Curriculum -Plant Science (Grade 11-12)-2078

Secondary Level Curriculum, 2078
(Grade 11-12)

(Technical and Vocational Stream)

Plant Science

Government of Nepal
Ministry of Education
Curriculum Development Centre
Sanothimi, Bhaktapur

Publisher: Government of Nepal
Ministry of Education
Curriculum Development Centre
Sanothimi, Bhaktapur

© Publisher

All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system or transmitted, in any other form or by any means for
commercial purpose without the prior permission in writing of Curriculum
Development Centre.

Preface

Secondary Level Education in Nepal aims to produce skillful healthy citizens familiar
with national customs, culture, social heritage and democratic values who can actively
take part in the economic development of the country. So, the main aim of this level is to
produce skilled manpower who can make special contribution to the country’s all-round
development, and at the same time, to produce conscious citizens with essential
knowledge and skills to be ready for university education. The process of developing and
revising school level curricula in Nepal is being continued in line with this objective.

In this connection, in order to bring relevant changes in secondary level curricula as per
the recommendations of School Sector Development Plan (SSDP), some subjects, i. e.
Plant Science, Animal Science, Computer Engineering, Electrical Engineering and Civil
Engineering have been introduced under Technical and Vocational stream. According to
this provision, the curricula of these subjects have been prepared, and they are being
implemented. Considering the situation that the curricula of these subjects are not easily
available at present, they have been published for the wider circulation. This curriculum,
revised in 2078 B. S., is one of them.

Revising school level curricula is a continuous process and the role of teachers, parents
and scholars is vital in making it more effective in future. Therefore, the Curriculum
Development Centre always anticipates constructive suggestions from all the persons
concerned.

Curriculum Development Centre
Sanothimi, Bhaktapur

Content

S/No. Subjects Page No.

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153
Grade Eleven 162
1. Farm Machinery and Seed Technology 169
2. Soil Fertility and Nutrient management
3. Commercial Fruit Crop Production and Post-Harvest Technology 177
4. Agricultural Entomology 185
194
Grade Twelve 203
1. Industrial Crop Production
2. Plant Pathology and Mushroom Production
3. Agri-Economics
4. Vegetable and Medicinal Plant Production

Curriculum Structure

S. Class 11 Class 11-12 Credit Annual
N. Hrs Work
Credit Annual Class 12
1 English Hrs. Work Hrs.
2 Nepali 4 128
3 Biology Hrs. 3 96
4 Chemistry 3 96
5 Physics 4 128 English 3 96
6 Farm Machinery and 3 96
3 96 Social Studies 4 128
Seed Technology
3 96 Biology 4 128
7 Soil Fertility and 4 128
8 CNoumtrimenetrcmiaalnFarugeitmCeronpt 3 96 Chemistry
4 128
Production and Post- 3 96 Mathematics
32 1024
9 AHgarrivceuslttuTreaclhnology 4 128 Industrial Crop
Production
Entomology
4 128 Plant Pathology
Total 4 128 aAngdri-MEcuosnhoromoicms

Production

4 128 Vegetable and
Medicinal Plant
Production

32 1024

English

Grade: 11 and 12 Subject code: Eng. 003 (Grade 11), Eng. 004 (Grade 12)
Credit hour: 4 Annual working hour: 128

1. Introduction

English is a lingua franca and is an appropriate international language for Nepal to be connected with global
community. It is not only the language of international communication but also a language of higher
education, mass media, information and communication technology (ICT), business, tourism, science and
medicine. In the context of Nepal, English is necessary for various purposes. To be specific, our learners
need English to participate in classroom interactions; to study course materials; to read things for pleasure
and general information; to gain access to the world body of knowledge; to read and enjoy a wide range of
literary texts, to participate in international meetings, seminars and conferences; to communicate with
foreigners in general; to enhance their career development, and many more. English is taught as a
compulsory subject from grade one to the bachelors level.

Ministry of Education, Science and Technology (MoEST) has approved the National Curriculum
Framework (NCF), 2076 addressing the changed socio-political condition of the country and the current
needs of the learners. This grade 11and 12 E nglish curriculum has been developed in line with the
spirit of the new NCF. The present curriculum addresses all four language skills with prime focus on reading
and writing skills. It focuses on the types of reading and writing skills that are necessary for the students in
their real life. It also includes the language functions which the students need for their further studies and
the world of work. A strong grammatical foundation is also given due consideration in this curriculum. This
curriculum is based on the principle that learners learn language when they get sufficient opportunity to use
it in appropriate contexts. Content should not be detached from the use of language. Content and language
should be integrated while teaching. Therefore, the curriculum has focused not only on language and
language functions, but also on a variety of fiction and non-fiction texts which provide a meaningful context
for language learning. For some students, secondary education serves as a basis for preparation for the
university education, whereas for some other students, it may be a preparation for entry into the world of
work. This curriculum tries to address the linguistic requirements of both types of students.

This curriculum focuses on both the intensive reading of texts which is intended for language development
in the learners and the extensive reading of texts which is intended for processing content and developing
higher order reading and writing skills. Soft skills including critical thinking and creativity of the students
have also been given due importance. For this purpose, a wide variety of texts have been included under
various themes and topics. This curriculum includes level-wise competencies of students, grade-wise
learning outcomes, scope and sequence of contents, learning facilitation process and evaluation process.

2. Competencies

This curriculum of Grade 11 and 12 in English language aims at developing the following competencies
in the learners:

1. Use both spoken and written English for general and academic purposes in a variety of personal, social
and academic contexts.

2. Read a wide variety of texts for information and understanding.
3. Read a variety of literary texts for pleasure and appreciation.
4. Read, reflect and interpret a wide range of texts.
5. Critically analyze and evaluate ideas in a wide range of level apprapriate taxts.
6. Search, select and manage information from various textual and online sources.

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7. Create a variety of writing for different purposes and audiences with appropriate content, style and
accuracy.

8. Produce a variety of creative and critical writings.
9. Appreciate diverse cultures.
10. Listen and respond in English with accuracy and fluency
11. Communicate clearly and effectively in a range of situations using verbal and non-verbal

communication strategies.

3. Grade-wise Learning Outcomes

The learning outcomes in this curriculum are distributed between grade eleven and twelve based on their
levels of difficulty. However, the same learning outcomes may be introduced in grade eleven and
consolidated in grade twelve. Therefore, these may go in a sequence and will be addressed in the resource
materials and pedagogy.

3.1 Listening

Learning outcomes

Listening Grade 11 Grade 12
constructs
 Identify the speaker's attitudes and
1. Identify and  Identify the speaker's attitudes and feelings through their use of stress
and intonation.
discriminate stress feelings through their use of stress
 Identify the speaker's purpose
and intonation and intonation. by distinguishing tone and
patterns.  Show an understanding of intonation patterns.

differentiating tones (warnings,  Identify the effects of supra-
segmental features and
advice, suggestion, etc. ). phonological processes in a
 Identify the effects of supra- connected speech.

segmental features in a connected  Identify the key words and phrases
in the given text.
speech.
 1.5 Identify the differences
2. Listen to the  Identify the gist of a listening text. between formal and informal
spoken text and  Retrieve specific information from English.
understand its gist
and retrieve spoken English.  Identify the gist, main idea and
specific  Compare and contrast information. supporting details of a listening
information from  Show an understanding of the text.
it.
functions of common discourse  Retrieve specific information from
spoken English, and take notes.
markers.
 Compare and contrast information.
 Distinguish between cause and

effect.
 Interpret information and auditory

cues.
 Show an understanding of the

functions of a wide range of
discourse markers.

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3. Make inference  Make predictions about the  Make predictions about the
while listening subsequent content using prior subsequent content, actions and
knowledge, phonological clues and events using prior knowledge,
4. Listen to the contextual clues. phonological clues and contextual
spoken text and clues.
critically analyse  Make inference about themes and
and evaluate the message of the spoken text from  Make inference about purpose,
information in it. prior knowledge and contextual intentions, themes and message of
clues. the spoken text from prior
5. Listen to the knowledge and contextual clues.
spoken text and
take note of  Distinguish between facts and  Separate facts from opinions in a
important opinions in a spoken text. spoken text.
information.
6. Participate  Draw conclusions from main ideas,  Draw conclusions from main ideas,
actively and specific details, prior knowledge specific details, prior knowledge
effectively in an and contextual clues. and contextual clues.
interaction.
 Identify the content and  Identify different points of view
7. Listen to organisation of presentations. and make judgment.
instructions,
 Form opinions about ideas  Make judgment on the relevance of
presented in listening texts. spoken message.

 Understand the meaning of  Evaluate the content and
common idiomatic expressions. organisation of presentations.

 Listen to a variety of audio  Form and interpret opinions about
materials (e.g. lectures, ideas presented in texts.
conversations, personal accounts,
narratives and explanations) and  Understand and interpret the
take notes of them. meaning of common and grade
appropriate idiomatic expressions.
 Restate what has been heard.
 Listen to a variety of audio
 Participate as an active listener in materials (e.g. lectures,
an interaction and discussion. conversations, personal accounts,
narratives and explanations) and
 Ask for clarification and take notes of them.
elaboration.
 Restate what has been heard.
 Respond to the speaker with
appropriate facial expressions and  Participate as an active listener in
gestures. an interaction and discussion.

 Respect the age, gender, social  Ask for clarification and
position and cultural traditions of elaboration.
the speaker.
 Respond to the speaker with
appropriate facial expressions and
gestures.

 Respect the age, gender, social
position and cultural traditions of
the speaker.

 Collaborate with others in order to
explore and discuss understanding
of spoken texts.

 Show an understanding of complex  Show an understanding of complex
directions and instructions. directions and instructions.

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directions and  Show an understanding of common  Show an understanding of common
announcements public announcements e.g. at an public announcements e.g. at an
and follow them. airport, at a stadium, etc. airport, at a stadium, etc..

8. Gain knowledge  Identify nationality/ background of  Demonstrate an understanding of
and understanding speaker (s) of listening texts the patterns of interactions from
of target culture various English speaking cultures.
(s) through  Demonstrate an understanding of
listening. the patterns of interactions from  Analyse the verbal and non- verbal
various English speaking cultures. social conventions that characterize
the English speaking cultures.
 Show an understanding of verbal
and non- verbal social conventions  Show an understanding of verbal
that characterize the English speaking and non- verbal social conventions
culture. that characterize the English speaking
culture.
 Compare and contrast the practices
of both national and international  Evaluate the practicesandvaluesof
cultures. both national and international
cultures.

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3.2 Speaking Learning outcomes Grade 12

S.N. Speaking Grade 11  Initiate, maintain and conclude
constructs
 Initiate, maintain and an interaction using both verbal
1. 1. Participate
effectively in conclude an interaction using and non-verbal expressions and
interactions and
conversations. appropriate expressions. with confidence.
 Take part in conversations on  Take part in relatively long

subjects of common interest. conversation with multiple
 Speak fluently, accurately and
speakers on subjects of common
effectively in different
interest.
situations on a wide range of  Speak fluently, accurately and

general or leisure topics. effectively according to social
 Understand and respond to
norms and cultural values in
what has been said by the
other interlocutors in different situations on a wide

conversation. range of general, academic,
 Ask questions for clarification
vocational or leisure topics.
and understanding.  Understand and respond to what
 Respond to questions.
 Present ideas, opinions, has been said by the other

experiences and arguments interlocutors in conversation.
 Ask questions for clarification
with confidence.
 Respect age, gender, social and understanding.
 Respond to questions in a
position of the listener.
 Indicate understanding and convincing way.
 Respect age, gender, social
express certainty or
uncertainty. position and cultural traditions
 Make proper use of extra
of the listener.
linguistic features such as  Present ideas, opinions,

facial expressions and experiences and arguments with

gestures. confidence.
 Use common discourse  Use discourse markers to enable

markers. others to follow what is being

said.
 Respond with suggestions,

feedback and different

viewpoints.
 Change the topic of an

interaction as required.
 Indicate understanding and

express certainty or uncertainty.
 Negotiate meaning in

communication.
 Make proper use of extra

linguistic features such as facial

expressions and gestures.
 Use a wide range of discourse

markers.

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2. Participate  Convey message effectively  Convey message effectively

effectively in an using appropriate language using appropriate language

informal functions. functions and idiomatic

discussion.  Comment and put forward expressions.
 Comment and put forward a
point of a view clearly.
 Give opinions on the topic of point of view clearly and

discussion. evaluate alternative proposals.

 Comment on another person's  Give opinions by providing

opinions or viewpoints. relevant explanations,
 Express thoughts and ideas
arguments and comments.
using verbal and non-verbal  Comment on and judge another

communication strategies. person's views and opinions
 Respect others' views and
with argument.
ideas.  Be aware of social etiquette and

apply in conversation.
 Respect others' views and ideas.

3. Participate  Have a discussion on matters  Have a discussion on matters

effectively in a related to his/her field. related to his/her field.

formal  Ask and reformulate questions  Ask, reformulate and paraphrase

discussion. as required. questions as required.
 Present a point of view  Present a point of view clearly

clearly. and in a convincing way.
 Present and respond to  Present and respond to

arguments. arguments convincingly.

 Take part in informal debates  Take part in both formal and

on the issues of current topics informal debates on the issues of

and concerns. current topics and concerns.
 Make critical remarks or express

disagreement.

4. Give and take an  Actively participate in an  Actively participate in an
interview. interview both as a interview, including group

interviewer and as an interview both as a interviewer

interviewee. and as an interviewee.

 Expand the points being  Expand the points being

discussed. discussed in a persuasive way.
 Check and confirm  Check and confirm information.
 Ask questions and respond to
information.
 Ask questions and respond to them properly.

them properly.

5. Use  Use telecommunications such  Use telecommunications such as

telecommunicati as telephone, Skype and Viber telephone, Skype and Viber

ons effectively. effectively for personal effectively for personal and

purposes. professional purposes.
 Maintain appropriate etiquette

and ethics of

telecommunications.

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6. Narrate a  Narrate a sequence of events  Narrate a sequence of events or
sequence of
or processes using appropriate processes using appropriate

events or process structures and vocabulary. structures and vocabulary.

7. Use supra-  Speak fluently and accurately  Speak fluently and accurately
segmental
with acceptable pronunciation, with acceptable pronunciation,

features like stress and intonation patterns. stress and intonation patterns.
stress, tone and
 Produce utterances with  Produce utterances with

intonation for appropriate features of appropriate features of

expressing a connected speech such as connected speech such as

range of assimilation and elision. assimilation and elision.

meanings and

emotions.

8. Make effective  Generate ideas and make  Generate ideas and make

presentations. presentations appropriate to presentations appropriate to the

the purpose and audience. purpose, audience, time and
 Choose appropriate
style.
expressions and registers  Choose appropriate expressions

according to the context/field. and registers according to the

 Maintain appropriate posture context/field.

and eye contact.  Use appropriate discourse

markers.
 Maintain appropriate posture

and eye contact.
 Use effective presentation skills.

