k':tsfno / jfrgfnox¿

13. lzIff ljifos /fli6«o tyf cGt/f{li6«o uf]i7L, sfo{zfnf, ;Dd]ng tyf /fli6«o Pjd\

cGt/f{li6«o ;+:yfx¿;Fu ;Dks{ tyf ;dGjo

14. lzIff;DaGwL låkIfLo / ax'kIfLo ;Demf}tfx¿

15. hgs lzIff ;fdu|L s]Gb| lnld6]8

16. ;+o'St /fi6«;ª\3Lo z}lIfs, j}1flgs tyf ;f+:s[lts ;ª\3 -o'g]:sf]_

17. g]kfn lzIff ;]jf ;~rfng

dxfzfvf / zfvfx¿

l;=g+= dxfzfvf dxfzfvfsf] sfd dftxtsf] zfvf != k|zf;g sd{rf/L Joj:yfkg / ljsf;, sd{rf/L egf{,

;?jf, a9'jf, cfly{s k|zf;g, ;DklQ

Joj:yfkg, P]g lgod k/fdz{ / hg;Dks{

!= sd{rf/L k|zf;g tyf hgzlSt ljsf;

@= cfly{s k|zf;g

#= P]g lgod k/fdz{

$= cfGtl/s k|zf;g tyf ;DklQ

Joj:yfkg

%= v]ns'b tyf o'jf sfo{s|d

@ pRr lzIff tyf

z}lIfs

Joj:yfkg

pRr tyf k|fljlws lzIff, 5fqj[lQ /

ljBfno lzIff;DaGwL sfo{x¿

!= ljBfno lzIff

@= 5fqj[lQ

#= pRr tyf k|fljlws lzIff

#= of]hgf lzIffsf] /fli6«o gLltcg'¿k jflif{s tyf

cfjlws of]hgfx¿ tof/ ug]{, z}lIfs gLltsf]

ljsf; tyf ljZn]if0f, lzIff If]qsf sfo{s|d

tyf kl/of]hgfx¿sf] sfof{Gjogsf nflu

j}b]lzs ;xfotfsf] ;dGjo ug]{

!= gLlt ljZn]if0f tyf sfo{s|d

@= j}b]lzs ;xfotf tyf ;dGjo

#= k':tsfno ;dGjo

$= cg'udg,

d"Nofª\sg

tyf lg/LIf0f

sfo{s|d sfof{Gjogsf] cg'udg, z}lIfs

;"rgf Joj:yfkgsf sfo{x¿, dGqfnosf]

;Dk"0f{ sfo{s|dsf] cg'udg / d"Nofª\sg tyf

lg/LIf0f;DaGwL sfo{x¿sf] ;+of]hg ug]{

!= cg'udg tyf d"Nofª\sg

@= cg';Gwfg tyf z}lIfs ;"rgf

Joj:yfkg

#= lg/LIf0f

gf]6M dGqfnosf dxfzfvfdf /fhkqfª\lst k|yd >]0fLsf ;x;lrjx¿ k|d'v /xg] Joj:yf 5 .

lzIff dGqfno;Da4 lgsfox¿

lzIffsf lglb{i6 p2]Zo Pjd\ nIox¿ xfl;n ug{sf nflu lzIff dGqfnocGtu{t ljleGg s]Gb|Lo,

If]qLo, lhNnf:t/Lo, :yfgLo:t/ Pjd\ :jfoQ lgsfox¿sf] :yfkgf ul/Psf] 5 . logLx¿ z}lIfs

ljsf;sf sfo{s|dx¿sf] ;~rfng / Joj:yfkgdf ;Ifdtf ;'lglZrt ug]{, ;Ifd hgzlSt

10÷z}lIfs ;"rgf

pTkfbg ug]{ k|fljlws lgsfo x'g\ . dGqfnocGtu{tsf s]Gb|Lo:t/sf lgsfox¿n] of]hgf tyf

sfo{s|dx¿sf] th'{df, cg'udg tyf d"Nofª\sg ug]{ bfloTj lgjf{x u5{g\ eg] If]qLo lzIff

lgb]{zgfnon] ;dGjo / d"Nofª\sg ug]{ lgsfosf] ¿kdf / lhNnf lzIff sfof{nox¿n] sfof{Gjog

ug]{ d'Vo lgsfosf] ¿kdf e"ldsf lgjf{x ul//x]sf 5g\ . o;} u/L dGqfnocGtu{t :yflkt :jfoQ

lgsfo, kl/ifb\x¿ Pjd\ cfof]ux¿n] tf]lsPsf] If]qdf z}lIfs k|zf;g tyf ;]jf k|bfg ub{5g\ .

l;g lgsfo cGt{utsf lgsfox¿! s]Gb|Lo != lzIff ljefu

@= kf7\oqmd ljsf; s]Gb|

#= k/LIff lgoGq0f sfof{no

$= z}lIfs hgzlSt ljsf; s]Gb|

%= cgf}krfl/s lzIff s]Gb|

^ ljBfno lzIfs lstfavfgf

&= z}lIfs u'0f:t/ k/LIf0f s]Gb|

@= If]qLo

! kfFr If]qLo lzIff lgb]{zgfnox¿ – k"jf{~rn, dWodf~rn, klZrdf~rn, dWo

klZrdf~rn / ;'b"/ klZrdf~rn

#= lhNnf:t/ != krxQ/ cf]6f lhNnf lzIff sfof{nox¿

$= :yfgLo:t/ ! ;|f]ts]Gb|x¿

@= ljBfnox¿

%= cfof]u

!= ljZjljBfno cg'bfg cfof]u

@= lzIfs ;]jf cfof]u

#= o'g]:sf]sf lgldQ g]kfn /fli6«o cfof]u

^= ljZjljBfno ! lqe'jg ljZjljBfno

@ g]kfn ;+:s[t ljZjljBfno

# sf7df8f}F ljZjljBfno

$ k"jf{~rn ljZjljBfno

% kf]v/f ljZjljBfno

^ n'lDagL af}4 ljZjljBfno

&= -xfn;fn} ljw]os kf; ePsf tLgcf]6f ljZjljBfnox¿ – ;'b"/ klZrdf~rn

ljZjljBfno, dWo klZrdf~rn ljZjljBfno / s[lif tyf jg ljZjljBfno

& kl/ifb\ != k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\

@= pRr dfWolds lzIff kl/ifb\

* k':tsfno != g]kfn /fli6«o k':tsfno

@= s]z/ k':tsfno

#= l8NnL/d0f–sNof0fL /]UdL :df/s k':tsfno

( ;+:yfg != hgs lzIff ;fdu|L s]Gb| lnld6]8

!)= k|lti7fg != lrlsT;f lj1fg /fli6«o k|lti7fg

@ aL=kL=sf]O/fnf :jf:Yo lj1fg k|lti7fg

#= kf6g :jf:Yo lj1fg k|lti7fg

12÷z}lIfs ;"rgf

lzIff ljefu

kl/ro

:yfkgf M lj=;+= @)%^ h]7 ( ut]

k|d'v M dxflgb]{zs -/f=k= k|yd >]0fL lzIff_

b/aGbL ;ª\Vof M *$

cjl:ylt M ;fgf]l7dL, eStk'/

nIo

lzIffnfO{ ljsf;sf] ;+jfxs agfpg] b[li6sf]0fn] ;a}nfO{ cfwf/e"t lzIff pknJw u/fpg] tyf

;f]eGbf cufl8sf] ljBfno:t/Lo z}lIfs cj;/ ;xh agfpg]

p2]Zox¿

!= lgwf{l/t gLlt–lgodsf cfwf/df cfwf/e"t tyf k|fylds, lgDg dfWolds / dfWolds

lzIffsf] of]hgf tyf ah]6 tof/ u/L lzIff dGqfnodf k]; ug]{,

@= lzIff dGqfnon] agfPsf gLlt–lgodx¿sf cfwf/df k|fylds / dfWolds lzIffsf

sfo{s|dx¿ sfof{Gjog ug]{ u/fpg],

#= k|fylds, lgDg dfWolds, dfWolds / pRr dfWolds lzIff;DaGwL sfo{s|dx¿sf]

/]vb]v, cg'udg Pjd\ d"Nofª\sg ug]{ / To;sf] k|ult k|ltj]bg dGqfno / ;DalGwt

lgsfodf k7fpg],

$= sd{rf/Lx¿sf] j[lQ ljsf;sf nflu of]hgf tof/ u/L lzIff dGqfnodf k]; ug]{,

%= lzIff ljefusf] sfo{s|d sfof{Gjog ubf{ s]Gb|Lo lgsfox¿sf sfo{s|d;Fu ;dGjo x'g]

u/L sfo{s|d sfof{Gjogsf] Joj:yf ldnfpg],

^= lzIff dGqfno / dGqfnol;t ;DalGwt lgsfox¿af6 If]q / lhNnf:t/df ;~rfng

x'g] ljleGg sfo{s|dx¿sf lgldQ cfjZos kg]{ hgzlSt pknJw u/fO{ ;xof]u ug]{,

&= bft[;+:yfx¿sf] ;xof]uaf6 ;~rflnt z}lIfs sfo{s|dx¿sf] ah]6 vr{ ;DalGwt

lgsfoaf6 ug]{÷u/fpg] / To;sf] n]vf k/LIf0fsf] Joj:yf u/L–u/fO{ ;dod} ;f]wegf{

lng] Joj:yf;d]t ug]{,

*= lhNnf:t/df ;|f]ts]Gb|x¿sf] :yfkgf / ltgLx¿sf] Joj:yfkg ug]{ .

z}lIfs ;"rgf÷13

dxfzfvf tyf zfvfx¿

l;=g+= dxfzfvf dxfzfvfsf] sfd dftxtsf] zfvf

!= k|zf;g ;fdfGo tyf sd{rf/L k|zf;g, cfly{s

k|zf;g, z}lIfs ;fdu|L ljt/0f tyf

ef}lts ;]jf;Fu ;DalGwt lhDd]jf/L]x¿

!= ;fdfGo tyf sd{rf/L k|zf;g

@= cfly{s k|zf;g

#= ef}lts ;]jf

$= z}lIfs ;fdfu|L Joj:yfkg tyf ljt/0f

@= of]hgf ty

cg'udg

of]hgf, cg'udg, cg';Gwfg tyf

ljsf;;F+u ;DalGwt lhDd]jf/Lx¿

!= sfo{s|d tyf ah]6

@= cg';Gwfg tyf z}lIfs ;"rgf

Joj:yfkg

#= cg'udg tyf lg/LIf0f

#= z}lIfs Joj:yfkg k|f/lDes afnljsf; lzIff, ljBfno

Joj:yfkg, dlxnf lzIff, ljz]if lzIff /

z}lIfs tYofª\s;Fu ;DalGwt

lhDd]jf/Lx¿

!= k|f/lDes afnljsf;

@= ljBfno Joj:yfkg -k|fylds_

#= ljBfno Joj:yfkg -dfWolds_

$= n}ª\lus ;dljsf;

%= ;dflxt lzIff

gf]6M dxfzfvf k|d'vdf /f=k=k|yd >]0fLsf lgb]{zs /xg] Joj:yf 5 .

14÷z}lIfs ;"rgf

kf7\oqmd ljsf; s]Gb|

kl/ro

:yfkgf M lj=;++= @)@* ;fn efb| % ut] kf7\oqmd, kf7\ok':ts tyf lg/LIf0f ljsf;

s]Gb|sf] gfdaf6 :yfkgf ePsf] / @)%$ ;fndf kf7\oqmd ljsf; s]Gb|

gfds/0f ul/Psf]]

k|d'v M sfo{sf/L lgb]{zs, /f=k=k|yd >]0fL -lzIff ;]jf_

b/aGbL ;ª\Vof M %(


p2]Zox¿

!= ljBfno txsf kf7\oqmd tyf kf7\ok':ts ljsf;, lgdf{0f, kl/dfh{g tyf ;'wf/ u/L

nfu" ug]{,

@= kf7\oqmd lgb]{lzsf, lzIfs lgb]{lzsf, afn;Gbe{ ;fdu|L, lzIfs ;|f]t ;fdu|Lnufotsf

z}Ifl0fs ;fdu|L ljsf; ug]{,

#= kf7\oqmd kf7\ok':ts;DaGwL gLlt lgdf{0f ug]{,

$= kf7\oqmd, kf7\o;fdu|L k|af]wLs/0f ug]{,

%= yk kf7\o;fdu|L tyf ;xof]uL ;fdu|Lsf] d"Nofª\sg u/L k|of]udf Nofpg :jLs[lt k|bfg

ug]{,

^= ljb]zL z}lIfs jf k|fl1s ;+:yfaf6 dfWolds lzIff ;/x k/LIff pQL0f{ u/L k|fKt u/]sf]

k|df0fkq jf pknlAwsf ;DaGwdf ;dsIftf lgwf{/0f;DaGwL sfo{ ug]{,

&= ;xsfo{snfk;DaGwL sfo{s|d tof/ u/L sfof{Gjog ug]{, u/fpg],

*= ljBfno lzIff;Fu ;DalGwt z}lIfs cWoog cg';Gwfg ug]{, u/fpg],

(= ljBfyL{ d"Nofª\sgsf nflu lzIfs cled'vLs/0f sfo{s|d ;~rfng ug]{,

!)= :jLs[t gLltcg';f/ :jb]zL Pjd\ ljb]zL z}lIfs ;+:yfx¿;Fu ;dGjo ug]{,

!!= k"j{ k|fylds, k|fylds, lgDg dfWolds, dfWolds / pRr dfWolds lzIffdf ;dGjo /

;fd~h:o sfod ug{ kf7\oqmd / kf7\ok':ts ljsf;sf sfo{s|dx¿ ug]{,

!@= kf7\oqmd tyf ljBfyL{ d"Nofª\sgsf ljljw pkfo klxNofpg' / sfof{Gjog ug]{÷u/fpg],

z}lIfs ;"rgf÷15

!#= ljBfyL{sf] z}lIfs d"Nofª\sgsf nflu k|Zg lgdf{0f / cª\s k|bfg ug]{ ljlw

ljsf;;DaGwL sfo{ ug]{,

!$= b]zdf k|rlnt ljleGg dft[efiffdf k':tsx¿ pTkfbg, cg'jfb tyf k|sfzg;DaGwL

sfo{ ug]{,

!%= lghL If]qnfO{ z}lIfs ;fdu|L pTkfbg, k|sfzg / ljt/0fdf :t/Lotf, Ps¿ktf sfod

ug{ ;dGjo ug]{ / o:tf sfo{df lghL If]qsf] ;xeflutf clej[l4 ug]{,

!^= :yfgLo kf7\oqmd lgdf{0fdf :yfgLo txnfO{ ;xhLs/0f ug]{,

!&= kf7\oqmd, kf7\o;fdu|L;DaGwL cWoog cg';Gwfgsf nflu Ps ;|f]ts]Gb| :yfkgf ug]{ .

zfvfx¿

l;=g+= zfvf zfvfsf] sfd!= efiff lzIff efiff lzIf0f l;sfOsf nflu ljBfno lzIffsf] kf7\oqmd,

kf7\ok':tsnufotsf z}Ifl0fs ;fdu|L ljsf;, lgdf{0f, kl/dfh{g tyf

;'wf/ / dft[efiff;DaGwL sfo{x¿

@= ul0ft, lj1fg tyf Jofj;flos

lzIff

ul0ft, lj1fg tyf ljleGg Jofj;flos ljifox¿sf] lzIf0f l;sfOsf

nflu ljBfno lzIffsf] kf7\oqmd, kf7\ok':tsnufotsf z}Ifl0fs ;fdu|L

ljsf;, lgdf{0f, kl/dfh{g tyf ;'wf/ ug'{

#= ;fdflhs lzIff ;fdflhs lzIff, ;fdflhs cWoog lzIf0f l;sfOsf nflu ljBfno

lzIffsf] kf7\oqmd, kf7\ok':tsnufotsf z}Ifl0fs ;fdu|L ljsf;,

lgdf{0f, kl/dfh{g tyf ;'wf/ ug'{

$= k/LIf0f, d"Nofª\sg, of]hgf tyf

cg';Gwfg

kf7\oqmd, kf7\ok':ts, kf7\o;fdu|L, ;Gbe{;fdu|L cflbsf] d"Nofª\sgsf

cltl/St ljBfyL{ d"Nofª\sg Pjd\ lzIf0f l;sfO lqmofsnfksf]

d"Nofª\sg / s]Gb|sf] cfjlws, jflif{s of]hgf tyf sfo{s|d th'{df,

;~rflnt sfo{s|dx¿sf] d"Nofª\sgnufot s]Gb|sf] sfo{ljlwcg';f/

k|efjsfl/tf clej[l4sf nflu cWoog cg';Gwfg tyf cg'udg ug'{

%= ;Dkfbg tyf k|sfzg s]Gb|af6 ljsf;, lgdf{0f, kl/dfh{g x'g] ;fdu|Lx¿sf] efiff ;Dkfbg ug'{,

d'b|0fLo k|lt tof/ ug'{, d'b|0f ug'{, ljt/0fsf] Joj:yf ug'{ u/fpg',

kf7\oqmd, kf7\ok':tsnufotsf z}lIfs ;fdu|L;DaGwL gLlt lgod

lgdf{0f tyf sfof{Gjog ug'{

^= cfly{s k|zf;g s]Gb|sf] jflif{s ah]6 th'{df, cfDbfgL / vr{ tyf ;f]sf] n]vf, n]vfsf]

cfGtl/s tyf clGtd k/LIf0f, a]?h'sf] clen]v tyf km5\of}{6nufotsf

sfo{x¿ Jojl:yt ug'{

&= k|zf;g s]Gb|sf] ;'/Iff, ;/;kmfO, b}lgs k|zf;g, sd{rf/L k|zf;g, lhG;L

Joj:yfkgnufotsf sfo{x¿sf ;fy} cGo cfjZos sfo{;Dkfbg ug'{

gf]6M kf7\oqmd ljsf; s]Gb|cGtu{t s'g} dxfzfvf g/x]sf] .

16÷z}lIfs ;"rgf

z}lIfs hgzlSt ljsf; s]Gb|

kl/ro

:yfkgf M lj=;+= @)%) ;fn >fj0f ! ut] -lj=;+=@)^! ;fndf dfWolds lzIff ljsf;

s]Gb| / b"/ lzIff s]Gb|nfO{ z}lIfs hgzlSt ljsf; s]Gb|df PsLs[t u/]sf] _

k|d'v M sfo{sf/L lgb]{zs, /f= k= k|yd >]0fL -lzIff_

b/aGbL ;ª\Vof M *%


b"/b[li6

cg';Gwfg / gofF k|ljlwsf] dfWodåf/f u'0ffTds lzIffsf] k|Tofe"ltsf nflu pTs[i6 z}lIfs

Joj:yfkg / z}Ifl0fs lqmofsnfkx¿ clej[l4 ug{ ;Sg] ;Ifd / ultzLn hgzlSt tof/ ug{

g]t[TjbfoL e"ldsf v]Ng ;Sg] cGt/f{li6«o :t/d} klxrfg ePsf] ;+:yfsf] ¿kdf :yflkt x'g] 5 .

d"n Wo]o

z}lIfs hgzlSt ljsf; s]Gb|, z}Ifl0fs l;4fGtx¿ / cEof;x¿ tyf z}Ifl0fs Joj:yfkgsf]

If]qdf dfgj ;+zfwg ljsf;sf nflu blIf0f Pl;ofnL If]qdf cu|0fL ;+:yfsf] ¿kdf :yflkt x'g

rfxG5 . o;n] blIf0f Pl;of If]qdf bIf lzIfs, lzIff Joj:yfks / tflnd Joj:yfks ljsf;

ug{sf nflu sfo{ ug]{ 5 . o;n] lzIff dGqfnonfO{ dfgj ;+zfwg ljsf; / z}lIfs gLlt th{'df /

sfof{Gjog ug{df ;xof]u ug]{ 5 . o;sf cltl/St ;]jfu|fxL ;+:yfnfO{ k|fljlws Pjd\ ljz]if1

;]jfx¿ k|bfg ug{df ;xof]u ug]{ 5 .

clwsf/ If]qx¿

!= lzIff dGqfnocGtu{tsf Joj:yfks tyf k|fljlws, ljBfno lzIfs lstfavfgf tyf

lzIff;DaGwL ;d'bfodf sfo{/t JolStsf] sfo{bIftf clej[l4 ug{ z}lIfs hgzlSt

ljsf;;DaGwL gLlt th'{df u/L sfof{Gjog ug]{,

@= z}lIfs gLlt lgdf{0fdf dGqfnonfO{ k[i7kf]if0f k|bfg ug]{,

z}lIfs ;"rgf÷17

#= dGqfnocGtu{t sfo{/t Joj:Yffks Pjd\ k|fljlwsx¿ tyf ljBfno lzIfssf] tflnd

k|Dff0fLs/0f ug]{,

$= z}lIfs ljsf;;DaGwL cg';Gwfg ug]{,

%= z}lIfs hgzlSt ljsf;;DaGwL ;"rgf pTkfbg, k|af]wLs/0f tyf k|sfzg ug]{,

^= lzIfs tflnd sfo{s|d ;~rfng ug]{ ;+:yfnfO{ ;DaGwg ug]{ .

tflnd sfo{s|dx¿

l;=g+= tflnd sfo{s|d

!= Joj:yfkg tflnd lzIffdGqfno / cGtu{tsf lgsfox¿df sfo{/t lzIff Joj:yfks – gLlt

lgdf{tfb]lv sfof{Gjog txdf /x]sf sd{rf/Lx¿ – tyf k|wfgfWofksx¿nfO{

k|bfg u/L Ifdtf ljsf; ug]{ . o;cGtu{t lgDglnlvt tflndx¿ kb{5 – /f=k=

k|yd >]0fLsf clws[tx¿nfO{ PsxKt] ;]ldgf/, /f=k= låtLo >]0fLsf

clws[tx¿nfO{ Psdlxg] ;]jfsfnLg tflnd, /f=k= t[tLo >]0fLsf clws[tx¿nfO{

Psdlxg] ;]jfsfnLg tflnd, /f=k= cg+= k|yd >]0fLsf sd{rf/Lx¿nfO{ Psdlxg]

tflnd, lzIfs Joj:yfkg ;"rgf k|0ffnL;DaGwL Psdlxg] tflnd, PsxKt]

cg'udg tflnd, Psdlxg] d"Nofª\sg tflnd, k'gtf{huL tflndx¿

@= lzIfs tflnd k|fylds lzIfs tflnd -!) dlxg]_ sfo{s|d M o; sfo{s|dcGtu{t k"j{;]jfsfnLg

tflnd / ;]jfsfnLg tflndx¿, lgDg dfWolds tyf dfWolds lzIfs tflnd

-!) dlxg]_ sfo{s|d

dxfzfvf / zfvfx¿

l;g+ dxfzfvf dftxtsf] zfvf

!= of]hgf, cg';Gwfg tyf

cg'udg

!= sfo{s|d tyf cg'udg

@= cg';Gwfg tyf u'0f:t/ ;'wf/

#= cfGtl/s k|zf;g tyf ;|f]t Joj:yfkg

$= cfly{s k|zf;g

%= tflnd ;|f]t Joj:yfkg

@= dfgj ;+zfwg ljsf; != ljBfno lzIfs tflnd

@= Joj:yfkg tflnd

#= tflnd k|df0fLs/0f

#= b"/ lzIff / v'nf l;sfO != v'nf l;sfO tflnd

@= sfo{s|d ;Dkfbg tyf k|;f/0f

#= ;fdu|L ljsf;

$= z}lIfs tflnd s]Gb|x¿ != z}lIfs tflnd s]Gb| …sÚ ( cf]6f / …vÚ @) u/L hDdf @( cf]6f z}lIfs tflnd

s]Gb|x¿

lzIfssf] k];fut ljsf; df]8\o'n ;+/rgf

18÷z}lIfs ;"rgf

lzIfs Pjd\ ljBfnoaf6 k|:t't ul/Psf k7gkf7g;DaGwL ljljw ;d:of Pjd\ yk k];fut

;xof]usf] cfjZostfnfO{ ;Dk"0f{ ¿kdf kl/k"lt{ ug{ b]xfosf cGt/;DalGwt / PsLs[t tLgcf]6f

efux¿sf] ;+of]hgaf6 ljljwtfo'St !) sfo{ lbg] df]8\o'n ljsf; ul/g] 5 . o:tf ;d:of /

k];fut cfjZostfnfO{ ltgsf] k|s[ltcg';f/ tLgcf]6} efux¿af6 ;Daf]wg ug]{ u/L df]8\o'n

;fdu|L lgdf{0f Pjd\ ;~rfng ug'{kg]{ 5 . oL tLg efux¿ Pscsf{sf kl/k"/s ePsfn] tL ;a}sf]

;~rfngaf6 dfq Pp6f df]8\o'nn] k"0f{tf kfpg] 5 . ;fy} k|To]s lzIfsn] o:tf tLgcf]6f !) sfo{

lbg] :jtGq df]8\o'n k"/f u/]kl5 dfq Ps dlxgf a/fa/sf] lzIfs k];fut ljsf; k|df0fkq k|fKt

ug{ ;Sg] 5 . o; df]8\o'n ljsf; Pjd\ ;~rfngsf nflu ljBfnosf] gofF ;+/rgfcg';f/

lzIfsx¿sf] txut ldnfg sfo{ hf/L /x]sf] x'Fbf pSt sfo{ k"0f{tM ;DkGg gx'Gh]n;Dd sIff !–*

cWofkg ug]{ lzIfsx¿nfO{ cfwf/e"t lzIfs / sIff (–!) cWofkg ug]{ lzIfsx¿nfO{ dfWolds

lzIfssf ¿kdf dflgg] 5 .

-s_ efu–! M tflnd–sfo{zfnf (Training-workshop)

of] efu % lbg;Dd k|To]s l6lk8L xadf ;xefuL lzIfsx¿ / ljz]if1÷k|lzIfs aLr km];

6' km]; df]8af6 ;~rfng x'g] 5 .

-v_ efu–@ M :jfWoo cEof; (Self-study exercise)

of] efu klxnf] efu ;~rfng eP kZrft ;fdfGotof @) b]lv #) lbgleq # lbg sfo{ef/

a/fa/sf] s|]l86 kfpg] u/L k|To]s ;xefuL lzIfsn] cfkm\g} ljBfnodf tf]lsPsf sfo{x¿

;Dkfbg u/L ;DkGg ug'{kg]{ 5 .

-u_ efu–# M z}lIfs k/fdz{ (Instructional counselling)

of] efudf bf];|f] efusf] cjlw k"/f eP nuQ} k|To]s xasf k|lzIfsåf/f b'O{ lbg;Dd

;xefuLx¿ sfo{/t ljBfnod} e|d0f u/L ltgLx¿n] bf];|f] efucGtu{t ;Dkfbg u/]sf

sfo{sf] cj:yf÷k|ltj]bg d"Nofª\sg tyf Ph]G8fdf cfwfl/t a}7s ;~rfng ug'{kg]{ 5 /

To;sf cfwf/df l6lk8L df]8\o'n ;DkGg k|df0fkq hf/L ug'{kg]{ 5 .

z}lIfs ;"rgf÷19

k/LIff lgoGq0f sfof{no

kl/ro

:yfkgf M lj= ;+= @)@* ;fn

k|d'v M k/LIff lgoGqs, /f=k=k|yd >]0fL

b/aGbL ;ª\Vof M %*


b"/b[li6

!= dfWolds txsf ljBfyL{sf] pknlAw k/LIf0fsf] sfo{ ug]{ ljZj;gLo s]Gb|sf] ¿kdf /xg],

@= /fli6«o / lhNnf:t/sf k/LIffx¿sf] ljZj;gLotf / j}wtf sfod /fVg],

#= k/LIff;FUf ;DalGwt gofF gofF k|ljlwx¿sf] ljsf; / k|af]wLs/0f ug]{ .

sfo{x¿

!= P;Pn;L k/LIff af]8{af6 :jLs[t gLlt / lg0f{ox¿ sfof{Gjog ug]{,

@= P;Pn;L k/LIffsf] ;~rfng, glthf k|sfzg tyf k|df0fkq ljt/0f ug]{,

#= P;Pn;L k/LIff ;~rfngsf nflu cfjZos s]Gb| lgwf{/0f;DaGwL gLlt tof/ ug]{,

$= P;Pn;L k/LIff ;~rfng tyf pQ/k'l:tsf k/LIf0fdf ;+nUg x'g] JolStx¿sf]

of]Uotf;DaGwL dfkb08 tof/ ug]{,

%= P;Pn;Lsf k/LIffyL{x¿sf] clen]v cBfjlws ug]{,

^= PnPn;L k/LIffsf] glthfsf tYofª\sLo ;"rgfsf] k|af]wLs/0f ug]{,

&= k/LIf0fsf ;"rsx¿nfO{ a9L ljZj;gLo / j}w agfpg cg';GwfgfTds lqmofsnfkx¿

;~rfng ug]{,

*= k/LIff k|0ffnLnfO{ ;do;fk]If ;'wf/ ug{ ljleGg ;]ldgf/, sfo{zfnf tyf uf]i7L

;~rfng ug]{,

(= pQ/k'l:tsf k/LIf0f tyf ;Dk/LIf0fsf] cg'udg ug]{ .

20÷z}lIfs ;"rgf

zfvfx¿

l;g+ zfvf zfvfsf] sfd

!= k/LIff P;Pn;L k/LIffsf] /lh:6«];g / cfj]bg kmf/fd e/fpg], k|Zgkq lgdf{0f, df]8/];g,

5kfO, k|Zgkq / pQ/ k'l:tsfx¿sf] 9'jfgLsf ;fy;fy} k/LIff ;~rfngsf]

Joj:yfkg, pQ/k'l:tsf k/LIf0f, glthf k|sfzg, ljBfnonfO{ k|df0fkq /

dfs{n]h/ pknAw u/fpg], :ylut glthf k|sfzg ug]{, k'gof]{usf sfo{,

dfls{ªl:sd, ljlzi6Ls/0f tflnsf tyf gd'gf k|Zgkq lgdf{0f cflb .

@= k|df0fkq P;Pn;L k/LIffsf k/LIffyL{x¿sf] clen]v Joj:yfkg ug]{, k|Zgkq / glthfsf]

ljZn]if0f / d"Nofª\sg ug]{, k|df0fkq tof/ ug]{, \?h' ug]{, ;Rofpg] tyf

k|df0fkqsf] k|ltlnlk ljt/0f ug]{, d"n / c:yfoL k|df0fkq pknAw u/fpg] .

#= tflnd, cg';Gwfg tyf

d"Nofª\sg

k|Zgkq lgdf{0f, pQ/k'l:tsf k/LIf0f tyf ;Dk/LIf0f, sIff cf7, ;]G6 ck 6]:6 /

P;Pn;Lsf] k/LIff ;~rfng, k|efjsf/L sIff lzIf0f / ljBfyL{ d"Nofª\sg;DaGwL

tflnd ;~rfng, k'gof]{u, k|Zgkq ljZn]if0f, k|Zgkq e08f/, juL{s/0f k4lt,

tflndsf] k|efjsfl/tf, af}l4s cWoog tyf ;dfgfGt/ k|Zgkq;DaGwL cWoog

cg';Gwfg, k/LIff d"Nofª\sg, k|Zgkq lgdf{0f, k/LIff k|0ffnLsf] cg'udg /

pQ/s'l~hsf lgdf{0f ug]{ .

$= sd{rf/L k|zf;g sd{rf/Lx¿sf] clen]v b'?:t /fVg], ef}lts ;DklQsf] ;'/Iffsf] Joj:yf ldnfpg],

lhG;L ;|]:tf b'?:t /fVg] tyf lg/LIf0fsf] Joj:yf ldnfpg], ;jf/L ;fwgx¿sf]

k|of]u, kfn] kx/fsf] Joj:yf, tyf sd{rf/Lx¿sf] sfo{ ;Dkfbg d"Nofª\sg ug]{ .

%= cfly{s k|zf;g sfof{nosf] vr{sf] ljj/0f tof/ ug]{, lgsf;f lng], vr{sf] clen]v /fVg],

cfGtl/s tyf afXo n]vf k/LIf0f u/fpg], a]?h' k/LIf0f tyf km5\of]{6 u/fpg],

/fh:j ;ª\sng / w/f}6Lsf] clen]v /fVg], ljlgof]lht ah]6 /fh:j / w/f}6Lsf]

df:s]jf/L tof/ u/L ;DalGwt lgsfodf k7fpg] tyf jflif{s ah]6 tof/ ug]{ .

gf]6M k/LIff lgoGq0f sfof{nocGtu{t s'g} dxfzfvf g/x]sf]

z}lIfs ;"rgf÷21

cgf}krfl/s lzIff s]Gb|

kl/ro

:yfkgf M lj= ;+= @))& ;fndf lzIff dGqfnosf] :yfkgf;Fu} cgf}krfl/s lzIffsf

sfo{j|md th'{df / lj:tf/sf nflu dGqfnodf k|f}9 lzIff zfvfsf] :yfkgf

ePsf] / o;n] ;fIf/tf lzIff s]lGb|t sfo{j|mdsf] lj:tf/ / sfof{Gjog ub}{

cfPsf] lyof] . /fli6«o cgf}krfl/s lzIff kl/ifb\sf] u7g eO{ lj=;+= @)$(

;fn;Dd sfo{/t /x]sf] / lj=;= @)$( ;fnsf] /fli6«o lzIff cfof]usf]

l;kmfl/;cg'¿k lj=;+= @)%^ ;fndf cgf}krfl/s lzIff s]Gb|sf] :yfkgf

ePsf] xf] .

k|d'v M lgb]{zs, /f=k=k|yd >]0fL -lzIff ;]jf_

b/aGbL ;ª\Vof M @%


b"/b[li6

k|To]s gful/snfO{ u'0f:t/Lo hLjgofkgsf nflu cfjZos ;Lk bIftf clej[l4 ub}{ ;Gt'lnt

/fi6« lgdf{0fdf of]ubfg k'¥ofpg ;Ifd tyf k"0f{;fIf/ ;dfhsf] ljsf; ug'{ o; s]Gb|sf] b"/b[li6

/x]sf] 5 .

nIo

b]zsf] k|f}9 ;fIf/tf l:yltdf ;'wf/ ug]{ / d'n'ssf] ul/aL lgjf/0f / ;dtfd"ns ;fdflhs,

cfly{s ljsf;sf nflu of]ubfg k'¥ofpg ;Ifd hgzlSt ljsf; ug{ dlxnf, blnt / ;dfhsf

;LdfGts[t ;d'bfonfO{ nlIft u/L ;du| k|f}9 tyf o'jfx¿nfO{ ;fIf/tfnufotsf pko'St l;sfO

tyf ;Lk ljsf;sf sfo{j|mdx¿sf] ljsf; / lj:tf/ ug'{ o; s]Gb|sf] nIo /x]sf] 5 .

p2]Zox¿

!= ;fIf/tf tyf cgf}krfl/s lzIff;DjGwL lgwf{l/t u'0ffTds / kl/df0ffTds nIo

k|flKtsf nflu o:tf sfo{j|md ;~rfns ;ª\3;+:yfx¿nfO{ ;xof]u / ;dGjo ug]{

pko'St gLltut Pjd\ of]hgf th'{dfsf 9fFrfx¿ k|bfg ug'{,

22÷z}lIfs ;"rgf

@= ;a}sf nflu lzIff /fli6«o sfo{of]hgfn] to u/]sf ;g\ @)!% ;Dd ljBdfg k|f}9

;fIf/tf b/df %) k|ltzt j[l4 ug]{ nIo xfl;n ug'{,

#= ;fIf/tf, cgf}krfl/s lzIff / v'nf l;sfO k4ltaf6 d'n'ssf] ;fdflhs cfly{s /

dfgj ljsf;sf nIo xfl;n ug'{,

$= /fli6«o ljsf;sf k|of;x¿nfO{ ;xof]u ug]{ lg/Gt/ l;sfO k|0ffnL ljsf;sf nflu

ultzLn / lbuf] /fli6«o cgf}krfl/s lzIff k4lt :yfkgf ug]{,

%= ;fd'bflos ;xof]unfO{ k|j4{g ug{ k|jt{gfTds :yfgLo df}lns /fli6«o cgf}krfl/s

lzIff sfo{j|mdx¿sf] ljsf; ug]{,

^= ;fIf/tf nufotsf cgf}krfl/s lzIff sfo{j|mdnfO{ ;xof]u ug{ /fli6«o / cGt/f{li6«o

;fem]bfl/tfnfO{ ;'b[9 agfpg],

&= ;"Id tyf ;dli6 b'j} txdf of]hgf lgdf{0f, sfo{j|md th'{df / sfof{Gjog ug]{ /fli6«o

Ifdtf clej[l4 ug]{,

*= ljz]if u/L hghflt, blnt / dlxnfnfO{ nlIft u/L sfo{d"ns ;fIf/tf tyf

cgf}krfl/s lzIffsf pko'St sfo{j|mdx¿nfO{ ;+:yfut ug{,

(= k|fylds txsf] cf}krfl/s lzIff k"/f u/L dflyNnf] txsf] lzIffsf] cj;/af6 jl~rt

lszf]/lszf]/Lx¿nfO{ v'nf l;sfOsf] dfWodaf6 lgDg dfWolds tx ;dsIfL lzIff

k|bfg ug'{ .

sfo{x¿

!= ;fIf/tf nufotsf cgf}krfl/s lzIff;DjGwL bL3{sfnLg tyf tTsfnLg gLltx¿ th'{df

ug]{ / lgld{t gLltx¿ sfof{Gjog ug]{,

@= ;fIf/tf, ;fIf/f]Q/, lg/Gt/ lzIff ljBfno lzIff ;dsIftfsf j}slNks tyf v'nf lzIff

l;sfO sfo{j|mdx¿ th'{df u/L sfof{Gjog u/fpg],

#= ;/sf/L lgsfo, u}/;/sf/L ;ª\3;+:yf tyf lghL If]qaf6 ;~rflnt cgf}krfl/s

lzIff;DjGwL sfo{j|mdx¿sf] lgwf{l/t nIo k|flKt ug{ k|fljlws ;xof]u pknAw u/fpg]

/ To:tf sfo{j|mdx¿sf] cg'udg / ;dGjo ug]{,

$= cgf}krfl/s lzIff If]qdf sfo{/t /fli6«o cGt/f{li6«o ;ª\3;+:yfx¿aLr ;dGjo ug]{,

%= cgf}krfl/s lzIffsf] kf7\oj|md ljsf;, lgwf{/0f, pTkfbg tyf cfk"ltsf] Joj:yf ug]{,

^= cgf}krfl/s lzIff sfo{j|mdx¿sf] lj:tf/sf nflu ;fd'bflos cWoog s]Gb|sf] :yfkgf

ug]{ / ltgLx¿nfO{ ;xof]u ug]{,

&= ;~rflnt sfo{j|mdsf] cg'udg d"Nofª\sg ug]{,

*= cgf}krfl/s lzIff;DaGwL cWoog tyf cg';Gwfgsf sfo{x¿ ug]{,

(= sfo{j|md sfof{Gjog /0fgLlt tof/ kfg]{ / tbg'¿k sfof{Gjog ug]{ u/fpg],

z}lIfs ;"rgf÷23

!)= cgf}krfl/s lzIff sfo{j|md sfof{Gjogdf ;+nUg hgzlStsf] Ifdtf clej[l4sf nflu

tflnd / cled'vLs/0f ;~rfng ug]{ .

zfvfx¿

l;=g+= zfvf pk zfvf != of]hgf tyf Joj:yfkg != of]hgf tyf k|zf;g

@= cg';Gwfg, cg'udg tyf d"Nofª\sg

#= ;dGjo, ;fdu|L ljt/0f

$= n]vf

%= tYofª\s÷sDKo'6/

^= :6f]/

@= kf7\oqmd kf7\ok':ts tyf tflnd != cfwf/e"t k|f}9 ;fIf/tf, ;fIf/f]Q/ lzIff / dlxnf lzIff

@= lg/Gt/ lzIff -cfo cfh{g tyf ;fd'bflos cWoog s]Gb|

#= j}slNks ljBfno

$= aLr}df ljBfno 5f8\g] afnaflnsfsf nflu sfo{s|d

%= kf7\oqmd kf7\ok':ts tyf cGo ;fdfu|L k|sfzg

^= v'nf tyf j}slNks lzIff

sfo{j|mdx¿

l;=g+= sfo{j|md nlIft ;d"x cjlw sfo{j|mdsf] :j¿k

! cfwf/e"t k|f}9

;fIf/tf

!%–$% jif{sf lg/If/ k|f}9 ^ dlxgf cfwf/e"t ;fIf/tf / sfo{d"ns lzIff

@ ;fIf/f]Q/ !%–$% jif{ # dlxgf cfwf/e"t ;fIf/tf k"/f u/]sfnfO{

;fIf/f]Q/ lzIff

# dlxnf lzIff k|yd !%–$% jif{ pd]/;d"xsf lg/If/

k|f}9 dlxnf

^ dlxgf cfwf/e"t ;fIf/tf tyf sfo{d"ns

lzIff

$ dlxnf lzIff bf];|f] cfwf/e"t dlxnf ;fIf/tf k|yd k"/f

u/]sf !%–$% jif{sf k|f}9 dlxnf

^ dlxgf cfwf/e"t ;fIf/tf k"/f u/]sfnfO{

;fIf/f]Q/ lzIff

% /fli6«o ;fIf/tf

cleofg

!%–^) pd]/;d"xsf lg/If/ k|f}9 # dlxgf 5f]6f] cjlwdf lg/If/tf 36fpg

cfwf/e"t ;fIf/tf

^ k|fylds lzIff

lj:tf/ sfo{j|md

k|fylds lzIffaf6 jl~rt ^–*

pd]/ ;d"xsf afnaflnsf

# jif{ sIff !–# ;Ddsf] lzIff

& cgf}krfl/s

k|fylds lzIff

sfo{j|md

k|fylds lzIffaf6 jl~rt *–!$

pd]/ ;d"xsf afnaflnsf

# jif{ sIff !–% ;dsIftfsf] k|fylds lzIff

24÷z}lIfs ;"rgf

l;=g+= sfo{j|md nlIft ;d"x cjlw sfo{j|mdsf] :j¿k

* cgf}krfl/s k|f}9

k|fylds lzIff

!$ jif{eGbf dflysf k|fylds

lzIffaf6 jl~rt lszf]/ lszf]/L

tyf k|f}9

# jif{ sIff !–% ;dsIftfsf] k|fylds lzIff

( lgDg dfWolds

txsf] v'nf lzIff

!$ jif{eGbf dflysf lgDgDffWodls

lzIffaf6 jl~rt lszf]/ lszf]/L

tyf k|f}9

@ jif{ sIff ^–* ;dsIftfsf] lgDg

dfWolds lzIff

!) cfo cfh{g !% jif{ dflysf k|f}9 dlxnf lg/Gt/ /f]huf/d"ns :yfgLo Joj;fodf

;+nUg u/L pTkfbg a9fpg]

!! ;fd'bflos cWoog

s]Gb|

:yfgLo ;d'bfosf afl;Gbfx¿ lg/Gt/ :yfgLo ;d'bfosf l;sfO

cfjZostfsf] kl/k"lt{sf sfo{j|md /

cfo cfh{g sfo{j|mdsf] ;+of]hg

z}lIfs ;"rgf÷25

ljBfno lzIfs lstfavfgf

kl/ro

:yfkgf M lj=;= @)%$ r}q @^ ut]

k|d'v M dxflgb]{zs, /f=k= k|yd >]0fL -k|zf;g_

b/aGbL ;ª\Vof M @&

cjl:ylt M tfxfrn, sf7df8f}F

b"/b[li6

cfw'lgs k|ljlwdf cfwfl/t j}1flgs / Jojl:yt clen]v Joj:yfkgsf] dfWodaf6

;]jfu|fxLx¿nfO{ u'0f:t/Lo ;]jf k|jfx ub}{ e/kbf]{ clen]vsf cfwf/df ;'wf/fTds gLlt tyf

sfo{s|d lgdf{0fdf ;/sf/nfO{ ;xof]u k'¥ofpg] o; lstfavfgfsf] b"/b[li6 /x]sf] 5 .

p2]Zox¿

!= ;fd'bflos ljBfnosf :yfoL lzIfsx¿sf] ;'? lgo'lStb]lv cjsfz;Ddsf] clen]v

cBfjlws ug]{,

@= ;]jfaf6 cnu ePsf lzIfsx¿n] lgj[Qe/0f, pkfbfg, cf}ifwf]krf/, ladf, kfl/jfl/s

lgj[Qe/0f, ;Gtlt j[lQ cflb ;'ljwf pknAw u/fpg] / ltgsf] clen]v /fVg],

#= cjsfzk|fKt lzIfsx¿sf] clen]v /fVg],

$= lzIfsx¿sf] ;"rgf s]Gb|sf ¿kdf sfo{ ug]{,

%= ;/sf/sf ljleGg lgsfox¿nfO{ gLlt lgdf{0fsf nflu cfjZos kg]{ lzIfs;DaGwL

;"rgf tyf tYofª\sx¿ pknAw u/fpg],

^= lzIfsx¿sf] jflif{s tnaL k|ltj]bg kfl/t ug]{÷u/fpg] .

sfo{x¿

!= j}olSts ljj/0f btf{ u/L lgo'lSt, kb:yfkgf, ;?jf, a9'jf, tflnd, z}lIfs of]Uotf,

k'/:sf/, ljefuLo sf/afxL, c;fwf/0f Pjd\ cWoog labf, cf}ifwLpkrf/sf] /sdh:tf

lzIfs;Fu ;DalGwt ljj/0fx¿ j}olSts ljj/0f kmfOndf ;+nUg u/L cBfjlws ug]{,

26÷z}lIfs ;"rgf

@= lzIfssf] jflif{s tnaL ljj/0f kfl/t ug]{ u/fpg],

#= lzIfsx¿sf] cjsfzsf] ;"rgf ^ dlxgf cufj} ;DalGwt lzIfsnfO{ lbg],

$= ;]jfaf6 cnu ePsf lzIfsx¿sf] lgj[Qe/0f, pkfbfg, cf}ifwL, ladf, kfl/jfl/s

lgj[Qe/0f, kfl/jfl/s j[lQ, z}lIfs eQf tyf ;Gtlt j[lQh:tf ;'ljwf ls6fg u/L

clwsf/ kq k|bfg ug]{,

%= lzIfsx¿sf] gf]s/L clen]v cBfjlws /fVg],

^= lzIfsx¿sf] :yfoL 7]ufgf kl/jt{g ug]{,

&= lzIfs;DaGwL ;"rgf s]Gb|sf ¿kdf sfd ug]{,

*= lzIfsx¿sf] k|fKt ;DklQ ljj/0f /fVg],

(= ;DalGwt lzIfs tyf JolSt, ;+:yf / lgsfox¿nfO{ lzIfsx¿sf] clen]vcg'¿ksf

tYofª\sx¿ lgodfg;;f/ pknAw u/fpg],

!)= lzIfsx¿sf] clen]vnfO{ lg/Gt/ cfw'lgs k|ljlwcg'¿k Jojl:yt Pjd\ cBfjlws ub}{

hfg],

!!= lzIff dGqfnon] lbPsf] lgb]{zgsf] kfngf ug]{ / tf]lsPsf cGo sfd ug]{ .

zfvf tyf dftxtsf zfvfx¿

l;=g+= zfvf dftxtsf] zfvf

!= clen]v != klZrdf~rn, dWoklZrdf~rn / ;'b"/ klZrdf~rn zfvf

@= k"jf{~rn / dWodf~rn zfvf

#= sDKo'6/ zfvf

@= lgj[Qe/0f tyf pkbfg zfvf != k"jf{~rn tyf ;'b"/ klZrdf~rn zfvf

@= dWodf~rng zfvf

#= klZrdf~rn tyf dWoklZrdf~rn zfvf

$= k|zf;g, btf{ rnfgL / :6f]/ zvf

%= cfly{s k|zf;g zfvf

z}lIfs ;"rgf÷27

lzIfs ;]jf cfof]u

kl/ro

:yfkgf M lj=;= @)%* df3 @% ut]

k|d'v M k|zf;sLo k|d'v -/f=k= k|yd, lzIff_

b/aGbL ;ª\Vof M @(


sfo{x¿

!= ;fd'bflos ljBfnosf lzIfsx¿sf] :yfoL lgo'lStsf nflu sfo{;DkfbgkZrft\

l;kmfl/; ug{],

@= cWofkg cg'dlt kqsf] k/LIff ;~rfng / k|df0fkq k|bfg ug{],

#= lzIfsx¿sf] v'nf k|ltof]lutfTds k/LIff, a9'jf / cWofkg cg'dlt kqsf nflu lnOg]

k/LIffsf] kf7\oqmd lgwf{/0f ug{] / k/LIff;DjGwL cGo sfo{ ug{],

$= lzIfsx¿sf] ;]jf, ;t{ / ;'ljwfsf ;DjGwdf dGqfnonfO{ ;'emfj lbg] cflb d'Vo¿kn]

/x]sf 5g\ .

28÷z}lIfs ;"rgf

Zf}lIfs u'0f:t/ k/LIf0f s]Gb|

kl/ro

:yfkgf M lj=;+=@)^^

k|d'v M ;x;lrj, /f=k=k|yd >]0fL -lzIff ;]jf_

cjl:ylt M lzIff dGqfno, s]z/dxn

p2]Zo

!= lzIffsf] kx'Fr, ;dtf / u'0f:t/ clej[l4sf nflu ;du| z}lIfs ;+/rgf tyf

sfo{k|0ffnLsf] k/LIf0f u/L lzIff dGqfno;dIf jflif{s k|ltj]bg k]; ug{],

@= lglb{i6 gLlt tyf sfo{s|dx¿ k|rlnt P]g, lgodadf]lhd sfof{Gjog eP gePsf]

;DaGwdf n]vfhf]vf u/L ;'wf/sf nflu k|ltj]bg k|:t't ug]{ .

k|d'v sfo{x¿

!= lgwf{l/t dfkb08, dfgs, sfo{lgb]{lzsf, p2]Zo, Pjd\ ;"rssf cfwf/df lzIff

dGqfnocGtu{tsf lgsfox¿ tyf ljBfnox¿sf] ;du| z}lIfs k4lt, ;+:yfut Ifdtf

/ j}olSts ;Ifdtf tyf sfo{ k|ultx¿sf] n]vfhf]vf ug]{

@= lzIff P]g tyf lgodfjnLadf]lhd ljBfnox¿sf] juL{s/0f;d]tsf] sfo{k|lqmofsf]

k/LIf0f ug]{

#= z}lIfs u'0f:t/ clej[l4sf nflu ljleGg lgsfoaf6 ljsf; ePsf dfgs Pjd\

dfkb08x¿sf] sfof{Gjog cj:yfsf] k/LIf0f ug]{

$= u'0ffTds ;'wf/sf nflu ljBfyL{x¿sf] l;sfO:t/sf] cfjlws ¿kdf k/LIf0f ug]{

%= ;DalGwt z}lIfs lgsfox¿n] ;Dkfbg u/]sf sfo{ k|efjsfl/tfsf cfwf/df tyf

lgwf{l/t z}lIfs dfkb08 k"/f u/]sf cfwf/df u'0f:tl/otf hfFra'em u/L k|df0fLs/0f

Pjd\ >]0fLs/0fsf nflu l;kmfl/; ug]{

^= dGqfno / cGtu{tsf lgsfox¿ jf kbflwsf/Lx¿af6 ;Dkflbt sfo{x¿sf] k/LIf0f u/L

lgisif{ ;fj{hlgs ug]{

&= dGqfnocGtu{tsf lgsfox¿ / ljBfno tx;Ddsf z}lIfs ;fem]bf/L ;+:yfx¿aLr

;+:yfut ;dGjosf] cj:yf ljZn]if0f u/L ;'wf/sf nflu ;'emfj lbg]

z}lIfs ;"rgf÷29

*= lzIff If]qsf cg';Gwftf, lzIffljb\, ljz]if1x¿sf] /f]i6/ lgdf{0f u/L z}lIfs u'0f:t/

clej[l4sf nflu k'g/fjnf]sg sfo{df ;+nUg u/fpg]

(= ;d;fdlos z}lIfs d'2fx¿ klxrfg u/L ;f]sf] cWoog u/L u/fO{ ;'emfjx¿ sfof{Gjog

ug{ u/fpg ;DalGwt lgsfodf k|:t't ug]{

!)= ljBfyL{ d"Nofª\sg / :t/ lgwf{/0f;DaGwL k/LIf0f tyf cg';Gwfg u/L l;kmfl/; ug]{

;+/rgf

z}lIfs u'0f:t/ k/LIf0f s]Gb|df b]xfosf PsfOx¿ /xg] 5g\ M

s= lgsfout sfo{;Dkfbg k/LIf0f PsfO (Institutional Performance Audit Unit)

v= ljBfnout sfo{;Dkfbg k/LIf0f PsfO (School Performance Audit Unit)

u= ljBfyL{ l;sfO:t/ dfkg PsfO (NASA Unit)

kxn ePsf sfo{qmdx¿sf] xfn;Dd ePsf k|ult ljj/0f

- z}lIfs u'0f:t/ k/LIf0f s]Gb|, Joj:yfkg sfo{ljlw lgb{]lzsf, @)^& :jLs[t

- gLltut lg0f{osf nflu lgb{]zs ;ldlt / k|fl1s ;Nnfx ;'emfjsf nflu k|fljlws ;ldlt

u7g

- ljifout ¿kdf ljBfyL{ d"Nofª\sgsf dfkb08 tyf cfwf/x¿ tof/ ug{ k/fdz{ lbg] ljifo

;ldlt -g]kfnL, ;fdflhs / ul0ft_ u7g

- ;+:yfut pknlAw k/LIf0f ;"rs ljsf;sf] qmddf s]Gb|Lo lgsfox¿sf] ;"rs lgdf{0f

cEof; yfngL eO{ $ cf]6f s]Gb|Lo lgsfodf pknlAw k/LIf0fsf] sfo{ ;'?

- lhNnf lzIff sfof{nox¿sf] pknlAw ;"rs lgdf{0f ug{] qmddf !) cf]6f lhlzsfdf ;"rs

ljsf; cEof; ePsf]

- ljBfno :t/Lo ;"rs lgdf{0f ug{] sfo{ k|lqmofdf /x]sf]

- gLltut ;'emfjsf nflu ljZjljBfnosf k|fWofksx¿sf] ;dGjodf % cf]6f ;d;fdlos

z}lIfs d'2fx¿df n3' cg';Gwfg sfo{ ;'?

- /fli6«o:t/df sIff * sf] ljBfyL{sf pknlAw k/LIf0fsf nflu k"j{ k/LIf0f sfo{ x'g] qmddf

/x]sf]

National Assessment for Student Achievement (NASA)

- k'/fgf] k/LIf0f -@))*_ sf Data Analysis

- ul0ft, g]kfnL / ;fdflhs ljifosf] k|Zgkq -%÷%;]6_ tof/L

- clGtd Booklet -$ ;]6_ Final u/L 5kfO

- @)^*.#.#! ut] Pre-Test ;~rfng

30÷z}lIfs ;"rgf

If]qLo lzIff lgb]{zgfno

kl/ro

;'?jft M lj=;=@))# -;g\ !($^_ df k"jf{~rnsf] hgsk'/ / klZrdf~rnsf] kfNkfdf

ljBfno pklg/LIfssf] sfof{no :yfkgf;Fu} lzIffdf If]qLo k|zf;gsf] ;'?jft

ePsf] . t/ ljBdfg If]qLo lzIff lgb]{zgfnox¿ eg] /fli6«o lzIff of]hgf,

@)@* nfu" ePkl5 :yfkgf ePsf x'g\ .

k|d'v M lgb]{zs -/f=k=k|yd >]0fL, lzIff_

b/aGbL M !$# -kfFrcf]6} If]qLo lzIff lgb]{zgfnosf] hDdf_

cjl:yt M !_ k"jf{~rn If]qLo lzIff lgb]{zgfno, wgs'6f @_ dWodf~rn If]qLo lzIff

lgb]{zgfno, sf7df8f}F #_ klZrdf~rn If]qLo lzIff lgb]{zgfno, kf]v/f $_

dWoklZrdf~rn If]qLo lzIff lgb]{zgfno, ;'v]{t / %_ ;'b"/klZrdf~rn

If]qLo lzIff lgb]{zgfno, lbkfon

p2]Zox¿

!= dGqfno / ljefusf] lgb]{zgdf If]qleqsf sfo{s|dx¿ sfof{Gjog ug]{,

@= cfˆgf] If]qleqsf z}lIfs sfo{s|d tyf lqmofsnfksf] ;dGjo ug]{,

#= If]qleq z}lIfs sfo{s|dx¿ cg'udg, d"Nofª\sg tyf lg/LIf0f ug]{ .

sfo{x¿

!= If]qleqsf z}lIfs of]hgf / sfo{s|dx¿ aLrdf ;dGjo ug]{,

@= ljBfno lzIffsf] tYofª\s ;ª\sng tyf ljZn]if0f ug]{,

#= lgDg dfWolds tyf dfWolds ljBfnox¿nfO{ cg'dlt / :jLs[t lbg],

$= pRr dfWolds ljBfnox¿sf] cg'udg tyf ;'kl/j]If0fdf ;xof]u k'¥ofpg],

$= k|j]lzsf k/LIff -P;Pn;L_ ;~rfng ug{ ;xof]u ug]{,

^= lhNnf lzIff clwsf/L, lg/LIfs, lzIfs tyf ljBfno Joj:yfkg ;ldltsf nflu

tflnd, uf]i7Lx¿ ;~rfng ug]{,

z}lIfs ;"rgf÷31

&= cf}krfl/s tyf cgf}krfl/s lzIff sfo{s|dx¿sf]] :ynut ;'kl/j]If0f tyf sfo{s|dx¿

cg'udg ug]{,

*= cfly{s k|zf;gsf] /]vb]v u/L ljBfnosf] n]vfk/LIf0fsf nflu n]vf k/LIfssf] ;"rL

tof/ u/L lhNnf lzIff sfof{nodf k7fpg],

(= ;/sf/L tyf u}/;/sf/L lzIff kl/of]hgfx¿sf] ;dGjo / lg/LIf0f ug]{,

!)= dfWolds lzIff pQL0f{ ljBfyL{x¿sf]] k|df0f–kqdf gfd, y/ / hGd ldlt ;Rrfpg] tyf

c:yfoL k|df0fkq lbg] ,

!!= lhNnf lzIff clwsf/Lx¿sf] sfddf ;dGjo, lg/LIf0f / d"Nofª\sg ug]{,

!@= lhlzsf / ;|f]t s]Gb|af6 lgoldt ¿kdf k|efjsf/L tj/n] ljBfnosf] lg/LIf0f u/fpg],

!#= ljBfnonfO{ ;fj{hlgs tyf lghL u'7LcGtu{t btf{ ug]{,

!$= lgDg dfWolds tyf dfWolds txsf ljBfnox¿sf] Joj:yfkg x:tfGt/0f ug]{ .

