Crisis with the education

system and our concern.

An overview of current
Bangladeshi education system.

A proposed education system

We had a science teacher in our school whose name was Shanti Ranjan Bagchi. What is a
science teacher? Ask a Bangladeshi student, the answer you will get is “Some one without any
sense of humor, boring and tasteless just like the subject he teaches, and a very angry guy who
will beat you up if you fail to submit your home work Yes, that’s the figure of a typical
Bangladeshi science teacher. But, our teacher Shanti Bagchi was nothing like these. He was an
exciting guy; to him science was the most interesting thing in the world, he made us to believe
that science is no less fascinating than fiction and even the most science scared student in his
class had to exclaim realizing the wonder of science. He wanted us to learn science, not just to
memorize from our textbook and vomiting that memory in the exam paper and passing every
class without learning anything. Whatever, we were just few lucky boys to have a teacher like
him. But to the mass students of this country, science and science teacher both are boring,
tasteless and frightening; no wonder we have no great scientist in this country after Kudrat-E-
Khuda. So, who should get the blame? Is it the teachers? Well, they should get some for not
being wise enough to be like “Shanti Sir” or not understanding the value of their responsibility.
But the main thing that should be blamed is the education system as a whole. I think I am being
sarcastic talking aimlessly. It’s not just the science education I am talking about, that was just a
notion of our whole worthless, hopeless, aimless education scenario. Let’s get to the point, and
now I will try to be more rational than cynical about the topic and for that at first we should start
with the basic themes and aims of our education system.

Our education system

It may surprise you if you are not aware of the situation but the truth is, current Bangladeshi
education system has no specific agenda, theme or goal. That’s because our education system
is running without a proper scheme. The whole education system is based on the education
policies given by the British government ages ago and after the end of the British era little
changes were made by the ruling parties according to their views, wish and will, which didn’t
reflect the needs of the masses. From 1792 to 1944, ruling British government formed 6
different education commissions which submitted different education schemes and policies
throughout their time. The basic goal of these education policies was to create a clerical class
who will be favorable to the British government and will help the British government to
strengthen their rule. But this education not only produced British servants but also produced
many enlighten people who later fought for the freedom of the Indian subcontinent. That was
hundreds of years ago and hoping that education system will produce something positive these
days is nothing but foolishness. During the Pakistan time, 5 more education committee were
formed but they all failed to establish a proper education scheme as all those were rejected by
the mass people of East Pakistan (current Bangladesh) as those reports were based on
sectarian judgment , racial discrimination and non scientific approach. Though those reports
were rejected by the people but Pakistan government did some reform and these new
approaches favored to create an elite class without recognizing the right for education for the
mass people and thus encouraged the classification and unfairness of education system. After
the freedom, Kudrat-E-Kuda education committee, the first education committee in the “Peoples
Republic of Bangladesh” was formed in 1992. This commission submitted their report in 1974
but had to wait for its establishment because of the unstable political condition of that time.
Things changed in 1975 when Bongobondhu Sheikh Mujibur Rahaman was killed. The new
military government rejected Kudrat-E-Khuda education commissions report. Many believe that
though it had some limitation but this education scheme was perfect for the new born
Bangladesh. The scheme was based on the ideal of our freedom fight and had specific plans
and goals and could be the first step for establishing a modernized scientific education system
for our country. After that, 7 more education commissions were formed in the last 31 years but
not a single education scheme was established. It’s the century old education system in a new
colorful dress, that’s all. How can we expect to make our nation enlighten with knowledge and
sophisticated for this 21st century with such an education system. No matter how much money
our government spends in the education sector nothing is going to come out if a modern and
timely education system isn’t given.

Trendy Education

My sister, who just passed the H.S.C examination this year, asked me “is it true that the subject
called “telecommunication” has great demand these days”. I wasn’t surprised and gave her
some ethical teaching about the value of education. I tried to explain her that earning knowledge
should be the main goal of education, not earning money and everyone should choose their
subject for their graduation considering their personal choice and understanding the hidden
possibilities within them not considering the demand for job. I don’t think my lecture worked as
she is doing coaching for medical admission now though she has no special sentimental favor
for ill people and few times passed out in hospital seeing others blood. I actually can’t blame her
as from her childhood she learned that being a doctor is the most prestigious and economically
beneficial thing in our society. My sister is just one of those millions of students of this country
who considers that being a doctor or engineer is the destination for the best students! Some
recent additions will be studying in computer related subjects or in BBA. It’s the job and the
money that matters. We can’t deny the need of money and education is of course a medium to
get a job but in Bangladesh, we are quite misguided about the whole concept. The goal of
education is to make every individual knowledgous, free, self sufficient, responsible and to help
them to specialize in a specific area in which they will serve the society and will earn their living
and thus will become an appropriate member of the society. But in our country the condition is
totally different. People consider education as a medium of acquiring a certificate and thus
insuring a job, social status and money. Instead of understanding the true value of education we
are just looking for the neat benefit and that’s the reason behind the “trendy education”. In a
developed country where most of the best science students longs for studying in physics and
thus to contribute in science, our so called Bangladeshi best students from science are
ashamed to study in physics as they think there is no future in this sector other than being a
college professor which is not very profitable. I think it’s not unfair to call them “so called best
students” as it’s the money what matters to them, not doing research and contributing for the
society. This trendy education isn’t helping us. Though we have a big population but because
of this trendy education we can’t see any scientist, philosopher, economist or entrepreneur or
anything of international level from our country for the last few decades. How can you get those
when your best students are nothing more than a doctor or an engineer? And they are not also
among those innovative kinds but opportunist businessmen. Isn’t it because of the trendy
education? I think everyone’s answer will be affirmative; otherwise we have to consider that
Bangladeshi people has less IQ then the people from rest of the world which is a stupid thing to
think. Who is to blame for this? Not the students of course as we are forcing them to grow up
like this. What or who is to blame is the total education system, the society, the family and the
parents. It’s true that in a developing country where people struggles for living, education is
always considered as a means for living but innovative minds, intellectuals, entrepreneurs
comes out in the process to turn the developing country in to a developed country. If we don’t
teach our children the true value of education and can’t create an education system which will
help them to explore hidden possibilities within them then we won’t be able to survive in this
struggle for development. Our best of the best students study in BUET but did any of them
contributed in any technological invention? The answer is “no”. It’s true that we really don’t have
enough research facility and our government doesn’t help in innovative research but the main
reason of their innovative barrenness is because they never had the dream and spirit to invent
something and they never got any influential and technical support from their teachers. They
study in BUET because it ensures social status and money. Most students in Medical education
has no emotional and sentimental favor for ill people, they choose to study in this sector for
money and status. That’s the reason doctors in public medicals are not regular and well-timed,
most of them has their private clinic business, public health institutes in villages are most of the
time empty as doctors who should be in duty are busy in their clinics in the town. This needs to
be changed. Right people should be in the right place. Reasons behind this trendy education
should be find out and destroyed. Awareness among students, teachers and parents should be
brought.