9. Describe, people,  Describe people, objects,  Describe people, objects, events,

objects, events, events, etc. using appropriate etc. using appropriate structures

etc. structures and vocabulary. and vocabulary.

10. Seek and provide  Use a range of question forms  Use a range of expressions for

a wide variety of for seeking and confirming seeking, confirming, checking

information. required information. and elaborating required
 Give detailed information on
information.
different topics.  Give detailed information on

different topics.

11. Speak with  Express personal opinions to  Express personal opinions to
critical analysis clarify the points expressed. clarify the points expressed and

and evaluation.  Present reasons and examples persuade the interlocutors.

from different sources such as  Present reasons, examples and

reviews of books, plays and the details from different

interviews to defend opinions sources such as reviews of

and judgments. books, plays and interviews to

defend opinions and judgments.

12. Understand and  Express one’s own cultural  Express one’s own cultural
demonstrate values and practices values and practices and

inter-cultural effectively and clearly. compare it with that of others.
understanding.  Express tolerance and respect

for the cultural practices of

other people.

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 Express tolerance and respect
for the cultural practices of other
people.

Note: The prescribed language functions should be included while selecting topics and tasks for
speaking.

3.3 Reading

S. N. Reading Learning outcomes
1. constructs

2. Read the texts  Grade 11  Grade 12
intensively for 
information and  Scan the text and retrieve  Scan the text and retrieve
understanding. specific information from it.  specific information from it.
 Skim the text and get its  Skim the text and get its main
main idea/theme.  idea/theme.
 Identify the topic sentence of  Distinguish between cause and
a paragraph. effect and fact and opinions.
 Distinguish between cause  Compare and contrast ideas.
 and effect.  Identify different points of view.
 Separate facts from opinions.  Find out main ideas and
Compare and contrast ideas. supporting details.
 Find out main ideas and  Deduce the meanings of
supporting details. unfamiliar words and phrases in
 Deduce the meanings of  a given context.
 unfamiliar words and phrases Read the text and identify the
 in a given context.  order of events.
Read the texts and identify Identify explicit as well as
Read a variety of  the order of events.  implicit information.
literary texts for  Identify explicit as well as Read and interpret the graphic
pleasure, implicit information. organizers (e.g. Venn diagram, time
appreciation and Read and interpret the line, semantic webs, etc.) given in
interpretation. graphic organizers (e.g. Venn the text to facilitate understanding
diagram, time line, semantic of grade appropriate reading texts.
 webs, etc.) given in the text Follow the pattern of arguments
to facilitate understanding of with the help of the clues
grade appropriate reading available in the text.
texts.
Read and interpret literary texts
Read and interpret literary (e.g. short stories, essays, poems
texts (e.g. short stories, and dramas) from a wide variety
essays, poems and dramas) of authors, subjects and genres.
from a wide variety of Read and respond to literary
authors, subjects and genres. works that represent a range of
Read and respond to literary social, historical and cultural
works that represent a range perspectives.
of social, historical and Interpret multiple levels of
cultural perspectives. meaning such as literal meaning,
Interpret multiple levels of contextual meaning, figurative
meaning such as literal

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meaning, contextual meaning and intended meaning

meaning, figurative meaning in literary texts.

and intended meaning in  Analyse and evaluate fiction and

literary texts. non-fiction including the effect
 Analyse and evaluate fiction of diction and figurative

and non-fiction including the language.

effect of diction and  Analyse special features of

figurative language. languages that distinguish
 Analyse special features of literary texts from non-literary

languages that distinguish ones.
literary texts from non-  Appreciate literary texts of

literary ones. appropriate level.
 Appreciate literary texts of  Determine the themes of literary

appropriate level. texts.
 Determine the themes of  Describe the characters of the

literary texts. literary texts.
 Describe the characters of the

literary texts.

3. Read the texts  Determine the writer's  Determine the writer's attitude,

and critically attitude, perspectives, perspectives, purposes and

analyse, interpret purposes and intended intended meaning.
 Identify the particular kind of
and evaluate the meaning.
language used in a particular
information.  Identify the particular kind of
text.
language used in a particular  Analyse and synthesize
text.
information from different
 Analyse and synthesize
sources by making connections
information from different
and showing relationships with
sources by making
other texts, ideas and subjects.
 connections and showing  Form a variety of questions at
relationships with other texts,  different levels about the text.
ideas and subjects. Read, review and present a
Form a variety of questions
critical response to a text.
at different levels about the  Express opinions and make
text.
judgments about ideas,
 Read, review and present a
information, experiences and
critical response to a text.
issues presented in literary and
 Express opinions and make
factual texts.
judgments about ideas,  Arrive at conclusion and
information, experiences and  comment on a given text.
issues presented in literary Summarise the texts.
and factual texts.

 Arrive at conclusion and

comment on a given text.

 Summarise the texts.

4. Read the texts  Identify the structure and  Identify the structure and
closely and organization of paragraphs organization of paragraphs and

understand the and longer texts by longer texts by developing an

structure and awareness of cohesive devices.

9

organization of developing an awareness of  Analyse the organisational
the text.
cohesive devices. patterns of a text (such as
 Analyse the organisational chronological, cause-effect,

patterns of a text (such as problem-solution and reason-

chronological, cause-effect, conclusion).

problem-solution and reason-  Identify cohesive devices and

conclusion). their referents.

 Identify cohesive devices and  Identify the discourse markers

their referents. and their functions in the texts.
 Identify the discourse  Compare the structure of

markers and their functions different types of text

in the texts. organization.

5. Read the texts  Read the title and predict the  Read the title and predict the
and predict the  content of the text.  content of the text.
content and Make predictions about the Make predictions about the

make inference. content of a text while content of a text while reading

reading based on contextual based on contextual clues, text

clues, text features, features, background knowledge,

background knowledge, patterns of relationship of ideas,

patterns of relationship of etc.
ideas, etc.  Make predictions about

 Make predictions about upcoming events in the narrative
upcoming events in the
narrative texts. texts.
 Make inferences from contextual

 Make inferences from information, writer's viewpoints,

contextual information, implied information, etc.
writer's viewpoints, implied  Use knowledge of the world or

information, etc. background knowledge while

 Use knowledge of the world reading.

or background knowledge

while reading.

6. Read the texts  Make notes by reading  Make notes by reading various

and take notes. various resources. resources.
 Read a text and make notes  Read a text and make notes

covering the key points. covering the key points.

 Organise the notes and write on

what has been read.

7. Read and  Interpret and integrate  Interpret and integrate
interpret the information presented in information presented in
para-
orthographic diagrammatic forms (charts, diagrammatic forms (charts,
texts.
graphs, tables, maps etc.) graphs, tables, maps etc.)
 Paraphrase information or  Paraphrase information or ideas

ideas of the texts. of the texts.

8. Read texts and  Deduce the meaning of  Deduce the meaning of

deduce the unfamiliar lexical items on unfamiliar lexical items on the

meaning of the basis of contextual, basis of contextual, syntactic and

unfamiliar syntactic and semantic clues. semantic clues.

10

lexical items
from the context.

9. Use an authentic  Use an authentic English  Use an authentic English
English dictionary, thesaurus, dictionary, thesaurus,

dictionary, encyclopedia, and academic encyclopedia, and academic

thesaurus, reference materials. reference materials.

encyclopedia,

and academic

reference

material.

10. Read and  Read and identify the  Read and identify the practices

identify the practices and values of and values of national and target

practices and national and target cultures. cultures.
values of  Read a variety of texts  Read a variety of texts from
national and
from both national and both national and international

target cultures. international cultures for cultures for information and
information and understanding.

understanding.  Read a n d c o m p a r e social,

 Read a n d c o m p a r e democratic, political and economic

social, democratic, political issues in both national and

and economic issues in both international cultures.
national and international  Read expository texts on issues

cultures. affecting social, political,
 Read expository texts on economic and cultural aspects in

issues affecting social, a given society.

political, economic and

cultural aspects in a given

society.

3.4 Writing Learning outcomes

S. N. Writing Grade 11 Grade 12
constructs
 Compose well-formed  Compose well-formed
1. Compose well- paragraphs including the paragraphs including the
formed appropriate topic sentence, appropriate topic sentence,
paragraphs. supporting details and a supporting details and a
concluding sentence. concluding sentence.
2. Write different
kinds of letters  Write different types of  Write different types of formal
and emails with personal letters such as letters such as letters to the
appropriate letters to friends, and editors, complain letters, job
format and relatives. application letter, and business
layout. letters.
 Write emails.
 Create blogs for expression.  Write emails.

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 Prepare curriculum vitae (CV)

with appropriate format and

layout.
 Create blogs for expression.

3. Write well  Write well organised  Write well organised descriptive,

organised essays descriptive, narrative, narrative, argumentative and

on the given argumentative and expository essays on the given

topics and the expository essays on the  topics and the topics of interest.
topics of own given topics and the topics of Edit the written products.

interest. interest.
 Edit the written products.

4. Write news  Write articles on current  Write articles on current issues
using appropriate forms and
articles on issues using appropriate styles.

current issues. forms and styles.

5. Write formal  Write study reports based on  Write study reports based on
reports in an project works or mini- project works or mini-researches

appropriate style researches in an appropriate in an appropriate form and

and format. form and format. format.

6. Narrate a  Narrate an event in a  Narrate an event in a
sequence of
events and chronological order. chronological order.
 Narrate a personal  Narrate a personal experience

personal experience appropriately. appropriately.
experiences.  Write stories.  Write biographies of famous

national and international

people.

 Write a travelogue/memoire.

7. Describe a  Describe a person or event  Describe a person or event using

person or event using appropriate structures appropriate structures and

appropriately. and vocabularies. vocabularies.

8. Summarise a  Summarise a text into a short  Summarise a text into a short
text. form condensing the form condensing the

information. information.

9. Write a character  Write a character sketch of  Write a character sketch of the
characters in a text with
sketch. the characters in a text.
sufficient arguments.

10. Write a  Write a critical review of a  Write a critical review of a
book/film book/film. book/film.
review.

11. Transfer  Transfer information from  Transfer information from

information from tables, graphs and charts to tables, graphs and charts to prose

tables, graphs  prose and vice versa.  and vice versa.
and charts to Describe and interpret tables, Describe and interpret tables,

charts and graphs clearly. charts and graphs clearly.

12

prose and vice
versa.

12. Prepare  Prepare communiqué in a  Prepare a press release of an
organisation.
communiqué and simple and clear form.

press release.

13. Use the  Write a variety of text types  Write a variety of text types
mechanics of using spelling, punctuation, using spelling, punctuation,

writing properly. capitalisation, contractions, capitalisation, contractions,
abbreviations, acronyms, abbreviations, acronyms,
numbers and numerals numbers and numerals properly.

properly.

14. Use various  Use writing strategies such  Use writing strategies such as
strategies for as brainstorming, making brainstorming, making mind
generating and mind maps and spider grams maps and spider grams for

organising ideas for generating ideas. generating ideas.
for writing.  Gather required information  Gather required information for

for writing from various writing from various printed and

printed and online sources. online sources.
 Draft interview questions to  Draft interview questions to

collect information. collect information.
 Take notes while reading or  Take notes while reading or

interviewing and use the interviewing and use the notes

 notes for writing.  for writing.
Use a range of organisational Use a range of organisational
strategies such as clustering, strategies such as clustering,

webbing, and mapping to webbing, and mapping to present

 present information.  information.
Critically analyse the sample Critically analyse the sample

writings to find out their writings to find out their

structure and styles. structure and styles.

15. Apply process  Apply the stages of process  Apply the stages of process
approach (i.e. planning, making
approach to approach (i.e. planning,
an outline, preparing the first
writing for making an outline, preparing
draft and revising, editing and
producing a the first draft and revising,
producing the final draft) to
variety of editing and producing the
create a variety of creative
creative writings. final draft) for creating a
writings such as essays, personal
variety of creative writings experiences and articles.
such as essays, personal

experiences and articles.

16. Use an authentic  Use an authentic English  Use an authentic English
dictionary, thesaurus,
English dictionary, thesaurus,

dictionary, encyclopedia, and academic encyclopedia, and academic

thesaurus, reference materials for reference materials for drafting,

encyclopedia, drafting, revising and editing revising and editing their

and academic their writing. writing.

 Develop personal dictionary.  Develop personal dictionary.

13

reference
material.

Note:

Self-exploration and self-expression/creative writing should be dealt with as an inherent part while
interacting with texts.

4. Scope and Sequence
4.1 Reading
The content of reading section is divided into two parts: Part I and Part II. Part I includes a wide variety of
contemporary issue-based thematic texts intended for the practice of (a) intensive reading (b) grammar (c)
vocabulary (d) listening and speaking (e) writing. Part II is built on the successful exposition of Part I. Part
II includes literary genre-based selected texts of different types for reading for pleasure, for both intensive
and extensive purposes so as to enable the learners to discern different aspects of literary texts and practise
creative writings, which involves expression of imagination.

Part I (Outlines for the selection of texts)

There will be a wide variety of texts on different issues- both local and global of mainly contemporary
concerns, which include gender issues, diaspora, science and technology, depletion of natural resources,
etc. There will be maximum 21 reading texts of moderate length not exceeding 2000 words and technical
terms at each grade. The texts should be taken from various thematic areas that have been proposed below.
Around each selected text, specially tailored exercises will be developed for supporting the learners'
engagement with the texts.

S. No. Thematic areas Possible topics

1. Education and humanity ethics, human values, moral values, education, spirituality,
animal rights, patriotism, responsibility of citizens

2. Health, sports and yoga, travelogue, illness, disease, diet, nutrition, epidemics,
adventure hygiene, mental health, physical exercise, traditional and
alternative medicine, meditation

3. Media and society change in communication and pace of life, advertising, bias in
media, the Internet, radio and television, telephone, press

4. History and culture identity, language, ethnicity, ethnic groups in Nepal, folk

literature, folk songs, folk culture/children's literature diaspora,

ethics, cultural diversity, beliefs, values and norms, etiquette,

historical events, national customs

5. Ecology and global warming, deforestation, diversity, sustainable
development development, population, agronomy, forestry, wildlife,
weather, ecosystem, food and water, the effect of man on
nature, the environment, natural disaster

6. Science and technology ethics and science, impact of ICT on society, entertainment,
renewable energy

7. Globalisation and international economy, migration, poverty and famine, global
economy citizenship

14

8. Humour and satire humour, satire

9. Democracy and human democracy, human rights, gender, law and justice, legal

rights awareness, children's rights, women's rights, rights of senior

citizens, non-violence, charity

10. Home life, family and celebrations and social events, friendship, work, family, social

social relationships acceptance, sex education

11. Arts, music and creation painting, arts, music, creation

12. Fantasy fantasy, imagination

13. Career and jobs, career, entrepreneurship, problems of unemployment
entrepreneurship

14. Power and politics power, politics, struggle, conflict

15. War and peace war, peace

16. Critical thinking critical thinking, divergent thinking, logical thinking

Possible text types for part I

A wide variety of texts will be covered for reading purposes. Reading texts for part I will cover the

following types:

 interviews
 book/film reviews
 news reports and articles
 literary writings
 reports
 academic publications
 letters
 essays
 news articles
 biographies/auto-biographies
 product guides
 poems
 blogs
 brochures
 emails
 travelogues/memoire

Part II (Outline for the selection of reading texts)

As mentioned before, this part will consist of different types of creative works that involve the expression

of imagination and art so that the students can perceive how language functions differently. These are higher

functions. This section will expose the students to a different world of imagination and art. This will

encourage them to read more, think more and express with individual artistry. There lies infinite possibility

of growing independently. In this part, there will be maximum 20 reading texts of moderate length at each

grade.

