Home Explore DIET DARPAN 2021_AADOA_e MAGAZINE

DIET DARPAN 2021_AADOA_e MAGAZINE

Published by sphukan14, 2021-10-03 17:19:53

Description: DIET DARPAN 2021_AADOA_e MAGAZINE

Read the Text Version

Pages:

1 - 50
51 - 77

................................................................................ Wv‡qU `c©Y ............................................................................... 1

................................................................................ Wv‡qU `c©Y ............................................................................... Î¬±À˚˛È¬ √¬Û«Ì ˝◊√-’±À˘±‰¬Úœ, 2021 ¬ı¯«∏ ¸À√Ã ’¸˜ Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö± ¸•Û±√ﬂ¡ – ˆ¬±Ú≈ ŒÎ¬ﬂ¡± ¶§1±Ê√ Ù≈¬ﬂ¡Ú 2

................................................................................ Wv‡qU `c©Y ............................................................................... Î¬±À˚˛È¬ √¬Û«Ì - ˝◊√-’±À˘±‰¬Úœ, 2021 ¬ı¯«∏ ¸À√Ã ’¸˜ Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö± õ∂ﬂ¡±˙ ﬂ¡±˘ – 03 ’À\"√±¬ı1, 2021 ˆ¶˝õ1¸ø’Úøø1Î1˜¸¶øﬂ¬¸ﬂ¸Ê’Ûﬂﬂ1˜√√¬±ø±¡¡œ‘∂À¬À±•˝ˆ§§◊õ¬12•±±±√—Ê?øÓ¡¡±±Û©U¬¬ﬂÀÀﬂ1Ú¶Ûøﬂ6Û√√·¸¬ﬂ±üÛÂ≈˘¬±˙˙±ÜÀÛ≈Ê¡¡ﬂ˘Ó√≈ø¡ﬂ¬Ìø1§∏Ó¡±Û±¸…ˆ√ﬂ˜Œøœ˘±±±˙‘¡¬√¡˙±1√¯11¬Îø√Œ¡©¬–7≈–±ø˝˙Œ1AÙﬂÓ√ﬂÓﬂV‰œû‡¬¡ŒÚŒ◊√˙ÜﬂÌ≈±¡ﬂﬂ¡¬±≈≈¡¬¬¡¬˝˜±Ãﬂ¬˜‰Œ¸¬ÓÚ±±›˘¡Û–≈≈Ò¡¡˜––◊√¬±ﬂÈ˜˜¡±±±√¬ªŒ•Ú–&±1˚¬1≈1·≈«ﬂ±¡Œ1˘±±√‰ÀœÛ11«œù¡˚¬Ú˘—ÃﬂÓ≈ﬂ±´øÒ˛±±‡√¡±¬¬Ô¡Ûø±1≈1˘√˘ﬂ√√±±¸¸√±œ¡1Ó≈ﬂ–¬¡±√±111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222223333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333344444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555556666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666677777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888889999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999900000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111112222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222233333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444445555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555566666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777778888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888899999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000001111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111122222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333334444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444455555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666667777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777788888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999990000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000011111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222221111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111122222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333334444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444455555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666667777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777788888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888888999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999990000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000011111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222223333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333344444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 3

................................................................................ Wv‡qU `c©Y ............................................................................... 4

................................................................................ Wv‡qU `c©Y ............................................................................... 1ÀÌ±Ê√ Œ¬Û& ¬ıvﬂ¡ - ø¬ı, ø¡ZÓ¬œ˚˛ ˜˝√˘±, ˜Laœ Ê√ÚÓ¬± ˆ¬ªÚ ø√˙¬Û≈1, &ª±˝√±È¬œ -781006 ø˙é¬±, ∆ˆ¬˚˛±˜ Ê√ÚÊ√±øÓ¬ ’±1n∏ ø¬ÛÂ√¬Û1± ”√1ˆ¬±¯∏ – 0361-2237058 Œ|Ìœ1 ﬂ¡˘…±Ì ø¬ıˆ¬±·, ’¸˜ ‰¬1ﬂ¡±1 E-mail : [email protected] qÀˆ¬26±¬ı±Ìœ ˜˝√◊ Ê√±øÚ¬ıÕ˘ ¬Û±˝√◊ ¸≈‡œ ∆˝√ÀÂ√± Œ˚ ¸À√Ã ’¸˜ Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö±˝√◊ ŒÓ¬›“À˘±ﬂ¡1 ¬ı±ø¯∏«ﬂ¡ ˝√◊-’±À˘±‰¬Úœ ëÎ¬±À˚˛È¬í √¬Û«Ì [2021 ¬ı¯∏«] õ∂ﬂ¡±˙1 ø√˝√± ﬂ¡ø1ÀÂ√º 1±Ê√…‡Ú1 õ∂øÓ¬‡Ú øÊ√˘± ø˙é¬± ’±1n∏ õ∂ø˙é¬Ì õ∂øÓ¬á¬±ÀÚ ¸√±À˚˛ øÚ˚˛±ø1Õﬂ¡ ø˙é¬ﬂ¡ ¸ﬂ¡˘ﬂ¡ &Ì·Ó¬ ’±1n∏ ¸˜À˚˛±¬ÛÀ˚±·œ õ∂ø˙é¬Ì õ∂√±Ú ﬂ¡ø1 ’±ø˝√ÀÂ√º ˜˝√◊ ’±˙± ﬂ¡À1± ¤˝√◊ ˝√◊-’±À˘±‰¬Úœ ‡ÀÚ øÊ√˘± ø˙é¬± ’±1n∏ õ∂ø˙é¬Ì õ∂øÓ¬á¬±Ú1 õ∂¬ıMê± ’±1n∏ ø¬ı¯∏˚˛±¸ﬂ¡˘1 Œ˚±·±Rﬂ¡ ’±1n∏ ¸‘ø©Ü˙œ˘ õ∂øÓ¬ˆ¬±ﬂ¡ ¤ﬂ¡ ÚÓ≈¬Ú ˜±S± ø√¬ıÕ˘ ¸é¬˜ ˝√¬ıº ˜˝√◊ ¤˝√◊ Œ‰¬·ÀÓ¬ ¸À√Ã ’¸˜ Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö±ﬂ¡ ŒÓ¬›“À˘±ﬂ¡1 ¤˝√◊ õ∂˚˛±¸1 ¬ı±À¬ı ÒÚ…¬ı±√ :±¬ÛÚ ﬂ¡ø1ÀÂ√±º Î¬±– 1ÀÌ±Ê√ Œ¬Û& 5

................................................................................ Wv‡qU `c©Y ............................................................................... 6

................................................................................ Wv‡qU `c©Y ............................................................................... m¤cv`Kxq ¤È¬± qw Ÿ¬Ó≈¬1 ’±·˜Ú- Â√˚˛ Ÿ¬Ó≈¬1 øˆ¬Ó¬1Ó¬ ˙1» qw ¸≈Àﬂ¡±˜˘ Œ˜±˝√Úœ˚˛ Ÿ¬Ó≈¬º ˜˝√±¬Û≈1n∏¯∏ ˙—ﬂ¡1À√Àª ˆ¬±·ªÓ¬Ó¬ ë˙1» ¬ıÌ«Ú±í Ú±˜1 ¤øÈ¬ ’Ò…±˚˛1 ¸”‰¬Ú± ﬂ¡ø1 ˝√◊˚˛±ﬂ¡ ëÎ◊¬¬Û˜±ø¬ı˝√œÚí Ÿ¬Ó≈¬ ¬ı≈ø˘ ¸y±¯∏Ì Ê√Ú±˝√◊ÀÂ√º ˜˝√±¬Û≈1n∏¯∏1 ﬂ¡˘˜Ó¬ ˙1» Ÿ¬Ó≈¬1 ˜±Ò≈˚« ¤˝√◊√À1 ø¬ı˚˛ø¬ÛÀÂ√ - ë··Ú øÚ˜«˘ ¶§26 ∆ˆ¬˘ Ê√˘ ”√1 ∆·˘ Œ˜‚·Ìº ˜˝√±¸≈‡ﬂ¡1 ¸≈1øˆ¬ ˙œÓ¬˘ ¬ıÀ˝√ ¬ı±˚˛≈ ¸¬ı«é¬Ìºº [√˙˜] ’±ﬂ¡±˙1 Œ˜‚ ’“±Ó¬1±˝√◊ øÚ˚˛±, Ê√œª-Ê√c1 ¸—ﬂ¡È¬ ø¬ıÚ±˙ ﬂ¡1±, ¬Û—ﬂ¡ qﬂ¡±Ú ﬂ¡ø1 ¬ÛÔ ¸≈‰¬˘ ﬂ¡1± ’±ø√ ˜˝√±&Ì1 Î◊¬¬Ûø1› ’±ﬂ¡±˙1 ¬Û1± ¬Û‘øÔªœÕ˘Àﬂ¡ ﬂ¡˜Úœ˚˛Ó¬± Ú˜±˝√◊ ’±ÀÚ ˙1ÀÓ¬º ¤˝√◊ Œ¸Ãµ˚«, ¤˝√◊ ·ø1˜±1 Œ˚±À·ø√ ¬Û‘øÔªœ1 ¬ı≈ﬂ≈¡Ó¬ ¸Ú±Ó¬Ú ¸Ó¬…˝√◊ ’±Rõ∂ﬂ¡±˙ ﬂ¡À1º ¬Û‘øÔªœ1 ¬ı≈ﬂ≈¡Õ˘ Œ¸Ãµ˚«1 ˜˝√±Õ¬ıˆ¬ª Ú˜±˝√◊ ’±øÚÀÂ√ ˙1ÀÓ¬º õ∂ﬂ‘¡øÓ¬1 ¬Û1± ˜±Ú≈˝√Õ˘ ¸•x¸±ø1Ó¬ ∆˝√ÀÂ√ ¶§¬ÛÆ˜Ò≈1 ø‰¬1ôLÚ Œ¸Ãµ˚«º ˜Ò≈1 ¸˜œ1ÀÌ ø˝√˚˛±Ó¬ õ∂Àª˙ ﬂ¡ø1 Ê√·±˝√◊ ŒÓ¬±˘ﬂ¡ ˆ¬±¬ıÚ±º ’Ó¬œÓ¬ ’±1n∏ ¬ıÓ¬«˜±Ú1 ¤‡Ú ˚≈¢¨ √±À¬Û±ÚÓ¬ ’±˜±1 Ê√œªÚÀ¬ı±À1 øÓ¬1ø¬ı1øÌ ŒÓ¬±˘ﬂ¡º ˜ÚÀ¬ı±1 ¸≈µ1 ˝√›“ﬂ¡, ¸‘ø©Ü1 ˜Ò≈1 ˆ¬±ªÚ±Ó¬ õ∂·øÓ¬À˚˛ ¬ı±È¬ ø‰¬øÚ ˘›“ﬂ¡º ø˚√À1 ˚˜≈Ú±1 Ó¬œ1Ó¬ ‰¬f±ª˘œ 1±øÓ¬ ’Ú±ø√ ’ÚôLﬂ¡±˘1 ¬ı±À¬ı |œﬂ‘¡¯∏û˝√◊ Ó≈¬ø˘øÂ√˘ Î◊¬Vœ¬ÛÚ±º Œ˚øÓ¬˚˛± ¸≈Úœ˘ ’±ﬂ¡±˙1 ¬ıé¬ Î◊¬Ê√˘±˝√◊ ˘±‡ ˘±‡ Úé¬S˝√◊ øÓ¬1ø¬ı1øÌ ŒÓ¬±À˘, ‰¬f˝√◊ Œ˚øÓ¬˚˛± Î◊¬¬ı≈ø1˚˛±˝√◊ ˙œÓ¬˘ ŒÊ√±Ú±ﬂ¡, ŒÓ¬øÓ¬˚˛±˝√◊ |œﬂ‘¡¯∏û˝√◊ ˆ≈¬ªÚ ˆ≈¬À˘±ª± ˝√“±ø˝√ ’±1n∏ Œ˜±˝√Ú ¬ı“±˝√œ1 ¸≈À1 Œ·±ﬂ≈¡˘ ¬ı‘µ±¬ıÚ1 Ú1-Ú±1œ1 õ∂±ÀÌ õ∂±ÀÌ 7

................................................................................ Wv‡qU `c©Y ............................................................................... Œ¬ı±ª±˝√◊ ø√À˚˛ ’±Úµ1 ˜˘˚˛±º Ê√œªÚﬂ¡ ¸Ê√œª ﬂ¡ø1¬ıÕ˘, ¸—¸±11 ﬂ¡˜« ¸•Û±√Ú ﬂ¡ø1¬ıÕ˘ ¤˝√◊ ’±Úµ1 õ∂À˚˛±Ê√Ú ø‰¬1ø√Úœ˚˛±º ˙1Ó¬1 Œ¸Ãµ˚«1 ¬Ûø1ˆ¬±¯∏± Ú±˝√◊º Œ¸Ãµ˚«, ﬂ¡˜«, ’±Úµ ’±1n∏ Î◊¬26±À¸˝√◊ ˝√◊˚˛±1 ¬Ûø1ˆ¬±¯∏±º ·œÓ¬±Ó¬ |œﬂ‘¡¯∏û˝√◊ ﬂ¡˜«˚≈·ﬂ¡ Œ|á¬ ¬ı≈ø˘ÀÂ√º ’±¸øMê˙”Ì…ˆ¬±Àª ﬂ¡˜«Ó¬ øÚÀ˚˛±øÊ√Ó¬Ê√Ú Œ|á¬ ﬂ¡˜«õ∂±Ì ¬ı≈ø˘ ·œÓ¬±Ó¬ ˝√◊—ø·Ó¬ ø√ÀÂ√º ˝√◊—1±Ê√œÓ¬ ˚±ﬂ¡ Think- ing, Feeling ’±1n∏ Willing Œ¬ı±À˘ Ó¬±ﬂ¡ ’±ø˜ ø‰¬ôL±, ˆ¬±ªÚ± ’±1n∏ ˝√◊26± Œ¬ı±À˘±º ø‰¬ôL±1 ¬Û1± :±Ú, ˆ¬±ªÚ±1 ¬Û1± øÚá¬± ’±1n∏ ˝√◊26±1 ¬Û1± ﬂ¡˜«1 Î◊¬√˚˛ ˝√í¬ı Òø1ÀÂ√º ˝√◊˚˛±1 ’ø¬ı˝√ÀÚ ¬Û‘øÔªœ ˜1n∏ˆ”¬ø˜Ó¬ ¬Ûø1ÌÓ¬ ˝√í˘À˝√“ÀÓ¬Úº ¤ÀÓ¬Àﬂ¡ Ó‘¬Ó¬œ˚˛ Ÿ¬Ó≈¬ ˙1Ó¬ﬂ¡ ¬ıµÚ± ﬂ¡ø1 ’±ø˜ ˘±ˆ¬ ﬂ¡À1± ø¬ı˜˘ õ∂˙±øôLº õ∂±‰¬œÚ ˆ¬±1Ó¬¬ı¯∏«Ó¬ &1n∏·‘˝√Ó¬ ø˙é¬± ¸˜±5 ﬂ¡ø1 ·‘˝√Õ˘ Î◊¬˘øÈ¬¬ı Œ‡±Ê√± ø˙é¬±Ô«œﬂ¡ &1n∏Àª ø¬ı√±˚˛ ’øˆ¬ªÓ¬«Ú ’Ú≈á¬±ÚÓ¬ ’±˙œ¬ı«±√ ø√›“ÀÓ¬ ˜˝√±Ÿ¬Ó≈¬ ˙1Ó¬1 õ∂¸—· ’ªÓ¬±1Ì± ﬂ¡ø1øÂ√˘ ¤ÀÚ√À1- ë¬ÛÀ˙…˜ ˙1√– ˙Ó¬˜ƒ Ê√œÀª˜ ˙1√– ˙Ó¬˜ƒ ¸‘Ì≈˚˛±˜ƒ ˙1√– ˙Ó¬˜ƒºí ˚˚≈À¬ı«√Ó¬ ø˘ø¬Û¬ıX Œ˝√±ª± ¤˝√◊ ’±˙œ¬ı«±√ ˜La˝√◊ õ∂±Ì Î◊¬7¡¡¡œøªÓ¬ ﬂ¡ø1 ’±ø˝√ÀÂ√ , ’Ô«±» ¤˙È¬± õ∂±Ì˜˚˛ ˙1» ‰¬±¬ıÕ˘, ¤˙È¬± ˙1Ó¬1 ¬ıµÚ± qøÚ¬ıÕ˘ ¤˙¬ıÂ√1 ’±˚˛≈¸ ˘±ˆ¬ ﬂ¡1±º ¶§¬ÛÆ ’±1n∏ ’±˙±1 Ÿ¬Ó≈¬ ˙1ÀÓ¬ Ê√ÚÊ√œªÚÕ˘ ﬂ¡øÏ¬ˇ˚˛±˝√◊ ’±Úﬂ¡ ¸y±ªÚ±º ﬂ¡U“ª±1 Œﬂ¡±˜˘Ó¬±À1, Œ˙ª±ø˘ Ù≈¬˘1 √À1 ¸≈1øˆ¬À1 ˆ¬ø1 Î◊¬Í¬ﬂ¡ Ê√œªÚº Œ√˙1 ˘·ÀÓ¬ ¬Û‘øÔªœ1 ¬ı±Ò±¢∂ô¶ ¬Ûø1Àª˙1 ’ôL Œ¬Û˘±˝√◊, ø¸—˝√¬ı±ø˝√Úœ ≈√·«±˜±Ó¬±˝√◊ ’¸≈1 øÚÒÚ ﬂ¡1±1 √À1 ‹ﬂ¡…, ˙±øôL ’±1n∏ õ∂·øÓ¬À˚˛ ’±ôLõ∂ﬂ¡±˙ ﬂ¡1ﬂ¡ ¤˝√◊ ˙1Ó¬ÀÓ¬º øÚÊ√1 ﬂ¡Ô±À1- Î¬±À˚˛È¬ √¬Û«Ì ∆˝√ÀÂ√ ¸À√Ã ’¸˜ Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö±1 ¤‡Ú Î◊¬Õ˜˝√Ó¬œ˚˛± ˜=º ¤˝√◊ ˜=˝√◊ ø¬ıÀ˙¯∏Õﬂ¡ Œ¬ıÃøXﬂ¡ ø√˙ﬂ¡ õ∂øÓ¬øÚøÒQ ﬂ¡ø1 ’±ø˝√ÀÂ√º ¸˜¢∂ 1±Ê√…‡Ú1 ø˙é¬ﬂ¡ õ∂ø˙é¬Ì1 ø˙é¬ﬂ¡ ¸ﬂ¡˘ﬂ¡ Î¬±À˚˛È¬ √¬Û«ÀÌ ¤ﬂ¡øSÓ¬ ﬂ¡1±1 √±ø˚˛Q ¬Û±˘Ú ﬂ¡ø1ÀÂ√º ¸À√Ã ’¸˜ Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö±1 Î◊¬À√…±·Ó¬ Î◊¬Mê ’±À˘±‰¬Úœ‡Ú Ú Ú 1+¬Û1 Î◊¬æ√±ø¸Ó¬ Œ˝√±ª±ÀÈ¬± ¸—øù≠©Ü ¸ﬂ¡À˘ øÚ(˚˛ ﬂ¡±˜Ú± ﬂ¡À1º ’±À˘±‰¬Úœ‡Ú õ∂ﬂ¡±˙1 ¸˜˚˛ Î◊¬¬Ûø¶öÓ¬ Œ˝√±ª±Ó¬ ’±˜±1 ¸Lö± Ó¬»¬Û1 ∆˝√øÂ√˘º ’±˜±ﬂ¡ ¸•Û±√Ú±1 √±ø˚˛Q ø√˚˛±Ó¬ ’±˜±1 ﬂ¡±˜ø‡øÚ ﬂ¡ø1¬ıÕ˘ ˚±›“ÀÓ¬ øﬂ¡Â≈√ ’¸≈ø¬ıÒ±1 ¸ij≈‡œÚ ∆˝√øÂ√À˘±º ﬂ¡˜ ¸˜˚˛1 øˆ¬Ó¬1Ó¬ ˘1±˘ø1Õﬂ¡ ﬂ¡±˜ø‡øÚ ¸±˜ø1¬ıÕ˘ ˚±›“ÀÓ¬ ﬂ¡í1¬ı±Ó¬ Sn∏øÈ¬ ∆1 ˚±¬ı ¬Û±À1 ¬ı≈ø˘ ¸—˙˚˛ ŒÚ±À˝√±ª±Õﬂ¡ Ôﬂ¡± Ú±˝√◊º ¤˝√◊ ﬂ¡±˜Ó¬ ¸˝√±˚˛-¸˝√À˚±· ﬂ¡ø1 ﬂ¡±˚«ˆ¬±· ¸•Û”Ì« ﬂ¡ø1 ŒÓ¬±˘± Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö±1 ¸ij±Úœ˚˛ ø¬ı¯∏˚˛±¸ﬂ¡˘1 õ∂øÓ¬ |X± ’±1n∏ ﬂ‘¡Ó¬:Ó¬± :±¬ÛÚ ﬂ¡ø1ÀÂ√±º ŒÓ¬À‡ÀÓ¬¸ﬂ¡˘1 ¸øijø˘Ó¬ Î◊¬»¸±√˝√-Œõ∂1Ì±, ¸˝√±˚˛-¸˝√À˚±·, ø√˝√±-¬Û1±˜˙«˝√◊ ’±˜±ﬂ¡ ﬂ‘¡Ó¬±Ô« ﬂ¡ø1ÀÂ√º Œ¸˝√◊ ¸ﬂ¡À˘± ˜±ÚÚœ˚˛ ø¬ı¯∏˚˛±, Œ˘‡ﬂ¡-Œ˘ø‡ﬂ¡±, ¬Û±Í¬ﬂ¡ ¸˜±Ê√ ’±1n∏ qˆ¬±ﬂ¡±—˙œ1 õ∂øÓ¬ Ô±øﬂ¡˘ ÒÚ…¬ı±√¸”‰¬ﬂ¡ qˆ¬ﬂ¡±˜Ú±º ’±˙±ﬂ¡À1± ’±˜±1 Ó¬»ﬂ¡±˘œÚˆ¬±Àª ¸yª ﬂ¡ø1 ŒÓ¬±˘± ¤˝√◊ ﬂ¡±˚«ﬂ¡ ¸˜±À˘±‰¬Ú±À1 Ú˝√˚˛ ¸˝√±Ú≈ˆ”¬øÓ¬À1 ¢∂˝√Ì ﬂ¡ø1¬ıº 8

................................................................................ Wv‡qU `c©Y ............................................................................... m~PxcÎ 1±©Ü™1 ¬Û≈Ú1n∏O±Ú õ∂¸eÓ¬ ∆˙øé¬ﬂ¡ ‘√ø©Üˆ¬eœ º √œ¬Ûﬂ¡ ﬂ≈¡˜±1 Ó¬±˘≈ﬂ¡√±1 ˚10 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 ’±1n∏ ø˙é¬ﬂ¡ ø˙é¬±1 ¬Ûø1Àõ∂øé¬Ó¬Ó¬ øÊ√˘± ø˙é¬± ’±1n∏ õ∂ø˙é¬Ì õ∂øÓ¬á¬±Úº Œ·Ã1œ ˙—ﬂ¡1 ˙˜«± ˚14 ˆ¬±1Ó¬¬ı¯«∏1 ’±Ú≈á¬±øÚﬂ¡ ø˙é¬± ¬ı…ª¶ö±1 Œõ∂é¬±¬ÛÈ¬Ó¬ ˜”˘…À¬ı±Ò ø˙é¬± – ¤ﬂ¡ ¸—øé¬5 ’ªÀ˘±ﬂ¡Ú º ¬ıÌ«±˘œ ˆ¬A±‰¬±˚«…˚17 Stories : A journey of Fun, Fantasy and Knowledge º Samhita Malini Baruah˚19 Moral Education : A Need of Time º Gobinda Medhi ˚ 21 Parents as an important stakeholder towards Inclusion in Education º Tulumoni Pathak˚24 Quality in Higher Education and NAAC º Dr. Sushmita Chowdhury ˚25 Language Development in Children º Minakshi Das ˚ 27 PISA º Bhanu Deka ˚ 30 Academic Support Systems For School Education in Assamº Raj Kiran Doley˚33 Giving Assessment Feedback º Pollobi Kalita ˚ 40 Community Participation in School Education º Bithika Saikia ˚ 43 ˆ¬±1Ó¬Ó¬ Ú±1œ ø˙é¬±1 Î¬◊M√1Ì – ¤ﬂ¡ ‰¬˜≈ ’ªÀ˘±ﬂ¡Ú º ˜±˚˛±¿ Œ‰¬øÓ¬˚˛± Ù≈¬ﬂ¡Ú ˚ 50 ’¸˜1 ¬Û1•Û1±·Ó¬ Œ˘±ﬂ¡Ú±È¬… ’Ú≈á¬±Ú ¬Û≈Ó¬˘± Ú±‰¬ º Î¬0 ∆‰¬˚˛√± Úø‰¬Ù¬± ˝◊√Â√˘±˜ [1±Ê√¬ı—˙œ] ˚ 52 Future of Education: tectonic shift in paradigm reality º Nayan Moni Borah ˚ 57 Peace Education-An issue of concern and a premise for learning º Lipika Dutta ˚ 58 Implementation of Physical Education and Sports in the School Curriculumº Kiriti Kamal Bora ˚ 59 ø˙q1 ˜±Úø¸ﬂ¡ Î◊¬»ﬂ¡¯«∏ ¸±ÒÚÓ¬ ¸±Ò≈ﬂ¡Ô±1 ˆ”¬ø˜ﬂ¡± º ¬Û±¬Ûø1 ·Õ· ˚ 60 Œ˚±· ¬ı…±˚˛±˜ ¤¬ı— ˝√◊˝√±¬ı˛ ¸•§Àg ﬂ¡øÓ¬¬Û˚˛ ﬂ¡Ô± º ø˜©Ü≈ ˆ¬A±‰¬±˚«… ˚ 61 Petting and Happy Hormones º Pompy Talukdar ˚ 63 1±À‡ ˝√ø1 ˜±À1 Œﬂ¡±ÀÚ...º ˜Úœ¯∏± ˝√±Ê√ø1ﬂ¡± ˚ 66 Î¬◊¬Û˘øtº Ê≈√Ú≈ √±¸ ˚ 67 ˜1œø‰¬ﬂ¡±º ﬂ¡ø¬ıÓ¬± ˝√±Ê√ø1ﬂ¡± ˚ 69 Ó¬˜±˘º Œ˙‡1 ŒÊ√…±øÓ¬ ˜˝√ôL ˚ 72 ø¬ı¶ú‘øÓ¬ º øÚ¬Û±˜øÌ È¬±À˚˛ ˚ 72 ¤ÀÚÕﬂ¡À˚˛ ¤ø√Úº ˆ”¬À¬ÛÚ ﬂ≈¡˜±1 √±¸ ˚ 73 õ∂ùüº ø˜©Ü≈ ˆ¬A±‰¬±˚« ˚ 73 ·œÓ¬ ’ﬂ¡øÌ1º ˜ÀÚ±Ê√ øõ∂˚˛˜ ˚ 74 ŒÓ¬±˜±À˘±ﬂ¡ﬂ¡ ø√¬ıÕ˘º ¶§1±Ê√ Ù≈¬ﬂ¡Ú ˚ 74 ø‰¬S ﬂ¡˘± – ˚±1 ˆ¬±¯∏± ¬ı±—˜˚˛, ’Ô« ’¬Û1+¬Û ˚75 9

