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RNI No. : MPMUL/2012/58335

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ContentsS.No. Particulars Page No.

1. An Activity Based Approach to Enhance Students 1 - 8Participation & Learning in B-SchoolsDr. Deepti Arora, Mumbai

2. Social Accounting Before Section 135 Mandate on 9 - 16CSR Activities - A Study on Select Nifty CompaniesDr.Vasanthi Reena Williams, Basheer Ahmed M., Mysore

3. Peace in Aceh : A Decree of Decentralisation 17 - 21Swati, New Delhi

4. Right to Information : A Legal Substructure 22 - 27of Good Governance in IndiaPrabir Kr. Patnaik, Diya Sarkar, Bhubaneswar

5. Women Empowerment Through Self Help Groups 28 - 30- A Case Study of Damoh DistrictDr. Mamta Awasthy, Damoh (M.P.)

6. Attitude of Student Teacher Towards the Practice Teaching 31 - 35Nishat Qureshi, Shruti Awasthi, Indore (M.P.)

7. fgUnh nfyr lkfgR; % vkRedFkk ds lanHkZ esa 36 - 40jks'ku dqekj] eqt¶Qjiqj ¼fcgkj½

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Abstract :

It was commonly believed earlier that the job of a student was merely to learn, and the objective of an educational institution was to prepare students to perform their designated jobs at the workplace. Analytical thinking and creativity were not accorded too much importance. Student participation and interaction were limited, and the classroom was simply a means of transmitting i n f o r m a t i o n , r e s t r i c t e d t o o n e - w a y communication. Now, as technology is developing, perceptions are changing. However, even though there is a wide plethora of reading material available through multiple sources that enhances the knowledge of students, their active participation, and consequently practical exposure and learning are still lacking. This paper talks about a module which was designed and carried out with First Year and Second year MMS Students. It was believed that the successful completion of the development of this module would equip students with deeply learned skills which could be taken further and incorporated into their professional careers. A wide variety of activities such as workshops, brainstorming, group discussions, c lass discussions, presentation, lecture/seminar and self reflection were used to encourage students’ engagement.

Key words : Students engagement, Activity based method, Students learning, B-School

Introduction :

Management Education in India has not grown in an evolutionary manner. Following many years of supervising MBA’s projects, and being involved in lecturing as Professor, it has been observed that students are not getting involved to acquire the core subject knowledge. Students are not interested in gaining / understanding the practical implementation of concepts. Concept plays a very important role. But the implementation of concepts practically in Industry is of much more significance.

From learning perspectives subject matter of Mumbai University is lacking in context and repetitive, boring, attendance was poor and very little engagement with the Material. As we see the quality of education is getting poor, therefore the demand for this course is deflating day by day.

In India the quality of education in Management Studies, in B Schools has been firmly on the agenda for quite some time.

Management education in India has limited evidence on service quality. Despite examples of excellence, their remains considerable scope for improvement in the quality and relevance of the education and development offered by B Schools. Innovation in Management Education are occurring but will need to be intensified across program content and curricular, teaching and learning methods and Partnerships and interactions with business and other stake holders.

From the teaching perspective, it was difficult to engage students and measure the extent to which the learning outcomes were achieved in some selected subjects. Practical subjects like Finance, Business Mathematics, Statistics, Operation Research, Decision Science, Research Methodology, etc., are some of these subjects. In addition the method of learning did not engage students in these kinds of subjects.

Following a review of different learning and teaching methodologies, an activity based approached had to be designed. But before that it’s important to study students psyche and understand their needs and satisfaction level with respect to present practices.

Innovation in Management Education :

In Australia and Overseas business schools were also facing the challenges in Management Education. There they have been coming up with innovating, reviewing curricular, adopting new/advance teaching methods & approaches’, working on varied students engagement programs, alumni delivery partner and businesses.

We have seen that Management Institutes are often criticized for focusing more on theory and on quantitative analysis, while they neglect interpersonal relationship of students & faculty. Management Education should be based on faculty experience & improvised based on feedback of students, faculty & corporate.

Management Education plays a very important role in enhancing country’s knowledge due to globalization & advancement in IT.

The knowledge has been placed under sharper

An Activity Based Approach to Enhance Students Participation & Learning in B-Schools

Dr. Deepti Arora, (Marketing),Indira Institute of Business Management, Mumbai

focus, thus it has become imperative to look at management education from the market oriented perspective & take a strategic view to better align business education with the requirement of Global Market.

Literature Review :

Quality on higher education has proved to be a very challenging task. Quality has different meanings for different stakeholders. Both Internal and External Stakeholders are likely to have disparate or even contradictory definitions of quality within higher education.

In educational sector the term quality has become vague and controversial concept. It is varied and extensive, although different for different targets. Talking about various courses in higher education; each course has different components with different permutations and combinations. Hence, each educational product is unique by itself and it has its own importance.

• According to Deming, 1993 Education can be seen as complete system or combination of interdependent components that work together and try to accomplish the aim of the value of the trust.

• According to Pounder, 1999 he says the quality is a very ambiguous terminology since it has many different meanings of various different stakeholders.

Therefore it is very important to define quality & it’s difficult to measure or compare it.

Many studies have been conducted on education. Education in itself sounds vast. But besides all, on B Schools education also there are n numbers of studies that have been conducted. Research has shown that the traditional lecture based format, where students sit passively as notes getting distributed and the lecturer talks has dominated in higher education institutions up until relatively recently.

• As noted in Johnson, Johnson & Smith (1998) (cited in Ahlfeldt, Mehta & Sellonow, 2005, p.52). Students are more passive if instructor provides all the materials as in old paradigm. They talk about new paradigm in which active engagement of students with the material is of great importance.

• Chickering & Gamson (1987, p.78) cited in Bonwell & Eison (1991) that students listening skills need to be worked on. According to them ‘students must do more

than just listen. They must read write discuss, or be engaged in solving problems’

• Bonwell & Eison (1991, p.83) go on and succinctly define active learning as ‘instructional activities involving students in doing things and thinking about what they are doing’.

• Fallows & Ahmet (1999, p.34) assert that ‘learning is most effective when student involvement, participation and interaction is maximised’.

• McGrath & MacEwan (2011, p.23) says that students becomes more involved in learning process through acts of doing in activity based education. According to them this approach is more centered on passive act of knowing than in traditional.

• Gleason et al. (2011) outline the following strategies for active learning. Following is the selected list

• Think – Pair – Share: Specially designed for pharmacology students. They were given an issue/problem and asked to think about it alone. Once done they have to compare their thoughts with another student. Further to this they have to write up the report and share with the entire class.

• Minute-writes: open ended question were given and students were asked to response in one or two minutes.

• Students Presentations: They were given a topic to be presented in front of the class. It was group as well as individual presentations. Since they should not be doing only Cut Copy Paste or download a presentation of this topic from internet, they were also asked to provide peer assignment. Through this the involvement of the class also increased.

• Case Studies: Students were given a situation and asked to apply their knowledge for solving the problem related to the course material.

• Socratic questioning: this activity is designed to test students’ learning by asking questions to them about the subject matter being examined.

• Puzzles/Paradoxes: An effective method of getting students to work out a solution. By forcing students to ‘work it out’ you increase the likelihood that they will be able to use the

material effectively later on.

Thus the system consist of various teaching inpu t s , t each ing mate r i a l s , t each ing transformation processes & result outputs & job placements.

Problem Statement :

Studying the above results from Literature Review certain gaps were noticed. Many researchers have studied different areas related to Education. But the Importance performance analysis i.e., Importance Satisfaction approach was still to be studied. After studying this gap a module can be developed and further implemented on students to measure their learning. Once the learning and teaching approach have been decided upon, the next area of research was to find a way of establishing if, and how well this new approach was working. Here, research has been conducted to gain an insight into the learning and teaching approach.

Objectives :• To study the importance of traditional

Teaching Methods in this era.?To study the relationship between

importance and satisfaction in Advanced Teaching Methods.

?Case Study, • Role plays, • Workshops, • Guest Lectures, • Seminar, • M o v i e s , • Brainstorming, • Management Games, • Simulation Exercises, • Specialist Interview Video, • Application Based Questions, ? To find out the service quality area that needs to be improved and maintained.

Hypothesis :

1st set of hypothesis -

H0: There is a significant correlation between Gender and Importance judged for Traditional teaching Methods.

H1: There is no correlation between Gender and Importance judged for Traditional teaching Methods.

2nd set of hypothesis -

H0: There is a significant correlation between Importance and Satisfaction level of Advance Teaching Methods

H1: There is no correlation between Importance and Satisfaction level of Advance Teaching Methods

Research Methodology :

The researcher contacted the respondents

personally as well through different online networks with a well – prepared sequentially arranged questionnaire. The questionnaire was divided into two parts. Part one is respondents profile and Part two was the main survey.

Primary Data - Primary data was collected randomly through the structured questionnaire in Mumbai; Navi Mumbai & Thane District using convenience based random sampling. This sampling method is the least expensive and least time consuming of all sampling technique. The data was collected from a questionnaire that was administered face – to – face to students.

Sample Size - The study was limited to those participants who willingly elected to complete the instruments in their entirety. There were a total of 45 respondents.

Sample Design - The researcher relied upon convenience based random sampling technique, considering the research methodology and research type as per guidelines. A caution was exercised during the study that the respondents who did not show inclination to be a part of the study were not covered. An attempt was made to maximize homogeneity between participants; a requirement of the sample was that all participants were enrolled on the Management degree program.

Secondary Data - The secondary information or data was collected from published sources such as journals, magazines, newspapers, government reports, internet and other sources.

Research Instruments - A summated closed end questionnaire was used with different viewpoints of customers. In this questionnaire, all the questions were positively framed to study the impact of independent variables like age, gender and profession on the dependent variable.

Statistical Analysis - Efficient and effective data analysis is the result of effective data preparation. This was found to be very crucial between the completion of the field work and the statistical processing of the collected data. Data preparat ion involved transferr ing the questionnaire into an electronic format which allowed and facilitated subsequent data processing. Data sheet was prepared directly at Statistical Program for Social Sciences (SPSS) software for further analysis. Code was assigned to each response for data entry and data record. Transcribed data sheet was prepared for data analysis. On the basis of data sheet, tables and

graphs were prepared for the analysis.

Limitations :

• Time constraint• Mumbai University• Only students were approached.• Industrialist and academicians’ research was

restricted.

Data Analysis :

1st Set of Hypothesis: Relationship between Gender and importance for Traditional Teaching Methods

Importance of Traditional Teaching Methods was judged on 5 scale Likert scale. Students were asked to judge each method separately based on the importance they feel that it needs to be adopted.

Table 1: Descriptive Statistics Gender & Traditional Teaching MethodsDescriptive Statistics

N Mean Std. Minimum MaximumDeviation

Gender 45 1.36 .484 1 2Giving notes 45 3.69 1.041 1 5OHP - Projector 45 3.96 .999 1 5PPT - Computer 45 4.16 .796 1 5Writing on Board 45 3.87 .919 2 5Q & A 45 4.20 .842 1 5

Table 2: Chi Square TestTest Statistics

Gender Giving OHP - PPT - Writing Q & Anotes Projector Computer on Board

Chi-Square 3.756a 33.333b 24.222b 28.511c 8.600c 47.111bdf 1 4 4 3 3 4Asymp. Sig. .053 .000 .000 .000 .035 .000

a. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency is 22.5.

b. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency is 9.0.

c. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency is 11.3.

Figure 1: Gender & Giving Notes

Figure 2: Gender & OHP Projector

Figure 3: Gender & PowerPoint Presentation

Figure 4: Gender & Writing on Board

Figure 5: Gender and Questions & Answers

Analysis: Logically it is clear that many variables like Giving Notes, Projector/OHP, and PowerPoint presentation, writing on boards and finally Question and Answers. But acceptance to all this approach differs as per the Gender. For Male Computer PPT plays very important role, as they are not serious about their studies, whereas similarly Female give highest importance to Writing on Board, as they are good in taking down notes while teaching.

Here, below in Table the Mean and Variance of all Traditional Teaching Approach. The highest ranking is gone to PowerPoint Presentation approach and last preference is given to Giving Notes.

Table 3: Rank for Traditional Teaching MethodsTraditional Mean Std. Variance RankTeaching DeviationMethods

Giving notes 3.69 1.041 1.083 5OHP - Projector 3.96 .999 .998 4PPT - Computer 4.16 .796 .634 1Writing on Board 3.87 .919 .845 3Q & A 4.20 .842 .709 2

At the same time when the traditional as well as Advance Approaches to teaching are taken together. Case Study has been Ranked 1 whereas workshops have been ranked last.

Table 4: Rank for Traditional as well as Advance Teaching Methods

Both Approaches Mean Std. Variance RankDeviation

Giving notes 3.69 1.041 1.083 13OHP - Projector 3.96 .999 .998 10PPT - Computer 4.16 .796 .634 3Writing on Board 3.87 .919 .845 8Q & A 4.20 .842 .709 5Case Study 4.27 .450 .203 1Role Plays 3.93 1.053 1.109 15Workshops 3.78 1.166 1.359 16Guest Lectures 4.07 .837 .700 4Seminar 3.87 1.036 1.073 11Movies 3.93 .963 .927 9Brainstorming 4.02 .892 .795 7Management Games 4.07 .889 .791 6Simulations 3.71 1.036 1.074 12Specialist Interview - Video 4.00 1.044 1.091 14Application Based Questions 4.24 .773 .598 2

With the above analysis it has been observed that there is no correlation between Gender and Importance given by students for Traditional Teaching Methods. Hence, Null Hypothesis gets rejected.

2nd Set of Hypothesis : Relationship between Importance and Satisfaction Level of Advance Teaching Methods.

Fig. 6 : Bar Chart representing Importance & Satisfaction of Case Study

Fig.7: Bar Chart representing Importance & Satisfaction of RolePlays

Fig.8: Bar Chart representing Importance & Satisfaction of Workshops

Fig.9: Bar Chart representing Importance & Satisfaction of Guest Lectures

Fig.10: Bar Chart representing Importance & Satisfaction of Seminar

Fig.11: Bar Chart representing Importance & Satisfaction of Movies

Fig.12: Bar Chart representing Importance & Satisfaction of Brainstorming

Fig. 13: Bar Chart representing Importance & Satisfaction of Management Games

Fig.14: Bar Chart representing Importance & Satisfaction of Simulation

Figure 15: Bar Chart representing Importance & Satisfaction of Specialist Interview - Video

Figure 16: Bar Chart representing Importance & Satisfaction of Application Based Question

Analysis: Logically it is clear that many variables like role play, simulation activity, Workshops, etc. students are dissatisfied especially to the activities they felt more important.

Importance Performance Analysis (IPA) :

Importance Performance Analysis (IPA) was used to profile the data for each variable. IPA is one of the most useful forms of analysis in marketing research, combining information about customer perception and importance ratings (Zeithmal et al., 2009) . In this instance, IPA was used to link perceptions of importance with perceptions of performance for different service quality characteristics, as perceived by students. The data were then ranked out (Importance and Satisfaction wise) so that Professors or Teaching Faculties can use to establish what service quality characteristics needs to be addressed, those that need to be maintained, etc. for instance, a characteristic that was perceived extremely important but performed poorly leading to low satisfaction level would be considered as a problematic area that management needed to address. Although students’ perceptions were measured using a scale ranging from 1 – 5 for both the importance (e.g. 1 = Low Importance, 5 = High Importance) and Satisfaction (e.g., 1 = Low Satisfaction level, 5 = High Satisfaction level) of characteristics.

Table 5: Importance Performance/Satisfaction Analysis

Advance Importance Satisfaction (Performance)Teaching Mean Std. Variance Rank Mean Std. Variance RankMethods Deviation Deviation

Case Study 4.27 .450 .203 1 4.02 .892 .795 1Role Plays 3.93 1.053 1.109 10 4.13 .894 .800 2Workshops 3.78 1.166 1.359 11 3.91 1.083 1.174 8Guest Lectures 4.07 .837 .700 3 3.87 1.140 1.300 11Seminar 3.87 1.036 1.073 7 3.96 .976 .953 4Movies 3.93 .963 .927 6 4.02 1.011 1.022 6Brainstorming 4.02 .892 .795 5 3.98 .988 .977 5Management Games 4.07 .889 .791 4 4.22 1.126 1.268 10Simulations 3.71 1.036 1.074 8 3.91 .925 .856 3Specialist Interview 4.00 1.044 1.091 9 3.84 1.065 1.134 7- VideoApplication Based 4.24 .773 .598 2 4.20 1.120 1.255 9Questions

The above table shows that Importance of ‘Case Study’ ranked 1 as well as based on performance the satisfaction level showing that students are highly satisfied with case studies, hence no change was required by the management. Here, Rank 2 in Importance was in ‘Application Based Questions’, whereas in satisfaction level the same has been ranked at no. 9. In Satisfaction level Rank 2 is with ‘Role Plays’, whereas the same

was ranked the least importance by the students.

With the above analysis and IPA it has been observed that there is no correlation between Importance and Satisfaction level of Advance Teaching Methods. Hence, Null Hypothesis gets rejected.

To find out the service quality area that needs to be improved

Figure 17: Graph Importance Performance Analysis

The above graph has Performance on the X axis and Importance on the Y axis. The analysis combined the mean scores for importance and performance/satisfaction and plotted on a graph for Importance-Performance Analysis Matrix (IPA). The area of each matrix shows the relationship between importance perceptions areas given by the students and performance perceptions given by the students for each service quality characteristics. Each area in the matrix show pictorially what decision has to be taken? The institute should not concentrate on area 4 i.e., Area do not concentrate. The variables falling in this area are Workshops and Simulations.The other areas can be maintained by the management. The management should maintain these areas in the short run. The variables under this area are the maximum. To start with Case study approach, followed by Role Plays, Guest Lectures, seminar, Movies, etc.Management should concentrate their attention to other characteristics that require more immediate attention, areas in the problematic matrix or improve matrix. Management needs to improve the following areas i.e., Application Based Questions and Management Games related to the subject knowledge. Students consider these characteristics extremely important but they perform poorly leading to lowest level of satisfaction. These characteristics are not equal in terms of their importance and performance and those characteristics that are closer to the top left corner of the quadrant indicate problematic areas that any professor should consider first (i.e., higher importance and lower performance).Suggestions :The purpose of this paper is to provide suggestions to institute that can be used to improve the level of Teaching by introducing advance approaches as it is crucial for gaining a competitive advantage. The areas to IMPROVE can be used as a basis to provide suggestions for professors in different B Schools. With the improvement in this area the Management of the B Schools will achieve the greatest marginal benefit if management focuses on improving them.Conclusion :It’s been observed from last decade that admissions in B Schools are declining. Seat intake all over India has been increased 10 times over a last decade. Obviously competition is getting tough and things are getting challenging. With all this the quality of education has to be

improved by introducing new advance approaches in teaching. Besides this role of placements, management, college reputation, etc. is also important. But knowledge is gained only through course curriculum. Further to this an activity has to be designed for few subjects and more of advance approach has to be absorbed to engage students and get effective learning.References :i. Deming, W.E. (1993), The New Economics for

Industry, Government, Education, Cambridge, MA: Massachusetts Institute for Technology, Centre for Advanced Engineering Study.

ii. Pounder, J. (1999), “Institutional Performance in Higher Education: Is Quality a Relevant Concept?”, Quality Assurance in Education, Vol. 7(3), pp. 56 – 163.

iii. Ahlfeldt, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research and Development, 24(1) 5 – 20.

iv. Johnson, D.W., Johnson R., & Smith K., (1998). Active Learning: Co-operation in the college classroom. Edina, MB: Interaction Book Co.

v. Chickering, A.W., & Gamson, Z.F.(1999). Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Higher Education, (80), 75 – 81.

vi. Chickering, A.W., & Gamson, Z.F.(1987). Seven Principles for Good Pratice. AAHE Bulletin 39, 3–7.

vii. Bonwell, C.C., & Eison, J.A. (1991). Active Learning : Creating Excitement in classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: George Washington University.

viii. Fallows, S., & Ahmet, K. (Eds.) (1999). Inspiring Students: Case studies in motivating the learner. London: Kogan Page/ Staff and Education Development Association.

ix. McGrath, J.R., & MacEwan, G. (2011). Linking pedagogical practices of activity – based teaching. The International Journal of Interdisciplinary Social Sciences, 6(3), 261 – 274.

x. Gleason, B. L., Peeters, M. J., Resman – Targoff, B. H., Karr, S., McBane, S., Kelley, K., & Denetclaw, T.H. (2011). An Active – Learning Strategies Primer for Achieving Ability – Based Educational Outcomes. American Journal of Pharmaceutical Education, 75(9), 1 – 12.

xi. Zeithaml, V. A., Gremler, D. D. And Bitner, M. J. (2009), Services MARKETING: Integrating Customer Focus across the Firm, 5th ed. London: McGraw – Hill

xii. Parasuraman, A., Zeithaml, V.A. and Berry, L.L. (1988), “SERVQUAL: A Multiple item Scale for Measuring Consumer Perceptions of Service Quality”, Journal of Retailing, Vol. 64, No. 1, pp. 12–40.

Abstract :

The concept CSR or Corporate Social Responsibility, is not new, however of late the buzz word in the corporate world is about CSR, the new Companies Act 2013 and Section 135 of the Act, which deals with contribution of a corporate / business house toward CSR activities. The question for debate is not regarding the contributions to be made or being made but it addresses Section 135 of the Act which makes contribution towards CSR mandatory after Financial Year 2013 onwards.

This paper tries to analyze the contributions made by the manufacturing sector and the service sector and also attempts to compare the contributions made by the two sectors towards CSR activities with regard to contributions before the mandate was passed (before the New Companies Act 2013). To achieve this objective, 24 companies, each from manufacturing and service sectors, listed with Nifty were chosen randomly for the study. The data for the study was collected from the annual reports (2013) of these companies.

The study shows that contribution towards CSR activities by the manufacturing sector has been supplementary when compared to the contributions made by the service sector. This observation is based on the study of the annual reports of 24 Nifty listed companies 12 each from the Service and Manufacturing Sector respectively. This study was conducted mainly to identify the percentage of contribution towards CSR based on profits before tax (PAT). The outcome of the study suggests that making contribution towards CSR mandatory is much called for.

Key words : Corporate Social Responsibility (CSR), Companies Act 2013, Manufacturing Sector, Service Sector.

Introduction :

A voluntary act of service to society by a corporate constitutes the philosophy of Corporate Social Responsibility. Investment towards social responsibilities is an undertaking by a business

house towards sustainable development through social ventures. Several companies have been promoting social activities deliberately as they consider it as accountability towards their stakeholders and also as a contentious effort to give back to society what society has given to them, in the form of human capital, customers, and investors, all which constitute part of their profits. Hitherto, Corporate Social Responsibility was more of a voluntary activity initiated and embarked by a corporate. It was considered as any activity that focused on welfare programmes and non-governmental activities. Many a times it just meant donating funds to NGO’s and social activists for assisting them in their activities. The corporate houses were satisfied with the fact that they had contributed towards a social cause and took no initiative to check and verify whether the funds donated were actually spent for the cause mentioned by the NGO or the social activists.

Corporate Social Responsibility is now becoming an attractive perception worldwide and also gaining innovative implications not only in the country of origin but also globally. These new initiatives can be attributed to globalization and the resurgence of international trading activities. Infact, international trading has augmented the complexities of business, creating a demand for more transparency and governance.