The fake competition and enslavement of young mind

How a typical Bangladeshi student grow up. Ironically classifications of students exist in our
education system and it’s not easy to define a “typical Bangladeshi student” but we may talk
about typical Bangla medium students as they are considered as mainstream by most. From the
dawn of his education life a Bangladeshi student has to face unnecessary competition and
slavery of mind. When education means to be fun, learning and exploration, he learns to
compete with the neighbor’s child, thanks to our parents. Many students have to face extreme
competition to get an admission in some so called elite schools when they are only 5/6 years
old. Their parents forces them to participate in extreme competition even before they starts their
school life. Recently these kids have to go to coaching centers to prepare themselves for this
competition. When they need to learn that education means fun they learn that education
means competition, what a destructive way to exploit young minds. Through the education
system they grow up, demands their ability to memorize from text books and guide books and
writing down those in exam paper, not learning and understanding the value of what they read.
They learn science without wondering about it, they learn history without having any fascination
for the history, and they learn literature without understanding the moral and artistic value within
it. The education system, society, family, parents everyone forces them to adapt this style,
“memorize and pass”. They never get the chance to explore and shine their hidden possibilities.
After they finish their school they have to compete for the admission in a good college and when
they finish their college they have to compete to get a chance to the best universities. No one
knows how many poets, scientists, philosophers, artists; musician’s dies through this process of
long, hard, useless, fake competition and makes them the slave of money and status. This
systems needs to be changed, our parents needs awareness and we students should revolt
against this slavery of mind.

Classification and inequality in our education

While the “constitution of the people’s republic of Bangladesh” ensures that the education will be
equal and similar to everyone, we can’t see any reflection of this equality in our education
system. Distinct classification and exclusive inequality exists in our education system which is
against the national constitution and has a huge negative impact for the nation. This unfairness
in the education starts from the primary level. While government directed public primary schools
are poor in environment, teaching and procedures, private schools like English mediums and
kinder gardens are better in environment and teaching but very expensive. As a result poor or
village kids faces inequality in the education from the starting of their education life. As primary
education is the base for the future education life rich and town kids always stays ahead from
the poor and village kids. This English mediums, in primary, higher and higher secondary level
has huge limitations and draw backs considering their teaching techniques and the socio-
cultural background of our country. These English mediums teach according to the syllabus of
British schools, which is totally bizarre in an independent country. None of these institutions
teaches our history and culture to their students. Most students both in primary and high school
level doesn’t even know most of our national days, can’t even sing our national anthem. As
these students can’t even read “Bangla”, our mother language, they know nothing of Bangla
literature. It’s a fashion and matter of status for rich and higher educated people to send their
children in English medium schools and these Bengali children grow up without even knowing
how to read and write or count in Bangla and they consider these as higher status, pity. Now,
let’s go to another exclusive point, the Madrasa education. These are the institutes where a
huge number of Bangladeshi students studies, especially in village areas. These institutes
mainly teaches Islamic religious teachings, has no modern syllabus and proper teaching system
for this 21st century. Madrasa education was a creation of the ruling British government for
political reason, to earn favor from Muslim population of India. To please both Hindu and Muslim
community Calcutta Madrasa and Sanskrit College were established at 1791 by the british
government. This policy was known as “Oriental school of education policy”. Lord Hestings, the
founder of the Calcutta Madrasa said, “To conciliate the Mohamedans of Calcutta………to
qualify the sons of Mohamedan gentlemen for responsible and lucrative offices and state, and to
produce competent officers for courts of justice to which students of the Madrasha on the
production of certificates of qualifications were to be drafted as vacancies occurred.” (A. Howell:
Education in India. P.1). It’s hard to find any ethical value of this kind of intention from both
educational and religious point of view. To modernize the whole education system British
government later considered the idea of abolishing Madrasa education but for many political
and social reasons, they couldn’t. After more then 200 years of its establishment, this medieval
teaching system still survives as a major sector of Bangladeshi education system, containing all
its uselessness and drawbacks. Like the English medium schools these institutes also doesn’t
give any importance to Bangla language and literature. Though they teach Bangla language but
they give more importance in teaching Arabic, Persian and Urdu languages. The quality of
English teaching is really poor. Students have to take the burden of learning 3/4 languages.
Most Kowmi Madrasas teaches sectarian ideology and even cherish communal terrorism. In
kowmi Madrasas they don’t even raise Bangladeshi Flag. In most Madrasa there is no holiday in
Independent day, Victory day and Martyr day. Most of these institutes teach sexual
discrimination against women. These students never get the chance of mainstream
employment. Recently our government has taken step to give Dakhil and Kamil degree the
same status as Honors and Master degree so that Mandrasa students can get jobs the same as
the mainstream students does but this is simply going to increase the number of unable
employees. Apart from the classifications stated above, there are those called Cadet School.
Cadet schools were developed during the Pakistani military rule to create an elite class that will
serve the military. These schools are still serving as a big source of military recruitment. These
schools are normally residential, teaching style is military alike, teachers are generally army
officers, lifestyle is based on higher discipline and military rule. This is a totally brutish medieval
approach of creating warriors from childhood. Studying in these schools means status and the
assurance of being an army official which is considered as very prestigious. And then there are
those numerous kinder gardens doing business. Most teachers of these institutes have no
training of teaching and many schools don’t have any reorganization from government. Its true
that this institutes are playing a very important role in giving education in primary level and many
of them has very good teaching system but government should put some strict rules over these
schools and should be careful about their reorganization. Most kids from middle class and rich
family studies in these kinder gardens while poor students goes to public schools which has
distinct differences with these kinder gardens and that’s quite poor. Its like if you don’t have the
money you can’t get good education. Education is so much systematic and dedicated to
memorizing and passing that students have to take assistance of guide books and private
coaching which poor students can’t afford. Our process of examination also fails to evaluate
merits. To get an admission in a good public university you have to pass the admission test and
for that you have to do private coaching and study guide books. Students who can’t afford these
are falling behind. There are many private universities in country these days which only rich
students can afford. If this process continues then in near future higher education will only be
the possession of rich people. Considering education as a basic human right and the law of our
national constitution, government should take steps to abolish these inequality and dissimilarity
of our education system.
Politics in education