................................................................................ Wv‡qU `c©Y ............................................................................... 1±©Ü™1 ¬Û≈Ú1n∏O±Ú õ∂¸eÓ¬ ∆˙øé¬ﬂ¡ ‘√ø©Üˆ¬eœ √œ¬Ûﬂ¡ ﬂ≈¡˜±1 Ó¬±˘≈ﬂ¡√±1 õ∂¬ıMê√±, Î¬±À˚˛È¬, ¬ı„√±˝◊√·“±› [¤ﬂ¡] ˆ¬±1Ó¬¬ı¯∏«1 Ú±˜ ˝√◊øÓ¬˝√±¸ ’±˜±1 ¬ıÓ¬«˜±Ú1 ˆ¬±1Ó¬ˆ”¬ø˜ ’Ó¬œÊ√À1 ¬Û1± ø˝√µ≈ô¶±Ú, ˆ¬±1Ó¬, ’±˚«¬ıÓ«¬… ’±ø√ Ú±À˜À1 ¬Ûø1ø‰¬Ó¬º ¢∂œﬂ¡ ˆ¬±¯∏±1 ¬Û1± Î◊¬»¬ÛøM√ Œ˝√±ª± ˝√◊G˝√◊í (Indoi) ¸ﬂ¡˘1 ˆ”¬ø˜ ¬ı± ˝√◊Àµ±Â√í (Indos) Ú√œ1 Î◊¬¬ÛÓ¬…ﬂ¡±Ó¬ ¬ı¸¬ı±¸ ﬂ¡1± [Œ˘øÈ¬Ú ˙s Indus] Œ˘±ﬂ¡¸ﬂ¡À˘˝√◊ ˝√◊øG˚˛±Ú (Indian)º ¬Û±‰«¬œ ’±1n∏ ¢∂œﬂ¡ ¸ﬂ¡À˘ Indus-ﬂ¡ ¸•x¸±ø1Ó¬ ﬂ¡ø1 ø¸i§≈+ (Sindhu) ’±‡…± ø√À˚˛º ˝√◊˚˛±1 ¬Û1ªÓ¬«œ ¸˜˚˛Ó¬ ˝√◊˚˛±ﬂ¡ Œﬂ¡±ª± ˝√˚˛ ëø˝√µ≈ô¶±Úí ¬ı≈ø˘º Œ¸˝√◊ ¸˜˚˛ÀÓ¬ ¬Û±‰«¬œ ˆ¬±¯∏±Ó¬ ’±1n∏ ’Ú…±Ú… ¬Ûø(˜ ¤øÂ√˚˛ ˆ¬±¯∏±Ú≈¸±À1 ø˝√µ≈1 ˆ”¬ø˜ (The land of Hindus) ¬ı≈ø˘ Ê√Ú±Ê√±Ó¬ ˝√˚˛º ¬ı≈…»¬ÛøM√·Ó¬ˆ¬±Àª ëø˝√µ≈í ˙søÈ¬ ëø¸µ≈í ˙s1 ¬Û1± øÚ–¸‘Ó¬ øﬂ¡˚˛ÀÚ± ¬Û±‰¬ø¸ﬂ¡À˘ ˝√◊—1±Ê√œ ëSí ’é¬1øÈ¬ ‘H’ ø˝√‰¬±À¬Û Î◊¬2‰√±1Ì ﬂ¡ø1øÂ√˘º ø˝√µ≈ ¸±ø˝√Ó¬…Ó¬ ’Ó¬œÓ¬1 ¤˝√◊ Î◊¬¬Û˜˝√±À√˙‡Úﬂ¡ ˆ¬±1Ó¬ ¬ı± ˆ¬±1Ó¬¬ı¯∏« ø˝√‰¬±À¬Û ‡…±Ó¬ ∆˝√øÂ√˘º ˝√◊˚˛±1 ﬂ¡±1Ì ø˝√‰¬±À¬Û Œ¬Û±ª± ˚±˚˛ Œ˚ 1Ê√± ˆ¬1ÀÓ¬ ø¬ı˙±˘ ˆ¬±1Ó¬1 ¸•xœøÓ¬1 ˝√Àﬂ¡ ¬ıU 10

................................................................................ Wv‡qU `c©Y ............................................................................... ‡…±øÓ¬¬Û”Ì« ﬂ¡±˚« ¸•Ûiß ﬂ¡ø1øÂ√˘º Œ¸À˚˛ 1Ê√± ˆ¬1Ó¬1 Ú±˜ ’Ú≈¸ø1 ˆ¬±1Ó¬º øﬂ¡Â≈√ ¸—‡…ﬂ¡ ¬ÛøGÓ¬1 ˜ÀÓ¬ ’±Àﬂ¡Ã ˆ¬1Ô Ê√±øÓ¬ (The Bharath)À˚˛ ¤˝√◊ ’=˘Ó¬ ¬ı¸øÓ¬ ﬂ¡ø1øÂ√˘ ¬ı±À¬ı ¤˝√◊ Œ√˙1 Ú±˜ ˆ¬±1Ó¬º ˝√◊Î◊¬À1±¬Ûœ˚˛ ˆ¬±¯∏±Ó¬ ’±Àﬂ¡Ã ˆ¬±1Ó¬¬ı¯∏« ë˝√◊øG˚˛±í ø˝√‰¬±À¬Û ‡…±Ó¬º ’±˚«¸ﬂ¡À˘ ¬ı¸¬ı±¸ ﬂ¡1± ’=˘ ø˝√‰¬±À¬Û ë’±˚«¬ıÓ¬«…í Ú±˜ÀÈ¬± ∆˝√ÀÂ√ ¬ı≈ø˘ Œﬂ¡±ª± ˝√˚˛º ¬ıÓ¬«˜±Ú ‰¬1ﬂ¡±1œˆ¬±Àª ¶§œﬂ‘¡Ó¬ Ú±˜ ë˝√◊øG˚˛±í ’±1n∏ ˆ¬±1Ó¬º ˝√◊˚˛±1 ˘·ÀÓ¬ ¸¬ı«¸±Ò±1ÀÌ ¶§±ˆ¬±øªﬂ¡ˆ¬±Àª˝√◊ ¬ı…ª˝√±1 ﬂ¡1± ˙søÈ¬ ˝√í˘ ø˝√µ≈ô¶±Úº ˆ¬±1Ó¬¬ı¯∏«1 Ú±˜ ¸•Ûﬂ¡œ˚˛ ˙œ¯∏«ﬂ¡ ’±À˘±‰¬Ú±1 ¬Û1± ¶Û©Ü ˝√˚˛- ˆ¬±1Ó¬Ó¬ ’Ó¬œÓ¬À1 ¬Û1± ø˝√µ≈ 1±©Ü™1 ¤ﬂ¡ ¸¬ı˘ ø¶öøÓ¬º ˆ¬±1Ó¬¬ı¯∏«1 ¤ÀÚ Ú±˜ ¸˜”À˝√ ’±˜±1 ’Ó¬œÓ¬ ‹øÓ¬˝√…1 ¸ˆ¬…Ó¬±, ¸—¶‘®øÓ¬ ’±1n∏ ø˙é¬ﬂ¡ õ∂øÓ¬Ù¬ø˘Ó¬ ﬂ¡À1º ˝√◊˚˛±Àﬂ¡ ∆˘À˚˛ ˆ¬±1Ó¬œ˚˛ ø˙é¬±-¸—¶‘®øÓ¬1 ø¬ıﬂ¡±˙¬ıÒ«Ú1 ˚±S±º ø¬ı¯∏≈û– ¬Û≈1±ÌÓ¬ [2-3-1] ˆ¬±1Ó¬¬ı¯∏«1 ’ªø¶öøÓ¬1 ﬂ¡Ô± ¤ÀÚ√À1 ’±ÀÂ√ Uttarmamat Samund rasya Himadri she haiva Dakshenam Varshamtada Bharatam Naam Bharatiyatra Sanalihl [’Ô«±» ˜˝√±¸±·11 Î◊¬M√À1 ’±1n∏ ø˝√˜±˘˚˛ ¬Û¬ı«Ó¬1 √øé¬Ì ø√À˙ ˆ¬±1Ó¬ˆ”¬ø˜º ¸ﬂ¡À˘± ¬ÛÀÔÀ1 ˜˝√±¸±·1Õ˘ ˚±¬ı ¬Û1± ø˝√µ≈ô¶±Ú ˆ”¬-‡G ˆ¬·ª±Ú1 ’—˙]º [≈√˝√◊] ˆ¬±1Ó¬œ˚˛ ø˙é¬±1 ‹øÓ¬˝√±ø¸ﬂ¡ Œˆ¬øÈ¬ ˆ¬±1Ó¬¬ı¯∏«1 ‹øÓ¬˝√±ø¸ﬂ¡ ø˙é¬±1 Â√ø¬ı‡Ú ¬ıÓ¬«˜±ÚÕ˘Àﬂ¡ Sê˜ ø¬ıﬂ¡±˙1 ¬Û˚«±˚˛ ¸—‚øÈ¬Ó¬ ﬂ¡ø1¬ı ¬Û1± Ú±˝√◊º ¤˚˛± ¸yª ∆˝√ Î◊¬øÍ¬À˘ ’±øÊ√ ˆ¬±1Ó¬¬ı¯∏«1 ø˙é¬± ¬ı…ª¶ö± ø¬ıù´ √1¬ı±1Ó¬ ¤ﬂ¡ Œ˘‡Ó¬ ˘í¬ı˘·œ˚˛± ø˙é¬± ø˝√‰¬±À¬Û Ú±˜±—øﬂ¡Ó¬ ˝√í˘À˝“ÀÓ¬Úº ‹øÓ¬˝√±ø¸ﬂ¡ ‘√˙…¬ÛÈ¬1 ¬Û1± ˆ¬±1Ó¬1 ø˙é¬±1 ø√˙ÀÈ¬±À˚˛ ’øÒﬂ¡ ¸¬ı˘ ’±øÂ√˘ Œ¸˝√◊ ﬂ¡Ô± ¸˝√ÀÊ√ ’Ú≈À˜˚˛º ‡Ëœ©Ü¬Û”¬ı« 500 ‰¬ÚÀÓ¬ ˆ¬±1Ó¬ÀÓ¬ ø¬ıù´ õ∂Ô˜ ø¬ıù´ø¬ı√…±˘˚˛ Ó¬é¬˙œ˘±Ó¬ õ∂øÓ¬á¬± ˘±ˆ¬ ﬂ¡ø1øÂ√˘, ˚íÓ¬ Œ¸˝√◊ ¸˜˚˛1 ﬂ¡˜ Ê√Ú¸—‡…±1 ¬Û1±˝√◊ Œ˝√Ê√±1À1± ’øÒﬂ¡ ¸—‡…ﬂ¡ Â√±S-Â√±SœÀ˚˛ ’±1n∏ Î¬Ê√ÚÀ1± ’øÒﬂ¡ ø¬ı¯∏˚˛1 ø¬ı√…± ø˙é¬± õ∂√±Ú ﬂ¡1± ∆˝√øÂ√˘º ŒÓ¬ÀÚ√À1 ‰¬Ó≈¬Ô« ˙øÓ¬ﬂ¡±ÀÓ¬ õ∂øÓ¬á¬± Œ˝√±ª± Ú±˘µ± ø¬ıù´ø¬ı√…±˘˚˛Ó¬ ø¬ıù´1 ø¬ıøˆ¬iß õ∂±ôL11 ø˙ﬂ¡±1n∏1 Î◊¬¬Ûø¶öøÓ¬ ‘√˙…˜±Ú ∆˝√øÂ√˘º ’±˜±1 ’Ó¬œÓ¬ ˆ¬±1Ó¬1 ø˙é¬±1 Œé¬SÓ¬ &1n∏-ø˙¯∏…1 ø˚ ’±Ò…±øRﬂ¡, ’±øRﬂ¡ ¸•Ûﬂ¡« õ∂Ó¬œ˚˛˜±Ú ’±øÂ√˘, ’±øÊ√ ŒÓ¬ÀÚ ø˙é¬±1 ¬Û≈Ú1 õ∂øÓ¬á¬± ¬ı± ¬ı…ª¶ö±¬ÛÚ± ∆Ó¬˚˛±1 ﬂ¡1± ’øÓ¬Àﬂ¡ õ∂±¸øeﬂ¡ ∆˝√ ¬Ûø1ÀÂ√º ˜˝√±ˆ¬±1Ó¬Ó¬ Œﬂ¡Ã1ª ’±1n∏ ¬Û±GÀª ¬ı…øMêQ ¬ı…±¬Ûﬂ¡ ø˙é¬± ˘±ˆ¬ ﬂ¡ø1øÂ√˘º Œ^±ÀÌ Ê√œªÚ1 õ∂À˚˛±Ê√Úœ˚˛Ó¬±À1 ø˙é¬± ∆˘øÂ√˘º ŒÓ¬›“ ø˙¯∏…1+¬Ûœ ø˙ﬂ¡±1n∏ﬂ¡ Œﬂ¡ª˘ Œﬂ¡Ã˙˘ √é¬Ó¬±1 ˝√Àﬂ¡ ø˙é¬± ø√˚˛± Ú±øÂ√˘º ¤ÀÚ Œﬂ¡Ã˙˘-√é¬Ó¬± ¬ı±ô¶ª Ê√œªÚÓ¬ õ∂À˚˛±·1 ¬ÛÔ Œ√‡≈ª±˝√◊øÂ√˘º &1n∏-ø˙¯∏…1 ¸•Ûﬂ¡«˝√◊ ø˙é¬ﬂ¡-Â√±S1 ’Ú±ø¬ı˘ ¸•Ûﬂ¡« ·Ï¬ˇ ø√˚˛±1 ’±˘˜Ó¬ ·Ï¬ˇ ˘˚˛ ¸˜±Ê√1 Ï¬±À¬Û Ï¬±À¬Û õ∂Ê√ij ¸˜”˝√1 ˜±Ê√Ó¬ |X±, ˜1˜ ’±1n∏ ¸ij±Ú¸≈˘ˆ¬ ¤ﬂ¡ ÚœøÓ¬Ó¬ ¬Ûø1ÌÓ¬ Œ˝√±ª± ∆ÚøÓ¬ﬂ¡ ˜±Úø¸ﬂ¡Ó¬±- ø˚ÀÈ¬± ø√˙ ’±øÊ√ Œ√˙1 ’±·Ó¬ ∆˙øé¬ﬂ¡ÚœøÓ¬¬ı…ª¶ö±˝√◊ &1n∏Q ¸˝√ﬂ¡±À1 ∆˘ ˆ¬±1Ó¬œ˚˛ ø˙é¬± ¬ı…ª¶ö±Ó¬ ˝√◊˚˛±1 õ∂Ó¬…±¬ıÓ¬«Ú ’±øÚ¬ı ø¬ı‰¬±ø1ÀÂ√º [øÓ¬øÚ] ˆ¬±1Ó¬Ó¬ ø˙é¬± ¸˜¸…±1 ‰¬±ﬂ¡ÕÚ˚˛± ˆ¬±1Ó¬1 ø˙é¬±1 ‰¬˘ôL ¸˜¸…±1±øÊ√1 õ∂¸eÓ¬ õ∂‡…±Ó¬ ˆ¬±1Ó¬œ˚˛ ø˙é¬±ø¬ı√1 ¤¯∏±ø1 Î◊¬øMê Î◊¬À~‡… – I do not need no education, we do not need thought control. No dark sarcasm in the classroom. Teacher leave them kids alone. Hey teacher leave them kids alone. All in all you are another brick in the wall. ’±ø˜ 67 ¬ıÂ√11 ¶§˙±¸Úﬂ¡±˘Ó¬ ø˙é¬±1 Œé¬SÓ¬ ¶§ﬂ¡œ˚˛Ó¬± ’±1n∏ ÚÓ≈¬ÚQ ’±øÚ¬ı ¬Û1± Ú±˝√◊º 18 ˙ ˙øÓ¬ﬂ¡±ÀÓ¬ ˆ¬±1Ó¬œ˚˛ ’±Ò…±øRﬂ¡Ó¬±1 ¸—¶‘®øÓ¬ ·± ﬂ¡ø1 Î◊¬øÍ¬øÂ√˘º ˝√◊˚˛±1 ¤ﬂ¡ ¬ıø˝√ê˜±Ú Ò±1± ø¬ıÀ¬ıﬂ¡±Úµ1 ¬Û1± ˜˝√±R± ·±gœ ∆˘ ’±ø˜ ‘√˙…˜±Ú ﬂ¡À1º ’Ô‰¬ ø¬ıù´ø¬ı√…±˘˚˛ ’Ú≈√±Ú ’±À˚˛±·1 ﬂ¡±˚«¸”‰¬œÓ¬ ˆ¬±1Ó¬œ˚˛ ’±Ò…±øRﬂ¡ ¸—¶‘®øÓ¬ ’±1n∏ Ò˜«1 Œﬂ¡±ÀÚ± ø¬ıˆ¬±· Ú±˝√◊º ¬Ûø(˜œ˚˛± ’Ò…˚˛ÀÚ ˆ¬±1Ó¬ ø¬ı¯∏˚˛ﬂ¡ ø¬ı√…± indology ¸µˆ¬«Ó¬ ¬ıU ‰¬‰¬«± ’±1y ﬂ¡ø1ÀÂ√ , ’Ô‰¬ õ∂±‰¬…-¬Û±(±Ó¬…1 ’±¢∂±¸Úœ ø˜|ÌÓ¬ ˆ¬±1Ó¬Ó¬ Ó¬±1 øÚÊ√¶§ ø‰¬Ú-õ∂øÓ¬ˆ”¬ Ú±˝√◊º ¬ıÓ¬«˜±Ú ø˙é¬±Ó¬ ø˚ ’ªé¬ø˚˛Ó¬º ˜”˘…À¬ı±Ò1 ﬂ¡Ô± Œﬂ¡±ª± ∆˝√ÀÂ√ ˜±Ú¬ıÓ¬±¬ı±√œ ‘√ø©Üˆ¬eœÀ1 Ó¬±ﬂ¡ Ú±È¬… ˙±¶a, Œ˚±·˙±¶a ’±1n∏ ’Ô«˙±¶a1 ’±˘˜Ó¬ ’Ò…˚˛Ú ﬂ¡1±1 õ∂À˚˛±Ê√Úœ˚˛Ó¬± Œ√±˝√±ø1À˝√ Ôﬂ¡± ∆˝√ÀÂ√, ¬ı±ô¶ªÓ¬ Ó¬±1 ¬Û˚«±À˘±‰¬Ú± Œ˝√±ª± Ú±˝√◊ºº ’±˜±1 ˆ¬±1Ó¬¬ı¯∏« ’±øÊ√› Î◊¬ißÓ¬ Œ√˙ (Developed Country) Œ˝√±ª±1 ¬Ûø1ªÀÓ¬« Î◊¬iß˚˛Ú˙œ˘ Œ√˙ (Devel- oping Country) ∆˝√À˚˛ ’±ÀÂ√º ¤˝√◊ Œé¬SÓ¬ ˆ¬±1Ó¬œ˚˛ ’Ô«¬ı…ª¶ö±1 ˘·Ó¬ ø˙é¬± ¬ı…ª¶ö±1 ø√˙ÀÈ¬± ¸±À„√±1 ‡±˝√◊ ’±ÀÂ√º ’±˜±1 ø˙é¬± ¬ı…ª¶ö±1 ˘·ÀÓ¬ ’Ô«¬ı…ª¶ö±1 ø√˙ÀÈ¬± ¸±À„√±1 ‡±˝√◊ ’±ÀÂ√º ’±˜±1 ø˙é¬±ÚœøÓ¬ ’±1n∏ ¸—¶®±1 ¬ı…ª¶ö± ¸˜”À˝√ 11