However, the New Companies Act 2013 appears to change the scenario of approach towards Corporate Social Responsibility where Clause 135 of the amended Companies Act 2013, mandates two percent of the net profits of a company for CSR spending. Further the Act also prescribes a list of CSR activities constituting corporate responsibility. Some critics have questioned whether the government, by confining the legal definition of CSR to community development will encourage companies to assess and disclose their more substantive environmental , social and governance impacts. They identify that the Act ignores the Corporate Affairs Ministry’s very comprehensive National Voluntary Guidelines (NVG’s) on social, environmental and economic responsibilities of business. Dan. S. Dhaliwal,

Social Accounting Before Section 135 Mandate on CSR Activities - A Study on Select Nifty Companies

Dr.Vasanthi Reena Williams, HOD (Commerce),Vidya Vikas First Grade College, Mysore

Basheer Ahmed M., Principal, Vidya Vikas First Grade College, Mysore

et.al. (2011) in their study examine the benefit connected with the introduction of voluntary disclosure of corporate social responsibility activities therefore a reduction in the firms cost of equity. According to their study the firms with the high cost of equity capital in the previous year tend to introduce CSR disclosure in the current year and firms that have already introduced CSR disclosure and have high social responsibility performance which attracts more investors. The study emphasizes that the firms that introduce CSR disclosure are likely to raise more equity capital than those that do not do so. Similarly another study by David S Gelb & John A Strawser (2011) gives an alternative explanation to prior studies that argue that the firms increased demand for their debt and equal issues and thus lowered their cost of capital by providing for informative disclosure. This study gives an alternative explanation that the firms need to be transparent in their dealings and disclosure because it is socially responsible behavior.

Significance of the Study :

The concept of Corporate Social Responsibility was hitherto a voluntary act of social service by business houses towards society. Infact, several business houses like Tata Steel, BHEL, Infosys, Reliance, Wipro, L&T, ITC etc, have been contributing towards community welfare activities voluntarily and have also been successful in their endeavor. Tata Steel has been contribution towards community welfare programmes right from the time of its inception.

CSR being one of the most recently popularized and mandated concept among corporations, has being spreading rapidly among all sectors. Social obligation has to become more of a conscious oriented matter, where organizations give back to the society as much as they derive from it. Though contributions are made they sometimes may not be in compliance with CSR mandate as per the New Companies Act 2013. This study aspires to determine the CSR compliance among select nifty organizations in India.

Scope of the Study :

The importance of CSR emerged more significantly during the last decade. Over the time, CSR expanded to include both economic and social interests. Along with this it also broadened to cover economic as well as social interests. It is possible for companies to behave in

the desired ethical and responsible manner towards consumers, employees, communities, stakeholders and environment. The study however, makes a detailed study on the most recent concept in the commercial industry. This study adds to the literature on CSR.

Corporate social responsibility (CSR) that includes NGO’s, charities, and government agencies may engage in social accounting. Many rules, regulation and laws relating to social responsibility have been framed by “The CSR Act- 2013” and as a result people have become conscious of their rights and cannot tolerate the socially irresponsible behavior of business units. Thus to understand the implementation of these regulations in various Nifty sector companies including both manufacturing and service sector all around the Indian commercial industry were randomly selected and analyzed .

Objectives of the Study :

- To identify the extent of Corporate Social Responsibility among Nifty Companies before the New Companies Act 2013 mandate.

- To understand the importance given by Nifty companies towards social activities.

- To make a comparative study between manufacturing and service sector industries with regard to their CSR activities.

- To identify amount allocated towards CSR activates by the select Nifty Companies.

- To identify the level of CSR compliance even before the mandate.

Materials & Methods :

Table - Showing the summary of Research Methodology adopted

Research design Cross-sectional descriptive research design

Sampling Technique Judgmental Random Sampling.Sampling Unit 12 Nif ty l is ted companies f rom

Manufacturing Sector and 12 Nifty listed companies from the Service Sector.

Sample Size 24 companies listed with Nifty. Research Instrument Annual reports (2013) of the 24 companies

selected for the study.( before the mandate was passed)

Data Collection Official websites of the companies chosen for the study.

Sampling :

Type of research - Descriptive research.

Source and method of data collection - Secondary

Data. This study is solely based on secondary data which was obtained from various Nifty organizations annual report collected from websites and published annual reports. Data from Cyber space was also extensively browsed and used for the study.

Sampling technique - Judgemental random sampling technique was employed.

Sample Size - 24 Nifty Companies from the Manufacturing and Service Sector respectively were chosen randomly from the various organizations of the Indian Commercial Sector.

Unit of analysis - Organization in the capacity of making contributions out of its net profit after tax towards its Corporate Social Responsibility activities.

Statistical tools used - Statistical tool of percentage, average, frequency was used to find the normality and to conduct further analysis.

Limitations :

- Accuracy of the study is purely based on information from secondary data.- Other data collection methods like interview, observation, questionnaire etc., are not used.

Results & Discussion :

The study considers the financial year 2012-13 as the New Companies Act 2013, Section 135 mandates the compulsory contribution towards CSR activities by companies, Schedule VII contains the list of activities which a company can undertake as part of its CSR initiatives.

Accordingly, every company having a (a) net worth of Rs 500 crore or more, or (b) Turnover of Rs 1000 crore or more or (c) net profit of Rs 5 crore or more during any financial year shall constitute a Corporate Social Responsibility Committee of the Board. The Board shall comprise three or more directors out of which, at least one director shall be an independent director. The CSR Board shall be responsible for ensuring that the activities included in the CSR Policy of the company are undertaken by the company and also ensure that the company spends at least two percent of the average net profits.

CSR activities as per Schedule VII CSR activities to include :

• Eradicating extreme hunger and poverty.• Promotion of Education .• Promoting gender equality and empowering

women. • Combating human immunodeficiency virus,

acquired immune deficiency syndrome, malaria and other diseases.

• Ensuring environmental sustainability. • Employment enhancing vocational skills. • Social business projects.• Contribution to the Prime Minister’s

National Relief Fund or any other fund set up the central government or the state g o v e r n m e n t f o r s o c i o - e c o n o m i c development and relief and classes, minorities and women, and

• Such other matters as may be prescribed.

The 2013 Act provides that the company shall give preference to the area and areas around it where it operates.

Draft CSR rules provide for the following :

- ‘Net Profit’ for the section 135 and these rules shall mean, net profit before tax as per book of accounts shall not include arising from branches outside India.

- Reporting will be done on an annual basis commencing from FY2014-15.

- Tax treatment of CSR spend will be in accordance with the IT ACT may be notified by the Central Board of Direct Taxes (CBDT).

- CSR activities may generally be conducted as projects or programmes(either new or ongoing) excluding activities undertaken in pursuance of the normal course of business of a company.

- The CSR Committee shall prepare the CSR Policy of the company which shall include the following:

• Specify the project and programmes to be undertaken

• Prepare a list of CSR projects / programmes which a company plants to undertake during the implementation year, specifying modalities of execution in the areas/ sectors chosen and Implementation schedules for the same.

• CSR projects/ programmes of a company may also focus on integrating business models with social and environmental

priorities and processes in order to create shared value.

• Surplus arising out of the CSR activity will not be part of business profits of a company.

• Would specify that the corpus would include 2 percent of the average net profits, any income arising there from, and surplus arising out of CSR activities.

• Where a company has been set up with a charitable objective or is a Trust/ Society/Foundation/any other form of entity operating within India to facilitate implementation of its CSR activities, the following shall apply:

a) Contributing company would need to specify the projects/programs to be undertaken by such an organization, for utilizing funds provided by it.

b) Contributing company shall establish a monitoring mechanism to ensure that the allocation is spent for the intended purpose only

• A company may also implement its CSR programs through not-for-profit organizations that are not set up by the company itself. Such spends may be included as part of its prescribed CSR spend only if such organizations have an established track record of at least three years in carrying out activities in related areas.

• Companies may collaborate or pool resources with other companies to undertake CSR activities.

• Only such CSR activities will be taken into consideration as are undertaken within India.

• Only activities which are not exclusively for the benefit of employees of the company or their family members shall be considered as CSR activity.

• Companies shall report, in the prescribed format, the details of their CSR initiatives in the Directors reports and in the company’s website.

Analysis and Areas Requiring Clarification

• CSR which has largely been a voluntary

contribution by corporate has now been included in law.

• There is a debates as to whether any penal consequences will emanate on failure to spend, or an explanation in the directors.

• There may be reluctance in compliance, especially in case of companies which are not profitable, but fall under the designated category due to triggering net worth or turnover criteria.

• It is not clear what all constitutes CSR activities as the list specified under schedule VII of the Act seems like an inclusive list and not exhaustive.

• The CSR provision under the 2013 Act require a minimum of 3 directors for the constitution of the CSR Committee, clarification needed as to whether qualifying private companies would be required to appoint a third director to comply with the CSR provisions.

Table - 01 : Table showing the list of Nifty listed companies ( Manufacturing Sector) chosen for the study along with the Net Profits after Tax , Contribution towards CSR activities and the corresponding percentage of contribution (Financial Year 2012-13)S. Listed Companies in Nifty Net Profits Contribution CSR RateNo. Selected For The Study after taxes to CSR in percent

(Manufacturing Sector) (NPT) activities (PAT)

Fig. in crores Fig. in crores FY 2012-13 FY 2012-13

1 Tata Steels Ltd 5,063.97 170.76 3.372 Tata Motors Ltd 301.81 4.98 1.653 Reliance Petro 1234.6 15.43 1.25

Chemicials Ltd4 Reliance Textiles Ltd 2135 16.01 0.755 Bandhari Housery 287.77 2.16 0.75

export Ltd6 BHEL 6,615 231.52 3.57 ONGC 2421.96 39.48 1.638 J.K Tyres Ltd 105.54 1.78 1.689 Bajaj Auto Ltd 3004 46.86 1.5610 Jindal Steels Ltd 1592.55 13.54 0.8511 Dr.Reddy Lab 1265.47 16.83 1.3312 Colgate Palmolive 496.75 9.24 1.86

India Ltd

Source: Survey Data

Interpretation : Table-01 above shows the 12 Nifty listed companies from the Manufacturing Sector that was randomly chosen for the study. The Net Profit after Tax (NPT) was collected from the annual reports of these chosen companies that were uploaded on the respective web sites of these companies. Similarly the amount of contribution towards CSR activities by

these chosen companies were gathered from the information provided in the annual reports. In some annual reports, the amount towards CSR activities has been mentioned whilst in other cases, the amount contributed towards CSR activities had to be calculated from the percentage of contribution from the NPT mentioned in the Annual Report. The above table shows the names of the companies, from the manufacturing sector, included in the study, the Net Profit after Tax (NPT) for the year 2012-13, the individual company voluntary contribution towards CSR activities and the percentage of CSR contribution (based on the Net Profit after Tax). Observations made shows that Tata Steel Ltd and BHEL have spent more than 3% of their NPT on CSR activities; this percentage of contribution is before the CSR mandate. However when we check the contributions made by other companies, there is a vast inconsistency that can be observed between the Net Profits after Tax (NPT) and the voluntary contribution towards CSR activities.

Chart-01 shows the diagrammatic representation of Table-01 depicting the voluntary contributions made by the select Nifty listed companies (Manufacturing Sector), during the financial year 2012-13, (before the New Companies Act 2013 CSR mandate.)

Chart-01: Chart showing the Nifty Listed companies (MANUFACTURING SECTOR) and the corresponding contribution towards CSR activities by the company.

Source: Survey Data

Interpretation: Chart-01 above gives a diagrammatically representation of the Net Profits after Tax and the corresponding contribution towards CSR activities of the select Nifty listed Manufacturing Sector companies during 2012-13.

Table - 2 : Table showing the list of Nifty listed companies (Service Sector) chosen for the study along with the Net Profits after Tax, Contribution towards CSR activities and the corresponding percentage of contribution (Financial Year 2012-13)

S. Listed Companies in Nifty Net Profits Contribution CSR RateNo. Selected For The Study after taxes to CSR in percent

(Service Sector) (NPT) activities (PAT)

Fig. in crores Fig. in crores FY 2012-13 FY 2012-13

1 Wipro India Ltd 16,362 139.08 0.852 Uni-Tech Ltd 23.18 0.14 0.613 Infsoys India Ltd 247.14 4.4 1.784 HDFC (Banking) 229.73 1.72 0.755 Indian Railways 5021.56 92.38 1.846 Apollo Group 695.63 10.51 1.517 Airtel Tele 509.63 8.92 1.75

communication services8 Info Edge India Limited 102.2 0.7 0.689 State Bank of India 1434.67 26.54 1.8910 Axis Bank Ltd 179.23 2.17 1.2111 ICICI Bank Ltd 379.46 3.64 0.9612 Bank of Boroda 373.07 2.42 0.65

Source: Survey Data

Interpretation: Table-02 above shows the 12 Nifty listed companies from the Service Sector that was randomly chosen for the study. The Net Profit after Tax (NPT) was collected from the annual reports of these chosen companies that were uploaded on the respective web sites of these companies. Similarly the amount of contribution towards CSR activities by these chosen companies were gathered from the information provided in the annual reports. In some annual reports, the amount towards CSR activities has been mentioned whilst in other cases, the amount contributed towards CSR activities had to be calculated from the percentage of contribution from the NPT mentioned in the Annual Report. The above table shows the names of the companies, from the Service Sector, included in the study, the Net Profit after Tax (NPT) for the year 2012-13, the individual company voluntary contribution towards CSR activities and the percentage of CSR contribution (based on the Net Profit after Tax). Observations made shows that the largest Nationalized Bank in India, The State Bank of India (SBI) and the largest employer in the country, The Indian Railways, have spent about 1.89 percent and 1.84 percent of their Net Profit after Tax- NPT on CSR activities; this percentage of contribution is before the CSR mandate. The study shows that when compared to the Manufac tur ing Sector, the voluntary contributions made by the Service Sector are far lesser.

Chart-02 shows the diagrammatic representation of Table-02 depicting the voluntary contributions made by the select Nifty listed companies (Service Sector), during the financial year 2012-13, (before the New Companies Act 2013 CSR mandate.)

Chart-02: Chart showing the Nifty Listed companies (SERVICE SECTOR) and the corresponding contribution towards CSR activities by the company.

Source: Survey Data

Interpretation: Chart-01 above gives a diagrammatically representation of the Net Profits after Tax and the corresponding contribution towards CSR activities of the select Nifty listed companies under the Service Sector during 2012-13.

Chart-03: Chart showing the NET PROFITS AFTER TAX and the corresponding contribution towards CSR activities by the companies selected for the study.

Source: Survey data

Interpretation: The companies chosen for the study are all Nifty listed companies. 12 companies each from the Manufacturing and Service Sector were chosen at random for the study. The study tries to compare the contribution made between the Service Sector and Manufacturing Sector based on the annual reports

available on the individual company’s website. Chart-03, above, shows the consolidated contribution made by both the Sectors towards CSR activities. The study shows that the Manufacturing Sector has contributed more when compared to the Service Sector, in terms of voluntary contribution towards CSR activities. Observations through the study also show that, though the companies have voluntarily contributed towards CSR activities, yet, the proportion of their contribution towards CSR does not fulfill the present CSR mandate prescribed. Secondly, very few companies chosen for the study, have mentioned the channels of their CSR activities or the CSR approach adopted by them in their respective annual reports. Before the new mandate came into force, any contribution made towards any activity undertaken either by the concerned company or by an NGO or others on behalf of the company was considered as a CSR activity and the contribution so made was included as fund allocated for CSR spending. The new CSR mandate however has set a list of activities which are specifically to be construed and come under the CSR activities while other philanthropic measures which are not mentioned under the mandate cannot be considered as CSR activity. Since the annual reports of majority of these Nifty listed companies have not specified their area of CSR spending, it is difficult to interpret from the above data and identify or give an accurate interpretation of the actual contribution made by these companies chosen for the study.

Chart-04 : Chart showing the consolidated contribution made towards CSR activities by both the sectors.

Source: Survey data

Table-03 : Table showing the total profits before tax and the corresponding total contribution towards CSR activities by the 24 Nifty listed companies before passing of the mandate.

Total of Net Contribution CSR Profits after towards CSR (in percentage)taxes (PAT)

Fig. in crores Fig. in crores2012-13 2012-13

Mfg. Sector 24524.42 568.59 2.32%Service Sector 25558 292.62 1.44%

Source: Survey data

Interpretation: The outcome of the study shows very obviously that the Manufacturing Sector during the Financial Year 2012-13 have earned total profit of 24524.42 crores collectively , and the value of their collective voluntary contribution towards CSR activities amounts to 568.59 crores, which equals 2.32 percent, when compared to the Service Sector which has earned 25558 crores while their voluntary contribution is much less at 292.62 crores which equals to 1.44 percent.

Chart-05: Chart showing the diagrammatic representation of the Profit after Tax of both Sectors and corresponding voluntary contribution towards CSR activities during 2012-13.

Source: Survey data

Conclusion :

The study throws some interesting light on the contributions made by the Service Sector and the Manufacturing Sector, before the 2013, CSR mandate. It is observed that some companies have adopted CSR voluntarily thought it was not mandatory, both from the Manufacturing and Service Sector respectively. Twenty-four companies listed in Nifty were randomly selected, of which twelve were from Manufacturing and Service Sector. Observations through the study show that Tata Steel which was included in the study, has spent more than 3% of its Profit after Tax on CSR activities, even prior to the 2013 Companies Act, CSR Mandate. Similarly, BHEL have also contributed more than 3% on its CSR activities before the CSR Mandate.

It has also been observed that there is no consistency in the amount of contribution towards voluntary contribution towards CSR activities with respect to both the sectors. Further, the study shows that the Service sectors have been contributed less when compared to the Manufacturing Sector. However, it was also observed that most of the Nifty listed companies have not provided a clear picture regarding their contribution towards CSR activities in their Annual Reports.

The new CSR mandate emphasizes the need for compulsory contribution by the authorities which is a very welcome move however, the mandate is not very clear with regard to spending on CSR activities based on the percentage to be calculated on the amount of Profit after Tax, contribution in case the company does not earn enough profits during the financial year and also specific activities which are identified under the ambit of CSR activity. Press reports state that not all companies have welcomed the mandate but it is definitely a very positive move to ensure that corporate also take initiative in becoming a part of the country’s development process.

References :

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iii. Manuel Castle Branco, Lucia Rodrigues (2008). Factors Influencing Social Responsibility By Portuguese Companies. Journal of Business Ethics. Springer Publication. December 2008. Vol 83(4) pp.685-701. Available online at: http://www.jstor.org/stable/25482407.

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American Accounting Association. American Accounting Association Pub. Vol 55(3) pp.467-4 7 9 . A v a i l a b l e o n l i n e : www.jstor.org/stable/246408.

vi. Camelo Reverte (2009). Determinants of Corporate Social Responsibility Disclosure Rating by Listed Firms. Journal of Business. Springer Publication. 2009. Vol 88(2) pp. 351-3 6 6 . A v a i l a b l e o n l i n e a t : http://www.jstor.org/stable/40295002.

vii. David S Gelb, John A Rawser (2011). Corporate Social Responsibility and Financial Disclosure and Alternative Explanation for Increased Disclosure. Journal of Business Ethics. Springer Publication. September 2011. Vol 33(1) pp.1-13. Available online at: http://www.jstor.org/stable.

viii. Arifue Khan, Mohammad Badrul Muttakin & Javed Siddiqui (2013). Corporate Governance and Corporate Social Disclosure: Evidence from An Emerging Economy. Journal of Business Ethics. Springer Publication May 2013.Vol. 114(2) pp.207-223. Available online at: http://www.jstor.org/stable/23433887.

ix. J D Mahadevo V Oogarah Hanuman & T Subbaravan (2011). A Longitudinal Study of Corporate Social Disclosure in Developing Economy. Journal of Business Ethics. Springer Publication. December 2011, Vol. 04(4) pp.545-558. http://www.jstor.org/stable/41476326.

x. Dun S Dhaliwal, Suresh Radhakrishnan, Albert T Sang and Youg and George Yang (2012). Non Financial Disclosure And Analysis Forecast Accuracy : International Evidence On Corporate Social. The Accounting Review. American Accounting Association Publication. May 2012, Vol 87(3) pp. 723-759.Available online at: http://www.jstor.org/stable/23245628.

xi. Dun S Dhaliwal, Oliver Zhen Hi, Albert T Sang and Youg and George Yang (2011). Voluntary Non Financial Disclosure and the Cost of Equity Capital: Initiation Of Corporate Social Responsibility Reporting. The Accounting Review. American Accounting Association Publication. January 2011.Vol.86 (1) pp.59-100. A v a i l a b l e o n l i n e a t : http://www.jstor.org/stable/2978025.

29-30 December, 2015

Dr. Vanishree Joseph - Co-Convener

Mobile : +91 99948 92780

Prof. Rakesh Shetty - Co-Convener

Mobile : +91 97432 86455

Justice K. S. HegdeInstitute of Management

National Conference on

Ethics and Governance in Management

Abstract :

Aceh, a province of Indonesia, has a history of conflict. The Dutch faced sporadic resistances right up to the time of their surrender to the Japanese in 1942. Even after Indonesian Independence, perceived deprivation of their own natural resources and atrocities of Indonesian Military (TNI) continued to fuel Acehnese alienation towards Jakarta. It was not military action but political and fiscal decentralisation efforts that started the peace process. Process of decentralization, which started from ‘Special Territory’, ultimately facilitated peace in Aceh vide ‘Law on Governing Aceh, LoGA’ after several iterations. This article attempts to provide brief overview of peace process in Aceh.

Key Words : Darul Islam, GAM, Humanitarian Pause Special Autonomy Law, CoHA, Helsinki MoU

Introduction :

The conflict in Aceh, a province of Indonesia at its north-west tip, is not a recent story but originates in the politics of the long struggle against Dutch colonialism and in the distinct history of the province. Aceh was not colonized until the first decade of the twentieth century. Thereafter also, the Dutch faced sporadic resistances right up to the time of their surrender to the Japanese in 1942.

After independence, Aceh was integrated with the Republic of Indonesia. However, economic and administrative integration of Aceh in to the nation state had not popular support from people of Aceh. During initial years, Aceh had operated with reasonable autonomy as the Sukarno government was preoccupied with the task of establishing the new republic and ensuring its survival. But when the Indonesian government decided to incorporate Aceh in to the province of North Sumatra as part of broader agenda to improve administrative efficiency, feeling of discontent started to rise.

Aceh’s leaders including Ulama (religious scholars) had mostly supported the struggle for Indonesian independence. Many, however, soon became disillusioned with the central government. In 1953, they launched a revolt as part of the Darul Islam (Abode of Islam) movement to form an Islamic state. The rebellion

in Aceh was eventually resolved temporarily by negotiations leading to grant of status of ‘Special Territory’. However, ‘Special Territory’ status probably could not fulfill the expectation of people. Demands from local elites for greater control of the resource pie further intensified after the discovery of one of the world’s largest natural gas fields in the early 1970s.

Grievances over perceived inequalities in resource distribution and administrative authority between the center and periphery are often a root cause of demand of separation. Decentralization of political and economic powers is one of the most effective strategies for quelling separatist demands. In absence of genuine decentralization and other compelling reasons such as atrocities of Indonesian Military (Tentara Nasional Indonesia, TNI), the Acehnese once again took up arms and a new rebellion movement, GAM(Gerakan Aceh Merdeha, Free Aceh Movement) was officially launched in December 1976. Even though attempt was quickly contained and quelled by security forces by May 1977, it burst out again in1989 and escalated since the end of 1998.

Declaration of Military Operation Zone :

The Suharto government tried to suppress the resurgence of separatist activities by launching a military offensive. From 1989, Aceh was declared a Military Operations Zone (Daerah Operasi Militer, DOM), an acronym which became synonym of unrestrained violence and unaccountable military actions. There were allegations of atrocities and human rights abuses by both sides in the conflict. During the ten years of the declaration of a DOM, from 1989 to 1998, there were numerous reports of intimidation, beatings, rapes, torture and even disappearances.