32÷z}lIfs ;"rgf

lhNnf lzIff sfof{no

kl/ro

k|d'v M lhNnf lzIff clwsf/L, /f= k= låtLo >]0fL], k|fljlws

cjl:ylt M &% lhNnf

bfloTj

lhNnf:t/Lo z}lIfs ljsf; sfo{s|dsf] of]hgf th'{df u/L sfof{Gjog ug'{ / /fli6«o gLlt /

sfo{s|dsf ;fy} ;DalGwt If]qLo lzIff lgb]{zgfno, lzIff ljefu tyf lzIff dGqfnosf]

lgb]{zfg';f/ lhNnfdf k7gkf7g k|lqmof ePgePsf] ;'kl/j]If0f tyf cg'udg ug'{ xf] . ljBfno

k|zf;g tyf ;'kl/j]If0f sfo{df k|efjsfl/tf Nofpgsf nflu k|To]s lhNnfnfO{ ljBfno ;ª\Vof /

ef}uf]lns agfj6sf cfwf/df lg/LIf0f If]qdf ljefhg ul/Psf] 5 . k|To]s lg/LIf0f If]qsf

ljBfnox¿nfO{ k|fljlws ;xof]u, lg/LIf0f tyf z}lIfs ;]jfx¿ k|bfg ug{sf nflu ;|f]t s]Gb|

:yfkgf ul/Psf] 5 .

lhNnf ju{L{s/0f

ljBfno ;ª\Vofsf] cfwf/df lhNnf lzIff sfof{nonfO{ …sÚ, …vÚ, …uÚ / …3Ú u/L rf/ ju{df

ljefhg ul/Psf] 5 . …sÚ ju{df Psdfq lhNnf sf7df8f}F /x]sf] 5 eg] …vÚ ju{df & lhNnf, …uÚ

ju{df %( lhNnf / …3Ú ju{Dff * lhNnfx¿ /x]sf 5g\ .

k|d'v sfo{x¿

!= ;/sf/sf] z}lIfs gLlt tyf of]hgfx¿sf cfwf/df lhNnfdf ljleGg z}lIfs ljsf;

sfo{s|dx¿ tof/ u/L sfof{Gjog ug]{ u/fpg],

@= ljBfno / ;|f]ts]Gb|x¿sf] ;'kl/j]If0f u/L lzIfs, k|wfgfWofks, ;|f]tJolSt /

ljBfyL{x¿nfO{ k[i7kf]if0f lbg],

#= lhNnfsf] z}lIfs k|ultsf] cg'udg tyf d"Nofª\sg ug]{,

$= lzIfsx¿sf] lgo'lSt, kb:yfkg tyf ;?jf ug]{ / ;f]sf] clen]v /fVg],

%= ljBfno, lzIfs cflbsf] jflif{s / cfjlws tYofª\s k|ltj]bg tof/ ug]{,

^= gofF ljBfnox¿sf] :yfkgf / ljBdfg ljBfnox¿ ;'b[9 ug]{,

z}lIfs ;"rgf÷33

&= 5f]6f] cjlwsf lzIfs tflnd, sfo{zfnf tyf uf]i7Lx¿ ;~rfng ug]{,

*= cltl/St lqmofsnfk;DaGwL sfo{s|dx¿ ;~rfng ug]{,

(= lhNnf:t/Lo Pjd\ P;Pn;L k/LIff ;~rfng ug]{,

!)= lhNnfsf ljBfnox¿df ljBfyL{x¿sf] kx'Fr Pjd\ z}lIfs u'0f:t/j[l4sf nflu sfo{s|d

;~rfng ug]{,

!!= z}lIfs ;"rgf ;ª\sng ljZn]if0f / k|af]wLs/0f ug]{ u/fpg],

!@= ;/f]sf/jfnfx¿sf] Ifdtf clej[l4 sfo{s|d ;~rfng ug]{,

!#= lhNnfdf z}lIfs sfo{s|d ;~rfngfy{ u};; / cGo ;ª\3 ;+:yfx¿;Fu ;dGjo ug]{

u/fpg],

!$= s]Gb|Lo Pjd\ If]qLo lgsfox¿af6 tf]lsPsf cGo sfo{ ;Dkfbg ug]{ .

34÷z}lIfs ;"rgf

;|f]ts]Gb|

kl/ro

k|d'v M ;|f]tJolSt -;fd'bflos ljBfnosf lzIfsx¿af6 sfhdf NofOPsf_

;ª\Vof M d'n'se/ s'n !)(! ;|f]ts]Gbx¿ tf]lsPsfdf xfn !)%# ;|f]ts]Gb|x¿

;~rflnt

sfo{x¿

lhNnf lzIff sfof{nodfkm{t\ lhNnfdf ;~rfng x'g] z}lIfs ultljlwsf] g]t[Tj ug]{ . lhNnf :t/df

;|f]ts]Gb|x¿sf] lg/LIf0f, cg'udg / d"Nofª\sg ug{] sfo{ ljBfno lg/LIfsdfkm{t x'g] ub{5 .

sfo{s|dx¿

!= of]hgf lgdf{0f / sfof{Gjog

!=! ;Dk"0f{ ljBfnox¿nfO{ ljBfno ;'wf/ of]hgf lgdf{0f ug{ nufO{ ;f]cg';f/ sfof{Gjogsf]

cfjZos Joj:yf ldnfpg],

!=@ ;|f]ts]Gb|:t/Lo jflif{s of]hgf lgdf{0f ug]{ / sfof{Gjog ug]{ .

@= ljBfno lg/LIf0f

@=! kf7\oqmdcg'¿k lzIfs lgb]{lzsfsf] k|of]u u/L k7gkf7g ePgePsf] lg/LIf0f ug]{,

@=@ ljBfnodf kf7\oqmd, kf7\ok':ts / lzIfs lgb]{lzsf k|fKt ePgePsf] lg/LIf0f ug]{ /

gePdf ;dodf g} Joj:yf ug]{ jf u/fpg],

@=# ;|f]ts]Gb|cGtu{tsf ljz]if sIff ;~rfng ePsf nufot cGo ;Dk"0f{ ljBfnox¿sf]

lgoldt lg/LIf0f ug]{ / k|ltj]bg lhlzsfdf k7fpg] .

#= tYofª\s ;ª\sng / clen]v Joj:yfkg

#=! ;|f]ts]Gb| / ;d"x ljBfnosf] ljj/0f cBfjlws ug]{],

#=@ ;|f]ts]Gb|cGtu{tsf lzIfsx¿sf] ljj/0f cBfjlws ug]{ .

$= sIff cjnf]sg÷gd'gf kf7 k|bz{g

$=! ;|f]ts]Gb|leqsf bIf lzIfsx¿af6 gd'gf kf7 k|bz{g ug]{ sfddf nufpg],

z}lIfs ;"rgf÷35

$=@ z}lIfs ;fdu|L lgdf{0f ug{ nufO{ Peer teaching ug{ nufpg] / cjnf]sg ug]{,

$=# ljBfnosf lzIfsx¿sf] sIff cjnf]sg ug]{ / k[i7kf]if0f lbg],

$$ ljifout ;'xfpFbf] z}lIfs ;fdu|L k|of]u ug{ ;xhLs/0f ug]{ .

% cgf}krfl/s lzIff;DaGwL sfo{s|d

%=! cgf}krfl/s lzIffsf nflu cfjZos kg]{ lg/If/x¿sf] tYofª\s ;ª\sng ug]{ .

^= z}lIfs u'0f:t/ clej[l4;DaGwL sfo{

^=! ljBdfg k|fs[lts, ef}lts, dfgjLoh:tf ;|f]tx¿sf] plrt kl/rfng ug]{,

^=@ ljleGg ;+:yfx¿sf] ;xof]udf z}lIfs ljsf;sf sfo{s|dx¿ ;~rfng ug]{,

^=# lzIfssf] lzIf0f–l;sfO lqmofsnfksf] lgs6td /xL lzIfssf] Ps ;xof]uL ldqsf

¿kdf sfo{ ug]{,

^=$ z}lIfs ljsf;sf nflu ;|f]ts]Gb|cGtu{tsf lzIfs, k|wfg cWofks=, Joj:yfkg ;ldlt /

lzIfs cleefjs ;ª\3 Pjd\ cleefjsx¿nfO{ cfjZostf x]/L cNksfnLg tflnd,

uf]i7L, ;]ldgf/ cfof]hgf ug]{,

^=% lzIfsnfO{ lzIf0f l;sfO tyf ljifout;DaGwL tflndsf] Joj:yf ug]{,

^=^ cfjZos kg]{ sIffsf] ljj/0f ;DalGwt lgsfodf dfu ug]{,

^=& cgf}krfl/s sIff ;~rfngsf nflu cfjZos ;xof]u k'¥ofpg],

^=* ;xof]uL sfo{stf{, :yfgLo lg/LIfssf] lgo'lStsf] nflu l;kmfl/; ug]{,

^=( ufpF ;fIf/tf cleofg ;ldlt u7g ug]{,

^=!) cgf}krfl/s lzIff sfo{s|dsf] lg/LIf0f ug]{ / ljj/0f lhlzsfdf k7fpg] .

& cltl/St lqmofsnfk ;~rfng

&=! cltl/St lqmofsnfk / z}lIfs ;fdu|L k|bz{gL ug{ nufpg],

&=@ cGo /rgfTds sfo{ -h:t} M /]8qm;, :sfp6 tyf ;|f]ts]Gb|:t/Lo sfo{s|dsf] Joj:yf

ldnfpg] sfo{_ u/fpg] .

* cGo sfo{x¿

*=! ljBfno d"Nofª\sg / k'/:s[t

*=@ ljz]if lzIff sIff ;~rfngsf nflu cfjZos sfo{

*=# ;|f]ts]Gb|:t/Lo k/LIff ;~rfng

*=$ ;do ;dodf z}lIfs e|d0fsf] Joj:yf

*=% lhlzsfaf6 lgb]{lzt cGo sfo{x¿

36÷z}lIfs ;"rgf

z}lIfs ;"rgf÷37

o'g]:sf]sf lgldQ g]kfn /fli6«o cfof]u

kl/ro

:yfkgf M lj= ;+ @)!! ;fn >fj0f !! ut] -@@ h'nfO{ !(%$_

cjl:ylt M lzIff dGqfno, s]z/dxn

p2]Zox¿

!= z}lIfs j}1flgs tyf ;f+:s[lts sfo{x¿sf] dfWodåf/f g]kfnL hgtfsf] cfly{s,

;fdflhs Pjd\ af}l4s ljsf; ug]{,

@= lzIff, ;+:s[lt, lj1fg, cfd ;~rf/ tyf ;fdflhs If]qdf cWoog cg';Gwfg, tflnd,

uf]i7L, ;ef, ;Dd]ng cflb ug]{ u/fpg],

#= cfˆgf] b]zsf] uf}/jdo ;+:s[ltsf] j}ejnfO{ ljZjsf cGo /fi6«x¿df cfˆgf] ;fwgn]

EofP;Dd kl/lrt ug]{ u/fpg],

$= o'g]:sf]sf] p2]Zo Pjd\ sfo{s|dx¿sf] k|rf/ k|;f/ u/L ;j{;fwf/0f hgtf ;dIf

k'¥ofpg],

%= cGt/f{li6«o Pjd\ If]qLo:t/df o'g]:sf]åf/f ;~rflnt sfo{s|ddf ;3fp k'¥ofpg],

^= o'g]:sf]sf] ;xof]udf ;~rflnt /fli6«o tyf If]qLo ljsf; cfof]hgf Pjd\ sfo{s|dx¿sf]

sfof{Gjogdf ;xof]u k'¥ofpg] .

;+/rgf

;+o'St /fi6« ;ª\3Lo z}lIfs, j}1flgs tyf ;f+:s[lts ;ª\u7gsf] ljwfgaf6 lgb]{lzt /x]sf]

o'g]:sf]sf lgldQ g]kfn /fli6«o cfof]usf] ljwfgn] cfof]usf] ;+/rgfnfO{ o'g]:sf] k]l/;sf]

;+/rgf;Fu ldNbf] lsl;dn] cª\uLsf/ u/]sf] 5 . ljwfgcg';f/ cfof]usf] ;+/rgf lgDgfg';f/ /x]sf]

5 M

!= cfof]u

lzIff dGqLsf] cWoIftfdf o'g]:sf] ljifo If]q;Da4 dGqfnosf k|ltlglwx¿, ljZjljBfnosf

k|ltlglw, nAw–k|ltli7t ljåfg\x¿, ljifo ljz]if1x¿;d]taf6 u7g ePsf] cfof]u

Joj:yfksLo cª\usf] ¿kdf /x]sf] 5 . kb]g / dgf]gLt b'O{ k|sf/sf ;b:o /xg] o;

38÷z}lIfs ;"rgf

cfof]un] gLlt lgd{f0f / lgb]{zg ub{5 . o;sf] dxflwj]zg jflif{s ¿kdf x'g] Joj:yf 5 .

cfof]usf] u7g ljlw b]xfoadf]lhd /x]sf] 5 M

s_ lzIff dGqL cWoIf

v_ lzIff /fHodGqL jf ;xfos dGqL pkfWoIf

u_ ljZjljBfnosf pks'nkltx¿dWo]af6 lzIff dGqfnoåf/f dgf]gLt b'O{hgf ;b:o

3_ k//fi6« dGqfnosf] k|ltlglw ;b:o

ª_ lj1fg tyf k|ljlw dGqfnosf] k|ltlglw ;b:o

r_ ;ª\3Lo dfldn, ;+ljwfg ;ef, ;+;bLo Joj:yf tyf ;+:s[lt dGqfnosf] k|ltlglw

;b:o

5_ hg;ª\Vof tyf jftfj/0f dGqfnosf] k|ltlglw ;b:o

h_ ljleÌ ;ª\3, ;+:yfsf k|d'vx¿dWo]af6 lzIff dGqfnoåf/f dgf]gLt a9Ldf $ hgf

;b:o

em_ lzIffljb\x¿dWo]af6 lzIff dGqfnoåf/f dgf]gLt a9Ldf %hgf ;b:o

`_ ljifo ;ldltsf kbflwsf/Lx¿ / ;b:ox¿ ;b:o

6_ lzIff ;lrj dxf;lrj

7_ ;xfos dxf;lrj, o'g]:sf]sf lgldQ g]kfn /fli6«o cfof]u ;b:o

@= sfo{sfl/0fL ;ldlt

cfof]un] kfl/t u/]sf gLlt Pjd\ sfo{s|dx¿nfO{ k|efjsf/L 9ª\uaf6 sfof{Gjog ug{

u/fpgsf nflu s]Gb|Lo :t/df Ps sfo{sfl/0fL ;ldlt /xg] Joj:yf /x]sf] 5 . h;df

sfo{sfl/0fL ;ldltsf] ;lrjsf] ¿kdf ;lrjfnosf] ;xfos dxf;lrjn] sfo{ ug]{ Joj:yf

5 .

#= ;lrjfno

o'g]:sf]sf lgldQ g]kfn /fli6«o cfof]usf] Ps ;lrjfno /xg] Joj:yf 5 . xfn of]

;lrjfno lzIff dGqfno s]z/dxndf /x]sf] 5 . o'g]:sf]sf lgldQ g]kfn /fli6«o cfof]usf]

ljwfgn] lzIff dGqfnon] tf]s]sf] lzIff ;]jfsf] pk–;lrjn] ;lrjfnosf] ;lrj eO{ sfo{

ug]{ Joj:yf u/]sf] 5 . o; ;lrjfnodf dxf;lrjsf] ¿kdf lzIff ;lrj / ;xfos

dxf;lrj tyf cGo sd{rf/Lx¿ /xg] Joj:yf /x]sf] 5 .

cfof]usf] sfo{ ;Dkfbgsf nflu sfo{sfl/0fL ;ldltsf] dftxtdf /xg] u/L lzIff, ;+:s[lt,

lj1fg, cfd;~rf/ / ;fdflhs If]qsf u/L kfFrcf]6f ;ldlt u7g ul/Psf 5g\ . h;df

a9Ldf ;ft hgf ;b:o /xg] / pgLx¿sf] kbfjlw rf/ jif{sf] x'g] Joj:yf u/]sf] 5 .

z}lIfs ;"rgf÷39

pRr dfWolds lzIff kl/ifb\

kl/ro

:yfkgf M lj=;+= @)$^ ;fn kmfu'g !@ ut]

k|d'v M pkfWoIf

cjl:yt M ;fgf]l7dL, eStk'/

p2]Zox¿

!= /fi6« lgd{f0fsf nflu ljleÌ If]qdf cfjZos dWod:t/Lo hgzlSt tof/ kfg]{,

@= pRr lzIff xfl;n ug{ ;Ifd agfpg],

#= pRr dfWolds lzIff kl/ifb\sf lgoldt sfo{x¿ ug]{,

$= pRr dfWolds tx ;~rfng ug{sf nflu ljBfnox¿nfO{ ;DaGwg k|bfg ug]{,

%= pRr dfWolds txsf] kf7\oj|md, kf7\ok':ts lgdf{0f Pjd\ kl/dfh{g ug]{,

^= pRr dfWolds txsf] k/LIff ;~rfng Pjd\ glthf k|sfzg ug]{,

&= k/LIffdf pQL0f{ ljBfyL{xnfO{ pkflw k|bfg ug]{,

*= pRr dfWolds ljBfnox¿sf] cg'udg / lg/LIf0f Pjd\ d"Nofª\sg ug]{,

(= pRr dfWolds lzIffdf ;'wf/sf nflu of]hgf tyf sfo{j|mdx¿ sfof{Gjog ug]{ .

sfo{x¿

!= b; hf]8 b'O{ ljBfnox¿sf] :jLs[lt lbg],

@= kf7\oqmd / kf7\o ;fdu|Lx¿sf] ljsf; tyf kl/dfh{g ug]{,

#= k/LIff ;~rfng tyf glthf k|sfzg ug]{,

$= pRr dfWolds k/LIffdf kf; ePsf ljBfyL{x¿nfO{ k|df0f kq k|bfg ug]{,

%= pRr dfWolds ljBfnosf sfo{s|dx¿sf] ;'kl/j]If0f tyf d"Nofª\sg ug]{,

^= pRr dfWolds lzIffdf ;'wf/sf lglDt of]hgf tyf sfo{s|dx¿ sfof{Gjog ug]{,

&= k|fljlws, k];fut tyf k|zf;lgs sd{rf/Lx¿sf] lgo'lSt ug]{,

*= pRr dfWolds lzIfs tyf cGo sd{rf/Lx¿sf nflu tflnd sfo{s|dx¿sf] th'{df tyf

sfof{Gjog ug]{,

(= pRr dfWolds lzIff;DaGwL ljleGg d'2fx¿df cWoog / cg';Gwfg sfo{x¿ ug]{ .

40÷z}lIfs ;"rgf

sfo{s|dx¿

!= dfWolds ljBfnox¿nfO{ !)±@ ;~rfng ug{ ;DaGwg sfo{s|d

@= pRr dfWolds txdf ul/a, lk5l8Psf ju{ tyf dlxnfx¿sf] ;xeflutfdf j[l4 ug]{

sfo{s|d

#= kf7\oqmd ljsf; tyf kl/dfh{g sfo{s|d

$= k/LIff k|0ffnLdf ;'wf/ ug{sf nflu sfo{s|dx¿

%= lzIf0f tyf z}lIfs Joj:yfkg Ifdtf clej[l4 sfo{s|dx¿

^= cg'udg tyf d"Nofª\sgnufot ;+:yfut ;'wf/ sfo{s|dx¿

&= ;fem]bf/x¿;Fu 5nkmn tyf cGt/lqmof sfo{s|d

*= Geographic Information System (GIS) sf] dfWodåf/f ljBfno gS;fª\sg sfo{s|d

z}lIfs ;"rgf÷41

k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\

kl/ro

:yfkgf M lj=;+= @)$% -;g\ !(*(_

k|d'v M pkfWoIf

cjl:yt M ;fgf]l7dL, eStk'/

xfnsf] cj:yf M xfn k|fljlws tyf Jofj;flos If]qsf @) cf]6f ljifodf, @% cf]6f k|fljlws

lzIffno / ax'k|fljlws lzIffno, Pp6f k|fljlws k|lzIf0f k|lti7fg, @ cf]6f

Jofj;flos tflnd s]Gb| tyf #@( cf]6f -5f]6f] cjlwsf Jofj;flos tflnd

;~rfng ug]{ %$ ;d]t_ / #) cf]6f Pg]S; ljBfnox¿ 5g\ . oL k|fljlws

;+:yfx¿n] tLgjif]{ l8Knf]df, k|fljlws P;Pn;L, Pg]S; sfo{s|d tyf 5f]6f]

cjlwsf] tflnd sfo{s|d ;~rfng ub}{ cfPsf 5g\ .

p2]Zo

;Lko'St hgzlSt tof/ kfg'{ k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\sf] d'Vo lhDd]jf/L

xf] .

nIox¿

k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\n] pko{'St b"/b[li6 tyf p2]Zo xfl;n ug{

lgDglnlvt nIox¿ /fv]sf] 5 M

!= k|fljlws lzIff tyf Jofj;flos tflndsf] k|efjsf/L Joj:yfkgsf nflu gLlt lgwf{/0f

ug]{,

@= k|fljlws lzIff tyf Jofj;flos tflndsf] u'0f:t/, k|efjsfl/tf a9fpgsf nflu

k|fljlws lzIff tyf Jofj;flos tflnd;Fu ;DalGwt ;/f]sf/jfnfx¿;Fu ;dGjo ug]{,

#= cfo cfh{gsf lqmofsnfksf] dfWodaf6 cfTdlge{/ x'gsf lglDt ;+:yfut Ifdtf

a9fpg],

$= k|fljlws lzIff tyf Jofj;flos tflndsf] If]qdf ;Ifd hgzlSt tof/ ug]{,

%= k|fljlws tyf Jofj;flos tflnddf ;dfhsf ;a} ju{sf] kx'Fr tyf cj;/df ;dfgtf

Nofpg],

^= /f]huf/L b/nfO{ tflnd sfo{s|dsf] ;kmntf dfkgsf] d'Vo cfwf/ agfpg],

42÷z}lIfs ;"rgf

&= ;+:yfnfO{ :yfloTj tyf lg/Gt/tf lbg],

*= k|fljlws tyf Jofj;flos lzIff / tflnddf kx'Fr a9fpg / /f]huf/sf] If]q lj:tf/sf]

k/fdz{ / /f]huf/sf] ;xhLs/0f ug]{,

(= k|fljlws lzIff tyf Jofj;flos tflnddf Jofkfl/s tyf cf}Bf]lus k|lti7fgx¿sf]

;xeflutf a9fpg k|f]T;flxt ug]{ .

sfo{x¿

!= TEVT gLlt tyf sfo{s|d;DaGwL ;/sf/nfO{ ;Nnfx lbg],

@= TEVT sfo{s|dx¿sf] If]q tyf dfkb08 lgwf{/0f ug]{,

#= cfwf/e"t txb]lv pRr lzIff;Dd TEVT sfo{s|dx¿sf] Joj:yf tyf ;~rfng ug]{,

$= u'0f:t/o'St lzIff tyf tflndsf nflu /fli6«o tyf cGt/f{li6«o TEVT ;+:yfx¿;F+u

;dGjo ug]{,

%= ;/sf/L, u}/;/sf/L tyf lghL If]qaf6 ;~rfng ePsf sfo{s|d tyf ;+:yfx¿nfO{

cg'bfg tyf ;dsIftf lgwf{/0f;DaGwL ;]jf k|bfg ug]{,

^= kf7\oqmd / lzIf0f ;fdu|Lx¿ k|bfg u/L tflndsf] dfkb08 sfod tyf ;dGjo ug]{,

&= ;/sf/L tyf u}/;/sf/L txdf ;~rflnt TEVT sfo{s|d tyf lqmofsnfkx¿sf]

d"Nofª\sg tyf ;'kl/j]If0f ug]{,

*= kf]ln6]lSgs, 5f]6f] Jofj:fflos tflnd, Apprenticeship tflnd tyf df]afOn tflnd

sfo{s|dx¿ ;~rfng ug{sf nflu cfjZos Joj:yf ug]{,

(= kl/ifb\n] klxrfg u/]sf k|fljlws ljBfno, df]afOn tflnd tyf cGo TEVT

sfo{s|dx¿dfkm{t\ ;Lko'St dfgj ;+zfwg pTkfbg ug{ ;a} k|sf/ tyf txsf ;Lk

ljsf; tflnd sfo{s|dx¿sf] :yfkgf tyf ;~rfng ug]{,

!)= tflndsf] ;DefJotf cWoog, sfo{ ahf/ (Job market) ljZn]if0f tyf Follow-up studies

nufot TEVT If]qsf] cg';Gwfg sfo{x¿ ug]{,

!!= TEVT sfo{s|dx¿sf] u'0f:t/ ;'wf/ ug{ k|fljlws k|lzIfs tyf Joj:yfkg tflnd

sfo{s|dx¿ ;~rfng ug]{,

!@= ;Lk÷k];fsf] juL{s/0f, ;Lksf] dfkb08 ljsf;, ;Lk k/LIf0f ug]{ / k|df0f kq k|bfg ug]{,

!#= TEVT If]qsf] ljsf;sf nflu cfjZos /fli6«o tyf cGt/f{li6«o ;xof]ux¿sf] klxrfg,

k|flKt tyf k|of]u ug]{

!$= TEVT sfo{s|dx¿sf] klxrfgsf nflu /fli6«o tyf cGt/f{li6«o ;+:yf tyf

ljZjljBfnox¿;Fu ;+:yfut ;DaGw :yfkgf ug]{

!%= TEVT sfo{s|dx¿ ;DaGwdf /fli6«o tyf cGt/f{li6«o ;+:yf tyf lgsfox¿;Fu ;Demf}tf

ug]{ .

z}lIfs ;"rgf÷43

hgs lzIff ;fdu|L s]Gb| lnld6]8

kl/ro

of]Uo / k|lzlIft hgzlSt tof/Lsf nflu cfjZos lzIfs k|lzIf0f tflnd ;fdu|L pTkfbg ug]{

p2]Zon] lj= ;+= @)!@ ;fndf o; s]Gb|sf] :yfkgf ul/Psf] xf] . @)!# ;fndf sn]h ckm

Ph's];gcGtu{t Ao'/f] ckm klAns];gdf kl/0ft eO{ lj= ;+ @)!* ;fndf lzIff ;fdu|L pTkfbg

s]Gb| / n]vg s]Gb|sf ¿kdf kl/0ft ePsf] lyof] . lj= ;+= @)@$ ;fndf ;fgf]l7dL ;/]sf] s]Gb|

;f]xL jif{df /fli6«o lje"ltsf] ;Demgfdf …hgsÚ zAb yk]/ hgs lzIff ;fdu|L s]Gb| gfds/0f

ul/Psf] kfOG5 . lj= ;+ @)@*–@)#@ ;fndf /fli6«o lzIff k¢lt nfu" ePkl5 ljBfno:t/Lo

;Dk"0f{ kf7\ok':ts pTkfbg tyf laqmLljt/0f ug]{ bfloTj o; s]GbnfO{ x:tfGt/0f ul/Psf] xf] .

o; s]Gb|n] lj= ;+ @)#) ;fndf ljsf; ;ldltdf kl/0ft x'Fb} lj= ;+= @)#% ;fn cflZjg * ut]

d'gfkmf/lxt ljz'4 ;]jfd"ns ;fj{hlgs ;+:yfsf] ¿kdf kl/0ft eO{ hgs lzIff ;fdu|L s]Gb|

lnld6]8sf] gfdaf6 cfˆgf] lhDd]jf/L jxg ub}{ cfPsf] 5 .

p2]Zox¿

!= g]kfn ;/sf/n] lgwf{/0f u/]sf] /fli6«o lzIff gLltcg'¿ksf sIff ! b]lv !) ;Ddsf

kf7\k':ts k|sfzg u/L laqmL ljt/0f ug'{,

@= ljleGg k|sf/sf cEof; k'l:tsf, :s]r Kof8, /lh:6/, kmfOn cflb lzIff;Fu ;DalGwt

cGo z}lIfs ;fdu|Lx¿;d]t pTkfbg u/L ;'ky d"Nodf laqmLljt/0f ug'{,

#= Go"gtd d"Nodf cfˆgf pTkfbgx¿ laqmLljt/0fdf Nofpg' .

ljefux¿

hgs lzIff ;fdu|L s]Gb|sf] p2]Zo k|flKtdf k|zf;g ljefu -;fdfGo k|zf;g dxfzfvf, sd{rf/L

k|zf;g dxfzfvf_ ;fdfGo ;]jf ljefu, of]hgf ljefu, cfly{s lgoGq0f ljefu, kf7\k':ts

k|sfzg ljefu -ckm;]6 dxfzfvf, jfOlG8ª dxfzfvf_ afXo ;fdu|L, 5kfO ljefu -cEof;

k'l:tsf dxfzfvf_ ahf/ Joj:yf ljefu, k|fljlws ;]jf tyf ;Def/ ljefu, z}lIfs ;fdu|L tof/L

ljefu lqmofzLn 5g\ .

44÷z}lIfs ;"rgf

ljZjljBfno cg'bfg cfof]u

kl/ro

:yfkgf M lj=;= @)%) dª\l;/ & ut

k|d'v M cWoIf


p2]Zox¿

!= ljZjljBfnox¿sf] ;~rfng tyf ljsf;sf nflu ljleGg ;|f]taf6 k|fKt cg'bfgsf]

/sd ;d'lrt tj/af6 ljt/0f ug]{,

@= ljZjljBfnox¿sf] z}lIfs :t/ lgwf{/0f ug]{,

#= u'0f:t/o'St lzIff k|bfg ug{ k|f]T;fxg lbg],

$= g]kfn ;/sf/nfO{ gofF ljZjljBfno :yfkgfsf ;DaGwdf k/fdz{ lbg] .

k|d'v sfo{x¿

!= ljZjljBfno :yfkgf ug]{ ;DaGwdf g]kfn ;/sf/nfO{ k/fdz{ lbg],

@= ljleGg ;|f]taf6 k|fKt cg'bfgsf] /sd ljZjljBfnox¿nfO{ k|bfg ug]{ ;DaGwdf gLlt

lgwf{/0f ug]{,

#= ljZjljBfnox¿nfO{ cg'bfg lbg] tyf yk cg'bfg dfu ug]{ ljZjljBfnox¿sf nflu

;DalGwt lgsfox¿df l;kmfl/; ug]{,

$= ljZjljBfnodf ;~rfng ul/g] z}lIfs sfo{s|d :t/o'St agfpg ljZjljBfnox¿aLr

;dGjo sfod u/fpg],

%= z}lIfs :t/ j[l4sf nflu pko'St ljåb\j[lQ / cg';Gwfgnufotsf sfo{s|d th'{df ug]{,

^= ljZjljBfnox¿df pko'St z}lIfs :t/ lgwf{/0f u/fpg] ;DaGwdf cfjZos Joj:yf

ug]{,

&= g]kfn /fHoleq tyf aflx/sf ljZjljBfno tyf z}lIfs ;+:yfx¿aLr 5fqj[lQ,

ljåb\j[lQ cflb cfbfgk|bfg ug]{ ;DaGwdf cfjZos Joj:yf ug]{,

*= cfof]usf] sfdsf/afxLsf] jflif{s k|ltj]bg g]kfn ;/sf/;dIf k]; ug]{ .

z}lIfs ;"rgf÷45

gLlt tyf sfo{s|dx¿

ljZjljBfno cg'bfg cfof]un] cf=j= @)^^÷^* / @)^&÷^* sf nflu u'0f:t/Lo pRr lzIffsf]

ljsf; / lj:tf/ ug{ lgDgfg';f/sf] gLltut Joj:yf u/]sf] 5 M

!= pRr lzIffdf k|fljlws lzIffsf] ljsf;df hf]8 lbg],

@= k|fljlws lzIff;Fu ;DalGwt gofF z}lIfs ;+:yfx¿ / xfn ;~rflnt ;+:yfx¿df pSt

lzIff ;~rfng ug{ Public-Private ;fem]bf/Ldf hf]8 lbg] . ljZjljBfnox¿nfO{

k|fljlws lzIffsf sfo{s|dx¿df j[l4 ug{ k|f]T;fxg :j¿k cfly{s ;xof]u ug]{ tyf

ljZjljBfnox¿nfO{ k|bfg ul/g] cg'bfgnfO{ qmd};Fu k|fljlws lzIffsf] ljsf;;Fu

cfa4 ub}{} n}hfg],

#= ;'b"/ klZrdf~rn ljZjljBfno, dWo klZrdf~rn ljZjljBfno / s[lif tyf jg

lj1fg ljZjljBfno :yfkgf ePsfn] tL ljZjljBfnosf nflu cfjZos ef}lts, k|fl1s

Pjd\ k|zf;lgs of]hgf lgdf{0fsf nflu cfjZos ah]6sf] Joj:yf ug]{,

$= ;fd'bflos / lghL If]qaf6 ljZjljBfnox¿ :yfkgfsf] dfu ePsf] ;Gbe{df ;DefJotf

cWoog u/L cfjZostfcg'¿k gofF ljZjljBfnox¿sf] :yfkgf ub}{ n}hfg],

%= ljZjljBfnocGtu{t SofDk;x¿åf/f ;~rflnt z}lIfs sfo{s|dx¿sf] u'0f:t/df ;'wf/

Nofpg ljZjljBfno cg'bfg cfof]un] cg'bfg lgwf{/0f ubf{ Performance Evaluation

sf] cfwf/df ug]{,

^= pRr z}lIfs ;+:yfx¿df cg';Gwfg / cGo k|fl1s lqmofsnfkx¿nfO{ k|f]T;flxt ug{

kof{Kt cfly{s ;xof]usf] Joj:yf ug]{,

&= v'nf ljZjljBfno nufot cGo k|:tfljt ljZjljBfno tyf cg';Gwfg Pjd\ ljsf;

sfo{s|d ;~rfng ub}{ hfg],

*= pRr lzIffdf ;"rgf k|ljlwsf] ljsf; ub}{ n}hfg] .

46÷z}lIfs ;"rgf

ljZjljBfno tyf k|lti7fgx¿

pRr lzIffcGtu{t xfn g]kfndf lqe'jg ljZjljBfno, g]kfn ;+:s[t ljZjljBfno, sf7df8f}F

ljZjljBfno, k"jf{~rn ljZjljBfno, kf]v/f ljZjljBfno / n'lDagL af}4 ljZjljBfno u/L 5

cf]6f ljZjljBfnox¿ ;~rflnt 5g\ . To;/L g} ljZjljBfno ;/xsf aL= kL= sf]O/fnf :jf:Yo

lj1fg k|lti7fg, lrlsT;f lj1fg /fli6«o k|lti7fg / kf6g :jf:Yo lj1fg k|lti7fg lrlsT;f

If]qdf pRr z}lIfs hgzlSt pTkfbgsf nflu ;~rflnt /x]sf 5g\ .

lqe'jg ljZjljBfno

g]kfnsf] () k|ltzteGbf a9L pRr lzIffsf] ef/ lqe'jg ljZjljBfnon] g} af]s]sf] cj:yf /x]sf]

5 . of] d'n'ssf] ;a}eGbf k'/fgf] / 7"nf] ljZjljBfno xf] h;df ^) cfª\lus SofDk;x¿ / &#@

;DaGwg k|fKt SofDk;x¿ /x]sf 5g\ . lqljdf xfn !,*^,*($ hgf ljBfyL{ cfª\lusdf

cWoog/t lyP eg] ;DaGwg k|fKt SofDk;df ljBfyL{x¿sf] ;ª\Vof !,*&,*!@ /x]sf] 5 -

ljZjljBfno cg'bfg cfof]u, @)^&_ .

To:t} u/L @)^^÷^& sf] tYofª\scg';f/ !#,$!! lzIfsx¿ lqe'jg ljZjljBfnodf ;]jf/t

/x]sf 5g\ . o; ljZjljBfnodf kfFr cWoog ;+:yfgx¿M -!_ s[lif / kz'lj1fg cWoog ;+:yfg -

@_ jglj1fg cWoog ;+:yfg -#_ OlGhlgol/ª cWoog ;+:yfg -$_ lrlsT;fzf:q cWoog ;+:yfg

/ -%_ lj1fg tyf k|ljlw cWoog ;+:yfg /x]sf 5g\ . To:t} rf/cf]6f ;fwf/0f lzIfftkm{sf

;ª\sfox¿ M -!_ dfgljsL tyf ;fdflhszf:q ;ª\sfo -@_ Joj:yfkg ;ª\sfo -#_ sfg'g

;ª\sfo / -$_ lzIffzf:q ;ª\sfo /x]sf 5g\ . ;fy} rf/cf]6f cg';Gwfg s]Gb|x¿ M -!_ cfly{s

ljsf; tyf k|zf;g cg';Gwfg s]Gb| (CEDA) -@_ g]kfn Pl;ofnL cg';Gwfg s]Gb| (CNAS) -#_

Jofjxfl/s lj1fg tyf k|ljlw cg';Gwfg s]Gb| (RECAST) / -$_ lzIff ljsf; tyf cg';Gwfg

s]Gb| (CERID) /x]sf 5g\ . o; ljZjljBfnoaf6 cf=j= @)^^÷^& df ^(,)@# hgzlSt pTkfbg

ePsf lyP -ljZjljBfno cg'bfg cfof]u, @)^^÷^&_ .

g]kfn ;+:s[t ljZjljBfno

;+:s[t efiff Pjd\ lzIffsf] cfw'lgsLs/0f / o;sf] d"No / dfGotfx¿sf] hu]gf{ ug{ lj=;+= @)$#

df bf];|f] ljZjljBfnosf] ¿kdf g]kfn ;+:s[t ljZjljBfno -tTsfnLg dx]Gb| ;+:s[t

ljZjljBfno_ sf] :yfkgf ePsf] xf] . o; ljZjljBfnosf] s]Gb|Lo sfof{no g]kfnsf]

dWoklZrdf~rn ljsf; If]qsf] a]nem'G8L bfªdf /x]sf] 5 . of] ljZjljBfnosf !@ cf]6f cfª\lus

/ ( cf]6f ;DaGwgk|fKt SofDk;x¿ /x]sf 5g\ . of] ljZjljBfnon] sl/a #,^@$ ljBfyL{, $@#

z}lIfs ;"rgf÷47

lzIfsx¿sf] ef/ axg u/]sf] 5 . o; ljZjljBfnoaf6 cf=j= @)^^÷^& df @,)!& hgzlSt

pTkfbg ePsf lyP -ljZjljBfno cg'bfg cfof]u, @)^^÷^&_ .

sf7df8f}F ljZjljBfno

lj=;+= @)$* df t];|f] ljZjljBfnosf] ¿kdf sf7df8f}F ljZjljBfnosf] :yfkgf ePsf] xf] .

lj1fg, OlGhlgol/ª, Joj:yfkg, nlntsnf cf6\;{ / lrlsT;fzf:q tkm{sf cWoog÷cWofkg x'g]

o; ljZjljBfnodf ^ cf]6f cfª\lus / !% cf]6f ;DaGwgk|fKt SofDk;x¿ /x]sf 5g\ . of]

ljZjljBfnocGtu{t (,@*@ ljBfyL{, #$! lzIfsx¿ /x]sf 5g\ . o; ljZjljBfnoaf6 cf=j=

@)^^÷^& df !,%!& hgzlSt pTkfbg ePsf lyP -ljZjljBfno cg'bfg cfof]u, @)^^÷^&_ .

k"jf{~rn ljZjljBfno

s]Gb|Lo sfof{no df]/ª lhNnfdf /xg] u/L lj=;+= @)%! df d'n'ssf] rf}yf] pRr z}lIfs ;+:yfsf]

¿kdf k"jf{~rn ljZjljBfno :yfkgf ePsf] xf] . lj1fg / k|ljlw, Joj:yfkg, kmfO{g cf6\;{,

sfg'g / lzIffzf:qtkm{sf] cWoog÷cWofkg x'g] o; ljZjljBfno cGtu{t # cfª\lus / (@ cf]6f

;DaGwgk|fKt SofDk;x¿ /x]sf 5g\ . of] ljZjljBfnodf !*,$() ljBfyL{x¿, $( -@)@ kb

vfnL_ lzIfsx¿x¿ sfo{/t /x]sf 5g\ . o; ljZjljBfnoaf6 cf=j= @)^^÷^& df @!^$

hgzlSt pTkfbg ePsf lyP -ljZjljBfno cg'bfg cfof]u, @)^^÷^&_.

kf]v/f ljZjljBfno

sf:sL lhNnfsf] kf]v/fdf s]Gb|Lo sfof{no /xg]u/L lj=;+= @)%$ df kf]v/f ljZjljBfnosf]

:yfkgf ePsf] xf] . dfgljsL, Joj:yfkg / lj1fg tyf k|ljlw;DaGwL cWoog÷cWofkg x'g] o;

ljZjljBfnosf $ cfª\lus / $^ cf]6f ;DaGwgk|fKt SofDk;x¿ /x]sf 5g\ . of] ljZjljBfnodf

!#,!&! ljBfyL{, %) lzIfsx¿ /x]sf 5g\ . o; ljZjljBfnoaf6 cf=j= @)^^÷^& df !,)%#

hgzlSt pTkfbg ePsf lyP -ljZjljBfno cg'bfg cfof]u, @)^^÷^&_ .

n'lDagL af}4 ljZjljBfno

eujfg uf}td a'4sf] gfdaf6 lj=;+= @)^@ df :yflkt o; ljZjljBfnosf] s]Gb|Lo sfof{no

uf}td a'4sf] hGd:yfg n'lDagLdf g} /xg] Joj:yf ul/Psf] 5 . af}4 bz{gsf] cWoog÷cWofkgdf

s]lGb|t x'g] o; ljZjljBfnodf @ hgf kbflwsf/L / sl/a $ hgf sd{rf/L sfo{/t 5g\ . o;

ljZjljBfno xfn;Dd klg k|f/lDes cj:yfdf /x]sf] 5 .

aL=kL= sf]O/fnf :jf:Yo lj1fg k|lti7fg

ef/t ;/sf/sf] k|fljlws tyf cfly{s ;xof]udf lj=;+= @)%% df ;'g;/L lhNnfsf] w/fgdf

:yflkt o; k|lti7fg ljZjljBfno ;/xsf] pRr z}lIfs ;+:yf xf] . o; k|lti7fgn] lrlsT;s /

g;{ pTkfbg ug]{ ub{5 . of] k|lti7fgdf !,!(@ ljBfyL{ cWoog/t 5g\ .

48÷z}lIfs ;"rgf

lrlsT;f lj1fg /fli6«o k|lti7fg

jL/ c:ktfnnfO{ s]Gb|laGb' dfgL ljZjljBfno ;/xsf] pRr z}lIfs ;+:yfsf] ¿kdf ljsf; u/L

b]zdf g} bIf lrlsT;s / g;{x¿sf] pTkfbg u/L g]kfnL gful/ssf] :jf:Yo ;]jfsf nflu

lrlsT;f lj1fg /fli6«o k|lti7fg lj=;+= @)%( df :yfkgf ePsf] xf] . o; k|lti7fgdf @)#

ljBfyL{, !$@ lzIfsx¿ sfo{/t 5g\ .

kf6g :jf:Yo lj1fg k|lti7fg

kf6g c:ktfnnfO{ cfwf/ dfgL ljZjljBfno ;/xsf] pRr z}lIfs ;+:yfsf] ¿kdf ljsf; u/L

:jb]zdf g} bIf lrlsT;s pTkfbg u/L g]kfn / g]kfnL gful/ssf] :jf:Yo ;]jfdf ;dlk{t /xg

kf6g :jf:Yo lj1fg k|lti7fg lj=;+= @)^$ df :yfkgf ePsf] lyof] . o; k|lti7fgn] MBSS cWoog ;g\ @))( b]lv ;'? u/]sf] xf] .

z}lIfs ;"rgf÷49

g]kfn /fli6«o k':tsfno

kl/ro

:yfkgf M lj=;+= @)!# ;fn

cjl:ylt M xl/x/ejg, nlntk'/

k|d'v M k':tsfno k|d'v

;ª\u|x M () xhf/ eGbf a9L k':ts tyf kqklqsfx¿ Dewey Decimal Classification

k|0ffnLcg';f/ juL{s/0f ul/Psf] 5 . ;g\ @))( b]lv ISSN National Agency

sf] ¿kdf sfo u/]sf] / xfn;Dd *% cf]6f Serial nfO{ ISSN gDa/ k|bfg

ul/;s]sf]

xfn;Dd u/]sf sfo{x¿

/fi6\;ª\3Lo ;"rL k|sfzg, 3'DtL k':tsfno ;]jf, cfwf/e"t k':tsfno tflnd, afn ;flxTo

k|sfzgx¿ cflb

g]kfn ;/sf/åf/f /fli6«o k':tsfnonfO{ /fli6«o ;"rgf ;|f]tsf] ¿kdf ljsf; ug{ ldlt

@)#*÷)$÷@* sf] dlGqkl/ifb\sf] lg0f{ocg';f/ k|fyldstf lbOPsf]

p2]Zox¿

!= /fli6«o jfª\udo ;"rL tyf /fli6«o ;ª\3Lo ;"rL k|sfzg u/L cGo ;Gbe{ ;fdu|Lsf]

lgdf{0fsf ;fy} cfjZos s]Gb|Lo ;]jfsf] Joj:yf ug{],

@= kf7snfO{ k':tsfno ;]jf k|bfg ug{],

#= b]zleq k|sfzg ePsf ;Dk"0f{ kf7\o;fdu|L ;ª\sng ug'{sf ;fy} ;ª\slnt ;fdu|Lx¿sf]

;+/If0f tyf ;'Joj:yf ug]{,

$= g]kfnL ;flxTosf] k|sfzgnufot 3'DtL k':tsfno ;]jfaf6 ;fIf/tf sfo{s|dnfO{ a9fjf

lbg ljz]if hf]8 lbg],

%= b]zleqsf cGo ;fj{hlgs k':tsfnox¿sf] ljsf;df ;xof]u k'¥ofpg] .

zfvfx¿

!= k|zf;g zfvf M k|zf;g tyf cfly{s, ;ª\sng tyf k|flKt, ;'/Iff tyf ;+/If0f, k|sfzg

50÷z}lIfs ;"rgf

@= k':tsfno tyf ;"rgf ;]jf zfvf M efiffut sIfx¿, afn k':tsfno, afx\o ;DaGw

tyf g]6jls{ª

#= k|fljlws zfvf M k|fljlws tyf ljsf; sfo{, ;'/Iff tyf ;+/If0f

$= kqklqsf zfvf

;]jfx¿

xfn o; k':tsfnon] ;Gbe{ ;]jf, cGt/k':tsfno ;fk6L / 3'DtL ;]jf tyf ;'ljwf pknAw

u/fpFb} cfPsf] 5 . kf7s, ;/sf/L sd{rf/L, lzIfs, ljBfyL{, cg';Gwfgstf{ tyf afnaflnsfx¿

o; k':tsfnosf k|of]ustf{ x'g\ .

o; k':tsfnodf b}lgs sl/a &% hgfeGbf a9L kf7s cWoogsf nflu cfpg] ub{5g\ eg]

Online af6 o;sf] Catalogue k|of]ustf{x¿n] ;g\ @))& df #),!#% Page download u/]sf

5g\ . o; k':tsfnon] xfn;Dd k|sfzg / afn;flxTo ;xk|sfzg u/L b'O{ bh{g k':ts

;fj{hlgs u/]sf] 5 .

8f6fa];

o; k':tsfnon] o'g]:sf]åf/f ljsl;t WIN/ISIS ;ˆ6j]o/ k|0ffnL k|of]u u/]/ xfn;Dd !%,!))

;fdu|L /]s8{ u/]sf] 5 . b]jgfu/L lnlkdf k|sflzt ;fdu|Lx¿nfO{ dbg k'/:sf/ k':tsfnon]

agfPsf] g]kfnL o'lgsf]8 k|of]u u/]/ @$,&)) ;fdu|L /]s8{ /flvPsf 5g\ . b]zel/sf ljleGg

k':tsfnon] /fli6«o ;ª\3Lo ;"rL agfpg ;"rgf pknSw u/fO{ ;xof]u u/]sf 5g\ .

afn k':tsfno PsfO

lj=;+= @)%@ efb| $ ut] afnlbj;sf] cj;/df afnaflnsfx¿sf nflu 5'§} k':tsfno PsfO

:yfkgf ePsf] lyof] . xfn;Dd o; PsfOdf afnaflnsfx¿sf nflu pkof]uL ljleGg ljifosf

%,))) eGbf a9L k':ts ;ª\slnt 5g\ .

z}lIfs ;"rgf÷51

s];/ k':tsfno

kl/ro

s];/ k':tsfno g]kfns} Ps dxŒjk"0f{ k':tsfno xf] . of] k':tsfno lzIff dGqfnocGtu{t

;~rflnt 5 . s];/zd;]/ /f0ffn] lszf]/ cj:yfb]lv g} ljleÌ lsl;dsf k':ts, kqklqsf,

lrqx¿ ;ª\sng ug]{ ub{y] . ;g\ !()* df a'jf rGb|zd;]/;Fu a]nfot e|d0f ubf{ a]nfotsf]

Do'lhod tyf k':tsfnosf] cjnf]sgaf6 k|efljt eP/ pgn] s]z/ k':tsfnosf] :yfkgf u/]sf

lyP . pgsf] d[To'kZrft\ pgsf] OR5fcg';f/ /fgL s[i0f rGb|b]jLn] s]z/ k':tsfno, s]z/dxn,

:jKg auF}rf s]z/ k':tsfnosf] gfddf g]kfn ;/sf/nfO{ x:tfGt/0f u/]sL lyOg\ . lj=;+ @)@^

;fnb]lv of] k':tsfno ;Dk"0f{ kf7ssf nflu v'nf ul/of] .

p2]Zox¿

!= z}lIfs ;fdu|Lx¿sf] ;ª\sng, ;+/If0f / ;+j4{g ug]{,

@= cfd gful/s ;dIf k':tsfno tyf ;"rgf ;]jfsf] kx'Fr k'¥ofpg],

#= k':tsfno ljsf;sf nflu tflnd, uf]i7L cflb cfof]hgf ug]{,

$= /fli6«o tyf cGt/f{li6«o k':tsfnox¿;Fu ;DaGw / ;dGjo sfod ug]{,

%= P]ltxfl;s tyf k'/fgf ;fdu|Lx¿nfO{ ljz]if dxŒj lbO{ ;ª\sng Pjd\ ;+a4{g ug]{ .

;ª\sngx¿

s];/ k':tsfnodf sl/a krkÌ xhf/ P]ltxfl;s dxŒjsf k':ts, b:tfj]h, x:tlnlvt u|Gy

tyf lrqx¿ ;ª\sng ul/Psf 5g\ . o;sf ;fy} ;+:s[t efiffdf n]lvPsf k'/f0f, j]b, pklgifb\,

/fdfo0f, dxfef/t, uLtf klg ;ª\sng ul/Psf 5g\ . cª\u|]hL efiffsf k':tsx¿df v]ns'b,

l;sf/, au}Frf ;hfj6, ofqf, Hof]ltif zf:q;Fu ;DalGwt k':tsx¿ /x]sf 5g\ . To:t} ljleÌ

efiff / lnlksf ax'd"No x:tlnlvt u|Gyx¿ / xhf/ jif{ k'/fgf] dflgPsf] ;xf]Q/ tGq -e}ifHo

zf:q_ ;d]t /x]sf] 5 . ;Dk"0f{ ;ª\sngx¿nfO{ 5 sIfdf ljefhg ul/Psf] 5, h;df s];/

;ª\sng, gofF ;ª\sng, kqklqsf, x:tlnlvt u|Gy, afnaflnsf ;ª\sng / o'g]:sf] ;ª\sng

/x]sf 5g\ .

52÷z}lIfs ;"rgf

;]jfx¿

s];/ k':tsfno, ;Gbe{ k':tsfno (Reference library) ePsfn] kf7sx¿nfO{ oxfFsf ;a} ;ª\sng

k':tsfnoleq dfq k|of]u ug]{ ;'ljwf 5 . b'n{e / dxŒjk"0f{ ;ª\sngx¿afx]s ;Dk"0f{ ;ª\slnt

;fdu|Lx¿ ;a} kf7ssf nflu v'nf ul/Psf 5g\ . k':tsfnon] cfˆgf ;]jfx¿ cfw'lgs /

j}1flgsLs/0f ub}{ n}hfgsf nflu j]e;fO6dfkm{t klg ;]jf k|bfg ub}{ cfPsf] 5 . o;n] cfˆgf

;ª\slnt k':tsx¿nfO{ l8j] 8]l;dn (Deway decimal classification) sf] cfwf/df juL{s/0f u/]sf]

5 . ;ª\sngnfO{ ;"rLs[t ug{ WIN/ISIS programme sf] k|of]u u/]sf] 5 . o;sf] j]e;fO6

www.klib.gov.np af6 klg k':tsfno ;]jfx¿ lng ;lsG5 . lgs6 eljiodf o; k':tsfnon]

afnaflnsfsf nflu afn k':tsfno ;~rfngdf Nofpg] ePsf] 5 .

ljz]if cfsif{0fx¿

k':tsfnosf leQfx¿ ljleÌ d[t hgfj/sf 6fpsfx¿n] l;ª\ufl/Psf 5g\ . o;} u/L leQfx¿df

/f0ff zf;sx¿n] v]n]sf lzsf/sf tl:j/x¿, /f0ff zf;sx¿sf k"0f{ sbsf snfTds tyf

cfsif{s /ª\uLg tl:a/x¿nfO{ k|m]ddf /fv]/ ;hfOPsf 5g\ . l;+x, af3, d[u tyf cGo hª\unL

hgfj/x¿sf] 5fnfo'St k|lt¿kx¿n] k':tsfnosf] ;'Gb/tfnfO{ cem a9fPsf 5g\ .

of] k':tsfnon] :yfkgfsf] ;o jif{ k"/f u/]sf] u/]sf] cj;/df :dfl/sf k|sfzg, kf]:6sf8{ /

x'nfs l6s6nufotsf ljleÌ k|sfzgx¿ u/]sf] 5 .

z}lIfs ;"rgf÷53

l8NnL/d0f–sNof0fL /]UdL :df/s k':tsfno

kl/ro

:yfkgf M lj=;+ @)#& -;g\ !(*)_

k|d'v M k':tsfno k|d'v

cjl:yt M nflhDkf6, sf7df8f}F

;+/If0f, ljsf; tyf lj:tf/ M 8f= l8NnL/d0f /]UdL 6«:6, lzIff dGqfnoåf/f k':tsfno ;ª\u|xfno

;+/If0fsf nflu 5'6\6} sf]ifsf] Joj:yf .

;j{;fw/0fnfO{ v'nf M lj=;+ @)^! ;fn k'; # ut] 8f= /]UdLsf] (! cfF} hGdhoGtLsf lbgb]lv

l8NnL/d0f–sNof0fL /]UdL :df/s k':tsfno ljsf; ;ldlt u7g cfb]z,

@)^! åf/f ul/Psf]

p2]Zox¿

!= k|ltjif{ zflGt / clx+;fsf nflu cu|0fL e"ldsf lgj{fx ug]{ :jb]zL tyf ljb]zL

JolStTjx¿nfO{ zflGt clx+;f k'/:sf/ k|bfg ug]{

@= 8f= l8NnL/d0f /]UdLsf] hLjgbz{g / l;4fGtsf] k|rf/ k|;f/ ug]{ tyf /]UdLsf af/]df

cg';Gwfg ug{ rfxg] JolStnfO{ ljb\jtjl[Q k|bfg ug]{

#= zflGt, clx+;f / gful/s lzIff h:tf /fli6«o d'2fx¿df uf]i7L, ;]ldgf/, cGtlqm{of cflb

sfo{s|dx¿ ;~rfng ug]{

$= ;j{;fwf/0fnfO{ ;fj{hlgs k':tsfno ;]jf k|bfg ug]{

%= :jb]zL tyf ljb]zL k':tsfnox¿;Fu ;'dw'/ ;DaGw sfod ug]{

^= ;fj{hlgs k':tsfnosf] ljsf; / z}lIfs :t/ psf:g ;xof]u ug]{

;ª\sng

o; k':tsfnodf ljleGg ljifox¿df s'n #),))) k':ts, hg{n tyf kqklqsfx¿ ;ª\slnt

5g\ . tLdWo] !%)) k':ts tyf kq klqsfx¿ afn zfvfcGtu{t 5g\ . b'n{e x:tlnlvt u|Gyx¿

dfOj|mf] lkmNddf ;'/lIft u/L /flvPsf] 5 . ;fy} ljleÌ k'/ftflŒjs d"lt{ tyf cGo k'/ftflŒjs

54÷z}lIfs ;"rgf

j:t'x¿;d]t ;d]6]/ ;ª\u|xfno sIfdf /flvPsf] 5 . pSt sIfdf 8f= /]UdL tyf ef/tsf

clx+;fjfbL g]tf :j= dxfTdf ufGwLsf] cw{sbsf] d"lt{ klg /flvPsf] 5 .

ljleÌ ck|fKo kmf]6f]x¿nfO{ k':tsfno ejgsf] dflyNnf] tnfdf k|bz{gLsf nflu /flvPsf 5g\ .

hxfF dxfTdf ufGwLsf x:tfIf/df n]lvPsf / ef/tsf rlr{t ;flxTosf/ :j= /jLGb|gfy 6}uf]/sf

x:tfIf/sf lr7Lkqx¿nfO{ ;hfP/ /flvPsf 5g\ . o; afx]s eujfg\ a'4, lh;; j|mfO:6 tyf

cGo kmf]6f]x¿ klg /flvPsf 5g\ .

k':tsfno ejgsf] aflx/L kl/;/df ljleÌ b]jL–b]jtfsf 9'ª\ufsf d"lt{, af}4:t"k /flvg'sf ;fy}

Ps :t"kdf :j=/]UdLsf] cl:ywft' klg /flvPsf] 5 . of] k':tsfno nflhDkf6, sf7df8f}Fdf /x]sf]

5 .

;]jfx¿

Reference Reading : cfˆgf ;ª\u|xx¿nfO{ k':tsfnod} a;]/ k9\g] ;'ljwf k|bfg ub}{ cfPsf] 5 .