................................................................................ Wv‡qU `c©Y ............................................................................... ø¬ı√…±˘˚˛, ˜˝√±ø¬ı√…±˘˚˛ ¸˜”˝√ﬂ¡ ¬ı±ô¶ª 1+¬ÛÓ¬ ‰≈¬˝√◊ ˚±¬ı ¬Û1± Ú±˝√◊º ’±øÊ√› ‰¬1ﬂ¡±1œ ø¬ı√…±˘˚˛1 ¬Û˚˛±˘·± ’ª¶ö±ﬂ¡ ø˙é¬± ’“±‰¬øÚ ¸˜”À˝ √¬Ûø1ªÓ¬«Ú ¸±ÒÚÓ¬ ¸˝√±˚˛ ﬂ¡ø1¬ı ¬Û1± Ú±˝√◊º ˆ¬±1Ó¬¬ı¯∏«Ó¬ ’±Ò≈øÚﬂ¡ ø˙é¬±1 ’±·˜Ú ‚ÀÈ¬ 1830 ‰¬ÚÓ¬º ˘Î¬« Ô˜±‰¬ Œ¬ıø¬ı—È¬Ú Œ˜À˘ ¤˝√◊ Œé¬SÓ¬ &1n∏Q¬Û”Ì« ˆ”¬ø˜ﬂ¡± ˘˚˛ ’±1n∏ ŒÓ¬øÓ¬˚˛±À1 ¬Û1± ˝√◊—1±Ê√œ ˆ¬±¯∏± ˆ¬±1Ó¬œ˚˛ ø˙é¬±1 ˘·Ó¬ ¸—˚≈Mê ˝√í˘º ¬Û±Í¬…Sê˜Ó¬ ˜”˘Ó¬– ø¬ı¯∏˚˛ ’±øÂ√˘ ø¬ı:±Ú ’±1n∏ ·øÌÓ¬º √˙«Ú ’±1n∏ Metaphysics ’õ∂À˚˛±Ê√Úœ˚˛ ø˝√‰¬±À¬Û Òø1 Œ˘±ª± ∆˝√øÂ√˘ ø˚ÀÈ¬±À˚˛ ˆ¬±1Ó¬œ˚˛ ø‰¬ôL±Ò±1± ’±1n∏ ˆ¬±1Ó¬œ˚˛ ¸—¶‘®øÓ¬ ¬Û1•Û1± øÚ˘·±˝√◊ 1‡± ¬ı≈ø˘ ﬂ¡1± ’øˆ¬À˚±· ˚≈øMê¸eÓ¬º √œ‚« ø√Ú Òø1 ˝√◊øÓ¬˝√±¸ ’±1n∏ ˆ”¬À·±˘ ’Ò…˚˛Ú ˆ¬±1Ó¬1 ’ø¶ö-˜7¡¡¡±1 ˘·Ó¬ ¸—¬Û‘Mê Ú˝√˚˛º Œ¸À˚˛À˝√ ø˙é¬±Ó¬ ˝√◊øÓ¬˝√±¸ Œ‰¬Ó¬Ú±À¬ı±Ò1 ˜±Ê√Ó¬ ø¬ıø26ißÓ¬± ’±1n∏ Œˆ¬ÃÀ·±ø˘ﬂ¡ :±Ú1 ’ˆ¬±ª ˆ¬±1Ó¬œ˚˛ ø˙ﬂ¡±1n∏1 ˜±Ê√Ó¬ ’±øÊ√› õ∂Ó¬œ˚˛˜±Úº Œ˜ﬂ¡À˘1 ¸˜˚˛1 ø˙é¬±˝√◊ Œ|Ìœﬂ¡é¬Ó¬ ¬Û±Í¬ ø˙ﬂ¡±ÀÈ¬±ﬂ¡À˝ √¬Û±Í¬√±Ú ¬ı≈ø˘ ¶§œﬂ‘¡Ó¬ ∆˝√øÂ√˘ , ˚±1 Ù¬˘Ó¬ ø˙é¬± ˘±ˆ¬1 Ú˜Úœ˚˛Ó¬±, ø˙øÔ˘Ó¬± ’±1n∏ ¸˝√Ê√˘ˆ¬… ’ª¶ö±1 ¬Û1± ø˙é¬± Ê√øÈ¬˘ ’ª¶ö±Õ˘ ¬Û˚«¬ıø¸Ó¬ ∆˝√øÂ√˘º ø˙é¬±1 ∆¸ÀÓ¬ õ∂ﬂ‘¡øÓ¬·Ó¬ ø˙é¬± ’±1n∏ Ê√œªÚÀ¬ı±Ò1 ø˙é¬± ¬ıU ”√1 ’“±Ó¬ø1 ∆·øÂ√˘, SêÀ˜ ø˙é¬ﬂ¡-ø˙ﬂ¡±1n∏1 ¸•Ûﬂ¡« ˚±øLaﬂ¡ ’ª¶ö±Õ˘ ˚±˚˛º ¤ÀÚ ø˙é¬± ¤ﬂ¡ ¬ı…ª¶ö±Ó¬ (system) ¬Ûø1ÌÓ¬ Œ˝√±ª± ¬ı±À¬ı ’±˜±1 ˆ¬±1Ó¬œ˚˛ ø˙é¬± ¬ı±ô¶ª1ø˝√Ó¬, õ∂ﬂ‘¡øÓ¬1ø˝√Ó¬, ˜”˘…À¬ı±Ò1 &1n∏Q˝√œÚÓ¬± ’±1n∏ ’¶Û©Ü ¤È¬± ø˙é¬± ¬ı…ª¶ö±Õ˘ ¬Û˚«¬ıø¸Ó¬ ﬂ¡ø1ÀÂ√º ’±˜±1 ø˙é¬± ¬ı…ª¶ö±Ó¬ ø˙é¬± ’±1n∏ :±Ú1 ¬Û1œé¬± Œ˘±ª± ﬂ¡˜« ’±øÊ√› ’˝√1˝√ ‰¬ø˘ Ô±Àﬂ¡ ˚íÓ¬ √é¬Ó¬± (skill) ·Ï¬ˇÚ-ﬂ¡¯∏«Ì1 ¸≈ø¬ıÒ± Ú±˝√◊º ¤˝√◊ õ∂¸eÓ¬ ‰¬œÚ± ¬ÛÈ¬ôLﬂ¡ ¤È¬± ’±ÀÂ√ - \"Give a man a fish and you feed him one day, teach him how to catch fishes and feed him for a life time.\"º ˝√◊˚˛±1 ¬ı±À¬ı ’±˜±1 ø˙é¬±Ó¬ Ôﬂ¡± ¸‘ø©Ü˙œ˘Ó¬± ’±1n∏ ¶§ﬂ¡œ˚˛Ó¬± ø¬ıø‚ÆÓ¬ ﬂ¡1± ¸≈1n∏„√± ¸˜”˝√ √¬ıg ﬂ¡ø1¬ı ˘±ø·¬ıº ’±˜±1 ø˙é¬±1 ˘é¬… õ∂±ø51 øˆ¬øM√ √¬ı±ô¶ª¸•úÓ¬, ¬ı…ª˝√±ø1ﬂ¡, ¸y±¬ıÚœ˚˛¬Û”Ì« ’±1n∏ ’Ô«¬Û”Ì« ˝√í¬ı ˘±ø·¬ıº Ú˝√íÀ˘ ø˙é¬± ¸µˆ¬«Ó¬ ¤˘¬ı±È¬« ’±˝√◊Ú©Ü±˝√◊ÀÚ Œﬂ¡±ª±1 Œ˘‡œ˚˛± ˝√í¬ıó Every- body is genius. But if you judge a fish by its ability to climb a tree, it will leave its whole life believing that is stupid.\" ˆ¬±1Ó¬¬ı¯∏« ø¬ı˙±˘ Ê√Ú¬ıU˘ Œ√˙º Ê√Ú¸—‡…± ’Ú≈¬Û±ÀÓ¬ &Ìøˆ¬øM√ﬂ¡ ø˙é¬±Ú≈á¬±Ú Ú±˝√◊ ˚íÓ¬ ¬ı≈øX˜M√± ¸•Ûiß Â√±S- Â√±SœÀ˚˛ ø˙é¬± ’±˝√1Ì ﬂ¡ø1¬ı ¬Û±À1º Ó¬±À1±¬Ûø1, ¸—1é¬Ì ¬ı…ª¶ö± ’Ú≈¸ø1 ’±¸Ú ¸—1é¬Ì Ô±Àﬂ¡ ˚±1 ’øˆ¬ˆ¬±ªﬂ¡ ’±Ï¬…ªôL ’øˆ¬ˆ¬±ªﬂ¡ ’Ô¬ı± Î◊¬2‰√ ¬Û√¶ö ‰¬1ﬂ¡±1œ ‰¬±ﬂ¡ø1˚˛±˘º &Ì 1é¬±1 ¬ı±À¬ı ¸—1é¬Ì1 ∆¸ÀÓ¬ ø˙é¬± ¬ı…ª¶ö±1 ’±À¬Û±‰¬ ﬂ¡Ô±øÈ¬ ø‰¬ôLÚœ˚˛º [‰¬±ø1] ø˙é¬±Ó¬ ÚÓ≈¬Ú ‘√ø©Üˆ¬eœ Ô˜±‰¬ ˝√±'±ø˘À˚˛ ∆ﬂ¡øÂ√˘ ñ \"Try to learn everything about something and something about everything.\" ø˙é¬±1 &1n∏Q¬Û”Ì« ø√˙Ó¬ ˜ÀÚ±øÚÀ¬ı˙ ﬂ¡1±ÀÈ¬± ’±1n∏ &1n∏Q¬Û”Ì« ø√˙Ó¬ ¬ı…ª¶ö±Õ˘ ø˙é¬±1 Ò±1±1 ¬Ûø1ªÓ¬«Ú1 ¸”‰¬Ú± ﬂ¡ø1¬ı ¬Û±ø1º ¬Û‘øÔªœ1 Î◊¬ißÓ¬ Œ√˙ ¸˜”À˝√ õ∂øÓ¬ ¬ıÂ√1ÀÓ¬ ø˙é¬±1 ’±˜”˘ ¬Ûø1ªÓ¬«Ú1 ˝√Àﬂ¡ ø˙é¬±1 ÚœøÓ¬, ¬Û±Í¬…Sê˜ ¸µˆ¬«Ó¬ õ∂À˚˛±Ê√Úœ˚˛ ¬ı…ª¶ö± ˘˚˛º ’±˜±1 Œ¬ıøÂ√ ˆ¬±· ¸˜˚˛ ø˙é¬±1 ¬Ûø1Àª˙ ’±1n∏ õ∂¸e˝√◊ È¬Ú± ’±ÀÊ√±1± ﬂ¡ø1 Ô±Àﬂ¡ ˚’Ó¬ &1n∏Q (Weightage) ’±1n∏ õ∂±¸øeﬂ¡Ó¬± (Contexuality) ø¬ıÀ˘±¬Û ˝√˚˛º ’±˜±1 ø˙é¬± ¬ı…ª¶ö±Ó¬ ˆ¬±1Ó¬œ˚˛Q Ê√·±˝√◊ Ó≈¬ø˘ ¶§ﬂ¡œ˚˛Ó¬±1 ¬Ûø1‰¬˚˛ √±ø„√ Ò1±˝√◊ ‹øÓ¬˝√±ø¸ﬂ¡ ﬂ¡±˘À1 ¬Û1± ˆ¬±1Ó¬œ˚˛ ø˙é¬±1 ¤ﬂ¡ ¶§1+¬Û ¬ı± ∆¬ıø˙©Ü… ø˝√‰¬±À¬Û ¬Ûø1·øÌÓ¬º ¤˝√◊ Œé¬SÓ¬ ˆ¬±1Ó¬ ø¬ı¯∏˚˛ﬂ¡ ’Ò…˚˛Ú ˝√◊ÀG±˘øÊ√ (Indology) 1 õ∂¸e Î◊¬À~‡…º ˝√◊ÀG±˘øÊ√ ¬ı≈ø˘À˘ ˜”˘Ó¬ ¸—¶‘®Ó¬, ¸±ø˝√Ó¬… ’±1n∏ ø˝√µ≈Ó¬±¬ı±√1 ∆¸ÀÓ¬ ˆ¬±1Ó¬œ˚˛ Ò˜« ¸˜”˝√ Œ¬ıÃXÒ˜«, ø˙‡ Ò˜«, ∆Ê√Ú Ò˜« ’±1n∏ ¬Û±ø˘ ¸±ø˝√Ó¬…ﬂ¡ ¸”‰¬±˚˛º Ê√±˜«±ÚÓ¬ ˝√◊ÀG±˘øÊ√ﬂ¡ ˆ¬±¯∏±Ó¬Q1 ¤ﬂ¡ Î◊¬¬Ûˆ¬±· ø˝√‰¬±À¬Û ’ôLˆ≈¬«Mê ﬂ¡1± ∆˝√øÂ√˘º ¬ıÓ¬«˜±Ú Ê√±˜«±ÚœÓ¬ 13È¬± õ∂øÓ¬øá¬Ó¬ ˝√◊ÀG±˘øÊ√ ’Ò…˚˛Ú Œﬂ¡f ’±ÀÂ√º ˝√◊ÀG±˘øÊ√ ø¬ı˙±1√ ¤À'˘ ˜±˝√◊Àﬂ¡À˘ ¤È¬± ¸±é¬±»ﬂ¡±1Ó¬ ∆ﬂ¡øÂ√˘- \"I do not believe Sanskrit is dead. West has a lot of catching up to do when it comes to gathering information about the History and culture of South Africa. Every educated Indian knows Goethe and Shakespeare. But name a German academician who knows anything about Kalidas. Indology is not only knowing literature but preserving and drawing from the world's cultural heritage from which 12

................................................................................ Wv‡qU `c©Y ............................................................................... generations could profit.\" ˆ¬±1Ó¬œ˚˛ ’Ô«ÚœøÓ¬1 Î◊¬√±1œﬂ¡1ÀÌ ø¬ıù´ ’Ô«ÚœøÓ¬1 Œé¬SÓ¬Ó¬ ¤ﬂ¡ ¸˜i§˚˛ ¸±ÒÚ ﬂ¡ø1ÀÂ√º ˝√◊À˚˛ ˆ¬±1Ó¬¬ı¯∏«Ó¬ ¤‡Ú :±Úøˆ¬øM√ﬂ¡ ¸˜±Ê√Õ˘ (Knowledge Based Soceity) ∆˘ 1+¬Û±ôL1 ‚È¬±˝√◊ÀÂ√ ’±1n∏ ¸≈-õ∂ø˙øé¬Ó¬ ﬂ¡˜«˙øMêÕ˘ ¬Ûø1ªøÓ¬«Ó¬ Œ˝√±ª± ’ª¶ö±ÀÈ¬±Àª Œﬂ¡ª˘ ¶§±é¬1Ó¬± ’Ú±˝√◊ Ú˝√˚˛, ø¬ıÀ˙¯∏ ø¬ıÀ˙¯∏ Œﬂ¡Ã˙˘ ’Ê√«ÚÀÈ¬± ’ø1˝√Ì± Œ˚±·±˝√◊ÀÂ√, ø¬ı:±Ú õ∂˚≈øMê1 ø√˙Ó¬ øÚÊ√Àﬂ¡ ˜ﬂ¡1˘ ﬂ¡1±1 ¸≈À˚±· ˘±ˆ¬ ﬂ¡ø1ÀÂ√º ¤È¬± ˘é¬Ìœ˚˛ ø√˙ ˝√í˘- ø˚ ¸˜˚˛Ó¬ Î◊¬À√…±ø·ﬂ¡ ø√˙Ó¬ ¬ı‘øX ’±1n∏ Î◊¬»¬Û±√Ú˙œ˘Ó¬±1 ¤ﬂ¡ ’ˆ¬±ªÊ√øÚÓ¬ 1+¬Û õ∂Ó¬œ˚˛˜±Ú, Ó¬±1 ø¬ı¬Û1œÀÓ¬ ø˙é¬±1 Œé¬SÓ¬ ’ﬂ¡˘ ˆ¬±1Ó¬ÀÓ¬ Ú˝√˚˛, ø¬ıÀ√˙ÀÓ¬± ø˙é¬±˘±ˆ¬ ’±1n∏ øÚÀ˚˛±·1 ¸≈ø¬ıÒ± ˘í¬ı ¬Û1± Î◊¬2‰√ ˜±Ú√G1 ˆ¬±1Ó¬œ˚˛ Â√±S-Â√±Sœ ’Ê√¶⁄º ø¬ı·Ó¬ ≈√È¬± √˙ﬂ¡Ó¬ ˆ¬±1Ó¬¬ı¯∏«˝√◊ ø¬ı:±Ú õ∂˚≈øMê ø˙é¬±1 Œé¬SÓ¬ ˚ÀÔ©Ü ¸˜Ô«¬ı±Ú ∆˝√ÀÂ√ ’±1n∏ √é¬Ó¬± õ∂√˙«Ú ﬂ¡ø1ÀÂ√º Ó¬Ô±ø¬Û &Ì·Ó¬ ø√˙Ó¬ ˘é¬… Ò±˚« ﬂ¡1± Ò1ÀÌ ’±·¬ı±øÏ¬ˇ¬ı ¬Û1± Ú±˝√◊º ¤øÓ¬˚˛± 'Skill India, Make in india' ‘√ø©Üˆ¬eœ ˆ¬±1Ó¬1 ø˙é¬± ’±1n∏ ’Ô«ÚœøÓ¬ﬂ¡ ÚÓ≈¬Ú ·øÓ¬ ø√¬ı ¤˝√◊ ’±˙±¬ı±À√ ˆ¬±1Ó¬œ˚˛ ¸—¶‘®øÓ¬ ’±1n∏ ¬Û1•Û1±ﬂ¡ Î◊¬7¡¡¡œøªÓ¬ ﬂ¡ø1¬ı ’±1n∏ ˆ¬±1Ó¬¬ı¯∏«˝√◊ ¶§˘é¬…Ó¬ Î◊¬¬ÛÚœÓ¬ ∆˝√ ø¬ıù´√1¬ı±1Ó¬ ’¢∂Ìœ ˆ”¬ø˜ﬂ¡± ˘í¬ı ¬Û±ø1¬ıº ¤˝√◊ Œé¬SÓ¬ Education Promotion Society for India, ‰¬˜≈Õﬂ¡ ˝√◊. ø¬Û.¤Â√.’±˝√◊-À˚˛ ˆ¬±1Ó¬Ó¬ ø˙é¬±1 õ∂‰¬±1 ’±1n∏ ¸—¶®±11 Œé¬SÓ¬ ¤ﬂ¡ ø¬ıÀ˙¯∏ ˆ”¬ø˜ﬂ¡± ∆˘ÀÂ√ ’±1n∏ ˘é¬… øÚÒ«±1Ì ﬂ¡ø1ÀÂ√ “EPSI Strives to faciliate complete literacy, globally competitive and qualitative education and generate skills and professionals for employment so as to foster socio-economic develop- ment.” ¬ıÓ¬«˜±Ú1 ˆ¬±1Ó¬œ˚˛ ø˙é¬±Ó¬ ˜”˘…À¬ı±Ò, Ê√œªÚÀ¬ı±Ò1 ›¬Û1Ó¬ ’øÒﬂ¡ ˜ÀÚ±øÚÀ¬ı˙ ﬂ¡ø1¬ı ø¬ı‰¬1± ∆˝√ÀÂ√ ’±1n∏ ’±˙± ﬂ¡1± ∆˝√ÀÂ√ ˆ¬±1Ó¬œ˚˛ ﬂ¡˜«À˚±·1 ‘√ø©Üˆ¬eœ ’±1n∏ ﬂ¡˜«¸—¶‘®øÓ¬ ˜±Ú≈˝√1 ¬ı‘øM√, Ê√œøªﬂ¡± ’±1n∏ ’±Ô«-¸±˜±øÊ√ﬂ¡ Ê√œªÚÓ¬ Ó¬±1 õ∂øÓ¬Ù¬˘Ú ‚øÈ¬¬ıº ø˙é¬±1 ¬Û≈Ú1¬ıX«Ú1 ˝√Àﬂ¡ ø˙é¬Ì-ø˙ﬂ¡Ú õ∂øSê˚˛±, ·Àª¯∏Ì± ’±1n∏ √é¬Ó¬± ¬ı‘øXÓ¬ ¬ı±ô¶¬ıøˆ¬øM√ﬂ¡¬ Ûø1ﬂ¡øäÓ¬ ø˙é¬±ÚœøÓ¬Ó¬ õ∂ﬂ¡±˙ ¬Û±˝√◊ÀÂ√º ¶§ø˙ﬂ¡Ú ’±1n∏ ø˙ﬂ¡±1n∏ Œﬂ¡øfﬂ¡ ø˙é¬±À1 ø˙ﬂ¡±1n∏ﬂ¡ ˝√±ÀÓ¬-ﬂ¡±À˜ Ê√±øÚ ∆˘ ¬ı±ô¶ª Ê√œªÚÓ¬ Ó¬±1 õ∂À˚˛±·1 ﬂ¡Ô± Œﬂ¡±ª± ∆˝√ÀÂ√º ø˙é¬±Ó¬ ¸±Ô«ﬂ¡Ó¬±1 ‰¬±ø1 ô¶y (Four pillars of success)1 Ê√ø1˚˛ÀÓ¬ ø˙øé¬Ó¬ ∆˝√ Ê√±øÚ¬ıÕ˘ (to know), ﬂ¡ø1¬ıÕ˘ (to do), õ∂ﬂ‘¡Ó¬ 1+¬ÛÓ¬ ø˙øé¬Ó¬ ˝√í¬ıÕ˘ (to be educated) ’±1n∏ ¤Àﬂ¡˘À· ¸•xœøÓ¬À1 ¬ı¸¬ı±¸ ﬂ¡ø1¬ıÕ˘ (to live together) ø˙é¬±ÚœøÓ¬1 ’ôLˆ≈¬«Mê ∆˝√ÀÂ√º (¬Û“±‰¬) ·±gœ ø¬ıÀ¬ıﬂ¡±Úµ1 ﬂ¡Ô±À1 ˆ¬±1Ó¬œ˚˛ ø˙é¬± ø˙é¬±1 Œé¬SÓ¬ ·±gœÊ√œ1 Ó¬»ﬂ¡±˘œÚ ˘é¬… (Immediate Aim) ’±1n∏ ¸¬ı«À˙¯∏ ˘é¬… (Ultimate Aim) ø˙é¬±1 ¬ıU˘ ‘√ø©Üˆ¬eœﬂ¡ Î◊¬Ú≈øﬂ¡˚˛±˚˛º ·±gœ1 ˜ÀÓ¬ ñ \"By education I mean an all around drawing out of the best in child and man-body, mind and spirit. Literacy is not the end of education not even the begining. It is one of the means where by man and women can be educted. Literacy itself is no education.\" 19 ˙øÓ¬ﬂ¡±ÀÓ¬ ø˝√µ≈Ò˜«ﬂ¡ ø¬ıù´˜±Ú1 õ∂Ò±Ú Ò˜«1 ˙±1œÓ¬ ’øÒøá¬Ó¬ ﬂ¡À1±ª± ¶§±˜œ ø¬ıÀ¬ıﬂ¡±Úµ1 ˜ÀÓ¬ ø˙é¬± ˝√í˘ ¤Ê√Ú ¬ı…øMê1 ˜±Ê√Ó¬ Ôﬂ¡± ¬Û1˜ Œ|á¬Ó¬± ¬ı± ¬Û±1√ø˙«Ó¬±ﬂ¡ ø¬ıÀù≠¯∏Ì ﬂ¡ø1 Ó¬Ô± õ∂øÓ¬¬Û±˘Ú ﬂ¡ø1 ¤ﬂ¡ Î◊¬ø‰¬Ó¬ ¸—˚≈øÓ¬ õ∂√±Ú ﬂ¡1± õ∂øSê˚˛±º ¬Û”Ì« ¶§±ÒœÚÓ¬±À1 ø˙é¬±õ∂±5 ø˙q1À˝√ ’±øRﬂ¡ ø¬ıﬂ¡±˙ ¸yªº ø¬ıÀ¬ıﬂ¡±Úµ1 ø˙é¬± ¸µˆ¬«Ó¬ õ∂ﬂ¡±˙ Œ¬Û±ª± ˜˝√Q˜ ‘√ø©Üˆ¬eœ ’±1n∏ ¬ı…øMêQ˝√◊ ëOrder by divine rightí ’±1n∏ ëMessanger of the Indian wis- dom to Western Worldí ø˝√‰¬±À¬Û ø¬ıù´1 Œõ∂é¬±¬ÛÈ¬Ó¬ õ∂øÓ¬øá¬Ó¬º ˆ¬±1Ó¬1 ø˙é¬±¬ı…ª¶ö±Ó¬ Œ˚Ú ’±1n∏ ¤Ê√Ú ø¬ıÀ¬ıﬂ¡±Úµ1 ’±¸≈ õ∂À˚˛±Ê√Ú ’±1n∏ ŒÓ¬ÀÚ ¸¬ı˘ ŒÚÓ‘¬Q1 õ∂Ó¬œé¬±Ó¬ ’±øÊ√ ˆ¬±1Ó¬œ˚˛ ø˙é¬±ØØ 13

................................................................................ Wv‡qU `c©Y ............................................................................... 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 ’±1n∏ ø˙é¬ﬂ¡ ø˙é¬±1 ¬Ûø1Àõ∂øé¬Ó¬Ó¬ øÊ√˘± ø˙é¬± ’±1n∏ õ∂ø˙é¬Ì õ∂øÓ¬á¬±Ú Œ·Ã1œ ˙—ﬂ¡1 ˙˜«± ’Ò…é¬, Î¬±À˚˛È¬, ¬ı„√±˝√◊·±›“ 2020 ‰¬Ú1 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬À˚˛ ˆ¬±1Ó¬œ˚˛ ¸˜±Ê√ ¬ı…ª¶ö±Ó¬ ¤ﬂ¡ ˚≈·±ôLﬂ¡±1œ ¬Ûø1¬ıÓ¬«Ú1 ¬ı±À¬ı øﬂ¡Â≈√ ø¬ıÀ˙¯∏ ¬Û√Àé¬¬Û1 ø‰¬ôL± ‰¬‰¬«± ﬂ¡ø1ÀÂ√º 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 1986 ‰¬Ú1 34 ¬ıÂ√1 ø¬ÛÂ√Ó¬ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 õ∂ªÓ¬«Ú ﬂ¡ø1ÀÂ√º 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 Œ˚±ª± 28 Ê√≈˘±˝√◊ 2021Ó¬ ¤¬ıÂ√1 ¸•Û”Ì« ﬂ¡ø1À˘º ¤˝√◊ ø˙é¬±ÚœøÓ¬ ¶§±ÒœÚÓ¬±1 Ó‘¬Ó¬œ˚˛ÀÈ¬± ø˙é¬±ÚœøÓ¬º 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 1986 1 34 ¬ıÂ√1 ¬Û±‰¬Ó¬ ¤˝√◊ ø˙é¬±ÚœøÓ¬ õ∂ªÓ¬«Ú ﬂ¡1± ∆˝√ÀÂ√º ¤˝√◊ ¸µˆ¬«Ó¬ ’±ø˜ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 ’±1n∏ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 1986 øﬂ¡Â≈√ ¬Û±Ô«ﬂ¡… ø¬ı‰¬±1 ﬂ¡ø1¬ı ¬Û±À1±º õ∂øÓ¬ Œ√˙À1 ø˙é¬±ÚœøÓ¬ õ∂dÓ¬ ﬂ¡À1±ÀÓ¬ øﬂ¡Â≈√ ’±√˙« ’±1n∏ √˙«Úﬂ¡ øˆ¬øM√ ø˝√‰¬±À¬Û ˘˚˛º øÓ¬øÚÈ¬± õ∂Ò±Ú ø√˙1 øˆ¬øM√Ó¬ ’±ø˜ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 1986 ’±1n∏ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 ¬Û±Ô«ﬂ¡… ø¬ı‰¬±1 ﬂ¡ø1¬ı ¬Û±À1±º ¤ﬂ¡, ¸˜±Ê√1 ‘√ø©Ü (vision of the society), ≈√˝√◊, ¸±˜±øÊ√ﬂ¡ Î◊¬ÀV˙… ’±1n∏ øÓ¬øÚ, ø˙é¬±1 ˘é¬… ’±1n∏ Î◊¬ÀV˙…º 1986 ‰¬ÚÓ¬ ˆ¬±1Ó¬œ˚˛ ¸˜±Ê√ ¬ı…ª¶ö±Ó¬ ¬¬Û≈1øÌﬂ¡˘œ˚˛± Ò…±Ú-Ò±1Ì± õ∂‰¬ø˘Ó¬ ’±øÂ√˘º ˆ¬±1Ó¬œ˚˛ ’Ô«ÚœøÓ¬À˚˛± ’±øÊ√1 √À1 ˜≈Mê Ú±øÂ√˘ ’±1n∏ øﬂ¡Â≈√ Œé¬SÓ¬ ¬ıUÓ¬ ø¬ÛÂ√¬Û1± ’±1n∏ ¸1˘ ’±øÂ√˘º Œ˚±·±À˚±· ’±1n∏ õ∂˚≈øMê1 Œé¬S‡Ú ¸œø˜Ó¬ ’±øÂ√˘, ˜≈ø©ÜÀ˜˚˛ ’±1n∏ ¸z±ôL ¸ﬂ¡À˘À˝√ Œ˚±·±À˚±·1 Œé¬S‡Ú ¬ı…ª˝√±1 ﬂ¡ø1¬ı ¬Û±ø1øÂ√˘º øﬂ¡c ’±øÊ√1 ˆ¬±1Ó¬œ˚˛ ¸˜±Ê√ ¬ı…ª¶ö± ¬ıUÀé¬SÓ¬ ’±·¬ı±øÏ¬ˇ ∆·ÀÂ√º ’Ô«ÚœøÓ¬À˚˛± ˜≈Mê√ 14