History of our student’s politics is very rich, probably richer than any other parts of the world. In
the past students was the main force behind every revolution. Political revolution against British
government and Pakistani rulers, protest for the right of our mother language in 1952, our
freedom fight, everywhere students played the key role. Students used to protest for their
common rights, mass peoples basic human rights and political rights. Their frontline was
highway. Things are different these days as student politics is now corrupted and polluted.
Unlike the heroic student politicians of past our new students politicians don’t work for mass
students and people but for money, power and status. Student organizations of the ruling party
control everything. Both common students and non political teachers are kind of captive in their
hand. They embraces terrorism, does criminal activities ensure their political status by killing
and destroying opponents. If I start writing about this heinous trend of current student politics it
will go from pages to pages but I think that won’t be necessary as most of us know more or less
about this disgrace. Not only are the students associated with negative politics but the teachers
too. “The university law of 1973” was to abolish governments control over universities and to
give teachers the absolute authority to operate university. But this law is also misused and
corrupted now. Still Government has control over universities as we can see teachers in higher
authority are politically connected with the ruling party. Teacher’s recruitment is also being
controlled by political powers. Teachers and students of the ruling party together often crash
decedent opinions. All common, non political and aware students should rise up against this
tyranny. This dreadful situation must be end.

To change the situation

1. A proper and modern education scheme must be installed.

2. Classifications and inequalities in our education need to be abolished.

3. Every ones right for education should be recognized.

4. Privatization of educational institutes should be brought under proper monitoring and

control.

5. Awareness among the students, parents and teacher should be brought about the true
value of education.

6. University law of 1973 should be installed properly and should be refined if needed.

7. Student politics that has any concern, contact and activities with the politics out side of
campus needs to ban inside the campus if necessary.
 8. We all should rise up and establish a revolution if necessary.

Crisis with the education scheme

and our concern

Shamir Kanto Nath

34 years have passed since Bangladesh got its freedom but still the education
system of this country is running without a proper education scheme. Though
almost every government created different commissions to come up with a
proper education scheme, but not a single scheme was installed from the reports
submitted by these commissions. Monirujjaman Education Commission,
which was created after the present coalition government came in to power, has
already submitted their report. But, like past, this report also failed to recognize
those rights students are fighting for. This report has no concern about the
existing inequality and unfairness of the present education system. This
proposed education scheme also includes social status classified disparity which
is against the constitution of our country. For these reasons, Bangladesh Student
Union rejected this proposed scheme.

Argument about the policy and philosophy of education started long ago when
British rulers first introduced their education system. In 1792, Charles Grant
Education Commission, created by the British government introduced an
education scheme for the first time. After that, Company constitution in 1813,
Lord Mackle Comity in 1835, William Adams comity in 1838, Sapru Comity in
1934 and Sergeant Comity in 1944 came up with many policies for the
education system of this region. All these education commission aimed to create
a social condition which will be favorable for the British rule. Lord Mackle comity
wrote “Our aim is to create a class, which will be Indian in their blood and color
but British in their liking, desire and thought”.