15

The genres that will be included in this part along with the number of texts of each genre is given below:

S. N. Genres Number of texts to be
1. Short stories included

7

2. Poems 5

3. Essays 5
4. One act plays 3

Total 20

Based on the above genres, different types of reading and writing tasks should be developed so that the
students can think more independently, work creatively and develop a good foundation for the university
level education.

The tasks incorporated in this part will focus on:

 glossary
 literary devices used in the texts
 comprehension questions (short and long: literature-based reading, reading between the lines,

appreciation of texts, interpretation of texts)
 writing a summary
 describing the character
 comparing and contrasting
 critical and creative writing

4.2 Writing

Grade 11 Grade 12

1. Paragraphs 1. Paragraphs
2. Personal letters (letters to friends and 2. Formal letters (letters to the editors, job

relatives) emails, blogs application, business letters)
3. Essays (descriptive, narrative, argumentative 3. Curriculum vitae
4. Essays (descriptive, narrative, argumentative
and expository)
4. News articles and expository)
5. Formal reports based on project works or 5. News articles
6. Formal reports based on project works or
mini-research
6. Narratives (personal experiences, stories, mini-research
7. Narratives (personal experiences, stories,
events, travelogues, memoire)
7. Descriptions (persons, events) events, travelogues, memoire)
8. Summaries 8. Descriptions (persons, events)
9. Character sketch 9. Summaries
10. Book/film review 10. Character sketch
11. Transferring information from para- 11. Book/film review
12. Transferring information from para-
orthographic texts
12. Communique orthographic texts
13. Mechanics of writing 13. Press release
14. Mechanics of writing

16

14. Writing strategies 15. Writing strategies
15. Process approach to writing 16. Process approach to writing

4.3 Listening and speaking

As far as possible listening and speaking skills will be practised not in isolation but in the context of reading

texts in an integrated way. Listening texts will cover the following types in both grades:
 Lectures
 Talks
 Presentations
 Conversations
 Personal accounts (e.g. oral anecdotes, past experiences, etc.)
 Interviews
 Short discussions
 Narratives (e.g. radio dramas)
 Procedures (e.g. instructions and directions)
 Factual accounts (news reports, eye witness accounts)
 Explanations (e.g. how an engine works)
 Expositions (debates, speech, advertisements)
 Public announcements
 Weather forecast

Speaking skill will be linked with the prescribed language functions. The prescribed language functions

will be included in the tasks and topics for speaking. Speaking tasks and topics should be linked directly to

the reading texts. Speaking tasks will cover the following main areas in both grades:
 conversations/interactions
 formal and informal discussions
 interviews
 telecommunications
 narrating
 making presentations
 describing

4.4. Language functions

The language functions prescribed in this curriculum should be the basis developing tasks for listening and
speaking, and the grammar should be linked to the language functions.

Grade 11 Grade 12

1. Expressing good wishes 1. Expressing feelings, emotions and
1. Giving directions and instructions attitudes
2. Expressing agreement/disagreement
3. Expressing decisions, intentions and plans 2. Expressing certainty
4. Expressing obligation 3. Expressing indifference
5. Requesting and offering 4. Making comparisons and contrasts
6. Suggesting and advising 5. Arguing/defending a point
7. Describing objects, people and places 6. Responding to counter arguments
8. Asking about opinions/giving opinions 7. Expressing disappointment
9. Describing experiences 8. Clarifying
10. Describing hopes, wants and wishes 9. Describing processes
11. Expressing certainty, probability, doubt 10. Predicting
11. Expressing degrees of certainty
12. Expressing necessity

17

12. Interrupting 13. Speculating
13. Generalizing and qualifying 14. Giving reasons
14. Expressing reactions, e.g. indifference 15. Denying
15. Talking about regular actions and activities 16. Complaining/criticizing
16. Encouraging/discouraging 17. Reminding
17. Persuading 18. Summarizing
18. Comparing past and present 19. Narrating past events, actions and
19. Narrating past events, actions and experiences
20. Expressing complements experiences
21. Reporting 20. Reporting
21. Announcing

4. 5. Grammar

The grammar part of the curriculum will include the following topics:

a. Adjectives and adverbs
b. Concord/subject verb agreement
c. Prepositions
d. Modal auxiliaries
e. Tense and aspects
f. Infinitives and gerunds
g. Conjunctions,
h. Relative clause
i. Voice
j. Reported speech

The grammar should not be taught separately. It should be dealt with in the texts as far as possible.

4.6. Sounds, vocabulary and dictionary use

a. Sound system of English

- Consonants

- Vowels

b. Vocabulary study-word formation

- Stem/root - Suffixes

- Prefixes - Derivation

- Inflexion - Synonyms/antonyms

- Parts of speech - Idioms and phrases

- Nouns-number - Verb conjugation

- Spelling - Punctuation

c. Dictionary use (focus on the use of electronic dictionary)

d. Idioms and phrasal verbs

The Curriculum has two broad sections : Language Development and literature. The allocation of
working hours for language development and literature will be 73 and 55 respectively.

Note: Activities focusing on the specific features of vocabulary e.g. prefixes, suffixes, changing word class,
synonyms, antonyms, giving single words, concussing words, etc. should be designed based on the reading
texts.

5 Learning Facilitation Process

18

5.1 Principles of Language Pedagogy

The current grade XI and XII curriculum is based on the following pedagogic principles :

 Content and language integrated learning: Language learning becomes effective when the learners
develop an awareness of some specific content knowledge. Meaningful content relating to the real
world helps learners comprehend not only the content itself but also the accompanying language.
Integrating content and language is a clear departure from the mere communication towards a
meaningful cognition through the language being learnt.

 Real world link: The principle of real world link is about exposing learners to the realities of the
world through meaningful information and knowledge. Simulated and real tasks allow learners to
envisage how the English language will be used in their real life.

 Diversity as a resource: In diverse classrooms, with learners from multilingual and multi-cultural
backgrounds, exploiting diversity as a resource helps not only in the teaching learning process but
also in creating social cohesion. The content from diverse contexts establishes the pluralistic concept
first in the classrooms and later in the real world.

 Learning through Information and Communication Technology (ICT): With the advent of the ICT,
language learning has been more accessible to the learners. The mobile and media technologies allow
learners to access learning materials from anywhere and anytime. The use of ICT tools in the
classroom pedagogy gives learners more autonomy in different ways.

 Learner engagement: Language learning becomes enriching as well as fulfilling when learners are
fully engaged. Their engagement in the pedagogical process should be ensured with their involvement
in the meaningful tasks, projects and out of class activities. Engaged learners are not only successful
in developing their language but also become a resource for the class.

5.2 Learning Activities

Based on the above-mentioned pedagogical principles, the following activities have been suggested in order
to achieve the competencies of this curriculum:

 Reading and presentation
 Writing projects
 Dramatization, role-play and simulation
 Inquiry-based writing
 Reading for comprehension
 Reading for critical assessment/analysis
 Discussion sessions
 Think - Pair- Share
 RDWS (Read, Discuss, Write and Say/Share)
 Teacher-guided self-study
 Journal writing
 Library visits
 Listening to lyrical poems and songs
 Reciting lyrical poems and songs
 Watching movies (animated/unanimated, comic) and dramas
 Brainstorming and mind mapping
 Quick write/flash writing
 Book/film reviews

19

 Paraphrasing
5.3 Instructional Materials for Learning Facilitation

Each student must have a textbook. Each teacher should have a teacher’s guide and a set of teacher support
materials for the appropriate grade, including digital and electronic materials as far as practicable. Teachers
should make an extensive and proper use of the board. To make learning easy, effective and interesting, a
variety of materials should be used including the following:

 Charts
 Comparison tables
 Role cards
 Newspapers
 Bulletins, brochures
 Pictures/drawings
 Audio-visual materials
 Writing samples (e.g. essay, book/film review, mind mapping, brainstorming, etc.)
 Worksheets
 Flash cards
 Formats (of book review/film review/project work, etc.)
 Dictionaries, computers, audio players and mobile phones
 Multi-media
 Online resources
 Readers
 Additional references
 Sample interpretation/sample summaries/character sketches/poems, etc.

6. Student Assessment

The letter grading system will be used for assessing the students' performance. In order to assess the
student's learning achievement as expected by this curriculum, formative as well as summative and internal
as well as external assessment will be done.

In order to ensure the learning of the students, informal assessment will be conducted regularly and timely
feedback will be provided to the students for improvement. The goal of formative assessment is to help the
learners to learn more rather than to check what they have learnt and what they have not. Formative
assessment should focus on those areas which pose problems in learning. This can also take the form of
remedial teaching. Formative assessment should focus on the development of all the language skills and
aspects in the learners. Various classroom activities and techniques should be used to help the learners to
learn more. The following techniques/activities can be used as tools for formative assessment:

 Observation of students'  Portfolio  Games
linguistic behaviour  Tests (class, weekly,  Debates
 Story telling/retelling
 Anecdotal record monthly, trimister)  Poetry recitation
 Rating scale  Project works  Dramatization/simulation
 Check lists  Creative works  Role play
 Work sample/written  Self-initiation in  Group discussion
 Journal writing
samples learning
 Interviews  Class work
 Home assignments

20

As a part of summative assessment, tests for assessing four skills of language, viz. listening, speaking, reading
and writing will be conducted terminally. Listening and speaking tests will be conducted on practical basis.
There will be both internal as well as external evaluation as part of summative or final assessment.

6.1 Internal Evaluation: The international evaluation convers 25 marks. The allocation of marks is as
follows:

S. N. Areas Marks
1. Participation 3
2 Listening test 6
3 Speaking test 10
4 Score from terminal exams 6
Total marks 25

6.2 External evaluation: The external evaluation carries 75 marks. The allocation of marks for each
language skill and aspect is given below:

S. N. Language skills and aspects Marks
1. Reading 35
2. Writing 25
3. Grammar 10
4. Vocabulary 5
Total marks 75

6.3 Alternative Evaluation
For the students with disabilities, alternative assessment tools will be used. They are suggested in the test
specification grid.

6.4 Elaboration of Internal Assessment

S. N. Areas Marks Guidelines for evaluation

1. Participation 3

This covers students’ attendance, participation in classroom
activities and their performance on classwork, homework and
project works assigned to them. The teacher needs to maintain
the record of students. The same record is to be consulted to
award the marks for this aspect.

2 Listening test 6 1. Listening comprehension

Types of sound files:

(The sound files may contain: lectures, talks, presentations,
poetry, interviews, conversations, short discussions,
advertisements, personal accounts (oral anecdotes, past

21

experiences) narratives (e.g. radio dramas), instructions and
directions, factual accounts (e.g. eye news reports, eye
witness accounts) explanations, public announcements
operating instructions, weather forecast)

There will be two listening tasks on two different sound
files. Each task should consist of three questions.

Note: The sound files should be authentic and clearly
articulated with normal speed of delivery. Each sound file
should be of 3 minute maximum in length.

Listening constructs to be focused:

a. Specific information
b. Gist
c. Main information and supporting details
d. Specific information and important details

Number of sound files: Two sound files each carrying 3 marks
will be used.

Length of the sound file: Maximum three minutes

Types of test items

1. Multiple choice 4. Short answer questions
2. Fill in the blanks
3. Matching

Alternative test methods for students with speech and
hearing difficulties

For the students with speech and hearing difficulties, any one
of the following types of questions can be asked:

1. Paragraph writing on a given topic

2. Writing a letter

3. Writing a description of the given picture

Time: 20 minutes.

3 Speaking 10 The speaking test will be administered practically. The test
starts with greeting and introducing to make the students
feel comfortable. This will not carry any marks. The
speaking test consists of the following sections:

1. Introduction and interview (3 marks)

The students will be asked at least any three questions on their
personal affairs and immediate situation. (How are you
preparing for the exam? What will you study after grade 12?
What’s your aim in life? Do you like English? Why?/Why not?

22

2. Describing pictures (4 marks)
The students are given a picture or a set of pictures. They are
expected to describe the picture in at least 8 sentences.
3. Speaking on a given topic (3marks)
The students will be given a topic like; my school, my
hobby, my family. They will get one-minute time to think
over the topic and then they will speak on the topic. This
will also be done individually.
Time: 10 to 15 minutes for per student
Alternative test methods for students with visual difficulties
For the students with visual difficulties, ask them to narrate a
sequence of events instead of the task 2 ‘describing pictures’
above.
4 Score from 6 3 marks from each terminal exams
terminal exams

23

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@= ljljw kf7, ;~rf/ dfWod / cGo ;fdu|L ;'g]/ cleJolSt ;g' ]/ ljZni] f0ffTds kl| tlj|mof JoSt
tfls{s kl| tlj|mof JoSt ug{ ug{

#= lbOPsf ljifo jf zLif{sdf ;dx" ut 5nkmn Pjd\ #= lbOPsf ljifo jf zLif{sdf ;d"xut 5nkmn
k|:tt' Ls/0f ug{ Pjd\ k|:tt' Ls/0f ug{

$= ;Gbec{ g';f/ ult, olt / no ldnfO{ df}lvs $= ;Gbe{cg';f/ ult, olt / no ldnfO{ dfl} vs
cleJolSt ug{ kl| tlj|mof JoSt ug{

%= b]v;] 'g]sf, k9]sf tyf cg'ej u/]sf ljifonfO{ %= bv] ;] g' s] f tyf cge' j u/s] f ljifonfO{ l;nl;nf
l;nl;nf ldnfO{ k|:t't ug{ ldnfO{ k|:tt' ug{

^= ;fdflhs, ;f+:sl[ ts ;Gbe{, jStfsf] cj:yf tyf ^= ;fdflhs ;Gbe{, k|;ªu\ , jStfsf] cj:yf, clejl[ 4
;j+ ]usf cfwf/df k|ltlj|mof lbg / ;j+ ]u tyf efiffsf] k|ofh] gk/s e]bsf cfwf/df
lzi6tfkj" {s kl| tlj|mof JoSt ug{

&= cf}krfl/s sfo{jm| ddf ;xefuL eO{ cfkmg\ f ljrf/
ke| fjsf/L ¿kdf JoSt ug{

@= k9fO l;k != lnlvt ;fdu|LnfO{ ult, olt, no ldnfO{ z4' ;Fu != lnlvt ;fduL| nfO{ ult, olt, no ldnfO{ z'4;Fu
k9g\ k9\g