................................................................................ Wv‡qU `c©Y ............................................................................... ’±1n∏ Ê√øÈ¬˘º Œ˚±·±À˚±· ’±1n∏ õ∂˚≈øMê ¸¬ı«¸±Ò1Ì1 ¬ı…ª˝√±11 ﬂ¡˜«√é¬, Î◊¬æ√±¬ıÚœ ˙øMê ’±1n∏ ¤ﬂ¡±¢∂ ø‰¬M√ ø˙é¬ﬂ¡1 ›¬Û1Ó¬º ’±›“Ó¬±Õ˘ ’±ø˝√ÀÂ√º Ó¬±1 ¬ı±À¬ı 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020À˚˛ ø˙é¬ﬂ¡1 ¬ı‘øM√·Ó¬ ø¡ZÓ¬œ˚˛, ¬Û±Ô«ﬂ¡… ‰¬±¬ı ¬Û±ø1 ¸±˜±øÊ√ﬂ¡ Î◊¬ÀV˙…1 ø√˙1 Î◊¬M√1Ì1 ¬ı±À¬ı ø¬ıÀ˙¯∏ ﬂ¡±˚«¬ı…ª¶ö± ˝√±Ó¬Ó¬ ∆˘ÀÂ√ ˚±ÀÓ¬ ø˙é¬ﬂ¡ ¬Û1±º 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 1986Ó¬ ¸˜±Ê√1 ≈√¬ı«˘ ’±1n∏ ¬ı‘øM√Ó¬ øÚÀ˚˛±øÊ√Ó¬ ¸ﬂ¡À˘±Àª ¤ﬂ¡±ôL ø‰¬ÀM√ ¶ö±Úœ˚˛ ¸˜˘, ø¬ÛÂ√¬Û1± Œ|Ìœﬂ¡ ø˙é¬±1 ¸±-¸≈ø¬ıÒ± ’±1n∏ &Ú·Ó¬ ˜±Ú√G1 ¸˜±À˘±‰¬Ú±˜”˘ﬂ¡ ø‰¬ôL±À1 (critical thinking) ’±1n∏ ø˙é¬± ø√˚˛±1 ¬ı±À¬ı &1n∏N ø√øÂ√˘ ˚±ÀÓ¬ ¸˜±Ê√1 ¸ﬂ¡À˘± ¸‘ø©Ü˙œ˘ ﬂ¡˜«À1 ˘í1±-ŒÂ√±ª±˘œﬂ¡ ¤ﬂ¡ Î◊¬ißÓ¬ ô¶1Õ˘ øÚ¬ı Œ|Ìœ1 ˘í1±-ŒÂ√±ª±˘œÀ˚˛ ø¬ı√…±˘˚˛Ó¬ Ú±˜ˆ¬øÓ¬« ﬂ¡ø1¬ı ¬Û±À1 ¬Û±À1º ’±1n∏ øÚø√«©Ü ¬Û±Í¬…Sê˜ ¸±— ﬂ¡ø1¬ı ¬Û±À1º 1] ø˙é¬ﬂ¡ ¬ı‘øM√Ó¬ ’±¢∂˝√œ ¸ﬂ¡À˘À˝√ ˚±ÀÓ¬ ø˙é¬ﬂ¡ ’±Ú˝√±ÀÓ¬ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 ¸˜±Ê√1 ˝í√¬ı ¬Û±À1 Ó¬±1 ¬ı±À¬ı 4 ¬ıÂ√1œ˚˛± ¸—˝√Ó¬ ø˙é¬ﬂ¡ ø˙é¬± ¬Û±Í¬…Sê˜ ¸ﬂ¡À˘± Œ|ÌœÀﬂ¡ ¶≥®˘œ˚˛± ø˙é¬±1 ’±›“Ó¬±Õ˘ ’±øÚ &Ì·Ó¬ (Integrated Teacher Education Programme)1 ø˙é¬± ø√˚˛±1 ˘·ÀÓ¬ Â√±S-Â√±Sœ1 √é¬Ó¬± ¬ı± ¸≈Àﬂ¡Ã˙˘œ ﬂ¡1±Ó¬ ¬ı…ª¶ö± ﬂ¡ø1ÀÂ√º Î◊¬2‰√Ó¬1 ˜±Ò…ø˜ﬂ¡Ó¬ Î◊¬M√œÌ« Œ˝√±ª±1 ø¬Û‰¬Ó¬ ø¬ıÀ˙¯∏ &1n∏Q ø√ÀÂ√ ˚±ÀÓ¬ õ∂ÀÓ¬…Àﬂ¡ ﬂ¡˜« ﬂ¡ø1¬ı ¬ı± ﬂ¡±˜Ó¬ ˝√◊26≈ﬂ¡ ø˙é¬±Ô«œÀ˚˛ ¤˝√◊ 4 ¬ıÂ√1œ˚˛± ø˙é¬ﬂ¡ ¬Û±Í¬…Sê˜Ó¬ Ú±˜ øÚÀ˚±øÊ√Ó¬ ∆˝√ ¶§±ª˘•§œ ˝√í√¬ı ¬Û±À1º ˆ¬øM√« ﬂ¡ø1¬ı ¬Û±ø1¬ıº Ó¬±1 ¬ı±À¬ı ø˙é¬±Ô«œÀ˚˛ õ∂Àª˙ ¬Û1œé¬±Ó¬ Ó‘¬Ó¬œ˚˛ ø√˙, ø˙é¬±1 ˘é¬…1 ø√˙ÀÈ¬± ˚ø√ ’±À˘±‰¬Ú± ’ªÓ¬œÌ« ˝√í¬ı ˘±ø·¬ıº ø˙é¬±Ô«œ¸ﬂ¡À˘ ˚±ÀÓ¬ ¬ıU ø¬ı¯∏˚˛Ó¬ ﬂ¡À1± ŒÓ¬øÓ¬˚˛± ’±ø˜ ¬Û±˜ Œ˚ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 1986Ó¬ ’øˆ¬:Ó¬± ’Ê√«Ú ﬂ¡ø1¬ı ¬Û±À1 Ó¬±1 ¬ı±À¬ı ÚÓ≈¬Ú ø˙é¬± ÚœøÓ¬À˚˛ øÓ¬øÚ Ó¬1¬Ûœ˚˛± ’±øÂ√˘, ¤ﬂ¡, ˜±Úª ¸•Û√1 ¸±˜ø¢∂ﬂ¡ ø¬ıﬂ¡±˙, ¬ıUø¬ı¯∏˚˛ (multi disciplinary) ø˙é¬±Ú≈á¬±ÚÓ¬ Œ˝√ ø˙é¬ﬂ¡ ≈√˝√◊, ’±ôL–1±©Ü™œ˚˛ ¸˝√À˚±·œÓ¬±, ˙±øôL ¬Û”Ì« ¸˝√ª¶ö±Ú ’±1n∏ õ∂ø˙é¬Ì1 ¬ı…ª¶ö± 1±ø‡ÀÂ√º ¤ﬂ¡ﬂ¡ ø¬ı¯∏˚˛(Stand Alone øÓ¬øÚ, Ò˜«øÚ1À¬Ûé¬, ¸˜±Ê√¬ı±√ ’±1n∏ ·ÌÓ¬±øLaﬂ¡ ˆ¬±¬ıÒ±1± institution)1 ø˙é¬±Ú≈á¬±Ú¬ ¸˜”˝√1 ¶§œﬂ¡‘øÓ¬ ¬ı±øÓ¬˘1 ¬ı…ª¶ö± Ê√·±˝√◊ ŒÓ¬±˘±º ﬂ¡ø1ÀÂ√º ¤˝√◊ Œé¬SÓ¬ ’¸˜Ó¬ ˝√◊øÓ¬˜ÀÒ… Ôﬂ¡± ø˙é¬ﬂ¡ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020Ó¬ ø˙é¬±1 ˘é¬… ∆˝√ÀÂ√, õ∂ø˙é¬Ì1 õ∂øÓ¬á¬±Ú (DIET, CTE, Normal School, ¤ﬂ¡ ¸y±ªÚ±¬Û”Ì« ˜±Úª ¸•Û√ﬂ¡ ¸•Û”Ì«ˆ¬±Àª ’±1n∏ ¸˜ˆ¬±À¬ı Basic Training Centre) ¸˜”˝√ , ø˚À¬ı±1 ¤ﬂ¡ﬂ¡ ø¬ıﬂ¡ø˙Ó¬ ﬂ¡1± ’±1n∏ 1±©Ü™œ˚˛ ø¬ıﬂ¡±˙ ¸±ÒÚ ﬂ¡1±º 2020 ø˙é¬±Ú≈á¬±Ú ¤ﬂ¡ √≈À√±˘…˜±Ú ’ª¶ö±Ó¬ ’±ÀÂ√º ’øÓ¬ ¸•xøÓ¬ ø˙é¬±ÚœøÓ¬À˚˛ ˆ¬±1Ó¬œ˚˛ ¸—¶‘®øÓ¬ ’±1n∏ ˜”˘…À¬ı±Ò ’±Ò±ø1Ó¬ ’¸˜ ‰¬1ﬂ¡±À1 ’¸˜1 ¸ﬂ¡À˘±À¬ı±1 øÊ√˘± ø˙é¬± ’±1n∏ ø˙é¬±À1 ø¬ıù´&1n∏ Œ˝√±ª±1 Œ‰¬©Ü±Ó¬ ¬ıËÓ¬œ ﬂ¡ø1¬ı ﬂ¡1±¬ı ø¬ı‰¬±À1º õ∂ø˙é¬Ì õ∂øÓ¬á¬±ÚÀÓ¬ [Î¬±À˚˛È¬] 4 ¬ıÂ√1œ˚˛± ø˙é¬ﬂ¡ õ∂ø˙é¬Ì1 ÚÓ≈¬Ú ø˙é¬±ÚœøÓ¬À˚˛ 2030 ‰¬Ú1 øˆ¬Ó¬1Ó¬ 4 ¬ıÂ√11 ¬Û1± ¬ı±À¬ı ÚœøÓ¬·Ó¬ ˆ¬±À¬ı ø¸X±ôL ∆˘ÀÂ√º ˝√◊ ¤ﬂ¡ Î◊¬À~‡À˚±·… 18 ¬ıÂ√11 ¸ﬂ¡À˘± ˘í1±-ŒÂ√±ª±˘œÀ˚˛ ˚±ÀÓ¬ ¸±¬ı«Ê√ÚœÚ ø˙é¬± ¬Û√Àé¬¬Ûº ‰¬1ﬂ¡±11 ¤˝√◊ ¬Û√Àé¬À¬Û ’¸˜Ó¬ √œ‚«ﬂ¡±˘œÚ [¡Z±√˙ Œ|ÌœÕ˘] ¬Û±¬ı ¬Û±À1 Ó¬±1 ¬ı…ª¶ö± ﬂ¡ø1¬ıº 2030 (BEd) õ∂ø˙é¬Ì õ∂±5 ø˙é¬ﬂ¡1 ’ˆ¬±ª ¬¬Û”1 ﬂ¡ø1¬ı ¬Û±ø1¬ıº ‰¬Ú1 øˆ¬Ó¬1Ó¬ ¸¬ı«˜≈Í¬ ’ôLˆ≈¬«øMê√1 ˝√±1 (Gross Enrolment 4 ¬ıÂ√1œ˚˛± ø˙é¬ﬂ¡ õ∂ø˙é¬Ì Î¬±À˚˛È¬Ó¬ õ∂ªÓ¬«Ì1 ¬ı±À¬ı øÚ(˚˛Õﬂ¡ Ratio) 100 ˙Ó¬±—˙Õ˘ øÚ¬ı ø¬ı‰¬±ø1ÀÂ√ [õ∂±ﬂ¡ƒ õ∂±Ôø˜ﬂ¡1 Î¬±À˚È˛ ¬À¬ı±11 ’±ôL–·±Í¬øÚ ’±1n∏ ¬Û√ ¸˜˝” √1 ¬¬ÛÚ≈ ·Í« ¬Ú1 √1ﬂ¡±1 ¬Û1± ¡Z±√˙ Œ|Ìœ] ˝í√¬ı, ˚±ÀÓ¬ 4 ¬ıÂ√1œ˚˛± ø˙é¬ﬂ¡ õ∂ø˙é¬Ì ’±1y ﬂ¡ø1¬ı1 ¬ı±À¬ı ¤øÓ¬˚˛±Õ˘Àﬂ¡ ’±Ú≈á¬±øÚﬂ¡ ¶≥®˘œ˚˛± ø˙é¬±1 ’±1yøÌ NCTE 1 ÚœøÓ¬- øÚ˚˛˜ ¸˜”˝√ ¬Û±ø˘Ó¬ ˝√˚˛ ’±1 NCTE 1 ˝√˚˛ 6 ¬ıÂ√1 ¬ı˚˛¸ Î◊¬ﬂ¡˘±1 ø¬Û‰¬Ó¬º øﬂ¡c 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ ¶§œﬂ‘¡øÓ¬ ¬Û±˝◊√º ¤˝√◊ Œé¬SÓ¬ øÚ(˚˛Õﬂ¡ Î¬±À˚˛È¬ ø¬ı¯∏˚˛± ¸Lö±1 2020 Œ˚˛ ’±·ÀÓ¬ ’±ø˜ ˚±ﬂ¡ õ∂±ﬂ¡ƒ õ∂±Ôø˜ﬂ¡ ¬ı≈ø˘ ∆ﬂ¡øÂ√À˘±, øﬂ¡Â≈√ ﬂ¡1Ìœ˚˛ Ô±øﬂ¡¬ıº Œ¸˝√◊ ¸ﬂ¡À˘± ¬ı˚˛¸1 [¬ıÂ√1 Î◊¬ﬂ¡˘±] ˘í1±-ŒÂ√±ª±˘œÀﬂ¡ ¶≥®˘œ˚˛± 2º ø˙é¬ﬂ¡1 ’ø¬ı1Ó¬ ¬ıø‘ M√·Ó¬ Î¬◊ M√1Ì (Continous ø˙é¬±1 ’ôLˆ≈¬«Mê ﬂ¡ø1¬ı ø¬ı‰¬±ø1ÀÂ√ ’±1n∏ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ Professional Development) - õ∂øÓ¬·1±ﬂ¡œ ø˙é¬ﬂ¡- 1986 1 ¶≥®˘œ˚˛± ø˙é¬±1 ô¶11 [10Ÿ2 ¬Ûø1ªÓ¬«Ú ¸±ÒÚ ø˙é¬ø˚˛SœÀ˚˛ ¬ıÂ√À1ﬂ¡Ó¬ 50 ‚∞I◊± online ﬂ¡ø1 ‰¬±ø1 Ó¬1¬Ûœ˚˛± [5-3-3-4] ﬂ¡ø1¬ı ø¬ı‰¬±ø1ÀÂ√ ˚±ÀÓ¬ training,orientation ’±ø√Ó¬ ¬ı…ô¶ Ôﬂ¡±ÀÓ¬± ¸˜±Ê√1 ¸ﬂ¡À˘±Àª 3 ¬ıÂ√11 ø¬Û‰¬ÀÓ¬ ø¬ı√…±˘˚˛Õ˘ ’±ø˝√ ¬ı±Ò…Ó¬±˜”˘ﬂ¡º ˝√◊˚˛±À1±¬Ûø1 ˝}√¶§˜…±√œ õ∂ø˙é¬Ì, Î◊¬æ√±ªÌœ ﬂ¡±˚«, &Ú·Ó¬ ø˙é¬± ’±˝√1Ì ﬂ¡ø1¬ı ¬Û±À1º ¸‘ø©Ü˜”˘ﬂ¡ ﬂ¡±˚« ’±ø√ÀÓ¬± ’—˙¢∂˝√Ì ﬂ¡ø1¬ı ˘±ø·¬ıº ø˙é¬± ÚœøÓ¬1 Ù¬˘õ∂¸”Ó¬± øÚˆ¬«1 ﬂ¡À1 ¤ﬂ¡ ¸¬ı˘, 3º ø˙é¬ﬂ¡1 1±©Ü™œ˚˛ ¬ı‘øM√·Ó¬ ˜±Ú√G(National 15

................................................................................ Wv‡qU `c©Y ............................................................................... Professional Standards for Teachers)- ˝√◊˚˛±1 X±1± ¤øÓ¬˚±˛ ’±˜±1 ’±À˘±‰¬… ø¬ı¯˚∏ ˛ ˝√í¬ı ø˙é¬ﬂ¡1 ¬ıø‘ M√·Ó¬ ø˙é¬ﬂ¡1 ¬ı…¬ı¶ö±¬ÛÚ±, ‰¬±ﬂ¡ø11 ﬂ¡±˚«ﬂ¡±˘, √1˜˝√±, ’ø¬ı1Ó¬ Î◊¬M√√1Ì, ¬ı‘øM√√·Ó¬ ˜±Ú√G, ¬Û1±˜˙«√±Ú ’±‰“¬øÚ ’±1n∏ ¬ı‘øM√·Ó¬ Î◊¬M√1Ì ’±ø√1 ¤ﬂ¡ ¸¬ı«ˆ¬±1Ó¬œ˚˛ ˜±Ú√G ∆Ó¬˚˛±1 ˝}√¶⁄ﬂ¡±˘œÚ/øÚ˚≈øMêﬂ¡±˘œÚ õ∂ø˙é¬Ì ’±ø√Ó¬ øÊ√˘± ø˙é¬± ’±1n∏ ﬂ¡ø1¬ı ø¬ı‰¬±ø1ÀÂ√º ˝√◊øÓ¬˜ÀÒ… NCTE ¤ ¸—øù≠©Ü ¸ﬂ¡À˘± ¬Ûé¬1 õ∂ø˙é¬Ì õ∂øÓ¬á¬±Ú¸˜”˝√1 ˆ”¬ø˜ﬂ¡±º ¬Û1± ¬Û1±˜˙« ¢∂˝√Ì ﬂ¡ø1ÀÂ√ [20 Œ˜í1 ¬Û1± 10 Ê√≈ÚÕ˘]º ˚ø√›¬ı± 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬Ó¬ ¬Ûø1ªøÓ¬«Ó¬ ø˙é¬ﬂ¡ Î¬±À˚˛È¬ ¸˜”˝√Õ˘› NCTE¤ ¸˜”˝√ ¸√¸…À1 ¬Û1±˜˙« ø¬ı‰¬±ø1 õ∂ø˙é¬Ì ¸µˆ¬«Ó¬ Î¬±À˚˛È¬1 ’ôLˆ”¬«øMê1 ø¬ı˙√ ø¬ıª1Ì Ú±˝√◊, Œ˜˝√◊˘ ﬂ¡ø1øÂ√˘º ’±˙±ﬂ¡À1± ¸ﬂ¡À˘± Î¬±À˚˛È¬1 ¸√¸…¸ﬂ¡À˘ øﬂ¡c Ó¬√±ÚœôLÚ ˜±Ú¬ı ¸•Û√ ø¬ıﬂ¡±˙ ˜Laœ ˜±ÚÚœ˚˛ |œøÚ¯∏±Ç ¬Û1±˜˙« ø√ÀÂ√º ’øÓ¬ Œ¸±Úﬂ¡±À˘ øÚ(˚˛ ¤˝√◊ ¸—Sê±ôLÓ¬ ¬Û‡1œ˚˛±˘ Î¬±„√1œ˚˛±˝√◊ 1±©Ü™œ˚˛ ø˙é¬±ÚœøÓ¬ 2020 ¸µˆ¬«Ó¬ øÚÀ√«˙Ú± ’±ø˝√¬ıº ¤È¬± ø˘‡øÚÓ¬ Î◊¬À~‡ ﬂ¡ø1øÂ√˘ Œ˚ Î¬±À˚˛È¬, ¬ı±À˚˛È¬ ¸˜”À˝√ 4º ø˙é¬ﬂ¡1 ﬂ¡±˚« ¸•Û±√Ú1 ˜”˘…±˚˛Ì˚øÚ1œé¬Ì ¶ö±Úœ˚˛ ˆ¬±À¬ı ø˙é¬ﬂ¡ õ∂ø˙é¬Ì, Œﬂ¡Ã˙˘ ø¬ıﬂ¡±˙ Œ˚ÀÚ- ¶ö±Úœ˚˛ (Teachers Perfomance Audit or Appraisal) ﬂ¡˘±, ˝√dø˙ä Ó¬Ô± ’±Ú ¬ı‘øM√·Ó¬ ø˙ä ’±ø√1 õ∂ø˙é¬Ì1 ø˙é¬ﬂ¡ ¤·1±ﬂ¡œÀ˚˛ øﬂ¡˜±Ú Ù¬˘õ∂¸” ˆ¬±À¬ı ﬂ¡±˚« ¸•Û±√Ú ¬ı…ª¶ö± ﬂ¡ø1¬ı ˘±ø·¬ıº ’±Ú˝√±ÀÓ¬ øÊ√˘± ¬Û˚«±˚˛1 ø˙é¬ﬂ¡ ﬂ¡ø1¬ı ¬Û±ø1ÀÂ√ Ó¬±1 øˆ¬øM√Ó¬À˝√ ø˙é¬ﬂ¡ ·1±ﬂ¡œ1 õ∂À˜±‰¬Ú, õ∂ø˙é¬Ì ø˝√‰¬±À¬ı Natinal Mission for Mentoring √1˜˝√± ·±Í“¬øÚ ’±ø√ øÚÒ«±1Ì ˝í√¬ıº ¤˝√◊ ˜”˘…±˚˛Ì ’ø¬ı1Ó¬ Programme,National Professional Standards ˆ¬±À¬ı ﬂ¡1±1 ¬ı…ª¶ö± ﬂ¡ø1¬ıº for Teachers,Teachers Perfomance Appraisal, 5º 1±©Ü™œ˚˛ ¬Û1±˜˙«√±Ú ’øˆ¬˚±Ú ’±‰“øÚ (Natinal SWAYAM, Vidyadaan ’±ø√Ó¬ Î¬±À˚È˛ ¬À¬ı±À1 øÚ(˚Õ˛ ﬂ¡ Mission for Mentoring Programme) - ¤˝√◊ ’±‰¬“ øÚ1 ’±·cﬂ¡ ø√ÚÓ¬ ø˙é¬ﬂ¡ ¸˜±Ê√ﬂ¡ Ê√øÎ¬ˇÓ¬ ﬂ¡ø1 ¤ﬂ¡ ’Ó¬…ôL ’ÒœÚÓ¬ ø˙é¬ﬂ¡ ¸ﬂ¡˘1 ¬ı±À¬ı ¬Û1±˜˙«√±Ó¬±1 ¬ı…ª¶ö± ﬂ¡ø1¬ı &1n∏Q¬Û”Ì« ˆ”¬ø˜ﬂ¡± ¬Û±˘Ú ﬂ¡ø1¬ı ˘±ø·¬ıº ø¬ı‰¬1± ∆˝√ÀÂ√ ˚±ÀÓ¬ ø˙é¬ﬂ¡ ¸ﬂ¡˘ﬂ¡ øÚ1ôL1 øÚ1œé¬ÌÓ¬ 1±ø‡¬ı ¤˝√◊À¬ı±1Ó¬ Ê√øÎ¬ˇÓ¬ ˝í√¬ı1 ¬ı±À¬ı Î¬±˚˛È¬1 ø¬ı¯∏˚˛±¸ﬂ¡À˘ ¬Û±ø1 ’±1n∏ ø˙é¬ﬂ¡¸ﬂ¡À˘ ˚±ÀÓ¬ ¬Ûø1¬ıøÓ¬«Ó¬ ¬Ûø1ø¶öøÓ¬Ó¬ Â√±S- øÚÊ√Àﬂ¡› Î◊¬M√1Ì ‚È¬±¬ı ˘±ø·¬ı ’±1n∏ ø˙é¬ﬂ¡1 ¬ı‘øM√·Ó¬ Â√±Sœ¸ﬂ¡˘ﬂ¡ 1±©Ü™œ˚˛ ¬Û˚«±˚˛1 ˘·Ó¬ ŒÙ¬1 ˜±ø1¬ı ¬ı±À¬ı ˘·± Î◊¬M√1ÌÓ¬ ¤ﬂ¡ Î◊¬À~‡À˚±·… ˆ”¬ø˜ﬂ¡± ˘í¬ı1 ¬ı±À¬ı ¸±Ê√≈ Ô±øﬂ¡¬ı :±Ú ø√¬ı ¬Û±À1º ˝√◊øÓ¬˜ÀÒ… NCTE ¤ ¸—øù≠©Ü ¸ﬂ¡À˘± ¬Ûé¬1 ˘±ø·¬ıº ø˙é¬± ˜La±˘À˚˛ õ∂øÓ¬ ¬ıÂ√1ÀÓ¬ Î¬±À˚˛È¬Õ˘ Annual ¬Û1± ¬Û1±˜˙« ¢∂˝√Ì ﬂ¡ø1ÀÂ√ [20 Œ˜í1 ¬Û1± 10 Ê√≈ÚÕ˘]º Grant ø√À˚˛, ’±ø˜ ¸ﬂ¡À˘±Àª ¤˝√◊ ÒÚ1 ¸ƒ√¬ı…ª˝√±1 ﬂ¡ø1 Î¬±À˚˛È¬ ¸˜≈˝√Õ˘› NCTE ¤ ¸˜”˝√ ¸√¸…À1 ¬Û1±˜˙« ø¬ı‰¬±ø1 Î¬±À˚˛È¬ ¸˜”˝√ﬂ¡ ’±·˙±1œ1 õ∂øÓ¬á¬±ÚÕ˘ Î◊¬M√1Ì ‚È¬±˝√◊ 1±©Ü™œ˚˛ Œ˜˝√◊˘ ﬂ¡ø1øÂ√˘º ’±˙±ﬂ¡À1± ¸ﬂ¡À˘± Î¬±À˚˛È¬1 ¸√¸…¸ﬂ¡À˘ ø˙é¬±ÚœøÓ¬ 2020 ’±Ò±1Ó¬ ø˙é¬ﬂ¡ ¸˜±Ê√ﬂ¡ ’øˆ¬À1±ø‰¬Ó¬ ¬Û1±˜˙« ø√ÀÂ√º ’øÓ¬ Œ¸±Úﬂ¡±À˘ øÚ(˚˛ ¤˝√◊ ¸—Sê±ôLÓ¬ ﬂ¡ø1 ø˙é¬ﬂ¡ ø˙é¬±ﬂ¡ ¤ﬂ¡ ÚÓ≈¬Ú ˜±S± õ∂√±Ú ﬂ¡ø1¬ı ¬Û±À1±ØØ øÚÀ√«˙Ú± ’±ø˝√¬ıº 16