In 1947 the British era came in an end, Pakistan was born and few changes in
the education system was done but again the aim of this education system was
similar to the British rulers. The main theme of this education system was to
establish regional absorption and racial discrimination. East Bengal education
comity in 1949, Moulana Akram Kha comity in 1952, Ataur Rahman comity in
1957, Justice Hamidur Rahman commission in 1965 and Nur Kha
commission in 1969 submitted their education scheme. These schemes were
rejected by students, teachers and people from all social background and from
1962 to 1969 students participated in mass protest against these schemes. As a
result Pakistan Government failed to establish any of this proposed schemes as
a national education scheme. In 26th July 1972 the first education commission
was formed after the liberation of Bangladesh. Prominent scientist Dr. Kudrat-E-
Khuda was the chairman of this commission. Though the education scheme
submitted by this commission was not beyond limitation but this proposed
scheme could be the first step for establishing a modern and proper education
system. But after the political change in 1975 this education scheme was
rejected by the new military government. After that in the last 30 year 7 more
education commission was formed but not a single scheme was established.

The last education commission was formed after the present coalition
government came to the power in 2001. The commission was formed in 14th
January 2003 and the chairman was ex-provost of Dhaka University, Professor
Monirujjaman Mia. This commission submitted their report in April 2004. The
government asked the commission to submit the report considering the national
ideology from the point of view of the ruling parties, Islamic Ethical value and
Cultural tradition, aiming an economical development and keeping an eye on
social needs. The way our government influenced the commission and forced
them to take a point of view even before they started their work, makes clear that
the commission couldn’t work independently and now, by observing the
submitted report its clear that they didn’t. Though our national constitution
clarifies that their will be a single education system for everyone but in the last 35
year the education system is divided in many distinct class, and Monirujjaman
Mia Commission is nothing new for that. The commission suggested to keep the
present divided education system and to use a single syllabus only for the
primary education. The commission is trying to feed us this education system as
a singular education system. There was also no specific concern to stop the
commercialization of education.

Instead of bringing the Madrasa Education inside of the mainstream education

system this commission proposed modernization of Madrasa education system.
They also proposed to give Fazil and Kamil the status as Honors and Masters.
There is no specific decision about those numerous so called kinder Gardens
and English Mediums; on the other hand an official reorganization for these
institutions was declared only by saying that these institutes will be brought under
the monitoring of Education Ministry.

“Bangladesh Student Union” rejected Monirujjaman Mia Education Commissions

report. Not only student union but also mass people with awareness believes that
it’s impossible create a generation with social awareness and basic human value
with this kind of education scheme. For this reason, student union continues their
petition to establish an education system with their proposed education scheme.
The student union proposed education scheme proposes the education to be
cheap, for mass people, scientific and nationalized in turn. The proposition also
demands 8 % of national revenue in education sector. Enough teachers must be
recruited to stabilize the proportion between the number of students and
teachers. Proper academic calendar must be installed and follow strictly. Price
for educational instrument must reduce and some instrument should be provided
by the government. Independence of universities needs assurance and
“declaration of 73” must be installed in universities.
Agricultural institutes must be established. 4 years long mechanical diploma
course needs to start. Training is needed to increase efficiency for teachers.
Considering above statements, to establish the student union proposed
education scheme as a proper education system, the whole student society of
Bangladesh needs to unite. We all should rebel for the establishment of a
modernized, scientific education system which will be for the mass people of our
country. To create a progressive society this must be done.

A Proposed Education Scheme

[ One of the major concern of Bidrohy.com is Bangladeshi education system. We are
directing an education campaign to Change the current Bangladeshi education system and
to establish a modern and scientific education system and thus to ensure the right for
proper education for mass people. For this reason we formed a public education
commission called "Bidrohy Education Commission". Currently BEC is doing research
for this cause. But as long as BEC is not coming out with a new proposed education
scheme, we are supporting "Bangladesh student union" proposed education scheme,
which we think is the most modern, preferable and suitable education scheme for
Bangladesh till now. We are declaring our allegiance to Bangladesh student union in their
education campaign. We are using the BSU proposed education scheme as our first
proposed education propacanda. We need your support and allegiance in our education
campaign for the cause of our greater future. ]

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• M‡elYvag©x mœvZ‡KvËi wk¶vi my‡hvM e„w×

Ki‡Z n‡e|

• Avgv‡`i g‡Zv Dbœqbkxj †`k¸‡jv‡Z ¯^v¯’¨

cwiKíbvi g~j D‡Ïk¨ nIqv DwPZ †ivM cÖwZ‡iva|
†m j‡¶¨i w`‡KB †Lqvj †i‡L †ivM cÖwZ‡ivag~jK I
KwgDwbwU †gwWwmb‡K wPwKrmv wk¶vi Ici
AwaKZi ¸i“Z¡ w`‡Z n‡e|

• ‡`‡ki RbmsL¨v Abycv‡Z ch©vß msL¨K

wPwKrmK ˆZwii Rb¨ cÖ‡qvRbxq †gwW‡Kj K‡jR
cÖwZôv Ki‡Z n‡e| GKB mv‡_ AvbycvwZK nv‡i
†mev wk¶v, †gwW‡Kj Gwm÷¨v›U †Uªwbs,
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my‡hvM m„wó Ki‡Z n‡e|

