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Summary Report

Civic Education in Sri Lanka - 2017

National Education Research and Evaluation Centre (NEREC)

Faculty of Education, University of Colombo.

September 2018

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© GIZ and

National Education Research and Evaluation Centre (NEREC)

Faculty of Education, University of Colombo, Sri Lanka

First Published September 2018

Writer: Prof. Marie Perera (English)

Translation: C. Kariyawasam (Sinhala)

A. Edirisinhge

M. Karunanithy (Tamil)

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Acknowledgements

My sincere gratitude is extended to the following institutions and people

who contributed to make the research study “Civic Education 2017” a

success. If not for their support this study would not have been a reality.

Professor Rainer Lehmann, Humboldt University, Berlin for providing

guidance and support to the research team in selecting the sample,

refining the questionnaires, data analysis and volunteering in writing

the technical report.

Dr. Ruediger Blumoer and the staff of GIZ Sri Lanka for their

unstinted support in designing and launching the project. If not for

their support this study would not have been a reality.

Mr. S. Muralitharan, Director, Peace Education and Reconciliation

Unit and Tamil Schools Development Branch and Mr. S.U. Wijeratne,

former Additional Secretary (Policy, Planning and Performance

Review).

Senior Professor Lakshman Dissanayake, Vice Chancellor, University

of Colombo for his cooperation and granting permission to

implement the project.

Professor Manjula Vithanapathirana, the Dean of the Faculty of

Education, for her support for the successful completion of the study.

I am also deeply indebted to all the other members of the research

team, namely, Mr. S. Galagamage, Mr. Jude Nonis, Mr. Kapila Bandara,

Ms. R.D.C. Niroshinie, Ms. Samadara Amarasinghe, Mr. Chinthaka

Chandrakumara, Mr. S. Athirathan, Ms. Chethana Malepathirana and

Mr. K.P. Munagama for their valuable contribution to the research

study.

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Academics of the Faculty of Education for assisting in test

administration in schools.

I also thank Mr. Ariyadasa Edirisinghe (former Commissioner of

Examinations –Department of Examinations) for his assistance in

administering the all island assessments.

My gratitude also goes to all the examination coordinators, school

coordinators all over the country who participated in test

administration and all other professionals at provincial, zonal and

school levels who contributed in numerous ways to carry out this

study.

The contribution of Professor M. Karunanithy, Professor

C. Kaiyawasam and Mr. Ariyadasa Edirisinghe in translating the

doucuments are verymuch appreciated.

Last but not least, the support extended by Ms. Nayanie

Gamaethige (Office Manager - NEREC), Ms. Nadee Gamaethige, Ms.

M.H.S. Fathima Mahsanie, Mr. Bandara the NEREC staff

Mr. Lokuvithana, and others who helped in data entry.

The services provided by Research Management Unit of the

University of Colombo and other various personnel who

contributed to this study in many ways are also very much

appreciated.

Senior Professor Marie Perera

Director

National Education Research and Evaluation Centre (NEREC))

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Research Team

Marie Perera - Coordinator

Questionnaire revising and finalizing

S. Galagamage

L.M.K. Bandara

S. Athirathan

C.P.W. Malepathirana

K.P. Munagama

Sample Selection

P.D.H.S. Amarasinghe

P.K.J.E. Nonis

R.D.C. Niroshinie

C. Chandrakumara

Data Analysis

P.D.H.S. Amarasinghe

R.D.C. Niroshinie

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EXECUTIVE SUMMARY

In the context of an ongoing civil war and negotiation through a peace

process in 2003 an assessment of the status of democratic and civic

competencies of a sample of 14 year old (Grade 9) secondary school

students in Sri Lanka and an analysis of the school-based and

non-school based factors that affect the development of these

competencies was therefore considered particularly timely. The

analysis, it was hoped would provide a credible base of evidence to

inform the development of future strategies and activities to promote

democratic and pluralistic values through school education. Further,

the belief was that the impact of future interventions can be

measured against the baseline provided by the research study on civic

education.

Thus the National Research Study on Civic Education in Sri Lanka was

conducted in 2003. It was basically a replication of the Civic Education

Study (CIVED) conducted in 28 countries in 1998 by the International

Association for the Evaluation of Educational Achievement (IEA), using

three instruments developed for students, teachers and the school -

for the Principal. The items were developed over the period from

1996 through 1998 by the International Steering Committee and the

National Research Coordinators of the IEA Civic Education Study, and

validated using appropriate statistical procedures.

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As expected the findings of the 2003 study were able to inform the

development of a long term plan to promote democratic and

pluralistic values through the school system. National Policy and a

Comprehensive Framework of Actions on Education for Social

Cohesion and Peace 2007 was developed. In addition in place of the

subject social studies which was a combination of History, Geography

and Civic new subjects were introduced for Life Competencies and

Civic Education (grades 6-9) and Citizenship Education and

Governance (grades 10 -11) 2007. Unfortunately majority of the

actions recommended through the Framework were not put into

action. For example, the suggestion that the impact of the new

curriculum should be monitored through research (2008, p.70).

At present the war has ended and reconciliation process has

commenced. A review of the national policy on Education for Social

Cohesion and Peace has taken place in 2016. One of the

recommendations of the report (2016) is the “rerun of the NEREC

2003 Civic Education Study in order to assess changes in learning and

therefore inform curriculum revision”. Peace Education and

Reconciliation Unit (PERU) has been established in the Ministry of

Education with the support of the Office for National Unity and

Reconciliation (ONUR). This unit has developed a road map. Activity

2.1.3.a of this Road Map is to rerun the NEREC 2003 Civic Education

Study.

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Further in five provinces in Sri Lanka in 200 pilot schools targeted

activities have been conducted with GIZ support to improve social

cohesion. Therefore, there was a need to find out whether there is a

difference in civic competencies in students in the pilot schools in

comparison to schools where there had not been targeted

intervention. If the findings reveal a positive outcome these

interventions could be extended to non- piloted schools.

Therefore, there was a need to replicate the NEREC 2003 Civic

Education study and compare its findings with the previous findings.

Further, a comparison between the pilot and non- pilot schools was

also a necessity.

Civic Education Study 2017

The Civic Education Study 2017 was thus a replication of the NEREC

2003 study with the main aim of assessing the changes in civic and

democratic competencies in school children in Sri Lanka since 2003

and to inform the development of a comprehensive long-term

program to promote democratic and pluralistic values through the

school education system.

Specific Objectives

1. Assess the Civic Knowledge of the students in 2017 at national

level by school type, ethnicity, gender, medium of instruction

and locality

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2. Compare the students’ Civic Knowledge in 2017 with that of

2003 and in relation to International norms.

3. Identify the school based and non-school based factors that

affect the development of democratic and Civic competencies

of students.

4. Assess students’ concept of Democracy, Citizenship and

Governance.

5. Examine students’ views on opportunities for Civic

engagement in school and interest in future political activities.

6. Examine students’ attitudes toward social cohesion and

diversity.

7. Compare Civic knowledge, democratic and Civic competencies

and attitudes of a sample of Pilot and non-Pilot school

students.

Sample

Desired target population for the study was all students (except those

in the international schools) who were studying in Grade 9 in the year

2017 in Sri Lanka.

The Ministry of Education school census database 2016 was used to

calculate the average cluster size. Accordingly two student samples

were selected.

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1. The main sample was a probability sample which comprised of

5492 students representing all provinces, ethnic groups, boys

and girls, school types and locations, private schools and few

pilot schools.

Principals of these schools and the teacher teaching Civics

were also part of the sample.

2. The subsample comprised of 1774 students from Pilot schools

and a comparable sample of 1065 students from the Tamil

medium schools from the main sample. The rationale for

selecting Tamil medium schools is that majority of the Pilot

schools are Tamil medium schools.

Principals and the teachers teaching Civics were also part of

this sub sample.

The technical aspects of selecting the sample is given in a

separate Technical Report.

Data collection Instruments

The main instruments of data collection were three questionnaires

administered to students, teachers and Principals respectively. For the

2003 study they were adapted and translated to Sinhala and Tamil,

from the instruments used in the CivEd Study. The same

questionnaires were used for the 2017 study as well. The data is

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presented and analyzed using appropriate quantitative and

qualitative methods.

The student questionnaire had five different test items covering three

domains. The domains were

Domain I: Democracy

Domain II: National Identity, Regional and International Relationships

Domain III: Social Cohesion and Diversity

These three domains were tested by five types of test items.

• Type 1 items: assessing knowledge of content.

• Type 2 items: assessing skills in interpretation of material with

civic or political content (including short text passages and

cartoons).

Types 1 and 2 items formed the test. These items had keyed

correct answers.

Because civic education is an area where students’ content

knowledge and skills are important but not the sole focus,

three other item types were also included.

• Type 3 items: assessing how students understand concepts

such as democracy and citizenship.

• Type 4 items: assessing students’ attitudes (for example,

feelings of trust in the government).

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• Type 5 items: assessing students’ current and expected

participatory actions relating to politics.

Types 3, 4 and 5 items formed the survey. These items did not have

specific correct answers.

Teacher questionnaire

Information on teacher education, work experience, views on civic

education, instruction on learning goals were gathered from this

questionnaire.

Principal’s questionnaire

Principals’ education and work experience, views on civic education,

attitudes relating to school climate and information on perceptions

and behavior of students, teacher and parents were solicited.

Data Collection

Questionnaires were administered on 4th December 2017. It was done

in collaboration with Provincial Directors of Education. For supervision

of questionnaire administration, assistance of academics of the

Faculty of Education, M.Phil, M.Ed and PGDE students of the Faculty

of Education were obtained. Training workshops prior to the

questionnaire administration were held at NEREC (for Western,

Central, North Western and Sabaragamuwa Provinces) and at twelve

provincial centers (for Northern, North Central, Eastern, Uva and

Southern provinces) for the supervisors.

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Data Analysis

Descriptive statistics were used to analyze the questionnaire data.

Furthermore, frequency polygons and bar graphs were also used. A

detailed statistical analysis of 2017 data and the comparison of pilot

and non - pilot school data is provided by Professor Lehmann in the

Technical Report.

The findings of the study:

1. Findings on Civic Knowledge of students

1.1 As assessed by test mean scores, in general, the achievement

of Sri Lankan students in civic knowledge, content and skills in 2003

was lower relative to the achievement of international students in the

CIVED study. In particular, their performance was poor in items that

test interpretive skills.

In 2017 students’ content knowledge has increased by five points but

their interpretive skills have decreased by three points. As a result the

students’ Civic knowledge has increased only marginally by one point.

1.2 There are statistically significant differences in student

achievement as assessed by test mean scores by the selected

variables - school type, medium of instruction, gender and ethnicity;

highest achievement was by the 1AB schools, Sinhala medium, males,

Muslims, and Buddhists respectively.

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On the other hand in 2017 even though the highest achievement

remains the same by type of school and medium, females have

outperformed the males. Further, according to religion the highest

achievement is by Buddhists, Catholics and Muslims respectively.

1.3 Provincial wise in 2003 the highest achievement was shown by

Sabaragamuwa, North Western and Uva respectively.

In 2017, this pattern has changed to Western, North Western and

Southern Provinces respectively.

1.4 Students’ memberships and active participation in

organizations was positively correlated with Civic achievement scores.

On the other hand, in 2017 such participation in organizations is

negatively correlated with Civic achievement.

1.5 In 2003, out of school variables such as home literacy, family

and home environment correlated positively with mean scores; for

example, more books in the home, higher parental educational

qualifications, higher continuing education aspirations of students,

smaller families. Similar trend is seen in 2017 as well.

1.6 In 2003 there was a positive correlation of higher mean scores

with reasonable amounts of time spent with friends after school and

in TV/Video viewing.

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However, in 2017 viewing television more than 5 hours a day had

reduced their civic knowledge. On the other hand, there is a positive

correlation of higher mean scores with reasonable amounts of time

spent with friends after school

2. Findings on the school and classroom context of

civic knowledge

The findings from reviewing the literature are that

2.1 The attempt since 1972 to impart civic education through

curriculum integration has failed to bring about the expected

integration and the desired learning outcomes.

2.2 The failure in translating the aims of education to contribute

to the development of good citizens and caring individuals with

exemplary character and values, the lack of civic and social

responsibility, reflects on civic instruction in classrooms and lacunae

in the curriculum and in the activities in the ‘hidden curriculum’ that

pervades the social climate of the school.

2.3 A contextual basis for the identification of curriculum areas

that need to be strengthened, in both coverage and in teacher

training is provided by an assessment of coverage of secondary school

civic related curriculum, the importance accorded by teachers to

topics and, their level of confidence in teaching these topics.

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In both 2003 and 2017 citizens’ rights, human rights, environmental

issues and media have been the highest priority. However, 61% and

42% teachers in 2003 and 2017 respectively claim that there is very

little opportunity for students to learn these topics.

Some of the topics that the teachers claimed as not important are

among the topics rated by them as topics they were not at all/ little

confident to teach.

2.4 In the 2003 study, the model that integrates civic education

into other social sciences was the most popular among teachers, in

indicating how civic education should be taught. On the other hand, in

2017 the majority of the teachers favoured teaching Civics as a

separate subject.

2.5 Teachers strongly affirm that schools are places where civic

education ought to be taught and can be taught effectively and that

civic education matters a great deal in facilitating students’ civic

development.

It is noteworthy that 58 percent (2003) and 65 percent (2017)

teachers in Sri Lanka agree with the statement that education

authorities pay little attention to civic education, indicating perhaps

that more support is needed for the school system to forge ahead

with this task of the school. It is significant that this percentage has

increased in 2017, perhaps due to the fact that Civics is one of the

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‘basket’ subjects in grades 10 and 11 and all students are not learning

Civics after grade 9.