@= ;flxlTos tyf k|of]hgk/s kf7x¿ k9L @= ;flxlTos tyf k|of]hgk/s kf7x¿ k9L
kfl/eflifs÷kf| ljlws zAbnfO{ jfSodf k|ofu] ug{ kfl/eflifs÷kf| ljlws zAbsf] ;Gbe{cg';f/
jfSodf ko| f]u ug{
#= kf7df ko| fu] ePsf zAbsf] lxHh] / cy{afw] sf nflu
zAbsf]zsf] ko| fu] ug{

25

$= lnlvt ;fduL| sf] ;:j/ tyf df}g k7gåf/f k9fOsf] #= kf7df k|of]u ePsf zAbsf] lxHh,] pRrf/0f, ;|f]t,
ult ljsf; ug{ zAbju,{ agf6] / cy{ klxrfgsf nflu
zAbsf]zsf] ko| fu] ug{
%= lnlvt ;fdu|Lsf cfwf/df ;Gbe{sf] cgd' fg, 36gf,
rl/q / kl/jz] sf] afw] u/L k9g\ $= lnlvt ;fduL| sf] b|'tk7g ug{

^= ljleGg kf7 tyf ltgsf ljlzi6 cz+ sf] JofVof %= lnlvt ;fduL| efj ljZn]if0f ug{ ;Sg] u/L k9g\
Pjd\ ;dLIff ug{ ;Sg] u/L k9\g
^= ljleGg kf7 tyf ltgsf ljlzi6 c+zsf] JofVof
&= ljljw If]q;uF ;DalGwt kf7x¿ k9L af]w ug{ Pjd\ ;dLIff ug{ ;Sg] u/L k9g\

*= kj" fg{ d' fg, lgisif,{ ;f/f+z, ;+Zn]if0f, kl| tljm| of JoSt &= ljljw If]q;Fu ;DalGwt kf7x¿ k9L afw] ug{
ug{ ;Sg] u/L kf7x¿ k9g\
*= k"jfg{ d' fg, lgisif,{ ;f/fz+ , ;Z+ n]if0f, ljZn]if0f, u/L
k|ltlj|mof JoSt ug{ ;Sg] u/L kf7x¿ k9\g

#= nv] fO l;k != gk] fnL j0f{sf] klxrfg / juLs{ /0f u/L n]Vg != zAbdf /x]sf cIf/ ;+/rgf 5'6o\ fO{ nV] g

@= j0f{ljGof; / n]Vo lrxg\ x¿sf] z'4 k|of]u ug{ @= j0f{ljGof; / nV] o lrxg\ x¿sf] z4' ko| f]u ug{

#= df}lvs Pjd\ lnlvt cleJolStsf] a'Fbfl6kf6] ug{ / #= lj1fg, kl| jlw, ;fdflhs zf:q, jfl0fHo sfgg' cflb
;f/f+z n]Vg Ifq] ;Fu ;DalGwt k|ofh] gk/s nv] g ug{

$= Jofjxfl/s nv] g -3/fo;L kq, lgdGq0ff, awfO,{ $= Jofjxfl/s n]vg ug{ -Jofj;flos kq, e/kfO{,
ze' sfdgf, ;Ddfgkq, ;r" gf, lj1fkg, >4f~hnL, td;'s, s/f/gfdf, dGh/' Lgfdf, dr' N' sf,
;djb] gf_ ug{ k|zf;lgs l6Kk0fL tyf a7} s lg0fo{ , lj1lKt,
afn] kq / ;DkfbsnfO{ lr7L nv] g_
%= bv] ];g' s] f, k9]sf / cg'ej u/s] f ljifoj:ts' f
af/d] f l;nl;nf ldnfP/ lnlvt j0f{g ug{ %= ;fdflhs, ;f:+ s[lts, /fli6o« Pjd\ dfgjLo dN" odf
cfwfl/t eO{ lnlvt cleJolSt lbg
^= s'g} klg ljifo zLifs{ df cyk{ "0f{, jm| da4 tyf
ke| fjsf/L ¿kdf cg'R5b] /rgf ug{ ^= bv] ];'g]sf, k9]sf / cg'ej u/]sf ljifoj:t'sf
af/]df l;nl;nf ldnfP/ lnlvt j0fg{ ug{
&= kf7sf] ks| [ltcg;' f/ ljifoIfq] , ;+/rgf -cflb, dWo /
cGTosf] z[ª\vnf_, 36gf, rl/q, kl/j]z, efj, &= kf7sf] k|sl[ tcg';f/ ;Gbe{sf] cgd' fg, ;/+ rgf
noaf]w u/L nV] g klxrfg, 36gf j0fg{ , efjaf]w, tflss{ ljZni] f0f
u/L nV] g
*= ;flxlTos ljwf / kf7x¿sf] ljZni] f0f ug{ / ljlzi6
cz+ sf] JofVof ug{ *= ;flxlTos ljwf / kf7x¿sf] ljZn]if0f ug{ /
ljlzi6 cz+ sf] JofVof ug{
(= lnlvt cleJolStsf j|mddf Jofs/0fsf cfwf/et"
lgod kfngf u/L n]Vg (= lnlvt cleJolStsf jm| ddf Jofs/0fsf cfwf/et"
lgod kfngf u/L n]Vg
!)= ljleGg ljwfdf cfwfl/t eO{ lgb{l] zt / :jtGq
l;h{gf ug{ !)= ljleGg ljwfdf cfwfl/t eO{ lgb]{lzt / :jtGq
l;h{gf ug{
!!= sfz] Lo kl| jli6cg';f/ zAbj|md ldnfO{ nV] g
!!= ljB'tLo ;~rf/ dfWoddf k|sflzt ;fduL| tyf
k':ts / nv] /rgf k9L kl| tlaDafTds nv] g ug{

!@= sf]zLo k|ljli6cg;' f/ zAbj|md ldnfO{ nV] g

26

$= ljifoj:t'sf] If]q / jm| d Affw] cleJolSt efifftŒj kf7\o3
-s_ sIff M !!

jm| ;+ ljwf÷ kf7 Ifq]

06f

!= sljtf bz] elSt  sljtfsf] ;/+ rgf  sljtfsf] noa4 -c_ gk] fnL sYo / nV] o &
-kB_ j0f{ -:j/ / Jo~hg_
 ljifosf] jm| d, efiff, jfrg sf] klxrfg

no cflbsf] af]w  sljtfnfO{ uBdf -cf_ pRrfo{ Jo~hg
j0f{sf] klxrfg /
 b]zelSt, ;:+ s[lt / ¿kfGt/0f k|ofu] -:yfg, ko| Tg,
3fi] fTj / k|f0fTj_
efiff;DaGwL  sljtf l;h{gf

kBf+zsf] afw] -cg's/0ffTds n]vg_

@= syf ;fdflhs  syfsf] ;+/rgf  syfsf 36gfx¿sf] -c_ d"n / Jo'TkGg *
#= lgaGw -ljifo, cgR' 5]b l6kf6] zAbsf] klxrfg
ofh] gf, 36gfjm| d,
$= hLjgL ;+jfb, efiff cflb_  syfsf kfqx¿sf] -cf_ zAb ;|f]t M tT;d,
sf] af]w rl/q j0f{g tb\ej / cfuGt's
zAb
 n3s' yf n]vg
-O_ zAbsf]zLo ko| f]u
-cg's/0ffTds_

;f:+ sl[ ts -  lgaGwsf] ;/+ rgf  lgaGwdf jl0f{t kbju{ -gfd, ;jg{ fd, &
ljz]if0f / ljm| ofkb_
cfTdk/s_ -cgR' 5b] ofh] gf, d'Vo ljifosf] sf] k|of]ufTds
klxrfg
ljifo k|:t'ltsf] jm| d, a'Fbfl6kf6] / ;f/

efiffz}nL cflb_ sf] n]vg

af]w  :yfgLo ;dfhdf

 lgaGwdf ko| S' t k|rlnt rf8kjs{ f]

sl7g zAbsf] j0fg{ u/L lgaGw

cya{ fw] nv] g

 tfls{s,
cGt/lj|mofTds
Pjd\ ;d:of
;dfwfgd"ns n]vg

-/fli6«o_ – hLjgLsf] ;+/rgf  hLjgLdf k|:tt' -c_ kbju{ &
-hLjg ljifos 36gfjm| dsf] j0f{g -gfdof]uL,
36gf z[ª\vnf, lj|mofofu] L, ;+of]hs,
 cfgˆ f] ;dfhdf lj:doflbaf]ws /
cgR' 5b] of]hgf, kl| tli7t sg' } lgkft_ sf]
efiff cflb_ sf] JolStsf] hLjgL k|of]ufTds klxrfg
nv] g
af]w -cf_ zAb ¿kfog
 hLjgLaf6 kf| Kt
;Gbz] ÷lzIffsf]
cleJolSt

27

%= kq n]vg 3/fo;L  kq nv] gsf] ;+/rgf  kq n]vgdf k|:t't nV] o lrx\g / ltgsf] *

-ljifo, k:| tl' tjm| d, ljifoj:t' / 9frF fsf] ko| f]u

9fFrf, efiffz}nL cflb_ l6kf6] -k"0f{lj/fd,
cw{lj/fd,
sf] af]w  ljifosf] k:| t'lt cNklj/fd, sfi] 7s,

–  lglbi{ 6 ljifodf kq ljsNkafw] s÷lto{s\,
nv] g k|Zgjfrs, p4/0f,

 lgdGq0ff, awfO{, lj:do;r" s÷pb\uf/,
z'esfdgf, lgb{]zs, ofh] s, 56'
clegGbgkq, lrx\g÷sfukfb]
;Ddfgkq, ;r" gf, lrx\g,

lj1fkg, >4f~hnL,

;djb] gfsf] 9frF f /

z}nLsf] cWoog tyf

nv] g cEof;

^= syf dgfj] }1flg  syfsf] ;/+ rgf  syfsf 36gfx¿sf] -c_ j0fl{ jGof;sf] *
s -ljifo, cg'R5b] l6kf]6 klxrfg / ko| f]u
ofh] gf, 36gfjm| d,
;j+ fb, efiff cflb_  syfsf kfqx¿sf] -cf_ eflifs ko| fu] df
sf] afw] rl/q j0fg{ kbofu] /
kbljofu] sf] klxrfg
 k9]sf gofF syfsf / ko| fu]
af/d] f k:| t'lt

 n3s' yf n]vg

-cgs' /0ffTds_

&= lgaGw k|fs[lts  lgaGwsf] ;/+ rgf  lgaGwdf jl0f{t pk;uå{ f/f zAblgdf0{ f &
-j:t'k/s_ -ljifo k:| t'ltsf]
jm| d, cg'R5]b dV' o ljifosf] -c_ c, cg, s,' la, a],
of]hgf, efiffz}nL a'bF fl6kf6] , ;f/f+z ab, u}/, gf
cflb_ sf] af]w
 ks| [lt tyf -cf_ clt, clw, cg',
 lgaGwsf] zn} L / jftfj/0fsf] j0f{g ck, cle, cj, cf,
9fFrfsf] cWoog u/L lgaGw n]vg pt,\ pk, b'/,\ b;' \,

 vfh] tyf lg, lg/,\ lg;\, k/f,

kl/ofh] gfdf kl/, k,| kl| t, lj,

cfwfl/t eO{ ;d\, ;'

;dfnf]rgfTds

lrGtg;lxtsf] nv] g

*= n3g' f6s ;fdflh÷  gf6ssf] ;+/rgf  gf6ssf k|dv' kT| ooåf/f zAb lgdf0{ fM !!

dgfj] 1} flg -ljifo, k:| tl' tj|md, kfqsf] rl/q j0fg{ -s_ cSs8, ct, cGt,
s
xfpefp, d~rLotf,  gf6ssf 36gf tyf cfO, cfOF÷ofO,F

rl/q, ;+jfb, kl/j]zsf] j0f{g cfp, cfnL,

efiffz}nL cflb_ sf]  gf6ssf] ;j+ fbfTds cfn', cfj6,
afw] clego -ljifosf] cfxf÷ofxf, Oof,

k|:tl' t, xfpefp_ -v_ Oof/, Onf,] O,{ pjf,

P, PnL, cf,] cf]6,

28

 ;+jfb nv] g cfn} L÷of}nL,
kg÷kgf, nL, n]
 kl| tjb] g n]vg

-sfoj{ |md, e|d0f,
36gf_

( l/kf]tfh{ dn" s :jf:Yo,  l/kf]tf{hsf] ;/+ rgf  l/kft] fh{ df jl0ft{ kT| ooåf/f zAb *

/rgf ofu] tyf -ljifo k|:tl' tsf] dV' o ljifosf] lgdf0{ fM

lrlsT;f j|md, cg'R5b] abF' fl6kf6] , l6Kk0fL cs, cg, cgLo, Os,
ofh] gf, efiffzn} L nv] g Ot, O,{ O{g÷O0{ f, O{o,
cflb_ sf] af]w s, t/, td, tJo, tf,
 :jf:Yo, of]u /
 l/kft] f{hdf k|oS' t lrlsT;fsf] j0fg{ lt, Tj, do, dfg\,

sl7g zAbsf] u/L l/kft] fh{ n]vg jfg,\ o
cya{ f]w  l/kf]tf{hdf ko| S' t

 l/kft] f{hsf] 9fFrf / sl7g zAbaf6

zn} Lsf] cWoog jfSo /rgf

 k|ltj]bg nv] g 9frF f
/ z}nLsf] cWoog /
n]vg cEof;

!)= ;j+ fbfTds s[lif, jg  ;+jfbsf] ;+/rgf -  ;+jfbdf k|:t't ;df; k|lj|mofåf/f zAb *

/rgf tyf ljifo, k|:t'ltj|md, ljifoj:t'sf] l6kf]6 lgdf0{ f

jftfj/0f xfpefp, ts{, ;j+ fb,  ljifosf] k|:t'lt, -cJooLefj,
efiffz}nL cflb_ sf] xfpefp sdw{ f/o, tTk?' if,
af]w åGå, låu,' ax'a|Llx
 lglb{i6 ljifodf
;+jfb n]vg tyf -;df; / ljux| ;dt] _

dfl} vs cleJolSt /

clego

 pb3\ f]if0f, ;dfrf/
jfrg, kj| rg
cflbsf] cEof;

!!= b}lgsL /rgf ko6{ g  lglb{i6 kf7sf] afw]  lglbi{ 6 kf7;Fu -c_ låTj kl| jm| ofåf/f *

-cgd' fg, ;+/rgf ;DalGwt /rgf zAb lgdf{0f

klxrfg cflb_  aFb' fl6kf6] / ;f/fz+ -k0" f,{ cfl+ zs /

 lglb{i6 kf7df k|oS' t nv] g cfkl/jltt{ låTj_

kf| ljlws tyf  bl} gsL nv] g -cf_ ;lGw / ;lGw

kfl/eflifs  cg's/0ffTds n]vg ePsf zAbsf]
klxrfg
zAbsf] cy{afw]