• ‡`‡k `ª“ZB wPwKrm‡Ki Afve AZ¨š— cÖKU n‡e|

Av‡iv cÖ‡qvRbxq msL¨K K‡jR ¯’vcbmn `ª“Z
wPwKrmv wk¶vi m¤cÖmvib NUv‡Z n‡e|

• AjUv‡b©wUf †gwWwmb, †nvwgIc¨v_, BDbvbxg,

Avqy‡e©`xqg, b¨vPv‡ivc¨v_x BZ¨vw`i
weÁvbwfwËK DbœwZ I cÖmvi NUv‡Z n‡e|

cÖ‡KŠkj wk¶v
• A_©‰bwZK cwiKíbvi mv‡_ cÖ‡KŠkj wk¶vi
cwic~Y© mvgÄm¨ weavb GKvš— cÖ‡qvRb|
†`‡ki Pvwn`v Abyhvqx cÖ‡KŠkj wk¶vi wewfbœ
†¶‡Î wk¶vZ©x‡`i Rb¨ AvmbmsL¨v wba©viwiZ
nIqv cÖ‡qvRb|

• cÖ‡KŠkj I cÖhyyw³we`¨v †Kvm©¸‡jv‡K AwaKZi

djcÖm~ Kivi Rb¨ wkíKviLvbv I KvwiMwi
ms¯’vmg~‡n Qv·`i B›Uvwb©wkc Pvjy Ki‡Z
n‡e|
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• cÖ‡KŠkj wek¦we`¨vj‡q Hw”QK welq wn‡m‡e

(gvBbi mve‡R±) g¨v‡bR‡g›U, B‡Kvbwg·,
†mvk¨vjwR, ev‡qvjwR-G welq¸‡jv‡K cvV¨mywPi
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• miKvwi cÖ‡R±¸‡jv‡Z Qv·`i AskMÖnY wbwðZ

Ki‡Z n‡e|

• Ic‡ii wbqg¸‡jv ¯’vcZ¨ I cwiKíbv Abyl‡`i QvÎ-

QvÎx‡`i †¶‡ÎI cÖ‡hvR¨ n‡e|

• cÖ‡KŠkjx cÖhyw³we`‡`i †`‡k Kg©ms¯’v‡bi

wbðqZv ˆZwi Ki‡Z n‡e| hv‡Z †gav cvPv‡ii
my‡hvM ˆZwi bv nq|

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D”PZg †hvM¨Zv Ges DbœZ PwiÎ m¤úbœ Ggb
AvBbÁ `iKvi, hviv Avš—R©vwZK ¯§cK© A¶ybœ
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‰bwZK, ivR‰bwZK Ges Av`k©MZ kw³i cÖfve
Abyaveb Kivi g‡Zv AvBb †¶‡Î e¨vcK Ges D`vi
wk¶vcÖvß I Ávbm¤úbœ e¨w³i cÖ‡qvRb| Rbmvavi‡Yi
Ggb AvBbÁ e¨w³‡`i cÖ‡qvRb hviv Zv‡`i b¨vqwePvi
jv‡f mvnvh¨ Ki‡Z cv‡ib| AvBb wk¶v †`‡ki AvB‡bi
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cÖ‡qvRb hviv AvB‡bi ÁvbfvÊvi Av‡iv mg„× K‡i
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cÖ¯—vebv

• e¨envwiK ev cÖ‡qvMgyLx AvBb wk¶v`v‡bi

`vwqZ¡ AwZwej‡¤^ MÖnY Kivi Rb¨ evsjv‡`k evi
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D³ KvDwÝj Zv bv wb‡Z cvi‡eb, ZZw`b ch©š—
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cÖ‡qvRb‡ev‡a AvB‡bi gva¨‡g G KZ©e¨ cvj‡bi
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• AvBb K‡jR¸‡jvi e¨e¯’vcbv, wk¶KgÊjx, M„n I ¯’vb

Ges cvVvMvi BZ¨vw`i wfwˇZ AvbycvwZKfv‡e
PvÎ msL¨v mxwgZ Ki‡Z n‡e|
wek¦we`¨vjqmg~‡ni cwi`k©K, AvBb wefv‡Mi
cÖwZwbwa Ges wewkó AvBbRxex ev AvBbwe`
wb‡q MwVZ we‡kl KwgwU wbR wbR
wek¦we`¨vj‡qi AvIZvfy³ AvBb K‡jR¸‡jvi
e¨e¯’vcbv Z`viK Ki‡eb Ges †h mKj K‡jR wZb
eQ‡ii g‡a¨ e¨e¯’vcbvi wbqg c×wZ m¤ú~Y© ev¯
—evwqZ Ki‡Z cvi‡e bv †m mKj K‡j‡Ri Aby‡gv`b
D³ wZb eQi mgqmxgv †k‡l Avi ewa©Z Kiv n‡e|
bv Ges Aby‡gv`b fwel¨‡Zi Rb¨ evwZj Kiv n‡e|

• eZ©gv‡b cÖPwjZ `yÕ eQ‡ii AvBb †Kv‡l©i

(Gj.Gj.we K¬vm) Rb¨ ch©vß msL¨K gyU †KvU©
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• AvBb wk¶v‡K M‡elYvgyLx Kivi Rb¨

wek¦we`¨vjqmg~‡n AvB‡b wWwMÖ-DËi wk¶v
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e¨vcv‡i ¯^qsm¤ú~Y© K‡i Zvi m‡½
wek¦we`¨vjqmg~‡ni m¤úK© Nwbô Kiv GKvš—
`iKvi|

jwjZKjv wk¶v
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wn‡m‡e M‡o Zzj‡Z mvnvh¨ K‡i| wØZxqZ †`‡ki
gvby‡li †fZ‡i †mŠ›`h©‡eva RvMÖZ I ewa©Z Kivi
gva¨‡g Zvi me©v½xb weKv‡k mvnvh¨ K‡i| GB
me©v½xb weKvk ej‡Z Avgiv †hgb eywS ˆ`wnK,
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†Zgwb †mŠ›`h©‡ev‡ai weKvkI|