Under Suharto’s “New Order”, indigenous structures of community governance had already been disrupted and a small group of the Acehnese elites were nurtured. Through the laws on regional administration, the central government imposed a uniform structure on villages to replace Aceh’s own distinct village institutions- Gampong, Mukim and Meunasah. Abolition of indigenous governing structures also created feeling of alienation among general public which became source of strength of GAM.

Peace in Aceh : A Decree of DecentralisationSwati, Research Scholar, Centre for Indo-Pacific Studies, JNU, NewDelhi

End of “New Order” and Initial Attempt for Decentralisation :

After resignation of President Suharto in May 1998, era of New Order ended. The DOM was lifted in August 1998. In October 1999, an Independent Commission was established to investigate violence in Aceh and subsequently, some junior officers and soldiers were convicted also.

These initiatives from the Indonesian governments created expectations among Acehnese that they would be freed from the heavy hand of Indonesian Military (TNI). The Indonesian government had also realized that it could not keep the nation united by sheer application of the brute force. The referendum in East Timor was burning example. Aceh has distinct identity and rich natural resources. To keep a region such as Aceh in its fold, the central government had to decentralize significantly in both political and financial terms.

President Wahid's government undertook two important initiatives in 2000 and 2001: the 'Humanitarian Pause' of June 2000 and the passing of a law for 'Special Autonomy' for Aceh and Papua in July 2001. The Humanitarian Pause was a ceasefire, a three-month accord designed to both break the cycle of fighting and allow the distribution of humanitarian assistance to the people of Aceh. The Pause was extended several times in different forms over the next year. Apart from other features the Special Autonomy Law significantly provided for the introduction of certain elements of sharia law in local courts and increased oil and gas revenues for the province.

The ceasefire, together with the Special Autonomy law, created the impression outside the province that real progress was being made. The reality on the ground, however, was that most Acehnese very soon realized that little had changed. Definitely, there was absence of mutual trust between TNI and GAM. Although the Humanitarian Pause initially brought a lull in fighting, both TNI and GAM seemed to encash it as an opportunity to regroup and re-arm. Moreover, majority of Acehnese were not taken in to confidence while drafting Special Autonomy Law. Hence, problems were bound to surface during implementation of the law. The dysfunctional state infrastructure was also a hurdle in implementation of the law. Justice is the cornerstone of any peace process. But the law did not respond to Acehnese demands for retribution for human rights violation. This significant

omission further aggravated general feeling of alienation towards the central government.

This conflict led by GAM was fuelled mainly by feeling of being deprived of their own resources and violations of human rights by security forces. Though the autonomy law provided for lion’s share of revenue from natural resources to Aceh, GAM was interested in referendum of East Timor type at that time. There was also serious doubt that perpetrators of violence would be punished as Habibie’s cabinet had strong presence of military leaders with background of direct or indirect involvement in human right violations. Probably, due to these reasons GAM was initially hesitant in supporting central government initiatives to implement the autonomy law.

Signing of CoHA but again Derailment :

The new president Abdurrahman initiated a dialogue with GAM facilitated by the Henry Dunant Center (HDC), an NGO based in Geneva to involve them in to reforms and a major breakthrough was acieved in 2002 when Jakarta and GAM agreed to significant concessions. The government consented to a small group of officers from ASEAN countries monitoring the cease-fire agreement being proposed. GAM accepted the special autonomy law as a “starting point” for further negotiations that progressed throughout 2002. Eventually, the Cessation of Hostilities Agreement (CoHA) was signed between the government and GAM on December 9, 2002.

For significant progress in peace process, there was need of an atmosphere of mutual trust and willingness from both conflicting parties. The CoHA was aiming to achieve this objective. It focused on achieving a cessation of armed conflict between the two sides with the terms of a future political solution subject to future negotiations, which was consistent with the approach the HDC had adopted since becoming engaged in the conflict in 2000. Notwithstanding above negotiations to create a stable security environment, Law no 44/1999 (Special Autonomy Law) was being hurriedly implemented without proper consultation with stakeholders. So, drafting of the special autonomy laws and the dialogue process followed separate tracks. There was no scope for altering the provisions of law to incorporate concessions granted during dialogue process. Lack of co-ordination between these two tracks was one of the significant reasons for derailing

the peace process at later stage.

Another hindrance in successful peace resolution was true intention of conflicting parties. The central government decisions were significantly influenced by military, it was not easy to abolish practices being followed in “New Order” system in one go. Due to pressure from international community and fear of loosing Aceh too on the line of East Timor, the central government was forced to sit across the table. But military had still hope of controlling Aceh after improvement in situation. GAM was also under pressure of not being seen as terrorist organization by international community, especially after Sept 11. Due to absence of mutual trust and willingness, both parties used this ceasefire also to strengthen their respective positions.

The most important provision was increased revenue from natural resources, which had potential to reach the psyche of the Acehnese, if implemented in t rue spir i t of f iscal decentralization. One of the important features of fiscal decentralization was the allocation of 70 per cent of Aceh’s oil and natural gas mining revenue for an initial eight-year period. Now, this much was enough to satiate the feeling of “being deprived of their own resources” but actual problem was with implementation. Wide spread corruption and non disclosure of data regarding revenue generated from oil exploration and production aggravated the distrust for central government. So this provision became classical example of failure of a provision of good law due to bad intention or incompetence of implementing agencies.

Mutual distrust between GAM and the central government further intensified as autonomy laws were being implemented since implementing agencies were neither mature nor willing enough to sail the efforts through. Conflicting public statement regarding CoHA aggravated the situation. Both parties started strengthening their positions and finally CoHA failed in its endeavor. The end of the CoHA signaled the end of the formal dialogue process. Both the government and GAM were working against the spirit of reconciliation. GAM was becoming increasingly implicated in extortion. In sum, then, special autonomy has failed to provide a sustainable framework through which to address separatist conflict in Indonesia. While the laws appeared to offer a breakthrough in recasting center-periphery relations, this advance ultimately turned out to be illusory.

Also, timing is as important as the accord in any peace process. Any peace accord is unlikely to be successful when one or more of the conflicting parties still believe that they can achieve their goals through violence.28 In the case of Aceh, both GAM and the central government were overestimating their positions. In these circumstances, CoHA was almost destined to fail.

Imposition of Martial Law :

Eventually, the government imposed Martial Law across Aceh through Presidential Decree 28/2003 on May 19, 2003 and started Integrated Operation (Operasi Terpadu) in the province. It resulted in the virtual suspension of the special autonomy law. The decision to launch a massive military crackdown clearly demonstrated the belief among Indonesian officials, especially in military circles, that insurgency problem had military solution. The declaration of martial law in Aceh, which sanctions the transfer of authority from the civilian governor to the commander of TNI, made TNI the highest government authority in Aceh. Further, Martial Law also curtailed basic civil rights.

The classical problem of differentiating GAM activist from civilians led to massive human right abuses. Thousands of people were ordered to leave their villages and went to refugee camps so that the military could go after suspected GAM bases. Above resulted in to great suffering for civilians and thus intensified the alienation towards the central government. This was clearly not a way to win “heart and mind” of Acehnese. The whole operation had no long term vision. Faith of Acehnese in the central government was quickly banishing.

Renewed Attempt towards Reconciliation and Helsinki Accord :

Though Martial Law was lifted in May 2004, intensive military operations did continue for some time. However, the central government started to realize futility of military operation and did not want a pyrrhic victory. The new government of Susilo Bambang Yudhoyono (SBY) started to seek for some remedy. Time was also ripe as GAM was eager to negotiate due to growing sense of battle fatigue and increasing international isolation. So both the parties were eager to sit across negotiating table. This situation was in clear contrast to that of CoHA when both parties were using the truce period to strengthen their positions.

The talks started between GAM and the central

government with mediation from former Finland president Martti Ahtisaari of Kosov conflict fame led Crisis Management Initiative (CMI). 33 Ahtisaari formula “Nothing is agreed until Everything is agreed” and his international clout left little scope for conflicting parties to back out from talk unilaterally. Devastating tsunami also made the region under international scanner. Now rehabilitation and reconstruction of the affected areas was more of concern than secession from Jakarta. So, war fatigued GAM eventually left the demand of independent state and a major road block for a possible peace accord was removed. The central government too sensed the opportune moment and gave concessions to settle the conflict once for all. The Helsinki Memorandum of Understanding (MoU) was signed on August 15, 2005.

The MoU and its implementing legislation, the Law on Governing Aceh (LoGA) extended the provisions of the Special Autonomy Law. LoGA is another attempt to use the devolution of economic resources and political authority to quell unrest. The MoU and the LoGA provide for a massive devolution of economic resources and political powers to Aceh, and also allow for the incorporation of local cultural and religious practices into Acehnese administration.

First, greater economic decentralization has been incorporated in the accord. Arrangement has been done to ensure that a significant proportion of Aceh’s natural resources will remain with the province. According to Clause 1.3.4 of the MoU, seventy percent of “all current and future hydrocarbon deposits and other natural resources in the territory of Aceh as well as in the territorial sea, which surrounds Aceh” are to remain in Aceh. According to article 181 of LoGA, Aceh also retains 80 percent of Forestry, Fishery, Mining and Geothermal Energy Resources.

Second, the MoU has provided for greater political decentralization by giving authority to “regulate and implement government functions in all public sectors except those of national character, foreign affairs, defense, security, justice, monetary affairs, national fiscal affairs, and certain functions in the field of religion.”

Third, the accord has also tried to touch the hearts of Acehnese by providing for establishment of a Human Rights Court and a Commission for Truth and Reconciliation. Article 2.2 of the MoU and article 259 of the LoGA establishes of a Human Rights Court. Article 2.3 of MoU states for establishment of a Commission for Truth and

Reconciliation. LoGA article 229 states that the Truth and Reconciliation Commission can also take ‘Adat’ principles into consideration that are still alive among the Aceh community.

Fourth, it has been also tried to incorporate the local cultural practices in local state institution in order to make Acehnese believe that it is their own government. Article 1.1.3 of MoU empowers the Acehnese legislature to determine the name of Aceh and title of senior officials. Article 1.1.4 of MoU gives the Acehnese the right to use regional symbols including a flag, crest and a hymn. In view of continuing their cultural practices and in respect of their historical traditions and customs article 1.1.6 of MoU gives the local parliament the right to pass Qanun, regulatory instruments equivalent to local government legislation elsewhere in Indonesia.

However, such a reconfiguration of centre-periphery relations was not sufficient in itself for sustainable peace. Willingness and pragmatic approach shown by the central government during implementation of the various provisions of the accord played a major role in establishing peace. Any law or accord can give a broader picture but minor details during implementation need pragmatic approach of implementing agencies. Local capacities have to be developed in order to get the decentralized system function.

Special autonomy can be undermined by weak and corrupt local governments. Absence of the rule of law is major impediment to the consolidation of special autonomy arrangements. The local governments are the very agents to which power is devolved and control of resources is entrusted. The capacity building at local level is essential for successful implementation of decentralization. The World Bank, the Asian Development Bank, and the USAID are particularly active in providing help to the Government. They are continuously examining the intergovernmental fiscal relationships and providing suggestions, helping to strengthen the capacity of local government officials through a number of projects, and maintaining close relationship with Central ministries in resolving critical issues. But capacity building is a long drawn process. Based on feedback, checks and balances have been established in the system by Law 32/2004, Law 34/2004 and also by subsequent laws as needs arise.

After having two orderly local elections, first in 2006, then again in 2012, Peace in Aceh now looks assured. The first elected governor Irwandi

Yusuf did not have backing of the whole rank of GAM but this could not derail the peace and decentralisation process. Similarly, despite bitter feud with Yusuf, present Governor Zaini Abdullah who took charge in 2012, continues with policies of decentralization vide LoGA. Above continuity of policies by successive governments is testimonial to the acceptance of decentralization by all stakeholders as an effective peace brokering tool.

Conclusion :

In the post-conflict situation, every single person has to deal with his/her own experiences of the past atrocities in order to be able to move on and build a better future not only for themselves and their families but also for the society as a whole. In a multidimensional conflict situation such as the one in Aceh, the challenge is how to balance between past, present and future. In order to move on and to achieve the jointly agreed goal of peace in Aceh and broader goal of nation state building, it is necessary that the focus is shifted towards the future, instead of trying to solve all the past wrongdoings. Yet wrong doings of the past is to be debated and tried in the court of law with an eye to avoid relapsing of conflict. Of course, justice is the cornerstone of a lasting peace. It is unfortunate that the establishment of a Human Rights Court as well as a Commission for Truth and Reconciliation, both agreed in the MoU, are still not realized. It is hoped that new central government after general election of 2014 will honour these agreements of MoU also. But despite one or two aberration, MoU and LoGA under aegis of Helsinki Accord are able to bring peace in the region and steering the Aceh as a role model for having a stress free centre- periphery relation.

References :

i. Aceh’s Local Elections: The Role of the Free Aceh Movement (GAM) Crisis Group Asia Briefing N°57, November 2006.

ii. Aspinal Edward (2005), “The Helsinki Agreement: A More Promising Basis for Peace in Aceh ”, East-West Center Washington.

iii. Aspinal Edward and Crouch Harold(2004), “ The Aceh Peace Process: Why it Failed”, East-West Center Washington.

iv. Aspinall Edward (2003), “Autonomy and Disintegration in Indonesia”, London: Routledge Curzon.

v. Aspinall Edward (2005), “The Helsinki Agreement: A More Promising Basis for Peace in Aceh”, East-West Center Washington.

vi. Avonis Leena (2007), “Aceh peace Process and Justice”, Paper presented at international Conference on Aceh and Indian Ocean Studies.

vii. Barron Patrick and Clark Samuel (2006), “Decentralizing Inequality ? Centre-Periphery Relation, Local governance and Conflict in Aceh”, Social Development Department, World Bank.

viii. Gurr T. (2000), “Peoples Versus States Minorities at Risk in the New Century”, US Institute of Peace, Washington DC.

ix. Hedman Eva-Lotta E.(2005), “A State of Emergency,a strategy of War : Internal Displacement, Forced Relocation, & Involuntary Return in Aceh”, Aceh Under Martial Law: Conflict, Violence & Displacement, RSC Working Paper No.24, p.7-13

x. Kooistra Mieke(2001), “ Indonesia: Regional Conflicts and State terror”, Minority Rights Group International.

xi. McCulloch Lesley(2003), “ Greed: the silent force of the conflict in Aceh”, University of Deakin Melbourne Australia.

xii. McGibbon Rodd(2004), “Secessionist Challenges in Aceh and Papua: Is Special Autonomy the Solution?” East-West Center Washington.

xiii. Michelle Ann Miller(2004), “The Nanggroe Aceh Darussalam Law: A Serious Response to Acehnese Separatism?” Asian Ethnicity, Volume 5, No. 3.

xiv. Morris Eric Eugene(1985), ‘Aceh: Social Revolution and the Islamic Vision’, Regional Dynamics of the Indonesian Revolution, University of Hawaii Press, Honolulu..

xv. President Wahid frequent changing stance on “referendum in Aceh” cited by Sukama Rizal (2003), “ Aceh in Post-Suharto Indonesiat”, Autonomy and Disintegration in Indonesia, RoutledgeCurzon,p154

xvi. Shaw Robert(2008), “ Aceh’s Struggle for Independence: Considering the Role of Islam in Separatist Conflict”, Fletcher School on line Journal, p.8

xvii. Sherlock Stephen(2003), “Conflict in Aceh: A Military Solution?”, Information & Research Services, Department of Parliamentary Library.

xviii. Sukama Rizal (2003), “ Aceh in Post-Suharto Indonesiat”, Autonomy and Disintegration in Indonesia, RoutledgeCurzon.

xix. Zartman William(2001), “The Timing of peace initiative: “Hurting Stalemates and Ripe Moments”, The Global Review of Ethnopolitics, Vol. 1, No.1.

Abstract :

“In a government of responsibility like ours, where all the agents of the public must be responsible for their conduct, there can be but few secrets”

Today in the digital era, Right to Information (hereinafter RTI) has become a potent aid to maladies of governance. Corruption in governance has always been an inseparable phenomenon like Kautilya had very aptly quoted the impossibility to taste the honey or the poison that finds itself at the tip of the tongue just as fish moving under water cannot possibly be found out either as drinking or not drinking water. Typically secrecy was the rule of Governance and openness was an exception. But it is heartening to note that the Supreme Court of India while recognizing the efficacy of the ‘right to know’ as a sine qua-non of an open government in a democratic society raised the simple right to the status of a fundamental right.

The paper essentially focuses on Right to information as an effective means to strengthen participatory democracy and ushering in people centred governance. Good governance has four elements- transparency, accountability, predic tabi l i ty and par t ic ipat ion. The chronological analysis suggests that many democratic states still find it difficult to accept transparency and accountability.

Keywords : Concept & Elements of Governance, Right to information, Judicial Recognition, RTI Effective Instrument of Good Governance.

Introduction :

For over fifty years after independence, secrecy was the norm in the working of the government and transparency the exception. In the guise of protecting the State’s interest, secrecy in public affairs has been a shield for those in government by concealing their actions from public scrutiny. On the other hand access to information is a power in the hands of the electorate that demands transparency and accountability. The hallmark of a meaningful democracy is the institutional-isation of transparent and participative process which gives the electorate access to information

about the government it has brought to power and enables it to make an informed decision to remove that government from power, if it so chooses. All persons are equal before the law, and are entitled to equal protection. The rule of law ensures that no one is above the law, and that there will be no impunity for human rights violations.

Concept of Governance :

An active, engaged citizenry is essential for a healthy democratic society. Governance is the means to achieve the ends of good governance. Although there can be both good and bad form of governance. Yet from time to time the social scientists, jurists, scholars, administrators have devised multiple methodologies to attain the p o s i t i v e f o r m o f g o v e r n a n c e l i k e decentralization, administrative reforms, judicial review etc. The health of governance in India has never been satisfactory till date and the main malady is corruption. The term good governance connotes different meaning to different people. It is synonymous to efficient, effective, responsive, corruption free and citizen friendly. The ultimate effort lies in bridging divide between civil society and the administration through stability (S), modernization (M), accountability (A), reasonability (R) and transparency (T) that enhances SMART governance. It is very essential to introduce new initiatives of global and democratic governance into the dynamic society to match the amplitude of good governance with time. Today the parameter of good governance is measured through information dispersal. Like economic growth and poverty reduction has deep parity similarly information and governance holds the essence of democracy. Although many times it has been alleged that citizen activism threatens to undermine democratic systems by short-circuiting established procedures for decision making. This criticism is vehemently rejected in a democratic society. Today to attain good governance the formula of election equals democracy is rejected. It is nothing more than a superstition that a victory at the ballot box is a blank check to rule without any interface or dialogue with citizens in between election periods. Hence today good governance seems no

Right to Information : A Legal Substructure of Good Governance in India

Prabir Kr. Patnaik, Prof., SOA National Institute of Law, Bhubaneswar

Diya Sarkar, Faculty Associate, KIIT School of Law, Bhubaneswar

more a distant dream through the strict imposition and broader interpretation of the fundamental rights and duties altogether enhancing a participatory democracy.

Doctrine of Good Governance :

Preamble of our Constitution guarantees to a citizen justice, liberty, equality and fraternity. These are feasible only when there is existence of rule of law. The rule of law could discernibly be dissected into two well accepted concepts: (i) governance and (ii) administration of justice. They are not only the pillars of the Constitutional mandate, but are linchpin to the growth, development and independence of any nation or society. Governance obviously means for good that refers to the task of running the Government in an effective manner. However the basic elements of good governance includes the right to a legitimate and accountable government; respect for fundamental rights and human rights and the Government controlled by the rule of law which requires fair legal framework that enforce law impartially. Impartial enforcement of laws requires an independent judiciary and an impartial and incorruptible police force.

In A. Abdul Farook v. Municipal Council, Perambalur and others , the Court observed that the doctrine of good governance requires the Government to rise above their political interest and act only in the public interest and for the welfare of its people.

In Patangrao Kadam v. Prithviraj Sayajirao Yadav Deshmukh and Ors. , the Court, referring to the object of the provisions relating to corrupt practices, elucidated as follows:

One cannot think of the Constitution of India without the preambular principle of democracy and good governance. Governance is mainly in the hands of the Executive. “Clean, efficient and benevolent administration is the essential features of good governance which in turn depends upon persons of competency and good character.”

In M.J. Shivani and others v. State of Karnataka and others , it has been held that fair play and natural justice are part of fair public administration; non-arbitrariness and absence of discrimination are hall marks for good governance under the rule of law.

In State of Maharashtra and others v. Jalgaon Municipal Corporation and other s , it has been ruled that one of the principles of good

governance in a democratic society is that smaller interest must always give way to larger public interest in case of conflict.

In U.P. Power Corporation Ltd. and Anr. v. Sant Steels & Alloys (P) Ltd. and Ors. , the Court observed that in this 21st century, when there is global economy, the question of faith is very important. In a democracy, the citizens legitimately expect that the Government of the day would treat the public interest as primary one and any other interest secondary. The maxim Salus Populi Suprema Lex, has not only to be kept in view but also has to be revered. The faith of the people is embedded in the root of the idea of good governance which means reverence for citizenry rights, respect for Fundamental Rights and statutory rights in any governmental action, deference for unwritten constitutional values, veneration for institutional integrity, and inculcation of accountability to the collective at large. It also conveys that the decisions are taken by the decision making authority with solemn sincerity and policies are framed keeping in view the welfare of the people, and including all in a homogeneous compartment. The concept of good governance is not a Utopian conception or an abstraction. It has been the demand of the polity wherever democracy is nourished. The growth of democracy is dependent upon good governance in reality and the aspiration of the people basically is that the administration is carried out by people with responsibility with service orientation.

Right to Information : Conceptual Development :

“The democracy cannot exist unless all citizens have a right to participate in the affairs of the polity of the country. The right to participate in the affairs of the country is meaningless unless the citizens are well informed on all sides of the issues, in respect of which they are called upon to express their views. This is particularly so in a country like ours where about 65 per cent of the population is illiterate and hardly 1 ½ per cent of the population has an access to the print media which is not subject to pre-censorship.”

In the era of globalization and growth of information technology, impart ing of information have become the sin qua non for the working of the government and its decision affecting the domestic and international trade and other activities on the other, impose an obligation upon the authorities to disclose information.

The right to information is a right incidental to the constitutionally guaranteed right to freedom of speech and expression. The international movement to include it in the legal system gained prominence in 1946 with the General Assembly of the United Nations declaring freedom of information to be a fundamental human right and a touchstone for all other liberties. It culminated in the United Nations Conference on Freedom of Information held in Geneva in 1948. Article 19 of the Universal Declaration of Human Rights recognised the right to freedom of information and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. It may be a coincidence that Article 19 of the Indian Constitution also provides every citizen the right to freedom of speech and expression. However, the word ‘information’ is conspicuously absent. But, as the highest Court has explicated, the right of information is integral to freedom of expression.

The recommendations of various Committees constituted for this purpose and awareness in the Government machinery of the significance and benefits of this freedom ultimately led to the enactment of the ‘Freedom of Information Act, 2002. This Act was drafted in consonance with the international legal instruments.

In terms of the Statement of Objects and Reasons of the Act of 2002, it was stated that this law was enacted in order to make the government more transparent and accountable to the public. It was felt that in the present democratic framework, free flow of information for citizens and non- Government institutions suffers from several bottlenecks including the existing legal framework, lack of infrastructure at the grass root level and an attitude of secrecy within the Civil Services as a result of the old framework of rules. The Act was to deal with all such aspects. The purpose and object was to make the government more transparent and accountable to the public and to provide freedom to every citizen to secure access to information under the control of public authorities, consistent with public interest, in order to promote openness, transparency and accountability in administration and in relation to matters connected therewith or incidental thereto.