2.6 Teachers believe that agreement on what is worth learning in

civic education is possible but doubt societal consensus, accept official

curriculum as points of orientation and are willing to negotiate with

students over what is to be studied.

2.7 Teachers agree that students learn in school to understand

people, to cooperate, to solve problems, to protect the environment,

to develop concern about the country and to know the importance of

voting.

2.8 Some teachers in Sri Lanka favor inculcating the more

conventional forms of political allegiance and participation over

attitudes and skills that imply a more activist stance, in the future

citizens they teach.

2.9 Teachers in Sri Lanka draw both from externally generated

materials such as official curriculum and textbooks and, from

internally generated materials such as teachers’ own ideas and self-

generated materials, in preparation for teaching.

2.10 The three need areas that teachers in Sri Lanka prioritized to

improve civic related subject teaching were additional training in

subject matter knowledge, in teaching methods, and better materials

and textbooks.

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2.11 In 2003, according to teachers the teaching learning

methodologies used more frequently in civic education classrooms in

Sri Lanka are teacher were didactic teaching focused than learner

initiated and inquiry based learning focused, with interactive

approaches used sparingly. However, teachers report in 2017 that

they use more project, role plays, .group work in their civic education

classrooms.

The responses of teachers regarding their priority needs are quite

similar in 2003 and 2017.

However, in 2017 percentage of responses for special projects has

declined and the percentage for more cooperation with experts and

more time for teaching has increased.

2.12 The methods of assessment used more frequently in civic

education classrooms are written compositions, oral participation and

multiple-choice tests.

2.13 Students are inclined towards proactive participation in school

life, have very positive perceptions on their own capacity to bring

about change and to democratize the way schools function.

2.14 In Sri Lanka, the participation of students in the political life of

the school is minimal. However, they claim that they cooperate with

teachers to solve problems of discipline, resolve problems among

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students, between teachers and students and, school problems in

general.

2.15 In 2003 Principals of schools reported that negative behaviors

such as truancy, bullying, vandalism and violence occurred sometimes

in more than half the schools in the sample. Responding to this item,

in 2003, 74, 66, 63 and 50 per cent of the principals reported that

truancy, bullying, vandalism and violence respectively occurs

sometimes in their schools

On the other hand, in 2017 truancy and bullying percentages have

declined from 74% to 72% and 66% to 60% respectively. However use

of drugs which only 24% of the principals claimed happens in their

schools has increased to 53%. This is a very sad situation and the use

of drugs and vandalism incidents may be interconnected.

2.16 As reported by the Principals, the school climate for learning

reflected in students’ and teachers’ attitudes, and in parental

involvement, is positive and supportive of academic achievement.

3. Findings on Students’ concepts of Democracy

Citizenship and Government

3.1 The findings on SL students’ concepts of democracy,

citizenship and government in general are similar in 2003 and in 2007

and are consistent with the pattern of responses of the INT student

sample.

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3.2 On the concept of democracy, citizens’ freedom to express

opinions, free elections, strong civil society in the form of

organizations are attributes that the vast majority of SL students

believe to be good for democracy; attributes that are judged to be

bad for democracy are monopoly of newspaper ownership, political

influence in the judicial sphere, and special influence by the wealthy

on the government.

3.3 Most students considered ‘obeying the law’ ‘Taking part in

activities’ and ‘participating in activities to benefit people in the

community’ as the three most important factors in being a good

citizen in 2017. In contrast to 2017, in 2003 the first three choices of

importance have been ‘knows about the country’s history, shows

respect for government representatives and follows political issues on

the newspaper, on the radio or on TV. Country’s present political

situation appears to influence the students’ choices. Their respect for

government representatives have diminished. On the other hand,

students have realized the need to obey the law and to protect the

environment.

3.4 On the concept of citizenship, both social movement related

participation and conventional political activities are included in the

SL students’ concept of good citizenship for adults, with more

importance accorded to voting than to activities that imply conflict of

opinions such as joining a political party and engaging in political

discussions.

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4. Findings on current and expected participation in

political action

4.1 SL students are more interested in national than in

international politics, and are more likely to discuss national and

international politics with parents/family members and peers than

with teachers.

4.2 A little over half the respondents consider themselves

politically interested and knowledgeable.

4.3 Television is the media most used by students to obtain news,

in preference to radio news broadcasts and the newspapers.

4.4 Other than voting in elections, the majority of SL students do

not envisage more direct political participation such as contesting

elections or joining a political party. They expect to participate in

social movement activities, would join in non-violent protest marches,

a few would engage in unconventional illegal activities, such as ‘spray

painting protest slogans on walls.’

5. Findings on trust in institutions

5.1 A relatively high percentage of SL students have trust in the

government-related institutions listed. Courts and the Police are

trusted the most, followed by national and local governments.

Political parties are trusted very little.

In 2017 most trusted institution is the school, which is a positive sign.

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5.2 Students in Sri Lanka have a sense of trust or attachment to

the country as a political community and a positive sense of national

identity.

6. Findings on Social Cohesion

6.1 The findings based on data obtained using the country specific

scale on social cohesion point to some significant school system

related factors that constrain the achievement of educationally

relevant goals of national cohesion, national integrity and national

unity.

6.2 According to the 2003 study there was significant inadequacy

of and disparities in opportunities, for second language learning, for

students from the different ethnic groups to learn together, to

exchange ideas, for more informal interactions and cultural exchanges

that foster mutual understanding.

However, in 2017 this situation has improved and students claim that

they have more opportunities.

6.3 A polarization of attitudes based on ethnicity indicates that

the school system has not been sufficiently proactive and effective in

facilitating social cohesion through the various processes it has in its

command to do so, such as providing equal opportunities for second

language learning.

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Compared to non-pilot student responses the pilot sample responses

are higher for participation in school parliament, partnership

programmes, environmental clubs, Art, music or drama clubs and

sports than non-pilot schools. However, it appears that students in

the pilot sample do not sustain the friendships forged through these

activities having pen friends or online friends.

It was found that there was not much difference in the achievement

of the two samples. The interpretive skills of both samples appear to

be similar. Over all knowledge is similar in some provinces but lower

in the pilot schools in other provinces.

Therefore, there appears to be a mismatch between the opportunities

provided to the pilot school students and their use of such

opportunities and the transfer of experience to knowledge and skills

6.4 The majority of students however are positively oriented

towards participation in processes that will contribute to social

cohesion, if opportunities are provided in the school system.

6.5 The findings on gender rights and equality indicate that the

vast majority of students in Sri Lanka take a firm positive stand on

equal rights for men and women, when presented as ideals.

However, when presented in contexts such as job scarcity, a partiality

towards men on the part of males in particular is noted, as reported

in the international CIVED study “a very substantial gender difference

in support for women’s rights continues to exist” (p. 186).

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6.6 A positive feature in the findings of the both 2003 and 2017

studies are that students stand by the rights of all citizens,

irrespective of their ethnicity, particular status as internally displaced

citizens or, as members of anti-democratic groups.

Recommendations

1. Measures should be taken to improve students’ interpretive

skills in Civics. As the findings revealed interpretive skills of

students’ island wide had decreased between 2003 – 2017.

This low interpretive skills is visible provincial wise as well.

2. Civics textbooks should provide adequate activities for

students to use interpretive skills. Although curriculum

revisions had taken place more focus appears to be on

content rather than on skills.

3. According to teachers some of the topics universally accepted

in Civic education, which they also endorse are not well

represented in the Sri Lankan curriculum. These topics should

be accommodated in the curriculum.

4. An analysis of the Civics textbooks based on the findings of

this study is recommended.

5. Teacher development programmes should include the

pedagogy of teaching Civics related topics which the teachers

are not confident to teach.

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6. As recommended in the NEC (2003), issues and activity based

approach should be used in the classroom to enable students

to use interpretive skills.

7. Television viewing and reading of newspapers could be used

to discuss issues and problem solving. The findings revealed

that reasonable amount of TV watching had a positive effect

on students’ civic knowledge. On the other hand having

newspapers at home did not have an impact. Therefore

students should be encouraged to read newspapers critically.

8. All schools should collaborate with the Educational

authorities, religious organizations, health ministry parents

and the community to implement programmes to eradicate

the use of drugs by the school children.

9. Civic should continue to be taught as a separate subject in the

curriculum.

10. Civics should not be a basket subject, but should be taught to

all students.

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ixysÈhdj ÈhqKq lsÍug b,lal.; jevigyka wdrïN fldg we;’ tu

ksid fkfrla wdh;kh 2003 § isÿl< mqrjeis wOHdmkh ms<sn|

m¾fhaIKh kej; isÿ fldg tys fidhd .ekSï 2003 fidhd.ekSï

iu. iei£u wjYHhh’ tfiau kshdul mdi,aj, isiqkaf.a iy kshdul

fkdjk mdi,aj, isiqkaf.a mqrjeis wOHdmk l=i,;d iei£u o jeo.;a

fõ’

29

j¾I 2017 mqrjeis wOHdmkh ms<sn| wOHhkh

j¾I 2017 wOHhkh jkdys j¾I 2003 isg YS% ,xldfõ isiqkaf.a

mqrjeis yd m%cd;ka;%jd§ ksmqK;d fjkia jQ wdldrh ;lafiare lsÍfï

m%uqL wNsu;d¾:h iys;j 2003 fkfrla (NEREC) wOHhkh kej;

m%;slrKh lsÍuls’ mdi,a wOHdmk moaO;sh ;=<ska m%cd;ka;%jdoS iy

nyq jd¾.sl w.hka j¾Okh lsÍu i|yd §¾>ld,Sk úia;rd;aul

ie,eiaula i|yd fuh wjYH nj ñka oelafõ’

ksYaÑ; wruqKq

1’ mdi,a j¾.h jd¾.sl;ajh ia;%S mqreINdjh b.ekaùfï udOHh

iy m%foaYh wkqj j¾I 2017 § cd;sl uÜgfuka isiqkaf.a

mqrjeis oekqu ;lafiare lsÍu’

2’ j¾I 2003 oekqï iuÕ j¾I 2017 § isiqkaf.a mqrjeis oekqu

cd;Hka;r uQ,hkag wkqj ixikaokh lsÍu’

3’ isiqkaf.a m%cd;ka;%jdoh iy mqrjeis ksmqK;d j¾Okhg

mdi,a mdol yd mdi,a mdol fkdjk idOl n,mEï

y÷kd.ekSu’

4’ m%cd;ka;%jdoh” mqrjeisNdjh iy rdcH md,kh ms,sn| isiq

ixl,am ;lafiare lsÍu’

5’ mdif,a§ mqrjeis lghq;= lsÍu ms<sn| isiqkaf.a woyia yd

wkd.;fha § Tjqkaf.a foaYmd,k lghq;= ms<sn| woyia

úuiSu’

6’ iudc tAldnoaO;djh yd úúO;ajh ms<sn| isiq wdl,am

úuiSu’

7’ kshdul mdi,a iy Bg iudk kshdul fkdjk mdi,a isiqka

;=< jQ m%cd;ka;%Sh iy mqrjeis ksmqK;d ixikaokh lsÍu’

30

ksheÈh

fuu wOHkh i|yd b,lal lKavdhï jQfha j¾I 2017 § YS% ,xldfõ

9jeks fY%aKsfha bf.kqu ,nk ish¨ YsIHfhda ^cd;Hka;r mdi,aj,

isiqka yer& fj;s’

j¾I 2016 wOHdmk wud;HdxYfha mdi,a ix.Kk f;dr;=rej,ska

,nd.;a ixLHd wkqj fmdl=re ^mdi,a& m%udKh .Kka .kakd ,§’ tA

wkqj isiq ksheÈ 2la f;dard .eksK’

1’ m%Odk ksheosh iïNdú;;d ksheÈhls’ ish¨ m<d;aj, jd¾.sl

lKavdhï” msßñ yd .eyeKq” mdi,a j¾. iy m%foaY” fm!oa.,sl

mdi,a iy kshdul mdi,a lsysmhlska hq;a 5492l isiqyq tys

fj;s’

fuu mdi,aj, úÿy,am;sjreka yd mqrjeis wOHdmkh úIh

W.kajk .=rejreka o fuu ksheoshg we;=<;a fõ’

2’ Wm-ksheÈhg kshdul mdi,aj,ska isiqka 1794la iy kshdul

fkdjk mdi,aj,ska isiqka 1065la we;=<;a fõ’ kshdul

fkdjk ksheosh i|yd m %Odk ksheÈfhka fou< udOH mdi,a

we;=<;a lrk ,oS’ fou< udOH mdi,a f;dard .ekSfï fya;=j

jQfha kshdul mdi,a jeä ixLHdjla fou< udOH ùuhs’ kshdul

mdi,a úÿy,am;sjreka iy mqrjeis wOHdmkh W.kajk

.=rejreka o WmksheÈhg wh;a fõ’

ksheÈh f;dard .ekSfï ;dlaIKsl lreKq ;dlaIKsl jd¾;dfõ

i|yka fõ’

31

o;a; tl;= lsÍfï WmlrK

o;a; tl;= lsÍu i|yd ;%súO m%Yakdj,s ms<sfj,ska isiqkag” .=rejrekag

iy úÿy,am;sjrekag ,ndfok ,oS’ j¾I 2003 wOHhkh i|yd CIVED

wOHhkfha WmlrK isxy, yd fou< NdIdj,g mßj¾;kh fldg iqÿiq

mßÈ ilia lr .kakd ,§’ tu m%Yakdj,shu 2017 wOHhkh i|yd

fhdod .eksK’ fhda.H ixLHd;aul yd .=Kd;aul l%ufõohka wkq.ukh

lrñka o;a; bosßm;a fldg we;’

isiq m%Yakdj,sfhys fjkia wdldr mÍlaIK whs;ï myla” lafIa;%

;=klska wdjrKh jk mßÈ .eKsk’ tu lafIa;% ;=k kï

1’ lafIa;%h- m%cd;ka;%jdoh

2’ lafIa;%h- cd;sl wkkHNdjh” l,dmSh yd cd;Hka;r iïnkaO;d

3’ lafIa;%h- iudc tAldnoaO;djh yd úúO;ajh

hf:dala; lafIa;% ;=k mÍlaIK whs;u mia j¾.hlska hqla;fõ’