Reader's Advisory Services : o; k':tsfnon] o;sf cltl/St kf7sx¿nfO{ kf7\o;fdu|Lx¿

vf]Hg ;xof]u k'¥ofpg], kf7sx¿nfO{ k':ts tyf cGo k':tsfnosf] af/]df cfjZos hfgsf/L

pknAw u/fpg] tyf k|rlnt d"Nodf kf7\o;fdu|Lx¿ kmf]6f]skL u/L n}hfg] ;'ljwfsf ;fy} OG6/g]6

;'ljwf;d]t pknJw u/fpFb} cfPsf] 5 .

Referral Services : k':tsfnosf ;b:ox¿nfO{ o; k':tsfnodf gePsf cGo k':tsx¿sf]

;|f]tsf] hfgsf/L;d]t lbFb} cfPsf] 5 .

afn zfvf M afnaflnsfdf k9\g] afgLsf] ljsf; u/fpg ;g\ @))% l8;]Da/df ?d 6' l/8sf]

;xof]udf afn zfvf :yfkgf u/]sf] 5 . afnaflnsfx¿sf] dgf]/~hgsf nflu z}lIfs tyf sf6{'g

rnlrqx¿ b]vfpg] Joj:yf;d]t ul/Psf] 5 . ;fy} afnaflnsfx¿sf] JolStTj ljsf;sf nflu

ljleGg k|lt:kwf{Tds sfo{s|dx¿ ;~rfng ug]{ nIo;d]t o; k':tsfnon] lnOPsf] 5 .

cGo ;'ljwfx¿

kmf]6f]skL, OG6/g]6, a]e;fO6, nfOa]/L xn, sDKo'6/fOh8 8f6fa]; cflb .

z}lIfs ;"rgf÷55

v08–v

of]hgf, gLlt tyf lgb]{lzsfx¿

!= lqjifL{o of]hgfsf] cfwf/kqdf lzIff;DaGwL Joj:yf %$

@ k|fljlws lzIff tyf Jofj;flos tflnd ;Lk ljsf;;DaGwL gLlt, @)^$ ^)

# cgf}krfl/s lzIff gLlt, @)^# ^$ $= Open and Distance Learning Policy, 2063 ^^ % lghL nufgLdf ;~rfng ul/g] k|fljlws dxfljBfno

-sn]h÷SofDk;_ ;DjGwdf ag]sf] cfwf/e"t gLlt, @)^# &# ^= z}lIfs hgzlSt ljsf; s]Gb|sf] tflnd gLlt, @)^@ && &= ljz]if lzIff gLlt, @)%# &( *= ljb]zL lzIf0f ;+:yfsf] ;DaGwgdf pRr lzIff ;~rfng

ug]{;DaGwL lgb]{lzsf, @)%( *@ ( z}lIfs u'0f:t/ k/LIf0f s]Gb| Joj:yfkg sfo{ljlw lgb]{lzsf,

@)^& *( !)= ljBfno If]q;'wf/ sfo{qmd sIff (–!@ sf] PsLs[t dfWolds

lzIff gd'gf ljsf; sfo{s|d sfof{Gjog lgb]{lzsf, @)^* ($ !!= lghfdtL sd{rf/L ;¿jf;DaGwL lgb]{lzsf, @)^& !)%

56÷z}lIfs ;"rgf

jt{dfg of]hgf

lqjifL{o of]hgfsf] cfwf/kqdf lzIff;DaGwL Joj:yf -@)^&÷@)^*–@)^(÷@)&)_

k[i7e"ld

lzIff If]qdf ljutdf ePsf gLltut k|of;x¿ Pjd\ ul/Psf] nufgLsf] kl/0ffd:j¿k z}lIfs

k"jf{wf/x¿sf] pNn]vgLo ljsf; tyf lj:tf/ x'g'sf ;fy} ljz]iftM k|fylds ljBfno egf{b/df

pNn]Vo ;'wf/ ePsf] 5 . cfwf/e"t txsf] lzIffdf nufgL d}qL jftfj/0f l;h{gf eO{ ljBfno

txsf] kx'Fr, u'0f:t/ / Joj:yfksLo Ifdtfdf lbuf] ¿kn] clej[l4 ug]{ lbzfdf ;sf/fTds

k|of;x¿ ePsf 5g\ . kmn:j¿k sIff Psdf afnljsf;sf] cg'ej;lxt egf{ x'g cfpg]

afnaflnsf sl/a %) k|ltzt, k|fylds txdf v'b egf{ b/ (#=& k|ltzt, lgDg dfWolds txsf]

v'b egf{b/ ^#=@ k|ltzt, dfWolds tx -sIff (-!)_ df v'b egf{b/ $)=* k|ltzt,

k|f}9 ;fIf/tf %# k|ltzt / k|fylds txdf n}ª\lus cg'kft ;db/df k'u]sf] 5 .

olt x'Fbfx'Fb} klg ;a} ljBfnox¿df lglZrt dfkb08cg';f/sf] k"jf{wf/ ljsf; x'g g;Sg', aflnsf

tyf jl~rtLs/0fdf k/]sf ;d'bfosf afnsx¿nfO{ ljBfnodf l6sfO/fVg g;Sg', ;a}nfO{ pRr

lzIffsf] cj;/ k'¥ofpg g;Sg', lzIffsf ;a} txnfO{ cBfjlws ug{ g;Sg', ;+:yfut

ljBfnox¿nfO{ lgodg ug{ g;Sg', ;fd'bflos / ;+:yfut ljBfnoaLrsf] z}lIfs

pknlAwnfO{ Ps ;dfg agfpg g;Sg', lzIfs Joj:yfkg k|efjsf/L ¿kdf ug{ g;Sg' /

lzIffnfO{ pTkfbg, /f]huf/L tyf Jojxf/;Fu hf]8\g g;Sg' h:tf k|d'v ;d:of /x]sf 5g\ .

/fli6«o ;fIf/tf cleofg k|efjsf/L gx'g', ck]Iff ul/Pcg'¿k lzIff ;dfj]zL gx'g', k|f/lDes

afnljsf;sf If]qdf ;dGjosf] cefj x'g', afnd}qL jftfj/0fsf] l;h{gf ug{ g;Sg', lgMz'Ns

clgjfo{ cfwf/e"t lzIffsf] sfof{Gjogdf ;d:of x'g', dfWolds tx qmlds ¿kdf lgMz'Ns

ug{ lbuf] ;|f]tsf] cefj x'g', k|fljlws lzIff tyf Jofj;flos tflndsf] kx'Fr ;j{;fwf/0f;Dd

k'¥ofpg g;Sg' tyf o; If]qdf eP u/]sf sfddf klg ;dGjosf] cefj /xg', pRr lzIffdf

gLltut :ki6tf gx'Fbf cTolws /fhgLlts k|efj a9\g' tyf Joj:yfksLo sdhf]/L /xg', ;a}

txsf] lzIffdf u'0f:t/ sdhf]/ /xg' / ;a} txsf] lzIff;DaGwL tYofª\s ljZj;gLo gx'g' o;

If]qsf cGo k|d'v ;d:of tyf r'gf}tLsf ¿kdf b]lvPsf 5g\ .

z}lIfs u'0f:t/k|lt cleefjsx¿sf] rf;f] a9\g', lzIffdf lghLIf]qsf] nufgL pNn]Vo ¿kdf j[l4

x'g', j}b]lzs ;fem]bf/x¿n] ;dGjofTds ¿kdf ;femf sfo{s|ddf nufgL j[l4 ug'{ o; If]qsf

cj;/sf ¿kdf /x]sf 5g\ . ;f]xL cj;/sf] pkof]u ub}{ ;d[4 ;dGoflos g]kfnsf] lgdf{0fsf

z}lIfs ;"rgf÷57

nflu ;a}nfO{ ;dfj]zL, ;dGoflos / :t/Lo lzIff ;'lglZrt u/L r]tgzLn, ;Ifd tyf

pTkfbgzLn gful/s tof/ ug]{ / /fli6«o tyf cGt/f{li6«o ahf/sf] dfucg'¿k

k|lt:kwL{ Pjd\ Ifdtfjfg\ hgzlSt ljsf; ug]{ bL3{sfnLg ;f]r lnP/ lzIff If]qsf p2]Zo tyf

/0fgLlt lgwf{/0f ul/Psf 5g\ .

p2]Zox¿

!= ;fIf/tfnfO{ hLjg k4lt;Fu cfa4 u/L ;Lk / sfdsf] cGt/;DaGw :yflkt ub}{ ;a}

g]kfnL / ljz]if u/L dlxnf tyf ljkGg ;d'bfosf JolStx¿nfO{ ;fIf/tf / lg/Gt/

lzIffsf cj;/x¿ pknAw u/fpg],

@= k|f/lDes afnljsf; lzIffsf] ljsf; tyf lj:tf/ ug]{,

#= ;a}nfO{ lgMz'Ns / clgjfo{ cfwf/e"t lzIff -sIff !–*_ k|bfg u/L tyf dfWolds lzIff

-(–!@_ / pRr lzIffdf ;dGoflos Pjd\ ;dfj]zL kx'Fr lj:tf/ u/L u'0f:t/Lo lzIff

;'lglZrt ug]{,

$= ;Lkd"ns /f]huf/f]Gd'v lzIffsf] ljsf; / lj:tf/ ug]{,

%= pRr lzIffnfO{ 1fg s]lGb|t ;dfh -Knowledge Society_ l;h{gf ug{ s]lGb|t ub}{ /fli6«o

pTkfbg / ljsf;;Fu cfa4 u/L If]qLo ;Gt'ng sfod ug]{,

^= ;a} txsf] lzIffnfO{ ;d;fdlos agfpFb} ;sf/fTds ;fdflhs kl/jt{gsf] dfWodsf]

¿kdf ljsf; ug]{,

&= ;fd'bflos / ;+:yfut ljBfnojLr ;fem]bf/L / ;dGjo sfod u/L ;fd'bflos

ljBfnosf] z}lIfs:t/ clej[l4 ug{ oL b'j}df /x]sf c;n cEof;sf] pkof]u ug]{ .

/0fgLlt

!= of]hgf cjlwdf lg/If/tfdf pNn]Vo ¿kn] sdL Nofpg] . ;fIf/tf sfo{s|dnfO{

hLjgf]kof]uL ;Lk;Fu cfa4 u/L ;~rfng ug]{,

@= k|f/lDes afn ljsf;nfO{ lj:tf/ ug'{sf ;fy} o;sf] Joj:yfkgdf ;'wf/ Nofpg],

#= lgMz'Ns tyf clgjfo{ cfwf/e"t lzIffnfO{{ :ki6 sfo{of]hgf;lxt nfu" ug]{,

$= ljBfno If]q ;'wf/ sfo{s|dnfO{ k|efjsf/L ¿kdf sfof{Gjog ug{],

%= lzIfs Joj:yfkg tyf z}lIfs k|zf;gdf /x]sf ;d:ofx¿nfO{ :ki6 sfo{of]hgf;lxt

;dfwfg ug]{,

^= lzIffdf ;+:yfut ljBfnosf] ;xeflutf, To;sf] Joj:yfkg, ;fdflhs z}lIfs bfloTj

tyf u'0f:t/Lo kIfsf ;DaGwdf :ki6 gLltut Aoa:yf ug]{,

&= k|fljlws lzIff / Jofj;flos tflndnfO{ cnucnu wf/sf ¿kdf ljsf; u/L

Jofj;flos tflnddf clwsflws o'jfx¿nfO{ cj;/ k|bfg ub}{ /f]huf/f]Gd'v agfpg],

58÷z}lIfs ;"rgf

*= pRr lzIff gLltsf] th'{df u/L o;nfO{ /fli6«o pTkfbg / ljsf;;Fu cfa4 ug]{ .

ljZjljBfno :yfkgf / ;~rfngnfO{ Joal:yt ug{ pRr lzIff P]g -5ftf P]g_ hf/L

ug{],

(= ;a} txsf] lzIffsf] kf7\os|d, k7gkf7g ;fdu|L tyf ljlw / u'0f:t/df ;d;fdlos

kl/jt{g tyf ;'wf/ ug]{,

!)= :yfgLo lgsfo Pjd\ ;d'bfonfO{ ljBfno, k|fljlws lzIffno, SofDk; / ljZjljBfno

;~rfngdf lhDd]jf/L;lxt ;xefuL agfpg],

!!= ;a} txsf] lzIff;DaGwL tYofª\s Joj:yfkg ug]{ .

sfo{gLlt

! :yfgLo lgsfo, u}/;/sf/L ;+:yf tyf gful/s ;dfh, ljBfno, ljZjljBfnosf

ljBfyL{x¿, wfld{s ;ª\3;:yfx¿, lghL If]q tyf /fhgLlts bnnfO{ kl/rfng u/L

;fIf/tf sfo{s|dnfO{ k|efjsf/L¿kdf ;~rfng ul/g] 5 . ;fIf/tf;DaGwL tYofª\snfO{

cfwf/ dfgL ;fIf/tf sfo{s|d;Fu hLjgofkgsf nflu pkof]uL x'g] Jofj;flos

tflndnfO{ cfa4 ul/g] 5 .

@ k|f/lDes afnljsf;df ljkGg blnt / ;LdfGts[t ;d'bfosf afnjflnsfnfO{ ;dfj]z

ub{} o; sfo{df ;+nUg ;/sf/L, ;fd'bflos tyf cGo lgsfosf sfo{s|dx¿nfO{

;dGjofTds ¿kdf cl3 a9fpFb} afnljsf; s]Gb|x¿sf] Joj:yfkgdf ;'wf/ Nofpg] u/L

:yfgLo ;/sf/nfO{ lqmofzLn agfOg] 5 .

# lgMz'Ns tyf clgjfo{ cfwf/e"t lzIffnfO{ :ki6 ¿kdf kl/eflift ul/g] 5 / cfjZos

;|f]t ;fwg ljlgof]hg u/L :ki6 sfo{of]hgf;lxt nfu" ul/g] 5 .

$ cª\u|]hL efiff lzIf0f ;d]tnfO{ ;dfj]z u/L eflifs ;j]{If0fsf cfwf/df :yfgLo efiffsf

lzIfsx¿sf] lgo'lSt / :yfgLo efiffdf kf7\o ;fdu|Lx¿sf] ljsf; ub}{ ax'eflifs

lzIffsf cj;/x¿ lj:tf/ ub}{ nlug] 5 .

% ;dli6ut ljBfno If]q ;'wf/ sfo{s|dnfO{ k|efjsf/L ¿kdf sfo{fGjog ug{ sIff !—!@

sf] lzIff P]g nfu" ul/g] 5 .

^ ljBfno If]q ;'wf/sf sfo{s|d cg'¿k dfWolds tx -(–!@_ sf] PsLs/0f (Integration)

nfO{ gd'gfsf ¿kdf ;~rfng ug'{sf ;fy} dfWolds lzIffsf] ;+:yfut Joj:yfkg ul/g]

5 .

& qmlds ¿kn] sIff !) ;Ddsf] lzIffnfO{ lgMz'Ns ul/g] 5 .

* ljBfno If]q ;'wf/ sfo{s|d sfof{Gjogdf k|efjsfl/tf NofpFb} cfwf/e"t lzIff /

dfWolds lzIffdf u'0f:t/ ;'lglZrt ug{ ;fd'bflos ljBfnosf] sIff !) sf] k/LIff

kl/0ffdnfO{ ljBfnosf] pknlJwsf] cfwf/ dflgg] 5 . ;fy} sIff !) sf] l;sfO pknlAw

;d]t dfkg ul/g] 5 .

z}lIfs ;"rgf÷59

( ljZjljBfnoaf6 k|jL0ftf k|df0fkq tx k"0f{¿kn] lj:yflkt ul/g] 5 .

!) sIff !! / !@ df lj1fg ljifodf ;a} lHfNnfsf ljBfyL{x¿sf] kx'Fr k'Ug] u/L of]hgf

cjlw e/df sfo{s|d lj:tf/ ul/g] 5 .

!! lzIffdf dlxnf, cflbjf;L÷hghflt, dw]zL, blnt, ckfª\s cflbsf] kxF'r ;'lglZrt ug{

/fli6«o / :yfgLo txdf sfo{s|d th'{df u/L sfof{Gjog ul/g] 5 .

!@ dfWolds ljBfno lzIfs -(–!@_ nfO{ PsLs[t u/L lzIfsx¿sf] ldnfg ;ª\Vof to

ul/g] 5 / lzIfs k'gldnfg (Redeployment) sf] gLlt tyf sfo{s|d NofOg] 5 .

!# ljBfno txnfO{ PsfO dfgL Go"gtd lzIfs b/aGbL lgwf{/0f u/L ljBfyL{ ;ª\Vofsf

cfwf/df lzIfs ;ª\Vof olsg ul/g] 5 .

!$ ljBfyL{sf] z}lIfs pknlAwsf cfwf/df lzIfsx¿sf] sfo{;Dkfbg d"Nofª\sg k|lqmof to

ul/g] 5 / kf/bzL{ dfkb08;lxt sfo{;DkfbgnfO{ k'/:sf/ / b08;Fu cfa4 ul/g] 5 .

!% lhNnfdf /x]sf ;|f]ts]Gb|x¿nfO{ lqmofzLn u/fO{ lzIfssf] k];fut ljsf; / ;dli6ut

lzIffsf] k|efjsf/L cg'udg / d"Nofª\sg k4ltsf] ljsf; ub}{ z}lIfs k|0ffnL / ;]jf

k|jfxnfO{ ;'b[9 ul/g] 5 .

!^ ljBfno Joj:yfkg ;ldltnfO{ ;dfj]zL agfpg'sf ;fy} Ifdtf clej[l4 u/L k|efjsf/L

agfOg] 5 .

!& lzIffdf a9\b} cfPsf] /fhgLlts k|efj Go"gLs/0f ug{ lglZrt dfkb08sf cfwf/df dfq

;dli6ut ;]jf k|jfx ug{] k|0ffnLsf] ljsf; ul/g] 5 .

!* :yfut ljBfnosf] ;~rfngsf nflu ljBdfg gLltut tyf sfg'gL Joj:yfdf cfjZos

;''wf/ ul/g] 5 . oL ljBfnox¿n] ul/a tyf h]xgbf/ ljBfyL{x¿nfO{ k|bfg ug]{

5fqj[lQnfO{ lghL ;/sf/L ;fem]bf/Ldf Jojl:yt ub}{ k|ltefsf] vf]hL (Talent Search)

ug]{ dfWodsf ¿kdf pkof]u ul/g] 5 . ;fy}, 5fqj[lQ ;ª\Vof j[l4 ug{ clek|]l/t u/L

;f]sf] ljt/0fnfO{ kf/bzL{ u/fOg] 5 .

!( k|fljlws lzIff tyf Jofj;flos tflndsf If]qdf ;+nUg ;+:yfx¿sf] cfjZostf /

k|efjsfl/tfsf] cWoog u/L ;+:yfut ljt/0f ;'b[9 Pjd\ Jojl:yt ug'{sf;fy} o;

If]qdf ;/sf/L–lghL If]qsf] ;fem]bf/Ldf sfo{ s/f/sf cfwf/df nufgL la:tf/ ul/g]

5 .

@) Jofj;flos tflndsf If]qdf ;dGjofTds Pjd\ Jojl:yt tl/sfn] cl3 a9\g

pRr:t/Lo ;ldltsf ;'emfjx¿ PsLs[t ¿kdf K|fefjsf/L 9ª\un] sfof{Gjogdf NofOg]

5 . ;Lk ljsf;sf nflu pknAw ;a} ;|f]tx¿nfO{ PsLs[t sf]if v8f u/L ;dGjofTds

¿kdf ;~rfng ul/g] 5 .

@! pRr lzIffsf] :ki6 gLlt th'{df u/L sfof{Gjogdf Nofpg pRr lzIff P]g -5ftf P]g_

hf/L ul/g] 5 . xfn ;~rfngdf /x]sf ljZjljBfnosf] ;+:yfut Ifdtf, lbuf] cfly{s

60÷z}lIfs ;"rgf

ljsf;, ;fdflhs bfloTj, u'0f:t/ tyf Joj:yfksLo kIfdf ;'wf/ ub}{ g]kfnnfO{ pRr

lzIff xfl;n ug]{ pko'St ynf]sf ¿kdf ljsl;t ul/g] 5 .

@@ pRr lzIffdf kx'Fr ;'lglZrt ug{ v'nf ljZjljBfno :yfkgf ul/g] 5 .

@# ljBfyL{ ljQLo ;xof]u h:tf z}lIfs shf{;DaGwL ljBdfg sfo{s|dsf] ;'wf/ / lj:tf/

u/L k|To]s If]q / lhNnfsf ljkGg kl/jf/sf k|ltefzfnL ljBfyL{x¿nfO{ lrlsT;fzf:q,

OlGhlgol/ª, s[lif, lj1fg k|ljlw cflb ljifodf lglZrt dfkb08sf cfwf/df cWoogsf]

nflu C0f pknAw u/fpg] gLlt lnOg] 5 .

@$ ljBfno txdf lzIffsf] u'0f:t/ ;'lglZrt ug{ /fli6«o u'0f:t/ dfkg / pRr lzIffdf

u'0f:t/ lgwf{/0f ;+oGq (Quality Assurance Mechanism) tof/ u/L nfu" ug'{sf ;fy}

To;sf] lgoldt cg'udg tyf n]vfhf]vf ug]{ Joj:yf ldnfOg] 5 .

@% ;a} txsf] z}lIfs u'0f:t/ clej[l4 ug{ kf7\oqmd, k7gkf7g ;fdu|L tyf ljlwdf

k'g/jnf]sg u/L ;d;fdlos kl/jt{gnfO{ ;dfj]z ul/g] 5 .

@^ lzIff k|0ffnLnfO{ ;dfhsf jf:tljs ;d:of / cfjZostfx¿sf] ;Daf]wg ug{ ;Ifd

agfpg d'n'ssf] ;fdflhs cfly{s k|0ffnL ;fGble{s agfOg] 5 .

@& :t/Lo kf7\o k':ts tyf kf7\o ;fdu|Lx¿df kx'Fr clej[l4 ug{ k':tsfnox¿sf] ljsf;

tyf lj:tf/ ul/g] 5 .

@* ljBfno txsf kf7\ok':tsx¿ :jb]zL n]vs k|sfzsaf6 pTkfbg ug]{ gLlt lnO{

:jb]zL n]vg tyf k|sfzgnfO{ k|f]T;fxg ul/g'sf ;fy} kf7\ok':tssf] cJojl:yt n]vg,

pTkfbg / laqmL ljt/0fnfO{ Jojl:yt ug{ cfjZos gLlt / sfo{s|d NofOg] 5 .

@( ;a} txsf] k/LIff k|0ffnLdf b]lvPsf ;d:ofx¿sf] lg/fs/0fsf nflu k|efjsf/L sfo{s|d

tof/ u/L sfof{Gjog ul/g] 5 . ljBfno tx -!–!@_ sf] k/LIffnfO{ Jojl:yt ug{

dfWolds tyf pRr dfWolds k/LIff af]8{nfO{ PsLs[t u/L /fli6«o ljBfno k/LIff af]8{

u7g ul/g] 5 .

#) ;fd'bflos ljBfnosf] u'0f:t/ clej[l4 ug{ ;fj{hlgs–;fj{hlgs ;fem]bf/L, ;fj{hlgs–

lghL ;fem]bf/L (Public-Public Partnership, Public-Private Partnership) nufotsf

sfo{k4ltx¿sf] k|of]u u/L :yfgLo lgsfos} txdf ljBfno ;~hfn, lzIfs ;~hfn,

k|wfgfWofks ;~hfn / Joj:yfkg ;ldlt ;~hfn agfOg] 5 . ;fy} ljBfnodf

cWoog/t ljBfyL{sf cfdfjfj' dfq ;f] ljBfno Joj:yfkg ;ldltsf] cWoIf x'g kfpg]

gLltut Joj:yf ldnfOg] 5 .

#! ;a} txsf] lZfIffdf cg';Gwfg / k|ljlwsf] k|of]usf] lj:tf/ ul/g] 5 .

#@ lzIffsf ljleGg tx k"/f u/]kl5 yk cWoogsf] ljifo rog ug{ tyf /f]huf/Lsf] If]q

5gf]6 ug{ ljBfyL{nfO{ cfjZos k/fdz{ (Counselling) sf] Joj:yf ul/g] 5 .

z}lIfs ;"rgf÷61

##= :yfgLo txd} o'jf /f]huf/Lsf ;Defjgf vf]Hg], To;sf nflu nufgLsf] k|aGw ldnfpg]

/ ljBfnob]lv pRr lzIff;Ddsf] z}lIfs Joj:yfkgsf] sfo{df tt\ tt\ :yfgsf]

ljBfno, SofDk;, lghL pBdL / :yfgLo lgsfonfO{ lqmofzLn / lhDd]jf/ agfOg] 5 .

#$= lzIff / :yfgLo Joj;fojLr ;fdGh:o sfod u/L pTkfbgd'vL lzIff k|bfg ug{ s]xL

:yfgdf gd'gf Jofj;flos lzIff sfo{s|d ;~rfng ul/g] 5 .

#%= ;a}nfO{ lzIffdf kx'Fr ;'lglZrt ug{ v'nf ljBfno, lg/If/ / ljBfno 5f]8]sf u[lx0fL,

ls;fg, dhb'/sf ;fy} ljkGg ;d'bfosf nflu nlIft z}lIfs sfo{s|dx¿ ;~rfng

ul/g] 5 . o;sf nflu :yfgLo lgsfosf] txdf z}lIfs ljsf; sf]if v8f ul/g] 5 .

#^= ;a} txsf] v08Ls[t lzIff;DaGwL tYofª\s :yfgLo lgsfosf] txdf cBfjlws ub}{

z}lIfs Joj:yfkg ;"rgf k|0ffnLnfO{ ;'b[9, k|efjsf/L / sfo{d"ns agfOg] 5 .

ck]lIft k|ltkmn

!= of]hgfsf] cGTodf k|f}9 ;fIf/tf b/ ^& k|ltzt k'u]sf] x'g] 5 .

@= % b]lv @$ jif{ pd]/ ;d"xsf] ;fIf/tf b/ () k|ltzt k'u]sf] x'g] 5 .

#= sIff Psdf afnljsf;sf] cg'ej;lxt egf{ x'g cfpg] afnaflnsf %& k|ltzt /

k|fylds txdf -!–%_ v'b egf{ b/ (& k|ltzt k'u]sf] x'g] 5 .

$= lgDg dfWolds tx -^–*_ sf] v'b egf{b/ &@ k|ltzt k'u]sf] x'g] 5 .

%= dfWolds tx -sIff (-!)_ df v'b egf{b/ $^ k|ltzt k'u]sf] x'g] 5 .

^= cfwf/e"t -!–*_ df v"b egf{ b/ () k|ltzt tyf dfWolds tx -(–!@_ df v'b egf{b/

@& k|ltzt k'u]sf] x'g] 5 .

&= :yfgLo lgsfo;Fu lzIffdf ;fem]bf/L ug]{ sfo{sf] yfngL x'g] 5 .

*= ljBfnob]lv pRr lzIff;Dd v'nf lzIff sfo{s|dsf] ;+:yfut Joj:yf x'g] 5 .

(= pRr lzIffsf] :ki6 gLlt / P]g cfO;s]sf] x'g] 5 .

!)= ljZjljBfnoaf6 k|jL0ftf k|df0fkq tx k"0f{ ¿kdf lj:yflkt x'Fb} ljBfno txdf

;dflxt x'g] 5 .

!!= ;fd'bflos ljBfnoaf6 dfWolds k/LIff pQL0f{ x'g] k|ltzt a9]sf] x'g] 5 .

!@= ljBfno lzIff sIff !) sf] l;sfO pknlAw k/LIf0f ul/Psf] x'g] 5 .

!#= pNn]Vo ;ª\Vofdf ;Lkd"ns tflnd k|fKt o'jf o'jtLx¿ /f]huf/L sfo{df ;+nUg x'g]

5g\ .

62÷z}lIfs ;"rgf

gLltx¿

k|fljlws lzIff tyf Jofj;flos tflnd ;Lk ljsf;;DaGwL gLlt, @)^$

-@)^$.^.# sf] dlGqkl/ifb\sf] lg0f{oaf6 :jLs[t_

ljleGg cWoog tyf cg';Gwfgdf pNn]v ePcg';f/ ljBfno pd]/ ;d"xsf ax';ª\Vos

afnaflnsfx¿ !) sIff;Ddsf] lzIff g} k"/f gu/L aLr}df ljBfno 5f8\5g\ . ljBfnoaf6 aflx/

hfg] plNnlvt ;d"xsf afnaflnsfx¿ cfly{s lqmosnfk ;~rfng ug{ ;Ifd eO;s]sf

x'Fb}gg\ . ;fIf/ ePsf plNnlvt hgzlStnfO{ Jofj;flos ;Lkx¿ k|bfg ug]{ k|s[ltsf ;fGble{s

cNksfnLg tflnd ;xh ¿kdf pknAw gePsf] cj:yf 5 .

ljBfno guPsf tyf s'g} k|fljlws lzIff jf Jofj;flos ;Lk tflndsf] cj;/ ;d]t gkfPsf

jo:sx¿sf] ;ª\Vof ;d]t pNn]Vo ¿kdf /x]sf] 5 . cem åGåsf] l;sf/ ePsf / ;fdfGo

pTkfbgd"ns hLjgofkg ug{af6 jl~rt ePsfnfO{ ;d]t hf]8\bf kl/l:ylt cem uDeL/ / hl6n

/x]sf] b]lvG] 5 . o;/L ljBfnoaf6 aflxl/Psf, ;fIf/ gePsf tyf ljBfono guPsf Pjd\ s'g}

klg lsl;dsf] k|fljlws lzIff tyf Jofj;flos ;Lk gkfPsf o'jf tyf jo:s hgzlStnfO{ hLjg

lgjf{xsf nflu cfo cfh{g x'g] sfo{df ;+nUg u/fpg cfjjZos 5 .

o; ;Gbe{df :jb]zL tyf j}b]lzs /f]huf/Ldf ;+nUg hgzlStdf pTkfbgzLn Ifdtf sdLsf

sf/0f /f]huf/Ldf cg]sf}F ;d:ofx¿ b]lvPsf 5g\ . pTkfbgzLn Ifdtfsf] sdLsf sf/0f

/f]huf/Lsf cj;/ / cfo cfh{gsf ;Defjgfx¿df ;d]t k|lts"n k|efj k/]sf] sf/0f ul/aLsf]

/]vfd'lg /x]sf] hg;ª\Vofdf ;d]t ck]Iffs[t ;'wf/ cfpg ;s]sf] b]lvFb}g .

o; kl/k|]Ifdf k|fljlws lzIff / Jofj;flos tflndsf cj;/x¿nfO{ /fli6«o ¿kdf lj:tf/ ug{

cfjZos b]lvg] 5 . b]zsf] pTkfbgzLn hgzlStnfO{ cfjZostfcg';f/sf Jofj;flos tyf

k];fut If]qx¿df kof{Kt bIftf xfl;n x'g] u/L ;Lkd"ns lzIff / tflnd pknAw u/fpg'

cfjZos b]lvPsf] 5 . pTkfbgzLn, /f]huf/L, :j–/f]huf/L / hLljsf]kfh{gsf nflu Go"gtd

cj;/ k|fKt ug{af6 ;d]t jl~rt ePsfnfO{ o:tf] lzIff / tflndsf cj;/x¿ k|fKt ug{ ;xh /

pko'St jftfj/0f tof/ ug'{ jt{dfg ;Gbe{df jf~5gLo b]lvPsf] 5 .

k|fljlws lzIff tyf Jofj;flos tflnd;DaGwL k|:t't gLltsf] d'Vo nIo …tflnd sfo{s|dx¿sf]

If]qdf lj:tf/ / tflnd sfo{s|dsf] ;xeflutfdf ;a} If]qsf dlxnf, blnt, hghflt, dw];L tyf

z}lIfs ;"rgf÷63

ljkGg ;d'bfosf] k|ltlglwTj ;'lglZrttfsf nflu ;dfj]zLs/0fÚ /flvPsf] 5 . dflysf b'j}

p2]Zox¿n] cfod"ns sfd jf k];fdf nlIft ;d"xsf] ;+nUgtfsf] ;Defjgfdf clej[l4 x'g] /

o:tf sfo{s|dx¿ g]kfnL ;dfhsf ;a} ju{ / txx¿df ;dfg¿kn] ljt/0f ul/g] u/L tof/ ul/g]

5 .

o; gLltcGtu{t b]zsf laleGg If]qdf a;f]jf; u/]sf tflnd lng rfxg] t/ z'Ns ltg{ g;Sg]

;Dk"0f{ gful/sx¿nfO{ jf tflndsf] kx'Frleq k'Ug g;s]sfx¿ k|f/Dedf cfwf/e"t tflnd (Entry

training) df ;xefuL x'g ;Sg] 5g\ . o:tf] ju{nfO{ pTkfbgzLn /f]huf/L k|fKt ug{ k|f]T;fxg x'g]

u/L cfly{s ;xof]u :j¿k ljleGg k|sf/sf 5fqj[lQx¿ pknAw u/fpg] gLlt clVtof/ ul/g] 5 .

of] gLlt ;Lk k|lzIf0f ug{, /f]huf/Lsf] ahf/d'vL cjwf/0ffsf] ljsf; / k|j4{g ug{ pGd'v x'g]

5 . o;n] tflnd k4ltsf] ljsf; ug{ ult k|bfg ug]{ 5 h;af6 cfufdL !) jif{df tflndsf

cj;/x¿df $ u'0ff j[l4 x'g] ck]Iff ul/Psf] 5 .

tflndsf gofF kf7\oqmdx¿sf] :jfefljs ljsf;nfO{ g]kfn Jofj;flos of]Uotf (Nepal Vocational

Qualifications) sf] k'gM lgld{t k4lt -/fli6«o ;Lk k/LIf0f ;ldlt_ df ;d]l6g] 5 . o; ;ldltn]

cf}krfl/s k/LIff lnO{ To;sf] k|df0fkq pknAw u/fpg] gLlt clStof/ u/L ;a} k|sf/sf

Jofj;flos tflndx¿sf] ;+of]hg ug]{ 5 . k/LIf0fsf nflu sfdbf/sf] Joj;fosf] Jofj;flos

pGglt kysf] klxrfg, k|f/lDes tflnd / tflndkl5sf] kof{Kt Jofj;flos cg'ej tyf ljleGg

vfnsf yk tflndx¿ (Further Trainings) sf] ;d]t ;du| ¿kdf ljZn]if0f ug]{ 5 . cf}krfl/s jf

cgf}krfl/s, ljBfnoleq jf sfo{ut tflndsf If]qdf l;sfOsf ;a} k|sf/ / :yfgx¿nfO{ Pp6}

k4ltdf cfa4 ul/g] 5 h'g cu|udg / ;ª\qmd0f b'j}sf nflu pkof]uL x'g] 5 . cfˆgf]

pTkfbgzLn Ifdtf k|bz{g ug{ rfxg] gful/sx¿, dfgjLo ;+zfwgsf] ljsf;df cfkm"nfO{ ;dlk{{t

ug{ rfxg] tflnd k|bfos ;+:yfx¿ / cfˆgf] pTkfbsTj a9fpg'sf ;fy;fy} cfkm" h:t} cGo

gful/sx¿nfO{ sfd / bfd lbg rfxg] /f]huf/bftfx¿sf cfjZostf / dfunfO{ of] gLltn]

;Daf]wg ug]{ 5 .

;Lk ljsf;;DaGwL gLltn] hf]8 lbPsf kfFr d'Vo p2]Zox¿ b]xfocg';f/ /xg] 5g\ M

!= lj:tf/ M tflndsf cj;/x¿ / ;]jfsf] lj:tf/ ug]{ .

@= ;dfj]zLs/0f / kx'Fr M tflndsf] cfjZostf ePsf ;Dk"0f{ gful/sx¿df tflndsf]

kx'Fr k'¥ofpg] / ;a}nfO{ ;Lk l;Sg] cj;/ ;'lglZrt ug]{ .

# PsLs/0f M ljleGg tflnd k4lt / tflnd k|bfosx¿nfO{ Pp6} k|0ffnLdf cfa4 ug]{ .

$ ;fGble{stf M tflndsf] ljifoj:t' / tflndaf6 k|fKt pknlJwx¿ (Outcome) nfO{

cfly{s dfu;+Fu cfa4 ug{] .

64÷z}lIfs ;"rgf

% nufgL M k|fljlws lzIff / Jofj;flos tflndsf] ahf/n] ult lng ;Sg] jftfj/0f

l;h{gf ug{sf nflu lbuf] nufgL ;'lglZrt ug]{

o; gLltdf k|:tfljt ul/Psf p2]Zox¿nfO{ sfof{Gjog cjnDagsf ug{sf nflu pko'St

7flgPsf /0fgLltx¿nfO{ b]xfoadf]lhdsf] tflnsfdf ;f/ ;ª\If]kdf k|:t't ul/Psf] 5 M

d'Vo ;Gb]zx¿ d'Vo gLltut If]q cjnDjg ul/g] pkfox¿

gful/sx¿sf nflu ;a} g]kfnL

gful/sx¿nfO{ sDtLdf # dlxgf

cjlwsf] /f]huf/Lsf nflu lgMz'Ns

tflndsf] cj;/ / hLjgko{Gt

l;sfOsf nflu ;z'Ns tflndsf

cj;/x¿ k|bfg x'g] 5g\ .

tflndsf cj;/x¿df

Jofks lj:tf/ (Expansion)

nlrnf]kg, lgodg, :jfoQtf, ljs]Gb|Ls/0f

cjnDag ul/g]

;+:yfut / e/kbf{ tflnd

k|bfosx¿nfO{ lgMz'Ns k|f/lDes ;xof]u ug]{

pTkfbgsf] u'0f:t/sf] ;'lglZrttf -/fli6«o

Jofj;flos :t/;Fu ;'xfpFbf]_ k|bfg ul/g]

pkef]Stfsf] xs lxt ;'/lIft ug]{ tTjsf

¿kdf j:t'ut sfo{;Dkfbg, kf/blz{tf /

u'0f:t/ lrx\g¿sf] Joj:yf ul/g]

tflnd k|bfosx¿sf nflu

ljleGg tflnd

k|bfos ;+:yfx¿nfO{ ljBfnoaf6

aflxl/Psf o'jfx¿sf nflu ;Lk

ljsf; ug]{ sfddf ;xof]u ug{ /

/fli6«o hgzlStsf]

ljsf;df ;xof]u ug{ k|f]T;fxg

ldNg] 5 .

Tfflnd cfjZos kg]{ ;a}

gful/ssf nflu

kx+'Frsf] ;'lglZrttf

/ ;dfj]zLs/0f (Inclusion and

Access)

Go"gtd ;'ljwfaf6 jl~rt ;d"xsf

gful/sx¿sf nflu k|lzIf0f z'Ns / lgjf{x

eQf ;'lglZrt ul/g]

v'nf k/LIf0fsf] Joj:yfsf nflu k"j{ l;sfOsf]

cg'ejnfO{ dfGotf lbOg]

k|j]z txdf Jofj;flos dfkb08x¿ lgwf{/0f

ul/g] .

z}lIfs d"nk|jfxsf nflu tof/Lsf

sfo{s|dx¿ ;~rfng ug]{ /

k|lzIf0fsf ;xof]uL ;fdu|Lx¿ lgdf{0f ul/g]

Jofj;fo ug]{ ;d'bfosf nflu

bIf / cfTdljZjf;L sfdbf/sf]

cfk"l{{t{ ug]{ sfddf Aofks lj:tf/

x'g] 5 . o;af6 /fli6«o pTkfbsTj

clej[l4 x'g] 5 .

ljleGg k|s[ltsf tflnd /

Jofj;flos j[lQljsf;sf]

k|fl1s dfu{sf] (Pathways)

e/kbf]{ PsLs/0f

/ ;+of]hg (Integration)

Jofj;flos of]Uotfsf] ;+/rgf tof/

u/L ;f] ;+/rgfleq cf}krfl/s / cgf}krfl/s

tflndsf ljifoj:t'nfO{ l;sfOsf >]0fLsf

dfu{sf ¿kdf ljsl;t ul/g]

;fwf/0f lzIffn] lgwf{/0f u/]cg';f/sf] k|fl1s

of]Uotfsf] ;dsIfL agfpg gk'u kf7\oqmdx¿

tof/ ul/g]

ljlzi6Ls[t k];fut j[lQljsf;sf txx¿sf]

k|j4{g ug]{

hgzlStnfO{ j[lQljsf;df 6]jf k'Ug] u/L hLjg

ko{Gt l;sfOsf nflu dfu{bz{g (Career

guidance) tof/ ug]{

z}lIfs ;"rgf÷65

d'Vo ;Gb]zx¿ d'Vo gLltut If]q cjnDjg ul/g] pkfox¿

;f/ M

k|fljlws lzIff, Jofj;flos

tflnd / ;Lk ljsf;sf

nflu ;an / ;lqmo ahf/sf]

ljsf; x'g] 5 .

l;sf?sf] bIftf j[l4 /

kf7\oj:t'sf] ;fGble{stf

(Relevance) df hf]8

sfo{;~rfng cg'dlt kq ePsf (Licensed

trainers) cf}Bf]lus cg'ej;lxtsf k|lzIfsx¿

tof/ ug]{

cfjZostf klxrfg / k];fut dfkb08df

cfwfl/t kf7\oqmdx¿ tof/ ug]{,

Jofjxfl/s tflnd -sfo{ut / kl/of]hgfx¿_

sf] Joj:yf ug]{, :jfoQ k/LIff / k|df0fkq

k|0ffnLsf] ljsf; ul/g] .

lbuf] (Sustained)

nufgL (Funding) sf]if

/ ;+oGqx¿

;/sf/L nufgLdf Jofks clej[[l4 ul/g]

lgMz'Ns tLg dlxg] tflndsf] Joj:yf ul/g]

bft[ lgsfoaf6 x'g] ;xof]usf] ;fd"lxs /

PsLs[t k|of; ul/g]

lhNnf :t/df k|fljlws lzIff tyf Jofj;flos

tflnd ljsf; sf]if (Fund) sf] Joj:yf ul/g]

ljutdf 5fqj[lŒf kfP/ tflnd k|fKt ug]{x¿af6

x'g ;Sg] ;xof]usf ;Defjgfsf] vf]hL ul/g]

66÷z}lIfs ;"rgf

cgf}krfl/s lzIff gLlt, @)^#

-@)^# df3 @% ut]sf] dlGqkl/ifb\sf] lg0f{ocg';f/ :jLs[t_

-d'Vo a'Fbfx¿ dfq ;dfj]z_

1_ ljleÌ pd]/ / ju{sf JolStx¿nfO{ pgLx¿sf] cfjZostf cg'¿ksf] k|lf1s tyf

Jofjxfl/s 1fg, ;Lk / ;"rgf k|bfg ug]{ u/L cgf}krfl/s lzIffsf] If]q lj:tf/ ul/g]

5 .

2_ lzIffsf] cj;/af6 jl~rt jf aLr}df k9fO 5f8]sfx¿nfO{ cf}krfl/s lzIff ;/x

dfGotf ePsf] cgf}krfl/s lzIff k|bfg ul/g] 5 .

3_ lzIffdf kx'Fr a9fpg ljz]if Joj:yf ul/g] 5 .

4_ kf7\oj|md, kf7\ok':ts / l;sfO ;fdu|L lgd{f0f tyf ljt/0f k|lj|mofnfO{ :yfgLos/0f ub}{

n}hfg] ;Gbe{df ljs]lGb|t ul/g] 5 .

5_ lzIffdf kx'Fr, u'0f:t/ / ;dtf k|fKt ug{sf nflu ;fd'bflos cWoog s]Gb|x¿nfO{

sfo{j|md ;~rfng / ;+of]hgsf] cfwf/ agfOg] 5 .

6_ ljs]Gb|Ls[t tl/sfaf6 cgf}krfl/s lzIff sfo{j|mdx¿sf] sfo{fGjog, ;'kl/j]If0f,

cg'udg / d"Nofª\sg ul/g] 5 .

7_ ;fwg / ;|f]t h'6fpg] tyf ;b'kof]u ug{sf nflu ljleÌ lgsfox¿aLr ;f ]́bf/L,

;~hfn / ;dGjo sfod ul/g] 5 .

8_ kx'Fr ;'lglZrt ug{ / u'0f:t/ tyf ;xcl:tTj sfod ug{ ;dfj]zL z}lIfs gLltx¿

ckgfOg] 5 .

9_ cgf}krfl/s lzIff sfo{j|md rnfpg] ;a} ;+:yfx¿sf] ;f´f tYofª\s e08f/ (Data

Base) agfOg] 5 .

10_ sfo{j|mdnfO{ ;jnLs/0f ug{ / sfo{/t hgzlStsf] sfo{bIftf a9fpg tflnd,

cg';Gwfg, :jfg'udg Pjd\ k|jt{gsfo{nfO{ ;dfj]z ul/g] 5 .

11_ …;a}sf nflu lzIffsfÚ nIox¿ k|fKt ug{ lghL, ;/sf/L, Pjd\ u}/;/sf/L If]qnfO{

kl/rfng ul/g] 5 .

12_ cgf}krfl/s lzIffsf] ljQLo Joj:yf /fi6«sf] cfly{s cj:yf Pjd\ gLltcg';f/ x'g] 5 .

13_ cgf}krfl/s lzIff sfo{j|mdsf] Joj:yfkgsf nflu :yfgLo lgsfon] kl/rfns

(Regulator) sf] e"ldsf v]Ng] 5 . cgf}krfl/s lzIff sfo{j|md ;~rfnsx¿n] eg]

ljleÌ df]8fln6Lx¿ ckgfpg ;Sg] 5g\ . ltgdWo] :yfgLo lgsfo, u}/;/sf/L ;+:yf,

;fd'bflos cWoog s]Gb| / lzIffno df]8fln6Lx¿ k|d'v x'g] 5g\ .

z}lIfs ;"rgf÷67

14_ cgf}krfl/s lzIff s]Gb|n] ljleÌ ;/sf/L, u}/;/sf/L ;+:yf Pjd\ cGt/{fli6«o

;+:yfx¿;Fu ;dGjo u/L cfk;L ;xof]usf] jftfj/0f l;h{gf ug]{ 5 .

15_ lg/If/tf pGd"ng ug{ ;fIf/tf cleofgnfO{ k|d'v cfwf/ agfOg] 5 . o; sfo{df

:yfgLo lgsfox¿nfO{ lhDd]jf/ agfOg] 5 .

16_ cgf}krfl/s lzIff sfo{j|md ;~rfng ug]{ ;+:yfx¿n] o; gLlt, sfo{gLlt /

/0fgLltcGtu{t /xL cfk\mgf] sfo{gLltx¿sf] th{'df ug]{ 5g\ .

68÷z}lIfs ;"rgf

Open and Distance Learning (ODL) Policy, 2063

Vision

Creating supplementary/alternative ODL System to benefit with all the possible opportunities for the citizens belonging to diverse need contexts to give access to education and opportunities to acquire formal education and overall personality development especially to the deprived community, women and working people through distance mode.

Objectives

Expanding full access to school and higher education to learners having diverse and special needs especially of out-of-school children, deprived groups, working people, housewives and so on through open and distance learning system as supplementary to the existing system of education.

Improving the quality of conventional education through different kinds of support mechanisms and materials by the application of ICT.

Promoting the life long learning, continuing education and professional development through open and distance learning system by applying mix mode delivery mechanism

Establish a provision to provide skill-based education through customized courses to cater the needs of labor force seeking employment in the national and international job market

Creating an avenue for skill certification and accreditation to preserve the traditional skills and customary learning of the tribal and indigenous community.

Statements

Agenda 1: Expanding access to education to learners of diverse needs

An Open and Distance Learning (ODL) System for both school and higher education will be created to act as alternative to existing conventional education system in order to ensure fuller access of all interested learners belonging to various groups especially poor, women, deprived, marginalized citizens to education.

z}lIfs ;"rgf÷69

Under the ODL system, there will be two separate streams of open education: viz., general and vocational with the provision of separate curriculum to be developed under the National Curriculum Framework for the country. Flexible learning practice will be introduced as a strategy to overcome various barriers to education, such as time, physical and pedagogical etc.

The ODL system will be institutionalized by the creation of a Semi Autonomous High Level Council with mandates to policy formulation and overall execution at the national level.

The government will take major role to finance for establishment of the system and collaboration with private, NGOs and other agencies will highly be encouraged to run the system for sustainability.

Agenda 2: Improving quality of conventional education

A special arrangement will be made to integrate the learning facilities under the ODL system into the conventional system of education in order to create varieties of opportunities for quality education.

Various programmatic schemes such as application of appropriate media and learner support materials to benefit students of the conventional system; credit transfer system between open and conventional schooling, teacher development programs will be developed and implemented through the distance mode.

The council will initiate and develop the programs and establish official collaboration with relevant agencies in the public and private sector for implementation and monitoring.

Initial investment for such supplementary programs will be born by the government. At the same time private sector will be encouraged for large-scale implementation. Possibilities of public private collaboration will be explored and implemented in the execution of the programs.

Agenda 3: Promoting continuing education and professional development

Under the ODL system, a separate mechanism will be established to create various provisions for life long/continuing education and occupational skill upgrading by targeting to different actors working in various sectors and the community members.

Different programs in areas like teacher development, afforestation, social awareness, civic education, health education, human rights education, child

70÷z}lIfs ;"rgf

rights education, environment education will be developed and implemented through distance mode.

The DEOL Council will coordinate the efforts of various agencies involved in the implementation of programs through distance mode for designing and planning of activities. At the sub-national level all relevant agencies and networks including the Community Learning Centres (CLCs) and the Tele-Centres will be utilized for the purpose of implementing such programs.

In addition to the government investments in the targeted areas sponsors will be attracted to fund the programs. Further, fees will fund part of the costs in case of the registration based courses. The Council will mobilize all other possible sources of generating resources including the involvement of private sector.

Agenda 4: Establishing a system of knowledge and skill certification

Special mechanism will be established under the ODL system for accreditation and certification of the skills in the vocational field and customary learning/knowledge in the general field of education acquired by citizens of diverse communities such as tribal and indigenous communities.

Appropriate testing, customized remedial/bridging courses and counseling programs will be developed and organized to certify the skills and knowledge at the primary and secondary levels of education.

A separate board will be created at the national level under the ODL system and the board will be made responsible for developing and organizing the testing, remedial and counseling programs in close coordination with relevant agencies like CTEVT and so on.

Operational cost will be managed on the basis of cost recovery principle. Institutional linkages and networking will consolidated to utilize resources from various sources.

Implementation Strategies

Curriculum and Learning Material

Curricula for open education (open schooling and higher education) will be developed within the national framework of curriculum and with the consultation of the Curriculum Development Centre and universities. Besides, curricula for other programs to be run under the ODL system will be developed and implemented by the council.

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Different sets of learning materials will be designed, adopted, reproduced and approved for the implementation by taking the consideration of better experiences at the international level. The materials will be gradually developed in different languages to meet the diverse demands of the clients.

Different kinds of self learning materials (print, audio and audio visual and multimedia) for the ODL learners will be prepared to use in the classroom setting and to facilitate the independent style of learning.

Institutional Arrangement and Human Resources

A high level semi-autonomous DEOL Council will be established at the national level with all the legal and functional mandates to act as an apex institution in the field of open and distance learning. The council will stand in a two layers- a) governing body constituted with representation of all kinds of stakeholders and b) executing body dealing with overall implementation affairs.

Five regional study centers by the administrative region will be created under the council and local level resource centers will be established in selected institutions presently dealing with training, research and education at the local level.

The council will have own cadre system comprising a pool of professional and management staff at the national and regional level. Initially, the cadres can be selected from those working for universities and MOE system by applying standard selection procedures.

The ODL system will be promoted with the recognition and affiliation to the aided community schools, institutional schools and other governmental and nongovernmental educational organizations.

The DEOL council will be responsible and accountable for policy formulation; course and program approval; recognition and affiliation of the ODL institutes; certification/accreditation and implementation of ODL programs of the country.

A number of existing schools and educational institutions will be identified / registered or affiliated as ‘open schools’ that will operate in a flexible mode to work as study and support centre. These schools will work as a focal point for the ODL learner support.

Technical and academic resources of the DEOL division of NCED will be

utilized to initiate the preparatory activities for official establishment of the

72÷z}lIfs ;"rgf

new ODL system. This mode of policy implementation will continue until the

Council will be created.

Certification and Accreditation

A strong certification and accreditation mechanism will be set up by

establishing a separate examination board to ensure the quality of ODL

programs after the establishment of DEOL council.

For certification and accreditation purposes, the written, oral, portfolio and

practical oriented evaluation system will be applied.

A system of credit transfer and accreditation will be developed so as to build

a link with similar educational system, both nationally and internationally.

Moreover, such a system will be developed to tie up with the

technical/vocational education system.

Learner Support System

All kinds of academic support and technical backstopping to the schools and

study centers will be provided by DEOL division of NCED through the ETCs

at the initial stage of the implementation.

Pool of experts and full time tutor will be available in central and regional

study centers where as the local level study center will be facilitated by part

time tutors. For learner support on/off line discussion between tutor to tutor,

tutor to student, and student to student will be extensively used. Besides

these, the library facility, counseling, material delivery, student orientation

will be provided.

An effective learner support system will be put in place with face to face

meeting of the learner and tutor and by the extensive use of new technologies

and available media such as mail; telephone; internet; e-mail; tele

conferencing/video conferencing etc.

The open school system will be sustained by utilizing the local expertise and

resources (trainers, teachers, head-teachers or lecturers) as facilitators for the

learner support.

Media Application

All kinds of available mass media and print media will be extensively used

for designing and delivery of ODL materials.

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Electronic media should be applied with the use of new technologies such as internet, email, teleconferencing and video conferencing, multimedia and on/off line discussion.

The provisions of mandatory broadcast of educational materials on all types of Radio, FM and TV channels for a fixed duration will be formulated.

Separate Educational Radio and TV are to be set up by refurnishing and renovating the existing audio and visual studios of DEOL division of NCED with the collaboration of the international donor agencies.

Existing TV and Radio channels are to be utilized for delivering the ODL programs until there will be a separate media station/network created under the academy.

Linkage and Networking

For sustainability of ODL system in the country, institutional linkage and networking with national and international ODL institutions/ organizations such as SACODiL, IGNOU, OU, ICDE and so on will be consolidated and established materials design and delivery and for human resource development.

The cooperation and collaboration of SACODiL will be sought for preparing ODL curricula and materials to meet the standard set up by it.

The ODL system will be sustained with collaboration and partnership of NGOs and INGOs.

Local community involvement for management and supervision; monitoring and follow up will be ensured.

Funding and Budgeting

A sustainable resource management and funding mechanism will be set up and required provisions are to be made to establish a funding scheme for ODL system of the country.

The Department of Education will have responsibility of funding support to open schooling and the University Grant Commission (UGC) will be responsible for managing funding support to the institutes of higher education. They are also responsible for channeling the resources, and to provide incentives and scholarships to students under open schooling.

The government grant will be obtained as sole source of funding for ODL institutes at the initial stage but gradually some special schemes of cost

74÷z}lIfs ;"rgf

recovery of the resource mobilization- tuition fee, material production; support and grants from NGOs and INGOs will be obtained.

Realizing the disadvantageous position of the target audience the major portion of the financing will be taken care by the government. At the same time, options will be explored to share costs at the local level. This will take the form of subsidy in the educational materials, scholarships, and other supports.

The partnership with private agencies, collaboration with non-government organizations and linkages with international institutions will systematically be introduced for self-sustainability of ODL system.

Private sector and local bodies, NGOs and INGOs will be involved for production and distribution of instructional materials.

Note: Approved by MoE on Pous 20, 2063 BS.

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11_ ;a} tx / ;+:yfx¿df tflnd Joj:yfkgsf] bIftfdf ;'wf/ ug{ pko'St pkfo /

k|oTgx¿ cjnDag ul/g] 5g\ . o; ;Gbe{df z}lIfs hgzlSt ljsf; s]Gb|nfO{ cfbz{

;+:yfsf] ¿kdf ljsf; ul/g] 5 .

12_ cg'udg / tflnd pQ/f4{ ;xof]u of]hgfnfO{ tflndsf] u'0f:t/ ;'lglZrt ug]{ pkfosf]

¿kdf sfof{Gjog ul/g] 5 .

13_ tflnddf lg/Gt/ ;'wf/ ug{sf nflu z}lIfs hgzlSt ljsf; s]Gb| / o;sf ljleÌ

txsf ;+:yfx¿n] cg';Gwfg, cg'udg / d"Nofª\sg;DaGwL sfd ug]{ 5g\ .

14_ tflnd ;+:yf, ljBfno / lzIfsx¿sf] sfo{;Dkfbgsf] d"NofÍg ug]{ sfo{;Dkfbg

;"rsx¿sf] ljsf; Pjd\ sfof{Gjog ul/g] 5 .

15_ tflnddf k|lzIffyL{n] xfl;n u/]sf] pknlJwsf] d"NofÍg ug{ lg/Gt/ d"NofÍg k|0ffnLsf]

k|of]u ul/g] 5 .

80÷z}lIfs ;"rgf

16_ ;a} sfo{s|dx¿df n}ª\lus b[li6sf]0fn] ;+j]bgzLn / ;Gt'lnt Jojxf/ Pjd\ cEof;x¿

sfod /fVg uDeL/ k|oTgx¿ ul/g] 5g\ .

17_ kb axfnL ug{' cufl8 ;a} txsf k|wfgfWofksnufot gofF lgo'St x'g] lzIff ;]jfsf

clws[tx¿ -låtLo / t[tLo >]0fL_ sf nflu ;]jf k|j]z tflnd Ps k"j{;t{sf] ¿kdf

/xg] 5 .

18_ z}lIfs Joj:yfkg tflnd ;a} txdf sfo{/t ;a} z}lIfs Joj:yfks tyf

k|wfgfWofksx¿sf nflu clgjfo{ x'g] 5 .

19_ k'gtf{huL tflnd sfo{s|d, :j–cWoog ;fdu|L tyf :ynut ;xof]u of]hgfx¿sf]

dfWodaf6 lg/Gt/ k];fut ljsf;sf nflu cj;/x¿sf] l;h{gf ul/g] 5 .

20_ Joj:yfksx¿sf] pTk|]/0ff tyf dgf]an k|j4{g ug]{ Pjd\ pRr sfo{;DkfbgnfO{

k|f]T;flxt ug]{ ;d]t p2]Zon] ljz]if kb:yfkg of]hgf th{'df u/L sfo{fGjog ul/g] 5 .

21_ tflnd ;+:yfx¿df of]Uo, tflndk|fKt / k|lta4 tflnd Joj;foLx¿ pknAw ePsf]

;'lglZrt ug{ k|lzIfssf] tof/L, k|lzIfssf] ljsf; / clek|]/0ff nflu ljz]if Kofs]h

sfo{s|d l8hfOg u/L sfof{Gjog ul/g] 5 .