After the Act of 2002 came into force, there was a definite attempt to exercise such freedom but it did not operate fully and satisfactorily. The Civil Services (Conduct) Rules and the Manual of the

Office Procedure as well as the Official Secrets Act, 1923 and also the mindset of the authorities were implied impediments to the full, complete and purposeful achievement of the object of enacting the Act of 2002. Since, with the passage of time, it was felt that the Act of 2002 was neither sufficient in fulfilling the aspirations of the citizens of India nor in making the right to freedom of information more progressive, participatory and meaningful, significant changes to the existing law were proposed. The National Advisory Council suggested certain important changes to be incorporated in the said Act of 2002 to ensure smoother and greater access to information. After examining the suggestions of the Council and the public, the Government decided that the Act of 2002 should be replaced and, in fact, an attempt was made to enact another law for providing an effective framework for effectuating the right to information recognized under the Article 19 of the Constitution. The Right to Information Bill was introduced in terms of its statements of objects and reasons to ensure greater and more effective access to information.

The Act of 2002 needed to be made even more progressive, participatory and meaningful. The important changes proposed to be incorporated therein included establishment of appellate machinery with investigative powers to review the decision of the Public Information Officer, providing penal provisions in the event of failure to provide information as per law, etc. This Bill was passed by both the Houses of the Parliament and upon receiving the assent of the President on 15th June, 2005; it came on the statute book as the Right to Information Act, 2005.

Greater transparency, promotion of citizen-government partnership, greater accountability and reduction in corruption are stated to be the salient features of the Act of 2005. Development and proper implementation of essential and constitutionally protected laws such as Mahatma Gandhi Rural Guarantee Act, 2005, Right to Education Act, 2009, etc. are some of the basic objectives of this Act. Revelation in actual practice is likely to conflict with other public interests, including efficiency, operation of the government, optimum use of limited fiscal resources and the preservation of confidentiality of sensitive information. It is necessary to harness these conflicting interests while preserving the parameters of the democratic ideal or the aim

with which this law was enacted. It is certainly expedient to provide for furnishing certain information to the citizens who desire to have it and there may even be an obligation of the state authorities to declare such information suo moto. However, balancing of interests still remains the most fundamental requirement of the objective enforcement of the provisions of the Act of 2005 and for attainment of the real purpose of the Act.

The Right to Information, like any other right, is not an unlimited or unrestricted right. It is subject to statutory and constitutional limitations. Section 3 of the Act of 2005 clearly spells out that the right to information is subject to the provisions of the Act. Other provisions require that information must be held by or under the control of public authority besides providing for specific exemptions and the fields to which the provisions of the Act do not apply. The doctrine of severability finds place in the statute in the shape of Section 10 of the Act of 2005.

Neither the Act of 2002 nor the Act of 2005, under its repeal provision, repeals the Official Secrets Act, 1923. The Act of 2005 only repeals the Freedom of Information Act, 2002 in terms of Section 31. It was felt that under the Official Secrets Act, 1923, the entire development process had been shrouded in secrecy and practically the public had no legal right to know as to what process had been followed in designing the policies affecting them and how the programmes and schemes were being implemented. Lack of openness in the functioning of the Government provided a fertile ground for growth of inefficiency and corruption in the working of the public authorities. The Act of 2005 was intended to remedy this widespread evil and provide appropriate links to the government. It was also expected to bring reforms in the environmental, economic and health sectors, which were primarily being controlled by the Government.

The Central and State Information Commissions have played a critical role in enforcing the provisions of the Act of 2005, as well as in educating the information seekers and providers about their statutory rights and obligations. Some section of experts opined that the Act of 2005 has been a useful statutory instrument in achieving the goal of providing free and effective information to the citizens as enshrined under Article 19(1)(a) of the Constitution. It is true that democratisation of information and knowledge resources is critical for

people’s empowerment especially to realise the entitlements as well as to augment opportunities for enhancing the options for improving the quality of life. Still of greater significance is the inclusion of privacy or certain protection in the process of disclosure, under the right to information under the Act. Sometimes, information ought not to be disclosed in the larger public interest.

Judicial Recognition of the Right to Information :

The legal right to information was not born for decades, in-spite of the fact that India was established as a parliamentary democracy. It only became a reality through a creative interpretation of Article 19 (1)(a) of the Constitution that the Supreme Court carved out a fundamental right to information within the very soul of the first fundamental freedom. One of the earliest cases where the Supreme Court laid emphasis on the people’s right to know was Romesh Thappar v. State of Madras. Perhaps, in this case the order banning the circulation of the petitioner’s journal Cross Roads was held to be violative of the right to freedom of speech and expression.

Subsequently, in Indian Express Newpapers v. Union of India, the Supreme Court held that the freedom of the press was inherent in Art. 19(1)(a). Under the same context, the Supreme Court upheld the right to information as being part of the freedom of speech and expression and relied on the dictum of Lord Simon of Glaisdale in Attorney General v. Times Newspapers Ltd. It was beautifully quoted that the public interest in freedom of discussion stems from the requirement that members of a democratic society should be sufficiently informed that they may influence intelligently the decisions which may affect themselves. However, the freedom of expression has four broad social purposes to serve i.e. to attain self fulfilment, assists in the discovery of the truth; to strengthen the capacity of an individual in participating in decision making and lastly provides a mechanism to achieve a reasonable balance between stability and social change. The Raj Narain’s case involved the question of government privilege under Section 123 of the Evidence Act, wherein the apex court observed that in a government of responsibility like ours, where all the agents of the public must be responsible for their conduct, there can be but few secrets thereby seconded the idea that the people of this country have a right to

know every public act, done in a public way and by their public functionaries. It was however concluded that the responsibility of officials to explain and to justify their acts is the chief safeguard against oppression and corruption.

However, the above decision was followed in the Judges Transfer Case, stating conclusively that no democratic Government can survive without accountability and the basic postulate of accountability is that people should have information about the functioning of the government. ‘Knowledge’ said James Madison, ‘will forever govern ignorance and a people who mean to be their own governors must arm themselves with the power knowledge gives ...’This inter alia means that people should not only cast intelligent and rational votes but should also exercise sound judgment on the conduct of the government and the merits of public policies.

The breeze and essence of the right to know is the new democratic culture of an open society towards which every liberal democracy is moving and our country should be no exception. True democracy cannot exist unless all citizens have a right to participate in the affairs of the polity of the country. The Supreme Court has contended that the right of the viewer to be entertained and informed is integral to the freedom of expression.

In Indira Jaising v. Registrar General, Supreme Court of India, the demand for publication of the inquiry report was declined disclosure reasoning that is difficult to reconcile with its own bold pronouncements in the past. Subsequently, in the case of People’s Union for Civil Liberties v. Union of India, a demand for information was declined. This case arose out of a challenge to Section 18 of the Atomic Energy Act, 1962 which restricts the disclosure of information relating to an atomic energy plant. The appellant sought disclosure of information from the respondents relating to safety violations and defects in nuclear installations and power plant across the country. The basis of the demand was the report of the Atomic Energy Regulatory Board (AERB) which documented 130 serious instances of safety defects and violations. The Supreme Court upheld the constitutional validity of Section 18 of the Act relying upon the earlier judgments, held that the report was privileged and its disclosure was rightly withheld in the public interest. The Court however, silently escaped the aspect of public interest in safety and protection against

accidents in nuclear plants.

Right to Information : An Effective Instrument for Good Governance :

The renowned French philosopher Michel Foucault once opined, power is derived from knowledge and information is the basic component of knowledge. Information makes men wise and it is competent enough to cope up with the modern world. So, it is the duty of government to inform citizens about day to day happening whatever within the government. Perhaps classical model of governance was dependent upon the whims and caprice of the ruler. However, in the new era of governance man is both subject and object of politics. In this modern age democracy, the State, the government and power are said to belong to the people.

The Right to Information Act has been a powerful instrument in the hands of people to ensure transparency in the decision making process. It is a basic human right of every human being.

Perceivably, transformation of governance to good governance is possible if participation of people increases in governance and free access of information. The RTI Act has been a powerful instrument for voters to ensure transparency in the decision making process. Democracy privileges each citizen the right to freedom of opinion and expression that includes right of holding public opinion and to seek, receive and impart information and ideas from the public a u t h o r i t i e s . P r u d e n t l y t r a n s p a r e n c y, accountability and responsiveness set measures of fairness in Governance. Consequently, the citizen‘s right to information is increasingly being recognized as an important mechanism to promote these measures in government’s administration.

People are the fulcrum in a representative government in India and there is a clarion call Right to Information. RTI binds up human security, shelter, food, environment and employment opportunity. And to live a healthy and dignified life information on these issues is pertinent. It effectively protects the fundamental rights of people.

Corruption and criminalization is the order of Indian bureaucracy today. Secrecy is nothing but a source of corruption and harassment. Though India is the world’s largest democracy, it fails to attain confidence from common people. As a taxpayer, each person should have the right to

know the functioning of government machinery. In addition to this, in a democratic country, citizen can be regarded asset only when citizen develop the skill to gain access to information of all kinds and to put such information to effective use.

Thomas Enderson in his commentary on the First amendment to the US constitution remarked that the society uses freedom of information and expression to protect certain values, which can be grouped into four broad categories. Firstly, assuring individual self-fulfilment; secondly, values focusing on means of attaining the truth; thirdly, a method of securing the participation of members in the society in making social and political decision; fourthly, values seeking the maintenance of balance between social stability and change. Without intellectual freedom the success of democratic governance is impossible. Practically as well as theoretically it can be confidently devised that transparency and efficiency is a successful pathway to achieve the goal of good governance.

Conclusive Analysis :

We have adopted a democratic form of Government and no democratic Government can survive without accountability. Right to information is basic to any democracy. A vibrant citizenry is a prerequisite for survival of democratic society and governance. The quality of life in a civilized society depends upon the quality of exchange of information about the governance and related aspects. It is now widely recognised that openness and accessibility of people to information about the government's functioning is a vital component of democracy. Disclosure of reasonable information would lead to better system and it would be in the public interest that a public authority should throw open the process of public scrutiny, which would result in evolving a better system. Transparency of information would compromise the integrity and efficiency of the functioning of the public authority. In an increasingly knowledge-based society, information and access to information holds the key to resources, benefits and distribution of power. Information, more than any other element, is of critical importance in a participatory democracy.

In the context of illiteracy, recurrent sectional and political violence and undermining of state developmental programmes by mismanagement and systemic corruption, it is difficult to predict the success of right to information as a

substructure of good governance. While we have abandoned the colonial model of governance, the framework of the law is still constructed in the common law model. At one point of time Lord Macaulay wanted Indians to rule their own people in British model. Today, most Legislatures, executive and members of the judiciary still hold colonial attitude. It is a painful fact that our politicians and bureaucrats in the pretext of public good do corruptions in different innovative ways and a corrupt one can never become transparent and will refuses to be accountable. The primary mission of right to information is not just seeking information or holding public servant accountable, rather it reminds to follow the principles of good governance.

References :

i.. Justice K.K. Mathew.

ii.. Panchabhai Popatbhai Butani & Ors. v. The State of Maharashtra & Ors. W.P. Nos.270, 1445 of 2009 decided on 10.12.2009 of Bombay High Court.

iii. (2009) 15 SCC 351.

iv.. (2001) 3 SCC 594.

v.. 1995 6 SCC 289.

vi.. (2003) 9 SCC 731.

vii. AIR 2008 SC 693.

viii. Secretary, Ministry of Information and Broadcasting, Government of India & Ors. v. Cricket Association of Bengal & Anr. (1995) 2 SCC 161.

ix. Banisar, D., Freedom of Information around the World, 2006, London, Privacy International.

x. AIR 1950 SC 124.

xi. (1985) 1 SCC 641.

xii. (1973) 3 All ER 54.

xiii. Supra n. 11.

xiv. State of Maharashtra and others v. Jalgaon Municipal Corporation and other (2003) 9 SCC 731.

xv. S.P. Gupta v. Union of India (1981) Supp SCC 87.

xvi. Secretary, Ministry of Information and Broadcasting v. Cricket Assn. Bengal (1995) 2 SCC 161.

xvii. (2003) 5 SCC 494.

xviii. (2004) 2 SCC 476.

xix. Bhat, Rouf Ahmad, “Right To Information Act: A Tool For Good Governance”, Research on Humanities and Social Sciences, 2015.

Abstract :

The concept of women’s empowerment is the outcome of several important critiques and debates generated by women’s movements throughout the world. The growing social awareness across the globe has brought a number of issues to the fore among which gender equality and women empowerment are of utmost importance. Women Self Help Groups have turned out to be a great achievement in this direction. The participation of women in SHGs has made a significant impact on their empowerment both in social and economic aspects. This research paper intends to analyse present condition of women SHGs with reference to Damoh district of Madhya Pradesh. An attempt is made to study the impact of SHGs on social and economic condition of women associated with them. The data has been collected through various sources and analysed intensively. The study revealed the positive impact of women SHGs on beneficiaries.

Keywords : Empowerment, Self help group, social awareness.

Introduction :

Indian constitution, in its fundamental rights, has provisions for equality, social justice and protection of women. Although there are provisions but these are goals that are yet to be realised. Woman ¨the unsung heroine who works from dusk to dawn¨ still continue to be discriminated, exploited and exposed to inequalities at various levels. So, since independence, government has made concerted efforts towards socio-economic empowerment of women. In India, SHGs represent a unique approach to financial intermediation. The concept of SHGs serves to underline the principle " for the people, by the people and of the people ". Self Help Group (SHG) is the brainchild of Gamelan bank of Bangladesh, which was founded by Prof. Mohammad Yunas of Chittagong University in year 1975.

Purpose of Study :

• To analyse the growth and development of women SHG’s in Damoh district.

• To study average number and age of women SHGs.

• To assess the women SHGs in Damoh with regard to literacy..

• To study the nature of participation of women in SHGs in Damoh district.

• To examine the number of SHGs based on caste in Damoh district.

• To offer suggestions to improve functioning of SHGs.

Methodology :

Keeping in view, the specific set of objectives enumerated, an in depth study of women SHGs in Damoh district of Madhya Pradesh has been. The study is based on collection of data from both primary and secondary sources in district Damoh of M.P.. Multistage cluster stratified sampling methodology was adopted for collecting primary data by designing sample from population. The primary data was collected through the interview schedule conducted in two stages :-

• The first for SHGs.• The second for SHG’s members.

The secondary data was mainly collected from records of DRDA (District Rural Development Agencies) office, Damoh. Also it was taken from books, journals and websites.

The study was carried out in all six tehsils of Damoh namely Jabera, Hatta, Pathria, Tendukheda, Batiyagarh, Patera and also Damoh itself.

An extensive study was carried out in each tehsil to find the total number of women SHGs. Total number of SHGs in every Tehsil funded by NGOs, Banks and by Government were calculated separately.

To gather the required information, a well-structured schedule was designed. Secondary data relating the structural setup and functional aspects of SHGs has been collected from official records maintained by Government and NGOs in the district.

Analysis of Data :

The collected data was thoroughly analysed. Simple frequency tables and charts were constructed for analysis and interpretation of data. The data was scrutinized, verified and

Women Empowerment Through Self Help Groups - A Case Study of Damoh District

Dr. Mamta Awasthy, Asst. Prof. (Maths), Govt. P.G. College Damoh (M.P.)

analysed with the help of computers. Apart from frequency tables, major problems identified and suggestions are also included in the research paper.

Findings :Table 1 : Region wise distribution of Women SHGs formed by NGOs, banks and govt.Particulars Tehsil

Jabera Hatta Patharia T.Kheda Batiyagarh Patera Damoh Total %

SHGs by ---- ---- ---- ---- ---- ---- ---- 0 0

NGO

SHGs by 577 444 446 617 567 504 805 3960 100

Govt.

SHGs by ---- ---- ---- ---- ---- ---- ---- 0 0

Bank

• The distribution of SHGs according to their financing institution is presented in Table 1.

• The data clearly reveals that in all the 7 tehsils of Damoh district, all the SHGs i.e. 100% of them are funded by Government.

• None of the SHGs are funded by any Non-Governmental Organisation or any nationalised Bank.

Table 2 : Caste wise distribution of women self help groups in seven tehsils of Damoh. Caste Tehsil

Jabera Hatta Patharia T.Kheda Batiyagarh Patera Damoh Total %

General 300 172 94 349 432 319 562 2228 56.2

& OBC

SC 223 181 173 194 99 104 142 1116 28.1

ST 54 91 179 74 86 81 101 666 15.7

Single Caste 216 156 198 208 201 189 311 1479 37.3

• It has been observed from Table 2 that about half of the SHGs i.e. 56.2% consisted of the people belonging to General category. It followed by 28.1% of the SHGs consisting of members belonging to Scheduled Caste and remaining 15.7% of SHGs consisting of members from Scheduled Tribe.

This shows that SC and ST SHGs are very less (about less than half ) as compared to SHGs with members of General category.

• The last row in Table 2 shows the number of women SHGs consisting of members of single caste. It can be observed that almost 1/3 rd of total women SHGs are constituted of people of same caste.

Table 3 : Region wise distribution of group funds, ext. Loan and outstanding loan.Fund & loan Tehsil

(in lakhs) Jabera Hatta Patharia T.Kheda Batiyagarh Patera Damoh Total %

Group fund 18.63 19.64 18.73 17.49 15.68 17.29 20.02 127.48

External 400.17 399.47 401.43 398.67 387.66 303.4 411.71 2702.5

Loan

Loan 76.13 99.52 84.31 85.92 87.43 69.17 98.21 600.69

outstanding

• Table 3 shows the total group fund, the external loan taken from Bank, Government or NGO and the outstanding loan of the women self help groups.

• It has been observed from the table that the average group fund in each tehsil excluding the loan is 18.21 lakhs which is quite a descent figure.

• It is evident that a good amount of external loan (Avg. 386.084 lakhs ) from various agencies i.e. banks and government is provided for the healthy functioning and working of women SHGs.

• A good evident fact is that the average outstanding loan i.e. 85.21 lakhs is very meagre as compared to the external loan taken from the government and banks. From this, it can be inferred that the income of women SHGs in Damoh district is quite sufficient for their development as well as repayment of loan.

Table 4 : Region wise distribution of various data collected regarding women SHGs.Particulars Tehsil

of SHG’s Jabera Hatta Patharia T.Kheda Batiyagarh Patera Damoh Total %

Average 12 12 12 12 12 12 12 ----

(yrs.)

Average 13 12 15 15 12 12 13 ----

members

Literate 112 103 111 163 144 109 198 940

groups

SHGs 43 35 26 21 34 104 198 461

dropout

Avg. 1000 1200 1200 1300 1300 1500 1500 ----

monthly

saving

Inactive 22 18 15 09 11 13 21 109

SHGs

• The average age of women SHGs in every Tehsil is 12 years. Thus it can be inferred that

age

Pie chart showing Caste-wise distribution of SHG

Gen. & O BC

SC

ST

women SHGs have been functioning in Damoh district from almost 12 years.

• The number of women SHGs whose members are literate is 940 which is about one fourth of the totals SHG in the district. Considering the present literacy status of M.P., especially in rural areas, it is quite a good number.

• The average monthly saving of SHGs in each Tehsil is shown in Table 4. It can be seen that the average monthly saving is very less.

• It is also evident from Table 4 that the average number of inactive SHGs in every tehsil is nearly 16.

• Apart from inactive women SHGs, the number of SHG dropouts is very high as far as total number of SHGs is concerned. This is a matter of great concern.

• The number of inactive SHGs and SHG dropouts show that there is some lack in support and that financial and moral is not provided in a proper way by government, NGOs and banks.

Major Problems Identified :

6.1 None of the women Self Help Group in the study area is funded by Non-Governmental organisations as well as banks. All the groups in the region are funded solely by Government which is a matter of great concern.

6.2 The participation of people belonging to Scheduled Caste (SC) and Scheduled Tribe (ST) is very less.

6.3 A few problems have been expressed relating to the availing of loan from banks.

6.4 Another major problem is the lack of literacy. The groups consisting of literate members is very less as compared to the total number of groups.

6.5 The triple role of family, economic activity and group has been identified as foremost problem faced by group members. The members are not able to concentrate fully on all affairs.

6.6 The average monthly saving of women SHGs is also satisfactory.

6.7 It has also been identified that bank finances are very small to improve the economic activity and operation of the group.

Conclusion :

The present need of women empowerment has

influenced the government to plan and work out policies for development of the country. Women’s socio-economic empowerment through Self help groups (SHGs) has lead to benefits not only to individual women but also their family and community as a whole.

SHGs are formed and supported usually by government agencies, NGOs and banks. This formation of SHGs approach has combined access to low cost financial services with a process of self-management and development for women who are SHG members. In turn, it is promoting the economy of the country by its contribution to rural economy and hence, to development of the country.

Therefore, for holistic empowerment of women to happen- social, economic, political aspects impacting a woman’s life must converge effectively.

References :i. E.A Prameswara Gupta, Syed Rabmahulla and

S.L.shankar (2010). Impact of microfinance: A critical analysis. Southern Economist, Vol. 48, No.18, p.29 .

ii. H.M. Chandrashekar , M.U. Lokesh (2009). Role of SHGs in socio-economic change of vulnerable poor. International NGO Journal. Vol.4, No.4, p.p. 127-131.

iii. R. Dasgupta, (2001); Working and Impact of Rural Self-Help Groups and other Forms of Micro Financing: An Informal Journey Through Self-Help Groups, Indian Journal of Agricultural Economics. Vol.56 No. 3, p.p. 370-386.

iv. A. Abdul Raheem (2011). Women Empowerment through Self-help groups(SHGs). New Delhi : New century publications.

v. B. Zahir Hussain (2012). Empowerment of Women through Self Help Groups. Delhi : Pragun Publications.

vi. P. Venkata Rao (2012). Self-Help Groups and Women Empowerment. Delhi : Discovery Publishing House.

vii. Geeta Manmohan, Monika Tushir, Sumita chadha. (2008). Rural Banking and Micro finance, Southern Economist, Vol: 47, No.2.

viii. Dr. A. Sundaram (2012). Impact of Self-help group in socio-economic development of India. IOSR Journal of Humanities & Social Sciences, Vol.5, No.1, p.p. 20-27.

ix. Rekha, R . Gaonkar (2001). Working and impact of Self help groups in Goa, Indian Journal of Agricultural Economics, Vol.56, No.3, p .465.

x. District Rural Development Authority (DRDA) Office, Damoh (M.P.)

xi. C. Ahlin, T.Robert, (2003); Selection Into Across Credit Contracts: Theory and Field Research, Working Paper No. 03-23, Department of Economics, Vaderbilt U n i v e r s i t y. h t t p : / / w w w. v a n d e r b i l t . e d u /econ/wparchive/workpaper/vu03-w23.pdf

xii. ht tp: / /www.ifad.org/evaluat ion/public_html /eksyst/doc/insight/pi/india-13.htm .

xiii. h t t p s : / / e n . w i k i p e d i a . o r g / w i k i / S e l f -help_group_(finance)

Abstract :

Practice teaching is an integral part of the teaching learning process, practice teaching helps the student teacher to modify their behavior .For the improvement of the quality of teacher and there teaching there is a need of doing practice, because practice makes a ma perfect and if the student teacher have positive attitude toward practice teaching than they learn a lot about the different aspects and the phases of practice teaching which is helpful for their skill development, and is helpful for the future teacher for their professional growth, so the present the present piece of study is taken. Through this study the attitude of student teacher was found out. The sample for the present study comprised of 100 students of Department of Education DAVV. The data was collected by using attitudinal scale (Likert type). The data were analyzed by using mean, standard deviation, kurtosis and t-test. The findings of the study shows that there is no significant difference in the attitude of the student teacher with respect to gender and also shows no significant difference in the attitude of the student teacher with respect to habitat.