29

!@= jStt[ fTds hn;|ft] /  jSt[tfsf] ;/+ rgf -  jStt[ fdf k|:t't -c_ p2Z] o / p2Z] o (

/rgf pmhf{ ljifo, k|:t'ltjm| d, ljifoj:t'sf] l6kf6] lj:tf/ tyf ljw]o /

xfpefp, ts,{ ;j+ fb,  xfpefp;lxt ljw]o lj:tf/,
efiffz}nL cflb_ sf] ljifosf] k:| t'lt klxrfg / ko| fu]

af]w  lglbi{ 6 ljifodf -cf_ Jofs/0ffTds
jStt[ f nv] g tyf sfl] 6sf cfwf/df
dfl} vs cleJolSt / jfSo kl/jtg{

clego -lnª\u, jrg, k'?if,

 pb3\ fi] f0f, ;dfrf/ cfb/_

jfrg, kj| rg -O_ syg -k|ToIf,
ckT| oIf_
cflbsf] cEof;

 jStt[ f÷jfbljjfb -O{_ w|'jLotf
-s/0f, cs/0f_
cfofh] gf

 ljleGg 9frF fdf
kl| tj]bg nv] g

hDdf (^

-v_ sIff M !@ If]q Affw] cleJolSt efifftŒj kf7\0306f
j|md Kff7
;ªV\ of ;fdflhs  sljtfsf] ;+/rgf  sljtfnfO{ cg'R5b] df g]kfnL cIf/sf] &
!= sljtf klxrfg / &
-ljifosf] j|md, efiff, ¿kfGt/ pRrf/0f cEof;
-uB sljtf_ &
z}nLsf] af]w cflb_  sljtfsf] noa4 jfrg
syf fiff
@=  uB sljtfsf] noaf]w  sljtf l;hg{ fsf] cEof;

#= lgaGw Pl] txfl;s÷  syfsf] ;/+ rgf  syfdf ko| 'St kbju{
kf}/fl0fs÷ -ljifo, cg'R5b] ofh] gf, 36gfx¿sf] l;nl;nfa4
;f:+ sl[ ts 36gfjm| d, ;+jfb, l6kf6] -gfd, ;jg{ fd,
ljzi] f0f / cJoo_
efiff cflb_  lgb]l{ zt jf :jtGq syf sf] klxrfg /
n]vg cEof; k|ofu]
sf] afw]
 ljB'tLo tyf ;~rf/
dfWoddf ks| flzt
syfx¿sf] cWoog /
ke| fjsf] k:| tl' t

lgofqf  lgaGwsf] ;/+ rgf  cfkmn" ] u/]sf] sg' } -c_ kb;ª\ult
-s_ lnªu\
-ljifo k|:t'ltsf] j|md, ofqfsf] j0f{g -v_ jrg

cg'R5]b of]hgf,  lgaGw n]vg

30

efiffz}nL cflb_ sf]  ljBt' Lo ;~rf/ dfWod -u_ k'?if

afw] / ks| flzt pkofu] L nv] -3_ cfb/
-;fdfGo, dWod,
 lgaGwdf ko| S' t sl7g /rgfx¿sf] cWoog / pRr_
zAbsf] cy{afw] To;af6 kf| Kt ljifoj:t,'
;Gb]z cflbsf] k:| t'lt -cf_ zAb ¿kfog

 tfls{s, cGt/ljm| ofTds
Pjd\ ;d:of
;dfwfgdn" s nv] g

$= kq nv] g  kq nv] gsf] ;+/rgf -  kq nv] gdf k|:t't jfSosf] klxrfg / *
-Jofj;los_ ko| f]u
ljifo, k|:t'ltjm| d, ljifoj:t'sf] l6kf]6
-s_ ;/n, ;o+ 'St
9frF f, efiffzn} L cflb_  ljifosf] k:| tl' t / ld> jfSosf]
klxrfg / ko| fu]
sf] af]w  lglbi{ 6 ljifodf kq
-v_ lgwfl{ /t
– n]vg syfaf6 ;/n,
ld> / ;o+ 'St
 e/kfO,{ td;'s, jfSosf]
s/f/gfdf, d~h'/Lgfdf,
d'r'Nsf, k|zf;lgs klxrfg /
l6Kk0fL, a7} s lg0fo{ , jfSofGt/0f
lj1fkg, ;"rgf,
lj1lKt, af]nkq,
;DkfbsnfO{ lr7Lsf]
9fFrf / zn} Lsf] cWoog
/ n]vg cEof;

 ljB'tLo ;~rf/
dfWoddf pknAw
k|of]hgk/s ;fduL| sf]
cWoog / nv] g cEof;

%= pkGofsf] cz+ ;fdflhs  pkGof; cz+ sf]  pkGof; cz+ sf] ljm| ofsf sfn -e"t, !$
ce"t_
;+/rgf ljifoj:t' j0f{g

-ljifo, kl/R5]b of]hgf,  pkGof;sf] c+zsf k|d'v kIf M ck0" f,{ k0" f{,
36gf zª[ v\ nf, kfq, kfqsf] rl/q j0f{g c1ft, cEo:t
;+jfb, efiffz}nL
cflb_ sf] afw]  pkGof;sf] cz+ sf] 36gf -cf_ gk] fnL
tyf kl/jz] sf] j0f{g j0f{ljGof;sf]
 zAbe08f/sf] afw] ko| f]ufTds cEof;
 cfkmn" ] cWoog u/]sf]
= s'g} Ps pkGof;sf]
ljifoj:t', kfq, kl/j]z,
;Gbz] cflb af/]df
df}lvs tyf lnlvt
cleJolSt

^= hLjgL cGt/fl{ i6«o  hLjgLsf] ;/+ rgf  hLjgLdf k|:tt' lj|mofsf efj M &
-hLjg ljifos 36gf 36gfj|mdsf] j0fg{ ;fdfGo, cf1f,
zª[ v\ nf, cgR' 5]b OR5f, ;Defjgf,
;ªs\ t]

31

of]hgf, efiff cflb_  cfˆgf] ;dfhdf kl| tli7t
sf] afw] sg' } JolStsf] hLjgL
nv] g

 vf]h tyf kl/ofh] gfdf
cfwfl/t eO{
;dfnf]rgfTds
lrGtg;lxtsf] n]vg

&= uLlt sljtf ;fdflhs  sljtfsf] ;+/rgf  sljtfsf] noa4 jfrg pk;u{ / &

÷;f+:sl[ ts -ljifosf] j|md, efiff,  uLlt sljtf l;h{gf kT| ooåf/f zAb
no cflb_ sf] af]w lgdf0{ f;DaGwL
 ljBt' Lo ;~rf/df
 kB / uB sljtfsf] pknAw dS' ts tyf cEof;
noaf]w sljtfTds ;fdu|Lsf]

 uhnsf] ;+/rgf afw] cWoog / sIffdf k:| t'lt

 uhnsf] /rgf

*= syf ;dfh  syfsf] ;/+ rgf -  syfdf jl0ft{ 36gfsf] låTj / ;df; &
k|ljm| ofåf/f zAb
dgfj] 1} flgs ljifo, cgR' 5b] ofh] gf, l;nl;nfa4 l6kf]6 lgdf{0f;DaGwL
cEof;
36gfj|md, ;j+ fb,  syfsf kfqx¿sf] rl/q
efiff cflb_ sf] af]w j0f{g

 syf l;hg{ fsf] cEof;

 cfkm"n] cWoog u/s] f]
sDtLdf s'g} Ps
pkGof;sf] ljifoj:t,'
kfq, kl/j]z, ;Gb]z
cflb af/]df df}lvs tyf
lnlvt cleJolSt

(= cfVofgfTds ;~rf/,  cfVofgsf] ;/+ rgf  cfVofgdf jl0ft{ sf/s / *

/rgf lj1fg tyf -ljifo, cgR' 5b] of]hgf, 36gfsf] l;nl;nfa4 ljelStsf] klxrfg
kl| jlw 36gfjm| d, ;+jfb, l6kf]6 / k|of]u

efiff cflb_ sf] af]w  cfVofgsf kfqx¿sf] -c_ sf/ssf

rl/q j0f{g ;/n / lto{s\ ¿k

 syf l;hg{ fsf] cEof; -cf_ sf/ssf
ks| f/ M stf,{ sd{,
 cfkmn" ] cWoog u/s] f] s/0f, ;Dkb| fg,
sg' } Ps cfVofgsf] ckfbfg, clws/0f
ljifoj:t,' kfq, kl/jz] ,
;Gbz] cflb af/]df -O_ ljelStsf]
dfl} vs tyf lnlvt
cleJolSt k|of]u

!)= ;+jfbfTds ;dfh,  ;+jfbsf] ;/+ rgf -  ;j+ fbdf k|:t't -s_ jfSo *
;Z+ ni] f0f /
/rgf ;:+ sl[ t / ljifo, k:| t'ltjm| d, ljifoj:ts' f] l6kf]6 ljZn]if0f

lzIff

32

xfpefp, ts{, ;+jfb,  xfpefp;lxt ljifosf] -v_ jfRo -st[,{
efiffzn} L cflb_ sf] k|:tl' t sd{, efj_ sf]
afw] klxrfg / k|ofu]
 lglb{i6 ljifodf ;+jfb
n]vg tyf dfl} vs
cleJolSt / clego

 lzIff / ;f+:sl[ ts
zLif{sdf jStJo,
;dfrf/ jfrg, kj| rg
cflbsf] cEof;

!!= k|aGwfTds sfg'g,  k|aGwsf] ;/+ rgf  ka| Gwdf jl0f{t dV' o -c_ kbj|md *

/rgf kz| f;g / -ljifo k:| t'ltsf] jm| d, ljifosf] a'bF fl6kf6] , -s_ ;fdfGo
Joj:yfkg kbjm| d
cgR' 5]b ofh] gf, ;f/f+z
-v_ ljlzi6
efiffz}nL cflb_ sf]  k|s[lt tyf jftfj/0fsf] kbjm| d
afw] j0f{g u/L k|aGw nv] g
-cf_ n]Vo lrx\g /
 k|aGwdf ko| 'St sl7g  ka| Gwdf ko| S' t sl7g ltgsf] k|of]u
zAbsf] cy{afw] zAbaf6 jfSo /rgf

 a}7s -dfOGo6' _ sf]

pkl:ylt tyf lg0fo{

Pjd\ e/kfO,{ d'rN' sf /

kz| f;lgs l6Kk0fLsf]

gdg' f nv] g

 JolStut ljj/0f

-afof8] f6f_ n]vg

!@= l/kft] f{hd"ns cy,{ pBf]u  l/kf]tfh{ kf7sf] afw]  lglbi{ 6 kf7;uF ;DalGwt -c_ plSt kl/jtg{ *

/rgf / jfl0fHo -cg'dfg, ;+/rgf /rgf -cf_ p2]Zo /

klxrfg cflb_  aFb' fl6kf]6 / ;f/fz+ ljw]o lj:tf/

 l/kf]tfh{ kf7df k|o'St n]vg -O_ zAbsf]zLo

k|fljlws tyf  lglb{i6 ko| fu]

kfl/eflifs zAbsf] cg'R5]bsf] pTt/ n]vg
cya{ fw]
 ljleGg klqsfdf  cg's/0ffTds n]vg
ks| flzt l/kf]tf{hsf]  ljBt' Lo ;~rf/
dfWoddf cfwfl/t
cWoog / k|:t'lt
ljljw n]vg cEof;

hDdf (^

b|i6Jo M

-s_ ljwfsf] dfWodaf6 ljBfyL{n] Affw] , cleJolSt / efifftŒjcGtut{ sf ljifoj:ts' f] l;sfO u/L eflifs l;kx¿ / eflifs sfo{x¿df cfjZos
;Ifdtfsf] ljsf; ug]{5g\ .

-v_ l/kf]tfh{ dn" s /rgf egs] f] sg' } klg ljifodf ul/Psf] vf]hd"ns / cfVofgfTds ;/+ rgf ePsf] tYodf cfwfl/t ;d;fdlos k|rlnt
n]vg xf] .

33

-u_ kf7o\ k:' ts ljsf; ubf{ ko| f]hgk/s /rgfx¿nfO{ ;flxlTos ljwf;Fu ;DalGwt kf7x¿sf] lardf cfjZostfg;' f/ jm| d ldnfP/ /fVgk' g{]
5.

-3_ ljwfsf] If]q tyf jm| d / lj:tt[ Ls/0fdf pNnv] ePsf kf7x¿df k|ofu] ePsf cfwf/df pko'Sttfcg';f/ zAbe08f/sf] cEof; u/fpgk' g]{
xG' 5 . o;sf nflu kof{ojfrL zAb, ljk/LtfyL{ zAb, cgs' /0ffTds zAb, cg]sfyL{ zAb, >l' t;dleGgfys{ zAb, ;ª\lIfKt zAb, pvfg
6'Ssf, n3'tfjfrL zAb, l;ªu\ f] zAb, ;dx" jfrs zAb, kfl/eflifs÷ k|fljlws h:tf zAbx¿sf] cy{ / ;Gbek{ 0" f{ ko| fu] sf] cEof;
u/fpg' ck]lIft 5 . kf7df ko| S' t ePsf zAbx¿nfO{ s]Gbl| aGb' dfgL ljleGg sf zAbe08f/sf] ljsf; u/fpg] b[li6sf]0f o;df /flvPsf]
5 . zAbsf ljleGg cy{ ;DaGwx¿ / ut ljljwtfnfO{ Vofn /fvL zAbx¿sf] cy{ / ;Gbek{ 0" f{ ko| f]udf hf8] lbOg] 5 . o; jm| ddf
ko| S' t / tT;DaGwL pvfg 6S' sfx¿sf] k|of]unfO{ klg ;dfjz] ul/g] 5 .

-ª_ o; kf7\oj|md sfofG{ jog / lzIf0f l;sfOsf jm| ddf l;hg{ fTds ;f]rfO÷lrGtg, ;d:of ;dfwfg, ljB'tLo ;~rf/ l;k, ;xsfo{ /
:jJo:yfkg, vfh] , cGji] f0f, tfls{stf h:tf efiff;Da4 hLjgf]kofu] L l;kx¿nfO{ oyf;Dej PsLst[ ul/g] 5 .