1 j¾.fha whs;uh - wka;¾.;h ms<sn| oekqu

2 j¾.fha whs;uh - l=i,;d w¾:újrKh i|yd mqrjeis wOHdmkh

fyda foaYmd,k wka;¾.;h ^flá fþo iy ldgqk&’

1 iy 2 j¾.j, whs;u mÍlaIK ieleiau - fuu whs;u ksje/È

ms<s;=rej,ska hqla; fõ’ ukaoh;a mqrjeis wOHdmkfha oS isiqka ;=< jQ

oekqu iy l=i,;d jeo.;a jk fyhsks’ tfy;a thu m%Odk fldg

.; fkdyelsh’

3 j¾.fha whs;uh - bka ;lafiare lsÍug Ndckh jkafka

m%cd;ka;%jdoh yd mqrjeisNdjh jeks ixl,am isiqka wjfndaO fldg

.ek we;s wdldrhhs’

32

4 j¾.fha whs;uh - ta u.ska isiq wdl,am ;lafiare lsÍu’ ^ksoiqkla

jYfhka rch ms<sn| úYajYH;djh wod< jQ yeÕSu&

5 j¾.fha whs;u - foaYmd,kh ms<sn| isiqkaf.a j¾;udk iy

wfmalaIs; iyNd.s;ajh ;lafiare lsÍu’

3” 4 iy 5 j¾.fha whs;u - iólaIKh i|yd úh’ fuu whs;u

i|yd ksYaÑ; ksje/È ms<s;=re fkdùh’

.=re m%Yakdj,sh

Bg we;=<;a jkafka .=re wOHdmkh” jev yqrej” mqrjeis wOHdmkh

ms<sn| iajlSh woyia“ b.ekaùu” bf.kqï iy fmdÿ wruqKq fõ’

úÿy,aam;s m%Yakdj,sh

Tjqkaf.a wOHdmkh yd jev yqrej” mqrjeis wOHdmkh ms<sn| woyia”

mdi,a mßirh ms<sn| wdl,am” isiq” .=re foudmshka ms<sn| ixcdkkh

yd Tjqkaf.a yeisÍï úuid ne,Su’

o;a; ?ia lsÍu

j¾I 2017 foieïn¾ ui 4jk osk m%Yakdj,s fufyhùu isÿ lrk

,oS’ m<d;aa wOHdmk wOHlaIjrhdf.a iyNd.s;ajh óg ,eìK’

m%Yakdj,sj,g isiqkaf.ka ms<s;=re ,nd .ekSu i|yd wOHdmk mSGfha

o¾Ykm;s“ wOHdmkm;s iy wOHdmk ämaf,daud isiqkaf.a iydh ,nd

.eKsk’

o;a; úYaf,aIKh

m%Yakdj,s o;a; úYaf,aIKh lsÍu i|yd úia;rd;aul ixLHdúoHd l%uh

fhdod .kakd ,§’

33

uydpd¾h Lehmann úiska ms<sfh, lrk ,o j¾I 2003 iy j¾I

2017 kshdul yd kshdul fkdjk mdi,a o;a; ms<sn| ixLHd;aul

ú.%yhla ;dlaIKsl jd¾;dfõ we;=<;a fõ’

wOHhk wkdjrK

1’ YsIHhka ;=< jQ mqrjeisNdjh ms<sn| oekSu

1’1 mÍlaIK .Ks; uOHk wkqj idudkfhka j¾I 2003 § ,dxlSh

isiqka ;=< jQ mqrjeisNdjh ms<sn| oekSu” tys wka;¾.;h iy

l=i,;d ld¾h idOkh idfmalaI jYfhka cd;Hka;r YsIH

idOkhg (CIVIC) jvd wvqfõ’ úfYaIfhkau w¾: újrK l=i,;d

ms<sn| jQ whs;u i|yd Tjqkaf.a l%shd idM,H ÿ¾j, uÜgul

mejf;a’

j¾I 2017 § wka;¾.;h ms<sn| oekSu ,l=Kq 5 lska jeä ù

;snqK o” w¾: újrK l=i,;d ,l=Kq 3 lska wvq ù we;’ fï

wkqj isiqkaf.a mqrjeis oekqu tla ,l=Klska muKla iq¿ jYfhka

jeä ù we;’

1'2 jrKh fldg .;a úp,Hhka ;=< isiq ld¾h idOkh ixLHd;aul

jYfhka m%fNaokh jk nj mÍlaIK uOHkh ,l=Kqj,ska oelafõ’

tkï mdi,a j¾.h” b.ekaùfï udOHh” ia;%S mqreINdjh iy

jd¾.sl;ajh fõ’ by< ld¾h idOkh ms< sfj,ska 1AB mdi,a yd

fm!oa.,sl mdi,a” isxy, udOH msßñ” uqia,sï yd fn!oaO fõ’

wksla w;g j¾I 2017 § Wiiau ld¾h idOkh mdi,a j¾.h

iy udOH wkqjo isiqkag jvd isiqúhkaf.a ld¾h idOkh jeä ù

;sfí’ ;jo wkqms<sfj<ska Wiiau ld¾h idOkh fn!oaO” lf;da,sl

iy uqia,sï wdldrfhka fõ’

34

1'3 m<d;a jYfhka 2003 § Wiiau ld¾h idOkh wkqms<sfj<ska

inr.uqj jhU iy W!j jYfhka ie,fla’ j¾I 2017 § fuu

wdldrh niakdysr” jhU iy ol=Kq m<d;a jYfhka fjkia ù

we;’

1'4 ixúOdk ;=< isiqka ork idudðl;ajh iy Tjqkaf.a il%Sh

iyNd.s;ajh mqrjeis ld¾h idOk ,l=Kq idOk ,l=Kq iu.

iyiïnkaO;djhla olakg we;’ wfkla w;g j¾I 2017 §

tjeks iyNd.s;ajh mqrjeis ld¾h idOkfhys ,d we;af;a

ksfIaOd;aul iyiïnkaOhla jYfhks’

1'5 mdif,ka ndysr úp,Hhka jk ksjfia idlaIr;djh mjq,’ ksjfia

mßirh uOHkh ,l=Kq iuÕ Okd;aul f,i wkqfhdackh ù

we;’ ksoiqkla jYfhka ksjfia fmd;m; jeäkï” foujqmshkaf.a

wOHdmk iqÿiqlï jeäkï” isiqkaf.a wOHdmk wfmalaIK jeäkï”

l=vd mjq,a kï tfia fõ’ j¾I 2017 § o tjeks m%jK;d olakg

,eìK’

1'6 j¾I 2003 oS” mdi,a fõ,dfjka miqj ñ;=rka iu. iEfyk

fõ,djla .; lsÍu rEmjdysksh ùäfhda keröu by, Okd;aul

uOHkhkh ,l=Kq fõ’ tfy;a j¾I 2017 § Èklg meh mylg

jvd rEmjdyskS kerUQjkaf.a mqrjeis oekqu wvq ù we;’ wksla

w;g mdif,ka ndysr ñ;=rka iu. jeä fõ,djla .; l< isiqka

Okd;aul by< uOHhkhka iy iïnkaO;djla we;’

35

2’ mdi, iy mka;sh wkqj mqrjeis oekqu ms<sn|

wkdjrK

2’1 1972 isg úIhud,dj ixfhda.lrKfhka miq mqrjeis wOHdmkh

;=<ska w;am;alr .ekSug wfmalaId l< bf.kqï M, ,nd.ekSu

wiu;a ù we;’

2'2 hym;a mqrjeishka ìyslsÍu iy wdo¾Yu;a pß;hlska iy

idrO¾u iuqÉphlska hq;a mqoa.,hska ;ekSug fkdyelsùu;a Tjqka

;=< iudc j.lSï ke;sùu;a wkqj mka;sldurh ;=< mqrjeis

l%shdldrlï ;=<ska wOHdmk wruqKq bgq fkdùu fmfka’

úIhud,dfõ wvqmdvq fukau mdif,a iudÔh foaY.=Kh isidrd

mj;akd ieÕjqkq úIhud,dfõ lreKq o óg fya;= fõ’

2'3 oaú;Sh mdif,a mqrjeis wOHdmkhg wod< úIhud,dfõ Yla;su;a

úh hq;= lafIa;% y÷kd.ekSu i|yd miqìu ieliSu” úIhud,dj

;lafiare lsrSu ;=,ska .=rejreka jeo.;a f,i y÷kd .kakd

lafIa;%” tu lafIa;% b.ekaùug Tjqkag we;s wd;au úYajdih iy

wjYH mqyqKqj yÿkd .ekSu’

j¾I 2003 § iy j¾I 2017 § m%uqL;djhla jQfha mqrjeis

whs;sjdislï” udkj whs;sjdislï” mßir .eg¨ yd udOH Ndú;h

fõ’ tfy;a j¾I 2003 §;A j¾I 2017 §;A .=rejrekaf.ka 61]

iy 42] fmkajd § we;af;a hf:dala; ud;Dld bf.kSu i|yd

isiqkag ;snQ wjia:d b;d wvq njh’ .=rejreka úiska jeo.;a

ke;ehs m%ldY l< iuyr ud;Dld b.ekaùfuys ,d Tjqkg

úYajdi iy.; njla fkd;snQ njo fmfka’

2'4 j¾I 2003 wOHhkfhka oelajQfha mqrjeis wOHdmkh wfkl=;a

iudc úoHd iuÕ tAldnoaO fldg b.ekaùfï wdlD;sh .=rejreka

w;r b;d ckm%sh jQ njh’ wksla w;g j¾I 2017 § .=rejre

36

nyq;rhla mqrjeis wOHdmkh fjku úIhla jYfhka b.ekaùug

leu;s jQy’

2'5 mdi, mqrjeis wOHdmkh b.ekaùï i|yd jQ b;d jeo.;a

ia:dkhla nj;a” th M,odhl f,i b.ekaúh yels nj;a .=rejre

;rfha lshd isá;s’ ;jo isiqkaf.a mqrjeis yeÕSï j¾Okh i|yd

mqrjeis úIh iqúi,a f,i fya;=jk nj;a” m%cd yeÕSï we;sùug

myiqjla ie,fik nj;a .=rejrekaf.a woyi fõ’

YS% ,xldfõ .=rejrekaf.ka 58] la (2003& o 65] la ^2017& o

mqrjeis wOHdmkh ms<sn| tlÕjQjla kï wOHdmk wêldßh

mqrjeis wOHdmkh ms<sn| jeä Wkkaÿjla fkdolajk njh’ fï

i|yd mdi,a moaO;shg jvd iyfhda.hla ,eìh hq;=fõ’ j¾I

2017 § fuu ;;a;ajh jvd;a meyeÈ,s ù we;’

we;eï úg óg fya;=j ù we;af;a 10fjks 11fjks fYaKs% i|yd

mqrjeis wOHdmkhg ndysr fjkia úIhhka ;sîu yd 9jk

fY%aKsfhka miq isiqka ish¨ fokdu tu úIhh fkdyodrk ksid

úh yelsh’

2'6 mqrjeis wOHdmkh bf.k.; hq;= jákd foa l=ulaoehs hkak .ek

tlÕ úh yels nj .=rejre úYajdi lr;s’ tfy;a iudcfha

talu;slh tA i|yd ;sìho hkq wúksYaÑ; fõ’ ks, úIhud,d

isiqka iuÕ l;sld fldg wOHhk wjYH;d lghq;= ilia fldg

.; yelsh’

2’7 ck;dj wjfndaO lr .ekSu” .eg¨ ksrdlrKh lr .ekSu i|yd

iyfhda.fhka lghq;= lsÍu” mßir ixrlaIKh fldg.ekSu” rg

.ek yeÕSu j¾Okh lr.ekSu fukau Pkaoh Ndú; lsÍu wdÈh

mdif,a§ bf.k .; hq;= njg .=rejre tlÕ fj;s’

37

2’8 YS% ,xldfõ we;eï .=rejre l=i,;d yd wdl,am wkq.; lsÍu

fjkqjg .;dkq.;sl l%ufha foYmd,k mlaImd;S;ajhlska

b.ekaùug ,eÈfõ’

2'9 fuu úIhh b.ekaùu i|yd YS% ,dxlsl .=rejreka ks,

úIhud,dj iy mdG.%ka: jeks ndysr bf.kqï øjH fukau

wNHka;ßl jYfhka ,nd.;a b.ekaùfï øjH o iajlSh jQ woyia

o fhdod .kS’

2'10 mqrjeis wOHhdmkhg iïnkaO úIhka b.ekaùu ÈhqKq lsÍu

i|yd YS% ,dxlsl .=rejreka úiska m%uqL;d f,i olajkq ,en

we;af;a úIh oekqu” b.ekaùfï l%u iy mdG .%ka: fõ’

2’11 YS% ,dxlsl .=rejrekag wkqj j¾I 2003 § mqrjeis wOHdmkfha§

mka;s b.ekaùu iy bf.kSu ms<sn| nyq,j fhdod.kq ,enQ

l%ufõoh jQfha WmfoaYd;aul b.ekaùfï l%ufõoh fõ’

wOHhdmk ,dNSkaf.a wdrïNl Yla;sh ìyslrk úu¾Yk uq,sl

b.ekaùï iy wka;¾ l%shdldÍ b.ekaùï isÿj we;af;a

l,d;=rlska fõ’

tfy;a j¾I 2017 § jeä jYfhka jHdmD;s o” N+ñld rx.k o”

lKavdhï jev o mka;s b.ekaùï i|yd fhdodf.k we;’