‡mŠ›`h©‡eva gvby‡li mnRvZ cÖe„wË| gvby‡li mKj

†gŠwjK Pvwn`vi g‡a¨ †mŠ›`h©‡eva weKv‡ki
Pvwn`vI Ab¨Zg Ges G Kvi‡YB ‰kke †_‡K Rxe‡bi †kl
ch©š— ¯^vfvweK Ávb e„w× m¤úbœ †h †Kv‡bv
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weivRgvb|

jwjZKjv wk¶v‡K h_v_©fv‡e weKwkZ Ki‡Z GKwU

mwVK Kvh©µ‡gi cÖ‡qvRb n‡e| QvÎ-QvÎx‡`i eqm,
mvg_©¨ I i“wP Abyhvqx GKwU weÁvbm¤§Z
cvV¨m~wP cÖYqb Ki‡Z n‡e|

cÖ¯—vebv:

• welqe¯‘ I Avw½‡Ki †¶‡Î †`‡ki HwZn¨ eRvq ivLvi

m‡½ m‡½ ewnwe©‡k¦i gvbe‡Mvôxi m‡½ ˆkwíK
†hvM‡hvM i¶v Ki‡Z n‡e|

• ‡`‡ki MYgvby‡li ms¯‹…wZ D‡c¶v K‡i †KejgvÎ

bvMwiK ms¯‹…wZK D‡c¶v K‡i †KejgvÎ bvMwiK
ms¯‹…wZi cÖwZdjb †hb bv N‡U †mw`‡K j¶¨
ivLv|

• wk‡íi mv‡_ gvby‡li, gvby‡li Rxeb msMÖv‡gi

Drcv`b m¤ú‡K©i †h †hvMm~Î HwZnvwmKfv‡e
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Rb¨ wkí-G RvZxq cÖeYZv‡K ZË¡MZfv‡e
†gvKv‡ejv K‡i wk‡íi cÖK…Z iƒc Zz‡j aiv|
 • wk¶v cÖwZôvb¸‡jv‡Z Ggb wk¶K wbhy³ Kiv,
hviv wk¶Kfv‡e †Kej †ckv iƒ‡c MÖnY Ki‡e bv eis
wk‡íi cÖwZ Zv‡`i cÖMvp fv‡jvevmv, welqe¯‘
m¤ú‡K© Mfxi Ávb Ges ms¯‹vi gy³ `„wóf½x
_vK‡e|

‡Ljvayjv I eva¨Zvg~jK mvgwqK wk¶v

‡`‡ki mKj bvMwiKB hv‡Z my¯’, mej, Kg©¶g n‡q M‡o
DV‡Z cv‡i Zvi Rb¨ wkï wk¶vjq †_‡KB Kvh©Ki e¨e¯’v
wb‡Z n‡e| wkï wk¶vj‡h cÖavbZ †Ljvayjvi mvnv‡hª
wk¶v w`‡Z n‡e| cÖ_g †kªYx †_‡K Aóg †kªYx ch©š—
cÖwZwU ch©v‡q kixiPP©v n‡e eva¨Zvg~jK|
hviv †Ljvayjvq D”Pwk¶v wb‡Z Pvq Zv‡`i Rb¨
†Ljvayjvi Ici D”PZi †Kvl© Pvjy Ki‡Z n‡e| ‡`‡ki me©Î
we`¨vjq‡K †K›`ª K‡i ch©vß gvV, †Ljvayjvi mvR-
miÄvg BZ¨vw`i e¨e¯’v Ki‡Z n‡e|
RvZxqfv‡e †Ljvayjvi Rb¨ cÖwk¶Y †K‡›`ªi we¯—vi
NUv‡Z n‡e Ges mKj µxovwe`‡`i h_vh_ cÖwk¶‡Yi
e¨e¯—v Ki‡Z n‡e|
`kg †kªYxi ci kvixwiKfv‡e m¶g wk¶v_©x‡`i
eva¨Zvg~jK mvgwqK wk¶v wb‡Z n‡e|
e„wËg~jK wk¶v I KvwiMwi wk¶v
e¨w³K gvbweK Drcl© mva‡bi evB‡iI wk¶vi Av‡iKwU
j¶¨ _v‡K| wk¶vi GKwU cÖv‡qvwMK w`K _v‡K|
wk¶v-Rxe‡bi cÖwZwU c‡e© K‡g©i Abykxjb Ges
cÖvwZôvwbK wk¶v †k‡l cÖ‡Z¨K gvbyl‡KB Zvi
m‡e©v”P †gav-gbb I m„wókxj ¶gZv e¨w³ Rxeb I
mgv‡R cÖ‡qvM K‡i †h‡Z nq GUvB wkw¶Z gvby‡li
mnRvZ †PZbvMZ ˆewkó¨ | GLv‡b Avgiv †h wk¶vi
K_v ejwQ Zv n‡jv mvaviY wk¶v MÖn‡Yi mgqKv‡i
GKRb wk¶v_©x e¨envwiK Kv‡Ri g‡a¨ w`‡q bvbv
wel‡q h‡_ó `¶Zv AR©b Ki‡e| Avgv‡`i †`‡ki Av_©-
mvgvwRK cwiw¯’wZ we‡klYc~e©K †`‡ki
†eKviZ¡ `~ixKiY, `vwi`ª¨ `~ixKi‡Yi j‡¶¨ RbMY‡K
Rbkw³‡Z iƒcvš—i Kivi Rb¨ gva¨wgK ¯—‡ii ci
e„wËg~jK wk¶vi e¨e¯’v Ki‡Z n‡e| Z‡e wk¶vi G ¯—‡i
wk¶v_©xi AvMÖn I cÖeYZv Abyhvqx Zvi welq
wba©vi‡Yi cvkvcvwk fvlv, BwZnvm I f~‡Mv‡ji
eva¨Zvg~jK GKwU †Kvl© _vK‡Z n‡e|