%= l;sfO ;xhLs/0f k|lj|mof

l;sfO ;xhLs/0f kf7o\ j|mdnfO{ sIffsf7] fdf k|efjsf/L ¿kdf x:tfGt/0f ug]{ ljlw xf] . efiff lzIf0fdf eflifs l;ksf]
ljsf;sf nflu l;sfO ;xhLs/0f kl| jm| of ckl/xfo{ x'G5 . efiff lzIf0fsf jm| ddf ljBfyL{nfO{ ;lj|mo u/fP/ l;sfOnfO{
ljBfyL{s]lGbt| agfpg'k5{ . o;sf nflu sIffsf7] fdf axe' flifs, l:ylt ePdf klxnf] efiff / bf];|f] efiffsf ¿kdf gk] fnL
lzIf0fsf ljlwdf Wofg k¥' ofpgk' 5{ . l;sfO ;xhLs/0f kl| jm| of kf7\ojm| dsf] p2]Zo, ljifoj:t', ljBfyL{sf] ki[ 7e"ld, :yfgLo
;|ft] ;fwgsf] pknAwtf cflbdf lge{/ x'G5 . of] JolStut / ;fdl" xs cEof;df klg cfwfl/t x'G5 . o; kf7o\ j|mddf
l;sfO ;xhLs/0fsf l;kdf cfwfl/t ljwfut lzIf0fdf hf8] lbOg] 5 . efiff lzIf0f efiffsf l;kx¿sf] lzIf0f xf] .
efiffsf ;g' fO, afn] fO, k9fO / n]vfO l;ksf] PsLs[t lzIf0f u/]/ g} efiffsf] lzIf0f ul/G5 . ;flxlTos ljwf tyf
ko| f]hgk/s kf7sf dfWodaf6 eflifs l;ksf] lzIf0f ug'{ efiff l;sfOsf] d"n kIf xf] . efiff lzIf0fdf ;flxlTos ljwf /
k|ofh] gk/s e]bx¿sf] lgDgcg';f/ pkof]u ul/G5 M

-s_ sljtf

sljtf efiffsf] noo'St e]b xf] . sljtfsf] lzIf0f ubf{ noafw] , zAbfy{ / jfSodf k|of]u, ;/+ rgf -cflb, dWo / cGTo_
af]w, efjaf]w, JofVof h:tf ljm| ofsnfk u/fpgk' b5{ . sljtf lzIf0f ubf{ kj" { tof/L, k7g jf >j0f / k7gkZrfts\ f
r/0fdf af8F L k7g k[i7el" d, p2]Zo lgwf{/0f, kZ| gsf] ;r" L, k|ZgfQ] /, efjaf]w h:tf lj|mofsnfk u/fpg'kb{5 . o;sf nflu
gd'gf sljtf lbO{ cg's/0ffTds n]vg u/fpg] / l;h{gfTds cEof; klg
u/fpg'kb5{ .

-v_ sYff

syf cfVofgfTds ljwf xf] . cfVofgfTds :j¿ksf sf/0f syf ?lrk0" f{ xG' 5 . syf lzIf0f ubf{ pRrf/0f, ult, olt;lxt
xfpefpk"0f{ k7g u/fOG5 . syfaf6 syfsyg, 36gf j0f{g, 36gf l6kf]6, af]w, kZ| gfQ] /, efj j0fg{ / cgs' /0ffTds tyf
:jtGq l;hg{ fTds cEof; u/fpg'k5{ . k7g ljm| ofsnfknfO{ of]hgfa4 ¿kdf k:| tt' u/fpg syf ljwf pkofu] L xG' 5 .
syf lzIf0f ubf{ k"jk{ 7g, k7g / k7gkZrft\sf r/0fdf afF8L kj" f{g'dfg ug],{ ;xsfof{Tds k7g, 5nkmn / k:| t'tLs/0f
ug{] tyf kZ| g lgdf0{ f u/fpg] lj|mofsnfk klg u/fpgk' 5{ .

-u_ lgaGw

lgaGw uB ljwf xf] . lghfTds / j:t'k/s cge' l" tsf nflu lgaGw pkoS' t ljwf xf] . lgaGw lzIf0f ubf{ zAbfy{ /
jfSodf ko| fu] , k7gafw] , ljifoaf]w, aFb' fl6kf6] , JofVof, ;f/f+z, k|Zgf]Q/, cg'R5b] n]vg / :jtGq nv] g h:tf lj|mofsnfk
u/fpg'k5{ . of] n]vfO l;k ljsf;sf nflu pkoS' t ljwf xf] . kl/of]hgf sfo,{ 36gf cWoog, sIff 5nkmn / k:| tt' Ls/0f
h:tf ljm| ofsnfk u/fP/ lgaGw n]vg lj|mofsnfk u/fpg'k5{ .

-3_ hLjgL

hLjgL efiffsf] uB eb] xf] . hLjgLaf6 ljBfyL{nfO{ 36gf j0fg{ , 36gf nv] g, abF' fl6kf]6, k|Zgf]Tt/, ;f/f+z nv] g / hLjgL
n]vg h:tf cEof; u/fpg'k5{ . hLjgL nv] g;uF ;Da4 u/fP/ cGtjft{ f, kl/of]hgf sfo,{ 36gf cWoog h:tf lj|mofsnfk
u/fpgk' 5{ . hLjgL lzIf0faf6 d"ntM efiffsf k9fO / nv] fO l;ksf] ljsf; x'g] eP klg nv] g cEof;;DaGwL ljm| ofsnfk

34

a9L k|efjsf/L x'G5 . o;sf nflu gdg' f hLjgL k:| tt' ub}{ cg's/0ffTds hLjgLdf cEof; u/fO{ :jtGq cEof; u/fpg'k5{
.

-ª_ ¿ks

¿ks egs] f] clegofTds ljwf xf] . o;df kfqn] kl/l:ylt, cj:yf, ljifoj:t' / JolSt ljz]ifsf] rfl/lqs el" dsfnfO{
Wofgdf /fv/] xfpefp;lxt e"ldsf lgjfx{ u5{ . of] sYo efiff;uF ;DalGwt ePsfn] dfl} vs cleJolStsf dfWodn]
JolStsf efjgf, rfl/q cflbsf] kb| z{g ul/G5 . gf6s, Psfª\sL, ;+jfb, jfbljjfb, dgfj] fb, jSt[tf cflbsf dfWodaf6
¿ksLo k|:tl' t ul/G5 . t;y{ ¿kssf] ks| f/cg';f/ xfpefp kb| zg{ u/L ljrf/sf] k:| tt' Ls/0f / Jojxf/ ug{], clegofTds
9ªu\ af6 c¿n] u/s] f Jojxf/sf] cgs' /0f ug,{] hLjGt ¿kdf dfl} vs efiffsf] ko| f]u ug{,] tfls{s Ifdtfsf] ljsf; ug{] h:tf
ljm| ofsnfkaf6 ¿ks lzIf0f ug{'k5{ . ;fy} clegofTds snfsf cltl/St ¿ks ljwfaf6 cGo eflifs l;ksf] klg cEof;
u/fpg ;lsG5 .

-r_ ko| fh] gk/s kf7x¿

b}lgs hLjgdf ko| fu] df cfpg] ljleGg ;d;fdlos sf 1fg, l;k Pjd\ ljljw kf| ljlws / kfl/eflifs zAbsf dfWodaf6
efiff l;sfOdf ;xhtf kb| fg ug{sf nflu o; txdf ko| fh] gk/s /rgfx¿ ;dfjz] ul/Psf] 5 . o;df l;sf?sf bl} gs
hLjgofkg / Jofj;flos Ifq] df cfjZos kg{] 1fg, l;k, clejl[ 4, d"No / sfd ug]{ tTk/tfnfO{ Jofjxfl/s ¿kn] pkofu]
ug{ ;Sg] u/L :jf:Yo, ofu] tyf lrlsT;f, sl[ if, jg tyf jftfj/0f, ko{6g, hn;|f]t / pmhf,{ ;~rf/, lj1fg tyf kl| jlw,
;dfh, ;:+ sl[ t / lzIff, sfg'g, k|zf;g / Joj:yfkg, cy{, pBf]u / jfl0fHo h:tf ljifodf cfwfl/t /rgfnfO{ ;dfjz]
ul/Psf] 5 . o:tf /rgfsf dfWodaf6 ljBfyL{n] jfl0fHo, cy,{ lj1fg, :jf:Yo, sfg'g, lzIff, ofu] h:tf ljifosf] /rgfTds,
k|ofh] gk/s eflifs ko| fu] / ;/+ rgfsf] cEof; u/fOg] 5 . ko| fh] gk/s kf7x¿nfO{ /fr] s agfpgsf nflu ;flxlTos
ljwfsf ¿kdf k|:t't ul/g] 5 . l;sfO ;xhLs/0fsf j|mddf ljleGg k|ofh] gk/s zLif{s lbO{ ltgdf cg's/0ffTds,
lgb{z] gfTds / :jtGq n]vgsf] cEof; u/fOG5 . pbfx/0fdf cfwfl/t kf7 jf /rgfsf] cEof;, kf7sf] dfl} vs / lnlvt
cleJolSt, ;dx" 5nkmn / k|:tt' Ls/0f, kl/of]hgf / vf]hdn" s sfo{ u/fpg] cEof; u/fpgk' b5{ . To:t} cfjZostfg';f/
k|rlnt / ;fGble{s ljBt' Lo ;~rf/ dfWoddf pknAw pkof]uL ;fduL| sf] cWoog u/L sIffdf k:| tt' ug{ nufpg'k5{ .

&= ljBfyL{ dN" ofª\sg k|lj|mof

dN" ofªs\ g ubf{ lgdf{0ffTds / lg0f{ofTds b'O{ lsl;dsf k|ljm| of ckgfOg] 5 . lg0f{ofTds d"Nofª\sg ubf{ cfGtl/s / afxo\
u/L bO' { tl/sf cjnDag ul/g] 5 . lg0fo{ fTds d"Nofª\sgsf nflu lgdf0{ ffTds dN" ofªs\ gdf pkof]u ul/Psf ljleGg
k|ljm| of, ;fwgx¿ tyf ltgsf] clen]vLs/0fnfO{ ;dt] cfwf/ agfpg ;lsg] 5 . lgdf{0ffTds d"Nofª\sg lzIf0f l;sfO
;xhLs/0f k|lj|mofs} lg/Gt/tf dflgg] ePsfn] o;nfO{ lg/Gt/ d"Nofª\sgsf ¿kdf k|of]u ug{ ;lsG5 . :t/f]Gglt tyf
sIffG] gltsf nflu zl} Ifs ;qsf] cGtdf lg0fo{ fTds d"Nofªs\ g clGtd k/LIffsf dfWodaf6 ul/g] 5 . lgdf0{ ffTds jf
lg/Gt/ dN" ofªs\ gdf Ifq] Lo cWoog, kl/of]hgf sfo,{ cWoog e|d0f, 36gf cjnf]sg tyf cWoog, l;h{gfTds tyf
/rgfTds sfo,{ ljB'tLo ;~rf/ dfWoddf k|fKt ;fGbles{ ;fduL| sf] cWoog / k:| tl' t, l;sf?sf sfo{snfksf] lg/LIf0f,
JolStut / ;fdl" xs 5nkmn, lnlvt k/LIff, xflh/Lhjfkm, k|Zgf]Q/, sIffsfo{sf] k/LIf0f, eflifs Jojxf/sf] lg/Gt/
cjnf]sg / ltgsf] clenv] Ls/0f h:tf ;fwgx¿sf] pkof]u ul/g] 5 .

g]kfnL efiffsf] d"Nofªs\ gdf ;Ifdtf / l;sfO pknlAwdf n]lvPsf eflifs l;ksf] dfkg ul/g] 5 . ljBfyL{sf] eflifs
l;kut ;Ifdtfsf] dfkgug]{ k|Zgx¿sf] lgdf{0f ubf{ Jofs/0f / zAbe08f/;DaGwL kZ| gx¿;dt] eflifs PsfO / /rgfdf
sl] Gb|t ul/g] 5 . Jofs/0fsf] dN" ofª\sg sfo{d"ns k|sl[ tsf] x'g] 5 . kZ| gx¿ ljBfyLs{ f] eflifs bIftfsf cltl/St
/rgfTds / ;dfnf]rgfTds IfdtfnfO{ klg ;Dafw] g ug{] vfnsf x'g] 5g\ .

-s_ cfGtl/s dN" ofª\sg

cfGtl/s tyf k|ofu] fTds d"Nofª\sgsf nflu k|To]s ljBfyLx{ ¿sf] sfo;{ ~rlosf kmfOn agfO{ ;f]sf] cfwf/df pgLx¿sf]
sfo{ / pgLx¿n] u/]sf sfo{ / pgLx¿df cfPsf] Jojxf/ kl/jt{gsf clen]v /fvL ;f]sf cfwf/df cª\s k|bfg ug'{kb5{ .
l;sfOsf j|mddf sIffsf7] fdf sIffut lzIf0f l;sfOsf] cleGg cª\usf ¿kdf u[xsfo,{ sIffsfo,{ kl/ofh] gf sfo{, ;fdb' flos
sfo{, ;x÷cltl/St lj|mofsnfk, PsfO k/LIff, dfl;s k/LIff h:tf d"Nofªs\ g ;fwgx¿sf] ko| fu] ug{ ;lsg] 5 . o:tf]

35

d"Nofª\sgsf nflu ljBfyL{sf] clen]v /fvL ToxL clen]vsf cfwf/df l;sfO:t/ lgwf/{ 0f ug{ ;lsG5 . cfjZostfg';f/
;'wf/fTds tyf pkrf/fTds lzIf0f l;sfO lj|mofsnfk ;~rfng ug'{k5{ . ljz]if l;sfO cfjZostf ePsf ljBfyL{sf
nflu ljifo lzIfsn] g} pkoS' t kl| jm| of ckgfO{ dN" ofª\sg ug{k' g{] 5 . o; ljifodf lgdf{0ffTds d"Nofªs\ g k|lj|mofsf]
dxŒjk0" f{ el" dsf /x]sf] x'G5 . ljBfyL{x¿n] s] slt l;s] eGg] s'/f kQf nufO{ gl;ss] f] eP sf/0f klxrfg u/L kg' M
l;sfOgk' 5{ . cfGtl/s dN" ofªs\ gsf] ef/ @%Ü 5'6o\ fOPsf] 5 . o; ljifosf] cfGtl/s d"Nofª\sgdf sIff ;xeflutf, sIff
sfo{÷kl/ofh] gf sfo,{ ljifoj:t'sf] d"Nofªs\ g tyff cfGtl/s k/LIffaf6 kf| Kt ljBfyLs{ f] l;sfO pknlAwnfO{ ;dl] 6g' kb5{
.

o; v08sf] dN" ofªs\ g ljBfyL{n] JolStut tyf ;d"x sfo{ tyf kl/of]hgfsf] u'0f:t/sf] cfwf/df ljBfno txdf u7g ul/g]
d"Nofª\sg ;ldltn] ug{] 5 eg] tfl] sPsf] lgsfoaf6 o;sf] kf| ljlws k/LIf0f x'g] 5 . cfGtl/s dN" ofª\sgsf cfwf/x¿ /
cª\s ljefhg lgDgfg;' f/ xg' ] 5 M

cfGtl/s dN" ofª\sgsf] lj:t[tLs/0f

j|m=;+ If]q k/LIf0f ug{] cªs\ ef/ dN" ofª\sgsf cfwf/
kIf

!= ;xeflutf sIff # ljBfyLs{ f] b}lgs xflh/Lsf] clenv] nfO{ cfwf/ lng]

;xeflutf eflifs l;k ljsf;sf nflu JolStut, ou' n / ;d"xut cflb
sIffut l;sfO ;xeflutfnfO{ cfwf/ dfGg]

@= sIff sIff ^ ;g' fO, af]nfO, k9fO, n]vfO l;k ljsf;;Da4 lnlvt tyf df}lvs
k|:tl' t, ux[ sfo,{ sIff sfo{ jf eflifs l;k ljsf;;DaGwL
sfo{÷kl/ofh] sfo{÷kl/ofh] kl/ofh] gf sfos{ f] kl| tjb] g / cGtjf{tf{
-efOaf_ nfO{ cfwf/ lng]
gf sfo{ gf sfo{

#= ljifoj:t'ut -s_ ;'gfO # /]l8of], Sof;6] , df]afOn jf cGo ljB'tLo ;fdu|Laf6 ;dfrf/,
dN" ofª\sg ;j+ fb, ;flxlTos cleJolSt, jf cGo ;Gb]zdn" s uBf+z ;'gfP/
cg'dfg, k"jfg{ 'dfg, k|ZgfQ] /, zAbaf]w, cy{afw] , ;Gbea{ f]w,
efjafw] , syfsyg, 36gf j0fg{ , d'Vo aF'bf l6kf6] cflb;Fu
;DalGwt k|Zgx¿ ;f]wL eGg jf nV] g nufpg] .

jf !%) bl] v @)) zAb;Ddsf] s'g} uBf+z jf kBfz+ -cbi[ 6fz+ _
;'gfP/ cg'dfg, kj" f{gd' fg, kZ| gfQ] /, zAbafw] , cy{af]w, ;Gbea{ fw] ,
efjaf]w, syfsyg, 36gf j0f{g, dV' o abF' f l6kf6] cflb;Fu
;DalGwt kZ| gx¿ ;f]Wg] .