................................................................................ Wv‡qU `c©Y ............................................................................... ˆ¬±1Ó¬¬ı¯«∏1 ’±Ú≈á¬±øÚﬂ¡ ø˙é¬± ¬ı…ª¶ö±1 Œõ∂é¬±¬ÛÈ¬Ó¬ ˜”˘…À¬ı±Ò ø˙é¬± – ¤ﬂ¡ ¸—øé¬5 ’ªÀ˘±ﬂ¡Ú ¬ıÌ«±˘œ ˆ¬A±‰¬±˚«… õ∂ªMê√±, Î¬±À˚˛È¬, Ú˘¬ı±1œ ∆√ª¬ı±Ìœ ¸—¶‘®Ó¬1 ë¸± ø¬ı√…± ˚˛± ø¬ı˜≈Mê√À˚˛í [’Ô«±» ø˙é¬±1 ¡Z±1±˝◊√ ’ôLÓ¬ Œ˜±é¬ õ∂±ø5 ˝√˚˛] ˙œ¯«∏ﬂ¡ ﬂ¡Ô±¯∏±À1˝◊√ ˜”˘…À¬ı±Ò ø˙é¬±1 ¸˜¢∂ õ∂±¸—ø·ﬂ¡Ó¬± ’±1n∏ ø‰¬ôL± øÚø˝√Ó¬ ∆˝√ ’±ÀÂ√º ø¬ıù´˙±øôL õ∂øÓ¬á¬±1 Œé¬SÓ¬ ˆ¬±1Ó¬¬ı¯«∏1 ø¬ıøˆ¬iß √±˙«øÚﬂ¡ ¬ÛøGÓ¬ À˚ÀÚ Ê√±øÓ¬1 ø¬ÛÓ¬± ˜˝√±R± ·±gœ, Ÿ¬ø¯∏ ’1ø¬ıµ, ¶§±˜œ ø¬ıÀ¬ıﬂ¡±Úµ, ﬂ¡ø¬ı&1n∏ 1¬ıœfÚ±Ô Í¬±ﬂ≈¡1Àﬂ¡ Òø1 ø¬ıøˆ¬ißÊ√Ú1 ’¬Ûø1¸œ˜ ˆ”¬ø˜ﬂ¡± ’±ÀÂ√º ˆ¬±1Ó¬¬ı¯«∏1 ¸—ø¬ıÒ±ÀÚ› õ∂ô¶±ªÚ± ’±1n∏ 1±©Üò ¬Ûø1‰¬±˘Ú±1 øÚÀ«√˙±Rﬂ¡ ÚœøÓ¬1 ˜±Ò…À˜À1 ˜”˘…À¬ı±Ò ø˙é¬±1 ›¬Û1Ó¬ &1n∏Q ’±À1±¬Û ﬂ¡ø1ÀÂ√º ¶§±ÒœÚÓ¬±1 ø¬ÛÂ√1 ¬Û1± ø¬ıøˆ¬iß ø˙é¬± ’±À˚˛±·1 ˘·ÀÓ¬ ø¬ıù´ø¬ı√…±˘˚˛ ø˙é¬± ’±À˚˛±· Ó¬Ô± NCF, 2005 ’±1n∏ NEP, 2020 ¤ ˜”˘…À¬ı±Ò ø˙é¬±ﬂ¡ ’±Ú≈á¬±øÚﬂ¡ ø˙é¬±1 ¬Û±Í¬…Sê˜Ó¬ ’ôLˆ«¬≈Mê√ ﬂ¡ø1¬ıÕ˘ ŒÊ√±1 ø√ÀÂ√º ˆ¬±1Ó¬¬ı¯«∏1 √À1 ¬ıU ¸—¶‘®øÓ¬¬ı±√œ Œ√˙Ó¬ ¸˝√Ú˙œ˘Ó¬± ø¬ıﬂ¡±˙ ¸±ÒÚ ﬂ¡ø1 Ú±·ø1ﬂ¡1 ˜±Ê√Ó¬ ¸Ê√±·Ó¬± ’±øÚ¬ıÕ˘ ˜”˘…À¬ı±Ò ø˙é¬±1 ¬ı±ø˝√À1 ·Ó¬…ôL1 Ú±˝◊√º ·øÓ¬Àﬂ¡ ’±Ú≈á¬±øÚﬂ¡ ø˙é¬±1 ˜±Ò…À˜À1À˝√ ¤˝◊√ ˘é¬…Ó¬ Î¬◊¬ÛÚœÓ¬ ˝√í¬ı ¬Û1± ˚±¬ıº ø˙é¬± ø¬ı¯∏˚˛ÀÈ¬± ø˚À˝√Ó≈¬ ˆ¬±1Ó¬¬ı¯«∏1 ¸—ø¬ıÒ±Ú1 ¸˜ªÓ«¬œ ¸”‰¬œ1 ’ôL·«Ó¬ Œ¸À˚˛À˝√ 1±©Üò ’±1n∏ 1±Ê√… Î¬◊ˆ¬À˚˛ ¸˜À˚˛ ¸˜À˚˛ øﬂ¡Â≈√˜±Ú ø¸X±ôL ∆˘ Ô±Àﬂ¡º Î¬◊√±˝√1Ì¶§1+À¬Û, 1979 ‰¬ÚÓ¬ NCERT ¤ Social, Moral and Spritual Values in Education ˙œ¯«∏ﬂ¡ ¤‡Ú ÚøÔÓ¬ 84 È¬± ø¬ıøˆ¬iß ˜”˘…À¬ı±Ò1 ø¬ı¯∏À˚˛ õ∂ﬂ¡±˙ ﬂ¡ø1øÂ√˘º 17

................................................................................ Wv‡qU `c©Y ............................................................................... NCERT ¤ õ∂ﬂ¡±˙ ﬂ¡1± NCF 2005 ÀÓ¬± tion (January & July 2005 Edition) Ó¬ õ∂ﬂ¡±˙ øﬂ¡Â≈√˜±Ú &1n∏Q¬Û”Ì« ø¬ı¯∏˚˛ Œ˚ÀÚ - ∆ÚøÓ¬ﬂ¡ ¸˜‘øX, øÚÊ√1 ¬ı± ﬂ¡ø1ÀÂ√º ’Ú…1 ˘·Ó¬ ¸ø˜˘ø˜À˘À1 Ô±øﬂ¡¬ıÕ˘ ˜”˘…À¬ı±Ò ’±‰¬1Ì Ó¬Ô± ˜”˘…À¬ı±Ò ø˙é¬±1 ’ôLˆ«¬≈øMê√ﬂ¡1Ì1 ¬ı±À¬ı CBSE √é¬Ó¬±1 ø¬ıﬂ¡±˙ ¸±ÒÚ, ˙±øôL1 ¬ı±À¬ı ø˙é¬± ˝◊√Ó¬…±øÀ¬ı±1 ¤ ŒÓ¬›“À˘±ﬂ¡1 ¬Û±Í¬…Sê˜Ó¬ Ê√œªÚ Œﬂ¡Ã˙˘ ø˙é¬± (Life ø¬ı√…±˘˚˛1 ¬Û±Í¬…Sê˜Ó¬ ÚÓ≈¬ÚÕﬂ¡ ’ôLˆ«¬≈Mê√ ﬂ¡ø1¬ıÕ˘ &1n∏Q Skills Education) 1 ¬Û±Ó¬øÚ Œ˜ø˘ÀÂ√º ø˙q ¬ı± ø˙é¬±Ô«œ1 ’±À1±¬Û ﬂ¡1± ∆˝√øÂ√˘º Œ¸À˚˛À˝√ NCF, 2005 ¤ ø˙é¬ﬂ¡ ˜±Ê√Ó¬ ˜”˘…À¬ı±Ò ø˙é¬±1 ø¬ıﬂ¡±˙ ¸±ÒÚ1 ¬ı±À¬ı CBSE - ¤ õ∂ø˙é¬Ì õ∂øSê˚˛±ÀÈ¬±ÀÓ¬˝◊√ ˜”˘…À¬ı±Ò ø˙é¬±Ó¬ ŒÊ√±1 ø√ ’±·ˆ¬±· õ∂Ô˜1 ¬Û1± ¡Z±√˙ Œ|ÌœÕ˘ ¬ı…ª˝√±1À˚±·… Values Edu- ˘í¬ıÕ˘ ˜Ó¬±˜Ó¬ ’±·¬ıÏ¬ˇ±˝◊√øÂ√˘º cation Manual ’±1n∏ Values Education Kit Œ1± NCERT ¤ ø¬ı√…±˘˚˛¸˜”˝√Ó¬ ˜”˘…À¬ı±Ò ø˙é¬±1 õ∂ﬂ¡±˙ ’±1n∏ ø¬ıﬂ¡±˙ ﬂ¡ø1ÀÂ√º ˘·ÀÓ¬ ¤‡Ú Teachers ¬Ûø1¸1 øÚÒ«±1Ì ﬂ¡ø1¬ıÕ˘ ëEducation for values in Manual on Environmental Education and Ado- schools - A Fraework’ ˙œ¯«∏ﬂ¡ ¤‡Ú ÚøÔ õ∂ﬂ¡±˙ lescent EducationÓ¬ õ∂ﬂ¡±˙ ﬂ¡ø1ÀÂ√, ˚íÓ¬ ø˙é¬ﬂ¡¸ﬂ¡À˘ ﬂ¡ø1øÂ√˘, ˚±1 ¡Z±1± ø¬ı√…±˘˚˛¸˜”À˝√ õ∂±Ò±Ú… ø√¬ı˘·œ˚˛± ˜”˘…À¬ı±Ò ø˙é¬± ø˙é¬±Ô«œﬂ¡ Œﬂ¡ÀÚÕﬂ¡ õ∂√±Ú ﬂ¡ø1¬ı ˘±À· Ó¬±1 ˜”˘…À¬ı±Ò¸˜”˝√ ø¬ı‰¬±1 ﬂ¡ø1 øÚÊ√¶§ ¤È¬± ﬂ¡±˚«¬ÛLö± ˝√±Ó¬Ó¬ ˘í¬ı ¸≈µ1 øÚÀ«√˙Ú± ø√˚˛± ∆˝√ÀÂ√º Ó¬≈√¬Ûø1 CBSE Ó¬Ô± ø¬ıøˆ¬iß ¬Û±À1º ¤˝◊√ ÚøÔ‡Ú1 ø¬ıÀ˙¯∏Q ¤˚˛±˝◊√ Œ˚ ˜”˘…À¬ı±Ò ø˙é¬±1 1±øÊ√…ﬂ¡ ø˙é¬± ¸—¸À√ ¸˜À˚˛ ¸˜À˚˛ ˝◊√˚˛±1 ’ÒœÚ¶ö ’øÓ¬ Ê√1n∏1œ ø¬ı¯∏˚˛ 5c 1 ﬂ¡Ô± ˝◊√˚˛±Ó¬ ¬ı˝√˘ ¬Ûø1¸1Ó¬ ¬ıÌ«Ú± ø¬ı√…±˘˚˛¸˜”˝√1 ø˙é¬ﬂ¡¸ﬂ¡˘1 ˜±Ê√Ó¬ ˜”˘…À¬ı±Ò ø˙é¬± ﬂ¡1± ’±ÀÂ√º 5c ’Ô«±» ¸µˆ«¬Ó¬ ø¬ıøˆ¬iß Ò1Ì1 √é¬Ó¬± ¬ı‘øX ’±1n∏ ø¬ıﬂ¡±˙1 ¬ı±À¬ı [ﬂ¡] Connection ’Ú≈á¬±ÀÚ± ¬Û±øÓ¬ ’±ø˝√ÀÂ√º [‡] Caring ˆ¬±1Ó¬¬ı¯«∏1 √À1 ¬ıU¸—¶‘®øÓ¬¬ı±√œ Œ√˙1 ¬ı…øMê√1 [·] Critical Communication & Collaboration ˜±Ê√Ó¬ ˜˘” …À¬ı±Ò1 ø¬ıﬂ¡±˙ ¸±ÒÚ ﬂ¡ø1¬ıÕ˘ ˝√íÀ˘ ø˙é¬ﬂ¡¸ﬂ¡À˘ [‚] Conviction Œ|ÌœÀﬂ¡±Í¬±ÀÓ¬˝◊√ ø¬ıøˆ¬iß ¬ÛÍ¬Ú ø¬ı¯∏˚˛1 ˘·Ó¬ ¸•Ûﬂ«¡ 1±ø‡ [„√] Commitment & Courge ˜”˘…À¬ı±Ò1 :±Ú Â√±S-Â√±Sœﬂ¡ ø√¬ı ˘±ø·¬ıº øÚ‰¬±˚≈Mê√ ¸±˜¢∂œ1 NCERT ¤ ëWays to peace’ ˙œ¯«∏ﬂ¡ ¤‡Ú ¬ı…ª˝√±1 Œ1±Ò ﬂ¡1±, ¶§-˜”˘…±˚˛Ú ø¬ıøÒ øÚÒ«±1Ì ﬂ¡1±, ¬Û±Í¬…Sê˜1 ¸˜˘¬Û≈øÔ› ˚≈&Ó¬ ﬂ¡ø1 Î¬◊ø˘˚˛±˝◊√ÀÂ√, ˚íÓ¬ ˙±øôL ø˙é¬± ø¬ıøˆ¬iß ø¬ı¯∏˚˛1 ˜±ÀÊ√À1 øÚÊ√ﬂ¡ ø‰¬øÚ Œ¬Û±ª±1 ¬ı…ª¶ö± ﬂ¡1± (Peace Education) 1 Ê√ø1˚˛ÀÓ¬ Œﬂ¡ÀÚÕﬂ¡ ˜”˘…À¬ı±Ò ¤˝◊√ Î¬◊¬Û±˚˛À¬ı±1 ø¬ı√…±˚˛1 ‰¬±ø1¸œ˜±1 øˆ¬Ó¬1ÀÓ¬ ‰¬‰«¬± ﬂ¡ø1À˘› ø˙é¬±1 Ò±1Ì± ø¬ı¯∏˚˛, ø˙é¬Ì ¬ÛXøÓ¬ ’±1n∏ ˆ¬øª¯∏…Ó¬1 ﬂ¡±˚«¬ÛLö± øﬂ¡Â≈√ ¬Ûø1˜±ÀÌ ˜”˘…À¬ı±Ò1 ø˙é¬± ø˙é¬±Ô«œÀ˚˛ ˘±ˆ¬ ﬂ¡ø1¬ı øÚÒ«±1Ì ﬂ¡ø1 ø¬ı√…±˘˚˛ ø˙é¬± ¬ı…ª¶ö±Ó¬ ’ôLˆ«¬≈Mê√ ﬂ¡ø1¬ı ¬Û±ø1 ¬Û±À1º Ó¬±1 ø¬ıô¶‘Ó¬ ø¬ıª1Ì √±ø„√ Òø1ÀÂ√º øﬂ¡c, ¤¯∏±1 ﬂ¡Ô± ’±ø˜ ˜ÚÓ¬ 1‡± Î¬◊ø‰¬Ó¬ - “Value ø¬ı√…±˘˚˛ ¬Û˚«±˚˛Ó¬ ø˙é¬ﬂ¡1 ˆ”¬ø˜ﬂ¡± ’¬Ûø1¸œ˜º Cannot be tought; They have to be eaught’ Œ¸À˚˛À˝√ õ∂±ﬂƒ¡-øÚ˚≈øMê√ﬂ¡±˘œÚ ’±1n∏ øÚ˚≈øMê√ﬂ¡±˘œÚ ø˙é¬ﬂ¡ Œ¸À˚˛À˝√ ¸√±˚˛ ¬Û”¬ı«¸”1œ¸ﬂ¡À˘ ˚ø√ øÚÀÊ√ ¬ı…øMê√·Ó¬ˆ¬±Àª õ∂ø˙é¬Ì ¬ı…ª¶ö±Ó¬ Œﬂ¡ÀÚÕﬂ¡ ’Ô«¬Û”Ì«ˆ¬±Àª ˜”˘…À¬ı±Ò ø˙é¬±1 ˜”˘…À¬ı±Ò1 ‰¬‰«¬±1 ’±ø˝«√ ˝√í¬ı ¬Û±À1 ŒÓ¬øÓ¬˚˛±À˝√ ’±˜±1 :±Ú ø√ ø¬ı…±˘˚˛ ¬Û˚«±˚˛Õ˘ ˝◊√˚˛±ﬂ¡ ∆˘ ˚±¬ı ¬Û±ø1, Ó¬±1 ¸1¸ Î¬◊M√1¸”1œÀ˚˛ ’±√˙« Œ√‡± ¬Û±¬ı ’±1n∏ ’Ú≈¸1Ì ﬂ¡ø1¬ı ¬Û±ø1¬ıº ¬ıÌ«Ú± NCERT ¤ ˝◊√˚˛±1 Journal of Value Educa- ﬂ¡±1Ì Î¬◊¬ÛÀ√˙Ó¬Õﬂ¡ ’±ø˝«√ ˆ¬±˘ØØ 18

................................................................................ Wv‡qU `c©Y ............................................................................... STORIES : A JOURNEY OF FUN, FANTASY AND KNOWLEDGE Samhita Malini Baruah Sr. Lecturer, DIET, Morigaon Stories play an important role on a child’s emotions as well as impact his or her entire being. Every individual grows up on those stories narrated by their grandparents, parents, other elders around them. The word ‘story’ takes me back to my childhood years. Those were the golden days when I used to lie beside my Aita and Koka as they took me to a magical world of fantasy where I had lived with their stories- the humour and wit of ‘Gopal Bhaar’, righteousness of ‘Pandavas’, Morals of ‘Panchatantra’, Stories from ‘Arabian Nights’, ‘Budhi Aai’r Xadhu’, etc. Those were the stories that helped not only me but also the young ones who enjoyed this experience to learn some important lessons of life. They teach us and also provide us with hands-on experiences which help us in identifying ourselves, think critically, resolve conflict, sympathize, empathize and reason- why. But now, times have changed. With the modern technological advancements, children seldom lie beside their grandparents, elders and others to drive them into the magical world of fantasy. Generally speaking, besides technology, the millennials and the Gen Z, unlike their predecessors are brought up in a nuclear family and working parents, thus the art of storytelling has since lost its vigour. I can’t help but feel perturbed about the declining importance of oral storytelling or simply storytelling and the importance that used to be associated with the same. Here are some of the reports which I would like to share herewith about the benefits of storytelling. ØStorytelling introduces new vocabulary to children. Here, I wish to narrate a personal experience, I was fortunate enough to participate in. It was a story telling session conducted by British Council. Towards the end of the session which was but some mere hour and half, to my utter surprise I realized I learnt some 4-5 Punjabi words unconsciously. How could be possible! Is it because listening to stories helps one to learn vocabulary? Yes. It ofcourse does. In fact, all children and adults alike are keen about observing new words and finding out the meaning of the same. Moreover, the new word/words that are learnt in the context of the story, they can relate to the world outside as it is retained in memory for long. ØSecond benefit of storytelling is that it enhances listening skills. Studies have proven that infancy is the period when children absorb most of the words that they later use in their day to day lives for communication. Generally, in the classroom, one may notice that children 19

................................................................................ Wv‡qU `c©Y ............................................................................... like to talk more rather than to listen. But It is observed that parents nowadays turn to stories, inculcate in them the habit of listening the convenience offered by technology to send and thus gradually they learn to become a good their children to sleep. Even in the classrooms, listener. It provides them the necessary training teachers prefer to use technological devices to for the development of the listening skill which narrate a story. This may be considered as a is one of the basic skills required for the simple pleasure of childhood but nothing learning of any language. Being a mother and compares to the beauty of traditional a teacher educator by profession at the same storytelling. Listening to stories from someone time, I often feel that although kids are required you love cannot be compared to listening to to gain skills of listening in order to engage in stories mechanically narrated through some storytelling. It was observed that this very basic technological device. The art of storytelling has skill could be easily enhanced by storytelling. endured a great blow after the visual effects Therefore, one can easily go for storytelling to and other conveniences provided by modern develop both the native and second language technology. Storytelling is an interactive art acquisition. form. Generally, stories narrated through Ø Stories also acquaint the listener to electronic or digital media becomes a one-way the roots of many different cultures. ticket to uprooting the possibilities and the For example, the stories from ‘Budhi scopes to think, reason, feel and most Aai’r Xaadhu’, ‘Koka Deuta’r Xaadhu’, importantly being humane where the child’s ‘Panchatantra’, ‘Jaataka’, and various other brain is turned into a dumping ground for black works are invaluable pieces of literature that and white information where they are taught mirrors a rich glimpse of the culture and the what to think, what to feel, what to do, and so traditions of a place in that era. It would be on. It is an irony to unveil that in recent years worth mentioning that the folklores help the especially after the pandemic many parents feel individual to keep in touch with one’s cultural that showing stories on the digital media is as roots. These lores not only makes one aware good as narrating or telling a story. Let me of their culture and traditions but also repeat myself- storytelling is an interactive inculcates in them a pleasant curiosity and process, it is interacting with another human interest in learning about the history of the place being and using one’s imagination to visualize they belong. Here I would like to mention the and feel. Emotions are real when children are name of Stierer and Maybin (1994). According listening to stories because their thinking to them, storytelling may provide opportunities capacities are enhanced. The interaction with for personal growth and cultural transformation the narrator encourages imagination. and learning. Therefore, a child often asks questions to the ØStories are powerful tools that shapes storyteller or the narrator like “Why it communities. happened...”, “What if ....” etc. and tries to give Through stories we create share and answers when asked- “I will do this” or “I will imagine myths which can help guide and shape never do this” ... etc. Listening to stories our societies, cultures and communities as a develops so many things about the world and whole. Here I would like to quote Yuval Noah the lives constituting this world. It gives Harari- Sapiens : ABrief History of Humankind children plenty of opportunities to develop and where “Large numbers of strangers can learn wonderful ideas and things they have cooperate- whether a modern state, a medieval never encountered before. Owing to these church an ancient city or an archaic tribe- is benefits, parents and elders have all the reasons rooted in common myths that exists only in to spend adequate time telling stories with their people’s collective imaginations” kids.ØØ 20

................................................................................ Wv‡qU `c©Y ............................................................................... MORAL EDUCATION : A NEED OF TIME Gobinda Medhi Today the earth is facing a lot of uncertainty. Nobody can determine the fate of the earth and what lies in the future. Every element of the earth, from atoms to larger matters, from nature to animals are suffering and it is demand of time that the blue planet must be protected from different kinds of pollution. Normally, there is a hue and cry about pollution by chemicals, but we ignore the pollution which is called social pollution. Today, the greatest enemy of the people are people themselves. Caste system, racism, ethic problems, religious conflicts are some common and dangerous problems for human society. Day by day humans are losing their humanity. They have forgotten about their culture and the situation now is diabolic. They have also forgotten their traditions and run away from moral obligation. Nobody has the patience to tolerate anybody or anything, only rolling with their own axes. Self-oriented individuals of the society have no feelings about their neighbours or for their nation. The fervour of patriotism is not in their vein. In this regard, 21