.=rejrekaf.a wjYH;d m%;spdr 2003 § iy 2017 § iudk jQ

njla fmfka’ 2017 § úfYaI jHdmD;s i|yd jQ m%;spdr wvqù

we;’ tA fjkqjg úfYaI oekqu we;s wh iuÕ iyNd.S;ajh jeä

m%;sY;hla ù we;’

2'12 mqrjeis wOHdmk ;lafiarelrKh i|yd jeä jYfhka fhdod .;a

l%ufõoh jQfha ,sùfï wNHdi” jdÖh iyNd.s;ajh iy nyqjrK

m%Yak §u o fõ’

38

2'13 isiqka mdi,a jevlghq;= i|yd il%Sh f,i odhl ùug leue;s

nj fmfka’ tfuk au Tjqkaf.a ixcdkkh kï Okd;aul f,i

iyNd.S ù fjkiaùï f.k tAug yels njh’ ;jo mdi,a

m%cd;ka;%Sh f,i mj;ajdf.k hd hq;= wdldrh ms<sn|jo Tjqkg

meyeÈ,s lr §ug mq¿jk’

2'14 mdi,a” foaYmd,k lghq;= i|yd isiqka iyNd.S lr.ekSu b;d

wju fõ’ tfy;a úkh lghq;= .eg¨ ksrdlrKh i|yd

.=rejreka iuÕ tlaj l%shdlsÍu isiqka w;r mj;akd .eg¨

ksrdlrKh iy fmdÿfõ mdif,a .eg¿j,g úiÿï fiùug

Tjqka yjq,a fõ’

2'15 j¾I 2003 § ksheÈhg wh;a mdi,aj, úÿy,am;sjreka úiska

jd¾;d lrkq ,enqfõ mdif,ka bj;aj isàu” wksl=;a <uhskag

ysßyer lsÍu” foam, úkdY lsÍu iy ievlï jeks ksfYaOkSh

yeisÍï ;snQ njh’

wfkla w;g 2017 § mdif,ka bj;aj isàu” ysßyer lsÍï

wd§h m%;sY;hla jYfhka 74 isg 72 olajd o” 66 isg 60

olajd o wvqù we;’ tfy;a u;aøjH Ndú;fha m%;sY;h 24 isg

53 olajd jeäù we;’ fuh b;d lk.dgqodhl isoaêhls’

u;aøjH Ndú;h yd ysxidldÍ yeisÍï w;r iïnkaOhlaa ;sìh

yelsh’

2'16 úÿy,am;sjreka úiska jd¾;d fldg we;s mßÈ mdif,a

jd;djrkh” isiqkaf.a” .=rejrekaf.a iy fouõmshkaf.ka

iïnkaO;d wdl,am isiqkaf.a Ydia;%Sh ld¾h idOkh flfrys

n,mdkq ,efí’

39

3’ m%cd;ka;%jdoh” mqrjeisNdjh iy rdcH ms<sn| isiq

wdl,am wkdjrKh

3'1 m%cd;ka;%jdoh” mqrjeisNdjh iy rch ms<sn| isiq ixl,am

idudkHfhka j¾I 2003 iy 2017g iudk fõ’ th cd;Hka;r

ksheÈfha m%;spdr j,g tlÕ fõ’

3'2 m%cd;ka;%jdoh” u;jdo m%ldY lsÍfï ksoyi” ksoyia ue;sjrK”

Yla;su;a iñ;s ixúOdk meje;Su m%cd;ka;%jdoh i|yd jevodhS

tajd jYfhka isiq nyq;rh úYajdi lr;s’ m%cd;ka;%jdohg kqiqÿiq

foa jYfhka mqj;am;a whs;sfha tAldêldrh” foaYmd,k lafIa;%h

;=< n,mEï iy fmdfydi;=kaf.a iqúfYaI n,mEï o olajd we;’

3'3 kS;shg lSlreùu jev lghq;= j, ksr; ùu iy m%cdjg fi;la

jk l%shdjkays fh§u hk ;%súO lreKq hym;a mqrjeis .=K

jYfhka o 2017 § ie,lsK’ j¾I 2017g fjkiaj j¾I 2003

§ jeo.;a fldg i,lk ,o lreKq ;%súOh kï rfÜ b;sydih

ms<sn| oekqj;a ùu” rcfha ksfhdað;hkag .reire oelaùu

mqj;am;a” .=jkaúÿ,sh iy rEmjdysksh ;=,ska rfÜ foaYmd,k

.eg¨ oek.ekSuh’ j;aukays rfÜ mj;sk foaYmd,k ;;ajh Bg

n,md we;ehs ie,lsh yelsh’ rcfha ksfhdað;hska ms<sn| Tjqkaf.a

.re;ajh wvqù we;s w;r wksla w;ska kS;shg wjk; ùu yd

mßirh iqrlSu isiqyq m%;HlaI fldg f.k we;’

3'4 YS% ,dxlsl isiqka ;=< jeäysá hym;a mqrjeisNdjh ms<sn|

ixl,amh jkafka iudÔh jHdmdr iïnkaO iyNd.s;ajh iy

idïm%odhsl foaYmd,k l%shdldrlï fõ’ Pkaoh §u jeo.;a fldg

ie,lSug jeä jeo.;a lula oelajQj o” u;jdo mriamr ùu iy

foaYmd,k l;sld meje;aùu .ek jeä w.hla §u i,ld ke;’

40

4’ foaYmd,k l%shdj,sfhys j¾;udk yd wfmalaIs;

iyNd.S;ajh ms<sn| wkdjrK

4'1 YS% ,dxlsl isiqyq cd;Hka;r foaYmd,khg jvd cd;sl foaYmd,k

l%shdj,sh flfrys jeä ie,ls,a,la olaj;’s cd;sl yd cd;Hka;r

foaYmd,kh ms<sn| idlÉPd lsÍï i|yd jeä leue;a;la

olajkafk fouõmshka” mjqf,a idudðlhska yd iudkhka iu.

ñi .=rejreka iuÕ fkdjk nj fmfka’

4'2 w¾Ohlg jvd m%;spdr olajkakjqka olajd we;af;a ;uka

foaYmd,kh .ek ie,ls,a,la olajk nj;a tA ms<sn|j ,eÈhdjla

olajk nj;ah’

4'3 .=jkaúÿ,sh iy mqj;am;a j,g jvd m%jD;a;s ,nd.ekSu i|yd

isiqka Ndú;d fldg we;af;a rEmjdysksh fõ’

4'4 ue;sjrKhl§ Pkao mdúÉÑ lsÍu yer Pkaohl§ ;r. lsÍug

fyda foaYmd,k mlaIhlag ne£ug fyda isiqyq n,dfmdfrd;a;=

fkdfj;’s iudc jHdmdr j,g iyNd.S ùug;a ysxidldÍ fkdjk

mßÈ úreoaO;ajh m%ldY lrkq ,nk md.uka j,g;a leu;s fõ’

;jo iq¿ msßila idïm%odhsl fkdjk” ks;Hdkql+, fkdjk

igkamdG ;dmamj, we,ùug;a fhfo;s’

5’ wdh;kh flfrys úiajdih ms<sn| wkdjrK

5’1 isiqkaf.ka jeä ixLHdjla ,ehsia;+.; rchg iïnkaO wdh;k

flfrys úYajdih ;n;s’ nyq,ju úYajdih ;nd we;af;a

wêlrKh yd fmd,Sish flfrysh’ B<Õg foaYSh rchka fj;h’

foaYmd,k mlaI flfrys úYajdih b;d wvqfõ’ j¾I 2017§ b;d

úYajdih m< flreK wdh;kh mdi, fõ’ th Okd;aul

,laIKhls’

41

5'2 YS% ,dxlsl isiqka ;=, cd;s udul;ajh cd;sl wkkH;djh

flfrys ,eÈhdjla ;sfí’

6’ iudc tAldnoaO;djh ms<sn| wkdjrK

6'1 iudc tAldnoaO;dj ms<sn| fuu wkdjrK rgg ksYaÑ;

mßudKhlska ,nd.;a o;a; wkqj mdi,a moaO;sfhka fy<sjk

idOl” cd;sl tAldnoaO;djh iy cd;sl iu.sh ms<sn| jQ fmdÿ

wruqKq ld¾hidOkh miqngùulg m;aj we;’

6’2 j¾I 2003 wOHhkh wkqj isiqkag fojeks NdIdjla b.ekaùfï

wjia:djla uo jQjd fukau ie,lsh hq;= mßÈ jd¾.sl lKavdhï

w;r wiudklï ;sî we;’ tfukau Tjqka w;r wjfndaOh

w;aalr.ekSu” iïNdIKfhys fh§u fukau wúêu;a wfkHdakH

iïnkaO;d meje;aùu o iEfyk muK isÿù ke;’ 2017 § fuu

;;ajh ÈhqKq ù we;s w;r fï i|yd jeä wjia:djla we;s nj

isiqyq olaj;s’

6’3 jd¾.sl;ajh wkqj wdl,am Grejkh ùu u.ska fmkajd fokq

,nk mdi,a moaO;sh úiska m%udKj;a wkaoñka il%Sh yd M,odhs

f,i úúO ud¾.j,ska bgq fldg ke;s njh’ tkï fojeks

NdIdjla b.ekaùu jeks l%shdh’

kshdul mdi,a isiqkaf.a iy kshdul fkdjk mdi,a isiqkaf.a

m%;spdr ii|k úg md¾,sfïka;=j” iyfhda.S;d jevigyka”

mdßißl ix.ï” Ñ; %” ix.S; fyda kdgH ix.ï iy l%Svdj,g

iyNd.S ùu kshdul mdi,a isiqka jeä nj fmfka’ kuq;a fujeks

l%shdldrlï ;=<ska we;slr.;a ñ;%;ajh mEfka ñ;=rka iy

wka;¾cd, ñ;=rka f,i È.gu mj;ajd fkd.kakd nj fmfka’

idOk uÜgï wkqj ksheÈ foflys ie,lsh hq;= fjkila oelsh

fkdyel’ w¾: újrK l=i,;d ksheÈ foflysu iudk fõ’

42

iuyr m<d;aj, isiqkaf.a mqrjeis oekqu ksheÈ foflys iudk

jk w;r iuyr m<d;aj, kshdul mdi,aj, isiqkaf.a mqrjeis

oekqu wvq fõ’

tukssid kshdul mdi,aj, isiqkag mqrjeis wOHdmk ixj¾Okh

i|yd ,nd § we;s bv m%ia:d iy Tjqka tu wjia:d m%fhdackhg

.kakd wdldrh w;r fkd.e,mSula o w;aoelSï oekqu njg

yqjudre fkdùulao oelsh yel’

6'4 flfia jqjo mdi,a moaO;sh ;=< wjia:d iemfhkafka kï isiqka

iudc tAldnoaO;d l%shdj,shg Okd;aul f,i iyNd.S ùug

leu;s nj olaj;s’

6’5 mrudo¾Yhla f,i kï ia;%S mqreI ,sx.sl;ajh whs;sjdislï iy

iudk;ajh ms<sn| nyq;rh iaÓridr f,igu Okd;aul jk nj

wkdjrKh fõ’ tfy;a relshd W!k;djh iïnkaO lreKq

bÈßm;a flfrk úg mqreI mlaIh fj; mdlaIsl;ajhla mj;ajk

nj fmfka’ cd;Hka;r CIVED wOHhkfha oelafjk mßÈ b;d

ie,lsh hq;= wkaofï ia;%S mqreI iudc Ndjh wkqj ldka;djkaf.a

whs;sjdislï ms<sn| ie,lsh hq;= fjkiala we;s nj fmfka’

6'6 2003 iy 2017 wOHhk j,skaa wkdjrKh jQ Okd;aul

,laIKhla kï isiqka ish¨ fokdg jd¾.sl;ajh” wNHka;ßl

wj;eka jQjka iy m%cd;ka;%jd§ lKavdhï fkdi,ld ish¨

fokdf.a whs;sjdislï fjkqfjka fmkS isák njh’

ks¾foaY

1’ mqrjeis wOHdmkfha w¾:újrK l=i,;d ÈhqKq lsÍu i|yd

l%shdud¾. .; hq;= fõ’ Èjhsk mqrd isiqkaf.ka wkdjrKh

fldg .;a mßÈ 2013-2017 ld,h ;=< Tjqkaf.a

43

w¾:ksrEmK l=i,;d msßy S ;sfí’ m<d;a uÜgfuka o fuu

w¾:ksrEmK l=i,;d my; jeà we;s nj fmfka’

2’ w¾: ksrEmK l=i,;d fhdod .ekSu i|yd mqrjeis

mdG.%ka:j, m%udKj;a l%shdldrlï we;=,;a l< hq;=fõ’

úIhud,d ixfYdaOkh fldg we;s kuqqÿ th jeä jYfhka

fhduq ù we;aaf;a wka;¾.;h fj; ñi l=i,;d i|yd fkdfõ’

3’ .=rejrekag wkqj mqrjeis wOHdmkfhys iEu úgu mdfya

ms<s.;a ud;Dld YS% ,xldfõ úIh ud,dfõ uekúka ksfhdackh

ù ke;’ tu ud;Dld úIh ud,djg we;=<;a úh hq;=j we;’

4’ fuu wOHkfhka wkdjrKh jQ lreKq wkqj mqrjeis wOHdmk

mdG.%ka: úYaf,aIKh lsÍu ks¾foaY lrkq ,efí’

5’ mqrjeis wOHdmkhg iïnkaO iuyr jeo.;a ud;Dld

b.ekaùu ms<sn| úYajdih wvq .=rejreka i|yd .=re ixj¾Ok

jevigyka j,g YslaIl úoHdfõ l%fudamdhka we;=<;a l<hq;=

fõ’