22_ tTsfnLg tflnd ;+:yfx¿ -z}lIfs hgzlSt ljsf; s]Gb|, b"/ lzIff s]Gb|, dfWolds

lzIff ljsf; s]Gb|_ nfO{ Pp6} 5ftfdf ufe]/ lzIfs tflnd k|0ffnLnfO{ PsLs[t u/L

;'b[9 agfOg] 5 .

23_ k|To]s ;+:yf / lgsfosf] e"ldsf / lhDd]jf/Lx¿ ls6fg u/L cGt/f{li6«o tyf /fli6«o

;+:yf Pjd\ lgsfox¿;Fu ;+:yfut ;DaGw sfod ul/g] 5 .

24_ tflnd sfo{s|dx¿sf] ;+:yfut ;xsfl/tf, ;dGjo / ;~rf/ ;'lglZrt ug{ ;fj{hlgs

/ lghL b'j} tflnd ;+:yfx¿sf k|ltlglwx¿ /x]sf] If]qLo (Zonal) lzIfs tflnd ;dGjo

;ldlt -z}lIfs tflnd s]Gb|sf ;]jf If]q leqsf] tflnd If]q ;d]6\g] ;ldlt_ u7g ul/g]

5 .

25_ k|fljlws ;xof]u / k|ljlw x:tfGt/0fsf nflu z}lIfs hgzlSt ljsf; s]Gb|n] cf+lzs

;do sfd ug]{ cfwf/df cGo Jofj;flos ;+:yfsf ljz]if1x¿nfO{ sfddf nufpg ;Sg]

5 .

26_ ;ª\u7gfTds k|efjsfl/tf / ;+:yfut Ifdtf clej[l4 ug]{ p2]Zon] z}lIfs hgzlSt

ljsf; s]Gb| k|0ffnLnfO{ Jofj;flos :jfoQtf k|bfg ul/g] 5 .

z}lIfs ;"rgf÷81

ljz]if lzIff gLlt, @)%#

lzIffsf] /fli6«o gLltcg'¿k ckfª\ux¿sf] lglDtcg's"n lzIffsf] Joj:yf u/L /fli6«o d"n wf/fdf

;dflxt ug{ b]xfoadf]lhd ljz]if lzIff gLlt to ul/Psf] 5 M

!= ckfª\usf] ;j{dfGo kl/efiff u/L ckfª\utfsf] lsl;d tyf dfqfsf] lgwf{/0f ug]{,

@= ckfª\u afn aflnsfsf] ;ª\Vof, pd]/ lnª\u lsl;d / dfqf cflbsf] lj:t[t ljj/0fsf

nflu ;e]{If0f sfo{s|d / tYofª\s ;ª\sngsf] cfjZos Joj:yf ug]{,

#= ljleGg lsl;dsf ckfª\u afn aflnsfx¿nfO{ lbOg] k|fylds lzIff ;a}sf nflu

lzIffsf] cleGg cª\usf] ¿kdf ljsl;t ug]{,

$= ckfª\ux¿sf] cfjfudgnfO{ ;d]t ljrf/ u/L ljz]if ;'ljwf ePsf] ljBfno ejgsf]

lgdf{0f ug]{ Joj:yf ldnfpg],

%= ckfª\u afnaflnsfx¿nfO{ k|fylds txb]lv dfWolds tx;Ddsf] lzIff lgMz'Ns k|bfg

ug]{ . o; p2]Zosf nflu lghL If]qsf ;a} txsf ljBfnox¿n] ;d]t ckfª\ux¿nfO{

lgMz'Ns lzIff lbgsf nflu cfjZos Joj:yf ldnfpg],

^= ckfª\u afnaflnsfx¿nfO{ ;fwf/0f ljBfnodf PsLs[t ¿kdf lgMz'Ns ljz]if lzIff

k|bfg ug]{ / cfjZostfg';f/ ljz]if ljBfnosf] Joj:yf ug]{,

&= tf]lsPsf Go"gtd ef}lts Pjd\ k|fljlws k"jf{wf/ tyf ;t{x¿ k"/f u/]sf

ljBfnox¿nfO{ dfq ljz]if lzIff sfo{s|d ;~rfng ug{ cg'dlt jf :jLs[lt lbg],

*= ljZjljBfnox¿df ljz]if lzIff;DaGwL ljifosf] k7g kf7gsf] Joj:yf ug]{,

(= ;~rflnt ;]jfsf] Jofkstf, :t/ / cfly{s Ifdtfsf] cfwf/df k6s], cf+lzs / k"0f{

cg'bfgsf] Joj:yf ug]{,

!)= ljz]if lzIff lbg] ljBfnox¿sf] Joj:yfkg kIfnfO{ ;'wf/ ug{ xfnsf] lg/LIf0f Pjd\

;'kl/j]If0f k|0ffnLdf ljz]if lzIffsf] lg/LIf0f kIfnfO{ ;d]t ljrf/ u/L PsLs[t ¿k

lbg],

!!= ckfª\u afnaflnsfx¿nfO{ lbOg] ljz]z lzIffsf] nflu kf7\ok':ts / cGo z}lIfs

;fdu|Lx¿ Pjd\ pks/0fsf] lgwf{/0f tyf pTkfbg ug]{ u/fpg] / cfjZostfcg';f/

lgMz'Ns pknAw u/fpg] ;DaGwdf ;d]t cfjzos Joj:yf ug]{,

!@= ckfª\utfsf k|f/lDes cj:yfdf sltko nIf0fx¿ :jf:Yo pkrf/åf/f lg/fs/0f x'g

;Sg] ePsfn] ;fdfGo ljBfyL{x¿n] cWoog ug]{ lgoldt kf7\os|d / lzIfs tflnd

82÷z}lIfs ;"rgf

kf7\os|ddf ckfª\ut;DaGwL :jf:Yo lzIff / ljz]if lzIff;DaGwL ;fdfGo hfgsf/Lx¿

kf7\os|ddf ;dfj]z ug]{,

!#= ljz]if lzIffsf nflu cfjZostfcg';f/ k':tsfno / k|of]uzfnfsf] Joj:yf ug]{ / xfn

;~rflnt k':tsfnox¿df klg ckfª\ux¿n] k|of]u ug{ ;Sg] ;fdu|Lx¿ /fVg] Joj:yf

s|lds ¿kdf ub}{ hfg],

!$= h]x]gbf/ ckfª\u ljBfyL{x¿nfO{ pRr lzIffsf] cj;/ k|bfg ug{ 5fqj[lQnufot cGo

k|f]T;fxgsf] Joj:yf ug]{,

!%= ckfª\u ljBfyL{nfO{ cfjZostfg';f/ cfjf;Lo ;'ljwf pknAw u/fpg],

!^ = ckfª\u ljBfyL{ afn aflnsfn] b}lgs¿kdf k|of]u ug]{ ;fdu|Lx¿ h:t} M lx\jn r]o/

j}zfvL, x\jfO6s]g, >j0f oGq, a|]n :n]6:6fOn, :k];n r]o/ / s[lqd cª\u cflb

cfoft ubf{ oyf;Dej ljz]if ;x'lnot lbg] Joj:yf ug]{,

!&= ljz]if lzIffsf] If]qdf sfd ug]{ lzIfsx¿nfO{ sDtLdf cGo ;fj{hlgs ljBfnosf

lzIfsn] kfP ;/xsf] tna eQfsf] Joj:yf u/L ;f] k];fnfO{ cfsif{s agfpg],

!*= ljz]if lzIff lbg] sfo{s|dsf nflu lzIfsnufot cfjZos hgzlStsf] of]hgfa4

ljsf; tyf Joj:yf ug]{,

!(= lzIfs tflnd ;~rfng ug]{ lgsfo;Fu ;dGjo /fvL ljz]if lzIff sfo{s|dnfO{

cfjZos kg]{ tflndsf] klg Joj:yf ug]{,

@)= ljz]if lzIffsf nflu k|of]u ul/g] ljZ]fif dfWod h:tf] a|]n, ;fª\s]lts efiff cflbdf

bIftf xfl;n u/]sf] ePdf ckfª\utf ePsf of]Uo JolStnfO{ ;d]t ckfª\utf cg's"n

ljz]if lzIff lzIfssf] ¿kdf kl/rfng ug]{,

@!= ckfª\u afnaflnsfsf] JolStTj tyf zf/Ll/s ljsf;sf nflu ;f+:s[lts Pjd\ v]ns'b

sfo{s|d / zf/Ll/s Jofofdsf] ljz]if Joj:yf ug]{ . o;sf ;fy} /fli6«o tyf cGt/fli6«o

k|lt:kwf{Tds sfo{s|ddf efu lng] cj;/ k|bfg ug]{ / ;f]sf nflu cfjZos hgzlSt

tof/ ug]{,

@@= bf]xf]/f] jf ax'ckfª\utf ePsf] JolStsf] xsdf ;DalGwt If]qsf ljZf]if1x¿sf] /fo /

;'emfjcg';f/ ljz]if k|sf/sf lzIff jf sfo{d"ns lzIffsf] Joj:yf ug]{,

@#= ckfª\utfsf] lsl;dsf] cfwf/df k/LIffyL{x¿sf] k/LIff / d"Nofª\sgsf] ljz]if Joj:jyf

ug]{,

@$= ckfª\u afnaflnsfx¿sf nflu ljz]if lzIff lbO{ ;x|fgLo sfo{ ug]{ ;ª\3 ;+:yf tyf

JolStx¿nfO{ k|f]T;fxg ug{, k'/:sf/ cflbsf] Joj:yf ug]{,

@%= ljz]if lzIff kl/ifb\n] tf]s]sf] lgsfosf] ;xdlt lnP/ dfq u}/;/sf/L ;ª\3 ;+:yfn]

ljz]if lzIff sfo{s|d ;~rfng ug]{,

@^= ckfª\utfsf] lsl;d / dfqfcg';f/ ljz]if lzIff sfo{s|d ;~rfng ug{ cfjZos

hgzlSt tof/ ug]{ p2]Zon] cfjZos k"jf{wf/ tyf ;t{x¿ tf]sL tflnd s]Gb| :yfkgf

z}lIfs ;"rgf÷83

ug{sf nflu sfo{s|d ;~rfng ug{ rfxg] /fli6«o tyf cGt/f{li6«o u}/;/sf/L

;+:yfx¿nfO{ k|f]T;fxg ug]{,

@&= /fli6«o tyf cGt/f{li6«o u}/;/sf/L ;+:yf / ;/sf/L lgsfoaLr ljz]if lzIffsf] If]qdf

cGt/;DaGw tyf ;dGjo sfod u/L u}/;/sf/L ;ª\3 ;+:yfnfO{ /fli6«o ljz]if lzIff

sfo{s|ddf ;xefuL x'g k|f]T;fxg ug]{ / o; sfo{s|ddf sfo{/t u}/;/sf/L ;+:yfsf]

ef}lts Pjd\ k|fljlws hgzlSt ljsf; Pjd\ lj:tf/ ug{ cfjZos ;xof]u k|bfg ug]{,

@*= k/f]ksf/L Pjd\ cGo ;fdflhs ;ª\3 ;+:yfnfO{ ljz]if sfo{s|d ;~rfng ug{ k|f]T;flxt

ug]{,

@( ljz]if lzIffnfO{ ;Lk s]lGb|t agfO{ ;d'bfodf k'g:yf{kgf ug{ ckfª\ux¿sf] Ifdtf /

of]Uotfsf] cfwf/df k|fljlws lzIff tyf Jofj;flos tflndsf] Joj:yf ug]{,

#)= k|f}9 ckfª\ux¿sf] nflu ;Lkd"ns cgf}krfl/s lzIff sfo{s|d ;~rfng ug]{,

#!= ljleGg ;f+:s[lts, wfld{s, hftLotf, cGwljZjf;, ¿l9jfbL k/Dk/f, r]tgfsf] sdL /

cflY{fs sf/0fn] clwsf+z hgdfg;df JofKt /x]sf] ckfª\uk|ltsf] unt wf/0ffdf cfd"n

kl/jt{g Nofpg ljleGg :t/df e]nf, uf]i7L ug]{ / cfd;~rf/sf dfWodaf6

;j{;fwf/0fdf ckfª\utf;DaGwL hgr]tgf sfo{s|d ;~rfng ug]{,

#@= ckfª\u afnaflnsfx¿nfO{ z}lIfs cj;/ k|bfg ug]{ jftfj/0f h'6fpg / pgLx¿nfO{

;d'bfodf ;fdflhsLs/0fsf nflu ltgsf afa', cfdf cleefjs, lzIfs tyf lgs6

;Dks{df cfO/xg] JolStx¿nfO{ dgf]j}1flgs pTk|]/0ff lbg] vfnsf] ;/;Nnfxd"ns

sfo{s|d ;~rfng ug]{,

##= ljz]if lzIff kl/ifb\n] /fli6«o tyf cGt/fli6«o:t/df pknAw x'g] ljleGg ;|f]t tyf

;fdu|Lx¿sf] kl/rfng ug]{ Network k|0ffnLsf] ljsf; / lj:tf/ ug]{ .

84÷z}lIfs ;"rgf

lgb]{lzsfx¿

ljb]zL lzIf0f ;+:yfsf] ;DaGwgdf pRr lzIff ;~rfng ug]{;DaGwL lgb]{lzsf, @)%(

k|:tfjgf

s'g} ljb]zL ljZjljBfno jf lzIf0f ;+:yfaf6 ;DaGwg lnP/ g]kfndf pRr dfWolds tx jf

;f]eGbf dflyNnf] txsf] lzIf0f ;+:yf ;~rfng ug]{ sfo{nfO{ Jojl:yt / lgolGqt u/fpg

jf~5gLo ePsfn] of] lgb]{lzsf agfOPsf] 5 .

kl/R5]b —!

k|f/lDes

! ;ª\lIfKt gfd / k|f/De

-s_ o; lgb]{lzsfsf] gfd …ljb]zL lzIf0f ;+:yfsf] ;DaGwgdf pRr lzIff ;~rfng

ug]{;DaGwL lgb]{lzsf, @)%(Ú /x]sf] 5 .

-v_ of] lgb]{lzsf t'?Gt k|f/De x'g] 5 .

@ kl/efiff ljifo jf k|;ª\un] csf]{ cy{ gnfu]df of] lgb]{lzsfdf,

-s_ …dGqfnoÚ eGgfn] lzIff tyf v]ns'b dGqfno -xfn lzIff dGqfno_ ;Demg'kb{5 .

-v_ …ljb]zL lzIf0f ;+:yfÚ eGgfn] s'g} b]zsf] sfg'gcg';f/ ;f] ;+:yf btf{ jf dfGotf

k|fKt

-Acrreditated) u/]sf] lzIf0f ;+:yf ;Demg'kb{5 .

-u_ …;ldltÚ eGgfn] lgb]{zg g+= ^ adf]lhd ul7t pRr:t/Lo d"Nofª\sg tyf cg'udg

;ldlt ;Demg'kb{5 .

-3_ lzIf0f ;+:yfÚ eGgfn] ljb]zL ljZjljBfno jf lzIf0f ;+:yfaf6 ;DaGwg lnP/

g]kfndf pRr dfWolds tx jf ;f]eGbf dflyNnf] txsf] lzIff lbOg] u/L vf]lnPsf]

;+:yf jf sDkgL ;Demg'kb{5 .

-ª_ ;lrjfnoÚ eGgfn] dGqfnodf /x]sf] ;ldltsf] ;lrjfno ;Demg'kb{5 .

z}lIfs ;"rgf÷85

kl/R5]b—@

cg'dlt;DaGwL Joj:yf

# ljb]zL lzIf0f ;+:yfaf6 ;DaGwg lnO{ g]kfndf pRr lzIff ;~rfng ug{ rfxg] s'g} klg

lzIf0f ;+:yfn] dGqfnoaf6 cg'dlt glnOsg ;~rfng ug{ kfOg] 5}g .

$= ljb]zL lzIf0f ;+:yfaf6 ;DaGwg k|fKt u/L g]kfndf pRr lzIff k|bfg ug]{ u/L lzIf0f

;+:yf ;~rfng ug{ rfxg] s'g} klg ;ª\3 jf ;+:yf jf sDkgLn] cg';"rL—! adf]lhdsf]

9Ffrfdf ;lrjfno ;dIf lgj]bg lbg'kg]{ 5 .

%= lgb]{zg g+=$ adf]lhd lbPsf] lgj]bg;fy lgDglnlvt ljj/0fx¿ ;+nUg ug'{kg]{ 5 M

-s_ ;DalGwt lzIf0f ;+:yf sDkgLdf btf{ u/]sf] k|df0f kqsf] k|dfl0ft k|ltlnlk, ;f]

sDkgLsf] k|aGw kq / lgodfjnLsf] k|ltlnlk

-v_ s/ btf{ k|df0f kqsf] k|dfl0ft k|ltlnlk

-u_ ljb]zL lzIf0f ;+:yfn] ;DaGwg -;xdlt÷:jLs[lt_ lbPsf] k|df0f kqsf] k|dfl0ft

k|ltlnlk

-3_ ;DaGwg lbg] lzIf0f ;+:yf /x]sf] b]zdf lgodfg';f/ ;f] ;+:yf btf{ ePsf] /

;DalGwt b]zdf dfGotf k|fKt u/]sf] egL ;DalGwt b]zsf] s"6gLlts lgof]uaf6

k|dfl0ft u/]sf] kq

-ª_ ;DalGwt ljb]zL lzIf0f ;+:yfsf] pkflw -k|df0f kq_ nfO{ g]kfnsf] s'g} ljZjljBfno

jf s'g} :jLs[t k|fKt z}lIfs ;+:yfn] ;dsIftf lbPsf] eP ;f]sf] k|dfl0ft k|ltlnlk

-r_ cg';"rL—@ adf]lhdsf] ef}lts÷z}lIfs k"jf{wf/x¿sf] k"0f{ ljj/0f

-5_ ;~rfng ul/g] ljifox¿, lzIf0f tx / kf7\os|dx¿

-h_ lgj]bg b:t'/ afkt ;ldltsf] gfddf ;ldltn] tf]lslbPsf] a}ª\s vftfdf ?=

!),))).— -lkmtf{ gx'g] u/L_ hDdf u/]sf] ;Ssn} ef}r/sf] k|lt

-em_ ;ldltn] tf]s]sf] w/f}6L /sd

kl/R5]b #

d"Nofª\sg tyf cg'udg ;ldlt

^= -!_ s'g} klg ljb]zL lzIf0f ;+:yf;Fu ;DjGwg lnO{ ;~rfng ug]{ s'g} klg ljifo, lzIf0f

tx / kf7\os|d Pjd\ lgb{]zg g+= $ adf]lhd k/]sf] lgj]bg pk/ 5fgljg ug{ /

cfjZos lg0f{o;lxtsf] l;kmfl/; ug{ dGqfnodf b]xfocg';f/sf] Ps pRr:t/Lo

d"Nofª\sg tyf cg'udg ;ldlt /xg] 5 MM

-s_ lzIff dGqL jf lghn] tf]s]sf] dGqfnosf /fHodGqL

jf ;xfos dGqL jf cGo JolSt cWoIf

86÷z}lIfs ;"rgf

-v_ ;b:o, /f=of]=cfof]u -lzIff x]g]{_ ;b:o

-u_ ;lrj, dGqfno ;b:o

-3_ ;b:o–;lrj, ljZjljBfno cg'bfg cfof]u ;b:o

-ª_ ;b:o–;lrj, pRr dfWolds lzIff kl/ifb\ ;b:o

-r_ ;b:o–;lrj, k|f=lz=tyf Jof=tf=kl/ifb\ ;b:o

-5_ ljleGg ljZjljBfnosf lzIffWoIf jf /lhi6«f/x¿dWo] cWoIfaf6

dgf]gLt b'O{hgf ;b:o

-h_ lzIff If]qdf of]ubfg k'¥ofPsf JolStx¿dWo]jf6 lzIff dGqLåf/f

dgf]gLt b'O{hgf ;b:o

-em_ ;x–;lrj, z}lIfs k|zf;g dxfzfvf,dGqfno ;b:o– ;lrj

-@_ ;ldltsf dgf]gLt ;b:ox¿sf] kbfjlw # -tLg_ jif{sf] x'g] 5 .

-#_ ;ldltsf] cWoIf tyf ;b:ox¿ / pk;ldltsf ;+of]hs Pjd\ ;b:ox¿n] kfpg]

;'ljwf ;ldltn] ;do ;dodf lgwf{/0f u/]jdf]lhd x'g] 5 .

-$_ ;ldltn] cfjZostfcg';f/ ;DalGwt If]q tyf ;+:yfsf ljz]if1nfO{ a}7sdf

cfdlGqt ug{ ;Sg] 5 . o;/L cfdlGqt ;b:ox¿nfO{ cGo ;b:on] kfP;/xsf]

;'ljwf k|bfg ul/g] 5 .

-%_ ;ldltsf] ;lrjfno dGqfnodf /xg] 5 .

-^_ ;ldltsf] sfd, st{Jo / clwsf/ b]xfoadf]lhd x'g] 5 M

-s_ ljb]zL lzIf0f ;+:yfx¿sf] ;DaGwgdf pRr lzIff ;~rfng ug]{ ;+:yfx¿sf]

cg'dlt jf :jLs[lt lbg / vf/]hL;DaGwL l;kmfl/; ug]{

-v_ cg'dlt k|fKt u/L ;~rfng ePsf o:tf ;+:yfx¿sf] ;'kl/j]If0f, d"Nofª\sg /

cg'udg ug]{ u/fpg]

-u_ o:tf lzIf0f ;+:yfx¿sf] ef}lts k"jf{wf/ lzIfs Pjd\ sd{rf/Lx¿sf] Go"gtd

;]jf ;t{ / ;'ljwf tyf cGo cfjZos ljifodf gLlt lgwf{/0f ug]{

-&_ lgb]{zg ^-!_ adf]lhdsf] ;ldltn] ;lrjfnodf k|fKt x'g cfPsf lgj]bgpk/ b]xfosf

ljifox¿nfO{ cfwf/ dfgL k|f/lDes 5fglag ug]{ u/fpg] 5 . h;sf nflu

b]xfocg';f/sf] k|f/lDes d"Nofª\sg pk;ldlt /xg] 5 M

-s_ ;x;lrj, z}lIfs k|zf;g dxfzfvf,dGqfno – ;+of]hs

-v_ pk;lrj, P]g lgod k/fdz{ zfvf,dGqfno – ;b:o

-u_ pk;lrj, pRr tyf k|fljlws lzIff zfvf,dGqfno – ;b:o;lrj

pk—;ldltn] d"Nofª\sg ug]{ cfwf/x¿

-s_ ;DaGwg k|fKt lzIf0f ;+:yfjf6 lbOg] lzIff b]zsf] hgzlSt cfjZostf;Fu

;fGble{stf x'g'kg]{

z}lIfs ;"rgf÷87

-v_ lzIf0f ;+:yf ;~rfng ug]{ kIfsf] cfly{s Ifdtf ePsf] x'g'kg]{

-u_ lzIf0f ;+:yf vf]lng nfu]sf] :yfgsf] ef}uf]lns pko'Sttf x'g'kg]{

-3_ ;DaGwg lbg] lzIf0f ;+:yfsf] To; b]zdf ePsf] ljZj;gLotf

-ª_ o;/L vf]lng] lzIf0f ;+:yfaf6 lbOg] pRr lzIff g]kfnsf] lzIf0f ;+:yfx¿af6

pknAw gePsfnfO{ k|fyldstf lbg'kg]{

-r_ ;+:yfsf] cfly{s ;|]ftsf] cfwf/ / ljZj;gLotf ljrf/ ug'{kg]{

-5_ ;~rfng ul/g] sfo{s|dsf nflu kof{Kt hgzlSt ePsf] x'g'kg]{

-*_ k|f/lDes pk;ldltn] /fo l;kmfl/; ;fy k|ltj]bg ;ldltdf k7fpg'kg]{ 5 .

-(_ ;ldltn] pklgb]{zg -*_ adf]lhd k|fKt ePsf] l;kmfl/;pk/ ljrf/ u/L pSt lzIf0f

;+:yfnfO{ cg'dlt lbg pko'St b]lvPdf dGqfno ;dIf l;kmfl/; ug'{kg]{ 5 .

;ldltsf] l;kmfl/;sf] cfwf/df dGqfnon] ;DalGwt ;+:yfnfO{ cg';"rL—# df

tf]lsPsf] ;t{ kfngf ug]{ u/L ;~rfng ug{ cg';"rL—$ sf] 9fFrfdf cg'dlt lbg

;Sg] 5 .

kl/R5]b $

lg/LIf0f tyf cg'udg

&= -!_ ;~rflnt lzIf0f ;+:yfsf] z}lIfs :t/ d"Nofª\sg ug{ ;ldltn] ;do ;dodf ljz]if

pk;ldlt u7g ug{ ;Sg] 5 .

-@_ lzIf0f ;+:yfx¿sf] z}lIfs :t/ / cGo sfo{s|dsf] lg/LIf0f tyf cg'udg ug{ ul7t

ljz]if pk;ldltn] jif{df sDtLdf Ps k6s ;DalGwt lzIf0f ;+:yfsf] lg/LIf0f u/L

;ldlt ;dIf k|ltj]bg k]; ug'{kg]{ 5 .

kl/R5]b %

;ldltsf] sf]if

* ;ldltsf] Ps 5'}§ sf]if x'g] 5 .

-!_ ;ldltsf] gfddf s'g} jfl0fHo a}ª\sdf cnUu} vftf vf]nL sf]ifsf] :yfkgf ul/g] 5 .

;f] sf]ifdf b]xfoadf]lhdsf] /sd /xg] 5 M

-s_ ;/sf/af6 k|fKt cg'bfg /sd

-v_ cfj]bg z'Ns afkt k|fKt x'g] /sd

-u_ kmf/fd laqmLaf6 k|fKt x'g] /sd

-3_ cg'dlt kq k|fKt ubf{ / cg'dlt gjLs/0f u/] afkt k|fKt x'g] /sd

-ª_ cGo ;|]ftaf6 k|fKt /sd

88÷z}lIfs ;"rgf

-@_ sf]ifsf] vr{ ;ldltsf] lg0f{oadf]lhd x'g] 5 / ;ldltn] tf]lslbPsf] JolStjf6 sf]ifsf]

vftf vftf ;~rfng x'g] 5 .

-#_ sf]ifsf] jflif{s n]vf k/LIf0f lgodfg';f/ k'FhLs[t n]vf k/LIfsaf6 x'g] 5 .

kl/R5]b ^

cg'dlt vf/]h x'g] cj:yf

(= ;ldltsf] l;kmfl/;df dGqfnon] b]xfosf] cj:yfdf s'g} klg :jLs[lt k|fKt lzIf0f ;+:yfsf]

cg'dlt vf/]h ug{ ;Sg] 5 M

-!_ lzIf0f ;+:yf ;~rfng cg'dlt kq lnFbf v'nfPsf] cg';"rL—@ df plNnlvt

k"jf{wf/x¿ k"/f gu/]df jf cg';"rL — # df plNnlvt ;t{ k"/f u/]sf] gkfOPdf, jf

-@_ lgb]{zg g+=& -!_ adf]lhd ul7t pk;ldltaf6 :t/ sfod gePsf] x'Fbf ;DalGwt

lzIf0f ;+:yfsf] cg'dlt vf/]h x'g'kg]{ egL ;ldlt;dIf l;kmfl/; u/L ;ldltn] klg

;f]xLcg';f/ cg'dlt vf/]h ug{ dGqfno;dIf l;kmfl/; u/]df . t/ To;/L lzIf0f

;+:yfsf] cg'dlt vf/]h ug'{ cl3 ;DalGwt ;+:yfnfO{ ;kmfO k]; ug]{ cj;/jf6

jl~rt ul/g] 5}g .

kl/R5]b &

ljljw

!)= -!_ o; lgb]{lzsfcg'¿k cg'dlt kfO{ ;~rfng ePsf z}lIfs ;+:yfnfO{ ;/sf/n] s'g}

klg lsl;dsf] ef}lts tyf cfly{s ;xof]u pknAw u/fpg afWo x'g] 5}g .

-@_ ;DalGwt lzIf0f ;+:yfn] x/]s jif{ egf{ ;q (Admission Session) ;dfKt ePkl5

ljBfyL{, lzIfs / ef}lts ;fwgx¿sf] ljj/0f clgjfo{ ¿kdf dGqfnodf / cg'udg

ug]{ ;+:yfdf k]; ug'{kg]{ 5 .

-#_ cg'dlt k|fKt eO{ ;~rfng ePsf] s'g} klg lzIf0f ;+:yfnfO{ ;fdfGotof csf]{

:yfgdf ;fg{ kfOg] 5}g . t/ :yfgfGt/0f ug'{kg]{ s'g} ljz]if sf/0f eP ;f] sf/0f

vf]nL ;ldlt ;dIf lgj]bg lbg'kg]{ 5 / ;ldltsf] l;kmfl/;df dGqfnoaf6 :jLs[lt

k|fKt ePkl5 dfq ;fg{ ;lsg] 5 .

-$_ cg'dltkq lng] ;dodf ?= %),))).—-krf; xhf/_ ;ldltsf] gfddf ;ldltn]

tf]lslbPsf] a}ª\ssf] vftfdf / ?= %),))).— -krf; xhf/_ ;/sf/sf] /fh:j

vftfdf hDdf u/L ;f]sf] ef}r/ ;lrjfnodf k]; ug'{kg]{ 5 .

z}lIfs ;"rgf÷89

-%_ cg'dltkq k|To]s jif{ gjLs/0f ug'{kg]{ 5 / gjLs/0f ubf{ ;ldltn] tf]s]sf] /sddWo]

cfwf /sd ;ldltsf] vftfdf / cfwf /sd ;/sf/sf] /fh:j vftfdf hDdf u/L

;f]sf] ef}r/ ;lrjfnodf k]; ug'{kg]{ 5 .

-^_ cg'dlt k|fKt ljifo / txeGbf cGo ljifo jf tx jf zfvf yk ug{ k/]df k'gMpSt

tx÷ljifo ;~rfng ug{ jf zfvf yk ug{ dGqfnosf] :jLs[lt lnP/ dfq ;~rfng

ug'{kg]{ 5 .

-&_ cg'dlt k|fKt lzIf0f ;+:yfn] k|To]s jif{ n]vfk/LIf0f k|ltj]bg dGqfnodf j'emfpg'kg]{

5 .

-*_ cg'dlt k|fKt lzIf0f ;+:yfsf] ljwfg÷k|aGwkq÷lgodfjnL ;+zf]wg eP ;f]sf]

hfgsf/L dGqfnonfO{ t'?Gt lbg'kg]{ 5 .

-(_ ;Demf}tfadf]lhd cfpg] ljb]zL lzIfsx¿sf] nflu cWoog÷cWofkg le;fsf]

l;kmfl/; dGqfnon] ug]{ 5 .

-!)_ cg'dlt k|fKt lzIf0f ;+:yf / sfo{/t JolStx¿n] k|rlnt sfg'gcg';f/ s/ ltg'{kg]{

5 .

-!!_ ljb]zL ;+:yf;Fu ;DaGwg lnO pRr dfWolds tyf ;f]eGbf dflysf] txdf b"/

lzIffsf] cjwf/0ffcg'¿k ;~rfng x'g] sIffx¿df klg oxL lgb]{lzsfadf]lhd

;~rfng ug'{kg]{ 5 .

-!@_ lzIf0f ;+:yfsf] lzIfs Pjd\ sd{rf/Lx¿ lgo'lSt ubf{ sd{rf/L Pjd\ lzIfsx¿sf]

;]jf ;t{;DaGwL ljifodf cfkm}+n] lgod agfpg ;Sg] 5g\ . t/ ljb]zL sd{rf/L Pjd\

lzIfssf] lgo'lSt ubf{ eg] dGqfnosf] k"j{ :jLs[lt lnP/ dfq ug'{kg]{ 5 .

-!#_ cg'dlt k|fKt lzIf0f ;+:yfnfO{ ljb]zL ljZjljBfno jf lzIf0f ;+:yfaf6 ;DaGwg

jfkt /sd lbg'kg]{ ePdf To:tf] ljZjljBfno jf z}lIfs ;+:yfsf] l;kmfl/;sf]

cfwf/df dGqfnon] ljb]zL d'b|f ;6xL ;'ljwfsf] nflu l;kmfl/; ug{ ;Sg] 5 .

-!$ z}lIfs;q ;'? eO{ k7g kf7g ;'? eO;s]sf] eP To:tf] cj:yfdf ;f] z}lIfs ;q

k"/f gu/L lzIf0f ;+:yf aGb ug{ kfOg] 5}g .

-!%_ s'g} sf/0fjz lzIf0f ;+:yf aGb jf z}lIfs sfo{s|d jf z}lIfs ;q /2 ug'{kg]{ l:ylt

cfPdf ljBfyL{sf] k7g kf7gsf] Joj:yf ;DalGwt lzIf0f ;+:yfsf] cfkm\g} vr{df

afFsL cWoog k"/f ul/lbg'kg]{ st{Jo ;DalGwt lzIf0f ;+:yfsf] x'g] 5 .

-!^_ s'g} klg lzIf0f ;+:yf cfkm\g} sf/0fn] aGb ug'{kg]{ cj:yf cfOk/]df To:tf] lzIf0f

;+:yf aGb ug'{kg]{ sf/0f v'nfO{ aGb ul/g] ldlteGbf tLg dlxgfcufl8 dGqfnonfO{

hfgsf/L u/fpg' kg]{ 5 . t/ lzIf0f ;+:yf aGb ePsf] sf/0fn] s;}nfO{ ltg{ jf

a'emfpg afFsL /x]sf s'g} /sd jf C0f jf cGo s'g} bfloTjaf6 eg] k'm;{b kfpg]

5}g .

90÷z}lIfs ;"rgf

-!&_ of] lgb]{lzsf k|f/De x'g'eGbf cl3b]lv s'g} ljb]zL ljZjljBfno jf lzIf0f ;+:yfaf6

;DaGwg lnP/ g]kfndf pRr dfWolds tx jf ;f]eGbf dflyNnf] txsf] lzIf0f ;+:yf

;~rfng u/]sf] eP of] lgb]{lzsf k|f/De ePsf] ldltn] ^ dlxgfleq dGqfnoaf6

cg'dlt lnO;Sg'kg]{ 5 . ;f]adf]lhd lgwf{l/t cjlwleq cg'dlt glnPsf lzIf0f

;+:yfx¿ :jtM aGb ePsf] dflgg] 5 .

-!*_ ;ldlt / dGqfnon] ;do ;dodf lbPsf] lgb]{zg kfng ug'{ ;DalGwt lzIf0f

;+:yfsf] st{Jo x'g] 5 .

gf]6M cg';"rLx¿ dGqfnosf] j]e;fO6 www.moe.gov.np cGtu{t Laws and Regulation v08df pknAw 5g\ .

z}lIfs ;"rgf÷91

z}lIfs u'0f:t/ k/LIf0f s]Gb| Joj:yfkg sfo{ljlw lgb]{lzsf, @)^&

k|:tfjgf

ljBfno If]q ;'wf/ sfo{s|dn] dfu{lgb]{z u/]adf]lhd z}lIfs u'0f:t/ k/LIf0f s]Gb| (Education

Review Office (ERO) :yfkgf eO{ lzIff dGqfno / cGtu{tsf ljleGg lgsfo tyf

ljBfno:t/af6 lbOg] z}lIfs ;]jf k|jfxdf k|efjsfl/tf Pjd\ u'0f:tl/otfsf]] ;'lglZrttf ug]{

l;nl;nfdf ul/g] z}lIfs sfo{s|d, z}lIfs ;+:yf tyf kbflwsf/Lx¿sf] sfo{ ;Dkfbg :t/ dfkg,

d"Nofª\sg, cWoog, cg';Gwfg, k/LIf0f tyf :t/Ls/0f ug]{ sfo{nfO{ yk Jojl:yt ug{ lzIff

lgodfjnL, @)%( sf] kl/R5]b ##, lgod !(@, v08 -ª_ n] lbPsf] clwsf/ k|of]u u/L g]kfn

;/sf/, lzIff dGqfnon] of] lgb]{lzsf hf/L u/]sf] 5 .

kl/R5]b !

k|f/lDes

!= ;ª\lIfKt gfd / k|f/De

! o; lgb]{lzsfsf] gfd z}lIfs u'0f:t/ k/LIf0f s]Gb| Joj:yfkg sfo{ljlw lgb]{lzsf,

@)^& /x]sf] 5 .

@ of] lgb]{lzsf t'?Gt nfu" x'g] 5 .

@= kl/efiff

ljifo jf k|;ª\un] csf]{ cy{ gnfu]df o; lgb]{lzsfdf,

! …P]gÚ eGgfn] lzIff P]g @)@* nfO{ hgfpg] 5 .

@ …lgodfjnLÚ eGgfn] lzIff lgodfjnL @)%( nfO{ hgfpg] 5 .

# …dGqfnoÚ eGgfn] lzIff dGqfno ;Demg'k5{ .

$ …lgsfoÚ eGgfn] lzIff dGqfno / cGtu{tsf ljBfno jfx]ssf ;+:yfx¿nfO{ a'emfpg]

5 .

% …;ldltÚ eGgfn] z}lIfs u'0f:t/ k/LIf0f k|fljlws ;ldltnfO{ hgfpg] 5 .

^ …/f]:6/Ú eGgfn] z}lIfs u'0f:t/ k/LIf0f s]Gb|åf/f ;~rfng ul/g] sfo{ ;Dkfbg :t/

dfkg, d"Nofª\sg, cWoog, cg';Gwfg, k/LIf0f tyf :t/Ls/0f ug]{ k|of]hgsf nflu

pkof]u ul/g] lj1x¿sf] ;"rLnfO{ hgfpg] 5 .

92÷z}lIfs ;"rgf

& …z}lIfs gLlt lgwf{/0f ;ldltÚ eGgfn] lzIff dGqLsf] cWoIftf ul7t gLlt lgwf{/0f

;ldltnfO{ hgfpg] 5 .

kl/R5]b @

p2]Zo tyf sfo{x¿

#= z}lIfs u'0f:t/ k/LIf0f s]Gb|sf p2]Zo

!= lzIffsf] kx'Fr, ;dtf / u'0f:t/ clej[l4sf nflu ;du| z}lIfs ;+/rgf tyf

sfo{k|0ffnLsf] k/LIf0f u/L lzIff dGqfno;dIf jflif{s k|ltj]bg k]; ug{],

@= lglb{i6 gLlt tyf sfo{s|dx¿ k|rlnt P]g, lgodadf]lhd sfof{Gjog eP gePsf]

;DaGwdf n]vfhf]vf u/L ;'wf/sf nflu k|ltj]bg k|:t't ug]{ .

$= z}lIfs u'0f:t/ k/LIf0f s]Gb|sf k|d'v sfo{x¿

z}lIfs u'0f:t/ k/LIf0f s]Gb|n] lgDgfg';f/sf sfo{x¿ ug]{ 5 M

!= lgwf{l/t dfkb08, dfgs, sfo{lgb]{lzsf, p2]Zo, Pjd\ ;"rssf cfwf/df lzIff

dGqfnocGtu{tsf lgsfox¿ tyf ljBfnox¿sf] ;du| z}lIfs k4lt, ;+:yfut

Ifdtf / j}olSts ;Ifdtf tyf sfo{ k|ultx¿sf] n]vfhf]vf ug]{,

@= lzIff P]g tyf lgodfjnLadf]lhd ljBfnox¿sf] juL{s/0f;d]tsf] sfo{k|lqmofsf]

k/LIf0f ug]{,

#= z}lIfs u'0f:t/ clej[l4sf nflu ljleGg lgsfoaf6 ljsf; ePsf dfgs Pjd\

dfkb08x¿sf] sfof{Gjog cj:yfsf] k/LIf0f ug]{,

$= u'0ffTds ;'wf/sf nflu ljBfyL{x¿sf] l;sfO :t/sf] cfjlws ¿kdf k/LIf0f ug]{,

%= ;DalGwt z}lIfs lgsfox¿n] ;Dkfbg u/]sf sfo{ k|efjsfl/tfsf cfwf/df tyf

lgwf{l/t z}lIfs dfkb08 k"/f u/]sf cfwf/df u'0f:tl/otf hfFra'em u/L k|df0fLs/0f

Pjd\ >]0fLs/0fsf nflu l;kmfl/; ug]{,

^= dGqfno / cGtu{tsf lgsfox¿ jf kbflwsf/Lx¿af6 ;Dkflbt sfo{x¿sf] k/LIf0f

u/L lgisif{ ;fj{hlgs ug]{, & dGqfnocGtu{tsf lgsfox¿ / ljBfnotx;Ddsf z}lIfs ;fem]bf/L ;+:yfx¿aLr

;+:yfut ;dGjosf] cj:yf ljZn]if0f u/L ;'wf/sf nflu ;'emfj lbg],

* lzIff If]qsf cg';Gwftf, lzIffljb\, ljz]if1x¿sf] /f]:6/ lgdf{0f u/L z}lIfs u'0f:t/

clej[l4sf nflu k'g/jnf]sg sfo{df ;+nUg u/fpg],

( ;d;fdlos z}lIfs d'2fx¿ klxrfg u/L ;f]sf] cWoog u/L u/fO{ ;'emfjx¿

sfof{Gjog ug{ u/fpg ;DalGwt lgsfodf k|:t't ug]{,

!) ljBfyL{ d"Nofª\sg / :t/ lgwf{/0f;DaGwL k/LIf0f tyf cg';Gwfg u/L l;kmfl/; ug]{

z}lIfs ;"rgf÷93

pko'{St sfo{x¿nfO{ Jojl:yt ub}{ n}hfg lzIffljb\x¿;d]tsf] ;+nUgtf /xg] / lj1n]

cWoIftf ug]{ u/L Ps k|fljlws ;ldlt u7g ug{ ;lsg] 5 .

kl/R5]b #

z}lIfs u'0f:t/ k/LIf0f s]Gb|sf] ;+/rgf

%= ;+/rgf

z}lIfs u'0f:t/ k/LIf0f s]Gb|sf] ;+/rgf b]xfoadf]lhd x'g] 5 M

! z}lIfs u'0f:t/ k/LIf0f s]Gb|df b]xfosf PsfOx¿ /xg] 5g\ M

s= lgsfout sfo{;Dkfbg k/LIf0f PsfO (Institutional Performance Audit Unit)

v= ljBfnout sfo{;Dkfbg k/LIf0f PsfO (School Performance Audit Unit)

u= ljBfyL{ l;sfO :t/ dfkg PsfO (NASA Unit)

@ z}lIfs u'0f:t/ k/LIf0f s]Gb|sf sfo{x¿df k|fljlws ;xof]usf nflu ljleGg

;ldltx¿ u7g ug{ ;lsg] 5 .

#= ljleGg lgsfox¿sf] ;xeflutf x'g] u/L ;ldlt u7g ug{ jf ljz]if1x¿ kl/rfng

ug'{kbf{ lzIff dGqfnodfkm{t g]kfn ;/sf/sf] ;xof]u lng ;lsg] 5 .

^= PsfOut sfo{x¿

z}lIfs u'0f:t/ k/LIf0f s]Gb|sf b]xfosf PsfOn] lgDgfg';f/sf sfo{ ug]{ 5g\ M

! lgsfout sfo{;Dkfbg k/LIf0f PsfO (Institutional Performance Audit Unit)

s_ lgsfox¿sf] ;dli6ut u'0f:t/ k/LIf0f of]hgf tyf /0fgLlt lgdf{0f ug]{,

v_ lgsfout u'0f:t/ dfkgsf]] nflu cfjZos sfo{ljlw tyf sfo{ lgb{]lzsf

ljsf; ug]{,

u_ lgsfout u'0f:t/ k/LIf0fsf nflu dfgs, dfkb08 / ;"rsx¿sf] cBfjlws

ug]{,

3_ k/LIf0f ul/Psf lgsfox¿sf] k|ltj]bg tof/ u/L ;fj{hlgs ug]{,

ª_ k/LIf0fdf ;+nUg k/LIfsx¿sf] sfo{If]q lgwf{/0f tyf cled'vLs/0f ug]{ .

r_ k/LIf0f s]Gb|sf] p2]Zo;Fu ;DalGwt cGo sfo{ ug]{ .

@ ljBfnout sfo{;Dkfbg k/LIf0f PsfO (School Performance Audit Unit)

s_ ljBfnox¿sf] ;dli6ut u'0f:t/ k/LIf0f of]hgf tyf /0fgLlt lgdf{0f ug]{,

v_ ljBfnox¿sf] u'0f:t/ dfkgsf nflu cfjZos sfo{ljlw tyf sfo{ lgb{]lzsf

ljsf; ug]{,

94÷z}lIfs ;"rgf

u_ ljBfnout u'0f:t/ k/LIf0fsf nflu dfgs, dfkb08 / ;"rsx¿sf] cBfjlws

ug]{,

3_ k/LIf0f ul/Psf ljBfnox¿sf] k|ltj]bg tof/ u/L ;fj{hlgs ug]{,

ª_ k/LIf0fdf ;+nUg k/LIfsx¿sf] sfo{If]q lgwf{/0f tyf cled'vLs/0f ug]{,

r_ k/LIf0f s]Gb|sf] p2]Zo;Fu ;DalGwt cGo sfo{ ug]{ .

# ljBfyL{ l;sfO :t/ dfkg PsfO (NASA Unit)

s_ ljBfyL{ d"Nofª\sg / :t/ lgwf{/0f;DaGwL k/LIf0fsf nflu dfgsx¿ lgwf{/0f

ug]{,

v_ ljBfyL{ d"Nofª\sg / :t/ lgwf{/0f;DaGwL dfgsx¿sf cfwf/df ljBfyL{x¿sf]

pknlAw k/LIf0f ug]{,

u_ ljBfyL{sf] ;j{kIfLo d"Nofª\sgsf cfwf/df ;'wf/sf lglDt ;DalGwt lgsfo /

;/f]sf/jfnfsf nflu ;'emfj k|:t't ug]{,

3_ tf]lsPsf] dfkb08sf] cfwf/df lzIf0f l;sfO{ lqmofsnfk;DaGwL sfo{x¿

k|efjsf/L ¿kdf eP gePsf] k/LIf0f u/L ;'wf/sf nflu ;'emfj k|:t't ug]{,

ª_ P]g lgodcg';f/ ljBfyL{ d"Nofª\sg;DaGwL sfo{ ;DkGg eP gePsf]

n]vfhf]vf ug{],

r_ ljBfyL{ d"Nofª\sgsf nflu :t/Ls[t d"Nofª\sgsf ;fwg ljsf; u/L cfjlws

¿kdf ljBfyL{ pknlAw k/LIf0f u/L k|ltj]bg k]; ug]{,

5_ k/LIf0f s]Gb|sf] p2]Zo;Fu ;DalGwt cGo sfo{ ug]{ .

kl/R5]b $

lj1;DaGwL Joj:yf

&= /f]:6/ ;d"x tyf kl/rfng

! u'0f:t/ k/LIf0f;DaGwL sfdsf] nflu bIf / lj1x¿sf] ;"rL -/f]:6/_ tof/ ul/g] 5 .

@ bIf / lj1x¿sf] ;"rL -/f]:6/_ nfO{ k|To]s jif{ cBfjlws ug{ ;lsg] 5 .

# bIf / lj1x¿sf] ;"rL -/f]:6/_ sf] Go'gtd of]Uotf Pjd\ kl/rfng ljifout k|s[lt

x]/L z}lIfs u'0f:t/ k/LIf0f ;ldltn] tf]s]adf]lhd x'g] 5 .

kl/R5]b %

k|ltj]bg

*= k|ltj]bg;DaGwL k|lqmof

! kl/If0f s]Gb|n] jflif{s / cfjlws ¿kdf cfkm\gf] sfo{sf] k|ltj]bg z}lIfs gLlt

lgwf{/0f ;ldlt ;dIf k]; ug]{ 5 . k|ltj]bgn] lzIff dGqfno / cGtu{tsf ljleGg

z}lIfs ;"rgf÷95

lgsfo tyf ljBfno:t/af6 lbOg] z}lIfs ;]jf k|jfxdf k|efjsfl/tf Pjd\

u'0f:tl/otfsf]] ;'lglZrttfsf nflu ;+rfng ul/g] z}lIfs sfo{s|d, z}lIfs ;+:yf

tyf kbflwsf/Lx¿sf] sfo{ ;Dkfbg :t/dfkg, d"Nofª\sg, cWoog, cg';Gwfg,

k/LIf0f tyf :t/Ls/0fnufotsf ljifoa:t'nfO{ k|:t't ug]{ 5 .

@ s]Gb|n] k|ltj]bgdf k|:t't ljleGg If]qx¿df eP u/]sf sfo{ tyf pknlAwx¿nfO{

phfu/ ub}{ ltgdf /x]sf ;d:of / ;d:of ;dfwfgsf nflu ;'emfj k|:t't ug]{ 5 .

kl/R5]b ^

ljljw

(= u'gf;f tyf ;'emfj;DaGwL

! tYout zª\sf nfu]df jf tYodf lrQ ga'em]df z}lIfs u'0f:t/ k/LIf0f s]Gb|;dIf

lgj]bg lbg ;lsg] 5 .

@ z}lIfs u'0f:t/ k/LIf0f s]Gb|n] k|fKt u'gf;f tyf ;'emfjx¿ ;ª\sng u/L z}lIfs

gLlt lgwf{/0f ;ldltdf k]; ug]{ 5 .

!)= s]Gb|nfO{ ;xof]u ug'{kg]{

! k|rlnt P]g lgod / o; lgb]{lzsfdf n]lvPadf]lhdsf sfo{ ug{ s]Gb|nfO{ ;xof]u ug'{

;DalGwt ;a} lgsfosf] st{Jo x'g] 5 .

96÷z}lIfs ;"rgf

ljBfno If]q;'wf/ sfo{qmd sIff (–!@ sf] PsLs[t dfWolds lzIff gd'gf ljsf; sfo{s|d sfof{Gjog lgb]{lzsf, @)^*

k|:tfjgf

ljBfnoLo lzIff If]qsf ljleGg kIfx¿df ;'wf/ u/L u'0f:t/Lo lzIff ;j{;'ne ug]{ a[xQ/

p2]Zo;lxt sfo{fGjog k|f/De ePsf] ljBfno If]q ;'wf/ of]hgfn] sIff Psb]lv sIff !@ ;Ddsf]

lzIffnfO{ k'g;+{/rgf u/L ljBfno lzIffsf] PsLs[t :j¿k lgdf{0f ug]]{ ;Gbe{df dfWolds

lzIffnfO{ k|lt:kwL{ tyf ;Lko'St hgzlSt pTkfbg ug]{, /fli6«o ljsf;sf] cfjZostf k"/f ug]{

tyf pRr lzIffsf nflu e/kbf]{ cfwf/lznf tof/ ug]{ txsf] ¿kdf ljsf; ug{ sIff (–!@ sf]

PsLs[t dfWolds lzIff gd'gf ljsf; sfo{s|d ;~rfng ug{sf nflu g]kfn ;/sf/,

dlGqkl/ifb\af6 ldlt @)^%÷)#÷)# df lbPsf] :jLs[ltsf] cfwf/df lzIff dGqfnoåf/f lzIff

lgodfjnL, @)%( sf] lgod !(@ -ª_ n] lbPsf] clwsf/ k|of]u u/L of] lgb]{lzsf hf/L ul/Psf]

5 .

kl/R5]b !

;ª\lIfKt gfd / k|f/De

! of] lgb]{lzsfsf] gfd æsIff (–!@ sf] PsLs[t dfWolds lzIff gd'gf ljsf; sfo{s|d

sfof{Gjog lgb]{lzsf, @)^*Æ /x]sf] 5 .

@ of] lgb]{lzsf b]xfosf If]qdf t'?Gt nfu" x'g] 5 .

-s_ gd'gf ljsf;sf nflu 5flgPsf wgs'6f, /;'jf, slknj:t', afFs] / 88]nw'/f

lhNnfx¿

-v_ o; gd'gf ljsf; sfo{qmdsf nflu cfjZos 6'N; / sfo{ljlwx¿ k/LIf0f -6]l:6ª_

sf nflu 5flgPsf sf7df8f+}F / sfe|]knf~rf]s lhNnfsf gd'gf z}lIfs u|fdcGtu{t

kg]{ uflj;x¿

# ljifo jf k|;ª\un] csf]{ cy{ gnfu]df o; lgb]{lzsfdf,

! …P]gÚ eGgfn] …lzIffÚ P]g -;+zf]wg ;lxt_ @)@* ;Demg'k5{ .

@ …lgodfjnLÚ eGgfn] lzIff lgodfjnL -;+zf]wg;lxt_ @)%( ;Demg'k5{ .

# …dGqfnoÚ eGgfn] lzIff dGqfno ;Demg'k5{ .

$ …ljefuÚ eGgfn] lzIff ljefu ;Demg'k5{ .

z}lIfs ;"rgf÷97

% PsLs[t …dfWolds lzIffÚ eGgfn] lzIff P]gsf bkmf @ sf] -3_ cg';f/ sIff gf}b]lv

sIff !) / -3$_ df pNn]v ePadf]lhdsf] sIff !! b]lv sIff !@ ;Ddsf] PsLs[t

:j¿knfO{ ;Demg'k5{ .

^ …ljBfno If]q ;'wf/ of]hgfÚ eGgfn] g]kfn ;/sf/, lzIff dGqfnoåf/f @))( b]lv

@)!% ;Dd /fli6«o ¿kdf sfof{Gjog ug{] u/L ;'? ul/Psf] z}lIfs of]hgf tyf

sfo{qmdnfO{ ;Demg'k5{ .

& …j}slNks ljBfnoÚ eGgfn] lzIff lgodfjnLsf] kl/R5]b ( df pNn]v ePadf]lhd

j}slNks lzIffsf sfo{qmd ;~rfng ug{] ljBfno jf ;+:yfåf/f ljBfno lzIffsf

sfo{qmdx¿ ;~rflnt db/;f, u''Daf, ljxf/, u''?s''n, cf>d h:tf wfld{s

ljBfnox¿nfO{ ;d]t ;Demg'k5{ .

kl/R5]b @

ljBfno :yfkgf, cg'dlt, :jLs[lt, ;dfof]hg / ;~rfng

!= lzIff lgodfjnL, @)%( lgod % sf] pklgod -%_ sf] Joj:yfadf]lhd dGqfnoaf6

:jLs[t ljBfno gS;fª\sgn] lglb{i6 u/]sf]] dfkb08 / ;ª\Vofsf cfwf/df dfq dfWolds

lzIff lbg] u/L gofF ljBfno vf]Ng jf ljBdfg ljBfnodf dfWolds lzIff lbg] sIffx¿

yk ug{ If]qLo lzIff lgb]{zsn] cg'dlt jf :jLs[lt lbg ;Sg] 5 .

@= lgb]{zg @=! adf]lhd gofF ljBfno ;~rfng ug]{ cg'dlt lbbf sIff !–!) jf sIff !–!@

x'g] u/L dfq dfWolds ljBfnonfO{ cg'dlt lbg ;lsg] 5 . t/ ;fdfGo Jofj;flos

-;ˆ6 l:sn_ ljifo dfq cWofkg ug]{ u/L dfWoflds txsf] cg'dlt lbg jf of] lgb]{lzsf

k|f/De x'g'cl3b]lv sIff !!–!@ dfq ;~rfng x'g] u/L pRr dfWolds lzIff kl/ifb\af6

;DaGwg kfO{ ;fd'bflos pdfljsf] ¿kdf ;~rfng eO/x]sf ljBfnox¿nfO{ P]gdf Joj:yf

ePadf]lhd ;fj{hlgs z}lIfs u'7Ldf btf{ eO{ (–!@ sf] PsLs[t dfWolds lzIff ;~rfng

ug{ cg'dlt lbg o; Joj:yfn] afwf u/]sf] dflgg] 5}g .

# PsLs[t dfWolds lzIff ;~rfng ug]{ ljBfnox¿ Ps z}lIfs ;qdf Go"gtd\ @@) lbg

ljBfno ;~rfng ug{'kg]{ 5 . t/ k|fs[lts cj:yf, b}jL k|sf]k jf o:t} cGo s'g}

sfa'aflx/sf] sf/0faf6 vf; Ct'df Hofb} lr;f] jf clt udL{ x'g] a:tLx¿df @@) lbg

ljBfno ;~rfng x'g g;Sg] cj:yf ePdf ljBfno Joj:yfkg ;ldltn] jflif{s Go"gtd

!))) 306fdf g36\g] u/L lhlzsfsf] :jLs[lt lnP/ b}lgs sfo{tflnsf / jflif{s

Sofn]G8/df ;dfof]hg ug{ of] Joj:yfn] afwf kfg]{ 5}g .

$= ljs6 ef}uf]lns If]qsf jf lgwf{l/t ljBfyL{ ;ª\Vof gk'Ug] j:tLsf jf :jcWoogdf ;+nUg

x'g rfxg] ljBfyL{sf nflu j}slNks ljBfnosf] dfWodaf6 dfWolds lzIffsf] cj;/

pknJw u/fpg ;lsg] 5 . o;sf] nflu lhlzsfn] ljefu;Fu sf]6f k|fKt u/L sfo{ cl3

a9fpg'kg]{ 5 .

98÷z}lIfs ;"rgf

% ;DalGwt ljBfno Joj:yfkg ;ldltx¿sf] lg0f{o / uflj; jf gu/kflnsfsf] l;kmfl/;sf]

cfwf/df b'O{ jf b'O{ eGbf a9L dfWolds ljBfno Pscfk;df ufleg tof/ eO{ cfPdf

lhNnf lzIff ;ldltsf] l;kmfl/;df ;DalGwt If]qLo lzIff lgb]{zsn] o:tf ljBfnox¿nfO{

ufEg] lg0f{o ug{ ;Sg] 5 / o;/L ufleg] ljBfnonfO{ dGqfnon] tf]s]adf]lhd k|f]T;fxg,

cg'bfg pknAw u/fpg ;lsg] 5 .

kl/R5]b #

ljBfno Joj:yfkg tyf ljBfno Joj:yfkg ;ldlt

! P]gsf] bkmf !@ adf]lhd ljBfnosf] ;~rfng, /]vb]v / Joj:yfkg ug{sf nflu sIff !–

!), sIff !–!@ jf sIff (–!@ ;Dd ;~rflnt k|To]s ljBfnodf Ps ljBfno Joj:yfkg

;ldlt x'g] 5 .

@ ;fd'bflos tyf ;+:yfut dfWolds ljBfnodf P]gsf] bkmf !@ sf] % -s_ adf]lhdafx]s

5'6\6} ljBfno Joj:yfkg ;ldlt x'g] 5}g . sIff !! / !@ sf nflu s'g} klg ljBfnodf

5'6\6} ljBfno Joj:yfkg ;ldlt /xg] 5}g ;fy} k|fljlws lzIff tyf Jofj;flos

tflndcGtu{t Pg]S; sfo{s|d ;~rfng ePsf ljBfnodf klg ;f]xL ljBfno Joj:yfkg

;ldltn] sfd ug]{ 5 .