Keywords : Practice teaching, Attitude, Attitudinal scale, student teachers

Introduction :

The progress of the nation depends up on the progress of the education system. Education system become better when there is a better quality of the teacher. A teacher is said to be a better teacher when it has better skills for teaching learning process and for motivating the children. All these can be achieved only teacher is well trained and having a mastery over their subject and this can be achieved by providing the better quality of practices to the future teacher. Practice teachings prepare a teacher who can impart quality education in school. Practice teaching provides scope to student teacher to reflect their experience.

Meaning of Practice Teaching :

Practice teaching is the teaching of a specified

number of isolated lessons, and is considered as suff ic ient condi t ion for profess ional development. Teaching is a profession and teacher education is a process of professional preparation of the teachers. Preparing one for a profession is an arduous task and it involves action from multiple fronts and perspectives. A profession is characterized by a sufficiently long period of academic training. Practice teaching is one of the academic training which develops the teacher in a professional way. Practice teaching helps the student teacher to impart there theoretical knowledge into a practical once. It is one of the important aspect for the development of the teacher. It develops such environment that student teacher works in an actual field for getting mastery in the teaching learning process. Practice teaching provides an opportunity to the student teacher for exploring their ideas of teaching learning before he/she enter in the real world of teaching profession. Practice teaching develops the art of teaching in the student teacher. On one hand it provides the strength, motivation, excitement and appreciation to the student teacher and also helps the student teacher to sharpen their skills which he/she learned in the institute and on the other hand it may be demotivate the student, weeken down the strength of the student. Practice teaching provides an experience to the student teacher for dealing with the students and also with their content and with the whole environment of the school. Practice teaching is mandatory for the present teacher educator, it is an important part of the B.Ed curriculum because it develops the way of teaching in the teacher educator and it provides an opportunity to the beginning teacher to familiarize with the school environment and the school becomes the platform for their learning during the time of practice teaching.

Considering the importance of practice teaching an attempt has been made to study the attitude of the student teacher toward the practice teaching, as practice teaching is an important ingredient for the development of the professional teacher. So the present piece of the topic has been selected for the research work.

Attitude of Student Teacher Towards the Practice Teaching

Nishat Qureshi, Research Scholar, School of Education, DAVV, Indore (M.P.)

Shruti Awasthi, Research Scholar, School of Education, DAVV, Indore (M.P.)

Stages of Practice Teaching :

Following are the stages of the practice teaching:

1. Primary stage: In this stage student teacher were familiarized with the school environment where they have to deliver their lesson plan for practice, So that they develop a rapport with the staff of the school and they collect all the information regarding the content, class, subject, different method of teaching, timing of the school, which books are referred by the school etc.

2. Preparation of the lesson plan:Before entering in the field student teacher prepare their lesson plan which is helpful for them while presentation and for the completion of their instructional objective. It provides confidence to the student teacher.

3. Teaching in classroom:In this stage the student teacher has to give the presentation of their content which is prepared by the student teacher in the form of lesson plan. This is the practice session of the student teacher where they practices the different ways of teaching learning.

4. Evaluation of practice teaching: As the duration of practice teaching is for 20 days and the last day is for final presentation so for 19 days the student teacher were observed by the supervisor and on the basis of this observation supervisor provides them a feedback and the final lesson plan was evaluated by the external so the evaluation of practice teaching is done by supervisor and external both. Supervisor observe or evaluate the student teacher on the basis of its presentation, confidence, punctuality, different method of teaching, use of teaching aids and on the basis of their creativity, classroom control, use of black board, way of explanation, understanding of the students etc.

Problem :

Attitude of Student Teacher Towards the Practice Teaching :

Objectives - The objectives of the present study were:

• To study the attitude of student teacher toward practice teaching with respect to the

gender.

• To study the attitude of student teacher toward practice teaching with respect to the habitat.

Hypothesis - he Hypothesesof the present study were:

• There will be no significant difference in the attitude of student teacher toward practice teaching with respect to the gender.

• There will be no significant difference in the attitude of student teacher toward practice teaching with respect to the habitat.

Methodology - Methodology for the present is as follow

Sample - The present study is mainly confined to the B.Ed course of the DAVV University and the size of the sample comprised of 100 students and the data was collected from the100 students in a proper manner.

Tool - For measuring the attitude of B.Ed students toward practice teaching a five point Likert type of attitudinal scale was constructed by the investigator. The scale comprised of 20 statements out of which 12 statements were of positive polarity and 8 were of negative polarity. Statements which are in the favor were kept in the positive polarity and those which are unfavorable toward the attitude of the students they were kept in the negative polarity.

Procedure of Data Collection :

The require data for the present study were collected by the researcher personally from the School of Education DAVV, Indore. After selecting a sample the researcher had taken permission from respective Heads of the Department and Dean of the college before collecting the data. After the grant of permission the researcher collected the data.During collection of the data researcher met with teachers of the respective classes and introduced herself to the teachers and told the teacher about the purpose of study. Then researcher went to the class room and introduced herself to the students and told to the student about purpose of the study and thereafter distributed the tool to the students. Researcher had explained about basic information regarding to the tools. The students were given 45 minutes to fill the tools.

Data Analysis with Respect to Different Variables :

The first objective of the study was “To study the attitude of student teacher toward practice teaching with respect to the gender.”The Descriptive and inferential statistics were used to elicit the results from the collected data. Mean, Standard Deviation, Independent Sample T-test and ANOVA was used. For the purpose of studying the attitude of student teacher toward practice teaching with respect to the gender the following null hypothesis was formulated Ho1: There will be no significant difference in the attitude of student teacher toward practice teaching with respect to the gender. To test this hypothesis, Mean, Standard Deviation, Standard Error of Mean, independent sample t-value, degrees of freedom (df), and level of significance of the scores obtained from attitude scale was calculated with respect to variable Gender. Following Table 1.1 and Graph 1.1 represent the results.

Table 1.1: Mean, Standard Deviation, Standard Error of Mean, t-value, degrees of freedom (df), and level of significanceof the attitude of student teacher toward practice teaching with respect to Gender

Gender N Mean SD SEM df ‘t’ P-value (2-tail)

Male 80 152.02 9.05 1.01 148 1.817 0.071* Female 70 155.18 12.18 1.45

* Not significant

Graph 1.1: Gender wise Mean Scores of attitude of student teacher

From the Table 1.1 and Graph 1.1 it is clear that t-value was found to be 1.817 which was significant at P-value of 0.071 (2- tailed) with df =148. This P-value is greater than the 0.05 alpha level of Significance, thus, the t-value is not significant at 0.05 level. This indicates that the mean attitude scores of male and female students

with respect to practice teaching do not differ significantly at 0.05 level of significance. So, the null hypothesis, “There will be no significant difference in the attitude of student teacher toward practice teaching with respect to the gender.” was not rejected at 0.05 level.

Thus, it can be elicited thatThere will be no significant difference in the attitude of student teacher toward practice teaching was independent of Gender.

The second objective of the study was “To study the attitude of student teacher toward practice teaching with respect to the habitat.

For the purpose of studying the attitude of student teacher toward practice teaching with respect to the gender the following null hypothesis was formulated Ho2: There will be no significant difference in the attitude of student teacher toward practice teaching with respect to the habitat. To test this hypothesis, Mean, Standard Deviation, Standard Error of Mean, independent sample t-value, degrees of freedom (df), and level of significance of the scores obtained from attitude scale was calculated with respect to variable Gender. Following Table 2.1 and Graph 2.1 represent the results.

Table 2.1: Mean, Standard Deviation, Standard Error of Mean, t-value, degrees of freedom (df), and level of significanceof the attitude of student teacher toward practice teaching with respect to habitat

Res. N Mean SD SEM df ‘t’ P-value (2-tail)

Rural 100 152.5 10.31 1.03 148 -1.60 0.110* Urban 50 155.4 11.30 1.59

*Not Significant

From the Table 2.1 and Graph 2.2, given below it is clear that ‘t’value was found to be -1.60 which was significant at P-value of 0.110 (2- tailed) with df =148. This P-value is greater than the alpha value of 0.05, thus, the t-value is not significant at 0.05 level. This indicates that the mean attitude scores of the practice teaching of the students do not differ significantly at 0.05 level of significance with respect to their habitat. So, the null hypothesis, “There will be no significant difference in the attitude scores of student teacher toward practice teaching with respect to the habitat” was not rejected at 0.05 level.

Thus, it can be elicited that attitude of student teacher toward practice teaching with respect to the habitat was independent of Habitat.

Graph 2.1: Habitat wise Mean Scores of attitude of student teacher with respect to practice teaching

Major Findings :

- There was no significant difference among the mean attitude scores of student teacher toward practice teaching with respect to the male and female student teacher so it is concluded that attitude of student teacher toward practice teaching with respect to the gender was independent.

- There was no significant difference among the mean attitude scores of student teacher toward practice teaching with respect to the male and female student teacher so it is concluded that attitude of student teacher toward practice teaching with respect to the habitat was independent.

Discussion of the Findings :

Attitude Scores with Respect to the Gender :

There was no significant difference among the mean attitude scores of student teacher toward practice teaching with respect to the male and female student teacher so it is concluded that attitude of student teacher toward practice teaching with respect to the gender was independent. This may be due to the following reasons.

- In this scientifically advanced society both male and female gets an equal opportunity to represent them. There may be no biasness in the respective college with respect to gender every one may be free to share and represent their view in front of whole class.

- Teachers may give equal opportunity to all students without any biasness and provide

same type of knowledge to all students and sources of getting knowledge may also be same so the knowledge level of both male and female may be same this may be the reason that scores were independent of gender.

Attitude Scores with Respect to the Habitat :

There was no significant difference among the mean attitude scores of student teacher toward practice teaching with respect to the male and female student teacher so it is concluded that attitude of student teacher toward practice teaching with respect to the habitat was independent. This may be due to the following reason.

- Most of the students move from rural area to urban for the study purpose so they adopt the culture followed by the students of that local place, so due to which the thinking level of them may become same.

Conclusion :

Education has been described as the bedrock of every society and tool for nation building. For quality education to be achieved in a nation the principal actors of learning who the teachers must be professionally trained. In other words, the teacher must be adequate in quality and quantity. Students must be well trained and facilities must be provided as well for effective teaching and learning.Practice teaching occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et al., 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. The attainment of quality education will be a mirage without adequate preparation of manpower that will dispense the knowledge. This calls for serious consideration of stipulated strategies to be adopted. Practice promotes the wellbeing of students, teachers and the school community - it improves students' and teachers' confidence and contributes to their sense of purpose for being at school; it builds community

confidence in the quality of learning and teaching in the school, So for the improvement of the quality of the teaching in the field of Education there is a need of quality based teacher and this quality can be achieved by providing better practices to the student teacher in the field of Education. The following phrase perfectly fit for the practice point of view “practice makes a man perfect” so if we needa perfection in teaching than we need to do more and more practice.

References :i. Afe J.O. (2001) Reflections on Becoming a Teacher

and the Challenges of Teacher Education. Inaugural Lecture Series 64. Benin City: University of Benin, Nigeria.

ii. Akbar, R.A. (2002): A Study of Practice Teaching of Prospective Secondary School Teachers and Development of Practice Teaching Model, Arid Agricultural University Rawalpindi, Unpublished Ph.D. Thesis.

iii. Buch, M. B. (ed.) (1974). A Survey of Research in Education. Baroda: M.S. University of Baroda.

iv. Buch, M. B. (ed.) (1979). Second Survey of Research in Education. Baroda: Society for Educational Research and Development.

v. Buch, M. B. (ed.) (1987). Third Survey of Research in Education. New Delhi: NCERT.

vi. Buch, M. B. (ed.) (1991). Fourth Survey of Research in Education (Vol.I & II). New Delhi: NCERT.

vii. Federal Ministry of Education (2004). National Policy on Education,Lagos: Federal Ministry of Information.

viii. Furlong VJ, Hirst PU, Pocklington K (1988). Initial Teacher Training and the Role of the School. Philadelphia: Open University Press. Federal Ministry of Education .

ix. Ijaiya, Y. (2001). From quality control to quality assurance:A panacea for quality education in Nigerian schools. In N.A. Nwagwu, E.T. Ehiametalor, M.A. Ogunnu & M. Nwadiani (Eds). Current issues in educational management in Nigeria. National Association of Educational Administration and Planning.

x. Iniobong E. N. (2008): Quality Assurance in Teacher Production: The Case of Akwa Ibom State College ofEducation, Nigerian Journal of Curriculum Studies December 2005, Vol. 15 No. 4.

xi. Izumi, L. & Evers, M.W. (2002). Introduction.In L. Izumi & M.E. Williamson (Eds). Teacher quality. Stanford: Hoover Institution Press.

xii. Lassa, P. N. (1996): A forward in Teachers Education. An Imperative for National Development (ED), Kaduna, National Commission for Colleges of Education. National Open University of Nigeria (2010). EDU635 Teaching Practice Manual.

xiii. Nwanekezi, A.U., Okoli, N. J. & Mezieobi, S. A. (2011). Attitude of Student-Teachers towards Teaching

Practice In the University of Port Harcourt, Rivers State, Nigeria Journal of Emerging Trends in Educational Research and Policy Studies(JETERAPS) 2(1):41-46.

xiv. Okebukola, P. (2005). Quality assurance in teacher education: The role of faculties of education in Nigerian universities. A Paper delivered at a meeting of C o m m i t t e e o f D e a n s o f E d u c a t i o n i n NigerianUniversities, held at the Faculty of Education, University of Ilorin.Oyekan S. (2000).

xv. Salawu, O. & Adeoye, A. (2002). Unit 1 the co1pt of student teaching practice. Retrieved from www.nou.edu.ng/noun/NOUN_OCL/pdf/pdf2/EDU%20635.pdf 12 March 2012.

xvi. Uchefuna M.C. 2001. A Study of Clinical Supervision and Teachers Effectiveness in Umuahia and Abia Educational Zones of Abia State. M.Ed Dissertation, Unpublished, Port Harcourt: University of PortHarcourt, Nigeria.

xvii. UNESCO (2005). EFA Global Monitoring Report 2005. portal.unesco.org/education/en/ev.php. Retrieved February 7 2012.

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2vLi`'; ekuk x;k gS og O;fDr nfyr gSA**d¡oy Hkkjrh dk ekuuk gS fd **nfyr og gS ftl ij vLi`';rk dk fu;e ykxw fd;k x;kA ftls dBksj ,oa xans dke djus ds fy, ck/; fd;k x;kA ftls f'k{kk xzg.k ,oa Lora= O;olk; djus ls euk fd;k x;k vkSj ftl ij lNwrksa us lkekftd fu;ksX;rkvksa dh lafgrk ykxw dh] ogh vkSj ogh nfyr gS vkSj blds vUrxZr ogh tkfr;k¡ vkrh gS ftUgsa vuqlwfpr tkfr;k¡ dgk

3tkrk gSA** bu ifjHkk"kkvksa ls Li"V gksrk gS fd *nfyr* og gS ftldk neu ;k 'kks"k.k gqvk] ftls lafo/kku esa vuqlwfpr tkfr;k¡] vuqlwfpr tutkfr;k¡ dk ntkZ izkIr gks vkSj ftls Hkkjrh; lekt vLi`'; ekurk gksA

nfyr lkfgR; fdls ekuk tk, bl ij ys[kdksa o fopkjdksa esa erHksn gS A ys[kdksa o fopkjdksa dk ,d oxZ ekurk gS fd nfyr lkfgR; ogh gS tks nfyrksa n~okjk fy[kk x;k gS( nwljk oxZ ekurk gS fd nfyr lkfgR; esa xSj&nfyr lkfgR;dkjksa ds nfyr&fparu dks Hkh LFkku feyuk pkfg,A nfyr fpard d¡oy Hkkjrh dh /kkj.kk gS fd&**fgUnh nfyr lkfgR; og gS] tks nfyr eqfDr ds lokyksa ij iwjh rjg vEcsMdjoknh gSA lkekftd] vkfFkZd] jktuhfrd {ks=ksa esa mlds ljksdkj os gh gS tks vEcsndj ds Fks A nfyr lkfgR; ls vfHkizk; ml lkfgR; ls gS] ftlesa nfyrksa us Lo;a viuh ihM+k dks :ikf;r fd;k gS A vius thou&la?k"kZ esa nfyrksa us ftl ;FkkFkZ dks Hkksxk gS] nfyr lkfgR; mldh vfHkO;fDr dk lkfgR; gSA;g dyk ds fy, dyk ugha cfYd thou dk vkSj thou dh ftthfo’kk dk lkfgR; gSA blfy, dguk u gksxk fd okLro esa nfyrksa n~okjk fy[kk x;k lkfgR; gh nfyr&lkfgR;

4 dh dksfV esa vkrk gSA** ';kSjkt flag cspSu dk dguk gS & **nfyr lkfgR; mu vNwrksa dk dk lkfgR; gS] ftUgsa lkekftd Lrj ij lEeku ugha feykA lkekftd Lrj

fgUnh nfyr lkfgR; % vkRedFkk ds lanHkZ esajks'ku dqekj] 'kks/kkFkhZ] ¼fgUnh½]ckcklkgsc Hkhejko vEcsndj fcgkj fo'ofo|ky;] eqt¶Qjiqj

ij tkfrHksn ds tks yksx f'kdkj gq, gS]mudh NViVkgV gh 'kCnc) gksdj nfyr lkfgR; cu jgh

5gSA** ckcwjko cxwy ds vuqlkj & **nfyr lkfgR; og ys[ku gS ]tks o.kZ O;oLFkk ds fojks/k esa vkSj mlds foijhr ewY;ksa ds fy, la?k"kZjr euq’; ls izfrc) gSA**6Hkxokunkl nfyr lkfgR; ij vius fopkj O;Dr djrs gq, dgrs gS fd &**nfyr lkfgR; lgh ek;uksa esa og lkfgR; gS tks nfyrksa us vius Kku] vius rtqcsZ]

7viuh dfBukÃ;ksa vkSj ihM+k ds vk/kkj ij fy[kkA** MkW- cVksgh dgrs gS fd &**;g vke /kkj.k jgh gS fd nfyr lkfgR; nfyr lkfgR;dkjksa dh jpuk gS ysfdu ,slk dksà nqjkxzg] ,slk dksà ca/ku lkfgR; ds fy, dnkfi laHko ugha gS A ,sls lHkh lkfgR;dkj tks nfyrksRFkku ds fy, jpuk djrs gS os nfyr

8lkfgR;dkj dgykrs gSA** izks- jktef.k 'kekZ dh n`f"V esa **nfyr :i esa tUesa O;fDr }kjk fy[kk x;k lkfgR; gh nfyr lkfgR; dgykuk ,d vfroknh lksp gSAlR; rks ;g gS fd lkfgR; jpuk ,d fo'ks"k izfØ;k vkSj izfrHkk dh vis{kk djrh gS A vr% lHkh O;fDr nfyr lkfgR;&l`tu esa lQy ugha gks ldrsA fQj ogh lkfgR; nfyr lkfgR; dgyk,xk tks nfyr laosnuk] lkSUn;Z & cks/k ls tqM+k gks]ogh nfyr nfyr jpukdkj dgyk,xk tks mldh vfHkO;fDr dk nkok ysdj pyk

9gks]Hkys gh og fdlh tkfr ;k oxZ esa tUek gksA** eksgunkl uSfe'kjk; nfyr 'kCn dks vkSj vf/kd foLrkj nsrs gq, dgrs gS fd **nfyr 'kCn ekDlZ iz.khr loZgkjk 'kCn ds fy, lekukFkhZ yxrk gS A ysfdu bu nksuksa 'kCnksa esa i;kZIr Hksn Hkh gSA nfyr dh O;kfIr vf/kd gS] rks loZgkjk dh lhferA nfyr ds varxZr lkekftd] /kkfeZd] vkfFkZd] jktuhfrd 'kks"k.k dk vUrHkkZo gksrk gS]rks loZgkjk dsoy vkfFkZd 'kks"k.k rd

10lhfer gSaA** vkseizdk'k okYehfd dgrs gS&**lkfgR; ds lkFk nfyr 'kCn ds tqM+rs gh mldh O;kidrk vkSj vf/kd Økafrcks/kd gks tkrh gSA vFkZ vkSj vf/kd O;atukRed gksdj lkfgR; dh Hkwfedk vkSj lkekftd mÙkjnkf;Roksa dks vkSj vf/kd fo'ysf"kr djus dh {kerk gkfly dj ysrk gSA nfyr 'kCn fojks/k dh vfHkO;fDr dk izrhd cu tkrk gS A ekuoh; laosnukvksa ds ljksdkjksa ls tqM+dj lkekftd izfrc)rk Lfkkfir

11 djrk gSA** MkW- rqylhjke ds vuqlkj & **vkt dh rkjh[k esa MkW- vkEcsMdj dh O;kidrk gh nfyr