6’ cd;sl wOHdmk fldñifï m%ldYhka ^2003& ks¾foaY fldg

we;s mßÈ mka;s b.ekaùïj,§ l%shdldrlï m%fõYhka

wkq.ukh lsÍfuka isiqkag w¾:újrK l=i,;d yelsjkq we;’

7’ rEmjdysks keröu iy mqj;am;a lshùu u.ska .eg¨ idlÉPd

lsÍu yd .eg¨ úi£ug tAjd fhdod .; yelsh’

8’ mdi,a isiqka u;aøjH Ndú;h uq,skqmqgd oeóu i|yd mdi,a”

wOHdmk n,OdÍka” wd.ñl ixúOdk” fi!LH wud;HdxYh”

fouõmshka iy m%cdj iuÕ iyfhda.fhka jev l< hq;=fõ’

9’ úIhud,dfõ fjku úIhhla jYfhka mqrjeis wOHdmkh

b.ekaùu ;jÿrg;a l< hq;= fõ’

10’ mqrjeis wOHdmkh ˆndialܘ úIhhla jYfhka fkdj ish¨

isiqkag b.ekaúh hq;= úIhhls’

44

11’ wksl=;a jd¾.sl isiqka iuÕ iïnkaO;d meje;aùfï wjia:d

wOHdmk n,OdÍka úiska iemhsh hq;=fõ’ isiqyq tlaj

bf.kSug;a” wksl=;a jd¾.sl lKavdhï iy woyia yqjudre

lr .ekSug;a” tlsfkld neyeoelSug;a leu;s fj;s’ tfy;a

tjeks wjia:d j¾I 2003g;a jvd wvq ù we;’

12’ 11fjks fYa%Ksh ksu lrk isiqka wrNhd j¾I 2017

m¾fhaIK wkdjrK mokï fldgf.k ;jÿrg;a m¾fhaIK

l< hq;= fõ’

45

epiwNtw;Wr; RUf;fk;

Ma;tpd; gpd;dzp

njhlUk; rptpy; Aj;jk; kw;Wk; 2003 ,y; Kd;ndLf;fg;gl;l

rkhjhdr; nray;Kiw %ykhd Ngr;Rthh;j;ijr; #oypy;

,yq;ifapYs;s ,uz;lhk; epiyg; ghlrhiyfspy; fw;Fk; 14

tajpdiuf; nfhz;l (juk; 9) khjphpapd; rdehaf me;j];J

kw;Wk; Fbapay;; Njh;r;rpfs; gw;wpa fzpg;gPLk; ,t;thwhd

Njh;r;rpfis ghjpf;Fk; ghlrhiyia mbg;gilahff;nfhz;l

kw;Wk; ghlrhiy mbg;gilay;yhj fhuzpfs; njhlh;ghd

gFg;gha;Tk; fhyj;Jf;F mtrpakhditahff; fUjg;gl;Ls;sJ.

,e;jg; gFg;gha;thdJ fy;tpapd; %yk; rdeha hPjpahd kw;Wk;

gd;ikj;jd;ik rhh;e;jJkhd ngWkhdq;fSf;Fhpa vjph;fhy

cghaq;fspd; tpUj;jpgw;wp ntspg;gLj;Jtjw;fhd tYthd

rhd;WfSf;fhd mbg;gilfisj; jUnkd vjph;ghh;f;fg;gLfpwJ.

NkYk; vjph;fhyj;jpy; jiyaPLfs; njhlh;ghd jhf;fkhdJ

Fbapaw; fy;tp gw;wpa Ma;tpd; %yk; toq;fg;gLk; mbg;giliaj;

jskhff; nfhz;L mstplf; $baJ vdTk; ek;gg;gLfpwJ.

,yq;ifapy; Fbapaw; fy;tp gw;wpa Njrpa Ma;thdJ 2003 ,y;

Nkw;nfhs;sg;gl;lJ. ,e;j Ma;thdJ mbg;gilapy; 1998 ,y;

fy;tpailT gw;wpa kjpg;gPl;Lf;fhd rh;tNjr rq;fj;jpdhy; (IEA)

elj;jg;gl;l Fbapaw; fy;tp Ma;tpd; efyhf mike;jJ. ,e;j

Ma;thdJ khzth;> Mrphpah; kw;Wk; ghlrhiy mjpgh;

MfpNahUf;nfd mikf;fg;gl;l %d;W fUtpfisg;

gad;gLj;jpaJld; ,jw;fhd cUg;gbfs; 1996 ,ypUe;J 1998

tiuapyhd fhyg;gFjpapy; rh;tNjr topfhl;Lk; FOtpduhYk; IEA

Fbapaw; fy;tp Ma;Tf;fhd Njrpa fw;if ,izg;ghsuhYk;

cUthf;fg;gl;Lg; nghUj;jkhd Gs;sptpgu Kiwfisg; gad;gLj;jp

jFjpg;gLj;jg;gl;Ls;sJ.

46

vjph;ghh;j;jJNghy ,e;j Ma;tpd; fz;lwpjy;fs; ghlrhiy

KiwikapD}lhfr; rdehaf hPjpahdJk; gd;ikj;jd;ik

nfhz;lJkhd ngWkhdq;fis Nkk;gLj;Jk; ePz;l fhyj;

jpl;lnkhd;iw tpUj;jpnra;a cjtpd. Njrpaf; nfhs;if> r%f

rftho;T kw;Wk; rkhjhdf; fy;tp vd;gd gw;wpa

nray;KiwfSf;fhd tphpthd rl;lfk; 2007 ,y;

tpUj;jpahf;fg;gl;lJ. NkYk; ,g;ghlkhdJ tuyhW Gtpapay;>

Fbapay; Mfpa ghlq;fspd; ,izg;ghf ,Ue;j r%ff; fy;tp

vd;Dk; ghlj;jpw;Fg; gjpyhf tho;f;ifj; Njh;r;rpfs; kw;Wk;

FbAhpikf; fy;tp (juk; 6 - 9) FbAhpikf; fy;tpAk; MSifAk;

(juk; 10 - 11) vd;w Gjpa ghlk; mwpKfkhapw;W Jujp\;ltrkhfr;

rl;lfj;jpd; thapyhf tpje;Jiuf;fg;gl;l nraw;ghLfspy;

mNefkhdit nraw;gLj;jg;gltpy;iy. cjhuzkhf

fiyj;jpl;lj;jpd; %yk; Vw;gl;l ghjpg;Gfis Ma;tpd; %yk;

fz;fhzpj;jy; Ntz;Lk; vd;Dk; ghpe;Jiu (2008> gf;. 70)

jw;nghOJ Nghh; Kbe;Jtpl;lJ. ey;ypzf;fj;Jf;fhd

nray;Kiwfs; epfo;e;Js;sd. r%f rftho;T kw;Wk; rkhjhdf;

fy;tp kPjhd Njrpaf; nfhs;ifapd; gFg;gha;T 2016 ,y;

,lk;ngw;wJ. ,e;j mwpf;ifapd; tpje;Jiufspy; xd;W (2016)

Fbapaw; fy;tpahy; Vw;gl;l khw;wq;fisf; fzpg;gpLk; Nehf;fpy;

NEREC 2004 ,e;j Ma;tpid kPsr; nra;aNtz;Lk; vd;gJk;. mjd;

%yk; fiyj;jpl;lj;jpy; rPh;j;jpUj;jk; Nkw;nfhs;SjYk; vd

,Ue;jJ. rkhjhdf; fy;tp kw;Wk; ey;ypzf;fg; gphpT (PERU)

fy;tpaikr;rpNyAs;s Njrpa If;fpaj;jpw;Fk; ey;ypzf;fj;jpw;Fkhd

mYtyfj;jpd; cjtpAld; cUthf;fg;gl;L ,g;gphptpdhy; njU

tiuglk; xd;Wk; jahhpf;fg;gl;lJ. ,e;jg; glj;jpy; nraw;ghL 2.1.3

(a) NEREC 2004 Fbapaw;fy;tp Ma;it kPsr;nra;jyhFk;.

NkYk; ,yq;ifapYs;s Ie;J khtl;lq;fspNyAs;s 200

Kd;Ndhbg; ghlrhiyfspy; (pilot School); r%f rftho;it

47

Nkk;gLj;Jtjw;fhd nraw;ghLfs; GTZ ,d; cjtpAld;

Nkw;nfhs;sg;gLfpwJ. ,r;nraw;wpl;ljjpDs; mlq;fhj

ghlrhiyfSld; xg;gpLk;NghJ Kd;Ndhbg; ghlrhiyfspYs;s

khzth;fspd; FbAhpikj; Njh;r;rpfspy; tpj;jpahrq;fs; ,Ue;jdth

vdf; fz;lwptjw;fhd Njit ,Ue;jJ. fz;lwpjy;fs; rhjfkhd

tpisTfis vLj;Jf;fhl;Lkhf ,Ue;jhy; ,JNghd;w jiyaPLfs;

Kd;Ndhbg; ghlrhiyfs; my;yhj ghlrhiyfSf;Fk;

tphpTgLj;jg;glf; $bait.

vdNt NEREC 2003 FbAhpikf; fy;tp gw;wpa Ma;tpid kPz;Lk;

nra;aNtz;b ,Ue;jJld; ,e;j Ma;tpd; fz;lwpjy;fis

Kd;ida Ma;tpd; fz;lwpjy;fSld; xg;gpl;Lg; ghh;f;f Ntz;ba

NjitAk; ,Ue;jJ. NkYk; Kd;Ndhbg; ghlhriyfSf;Fk;

mt;thW my;yhjtw;Wf;Fk; ,ilapyhd xg;gPLk; xU

NjitahFk;.

Fbapaw; fy;tp Ma;T 2017

Fbapaw; fy;tp Ma;T 2017 NEREC 2003 Ma;tpd; kWtbtkhFk;.

,jd; gpujhd ,yf;F Fbapay; kw;Wk; rdehafj; Njh;r;rpfspy;

2003 njhlf;fk; ghlrhiyg; gps;isfspy; Vw;gl;Ls;s

khw;wq;fisf; fzpg;gpLtJld; rdehaf kw;Wk; gd;ikj;jd;ik

nfhz;l ngWkhdq;fis ghlrhiy KiwikapD}lhf

Nkk;gLj;Jk; tphpthd ePz;lfhy epfo;r;rpj;jpl;l mgptpUj;jpf;Fhpa

njhptpg;Gfisr; nra;jYkhFk;.

48

tpNrl Nehf;fq;fs;

1. ghlrhiy tif > ,dk;> ghy;tif> Nghjdh nkhop

kw;Wk; ,ltikT vd;wthW Njrpa kl;lj;jpy; 2017

,y; khzth;fspd;; Fbapay; mwptpidf; fzpg;gpLjy;.

2. 2017 ,y; khzthpd; Fbapay;rhh; mwptpid 2013

clDk; rh;tNjr epakq;fSlDk; xg;gpLjy;.

3. khzth;fspd;; rdehaf kw;Wk; Fbapaw; Njh;r;rpfs;

gw;wpa mgptpUj;jpiag; ghjpf;Fk; ghlrhiy rhh;e;j

kw;Wk; ghlrhiy rhuhj fhuzpfis ,dq;fhzy;.

4. rdehak;> FbAhpik kw;Wk; MSif gw;wpa

khzthpd; vz;zf;fUitf; fzpg;gpLjy;.

5. ghlhriyapy; FbAhpikrhh; <LghL kw;Wk; vjph;fhy

murpay; nraw;ghLfs; njhlh;ghd tha;g;Gfs; kPjhd

khzthpd; Nehf;Ffisg; ghprPypj;jy;.

6. r%f rftho;T kw;Wk; Ntw;Wikfs; gw;wpa khzthpd;

kdg;ghq;fpidg; ghprPypj;jy;.

7. Kd;Ndhb kw;Wk; Kd;Ndhb my;yhj ghlrhiy

khzth; khjphpapd; FbAhpik mwpT rdehaf kw;Wk;

Fbapaw; Njh;r;rpfs; kdg;ghq;F Mfpatw;iw

xg;gpLjy;.

khjphp

Ma;Tf;fhd ,yf;Ff; Fbj;njhifahf ,yq;ifapy; 2017 ,y;

juk; 9 ,y; fw;w rfy khztUk; (rh;tNjr ghlrhiyfs;

jtph;e;j ) mike;jdh;. fy;tpaikr;rpd; 2016 Mk; Mz;Lf;fhd

juTj;njhFjpiag; gad;gLj;jp ruhrhp nfhj;jpd; gUkd;

fzpf;fg;gl;Ls;sJ. ,jd;gb khzth; khjphpfs; ,uz;L njhpT

nra;ag;gl;ld.

49

1. gpujhd khjphp xU epfo;jfT khjphpahFk;. ,J rfy

khfhzq;fs; ,df;FOf;fs; Mz;fs; kw;Wk; ngz;fs;

ghlrhiy tifAk; miktplKk; jdpahh;

ghlhriyfs; kw;Wk; rpy Kd;Ndhbg; ghlrhiyfisg;

gpujpepjpj;Jtk; nra;j 5492 khzth;fisf;

nfhz;bUe;jJ. ,th;fs; vy;NyhUk; ghlrhiy

khzth;fs;.

,e;jg; ghlhriyfspd; mjpgh;fSk; Fbapay; ghlk;

fw;gpf;Fk; Mrphpah;fSk; khjphpapd; gFjpahf

mike;jdh;.