#= ljBfno Joj:yfkg ;ldltsf] sfd, st{Jo / clwsf/ P]gsf] bkmf !@ sf] pkbkmf -^_ / -&_

adf]lhd tyf ljBfno Joj:yfkg ;ldltsf] 5gf]6, sfd, st{Jo / clwsf/ tyf

a}7s;DaGwL sfo{ljlw lgodfjnLsf] kl/R5]b ^ df pNn]v ePadf]lhd x'g] 5 .

$ P]gsf] Joj:yf tyf lgodfjnLsf] lgod #) adf]lhd PsLs[t dfWolds txdf Pp6}

cleefjs lzIfs ;ª\3 / ljifout ;ldlt /xg] 5g\ .

kl/R5]b $

k|wfgfWofkssf] Joj:yf

! P]g tyf lgodfjnL cg'¿k k|To]s ljBfnodf Ps k|wfgfWofkssf] Joj:yf x'g] 5 . PsLs[t

dfWolds lzIff ;~rfng x'g] ljBfnodf ;d]t lghn] k|wfgfWofkssf] sfo{ ug]{ 5 .

dfWolds ljBfno sIff (–!@ sf nflu dfq 5'6\6} k|wfgfWofkssf] Joj:yf x'g] 5}g .

@ PsLs[t dfWolds lzIff ;~rfng ug]{ ljBfnox¿df k|wfgfWofks kb l/St ePdf

lgodfjnLsf] lgod (# adf]lhd k|wfgfWofks 5gf]6 ug'{kg]{ 5 .

# k|fljlws lzIff tyf Joj;flos tflndcGtu{t Pg]S; sfo{s|d ;~rfng ePsf ljBfnodf

klg Pp6} k|wfgfWofkssf] Joj:yf /xg] 5 . ;fy} lgodfjnLsf] lgod ($ cg';f/sf

k|fjwfgx¿ g} nfu" x'g] 5g\ .

z}lIfs ;"rgf÷99

$ k|wfgfWofkssf] sfd, st{Jo / clwsf/sf ;DaGwdf lgodfjnLsf] lgod ($ cg';f/sf

k|fjwfgx¿ sfof{Gjog ug'{kg]{ 5 .

kl/R5]b – %

ljBfno ;'wf/ of]hgf lgdf{0f tyf sfof{Gjog

! k|To]s dfWolds ljBfnon] k"j{k|fylds tx jf k|f/lDes afnljsf; s]Gb|b]lv pRr

dfWolds tx;Ddsf] / ;f]xL ljBfnodf ;~rfng ePsf] Pg]S; sfo{s|dx¿ ePdf

;f];d]tsf] PsLs[t ljBfno ;'wf/ of]hgf, jflif{s sfo{of]hgf, jflif{s of]hgf tyf ah]6,

jflif{s /0fgLlts sfo{of]hgfh:tf of]hgfx¿ lgdf{0f ug'{kg]{ 5 .

@ ljBfno ;'wf/ of]hgf tof/L / ;|f]t Joj:yfkg;DaGwL ls|ofsnfkx¿sf] g]t[TjbfoL e"ldsf

ljBfno Joj:yfkg ;ldltn] lng'kg]{ 5 . ljBfno ;'wf/ of]hgfdf pNn]v ePsf

ls|ofsnfkx¿sf] sfof{Gjog ug]{ lhDd]jf/L ljBfnosf] x'g] 5 .

# ljBfno ;'wf/ of]hgfsf nflu ljefun]] 9fFrf pknAw u/fpg] 5 / o;sf cfwf/df

ljBfnon] ljBfno ;'wf/ of]hgf lgdf{0f ug'{kg]{ 5 .

$ lgdf{0f ul/Psf] of]hgfsf] n]vfhf]vf (Appraisal) tyf cg'df]bgsf nflu dfWolds ljBfnon]

;|f]ts]Gb|:t/df ;DalGwt If]qsf] ljBfno lg/LIfs / ;|f]tJolSt;lxtsf] k|fljlws ;ldltn]]

l;kmfl/; u/L lhNnf lzIff sfof{nodf k]; ug'{kg]{ 5 .

% dfWolds ljBfnosf] ljBfno ;'wf/ of]hgfsf] tof/L / sfof{Gjogsf] ;du| dfu{bz{g tyf

cg'udgsf] e"ldsf ;DalGwt lhNnf lzIff ;ldltsf] x'g] 5 / sfof{Gjog u/fpg] lhDd]jf/L

lhNnf lzIff clwsf/Lsf] x'g] 5 .

^ ljBfno ;'wf/ of]hgf sfof{Gjog k|lqmofdf k|ult / ljBdfg cj:yfaf/] 5nkmn ug{sf

nflu k|To]s rf/ dlxgfdf ljBfno Joj:yfkg ;ldltn] ;fj{hlgs ;'g'jfO{ sfo{s|d

cfof]hgf ug'{kg]{ 5 .

& ljBfno ;'wf/ of]hgf th'{df ubf{ kx'Fr, u'0f:t/, cfGtl/s bIftf -lzIfs, ljBfno,

ljBfyL{_ / ;xeflutf tyf ;dfj]lztfsf] ;'lglZrttfdf ljz]if hf]8 lbg'kg]{ 5 . ;f]

;DaGwdf dGqfno jf ljefuLo lgsfon] tof/ ul/Psf]] dfkb08nfO{ cg';/0f ug'{kg]{ 5 .

kl/R5]b ^

ljBfnosf] z}lIfs Sofn]G8/

! ljBfnosf] z}lIfs ;q lgodfjnLsf] kl/R5]b !% lgod *$ df pNn]v ePcg';f/ x'g]

5 . k"j{ k|fylds tx jf k|f/lDes afnljsf; s]Gb|b]lv sIff !) ;Ddsf] z}lIfs ;q j}zfv

! af6 k|f/De eO{ r}qd;fGt sfod /xg] 5 .

100÷z}lIfs ;"rgf

@ dfWolds tx (—!@ ;Ddsf] sIff ;fdfGotof Ps} ;dodf ;~rfng ug'{kg]{ 5 . t/

ljBfnodf ef}lts tyf dfgjLo ;|f]tsf] cefj ePdf cfjZostfcg';f/ PseGbf a9L

l;km\6df klg sIff ;~rfng ug{ ;lsg] 5 .

# ljBfnon] lgdf{0f ug]{ z}lIfs Sofn]G8/df k"j{ k|fylds jf k|f/lDes afnljsf; sIffb]lv

sIff !@ ;Ddsf] sfo{s|d Pp6} Sofn]G8/df pNn]v ug'{kg]{ 5 .

$ k"j{ k|fylds jf k|f/lDes afnljsf; sIffb]lv sIff !@ ;Ddsf z}lIfs Sofn]G8/ / jflif{s

sfo{tflnsf lgdf{0f ug]{ k|d'v lhDd]jf/L ljBfno k|wfgfWofkssf] x'g] 5 / ljJo;af6

:jLs[t sfo{qmd sfo{Gjog eP gePsf] cg'udg cleefjs lzIfs ;ª\3n] ug]{ 5 .

kl/R5]b &

lzIfs Joj:yfkg

! PsLs[t dfWolds lzIff ;~rfng ePsf] ljBfnosf] sIff !–!) jf sIff (–!) ;Ddsf]

sIff ;~rfng ePsf dfWolds ljBfnox¿sf] xsdf lgodfjnLdf Joj:yf ePcg';f/sf]

dfWolds txdf % hgf lzIfs x'g] 5g\ .

@= sIff (–!@ ;~rfng ePsf dfWolds txdf * hgf lzIfssf] Joj:yf x'g] 5 .

# dfWolds ljBfnodf k"0f{sfnLg lzIfs / cfjZostfcg';f/ cf+lzs lzIfssf] Joj:yf ug{

;lsg] 5 .

$ dfWolds lzIfssf nflu :gftsf]Q/ pQL0f{ u/L lzIf0f ljifosf] tflnd k|fKt ePsf]

x'g'kb{5 . lzIfs ;]jf cfof]u lgodfjnL @)%& sf] kl/R5]b # lgod ^ -u_, ^ -3_, ^ -ª_

/ ^ -r_ df Joj:yf ePcg';f/ cWofkg cg'dltkq eg] lng'kg]{ 5 .

% dfWolds txsf lzIfsx¿sf] Ifdtf ljsf; / lzIf0fl;sfOsf cEof;x¿df cfPsf

gofFkgx¿;Fu kl/lrt x'g lzIfsx¿nfO{ k|To]s kfFrjif{df sDtLdf #) sfo{ lbgsf]

;]jfsfnLg tflnd pknAw u/fOg] 5 . o;sf ;fy} of]Uotf j[l4sf nflu z}lIfs hgzlSt

ljsf; s]Gb|dfkm{t sfo{s|d ;~rfng ug{ ;lsg] 5 .

^ k|fljlws lzIff, ;+:s[t lzIff tyf Pg]S; sfo{s|dsf lzIfssf nflu ;DalGwt If]qsf]

;xof]udf z}lIfs hgzlSt ljsf; s]Gb|n] k];fut ljsf;sf sfo{s|d ;~rfng ug{ ;Sg]

5 .

kl/R5]b *

kf7\os|d / d"Nofª\sg

! PsLs[t dfWolds lzIff sfof{Gjogsf nflu kf7\os|dsf] PsLs[t k|f¿k ljsf; u/L

kf7\oqmd ljsf; tyf d"Nofª\sg kl/ifb\af6 :jLs[t u/fO{ sfo{Gjogdf nlug] 5 .

z}lIfs ;"rgf÷101

@ PsLs[t dfWolds lzIffsf] kf7\os|d Psnky pGd'v x'g] 5 . ;fwf/0f / Jofj;flos tyf

k|fljlws ljifosf kf7\os|dsf] k|f¿k, ljifout kf7\os|dsf] lj:tf/ /fli6«o kf7\os|d

k|f¿kdf pNn]v ePcg';f/ x'g] 5 .

# dfWolds txsf sIffx¿df cf}krfl/s tyf cgf}krfl/s d"Nofª\sg k4lt /fli6«o kf7\os|d

k|f¿kdf pNn]v ePcg';f/ x'g] 5 .

$ PsLs[t dfWolds lzIffdf k9fOg] ljifox¿ / ltgsf] k"0ff{ª\s tyf kf7\oef/ kf7\\oqmd

ljsf; tyf d"Nofª\sg kl/ifb\af6 lgwf{/0f ePadf]lhd x'g] 5 .

% lgb]{zg *=$ adf]lhd tof/ ePsf] vfsfsf] kl/lwleq /xL kf7\oqmd ljsf; s]Gb|sf]

;DalGwt ljifo x]g]{ clwsf/L;lxt ljz]if1x¿sf] ;d"xaf6 :ynut ¿kdf ljBfnox¿ /

;d'bfosf ;b:ox¿;Fusf] ;xsfo{df k|To]s ljifodf cWofkg ul/g] ljifoj:t'x¿sf] lj:tf/

ug]{ Joj:yf ldnfOg] 5 .

^ k|fof]lus kf7\oef/sf] d"Nofª\sg ;DalGwt ljBfyL{n] u/]sf] lSnlgsn jf cGo pko'St

cEof;sf] cfwf/df tof/ u/]sf] sfo{ -P;fOGd]G6_ sf cfwf/df ul/g] 5

& lgb]{zg g+= *=^ adf]lhd ljBfyL{af6 k]; x'g] k|ltj]bgsf] d"Nofª\sg ;DalGwt lzIfsaf6

u/L ;dfg:t/sf] csf]{ lzIfsaf6 k'g/fjnf]sg eO{ ;xdlt hgfPkl5 dfq jflif{s jf afx\o

k/LIffkmndf hf]8\g] Joj:yf ldnfOg] 5 .

* PsLs[t dfWolds lzIffcGtu{t cWoog ug]{ ljBfyL{x¿sf nflu kf7\ok':ts tof/ ubf{

;fdfGo ;Lk;DaGwL ljifox¿df ;}4flGts v08 / k|fof]lus v08 u/L b'O{ efudf 5'6\ofOg]

5 . k|fof]lus v08tkm{ ;dfj]z ul/g] kf7x¿df ljBfyL{sf] cEof;sf nflu ;xof]uL x'g]

lsl;dsf ;"q / dfu{bz{gx¿ -ufO8nfOG;_ ;dfj]z ul/g] 5 .

( ;fdfGo ;Lkafx]s cGo ljifox¿df ;d]t k|fof]lus kIfsf] cWoog cWofkg ug{sf] lgldQ

;d]t kf7\ok':ts tof/ ubf{ lgb]{zg *=% adf]lhds} sfo{9fFrf cg';/0f ug{ ;lsg] 5 .

!) of] kl/R5]b / o; lgb]{lzsf pNn]v ePsf kf7\oqmd kf7\ok':ts / ljBfyL{

d"Nofª\sg;DaGwL ljifox¿df cfjZos ;+of]hg / lg/Gt/ cg'udg u/L dGqfno Pjd\

;DalGwt lgsfox¿nfO{ hfgsf/L u/fpg kf7\oqmd ljsf; s]Gb|n] Pp6} 5'§} 8]:s :yfkgf

ug'{kg]{ 5 .

!! ;fdfGo ;Lk Pjd\ ;fd'bflos ljBfnox¿df ;~rfng x'g] Pg]S; sfo{qmdx¿ k|fljlws

lzIff tyf Jofj;flos tflnd kl/ifb\ / lzIff ljefusf] ;xsfo{df ;~rfng x'g] 5 .

!@ lgb]{zg *=!! adf]lhdsf sfo{qmd ;~rfngsf] lgldQ Joj:yfkg / kf7\oqmd Pjd\

d"Nofª\sgsf] ;+of]hg lzIff ljefu, kf7\oqmd ljsf; s]Gb| / k/LIff lgoGq0f sfof{noaf6

x'g] 5 eg] ;f];DaGwL k|fljlws ;xof]u k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\af6

x'g] 5 .

102÷z}lIfs ;"rgf

!# lgb]{zg *=!@ adf]lhdsf] k|fljlws ;xof]u ug{ k|fljlws lzIff tyf Jofj;flos tflnd

kl/ifb\sf] lgldQ 5'§} ah]6 tyf sfo{qmdsf] Joj:yf ldnfOg] 5 .

kl/R5]b (

;fdfGo ;Lk -;km\6 l:sn_ sfo{s|d

! dfWolds lzIffsf nflu ;fdfGo ;Lkdf s]lGb|t Jofa;flos kf7\os|dsf] ljsf; kf7\oqmd

ljsf; s]Gb|dfkm{t ul/g] 5 .

@ snf, jfl0fHo / lzIffh:tf ljwfx¿df ;fdfGo ;Lkdf s]lGb|t /xL k|of]ufTds kIfnfO{ hf]8

lbg] u/L kf7\oqmdx¿ tof/ ul/g] 5g\ .

# lgb]{zg (=@ adf]lhd tof/ ePsf] kf7\oqmd ;d]tsf] 6]l:6ª, kfOnl6ªnufotsf k/LIf0f

sfo{ ;DkGg u/L cfjZostfcg';f/ kl/dfh{g;lxt sfof{Gjogdf nlug] 5 .

$ of] lgb]{lzsf k|f/De x'g'k"j{ ;fd'bflos ljBfnodf ;~rfngdf /x]sf / eljiodf ;~rfng

x'g] Pg]S; sfo{qmdx¿ ;~rfngsf lgldQ lzIff ljefu / kl/ifb\aLr ;xsfo{ ug'{kg]{ 5 .

% lgb]{zg (=$ df pNn]v ePsf] Pg]S; sfo{s|dsf] xsdf Joj:yfkg kIfsf] lhDd]jf/L lzIff

ljefu / k|fljlws kIfsf] lhDd]jf/L k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\sf] x'g]

5 .

^ sIff ^ af6 ;'? ul/Psf] k];f, Jofj;fo / k|ljlw ljifosf] hudf cfwfl/t eO{{ sIff ( /

!) df cWofkg ul/g] ;fdfGo ;Lksf kf7\oqmdx¿ tof/ ul/g] 5g\ .

& k|fljlws lzIff tyf Jofj;flos tfldn gLltn] cufl8 a9fPsf] k|To]s OR5's gful/snfO{

sDtLdf tLg dlxgfsf] ;Lk;DaGwL tflnd lbg ;lsg] 5 eGg] cjwf/0ffnfO{ sfof{Gjogdf

Nofpg PsLs[t dfWolds lzIffcGtu{t ;fdfGo ;Lk tyf Pg]S; sfo{qmd ;~rfng u/]sf

ljBfnox¿n] b]xfoadf]lhd sfo{qmd;d]t ;~rfng ug{ ;Sg] 5g\ .

-s_ sIff cf7sf] kf7\oqmddf lgwf{l/t *)) k"0ff{ª\ssf] ;a} ljifo pQL0f{ x'g g;sL sIff

gf}df egf{ x'g cj;/ gkfPsf ljBfyL{x¿ / cGo OR5's !#–!^ jif{ pd]/ ;d"xsf

afnaflnsfnfO{ nlIft u/L ;Lk tflnd ;~rfng ug]{ .

-v_ v08 -s_ jdf]lhd tflnd ;~rfng ubf{ pgLx¿sf] ?lrcg';f/sf] Jofj;flos

ljifodf ;'?df rf/ xKtfsf] ;}4flGts cled'vLs/0f / afFsL ;dodf k|To]s !%

lbgdf Psk6s ;DalGwt lzIfs;Fu ;Dks{ u/L ul//x]sf] cEof;nfO{ cBfjlws ug]{

/ cfjZos lgb]{zg lng] .

-u_ v08 -v_ adf]lhd sfo{qmd ;~rfng ubf{ k'gtf{huL tflnd;lxt s'n tLg dlxgfsf]

;Dks{ sIff x'g] Joj:yf ldnfpg'kg]{ 5 . o; lgb]{zgadf]lhdsf tflndsf] k/LIf0f

z}lIfs ;"rgf÷103

tyf k|df0fLs/0f sfo{ k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\cGtu{tsf] ;Lk

k/LIf0f af]8{;Fusf] ;xsfo{df ug]{ Joj:yf ldnfOg] .

kl/R5]b !)

ljBfno cg'udg tyf lg/LIf0f

! dfWolds ljBfno -(–!@_ sf] cg'udg tyf lg/LIf0f k|lqmof lzIff P]g, @)@* tyf lzIff

lgodfjnL, @)%( df Joj:yf ePcg';f/ x'g] 5 . ;fy} If]qLo lzIff lgb]{zs tyf lhNnf

lzIff clwsf/Ln] lgoldt ¿kdf cg'udg tyf lg/LIf0f ug'{kg]{ 5 .

@ dfWolds ljBfno -(–!@_ sf] cg'udg tyf lg/LIf0f sfo{sf] k"0f{ lhDd]jf/L ljBfno

lg/LIfs / ;|f]tJolStsf] x'g] 5 h;sf] sfd, st{Jo / clwsf/ lzIff P]g, @)@* tyf lzIff

lgodfjnL, @)%( df Joj:yf ePcg';f/ x'g] 5 .

# ljBfno Joj:yfkg ;ldltsf] a}7s nufot ljBfnosf] k|zf;lgs tyf k|fl1s

ls|ofsnfk;DaGwL sfo{qmdx¿df ljBfnon] ;|f]tJoltm jf ljBfno lg/LIfsnfO{ clgjfo{

¿kdf ;xefuL u/fpg'kb{5 .

$ dfWolds ljBfno -(–!@_ sfo{s|d sfof{Gjog l:ylt, k|ult ljj/0f, tYofª\s k|ltj]bg /

cGo ljj/0fx¿ ;|f]ts]Gb|dfkm{t lhNnf lzIff sfof{nodf a'emfpg'kg]{ 5 . cg'udg tyf

lg/LIf0f k|ltj]bg lhNnf lzIff sfof{non] If]qLo lzIff lgb{]zgfnodf / If]qLo lzIff

lgb]{zgfnon] lzIff ljefudf lgoldt ¿kdf k7fpg'kg]{ 5 .

kl/R5]b !!

cfly{s Joj:yfkg

! k|To]s ljBfnodf lzIff P]g @)@* sf] bkmf !# s -!_ adf]lhdsf] Pp6f ljBfno sf]if x'g]

5 . k"j{ k|fylds tx jf k|f/lDes afnljsf; s]Gb|b]lv sIff !@ ;Ddsf ;a} lsl;dsf

sfo{qmdx¿sf] lgldQ k|fKt x'g] ;a} k|sf/sf /sdx¿ ljBfno sf]ifdf hDdf x'g] 5g\ .

sf]ifdf hDdf ePsf] /sd ljBfno Joj:yfkg ;ldltsf] lg0f{osf] cfwf/df vr{ ug'{kg]{

5 .

@ ljBfno k|wfgfWofksn] x/]s jif{sf] ah]6 tof/ u/L ljBfno Joj:yfkg ;ldltaf6 :jLs[t

u/fpg'kg]{ 5 . o;/L tof/ ug]{ ah]6 k"j{ k|fylds tx jf k|f/lDes afnljsf; s]Gb|b]lv

sIff !@ ;Ddsf] x'g'kg]{ 5 .

104÷z}lIfs ;"rgf

# ljBfno sf]ifsf] ;~rfng ljBfnosf k|wfgfWofks / ljBfnosf n]vfkfn jf n]vf;DaGwL

sfd ug]{ lzIfs jf sd{rf/Lsf] ;+o'St b:tvtaf6 x'g] 5 .

$ ljBfnosf] sf]ifsf] ;~rfng, ljBfnosf] cfoJoosf] n]vf, n]vfk/LIf0f, ljBfnosf] sfd

sf/afxLsf] ;fdflhs k/LIf0f ug]{, k|ltj]bg k]; ug]{nufotsf sfd lzIff lgodfjnL @)%(

sf] lgodjnL !^(, !&), !&!, !&@ adf]lhd ug'{kg]{ 5 . ljBfnosf] sf]ifsf] n]vf /fVg]

lhDd]jf/L k|wfgfWofks / n]vf;DaGwL sfd ug]{ JolStsf] x'g] 5 . ljBfnosf] cfoJoosf]

n]vf PsLs[t ¿kdf Psåf/ k|0ffnLaf6 /fVg'kg]{ 5 .

% cfly{s tyf lhG;L sf/f]jf/ tf]lsPsf] n]vf k/LIfsaf6 Ps}k6sdf n]vfk/LIf0f u/fpg' kg]{

5 .

kl/R5]b !@

ljleGg lgsfosf] e"ldsf

! lzIff dGqfno e"ldsf

s_ dfWolds lzIff gd'gf ljsf;sf nflu cfjZos P]g, lgod, gLlt, lgb]{lzsf th'{df,

;+zf]wg, kl/dfh{g ug]{

v_ dfWolds lzIff gd'gf ljsf; sfo{qmd sfof{Gjogsf nflu cfjZos ;|f]tsf] Joj:yf

ug]{

3_ cGt/dGqfno tyf lzIff dGqfnocGtu{tsf ;DalGwt sfof{nox¿aLr ;dGjo ug]{

ª_ sfo{qmd ;~rfngsf] lgldQ /fli6«o / cGt/f{li6«o ;xof]usf] kl/rfng tyf ;DalGwt

lgsfoaLr ;dGjo ug]{

r_ /fli6«o ¿kdf k|fKt pknlAwsf] ;dLIff ug]{

5_ dfWolds lzIff gd'gf ljsf; sfo{s|dsf] cg'udg tyf d"Nofª\sg ug]{

h_ sfo{qmddf gLltut ;'wf/ / sfo{qmdut kl/dfh{g ug]{ tyf dftxtsf lgsfonfO{

cfjZos lgb]{zg lbg]

@ lzIff ljefusf] e"ldsf

s_ dfWolds lzIff gd'gf ljsf;sf nflu sfo{s|d th'{df / s]Gb|Lo lgsfox¿aLr

;dGjo ug]{,

v_ dfWolds lzIff gd'gf ljsf;sf sfo{s|dx¿ sfof{Gjog ug]{ k|aGw ldnfpg],

u_ dfWolds lzIff gd'gf ljsf;sf nflu 5gf]6 ePsf lhNnfx¿df k/LIf0f sfo{s|d

;~rfng ug]{,

3_ sfof{Gjog cj:yfsf] cg'udg ug]{÷u/fpg],

z}lIfs ;"rgf÷105

ª_ dfWolds lzIff gd'gf ljsf;sf nflu 5gf]6 ePsf lhNnfx¿nfO{ sfof{Gjog

;DaGwdf cfjZos lgb]{zg lbg] tyf sfo{s|d sfof{Gjogsf nflu cled'vLs/0f,

tflnd, sfo{zfnf ;~rfng ug]{],

r_ dfWolds lzIff gd'gf ljsf;sf] d"Nofª\sg ug]{ / lhNnfut clen]v k|fKt u/L

k|ltj]bg tof/ kfg]{,

5_ dfWolds lzIff gd'gf ljsf; sfo{s|dsf] kmf]sn zfvfsf] e"ldsf lzIff ljefusf]

ljBfno Joj:yfkg zfvf -dfWolds_ n] ug]{ .

# kf7\os|d ljsf; s]Gb|sf] e"ldsf

s_ dfWolds lzIff gd'gf ljsf;sf nflu sIff ( b]lv !@ sf nflu PsLs[t dfWolds

lzIff kf7\os|d tyf kf7\ok':ts lgdf{0f u/L kf7\qmd ljsf; tyf d"Nofª\sg

kl/ifb\af6 :jLs[lt lnO{ sfof{Gjogdf Nofpg],

v_ dfWolds lzIffsf PsLs[t kf7\os|d / kf7\ok':ts th'{df Pjd\ k/LIf0f ug]{,

u_ dfWolds lzIffsf nflu ;fdfGo ;Lksf kf7\oqmd lgdf{0f u/L k/LIf0f sfo{s|d

;~rfng ug]{,

3_ kf7\os|d tyf kf7\ok':ts sfof{Gjog cj:yfsf] cg'udg ug]{÷u/fpg],

ª_ dfWolds lzIff gd'gf ljsf;sf nflu 5gf]6 ePsf lhNnfx¿nfO{ lgb]{zg lbg],

r_ dfWolds lzIff gd'gf ljsf;sf] d"Nofª\sg ug]{ / lhNnfut k|ltj]bg k|fKt u/L

ljj/0f tof/ kfg]{ .

$ k/LIff lgoGq0f sfof{nosf] e"ldsf

s_ dfWolds lzIff gd'gf ljsf;sf nflu sIff gf}b]lv !@ ;Ddsf] PsLs[t dfWolds

lzIff sfo{s|ddf ;+nUg ljBfyL{sf] k/LIff;DaGwL sfo{s|d th'{df u/L sfof{Gjog ug]{,

v_ dfWolds lzIffsf] k/LIff k|0ffnLsf] ljsf; u/L gd'gf k/LIf0f ug]{,

u_ dfWolds lzIff gd'gf ljsf;sf nflu 5gf]6 ePsf lhNnfx¿df ljBfyL{

d"Nofª\sg;DaGwL k/LIf0f sfo{s|d ;~rfng ug]{,

3_ k/LIffsf] sfof{Gjog cj:yf cg'udg ug]{÷u/fpg],

ª_ dfWolds lzIff gd'gf ljsf;sf nflu 5gf]6 ePsf lhNnfx¿nfO{ ljBfyL{sf] k/LIff

;DaGwdf cfjZos lgb]{zg lbg],

r_ dfWolds lzIff gd'gf ljsf;sf] ljBfyL{ pknlJwsf] d"Nofª\sg ug]{ / lhNnfut

k|ltj]bg k|fKt u/L ljj/0f tof/ kfg]{ .

% k|fljlws lzIff tyf Jofj;flos tflnd kl/ifb\sf] e"ldsf

-s_ PsLs[t dfWolds lzIffcGtu{t ;fd'bflos dfWoflds ljBfnodfk{mt ;~rfng x'g]

;fdfGo ;Lk / cfwf/e"t ;Lk tflndsf kf7\oqmd tof/ ug{ kf7\oqmd ljsf; s]Gb|,

106÷z}lIfs ;"rgf

;f]sf] Joj:yfkg ug{ lzIff ljefu, lhlzsf / ljBfnox¿ / ;f]sf] ljBfyL{

d"Nofª\sg ug{ k/LIff lgoGq0f sfof{nonfO{ ;xof]u ug]{,

-v_ ;fdfGo ;Lk / Pg]S; sfo{qmd ;~rfng ug]{ ;fd'bflos ljBfnodfk{mt\ lbOPsf]

cfwf/e"t ;Lk tfldnsf] ;Lk k/LIf0f jf8{dfk{mt k|df0fLs/0f ug]{ Joj:yf ldnfpg] .

^ If]qLo lzIff lgb]{zgfno

s_ dfWolds lzIff gd'gf ljsf; sfo{s|d sfof{Gjogsf nflu ;xhLs/0f ug]{,

v_ sfof{Gjog cj:yfsf] cg'udg ug]{÷u/fpg],

u_ dfWolds lzIff gd'gf ljsf;sf nflu 5gf]6 ePsf lhNnfx¿nfO{ cfjZos lgb]{zg

lbg],

3_ dfWolds lzIff gd'gf ljsf;sf] d"Nofª\sg ug]{ / lhNnfut ljj/0f tof/ u/L

k|ltj]bg lzIff ljefudf k7fpg] .

& lhNnf lzIff sfof{no

s_ dfWolds lzIff gd'gf ljsf;sf nflu cfjZos sfo{qmd sfo{of]hgf th'{df u/L

sfof{Gjog ug]{ u/fpg],

v_ sfo{qmd sfof{Gjogsf] l:yltaf/] cjnf]sg, cg'udg / cWoog u/L k[i7kf]if0f k|bfg

ug]{,

u_ dfWolds lzIff gd'gf ljsf; sfo{s|d sfof{Gjogsf] d"Nofª\sg ug]{ / k|ltj]bg

tof/ u/L If]qLo lzIff lgb]{zgfno / lzIff ljefudf k7fpg],

3_ dfWolds lzIff gd'gf ljsf;sf sfo{qmdnfO{ lhNnf :t/ / ;|f]ts]Gb||:t/df

cGt/lqmof tyf ;dLIff ug]{,

ª_ sIff (–!@ sf] PsLs[t dfWolds lzIff gd'gf ljsf; sfo{s|d sfof{Gjog lgb]{lzsf,

@)^* adf]lhd sfof{Gjog ug]{ u/fpg],

r_ lzIff dGqfno, lzIff ljefu tyf s]Gb|Lo lgsfox¿af6 k|fKt lgb]{zg sfof{Gjog

ug]{ .

kl/R5]b !#

ljljw

! dGqfnon] ;DalGwt lgsfox¿sf] k/fdz{df o; lgb]{lzsfdf ;+zf]wg ug{ ;Sg] 5 .

@ lzIff P]g tyf lgodfjnL;Fu aflemPsf] xsdf lzIff P]g tyf lgodfjnLadf]lhd x'g]

5 .

# o; lgb]{lzsfdf ePsf ljifodf yk :ki6 ug'{k/]df lzIff dGqfnoaf6 ePsf] JofVof g}

clGtd x'g] 5 .

z}lIfs ;"rgf÷107

108÷z}lIfs ;"rgf

lghfdtL sd{rf/L ;?jf;DaGwL lgb]{lzsf, @)^&

g]kfn ;/sf/ dlGqkl/ifb\af6 ldlt @)^&.&.* sf] lg0f{ofg';f/ :jLs[t ePsf] sfo{ of]hgf, @)^&

sf] Joj:yfcg';f/ lghfdtL ;]jf P]g, @)$( / lghfdtL ;]jf lgodfjnL, @)%) sf] Joj:yfsf]

cwLgdf /xL lzIff dGqfnon] ;?jf;DaGwL lgb]{lzsf, @)^& agfO nfu" u/]sf] 5 .

kl/R5]b – Ps

k|f/lDes

!= ;ª\lIfKt gfd / k|f/De -!_ of] lgb]{lzsfsf] gfd ælghfdtL sd{rf/L ;?jf;DaGwL lgb]{lzsf,

@)^&Æ /x]sf] 5 .

-@_ of] lgb]{lzsf t'?Gt k|f/De x'g] 5 .

@= kl/efiff

ljifo jf k|;ª\un] csf]{ cy{ gnfu]df o; lgb]{lzsfdfÙ

-s_ …P]gÚ eGgfn] lghfdtL ;]jf P]g, @)$( nfO{ hgfpg] 5 .

-v_ …lgodfjnLÚ eGgfn] lghfdtL ;]jf lgodfjnL, @)%) nfO{ hgfpg] 5 .

-u_ …dGqfnoÚ eGgfn] lzIff dGqfnonfO{ hgfpg] 5 .

-3_ …ef}uf]lns If]qÚ eGgfn] lghfdtL ;]jf lgodfjnL, @)%) n] Joj:yf u/]sf] ef}uf]lns

If]qnfO{ hgfpg] 5 .

-ª_ …ljz]if sf/0fÚ eGgfn] P]gsf] bkmf !* sf] pkbkmf -$_ sf] Joj:yfnfO{ hgfpg] 5 .

-r_ …g]lsjbLÚ eGgfn] sd{rf/Lsf] cfr/0f;Fu ;DalGwt ljifoj:t'sf cnfjf lghsf]

sfo{;Dkfbg :t/ tyf lgh;Fu ;DalGwt sf/afxL / ;hfo;d]tnfO{ hgfpF5 .

kl/R5]b – b'O{

;?jf;DaGwL Joj:yf

#= k|rlnt sfg'gsf] kfngf M sd{rf/Lx¿sf] ;?jf ubf{ lghfdtL ;]jf P]g, @)$( tyf

lghfdtL ;]jf lgodfjnL @)%) df ;?jf ubf{ kfngf ug'{kg]{ sfg'gL k|fawfgx¿nfO{

cIf/zM kfngf ul/g] 5 .

$= ef}uf]lns If]q / ;]jf cjlw M ;fdfGot …sÚ / …vÚ ju{sf] ef}uf]lns If]qdf sDtLdf 8]9jif{ /

…uÚ / …3Ú ju{sf] ef}uf]lns If]qdf @ jif{sf] ;]jf cjlw gk'uL ;?jf ul/g] 5}g .

z}lIfs ;"rgf÷109

%= ljz]if sf/0fn] ;?jf ug'{ k/]df M ljz]if sf/0fn] cjlw gk'Ub} ;?jf ug'{k/]df To:tf

sd{rf/Ln] …sÚ / …vÚ ju{sf] ef}uf]lns If]qdf ( dlxgf / …uÚ / …3Ú ju{sf] ef}uf]lns If]qdf !

jif{ ;]jf cjlw gk'uL To:tf] sd{rf/Lsf] ;fdfGo k|zf;g dGqfnodf ;?jfsf nflu ;xdlt

dfu ul/g] 5}g .

^= a9L cjlw Pp6} sfof{nodf a;]sf] sd{rf/Lsf] ;?jf M ;?jf ubf{ Pp6} sfof{nodf ;aeGbf

a9L ;]jf cjlw ePsf] sd{rf/Lsf] ;?jf gu/L ;f]eGbf sd ;]jf cjlwsf] sd{rf/Lsf] ;?jf

ul/g] 5}g .

t/ sd{rf/L g]lsjbL tyf j:t'lgi7 cfwf/df s'g} sd{rf/Lsf] sfo{;Dkfbg :t/ Go"g ePsf]

jf lghsf] sf/0fn] sfof{nosf] ;du| sfo{ ;Dkfbgdf gsf/fTds c;/ k/L lghnfO{ pSt

sfof{nodf /fvL /fVg pko'St gb]lvPdf To:tf sd{rf/LnfO{ ;?jf ug{ afwf kg]{ 5}g .

sd{rf/Lsf] g]lsjbL tyf j:t'lgi7 cfwf/ k|df0fsf] ;DjGwdf lg0f{odf pNn]v ug'{kg]{ 5 .

&= bf]xf]¥ofP/ ;?jf gul/g] M Pp6} lgsfo / sf7df8fF} pkTosfdf Pp6} JolStnfO{ k6s k6s

bf]xf]¥ofP/ ;?jf ul/g] 5}g .

t/ s'g} JolStnfO{ To:tf] lgsfo jf sf7df8f}F pkTosfd} /fVg'kg]{ cf}lrTo;lxtsf] j:t'lgi7

cfwf/x¿ ljBdfg /x]sf] cj:yfdf To:tf JolStnfO{ bf]xf]¥ofO{ ;?jf ug{ ;lsg] 5 .

*= ;?jfdf k|fyldstf M ;?jf ubf{ ;dfj]zL l;4fGtsf] cfwf/df dlxnf, cflbjf;L, hghflt,

dlw;], blnt, ckfª\u tyf lk5l8Psf] If]qsf JolStx¿nfO{ ;Dej eP;Dd lghx¿sf] dfu

;Daf]wg x'g] u/L ;?jf ug{ k|fyldstf lbOg] 5 .

(= ljutdf sfd u/]sf] sfof{nosf] cfwf/df ;?jf M sd{rf/Lx¿sf] ;?jf ubf{ ljut % jif{df

sfd u/]sf] sfof{no x]/L cfjZos d"Nofª\sg u/]/ dfq ;?jf ul/g] 5 . To:tf sfo{/t

sfof{nosf] gfdfjnL lg0f{odf pNn]v ug'{kg]{ 5 .

!)= kf/:kl/s ;?jfnfO{ b'?T;fxg ul/g] M tf]lsPsf] cjlw gk'Ub} sfof{no 5fgL 5fgL kf/:kl/s

;?jf x'g rfxg] k|j[lŒfnfO{ b'?T;fxg ul/g] 5 .

!!= zfvf clws[t kbsf] ;?jfdf ljz]if Joj:yf M ;?jf ubf{ h]i7 sd{rf/LnfO{ zfvf clws[tdf

/ cGonfO{ ljBfno lg/LIfsdf ;?jf ul/g] 5 .

!@= Pp6} lhNnf a;]sf] cfwf/df ;?jf M Pp6} lhNnfdf % jif{ / ;f]eGbf j9L cjlw a;]sf

sd{rf/Lx¿nfO{ s|dzM ;]jf cjlwsf] cfwf/df ;aeGbf h]i7af6 ;?jf ul/g] 5 . c:yfoL

b/aGbLdf sfo{/t /x]sf] xsdf b/aGbL h'g lhNnfdf /x] tfklg sfo{/t lgsfodf sfd u/]sf]

cjlwnfO{ ;?jf k|of]hgsf] nflu sfo{/t lgsfo /x]sf] lhNnfdf g} lghsf] ;]jf cjlw u0fgf

ul/g] 5 . a9L cjlw c:yfoL b/aGbLdf sfo{/t /x]sf] dWo]af6 qmdzM sfh lkmtf{ ul/g] 5 .

!#= bf]xf]/f] gkg]{ u/L ;?jf ug]{ M ;?jf ubf{ dGqfno / ljefu:t/sf] sfof{non] cfk;df

;dGjo u/L bf]xf]/f] gkg]{ u/L Ps} k6s ;?jf ul/g] 5 . o;/L ;?jf ubf{ dGqfnon] kmfu'g

@) ut]leq / To;kl5 ljefu:t/sf] sfof{non] ;?jf ug'{kg]{ 5 .

110÷z}lIfs ;"rgf

!$= ;?jf ubf{ jf ;?jf ;xdlt dfu ubf{ ckgfpg'kg]{ cfwf/x¿ M ljz]if sf/0fn] cjlw gk'Ub}

;?jf ug{ ;?jf ;xdlt dfu ubf{ b]xfoadf]lhdsf] cfwf/x¿ ljBdfg geO{ ;xdlt dfu

ul/g] 5}g .

-s_ s8f /f]u nfu]sf] egL g]kfn ;/sf/ d]l8sn af]8{n] l;kmfl/; u/]sf] k|df0fkq

-v_ ljefuLo sf/afxL ug'{kg]{ eP s] s:tf] ljefuLo sf/jfxL ug]{ xf] ;f]sf] j:t'lgi7

cfwf/

-u_ ljz]if lhDd]jf/L lbg'kg]{ eP ;f] lhDd]jf/L s] xf] :ki6 v'nfpg'kg]{

-3_ sfof{nodf /fvL /xg gldNg] eP ;f]sf] sf/0f lg0f{odf v'nfpg'kg]{

-ª_ cGo s'g} sf/0f eP ;f] sf] j:t'lgi7 k|df0f ;+nUg x'g'kg]{

-r_ sd{rf/Lsf] sfo{ ;Dkfbg :t/ Go"g ePdf

!%= ;?jf jf sfh v6fOPsf] sfof{nodf xflh/ geO{ ;?jf gug]{ M dfly h'g;'s} s'/f n]lvPsf]

eP tfklg ;?jf jf sfh v6fOPsf] sd{rf/L vl6Psf] sfof{nodf xflh/ geO lghsf] k'gM

;?jf ul/g] 5}g .

kl/R5]b – tLg

ljljw

!^= cleGg cª\usf] ¿kdf /xg] M of] lgb]{lzsf lghfdtL ;]jf P]g, @)$( tyf lghfdtL ;]jf

lgodfjnL, @)%) df lglb{i6 sd{rf/Lx¿sf] ;?jf;DaGwdf /x]sf] k|fjwfgsf] k|lts"n gx'g]

u/L of] lgb]{lzsf tL sfg'gL k|fjwfgx¿sf] sfo{Gjogdf yk ;xof]uL / cleGg cª\usf]

¿kdf /xg] 5 . lgb]{lzsf dGqfno / cGtu{tsf ljefu:t/Lo sfof{no / If]qLo

sfof{nox¿df ;dfg ¿kdf nfu" x'g] 5 .

!&= vf/]hL / arfp M o; lgb]{lzsfdf h'g;'s} s'/f n]lvPsf] eP tfklg k|rlnt sfg'gadf]lhd

n]lvPsf] ljifodf ;f]xL sfg'gadf]lhd x'g] 5 .

z}lIfs ;"rgf÷111

v08 – u

lzIff dGqfnocGtu{tsf sfo{qmd tyf ah]6

!= cflYf{s jif{ @)^&÷^* df lzIff dGqfnocGtu{t ;~rflnt

sfo{qmd / nIo !)( @= cf=j= @)^&÷^* sf] ah]6 jStJosf k|s/0fdf plNnlvt

gLlt tyf sfo{qmdx¿sf] cj:yf !@) != ljBfno If]q ;'wf/ sfo{qmd !@$ @= lzIffdf ;"rgf tyf ;~rf/ k|ljlw !#! %= j}slNks ljBfno lzIffsf] jt{dfg l:ylt !#^

112÷z}lIfs ;"rgf

cf= j= @)^&÷^* df lzIff dGqfnocGtu{t ;~rflnt sfo{qmd / nIo

g]kfn ;/sf/sf] sfo{–ljefhg lgodfjnLcg';f/ d'n'ssf] ;du| z}lIfs k|0ffnLsf] Joj:yfkg /

;'lb[9Ls/0fsf nflu ljBdfg P]g, lgodfjnL, of]hgf, gLltsf cfwf/df z}lIfs ;]jfx¿sf]

;dtfd"ns kxF'r lj:tf/, u'0f:t/ ;'wf/ / ;Ifdtf clej[l4sf nflu k"j{k|fylds tyf

k"j{jfNofj:yf lzIff, ljBfno lzIff tyf pRr lzIffsf sfo{qmd th'{df, sfo{qmd sfof{Gjog /

Joj:yfkg, cg'udg tyf d"Nofª\sgsf sfo{x¿ lzIff dGqfno / cGtu{tsf ljleGg

lgsfox¿jf6 ;Dkflbt ePsf 5g\ . rfn' cf= j= @)^&÷^* -@)!)_ df k"j{k|fylds tyf

k"j{afNofj:yf lzIff, ljBfno lzIff / pRr lzIffsf If]qdf ;~rflnt d'Vod'Vo sfo{x¿ / ltgsf]

@)^& kmfu'g d;fGt;Ddsf] ;ª\lIfKt k|ult ljj/0f lgDgfg';f/ 5 M

!= k"j{k|fylds tyf afnljsf; lzIff

o; txsf] lzIffsf nflu ut cfj;Dd ;~rflnt @^&&# jfnljsf; s]Gb|x¿nfO{ lg/Gt/tf lbFb}

o; cfly{s jif{df yk @))) afnljsf; s]Gb| -afljs]_ :yfkgf ug]{ sfo{qmdcg'¿k ;~rflnt

k'/fgf afnljsf; s]Gb|x¿sf] Joj:yfkgsf nflu cg'bfg ;DalGwt lhlzsfx¿dfkm{t lg/Gt/

¿kdf pknAw eO/x]sf] 5 .

@= ljBfno lzIff

o; txsf] lzIffdf ;dtfd'ns kxF"r lj:tf/, ljBfyL{x¿sf] k9fO lg/Gt/tf / l6sfp, u'0f:t/

;'wf/, Joj:yfkg ;'wf/ / Ifdtf clej[l4 ug]{ p2]Zo;lxt ut cfjb]lv ljBfnoIf]q ;'wf/ of]hgf

sfof{Gjogdf 5 . pSt of]hgfcGtu{t ljBfno lzIffsf] ;du| ljsf;, lj:tf/ / ;'wf/sf nflu

lbjf vfhf, 5fqf pTk|]/0ff, 5fqj[lQ, ljBfnosf] Joj:yfkg ;d'bfodf x:tfGt/0f, ljBfno

Joj:yfkg ;'b[9Ls/0f tyf Ifdtf clej[l4sf nflu k|ltljBfyL{ nfut cg'bfg, ljBfno ef}lts

;'wf/, ;dflxt lzIff, lxdfnL cfjf;Lo tyf gd'gf ljBfno, kf7\oqmd tyf kf7\ok':ts ljsf;,

kl/dfh{g tyf ;'wf/, lzIfs tyf sd{rf/L tflnd, cgf}krfl/s lzIff tyf v'nf ljBfno

sfo{qmdx¿ sfof{Gjog ePsf 5g\ .

@=! lbjf vfhf

@=!=! lbjf vfhf M lzIffsf nflu vfB sfo{qmd kl/of]hgfdfkm{t\ 8f]6L, 88]nw'/f, a}t8L, bfr'{nf,

c5fd, jemfª, afh'/f, ;Nofg, b}n]v, hfh/sf]6, ?s'd / ;f]n'v'Da' u/L !! lhNnfsf

z}lIfs ;"rgf÷113

k|fylds txdf cWoog/t !(,$)) hgf ljBfyL{x¿nfO{ b}lgs lbjf vfhf pknAw u/fpg]

nIocg'¿k sfo{qmd ;~rfgn eO{ cf};t !%,%)) ljBfyL{x¿n] b}lgs¿kdf lbjf vfhf

k|fKt ul//x]sf 5g\ .

@=!=@ 5fqf pTk|]/0ff M 5fqf lzIffnfO{ k|f]T;fxg ug{ ljBfnodf dfl;s *)Ü jf ;f]eGbf a9L

xflh/ x'g] 5fqfx¿sf cfdfx¿nfO{ k|lt dlxgf @ ln6/sf b/n] vfg] t]n ljt/0f ug]{

sfo{qmdcg'¿k lbjf vfhf sfo{qmd nfu" ePsf dfly plNnlvt !! lhNnfsf cltl/St

k;f{, /f}tx6, dxf]Q/L, ;nf{xL / wg'iff % lhNNff;d]t u/L !^ lhNnfsf cf};t $%,)))

5fqf tyf cfdfx¿ dfl;s¿kdf nfeflGjt eO{ /x]sf 5g\ .

@=!=#= dfq[ lzz' x]/rfx M 8f]6L, 88]nw'/f, a}t8L, bfr'{nf, c5fd, jemfª, afh'/f, ;Nofg /

;f]n'v'Dj' u/L ( lhNnfsf 5gf]6df k/]sf $@ uflj;sf cf};t !) xhf/ hgf ue{jtL,

;'Ts]/L / 5 dlxgfbl]v #^ dlxgf;Ddsf afnaflnsfx¿ k|ltdlxgf & s]hL Go'l6«ldS;

ljt/0fjf6 nfeflGjt eO/x]sf 5g\ .

@=!=$=lbjf vfhfsf nflu gub cg'bfg M s0ff{nL c~rnsf % lhNnfsf @%,)^^ hgf

ljBfyL{x¿nfO{ k|ltlbg ?= !% sf b/n] / ;'g;/L, ;Kt/L, l;/xf, l;Gw'kfNrf]s, /;'jf, af/f,

wflbª, gjnk/f;L, slknj:t', bfª, alb{of, s}nfnL, Ko'7fg / /f]Nkf u/L !$ lhNnfsf

ljBfnox¿df cWoog/t @,#(,%^) hgf ljBfyL{ k|ltlbg ?= !@÷– sf b/n] x'g] /sd

ljBfnodfkm{t k|fKt u/L nfeflGjt eO/x]sf 5g\ .

@=@ ljBfno ef}lts ;'wf/ sfo{qmd M o;cGtu{t *,^)) gofF sIffsf]7fsf ;DaGwdf lzIff ljefu;Fu ;Dks{ u/L gofF sIffsf]7f

lgdf{0f, $,%^@ ljBfnosf] afXo jftfj/0f ;'wf/, $,*^$ sIff sf]7f k'g:yf{kgf, %,%))

ljBfnodf 5fqf zf}rfno lgdf{0f ug{] sfo{qmdcg'¿k ljBfnoaf6 k|:tfj cfx\jfg, ljBfno

5gf]6 / 5gf]6 ePsf ljBfnox¿;Fu sfo{ ;Demf}tf ;DkGg eO{ lgdf{0f sfo{ k|f/De ePsf]

5 . o;cGtu{t lj1fg ljifo ;~rfng ug{] pRr dfljdWo] k|To]s lgjf{rg If]qdf !

ljBfno kg{] u/L #)) pRr dfljdf yk ejg lgdf{0f / #)) ljBfnox¿sf] ejg dd{t

sfo{sf nflu k|:tfj cfx\jfg / ljBfno 5gf]6 tyf 5gf]6 ePsf] ljBfno;Fu lgdf{0f

sfo{sf nflu ;Demf}tf sfo{ ;DkGg ePsf] 5 . @)^& r}q af6 ;a} sfo{sf] lgdf{0f k|f/De

ePsf] 5 .

@=#= ;dflxt lzIff ljBfno lzIffsf ljleGg sIffdf cWoog ug{] ckfª\utf ePsf ljBfyL{x¿nfO{ ckfª\utfsf]

>]0fLcg';f/ ju{L{s/0f u/L >]0fLcg';f/ jflif{s ?= %))÷– b]lv clwstd ?=!#,))).– sf

b/n] k|bfg ul/g] 5fqj[lQaf6 sIff !–!) sf !,@%,*#) hgf ljBfyL{x¿ nfeflGjt

eO/x]sf 5g\ . o;sf nflu cfjZos kg{] ?= *),%(% xhf/ /sd ;DalGwt lhNnfdfkm{t\

lgsf;f eP/ ;DalGwt ljBfnox¿af6 pknAw eO{ ljBfyL{x¿ nfeflGjt eO/x]sf 5g\ .

114÷z}lIfs ;"rgf

o; lsl;dsf afnaflnsfx¿sf] lzIffsf nflu b[li6ljxLg ljBfno ^, ;':t>j0f ljBfno

&, ;dflxt lzIffsf ;|f]t sIff #^) / o:tf afnaflnsfsf] n]vfhf]vf d"Nofª\sgsf nflu

&@ n]vfhf]vf s]Gb|;d]t ;~rflnt 5g\ .

@=$ lxdfnL cfjf;Lo tyf gd'gf ljBfno

lk5l8Psf tyf b'u{d lxdfnL If]qsf ljBfyL{x¿nfO{ u'0f:t/Lo ljBfno lzIffdf kx'Fr ;xh

/ ;'lglZrt agfpg tfKn]hª, ;ª\v'jf;ef, ;f]n'v'Da', /;'jf, uf]/vf, d':tfª, x'Dnf, h'Dnf /

bfr{'nf u/L ( lhNnfdf cfjf;Lo ;'ljwf;lxtsf ljBfnox¿ ;~rfngdf 5g\ . o:tf

ljBfnodf cWoog/t %&& hgf ljBfyL{sf nflu ?= *^,@@,)),)))÷– 5fqj[lQ;d]t

pknAw u/fOPsf] 5 .

o;} u/L ;fd'bflos ljBfnosf] z}lIfs k|0ffnLdf cfw'lgsLs/0f u/L ljBfyL{x¿sf] cfsif{0f

a9fpg s}nfnLsf] l6sfk'/df $^ hgf, sf7df8f}Fsf] s'n]Zj/df $* hgf, sf:sLsf] kf]v/fdf

# hgf u/L !#( hgfnfO{ 5fqj[lQ;lxtsf] cfj;Lo ljBfno lzIff ;'ljwf pknAw ePsfdf

o; jif{ !$* hgfsf] nflu cfjf;Lo ljBfno lzIffsf nflu ?= !,$),)),))).– /sd;d]t

sfo{qmddf Joj:yf eO{ ljBfyL{x¿ nfeflGjt eO/x]sf 5g\ .

@=% k|ltljBfyL{ nfut cg'bfg

k|lt sIff ljBfyL{ cg'kft pRr ePsf ljBfnox¿df lzIfs Joj:yfkg u/L k7g kf7g

:t/Lo agfpg o; cf=j=df k|fylds txsf nflu lzIfs Joj:yfkg ug{ $,@(,%&( ljBfyL{

a/fa/ ?=! c/a /sd / lgDg dfWolds txdf lzIfs Joj:yfkg ug{ ?= #) s/f]8 /sd

sfo{qmddf Joj:yf ul/Psf] 5 .

o;} u/L ljBfnosf] Joj:yfkg ;'b[9Ls/0f tyf Ifdtf clej[l4sf nflu u}/tna k|s[ltsf

ljBfno vr{ Joj:yfkg ug{ k|fylds= txdf $@,%^,)!) hgf ljBfyL{ a/fj/ ?=@^,#$,&@#

xhf/, lgDg dfWolds txdf !#,^^,#$* ljBfyL{ a/fa/ ?=!#,##,$)! xhf/, dfWolds txsf

^,%^,$@$ ljBfyL{ a/fa/ ?=!#,)(,!(& xhf/, pRr dfWolds txsf !&,$$! ljBfyL{

a/fa/ ?= !@,^$% xhf/ /sd;d]t sfo{qmddf Joj:yf ePsf] 5 .

@=^ 5fqj[lQ

ljBfno lzIffdf 5fqfnufot ljleGg lsl;dsf nlIft ju{sf afnaflnsfx¿sf] ljBfno

lzIffdf kx'Fr, lg/Gt/tf / l6sfpkg, pRr pknlAw:t/ ;'lglZrt ug{ !! lsl;dsf

5fqj[lQx¿ -s0ff{nL Kofs]h ;d]t_ sf] Joj:yf ul/Psf] 5 . o;sf] ljj/0f lgDgfg';f/ 5 M

l;=g+= 5fqj[lQsf] k|sf/ nIo jh]6

! sIff !–* df cWoog/t blnt ljBfyL{sf nlfu 5fqj[lQ 1133835 453534

@ sIff !–* df cWoog/t 5fqfx¿sf nflu 5fqj[lQ -s0ff{nL Kofs]h;d]t_ 2293744 917497.6

# ;lxbsf 5f]/f5f]/Lsf nflu 5fqj[lQ 58 3000

z}lIfs ;"rgf÷115

l;=g+= 5fqj[lQsf] k|sf/ nIo jh]6

$ åGåkLl8t 5fqj[lQ 0 50000

% sDnx/Lsf nflu Ifdtf ljsf; / 5fqj[lQ 0 120000

^ lkm8/ 5fqfjf;sf ljBfyL{sf nflu 5fqj[lQ 400 6000

& dfWolds lzIff 5fqj[lQ 60000 102000

* blnt 5fqj[lQ (–!) 55650 27825

( nf]kf]Gd'v clt ;LdfGts[t -d'St sd}of, xlnof / r?jfsf ;Gtlt;d]t_ sf

5fqj[lQ

14012 74510

!) k|fylds txdf cWoog/t nlIft ;d"xsf ljBfyL{sf nflu 5fqj[lQ -@@

hghflt tyf ;LdfGts[t ;d"x d'St sd}of, xlnof / r?jfsf

;Gtltx¿;d]t_

108046 53119.7

!! clt ljkGg nlIft dfWolds ljBfyL{sf nflu 5fqj[lQ 12500 37500

@=& ljBfno Joj:yfkg ;d'bfodf x:tfGt/0f

cf=j= @)%(÷^) b]lv ljBfno Joj:Yffkg ;d'bfodf x:tfGt/0f ul/Fb} cfPsfdf o; jif{

klg ;f] sfo{qmdn] lg/Gt/tf kfPsf] 5 . o; cf=j= df %,$)) txsf] Joj:Yffkg

;d'bfodf x:tfGt/0f ug{] nIo /x]sfdf @)^& kmfu'g d;fGt;Dddf !,)() txsf]

Joj:Yffkg ;d'bfodf x:tfGTf/0f ePsf] 5 .

@=* P;Pn;L k/LIff ;~rfng

P;Pn;L k/LIff @)^& r}q !) ut]af6 k|f/De eO{ r}q !* ut] ;DkGg ePsf] 5 . of]

k/LIffdf ;fd]n x'g lgoldttkm{ s]6L @,)^,^@) hgf / s]6f @,@(,&(! hgf u/L hDdf

$,#^,$!! hgf / PShfD6]8tkm{ s]6L #$,)@& / s]6f @%,*)% u/L hDdf %(,*#@ u/L

s'n hDdf %,(^,@$# hgf o; k/LIffdf ;fd]n ePsf 5g\ .

k/LIffsf] ;'wf/sf nflu !)) hgfnfO{ cª\u|]hL df}lvs k/LIff ;~rfng;DaGwL k|lzIf0f,

#)) hgf ;xefuLnfO{ nfO{ k|Zg a}ª\s :yfkgf tyf k|Zgn]vg;DaGwL k|lzIf0f lbPsf] 5

eg] !*) hgfnfO{ pQ/k'l:tsf k/LIf0f ;Dk/LIf0f tflnd / *) hgfnfO{ sIff * sf]

k/LIff ;'lb[9Ls/0f;DaGwL tflnd lbOPsf] 5 .

@=( pRr k|fljlws lzIffdf 5fqj[lQ

rfn' cf=j=df MBBS tkm{ @)@ hgf, BDS tkm{ !), BAMS tkm{ & hgf, BN tkm{ !@ hgf,

BPH tkm{ $ hgf, BSC Foresty tkm{ $ hgf u/L @$# hgfnfO{ :jb]zsf k|fljlws lzIf0f

;+:yfx¿df / ljb]zdf MBBS tkm{ * hgf / BDS tkm{ ! hgfnfO{ 5fqj[lQdf pRr

k|fljlws lzIff cWogfy{ dgf]gog u/L k7fOPsf] 5 .