12lkfgR; dh eq[;/kkjk gSA**

nfyr lkfgR; ls tqM+s vf/kla[; ys[kd ,oa fopkjd ekurs gS fd nfyr lkfgR; ogh gS tks nfyrksa n~okjk

fy[kk x;k gS vkSj xSj nfyrksa n~okjk fy[kk x;k lkfgR; nfyr psruk dk lkfgR; vFkok nfyr lgkuqHkwfr dk lkfgR; gSA nfyr lkfgR; dk oSpkfjd ljksdkj vacsndjoknh gSA bl lkfgR; u dsoy mudh nqn'kkZ dk fp=.k gqvk gS cfYd muds la?k"kZ Hkh O;Dr gq, gS A vk/kqfud fgUnh lkfgR; esa nfyr psruk dh 'kq:vkr 1914 Ì esa gqà tc egkohj izlkn f}osnh us viuh if=dk ljLorh esa dfo ghjk Mkse dh dfork *vNwr dh f'kdk;r*Nkih A ;g dfork Hkkstiqjh esa FkhA fdUrq fgUnh lkfgR; dk vkfndky vkSj e/;dky bl ckr dk xokg gS fd ;g psruk fgUnh lkfgR; ds fy, u;k ugha gSA

fgUnh esa nfyr lkfgR; lHkh fo/kkvksa esa fy[kk x;k ijarq vkRedFkk dks vf/kd egRo feykA fgUnh nfyr vkRedFkkvksa esa&eksgunkl uSfe'kjk; dh *vius&vius fitjsa* ¼igyk Hkkx 1995] nwljk Hkkx 2000½] vkseizdk'k okYehfd dh *twBu*¼1997½] dkS'kY;k cSlarh dh *nksgjk vfHk'kki* ¼1999½] lwjtiky pkSgku dh *frjLd`r* ¼2002½ vkSj *larIr* ¼2006½] :iukjk;.k lksudj dh *ukxQuh* ¼2007½] jke'kadj vk;Z dh *?kqVu* ¼2007½] ';kSjkt flag cspSu dh *esjk cpiu esjs da/kksa ij* ¼2009½] MkWŒ /keZohj dh *esjh iRuh vkSj HksfM+;k¡* ¼2010½] rqylhjke dk *eqnZfg;k* ¼2010½] lq'khyk VkdHkkSjs dh *f'kdats dk nnZ* ¼2012½ izeq[k gSA

eksgunkl uSfe'k;jk; us viuh vkRedFkk *vius&vius fiatjs* nks Hkkx esa izdkf'kr fd, gS A igyk Hkkx 1995 Ã- esa vkSj nwljk Hkkx 2000 Ã- esa izdkf'kr gqvkA;g fgUnh dh igyh vkRedFkk gSA *vius&vius fiatjsa*dk vkjaHk ys[kd us viuh i=dkfjrk 'kSyh esa vius 'kgj esjB ds foLr`r fooj.k ls fd;k gS ftlesa 1857 ds igys laxzke] iafMr usg: ds baikyk xkM+h esa dà ckj 'kgj esa vkus] MkW- vEcsMdj dk 'kgj dk nkSjk djus ]'kgj dh Nkouh rFkk 'kgj nks fgLlksa esa c¡Vs gksus vkfn dk ftØ djrs gSA 'kgj ds foLr`r o.kZu ds ys[kd O;fDrxr thou dk fooj.k nsuk 'kq: djrs gS ] ftlesa cpiu esa gh ek¡ ds u jgus ]firk ds nwljh 'kknh djus] [kqn dks rkà ek¡ n~okjk ikys&iksls tkus vkfn dk fooj.k gS A le;≤ ij ys[kd vius cká i;kZoj.k dk fooj.k nsrs pyrk gS vkSj lkFk&lkFk bfrgkl vkSj laLd`fr ij Hkh fVIi.kh djrs pyrk gSA ys[kd us cLrh ds ifjokjksa dh thou n'kk] izkjafHkd f'k{kk o Ldwyksa ds okrkoj.k dk Hkh fp=.k gSA ys[kd ?kj&ifjokj ds yksxksa dh detksfj;ksa dk Hkh [kqydj o.kZu fd;k gS tSls uà ;k

lkSrsys ek¡ dk O;ogkj] firk ds 'kjkc ihus vkSj lV~Vk [ksyus dh vknr vkfn A ys[kd us 6 fnlEcj 1956 ds fnu dk fo'ks"k o.kZu fd;k gS ftl fnu vEcsM+dj dk fu/ku gqvk vkSj nfyr ?kjksa esa pwYgsa ugha tys FksA O;fDrxr izlaxksa esa ys[kd ,d Hkkà dh uiqaldrk]cgu dh llqjky o ikfjokfjd izlaxksa dk Hkh foLr`r o.kZu fd;k gSA nloha ds ckn ys[kd ds ?kj ls Hkkx cEcà tkus dk Hkh o.kZu gS A bl cEcà ;k=k esa Ãlkà ifjokj dh yM+fd;ksa ls izse& izlax dk Hkh fp=.k gSA bl vkRedFkk esa nfyr ds /kkfeZd lkekftd o vkfFkZd ifjos'k vkSj dk;Zdykiksa dk laiw.kZ fp=.k feyrk gSA

vkseizdk'k okYehfd vkRedFkk *twBu* esa nfyrksa dh n;uh; fLFkfr dk fueZe fp=.k gqvk gSA ys[kd dk cpiu ftl ifjos'k esa xqtjrk gS og vR;ar nq[knk;h vkSj va/kdkje; FkkA ys[kd us vius vkRedFkk esa fy[kk gS&**pkjksa rjQ xanxh Hkjh FkhA ,sls nqxZU/k dh feuV Hkj esa lkal ?kqV tk,Arax xfy;ksa esa ?kqers lqvj]uax&/kMa+x cPps]dqÙks&jkstejkZ ds >xM+s cl ;g Fkk og okrkoj.k]ftlesa cpiu chrkAbl ekgkSy esa ;fn o.kZ O;oLFkk dks vkn'kZ&O;oLFkk dgus okyksa dks nks&pkj fnu jguk iM+ tk, rks mudh jk; cny tk,xh A ---------------vLi`';rk dk ,slk ekgkSy fd dqÙks&fcYyh]xk;&HkSal dks Nwuk cqjk ugha Fkk]ysfdu ;fn pwgMs+ dk Li'kZ gks tk, rks iki yx tkrk FkkAlkekftd Lrj ij balkuh ntkZ ugha Fkk A dke iwjk gksrs gh mi;ksx [kRe]bLrseky djks vkSj nwj

13QsadksA** *twBu* nfyrksa ds vkRelEeku vkSj lkekftd lEeku ds la?k"kZ dk nLrkost gS A ys[kd i<+us Ldwy tkrs A ysfdu gsMekLVj mudks pwgM+s dg dj viekfur djrs Fks vkSj Ldwy ifjlj esa >kMw yxokrs FksA ,d fnu muds firk us >kMw yxkrs ns[k fy;kA csVs ds gkFk ls >kMw ysdj nwj Qsad fn;k vkSj rst Loj esa cksyk&*ns[ks dkSu nzks.kkpk;Z dh vkSykn gS tks esjs yM+ds

14ls >kMw yxokrk gSA* mldk LokfHkeku ns[krs gh curk gSA ysfdu csVs dh f'k{kk esa cka/kk u gks blfy, iz/kku ls feUur Hkh djrk gSaA mudh eka ckjkr dh twBu cVksjus ds fy, csVs&csVh ds lkFk cSBh gS A fdUrq R;kxh ls viekfur gksus ij Vksdjk myVdj 'ksjuh dh rjg pyh tkrh gS A

dkS'kY;k cSlU=h jfpr *nksgjk vfHk'kki* dks fgUnh esa nfyr L=h n~okjk jfpr igyk vkRedFkk gSA* nksgjk vfHk'kki* esa ,d vksj L=h iq#"k ls ihfM+r gS nwljh vksj o.kZ O;oLFkk esa nfyr gksus ls A bl vkRekdFkk esa cgqr lh ,slh ?kVuk,¡ gS] ftlls lkekU;rkSj ij

yxHkx lHkh fL=;k¡ xqtjrh gS] ij vLi`'; gksus dk vieku muds la?k"kZ dks dà Lrj ij nksgjk cuk nsrk gS A nksgjk vfHk'kki esa fofHkUu L=h ik=ksa ds thou fp=.k feyrk gS A

lwjtiky pkSgku dh vkRedFkk *frjLd`r* o.kZokn lekt ls frjLd`r gksdj gh fy[kh gSA ;g vkRedFkk ys[kd ds cpiu ls ysdj tokuh ds yxHkx 40&42 o"kksZa dh thouxkFkk gS A frjLd`r esa tkfrokn ds mRihM+u ds lkFk&lkFk vius ifjokj ]fj'rsnkjh ]nfyr lekt n~okjk feyh xgu ekufld ihM+k vkSj frjLdkj dks Hkh bUgksaus mn~/kkfVr fd;k gSA mudh nwljh vkRedFkk *larIr* gSAlH; lekt ds vkM+Ecj ;qDr pfj=ksa dks ;FkkFkZ dk vkÃuk fn[kkrh ;g d`fr mu reke ;krukvksa la?k’kksZa dk bfrgkl lkFk fy, gS fd dSls *larIr* dk dsUnzh; pfj= lwjtiky pkSgku cu tkrs gS A pkSng 'kh’kZdksa ds vUrxZr foLrkj ik;h bl vkRedFkk us fuf'pr :i ls frjLdkj dh ihM+k dks 'kCnksa esa Mkydj vU;; izHkko mRiUu fd;kA lkgl vkSj Ãekunkjh dh ewyHkwr 'krksZa ij [kjh mrjh ;g d`fr lkfgfR;d n`f"Vdks.k ls ,d csckd vkRedFkk gS A larIr dh Hkwfedk esa dk'khukFk flag fy[krs gS & ^^ *frjLd`r* ;fn frjLd`r gksus dh vkRedFkk gS rks

15*larIr* frjLd`r gksus ds larki dhA**

:iukjk;.k lksudj dh vkRedFkk ^ukxQuh* cgqr pfpZr o thou la?k"kZ ls tqM+h vkRedFkk gSA ftlesa ys[kd us vius cpiu ds la?k"kksZaZ ls ysdj vf/kdkjh cuus rd dk o.kZu fd;k gSA ukxQuh dk ys[kd xzkeh.k vapy ls tqM+k gqvk gSA ogk¡ dh ifjfLFkfr;ksa ls vPNh rjg okdhQ+ gS] vkSj ogk¡ ges'kk czkã.k dsoy fucZyksa ij cUnj ?kqM+dh fn[kkrs gaSA eSaus czkã.kksa dks dHkh Hkh Bkdqjksa] dqfeZ;ksa vkSj ;knoksa ls ykBh pykrs gq, ugha ns[kk gSA dsoy budk fnekx pyrk gSA fnekx ds cy ij ;s vU; tkfr;ksa dks yM+ok nsrs gSaA HkhM+ dks rHkh rd yhM djrs gSa] tc rd gfFk;kj ugha pyrs gSaA gfFk;kj pyrs gh ;s iw¡N nckdj ogk¡ ls Hkkx tkrs gSa A vkt Hkh xzkeh.k vapy esa nfyr oxZ tehunkjksa dh izrkM+uk ls viuk thou ?kwV&?kwV dj th jgs gSaA ogk¡ ij ckck lkgc vEcsMdj ds lafo/kku dks ugha ekurs gSaA ,slk gh vuqHko ys[kd us ̂ukxQuh* vkRedFkk esa O;Dr fd;k gS & ^^;s lkyk fdrkcksa ls nks v{kj i<+dj ge yksxksa dks dkuwu fl[kkrk gSA gekjs xk¡o esa ml pejs dk lafo/kku ugha pysxk A ;gk¡ gekjk lafo/kku pyrk

16gSA** ukxQuh vkRedFkk ds lanHkZ esa gal ds lEiknd] iz[;kr lkfgR;dkj jktsUnz ;kno us vius lEikndh;

esa nfyr ys[kd lksudj dks LFkku nsdj ̂ukxQuh* dks ppkZ ds dsanz esaa ykdj [kM+k dj fn;k A Jh jktsUnz ;kno dh ukxQuh ds ckjs esa fVIi.kh gS & ̂ ^vHkh rd ftrus Hkh nfyr ys[kdksa dh vkRedFkk,¡ vkbZ gSa] muesa ^gk; ekj Mkyk* dh phRdkj lqukbZ iM+rh gSA igyh ckj fdlh nfyr ys[kd dh vkRedFkk esa ,slh phRdkj lqukbZ ugha iM+rh gS] cfYd blesa la?k"kZ gS] fojks/k gS] ftls vaxzsth esa ̂lkbysUV jsosY;w'ku* dgk tkrk gSA**

jek'kadj vk;Z dh vkRedFkk ̂ ?kqVu* dk izdk'ku 2007 bZ- esa gqvkA ;g vkRedFkk nfyr lekt dk ys[kk tks[kk gSA ys[kd bl vkRedFkk eas vius thou dk vuqHko o ;FkkFkZ dh vfHkO;fDr djrk gSA vkRedFkk dk izkjEHk xk¡o ls 'kq: djrk gS] vkSj Nk= thou ls gksrs gq, ljdkjh deZpkjh thou dk vuqHko O;Dr djrk gSA ys[kd ,d izlax esa dgrk gS & ̂^nfyr gksus dk vglkl eq>s ,d ckj fQj gqvkA ij vc Nk= ds :Ik es a ugha] xk¡o oklh nfyr ds :Ik esa ugha] ,d v/;kid ds :Ik esaA ,d lkis{k ljLorhojn ds :Ik esa A ,d 'kk'or&lkjLor lR;kFkhZ ds :Ik esA bl ckj nfyr gksus dk vglkl igys ls Hkh vf/kd d’V lk/; izrhr gks jgk FkkA vlguh; gks jgk FkkA dkj.k] eSa nfyr t:j Fkk] ij vksgns ls lo.kZ f'k{kdksa dh iafDr esa [kM+k gks pqdk Fkk A ----------lo.kksZa ds Hkxoku euq us dgk gS fd nfyr&'kqnz ;fn osn i<+s rks mldh thHk dkV nh tk;Avc eq>s dsoy osn i<+uk gh ugha] i<+kus dk Hkh oS/kkfud vf/kdkj fey pqdk FkkA D;k vc esjh

17thHk dkV nh tk;sxhA ^?kqVu* uke ls izdkf'kr bl vkRedFkk dh i`"BHkwfe blh mRihM+u dh vfHkO;fDr ds lkFk&lkFk nfyr ds la?k"kZ vkSj lQyrk dh vfHkO;fDr gSA ns'k ds nfyr ftl ̂?kqVu* dks >ys jgs gaSa] ml ?kqVu ds fofo/k vk;keks a dks bl ^?kqVu* vkRedFkk ds ek/;e ls mdsjus dk iz;kl fd;k x;k gSA fcgkj ds xzkeh.k dwM+snku ls fudydj dqyifr ds in rd igq¡pus okys nfyr ;qok dh ;g vkRedFkk ds vURkfoZjks/kksa dks mHkkjus vkSj ns'k ds lo.kZ ekufldrk ds LokFkhZ ,oa nEHkh psgjs dks uaxk djus dk lQy iz;kl gS A

MkW ';kSjkt flag cspSu dh vkRedFkk *esjk cpiu esjs da/kksa ij* cpiu dh =kln fLFkfr;ksa ij vk/kkfjr d`fr gSAvkRedFkk esa ys[kd us nfyr thou dh ckY;koLFkk ds nq[k&nnksZa] ifjokj dh n;uh; fLFkfr;ksa] lkekftd cqjkÃ;ksa ds :i esa pyh vk jgh vLi`';rk] tUer;k xjhc ifjokfjd i`’Bhkwfe dk gksuk ns'k esa vktknh ds ckn Ldwy dh f'k{kk esa xaHkhj vojks/k] ckyJe vkSj

'kks"k.k ds fo:) laoS/kkfud izko/kkuksa ds ckotwn cky'kks"k.k] csxkj vkSj ds dqiks’k.k tSls dVq vuqHko vkfn dks mtkxj fd;k gSA ys[kd us vius vHkkoxzLr cpiu ds mRihM+u ls tw>rs gq, ,d vkn'kZ lalkj dh ryk'k dh gSA thfodk vkSj f'k{kk ds fy, cky Je ds la?k"kZ dks ftl rjg ls mlus lkfgfR;d eeZLi'kZ 'kCnksa esa fijks;k gS og fny dh xgjkÃ;ksa dks Nw ysus okyk gSA bl vkRedFkk esa u dsoy nfyr ;qokoxZ dks f'k{kk ds izfr izsfjr fd;k gS cfYd gj ml ckyd dks izsj.kk nh gS tks fojklr esa feys lq[k lk/kuksa dh mis{kk vkRe vftZr lQyrkvksa ls lq[k lEeku eglwl djrs gSA cky 'kks"k.k ds fo:) viuk 'kkar fdUrq jpukRed vkØks'k O;Dr fd;k gSA

eqnZfg;k MkW- rqylhjke dh vkRedFkk gSA nfyr gksus dk nq[k lkekftd O;oLFkk ds dkj.k ik;k ij pspd gksus ls nk;ha vk¡[k dk [kksuk v'kqHk dh Js.kh esa ykdj [kM+k dj nsrk gSA mudk n'kZu ?kj ls ysdj ckgj rd ds fy, vi'kdqu cu ykrk gS A ikl&iM+kSl ]viuksa vkSj vU;ksa ls dh xà tkfrxr vkSj vk¡[kxr fVIif.k;k¡ mUgsa ges'kk osnuk nsrh gSA cpiu ls egkfo|kyh; thou rd dk ekfeZd vkSj osnuke;h 'kCnksa esa o.kZu fd;k tkrk gSA Ldwy esa cÙkZu Nwdj ikuh ihus dh vktknh ugha Fkh A ikuh ihus esa muds diM+s Hkhx tkrs FksALdwy esa nfyrksa dh cSBus dh cSBus dh vyx drkj ;k igyh ckj iktkek igu Ldwy tkus ij czkã.kksa }kjk dh xà fVIi.kh *cki ds ikn uk vkos iwr 'ka[k ctkos*mPp o.kZ dh Ã’;k & }s"k dks Hkh fn[kkrk gSArqylhjke tkM+s ds fnuksa ds la?k"kZ dk o.kZu djrs gS&**gekjs ?kj esa lksus ds fy, tkM+s ds fnuksa esa ?kj dh Q'kZ ij /kku dk iksjk vFkkZr iqvky fcNk;k tkrk FkkA ml ij jsok ;k xqnM+h fcNkdj ge /kksrh vks<+dj lks tkrsA blds ckn esjs firkth iqu% <sj lkjk iqvky ge yksxksa ds Åij Qsyk nsrs----------- os fnu vkt Hkh ;kn vkrs gS rks eq>s yxrk gS fd eqnksZa&lk ysVs gq, gekjs uhps iqvky Åij Hkh iqvky vkSj chp esa dQu vks<+s ge lks ugha cfYd jkr Hkj viuh&viuh fprkvksa ds tyus

18dk bartkj dj jgs gksA** ejh gqà xk; dk peM+k fudkyrs oDr NksVs rqylhjke dk *gks gks gkrks* djrs fx)ksa dks Hkkxuk vkSj pknj dh rjg pkSir dj peM+ksa dks <ksuk gfjtuksa ds la?k"kZ dk o.kZu djrk gS A

ekrk izlkn dh vkRedFkk ^>ksiM+h ls jktHkou* ;g lkfcr djrk gS fd jktHkou rd igq¡puk vklku ugha Fkk] cfYd gekjs thou la?k"kZ dk izfrQy gSA fojklr esa rks ^>ksIkM+h* feyh Fkh A ys[kd v:.kkapy izns'k ds

jkT;iky in rd igq¡pdj ;g lkfcr dj fn;k fd ;fn nfyr oxZ dk O;fDr i<+uk pkgs rks mls fdlh izdkj dk fo?u ugha jksd ldrhA og la?k"kZ djrs gq, vius y{; rd igq¡p tk;sxk A

lq'khyk VkdHkkSjs dh vkRedFkk f'kdats dk nnZ nfyr ukjh ds 'kks"k.k ds fo:) ds la?k"kZ dh xkFkk gS A taxy esa f'kdkjh }kjk dls x;s f'kdats esa tc dksà tkuoj Qal tkrk gS rks eqfDr ds fy, mlds Hkhrj ls nnZukd ph[k ckgj fudyrh gS A og ftruk vius vki dks eqfDr djus ds fy, NViVkrk gS]nnZ mruk gh c<+rs tkrk gS A nnZukd ph[k] fllfd;k¡ vkSj djkg dc eqd osnuk esa ifjofrZr gks tkrk gS irk Hkh ugha pyrk A nfyrksa esa Hkh nfyr le>s tkusokyh ukjh iq#"kh; lekt ds f'kdats esa og dà o"kksZa ls Q¡lh Hkhrj ls eqfDr ds fy, NViVkrh vius ukjh thou dks dkslus ds fy, foo'k fn[kk;h nsrh gS A

fu"d"kZ %

nfyr lkfgR; dh jpuk,¡ fo'ks"k dj muesa tks vkRedFkk ;k vkREko`Ùk vk jgh gS og nfyr lekt dh rY[k lPpkbZ gSA ys[kd vius lekt] ifjos'k okrkoj.k dh izLrqfr viuh ys[kuh ds ek/;e ls djrk gSA mlesa mudk thou gS] leL;k gS] foMEcuk gS A mlh esa eqfDr ryk'kus dk ;a= Hkh gSA blfy, ge cM+s nkos ds lkFk dg ldrs gSa fd nfyr lkfgR;dkjksa dh tks vkRedFkk,¡ vk jgh g]S okLro esa vuqHkwfr dh vfHkO;fDr gSA ftlls lekt ml vuqHkwfr ls ifjfpr gksrk gSA gekjs lekt esa fofHkUu tkfr;ks]a leqnk;ks a ds yksx jgrs gSaA ysfdu ,d tkfr dk oxZ] nwljs tkfr ds oxZ dh leL;kvksa] mRihM+Uk] nnZ] osnuk dks ugha le> ikrk gSA tks ;g ,d cgqr cM+h leL;k gSA bl leL;k dks mtkxj djus esa nfyr vkRedFkk,a egRoiw.kZ Hkwfedk dk fuoZgu dj jgh gaSA fu"d"kZr% dg ldrs gSa fd vkRedFkk tks fo/kk mHkj dj vk jgh gS ;g fgUnh lkfgR; dh ,d l'kDr fo/kk gS A

lanHkZ xzaFk lwph %

1- nfyr lkfgR; dk lkSUn;Z'kkL= % vkseizdk'k okfYedh] jk/kkd`’.k izdk'ku] u;h fnYyh i`"B&13

2- nfyr lkfgR; dk lkSUn;Z'kkL= % vkseizdk'k okfYedh] jk/kkd`’.k izdk'ku] u;h fnYyh

3- nfyr lkfgR; dk lkSUn;Z'kkL= % vkseizdk'k okfYedh ]jk/kkd`’.k izdk'ku]u;h fnYyh]

i`"B&13

4- *;q)jr vke vkneh*] vad 41&42]o"kZ 1998

5- ,d vyx jkLrk gS nfyr dFkk dk % vaxqÙkj] tqykÃ&flrEcj 1997] i`"B&70

6- nfyr lkfgR; dk lkSUn;Z'kkL= % vkseizdk'k okYehfd] jk/kkd`".k izdk'ku] u;h fnYyh] i`"B & 15] 16

7- ledkyhu fganh lkfgR; % fofo/k foe'kZ] i`"B&26

8- lkfgR; vkSj lkekftd Økafr] i`"B&33

9- nfyr lkfgR; dk lkekt'kkL= % gfjukjk;.k Bkdqj

10- lkfgR; vkSj laLd`fr esa nfyr vfLerk dh igpku dk loky %eksgunkl uSfe'k;jk; u;k iFk vad 24&25] 1997] i`"B&41

11- nfyr lkfgR; dk lkSUn;Z'kkL= % vkseizdk'k okfYedh ]jk/kkd`’.k izdk'ku]u;h fnYyh i`"B & 16