2. 2343 Kd;Ndhbg; ghlrhiy khzth;fisf; nfhz;l

cgkhjphp ,J gpujhd khjphpapypUe;J jkpo;nkhop%yg;

ghlrhiyfis xg;gplf;$ba ghlrhiyfspd;

khjphpahFk;. jkpo;nkhop%yg; ghlrhiyfisj; njhpT

nra;tjw;fhd epahakhf Kd;Ndhbg; ghlrhiyfspy;

mNefkhdit jkpo;nkhopg; ghlrhiyfshf ,Ue;jd.

mjpgh;fSk; Fbapaw; fy;tpiaf; fw;gpf;Fk;

Mrphpah;fSk; cgkhjphpapy; mlq;Fth;.

khjphpj; njhpTf;fhd njhopy;El;g mk;rq;fs; njhopy;

El;g mwpf;ifapy; jug;gl;Ls;sd.

juT Nrfhpj;jw; fUtpfs;

juT Nrfhpg;gjw;fhd gpujhd fUtpfshf %d;W tpdhf;nfhj;Jfs;

KiwNa khzth; Mrphpah; kw;Wk; mjpgh;fs; MfpNahhplj;jpy;

epUtfpf;fg;gl;ld. ,it 2003 Fbapaw; fy;tp Ma;Tf;Fg;

50

gad;gLj;jg;gl;l fUtpfs; khw;wpaikf;fg;gl;Lk; rpq;fsk;> jkpo;

Mfpa nkhopfspy; nkhopngah;f;fg;gl;Lk; gad;gLj;jg;gl;ld.

nghUj;jkhd msTrhh; kw;Wk; gz;Grhh; Kiwfisg; gad;gLj;jpj;

juTfs; Kd;itf;fg;gl;Lg; gFg;gha;T nra;ag;gl;Ls;sd. 2017

Ma;Tf;Fk; mNj tpdhf;nfhj;Jfs; gad;gLj;jg;gl;ld.

khztUf;fhd tpdhf;nfhj;J

khztUf;fhd tpdhf;nfhj;J %d;W Ml;rp vy;iyfisf; nfhz;l

Ie;J tpj;jpahrkhd Nrhjid cUg;gbfSld; $baJ. mit

gpd;tUkhW:

Ml;rp vy;iy I : rdehafk;

Ml;rp vy;iy II : Njrpa milahsKk; rh;tNjr cwTfSk;

Ml;rp vy;iy III : r%f rftho;Tk; Ntw;WikAk;

,e;j %d;W Ml;rp vy;iyfSk; Ie;J tifahd Nrhjid

cUg;gbfisf; nfhz;L ghPl;rpf;fg;gl;ld.

tif 1 cUg;gbfs; : cs;slf;fk; gw;wpa mwpitf;

fzpg;gpLjy;

tif 2 cUg;gbfs; : Fbapay; my;yJ murpay;rhh;

cs;slf;fj;Jldhd rhjdq;fSf;F tpsf;fkspf;Fk;

jpwidf; fzpg;gpLjy; (FWk; ge;jpfs; kw;Wk; Nfypr;

rpj;jpuq;fs; cs;slq;fpa)

tif 1 kw;Wk; 2 cUg;gbfisf; nfhz;L Nrhjid

cUthf;fg;gl;lJ. ,e;j cUg;gbfs; rhpahd

tpilfSld; $bait. Vnddpy; FbAhpikf;

fy;tpahdJ khzthpd; cs;slf;f mwpT jpwd;fs;

vd;gtw;iw Kf;fpakhff; nfhz;l gug;ghFk;. MapDk;

51

KOf;ftdk; ,y;iy %d;W Vida cUg;gb

tiffSk; cs;slf;fg;gl;Ls;sd.

tif 3 cUg;gbfs; khzth;fs; rdehafk; kw;Wk;

FbAhpik Nghd;w vz;zf;fUf;fis vt;thW

tpsq;Ffpd;wdh; vdf; fzpg;gpLjy;.

tif 4 cUg;gbfs; khzthpd; kdg;ghq;Ffisf;

fzpg;gpLjy; (cjhuzkhf murhq;fj;jpy; nfhz;Ls;s

ek;gpf;ifAzh;T)

tif 5 cUg;gbfs; khzthpd; rkfhy kw;Wk;

vjph;ghh;f;fg;gl;l murpay; njhlh;Gila gq;Nfw;Gr;

nray;fisf; fzpg;gpLjy;.

tiffs; 3>4>5 cUg;gbfs; mstPlhf mike;jd. ,e;j

cUg;gbfs; Fwpg;ghd rhpahd tpilfisf; nfhz;bUf;ftpy;iy.

MrphpaUf;fhd tpdhf;nfhj;J

Mrphpah; fy;tp gw;wpa jfty;> Ntiy mDgtk;> Fbapaw;

fy;tpgw;wpa Nehf;Ffs; kw;Wk; fw;wy; ,yf;Ffs; kPjhd

mwpTWj;jy;fs;.

mjpgUf;fhd tpdhf;nfhj;J

mjpgUila fy;tp kw;Wk; Ntiy mDgtk; Fbapaw; fy;tp gw;wpa

Nehf;Ffs; ghlrhiyf; ftpT epiy njhlh;ghd kdg;ghq;Ffs;

kw;Wk; Gyf;fhl;rp gw;wpa jfty; khzth;> Mrphpah; kw;Wk;

ngw;Nwhh; MfpNahhpd; elj;ij.

juT Nrfhpj;jy;

tpdhf;nfhj;Jfs; 2017 brk;gh; Kjyhk; thuj;jpYs;s Ntiy

ehl;fspy; epUtfpf;fg;gl;ld. ,it khfhzf; fy;tpg; gzpg;ghshpd;

xj;Jiog;NghL Nkw;nfhs;sg;gl;ld. tpdhf;nfhj;J epUtfpg;ig

52

Nkw;ghh;it nra;tjw;F fy;tpg; gPlj;jpYs;s fy;tprhh;e;Njhh;> fy;tp

KJkhzp> fy;tpkhzp kw;Wk; gl;lg;gpd;gbg;G fy;tp bg;Nshkh

khzthpd; cjtpfs; ngwg;gl;ld. tpdhf;nfhj;J epUtfpg;Gf;F

Kd;duhf gapw;rpr; nraykh;Tfs; NEREC ,Yk; (Nky;> kj;jpa>

tlNky; kw;Wk; rg;gpuf%t khfhzq;fSf;fhdJ) Vidait 12

khfhz epiyaq;fspy; (tl> tlkj;jpa> fpof;F> Cth kw;Wk;

njd;khfhzq;fSf;fhd Nkw;ghh;itahsUf;F epfo;j;jg;gl;ld.

juTg; gFg;gha;T

tpdhf;nfhj;jpd; %yk; jpul;lg;gl;l juTfisg; gFg;gha;T

nra;tjw;F tptuzg; Gs;sp tptutpay; gad;gLj;jg;gl;ld. NkYk;

epfo;jug; gy;Nfhzp> ghh; tiuglq;fs; vd;gdTk;

gad;gLj;jg;gl;ld. 2017 juTfs; gw;wpa tphpthd gFg;gha;Tf;Fhpa

juTfs; 2003f;F chpatw;Wld; Kd;Ndhbg; ghlrhiyfs;

Kd;Ndhbg; ghlrhiyfs; my;yhjitf;fhd juTfs; Nguhrphpah;

ny/khd; vd;gtuhy; njhopy;El;g mwpf;ifapy; jug;gl;Ls;sd.

Ma;tpd; fz;lwpjy;fs;

1. khzthpd; Fbapay;; mwpT gw;wpa fz;lwpjy;fs;

1.1 ,ilg; Gs;spfs; %yk; mstplg;gl;lNghJ nghJthf

Fbapay; mwpT cs;slf;fk; kw;Wk; jpwd; vd;gtw;wpy;

,yq;if khzthpd; milthdJ rh;tNjr khzthpd;

Fbapaw; fy;tp milNthL xg;gpLk;NghJ 2003 ,y;

Fiwthf ,Ue;jJ. Fwpg;ghf mth;fSila

tpidahw;wy;> tpsf;fkspf;Fk; jpwd; Nrhjid

cUg;gbfspy; Fiwthf ,Ue;jd.

2017 ,y; khztUila cs;slf;f mwpT 5

Gs;spfshy; mjpfhpj;jpUe;jJ. Mdhy; mth;fSila

53

tpsf;fkspf;Fk; jpwd;fs; 3 Gs;spfshy; Fiwe;jp -

Ue;jd. ,jd; fhuzkhf khzthpd; Fbapay; mwpT

xU Gs;spahy; khj;jpuNk mjpfhpj;Js;sJ.

1.2 Nrhjid ,ilg;Gs;spfs; %yk; njhpT nra;ag;gl;l

khwpfshd ghlrhiy tif> Nghjdhnkhop> ghy;tif

kw;Wk; ,dk; vd;gtw;wpd; mbg;gilapy;

fzpg;gplg;gl;lNghJ khzthpd; miltpy; Gs;sptpgu

hPjpahf nghUz;ikahd NtWghLfs; ,Ue;jd. 1AB

kw;Wk; jdpahh; ghlrhiyfs;> rpq;fsnkhop %yk;>

Mz;fs;> K];yPk;fs;> ngsj;jh;fs; MfpNahhpd;

milTfs; kpf cah;thf ,Ue;jd.

kWGwj;jpNy 2017 ,y; cah; miltpid ghlrhiy

tifAk; nkhop%yKk; ngz;fSk; Mz;fspYk;

ghh;f;ff; $Ljyhf ntspg;gLj;jpdh;. NkYk; rka

hPjpahf KiwNa ngsj;jh;fs>;

fj;Njhypf;fhfs;> K];yPk;fs; MfpNahhpd; milTfs;

cah;thf ,Ue;jJ.

1.3 khfhz hPjpahf 2003 ,y; kpf cah;e;j milthdJ

KiwNa rg;gpuf%t> tlNky; kw;Wk; Cth

khfhzq;fshy; ntspg;gLj;jg;gl;bUe;jJ.

,f;NfhykhdJ 2017 ,y; KiwNa Nky;> tlNky;

kw;Wk; njd; khfhzq;fshf khw;wk; ngw;wd.

1.4 khzth; cWg;GhpikAk; epWtdq;fspy;

nraY}f;fj;Jld; gq;Nfw;gJk; Fbapay; milTg;

Gs;spfSld; Neh; ,izGilajhff; fhzg;gl;ld. kW

54

Gwj;jpNy 2017 ,y; epWtdq;fspy; gq;Nfw;G Fbapay;

milTg;Gs;spfSld; vjph;kiwahd ,izg;ig

nfhz;bUe;jJ.

1.5 ghlhriy khwpfspNy tPl;L vOj;jwpT> FLk;gk; kw;Wk;

tPl;Lr; #oy; vd;gd ,ilg;Gs;spfSld;

Neh;j;njhlh;igf; nfhz;bUe;jd. cjhuzkhf> tPl;by;

mjpfkhd Gj;jfq;fs; ,Uj;jy;> ngw;NwhuJ

fy;tpj;jifikfs; cah;thf ,Uj;jy;> khzthpd;

njhlUW fy;tp mgpyhi\fs>; rpwpa FLk;gq;fs;

vd;gtw;iwf; Fwpg;gplyhk;. 2017 ,Yk; mNj nry;newp

epytpaJ.

1.6 ghlrhiy Neuj;jpd; gpd;dh; ez;gh;fNshL epahakhd

msT Neuk; nryT nra;jy;> njhiyf;fhl;rp tPbNah

ghh;j;jy; vd;gd cah; ,ilg;Gs;spfSld; Neh;

,izGilait. MapDk; 2017 ,y; xU ehspy; 5

kzpj;jpahyq;fspYk; ghh;f;ff; $Ljyhd Neuk;

njhiyf;fhl;rp ghh;j;jy; mth;fSila Fbapay;

mwpitf; Fiwj;Js;sJ. kWGwj;jpNy ghlrhiy

Neuj;jpd; gpd;dh; ez;gh;fSld; epahakhd fhyQ;

nryT nra;tJ cah; ,ilg;Gs;spfSld; Neh;

,izGilaJ.

55

2. Fbapaw; fy;tpapd; ghlrhiy kw;Wk; tFg;giwr;

#oikT gw;wpa fz;lwpjy;fs;.

,yf;fpa kPsha;tpypUe;J fz;lwpe;jit gpd;tUkhW

2.1 1972 njhlf;fk; fiyj;jpl;l xd;wpizg;gpd; %yk;

Fbapaw; fy;tpia toq;Ftjw;F vLj;j Kaw;rpfs;

vjph;ghh;j;j xd;wpizg;igAk; tpUk;gpa fw;wy;

tpisTfisAk; nfhz;LtUtjpy; Njhy;tpaile;jd.

2.2 fy;tpapd; ,yf;Ffisr; rpwe;j gpuirfis tpUj;jp

nra;jy;> rPhpa gz;Gk; ngWkhdq;fSk; cilatuhfj;

jdpahl;fisg; guhkhpg;gjpYk; ,Ue;j Njhy;tp> Fbrhh;

kw;Wk; r%fg; nghWg;gpd;ik> tFg;giwapy; FbAhpikg;

NghjidAk; fiyj;jpl;lj;jpYk; kiwepiyf;

fiyj;jpl;lj;jpYk; fhzg;gl;l ntw;wplk; vd;gd

ghlrhiyapy; r%ff; ftpT epiyiag; gutr;

nra;fpd;wd.

2.3 fiyj;jpl;lg; gug;Gfis ,dq;fhz;gjw;fhd

#oikTrhh; mbg;gilfis cs;slf;Fjy; kw;Wk;

Mrphpah; gapw;rp vd;gtw;iw tYg;gLj;jg;gLjy;

Ntz;Lk;. ,it ,ilepiyg; ghlriyf; Fbapay;

njhlh;ghd fiyj;jpl;l cs;slf;fj;ijf; fzpg;gpLjy;>

Mrphpah;fs; jiyg;Gfspd; Kf;fpaj;Jtj;Jf;Fg;

nghUj;jkhf ,Uj;jy; kw;Wk; ,j;jiyg;Gfisf;

fw;gpg;gjpy; cah; kl;l ek;gpf;if cilatuhjy;

vd;gtw;wpd; %yk; tYt+l;lg;gLjy; Ntz;Lk;.