-v_ afn] fO

-c_ df}lvs $ sg' } ljifoj:t', lrq, kl/jz] cflb lbP/ dfl} vs j0fg{ ug{ nufpg]
j0f{g÷
-o;/L j0fg{ ubf{ jStfn] af]n]sf] s/' fdf :ki6tf, z}nL, eflifs
syf syg :t/, z'4f]Rrf/0f, ult, olt, no / xfpefp h:tf kIfdf Wofg
lbg]_

jf

s'g} syf ;g' L syfsyg ug{ nufpg], 36gf, kfq / kl/j]zsf]
j0fg{ ug{ nufpg]

36

-cf_ # sG' f} kqklqsf jf s'g} lnlvt ;fduL| af6 !%) zAb;Ddsf] uBf+z
;:j/jfrg jf kBf+z lbP/ ult, olt, no ldnfP/ efjfgs' n" ;:j/jfrg
ug{ nufpg] .

-o;/L jfrg ubf{ :ki6tf, eflifs z'4tf, ult, olt, no /
xfpefp h:tf kIfdf ljz]if Vofn ug]{_

$ qd} fl;s qd} fl;s ^ klxnf] q}dfl;s k/LIffaf6 # cª\s / bf];f| ] q}dfl;s k/LIffaf6 #
k/LIff k/LIffsf] cª\s
cªs\ af6

hDdf @%

bi| 6Jo M cfGtl/s dN" ofªs\ gsf cfwf/sf] lj:t[t ljj/0f cfGtl/s dN" ofª\sg sfo{ljlwsf cfwf/df x'g] 5 .

-v_ afxo\ dN" ofª\sg ljifoIf]q cª\sef/
-cf_ eflifs l;k -k9fO / n]vfO_ sIff !! #
Jofs/0f
jm| =;+ eflifs l;k -k9fO / nv] fO_ Jofs/0f #
!= Jf0f{ klxrfg

@= j0fl{ jGof;

#= kbju{ klxrfg Jofs/0f @

$= zAblgdf{0f Jofs/0f $

%= ¿kfog / kb;ªu\ lt Jofs/0f #

^= sfn, kIf, efj / jfRo Jofs/0f %

&= zAb;f| t] / zAbsfz] Lo ko| f]u Jofs/0f @

*= jfSofGt/0f Jofs/0f #

(= k7gafw] ko| fh] gk/s /rgf *

!)= a'b“ fl6kf]6 / ;f/f+z uB /rgf @±#Ö%

!!= kf7ut af]w -;Gbe{df cfwfl/t syf, sljtf, lgaGw, hLjgL, ¿ks, *

5f6] f] pQ/fTds_ k|ofh] gk/s /rgf

!@= kf7ut afw] -;dLIffTds_ syf, sljtf, lgaGw, hLjgL, ko| fh] gk/s /rgf $±$Ö*

37

!#= :jtGq /rgf lgaGw *
!$= kl| tlj|mof n]vg ;fdlos ljifo $
!%= Jofjxfl/s n]vg Jofjxfl/s n]vg, kq/rgf $
!^= k|ltjb] g tyf l6Kk0fL nv] g k|ltj]bg / l6Kk0fL %
hDdf &%
sIff !@ ljifoIf]q
jm| =;+ eflifs l;k -k9fO / nv] fO_ cª\sef/
!= cIf/ ;+/rgf Jofs/0f #
Jofs/0f
@= j0fl{ jGof; Jofs/0f #
#= kbju{ klxrfg Jofs/0f #
$= zAblgdf{0f Jofs/0f #
%= sf/s / ljelSt tyf kb;ª\ult Jofs/0f $
^= sfn, kIf, efj / jfRo Jofs/0f %
&= jfSofGt/0f $

*= k7gafw] k|ofh] gk/s /rgf *

(= ab“' fl6kf]6 / ;f/fz+ uB ljwf @±#Ö%

!)= kf7ut afw] -;Gbed{ f cfwfl/t pkGof;, syf, sljtf, lgaGw, hLjgL / *

pQ/fTds_ k|of]hgk/s /rgf

!!= kf7ut af]w -;dLIffTds_ pkGof;, syf, sljtf, lgaGw, hLjgL, $±$Ö*
ko| fh] gk/s /rgf

!@= :jtGq /rgf lgaGw *

!#= k|ltlj|mof nv] g kl| tljm| of $

!$= Jofjxfl/s nv] g Jofjxfl/s n]vg, kq/rgf $

!%= kl| tj]bg tyf l6Kk0fL nv] g kl| tj]bg %

hDdf &%

38

;fdflhs cWoog

sIff !@ jflif{s kf7\oef/ M (^ 306f
;fKtflxs kf7o\ 306f M #

!= kl/ro

lzIffnfO{ 1fg, l;k, clej[lQ, g]t[Tjsnf cfh{g ug,{] ;dfnf]rgfTds ljZj bl[ i6sf0] fsf cfwf/df
;dfhsf 36gf kl/36gfsf] JofVof ug{] / ;dfh ¿kfGt/0fdf dxŒjk"0f{ ofu] bfg ug]{ ;fwgsf ¿kdf
lnOG5 . lzIffnfO{ ;do;fkI] f agfpg o;nfO{ ;db' fo;Fu hf8] \g'kb{5 . JolStn] cfkm," kl/jf/, ;dfh,
/fi6« / ljZj kl/j]z;uF ;fd~h:o sfod ub{} ;dofgs' "n, :jR5, :j:y / dofl{ bt hLjg lgjf{xsf
nflu ljm| ofzLn /xg zf/Ll/s, dfgl;s tyf ;j+ ]ufTds Joj:yfkg ug'{ cfjZos xG' 5 . dfgj
hLjgnfO{ ;xh, pGgt Pjd\ ;;' +:s[t agfpg / ;fdflhs ;DaGwx¿nfO{ Gofok"0f,{ ;fx} fbk|{ 0" f{ Pjd\
;xof]ufTds agfpbF } nh} fg lzIffsf] dxTjk0" f{ el" dsf xG' 5 . ;dfhnfO{ ;dG' glt / ;Eotftkm{ cl3
a9fpg] Pp6f k|efjsf/L dfWodsf ¿kdf lzIffnfO{ lnOG5 . ljZjdf 1fg, lj1fg / kl| jlwnufot
/fhgLlt, cyt{ Gq, ;:+ sl[ t / ;fdflhs ;DaGwx¿df ;d]t kl/jtg{ x¿ cfO/xs] f x'G5g\ . o:tf
kl/jt{gnfO{ ;Daf]wg ug{ ;d'bfonfO{ lzIffsf] kf7o\ jm| dsf ¿kdf lnO{ l;sfOsf sfox{ ¿ ;~rfng
ugk{' b5{ . ljBfyLx{ ¿nfO{ ljBfno txb]lv g} ;dfh / jftfj/0f;uF cGt/ljm| of ug{] cj;/ kb| fg ug{'
klg cfjZos 5 . o:t} lszf]/lszf/] Ldf pTkGg xg' ] låljwfx¿ Joj:yfkg u/L sfod{ n" s hLjgdf
kj| ]z ubf{ cfjZos kg{] hLjgf]kofu] L l;kx¿ ljBfno txd} xfl;n u/fpg' cfl} rTok0" f{ xG' 5 . ljBfno
lzIffsf] /fli6o« kf7o\ jm| d kf| ¿k, @)&^ cg;' f/ sIff !@ sf ljBfyL{df ;dfhsf] cWoog;lxt
hLjgf]kof]uL l;k ljsf; u/fO{ dfgjLo d"No / dfGotf;lxt nfs] tflGqs ;dfhdf cgs' "ng x'g ;Sg]
;Ifd gful/s tof/ kfg{] p2Z] on] ;fdflhs cWoogsf] of] kf7\oj|md tof/ ul/Psf] 5 .

o; kf7o\ j|mddf ;dfh tyf ;fdflhsLs/0f, Dffgj;dfhsf] pbe\ j / ljsf;, g]kfn / ljZjeu" fn] ,
g]kfnsf] ;fdflhs tyf ;+f:sl[ ts d"No dfGotfx¿, gk] fn / ljZjsf] Pl] txfl;s ljsf;j|md, Gfful/s
;r]tgf / ;+ljwfg, hLjgf]kof]uL l;k, jftfj/0f / hg;fª\lVosL h:tf ljifo ;dl] 6Psf] 5 . o;
kf7\ojm| dn] 1fg, l;k, clejl[ Q / d"Nosf] ljsf;df hf]8 lbPsfn] cWoog cWofkgdf ;4} flGtseGbf
Jofjxfl/s / k|ofu] fTds kIfdf a9L hf]8 lbg'kg]{ x'G5 . o; ljifosf nflu ;fKtflxs # kf7\o306f /
jflifs{ sn' (^ sfo{306f 56' \ofOPsf] 5 . ljifoj:t'df &@ sfo3{ 06fsf] ;4} flGts tyf @$ sfo3{ 06fsf]
Jofjxfl/s cEof; ;dfjz] ul/Psf] 5 . dN" ofª\sgnfO{ l;sfO ;xhLs/0f kl| j|mofsf] cleGg cª\usf
¿kdf k|ofu] ugk{' g{] kIfnfO{ hf]8 lbOPsf] 5 . o;sf nflu ljBfyL{df cfjZos ;fdflhs cWoogsf]
1fg, l;k, clej[lQ / d"Nox¿ xfl;n eP gePsf] k/LIf0f xg' ] u/L dN" ofªs\ gsf ljleGg ljlw tyf
;fwgx¿ lgdf{0f tyf ko| fu] ug'{kb{5 . dN" ofª\sg kl| j|mofnfO{ ;xhLs/0f ug{sf nflu d"Nofª\sgsf
cfwf/;dt] o; kf7o\ jm| ddf ;dfj]z ul/Psf] 5 .

o; kf7\ojm| ddf kl/ro, ljifout ¿kdf ck]lIft 1fg, l;k, clej[lQ, d"No / sfo{ tTk/tfnfO{ ;d6] L
To;sf] lj|mofTds :j¿kdf ;Ifdtf lgwf/{ 0f ul/Psf] 5 . ljifout ljlzi6kg / df}lnstfnfO{ ;d]6L
l;sfO ;xhLs/0fsf ljlw tyf kl| jm| of k|:tt' ul/Psf] 5 . o;df cfGtl/s / / afx\o dN" ofª\sgsf
ljlw tyf kl| jm| of;d]t pNnv] u/L ljBfyL{ dN" ofª\sgnfO{ Jojl:yt ul/Psf] 5 .

39

@= txut ;Ifdtf

;fdflhs cWoog ljifosf] cWoogkZrft\ ljBfyLx{ ¿df lgDgfg;' f/sf ;Ifdtf xfl;n x'g]
5g\ M

!= ;dfh tyf ;fdflhsLs/0f cjwf/0ffsf] ljsf; / Jofjxfl/s cEof;

@= Dffgj;dfhsf] pbe\ j / ljsf; ;Da4 ljljwtfsf] ljZn]if0f

#= gk] fn / ljZje"ufn] sf kd| 'v P]ltxfl;s 36gfx¿sf] k|:t'lt

$= g]kfnsf] ;fdflhs tyf ;f+ :s[lts d"No dfGotfx¿sf] klxrfg ub}{ ;dfjz] Ls/0f / ljljwtfsf]
;Ddfg

%= gk] fn / ljZjsf] Pl] txfl;s ljsf;jm| dsf] k:| t'lt

^= Gfful/s ;rt] gf / jtd{ fg ;+ljwfgsf k|dv' ljzi] ftfx¿sf] ljZn]if0f

&= hLjgf]kof]uL lzIffdf lg0f{o k|lj|mof, ;d:of ;dfwfg, ;~rf/, tgfj Joj:yfkg / cGt/jo} lSts
l;k / ;DaGwsf] k|of]u / pkofu]

*= kfl/l:ylts k4lt, hg;fªl\ Vos :j¿k, a;fOF;/fOsf] ultzLntf, / of}g tyf k|hgg
lzIff;DaGwL ;dLIffTds ljZn]if0f

#= sIffut l;sfO pknlAw

sIff !@ sf] cGTodf ljBfyLx{ ¿df lgDgcg;' f/sf l;sfO pknlAwx¿ xfl;n x'g] 5g\ M

PsfO ljifoj:t'sf] Ifq] l;sfO pknlAw

!= ;dfh tyf !=! ;fdflhs cWoog ljifosf] kl/ro lbg
;fdflhsLs/0f !=@ ;fdflhs cWoog ljifosf] dxŒj / ljsf;qmd atfpg

!=# ;fdflhs cWoogsf l;kx¿ -afl} 4s, ;fdflhs ;f+:sl[ ts, ;~rf/ /
kl| jlw_ sf] klxrfg u/L bl} gs hLjgdf k|of]u ug{
!=$ ;dfh / ;db' fosf] cjwf/0ff atfpbF } o;sf ljzi] ftfx¿ lrq0f ug{
!=% kf| ljlws tyf Jofj;flos lzIffsf] ;dfh;Fu /x]sf] ;DaGw
klxNofpg
!=^ ;fdflhsLs/0fsf] cjwf/0ff atfpg
!=& ;fdflhsLs/0fsf tŒjx¿sf] ;"rL agfO{ JofVof ug{ .