12- jk"Vªh; lgkjk esa nfyr lkfgR; dh vo/kkj.kk

13- twBu % vkseizdk'k okfYedh]jk/kkd`’.k izdk'ku] u;h fnYyh 1997 i`"B 11 12

14- twBu % vkseizdk'k okfYedhjk/kkd`’.k izdk'ku] u;h fnYyh 1997

15- larIr % lwjtiky pkSgku

16- ukxQuh % :iukjk;.k lksudj] f'kYik;u] i`"B & 32

17- ?kqVu % jek'kadj vk;Z]usgk izdk'ku]izFke laLdj.k 2007] i`"B 57

18- eqnZfg;k % MkW- rqylhjke] jktdey izdk'ku

’kks/k lkjka'k %

tulapkj ek/;eksa }kjk ukjh Nfo dk nq#i;ksx fd;s tkus ls efgykvksa dh lkekftd izfLFkfr dk iru gqvk gSA ukjh Nfo dk mi;ksx ;kSu oLrq ds :i esa fd;s tkus ds dbZ nq"ifj.kke lkeus vk;s gSaA ikjEifjd Hkkjrh; ^ifjokj* dh fopkj/kkjk ds fo#) eqDr ;kSu laca/kksa dks c<+kok feyk gS A cykRdkj] NsM+NkM tSls ;kSu mRihM+u c<+ jgs gSaA tulapkj ek/;eksa dh lkSUn;Z vihy Lo;a L=h ds fy, gkfudkjd fl) gqbZ gS A ekufld&'kkjhfjd fodkjksa dh mRifŸk ds lkFk gh ukjh ds LokfHkeku o vkRefo'okl esa deh vk jgh gSA vr% tulapkj ek/;eksa ds fy, cuh vkpkj lafgrkvksa esa dqN uSfrd ekin.M+ Hkh lfEefyr fd;s tkus pkfg,A

tulpa kj ek/;e lekt dk vkbZuk gkrs s gSAa L=h vkSj iq#"k lekt ds nks i{k gSAa tulpa kj ek/;ekas dks nkus kas i{kkas dh ;FkkFkZ vfHkO;fDr djuh pkfg, Fkh ijra q] bueas ukjh Nfo dk nq#i;kxs fd;k tkus yxkA ;s ukjh Nfo ds {kj.k ds ek/;e cu x;s gSAa ehfM;k }kjk efgykvkas dk 'kk"s k.k Vys hfotu] fQYe o foKkiu vkfn tulpa kj ek/;ekas eas ehfM;k o fdlh vU; mRikn ds fy, vihy djus ls lca fa /kr fp=.k eas fufgr gSA ukjhoknh efgyk vf/kdkjkas ds j{kd efgykvkas ds bl izdkj mi;kxs o 'kk"s k.k dh vkykps uk djrs gSa D;kfas d bleas L=h Nfo dk mi;kxs ;kSu oLrq ds :i eas fd;k tkrk gSA

foKkiu ukjh lkSUn;Z ds izfr miHkkxs oknh n`f"V mRié dj ukjh dks oLrq :i eas ifj.kr dj jgs gSAa izfl) fMtk;uj Dyfs ou Dyus ¼Calvin Klein½ foKkiukas eas ukjh Nfo ds mi;kxs dh funa k djrs gq, dgrs gS fd & 'Jeans are about sex. The abundance of bare flesh is the last gasp of advertisers trying to give redundant products a new identity.' Li"V gS fd mRiknkas ds foKkiu eas ukjh ds [kqys cnu dk mi;kxs mRikn dks ubZ igpku nus s ds fy, fd;k tkuk cbs ekuh gSA buls cykRdkj] NMs N+ kM+ tSls ;kSu vR;kpkj] vijk/k o fgla k eas c<k+ ok gks jgk gSA

fQYeh iVdFkk,¡ fir`lŸkkRed lekt ds la;kstu dh dksf'k'k djrh gh fn[kkbZ nsrh gSa ftlesa ukjh ;kSu iqat ek= gSA vf/kdka'k iVdFkkvksa esa iq#"k fu.kkZ;d Hkwfedk esa gksrs gSaaA L=h ek= izse] Hk;] lgk;rk vkSj HkM+dkus dk ek/;e cudj fuf"Ø; Hkwfedk esa gh mifLFkr jgrh gSA ukf;dk iz/kku fQYeksa esa Hkh ukjh Nfo vkSj lkSUn;Z mŸkstuk dk dsUnz cuk gh jgrk gS A buesa ukjh lkSUn;Z dks dkeqdrk ds lkFk ijkslk tkrk gSA fQj Hkh ̂ Dohu* ¼2014½ o blh rjg dh vU; fQYesa lq[kn iz;kl dgh tk ldrh gSaA

laxhr ohfM;kst ;kSu mÙkstuk dks c<+kok nsus dk ek/;e cudj ukjh thou ds fy, gfudkjd fl) gks jgs gSa A vf/kdka'k fofM;kst esa ukfj;ksa dks mÙksftr dkeqd eqnzk esa u`R; djrs iznf'kZr fd;k tkrk gSA ;g mÙksftr dkeqd u`R; lekt esa efgykvksa ds izfr lEeku ?kVkdj dkeqd utfj;s dks izksRlkgu nsrs gSaaA

ekWMfyax ifj/kku vkfn QS'ku mRiknksa ds izn'kZu&foKkiu dk izeq[k ek/;e gSA bldk iwjk Hkou ukjh 'kjhj ds lkSUn;Z izn'kZu ij fVdk gS A ukjh 'kjhj dk izn'kZu rks ?k`f.kr ÑR; gS gh ijarq ekWMfyax txr ds dbZ nq"izHkko Hkh lkeus vk jgs gSaA Lo;a esa ;g ghurk cks/k mRié gksus ls dbZ yMfd;k¡ viuk vkRefo'okl [kks nsrh gSaA ^thjks lkbt* vkSj ^lqij Lyhe* dk pyu ;qofr;ksa dks vkgkj ls nwj Hkxk jgk gSA blls detksjh] Fkdku] ruko] f'kfFkyrk L=h thou ds vax cu x;s gSa A fLye ekWMyksa dh ns[kk&ns[kh mfpr iks"kd [kk| lkexzh ds vHkko esa fL=;ksa dh jksx izfrjks/kd {kerk fujUrj ?kV jgh gS] dk;Z {kerk esa deh vkbZ gS o 'kkjhfjd fodkl vo#) gqvk gSA

ikus kxZs kz Qh vFkkrZ v'yhy ohfM;kts ukjh dh 'kkjhfjd cukoV dks i#q "kka s ds le{k i's k djus ea s icz y Hkfw edk fuHkk jgs gAaS buds iHz kko ls vfookfgr fd'kkjs Hkh ;kuS vkd"k.Z k ls xLz r gkus s yxs gAaS v'yhy ohfM;kts us lekt ea s dbZ udkjkRed fopkjka s dk ipz kj fd;k gAS Hkkjrh; lLa —fr ea s fufgr lkr tUe ds c/a kua ] ,d iRuh ;k ifr orz o lra kukRs ifÙk dh dkeuk ds ifz r deh vkbZ gAS ifjokj dh vo/kkj.kk ds eYw ; v'yhy lkfgR; o lkexhz ds eYw ;ka s ls lh/ks Vdjkrs gAaS gekjs ikjEifjd eYw ; tks fookg] ifjokj] lra ku o HkkokRed yxko dk i{k yrs s g]aS os detkjs iM+ x;s gAaS ek= 'kkjhfjd ;kuS lca /a kka s dks c<k+ ok feyk gS tgk¡ L=h&i#q "k ftudk dkbs Z vkilh lca /a k ugha g]S os feyrs g]aS 'kkjhfjd lca /a k LFkkfir djrs gaS vkjS fQj dHkh u feyus ds fy, vyx gks tkrs gaS A bl lkekftd O;oLFkk dk njw xkeh n"q ifj.kke ukfj;ka s dks gh Hkkxs uk gAS ,d le; i'pkr lkUS n;gZ hu gkus s o 'kkjhjd v'kDrrk dh fLFkfr ea s ukjh ds lkeus volkn o vljq {kk gh vk,xh A

Vsyhfotu laL—fr o ijEijk ds uke ij ,sls Msyh lksi o /kkjkokgh dk;ZØeksa dk izlkj.k dj jgs gSa] ftuesa ukjh ?kj&ifjokj esa mits minzoksa dh dsUnz gSA bZ";kZ] }s"k] ?kqVu] dyg] fonzksg vkSj pkyckth rks tSls ukjh eu ds vfuok;Z vax cuk fn;s x;s gSaA eerk] eksg] d#.kk] n;k] ijksidkj rks dgha fn[kkbZ ugha nsrs] tks Hkko ukjh dk ukjhRo gksrs gSaA buesa fd'kksjh ls ysdj

tulapkj ek/;eksa }kjk ukjh Nfo dk {kj.kMkW- fonq’kh vkesVk] lgk;d vkpk;Z] ¼fgUnh½]ek/ko fo'ofo|ky;] fi.M+okMk ¼jkt-½

?ku';ke nsoM+k] lgk;d vkpk;Z ¼bfrgkl½] ek/ko fo'ofo|ky;] fi.M+okMk ¼jkt-½

o;Ld ukjh lHkh ds izfr ySafxd HksnHkko o etkfd;k utj fo|eku jgrh gSA vf/kdka'k Vh- oh- /kkjkokfgd xguksa] dherh ifj/kkuksa ls yd&nd fuf"Ø;] bZ";kZyq o >xM+kyw L=h Nfo dk fuekZ.k dj jgs gSaA ;g Nfo u dsoy lekt esa efgykvkssa gh fLFkfr dks detksj dj jgh gS oju Lo;a ukjh ds ekul esa ,d udkjkRed izfr;ksfxrk dks c<+kok ns jgh gSA

ukfj;ksa ds fy, fo'ks"k :i ls izdkf'kr gksus okyh dqN VscqykbTM eSxthu ukjhoknh n`f"Vdks.k ls ,d ljkguh; iz;kl dgh tk ldrh gS D;ksafd buesa efgykvksa ds thou ls tqM+h fofo/k leL;kvksa o fLFkfr;ksa dk izdk'ku fd;k tkrk gSA ukjh vUrr% ;s foKkiu dk lgkjk ysrha gSa vkSj fQj ogha izn'kZu ds pØ dk fgLlk cu tkrh gSaA

ehfM;k izca/ku ;g nkok djrs gSa fd ehfM;k ukjh ds izfr u rks udkjkRed Nfo dk fuekZ.k dj jgk gS vkSj u gh ;kSu mRihM+u dks c<+kok ns jgk gSA orZeku ifjfLFkfr;ksa esa ;g vax izn'kZu] L=h Nfo vkfn lgt Lohdk;Z gSa] vr% ehfM;k dksbZ gkfudkjd Hkwfedk ugha fuHkk jgkA ehfM;k dk;ZØe fuekZrk Hkh mudh Hkk"kk esa gh cksy jgs gSa fd ehfM;k ;kSu 'kks"k.k dk fojks/k djus ds izfr lpsr gS vkSj lekt esa efgykvksa dh iwoZ leku lEekuh; fLFkfr dks cuk, j[kus esa ;ksxnku dj jgk gSA ehfM;k us ukjh Nfo ds iru esa dksbZ nq"iz;kl ugha fd;k gSA ijarq ehfM;k izca/kdksa o fuekZrkvksa ds ;s lHkh nkosa vkSj oknsa [kks[kys lkfcr gq, gSaA

izkbe VkbZe ij izlkfjr gksus okys dk;ZØeksa esa iznf'kZr ukjh vf/kdka'kr;k lkSUn;Z] lkt&lTtk] miHkksx dh oLrq ;k bZ";kZxzLr euksfLFkfr esa gh n'kkZ;h tk jgh gSA iq#"k led{kksa dh rqyuk esa L=h de izHkkoh Hkwfedk esa gh iznf'kZr gksrh jgh A efgyk dsfUnzr dk;ZØeksa dh fLFkfr rks ux.; ek= gS gh lkFk esa efgykvksa dh fLFkfr vkSj leL;kvksa dk iw.kZ izfrfuf/kRo Hkh ugha gks jgk gSA

lekt ij izHkko %

& ekl ehfM;k esa iznf'kZr ukjh Nfo dh udkjkRed fLFkfr ls ukjh LokfHkeku dks BslA

& lqUnj ;k vkd"kZd efgykvksa dh vis{kk vkSlr o lkekU; lkSUn;Z dh efgykvksa dh ux.; fLFkfrA

& ^efgykvksa dks dSlk fn[kuk o O;ogkj djuk pkfg,* ds izfr iq#"kksa dk vokLrfod utfj;kA

& ijEijk ds uke ij ukjh dks xw¡xh&cgjh lqUnj dk;k dh Nfo esa ck¡/k nsukA

& 'kkjhfjd dq#irk ls mRié ghurk cks/k ls ekufld fodkjksa dh mRifÙkA

& mRikn cspus o ehfM;k n'kZd la[;k esa o`f) ds fy, t#jr ls T;knk vkØked ;kSu vihyA

& ;kSu O;fHkpkj o ;kSu fgalk esa o`f)A

ehfM;k izca/kdksa] fuekZrkvkssa ds rdZ o okLrfodrk%

ehfM;k izca/kd o fuekZrk ;s nkosa djrs gSa fd foKkiunkrk lnSo ukjh Nfo dks dkeqd n`f"V ls fpf=r ugha djrs vkSj ;fn djrs Hkh gSa rks ̂lSDl* ,d foKkiu rduhd gS ftldk ge lko/kkuhiwoZd iz;ksx djrs gSaA ysfdu ;g fopkj miHkksxoknh n`f"Vdks.k ls izsfjr gSA ukjhoknh efgykvksa dks oLrq :i esa iznf'kZr fd;s tkus dks nks"kiw.kZ ekudj fojks/k djrs gSaA muds vuqlkj lkSUn;Z'kkL= dh izR;sd vo/kkj.kk ukjh dks oLrq ek= cukus ij cy nsrh gSA

Mfs u'k vijk/k'kkL=fon~ Berl kutchinsky us 1970 ds nkjS ku Mus ekdZ ea s v'yhy lkfgR; o ;kuS vijk/kka s ij ,d v/;;u ea s ik;k fd v'yhy lkfgR; ds ifj.kke Lo#i ;kuS vijk/kka s ea s of̀) gbq AZ blds i'pkr cjs y ds fu"d"kka Zs ds leFkuZ o fojk/s k ea s dbZ i;z kxs fd;s x;As Lo;a cjs y 1995 ea s viuh eR̀;q rd v'yhy lkfgR; ds lekt ij iHz kko dk v/;;u djrs jgs FkAs gokbZ fo'ofo|ky; ds feYVu Mk;e.M us 1989 ds vius v/;;u ea s ik;k fd v'yhy lkfgR; ij ifz rc/a k ds rjq ra ckn ;kuS vijk/kka s ea s deh ikbZ x;h A dNq ijEijkoknh lekt'kkL=h ukjhoknh vkykps dka s dh ukjh ds oLrq ek= gkus s dh fLFkfr dk leFkuZ djrs g,q crkrs ga S fd if'peh n's kka s ea s L=h&i#q "k nkus ka s ds ;kuS miHkkxs oknh nf̀"Vdk.s k us udkjkRed dks tUe fn;k gAS bldk lek/kku ufS rd ekudka s dh LFkkiuk ls gh lHa ko gAS

fu"d"kZ %

Li"Vr% dg ldrs ga S fd tulpa kj ek/;e ukjh Nfo dh dkedq ] vekuoh; iLz rfq r }kjk u dos y ukjh dh lkekftd ifjfLFkfr ea s iru ds mŸkjnk;h ga S oju ukjh thou dks volkn] ruko] nfq ’pra kvka s ls xLz r dj muds vkRefo'okl dks detkjs dj jgs gAaS Hk; o vljq {kk dk ekgkyS inS k dj L=h dks iuq % c/a kua ka s dh vkjS /kdys uk L=h Lokr«a ; dk guu gAS tulpa kj ek/;eka s ds dkj.k vkt ukjh dks 'kkjhfjd ekufld fodkjka s ds lkFk dbZ lkekftd leL;kvka s dk lkeuk djuk iM+ jgk gAS ;g fLFkfr fpra uh; gS vkjS lek/kku dh ek¡x djrh gAS tulpa kj ek/;eka s ds fy, dNq ufS rd ekun.Mk+ a s dh LFkkiuk dj budk lek/kku fd;k tk ldrk gS A

lanHkZ lwph %i. From Wikipedia- Article 'Exploitation of women in

mass media'

ii. Kasey L. Serder- Article 'Female body image and mass media : Perspective on how women internalize the ideal beauty standard'

iii. Stephanie Nicholl Berberik- Article 'The objectification of women in mass media : Female self image in misogynist culture'

iv. Malgorzata Wolska- Article 'Gender stereotypes in mass media. Case study : Analysis of the gender stereotyping phenomenon in TV commercials'

Hkwfedk %

fp=.k dyk ekuo ds mn~Hko ls gh mlds lkFk gS] mldh izFke lapkj O;oLFkkA Hkk"kk ds vHkko eas ekuo us fp=.k dyk }kjk LokuqHkwfr;ksa dks vfHkO;Dr fd;kA dkykUrj esa Hkk"kk izknqHkkZo ds mijkUr fp=.k dh vko';drk de gqbZ ijUr mlds lkSUn;Z o ykfyR; ds dkj.k mlds egRo dks Lohdkj fd;k x;k] vkSj ekuo dh fØ;kvksa dks dykRed vkSj vyadkfjd cukus esa fp=.k dyk dh mi;ksfxrk fl) gqbZA

ekuo izo``fRr esa vkjEHk ls gh 'kqHk&v'kqHk dh ekU;rk;sa gSA izd`fr ds lalxZ esa fodflr gksus ds dkj.k mldh jgL;kRed ,oa foLe;dkjh fØ;kvks ls euq’; lnk gh Hk;Hkhr jgk gS] vkSj mlus izd`fr eas fdlh jgL;e; 'kfDr dks vuqHko fd;k gSA vr% mlds lkFk lkeatL; gsrq euq’; us dbZ vuq’Bku izrhdkRed fØ;kvksa] iwtu ;K vkfn djuk vkjEHk fd;kA vkSj bl izdkj ,d ijEijk py iM+h ftlesa FkksM+k Hkh fo/u vkus ij ̂v'kqHk^ ;kfu cqjk] rFkk fu;fer :i ls lc fØ;k;sa lEiUu gkus ls ̂'kqHk^ ;kfu vPNk ekuk tkus yxkA

lH;rk vkSj laLd`fr ds fodkl ds lkFk&lkFk ekuo ds yxHkx izR;sd dk;Z esa 'kqHk&v'kqHk dh ekU;rk c<+hA izR;sd dk;Z dks vkjEHk djus ds iwoZ dqN izrhdkRed fØ;k;sa djuk 'kqHk vkSj vko';d ekuk tkus yxkA fp=.k dk Hkh bl n`f"V ls egRo gSA yksd fp=.k dyk ds mn~Hko dk izeq[k vk/kkj Hkh ;gh gSA tSlk fd igys foosfpr fd;k gS fd vkjEHk eas dyk&lapkj dk ek/;e FkhA ijUrq dkykUrj eas bZ'oj vkSj bZ'oj lEcU/kh oLrqvksa ds izrhdkRed vadu esa fp=dyk dk mi;ksx yksd lekt esa vkjEHk gqvk] blls yksd fp=dyk dk mn~Hko gqvkA yksd 'kCn dk vFkZ lk/kkj.kr% tu lkekU; ls gS] ijUrq bldh fo'kkyrk ijyksd vkfnA _Xosn eSa Hkh yksd 'kCn dk iz;ksx ̂tu^ ds fy;s gqvk gSA bl izdkj tu dh dyk yksd dyk gS A og dyk tks O;fDr fo'ks"k dh vkfRed vuqHkwfr dks r`Ir djus okyh u gksdj izR;sd ân; eas leku :i ls lapfjr gks vkSj tks viuh fuekZ.k 'kSyh o mÌs'; esa O;fDrxr u gksdj lkeqnkf;d gks yksddyk gSA

fprsjks dh O;olkf;d dyk %

Hkkjrh; lekt eas lLa dkjkas o R;kgas kjks vkfn ds ek/;e ls ykds fp=dyk dks Hkjijw lja {k.k feyk gS] pkgs og O;olkf;d ykds fp=dyk gks ;k /keZ lEcU/khA Hkkjrh; lLa d`fr eas lLa dkjkas dk fo'k"s k egRo gSA bl lLa dkjkas o

vU; mRlokas ds volj ij x`g vyda j.k dks 'kqHk ekuk tkrk gS vkSj bldk lkSUn;kZRed n`f"V ls Hkh egRo gSA vkjEHk esa ;g dk;Z ?kj dh gh efgykvkas ;k vU; lnL;kas }kjk fd;k tkrk Fkk] ijUrq vc x`g vyda j.k] eq[; :i ls fHkfRr vyda j.k ,d O;olk; cu pqdk gSA bl O;olk; dks djus okys fp=dkj fprjs s dgykrs gSA Xokfy;j esa fp=.k dh ;g ijEijk cgqr fodflr gS A fookg lLa dkj] vU; lLa dkjk]as R;kgs kjkas vkfn ij fo'k"s k :i ls fprjs s }kjk }kj dh fHkfRr ij vyda kfjd fp=.k djok;k tkrk gSA Xokfy;j 'kgj ds ek/kkSxta {k=s eas bu fprjs ksa dk ifjokj clrk gSA bu fprkjs kas ds vuqlkj muds iow Zt egkjk"Vª ls >k¡lh vk;s Fk]s vkSj flfa /k;k egkjkt tud th jko mUgas >k¡lh ls Xokfy;j ys vk;As vkSj mUgkus s gh fprjs kas dks orZeku fprjs k vkys h esa clk;kA ;s fprjs s egkjkt ds njckj eas fp=dkj FkAs bu fp=dkjkas us Xokfy;j ds ekrs h egy] dkVs 's oj efa nj] dEiw egy tgk¡ vktdy 'kkldh; deyk jktk dU;k LukRk~dkRs rj egkfo|ky; gS] eas fp=.k fd;kA muds cuk;s dqN y?kq fp= vkt Hkh fprjs kas ds ikl lxa zfgr gSA dkxt ij cuk;s x;s bu fp=ks dks jktirw 'kSyh ds vk/kkj ij cuk;k x;k gS ijUrq igukos eas ejkBk izHkko rFkk vyda j.k o jxa ks ds iz;kxs esa eqxy izHkko Hkh fn[kkbZ nrs k gSA bueas ls dbZ y?kqq fp= ogh gS ftudk fp=.k ekrs h egy o dkVs 's oj efa nj dh fHkfRr;kas ij fd;k x;k gS A bueas ouLifr o [kfut jxa ks dk iz;kxs gS A

Lora=rk izkfIr ds i'pkr fj;klrsa [kRe gksus ij bu fprsjks dks viuh dyk dks thfodksiktZu dk lk/ku cukuk iM+kA 'kknh fookg o vU; voljksa ij bu fprsjksa dks fp=.k gsrq cqyk;k tkrk gSA fookg ds o vU; laLdkjksa ds volj ij oSls rks izR;sd ifjokj ea viuh ijEijk ,oa jhfr ds vuqlkj fp=.k djok;k tkrk gSA ijUrq dqN fp=.k lkekU;r% lHkh txg ns[kus dks feyrs gSA tSls eq[; }kj ij csycwVksa dk vyadj.k oj&o/kq ds ?kj esa }kj ds Åij x.ks'k vkSj muds nksuksa vksj _)h&fl)h] ojekyk fy;s gq;s oj o/kq] ckjkr] dy'k fy;s gq;s lsfodk;sa vkfnA vU; laLdkjksa eas Hkh mlls lEcaf/kr fp=.k djok;s tkrs gSA nhikoyh ij O;kikjh oxZ izR;sd o"kZ uohu fp=.k viuh nqdku ij djokrs gSA bl nhikoyh fp=.k eas y{eh muds nksuksa vksj xtjkt] lwjt] dey vkfn dk fp=.k vyadj.k lfgr gksrk gSA vU; R;ksgkjksa tSls f'kojkf=] guqeku t;arh] ukS nqxkZ] jkeuoeh vkfn ij lEcaf/kr nsoh