56

2003 ,Yk; 2017 ,Yk; gpuirfspd; chpikfs; kdpj

chpikfs;> #oy;rhh;e;j kw;Wk; Clf gpur;rpidfs;

cah; Kd;Dhpik ngw;wpUe;jd. MapDk; 2003 kw;Wk;

2017 fspy; KiwNa 61 kw;Wk; 42 rjtPjkhd

Mrphpah;fs; ,j;jiyg;Gfis khzth; fw;gjw;fhd

tha;g;Gfs; Fiwthf cs;sd vdj; njhptpj;Js;sdh;.

,j;jiyg;Gfs; kj;jpapy; ,lk;ngw;wpUf;Fk; rpy

jiyg;Gfs; Kf;fpatw;wit vdf; $wpaJld;

mt;tplaq;fisf; fw;gpg;gjpy; vt;tpj ek;gpf;ifAk;

nfhz;bUf;ftpy;iy vdj; jug;gLj;jpdh;.

2.4 2003 Ma;tpNy Fbapay; fy;tpia kw;iwa r%f

tpQ;Qhdq;fSld; xd;wpizg;gjw;fhd khjphpif

Mrphpah; kj;jpapy; kpfTk; gpurpj;jp ngw;wpUe;jJld;

FbAhpikf; fy;tp vt;thW fw;gpf;fg;gLjy; Ntz;Lk;

vdTk; Fwpg;gplg;gl;bUe;jJ. kWGwj;jpNy 2017 ,y;

mNefkhd Mrphpah;fs; Fbapaiyj; jdpg;ghlkhff;

fw;gpg;gjw;F Mjuthf ,Ue;jdh;.

2.5 Fbapaw; fy;tp fw;gpf;fg;gl Ntz;ba ,lk;

ghlrhiyfNs vd;gjpy; Mrphpah;fs; cWjpahf

,Ue;jdh;. kw;Wk; mq;F tpidj;jpwd;kpf;f Kiwapy;

fw;gpf;fyhk; vd;Wk; Fbapaw; fy;tpahdJ khzthpd;

Fbapay; tpUj;jpf;Fg; ngUkstpy; trjpg;gLj;JfpwJ

vd;Wk; njhptpj;Js;sdh;.

,yq;ifapy; 58 rjtPjk; (2003) 65 rjtPjk; (2017)

Mrphpah;fs; Fbapaw; fy;tpapy; fy;tp mjpfhhpfs;

57

rpwpjsT Kf;fpaj;Jtk;> ftdk; cilath;fshf

cs;sdh; vd;w $w;Wld; cld;gLfpd;wdh;.

ghlrhiyfspNy ,g;gzpia Kd;ndLj;Jr; nry;tjw;F

mjpf cjtp Njit vdTk; Rl;bf;fhl;bdh;. 2017 ,y;

,r;rjtPjk; mjpfhpj;jpUg;gJ Kf;fpakhdJ vdpDk;

Fbapay; 10 Mk; 11 Mk; juq;fspy; njhFjpg;

ghlq;fSs; xd;whf ,Ug;gjd; fhuzkhf juk; 9 ,d;

gpd;dh; vy;yh khztUk; Fbapaiyf; fw;gjpy;iy.

2.6 Fbapaw;; fy;tpapy; fw;f;fg;gLgit rhj;jpakhdit

vd;gjpy; cld;ghLilait vd Mrphpah;fs;

ek;Gfpd;wdh;. Mdhy; r%fk;rhh; cld;ghLfs;

cj;jpNahfg+h;tkhd fiyj;jpl;lj;ij

jpirKfg;gLj;jYf;fhd tplakhf Vw;Wf;nfhs;sy;

vd;gtw;wpy; re;Njfq;nfhs;tJld; vjidf; fw;f

Ntz;Lk; vd;gJ gw;wp khztUld; Ngr;Rthh;j;ij

elj;j tpUk;Gfpd;wdh;.

2.7 khzth;fs; kf;fisg; Ghpe;J nfhs;tjw;Fk;

xj;Jiog;gjw;Fk; gpur;rpid jPh;g;gjw;Fk; Rw;whliy

ghJfhg;gjw;Fk; ehL gw;wpa vz;zq;fis

tpUj;jpnra;tjw;Fk; thf;fspg;gjd; Kf;fpaj;ij

mwptjw;Fk; ghlrhiyapy; fw;fpd;wdh; vd;gJld;

Mrphpah;fs; cld;gLfpd;wdh;.

2.8 ,yq;ifapYs;s rpy Mrphpah;fs; kuGhPjpahd murpay;

tpRthrj;ijf; $LjyhfTk; gq;Nfw;gpidAk;

nraw;ghl;lhsUf;Fhpa jpwd;fisAk; jhk; fw;gpf;Fk;

58

vjph;fhyg; gpuirfspy; cUthf;f Ntz;Lk; vd

tpUk;Gfpd;wdh;.

2.9 ,yq;ifapYs;s Mrphpah;fs; jkJ fw;gpj;jiy

Maj;jQ; nra;tjw;F ntspNa cUthf;fg;gl;l

cj;jpNahfg+h;t fiyj;jpl;lk; kw;Wk; ghlE}y;fs;

Nghd;wtw;iwAk; Mrphpah;fSila nrhe;jf;

fUj;Jf;fs; kw;Wk; jhkhfcUthf;fpa rhjdq;fisAk;

gad;gLj;Jfpd;wdh;.

2.10 ,yq;ifapYs;s Mrphpah;fs; Fbapay; njhlh;ghd

ghlq;fisf; fw;gpg;gjw;F %d;W gFjpfSf;F

Kd;Dhpik nfhLf;fNtz;Lk; vd;fpd;wdh;. mitahtd

ghltplaj;jpy; Nkyjpf gapw;rp> fw;gpj;jy; Kiwfs;

kw;Wk; rpwe;j rhjdq;fSk; ghlE}y;fSk;.

2.11 2003 ,y; Mrphpah;fspd;; fUj;jpd;gb ,yq;ifapNy

Fbapaw;fy;tp tFg;giwfspy; mNefkhf

NghjidKiwf; fw;gpj;jypNy ftdQ; nrYj;Jfpd;wdh;.

fw;gth; njhlq;fhw;wYldhd tprhuiz

mbg;gilapyhd fw;wYldhd ,ilj;jhf;f

mZFKiwfs; vd;gtw;wpy; ftdQ; nrYj;Jtjpy;iy.

MapDk; 2017 ,y; mth;fs; mjpfstpy; nraw;wpl;lk;>

ghj;jpuNkw;W ebj;jy;> FONtiy vd;gtw;iwj; jkJ

FbAhpikf; fy;tp fw;gpj;jYf;Fg; gad;gLj;Jtjhff;

$Wfpd;wdh;.

2017 ,y; tpNrl nraw;wpl;lq;fSf;fhd Jyq;fypd;

rjtPjk; tPo;r;rpaile;Js;sJld; rpwg;gwpQUldhd

59

xj;Jiog;G kw;Wk; fw;gpj;jYf;Ff; $Ljyhd Neuk;

Mfpatw;Wf;fhd rjtPjk; mjpfhpj;Js;sJ.

2.12 FbAhpikf; fy;tp tFg;Gfspy; mjpfstpy;

gad;gLj;jg;gl;l fzpg;gPl;L Kiwfshf fl;Liu

vOJjy;> tha;nkhop%yk; gq;Nfw;G kw;Wk; gyTs;

njhpTr; Nrhjidfs; mike;jd.

2.13 khzth;fs; ghlrhiy tho;f;ifapNy gq;Fgw;Wtjpy;

tpUg;Gs;sth;fs; khw;wq;fisf; nfhz;LtUtjpYk;

ghlrhiy njhopw;gLk; tpjj;jpy; rdehag;gLj;JtjpYk;

jkJ Mw;wypy; Neuhd fUj;Jilath;.

2.14 ,yq;ifapNy ghlrhiyapd; murpay; tho;f;ifapy;

khzth; gq;Nfw;Gf; FiwthdJ MapDk; fl;Lg;ghL

gw;wpa gpur;rpidfisj; jPh;j;jy; khzth;fspilNaahd

gpur;rpidfisj; jPh;j;jy; Mrphpah; kw;Wk; khzth;

kw;Wk; nghJthd gpur;rpidfisj; jPh;j;jy; vd;gtw;wpy;

MrphpaNuhL xj;Jiof;fpd;wdh;.

2.15 2003 ,y; ghlrhiy mjpgh;fs; khjphpapy; ,lk;ngw;w

ghlrhiyfspy; rpyNtisfspy; miuthrpf;F

Nkw;gl;ltw;wpy; ghlhriyf;F tuhik Jd;GWj;jy;

ehrk; nra;jy; kw;Wk; Fog;gk; tpistpj;jy;

epfo;tjhfj; njhptpj;Js;sdh;.

2.16 mjpgh;fs; njhptpj;jthW fw;wYf;fhd ghlrhiyf;

ftpTepiy khzthpYk; Mrphpahpd; kdg;ghq;fpYk;

kw;Wk; ngw;Nwhh; <Lghl;bYk; fy;tpailTfSf;Fr;

rhjfkhfTk; MjuthfTk; cs;sJ.

60

3. rdehak;> FbAhpik kw;Wk; MSif gw;wpa khzth;

vz;zf;fUf;fs; kPjhd fz;lwpjy;fs;.

3.1 ,yq;if khzthpd; rdehaf vz;zf;fU nghJthff;

FbAhpik kw;Wk; murhq;fk; gw;wpa vz;zf;fU

njhlh;ghd fz;lwpjy;fs; 2003 ,Yk; 2017 ,Yk;

xj;jitahf ,Ue;jJld; rh;tNjr khzthpd;

gjpw;Fwpfspd; Nfhyj;JlDk; ,irthditahfTk;

,Ue;jd.

3.2 rdehak; gw;wpa vz;zf;fUtpy; mgpg;gpuhaq;fisj;

njhptpg;gjw;Fg; gpuirfSf;F cs;s Rje;jpuk;>

Rje;jpukhd Njh;jy;> epWtd tbtpYs;s rptpy;

r%fj;jpd; typik vd;gdtw;iwg; ngUk;ghyhd

,yq;if khzth; rdehaj;Jf;Fr; rhh;ghd

gz;Gfshfj; njhptpf;fpd;wdh; rdehaj;jpd;

gz;gy;yhjitahf nra;jpj;jhs; chpikapy; VfNghfk;

ePjpj;Jiwapy; murpay; nry;thf;F murhq;fj;jpd; kPJ

nry;te;jh;fspd; tpNrl nry;thf;F vd;gtw;iwf;

$wpAs;sdh;.

3.3 ngUk;ghyhd khzth;fs; rl;lj;Jf;Fg; gzpjy;>

nraw;ghLfspy; gq;Nfw;wy; kw;Wk; r%fj;jpYs;s

kf;fSf;F ed;ikjUk; nra;ghLfspy; gq;Fgw;Wjy;

Mfpad ey;y gpuirfSf;Fhpa kpfKf;fpakhd %d;W

fhuzpfshf cs;sd. vd 2017 ,y; fUjpdh;. ,jw;F

NtWgl;l Kiwapy; 2003 ,y; Kf;fpakhd %d;W

njhpTfshf ehl;bd; tuyhw;iw mwpjy;> murhq;fg;

61

gpujpepjpfSf;F kjpg;gspj;jy; kw;Wk; nra;jpg; gj;jphpif

thndhyp my;yJ njhiyf;fhl;rp vd;gtw;wpy; murpay;

gpur;rpidfisg; ghh;j;jy; vdj; njhptpj;jdh;.

ehl;bDila jw;Nghija murpay; epiyik

khzthpd; njhptpy; nry;thf;Fr; nrYj;Jtijf;

fhzyhk;. murhq;fg; gpujpepjpfs; kPJ mth;fSf;F

,Ue;j kjpg;Gf; Fiwe;Jtpl;lJ. kWGwj;jpNy

khzth;fs; rl;lj;Jf;Ff; fPo;g;gbjiyAk; Rw;whliyg;

ghJfhg;gijAk; gw;wp czh;e;Js;sdh;.

3.4 FbAhpik gw;;wpa vz;zf;fUtpy; r%f ,af;fq;fs;

njhlh;Gila gq;Fgw;wYk; kuGhPjpahd murpay;

nraw;ghLfSk; ,yq;if khzthpd; tsh;e;NjhUf;fhd

ey;y gpuir vd;w vz;zf;fUtpy;

cs;slf;fg;gLfpd;wd. nraw;ghLfspYk; ghh;f;f

thf;fspg;Gf;F mjpf Kf;fpaj;Jtk; nfhLj;jyhdJ Xh;

murpay; fl;rpapy; NrUjy; kw;Wk; murpay;

fye;Jiuahlypy; <LgLjy; vd;w mgpg;gpuhaq;fSf;F

Kuzhf cs;sJ.

4. murpay; nray;Kiwfspy; rkfhy kw;Wk;

vjph;ghh;f;fg;gLk; gq;Fgw;wy; gw;wpa fz;lwpjy;fs;

4.1 ,yq;if khzth;fs; rh;tNjr murpaypYk; ghh;f;f

Njrpa murpaypy; mjpf Mh;tKs;sth;fs;. mj;Jld;

Njrpa kw;Wk; rh;tNjr murpay; gw;wp MrphpahpYk;

ghh;f;fj; jkJ ngw;Nwhh;> FLk;g cWg;gpdh; kw;Wk;

rfghbfSld; fye;JiuahLtjw;F tpUg;gKs;sth;.