@=!) lzIfs Joj:yfkg

116÷z}lIfs ;"rgf

rfn' cf= j= df !),))) hgfnfO{ cWofkg cg'dltkq k|bfg ug{ k/LIff ;~rfng ug]{, !(#

hgf ljleGg txsf lzIfsnfO{ dflyNnf] kbdf sfo{ Ifdtf d"Nofª\sgåf/f a9'jf ug]{ /

cfGtl/s k|ltof]lutfTds k|lqmofåf/f !(# hgfnfO{ ljleGg txdf a9'jf ug]{ sfo{qmdcg'¿k

lj1fkg ug]{ k|lqmofdf /x]sf] 5 .

@=!! ;]jflgj[lQkZrft\ lzIfs ;'ljwf Joj:yfkg

rfn' cfjdf @))( hgf lzIfsnfO{ cf}ifwf]krf/ vr{afkt ?= $,$!,@$#,#))÷–, pTkfbfg,

;l~rt labf / ladf jfkt @,$*% hgfnfO{ ?= @*,!!,)&,!#^ pknAw u/fO;lsPsf] 5

eg] pkrf/ vr{afkt @@# hgfsf] ?= $,*!,%(,(*% / @$! hgfsf] pkfbfg, ;l~rt labf

/ ladfafkt ?= @,!^,*&,$&$ lg0fo{ eO{ e'StfgL x'g afFsL 5 .

@=!@= kf7\oqmd kf7\ok':ts ljsf;

o;cGtu{tsf jflif{s sfo{qmdsf] l:ylt lgDgfg';f/ 5 M

– /fhj+zL, ;'g'jf/, ofSvf, d'ufnL, tfdfª / du/ u/L & dft[efiffdf kf7\ok':ts

ljsf;, 5kfO / ljt/0f ug{] sfo{qmdcg';f/ n]vg sfo{ ;~rfng

– u'?s'ntkm{sf] sIff ! sf] # ljifosf] kf7\ok':ts cg's"ng / ljsf;sf] sfo{ ;~rfng

– sIff ^ sf kf7\ok':ts n]vg ;DkGg eO k/LIf0fdf

– sIff ^–* sf] u'?s'n / db/;fsf] kf7\oqmd ljsf; / ljt/0f

– sIff ^–* sf] ;fwf/0f tkm{sf] kf7\oqmd ljsf; / ljifout kf7\oqmd lj:t[tLs/0f

– ljz]if cfjZostf ePsf afnaflnsfx¿sf] nflu k|fylds txsf l;sfO pknlAw

lgwf{/0f

– sIff !) sf] ;+:s[ttkm{sf clgjfo{ ljifosf lu|8 ljsf; / ljt/0f

– ax' kf7\ok':ts ljsf;;DaGwL lgb]{lzsfsf] d:of}bf n]vg

– sIff ^–* sf] ;Ifdtfdf cfwfl/t kf7\oqmd ljsf;

– s0f{fnL c~rnsf nflu % ljifosf lzIfs lgb]{lzsf ljsf;

– sIff (–!@ sf] PsLs[t kf7\oqmd vfsf tof/L

– ;+:s[ttkm{sf ! ljifosf] kf7ok':ts ljsf; / sIff ^ sf] @ ljifosf kf7\ok':ts

kl/dfh{g

– sIff (–!) sf] kf7\ok':tsdf ;dfj]zL kIfsf] cWoog

– ljBfno lzIffsf] u'0f:t/ dfkb08 lgwf{/0f

– sIff !–# sf] cª\u|]hLsf] >Job[io ;fdu|L / ax'sIff lzIf0fsf nflu ;Gbe{ ;fdu|L

ljsf;

@=!#= dfgj ;+zfwg ljsf;

z}lIfs ;"rgf÷117

ljBfno txb]lv lzIff dGqfno:t/;Ddsf hgzlSt ljsf;sf nflu rfn' cfjdf ;~rflnt

sfo{qmd / nIo l:ylt lgDgfg';f/ 5 M

l;g sfo{qmdx¿ nIo

! k|f=;= sf nflu z}=Jo=tflnd ! dlxg]– @)

@ k|=c g]t[Tj Ifdtf ljsf; tflnd @)))

#= /f=k=t[= >]0fLsf nflu ! dlxg] z}=Jo=tflnd $)

$ /f=k=lå >]0fLsf nflu ! dlxg] z}=Jo= tflnd @)

% Dff=txsf lzIfssf] l6lk8L tflnd !)(!@

^ ax'efifL lzIf0f tflnd -p/fj, yf¿, ;+yfn, /fhj+zL / du/_ !%)

& v'nf ljBfno ;~rfng cled'vLs/0f &%

* u'Djf / u'?s'ndf cWoog/t lzIfssf] tflndsf nflu k|lzIfs k|lzIf0f #))

( l6lk8L sfof{Gjogsf nflu k|lzIfs /f]i6/ tof/L !$@(

!) k|f=txsf lzIfssf] l6lk8L *^^$$

@=!$ cgf}krfl/s lzIff tyf v'nf ljBfno o;cGtu{t rfn' cfj @)^&÷^* sf] sfo{qmd / ltgsf] nIo lgDgfg';f/ 5 M

l;g+ sfo{qmd nIo

! k|f}9 ;fIf/tf sIff ;~rfng @!)@( sIff

@ ;fIf/tf sIffaf6 :ffIf/ ^!@(@) hgf

# cfocfh{g ;d"x %)%)

$ cfocfh{gdf ;xefuL $%$%)hgf

% ;fd'bflos cWoog s]Gb| !))%

^ cgf}krfl/s k|f=lz s]Gb| $#*

& k|f=lz= lj:tf/ sIff @$*

plNnlvt sfo{qmdsf cltl/St (–!) sf] lzIffnfO{ Psjif{df k"/f x'g] u/L cf}krfl/s

dfWolds lzIff xfl;n ug{ g;s]sf ju{nfO{ nlIft u/L v'nf ljBfno sfo{qmd;d]t

;~rflnt 5 / o;cGtu{t xfn &% lhNnfdf ;~rflnt *% v'nf dfWolds ljBfno=

sfo{qmddf &,%)) ljBfyL{ egf{ ePsf 5g\ . o;} u/L lgDg dfWolds tx # jif{L{o

kf7\oqmdnfO{ @ jif{df k"/f x'g] u/L ;~rflnt 5 h;df lgDg dfWolds txsf] v'nf

ljBfno #& cf]6f ;~rflnt 5 . o;cGtu{t h;df !,(*) hgf ljBfyL{x¿ /x]sf 5g\ .

@=!% k|fljlws lzIff tyf Jofj;flos tflnd o; If]qsf cf=j= @)^&÷^* sf jflif{s sfo{qmd / ltgsf nIo o;k|sf/ 5g\ M

l;g sfo{qmd nIo

118÷z}lIfs ;"rgf

l;g sfo{qmd nIo

! TSLC / Diploma Certificate tflnddf egf{ TSLC – &*$), Diploma/Certificate – !!)) @ TSLC and Diploma/Certificate af6 pTkfbg TSLC-&))), Diploma/Certificate - %)))

# !% Annex ljBfno ;~rfng egf{ – !@)), pTkfbg – ^))

$ yk !% Annex ljBfnodf k"jf{wf/ ljsf; k"jf{wf/ Joj:yf

% 5f]6f] cjlwsf] tflnd lbO{ ;Lk k/LIf0f #@ cf]6f

^ cNksfnLg Jofj;flos tflnd ;~rfng #!)) JolSt xKtf

& hLjg lgjf{x ;Lk tflnd ;~rfng @# cf]6f

* ;Lk k/LIf0f $!^)) hgf

( Diploma tyf Certificate txdf nlIft ju{sf nflu 5fqj[lQ @@% hgf

!) DAG ;d"xsf nflu TSLC df 5fqj[lQ !%) hgf

!! ahf/d'vL l;k tflnd -/f]huf/Lsf nflu ;Lk kl/of]hgf=

dfkm{t\_ @@))) hgf

!@ z}lIfs ejg tyf cGo lgdf{0f

s_ uf}/ / dnª\ujfdf gl;{ª Institute :yfkgf

v_ Polytechnique institute l6sfk'/

u_ sf]l/of g]kfn Institute of technology a'6jn

3_ ;fFv', hgsk'/ / e/tk'/df Polytechnique institute

:yfkgf

6]G8/ cfx\jfg, l8hfOg tof/L / 7]s]bf/

lgo'lSt

6]G8/ cfx\jfg, l8hfOg tof/L / 7]s]bf/

lgolSt

6]G8/ cfx\jfg, l8hfOg nfut cg'dfg tof/L

@=!^= ljZjljBfno cg'bfg cfof]u

ljZjljBfno cg'bfg cfof]udfkm{t lgoldt sfo{qmd / bf];|f] pRr lzIff k/Lof]hgfcGtu{t

;du| pRr lzIffsf] tyf ljZjljBfnox¿sf] u'0f:t/ ;'wf/, Ifdtf clej[l4, :jfoQ

k|jw{gsf sfo{x¿ eO/x]sf 5g\ . ljZj ljBfno cg'bfg cfof]udfkm{t\ pRr lzIffsf] ljsf;

la:tf/, Ifdtf clej[l4, :jfoQtf;DaGwL lgoldttkm{af6 / bf];|f] pRr lzIff

kl/of]hgftkm{af6 ;~rflnt cf=j= @)^&÷^* sf sfo{qmd / nIo lgDgfg';f/ 5 M

-s_ lgoldt sfo{qmd

l;=g+= sfo{qmd nIo -;ª\Vof_

1 k'gtf{huL tflnd, tflnd sfo{qmd / cg';Gwfg ljlw tflnd 30

2 cg';Gwfg k|jw{g 60

3 ljåtj[lQ sfo{qmd -lkPr=8L=÷Pd=lkmn cWoog_ 70

4 cWoog cWofkg e|d0f 20

5 ;fd'bflos SofDk; lgoldt cg'bfg 300

6 uf]i7L, sfo{zfnf / ;Dd]ng 30

7 cWoog ;fdu|L ljsf; tyf k|zf/0f

z}lIfs ;"rgf÷119

8 ljljw 50

9 k':tsfno ;'b[9Ls/0f tyf ef}lts ;'ljwf ljsf; 200

hDdf 760

v_ bf];|f] pRr lzIff kl/of]hgf

o;cGtu{t ;~rflnt sfo{qmdx¿sf] nIo lgDgfg';f/ 5 M

l;=g+= sfo{qmd cf=j= @)^&÷^* sf] ;ª\Vof ah]6 ?

1 ;'wf/ cg'bfg

-k|f]T;fxg, sfo{;Dkfbg

/, hf]8sf]if cg'bfg_

Scheme A sf ( cf]6f, B sf !) cf]6f / C sf @* cf]6f

u/L $& cf]6f ;fd'bflos SofDk;x¿

3,25,00,000÷–

# cf]6f ljZjljBfnox¿ 35,00,00,000÷–

lq=lj=sf !) cf]6f ljs]Gb|Ls[t SofDk;x¿ 16,603,5,000÷–

2 cg';Gwfg cg'bfg :gftsf]Q/, Pd=lkmn, lkPr=8L= / lkPr=8L= ljz]if1tf,

km\ofsN6L / OlG:6Ro'6 cg';Gwfg tyf Research

Management Cell

7,00,00,000÷–

3 ljBfyL{ ljQLo ;xfotf

sfo{qmd

:gfts txsf u/Lj, h]x]Gbf/, dlxnf, blnt tyf

lk5l8Psf hghfltsf ljBfyL{x¿ 3,75,00,000÷–

hDdf 65,60,35,000÷–

cf=j= @)^&÷^* sf] lzIff dGqfnosf] sfo{qmd tyf ah]6

;fwf/0f tkm{

ah]6 zLif{s sfo{qmd÷

cfof]hgf

cf= a=

@)^^÷^&

sf] ;+zf]lwt

cg'dfg

cf=a= @)^&÷^* sf] ljlgof]hg ;|f]t k|If]lkt ah]6

k|fyld

stf

qmd

/0fg

Llts :tD

e

ul/af

]Gd'v ;

ª\s]t

n}ª\lus ;

ª\s]t

s'n hDdf rfn" k'FhLutg]kfn

;/sf/

j}b]lzs cg'bfg j}b]lzs C0f cf=j=

@)^*÷^(

cf=j

@)^(÷&)cfof]hgf

cfa4

ah]6

;xof]u

cfof]hgf

cfa4

ah]6

;xof]u

65-3/4-110 lzIff dGqfno 193840 273939 208189 65750 273939 0 0 0 0 267950 259879 1 7 2 3

65-3-115 lzIff ljefu 28024 29580 29580 0 29580 0 0 0 0 31010 32070 1 7 2 3

65-3-120 If]]qLo lzIff

lgb]{zgfno 27033 43585 43585 0 43585 0 0 0 0 45607 46633 2 7 2 3

65-3-121 lhNnf lzIff sfof{no 351112 423227 423227 0 423227 0 0 0 0 443873 448053 1 7 2 3

65-3/4-130 k/LIff lgoGq0f

sfof{no 238187 268181 262981 5200 268181 0 0 0 0 281364 300757 1 7 2 3

65-3-140 ;a}sf nflu lzIff

- k|fylds lzIff_ 16244114 17360589 17360589 0 17360589 0 0 0 0 18388270 20399466 1 7 2 3

65-3-150 ljleGg dflj tyf

lgdflj 8202770 8980604 8980604 0 8980604 0 0 0 0 9570669 10273316 1 7 2 3

65-3/4-160 kf7\oqmd ljsf;

s]Gb| 18215 19506 19006 500 19506 0 0 0 0 20155 21126 2 7 2 3

65-3/4-164 ljZjljBfno cg'bfg

cfof]u 4000240 4661890 3826890

835000

4661890 0 0 0 0 4904200 5369200 2 7 2 3

65-3/4-165 lzIfs ;]jf cfof]u 71818 82154 74604 7550 82154 0 0 0 0 104909 119278 2 7 2 3

65-3/4-167 cgf}krfl/s lzIff

s]Gb| 6789 8480 7180 1300 8480 0 0 0 0 9308 8171 1 7 1 1

65-3/4-169 ljBfno lzIfs

lstfavfgf 457294 733915 732360 1555 733915 0 0 0 0 770265 770421 1 7 2 3

65-3-170 ljz]if lzIff kl/ifb\ 53250 65450 65450 0 65450 0 0 0 0 66953 69242 2 7 1 1


cfof]hgf

cf= a=

@)^^÷^&

sf] ;+zf]lwt

cg'dfg


k|fyld

stf

qmd

/0fg

Llts :tD

e

ul/af

]Gd'v ;

ª\s]t

n}ª\lus ;

ª\s]t


;/sf/


@)^*÷^(

cf=j

@)^(÷&)cfof]hgf

cfa4

ah]6

;xof]u

cfof]hgf

cfa4

ah]6

;xof]u

65-3/4-171 z}lIfs hgzlSt

ljsf; s]Gb| 64328 85252 84552 700 85252 0 0 0 0 89106 91912 2 7 2 2

65-3/4-172 k':tsfnox¿ -#

l8NnL/d0f, s]z/ /

/fli6«o_

11420 14651 13921 730 14651 0 0 0 0 15586 17040 2 7 2 3

65-3-176 lzIfs ;]jf lgj[Q

;'ljwf 800000 1824000 1824000 0 1824000 0 0 0 0 2300000 2600000 1 7 2 3

;fwf/0ftkm{sf] hDdf 30768434 34875003 33956718 918285 34875003 0 0 0 0 37309225 40826564

ljsf;tkm{


cfof]hgf

cf= a=

@)^^÷^&

sf] ;+zf]lwt

cg'dfg


k|fyld

stf

qmd

/0fg

Llts :tD

e

ul/af

]Gd'v ;

ª\s]t

n}ª\lus ;

ª\s]t


;/sf/


@)^*÷^(

cf=j

@)^(÷&)cfof]hgf

cfa4

ah]6

;xof]u

cfof]hgf

cfa4

ah]6

;xof]u

65-3-210 cg'udg tyf

d"Nofª\sg sfo{qmd 0 10250 10250 0 10250 0 0 0 0 10500 10500 2 5 3 3

65-3/4-411 bf];|f] pRr lzIff

kl/of]hgf 841810 1145128 1132928 12200 32400 1112728 0 0 0 1900775 2185893 1 4 2 2

65-3/4-416 ;a}sf nflu lzIff

-lzz' ljsf; sfo{qmd_ 26906 157785 157785 0 0 157785 0 0 0 164000 164000 2 4 3 2

65-3/4-426 ;fd'bflos ljBfno

Ifdtf clea[l4

sfo{s|d

111393 174600 174600 0 0 174600 0 0 0 250000 330000 2 4 1 1

65-3/4-427

åGåkLl8t kl/jf/

lzIff sfo{qmd -;lxb

k|lti7fgdfkm{t\

;~rfng x'g]+_

60000 49500 24500 25000 49500 0 0 0 0 51000 55000 2 3 1 2


cfof]hgf

cf= a=

@)^^÷^&

sf] ;+zf]lwt

cg'dfg


k|fyld

stf

qmd

/0fg

Llts :tD

e

ul/af

]Gd'v ;

ª\s]t

n}ª\lus ;

ª\s]t


;/sf/


@)^*÷^(

cf=j

@)^(÷&)cfof]hgf

cfa4

ah]6

;xof]u

cfof]hgf

cfa4

ah]6

;xof]u

65-3/4-428

ljBfno If]q ;'wf/

sfo{qmd 163731 570940 432915 138025 170282 400658 0 0 0 665077 858307 1 4 1 1

65-3/4-440

pRr dfWolds lzIff 429051 841743 841743 0 841743 0 0 0 0 830257 830257 2 4 2 2

65-3/4-450

k|fljlws lzIff tyf

Jofj;flos tflnd

kl/ifb\ -ljz]if

sfo{qmd ;d]t_

474432 720623 458773 261850 704018 16605 0 0 0 630000 680000 2 1 2 2

65-3/4-455 /f]huf/Lsf nflu ;Lk

kl/of]hgf 227109 631982 615682 16300 110053 0 0 0 521929 669350 680724 1 1 1 2

65-3/4-471 dgdf]xg :d[lt

kf]ln6]lSgs 10200 9320 8820 500 9320 0 0 9500 9500 2 1 2 2

65-3/4-600 cgf}krfl/s lzIff tyf

/fli6«o ;fIf/tf

cleofg

796316 680860 680860 0 680860 0 0 0 0 982000 1681000 1 4 1 2

65-3/4-620

lzIffsf nflu vfB

sfo{qmd -k|fylds

ljBfno kf}li6s

cfxf/_

570045 778549 777749 800 183337 595212 0 0 0 846620 1254222 2 4 1 1

65-3/4-630 hg;ª\Vof lzIff 538 3521 3521 0 77 3444 0 0 0 3680 3780 3 4 2 2

65-3/4-650 o'g]:sf]sf lgldQ

g]kfn /fli6«o cfof]u 9285 19203 19203 0 19203 0 0 0 0 10000 10000 3 7 3 3

s]Gb|:t/sf] hDdf 3720816 5794004 5339329 454675 2811043 2461032 0 0 521929 7022759 8753183

z}lIfs ;"rgf÷123

cf=j= @)^&÷^* sf] ah]6 jStJosf k|s/0fdf plNnlvt gLlt tyf sfo{qmdx¿sf] cj:yf

k|= g+= gLlt tyf sfo{qmddf

ePsf] Joxf]/f

lhDd]jf/

lgsfolj:t[t lqmofsnfk ;DkGg ug{'kg]{ cjlw

!)^ cfly{s / ;fdflhs

lx;fan] clt ljkGg

ju{sf jfnjflnsfsf]

lzIffdf kx'Fr lj:tf/ ug{

xfn ;~rfngdf /x]sf

@^ xhf/ & ;o &#

afnljsf; s]Gb|nfO{

lg/Gt/tf lbg] . rfn'

jif{df yk @ xhf/

afnljsf; s]Gb|x¿

:yfkgf ug]{ .

lzIff

ljefu k'/fgf jfljs]sf] lg/Gt/tfsf nflu

sfo{qmd tyf clVtof/L k7fpg] .

;LdfGts[t tyf nlIft ;d'bfo

klxrfg u/L @ xhf/ afnljsf; s]Gb|

-afljs]_ :yfkgf .

Go"gtd l;sfO{ jftfj/0fsf] cfwf/

/]vf tof/ ug]{ .

;xof]uL sfo{stfsf nflu tflnd

;~rfng .

afljs]sf] gS;fª\sg .

k'/fgf afljs]sf nflu

lhNnfdf cg'bfg )^&

k'; klxnf] xKtf

k7fpg] .

gofF afljs]sf] :yfkgf

)^& kmfu'gleq .

gofF :yfkgf x'g]

jfljs] sf ;sfsf]

tflnd )^& r}qleq .

^* j};fvaf6 gofF

afljs]sf] ;~rfng

k|f/De

)^& kmfu'gb]lv cfwf/

/]vf tof/L /

gS;fª\sgsf] sfo{

k|f/De

!)* ljBfnox¿df lzIfs–ljBfyL{ cg'kft ldnfpg rfn" jif{ ljBfnox¿sf] gS;fª\sg u/L lzIfs b/aGbLnfO{ k'g;+/rgf ug]{

lzIff ljefu

ljBfnout lzIfs ljBfyL{ cg'kftsf] ljj/0f cBfjlws ug]{ .

ljBfnosf] txnfO{ OsfO dfgL Go"gtd lzIfs b/aGbL / ljBfyL{ ;ª\Vofsf cg'kftdf lzIfs ;ª\Vof olsg ug]{ .

sDtLdf uflj;leq lzIfs b/aGbL k'g;+/rgf ug{ cfwf/x¿ tof/ ug]{ .

lhNnfsf 5gf]6 ePsf uflj;df nfu" u/L lj:tf/ ul/g] .

Zf}lIfs ;q @)^* b]lvsfof{Gjog k|f/De ug]{ .

lj1fg ljifo ;~rfng ug{ tf]lsPsf ;fd'bflos ljBfnox¿sf] ejg lgdf{0f, k|of]uzfnf :yfkgf / ul0ft tyf lj1fg lzIfssf] Joj:yf ug]{

lzIff ljefu, pRr dfWolds lzIff kl/ifb\

lj1fg ljifo ;~rflnt / ;f] ljifo ;+rfngsf] tof/L u/]sf pdfljnfO{ k|fylstf lbO{ k|To]s lgjf{rg If]qdf sDtLdf ! kg]{ u/L #)) ljBfnosf] yk ejg lgdf{0f / #)) ljBfnosf] dd{t ug]{ .

sIff sf]7f lgdf{0fsf] lgoldt sfo{qmddf lj1fg ljifo ;~rfng ug]{ pdfljBfnonfO{ k|fyldstf lbO{ 5gf]6 ug]{ .

)^& k'; d;fGtleq lgdf{0f dd{tsf nflu ljBfno 5gf]6 ug]{ .

)^& df3b]lv ljBfnodf lgdf{0fsf sfo{ k|f/De ug]{ .

124÷z}lIfs ;"rgf


ePsf] Joxf]/f

lhDd]jf/


lj1fg ljifo cWofkg x'g] pdfljnfO{ ef}lts k"jf{wf/ ljsf;, k':tsfno / k|of]uzfnfsf nflu k|:tfjgf ;ª\sng ug]{ / cfjZostfsf cfwf/df k'FhLut cg'bfg lbg] .

lzIfs Joj:yfkgsf nflu ljBfyL{ ;ª\Vofsf cfwf/df cg'bfg lbg] .

!!) g]kfnsf] z}lIfs ljsf;df

of]ubfg k'¥ofPsf @))&

;fn cufl8 :yflkt

ljleGg lhNnfsf k'/fgf

ljBfnox¿, gGbL/fqL

ljBfno / kl08t

gf/fo0fk|;fb kf]v/]n

:d[lt ljBfnosf] ejg

lgdf{0f tyf dd{t ;'wf/

ug]{ .

lzIff

ljefu

/fli6«o:t/sf] klqsfdf ;'rgf

k|sflzt u/L k|:tfj cfJxfg ug]{ .

k|:tfj d"Nofª\sg u/L ljBfno 5gf]6

ug]{ .

5gf]6 ePsf ljBfno;Fu ;Demf}tf

u/L d"Nofª\sgjf6 tf]lsPsf] /sd

ljBfnosf] vftfdf lgsf;f lbg] .

lgdf{0f sfo{sf] lgoldt cg'udg ug]{

)^& k';leq k|:tfj

;ª\sng ug]{ .

)^& df3 !% leq

ljBfno 5gf]6

ul/;Sg] .

)^& r}q d;fGtleq

;Demf}tf ;DkGg ug]{ .

)^* j}zfvb]lv

lgdf{0f sfo{ k|f/De

!!! rfn" jif{ % xhf/ $ ;o

ljBfnox¿sf]

Joj:yfkgsf] lhDdf

;d'bfodf x:tfGt/0f

ug]{ .

lzIff

ljefu OR5's ljBfnoaf6 tf]lsPsf cfwf/ /

k|lqmofadf]lhd b/vf:t cfJxfg /

;Demf}tf ug]{

;Demf}tf ePkl5 tf]lsPadf]lhdsf]

/sd cg'bfg lbg] .

:jLs[t rf}dfl;s

sfo{qmdsf] tflnsf

cg';f/ x'g] .

!!@ k':tsfno, sIffsf]7f, kmlg{r/, vfg]kfgL, zf}rfno, v]n d}bfg / kf7\o ;fdu|Lx¿ h:tf ef}lts k"jf{wf/x¿sf] Joj:yf ldnfpg] . k|To]s ;fd'bflos ljBfnodf clgjfo{¿kdf 5fqf zf}rfno lgdf{0f ug]{ .

lzIff ljefu

ljBfno lzIffdf Go"gtd u'0f:t/ / l;sfO jftfj/0fsf] kl/efiff;lxtsf] l;sfO jftfj/0f lgb]{lzsf tof/ ug]{

;fd'bflos ljBfnox¿nfO{ ljBfno If]q ;'wf/ of]hgf -lj;'of]_ tof/ ug{ nufO{ k|To]s ljBfnosf] Minimun

Enabling Condition klxrfg u/L afnd}qL ljBfno k|f¿k qmdz sfof{Gjogdf n}hfg] .

pRr dfljsf nflu cfwf/e"t cg'bfg, ;Ifdtfdf cfwfl/t cg'bfg / hf]8sf]if cg'bfg lbg] . $%#) gofF sIff sf]7f lgdf{0f ug]{ .$*^$ ljBfnodf sIff sf]7f k'g:yfkgf ug]{ . $*^@ ljBfnosf] afXo jftfj/0f ;'wf/ ug]{ . %%)) ljBfnodf 5fqf zf}rfno lgdf{0f ug]{ .

ljBfno 5gf]6 df3 leqdf ul/;Sg] .

)^& r}qleq ;Demf}tf ul/;Sg] .

a}zfv klxnf] xKtfleq lgdf{0f k|f/De ug]{ .

cGo sfo{qmd :jLs[t rf}dfl;s sfo{tflnsfcg';f/ x'g] .

z}lIfs ;"rgf÷125


ePsf] Joxf]/f

lhDd]jf/


!!# lzIfs cefj ePsf

ljBfnox¿df ljBfyL{

;ª\Vofsf] cfwf/df lzIf0f

cg'bfg ljt/0f ug]{ u/L

?= ! ca{ ah]6 Joj:yf

ug]{ .

lzIff

ljefu

k|ltljBfyL{ PsfO nfut lzIfs

cg'bfg lgb]{lzsf kl/dfh{g /

k|jf]wLs/0f . lgb]{lzsfsf] dfkb08

cg'¿ksf] cg'bfg ljBfnonfO{

lgsf;f lbg] cg'udg ;+oGq

k|efjsf/L agfO{ kl/rfng ug]{ .

lgb]{lzsf kl/dfh{g /

k|jf]wLs/0f )^& df3

d;fGtleq

cGo sfo{qmd :jLs[t

rf}dfl;s sfo{qmd

sfo{ tflnsfcg';f/

x'g] .

Æ o;}u/L pRr dfWolds

ljBfnox¿df klg

ljBfyL{ ;ª\Vofsf]

cg'kftdf lzIf0f cg'bfg

pknJw u/fpg lbOFb}

cfOPsf] cg'bfgdf bf]Jj/

ug]{ .

lzIff

ljefu,

pdflzk

;fd'bflos pdflj x¿df :jLs[t

ljBfno lzIfs / lzIf0f sfo{sf nflu

cg'bfg lbg] .

:jLs[t rf}dfl;s

sfo{qmd sfo{

tflnsfcg';f/ x'g] .

!!$ ;fd'bflos ljBfnodf sIff ! b]lv * ;Dd cWoog/t aflnsf, blnt / clt ;LdfGts[t ;a} afnaflnsfnfO{ 5fqj[lQ k|bfg ug]{ .

lzIff ljefu

;fd'bflos ljBfnosf] cfwf/e}t txdf cWoog/t ;a} 5fqf -sl/a @# nfv_ nfO{ cfjZos /sd Joj:yf u/L lhNnfdf lgsf;f kf7fpg] .

)^& k'; d;fGt lhNnfdf /sd lgsf;f k7fpg] .

cfwf/e"t txdf cWoog/t ;a} -sl/a !!##*#% hgf_ blnt ljBfyL{nfO{ cfjzos 5fqj[lt /sd lhNnfdf lgsf;f k7fpg]

)^& k'; d;fGtleq lhNnfdf /sd lgsf;f k7fpg] .

ljBfno txdf cWoog/t cfkfªtf ePsf ;a} afnaflnsf -sl/a ^^ xhf/_nfO{ ckfª\utfsf] >]0fL ljefhgcg';f/ 5fqj[lQ ljt/0f ug]{

bf];|f] rf}dfl;sleq lhNnfn] ;a} ljBfnodf /sd lgsf;f lbg]

@@ hghflt tyf ;LdfGts[t ;d'bfosf ;a} afnaflnsf -sl/a ! nfv * xhf/_ nfO{ 5fqj[lQ k|bfg ug]{ .

)^* j}zfvleq ljBfnon] 5fqj[lQf ljt/0f ug]{

k"j{ k|fljb]lv pRr lzIff ;Dd cWoog/t ;lxbsf 5f]/f5f]/LnfO{ 5fqj[lt k|bfg ug]{ .

)^* j}zfvleq ljBfnon] 5fqj[lQ ljt/0f ug]{

;'b"/ klZrdf~rn / dWoklZrdf~rnsf ^ lhNnfx¿ -s}nfnL, s~rgk'/, bfª, afFs], alb{of / ;'v]{t lhNnfsf d'St sDnx/Lx¿sf nflu lgMz'Ns lzIff -cfjf;Lo ;'ljwf_ ;Lk ljsf;sf] sfo{j|md ;~rfng ug]{ .

)^* j}zfvleq ljBfnon] 5fqj[lQ ljt/0f ug]{ / k|yd, bf];|f] / t];|f] rf}dfl;sleq cfjf;Lo ;'ljwf tyf ;Lk ljsf; tflnd ;~rfng ug]{ .

126÷z}lIfs ;"rgf


ePsf] Joxf]/f

lhDd]jf/


cfwf/e"t txb]lv pRr lzIff;Dd

cWoo/t åGåkLl8t, j]kQf, %)Ü eGbf

a9L ckfª\tf ePsf JolSt tyf lghsf

kl/jf/sf afnaflnsfnfO{ 5fqj[lQ k|bfg

ug]{ .

)^* j}zfvleq ljBfnon]

5fqj[lt ljt/0f ug]{

!!% ut cfly{s jif{sf] ah]6

k|:t't ubf{ k|:tfj

ul/Psf gofF

ljZjljBfnosf]

;~rfngsf nflu

cfjZos cg'bfgsf]

Joj:yf ug]{ .

ljZj

ljBfno

cg'bfg

cfof]u

Ef}lts k"jf{wf/, k|fl1s / k|zf;lgs

of]hgf lgdf{0f ug]{ .

z}lIfs ;"rgf÷127

ljBfno If]q ;'wf/ sfo{qmd -@)^^–@)&@_

kl/ro tyf pknlAw

ljBfno If]q ;'wf/ -ljIf];'_ of]hgf u'0f:t/Lo lzIffdf ljBfyL{x¿sf] ;dtfd"ns kx'Fr ;'lglZrt

ug{ ljBfno lzIffdf ;+/rgfut tyf sfo{d"ns kl/jt{g;lxt hjfkmb]lxtf tyf sfo{bIftf j[l4

ug]{ p2]Zon] tof/ ul/Psf] ;ftaif]{ -@)^^–@)&@_ dWosfnLg of]hgf xf] .

of] of]hgf “;a}sf nflu lzIff” sfo{qmdnufot lzIff If]qdf ;~rfng ul/Psf cGo

sfo{qmd tyf cfof]hgfx¿af6 g]kfnn] xfl;n u/]sf dxŒjk"0f{ cg'ejsf cfwf/df tof/

kfl/Psf] 5 .

ljIf];' of]hgfsf] sfof{Gjogaf6 lzIff dGqfnon] kfFrb]lv gf}jif{ pd]/ ;d"xsf ljBfno

lzIffsf] kx'FreGbf aflx/ /x]sf sl/a * k|ltzt afnaflnsfx¿nfO{ ljBfno lzIffsf]

kxF'rleq Nofpg] / cfwf/e"t tyf dfWolds lzIffdf ;dtfd"ns kxF'r lj:tf/ ug]{ p2]Zo

/fv]sf] 5 . To;} u/L ljBfno k"/f ug]{ b/df ;'wf/sf nflu ljBfno 5f8\g] / sIff

bf]xf]¥ofpg] pRr b/nfO{ 36fpg ljljw ;'wf/fTds k|of;x¿sf] cfjZostf klxrfg

ul/Psf] 5 .

o; of]hgfn] lzIffdf ;]jf k|jfxsf] k|efjsfl/tf / sfo{bIftfdf ;'wf/ NofP/ ;a}sf nflu

lzIffsf] 8sf/ sfo{of]hgf / ;+o'St /fi6« ;ª\3Lo ;x;|fAbL ljsf; nIon] lglb{i6 u/]sf]

sfo{9fFrfcg'¿k ljBfyL{x¿sf] l;sfO pknlAwdf pNn]vgLo ;'wf/ ug]{ nIo /fv]sf] 5 .

ljBfno If]q ;'wf/ of]hgfsf p2]Zox¿

ljBfno If]q ;'wf/ of]hgfdf d'Vo p2]Zox¿ lgDgfg';f/ 5g\ M

%—!# jif{ pd]/;d"xsf ;a} afnaflnsfx¿nfO{ u'0f:t/Lo cfwf/e"t lzIffdf ;dtfd"ns

kxF'r ;'lglZrt ug'{,

rf/jif{ pd]/ ;d"xsf afnaflnsfx¿sf] ;Dk"0f{tfdf ljsf; u/L cfwf/e"t lzIffsf nflu

tof/L ug{ u'0f:t/Lo k|f/lDes afn lzIff tyf ljsf;sf] kx'Fr ;'lglZrt ug'{,

o'jf tyf k|f}9x¿sf nflu sfo{d"ns ;fIf/tf / ;Ifdtf j[l4 ug'{,

dfWolds lzIffsf] kx'Fr, ;dtf, u'0f:t/ / ;fGble{stfdf ;'wf/ ug'{,

dfWolds txsf ljBfyL{x¿nfO{ k|fljlws / Jofj;flos lzIffsf] cfwf/e"t ;Lkdf kx'Fr

a9fpg',

128÷z}lIfs ;"rgf

dGqfnosf] ;]jf k|jfxsf] sfo{Ifdtf ;'wf/ u/L o;;DaGwL sfo{qmdx¿sf] sfof{Gjogsf

nflu Ifdtf ljsf; ug'{,

ljBfyL{x¿sf] l;sfOdf ;xof]u k'¥ofpg lzIfsx¿sf] of]Uotf / k];fut ;Ifdtf a9fpg',

lzIffsf] ;'wf/sf nflu sfof{Gjogdf NofOPsf k|of;x¿sf] nufgL, k|lqmof / pknlAwsf]

cg'udg ug'{,

ljBfno If]q ;'wf/ of]hgfsf nflu pknAw ;xof]usf] sfo{bIftf / k|efjsfl/tfdf ;'wf/

Nofpg' .

ljBfno If]q ;'wf/ of]hgfdf d'Vo ;'wf/sf sfo{s|dx¿

lzIff k|0ffnLdf ;+/rgfut / sfo{d"ns PsLs/0f tyf cfGtl/s sfo{bIftfdf ;'wf/ u/L lzIffdf

u'0f:t/ / pRr bIftf ;'lglZrt ug{sf nflu ;dfj]z ul/Psf d'Vod'Vo ljifo If]qx¿ lgDgfg';f/

/x]sf 5g\ M

-s_ ljBfno lzIffsf] ;+/rgf M sIff !—!@ sf] PsLs[t ljBfno lzIff k|0ffnLcGtu{t sIff !—

* sf] cfwf/e"t lzIff / sIff (—!@ sf] dfWolds lzIff u/L b'O{ txdf ;~rfng x'g] 5 . o; of]hgfn] j}slNks wf/sf] lzIffsf] ;d]t ljsf; u/L kx'Fr lj:tf/ ug{] sfo{qmd /fv]sf]

5 .

-v_ ;'zf;g / Joj:yfkg M o; of]hgfn] ljBfno /x]sf] ;d'bfo / :yfgLo lgsfosf]

;zStLs/0fdfkm{t\ :yfgLo z}lIfs of]hgf lgdf{0f / sfof{Gjog ug{ cfjZos Ifdtf ljsf;

ug]{ sfo{qmd /fv]sf] 5 .

-u_ kx'Fr / u'0f:t/ M cfwf/e"t lzIffdf clwsf/k"0f{ kx'Fr a9fpg of]hgfn] cfwf/e"t lzIffnfO{

lgMz'Ns / clgjfo{ agfpg] b[li6sf]0f /fv]sf] 5 . o;sf cltl/St /fli6«o :t/df to ePsf

cfwf/ / dfkb08cg';f/ u'0f:t/ ;'lglZrttfsf nflu l;sfOcg's"n jftfj/0f lgdf{0f, kf7\oqmd / kf7\ok':tsdf ;'wf/, ljBfyL{s]lGb|t l;sfO k4ltsf] ljsf;, lzIfs /

k|wfgfWofkssf] Joj:yfkg ;'wf/ / ljsf; h:tf sfo{qmdx¿nfO{ ljz]if :yfg lbOg] 5 .

-3_ n}ª\lus ;dtf / ;dfj]zLs/0f M ljBfno If]q ;'wf/ of]hgfsf] Pp6f d'Vo k|of;

ljBfnonfO{ l;sf?d}qL agfpg' xf] . l;sf?sf ljljw l;sfO cfjZostf ;Daf]wg ug{ /

;a} ljBfnodf l;sf? d}qL l;sfO jftfj/0fsf] ;'lglZrttfsf nflu cfwf/ / dfkb08x¿

to ul/Psf 5g\ .

-ª_ cg'udg / d"Nofª\sg M o; of]hgfdf p2]Zo / nIocg';f/ k|ult eP gePsf] x]g]{ ;Gbe{df

cg'udg / d"Nofª\sgnfO{ cleGg cª\usf ¿kdf ;dfj]z ul/Psf] 5 .

z}lIfs ;"rgf÷129

-r_ Ifdtf ljsf; M यस of]hgfdf Ifdtf ljsf;nfO{ dxŒjk"0f{ cjojsf ¿kdf lnOPsf] 5 .

o;cGtu{t ljBfno txsf] Ifdtf ljsf;df s]lGb|t u/L cGo ;Dk"0f{ tx / lgsfosf Ifdtf

ljsf; ug{ k|:tfj u/]sf] 5 .

-5_ ;+:yfut Joj:yfkg M ljBdfg z}lIfs Joj:yfkg k|0ffnLsf cltl/St o; of]hgfn] ;'wf/

sfo{qmdx¿sf] sfof{Gjogdf ;xof]u k'¥ofpg s]xL gofF ;ª\u7gx¿ klg :yfkgf ug]{ k|:tfj

u/]sf] 5 .

– gLltut ;dfof]hg / ;dGjosf nflu lzIff gLlt lgwf{/0f ;ldlt

– lzIff dGqfno k|0ffnLdf k|fljlws sfdx¿sf] PsLs/0f / cfwf/ dfkb08cg';f/

cg'bfg :jLs[ltsf nflu k|fljlws af]8{

– ljBfno txsf] k/LIff sfo{x¿sf] PsLs/0f, k|df0fLs/0f / :t/fª\sgsf nflu /fli6«o

k/LIff af]8{ /

– /fli6«o cfwf/x¿ / dfkb08cg';f/ k|0ffnLut k/LIf0fsf nflu z}lIfs u'0f:t/

k/LIf0f s]Gb| (ERO)

-h_ ljQLo Joj:yfkgM o; of]hgfn] s]Gb|Lo / :yfgLo lgsfo÷;/sf/ / ljBfno /x]sf]

;d'bfoaLr ljQLo ;fem]bf/Ldfkm{t lzIffdf cfjZos ah]6sf] ;'lglZrt ug]{ nIo lnPsf]

5 . ljutsf] cg'ejnfO{ pkof]u ub}{ o; of]hgfsf] sfof{Gjogdf ;+o'St ljQLo Joj:yf

(Joint Financing Arrangement - JFA) n] ;|f]tsf] kl/rfng, ;fem]bf/L, ;dGjo,

pQ/bfloTjsf] cfwf/ tof/ ug'{sf ;fy} k|fljlws ;xof]u Joj:yfkgsf nflu :j¿k to

ug]{ 5 . ljBfnodf Go"gtd ;|f]t k|flKtsf nflu k|lt ljBfyL{ nfutnfO{ ;d]t cfwf/ dfgL

;|f]t pknAw u/fpg] ljZj;gLo cfwf/x¿ k|of]udf NofOg] 5g\ . kfFr jif{sf] -cf= j=

@)^^÷)^& b]lv @)&)÷)&! ;Dd_ ljBfno If]q ;'wf/ of]hgf sfof{Gjog nflu ah]6

cg'dfg ?= @!))* s/f]8 ul/Psf] 5 . cg'dflgt ah]6dWo] sl/a && k|ltzt g]kfn

;/sf/sf] cfGtl/s ;|f]taf6 / afFsL sl/a @# k|ltzt j}b]lzs ;xfotfaf6 k|fKt x'g]

cg'dfg ul/Psf] 5 .

ljBfno If]q ;'wf/ of]hgfsf] b"/b[li6

ljBfno If]q ;'wf/ sfo{qmdn] ;g\ @)!% ;Ddsf nflu lgDgfg';f/ b"/b[li6 to u/]sf] 5 M

-s_ afnaflnsf÷ljBfyL{

– ljBfyL{n] l;Sgdf cfgGb lnG5 / ljBfno tyf ;dfhdf cfkm"df cGt/lglxt k"0f{

;Defjgfsf] k|of]u u/L pRr cfTd;Ddfgsf ;fy l;h{gfTds sfdx¿df ;+nUg x'G5 .

130÷z}lIfs ;"rgf

– ljBfyL{n] :yfgLo tyf a[xQ/:t/df h}ljs, ;f+:s[lts / eflifs ljljlwtfsf] dxŒj

a'‰b5 / snf tyf ;+:s[ltsf] hu]gf{sf nflu of]ubfg k'¥ofpF5 .

– ljBfyL{n] >dsf] ;Ddfg tyf sfd / k];fsf] sb/ ub{5 .

– ljBfyL{;Fu cfhsf] ljZjJofkL k|lt:kwL{ ;dfhdf :jtGqtfk"j{s afFRgsf nflu cfwf/e"t

;"rgf tyf ;~rf/ k|ljlwnufot hLjgf]kof]uL ;Lk ljsf; x'G5 .

– ljBfyL{n] /fhg}lts, cfly{s / ;fdflhs c;dfgtfsf af/]df ;'ema'emsf] ljsf; ub{5 /

k|hftGq tyf dfgjclwsf/sf kIfdf cfkm"nfO{ pEofpF5 .

-v_ lzIfs

– lzIfsn] ljBfyL{nfO{ l;Sg cfgGb dfGg] jftfj/0f agfpF5 / pgLx¿sf ;Dk"0f{

;Defjgfx¿nfO{ pkof]u ub}{ l;h{gfTds ls|ofsnfkx¿df ;+nUg u/fpF5 .

– lzIfsdf l;sfOk|lt lh1f;f x'G5 / cfˆgf] 1fg tyf ;LknfO{ cBfjlws agfpF5 .

– lzIfsn] ljBfyL{sf] l;sfOsf] ;'lglZrttfsf nflu l;h{gfTds / hLjGt tl/sfn]

l;sfpF5 .

– lzIfs Jofjxfl/s ¿kfGt/0fsf nflu ljBfyL{sf cufl8 Ps cfbz{ JolStsf ¿kdf

k|:t't x'G5 .

– lzIfs ljBfnodf lgoldt ¿kdf pkl:yt eP/ cfˆgf sIffx¿df 7Ls ;dodf hfG5 .

– lzIfsn] afnaflnsfsf] cfTd;Ddfg, kl/ro / JolStutkgfnfO{ ;Ddfg ub{5, zf/Ll/s

;hfonfO{ c:jLsf/ ub{5 .

-u_ ljBfno

– ljBfno 1fg / ljlzi6tfsf] s]Gb| aGb5 / ;d'bfonfO{ l;Sg] / cGtlqmof ug]{ d~r

pknAw u/fpF5 .

– ljBfnosf] jftfj/0f afnaflnsfx¿sf nflu ;xh / ;dfj]zL x'G5 / o;n] afn

clwsf/sf] ;Ddfg ub{5 .

– ljBfnon] l;sfOsf nflu pko'St jftfj/0f tof/ u/L ljBfno Joj:yfkg /

lzIfsnfO{ afnaflnsfsf] l;sfO ;'lglZrttfsf lglDt pQ/bfoL agfpF5 .

– ljBfnosf] cfˆgf] of]hgf x'G5 / o;n] /fli6«o nIocg';f/ cfˆgf] z}lIfs nIo k|fKt

ub{5 .

– ljBfno kf/bz{L{ x'G5 / o;n] ;/f]sf/jfnfx¿;Fu ;"rgfsf] cfbfgk|bfg ub{5 .

ljBfno If]q ;'wf/ of]hgfsf] sfof{Gjog k|lqmof

cf=a= @)^^÷^& b]lv sfof{Gjogdf cfPsf] o; of]hgfn] klxnf] # jif{sf nflu cfˆgf] Wofg

cfwf/e"t lzIffsf] PsLs/0f / ;+:yfkgdf s]lGb|t u/]/ @)^(÷&) b]lv r/0fa4¿kdf sIff (—

!@ sf] k'g;{+/rgf ul/Psf] PsLs[t dfWolds lzIff sfof{Gjog ug{ cfjZos tof/L ub}{ 5 .

z}lIfs ;"rgf÷131

sfo{fGjogsf cg'ej tyf pknlAwx¿

-s_ d'Vo pknlAwx¿

– lgMz'Ns cfwf/e"t lzIffsf] sfo{fGjog nufotsf sfo{j|mddfkm{t\ kx'Fr / ;xeflutfdf

pNn]Vo ;'wf/ eO{ k|fylds txsf] v'b eg{f b/ ($=% k'u]sf]

– ljBfno lzIffdf n}ª\lus ;dtf ;"rs / cGo ;dtf ;"rsdf pNn]Vo ;'wf/ ePsf]

-v_ tof/L sfo{

– sIff !–* sf] cfwf/e"t lzIff sfof{Gjog ug{ ljleÌ lgb]{lzsfx¿ tof/L u/L nfu"

ul/Psf]

– lzIff lgodfjlndf ;+zf]wg eO{ sfof{Gjogdf /x]sf] tyf lzIff P]g ;+zf]wg k|lqmofdf

/x]sf]

– lzIfs k];fut ljsf;sf nflu ljz]if sfo{j|md tof/ eO{ sfo{fGjogdf /x]sf]

– z}lIfs u'0f:t/ k/LIf0f s]Gb| u7g eO{ sfo{ ;'? u/]sf]

– ljleÌ ljifout ;d"xx¿dfkm{t\ ;'wf/sf ljifo tyf tof/L sfo{af/] k|ltj]bg tof/

ePsf]

-u_ r'gf}tL

– ljBfnonufot a}slNks lzIffsf] ;]jf k|jfx ug]{ lgsfosf] ljt/0fnfO{ c´ cf}lrTok"0f{

agfpg] sfo{ r'gf}tLk"0f{ ePsf] cg'ej ul/Psf]

– clgjfo{ lzIffsf] sfo{fGjogdf ck]lIft pknlAw xfl;n x'g g;s]sf] cg'ej ePsf]

k|d'v ljBfno If]q ;'wf/ sfo{qmdsf ;"rsx¿, cfwf/ jif{sf] l:ylt / ;g\ @)!%÷)!^ sf] nIo

;"rsx¿ PsfOcfwf/ jif{ nIox¿

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

!= lzIffdf ah]6sf] c+z s'n /fli6«o

pTkfbg % 2.0 2.1 2.1 2.2 2.3 2.3 2.4 2.5 2.5

s'n ufx{:Yo

pTkfbg % 3.5 3.6 3.6 3.7 3.7 3.8 3.8 3.9 4.0

@= lzIffsf laleGg txsf] ah]6 c+z cfwf/e"t lzIff % 70 71 71 72 73 74 74 75 76 dfWolds

lzIff % 9 9 9 9 9 9 9 9 9

#= sIff ! df egf{ k|f/lDes afn

ljsf; tyf

lzIffaf6 gofF

egf{ ePsf

% 33 36 41

45 51 57 64 71 80

132÷z}lIfs ;"rgf


2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

v'b k|j]z b/ % 141 148 144 140 137 133 130 127 123 ;xh} b]lvg]

k|j]z b/ % 78 81 83 86 88 91 94 97 100

$= ;xh} b]lvg] egf{ b/

k|f/lDes afn

ljsf; tyf

lzIff

% 60 63 67 72 77 82 87 93 99

cfwf/e"t

lzIff -!–*_ % 116 123 125 128 130 132 132 131 131

dfWolds

lzIff % 36 40 43 47 52 58 66 75 83

%= v'b egf{ b/

k|fylds lzIff % 89 92 94 96 97 98 99 99 100 cfwf/e"t

lzIff % 71 73 75 77 80 82 85 87 90

dfWolds

lzIff % 20 21 22 23 24 26 27 29 31

^= cfjZos of]Uotf tyf tflnd k|fKt lzIfs

cfwf/e"t

lzIff % 62 66 70 74 79 83 88 94 100

dfWolds

lzIff % 74 77 80 83 86 89 93 96 100

&= k|df0fLs/0f tflnd k|fKt lzIfs

cfwf/e"t

lzIff % 90 91 92 94 95 96 97 99 100

dfWolds

lzIff % 90 91 92 94 95 96 97 99 100

*= ljBfyL{ lzIfs cg'kft

cfwf/e"t

lzIff

cg'kft 44 43 41 40 39 38 37 36 34

dfWolds

lzIff

cg'kft 42 39 37 34 32 30 28 26 25

( sIff bf]xf]¥ofpg] b/

sIff ! % 28 18 12 8 5 3 2 1 1

sIff * % 13 11 9 7 6 5 4 3 2

!)= sf]x6{ ljlwcg';f/ l6sfp b/

sIff % % 54 58 61 65 70 74 79 84 90

sIff * % 37 41 45 49 54 60 66 73 80

!!= ;Ifdtfsf] u'0ffª\s cfwf/e"t

lzIff

cg'kft 0.46 0.49 0.52 0.55 0.59 0.62 0.66 0.71 0.75

dfWolds

lzIff

cg'kft 0.30 0.33 0.36 0.39 0.42 0.46 0.50 0.55 0.60

z}lIfs ;"rgf÷133


2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

!@=l;sfO pknlAw sIff % / * sf d'Vo ljifodf ljBfyL{x¿sf] cf};t k|fKtfª\s sIff % % 50 53 56 60 63 67 71 75 80

sIff * % 44 46 48 49 51 54 56 58 60

!#= pQL0f{

b/ P;Pn;L / pRr df=lz= sf] /fli6«o k/LIffdf pQL0f{ ljBfyL{ k|ltzt

P;Pn;L % 60 62 64 65 67 69 71 73 75

pRr df=lj= % 23 25 28 31 34 37 41 45 50

!$=;fIf/tf b/ ;fIf/tf k|ltzt pd]/ ;d"x

!%–@$ % 73 75 78 80 83 86 89 92 95

pd]/ ;d"x +̂

aif{ % 63 69 76 78 80 83 85 88 90

pd]/ ;d"x

!%± aif{

% 52 56 60 62 64 67 70 72 75

!% ;fIf/tf

n}ª\lus

;dtf

;"rsfª\s

!%±

cg'kft 0.61 0.74 0.90 0.92 0.93 0.95 0.96 0.98 1.00

134÷z}lIfs ;"rgf

lzIffdf ;"rgf / ;~rf/ k|ljlw

k[i7e"ld

;dosf] ult; “u} lj1fg tyf k|ljlwdf ePsf gjLgQd cfljisf/ tyf 1fgsf] ljikmf]6sf]

kl/0ffd:j¿k knkndf 1fgsf] ;+;f/df gjLgtd cfofdx¿sf] ylk�b} cfPsf] 5 . h;n] ubf{

x/]s JolStn] cfkm\gf] cl:tTjnfO{ :yflkt ug{ o'ufg's"n cfkm"nfO{ cBfjlws ug{'kg{] 68\sf/f]

cfjZostf dx;'; ul/Psf] 5 .

cfhsf] o'u ;"rgf / ;~rf/ k|ljlw (Information and Communication Technology-ICT) sf] o'u

xf] . o'ufg's"n ;"rgf / k|ljlwsf] ljsf; tyf pkof]u ug{] d'n'sx¿sf] z}lIfs, cfly{s,

;fdflhsnufot ljleGg If]qx¿df ePsf] k|ult / pGglt tyf ;"rgf / k|ljlwdf sd kx'Fr x'g]

d'n'sx¿sf] aLr 7"nf] vf8n /x]sf] jt{dfg ;Gbe{df g]kfnn] klg lzIffdf ;"rgf tyf ;~rf/

k|ljlwsf] pkof]udf b]lvPsf] c;dfgtf (Digital Divide) sd ub{} hfg] k|of;sf] yfngL u/]sf] 5 .

lzIff tyf ;"rgf / ;~rf/ k|ljlwaLr cGof]Gofl>t ;DaGw 5 . lzIffdf ICT sf] pkof]uaf6

z}lIfs cj;/sf] lj:tf/sf ;fy} z}lIfs u'0f:t/ ;'lglZrt ug{], l;sfOnfO{ k|efjsf/L / lbuf]

agfpg], tyf gjLgtd 1fgsf] ;+;f/df ;xh k|j]z u/fpg ;lsG5 eg] lzIffsf] dfWodaf6 ICT

;Ddsf] kx'Fr ;'lglZrt ug{ ;lsG5 . o;sf] cltl/St, z}lIfs Joj:yfkgdf k|efjsfl/tf Nofpg,

d"Nofª\sg k|0ffnLdf ;'wf/ ug{, z}lIfs ;'zf;gsf] k|Tofe"lt ug{sf ;fy} z}lIfs ;]jf k|jfxdf

k|efjsfl/tf Nofpg ;"rgf / ;~rf/ k|ljlwsf] pkof]u clgjfo{ e};s]sf] 5 . t;y{ lzIf0f l;sfO

k|lqmofsf] Ps cleGg cª\usf] ¿kdf ;"rgf / ;~rf/ k|ljlwsf] pkof]u, o;sf] ljsf; tyf

lj:tf/sf] nflu z}lIfs of]hgf tyf sfo{qmdsf] th{'df u/L k|efjsf/L sfof{Gjog ug{'kg{] cj:yf

cfPsf] 5 .

g]kfndf lj=;+= @)@* ;fndf :yflkt /fli6«o sDKo'6/ s]Gb|åf/f ;~rflnt sDKo'6/ k|ljlw;DaGwL

tflnd lbg ;'? u/]af6 sDKo'6/ k|ljlw;DaGwL lzIffn] k|j]z kfPsf] eP tfklg lj;+=@)$( -;g\

!((@_ b]lvdfq ljBfno txsf] lzIffb]lv sDKo'6/ k|ljlw;DaGwL k7gkf7g x'Fb} cfPsf] kfOG5 .

lzIffdf ;"rgf tyf ;~rf/ k|ljlwsf] pkof]u lsg <

z}lIfs kx'Frsf] lj:tf/ ug{,

;Ifdtf tyf z}lIfs u'0f:t/ clea[l4 ug{,

l;sfOnfO{ /f]rs, k|efjsf/L / lbuf] agfpg,

l;sfO k|lqmofdf afnaflnsfx¿nfO{ lqmofzLn agfpg,

z}lIfs ;"rgf÷135

1fgsf] bfo/f km/flsnf] agfpg,

lzIfsx¿sf] k];fut bIftf clej[l4 u/L lzIf0fsf] u'0f:t/df ;'wf/ Nofpg,

Joj:yfksLo k|0ffnLdf ;'wf/ Nofpg,

;Ifd / bIf hgzlStsf] pTkfbg ug{,

;"rgf / ;~rf/ k|ljlwdf kx'Fr x'g] / gx'g]aLrsf] vf8n (Digital divide) sd ug{,

lg/Gt/ tyf hLjgko{Gt l;sfOnfO{ k|f]T;fxg ug{ .

g]kfndf ;"rgf / k|ljlwsf] pkof]u;DaGwdf ljBdfg gLltut k|fjwfgx¿

ljleGg cfjlws of]hgfx¿, z}lIfs of]hgfx¿ tyf gLltx¿df ;"rgf tyf ;~rf/ k|ljlwnfO{

k|j4{g ug{ b]xfoadf]lhdsf gLltut Joj:yfx¿ ul/Psf 5g\ M

s_ /fli6«o cfjlws -gjf}F k~rjifL{o, b;f}F k~r jifL{o, lqjifL{o cGtl/d_ of]hgfx¿df ePsf]

Joj:yf

ljBfnox¿df sDKo'6/ lzIffsf] lj:tf/ ug{],

;"rgf k|ljlw kfs{sf] Joj:yf ug{],

;"rgf tyf ;~rf/ k|ljlwdf bIf hgzlStsf] ljsf; tyf Joj:yfkg ug{],

lzIffsf of]hgf th{'df, ;f]sf] sfof{Gjog tyf Joj:yfksLo kIfx¿df ;"rgf tyf

;~rf/ k|ljlwsf] k|of]unfO{ k|f]T;fxg lbg],

;"rgf tyf ;~rf/ k|ljlwsf] ljsf; tyf lj:tf/sf nflu k"jf{wf/sf] ljsf; ug{] .

v_ ;"rgf k|ljlw gLlt – @)^& df ePsf] Joj:yf

pRr:t/Lo ;"rgf k|ljlw cfof]un] ;"rgf k|ljlw gLlt, @)^& th{'df u/]sf] 5 . h;df

lzIffdf ;"rgf k|ljlwsf] pkof]usf] ;DaGwdf b]xfoadf]lhdsf gLltut k|fjwfgx¿sf]

Joj:yf ul/Psf 5g\ M

;a} ljBfnox¿df qmdzM OG6/g]6sf] ;'ljwf lj:tf/ ug{],

;"rgf k|ljlw;DaGwL lzIffsf] lg/Gt/tf, ;fGble{s / u'0f:t/o'St lzIffsf] dfWodaf6

:jb]zd} bIf hgzlSt ljsf; ug{ laleGg /fli6«o tyf cGt/f{li6«o z}lIfs ;+:yfx¿;Fu

;dGjo / ;xsfo{nfO{ k|f]T;fxg ug{],

;"rgf k|ljlw;Fu ;DalGwt pBf]u / ;"rgf k|ljlw lzIff lbg] z}lIfs ;+:yfx¿aLrsf]

;xsfo{ (Industry-Academia Collaboration) nfO{ k|f]T;fxg lbg],

;"rgf k|ljlw;DaGwL bIf hgzlSt ljsf;sf nflu ljBfyL{, lzIfs Pjd\ ljBfnox¿df

kl/nlIft ljz]if sfo{qmdx¿ th{'df u/L nfu" ug{] .