................................................................................ Wv‡qU `c©Y ............................................................................... we can quote a few words which were spoken inspires us to sacrifice for the good of others by the great scientist of our times - Stephen or for a great cause is of spiritual value” (Para Hawking:”In any event, by the time the sun 30). For the first time this committee was set blows up, we should have mastered the art of up to build a bridge between moral education interstellar travel, provided we have not already and religion. One of the most important destroyed ourselves.” (Stephen commissions in the history of education in India Hawking”Page-64). This means he is also is the Education Commission (1964-1966) or dubious about the fate of the earth. That is why Kothari Commission. Moral education clearly everybody should give importance to moral reflected in this commission. An extract of this education. Attention must be paid for the is- “The expanding knowledge and the growing inculcation of moral education by which a power which it places at the disposal of modern child, youth or adult can be educated. With the society must, therefore, be combined with help of moral education one can learn about strengthening and deepening of the sense of humanity, honesty, patriotism, his or her social responsibility and keener appreciation responsibilities and so on. of moral and social values. (1.74)” In this Today’s children are tomorrow’s nation Commission has also reflected the idea that makers. Therefore, we must educate the how can we co-exist in the multi-religious children from their childhood about humanity, system of India. In 1986, National Policy on patriotism and kindness. They must become Education also gave importance to spirituality, good citizens for the nation. It is the special cultism, socialism, etc. which are etched in our duty of our education planners to emphasize constitution. From these we have seen that the on creating an education system based on Indian Education System also acknowledges moral values. Education means to construct the demand of morality. knowledge and skill; knowledge for all round India has a glorious past. From the very development. From the very start of the beginning of human society in India, it has schooling years if we give importance to produced a large number of Saints or great- curriculum for mental and moral development men. They were the spokespersons for peace of children then the nation would definitely and harmony by their saying or writings. Their progress. activities, their faith led the society of ancients Moral education is mostly essential for towards a healthy and a favourable our new generation today. India has a well environment. But day-by-day in the name of established tradition and heritage, through modernisation we have lost our past tradition, which one can build his or her personality. we are too self-centred and have developed a Again as a secular democratic nation, India has negative attitude. For which the society is in a been giving importance to moral ethics. It tries state of turmoil and morality is on a decline. to maintain harmony amongst all in society. The To overcome the problems, we have many ways education system of our nation has also tried in our hands. Many saints have already to reflect the principle of morality. In 1959- fertilised the soil of our society and our duty is 1960, by the committee on Religious and Moral only to sow in there. Instruction (Report published by Ministry of A land, like Assam, where different Education Govt. of India, New Delhi) it is said- ethnic groups coexist, in this regard tolerance “any thing that helps us to behave properly and kindness towards each other is imperative. toward others is of moral value.”, and But during the last few decades intolerance has “Anything that takes us out of ourself, and become an incurable disease and a noticeable 22

................................................................................ Wv‡qU `c©Y ............................................................................... thing is that it is increasing day by day. Group- “O children give up then all other works. clashes are frequent now. With this, other social Take to Bhagawata Dharma in boyhood evils also are increasing, especially amongst days.’’ 357 the youth. A lot of youth are running after - Kirtan-Ghosa- English Verse corruption; they are not scared to do anything Rendering. wrong and morality is not regarded as primary. Here ‘works’ means the evil deeds To recover from these thorny jungles we may which should be avoided by the children. seek help from our Mahapurusha Srimanta Srimanta Sankardeva also taught us to live Sankardeva. He taught us how to live together, together with respect to each other. There is how to keep peace, how to spend everyday life no high or no low, all are human beings and with happiness. Therefore, it is again necessary we should treat each other with love and to recall his teachings. He was the founder of respect. Hence he rightly quoted that oneness and tried to make one nation for the ìﬂ≈¡ﬂ≈¡1 ˙‘·±˘ ·V«ˆ¬À1± ’±R±1±˜ Assamese. Ê√±øÚ˚˛± ¸¬ı±Àﬂ¡± ¬Ûø1 ﬂ¡ø1¬ı± õ∂Ì±˜ºî - ﬂ¡œÓ«¬Ú, 1823 The teachings of Srimanta Sankardeva Down on ground, bow unto the dog, can help develop our mentality and we can the ass and the jackal, acquire moral values. The mass education Knowing it well that their souls are system of his time was scientific at that time but The Supreme Soul. which is also relevant today and he was able to - Kirtan-Ghosa- attract the masses under one umbrella. Not only English Verse Rendering. the religious matter but also his disciples used These ideologies are essential for to discuss their own and social problems sitting human life. By the teaching of Srimanta in “Namghar” which is referred as ‘rural court’ Sankardeva we can prosper in our everyday of that time. Again he was trying to mould the life. It is our moral obligation to follow him to children in respect to their behaviour from lead us or to lead our future. In conclusion, we childhood. His writings, specially Prahlad can say that for a better living we must follow Charit (Story of Prahlad) in Kirtan Ghosa give footprints of our Mahapurusha. For a better importance on the subject of how a child society moral education is a must. To change becomes a good citizen and asks to do good the restless decaying system, “Moral from their childhood. He wrote that - Education” is the only way forward.ØØ “Œ˝√Ú Ê√±øÚ ø˙q¸ª ¤Î¬ˇ± ’±Ú ﬂ¡˜«º Òø1À˚˛± ﬂ≈¡˜±1 ﬂ¡±À˘ ˆ¬±·ªÓ¬ Ò˜«º 357 ñ õ∂√±√ ‰¬ø1Ó¬, ﬂ¡œÓ«¬Ú Œ‚±¯∏± Reference : 1. The Kirtan-Ghosa - An English Verse Rendering : Srimanta Sankardeva Sangha. 2. Landmarks in the history of Modern Indian Education : Vikash Publishing House Co. Ltd., New Delhi-110014 3. Stephen Hawking : Banalata, Guwahati. 23

................................................................................ Wv‡qU `c©Y ............................................................................... Parents as an Important Stakeholder Towards Inclusion in Education Tulumoni Pathak Lecturer, DIET, Tinsukia Education is the constitutional right of each child. Each and every child irrespective of their caste, gender, geographical diversity and their special ability has the right to complete their basic education. The paradigm shift from segregation to inclusion in education has paved ways for equality and equity in education. When we talk about inclusion, we only rely on policy makers, school curriculum, textbooks, infrastructure, facilities, trained teachers and counsellors for inclusion. We usually underestimate the role of parents towards inclusion who are the actual torchbearers. Parents not only include teachers having children in the same school, Single mothers, fathers, whose belonging to disadvantaged group or whose children has some disability but also guardians. Until and unless parents take equal responsibility to bring every child to mainstream education, inclusion will not be complete. In case of special children, parents have to be confident enough to share the uniqueness of their child with the society. It is hardly seen that such parent openly shares the problem of their child with the school. As a result of this, the child eventually disconnects himself or herself from the society and school. The same case has been observed in case of parents with special child with more than one child. It is not only applicable for a parent of a special child but also for normal child parent. A parent of a normal child should also accept that their child’s peer have some special ability and is not a subject of discussion, crack a joke or someone to feel pity about. In case of special children the role of a sibling is equally important towards strengthening the confidence of the special child, the time spent with siblings helps to develop the emotional stability of the child towards other beings which further helps him or her to develop friendship when exposed to normal school environment. Similar is the case of any parent belonging to the disadvantaged group. The nature of fellow parents towards him or her determines the nature of their child towards the other child. Thus proper sensitisation of parents (both normal and special children) is required before they admit their children at schools. This can be done during the interview of parents seeking admission in schools or during welcome sessions through drama, role play, power point presentation or talk. This will ease the process of inclusion in education.ØØ 24

................................................................................ Wv‡qU `c©Y ............................................................................... Quality in Higher Education and NAAC Dr. Sushmita Chowdhury Lecturer, DIET, Barpeta Education today is considered as the backbone of a country. The progress of civilization and the advancement of a nation depend upon the productive human resources. Education is considered as the most formidable instrument to create the human resources of a country. Without a proper education system, it is not possible for any society to last for more than a generation. The progress and development of any country depends upon the younger generation. They will constitute the human resource of a country. In future they will be both the working force and the employing force. For such progress and development, mere primary and secondary education is not enough. Higher education is the right answer for such progress, growth and development. Higher education is the apex of formal education. It includes greater specialization and knowledge which is necessary for rapid socio-economic and industrial development. Higher education is a powerful instrument for creating a knowledge and information-based society. The mission and vision of higher education is to educate, train, undertake research activities and service to the community. Higher education is nothing but production and dissemination of knowledge. Universities and colleges are considered to be the pulse of higher education. The emergence and development of knowledge and information takes place in the university. Keeping in mind the latest technological developments of the modern world, mere elementary or secondary education is not enough. India has a population which is 16% of the world’s total population. The progress and development of any country depends upon the education system of that country. With dynamic, resourceful, enterprising and responsible citizens, a country can reach the heights of its progress and development. University education is an important instrument for bringing about social, economic, political and technological progress of any country. The policy of India towards higher education has been governed by the National Policy on Education 1986 and Programme of Action 1986 and 1992. The 1986 Policy and Action Plan 1992 were based on two important reports, namely, the University Education Commission 1948-1949 (Radhakrishnan Commission) and the Education Commission 1964-1966 (Kothari Commission). The scope and demand for higher education is increasing day by day throughout the world and India is no exception to this. Higher education mainly 25

................................................................................ Wv‡qU `c©Y ............................................................................... aims at creation of intellects by providing world NAAC assesses the quality of a college or a class education for promotion of global university, it is expected that NAAC’s standards in the institutions of higher assessment will bring about academic uplift education. Considerable progress has been and qualitative as well as quantitative made in the field of higher education in the upgradation in the colleges. One of the major post-independence period. As it has already aims of NAAC is to make quality the defining been mentioned that the progress and prosperity element of higher education in India through a of a country depends upon the level of combination of Self and External Quality education of the younger generation, so Evaluation, Promotion and Sustenance. recently much stress is laid on the establishment Through the process of periodic assessment, of higher educational institutions. Maintenance NAAC assesses and accredits the institutions of quality in teaching, learning, research and of higher education so as to bring about quality evaluation in the higher educational institutions in teaching-learning and research, has become a major concern today. For human accountability, autonomy and innovation. resource development, the State Council of The coming of NAAC had generated Higher Education has emphasized the need to quality consciousness among all the promote quality in every field of higher stakeholders of higher education. NAAC has education. For this reason, it is seen that due brought about consistent quality sustenance to the growing demand for higher education measures. After assessing the institution of there has been a mushroom growth of higher higher education, NAAC certifies the quality educational institutions with fancy programmes of the institution. NAAC has its own parameter and substandard quality. There is an urgent need of assessment which shows where the to improve the quality of higher educational institution stands in the quality scale. institutions. Improving the quality and Continuous vigilance of the higher educational achieving excellence in teaching, examination, institution can only enrich the quality and bring research and extension is the greatest challenge about qualitative development in the institutes faced by all higher educational institutions. of higher education and NAAC is the right Quality makes an institution good or bad. answer for such vigilance. Presently, it is seen Quality of education depends upon the quality that the Government as well as the UGC are of teachers, students, infrastructure, etc. To releasing funds for the infrastructural uplift of provide quality education the first and foremost the colleges and universities. NAAC’s task is to improve the quality of our higher prerogative to achieve quality in higher educational institutions. This realization for education has brought about massive changes bringing about quality assurance in higher in the institutes of higher education throughout education and for raising the standard of higher the country. Improvements are visible in the education, the UGC has established the academic side also such as regularity of classes, National Assessment and Accreditation educational exchange programmes, regular Council (NAAC) to assess and accredit the seminars, workshops and symposiums, institutions of higher education in India. teaching methods improved, modern electronic The NAAC was established in 1994 by technology are used in the teaching-learning the UGC on the recommendation of the process. NAAC’s assessment and accreditation National Policy on Education (1986) to assess is a major attempt in bringing about quality and accredit the institutions of higher assurance and excellence in the field of higher education. NAAC’s assessment can judge the education.ØØ quality of a college or a university. Since 26

................................................................................ Wv‡qU `c©Y ............................................................................... Language Development in Children Minakshi Das Principal, DIET, Barpeta Language Development is one of the most important tools of communication of the self with others. From childhood an individual possesses the urge to respond. Responses may be in the form of gesture, grimace, movement or spoken language. The children feel the need to express his/her wants and interests is innate, the ability to communicate with others through the utilization of the spoken or written word is learned. Language development is a long process and passes through different stages to reach a child’s skill in the language arts. Effective communication with one’s fellows is fundamental to successful participation in life activities. Language development is a critical part of a child’s development. As the child grows, language develops gradually provided he is equipped both physically and mentally. Language helps a child’s ability to express, communicate and understand feelings. Naturally, a child is provided with some pre-speech forms of communication till he begins acquiring language skills. There are three pre-speech forms which normally appear in the developmental pattern. They are -crying, babbling and making gestures. The sequential steps in the achievement of skill in language can be classified as – 1) feeble 27

................................................................................ Wv‡qU `c©Y ............................................................................... gestures and reflex sounds, 2) babbling, 3) use language development. Physical defects or of simple spoken vocabulary, 4) relatively poor health particularly during the first 2 years meaningful one-word sentences, 5) and later of life retards the development of effective self- written, 6) development of skill in reading and expression. In the early years of life, speech 7) improved mastery of all the tools of development has been found to parallel motor communication. development. As the nerve-muscular systems The pre-speech forms of mature, which lay the foundation of motor communication changes into actual speech skills, they also lay the foundations for speech only with maturation of the various parts of skills. speech mechanism, viz., lips, tongue, throat, Home Influence : Healthy home muscles, larynx, cavity, teeth, etc., that helps environment executes considerable influence speech development of the child. It is important on the child’s developing language patterns. that the child needs to be biologically ready to Some adults seem to believe that young talk. But individuals differ in their language children cannot understand the meaning of skill due to some influencing factors. polysyllabic words pronounced correctly. The degree of success in Hence, they resort to so-called “baby talk” , a comprehending and using the spoken and practice that may interfere with the child’s written words depends greatly on – 1) the establishment of correct pronunciation habits. potential ability to acquire mastery of language Children of parents in the upper socio- tools, 2) the language patterns of those around economic brackets generally are linguistically him, and 3) the appropriateness of teaching- superior to children of less privileged families. learning approaches in language arts. The language used by the parents and other We know that there are some inborne family members influences the learning of a characteristics such as intelligence, physical language in the areas of accent, stress, and status, motor development and the sex of the intonation etc. individual contribute much to the development Another factor affecting the child’s of language skills. linguistic progress is bilingualism. Children Intelligence : Intellectual level is a who grow up in homes where permissive prime factor of a child’s degree of language discipline is used, talk more than children from mastery. Individuals differ in their potential homes where authoritarian discipline ability to gain meaning from language symbols emphasizes that “children should be seen not and put meaning into them. Mentally alert heard”. First born and only children are young children usually are what is known as encouraged to talk more than later born “early talkers”. They can express themselves children or children from large families where in meaningful phrases and simple sentences the discipline is likely to be authoritarian. and continue to excel. School environment: The teachers should Physical Status : General physiological provide a healthy environment at school for condition and motor development influence effective learning. Conducive school 28

................................................................................ Wv‡qU `c©Y ............................................................................... environment facilitates learning. Students in the 1. All the words, phrases and idioms of field of research indicate that teaching which the pupil has to acquire knowledge and effectiveness in various subjects including the reproductive vocabulary. language depends on i) teachers ‘ intellectual, 2. All the grammatical construction to social and emotional equipment. ii) Teachers’ be learnt properly graded in difficulty. interest in children and teaching. iii) Language development is possible only when Professional knowledge and skills, iv) students get comprehensible input. So, acquaintance with principles of psychology. textbooks which are appropriate for a certain Further study on methods of teaching indicates age of students will be comprehensible for the that the achievement of pupils depends on student of the certain age rather than any other using audio-visual aids. Minimum facilities sources. like a radio, a tape-recorder, a television etc., Language development is a social are to be provided in the class in order to make responsibility. Language is a social creation, a the children learn language effectively. human invention of a whole community. As Environment and cultural influences prof. Whitney has observed, “it is much an : Since the child is prone to imitate language institution as a body of unwritten laws, and like patterns to which he is exposed, environment these it has been called forth by the needs of and cultural background are extremely developing society”. Language is a constituent important factors. Home and school share in element of civilization ; the importance of providing models for the language usage of the language for man and society cannot be child according to his intellectual capacities. minimized. The child comes to know most of Textbooks : Textbooks play a pivotal the things of the world through language. role in language classrooms. Textbook is the Generally, parents are concerned about the centre around which teaching and study effectiveness with which their children can use revolves throughout the course of formal language as a learning and social tool. Every education. It is the most widely used device child’s personal, social and educational for organizing teaching experiences. In the adequacy is tied to his growing competency in language development of children, textbooks using language to meet his needs.ØØ play an important role. Textbooks provide – https://anchor.fm/bhanu-deka/episodes/ep-e184cgg ’±¬ı‘øM√ – ¸˜˚˛ øÚá¬≈1 ˝√í¬ı ŒÚ±ª±À1 õ∂√œ¬Û ﬂ≈¡˜±1 √±¸, õ∂¬ıMê√±, Î¬±À˚˛È¬, ¬ı1À¬ÛÈ¬± http://goo.gl/uVdzuX By Milan Mushahary, Lecturer, DIET, Barpeta Videography- Kaushik Roy, D.El.Ed 2nd semester, DIET, Barpeta Video Edited by- Bhanu Deka 29

................................................................................ Wv‡qU `c©Y ............................................................................... PISA Bhanu Deka Lecturer, DIET, Barpeta Most of us are not familiar with the term “PISA”. The full form of PISA is the “Programme for International Student Assessment.î It is a worldwide study by the Organization for Economic Co-operation and Development (OECD) in member and non-member nations. It is intended to evaluate educational systems by measuring 15-year old school pupils’ scholastic performance on Mathematics, Science and Reading. It was fist formed in 1997 and was first performed in 2000 . Then it was repeated every three years. The main purpose of PISA is to provide comparison of education attainment across the world. It aims to provide comparable data with a view to enabling countries to improve their education policies and outcomes. It measures problem solving and cognition. PISA stands in a tradition of international school studies, undertaken since the late 1950s by the International Association for the Evaluation of Education Achievement (IEA). Much of PISA’s methodology follows the example of the Trends in International Mathematics and Science Study (TIMSS) , which in turn was much influenced by the U.S. National Assessment of Educational Progress (NAEP). 30

................................................................................ Wv‡qU `c©Y ............................................................................... The reading component of PISA is inspired by participants the participants were, for the first the IEA’s Progress in International Reading time in the history of large-scale testing and Literacy Study (PIRLS). PISA is sponsored , assessments, offered a new type of problem, governed , and coordinated by the OECD, but i,e, interactive (complex) problems requiring paid for by participating countries. The PISA exploration of a novel virtual device. In Mathematics literacy test asks students to apply selected countries, PISA started their mathematical knowledge to solve experimentation with computer adaptive problems set in real-world contexts. To solve testing. the problems students must activate a number From the beginning , PISA has been of mathematical competencies as well as a designed with one particular method of data broad range of mathematical content analysis in mind. Since students work on knowledge. PISA claims to measure different test booklets , raw scores must be education’s application to real-life problems scaled to allow meaningful comparisons. and life long learning. In the reading test PISA Scores are thus scaled so that the OECD does not measure the extent to which 15-year average in each domain (Mathematics, old students are fluent readers or how Reading, Science ) is 500 and the standard competent they are at word recognition tasks deviation is 100. This is true only for the initial or spelling . instead, they should be able to PISA cycle when the scale was first introduced ‘construct , extend and reflect on the meaning , though, subsequent cycles are linked to the of what they have read across a wide range of previous cycles through IRT scale linking continuous and non-continuous texts. methods. This generation of proficiency The students tested by PISA are aged estimates is done using a latent regression between 15 years and 3 months and 16 years extension of the Rasch model, a model of item and 2 months at the beginning of the response theory (IRT), also known as assessment period. The school year pupils are conditioning model or population model. The in is not taken into consideration. Only students proficiency estimates are provided in the form at school are tested , not home-schoolers. To of so- called plausible values, which allow fulfil OECD requirements, each country must unbiased estimates of differences between draw a sample of at least 5000 students. In groups. The latent regression , together with small countries where there are fewer than 5000 the use of a Gaussian prior probability students per year, an entire age cohort is tested. distribution of student competencies allows Each student takes a two-hour handwritten test. estimation of the proficiency distributions of Part of the test is multiple-choice and part groups of participating students. involves fuller answers. There are six and a Finland, which received several top half hours od assessment material, but each positions in the first tests, fell in all three student is not tested on all the parts. Following subjects in 2012, but remained the best the cognitive test, participating students spend performing country overall in Europe. India nearly one more hour answering a participated in the 2009 round of testing but questionnaire on their background including pulled out of the 2012 PISA testing , in August learning habits, motivation, and family. School 2012, with the Indian Government attributing directors fill in a questionnaire describing its action to the unfairness of PISA testing to school demographics, funding etc. In 2012 the Indian students. The Indian Express reported 31

................................................................................ Wv‡qU `c©Y ............................................................................... on 9/3/2012 that “ The ministry of education and facilitate PISA participation of interested has concluded that there was a socio-cultural and motivated low and middle income disconnect between the questions and Indian countries. PISA , and similar international students. The ministry will write write to the standardized assessments of educational OECD and drive home the need to factor in attainment are increasingly used in the process Indian’s “socio-cultural milieu” India’s of education policymaking at both national and participation in the next PISA cycle will hinge international levels. PISA was conceived to set on this.” The Indian Express also noted that in a wider context the information provided by “considering that over 70 nations partipate in national monitoring of education system PISA , it is uncertain whether an exception performance through regular assessments would be made for India.” India did not within a common, internationally agreed participate in the 2012 and 2015 PISA rounds. framework ; by investigating relationships A Kendriya Vidyalaya Sangathan(KVS) between student learning and other factors they committee as well as a group of secretaries on can ‘offer insights into sources of variation in education constituted by the Prime Minister of performances within and between countries.” India recommended that India should The impact of these international standardized participate in PISA. Accordingly, in February assessments in the field of educational policy 2017 , Ministry of Human Resource has been significant , in terms of the creation Development decided to end the boycott and of new knowledge, changes in assessment participate in PISA from 2020 . To address the policy , and external influence over national socio- cultural disconnect between the test educational policy more broadly. Emerging questions and students, it was reported that the research suggests that international OECD will update some questions. The standardized assessments are having an impact development in robotics and artificial on national assessment policy and practice. intelligence will make machines better at PISA is being integrated into national policies routine tasks, and then humans will need to and practices on assessment, evaluation , focus on the skills that remain excusive to them curriculum standards and performance targets : creativity , collaboration, communication and ; its assessment frameworks and instruments problem solving. They will also need to adapt are being used as best practice models for quickly as more and more skills fall prey to improving national assessments; many automation. Thus it connotes that the 21st countries have explicitly incorporated and century classroom will have to focus on the emphasized PISA like competencies in revised strengths and interests of each person , rather national standards and curricula; others use than impart a canonical set of knowledge which PISA data to complement national data and were suited for the industrial age . The PISA validate national results against an international for development initiative aims to encourage benchmark.ØØ SOURCE : https://en.m.wikipedia.org 32

................................................................................ Wv‡qU `c©Y ............................................................................... ACADEMIC SUPPORT SYSTEMS FOR SCHOOL EDUCATION IN ASSAM Raj Kiran Doley Lecturer, DIET, Sonitpur INTRODUCTION In the National Policy on Education 1986, the academic support system for the school education was emphasized. Some of such support systems, like SCERT, DIETs, BRC, CRC, etc. were entrusted with the job of extending its academic supports through various ways in order to improve the overall quality of teaching-learning and the schools. This initiative was taken up by the Govt. of India in all the states, across the country. All the states started SCERTs –one each in the states, DIETs –one each in every district of the states, Block Resource Centres at Blocks and Cluster Resource Centres at Cluster levels in phased manner. All these academic support systems started providing necessary supports by providing trainings to the in-service teachers (later on pre-service too) at its premises and at the field level, developing TLMs, carrying out various awareness and sensitization programmes related to schools and education, etc. Thereafter, different interventions, like OBB, DPEP, SSA, RMSA, RTE, etc. were introduced and were implemented with the help of those academic support systems. Over the period of times, there have been developments of some linkage or communication gaps between the academic support systems and the mainstream school education department. The academic support systems started functioning in isolation due to non-receipt of any communication from administrative structure of the education department. Those academic support systems also focused their responsibilities 33