• bZzb mgvR wewbg©v‡Y KvwiMwi Z_v cÖ‡KŠkj

wk¶vi cÖwZ we‡kl ¸i“Z¡ w`‡Z n‡e| eZ©gv‡b
 cÖPwjZ wk¶v‡K GKwU mywbw`©ó KvVv‡gvi
Aax‡b GK P¨v‡b‡j wb‡q Avm‡Z n‡e|

• `¶ KvwiMwi Rbkw³ M‡o †Zvjvi Rb¨ eZ©gv‡b

cÖPwjZ wW‡cvgv wk¶v‡K hy‡Mvc‡hvMx Ges
weKvkgvb Ki‡Z n‡e| cwj‡UKwbK
Bbw÷wUDUmg~n †_‡K DËxY© †gavex Qv·`i
D”Pwk¶v MÖn‡Yi Øvi Db¥y³ ivL‡Z n‡e|

• cÖ‡KŠkj wek¦we`¨vj‡q 4 eQ‡ii cÖ‡KŠkj †Kvl©

mgvß Kivi ci †cvó MÖvRy‡q‡Ui e¨e¯’v _vK‡e|
Gme wk¶v cÖwZôv‡b wk¶v_©x‡`i M‡elYvag©x
wk¶vi e¨e¯’v _vK‡e| GB wek¦we`¨vj‡q
Ôwek¦we`¨vjqÕ A‡_©i mv‡_ mvgÄm¨ †i‡L
mgvRweÁvb, gvbewe`¨v BZ¨vw` welq¸‡jvi
cvVµ‡g Aš—f~©³ wbwðZ Ki‡Z n‡e|

• ‡`‡k me©e„nr wkí e¯¿ I cvU wk‡íi cÖmv‡ii j‡¶¨

e¯¿ I KvwiMwi gnvwe`¨vjq‡K Av‡iv Kvh©Ki I
weLvkgvb cÖwZôvb wnmv‡e M‡o Zzj‡Z n‡e|
eZ©gv‡b †`‡k †h wkí I cÖ‡KŠkj LvZ i‡q‡Q Zvi
Pvwn`vi wbwi‡L cvV¨µ‡gi cwieZ©b I
AvaywbKvqb NUv‡Z n‡e|
bvixwk¶v
mgvR weeZ©‡bi avivq †Kv‡bv hy‡MB bvix gyw³i
cÖkœ mgvR weeZ©‡bi cÖwµqv †_‡K wew”Qbœ
†Kv‡bv welq wQj bv| †evMev`x `k©‡bi cÖfv‡e cY¨
gvbwmKZvq bvix‡K †fvM¨cY¨ wn‡m‡e we‡ePbv,
M„ncvwjZ wn‡m‡e aiv A_ev bvix-cyi“‡li `yÕwU
wfbœ c_ ˆZwi Kiv ey‡R©vqv ivR‰bwZK gZv`‡k©i
nvwZqvi wn‡m‡e e¨eüZ n‡”Q A‡bKw`b a‡i| hvi
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Ges †h ˆel‡g¨i wk¶vi n‡q bvix mgvR, hv gvbe
mgv‡Ri GK Acwinvh© Ask Ae‡nwjZ Ges wcwQ‡q
cov RvwZ‡Z cwiYZ nh| wj½xq ˆelg¨ `~j K‡i bvixi
mgvb AwaKvi wbwðZ Kivi Rb¨ Zvi wk¶vi AwaKvi
wbwðZ Kiv GKwU ¸i“Z¡c~Y© KvR| Gi Rb¨ cÖ_‡gB
cÖ‡qvRb cÖPwjZ gZv`‡k©i evB‡i mwVK
HwZnvwmK e¯‘ev`x we‡kl‡Y bvixi Ae¯’vb‡K e¨vL¨v
Kiv| Avgv‡`i †`‡ki eZ©gvb †cÖw·‡Z bvix wk¶vi Rb¨
we‡km e¨e¯’v MÖnY Ki‡Z n‡e| cÖ_gZ N‡ii evB‡i Zvi
mvgvwRK m¤§vb wbivcËv wbwðZ Ki‡Z n‡e Ges
Avw_©K msKU `~ixKi‡Yi e¨e¯’v Ki‡Z n‡e|
m‡e©vcwi bvix wk¶v‡K Kvh©Ki Kivi Rb¨
cvV¨m~wP‡Z bvix‡K m¤§vbRbK Dc¯’vcb wbwðZ
Ki‡Z n‡e, wk¶v cÖwZôvbmn me©Î bvixi wbivcËv
wbwðZ Ki‡Z n‡e, A_©‡YwZK m¼U `~i Ki‡Z Kvh©Ki
e¨e¯’v MÖnY Ki‡Z n‡e|
cvV¨m~Px‡Z, cÖKvkbvq cÖPwjZ gZv`‡k©i wecix‡Z
mwVK BwZnvm, HwZn¨, K…wó-ms¯‹…wZ m¤ú‡K©
mwVK g~j¨vqb Dc¯’vcb Ki‡Z n‡e|