@= Dffgj;dfhsf] @=! dfgj ;dfhsf] pb\ej / ljsf; j|md atfpg
pbe\ j / ljsf; @=!=! 9'ª\u] o'usf] ;:+ sl[ tsf] ljjr] gf ug{
@=!=@ sl[ if o'usf] ;?' cft / ljsf;jm| dsf] JofVof ug{

40

@=!=# cf}Bfl] us ou' / pQ/ cfw'lgs o'usf] lgdf0{ f / ke| fjsf] ljZni] f0f

ug{

@=@ ;fdflhs ljljwtfsf] cy{ atfpFb} o;sf cfofdx¿sf] ljZn]if0f ug{

@=# l;k / k|ljlwdf cfwfl/t ;dfhsf ljz]iftfx¿ kQf nufpg

@=$ dfgj ;dfhsf] ljsf;sf ljleGg r/0fx¿;uF cfhsf] dfgj

;dfhsf] tn' gf ug{ .

#= g]kfn / ljZj #=! ljZj dfglrqdf g]kfnsf] cjl:ylt kQf nufpg

eu" fn] #=@ g]kfnsf] efu} f]lns ljefhg -w/ftnLo :j¿k, gbL, xfjfkfgL_ nfO{

gS;fsf] dfWoodåf/f b]vfpg

#=# kz| f;lgs cfwf/df gk] fnsf] ljefhg u/L gS;fåf/f b]vfpg

#=$ xfjfkfgL tyf vt] LkftLsf nflu g]kfndf klZrdL jfo' / dg;'gL

jfo'sf] ke| fj kQf nufpg

#=% gk] fnsf] hghLjgdf efu} f]lns ljljwtfn] kfg{] ke| fjsf] ljZn]if0f ug{

#=^ g]kfnsf ;Gbed{ f lgDglnlvt kf| sl[ ts ;|f]tx¿sf] jtd{ fg cj:yf,

;Defjgf / pkofl] utfsf] ljZn]if0f ug{ M e"ld, jg, vlgh, hn;|f]t, gbL,

s'08 / tfnx¿, ;fG} bo{ / ko{6g

#=& cjl:ylt -wj|' , cIff+z, bz] fGt/ / cGt/f{li6o« ltly /]vf_ sf] cfwf/et"

cjwf/0ff atfpg

#=* cIffz+ / b]zfGt/sf cfwf/df ;do / b'/Lsf] u0fgf ug{

#=( dxfb]z / dxf;fu/x¿sf] ;fdfGo kl/ro lbg

#=!) es" Dk, af9L, klx/f] lxdklx/f] h:tf ljkb\sf] cjwf/0ff atfpbF } o;sf

sf/0f / kl/0ffdx¿sf] ljjr] gf ug{

#=!! dfly pNn]lvt ljkba\ f6 aRF g ckgfOg] ;fjwfgLsf pkfox¿sf] vfh] L

ug{

#=!@ ljkt\ Joj:yfkgdf :yfgLo ;fwg / l;ksf] k|of]u ub{} c¿nfO{

;xefuL x'g k]l| /t ug{ / cfkm" klg ;xefuL x'g

$= gk] fnsf] $=! gk] fnsf df}lns hfthflt, wd,{ ;+:s[lt, efiffefifL, k;] f, rf8kj{,

;fdflhstyf ky| f, k/Dk/f, /xg;xg, dN" o / dfGotfx¿sf] vf]hL ug{

;+f:s[lts d"No $=@ gk] fnLsnf -jf:ts' nf, lrqsnf, d"lts{ nf, / sfi7snf_ sf ljzi] ftf

dfGotfx¿ / dxŒj atfpg

41

$=# gk] fndf /xs] f efu} f]lns, hftLo, wfld{s, n}lªu\ s tyf of}lgs

cNk;ªV\ osx¿sf] klxrfg ub}{ /fHosf tkm{af6 plgx¿sf nflu Joj:yf

ul/Psf] ;fdflhs ;/' Iffsf] Joj:yf ljZni] f0f ug{

$=$ zf/Ll/s / dfgl;s ckfª\utf ePsf JolStx¿n] ;fdflhs ;'/Iffsf

¿kdf kf| Kt u/]sf ;j] f ;l' jwfx¿sf] vf]hL ug{

$=% Ho]i7 gful/s / pgLx¿ k|ltsf] ;Ddfgsf nflu /fHoaf6 lgwf/{ 0f

ul/Psf gLltsf] vf]hL ub{} cfkm" klg Ho]i7 gful/ssf] ;Ddfgdf nfUg

$=^ gk] fndf ;fdflhs ;'/Iff;DaGwL k|fjwfgsf] ljZni] f0f ub}{ o;sf]

Jofjxfl/s cEof;df bl] vPsf sl7gfOx¿sf] ljjr] gf ug{ .

%= gk] fn / ljZjsf] %=! ls/ftsfn, lnR5ljsfn / dWosfn -dNnsfn_ sf] ;fdflhs, cflys{

P]ltxfl;s Pjd\ /fhgLlts cj:yf lrq0f ug{

ljsf;jm| d %=@ g]kfnsf] cfw'lgs Oltxf;cGtu{t M

%=@=! gk] fn PsLs/0f cleofgsf] rrf{ ug{

%=@=@ /f0ffzf;g sfnsf] ;fdflhs / cflys{ kl/jtg{ kQf nufpg

%=@=# lj=;+= @))& b]lv @)!& ;fn;Ddsf] /fhgLlts 36gfjm| dsf] j0fg{

ug{

%=@=$ lj=;=+ @)!&–@)$^ ;fn;Ddsf] /fhgLlts 36gfj|mdsf] ;"rL

agfpg

%=@=% lj=;=+ @)$^ bl] v xfn;Ddsf] /fhgLlts 36gfj|mdx¿sf] rrf{ ug{

%=# cfB} fl] us j|mflGt / ljZjsf] cflys{ ;fdflhs If]qdf o;sf

k|efjx¿sf] ljZni] f0f ug{

%=$ ljZjdf nf]stGqsf] pbo, ljsf;jm| d / jt{dfg cj:yfsf] ljjr] gf

ug{ .

^= ;+ljwfg / ^=! g]kfnsf] ;+j}wflgs ljsf;j|mdsf] rrf{ ug{

Gfful/s ;r]tgf ^=@ gk] fnsf] ;+ljwfg @)&@ sf k|dv' /fhgLlts, sfg'gL, cflys{ /

;f+:sl[ ts ljz]iftfx¿sf] ljZn]if0f ug{ .

^=# g]kfnsf ;Gbed{ f jflnu dtflwsf/sf] cjwf/0ff ki| 6o\ fpFb} ;ª3\ , k|bz]

/ :yfgLo txsf] lgjf{rg kl| j|mofaf/] JofVof ug{

^=$ g]kfnsf] /fli6o« ;'/Iffsf] cjwf/0ff atfpFb} gk] fndf /fli6«o ;'/Iffsf]

jt{dfg cj:yfsf] ljZni] f0f ug{

42

^=% g]kfndf /x]sf] kf| ljlws tyf Jofj;flos lzIff;DaGwL gLltut /

;+:yfut Joj:yfsf] ljj]rgf ug{ .

&= hLjgf]kof]uL l;k &=! hLjgf]kof]uL l;ksf] JofVof ug{ / ;fdflhs tyf k];fut hLjgdf

ltgsf] k|ofu] ug{

&=@ ;fdflhs cWoog / hLjgfk] ofu] L lzIffdf lg0fo{ kl| j|mof, ;d:of

;dfwfg, ;~rf/, tgfj Joj:yfkg / cGt/jo} lSts l;k / ;DaGwsf]

ljZni] f0f u/L ko| fu] / k:| tt' ug{

*= jftfj/0f / *=! gk] fndfkf l/l:ylts k|0ffnL / h}ljs ljljwtfsf] cj:yfsf] ljjr] gf

hg;fªl\ VosL ug{

*=@ hnjfo' kl/jt{gsf sf/0f, c;/ / c;/ sd ug{] pkfox¿sf] vfh] L

ug{

*=# lbuf] ljsf;sf] cjwf/0ff pNnv] ug{

*=$ gk] fnsf] hg;ª\Vofsf] cfsf/, agf6] / ljt/0fsf] cj:yf klxNofpbF }

tYofªs\ sf] vf]hL, k|:tl' t / ljZn]if0fsf] ko| f]ufTds cEof; ug{

*=% :yfgLo :t/df hGd, d[To' / a;fO;F /fOsf] cj:yfsf] ;jI{] f0f ub}{

kl| tjb] g tof/ ug{

*=^ gk] fndf a;fOF;/fOsf] kj| [lQ, sf/0f / cflys{ ;fdflhs ke| fjsf]

vf]hL ug{

*=& g]kfndf ;x/Ls/0fsf] dfkb08, lj:tf/ / kj| l[ Qsf] rrf{ ug{

*=* gk] fndf hg;ªV\ of Joj:yfkgsf pkfox¿sf] vfh] L ug{

*=( lszf/] fj:yfdf x'g] ofg} cfju] / ;j+ ]usf] klxrfg / Joj:yfkg ug{]

pkoS' t pkfox¿sf] vf]hL / ko| f]u ug{ .

$= ljifoj:t'sf] Ifq] / j|md

jm| =;= ljifoIfq] ljifoj:t' -sIff !@_ sfo{306f

!= ;dfh tyf !=! ;fdflhs cWoogsf] kl/ro dxTj / ljsf;qmd !@

;fdflhsLs/0f !=@ ;fdflhs cWoogsf l;kx¿ -jfl} 4s, ;fdflhs

;fF:s[lts, ;+rf/ / kl| jlw_

!=# ;dfh / ;db' fosf] cjwf/0ff / ljz]iftfx¿

!=$ kf| ljlws tyf Joj;flos lzIff / ;dfhlarsf] ;DaGw

43

!=% ;fdflhsLs/0f cjwf/0ff, tŒjx¿

!=^ ;fdflhs kl/jt{g / kl| jlwsf] ke| fj / k|ofu]

!=& ;fdflhs cGt/ljm| of cjwf/0ff / Jofjxfl/s cEof;

@= Dffgj ;dfhsf] @=! Dffgj hfltsf] pb\ej / ljsf; *

pb\ej / ljsf; @=!=! 9ª' u\ ] o'usf] ;:+ sl[ t

@=!=@ sl[ if o'usf] ;'?cft / ljsf;

@=!=# cf}Bfl] us ou' / pQ/ cfwl' gs ou' sf]lgdf0{ f / ke| fj

@=@ ;fdflhs ljljwtfsf] cy{ /cfofdx¿

@=# l;k / k|ljlwdf cfwfl/t ;dfh

#= g]kfn / ljZj #=! g]kfnsf] e"uf]n !^

e"uf]n #=!=! ljZj dfglrqdf g]kfn

#=!=@ g]kfnsf] ef}uf]lns ljefhg -w/ftlno :j¿k, gbL,

xfjfkfgL_

#=!=# gk] fndf klZrdL jfo' / dg;'gL jfo'sf] k|efj

#=!=$ g]kfnsf] efu} fl] ns ljljwtfsf] hghLjgdf k|efj

#=!=% kz| f;lgs cfwf/df gk] fnsf] ljefhg

#=!=^ kf| sl[ ts ;|f]tx¿ M e"ld, jg, vlgh, hn>ft] , gbL, s0' 8

/ tfnx¿, ;f}Gbo{ / ko6{ g

#=@ ljZjsf] eu" f]n

#=@=! cjl:ylt -w'|j, cIffz+ , b]zfGt/, cGt/fl{ i6o« ltly /]vf_

#=@=@ dxfbz] / dxf;fu/x¿sf] ;fdfGo kl/ro

#=@=# cIffz+ / bz] fGt/sf cfwf/df ;do / b'/Lsf] u0fgf

#=# ljkt\ Joj:yfkg M gk] fndf ljBdfg k|of; / cEof;

#=#=! es" Dk, af9L, klx/f] lxdklx/f] -cjwf/0ff, sf/0f, kl/0ffd

/ ;fjwfgLsf pkfo_

#=#=@ ljkt\ Joj:yfkgdf :yfgLo l;ksf] ko| fu] / hg;xeflutf

44

$= gk] fnsf] $=! gk] fnsf] ;fdflhs Pjd\ ;f:+ sl[ ts cj:yf !@

;fdflhs $=!=! hfthflt, wd,{ ;:+ s[lt, efiffef ifL, k];f, rf8kj{,k|yf,

tyf ;+f:sl[ ts k/Dk/f, /xg;xg, d"No / dfGotf

d"No dfGotfx¿ $=!=@ g]kfnLsnf -jf:ts' nf, lrqsnf, d"lts{ nf, / sfi7snf_

ljzi] ftf / dxŒj

$=@ g]kfndf ;dfjz] Ls/0f kl/ro / k|fjwfg

-ef}ufl] ns, hftLo, wfld{s, n}lªu\ s tyf ofl} gs cNk;ª\Vos,

ckfªu\ tf_

$=# h]i7 gful/s / pgLx¿sf] ;Ddfg

$=$ g]kfndf ;fdflhs ;/' Iff;DaGwL k|fjwfg / o;sf] cEof;

%= gk] fn / ljZjsf] %=! g]kfnsf] Oltxf; !$

P]ltxfl;s %=!=! ls/ftsfn, lnR5ljsfn / dWosfn -dNnsfn_ -

ljsf;j|md ;fdflhs, cflys{ Pjd\ /fhgLlts cj:yf_

%=!=@ g]kfnsf] cfw'lgs Oltxf; M

%=!=@=! g]kfn PsLs/0f cleofg

%=!=@=@ /f0ffzf;g -;fdflhs, cflys{ kl/jt{g_

%=!=@=# lj=;+= @))& bl] v @)!& ;fn;Ddsf] /fhgLlts

36gfj|md

%=!=@=$ lj=;=+ @)!&–@)$^ ;fn;Ddsf] /fhgLlts 36gfj|md

%=!=@=% lj=;+= @)$^ bl] v xfn;Ddsf] /fhgLlts 36gfj|md

%=@ ljZjsf] Oltxf;

%=@=! cf}Bf]lus j|mflGt / o;sf ke| fj

%=@=@ ljZjdf nfs] tGqsf] pbo, ljsf;jm| d / jtd{ fg cj:yf

^= ;+ljwfg / ^=! ;l+ jwfg / Gfful/s ;rt] gf !@

Gfful/s ;rt] gf ^=!=! gk] fnsf] ;j+ w} flgs ljsf;jm| d / gk] fnsf] ;+ljwfg

@)&@ sf k|dv' ljz]iftfx¿ -/fhgLlts, sfgg' L, cfly{s /

;f:+ s[lts_

^=!=@ lgjfr{ g k|ljm| of -;ª\3, kb| ]z / :yfgLo tx_ / aflnu

dtflwsf/

^=!=# gk] fnsf] /fli6o« ;'/Iffsf] cjwf/0ff / jt{dfg cj:yf

45