................................................................................ Wv‡qU `c©Y ............................................................................... solely on teachers’ trainings –both in-service STATE COUNCIL FOR EDUCATIONAL and pre-service. Now, both the administrative RESEARCH AND TRAINING (SCERT) and academic support system in the education SCERT is the State Academic Authority department have almost completely been to deal with all kinds academic matters in positioning at two opposite poles in many Assam like other states in the country. It is the places, although the situation can’t be academic body which advises in all academics generalized in all the states of the country. and its related issues to the State Govt. as and Hence, it is the high time of the Government when required. SCERT is responsible for to re-establish the linkages required to bring curriculum development, preparing course the both systems into a single umbrella. materials and textbooks for school education, Samagra Siksha is trying to do that, however, teacher education, etc. wherein the DIET this is also a programme or intervention, which faculty members are engaged. They also has not received well-acceptance from the conduct training programme for the Master stakeholders literally in many states. The Draft Trainers for various subjects and issues, and National Education Policy 2019 is also not very those Master Trainers carry forward the same vocal about the roles and functions of the at the District Level. SCERT conducts short academic support systems other than focusing term and long term research programmes/ alone on the teachers training. The present roles projects on educational issues independently of the academic support systems are discussed or in collaboration with UNICEF and other below, as to how these are functioning in the Governmental and non-Governmental state of Assam. organizations. The basic objective of this write up is Taking care of the Teacher Education to analyse the roles of the academic support is another important responsibility of SCERT systems in the schools development. Also, it in the state. The following TEIs are functioning has been intended to put forward some under the Directorate of SCERT, Assam as on suggestions in order to its increase the date. effectiveness in the field of school education to a large extent. Teacher Education Institutes: DIETs: 23 (+6 are coming up soon), College of Teachers Education: 8, Institute of Advanced Studies in Education (IASE): 2, Basic Training Centre (BTC): 19, Normal School: 7, Pre-Primary Teachers Training Centre (PPTTC): 01, Hindi Teachers Training Centre (HTTC): 01, Hindi Training Centre: 01 The DIETs and Normal Schools have for quality improvement of School education been offering D.El.Ed courses, and the College and teacher education of the state. of Teacher Education offering programmes of • To formulate the relevant and age B.Ed. Apart from this, 14 DIETs out 23 have appropriate syllabus and textbooks and other also been offering B.Ed courses in addition to resource materials as per guidelines of the other routine programmes. B.Ed is offered NCERT for elementary schools in all to both in-service and pre-service Teachers in mediums of instruction of the state. the same batch. The rest of the TEIs mentioned • To conduct and promote Educational above are conducting programmes as per the Researches in the field of School Education nomenclature in its respective domains. and Teacher Education in Assam and to use FUNCTIONS AND OBJECTIVES OF the findings of such researches for quality SCERT, ASSAM improvement in concerned area. Functions: • To prepare guidelines for putting in • To assist the Government of Assam practice Continuous and Comprehensive in formulating academic policies, planning Evaluation at the Elementary Stage in the state. 34

................................................................................ Wv‡qU `c©Y ............................................................................... • To design pre-service and in-service • to develop Academic Calendar for Teacher Education courses as per guidelines schools and TEIs of NCTE from time to time. • to develop guidelines/ materials for • To design and oversee effective implementation of CCE in schools implementation of the process of holistic and TEIs school development plan for quality • to develop Perspective Plan as well assessment on a regular basis through BRC as Annual Work Plan and Budget for teacher and CRC. education institution as well as SCERT • To design and conduct training (B) Research and Survey programmes for professional development of • to conduct and promote educational teachers and teacher educators in the state research and surveys for qualitative of Assam. improvement of school education and • To render extension service to other teacher education scenario of the state organisations in academic matters as and • to organize seminars and when required. conferences on emerging issues related to • To promote application of ICTs in school education and teacher education of educational programmes/ classroom the state transactional process. • to disseminate research findings to • To strengthen monitoring policy makers, administrators, field mechanism for school as well as teacher functionaries etc. education of the state. (C) Extension To perform any other duties and • to collaborate with SSA, RMSA, responsibilities to be assigned by the Govt. UNICEF, NCERT, electronic and print media from time to time on academic matters. and other organizations in the field of school education as well as teacher education of the Objectives: state Restructuring and Re-organization of (A) Training Teacher Education Scheme of Assam: • to conduct teacher education course • to re-structure and re-organize as per National Curriculum Framework on SCERT, Assam, as per guidelines for revised Teacher Education (Face to Face and Open teacher education scheme issued by MHRD, and Distance Learning mode) GOI on June 2012 • to conduct short-term training • to strengthen SCERT and TEIs as programmes for teacher and teacher per guidelines of GOI educators Development: • to establish New TEIs as per norms • to develop and review curriculum • to facilitate faculties of SCERT and and Textbook in the light of National TEIs for capacity building Curriculum Framework • to utilize fund allotted to SCERT and • to develop and review curriculum TEIs for programme and activities, faculty for teacher education in the light of National development and contingencies Curriculum Framework on Teacher DISTRICT INSTITUTE OF Education EDUCATION AND TRAINING • to develop reference materials for In 23 districts of Assam, DIETs are teacher education courses established in 3 phases since 1989. Now, the • To develop resource material for no. of districts in the state is 33 and hence, teacher and teacher educators another 10 more DIETs are entitled to Assam, 35

................................................................................ Wv‡qU `c©Y ............................................................................... out of which 6 are already sanctioned for c) Conduct training for Headmasters of the establishment by the competent authority. schools. The District Institutes of Education and d) Conduct training for Secondary/ Hr. Training (DIET) are mandated to carry out pre- Secondary Teachers. service and in-service teacher’s training e) Facilitate in resourcing material for subject programmes in the institutes. Also, the institute specific training at BRC/ CRC level (using is responsible for monitoring, supervision and available resources from online platforms such providing academic supports to the schools in as E-Pathshala and SWAYAM). the districts. It is the nodal agency in the district Since the recent past, the DIETs have for any academic training programmes and started offering formal academic programmes, carrying out extension services in the field of viz. D.El.Ed and B.Ed for both pre-service and school education. DIET faculty members are in-service trainees. As of now, 14 DIETs are also involved in writing course materials for running both the programmes, whereas the rest school education, textbooks, Open Educational are offering D.El.Ed programme alone. Most Resources (OERs), etc. The DIET faculty of the DIETs are also running ODL members are also engaged as Master Trainers Programmes wherein thousands of in-service for different purposes in the district from time teachers are getting their Diplomas (D.El.Ed) to time, such as –Gunotsav, National over the years. Achievement Survey, Sha-Gunotsav, In view of the diverse kind of role and NISHTHA, Elections, etc. DIETs also carry out functions of the Faculty Members of the DIETs, action researches in the schools for diagnosing some states have started giving UGC scale of different academic problems related to teaching pay to the faculty members. Also, the and learning. DIETs are also to act as the designations have been changed from Lecturer resource pool for conducting various to Assistant Professor, Senior Lecturer to professional training programmes in the Associate Professors and Principals in the rank district. of Professor. The pay structure of the DIETs in There are 7 branches which function all states in the country is not uniform as of with mutual cooperation in DIET: now. In 2009, NCERT had recommended for (a) Curriculum Material Development and giving UGC scale of pay to all the DIETs in Evaluation the country, though the recommendation has (b) In-Service Programmes Field Interaction, not been implemented into the DIETs except a Innovation and Coordination few. (c) District Resource Unit CLUSTER RESOURCE CENTRE/ (d) Planning and Management BLOCK RESOURCE CENTRE (e) Education Technology BRC/CRCs are the hub of Block/ (f) Pre-Service Teachers Education Cluster level academic activities related to (g) Work Education school education. Assam has 145 BRCs and As per the recent guidelines of MHRD, 2473 CRCs for 66,286 schools as on date. the overall roles of DIETs are as follows: Teachers’ Training, Orientations, Block a) DIETs to monitor and guide the conduct of Academic Core Group (BACG) Meetings, teacher training in the BRCs and CRCs. Discussions, Development of Open Provision for lending of Master Trainers to Educational Resources (OER) and Teaching BRCs and CRCs, if required. Learning Tool, etc. are conducted at BRC/CRC b) DIETs to conduct specialized trainings such from time to time. Every 10-12 schools, has a as leadership, evaluation & assessment, ICT, Cluster Resource Centre Coordinator (CRCC) Inclusive Education, Gender Sensitization, etc. and all the CRCCs have to report at BRC, 36

................................................................................ Wv‡qU `c©Y ............................................................................... wherein Block Education Officer takes account manpower in the district level. In many of the all the academic support activities in the districts, most of the District Education Clusters under his or her Educational Block. Officers’ posts are lying vacant. One Officer As per SSA Guidelines, there should be a has to take charge of two districts in many meeting of BACG to be conducted every month cases. Vacancies are also lying at the levels of in the block. The BACG is chaired by the Block Deputy Inspectors, Sub-Inspectors, Block In-charge, a DIET faculty nominated by the Education Officers, etc. These situations have Principal DIET, and all academic issues are yielded a huge gap in school monitoring and discussed in that monthly BACG meeting. supervision by the administrative officials. The major academic roles of BRCs/ The responsibility of monitoring and CRCs, as outlined in the Framework for academic support system also have been given Implementation of SSA (2008), are: to Cluster Resource Centre Coordinator (a) Development of the centre as a rich (CRCC)s in all the clusters under the different academic resource with ample reference educational blocks in the state. Still the proper materials for the teachers. system of academic supervision has not reached (b) Development of strong human the level of satisfaction. Talking about the resource pools (by inviting resource persons) subject experts, one Block Resource Person from nearby teacher education institutions, (BRP) is appointed in every educational block NGOs, Colleges/ Universities and resourceful to provide academic support to the needy individuals to form Resource Groups in schools. It is worth mentioning that although different subject areas for primary and upper the DIET faculty members are to academically primary level. supervise the schools directly or indirectly, but (c) Regular school visits for addressing this has not taken place in true spirit due to emerging pedagogic issues and issues related lack of coordination between the education to school development. department and the DIETs. DIETs can emerge (d) Organization of teacher training and as the strongest component of monitoring and monthly meetings to discuss academic issues supervision in terms of school education and design strategies for better school provided there is proper linkage established performance. between the two bodies. In the Samagra Siksha (e) Setting up of performance indicators Policy document, it is reiterated that the DIETs to track and enhance school performance. would be nodal agency in the districts for (f) Consultation with community conducting not only teachers training, but also members and Panchayati Raj Institutions to to monitor and extend academic support to the strive for school improvement. schools; the BRC/CRCs will work under the (g) Designing a Quality Improvement supervision of DIETs. Plan for the block/cluster as per the SSA goals The academic supervision of schools by and strive to achieve that in a time bound the Heads of the schools are lacking to a large manner. extent in all sectors of school education system. (h) Monitoring the progress of quality These needs to be rationalized properly and the using Quality Monitoring Tools in Heads of the schools should be mandatorily collaboration with nearby DIET. given the responsibility for such academic supervision to the schools in the block in a ACADEMIC SUPERVISION BY systematic manner. Subject Experts are to be HEADS/ SUBJECT EXPERTS appointed in all BRC/CRCs so as to cater the The academic supervision in the schools learning gaps of the students in the schools in Assam has been struggling due to lack of under the block. 37

................................................................................ Wv‡qU `c©Y ............................................................................... ISSUES AND PROBLEMS IN mentioned about the roles of DIETs, BRC/ FUNCTIONING THE ACADEMIC CRCs in school education. SUPPORT SYSTEMS • BRCs not providing inputs to district As already mentioned above, the officials on regular basis in preparation of academic support systems, including SCERT, annual plan and budget. DIETs, BRC/CRC, etc. are very much in need • Infrequent visits to CRCs by district of adequate mechanism of coordination and officials. proper guidelines. At the moment, these entities • Lack of rapport between trainers and are only playing advisorial roles, which need trainees. to be translated into accountability per se. The • No demonstration of innovative responsibility needs to be fixed phase-wise to methods of teaching- learning by BRC/CRC all those academic support system. coordinators. The main issues and problems that have • Lack of transport facilities and support been emerging over the period of time in terms from other government departments. of academic support systems are: • No monitoring of work of BRC and • The academic support systems are not CRC. adequately backed up for conducting academic • High involvement of CRCCs in supervisions to the schools. administrative works, rather than academics • There are no proper guidelines as to activities. which entity has to monitor what levels of SUGGESTIONS schools and to what extent. The academic support system in Assam • There is lack of proper follow up should be strengthened and empowered with mechanism for school supports given by the more administrative roles in the school aforementioned academic support systems. education system, so that they can contribute • Government has not fixed any more effectively at their levels. Some probable accountability for such academic supports to measures that can be taken for the purpose are: the schools. • Faculty members of academic support • The academic support systems are not systems should be made accountable for school duly responded by the schools concerned. monitoring, supervision and extending • There are no administrative roles or academic support –not only as an academic authority given to the academic support system support mechanism, but also in the form of so that the follow up actions could be ensured some administrative roles as well. Proper into the schools. guidelines should be issued accordingly. • The roles of academic support systems • The recommendations or suggestions are not well-defined in terms of frequency and of the academic support systems given to the nature of monitoring and supervision. schools should be implemented accordingly, • There seems to be no coordination and follow up mechanisms on the action taken amongst the academic support systems should be strengthened. themselves due to various reasons. • The roles of academic support systems • In the recent draft School Education should be well-defined and it shouldn’t be Policy 2019 of Assam has also not clearly restricted to training the teachers alone. 38

................................................................................ Wv‡qU `c©Y ............................................................................... • Necessary support and assistance from CONCLUSION the Government should be provided to these SCERTs and DIETs are expected to academic support systems in order to deliver provide academic support to teachers through the desired outcomes. block and cluster level functionaries. Efforts • The faculty members of academic are still to be made to build teachers’ capacity support systems should also be included into through a series of need-based training the District Level Policy framing and programmes, covering several pedagogical implementations related to education. aspects to improve teaching learning process • To bridge the gaps between DIETs and at classroom level. The intentions of BRC/CRCs, linkages should be re-established. establishment of Block Resource Centres • The efforts for mobilizing the (BRCs) and Cluster Resource Centres (CRCs) community by BRC/CRCs are to be extended in each block of every district under SSA are to a higher degree. to conduct in-service teacher training, to • The training contents for teachers provide academic support to teachers, to should be designed in tune with teachers’ needs schools on a regular basis as well as to help in in both subject knowledge and pedagogical community mobilization activities. But, things aspects. are not happening as per the mandates. Such • The trainings are to be imparted by overall deficiencies at various levels contribute experts, and the efficacy of training should be to inability to achieve the desired goals in monitored by BRCs/ CRCs. education. Timely and adequate interventions • Demonstration lessons should be may be able to bring positive changes in such given using innovative delivery methods, such circumstances.ØØ as by using ICT in classroom. References & Bibliographies: • Official website of Dept. of Education, Govt. of Assam • Official website of SCERT, Assam • ‘Study of effectiveness of BRCs & CRCs in providing academic support to elementary schools’ prepared by Prof. S. Nayana Tara, N S Sanath Kumar and S Ramaswamy of the Indian Institute of Management, Bangalore • Official website of SSA, Assam • Official website of MHRD, Govt. of India 39

................................................................................ Wv‡qU `c©Y ............................................................................... Giving Assessment Feedback Pollobi Kalita Lecturer, DIET, Dibrugarh Feedback has a significant impact on learning. It should be clearly linked to the learning outcome and must enhance achievement. Good feedback always has a positive impact on the person receiving it. It is free from biasness and is honest and clear. Feedback should be more as a discussion, rather than a one-way dialogue from a teacher to the student. Good feedback is not only about providing usable information that helps student improve their learning, but it is also about providing good information to teachers. Students’ active involvement in the feedback discussion will help them to challenge their knowledge and belief and reassess what they know. Feedback influences how the learners feel about their course content and their learning. It should be structured in such a way that the learners will focus on learning goals rather than performance goal. To benefit student learning, feedback needs to be: l Constructive: highlighting the strengths and weaknesses and it should lay out ways by which the learner can improve the work. l Timely: Feedback should be given while the assessed work is still fresh in a student’s mind, before the student moves on to another task. l Meaningful: It should target individual needs, be linked to specific assessment criteria, and be received by a student in time for any rectification. Feedback is valuable when it is received, understood and acted on. Good feedback is always important, however, students realization and act on feedback is as important as the quality of the feedback. All types of assessment, both summative and formative, should include the provision of quality, timely feedback. Feedback needs to be provided throughout the course, from the beginning, rather than just at the end. Regular constructive feedback during the course enables the learners to act upon it. It encourages students to think critically about their work and to reflect on what they need to do to improve it and helps them see their learning in new ways. 40

................................................................................ Wv‡qU `c©Y ............................................................................... Challenges in assessment feedback feedback and how their learning can be benefitted Students often find assessment feedback from acting on it. unsatisfactory, for a wide range of reasons, Feedback about the whole class including the following: General feedback must be given about the l When feedback is incomprehensible (for performance of all students in assessment tasks, example: “Say something more”, “Link it”, “Good so that it help each student to see where they fit try” etc.), students can sometimes be unable to within the range of achievements in the class. It is determine whether a feedback is positive or also efficient, and can be used in conjunction with negative and what they might add or do to improve. private written or verbal feedback to each student. l When feedback consists mainly This type of feedback can be delivered orally in corrections in the content and provides little or no tutorials or lectures or by email. The students can advice for them to improve themselves, students be asked to identify what action they could take to cannot understand what they have done well and improve performance. what they need to change. Incorporate peer feedback l Many assessment tasks are one-offs, i.e. Peer assessment provide quick feedback to students submit their work for a summative grade the student and reduce teachers’ workloads and it and they cannot respond to the feedback with a can also help the students to develop self-reliance further submission. Such piece of work do not and improve their learning. Peer assessment should encourage risk-taking, experimentation, creativity consider involving students and teachers in a or practice. discussion of assessment criteria, and jointly l Feedback that does not acknowledge constructing a standard peer assessment and how far the students’ have progressed over time feedback template. Students can then use this does not help them get a sense of how far they template to provide feedback for each other. have come and what they are yet to achieve. Students must be free to be honest in their feedback l Sometimes students can encounter and their name on feedback can be included that different comments from different lecturers on only the teacher can see. similar pieces of work which create a dilemma in Give feedback in lectures the mind of the students. Lectures are good for providing feedback Strategies for Giving Assessment efficiently to a whole group, particularly for large Feedback classes. Common issues can be identified and addressed in student assignments, verbally or in a Most of the time it is easy to give summary handout. To promote feedback: encouraging, positive feedback but sometimes we have to dig deep to find an appropriate feedback l Students can be asked to write brief that will not discourage student’s learning. A responses on a particular topic. teacher should provide feedback in such a manner that the learner does not leave the classroom feeling l Collect them. defeated. Devising strategies for feedback can save l Read the responses. They will alert time by reducing the number of complaints from common misconceptions the students hold. students who believe they have been unfairly l Respond to the comments straight away marked and to reduce any confusion in the or in a subsequent lecture. For a very large class, only a few responses can be analysed in each feedback process. Some of the strategies that can lecture. A common pattern is to use the last 5-7 be implemented are: minutes of one lecture to invite students to write, Prepare students for feedback then the first 5-7 minutes of the next lecture to Teachers must ensure that students have talk about the responses. an understanding of what feedback is, and what it Use comments sheets is for. Students may struggle to understand To increase efficiency, when marking assessment criteria and the academic language written assignments a numbered list of common used in feedback, so feedback must be mistakes or issues can be developed, along with communicated clearly and in simple language. tips on how to address those. When individual Students should understand why they are getting students make one of these common errors, you 41

................................................................................ Wv‡qU `c©Y ............................................................................... only need to write the issue number. Distribute marking criteria sheet with a rubric must be the feedback sheet when returning the class provided to indicate what is being marked and assignments. This method can easily used into what constitutes a good, fair or poor answer. primarily focusing on problems or fault. Make feedback regular and unique Be sensitive to the individual needs of the Consistent and regular feedback helps student pupils maintain momentum in their learning. Every student is different from one Avoid long gaps between subsequent feedbacks another. We have to take into consideration and discover what motivates and works best each student individually when giving for the learners. feedback. A balance between not wanting to Invite students to give feedback to the teacher hurt a student’s feelings and providing proper Students must also be given a chance encouragement is essential. to give feedback to the teacher. If the teachers Host a one-on-one conference are open to it, they will quickly learn a few A one-on-one meeting with a student is things about themselves as educators. Students one of the most effective way of providing can answer few questions to give their feedback feedback. The student will get opportunity to on the class like - What did they like about the ask questions and since it is generally class? What they didn’t like? What did they optimistic, this will encourage the student to learn most from the teacher? etc. Feedback look forward to the next meeting. goes both ways, and as teachers, it is wise to Ensure consistency of feedback among never stop improving the skills of teaching. teaching staff To conclude, the wider the repertoire A standardisation meeting with all employed to engage students in learning tutors/lecturers who will be marking through feedback, the more likely it is that the assessments to agree on assessment criteria and students’ diverse needs will be met and their feedback must be held. Markers must be learning will be enhanced. Quality assessment provided and students with a model student and effective feedback have a strong impact in response from a past assessment task to indicate systemizing educational governance. It can what is expected, in terms of both structure and enable all learners to enhance their learning or level of detail. Markers with a standardised leads to increase learningØØ https://photos.app.goo.gl/te2EaaRG78ujNc5s7 Interviewee : Sjt. Akshay Kumar Mishra, Retd. eminent teacher of Barpeta Viyapeeth HSS, honoured with Siksha Ratna award, noted litterateur and writer, jour- nalist, Editor, Kalaguru Award winner, ex-President, Barpeta Zila Sahitya Sabha, renowned literary, cultural and social personality of Assam. Interviewer : Ranjit Kumar Kalita, Sr.Lecturer, DIET, Barpeta Video-recording: Durlabhananda Kalita, Student of SCSCA, AAU 42

................................................................................ Wv‡qU `c©Y ............................................................................... Community Participation in School Education (Community involvement in school education with special reference to Assam elementary schools of Assam) Bithika Saikia Lecturer, DIET, Nagaon 1. NTRODUCTION A. Why community participation in schools? According to the World Bank (2007a), quality and timeliness in the delivery of services will be enhanced where clients can hold providers accountable. This principle undergirds a lot of the thinking around the benefits of community involvement in schools. Watt (2001) argues that accommodating “the concerns, needs and interests of communities in education planning and management can help to generate strong demand for education, and improve enrolment, attainment and achievement”. Education is a social process. The participation of a community in the education process is always a precondition to run the education system. The community participation in education is not new to the Indian society. Schools in the forms of ‘pathshalas’ were emerged as community institutions since early days. In early school system, the society transmitted its knowledge and skills through these pathshalas. But, during British era , the linkage between community and school has weakened leading to widening gap. The gap became very wide when modern formal education in the form of schools was established externally by the British colonial administration without any involvement of local community members. The community participation in modem formal education, therefore, has been main concern for the policy makers in the post independence period. National educational policies have been formulated recommending active involvement of local community members in the functioning of educational institutions. 43

................................................................................ Wv‡qU `c©Y ............................................................................... Community participation in today’s school could be for health, education, social security education plays an important role and various etc. Indian education policies community The UN Economic and Social Council participation is taking a unique place in shaping Resolution (1929) states that participation education system into a democratic structure. requires the voluntary and democratic The present study concentrates on strong involvement of the people in a)Contribution involvement of community participation in to the development efforts b) sharing equitably school activities as an integral part of in the benefits derived from and, decision modern school system. making in respect of setting goals, formulating While discussing on community policies and planning and implementation of participation, it is the precondition to economic and social development understand the meaning of the terms programmes.” ‘community’ and ‘participation’, as both the D. Definitions Community Participation terms are popular and the use of these words The UN described community participation as with specific meaning attached to them. ‘the creation of opportunities to enable B. Defining ‘Community’ members of a community and the larger A community is a social unit (a group society to actively contribute to and of living things) with commonality such influence the development process to share as norms, religion, values, customs, or identity. equitably in the fruits of development”. Communities may share a sense E. What Community participation is? of place situated in a given geographical area a. Theoretical perspectives of community (e.g. a country, village, town, or participation neighbourhood). Strong relations that extend i.Functionalist Perspective: Community beyond immediate genealogical ties also define participation means taking part passively in a sense of community, important to their consultations of planning, execution and identity, practice, and roles in benefit of sharing. Here participation is social institutions such as family, home, work, primarily based on the notion of service and government, society, or humanity at large. that it can be effectively rendered with the help Although communities are usually small of government. This participation is done relative to personal social ties, “community” formally by setting up of committees and may also refer to large group affiliations such bodies for village level participation and as national communities, international bringing about co-operation between village communities, and virtual communities level functionaries of government and also non- (Wikipedia) government functionaries. C. Defining participation ii) Marxist or Conflict perspective: In simple terms, by participation means According to this view if State’s authority is ‘taking part in’ or ‘involvement of people’ in coercive and oppressive in nature so there is any meaningful activity. The term less conducive environment to any ‘participation’ should be viewed as context participation from the community. According specific expression based on the degree of to it, proper community participation will involvement of people, to bring certain changes ‘emerge automatically with communalism, with the basic objective of involvement of once the oppressive and the repressive people, to bring certain systemic changes with influence of the state is removed. the basic objective of bringing forth iii) Interactive Perspective: Community development and improvement in the quality participation occurs when people participate of life of the participants. The involvement in joint analysis, which leads to action plans 44