136÷z}lIfs ;"rgf

u_ ljBfno If]q ;'wf/ sfo{qmddf ePsf] Joj:yf

x/]s ljBfnodf lzIf0f l;sfOlqmofsnfksf] cleGg cª\usf] ¿kdf ICT sf] ljsf; ug{],

ljBfnox¿df ICT k"jf{wf/sf] ljsf; ug{],

ICT sf] dfWodaf6 j}slNks pkfoåf/f ljBfno lzIffsf] cj;/ lj:tf/ ug{],

v'nf tyf b"/ l;sfOsf] dfWodaf6 lzIfs tyf sd{rf/Lsf] k];fut Ifdtf clej[l4

ug{] .

3_ /fli6«o kf7\oqmd k|f¿kdf ePsf] Joj:yf ICT nfO{ z}lIfs k|j4{gsf] d'Vo ;fwgsf] ¿kdf lnOPsf] 5 .

k|f¿kn] ICT nfO{ vf; u/L # lsl;dn] pkof]u ug{] tl/sf ;'emfPsf 5g\ M

o ljBfno lzIff;Fu ;DalGwt ;"rgf tyf tYofª\sx¿sf] ;~rf/ ug{] ;fwgsf] ¿kdf

o ljBfno lzIffdf cWofkg x'g] cGo laleGg ljifox¿ lzIf0f ug{] dfWod jf

;fwgsf] ¿kdf /

o ICT Ps 5'§} ljifosf] ¿kdf lzIf0f ug{] .

lzIffdf ;"rgf / k|ljlwsf] pkof]u;DaGwdf b]vf k/]sf r'gf}tLx¿

k/Dk/fut lzIf0f ljlwsf] ;§fdf gjLgtd k|jt{gfTds ljlwx¿sf] k|of]u, l;sf?x¿sf] l;sfOnfO{

;xhLs/0f u/L dgf]/~hghGo jftfj/0fdf ;xh / ;'ne l;sfO ug{, l;sfOnfO{ cy{k"0f{¿kdf

pkof]u u/L u'0f:t/Lo hLjg ofkgdf 6]jf k'¥ofpg lzIf0f l;sfO lqmosnfkdf ICT sf] pkof]u

ckl/xfo{ cfjZostfsf] ¿kdf :yflkt eO;s]sf] 5 . tyflk cfly{s tyf ef}lts k"jf{wf/sf]

b[li6sf]0fn] kl5k/]sf g]kfnh:tf ljsf;zLn d'n'sx¿df ;a} ljBfno tyf sIff sf]7fx¿df ICT

sf] ;xh kx'Fr k'¥ofpg' lgs} 7"nf] r'gf}tLsf] ¿kdf /x]sf] 5 . o; If]qdf b]xfosf r'gf}tLx¿

k|:t't ug{ ;lsG5 M

!= ICT o'St jftfj/0f l;h{gf ug{sf] nflu k"jf{wf/sf] ljsf;M ICT sf] kxF'rnfO{ x/]s sIffsf]7f;Dd k'¥ofpgsf] nflu geO{ gx'g] k"jf{wf/ eg]sf] ljB't\

cfk"lt{ xf], g]kfnsf clwsf+z e"efux¿df k'u]sf] 5}g . j}slNks Power Supply

Joj:yfsf] nflu cToGt w]/} wg/flzsf] h?/t kb{5, h'g xfd|f] z}lIfs ah]6n] wfGg

d'l:sn kb{5 .

Internet ;'ljwfsf nflu Network Connectivity sf] cfjZostf kb{5 . h;sf] ;~hfn

g]kfnsf cToGt ;Lldt If]qdf dfq lj:tf/ ePsf] cj:yf 5 .

lzIf0fl;sfO lqmofsnfkdf ICT sf] k|efjsf/L pkof]usf] nflu x/]s z}lIfs ;+:yfdf

sDtLdf Pp6f sDKo'6/ Nofjsf] cfjZostf kb{5 . h;df cfjZos ;ª\Vofdf sDKo'6/,

k|f]h]S6/, g]6jls{ª lk|G6/nufotsf pks/0fx¿sf] cfjZostf kb{5 . ;fy} x/]s sIffdf

cfjZos pk/s/0f;lxt Ps ;]6 sDKo'6/sf] Joj:yf ug{'kg{] x'G5 . ljBfnonufotsf

z}lIfs ;"rgf÷137

z}lIfs ;+:yfx¿sf] cfly{s ;|f]taf6 pStfg';f/sf cfjZos pks/0fx¿sf] Joj:yf ug{'

sl7g x'g] cj:yf 5 eg] /fli6«o ah]6af6 klg ;f];DaGwL k"jf{wf/sf] ljsf; ug{ d'l:sn

x'g] cj:yf ljBdfg 5 .

@= ;"rgf k|ljlw;DaGwL bIf dfgjLo ;|f]tsf] ljsf;

x/]s z}lIfs ;+:yf tyf sfof{nox¿df ;"rgf k|ljlw;DaGwL ;Lko'St bIf hgzlStsf]

cfjZostf kb{5 . o; lsl;dsf] hgzlSt ljsf;sf nflu ;do nfUg] tyf 7"n} nufgLsf]

h?/t kb{5 .

#= kf7\oqmdx¿df ;"rgf k|ljlw;DaGwL ljifoj:t'x¿sf] ;+of]hgdf Ps¿ktf 5}g M

;"rgf / k|ljlwnufot cGo k|fljlws ljifoj:t'x¿sf] ;+of]hgdf ljBfno lzIffb]lv pRr

lzIff;Dd If]q / qmddf Ps¿ktf sfod x'g ;s]sf] 5}g . ICT nfO{ lzIffdf k"0f{¿kdf

PsLs[t ug{] s'/f cem} r'gf}tLsf] ¿kdf /x]sf] 5 .

;"rgf / k|ljlwsf] pkof]u;DaGwdf pknAw cj;/x¿

ljZjJofkLs/0f, e"d08nLs/0f, Global village sf] cjwf/0ffsf] Jofks ljsf; /

lj:tf/ M lj1fg / k|ljlwsf] r/d ljsf;sf] kl/0ffd:j¿k ljZjsf] s'g} klg s'gfdf

a;]sf] JolStn] csf{] s'gfdf a;]sf] JolSt;Fu ;xh / ;/n ¿kdf ;Dks{ :yflkt ug{

;lsg] cj:yfsf] l;h{gf ePsf] 5 cyf{t\ ljZjnfO{ Virtual connectivity sf] dfWodaf6

;fF3'/f] agfOlbPsf] 5 . o;af6 Knowledge-base society lgdf{0fdf 6]jf k'u]sf] 5 .

gjLgtd k|ljlwx¿sf] ljsf; tyf k|lt:kwL{ ahf/ M kl/jlt{t ;do ;Fu;Fu} gofF gofF

k|ljlwx¿sf] ljsf;sf ;fy} Mass production sf] kl/0ffd:j¿k ahf/df Jofks

k|lt:kwf{sf] l:ylt l;h{gf ePsf] 5 . h;sf] kl/0ffd:j¿k ;"rgf / k|ljlwsf nflu

k|of]udf cfpg] pks/0fx¿sf] d"Nodf Jofks s6f}tL ePsf] ljBdfg cj:yf 5 .

;"rgf tyf ;~rf/ k|ljlwsf] pkof]udf a9\bf] hgrf;f] M cfd hgtfsf] r]tgfsf] :t/df

qmlds j[l4;Fu} ;"rgf / k|ljlwsf] pkof]utkm{ klg hgrf;f] a9\b} uPsf] cj:yf 5 .

o;af6 lzIffdf ;"rgf / k|ljlwsf] pkof]u ug{] ;Gbe{df gLlt tyf of]hgf th{'df /

;f]sf] k|efjsf/L sfof{Gjogdf hg;xeflutf h'6fpg ;xh jftfj/0f l;h{gf ePsf] 5 .

ljsf;;fem]bf/ tyf bft[lgsfox¿sf] ;xof]u M g]kfndf z}lIfs ljsf;df ;+nUg

bft[lgsfox¿ ;xof]u tyf of]ubfgnfO{ lzIffdf ;"rgf tyf ;~rf/ k|ljlwsf] pkof]u

ug{] lbzftkm{ kl/rfng ug{ ;lsg] cj:yf ljBdfg 5 .

ljleGg If]qx¿df ICT sf] Jofks k|of]uM ljleGg ;/sf/L tyf u}/;/sf/L If]qx¿df

;"rgf / k|ljlwsf] k|of]un] Jofkstf kfpFb} cfPsf] cj:yfdf lzIffsf] If]qdf klg o;sf]

k|of]unfO{ k|j4{g ug{ yk bafasf] l;h{gf ePsf] 5 .

/fli6«o:t/df ;"rgf k|ljlw gLlt lgdf{0f tyf ljB'tLo zf;g (e-governance) u'?

of]hgfsf] lgdf{0f M g]kfndf ;"rgf tyf k|ljlw gLlt, @)^& kfl/t eO;s]sf] cj:yf 5

138÷z}lIfs ;"rgf

h;df ;"rgf / k|ljlwsf] ljsf; tyf lj:tf/sf nflu cfjZos k"jf{wf/sf] ljsf;,

lzIffsf] If]qdf o;sf] k|j4{g ug]{nufotsf gLltut Joj:yf u/]sf] 5 . csf{]tkm{

ljB'tLo zf;g u'?of]hgfdf ;"rgf tyf ;~rf/ k|ljlwsf] pkof]uåf/f ;]jf k|jfxsf] :t/

clej[l4 ug{'sf ;fy} o;sf nflu lzIff Ps k|d'v k|fyldstf k|fKt If]qsf ¿kdf

klxrfg ul/Psf] 5 .

cfjlws of]hgf tyf z}lIfs of]hgfx¿df k|fyldstf lbOg' M cfjlws of]hgfx¿ tyf

z}lIfs of]hgf vf; u/L ljBfno If]q ;'wf/ of]hgfdf o; ljifon] plrt :yfg k|fKt

u/]sf] 5 . z}lIfs u'0f:t/sf] ;'lglZrt ug{ lzIf0fl;sfO lqmofsnfkdf ICT sf] pkof]u

ug{] s'/fdf hf]8 lbPsf] 5 .

lzIff dGqfnoaf6 lzIffdf ;"rgf tyf ;~rfn k|ljlw;DaGwL u'? of]hgf th{df ug{]

sfo{sf] yfngL M x/]s txsf] lzIffdf ;"rgf tyf ;~rf/ k|ljlwsf] pkof]u u/L :t/o'St

lzIffd ;a}sf] ;xh kxF'r lj:tf/ ug{ b]xfoadf]lhd rf/cf]6f d'Vo cjoj

(Components) ;d]l6Psf] a[xt\ u'?of]hgf lgdf{0f ug{] sfo{sf] yfngL ePsf] 5 . o InteractiveDigital Content Development o ICT human Resource Development o ICT Infrastructure Development o Internet Connectivity to the schools

z}lIfs ;"rgf÷139

j}slNks ljBfno lzIffsf] jt{dfg l:ylt

ljBfno lzIffaflx/ /x]sf afnaflnsfx¿nfO{ ljBfnoleq Nofpg ;/sf/n] ljleGg k|sf/sf

z}lIfs sfo{qmdx¿ ;~rfng ub}{ cfPsf] 5 . o:tf z}lIfs sfo{qmdx¿df b"/ tyf v'nf l;sfO

sfo{qmdnfO{ ;zSt kfg{sf nflu lzIff ljefu, z}lIfs hgzlSt ljsf; s]Gb| tyf cgf}krfl/s

lzIff s]Gb|af6 ljleGg k|sf/sf sfo{qmdx¿ ;~rflnt 5g\ . ltgLx¿sf] ljBdfg cj:yf o;k|sf/

5 M

l;=g+= sfo{qmd ljj/0f cgf}krfl/s lzIff s]Gb| lzIff ljefu z}lIfs hgzlSt

ljsf; s]Gb|

! sfo{qmdsf] gfd - !–% ;dsIf cgf}krfl/s k|fylds

lzIff

- ̂ –* ;dsIf v'nf lgdflj lzIff

-cgf}krfl/s k|f}9

ljBfno !–!) sIff

v'nf ljBfno

dfWolds tx

@ sfo{qmdsf] cjlw - cgf}krfl/s k|fylds lzIff # jif{

-% sIff _

- v'nf lgdflj -^–*_ ;dsIf lzIff

@ jif{

- % sIff ;dsIf – #

jif{

- ̂ –* sIff ;dsIf – @

jif{

- !) sIff ;dsIf – !

jif{

(–!) sIff ;dsIf

! jif{

# lzIf0f l;sfO

;do

- l;sf?nfO{ cg's"n ;dodf lbgsf]

$ 306f / k|ltxKtf k|fylds tx

^ lbg

- l;sfOcg's"n ;do lbg]sf]] @

306f k|ltxKtf ^ lbg

-cgf}krfl/s lzIff

s]Gb|;/x sIff !–*

- sIff (–!)

z}hljs];/x

!%) 306f -k|ltlbg

@ 306f_

$ nlIft ;d"x - k|fylds tx sIff !–% sf nflu

* jif{eGbf dflysf ljBfnoaf6

aflx/ /x]sf / ljBfno 5f8]sf

;d"x

- lgdflj txdf % sIff jf ;f];/x

pQL0f{ eO ljBfno hfg g;s]sf

!$ jif{ dflysf ;d"x

-cgf}krfl/s / z}hljs]

;/x

- cf}krfl/s lzIff af6

jl~rt ;d"x

* sIff pQL0f{ eO @

jif{;Dd cf}krfl/s

lzIff xfl;n gu/]sf

!% jif{dflysf ;d"x

% kf7\oqmd :j¿k /

;+/rgf - cf}krfl/s !–% sIffsf]

kf7\oqmdnfO{ # jif{df k"/f x'g]

u/L # txdf Condenced - ̂ –* sIffsf] kf7\oqmdnfO{ @

jif{df k"/f x'g] u/L Condenced

-cgf}krfl/s lzIff

s]Gb|n] tf]s]cg';f/sf]

kf7\oqmd !–% / ^–*

;/xsf nflu / (–!)

;/xsf nflu z}hljs]n]

tf]s]cg';f/

@ jif]{ (–!) sf

kf7\oqmdnfO{ !

jif{df k"/f x'g] u/L Condenced

^ k/LIff /

d"Nofª\sg

- k|fylds txsf nflu % sIffsf]

cGtdf afx\o k/LIff cf}krfl/s

ljBfno ;/x, cGodf cfGtl/s

-cgf}krfl/s lzIff

s]Gb|;/x

P;Pn;L cGo

ljBfno ;/x / cGo

cfGtl/s

140÷z}lIfs ;"rgf

l;=g+= sfo{qmd ljj/0f cgf}krfl/s lzIff s]Gb| lzIff ljefu z}lIfs hgzlSt

ljsf; s]Gb|

- lgdflj txsf] cGtdf cGo

ljBfno ;/x sIff * sf]

lhNnfl:t/Lo k/LIff, cGo

cfGtl/s

-dfWolds txsf nflu

z}hljs]n] tf]s]cg';f/

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1. Effective Operation and Sustainable Development of

Early Childhood Development Programme 140

2. Access of Disadvantaged Children to Educaiton 142

3. Ensuring Free and Compulsory Basic Education for Disadvantaged Groups in the Context of EFA 144

4. Meeting Learning Needs of Children of Indigenous Peoples and Linguistic Minorities 147

5. Understanding School Autonomy: A Study on Enabling Conditions for School Effectiveness 150

6. Community Managed Schools: An Innovative Approach to School Management 152

7. Gender Issues in School Education 155

8. School Effectiveness : Head teachers' Leadership 158

9. Basic Enabling Conditions for Quality School Education: A Study on the Successful Schools for Developing Norms and Standards for School Monitoring 161

10. Provisions and Conditions for Better Classroom Pedagogical Practices 164

11. Linking School Mapping with Educational Planning 166

12. Parental Support and Students' Learning 169

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13. School Cost between Community and Institutional Schools 172

14. A study on the Assessment of Current Challenges and Future Prospects on In-service Teacher Training System 175

15. Clientele satisfaction survey 176

16. A Study on the Effectiveness of Open Schoolin 177

17. Formative Research on the Trend and Effectiveness of Pre-service primary Teacher Training Programme 179

18. A Study on the Assessment of Current Challenges and Future Prospects of In-service Teacher Training System- 2009 180

19. Item Analysis Report on Mathematics (OCE) 181

20. Item Analysis Report on Social Studies 183

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Effective Operation and Sustainable Development of Early

Childhood development Programme: Strategies for Rapid

Expansion (CERID, 2004)

Objectives

1. Assess the present status of ECD programme being conducted by various agencies,

2. Examine the efforts made for sustainable development of ECD programme and

3. Develop strategies for rapid expansion of ECD programme in an effective and sustainable way through community involvement.

Key Findings

Policy regarding the total years of stay of a child at ECD centre was found

different in different ECD related documents.

Some INGOs conducting ECD programme neither have their own curriculum nor follow the curriculum developed by the DOE.

Unlike the ECD programme of INGOs, the planning done by the DOE was

found to be top-down in nature.

The quota distribution of ECD centres of the DOE was found to be supply-

driven which created difficulty in the utilization of quota

The awareness programmes being conducted, at present, are not adequate in terms of types and frequency of programmes, coverage of geo-areas and

stakeholders'.

Groups for developing positive attitude in community people towards ECD programme and its management.

Recommendations

1. Policy: The number of years a child needs to stay at the ECD centre should be based on his/her entry age.

2. Curriculum: All the agencies conducting ECD programme should either follow the ECD curriculum of the DOE or develop a national curriculum with necessary revision in the present one with some room for flexibility regarding the local context.

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3. Planning: ECD planning should be of bottom-up type, which tends to involve the target groups in planning process and makes the programme demand-driven rather than supply-driven.

4. Expansion of ECD centres: ECD centres can be established and operated by community, NGOs, CBOs, schools including Madarasa and VDC/Municipality.

5. Awareness Programme: Different awareness programmes for the attitudinal change of local community.

6. Institutional Structure and Staffing: ECD Council and its secretariat with various sections at the national level, DCDB and its secretariat with different committees at the district level and VDC/Municipality Child Development Committee at the sub-district level. Similarly, there should be an MC with different sub-committees in each ECD centre.

7. Development of Training System: A well-organized training system for capacity building of human resources working in the field of ECD programme from the central to grassroots level should be developed.

8. Financial Support: Financial support for the ECD centres for their financial sustainability should be tapped from various sources (donations - cash or kind, regular contribution of the parents in the form of various fees and CSF, regular contribution and/or occasional donation from CBOs, regular and block grant from local elected bodies, income generated from fund mobilization and income generation activities, regular and block grant from government and/or INGO, financial support from the schools and local taxes). Considering the financially disadvantaged communities, blanket policy for matching fund should not be applied.

9. Physical Infrastructure: Land for ECD centres should be acquired from the VDC/Municipality, community people and schools. Similarly, the building, toilet and water supply should be managed by the community people in partnership with VDC/Municipality and/or DDC and/or INGO.

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Access of Disadvantaged Children to Education (CERID, 2005)

Objectives

1. Identifying the deprived children in the sample districts and communities;

2. Spotting the locations of disadvantaged communities;

3. Analyzing the barriers (social, economic, cultural and political) to educational access of the disadvantaged groups;

4. Exploring ways to motivate the children of such groups to school;

5. Finding out ways to retain them in school;

6. Providing suggestions for improving the educational conditions of the disadvantaged children.

Key Findings

Schooling Access: Musahar children had been enrolled but were not attending school. Tamang and Danuwar children did not attend school in the rainy season. Danuwar and Tamang children were deprived of education because of parents' seasonal migration.

Learning Access: Fifty percent sample schools including those of Bara and Rasuwa, had reasonable teacher quota. But teachers were irregular. No separate toilets for girls and boys in many schools.

Educational Access: There was no teaching and learning materials in all the sample schools (textbooks excepted). No stationary for Grades 1 and 2). DEO did not release the fund for textbooks to the schools (Rasuwa). Textbooks were made available to children on time (Bara and Kavre).

Educational Barriers:

a. Social Barrier: No Gender discrimination found in sample districts. Humiliation by the so-called upper caste children discouraged Musahars and Danuwar children from mixing with them. Parents did not provide learning opportunities to their children. Musahar parents wanted their children to be involved in different types of physical activities (in school).

b. Traditional Barrier: children had to come to school without having their breakfast as their parents engage in agro-works. In the winter season most of the Danuwar people have to work (in brick factories). Danawar

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groups were slow in decision making, which affected their socio-economic development.

c. Attitudinal Barrier: Musahars and Danawars had an inferiority complex. They had a negative attitude towards education.

Access-related Activities:

- Delay in distributing Booster scholarship

- Parents did not receive the money of textbooks they buy.

- Children received the textbooks in time (Bara and Kavre).

Recommendations

1. Suggestions for Schooling of DAG Children

Establish temporary community school or provide school outreach programs (on local initiatives) for Musahars

Provision for mobile teachers for the children of seasonal migrants.

The system of depositing money (by the community) for establishing new schools should be abolished.

Provision for Dalits, disadvantaged and female teachers in the local community.

A female motivator from a disadvantaged ethnic group should be appointed.

2. Suggestions for Learning of DAG Children

Development of physical infrastructure

Effective M&E.

Timely release of funds to schools by DEO.

In order to bring the out-of-children to school the local play-way method should be introduced in school. Such local play-way method should be introduced in curriculum.

3. Budget for DAG Children

The DE Office should also send the budget breakdown along with the budget. The annual budget for the school should be made known to the school in advance

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Ensuring Free and Compulsory Basic Education for Disadvantaged

Groups in the Context of EFA (CERID, 2009)

Objectives/Research Questions

1. What is the existing educational status of children of the disadvantaged groups?

2. What provisions are required for educating children from the disadvantaged groups?

3. What preventer measures should be undertaken to ensure educational rights of the disadvantaged groups?

4. How can basic/free/compulsory/right based education for disadvantaged groups be ensured?

Key Findings

Educational status: The study found that enrolment of disadvantaged students was satisfactory, except in the Chamar community. However, retention was still challengingly persistent with the Chamar, Lohar and Tamata communities. In attendance and exam performance, Tamang and Danuwar students show/more or less a feature similar to that of the other students. However, in school attendance and final examination, Chepangs, Chamars, Lohars and Tamatas were outperformed by their counterparts.

Provisions required: The welcome to school program has appeared effective to increase the enrollment of students. However, this program did not work as expected in schools of Chamar community. The school environment of disadvantaged groups was not so good as required, which particularly contributed to the dropout of students. Only 50 percent of the sample schools had employed teachers from their own communities.

Supportive measures: Schools raised annual charges and examination fees. Annual charges were levied to pay teachers hired by the schools. The practice was contrary to the free education policy. Likewise, textbooks were also not free in the true sense since students were asked to buy one or two extra textbooks themselves. The provision of scholarship had not been made for any

of the 5 disadvantaged groups.

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Preventive Measures: Early marriage and child labour did not appear big challenges to the basic education of disadvantaged groups. Neither of them occurred in the disadvantaged groups. However, it still existed in the Dalit community. The practice of child labor was more pronounced than early

marriage in this community.

Mechanism to ensure basic education: The roles of DDC and VDC in ensuring basic education were inadequate under the framework of decentralization. This mechanism benefited some schools but could not involve the schools of disadvantaged groups.

Recommendations

1. The enrolment and retention of Chamar students did not appear satisfactory. It requires special attention. To address this problem, the government should develop and implement an education guarantee program. A program of this nature should include both persuasive and supportive measures.

2. In spite of the willingness on the part of children to learn in their own language, it has been difficult to instruct in the mother tongue in the absence of textbooks. In this regard government should respond quickly to the demand of textbooks

by printing the textbooks on time.

3. The government should continue the “welcome to school” program. However, flexibility is required for addressing the problems of different groups. In this regard, the government should authorize local stakeholders to launch the

program.

4. Schools of disadvantaged children need more classroom space, playground, toilet, sports materials and educational instruments. It requires collaborative efforts of the local government, community and school to improve the school physical environment.

5. Provision of local disadvantaged community teachers is necessary to respond to the interests of the children. The government should formulate a policy

according priority to local disadvantaged community teachers while recruiting.

6. Schools impose annual and examination fees on the students. However, this was incompatible with the free education policy of the government. The government should eliminate all types of school related fees so as to make primary education truly free for all disadvantaged groups.

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7. Scholarships should be made available to specified disadvantaged groups. However, the criterion of economic status appears important in this issue as poorer households may require financial help. The government should also increase the amount of scholarship money to minimize the effect of

indirect cost on disadvantaged students.

8. The practice of child labor and early marriage should be discouraged to prolong the school retention of disadvantaged students. It requires a socio-economic empowerment program. The government and NGOs should formulate such a program and launch it effectively.

9. Stakeholders' participation should be increased under the policy of decentralization. Local governments like DDC, VDC, and the Municipality

should formulate education plans involving disadvantaged groups.

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Meeting Learning Needs of Children of Indigenous Peoples and

Linguistic Minorities (CERID, 2005)

Objectives

1. To find out perception of community people regarding life skills education and their expectations from school and educational provisions;

2. To examine how the existing education system is responding to the learning needs of children including indigenous peoples and linguistic minorities;

3. To assess existing provisions and to analyze their effectiveness;

4. To find out the issues and challenges in meeting the learning needs.

Key Findingsm

Concepts of Learning Needs and Life Skills: thematic report on EFA to be related to employment and earning potential which are more of a survival skill.

Parental Expectation from Educational Provisions: children will be literate; they will be exposed to the outside world or to a wider mass/external environment; they will learn to communicate; schooling will enable them for future opportunity; schooling will be supportive for income generation; etc. Recent curriculum revision for the primary level in 2060 BS has also considered the following aspects:

- Trimming of the curriculum to reduce content load; - Stating guidelines for instructional methods and evaluation; - Provision of local curriculum; - Language of instruction – provision for the use of mother tongue, and

multiple languages in the classroom for catering to the needs of individual child;

- Incorporating the guidelines regarding life skills; - Reiteration of child-centered approaches in the classroom teaching and

learning.

Response of Education System to the Learning Needs of Children

Three aspects – use of mother tongue as a medium of instruction, local curriculum, and classroom process – were covered in this study as

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educational response for meeting learning needs of the children. Findings regarding these three aspects are presented in the following paragraphs:

Use of mother tongue: There was general consensus for using mother tongue in the classroom for the purpose of supporting children’s learning when he/she is unable to understand the word or term in Nepali. The reasons for giving premium to the Nepali language were:

o It facilitates exposure: They see that the Nepali language which is used for communication outside their community is advantageous.

o Children learn the mother tongue at home and it would be a waste of school time if they have to learn the mother tongue only at school;

o Language learning from the beginning would be helpful, especially, for those children who drop out early.

o There were other practical issues also such as the existence of a variety of dialects in a mother tongue and language groups such as in Tharu and Tamang. Generally children’s learning and language learning were not differentiated.

Local curriculum: Five of the schools in Rasuwa were among those local schools where the curriculum was piloted. "Potato farming" was incorporated in the curriculum of three of these schools in Rasuwa, whereas two of them had Nepali.

Classroom process: Child-centered, individualized instruction is the vision, but the whole class teaching and leaving the weaker ones behind has been the existing practice. Single language, single session, same material (if used), same method (usually lecture, paraphrase etc.) were the general practices in the classroom delivery. Textbook and not the curriculum was followed as the guide for the classroom delivery. In most of the classes and occasions, classroom delivery was limited to the explanation of the textbook content, no matter what the intent of the curriculum was.

Recommendations

1. Mother Tongue as Medium of Instruction: conduct a more focused study on the language of instruction, the extent of practical difficulties and the measure to overcome these.

2. Life Skill Education: It is a good thing done by CDC in addressing life skill education in the curriculum. Openness to accept shortcomings and prompt actions to improve are necessary on the qualities we expect on the part of CDC. Classroom process as well as teacher preparation needs to emphasize

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behavioral change rather than on knowledge accumulation in life skill education.

3. Local Curriculum; This is also the aspect to be monitored closely and consolidated. More inclusive approach in the local curriculum and the frontline approach need to be adopted.

4. Child-centered Education – Conceptual Clarity and Implementation Strategy: There is the need for clarifying the concept of child-centered education in order to make strategies for implementation. It is essential to envisage child-centered education in the light of the vision of child-centered education in the Nepalese primary level classrooms. This will require:

o Conceptual and theoretical clarity in order to establish what we are aiming to achieve (by stating child-centered education);

o Assessing the feasibility of implementing child-centered education in the existing scenario and to identify if additional supports are required;

o working out best possible time frame to achieve child-centered education and follow/maintain it;

o Action plan with intermediary steps to fulfill the target of child centered education. (Such a plan needs to state what existing supports relate to child centered education, what support/activities are planned for the near future and what support/activities are called for in the long term plan.)

o consolidation and streamlining the efforts and supports (curriculum, curriculum materials, teacher training, assessment practices including CAS) to bring to bear on child centered education;

o Preparing teachers to implement child-centered education by identifying skills and resources required for child centered education.

o creating conducive classroom environment such as appropriate class size, manageable teachers' workload, availability of required materials, classroom display, sitting arrangement, space with appropriate design, learning corner, appropriate furniture, etc;

o Awareness raising of the parents, community and other concerned stakeholders so that they readily accept and support child-centered approach.

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Understanding School Autonomy: A Study on Enabling Conditions

for School Effectiveness

(CERID, 2007)

Objectives/Key Questions

1. How is school autonomy understood by major stakeholders?

2. How are the existing realities and context of school related to autonomy?

3. How can a school achieve functional autonomy?

4. Are the current provisions of Education Act/Regulations, SMC, SIP, block grants, etc. adequate for school autonomy?

5. Are the roles and responsibilities of major stakeholders defined?

6. How effective/relevant are the provisions of capacity building for giving autonomy?

Key Findings

Autonomy as understood by educational bureaucrats, HT and teachers, SMC and parents includes decentralization and de-bureaucratization of school control, empowerment of school authorities and community members, some degree of state’s control in the forms of curriculum and examinations, meaningful involvement of local government, and accountability of educational bureaucrats and school authorities for their performance.

HT training program (one month) seems supportive in taking operational decisions in different aspects of school programs.

SIP process fosters local decision-making practices, and school's management transfers processes to promote school's autonomy.

At present, schools practiced autonomy in the areas of school’s level upgrade, teacher management, pedagogy, quality, school-community link, and resource mobilization. Since autonomy and accountability were not associated, and there were no set norms and standards, the practice of accountability is moral, not legal.

Three factors seem important for the practice of autonomy: necessity of school, vision of school leaders, and to some extent the statutory provisions.

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Favourable school context and climate have also impact on the practice of autonomy.

Recommendations

1. Current Education Act and Regulations need to be revised and SMC should be equipped with the governing and controlling power and the local bodies with planning, coordinating, and resorucing roles.

2. Educational managers and teachers should be made accountable legally for their performance.

3. Capacity of SMC and the local bodies for executing their roles needs to be developed; and HT's capacity building program should focus on developing the leadership quality of them.

4. Advocacy and social mobilization campaign should be implemented for participation of the community members in school's governing activities.

5. Regular operation grants for schools should be provided and for this, schools have to be authorized to use the grants after assessing their needs and prioritizing them.

6. Social auditing should be effectively enforced to assess the school's performance and ensure transparency.

7. Similarly, the pace of school's management transfer should be accelerated to promote the local people's participation in school management.

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Community Managed Schools: An Innovative Approach to School

Management (CERID, 2009)


1. What stimulated communities to take-over the managerial responsibility of community schools?

2. What changes occurred in the schools after the takeover of managerial responsibility?

3. How do teachers and parents, Teacher Union respond to changed policy?

4. Why did the system encourage these schools to move from dependency to autonomy for school functioning?

5. Why do teachers resist changing in school-based practices?

6. What are the good practices of these schools and how can they be sustained and extended?

Key Findings

A policy was introduced to develop sense of ownership among the parents and grassroots stakeholders and organizations, involving them in school improvement efforts so that quality of learning could be enhanced.

Several schools did not transfer their management responsibility to community. Since the school was already a community school, management transfer would not be required.

The community members have the fear that the government has relinquishing itself from the responsibility and community will have to bear the financial burden for school operation.

Regarding the change in CMS, most of the changes were confined to the development of physical facility. Other changes in CMS could be seen in quality of instruction; parents’ participation in school affairs, organizational efficiency of schools; school-community relations and transparency of school activities, leadership quality, and school governance.

The system made efforts to change CMS from a dependent school to autonomous one, however, school could not be changed into self-managing independent schools because of lack of capacity and rigidity in teacher recruitment practices.

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Teacher management is a matter of political and system’s interference as well.

CMS also developed their own rules and codes of conduct. Some schools made attempt to develop local curriculum based on local needs. Moreover, CMS tried to establish school transparency and enhance accountability of school authorities after the management transfer, even though the provision of accountability is not explicitly mentioned in the current Act and Regulations.

The management transfer policy contributed to increase the pace of institution development in CMS compared to other community schools; and the stock of social capital required for school improvement.

However, teachers resisted the policy in several ways and there are three fundamental reasons such as institutional, psychological and political for their resistance. Nevertheless, the study traced various good practices of CMS that could be replicated in other community schools. These practices are quality focused instruction, parental monitoring, school networking, school transparency, and social connection and mutual trust.

Recommendations

1. DOE should ensure that school receives incentive and relief grants including other grants in a timely manner.

2. DOE should also prepare guidelines that assist in giving permission for adding new grades and upper levels in community schools. Moreover, DOE should also have provision for dissemination of the government policy and it should disseminate the policy of taking managerial responsibility of community schools at the grassroots level.

3. School should motivate parents for their regular visits and should arrange parents' conferences and meeting from time to time.

4. DOE should also conduct social mobilization and awareness program for community members, parents and other stakeholders. DOE should not interfere in teacher appointment in schools.

5. With a view to sustaining the changes occurred in school, DOE should disseminate the changes occurred in CMS by arranging visits, conferences and using media.

6. NCED should continue HT management training, and it should be institutionalized the training.

7. MOE should frame capacity building policy of SMC and PTA and their capacity should be developed through training, study tour, technical and

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professional support. Moreover, MOE should initiate dialogues with Teacher Union to sort out the differences, and implement previously agreed agenda. Further, MOE should support the Union to change it into a professional organization.

8. To ensure the autonomy of CMS, capacity of SMC and PTA should be developed through training, study tour, technical and professional support.

9. To flourish accountability and transparency in CMS, DEO should support in conducting social audit of school by providing technical support and guidance. It should also encourage schools to include all the information including financial one in social audit. The provision of accountability should be mentioned clearly in the Act and Regulations. DEO should support to expand school network by providing technical support, mobilizing RPs, and arranging meetings with schools and community members. Also, local bodies, especially Municipality and VDC should be involved for the purpose. Further, schools should continue to sustain social connections with other organizations.

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Gender Issues in School Education (CERID, 2009)


1. What are the major gender issues in school education?

2. What constitutes gender friendliness in school? How can the school be made gender friendly?

3. Why are more female teachers required in school?

4. What are the major gender issues faced by female teachers and girl students in school?

5. How can female teachers be encouraged to hold the position of head teachers?

6. What could be the status, role and leadership of female head teachers in schools?

7. How could be the female head teachers be empowered to run the schools effectively and efficiently?

8. What policy options are to be developed in order to ensure the participation of female teachers in the position of head teachers?

9. What is the overall impact of gender issues on school-level activities and performance?

Key Findings

Gender Policy and Gaps

o Despite the policy provisions it has not been implemented in all schools due

to scarcity of female teachers at lower secondary and secondary levels.

o Secondary school girls of Humla and Nawalparasi were more benefited from the scholarship program. The feeder hostel program in Humla helped

the girls from remote areas in receiving education.

o Most of the schools visited lacked female teachers especially at lower secondary and secondary levels.

Gender Friendliness in School

o The lower secondary and secondary level girls and boys did not have class

interaction due to their separate seat arrangement.

o There was no any child out of school in the school service area due to the

Welcome to School program, and scholarships and incentive programs.

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o Difference has been found regarding the gender-friendliness between

primary and higher levels of schooling.

o Female teachers were playing a significant role in retaining girls in schools. They were counseling girls in their problems.

Gender Issues

o Gender issues existed more at higher levels (lower secondary and secondary) of schooling than at primary level.

o There were issues also related to boys in school. There was discrimination made in giving corporal punishment and in providing scholarship and

incentives to girls and boys.

o Physical facility especially toilet facility lacked in most of the schools. Girls rather than boys were affected due to the lack of such facility. Lack

of fencing in school also disturbed girls in receiving education in school.

o Female teachers are lacking at the higher levels of school. So, girls have

not been able to tell their problems in school

o The separate seat arrangement in the classroom affected in the interaction between girls and boys.

Status and Issues Related to Female Teachers

o There was a lack of female teachers at lower secondary and secondary

levels.

o Although the teachers, especially female teachers were qualified for higher levels they were appointed for lower levels of school. It was due to the advertisement not being made for many years for the post of higher level teachers in schools.

o Teachers from outside districts were long absent in school once they went

home in vacations. This affected in children’s study.

o Children especially girls felt the need of female teacher as they used to give

counseling to girls in different matters.

Status and Issues Related to Female Head Teachers

o There was the lack of schools with female head teachers in districts. The number of female head teacher was found little bit high in primary level.

o Although female teachers were qualified, they were not getting chance to be the head teacher. Those who got chance were not interested to be in the position of the head teacher.

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o The head teacher had a huge workload. They had to take several classes, see the management aspect of school and attend meetings organized at

DEO and outside district.

o There was positive impact of female head teacher on girls. Girls used to feel

free to tell their problems to the female head teacher.

Recommendations

1. Feeder hostel has made positive contribution in providing secondary education to girls of remote areas. So there is the need of extending such programs in other districts by increasing its capacity.

2. Physical facility is lacking in schools and it has a direct impact on children especially girls’ education. So government under its infrastructure development program should pay special attention on building toilets and providing water supply in schools.

3. Regarding the recruitment of female teachers, there should be the policy of recruiting them for lower secondary and secondary levels, in addition to the present policy of female teacher appointment at primary level.

4. As there is lack of local teachers, the policy of giving priority to local teachers should be strictly implemented.

5. Special academic course should be initiated for female teachers to make them eligible for teaching at higher levels of school. Upgrading their qualification also contributes to their appointment as head teachers of higher levels of school.

6. Gender components should be included in the training packages.

7. There should be provision of management and leadership training to the senior female teachers as well as to the male teachers in order to enable them to work as head teachers.

8. Head teachers should not be allowed to retain the position for more than 5 years in order to give chance for others.

9. One-third reservation should be made secure for females in the position of head teachers in the district.

10. Social mapping of female teachers and female head teachers is needed.

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School Effectiveness : Head teachers' Leadership (CERID, 2004)

Objectives

1. Trace-out the significant activities performed by the head-teachers of the

effective school;

2. Review the strength & weakness in education policy in terms of HT’s roles;

and

3. Assess the opportunities & constraints to replicate elements of successful

management.

Key Findings

Access to Education: The HTs have shown determination and have taken

subsequent initiatives to implement self-initiated, innovative activities to

improve school enrolment such as:

o Home visit approach

o Awareness Programme

o Miking, Pamphlet and Banner display

o School based ECD classes

o Provision of scholarship, dresses, copies & pencils

Fund Raising for School Improvements: Most of the SMCs and HTs are

actively involved in fund-raising for physical improvement and have managed

to generate funds from different sources and by performing different activities

such as:

o Carrying out partnership programme with donors like Plan Nepal, UNICEF,

local clubs, DDC, and the market committee. Several local and district level

agencies such as UNICEF, DDC, BPEP, JICA, Municipality, VDC, Plan

Nepal, HUDAS (Muslim Organization), Baghmara Community Forest,

King Mahendra Trust, Earthquake Victim Relief Fund, Ex-Student

Organization (SOEMSS), schoolteachers, local clubs, industries, parents,

individual foreign donors and other local organizations were also explored

for necessary support for school improvement.

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o Some of the schools were generating funds by making use of their school

building, land, selling trees and fish pond.

o Some of the schools established Sharda Matching Revolving Funds, Anil

Smriti Pratibha Revolving Fund and conducted Dhan Dhanyanchal

(Religious ceremony) to help children of poor family who receive

scholarships and loans.

Education Quality: HTs have adopted several unique strategies to improve

education quality and some of the ways and means adopted by the successful

schools are:

o Maintain discipline in school

o Motivating students and teachers by rewards and recognition.

o Regular monitoring and supervision of class conduction, student attendance

and teacher’s regularity.

o Use of educational materials with child centered learning modality.

o Coaching classes for weak students.

o Parent teacher interaction

o Contests and competitions.

School Management: HTs have adopted different strategies to successfully run

the school management.

o The HTs have been found spending their time with the SMC, Parents, RC

meetings, visit to the DEO, NGOs and INGOs, trainings, seminars, SIP

development and door to door campaign.

o The HT’s have maintained cordial and friendly relationship with various

donor representatives, local leaders, business enterprise, and social workers.

This has helped generate resources for school improvement.

o The HTs have been able to carry out partnership programme with donors

like Plan Nepal, UNICEF, local clubs, DDC, and the market committee.

Recommendations

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1. Model School Visit or Exchange Programme between the HTs (District level or

RC level): The model school visits within the RC or if possible within the

district or regional level brings inspiration to other HTs for the school

development. This approach brings competition among the schools to perform

better.

2. Send the Attendance Report of the Students to the Parents Quarterly: It will

help parents to learn about their children’s attendance in the school. It is also a

means for the schools to keep in touch with the parents. This approach helps in

regularizing the students and also tracking the students so that they would not

leave after the break.

3. Update SIP and Make Follow up with Proper Implementation: Most of the

schools have gathered information on schools activities but the gathered

information are not usefully utilized and unknown on what next after

development of SIP.

4. Encourage Schoolteachers on School Outside activities: school management

should encourage school teachers to become out-going and work together with

the parents to reduce the out-of-school population. Ultimately, this is a means

for bringing children in the school.

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Basic Enabling Conditions for Quality School Education: A Study on

the Successful Schools for Developing Norms and Standards for

School Monitoring (CERID, 2007)

Objectives/Key Questions

1. How do the key stakeholders of policy and practice levels perceive quality of school education?

2. What are the basic requirements for quality education?

3. What are the basic norms and standards for ensuring quality education?

4. How can the norms and standards be achieved?

Key Findings

Policy and practice level stakeholders perceived high retention rate, high success rate, high achievement level, high cycle completion rate and content useful for daily life of students as quality education. Besides, the district level officials perceived quality education in terms of impact of primary education on the performance of the students at lower secondary grades.

Basic requirements for quality education were adequate number of qualified and quality teachers, teacher training, physical facilities, instructional materials, monitoring and supervision, teaching-learning process, continuous assessment of students, effective leadership of HTs, active SMC

and PTA and textbooks and teacher guides.

Majority of the sample schools had adequate land and adequate number of classrooms as per grades/sections. All the sample schools had adequate toilets and drinking water facilities. The classrooms of grade I and II of all the sample schools had carpets and low-level tables. These classrooms were child-friendly and attractive because of the display of materials in painted

walls in the classrooms.

The number of teachers was found inadequate either in terms of grades/sections in some sample schools or in terms of student-teacher ratio (STR) in other schools. Most of the teachers of sample primary schools had the qualification of Proficiency Certificate Level (PCL) or Higher Secondary Education (HSE) and the remaining ones had SLC who felt

difficulty in teaching upper grades of the primary schools.

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The teachers and HTs themselves felt that the minimum qualification for HT of a primary school must be one level higher than that of the primary school teachers as they need to play a leading role in managing schools and conducting in-house teacher training.

All the sample schools, though they were not as per the format given by DOE, prepared SIP. However, the teachers of majority of sample schools did not prepare annual teaching plans.

Teacher's meetings and SMC's meetings were found to have been held for acquiring support from the community and for improving the teaching-learning process.

Child-friendly teaching and continuous assessment of students were being practiced in majority of the sample schools, which were found useful as the students got feedback and the parents received progress reports of their

children.

Supervision of class teaching by HT and monitoring of schools by SMC were carried out in sample schools. Most of the sample schools did not have the provision of formal evaluation of teachers.

The expenses on salary in majority of schools lied between 60 to 80 percent. Regarding the allocation of budgets in different headings except salary, emphasis was also given on instructional and game materials, co-curricular

and extra-curricular activities, and repair and maintenance.

Recommendations

1. Concept of Quality School Education: The DOE should develop an acceptable concept of quality school education based on the findings of this

study through national workshops.

2. Qualification and Management of Teachers: Minimum qualification for a primary school teacher should be raised from SLC to PCL/Higher Secondary Education (HSE) in education or PCL in any other subjects with

10-month teacher training.

3. Classroom Environment and Teaching-Learning Process: training should be given to HTs and teachers, and exposure visits of the successful schools for

HTs, teachers and SMC chairpersons should be managed.

4. Experience and Qualification of HT: The teacher with 10-year teaching

experience preferably with Bachelor's Degree should be appointed as HT.

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5. Class Supervision and Monitoring: The teaching load of HT needs to be reduced to make the class supervision by HT adequate and effective. In order to ensure the monitoring of school by SMC chair and members, the monitoring schedule should be prepared in the beginning of academic

session.

6. Physical Infrastructure: Land for the school should be acquired from VDC/municipality and/or individual donors or purchased at the lowest cost. Financial support from community, VDC/municipality, INGO and GON and labour donation from the community people should be received for managing adequate number of rooms, toilets and drinking water in the schools. The design of a building should be prepared by concerned officials

of DEO as per its norms and standards.

7. School Plans : In order to develop SIP, Calendar of Operation and Annual Teaching Plan as per the format given by the DOE, training should be

provided to HTs, teachers, SMC and PTA.

8. Continuous Assessment: The total marks should be distributed to class works, unit tests, and monthly tests along with the existing terminal

examinations in order to conduct the assessment of students continuously,

9. Teacher Evaluation: The provision of the evaluation of teachers as mentioned in EA and ER should be implemented. For this, the Performance Appraisal Form should be made short, simple and objective. The total attendance of teachers should be made one of the criteria for promotion.

10. Expenditure: The percentage of expenditure in salary and non-salary headings should be 70 or less than 70 percent and 30 or more than 30 percent of the total budget respectively.

11. Finalization of Norms and Standards: The DOE should finalize the norms and standards of quality education for school monitoring which was

developed by the study, through pre-testing and workshops.

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Provisions and Conditions for Better Classroom Pedagogical

Practices (CERID, 2008)


1. How have the initiatives in the areas of curricular support and teacher preparation facilitated improvements in the classroom teaching-learning practices?

2. What should be the considerations for institutionalization of improvements observed in innovative programs?

3. What should be the framework for improvement in the classroom teaching-learning in terms of policy, teacher management, training, curriculum, instructional support and physical infrastructure?

Key Findings

This study found revised curriculum (2060) user-friendlier and it has increased relevancy with the provision of local curriculum and teaching in mother tongue. There is also emphasis in the life skills in the curriculum. With the curriculum revision better structured textbook has been developed. But still there is lack of orientation/training to the teachers on the revised curriculum and textbooks. Technical backstopping to the teachers is also lacking.

There are a number of features that could be learned from the innovative programs intended to improve classroom pedagogy such as school’s physical management and school environment improvement. There is improvement in the classroom seating that allows flexible and free movement essential for effective classroom teaching learning. Provision of materials, classroom display, play-way method of teaching learning are also features to be learned from the innovative cases. In the innovative programs parental and community involvement has been increased.

There have been efforts to improve classroom pedagogy through curriculum revision and teacher preparation, physical infrastructure development and pedagogical improvement initiatives. There are also myriads of issues in teacher management, and teacher preparation. These have implications in developing framework for pedagogical improvement.

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Recommendations

1. This study mainly suggests orientation/training to the teacher when new or revised curriculum is introduced. There is also need for clear strategy for the implementation and improvement in local curriculum, teaching in mother tongue and life skill education. A good mechanism needs to be developed to draw lessons from the innovative cases and pilot programs and implement them at the national level. This study also recommends wider discussion and finalization of the draft framework developed in this study in the coming years.

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Linking School Mapping with Educational Planning (CERID, 2009)

Objectives/Key Research Questions

1. What are the contributions of school mapping in the three model building

districts of SSR?

2. What processes have been employed to complete the school mapping task in the three districts?

3. What strategies have been adopted in school mapping in order to support

educational planning?

4. How will school mapping contribute to further educational planning and programs in SSR phase?

Key Findings

Contribution of School Mapping in Local Educational Planning: To some extent, the attempts of making the link between school mapping and SIP have been noticed in the districts - more particularly in Rasuwa, and to a

little extent in Dadeldhura and in rare cases in the schools of Kapilvastu.

Strategy to Support Educational Planning at Local Level : Wherever linkage has been established successfully at the local level (school to the district) between the SM data and educational planning, the following strategies

have been adopted (particularly in the case of Rasuwa):

o Aware the local people on the importance of SM data in justifying plans;

o Expose the survey data to local community people;

o Share the responsibility to CBO/ NGO in supporting the activities for

school development;

o Establishment of RC level data bank/ profile;

o Preparation of DEP based on bottom-up planning – i.e. DEP based on

SIP and VEP.

Processes Adapted to Complete School Mapping: More or less, there was uniformity in the 3 sample districts with regard to the process adopted in completing the school mapping task. The procedure adopted included the

following activities:

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Training of Trainers (TOT) in the district – for School Supervisors, Resource Persons, selected teachers etc. – with the aim of orienting them towards GPS reading, school survey and household survey in the VDCs/ municipalities;

GPS reading of all the schools in the district - done in the leadership of

School Supervisors and RPs;

School survey using the survey forms;

Recruitment of household surveyors and their training for the survey at the RC level, whereby the surveyors were instructed on how to gather information using the household survey forms;

Household survey and data collection;

Data entry in the computer in DEO office.

How Can School Mapping Assist Planning in Future? The present study has pointed out that school mapping will be helpful in the future planning, particularly at the local level in the following ways:

o As the baseline for future educational planning;

o For the identification of real and genuine needs at local level;

o For rationalizing new programmes/activities and convincing the local CBO/NGOs in mobilizing local resources;

o For the demarcation of school catchment areas and making detailed profile of the service areas;

o For school restructuring based on population; walking distance between children’s house and the school, and the geographical situation of service areas.

Recommendations

1. Local level stakeholders in the schools as well as in the service area (particularly parents) should be made more aware towards school mapping

(SM)

2. Different types of Community Based Organisations (CBOs), Non-Government Organisation (NGOs) working in the community should be

made accountable on SM and the school improvement activities.

3. The data collected during SM should be available in each and every Resource Centers (RCs) and on the basis of these data RCs should establish data bank. Moreover, schools should be oriented to carry out the survey of

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their service areas and gather data. The data obtained in this way should be

communicated to the local stakeholders including parents.

4. When SM programme is extended to other districts, the concerned personnel should be given training on GPS reading with a greater care – devoting more time on the cautions to be made in handling the GPS machine. In this connection, it would be better to depute geographers/geography teachers rather than others.

5. The work of information collection on socio-economic condition of households from the VDCs should be continued – so that the information can be used to support the school going children from the poor and

backward families in particular.

6. Bottom-up planning approach should be adopted in making the DEPs in the districts.

7. The general consideration of population alone would not be a sufficient criterion for deciding the number of schools in all the regions of the country. In addition to this, natural/geographical boundaries should also be

considered in the SSR stage.

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Parental Support and Students' Learning

(DoE, 2005)

Objectives/Key Research Questions

1. To examine the existing situation of parental support to enhance children's

learning.

2. To find out differences in supporting children among the parents with regard

to their education and socio-cultural background.

3. To explore the ways of parental support such as materials, motivation, encouragement, facilitation, monitoring and creating learning environment

at home and in school.

4. To recommend practical ways of parental support for different groups of parents with a focus on the parents of girls and disadvantaged children.

5. To develop action steps.

Key Findings

Of the six case studies, three were associated with high performing children and the other three with low performing students. Of these cases, four represented males, and the other two females and three ecological belts were

represented by two case studies each from each belt.

The case studies indicate that students' low performance is the result of poor economic condition, carelessness of parents, unavailability of instructional materials, no fixed time for meal, inferiority feeling among friends and teacher's negligence. Nar Bir Pariyar from Jumla serves as the example.

High performance of children was associated with good family support and

facilities, students' commitment and diligence and support of community.

The case studies also indicate that a student needs good family and school environment in order to promote his/her performance. Angat Sejwal from

Jumla is the example.

Children's intrinsic interest and abilities are contributing factors that are responsible for high performance in school. Aarati Sop from Doti is its

example.

Poor educational background of family, lack of parental guidance, poor school environment, lack of personal awareness and lack of community

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support were the negative factors for poor performance of the child. Arjun

from Doti presents its example.

Recommendations

1. As there are a number of areas that have gone untapped for securing parental support, it is strongly recommended that parental support for students' learning should be sought mainly in areas like volunteering, parenting, communicating, learning at home, decision making and collaborating with community. For each of these areas, The following

strategic measures should be adopted:

o Recruit and organize parent help and support

o Help all families establish home environments to support children as

students

o Design more effective forms of school-to -home and home to school communications with al families each year about school programs and

their children's progress

o Provide information and ideas to families about how to help students at home with homework and other curricular related activities, decisions

and planning.

o Include parents in school decisions, developing parent leaders and representatives.

o Identify and integrate resources and service from the community to strengthen school programs, family practices and student learning and development

2. To promote home-school relationship for furthering students' learning, two-way communications between parents and school with follow-ups, mutual support and joint decision making, networking mutual support, services to community by students, families and school should be initiated and

sustained.

3. Since the justification for a peaceful environment or a separate room/space for learning at home is unquestionable, the school should make parental awareness campaign a part of its programme in order to promote students' learning both at home and school.

4. Parental motivation is necessary so as to educate them to reduce the household work load for their children which will eventually help increase

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the study hours (at Least 2 hours/day) to be allocated for their children at

home.

5. As parental contribution to children's homework has been recorded to have resulted in the promotion of their learning, parents, especially the illiterate ones, should be oriented about the importance of providing general oversight of students' regularity in the school and homework process of their children.

6. It is reported that parents from low income group and agriculture have contributed little to promote their children's learning. In this context, it is recommended that the focus of parental orientation, education, training and awareness should be the ones with low or no education and subsistence

level economy.

7. In relation to rewarding and reinforcing the performance of children, parents were found to have concentrated more on good learning, securing good position and passing examination by their children. It is therefore, recommended that parental orientation should go beyond these areas as to include expression of affection, support for new learning, developing their areas of special interests like sports, recreational activities, and adoption of new hobbies in order to promote their learning.

8. As the study indicated parental punishment was exerted on their children for not doing household chores and the parents had expectation from their children to share the household load, it is recommended that parents should be assisted with the Curriculum of Home so that they will internalize their roles and responsibilities to better manage their children's learning in a justified way.

9. A clear-cut policy is to be specifically developed by the Ministry of Education on garnering parental support to children's education with a focus on long range school improvement plan to include parental involvement and to establish and implement school goals.

10. As pointed out by the case studies about the negating factors such as lack of parental guidance, poor school environment, unavailability of instructional and supplementary materials both at home and school, unfriendly attitude of teachers and students and lack of personal awareness which have affected students' learning, it is strongly recommended that both the schools and parents should work together to address the above issues.

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School Cost between Community and Institutional Schools (DoE,

2008)

Objectives

1. Determine the size of the fund utilized by the different schools-including per

unit cost

2. Identify existing cost of providing schooling facilities in community and

institutional schools,

3. Explore provisions of schooling facilities of community schools in relation to provisions of schooling in institutional schools,

4. Estimate the minimum cost of the schooling in the community and

institutional schools for a student (v)

5. Suggest reasonable level of physical infrastructure, facilities and teaching-learning materials in the classrooms for facilitating meaningful curriculum

transaction in schools,

6. Explore the parental contribution to education in terms of their investment for their children's education,

7. Explore the facilities for providing school level education in the community and institutional schools in Nepal.

Key Findings

Average income per student in institutional school is almost double when

compared with community school

The income of schools run under private trust is higher than that managed under public trust.

Income of institutional schools run as company schools reveals higher than any form of schools i.e. community, community transferred, public trust and private trust; under this study.

Comparatively the number of students in community schools are larger than

in the institutional schools.

Average annual costs per student of institutional schools are higher than of the community schools. The cost is Rs. 4675 in community schools whereas it is Rs. 14,739 in the institutional schools. In an average, the annual cost per student is much lower in the community transferred schools.

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The major source of income for the community schools is the government grant. In community transferred schools, the source includes students' fees, house rent and others besides government grant. Students' fees stood as the significant income source in the public and private trust schools supported by hostel charges and other income. The sources of income of the company

schools are almost same as that of public and private trust schools.

Expenditure on extra curriculum activities, books for library and laboratory equipments are comparatively high in the institutional schools than in the

community schools.

Students are provided facilities such as computer, adequate reference books, games and scholarships to a greater extent in the institutional schools when

compare to the community schools

Community schools possess comparatively their own land and buildings.

Parental contribution in Students' education is seen significant in the

institutional schools than in the community schools.

The success ratio in the School Leaving Certificate (SLC) examination of

institutional schools is comparatively high than that of community schools.