62

4.2 miug;gq;fpYk; rw;W Nkw;gl;l tpil jUNthh; jhk;

murpay; hPjpahf Mh;tKk; mwpTk; cs;sth; vdf;

fUJfpd;wdh;.

4.3 nra;jpfisg; ngw;Wf;nfhs;tjw;F thndhyp xypgug;Gk;

nra;jpfs; nra;jpj;jhs;fs; vd;gtw;wpYk; ghh;f;f

njhiyf;fhl;rp vd;w Clfj;ijNa nghpJk;

tpUk;Gfpd;wdh;.

4.4 Njh;jy;fspy; thf;fspg;gjpYk; ghh;f;f ,yq;if

khzthpy; ngUk;ghyhNdhh; Njh;jypy; Nghl;bapLjy;

my;yJ murpay; fl;rpnahd;wpy; NrUjy; vd;gtw;wpy;

Neubahfg; gq;Nfw;gij vjph;ghh;f;fpd;wdh;. mth;fs;

r%f ,af;fq;fspd; nraw;ghLfs;> mfpk;ir hPjpahd

vjph;g;G> eilgtzpfspy;> gq;Nfw;gjijj; jtpu rpyh;

kuG hPjpaw;w rl;lj;Jf;F Kuzhd tplaq;fshd

Rth;fspy; vjph;g;Gr; RNyhfq;fis vOJtjpy;;

<LgLfpd;wdh;.

5. epWtdq;fs; kPJs;s ek;gpf;if gw;wpa fz;lwpjy;fs;

5.1 rhh;gstpy; cah;rjtPjj;jpyhd ,yq;if khzth;fs;

gl;baw;gLj;jg;gl;l murhq;fk; rhh;ghd epWtdq;fspy;

ek;gpf;if nfhz;Ls;sdh;. ePjpkd;wq;fSk; nghypRk;

$Ljyhd ek;gpf;iff;F chpait mtw;iwj; njhlh;e;J

Njrpa kw;Wk; cs;Sh; murhq;fq;fs; cs;sd. murpay;

fl;rpfisr; rpwpjstpNyNa ek;Gfpd;wdh;.

2017 ,y; ghlrhiyNa kpff;$Ljyhd ek;gpf;iff;Fhpa

epWtdkhf ,Ue;jJ. ,JNthh; rhjfkhd FwpahFk;.

63

,yq;ifapYs;s khzth;fs; murpay;> rKjhak;

vd;wtifapy; ehl;bd;kPJ ek;gpf;if my;yJ

gw;Wilatuhf cs;sdh;. kw;Wk; Njrpa milahsk; kPJ

Neuhd czh;Tilatuhth;.

6. r%f rftho;T gw;wpa fz;lwpjy;fs;

6.1 r%f rftho;T gw;wpa Njrk; Fwpj;j ml;ltiziag;

gad;gLj;jpg; ngw;Wf;nfhs;sg;gl;l jutpd; mbg;gilapy;

fz;lwpag;gl;lit rpy Kf;fpakhd ghlrhiy Kiwik

njhlh;ghd fhuzpfs; r%f rftho;T> Njrpa xUikg;ghL>

Njrpa If;fpak; njhlh;Gila fy;tprhh; ,yf;Ffis

miltjw;Fj; jilahf cs;sikiar; Rl;bf;fhl;Lfpd;wJ.

6.2 2003 Ma;tpd;gb ,uz;lhk; nkhop fw;wy; ntt;NtW

,df;FOf;fspypUe;J tUNthh; xd;whff;fw;wy;

fUj;Jfisg; ghpkhWjy; $Ljyhd Kiwapy; ,ilj;jhf;fk;

gu];guk; Ghpe;Jzh;it tsh;f;Fk; fyhrhug; ghpkhw;wk;

vd;gtw;wpy; fzprkhd msT NghjhikAk; NtWghLk;

,Ue;jikiaf; fhzKbe;jJ.

MapDk; 2017 ,y; ,e;epiyik Nkk;ghL mile;jJld;

kzhth;fs; jkf;F mjpf tha;g;Gfs; cs;sd vd;Wk;

$wpdh;.

Kd;Ndhbg; ghlrhiyfs; my;yhjtw;NwhL gjpw;Fwpfis

xg;gpLk;NghJ Kd;Ndhb khjphpfspd; gjpw;Fwpfs; ghlrhiyg;

ghuhSkd;wj;jpy; gq;Nfw;w epfo;r;rpj;jpl;lq;fs; kw;Wk;

Rw;Whly; fofq;fs; vd;gtw;wpy; $Ljyhf ,Ue;jd. ,J

fiy> rq;fPjk; my;yJ ehlff;fofq;fs; kw;Wk; tpisahl;l

vd;w tplaq;fspYk; cah;thf ,Ue;jd. MapDk; Kd;Ndhb

khjphpapYs;s khzth;fs; ,j;jifa nraw;ghLfisg; Ngdh

64

ez;gh;fs; my;yJ Neh;top ez;gh;fis itj;jpUg;gjpy;

ePbj;J epyTk; jd;ikiaf; nfhz;bUf;ftpy;iy.

,uz;L khjphpfspdJk; miltpy; mjpfkhd NtWghLfs;

,Uf;ftpy;iy vd;gJ fz;lwpag;gl;Ls;sJ. ,uz;L

khjphpfspdJk; tpsf;fkspf;Fk; jpwd;fs; xNu

jd;ikapdthf cs;sd. rpy khfhzq;fspy; KOikahd

mwptpy; xj;jjd;ik fhzg;gl;lhYk; Vida

khfhzq;fspYs;s Kd;Ndhbg; ghlrhiyfspy; ,J

Fiwthf ,Ue;jJ.

MfNt> Kd;Ndhbg; ghlrhiy khzth;fSf;F

toq;fg;gl;Ls;s tha;g;GfSff;Fk; me;j tha;g;Gfisg;

gad;gLj;Jjy; kw;Wk; mDgtq;fis mwpthfTk;

jpwd;fshfTk; khw;Wjy; Mfpatw;wpilNa

nghUj;jg;ghbd;ikAk; fhzg;gLfpwJ.

6.3 ,dj;Jt mbg;gilapy; kdg;ghq;Ffspd; JUtg;gLjyhdJ

ghlrhiy Kiwik> ,uz;lhk; nkhopfw;gjw;fhd

rktha;g;ig toq;Fjy; Nghd;w ghlrhiyf;

fl;Lg;ghl;Lf;Fs; cs;s gy;NtW nray;Kiwfs;

%yk; NghjpasT Kd;Ndw;ghl;LlDk; r%f

rftho;it trjpg;gLj;Jk; tpisj;jpwidAk;

nfhz;bUf;fhikiaf; Fwpg;gpLfpwJ.

6.4. MapDk; ngUk;ghyhd khzth;fs; r%f rftho;Tf;Fg;

gq;fspg;G>; mit ghlrhiy Kiwikapy; toq;fg;gLkhdhy;

nray; Kiwfspy; gq;Fgw;Wtjw;Fr; rhjfkhfj;

jpirKfg;gLj;jg;gl;bUe;jdh;.

6.5 ghy;tif chpik kw;Wk; rkj;Jtk; gw;wpa fz;lwpjy;fs;

,yq;ifapYs;s kpfg; ngUk;ghyhd khzth;fs; ngz;fs;

kw;Wk; Mz;fSf;fhd rkchpikapy; cWjpahf ,Ue;jdh;.

65

MapDk; re;jh;g;gk; rhh;e;J Kd;itf;Fk;NghJ Ntiyg;

ghJfhg;G Nghd;wtw;wpy; Mz;fSf;Fr; rhh;ghf ,Ue;jik

mtjhdpf;fg;gl;Ls;sJ. rh;tNjr CIVED Ma;tpy; $wpathW

ngz;fs; chpikf;fhd Ma;tpy; fzprkhd ghy;tif

NtWghL epyTfpwJ. (P .180)

6.6 CESL Ma;tpd; fz;lwpjy;fspy; cs;s rhjfkhd mk;rk;

vd;dntdpy; khzth;fs; rfy gpuirfisAk; gw;wpf;

nfhz;Ls;s epiyg;ghL mth;fSila ,dj;Jtk; rhuhj

tifapy; rh;tNjr hPjpahf ,lk;ngah;e;jth;fs; my;yJ

rdehaf; FOf;fs; rhh;ghf cs;sJ.

ghpe;Jiufs; :

1. khzthpd; tpsf;fkspf;Fk; jpwd;fis

Nkk;gLj;Jtjw;F eltbf;if vLj;jy; Ntz;Lk;.

fz;lwpjy;fspy;; Fwpg;gpl;;lJ Nghy khzthpd;

tpsf;fkspf;Fk; jpwd;fs; ehlshtpa hPjpapy; 2003 –

2017 ,ilNa tPo;r;rpaile;Js;sd. ,e;epiyikia

khfhz hPjpahfTk; fhzyhk;.

2. Fbapay; ghlE}y;fs; khztUf;Fg; Nghjpastpyhd

tpsf;fkspf;Fk; jpwd;fSf;fhd nraw;ghLfis

toq;Fjy; Ntz;Lk;. fiyj;jpl;lr; rPh;;jpUj;jq;fs;

,lk;ngw;wpUe;j NghjpYk; $Ljyhd ftdk;

nraw;ghLfspYk; ghh;f;f cs;slf;fj;jpNyNa

Ftpe;Js;sJ.

66

3. Mrphpah;fs; njhptpj;jtw;wpd;gb FbAhpikf;fy;tpj;

jiyg;Gfspy; rpy cyfshtpa hPjpahf

Vw;Wf;nfhs;sg;gl;lit mit $l ,yq;ifapd;

fiyj;jpl;lj;jpy; ed;F gpujpepjpj;Jtk;

nra;ag;gl;bUf;ftpy;iy ,j;jifa jiyg;Gfs;

fiyj;jpl;lj;jpy; ,lk;ngwr;nra;jy; Ntz;Lk;.

4. ,e;j Ma;tpy; fz;Lgpbf;fg;gl;ltw;wpd; mbg;gilapy;

Fbapay; ghlE}y;fs; gw;wpa gFg;gha;T nra;ag;gLjy;

Ntz;Lk;.

5. Mrphpah;fs; fw;gpg;gjw;F ek;gpf;ifnfhs;shj

jiyg;Gfs; njhlh;ghd fw;gpj;jy; Kiwfis Mrphpah;

tpUj;jp epfo;r;rpj;jpl;lq;fspy;; cs;slf;Fjy; Ntz;Lk;.

6. Njrpa fy;tp Mizf;FO (2003) ghpe;Jiuj;jthW

vOtpdh kw;Wk; nraw;ghL mbg;gilapyhd

mZFKiwia tFg;giwapNy khzth;

tpsf;fkspf;Fk; jpwd;fSf;F cjTk; tifapy;

gad;gLj;Jjy; Ntz;Lk;.

7. njhiyf;fhl;rp ghh;j;jy; nra;jpj;jhs;fs; thrpj;jy;

vd;gd gpur;rpidfisf; fye;JiuahLtjw;Fk;

gpur;rpidfisj; jPh;g;gjw;Fk; gad;gLlj;jg;gLjy;

Ntz;Lk;. njhiyf;fhl;rp ghh;g;gjpy; fzprkhd msT

Neuk; nryT nra;jy; khzthpd; Fbapay; mwptpNy

rhjfkhd jhf;fq;fis Vw;gLj;Jnkd Ma;T

KbTfs; njhptpj;Js;sd. kWGwj;jpNy tPl;by;

nra;jpj;jhs;fis itj;jpUj;jy; jhf;fk;

67

nrYj;jtpy;iy. vdNt khzth;fs; nra;jpj;jhs;fis

jpwdha;Tj; jd;ikNahL thrpg;gjw;F Cf;fkspj;jy;

Ntz;Lk;.

8. ghlrhiyfs; ahTk; fy;tp mjpfhhpfs; rka

epWtdq;fs; Rfhjhu mikr;R ngw;Nwhh; rKjhak;

Mfpatw;NwhL ghlrhiyg; gps;isfs; Nghijg;

nghUs; gad;gLj;Jtijj; jLf;Fk; epfo;r;rpj;jpl;lq;fs;

vd;gtw;iw eilKiwg; gLj;Jtjw;F

,ize;Jnfhs;s Ntz;Lk;.

9. FbAhpikf; fy;tpahdJ fiyj;jpl;ljpNy jdpg;gl;l

ghlkhff; fw;gpf;fg;gLjy;; Ntz;Lk;.

10. Fbapay; xU njhFjpg; ghlkhf ,Uf;ff;$lhJ

mjid khzth; vy;NyhUf;Fk; fw;gpj;jy; Ntz;Lk;.

11. Vida ,d khztUld; ,ilj;jhf;fk;

nfhs;tjw;fhd tha;g;Gfisf; fy;tp

mjpfhuKilNahh; Vw;gLj;jpf; nfhLj;jy; Ntz;Lk;.

khzth;fs; xd;WNrh;e;J fw;f tpUk;Gfpd;wdh;.

fUj;Jf;fis kw;iwa ,df;FOtpdUld; ghpkhw

tpUk;Gfpd;wdh;. MapDk; mjw;fhd

nraw;ghLfSf;fhd re;jh;g;gq;fs; 2003 ,Yk;

Fiwthf ,Ue;jd.

12. juk; 11 ,y; Fbapaw;; fy;tpiag; g+h;j;jp nra;Ak;

khztiu mbg;gilahff; nfhz;l Ma;Tfs; 2017

Ma;T KbTfspd; mbg;gilapy; NkYk; elj;jg;gLjy;

Ntz;Lk;.

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