¶y`ª RvwZmËvi wk¶v

wefvwRZ wk¶v e¨e¯—vB AvR Avgv‡`i ev¯—eZv|
kvmK †Mvôx Zv‡`i cÖ‡qvRbgZ Zv‡`i ivR‰bwZK
`k©‡bi cÖwZdjb ¯^iƒc awg©q wefvR†b, wj½xq
ˆel†g¨ RvwZMZ cv_©K¨ fvM K‡i‡Q gvbe mgvR‡K|
MbZ‡š¿i msL¨vMwi‡ôi fvebvq wejyß K‡i‡Q gvbweK
mgvR MV‡bi jivB‡qi mv_x ¶z`ª ¶z`ª RvwZmËv‡K|
Av‡ivc K‡i‡Q bxwZ wba©vi‡Ki ms¯‹…wZ| wjwLZ
BwZnvm Zv‡`iB BwZnvm hviv wjL‡Z †c‡i‡Qb ev
†jLK‡K wbqš¿b Ki‡Z †c‡i‡Qb| wb‡Ri fvlv, K…wó,
HwZn¨, ms¯‹…wZ nvwi‡q Z_vKw_Z AvaywbK wk¶vq
wkw¶Z n‡Z wM‡q wb‡R‡`i†KB nvwi‡q †d‡j‡Q
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RvwZmËv¸‡jv, hv wk¶vi g~j D‡Ï‡k¨i cwicš’x| wk¶v
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kw³ †hvMvq, GUv ïay cÖvwZôvwbK wk¶vi welq bq-
gvby‡li cÖwZw`‡bi RxebvPi‡bi g‡a¨B Zvi cÖwZdjb
NUv‡Z n‡e Ges GB ai‡bi wk¶vi g‡a¨ w`‡q gvbe HK¨
Kvh©Ki Ki‡Z n‡Z cv‡i, AMÖmi n‡Z cv‡i gvby‡li
hy_e× nIqvi jovB|
cÖvwZôvwbK wk¶vi c‡e© wk¶v †¶‡Î ˆelg¨ `~i Kivi
Rb¨ †h mKj c`‡¶c MÖnb Kiv cÖ‡qvRb Zv n‡jv :

• mKj RvwZmËvi gvZ…fvlvq wk¶vMÖn‡bi e¨e¯’v

ivL‡Z n‡e|

• ¶z`ª ¶z`ª RvwZmËvi HwZn¨, ms¯‹…wZ‡K Aek¨B

mgvb ¸i“Z¡ mnKv‡i Zz‡j ai‡Z n‡e| fvlvMZ
cÖ‡qv‡M ¯^ímsL¨K gvby‡li K…wó e‡j Zv‡K
AbybœZ ev cðv`c` e‡j nvwRi Kivi cÖebZv eÜ
Ki‡Z n‡e| wk¶v`vb cÖwµqvq cÖv_wgK ¯—i
ch©š— ¯^ ¯^ RvwZi wk¶K-wkw¶Kv _vK‡Z n‡e|
cieZ©x ¯—‡i cvi®úwiK Avš—tm¤úK© e„w×i
we‡kl e¨ve¯’v MÖnb Ki‡Z n‡e|
 • cvV¨m~wP‡Z, cÖKvkbvq cÖPwjZ gZv`‡k©i
wecixZ mwVK BwZnwm, GwZn¨, K…wó-ms¯‹…
wZ m¤ú‡K© mwVK g~j¨vqb Dc¯’&vcb Ki‡Z n‡e|

cÖwZeÜx‡`i wk¶v
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MÖn‡Yi Afv‡e Ges AmZK©Zvi Kvi‡YB mš—vbiv
cÖwZeÜx nq| GiciI cÖPwjZ wPwKrmv c×wZ‡Z
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m¤ú‡K©I cÖkœ †_‡K hvq| †KD kvixwiK cÖwZeÜx,
†KDev gvbwmK cÖwZeÜx|
wk¶vbxwZ Ggb n‡Z n‡e hv‡Z hvi hvi mgm¨v
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mvgvwRKfv‡e †nq Kiv hv‡e bv eis Zv‡K GKRb
mvaviY wk¶v_©xi gh©v`v w`‡qB Zvi Rb¨ wk¶v
c×wZ wba©viY Ki‡Z n‡e|

wk¶vi A_©vqb
wk¶v †gŠwjK AwaKvi, mK‡ji AwaKvi wYwðZ Kivi Rb¨
wk¶v‡K AMÖvwaKvi w`‡q wk¶vLv‡Z m‡e©v”P eiv×
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RvZxq Av‡qi 8 kZvsk eivÏ w`‡Z n‡e|
cÖv_wgK wk¶v‡K Ae‰bwZK Ki‡Z Ges gva¨wgK
wk¶v I e„wËg~jK wk¶vi ¯—‡I Avw_©K msK‡Ui Kvi‡b
hv‡Z wk¶vMÖnb eÜ bv n‡q hvq Zvi Rb¨ e„wË,
Dce„wË cÖKí Pvjy Ki‡Z n‡e|
mgv‡Ri mKj ¯—‡ii wk¶vi Rb¨ wk¶vi Øvi Db¥y³ ivL‡Z
n‡e|wKš‘ ev¯—eZv n‡”Q wk¶vi wbb¥ ch©v‡qi bvbv
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