Institutional schools are found conscious in cost effectiveness based on the discussions

Annual average expenditure per student, on the overall is greater than

annual average income per student in the study period.

Many community schools income source is only the grant/subsidy provided by government that proves that they have no option to expense for any

Recommendations:

1 The government should increase its contribution to the community schools for improving its educational environment as well as infrastructure.

2. An attention needs to be paid towards providing grants for building physical

infrastructure and support facilities to enhance quality of education.

3. The government should make a policy to control fees structure as well as other costs prevailed in the institutional schools to narrow down the gap

between community and institutional schools.

4. In addition, efforts should be made to keep uniform fees structure in the institutional schools.

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5. Likewise, other costs also ought to be in balance. For this sake, monitoring

of the schools should be made at suitable time intervals.

6. Also the government, particularly the Department of Education (DoE), should come up with firm policy and basic rules to maintain education fees within the limit. In order to determine the limit or ceilings for education fees and other costs, it is required to form a task force to study the costs requirement for quality education at the school level.

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A Study on the Assessment of Current Challenges and Future

Prospects on In-service Teacher Training System (NCED)

Objectives

1. Make an assessment of the status of the in-service teacher training

programme in Nepal;

2. Assess the available recourses and the performance of the training

institutions;

3. Draw recommendations for the further improvement of effective and sustainable in service primary teacher training mechanism.

Recommendations

1. There should be a strong network of monitoring and feedback of the training

and follow up by the same expert, who gave training, need to be initiated.

2. Local authorities should be given more responsibilities.

3. Teacher union should be given more responsibility of teacher development.

4. The programs have always been project based. It should be a part of government program.

5. Local expertise should be a empowered for which local level roster and other community based also should be alienated.

6. There should be a revised action plan so as to provide the teacher training to

the huge mass of population.

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Clientele Satisfaction Survey (NCED)

Objectives

1. Gain feedback on NCED's programs and activities in terms of quality,

quantity, timeless and relevancy.

2. Identify key gaps, concerns and issues on the existing services as perceived

by clients at different levels.

3. Recommend Service Improvement Plan (SIP) of NCED on the basis of

evidences of clientele concerns, interest and priorities.

4. Upgrade NCED's capacity to undertake client satisfaction survey and

service improvement planning required for other service areas of the

Ministry of Education.

Recommendations

1. Training curriculum should be reviewed and upgraded.

2. After Termination of TEP remain to be trained and teachers need to be

provided with refresher training on a periodic basis.

3. Clientele vision focused policy should be framed, so that service delivery

strategies of all NCED systems could be more clients oriented.

4. The effectiveness of training skills in actual classroom teaching can only be

increased by providing continuous monitoring and support to teachers.

5. Measurement of services delivery should be practiced by developing service

standard and key performance indicators.

Status of replication

Developing Service Improvement Plan has been initiated on the basis of the findings

and analysis of Survey Reports in the subsequent fiscal years.

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A Study on the Effectiveness of Open Schooling (NCED)

Objectives

1. Present existing status of open schooling

2. Find out the effectiveness of (the support system) of open school programme conducted by NCED

3. Suggest possible measures for the improvement of open school program.

Recommendations:

1. The access of Television (%) and correspondence (%) is minimum

2. Thus open school has been able to serve well to the target group in providing access to secondary education to them in an open and flexible mode

3. Un-clarity in the voice has reduced number of students listening radio lessons. However radio lessons were found to be helpful in general. A need to revision of the radio lessons were suggested to make these lessons more effective.

4. Contact sessions were found to be very helpful for students’ learning. There was also high demand to increase duration of contact sessions.

5. Updating and revision of the support materials that has been in use was deemed necessary.

6. Additional support materials were felt necessary to increase support and cater needs of the students. These additional support materials could be CD, DVDs, Visuals, Internet, Email, etc.

7. Some of the suggestions provided during field visit were found being implemented in the second visit such as to announcing of time schedule of the radio lesson broadcasting to increase radio listenership and increase in telephone contact of the open school students with the facilitators and centres.

8. The facilitators demanded to increase their remuneration of the contact session.

9. Though there had been clear indication about project work and homework in the contact session, the 12.5% of the contact sessions were found to have evaluated project works in the contact session.

10. The teachers and student have rigorous demand of CD, computer, email and internet.

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11. The students have inferiority feeling for the qualification they have obtained since existing advocacy open school could not remove such gaps between formal educations and open education.

12. The academic knowledge oriented education which is as provided in the formal education could not capture the need of the dalit and janajatis

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Formative Research on the Trend and effectiveness of Pre-service

primary Teacher Training Programme (NCED)


1. What are the existing trend and status of PPTs?

2. What are factors that hindering in the running PPTs's management effectively?

3. What are the major aspects needed to be done for the effective enhancement existing PPTCs's quality?

4. How can PPTs be made demand driven in line with trainees, local communities and other stakeholders need?

Recommendations

1. There should be linkage between pre-service primary teachers training with the academic degree launched by T.U. and HSEB.

2. Use participatory training methods in the conduction of teacher training

3. There should be compulsory provision of running pre-service primary teacher training in the access of education campuses.

4. There should be strong monitoring mechanism for the monitoring PPTTCs.

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A Study on the Assessment of Current Challenges and Future

Prospects of In-service Teacher Training System- 2009 (NCED)

Objectives

The Main objective of the study is to assess the factors to associate with in-service primary teacher training programme so to make the intervening training program practical, concrete and effective in future. Specific objectives are as follows:

1. Make an assessment of the status of the in-service teacher training

programme in Nepal

2. Assess the available resources and the performance of the training institutes.

3. Draw recommendations for the future improvement of effective and

sustainable in- service primary teacher training mechanism.

Recommendations

1. Since the structure of education is going to be changed, teacher's

qualification must be upgraded.

2. Teacher union should be given more responsibility of teacher development.

3. The program is always been project based. It should be a part of government

program.

4. The necessity of training should be felt by the teachers.

5. There should be provision of continuous professional support to the teachers and follow up support and counseling should be linked with training as

inevitable part.

6. Teacher development master plan should be prepared with the participation of all stakeholders.

7. Research has to be a part of teaching.

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Item Analysis Report on Mathematics (OCE)

Objectives

1. Find out whether the two sets of equal difficulty level with in the region;

2. Find out whether the different sets of test items used in five different regions

of the country are of equal difficulty level;

3. See the correspondence of curricular objectives and the test items;

4. Suggest the oce for the further improvements in test items construction for

the slc exams;

5. Find out the difficulty level; validity and applicability of the test items of mathematics; used in the slc exams;

Key Findings

Intra and inter regional facility index of item No. 8 is found to have more similar in comparison to other items of each set.

Intra regional gap of facility index is found narrow between sets where as

inter regional gap is wider.

Facility index of different items range from the lowest 0.11 to the highest up

to 0.81

Over all facility indexes of set B2 and C2 are found higher and lower of E1 and E2 in comparison to other.

The weightage of particular item (e.g. item No.5, Set A1, A2 and C1, C2)

differs from other sets which has made item analysis task complicated.

Similarly item No. 7 of sets A1, A2 & C1, C2 have not given the same weightage as other sets

Additional Observation

Some items are found to have been over marked more than weightage allotted for the item from both the Examiner and Head Examiner.

Cases of awarding marks in total rather than in particular item from some

Head Examiner are also found.

Total Marks of each item and the grand total mention by examiner and head examiner differs significantly which differs at least from 4 marks to 10

marks. That may be decisive for pass to fail or vice-versa.

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It is also found that marking scheme is followed thoroughly by both

examiner and head examiner side.

The mistakes committed by examiners are not found to have been corrected by head examiner. Some instances are found to have been further

exaggerated by head examiner.

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Item Analysis Report on Social Studies (OCE)

Objective

1. Find out whether the different sets of test items used in five different regions of the country are of equal difficulty level;

2. See the correspondence of curricular objectives and the test items;

3. Suggest the oce for the further improvements in test items construction for the slc exams;

4. Find out the difficulty level; validity and applicability of the test items of social studies; used in the slc exams;

Key Findings

Very few items are sound similar in difficulty level. Among the items inter regional gap is very wide except item No. 24.

Facility index of different items range from the lowest 0.19 to the highest up

to 0.96.

In comparison to others, eastern region has lower facility index on the average which means the difficulty level is high in this set.

The overall sets of central & western region are found nearly in the same

difficulty level on the average.

Additional Observation

Some items are found to have been over marked more than weightage allotted for the item from both the Examiner and Head Examiner.

Cases of awarding marks in total rather than in particular item from some

Head Examiner are also found.

Total Marks of each item and the grand total mention by examiner and head examiner differs significantly which differs at least from 4 marks to 10

marks. That may be decisive for pass to fail or vice-versa.

It is also found that marking scheme is followed thoroughly by both examiner and head examiner side.

The mistakes committed by examiners are not found to have been corrected by head examiner. Some instances are found to have been further exaggerated by head examiner.

z}lIfs ;"rgf÷187

cgf}}krfl/s lzIffsf] tflnd k|efjsfl/tf cWoog, @)^^

p2]Zox¿

!= tflnd sfo{Gjogdf b]vf k/]sf ;an / b'a{n kIf tyf ;d:ofx¿ klxrfg ug]{,

@= tflnd ;~rfngdf db\bt k'¥ofFO/x]sf / k'¥ofpg ;Sg] ;"rsx¿sf] ;"rL tof/ ug]{,

#= tflndaf6 k|fKt ePsf / x'g;Sg] cj;/x¿ tyf To;sf alnof kIfx¿sf] lj:t[t

ljj/0f k|:t't ug]{ / tL cj;/x¿ k|fKt ug{ dfu{ lrq k|:t't ug]{,

$= vf; nlIft ;d"xs nflu tflnd ;~rfng ePsf] 5 5}g kQf nufpg],

%= d'Vo k|lzIfs, lhNnf k|lzIfs, :yfgLo lg/LIfs / ;fIf/tf :jod\;]js tyf ;xof]uL

sfo{stf{x¿nfO{ lbPsf] tflnd, tflnddf k|fKt 1fg, ;Lk / k|a[lQsf] sIffdf k|of]u

ePsf] kQf nufpg],

^= tflndsf] pknlJw:t/sf] d"Nofª\sg ug]{,

&= tflndsf] k|ofKttf / ckof{Kttf l:yltsf] klxrfg ug]{ .

ljlwx¿

cjnf]sg, nlIft ;d"x 5nkmn Pjd\ cGt/lqmof, k|ZgfjnL, cGtjf{tf{,

d'Vo k|flKtx¿

tflndaf6 l;s]sf ;Lkx¿ k"0f{¿kdf sIffdf x:tfGt/0f x'g g;s]sf],

tflndsf] ljifoj:t' ;fdfGotof pko'St ePsf],

tflndsf ljifo j:t'x¿ kf7\k':ts / kf7\oqmd;Fu ;DjlGwt cfa4 u/fpg g;lsPsf],

tflndsf] ;dofalw ck|ofKt ePsf],

tflnd ;~rfng ubf{ tflnd lgb]{lzsfsf] k"0f{¿kdf k|of]u gePsf] .

;'emfjx¿

tflnd k"j{ cled'vLs/0f x'g'kg]{

bIf / tflnd k|fKt JolStx¿af6 dfq tflnd ;~rfng x'g'kg]{,

tflnd sfo{qmdnfO{ cGt/lqmofTds / ;xefuLtfd"ns agfpg'kg]{,

tflnddsf] ;dofjlw a9fpg'kg]{,

d'Vo zAbljlw ;DaGwdf yk cled'vLs/0f ug'{kg]{,

k'g{tfhuL tflndsf] Joj:yf ul/g'kg]{,

188÷z}lIfs ;"rgf

j}slNks ljBfno sfo{qmdsf] pkfb]otf / k|efjsfl/t;DaGwL cWoog @)^^

p2]Zox¿

!= tflnd sfo{Gjogdf b]vfk/]sf ;an / ba{n kIf tyf ;d:ofx¿ klxrfg ug]{,

@= tflnd ;~rfngdf db\bt k'¥ofO/x]sf / k'¥ofpg ;Sg] ;"rsx¿sf] ;"rL tof/ ug]{,

#= tflndaf6 k|fKt ePsf / x'g ;Sg] cj;/x¿ tyf To;sf alnof kIfx¿sf] lj:t[t

ljj/0f k|:t't ug]{ / tL cj;/x¿ k|fKt ug{ dfu{ lrq k|:t't ug]{,

$= ;xof]uL sfo{stf{nfO{ lbPsf] tflnd, tflnddf k|fKt 1fg ;Lksf] sIffsf]7fdf k|of]u /

;xof]uL sfo{stfsf] lgoldttfsf] l:ylt kQf nufpg],

%= ;xefuLsf] lgoldttf, pknlJw:t/sf] d"Nofª\sg / dft[ljBfnodf egf{sf] l:ylt kQf

nufpg],

^= lzIff P]g tyf lgodfjnL Pjd\ cgf}krfl/s lzIff sfo{qmd sfof{Gjog lgb]{lzsfsf]

sfof{Gjog l:ylt, ;fdu|L Joj:yfkg, sIff Joj:yfkg ;ldlt u7g ;DaGwdf

laZn]if0ffTds ljj/0f k]; ug]{,

&= ;xof]uL sfo{stf{ tflndsf] kof{Kttf / ckof{Kttf klxrfg ug]{ .

ckgfOPsf ljlwx¿

cjnf]sg, nlIft ;d"x 5nkmn Pjd\ cGt/lqmof, k|ZgfjnL, cGtjf{tf{ .

d'Vo k|flKtx¿

ljleGg sf/0fn] ljBfno lzIffsf] kx'Fraf6 al~rt afnaflnsfsf] z}lIfs cj;/ a9]sf],

j}slNks ljBfnosf] cWoogsf] cWoog k"/f u/]sf dWo] %) b]lv *) k|ltzt;Dd

cf}krfl/s lzIffdf k|j]z u/]sf,

;r]tgf / z}lIfs pknlJw a9]sf],

;xof]uL sfo{stf{sf] bIftfsf] sdL b]lvPsf],

j}slNks ljBfnodf Ps hgf dfq ;xof]uL sfo{stfn] k7g kf7g u/fpFbf kof{Kt

7flgPsf],

;xof]uL sfo{stf{sf nflu ljBdfg tflnd ckof{Kt b]lvPsf],

:yfgLo :t/df ;dGjosf] cefj b]lvPsf] .

z}lIfs ;"rgf÷189

;'emfjx¿

;xof]uL sfo{stf{sf] z}lIfs of]Uotf slDtdf lzIff d"n ljifo lnO{ !@ sIff jf ;f]

;/xsf] x'g' kg]{,

j}slNks ;xof]uL sfo{stf{sf] Joj:yf x'g'kg]{,

lhNnf lzIff sfof{no / dft[ljBfnoaf6 cg'udg, lg/LIf0f / ;'k/Lj]If0f x'g'kg]{,

j}slNks ljBfnodf Go"gtd ;fdu|Lsf] pknAwtf x'g'kg]{,

:yfgLo :t/df ;dGjosf] cefj b]lvPsf] ;Gbe{df ;f] sf] nflu kxn lhNnf lzIff

sfof{noaf6 ul/g'kg]{,

190÷z}lIfs ;"rgf

sIff # sf] k/LIf0f kf7\oqmd kf7\ok':ts cg'udg k|ltj]bg, @)^$,

-g]kfn ;/sf/, lzIff dGqfno, kf7\os|d ljsf; s]Gb|_

of] cg'udg k/LIf0f ljBfnoaf6 sIff # kf7\os|d tyf kf7\ok':tssf] k[i7kf]if0f ;ª\sng ug]{

sfo{;u ;DalGwt /x]sf] lyof] .

p2]Zo

!= kf7\os|d÷kf7\ok':ts sfof{Gjogdf ;xhLs/0f ug'{,

@= kf7\oqmd kl/dfh{gsf nflu k|fylds ;/f]sf/jfnf -Primary Stakeholders) x¿af6

/fo;'emfj ;ª\sng ug'{

#= kf7\ok':ts kl/dfh{gsf nflu ;an / ;'wf/f]Gd'v kIf;lxtsf] k[i7kf]if0f k|fKt ug'{,

$= kf7\os|d÷kf7\ok':ts sfof{Gjogdf b]lvg] q'l6 / sl7gfOx¿ Go"gLs/0f ug{ ;"rgf

;ª\sng ug'{

%= kf7\os|d÷kf7\ok':tsnfO{ ;dfj]zL agfpg hftLo, n}ª\lus, wfld{s, ;f+:s[lts, If]qLo,

hghfltut / afnclwsf/ut ;Gt'ng;DaGwL k|ltls|of lng' .

lgisif{ tyf ;'emfj

kf7\os|d tyf kf7\oj:t'jLr tfnd]n /x]sf] eP tfklg s]xL ljifodf tfnd]nsf] cj:yf

k"0f{¿kdf g/x]sf] . ctM kf7\os|d / kf7\oj:t' aLrsf] ljifoj:t'df tfnd]n ul/g'kg]{,

kf7\ok':tsx¿ Jofjxfl/s, ;do;fk]If / ;fGble{s /x]sf t/ eflifs, n}ª\lus, If]qLo,

hftLo, ;Gt'ngsf kIfaf6 ;+zf]wg u/L ;j} If]q÷;d'bfod}qL agfOg'kg]{ . o;nfO{

tTsfn} ug{ ;lsg] ;'wf/ u/L k'gM ;+:s/0f u/]/ b]ze/ sfof{Gjogdf hfFbf pko'St x'g],

kf7\oj:t', cEof; cflbsf] sl7gfO{:t/ s]xL pRr ePsfn] ljBfyL{sf] tx / pd]/cg';f/

ldnfg ul/g' ;fGble{s x'g],

kf7\ok':tssf] k|:t'tLs/0f ljBfyL{d}qL gePsf] cj:yf;d]t ePsf] . ctM k|:t'ltnfO{

;/n agfO{ bf]xf]/f]kgf x6fpg],

kf7\ok':tsdf s|da4tf;DaGwL ;d:of e]l6Psfn] o;nfO{ k'gM ;+/lrt ug]{,

:yfgLo kf7\os|d sfof{Gjogdf ;dosf] cefj, ljBfno tof/Lsf] cefj, cfly{s tyf

k|fljlws sl7gfOh:tf ;d:ofx¿ ljBdfg 5g\ . o;sf] ;dfwfgtkm{ cfjZos sfo{s|d

th'{df u/L sfof{Gjogdf hfg]tkm{ ljz]if sbd rflng'kg]{,

z}lIfs ;"rgf÷191

lhNnfl:yt kf7\s|d ;dGjo ;ldltnfO{ kf7\os|d;DaGw ultljlw ;~rfng ug{ ;dy{

agfpg] u/L ;zStLs/0f ug]{,

kf7\ok':ts ;dodf g} k|fKt gx'g], k"/f ;]6df k|fKt gx'g] / ;ª\VofTds ¿kdf klg

;xh pknAw gx'g\] cj:yf lJfBdfg /x]sf] kfOof] . ctM ljt/0f k|0ffnLnfO{ ;Ifd Pjd\

e/ kbf]{ agfpg]tkm{ s]Gb|n] kxn ul/g'kg]{,

lgoldt cg'udg tyf k[i7kf]if0f sfo{nfO{ k|fyldstfsf ;fy sfof{Gjogdf Nofpg],

kf7\os|d;DaGwL k|af]wLs/0f sfo{s|d z}lIfs ;qsf] ;'?df ubf{ k|Effjsf/L x'g] ePsfn]

tbg'¿ksf] Joj:yf ldnfpg] .

z}lIfs ;"rgf÷189

cg';"rLx¿

cg';"rL – ! M Education Status From 2002-2010 !()

cg';"rL – @ M lzIff dGqfno tyf o;cGtu{tsf lgsfocGtu{t ePsf cg';Gwfg sfo{x¿ !((

cg';"rL – # M lzIff dGqfno / o;cGtu{tsf lgsfox¿af6 k|sfzg x'g] k|sfzgx¿ @)^

cg';"rL – $ M lzIff dGqfno / cGtu{tsf lgsfox¿sf] b/aGbL ljj/0f @)*

cg';"rL – % M P;Pn;L af]8{ :yfkgfb]lv xfn;Ddsf] k/LIffsf] glthf ljj/0f @)(

cg';"rL — ^ M lzIff dGqfnocGtu{t ljleGg lgsfoaf6 hf/L lgb]{lzsfx¿ @!!

cg';"rL – & M lzIff;“u ;DalGwt ljleGg lgsfosf j]e;fO6, Od]n tyf kmf]g gDa/x¿ @!@

190÷z}lIfs ;"rgf

cg';"rL – ! Education Status from 2002-2010

1. Institutions

Level

Types of

Institutions

Years

2002 2003 2004 2005 2006 2007 2008 2009 2010

ECD Centres

Total 1505 1471 4032 NA 13026 12904 17198 29089 31089

Community 550 NA 1692 NA NA NA NA 24773 26773

Private 955 NA 2340 NA NA NA NA 4316 4316

School Level

Total 26796 27415 26277 23504 27000 29448 30673 32130 33160

Primary 26638 27268 24746 23344 26788 29220 30450 31655 32684

Community 17656 17667 21888 21276 23791 24407 25832 27028 27848

Private 1223 1499 2858 2068 2998 3424 4003 4627 4836

Lower Sec. 7917 8249 7436 7097 8465 9739 10411 11341 11939

Community 3068 3149 5664 5744 6464 6995 7850 8449 8861

Private 308 359 1772 1353 2001 2280 2523 2892 3078

Secondary 4541 4741 4547 4102 5091 5894 6381 6928 7266

Community 3391 3853 3258 3135 3566 3876 4393 4715 4960

Private 789 888 1289 967 1525 1693 1976 2213 2306

Higher Secon-

dary

Total NA 1056 NA 1018 1462 1545 1976 1976 3067

Public NA 539 NA 535 916 965 1313 1313 2243

Private NA 254 NA 212 269 290 373 373 530

Private +2 NA 164 NA 157 163 160 160 160 160

Campus NA 99 NA 114 114 130 130 130 134

Tertiary

Total NA 473 520 NA 621 638 781 834 982

Constituent NA 80 84 NA 84 84 85 85 88

Affiliated NA 393 436 NA 537 554 696 749 894

z}lIfs ;"rgf÷191

2. Students' Enrolment

Level Category Years

2002 2003 2004 2005 2006 2007 2008 2009 2010

ECD/ PPC

Total 247930 257121 512151 922557 553983 823106 881247 947278 1018543

Girl % 44.7 44.2 46.0 46.2 47.8 46.0 47.1 47.6 48.0

Dalit NA NA 71435 137721 82827 105786 140429 164622 182633

Girl % NA NA 46.1 46.9 48.7 47.7 49.2 49.5 49.7

Janajati NA NA 216047 357175 227910 314361 339746 367619 398697

Girl % NA NA 47.0 46.8 48.1 46.8 47.8 48.5 48.5School Level

Total 5546381 5746841 6062608 6464670 6301236 6533411 6964553 7295433 7463793

Girl % 44.6 45.4 35.1 46.9 47.7 48.2 49.0 49.6 50.1

Dalit NA NA 567587 1106530 923610 1032279 1189615 1250828 1387530

Girl % NA NA 45.3 35.5 47.5 47.9 48.7 49.5 50.0

Janajati NA NA 1547659 2273130 2348927 2637642 2853063 2871558 2934031

Girl % NA NA 47.2 47.9 48.8 49.2 49.6 50.3 50.7

Community 4976688 5071154 5410519 6034077 NA 5792545 6154622 6278782 6512430

Girl % 45.1 45.4 46.3 47.3 NA 48.9 49.7 50.7 51.1

Institutional 569693 675687 652089 430593 NA 740866 2359901 1016651 951363

Girl % 40.5 40.9 42.2 41.6 NA 42.5 14.8 43.0 43.4

Primary 3928684 4025690 4030045 4502697 4320715 4418713 4782313 4900663 4951956

Girl % 41.6 45.4 46.3 47.4 48.3 48.9 49.5 50.1 50.4

Dalit NA NA 421605 969059 764208 847412 966146 979975 1064487

Girl % NA NA 4.6 34.5 48.3 48.6 49.4 50.2 50.6

Janajati NA NA 952872 1602047 1643475 1807931 1927078 1890852 1891523

Girl % NA NA 47.8 48.4 49.3 49.6 49.8 50.3 50.5

Community 3579471 3588964 3604945 4233873 3932489 3965927 4288517 4256010 4363443

Girl % 45.8 45.8 6.3 47.8 48.9 49.6 50.2 51.1 51.3

Institutional 349213 436726 425100 268824 388226 452786 493796 644653 588513

Girl % 41.6 41.9 42.7 41.7 42.7 42.6 43.1 43.0 43.3

Lower Sec. 1137101 1210059 1444997 1374796 1301134 1443515 1466862 1604422 1699927

Girl % 42.9 43.6 45.2 45.73 46.62 47.1 48.2 49.0 49.9

Dalit NA NA 98133 107482 123378 141838 167819 202695 241601

Girl % NA NA 42.7 43.2 44.1 45.0 46.0 47.6 48.7

Janajati NA NA 417356 484391 502040 581235 634860 668848 711165

Girl % NA NA 46.3 47.0 47.9 48.7 49.6 50.5 51.2

Community 989093 1049689 1296295 1270077 NA 1255541 1263313 1366348 1469133

Girl % 43.8 44.4 45.7 46.1 NA 47.8 49.0 50.1 50.9

192÷z}lIfs ;"rgf


2002 2003 2004 2005 2006 2007 2008 2009 2010


Girl % 37.4 38.5 41.2 41.2 NA 42.4 42.9 43.0 43.3

Secondary 480596 511092 587566 587177 679387 671183 715378 790348 811910

Girl % 42.5 43.8 44.3 45.7 46.1 46.0 47.2 48.1 48.8

Dalit NA NA 47849 29989 36025 43029 55650 68158 81442

Girl % NA NA 43.1 40.7 41.7 42.1 43.7 45.2 46.1

Janajati NA NA 177431 186692 203412 248476 291125 311858 331343

Girl % NA NA 45.9 46.1 47.0 47.7 48.6 49.6 50.4

Community 408124 432501 509279 530127 NA 571077 602792 656424 679854

Girl % 42.6 44.4 44.8 46.1 NA 46.7 48.0 49.1 49.8


Girl % 41.8 40.7 41.2 41.9 NA 42.0 43.0 43.1 43.6Higher Secondary

Total NA NA NA NA 250061 340774 337014 337014 623366

Girl % NA NA NA NA 45.2 47.5 47.7 47.7 46.8

Public Total NA NA NA NA 108092 167873 166549 166549 370223Public Female % NA NA NA NA 49.7 52.5 52.7 52.7 51.0Private Total NA NA NA NA 42460 56602 55900 55900 102976Private Female % NA NA NA NA 41.9 42.8 42.9 42.9 41.2Private +2 Total NA NA NA NA 58644 69671 68825 68825 93460Private +2 Female % NA NA NA NA 39.2 39.4 39.6 39.6 37.0

Campus NA NA NA NA 40865 46628 45740 45740 56707Campus Female % NA NA NA NA 45.2 46.9 47.8 47.8 45.1

Tertiary Level

Total NA 207211 151568 NA 186206 284602 207680 347577 422183

Female % NA 29.8 NA 36.7 34.3 39.0 39.5

PCL NA NA 55648 NA 51196 68941 52209 61503 39139

Female % NA NA 31.4 NA 35.9 34.4 34.6 30.7

Bachelor's NA NA 73376 NA 103266 178780 119344 200618 310790

Female % NA NA 30.3 NA 38.3 35.6 42.4 43.3

Master's NA NA 22526 NA 31407 36729 34745 37817 66472

Female % NA NA 24.3 NA 30.5 30.1 28.4 28.9

M.Phil NA NA NA 192 106 382 438 549

Female % NA NA NA 17.0 1.3 4.8 15.7

Phd. NA NA 18 NA 145 46 309 355 393

z}lIfs ;"rgf÷193


2002 2003 2004 2005 2006 2007 2008 2009 2010

Female % NA NA 22.2 NA 17.4 0 20.6 15.5

Other NA NA NA 691 4840

Female % NA NA NA 1.0 19.5Constituent NA 127866 NA NA 168876 176391 183367 178913 196,826

Female % NA NA NA NA 33.2 34.0 32.7 31.1

PCL NA NA NA NA 50829 55942 51787 53812 38638

Female % NA NA NA NA 34.6 34.6 33.4 30.2

Bachelor's NA NA NA NA 87529 89792 97721 92330 100770

Female % NA NA NA NA 33.5 35.1 33.9 33.4

Master's NA NA NA NA 30216 30505 32551 32012 51680

Female % NA NA NA NA 29.9 30.6 28.4 28.4

M.Phil NA NA NA NA 157 106 347 404 505

Female % NA NA NA NA 17.0 0 15.1 15.6

Phd. NA NA NA NA 145 46 309 355 393

Female % NA NA NA NA 17.4 0 18.3 15.5

Other NA NA NA NA 652 4840

Female % NA NA NA NA 38.7 19.5

Affiliated NA 79345 NA NA 17330 108211 24313 168664 225,357

Female % NA NA NA NA 42.3 36.5 45.7 46.8

PCL NA NA NA NA NA 12999 422 7691 501

Female % NA NA NA NA 41.2 13.7 42.6 70.1

Bachelor's NA NA NA NA 15737 88988 21623 108288 210,020

Female % NA NA NA NA 43.1 38.3 49.7 48.0

Master's NA NA NA NA 1191 6224 2194 5805 14,792

Female % NA NA NA NA 33.5 23.7 28.5 30.3

M.Phil NA NA NA NA 35 35 34 44

Female % NA NA NA NA 14.3 14.7 15.9

Phd. NA NA NA NA 0

Female % NA NA NA NA 0

Other NA NA NA NA 39

Female % NA NA NA NA 30.8

194÷z}lIfs ;"rgf

3. Teacher

Level Type Category Years

2002 2003 2004 2005 2006 2007 2008 2009 2010 School Level

Total 161086 165102 97740 130626 141605 165423 207567 222904 247083

Female 37612 43675 18792 35651 43546 49061 68859 75305 88420

Female % 23.3 26.5 19.2 27.3 30.8 29.7 33.2 33.8 35.8

Trained 33707 27993 39197 52305 82498 89001 131116 159310 193036

F. Trained 5965 4568 7379 12212 24708 23923 44161 53764 68939

F. Trained % 17.7 16.3 18.8 23.3 29.9 26.9 33.7 33.7 35.7

Primary Level

Total Total 110173 112360 70555 91679 95503 116846 143574 153536 167216

Female 31549 32739 16560 29715 36147 41475 55435 60839 70645

Female % 28.6 29.1 23.5 32.4 37.8 35.5 38.6 39.6 42.2

Trained 17878 16062 26528 34857 57191 67210 96298 113096 134991

F. Trained 4257 3475 6273 9759 20548 21304 36943 44076 56411

F. Trained % 23.8 21.6 23.6 28.0 35.9 31.7 38.4 39.0 41.8

Govt Total Teachers 88197 88517 70555 69316 71851 95454 108453 116471 126551

Total F Teachers 19912 20737 16560 17295 21990 29522 35968 40188 47477

F Teachers % 22.6 23.4 23.5 25.0 30.6 30.9 33.2 34.5 37.5

Trained NA 16062 26528 31094 49937 67210 77325 91956 104937

F. Trained NA 3475 6273 7718 16120 21304 26316 33126 39597

F. Trained % NA 21.6 23.6 24.8 32.3 31.7 34.0 36.0 37.7

Private Total Teachers 21976 23843 NA 22363 23652 21392 35121 37065 40665

Total F Teachers 11637 12002 NA 12420 14157 11953 19467 20651 23168

F Teachers % 53.0 50.3 NA 55.5 59.9 55.9 55.4 55.7 57.0

Trained NA NA NA 3763 7254 NA 18973 21140 30054

F. Trained NA NA NA 2041 4428 NA 10627 10950 16814

F. Trained % NA NA NA 54.2 61.0 NA 56.0 51.8 55.9

Lower Secondary Level

Total Total 28160 29445 14806 22817 26716 27903 37068 40259 46032

Female 4474 8742 1494 4374 5444 5182 9142 9938 11908

Female % 15.9 29.7 10.1 19.2 20.4 18.6 24.7 24.7 25.9

Trained 7264 5648 5501 7813 12398 10900 20035 23021 29265

F. Trained 976 640 631 1464 2815 1758 5395 6143 7604

F. Trained % 13.4 11.3 11.5 18.7 22.7 16.1 26.9 26.7 26.0


Total F Teachers 2095 6116 1494 1684 2439 2794 4322 4828 6163

z}lIfs ;"rgf÷195

Level Type Category Years

2002 2003 2004 2005 2006 2007 2008 2009 2010 F Teachers % 10.3 30.5 10.1 12.1 14.0 13.7 16.8 17.3 19.0

Trained NA 5648 5501 5837 8558 10900 14053 16277 21163

F. Trained NA 640 631 792 1431 1758 2763 3285 4163

F. Trained % NA 11.3 11.5 13.6 16.7 16.1 19.7 20.2 19.7



F Teachers % 30.6 27.9 NA 30.2 32.3 32.1 42.2 41.5 42.3




Secondary Level

Total Total Teachers 22753 23297 12379 16130 19386 20674 26925 29109 33835

Female 1589 2194 738 1562 1955 2404 4282 4528 5867

Female % 7.0 9.4 6.0 9.7 10.1 11.6 15.9 15.6 17.3

Trained 8565 6283 7168 9635 12909 10891 14783 23193 28780

F. Trained 732 453 475 989 1345 861 1823 3545 4924

F. Trained % 8.5 7.2 6.6 10.3 10.4 7.9 12.3 15.3 17.1


Total F Teachers 821 938 738 793 822 1078 1762 1907 2849

F Teachers % 5.5 6.2 6.0 7.1 7.4 7.7 10.4 10.5 13.2

Trained NA 6283 7168 7342 8590 10891 13474 15429 19038

F. Trained NA 453 475 600 669 861 1460 1605 2337

F. Trained % NA 7.2 6.6 8.2 7.8 7.9 10.8 10.4 12.3



F Teachers % 9.7 15.4 NA 15.7 13.7 19.8 25.3 24.0 24.8




Tertiary Education Level

Total NA NA NA 5598 6808 7071 8780 9158 14684

Female % NA NA NA NA NA NA NA NA NA

Permanent NA NA NA 5380 5350 5612 6216 NA NA

F. Permanent % NA NA NA NA NA NA NA NA NA

4. Indicators (Progress and Targets in various Plan and Programme periods) Targets

Indicators

Years

EFA NPA

Tenth Plan

EFA MDG SSR

2002 2003 2004 2005 2006 2007 2008 2009 2010 2001-2015

2002-07

2004-09

2002-15

2009-15 Total Girls Total Girls Total Girls Total Girls Total Girls Total Girls Total Girls Total Girls Total Girls

ECD Experienced in Grade 1

9.6 9.4 14 14 11 11 NA NA 18.3 18.1 33.1 32.0 36.2 35.9 49.9 50.0 52 52 80 40 60 64

Gross Intake Rate at Grade 1

101 95 117 108 126 120 148 149 148.1 139.9 145 146 148 151 148 144.0 142 147 102 110

GER

ECD 20 18 20 NA 39.4 37.3 70 67 41.39 40.89 60 57 63 61 66 64.8 70 69 80 32 80 87

Primary 118 109 127 117 131 124 145 142 138.8 138.4 139 140 143 146 141 146 140 145 105 110 104 132

Lower Sec. 57 51 60 54 80 74 76 68 71.5 65.4 79 76 80 79.0 89 89.3 94 97 55

Secondary 45 39 46 41 50 45 49 45 56.7 53.1 56 52 59 57 66 64.5 66 67 45 66

Higher Sec. NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 23

Tertiary NA NA NA NA NA NA NA NA 6.8 NA 10.3 7.6 7.4 5.1 12.1 9.6 14.5 11.6 6

NER

Primary 82 76 84 78 84 78 87 83 87.4 85.5 89 87 92 90 94 92.6 94 94 100 90 96 100 99

Lower Sec. 41 36 43 39 44 40 NA NA 52.3 47.8 53 50 57 57 63 61.9 69 69

Secondary 28 24 30 26 32 57 NA NA 34.7 32.4 35 33 36 35 41 40.1 46 46 27

Survival rate to grade 5

68 76 60 60 76 81 NA NA 80.3 77.4 81 79 73 74 78 79.8 90 85 100

% of girls enrolment

Primary 42 45 46 47.408 48.3 49 49 50.1 50 47 79

Lower Sec. 43 44 45 45.73 46.6 47.1 48.2 49.0 50 45 66

Secondary 42 44 44 46 46.1 46 47 48.1 49 45

Gender Parity Index

ECD 0.81 0.79 0.85 0.86 0.92 0.85 0.89 0.91 0.92

Primary 0.71 0.83 0.86 0.90 0.94 0.96 0.98 1.00 1.02 0.8 0.9 1

Lower Sec. 0.75 0.77 0.82 0.84 0.87 0.89 0.93 0.96 1.00

Secondary 0.74 0.78 0.80 0.84 0.86 0.85 0.89 0.93 0.95

Higher Sec. NA NA NA NA 0.82 0.90 0.91 0.91 0.88

Tertiary NA NA 0.43 NA NA 0.58 0.52 0.64 0.65

Literacy 1 0.9

Student/Teacher Ratio

Primary 35.7 35.8 39.7 49.1 45.2 37.8 33.3 31.9 30 30 37

Lower Sec. 40.4 40.5 55.7 60.3 48.7 51.7 39.6 39.9 37

Secondary 21.1 21.9 29.0 36.4 35.0 32.5 26.6 27.2 24

Higher Sec. NA NA NA NA NA NA NA NA NA

Tertiary NA NA NA NA 27.35 40 24 38.0 29

Female Teacher/School Ratio

Primary 1.2 1.2 1.2 1.3 1.3 1.4 1.8 1.9 2.2

Lower Sec. 0.6 0.6 0.6 0.6 0.6 0.5 0.9 0.9 1.0

Secondary 0.3 0.5 0.4 0.4 0.4 0.4 0.7 0.7 0.8

Student/School Ratio

Primary 147 148 163 193 161.3 151 155 155 152 30 37

Lower Sec. 144 147 194 194 153.7 148 138 141 142

Secondary 106 108 129 143 133.4 114 110 114 112 28

Higher Sec. NA NA NA NA 171.0 221 171 171 203

Tertiary NA 438 291 NA 299.8 446 266 417 430

Trained teacher

Primary 16 14 38 38 59.88 58 67 74 81 100 99 97

Lower Sec. 26 19 37 34 46.41 39 54.0 57 64 100

Secondary 38 27 58 60 66.59 53 55 80 85 100 97

Female Teacher

Primary 29 29 23 32 37.85 35 39 40 42 30

Promotion Rate

Grade 1 48 48 51 51 NA NA NA NA 49.3 52.0 54.5 55.0 60 61 64 63.6 69 69

Grade 5 78 76 73 73 85 85 86.6 86.3 74.8 74.8 82.0 82.3 84 84 86 86 82 82

Grade 8 74 74 75 74 80 78 82.4 81.4 NA NA 84.3 83.8 79 71 85.0 83.6 86.0 86

Grade 10 NA NA NA NA NA NA 43.0 40.4 NA NA 85.6 85.1 74 75 81 11.9 86 87

Repetition Rate

Grade 1 37 37 34 34 NA NA 30 30 29.8 32.0 29.5 29.4 28 28 27 26.6 22.6 22.3 10 10 2

Grade 5 11 11 14 14 NA NA 12 12 10.4 10.2 7.8 7.9 7.3 7.4 6.7 6.8 12.1 12.0 8 3

Grade 8 15 17 19 19 NA NA 12 13 NA NA 8.4 8.7 7.7 8 6.5 6.7 6.6 7.1 4

Grade 10 14 16 18 20 NA NA 7.4 8.6 NA NA 7.4 8.2 7.1 7.8 6.2 6.5 2.6 2.9

Dropout Rate

Grade 1 15 15 15 16 NA NA NA NA 20.9 16.0 16.1 15.6 12 11 10.0 9.8 8.3 8.3

Grade 5 11 13 14 14 NA NA 1.9 2.2 14.8 15.0 10.2 9.9 9.2 8.8 6.5 6.3 6.0 5.9

Grade 8 11 8.5 7.0 6.6 NA NA 5.6 5.7 NA NA 7.3 5.7 13 21 8.5 9.7 7.4 7.3

Grade 10 NA NA NA NA NA NA NA NA NA NA 6.9 6.7 19 18 13.0 11.9 11.1 10.4

Passed Rate

SLC 58.6 53.2 63.7 58.8 68.5 64.3 64.3 60.58 71

10+2

Grade 11 41.0 37.6 40.0 36.5 39.3 36.2

Grade 12 50.6 48.8 46.7 42.8 43.9 40.6

Literacy Rate

6+ yrs 64 53 90 76 85

15+ yrs 56 43 75 66 70

15-24 yrs 73 75 95 82 89

Learning Outcomes

Grade 5 50 53 100 71

Grade 8 44 46 56

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EFA

Goals Conducted

Under Research Title Year Conducted by

1 Expand Early Childhood Care and Education

MoE An Analysis of the Current Status of ECED Policies and Programme in Nepal

2067 Dr. Kishor Shrestha

CERID Effective Operation and Sustainable Development of Early Childhood Development Programme: Strategies for Rapid Expansion

2004

CERID A Comparative Study of the Effectiveness of School-based and Community-based ECD Programme and the Role of NGOs/INGOs in the Implementation of ECD Programme

2006

2 Provide free and compulsory primary education for all

DoE The Effectiveness of the school level scholarship program of the Government of Nepal

2007 (2063-64)

Centre for Ed. Innovation and Research

DoE A Study on the Identification of out of School Children and Possible Measures for bringing them into Formal and Non-formal Education System

2009 (2065-66)

Full Bright Consultancy (Pvt.)

CERID Access to Education for Disadvantaged Groups 2002

CERID Access of Muslim Children to Education Phase II 2004

CERID Access of Disadvantaged Children to Education 2005

CERID Linking Madrasa with Mainstream Education in Nepal 2006

CERID Ensuring Free and Compulsory Basic Education for Disadvantaged Groups in the Context of EFA

2009

3

Promote learning and life skills for young people and adults

DoE Mother Tongue Intervention at Primary Level 2005 (2061-62)

Centre for Research Education and Development.

DoE Parental Support and Students' Learning 2005

(2061-62)

Centre for Edu. Research and Social Dev.

DoE Social mobilization for participation in the Community Managed School Project; Identification of community characteristics on project take-up; Development of a best-practice handbook, peer-to-peer networking and school report card system

2008 (2064-65)

Centre for Policy Research and Consultancy

DoE National Assessment of Grade-V Students, conducted by 2008 (2064-65)

Full Bright Consultancy (Pvt.)

NFEC Endline Situation Survey of CASP ASP (SOP/FSP) in Kathmandu District

2009

NFEC j}slNks ljBfno sfo{qmdsf] pkfb]otf / k|efjsfl/t ;DaGwL cWoog

2066

CDC A study on job-oriented education in school level 2062

CDC A study on job-oriented education in school level 2063

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Goal No.

EFA

Goals Conducted


CDC A Study on education for work 2065

CERID Free and Compulsory Primary Education in the Context of Education for All

2004

CERID Monitoring and Supervision of Alternative Schooling Programme

2004

CERID Meeting Learning Needs of Children of Indigenous Peoples and Linguistic Minorities

2005

CERID Education of Internally Displaced Children: Provisions and Challenges

2006

CERID Life Skill Education: Nature of Issues and their Linkage to System Provision

2006

CERID Understanding School Autonomy: A Study on Enabling Conditions for School Effectiveness

2007

CERID The Rights to Education for Disadvantaged Children A Study on Existing Status and Challenges

2008

CERID Alternative Schooling: Addressing the Unserved School-age Children

2009

CERID Community Managed Schools An Innovative Approach to School Management

2009

4

Increase adult literacy by 50 per cent

MoE Non-formal Education and Activity Analysis 2067 Prakash Singh Adhikari

NFEC /fli6«o ;fIf/tf cleofgM cg'udg d"Nof+sg tyf k|ult k|ltj]bg @)^^÷)^&

2067

NFEC cgf}}krfl/s lzIffsf] tflnd k|efjsfl/tf cWoog 2066

5

Achieve gender parity by 2005, gender equality by 2015

MoE Current Status of Girls Education Policies and Programme in Nepal

2067 Dr. Susan Acharya

DoE Women Literacy Program 2005 (2061-62)

Mobilization and Dev.Nepal (P.) Ltd.

DoE A Study on the Status of Gender Equality in school 2007 (2063-64)

Social Development and Research Centre

CERID Female Teachers in Primary Schools: Distribution Pattern Training and Transfer

2004

CERID Gender Equality and Gender Friendly Environment in Schools

2006

CERID Gender Issues in School Education 2009

6 Improve the quality of education

MoE cfwf/e"t txsf ljBfyL{sf nflu z}lIfs dfkb08 tyf ;"rsx¿

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z}lIfs ;"rgf÷201

Goal No.

EFA

Goals Conducted


MoE z}lIfs k|lqmof;DaGwL Go"gQd dfgs tyf ;"rsx¿ @)^& sNkgf vgfn

MoE z}lIfs dfkb08 tyf ;"rsx¿ cfwf/e"t txsf lzIfsx¿sf nflu

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DoE Head Teacher Efficacy and School Improvement

2005 (2061-62)

Hope Nepal.

DoE Feasibility Study on Restructuring of School Education System, conducted by

2006 (2062-63)

Centre for Ed. Research and Social Development

DoE A study on Effectiveness of Primary Teacher Training in Nepal

2006 (2062-63)

Full Bright Consultancy (Pvt.) Ltd, CHIRAG and SILT

DoE Teacher Management in Inclusive Education 2007 (2063-64)

National Centre for Special Education

DoE Monitoring and Impact Evaluation Survey for Schooling Input, Output and Outcome Indicators

2008 (2064-65)

Full Bright Consultancy (Pvt.) Ltd, CHIRAG and SILT

DoE National Assessment of Grade-VIII Students 2008 (2064-65)

Educational Development Service Centre

DoE A Study on Effectiveness of Government Support to Community Schools (with reference to both Technical and Financial Support)

2008 (2064-65)

National Council for Economic and Development Research.

NCED A study on the Assessment of current challenges and future prospects on In service Teacher training System

NCED Tracer Study of DAG fellowship Programme 2063

NCED Clientle satisfaction survey

NCED Contribution of Teacher Training on development of the Primary Education

NCED A Study on the Competency-Based Teacher

202÷z}lIfs ;"rgf

Goal No.

EFA

Goals Conducted


Training of Lower Secondary & Secondary Level Teachers: A Study Report

NCED A Study on the Effectiveness of Open Schooling

NCED A study on the Ouality Complaince Status in the Entire NCED with Reference to the Qualtiy status Defined in the QAS

NCED Formative Research on the Trend and effectiveness of Pre sservice primary Teacher Training Programme

NCED Effectivess study of the primary Teacher Training in Nepal

NCED External Evaluation of AIT-NCED Institutional Linkage for Capacity Building Program 2006-2009

NCED A Study on the Assessment of Current challenges and Future Prospects of In- service teacher training System

2009

NCED Quality assurance Scheme of the NCED 2005

NCED Tools for Measuring Perforrmance for Promoting Excellence

2005

NCED Effectiveness of Primary Teacher Training Programme

2003

CDC Action research on the fulfillment of partial needs of proposed curriculum structure planning and management training of school education

2061

CDC Study on the use of multiple textbooks in school

2061

CDC Study of affecting factors of learning achievement in primary level students of Nepal

2061

CDC A study on content analysis of curriculum textbooks (grade 1-12) from rights based and child cantered perspective

2060

CDC Study on improvement on textbooks 2063

CDC Balancing subject-matter of grade 9, 10, 11 and 12 curriculum

2065

CDC Study on development of national curriculum structure implementation guidelines

2065

OCE Item Analysis : Compulsory. Math's 2064

z}lIfs ;"rgf÷203

Goal No.

EFA

Goals Conducted


OCE Item Analysis : Compulsory English 2065

OCE Item Analysis : Compulsory Social Studies 2065

OCE A Study on : Effectiveness of the Training 2065

CERID Effective Classroom Teaching Learning Phase III: School Based Assessment

2004

CERID Situation Analysis of Special Needs Education for the Expansion of Inclusive Education

2004

CERID Reconceptualising Resource Centre Model in the Context of Decentralisation and Education for All Framework of Action

2004

CERID Status of Co-Curricular and Extra-Curricular Activities in Primary Schools of Nepal: Problems and Prospects

2004

CERID Management Transfer of Community Schools 2004

CERID An Analytical Study of Existing Multi-grade and Multi-class Teaching Practices in Nepal

2004

CERID School Effectiveness: Headteachers' Leadership

2004

CERID Implementation of School Improvement Plan Identification of Successful Cases

2005

CERID Implementation of School Improvement Plan Identification of Successful Cases

2005

CERID Disbursement of Block Grants 2005

CERID Effectiveness of School/Community-Based Monitoring System

2006

CERID Situation of Inclusive Classroom in Nepal 2006

CERID Enhancing Educational Reform Process: A Study on Operation of System and Structural Provision at Implementation Levels

2007

CERID Basic Enabling Conditions for Quality School Education: A Study on the Successful Schools for Developing Norms and Standards for School Monitoring

2007

CERID Classroom Transformation for Better Conditions of Pedagogical Processes and Student-Centered Learning

2007

CERID Rights-Based Education and Structural Reforms in Basic and Primary Education: A Study on Institutional Needs and Community

2007

204÷z}lIfs ;"rgf

Goal No.

EFA

Goals Conducted


Readiness

CERID Institutional Scope and Need of Mainstream Education in Madrasas

2007

CERID Education in Gumbas, Vihars and Gurukuls in Nepal: Linking with Mainstream Education

2007

CERID Provisions and Conditions for Better Classroom Pedagogical Practices

2008

CERID A Study on Problems and Prospects of Mainstreaming Inclusive Education at Primary Level

2008

CERID Education in Gumbas, Vihars and Gurukuls in Nepal: Linking with Mainstream Education – Study 2

2008

CERID Exploring the Possibility of Expanding Per-child Funding Mechanism

2008

CERID Formal Education in Madrasas of Nepal: A Study on Emerging Trends and Issues

2008

CERID Linking School Mapping with Educational Planning

2009

CERID Assessing Quality of Education in Madrasas of Nepal

2009

CERID Exploring the Opportunities for Professional Development of Primary School Teachers in Nepal

2009

7. Other DoE A Comparative Study of School Cost between Community and Institutional Schools

2008 (064-65)

Santwona Memorial Academy Research Centre

DoE A Study on the Financial Management of Department of Education, District Education Office, School; and Tracking of School Grants (especially, School Improvement Plan and Rahat Grants),

2009 (2065-66)

Santwona Memorial Academy Research Centre

DoE A Survey on Health and Nutrition Status of Students

2009 (2065-66)

DMI

CDC Study on identification of importance of Sanskrit education in school level national curriculum structure

2062

z}lIfs ;"rgf÷205

Goal No.

EFA

Goals Conducted


CDC Study on balancing weight-age and subject-matters of secondary level

2064

OCE Status of SLC Results(2045 to 2064) -2065 2065

OCE Teacher's Profile of Marker and Scrutinizer-2065

2065

OCE Statistics of SLC Result (Publishing each year)

annual

CERID Formative Research for Basic and Primary Education II

2005

CERID Longitudinal Study on System Indicators 2004

CERID Stock-taking of Studies Related to BPEP-II (Phase III)

2004

CERID Longitudinal Study on System Indicators Cohort Analysis

2007

CERID School Governance in Nepal 2008

CERID Longitudinal Study on System Indicators 2009

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An Analysis of the Current Status of ECED Policies and Programme in Nepal

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Quality Assurance and Accreditation for Higher Education in Nepal 2010

2010

Statistical Data Form Annual

Second Higher Education Project (SHEP) 2007-2014 2007

Quality Improvement Programme 2066 2010

Higher Education Fact Sheets 2009

Higher Education institutions in Nepal Environmental Guidelines

2010

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A report of advertisement analysis to assess- Demand of Nepalese Workforce in Foreign Employment, August 2007.

A Report on Follow-up study of Proficiency certificate Level Graduates of General Medicine Programme under CTEVT, August 2009

Impact evaluation of PCL Nursing (Staff Nurse) both constituted and affiliated institutions, August 2009

Resource Strength of CTEVT Owned Diploma Certificate Program and Feasibility Study for Higher Education Program of CTEVT, July 2009

Tracer Study on the Employment Status of Market Oriented Short Term (MOST) Training Graduates

Annual Publications

o TEVT Development Journal

o CTEVT “A Glimpse”

o A Profile of Technical and Vocational Education and Trainings (First published in 2010)

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1992 35 24 68=57 2015 2395 1094 45=68

1993 36 22 61=11 2016 2700 1108 41=04

1994 50 36 72=00 2017 3571 1184 33=16

1995 55 29 52=73 2018 3896 1304 33=47

1996 55 35 63=64 2019 3616 677 18=72

1997 41 29 70=73 2020 4137 1655 40=00

1998 54 42 77=78 2021 4833 2559 52=95

1999 84 55 65=48 2022 6119 3031 49=53

2000 133 78 58=65 2023 9218 3624 39=31

2001 141 89 63=12 2024 12134 5871 48=38

2002 227 143 63=00 2025 15595 8294 53=18

2003 187 117 62=57 2026 17211 5269 30=61

2004 222 105 47=30 2027 17192 5157 30=00

2005 243 92 37=86 2028 15772 5267 33=39

2006 259 108 41=70 2029 16202 5929 36=59

2007 80 53 66=25 2030 21286 7813 36=70

2008 432 195 45=14 2031 27729 11250 40=57

2009 785 295 37=58 2032 32720 7208 22=03

2010 1151 421 36=58 2033 35189 10939 31=09

2011 1326 423 31=90 2034 41008 13961 34=04

2012 1641 581 35=41 2035 48443 13511 27=89

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2037 72819 15608 21=43 2053 116002 42359 36=52

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2039 80886 16434 20=32 2055 139202 68488 49=20

2040 100001 23824 23=82 2056 205553 93978 45=72

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2042 63689 15119 23=74 2058 152334 47565 31=22

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2045 56870 19291 33=92 2061 216303 83747 38=72

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2048 94538 23213 24=55 2064 307078 195689 63=73

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Structure of national curriculum, 2063

House styles, 2063

Guidelines on CDC working procedure, 2062

Guidelines on district and regional curriculum coordination committee, 2061

Guidelines on development of local curriculum, 2060

Guidelines on development of curriculum and textbook, 2059

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A Ten-year Literacy/ NFE Policy and Programme Framework 2006-2015-2006

Guidelines on the Management and Operation of Community Learning Centres-2062

Non Formal Education Programmes Implementation Guidelines-2064

Monitoring Tools and guidelines-2062 (Revised Version 2064)

Guidelines on National Literacy Campaign-2065 (First Amendment 2066)

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lzIffsf] nflu vfB sfo{qmd 4431853, 4431895

ljZjljBfno cg'bfg cfo]fu www.ugcnepal.edu.np 6638549, 6638434, 6638550, 6638551


lzIfs ;]jf cfof]u www.tsc.gov.np 6637872, 6637873


o'g]:sf]sf] lgldQ /fli6«o ;lrjfno

www.nncu.org.np 4418782, 4428107

4412460

[email protected]

lqe'jg ljZjljBfno www.tribhuvan-university.edu.np

4330840 4330843

g]kfn ;+:s[t ljZjljBfno Contact Off:

082-52901,

4221510

sf7df8f}F ljZjljBfno www.ku.edu.np 11-661299, 661399

11-661443

[email protected]

k"jf{~rn ljZjljBfno www.purbuniv.edu.np 021-521204

kf]v/f ljZjljBfno www.pu.edu.np 61-560489, 560639

61-560392

[email protected]

z}lIfs ;"rgf÷213

;+:yfx¿ j]e;fO6 ;Kks{kmf]g g+= km\ofS; Od]n

Contact off:4412196

44409044440905

[email protected]

pRr lzIff dfWolds lzIff kl/ifb\

www.hseb.edu.np 6630598, 6631362, 6631586, 6635129

6631586

[email protected]

CTEVT www. ctevt.org.np 6630408, 6630769

6630294

[email protected]

hgs lzIff s]Gb| lnld6]8 66307878, 6630796

s];/ nfOa|]/L www.klib.gov.np 4411318


g]kfn /fli6«o k':tsfno

www.nnl.gov.np 5521132


l8NnL/d0f–sNof0fL k':tsfno

www.drkrmlibrary.np 4411090, 4417835

[email protected].

214÷z}lIfs ;"rgf

lzIff;Fu ;DalGwt cGo lgsfox¿sf kmf]g gDa/x¿

Institutions websites Contact No

kmf]g g+= km\ofS; Od]n

Research Centre for Educational Innovation and Development (CERID)

www.cerid.org 4274527,

4286732

4274224 http://www.cerid.org

Central Bureau of Statistical Department

www.cbs.gov.np 4245947

4229406


Education Sector Advisory Team (ESAT)

www.esat.org.np 4411597,

4422507


UNESCO Kathmandu

www.unesco.org/kathmandu

5554396

IIEP PARIS www.unesco.org/iiep

Education Journalist Group

www.ejg.org.np 257655 4218686 [email protected]

Teacher Monthly www.teacher.org.np

Madan Puraskar Library

www.mpp.org.np 5549948,

5005515

5536390

TU Central Library

www.tucl.org.np 4330834,

4331317

[email protected]

TU Exam Controller's Office

www.tuexam.edu.np 4283913,

4222962

[email protected]

z}lIfs ;"rgf÷215

lzIff dGqfnosf dxfzfvf / zfvfsf 6]lnkmf]g gDa/x¿

SN Division/Section Contact No. Fax

1 Secretariat of Minister 4411499/4414690 4435140

2 Secretary (Education) 4411599 4414887

3 Secretary (Basic Education) 4416693 4423252

4 Administration Division 4418781

5 Higher Education and Educational Management Division

4418582 4418673

6 Planning Division 4418783

Monitoring, Evaluation and Supervision Division 4418191

7 Internal Administration and Property management Section

4427782

8 Personal Administration and Human Resource Development Section

4412015/4410090

9 Financial Administration Section 4427782

10 Legal Counselling Section 4422340

11 Higher and Technical Education Section 4423251 4423251

12 Scholarship Section 4418169

13 School Education Section 4414357

14 Policy Analysis and Programme Section 4419233 4419233

15 Foreign Aid Coordination Section 4443332 4443332

16 Library Coordination Section

17 Monitoring and Evaluation Section 4412199

18 Inspection Section 4412804

19 Research and Education Information Management Section

4410465

20 UNESCO National Commission 4428107/4418782 4412460

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