................................................................................ Wv‡qU `c©Y ............................................................................... and the strengthening of existing institution. plan The Act clearly states that the community The groups take control or ownership over local has active role in the planning, management, decisions and people have a stake in monitoring and functioning of schools. maintaining structures and practices. People Teachers and administrators need to work in participate by taking initiatives independent of close collaboration with the community to external institutions to change the existing improve quality in Education. system. G. Schemes on Community participation in F. Importance of Community participation school education in India in education policies of India P District Primary Education Programme The First Education Commission 1966 (DPEP) 1993: clearly spelt out the need of decentralization vUnder DPEP, the involvement of Mother of school education and involvement of local Teacher Associations (MTA) played a vital role bodies in the processes related to school in connecting community to school. For improvement. According to the Commission, example, in Himachal Pradesh MTAs were the immediate goal was to associate found actively involved in many villages communities with the schools in their locality. leading to improvement in attendance and The National Policy on Education performance of children in elementary (NPE) 1986 and Programme of Action (POA) education. revised in 1992 have emphasized the vEarly Childhood Education centers (ECE) importance of decentralizing planning and were of prime concern during DPEP. These management of education at all levels and centers were established by mata samitis people’s participation in education. (mothers’ committee) in Bihar,while in The formation of Village Education Gujarat, the Mahila Samakhya program Committee (VEC) and various other provides leadership in running the early participatory structures and their involvement childhood program in the villages where it in education is a result of the constitutional emerged as a felt need among the women of commitment and policy recommendations. the Sanghas . 73rd and 74\" Constitutional vIn Assam, pre-primary classes were opened Amendments have entrusted roles and in the primary school boundaries. These responsibilities to the Panchayati Raj bodies initiatives invariably involved the local in management and control of elementary community in the management of these centers education at local level. through mothers’ groups, VECs and other local The CABE Committee on organizations. Decentralized Management of Education P Sarva Siksha Abhiyan 2002-03 suggested constitution of Village Education + The Sarva Shiksha Abhiyan is an attempt to Committee (VEC) at the village level and the provide an opportunity for improving human Panchayat Standing Committees on education capabilities to all children, through provision at intermediate and district levels delineating of community-owned quality education in a the roles and functions, organizational and mission mode. administrative support for VECs and + SSA assigns greatest importance to preparation and training requirement for them. systematic mobilization of the community and Right to Free and Compulsory creation of an effective system of decentralized Education Act, 2009 also emphasizes that decision making. planning shall commence at school level and + SSA calls for community ownership of the School Management Committee (SMC) school-based interventions through effecting shall play an active role for preparation of such decentralization. 45

................................................................................ Wv‡qU `c©Y ............................................................................... + It advocates for community based monitoring Management Committees/School Complex system with full transparency. Every school is Management Committees. expected to share all information with the n The school should be a point of celebration community, including grants received. and honour for the whole community. The + SSA, is an effort to universalize elementary dignity of the school as an institution should education by community-ownership of the be restored and important dates, such as the school system through active involvement of foundation day of the school, will be Women’s Groups, Village Education celebrated along with the community and the Committee (VEC) members, and members of list of important alumni may be displayed and Panchayati Raj Institution honoured. Furthermore, the un-utilized P Shiksha Karmi Project (SKP) 1987 capacity of school infrastructure could be used (Rajasthan) to promote social, intellectual, and volunteer n The project aimed at reaching out to children activities for the community and to promote in remote and rural areas where the formal social cohesion during non-teaching / primary schools were either non-existent or schooling hours and may be used as a non-functional. “Samajik Chetna Kendra” n Under the Project local youths with some basic education were identified, trained and I. A few best practices and success stories provided continuous educational support to on Community participation(Assam) teach children in Shiksha Karmi Day schools, Prehar Pathshalas ( schools of convenient Amar Parhahali (Under Education timings) and Angan Pathshalas (courtyard Guarantee Scheme) schools). n The involvement of the community in the Ø The EGS centre has a prime role to play to identification of potential candidates and their bring about an academic revolution in such recruitment as Shiksha Karmi was an important places where there was no formal education feature of the Shiksha Karmi Project system. n There was a great reliance on community Ø The EGS was initially designed to support and each VEC consisted of members specifically address the issue of access. representing all castes, minority groups and ØThis unique programme is acknowledged as women a breakthrough in social sector planning, based on community demand and managed by H.Special reference with New Education community itself. Policy 2020 ØThe functioning of EGS was monitored by n NEP has emphasised on good working a body formed by community itself viz. the condition for teachers in school complex to Village Education Committee (VEC). deliver their service at the best indication good Ø Siksha Mitra(SM) were appointed as Environment and Culture, where the educational support to theses centers from the community involvement is a major focus area local community appointed by the VEC bases to facilitate in creating a conducive learning on requisite qualification. environment. l A total of 3496 centres under Education n In collaboration with parents and other key Guarantee Scheme under SSA, were notified local stakeholders, teachers will also be more as Govt.primary schools in the year 2009-10 involved in the governance of schools/school in the State and subsequently Special TET was complexes, including as members of the School conducted for the Siksha Mitras (SM) and 46

................................................................................ Wv‡qU `c©Y ............................................................................... qualified SMs were appointed as Assistant Assam & Senior IAS,IPS,IFS officers, Class– teachers under Deptt.of Elementary I & II officers of State Government visited Education. schools to take part in Gunotsav, to Evaluate l Accordingly School grants were allotted every School, including students from Class- for construction of New School II to Class-VIII. Building(NSB) Objective vVEC,SMC along with local community To evaluate Elementary Education Scenario played a vital role in making the scheme in the state and grade the Schools accordingly successful so as to formulate specific strategy to achieve School Social Audit- to ensure transparency visible and measurable positive change. and community participation Outcome: • Assessment of learning gap of each of the Objective of Social Audit in elementary students studying in Government Elementary school Schools • An assessment of the academic and • Ensure quality education for students in financial gaps between needs and resources Government schools available for development of school. • Awareness generation amongst teachers, • To create awareness among Parents and students, administrators, communities & community on the achievements made stakeholders for quality education. against the set targets. • Increase in Teachers’ Accountability. • Scrutinizing various policy decisions • Increase community involvement in school keeping in view the interest of the activities stakeholders and their priorities. Toll Free Number • To identification of core areas in view of The state has already set up a Toll Free Contact proper conduct of Social Audit in elementary Schools. Centre to address issues of teacher • Social Audit as Public Participatory absenteeism. Toll Free No 1800-345-3525 has Assessment (PPA) tool in the schools. made operational through a contact centre, The impact which receive all sorts of complaints with • The analyses of the Social Audit reports regard to teacher ’s absenteeism. The show satisfactory participation of the public registered calls are verified at desk by a team in the matters of the school. The reports also and placed for enquiry through proper show the minimization of the gap that channel. This cell was operationalised since hitherto existed among the public regarding 20th November, 2013. the utilization of different school grants. This pilot Social Audit has proved effective in New Mid Day Meal Scheme considering strengthening the community and spreading Covid-19 emergency and health issue. public awareness regarding the facilities New Mid day Meal scheme during covid -19 provided by the state to the schools. involves a mass participation of local Gunotsav (Celebration of quality): community to distribute Mid Day-Meal house Gunotsav is designed for qualitative to house. School Management Committee and improvement in Elementary local people are involved in providing all Education.Headed by Hon’ble Chief nutritious food to the children of elementary Minister, all the Ministers, Chief Secretary, level in the state. 47

................................................................................ Wv‡qU `c©Y ............................................................................... A few glimpse various activities during Covid-19 0pandemic in support with community participation Green Mission on the occasion of World Environment Day Swasth Mission to maintain covid-19 protocol 48

................................................................................ Wv‡qU `c©Y ............................................................................... F.A few suggestions to strengthen the most of the participation discourse currently relation between community and school centres on it. It is often contended that • Frequent conduct of meeting and circulation community participation and empowerment of minutes of the meeting and discuss on will emerge from decentralization of resolution in Panchayat meetings. educational governance. • Supervision and Monitoring by self Conclusion: governance institutions. Community participation is a concept that • Sudden visit by local public representative to attempts to bring different stakeholders the school and set for meeting with the together for problem Community Participation community. for Quality Education. Community • Conduct of more and more occasions in participation in education is much deeper than schools and assigned responsibility to the usually assumed. Although the concept of community. community participation in education is not • Teacher’s active role in creating sense of new to Indian society, but the current and ownership towards school as whole. emerging forms of community participation in • School programmes should induce activities education demands a separate analysis as where community can be induced in more provided in this unit. The unit explains the aspects. nature and diversity of the concept of • The notion of empowerment is integral to the community participation in education. The concept of participatory development. Here participation can be viewed along a spectrum community participation implies participation with passive participation at one end and self- of the is empowered. The participation provides mobilization at the other. SMCs and local opportunities for power sharing and communities are there to perform their roles distribution of resources. The government has and responsibilities but at the same time an important role to play for protection of Government policies should incorporate those interests of the poor and disadvantaged. It is framework where communities have scope to often pointed out that the current practice of be empowered. Sections 21 and 22 of the RTE community participation in education through Act made an important provision for SMC, PTA, Mothers group does not address empowering SMCs to ensure the issue of empowerment adequately, as the active participation of the community at the local bodies reflect the local power structure. school level. But to make the section of the act The panchayats are no longer community successful Government, bureaucrats, officials institutions, they are political bodies dominated from concerned department should play an by party interests. honest role to make it a concrete one. • The community participation in education has a close linkage with decentralization, as so far 1. References Achraya, P. (2002). ‘Education: Panchayats and Decentralization’, Economic and Political Weekly, Vol. 37, No. 4, Feb-March, pp. 788-796. Government of India. (2003). Education for All: National Plan of Action, MHRD, Department of Elementary Education and Literacy, New Delhi Govinda, R. et al. (2003). Community Participation and Empowerment in Primary Education, Sage Publication, New Delhi. Mukherjee, N. (1993). Participatory Rural Appraisal: Methodology and Applications, Concept Publications, New Delhi. 49

................................................................................ Wv‡qU `c©Y ............................................................................... ˆ¬±1Ó¬Ó¬ Ú±1œ ø˙é¬±1 Î¬◊M√1Ì – ¤ﬂ¡ ‰¬˜≈ ’ªÀ˘±ﬂ¡Ú ˜±˚˛±¿ Œ‰¬øÓ¬˚˛± Ù≈¬ﬂ¡Ú õ∂¬ıMê√±, Î¬±À˚˛È¬, ŒÒ˜±øÊ√ Ú±1œ ¤ﬂ¡ ’ÚÚ… ¸≈ﬂ¡œ˚˛± ¸N±º ø˚ ¸N±1 ∆¸ÀÓ¬ Ê√øÎ¬ˇÓ¬ ∆˝√ ’±ÀÂ√ ˜±Úªœ˚˛ õ∂˜”˘… Ó¬Ô± ¸˝√Ê√±Ó¬ õ∂¬ı‘øM√ ø˚À˚˛ Ú±1œﬂ¡ ﬂ¡ø1 ŒÓ¬±À˘ Œ¶ß˝√˜˚˛œ, ﬂ¡1n∏Ú±˜˚˛œ, ˜ø˝√˜±˜˚˛œ Ó¬Ô± ˜˜Ó¬±˜˚˛œ ˜˝√œ˚˛¸œº ‚1 ¤‡ÚÓ¬ ¸˜±Ê√ ¤‡ÚÓ¬ Ú±1œ1 ˆ”¬ø˜ﬂ¡± ’Ú¬ı√…º ¤øÈ¬ ø˙qÀª õ∂Ô˜ ø¶öøÓ¬ ˘±ˆ¬ ﬂ¡À1 Ú±1œ1 ·ˆ«¬Ó¬ ’±1n∏ Ê√ij ˘±ˆ¬ ﬂ¡ø1À˚˛ ¶ö±Ú ¬Û±˚˛ Ú±1œ1 Œﬂ¡±˘±Ó¬º Ú±1œ1 ¸±øißÒ…˝◊√ Œ¸˝◊√ Œªø˙qﬂ¡ ¤ﬂ¡˘± ≈√ﬂ¡˘±Õﬂ¡ Î¬±„√1 √œ‚˘ ﬂ¡ø1 ¸˜±Ê√1 ∆¸ÀÓ¬ ‡±¬Û ‡±¬ı ¬Û1±Õﬂ¡ Î¬◊¬Û˚≈Mê√ ﬂ¡ø1 ŒÓ¬±À˘º ·øÓ¬Àﬂ¡ ¸˜±Ê√1 Œ√˙1 õ∂øÓ¬Ê√Ú ¬ı…øMê√À˚˛˝◊√ õ∂Ô˜ ¸±˜±øÊ√ﬂ¡ ¬ı±È¬ ¬ı≈À˘ Ú±1œ1 øÚÀ«√˙Ú± ’±1n∏ Â√SÂ√±˚˛±Ó¬º ¤ÀÚ Ú±1œ ¸˜±Ê√1 ¤ﬂ¡ &1n∏Q¬Û”Ì« ’—˙º ‚1 ¸˜±Ê√ Ó¬Ô± Œ√˙1 Î¬◊iß˚˛Ú1 ¬ı±À¬ı Ú±1œﬂ¡ ˜±Úø¸ﬂ¡, Œ¬ıÃøXﬂ¡, ˙±1œø1ﬂ¡ ’±1n∏ ∆ÚøÓ¬ﬂ¡ˆ¬±Àª ’±1n∏ Œ¬ıøÂ√ ˙øMê√˙±˘œ ﬂ¡ø1 Ó≈¬ø˘¬ı ˘±ø·¬ı ’±1n∏ ˝◊√˚˛±1 ¬ı±À¬ı ˘±ø·¬ı Î¬◊¬Û˚≈Mê√ ø˙é¬±º ¬ÛøGÓ¬ Ê√ª˝√±1˘±˘± ŒÚ˝√1n∏Àª ∆ﬂ¡øÂ√˘ñ ëë¤Ê√Ú ˘í1±ﬂ¡ ø˙é¬± ø√˚˛± ˜±ÀÚ ¤Ê√Ú ¬ı…øMê√ﬂ¡ ø˙é¬± ø√˚˛±, ¤·1±ﬂ¡œ Ú±1œﬂ¡ ø˙é¬± ø√˚˛± ˜±ÀÚ ¸˜¢∂ ¬Ûø1˚˛±˘ÀÈ¬±ﬂ¡ ø˙øé¬Ó¬ ﬂ¡1±ºî ˆ¬±1Ó¬œ˚˛ ¸˜±Ê√ ¬ı…ª¶ö±Ó¬ Ú±1œ ø˙é¬± ¬ı…ª¶ö±¬ÛÚ± øˆ¬iß ¸˜˚˛Ó¬ øˆ¬iß Œ˝√±ª± Œ√‡± ˚±˚˛º ˝◊√øÓ¬˝√±¸1 ¬Û±Ó¬ ˘≈øÈ¬˚˛±À˘ Œ√‡± ˚±˚˛ Œ˚ ∆¬ıø√ﬂ¡ ˚≈·Ó¬ ø˙é¬±1 Œé¬SÓ¬ Ú±1œÀ˚˛ ¤ﬂ¡ &1n∏Q¬Û”Ì« ¶ö±Ú √‡˘ ﬂ¡ø1øÂ√˘º Œ¸˝◊√ ¸˜˚˛Ó¬ ’±øÊ√1 √À1˝◊√ ¸˝√ø˙é¬Ì1 ¬ı…ª¶ö± ’±øÂ√˘ ’±1n∏ ŒÂ√±ª±˘œÀ˚˛ ˘í1±1 √À1˝◊√ Î¬◊¬ÛÚ˚˛Ú ’Ú≈á¬±Ú ¸•Û±√Ú ﬂ¡ø1 ¬ıËp¡‰¬±˚« ¬Û±˘Ú ﬂ¡ø1øÂ√˘º ˘í1±1 √À1˝◊√ &1n∏Àª ŒÂ√±ª±˘œÀﬂ¡± ø˙é¬± õ∂√±Ú ﬂ¡ø1øÂ√˘º ø˙øé¬Ó¬± ˜ø˝√˘±¸ﬂ¡˘ﬂ¡ Œ¸˝◊√ ¬ıËp¡¬ı±ø√Úœ ¬ı± 1ø¯∏ﬂ¡± Ú±À˜À1 Ê√Ú± ∆·øÂ√˘º ¸˜±Ê√Ó¬ ø˙øé¬Ó¬± Ú±1œﬂ¡ Î¬◊2‰¬ ’±¸Ú õ∂√±Ú ﬂ¡ø1øÂ√˘ ’±1n∏ Œ√ªœ 1+À¬Û :±Ú ﬂ¡ø1øÂ√˘º Œ¸˝◊√ ¸˜˚˛Ó¬ ø˙øé¬Ó¬± ø¬ı≈√¯∏œ Ú±1œ1 øˆ¬Ó¬1Ó¬ Œ˘±¬Û±˜≈^±, Œ‚±¯∏±, ’¬Û˘±, Î¬◊¬ı«˙œ ’±ø√1 Ú±˜ Î¬◊À~‡À˚±·…º ’±Úøﬂ¡ Ÿ¬ﬂƒ¡À¬ı√1 øﬂ¡Â≈√˜±Ú Œ˙°±ﬂ¡ Œ¸˝◊√ ¸˜˚˛1 27 ·1±ﬂ¡œ ø˙øé¬Ó¬± ˜ø˝√˘±1 ¡Z±1± 1ø‰¬Ó¬ ’±øÂ√˘ ¬¬ı≈ø˘ ·˜ Œ¬Û±ª± ˚±˚˛º Î¬◊¬ÛøÚ¯∏√1 ˚≈·ÀÓ¬± Ú±1œ1 ø˙é¬±1 Œé¬SÓ¬ ¸˜±ÀÊ√ Î¬◊√±1 ÚœøÓ¬ ¢∂˝√Ì ﬂ¡ø1øÂ√˘º Œ¸˝◊√ ¸˜˚˛Ó¬ ·±·«œ, ∆˜ÀS˚˛œ ’±ø√ Ú±˜1 ¬ıËp¡ ø¬ı”√¯∏œ ø˙øé¬Ó¬± ˜ø˝√˘±1 ø¬ı¯∏À˚˛ Ê√Ú± ˚±˚˛º ˆ¬ªˆ”¬øÓ¬1 Î¬◊M√1 1±˜ ‰¬ø1Ó¬ ¬Û≈øÔÓ¬ ˘ª ’±1n∏ ﬂ≈¡˙1 ∆¸ÀÓ¬ ∆˜ÀS˚˛œ Ú±˜1 ˜ø˝√˘± ¤·1±ﬂ¡œÀ˚˛ ø˙é¬±¢∂˝√Ì ﬂ¡1±1 ﬂ¡Ô± Î¬◊À~‡ ’±ÀÂ√º ¬ı‘˝√±1Ì…ﬂ¡ Î¬◊¬ÛøÚ¯∏√Ó¬ ·±·«œÀ˚˛ √˙«Ú1 ¤ﬂ¡ ’±À˘±‰¬Ú±Ó¬ ˆ¬±· Œ˘±ª±1 ﬂ¡Ô± Î¬◊À~‡ Œ¬Û±ª± ˚±˚˛º øﬂ¡c ∆¬ıø√ﬂ¡ ˚≈·1 Œ˙¯∏1Ù¬±À˘ ˜ø˝√˘±¸ﬂ¡˘1 ¶§±ÒœÚÓ¬±Ó¬ ¬ı±Ò± ’±ø˝√¬ıÕ˘ ÒÀ1º ˜ø˝√˘±˝◊√ ¸±˜±øÊ√ﬂ¡ ﬂ¡±˜-ﬂ¡±Ê√ ¬ı± ø¸X±ôL ¢∂˝√Ì1 Œé¬SÓ¬ ˝√ô¶Àé¬¬Û ﬂ¡ø1¬ı ŒÚ±ª±1± ˝√í˘º ˜ø˝√˘±1 ¬ı±À¬ı ¬Û«√± õ∂Ô±1 õ∂‰¬˘Ú ˝√˚˛ ’±1n∏ ¬ı±˘…ø¬ı¬ı±˝√,√ ¬ıUø¬ı¬ı±˝√ ’±ø√ ¸±˜±øÊ√ﬂ¡ ¬ı…±øÒÀ¬ı±11 õ∂ˆ¬±ª Œ¬ıøÂ√Õﬂ¡ ¬Ûø1¬ıÕ˘ ÒÀ1º ˜ø˝√˘±ﬂ¡ ¬Û≈1n∏¯∏1 ∆¸ÀÓ¬ ¸˜±ÀÚ ø˙é¬±¢∂˝√Ì1 ¬Û1± ¬ıø=Ó¬ ﬂ¡1±1 ˘·ÀÓ¬ ‚11 ‰¬±ø1À¬ı11 ﬂ¡±˜-ﬂ¡±Ê√1 ˜±Ê√ÀÓ¬ ’±ªX ﬂ¡1±1 ¸˜±Ê√ ¬ı…ª¶ö±1 õ∂‰¬˘Ú ˝√˚˛º ˜Ú≈¶ú‘øÓ¬ ¬ı± ˜Ú≈¸—ø˝√Ó¬±Ó¬ Î¬◊À~‡ ﬂ¡1± Œ√˙¸˜”˝√1 ˆ≈¬˘ ¬ı…±‡…±À1 ˜ø˝√˘±ﬂ¡ ¸ﬂ¡À˘±Ù¬±˘1 ¬Û1± ¬Û≈1n∏¯∏1 ’ÒœÚ ﬂ¡ø1 ŒÓ¬±˘± ˝√˚˛ ’±1n∏ ¤˝◊√ õ∂ˆ¬±ª ¬ıÓ«¬˜±Ú ¤ﬂ¡ø¬ı—˙ ˙øÓ¬ﬂ¡±ÀÓ¬± ø¬ı√…˜±Úº ’±˚«¸ﬂ¡À˘ ’Ú±˚« ˜ø˝√˘±ﬂ¡ ¬ÛPœ ø˝√‰¬±À¬Û ¢∂˝√Ì ﬂ¡1±1 ¬Û±Â√1 ¬Û1± ¤ÀÚ ¬ÛÓ¬Ú1 ’±1yøÌ1 ¸”‰¬Ú± ˝√˚˛ ¬ı≈ø˘ ¬ıUÀÓ¬ ˜Ó¬ Œ¬Û±¯∏Ì ﬂ¡À1 ’±1n∏ ¤˝◊√ ¸˜˚˛ÀÂ√±ª±ﬂ¡ Ú±1œ1 ø˙é¬±1 Œé¬SÓ¬ ¤ﬂ¡ ’gﬂ¡±1 ’Ò…±˚˛ ¬ı≈ø˘¬ı ¬Û±ø1º Ú±1œ ø˙é¬±1 ¤ÀÚ ﬂ≈¡-¬ı…ª¶ö±1 õ∂‰¬˘Ú ¤Àﬂ¡¬ı±À1 Œ˜Ã˚« ˚≈·Õ˘Àﬂ¡ ’À˙±ﬂ¡1 Î¬◊√±1 ˜ÀÚ±ˆ¬±ª1 ¬ı±À¬ı˝◊√ ¶aœ ø˙é¬±1 ¬Û≈Ú1 õ∂‰¬˘Ú ˝√í√¬ıÕ˘ ÒÀ1º õ∂Ô˜ Œ¬ıÃX ø˙é¬± ¬ı…ª¶ö±Ó¬ ˜ø˝√˘±ﬂ¡ õ∂À¬ı˙1 ’Ú≈˜øÓ¬ ø√˚˛± Œ˝√±ª± Ú±øÂ√˘º øﬂ¡c ¬Û1ªÓ«¬œ ﬂ¡±˘Ó¬ øˆ¬é≈¬Ìœ ¸ﬂ¡˘1 ’Ú≈À1±Ò˜À˜« Œ¬ıÃX ø¬ı˝√±1Ó¬ ˜ø˝√˘±ﬂ¡ õ∂Àª˙1 ’Ú≈˜øÓ¬ ø√˚˛±1 ˘·ÀÓ¬ ˜±À˝√ﬂ¡Ó¬ ≈√¬ı±1 ø˙é¬± øÚÀ«√˙Ú± õ∂√±Ú1 ¬ı…ª¶ö± ﬂ¡À1º ¸±Ò±1ÌÀÓ¬ Œ¸˝◊√ ¸˜˚˛Ó¬ ø¬ı˝√±1 ø¬ı˘±ﬂ¡Ó¬ Ò˜«¬Û1±˚˛Ì Ú±1œ¸ﬂ¡˘ ’±1n∏ ø˚¸ﬂ¡À˘ ¸±—¸±ø1ﬂ¡ ˚LaÌ±1 ¬Û1± øÚ¬ı‘øM√ ¬Û±¬ı ø¬¬ı‰¬±ø1øÂ√˘ Œ¸˝◊√ ¸ﬂ¡À˘À˝√ Œ¬ıÃX Ò˜« ’±1n∏ Œ¬ıÃX ¸—‚Ó¬ ˙1Ì ø√˚˛± ∆˝√øÂ√˘º ¤˝◊√ ˜ø˝√˘±¸ﬂ¡˘1 ˜±Ê√1 ¬Û1±˝◊√ ﬂ¡ø¬ı, ¸±ø˝√øÓ¬…ﬂ¡, ø˙é¬ﬂ¡, √±˙«øÚﬂ¡ ’±1n∏ 1±Ê√ÚœøÓ¬ø¬ı√1 ¸‘ø©Ü ∆˝√øÂ√˘º ’À˙±ﬂ¡1 Ê√œÀ˚˛Àﬂ¡ ¸—‚ø˜S±˝◊√ Œ¬ıÃX Ò˜« õ∂‰¬±11 ¬ı±À¬ı ¿˘—ﬂ¡±Õ˘› ∆·øÂ√˘º ˙œ˘ˆ¬A±ø1ﬂ¡±, õ∂ˆ”¬À√¬ıœ, øˆ¬˚˛≈—ﬂ¡± ’±øÂ√˘ Œ¸˝◊√ ¸˜˚˛1 ¸±ø˝√øÓ¬…ﬂ¡º Œ˙±ˆ¬±, ’Ú≈¬Û˜±, 50

Pages:

1 - 50
51 - 77

sphukan14

DIET DARPAN 2021_AADOA_e MAGAZINE

Like this book? You can publish your book online for free in a few minutes!

Create your own flipbook

TOP SEARCH

business design fashion music health life sports home marketing children

DIET DARPAN 2021_AADOA_e MAGAZINE

Description: DIET DARPAN 2021_AADOA_e MAGAZINE

Read the Text Version

sphukan14

TOP SEARCH

RELATED PUBLICATIONS