Xokfy;j ds fprsjksa dh O;olkf;d dykMkW- uhuk [kjs] *vfrfFk fo}ku]fot;k jkts 'kk- dU;k Luk- egkfo|ky;] Xokfy;j

nsorkvksa dks fp=.k djok;k tkrk gSA blds vfrfjDr x`g izos'k] Hkkxor LFkkiuk rFkk vU; /kkfeZd o ikfjokfjd mRloksa ij fp=.k dk;Z djok;k tkrk gSA ;g fp=.k dk;Z ijEijkxr :i ls pyk vk jgk gSA igys Nis gq;s dSysUMj ;k fp= vke vkneh ds fy;s lqyHk ugha Fks vkSj mlds Hkh igys rks Hkkjro"kZ eas mudk pyu gh ugha FkkA vr% ?kj dh fHkfRr;ksa ;k Hkwfe ij cuk;s x;s /keZ lEcU/kh fp= vkSj izrhd gh iwtuh; FksA /khjs&/khjs bl dk;Z eas O;olkf;drk dk izHkko vk;k vkSj ;g dk;Z dq'ky fprsjksa }kjk fd;k tkus yxkA bl ijEijk dk fuokZg vkt Hkh lekt esa gksrk gSA O;kikjh oxZ esa bl fp=.k ds izfr vf/kd vkd’kZ.k o >qdko fn[kkbZ nsrk gSA Xokfy;j ds yksfg;k ctkj] u;k ctkj] rFkk nky cktkj {ks= dh nqdkuksa esa bl izdkj ds fp=ksa dk vf/kD; gSA

bl fprsjksa dh Hkk"kk eas ,d fpf=r vkd`fr ^f[kykSuk^ dgykrh gSA fp=ksa dk ewY; Hkh izfr f[kykSuk ds vk/kkj ij r; gksrk gSA fp=.keas ty jaxks dk iz;ksx gksrk gS ;|fi ;s Hkh iqjkus izdkj ds [kfut jax gh gSA ij ;s rS;kj :i esa gh cktkj esa miyC/k gksrs gSA [kfM+;k ikoMj eas ljsl] xkSan o jax feykdj xk<+k jaxhu ?kksy rS;kj djds mlls fp=.k fd;k tkrk gSA rwfydk vktdy tks izk;% cktkjksa esa feyrh gS ogh iz;ksx esa ykrs gS ijUrq dgha&dgha ?kj eas gh rwfydk cukdj iz;ksx djrs gSA tksfd cdjh ;k fxygjh ds ckyksa ls cukbZ tkrh gSA igys bl dk;Z ds fy;s ouLifr jaxks dk iz;ksx gksrk FkkA Vslw ds Qwy o vU; okuLifrd lkexzh ls jax rS;kj fd;k tkrs FksA

bl fp=.k 'kSyh esa ekuokd`fr;ksa vFkok nsokd`fr;ksa eas dkys ;k vU; fdlh xgjs jax ls ckã js[kk Mkyh tkrh gS] csycwVksa o vyadj.kksa esa ckã js[kk ugha Mkyrs gSA jaxksa dks la;kstu ds vk/kkj ij yxk;k tkrk gS ;g vko';d ugha fd 'kjhj ls esy [kkrs jax dk iz;ksx gh 'kjhj esa gksA dqN fuf'pr jax ftuesa izkFkfed jax gh tSls yky] ihyk] uhyk] gjk] tkequh] ukjaxh] vkSj lkFk eas dkys jax dk iz;ksx gh vf/kdka'kr% fd;k tkrk gSA fp=.k dk;Z lh/ks jaxks ls gh fd;k tkrk gS] igys ls js[kkadu ugha fd;k tkrk] ftldk izeq[k dkj.k ;gh gS fd fprsjs bu fp=.k ds brus vH;Lr gS fd mUgsa vkjfEHkd js[kkadu dh vko';drk ugha iM+rhA

fu"d"kZ %

bu fprsjksa dk fp=.k dk;Z ;|fi mudh ijEijk ls tqM+k gqvk gS ijUrq O;olkf;d gksus ds dkj.k og muds iwoZtksa dh dyk ls iw.kZr% fHkUu gSA iqjkus fprsjksa us tks fp= egkjktkvksa ds le; eas cuk;s muesa ckjhdh] fo’k;ksa esa njckjh fp=.k] lar Qdhj ds O;fDr fp=]

/kkfeZd dFkk fp=.k ns[kus dks feyrk gSA orZeku fprsjksa ds dyk lh[kus dk vk/kkj ogh fp= gS ijUrq mudk fp=.k iqjkus fp=ksa dk viHk`’V :i gSA fprsjs vkt dsoy fHkfRr ij vyadj.k nsoh nsorkvksa dh fu/kkZfjr vkd`fr;kW gh cukrs gSA rkRi;Z ;g gS fd orZeku fprsjs dsoy mlh fp=.k ds vH;Lr gS tks muds O;olk; ls lEcaf/kr gS] dksbZ uohu iz;ksx mlesa ugha gSA ;s fp= 'kSyh vius ijEijkxr Lo:i ls viHk`’V gks pqdh gSA tcfd muds iwoZtks ds fp=ks dk Lo:i vR;ar ifj’d`r FkkA mueas jktiwr 'kSyh dk va'k FkkA lkFk gh ik'pkR; 'kSyh ds izHkko ls dqN ;FkkFkZoknh O;fDr fp=.k Hkh ns[kus dks feyrs gSA vkt ;gkW ge dyk dh voufr ns[k ldrs gSA ijUrq voufr ds lkFk bu fprsjksa us ftu dykRed fo'ks"krkvksa dks viuk;k gS mlls ;s yksdfp=dyk ds vf/kd fudV vk xbZ gSA yksd lEca/kh fp=.k dk;Z djus ds dkj.k LokHkkfod :i ls gh mlesa yksd fp=dyk ds rRo vk x;s gSA

fu"d"kZ ̂

yksd fp=dyk ls ifj"d`r gksdj dyk ds fodflr :i dks le;&le; ij ns[kk x;k gS ijUrq ifj’d`r dyk viHk`’V gksdj yksddyk ds fudV vk tk;s ;g Lo:i Xokfy;j dh fprsjk vksyh esa ns[kk tk ldrk gSA bu yksd fprsjksa esa /keZ lEcU/kh fp= vius iwoZtks }kjk fpf=r d`fr;ksa ls gh fy;s gS ijUrq mruk ifj’d`r :i ugha fn[kkbZ nsrk bldk izeq[k dkj.k rRlEcU/kh dykdh O;olkf;drk gSA

fp=dkjh dh ;g ijEijk jktk egkjktkvksa ds le; esa Qyh Qwyh ijUrq vkt blds iru dks ns[kk tk ldrk gSA fprsjs ifjokj bl fp=.k O;olk; ds lkFk&lkFk vU; O;olk;ksa esa Hkh yxs gq;s gSA vr% mudh :fp bl vkSj de gksrh tk jgh gSA bl fp=.k dk;Z ek= ls mUgsa viuh thfodk pykuk dfBu gksrk gSA fprsjs Jh dUgS;k yky dgrs gS fd mudh vkus okyh ih<+h bl ijEijkxr dk;Z ds izfr fcYdqy mnklhu gSA

bu fprsjkas dks vkt laj{k.k dh vko';drk gS vU;Fkk fp=.k dh ;g ijEijk 'kk;n fprsjksa dh orZeku ih<+h ds lkFk gh lekIr gks tk;sxh vkSj Hkfo’; esa fprsjk vksyh dk dsoy uke gh jg tk;sxkA

lanHkZ xzaFk %

1- lad`R;k;u jkgqy] fgUnh lkfgR; dk o`gn bfrgkl] Hkkx&16

2- jksgrxh MkW- ljksftuh] vokZ/k dk yksd lkfgR;

lkjka’k %

^^Hkkjr ,d —f"k iz/kku o fodkl’khy vFkZO;oLFkk gSA vr% ;gk¡ xjhch o csjkstxkjh dk Lo:i] vkS|ksfxd n`f"V ls mUur ns’kksa dh vis{kk fHkUu gSA nqfu;k Hkj ds ns’kksa esa vHkh Hkh xjhch o Hkq[kejh dh leL;k O;kIr gSA vfodflr vFkZO;oLFkkvksa esa ;g leL;k vf/kd tfVy gSA Hkkjr esa csjkstxkjh dh fLFkfr Hkh vR;ar n;uh; gSA Hkkjr esa xjhch fuokj.k ds fy, pyk, tk jgs] Lojkstxkj dk;ZØeksa ds fy, cSadksa }kjk _.k iznku fd;k tkrk gSA ;g vuqHko fd;k x;k gS fd cSadksa ,oa vU; foÙkh; laLFkkuksa ls _.k ysuk ,d tfVy rFkk vR;kf/kd le; ysus okyh izfØ;k gSA xzkeh.ktuksa esa vf’k{kk o csjkstxkjh fuokj.k dk;ZØeksa vkSj cSafdax lqfo/kkvksa ds ckjs essa tkudkjh dk vHkko gksus ds dkj.k] vHkh Hkh egktuksa vkSj lkgwdkjksa ls _.k izkIr djus okys O;fDr;ksa dh la[;k dkQh vf/kd gSA fu/kZu o vf’kf{kr O;fDr;ksa dks /ku dh vko’;drk lnSo cuh jgrh gSA jk"Vªh;—r cSad o vU; foÙkh; laLFkku mUgsa mudh nSfud vko’;drkvksa dks iwjk djus ds fy, ckj&ckj _.k iznku ugha djrs gSa A ^^lw{e foŸk dh vo/kkj.kk ds varxZr foÙkh; laLFkkuksa ds }kjk xjhcksa dks lw{e _.k@foÙkh; lsok;sa iznku dh tkrh gSa] ftldh lgk;rk ls og viuh thfodk pykus ds fy, y?kq m|e@O;olk; izkjaHk dj ldrs gSaA Lo&lgk;rk lewgksa ds ek/;e ls thou;kiu o lekt lsok ds dk;ksZa dks xfr iznku djus esa] lw{e foÙk dk;ZØe vR;ar lgk;d fl) gks jgs gaSA lw{e foŸk iks"k.k ds {ks= esa jk"Vªh;—r cSadksa dk ;ksxnku fujarj c<+ jgk gSA Lo&lgk;rk lewgksa dks lw{e foŸk iks"k.k lsok,a izkIr gksus ls Lo&lgk;rk lewgksa ds fodkl dh izfØ;k dks xfr izkIr gks jgh gSA^^

Lo&lgk;rk lewgksa ds egRo dks n`f"Vxr j[krs gq,] dsanz o jkT; ljdkjksa ds }kjk xjhch js[kk ls uhps thou;kiu djus okys yksxksa dh vkfFkZd o lkekftd fLFkfr esa lq/kkj djus ds mÌs’; ls Lo&lgk;rk lewgksa dks jk"Vªh;—r cSadksa ds }kjk foŸk iks"k.k djds] budh Hkwfedk dks vf/kd izHkkoh cuk;k tk jgk gSA

'kCn dqath & Lo&lgk;rk lewg] xzkeh.k fodkl] foÙk iks"k.k

izLrkouk %

jk"Vªfirk egkRek xka/kh us Hkh csjkstxkjh dks ,d *lkekftd vijk/k* dh laKk nsrs gq, dgk Fkk fd ^^fdlh LoLFk lekt ds vanj pan O;fDr;ksa ds ikl /ku dk dsafnzr gks tkuk vkSj yk[kksa dk csdkj gksuk ,d egku lkekftd vijk/k ;k jksx gSA fodflr o fodkl’khy ns’kksa esa xjhch o csjkstxkjh dh leL;k ds fuokj.k gsrq Lo&lgk;rk lewgksa ¼Self Help Groups :

SHGs½ dh vo/kkj.kk fujUrj yksdfiz; gks jgh gSA ,d Lo&lgk;rk lewg lkekU;r% 10&12 LFkkuh; iq#"kksa@efgykvksa@;k nksuksa ls xfBr ,d foŸkh; laxBu gSA ftldk mÌs’; ikjLifjd lg;ksx }kjk Lo&lgk;rk djuk gSA ,d Lo&lgk;rk lewg iath—r ;k viath—r gks ldrk gSA blesa lfEefyr lnL; izk;% ,d tSlh lkekftd o vkfFkZd i`"BHkwfe okys gksrs gSaA Lo&lgk;rk lewg ds lnL; ijLij feydj viuh lw{e cprksa dks ,d= djds mUgsa fdlh lw{e m|e esa fuos’k ;ksX; iwath dk Lo#i iznku djrs gSaA Lo&lgk;rk lewg ds lnL; viuh ladfyr iwath o ljdkjh laxBuksa ¼cSadksa@foŸkh; laLFkkuksa½ ls izkIr lgk;rk@vuqnku@_.k vkfn dh lgk;rk ls Lojkstxkj@lw{e m|e LFkkfir djrs gSaA lw{e m|e dk ewy mÌs’; vk; l`tu }kjk vkfFkZd vkRefuHkZj cuuk vkSj xjhch o csjkstxkjh ds fo#) la?k"kZ djrs gq,] lekt esa viuh igpku LFkkfir djuk gksrk gSA

Hkkjr esa Lo&lgk;rk lewgksa dks xjhch fuokj.k ds fo#) vkfFkZd o lkekftd Lora=rk rFkk l’kfDrdj.k ds ek/;e ds #i esa ekU;rk izkIr gqbZ gSA ;gh dkj.k gS fd Hkkjr ljdkj ds fofHkUu foŸkh; laxBuksa ¼fo’ks"k #i ls Hkkjrh; fjtoZ cSad o ukckMZ½ }kjk Lo&lgk;rk lewgksa ds foŸk iks"k.k ds fo’ks"k dk;ZØe izkjaHk fd;s x;s gSaA Lo&lgk;rk lewg dh vo/kkj.kk blh ij fuHkZj djrh gS fd xjhcksa dks laxfBr djds rFkk mUgsa Loa; xjhch mUewyu ds fy, iz;kl djus gsrq izsfjr fd;k tk,A

lkfgR; leh{kk %

irh ¼2008½ us vius ’kks/k i= esa ;g fo’ys"k.k fd;k gS fd D;k Lo&lgk;rk lewg foŸkh; lk/ku iznku dj

xzkeh.k fodkl esa Lo&lgk;rk lewgksa dk ;ksxnku dk ewY;kaduMkW- Jherh txnhi nqcs] ¼dkWelZ½]th- ,l- dkWyst vkWQ dkWelZ ,.M bdkukWfeDl] tcyiqj

ikus esa lgk;d gSa ;k ughaA blds fy, o`gn~ ,oa lw{e MkVk dh lgk;rk yh xbZ Hkys gh ukckMZ ds vkadM+ksa ds vuqlkj ;g ,d lQy igy gS] fQj Hkh bldh igq¡p mŸkjiwohZ {ks= esa ugha gSA mŸkjiwoZ esa Lo&lgk;rk lewgksa dh o`f) dh eq[; otg ljdkj }kjk inksUur Lo.kZ ta;rh Lojkstxkj ;kstuk dh gS] tks lfClMh ds #i esa fj;k;rh foŸk iznku djrh gSA 200 Lo&lgk;rk lewgksa ij izkFkfed losZ{k.k ,d ls rhu lky dh vof/k esa uewuk lewgksa dh ,d LFkk;h foŸkh; lapkyu dk irk pyrk gSA

xqIrk ¼2008½ us vius fo"k; esa Lo&lgk;rk lewgksa ds ek/;e ls lw{e foŸk dk v/;;u fd;k gSA xzkeh.k fodkl esa lw{e foŸk ,d mHkjrh gqbZ f{kfrt ds leku gSA lw{e foŸk ,d Hkkxhnkjh n`f"Vdks.k ds ek/;e ls vkRe fodkl ds cqfu;knh yksdrkaf=d yksdkpkj dk izrhd gSA lw{e foŸk dk;ZØeksa us Hkkjr esa rsth ls izxfr dh gSA Hkkjr esa] vU; ns’kksa ds #i esa] uhfr ds vf/kdkfj;ksa dks ekSfnzd uhfr dh forj.kkRed mÌs’;ksa dks izkIr djus ds fy, ,d izHkkoh midj.k ds #i esa lw{e foŸk dks igpkurs gSaA

pkSVh] uk;d] ’kkafr ¼2009½ us vius ’kks/k i= esa Lo&lgk;rk lewg ds ek/;e ls xjhcksa ds foŸk iks"k.k dk v/;;u fd;k gS A Lo&lgk;rk lewg cSad fyadst dk;ZØe ds varxZr & 1- cSadksa n~okjk xfBr vkSj foŸkiksf"kr Lo&lgk;rk lewg o 2- Lo&lgk;rk lewg cSadksa ds vykok vU; vkSipkfjd ,tsafl;ksa n~okjk xfBr ysfdu lh/ks cSadksa }kjk foŸkiks"k.k vkSj 3- xSj ljdkjh laxBu vkSj vU; ,tsafl;ksa foŸkh; e/;LFk ds #i esa mi;ksx djrs gq, cSadksa n~okjk foŸkiksf"kr Lo&lgk;rk lewgksa ds ekWMyksa dk v/;;u fd;k x;k gSA

tSjhuch] dUuhvey ¼2009½ us vius ’kks/k i= esa rfeyukMq ds dks;EcVwj ’kgj esa eqfLye efgykvksa ds Lo&lgk;rk lewgksa ds lw{e foŸk o l’kfDrdj.k dk v/;;u fd;k gSA cSadksa ds vykok vU; foŸkh; laLFkku xjhcksa ds vR;qRd`"B lsokvksa ds izko/ku esa yxs gq, gSaA Lo&lgk;rk lewg ds ek/;e ls eqfLye efgykvksa ds lkekftd] vkÆFkd l’kfDrdj.k dk;ZØeksa ds fy;s lw{efoŸk ;kstukvksa dk vuqdwy izHkko ifjyf{kr gqvk gSaA ’kks/kkFkhZ us vius v/;;u ds fu"d"kksZa ds vk/kkj ij lw{e foŸk dk;Zdzeksa o Lo&lgk;rk lewgksa ds izHkkoh vkSj dq’ky lapkyu o mUgsa l’kDr cukus ds fy, uhfrxr mik;ksa ds lq>ko iznku fd;s gaSA

’kks/k ifjdYiuk & izLrqr ’kks/k ds laca/k esa ’kks/k ifjdYiuk bl izdkj gS %

& Lo&lgk;rk lewgksa ds foŸk iks"k.k ds ifj.kkeLo#i xjhch js[kk ls uhps ds ifjokjksa dks jkstxkj ds volj izkIr gks jgs gSa] vkSj fgrxzkgh vius jkstxkj ls larq"V gSaA

& Lo&lgk;rk lewgksa ds foÙk iks"k.k ds ifj.kkeLo#i xjhch js[kk ls uhps ds ifjokjksa dh vk; esa o`f) gks jgh gS] vkSj fgrxzkgh izkIr gksus okyh vk; ls larq"V gSaA

& foÙk iks"k.k ds fy;s larqf"V dks O;Dr djus okys leLr ?kVdksa ds fy;s fgrxzkfg;ksa }kjk O;ä larfq"V Lrj vyx&vyx gSA

& foÙk iks"k.k laca/kh fofHkUu ?kVdksa ds izfr fgrxzkfg;ksa dh vis{kkvksa o larqf"V Lrj ds e/; egRoiw.kZ lglaca/k gSaA

ifjdYiuk dh tk¡p o fuoZpu %

’kks/k v/;;u ds laca/k esa ekuh x;h ifjdYiukvksa dh tk¡p o buds laca/k esa fuoZpu bl izdkj gS %

ifjdYiuk 1 & Lo&lgk;rk lewgksa ds foÙk iks"k.k ds ifj.kkeLo#i xjhch js[kk ls uhps ds ifjokjksa dks jkstxkj ds volj izkIr gks jgs gSa] vkSj iq#"k o efgyk fgrxzkgh vius jkstxkj ls leku :i ls larq"V gS A

rkfydk Øekad 1jkstxkj ls larqf"V

fooj.k efgyk iq#"k ;ksx ifjxf.kr Lkkj.kh fuoZpuewY;(TV)

ewY; 5% level

¼lh-oh-½ of signi-ficance

larq"V 263 160 423 0-004 3-84 CV<TV

vlarq"V 176 106 282 .004<3.84

;ksx 439 266 705 H Accepted0

lzksr& losZ{k.k ds vk/kkj ij2 a=0.005, x = 3.84 (Table Value), Df = 1

Hkkjrh; LVsV cSad }kjk foÙkiksf"kr losZf{kr Lo&lgk;rk lewgksa esa 705 fgrxzkfg;ksa dks jkstxkj ds volj izkIr gq;sa gSaA ftuesa ls 263 ¼59-9 izfr'kr½ efgyk o 160 ¼60 izfr'kr½ iq:"k fgrxzkgh jkstxkj ls larq"V gSA blls ;g iz'u mRiUu gksrk gS fd D;k efgyk fgrxzkfg;ksa dh vis{kk iq:"k fgrxzkgh vius jkstxkj voljksa dh n'kkvksa ls vf/kd larq"V gS \jkstxkj ds laca/k esa efgyk o iq:"k fgrxzkfg;ksa ds

larqf"V dk Lrj leku gS] bl ifjdYiuk dk ijh{k.k djus ds fy;s dkbZ oxZ ijh{k.k fd;k x;k gSA Rkkfydk

2Øaekd 1 ds voyksdu ls ;g Li"V gS fd x dk ifjxf.kr ewY; lkj.kh ewY; ls de gS] vr% ’kwU; ifjdYiuk lR; gS vFkkZr~ efgyk fgrxzkfg;ksa dh vis{kk iq#"k fgrxzkfg;ksa esa larqf"V Lrj vf/kd gksuk fl) ugha gksrk gSA bl izdkj ;g dgk tk ldrk gS fd iq#"k o efgyk;sa jkstxkj ds voljksa ls leku #i ls larq"V gS] o larqf"V Lrj leku gSA

ifjdYiuk 2 & Lo&lgk;rk lewgksa ds foÙk iks"k.k ds ifj.kkeLo#i xjhch js[kk ls uhps ds ifjokjksa dh vk; esa o`f) gks jgh gSa] vkSj fgrxzkgh mUgsa izkIr gksus okyh vk; ls larq"V gSA

rkfydk Øekad 2vk; ls larqf"V

fooj.k efgyk iq#"k ;ksx ifjxf.kr Lkkj.kh fuoZpuewY;(TV)

ewY; 5% level

¼lh-oh-½ of signi-ficance

larq"V 355 215 570 0-004 3-84 CV<TV

vlarq"V 84 51 135 .004<3.84

;ksx 439 266 705 H Accepted0

óksr& losZ{k.k ds vk/kkj ij2 a=0.005, x = 3.84 (Table Value), Df = 1

Hkkjrh; LVsV cSad }kjk foÙkiksf"kr losZf{kr Lo&lgk;rk lewgksa esa 705 fgrxzkfg;ksa dh vk; esa o`f) gqbZ gSaA ftuesa ls 355 efgyk o 215 iq:"k fgrxzkgh vk; ls larq"V gSA blls ;g iz'u mRiUu gksrk gS fd D;k efgyk;sa] iq:"kksa dh rqyuk esa izkIr vk; ls vf/kd larq"V gSA vk; ds laca/k esa efgyk o iq:"k fgrxzkfg;ksa ds larqf"V dk Lrj leku gS] bl ifjdYiuk dk ijh{k.k djus ds fy;s dkbZ oxZ ijh{k.k fd;k x;k gSA

2Rkkfydk Øekad 2 ds voyksdu ls ;g Li"V gS fd x dk ifjxf.kr ewY; lkj.kh ewY; ls de gS] vr% ’kwU; ifjdYiuk lR; gS vFkkZr~ efgykvksa dk iq#"kksa dh rqyuk esa vk; ds izfr vf/kd larq"V gksuk fl) ugha gksrk gSA bl izdkj ;g dgk tk ldrk gS fd iq#"k o efgyk;sa izkIr gksus okyh vk; ls leku :i ls larq"V gSA

ifjdYiuk 3 & foÙk iks"k.k ds izfr larqf"V dks O;Dr djus okys leLr ?kVdksa ds fy;s fgrxzkfg;ksa }kjk O;ä larfq"V Lrj vyx&vyx gSA

rkfydk Øekad 3?kVdksa dk larfq"V Lrj ?kVd SI ifjxf.kr Lkkj.kh Lokra«; fuoZpu

ewY; ewY; (TV) la[;k(CV) 5% level DF

of signi-ficance

1 7-62 6-83 6-74 7-3 0-823 16-9 DF = (n-1) CV<TV

5 6-3 10 - 1 = 9 0 < 16.9

6 5-9 H0

7 7-5 Accepted

8 5-89 6-210 5-3

lzksr& losZ{k.k ds vk/kkj ij2 a=0.005, x = 16.9 (Table Value), Df = 9

Rkkfydk Øaekd 3 ds voyksdu ls ;g Li"V gS fd 5% 2lkFkZdrk Lrj ij 9 Lokra=; Lrj ds fy;s x dk

2lkj.kh ewY; 16-9 gSA x.kuk }kjk izkIr x dk ifjxf.kr ewY; 0-823 gS] tks fd lkj.kh ewY; ls cgqr de gS] vr% ’kwU; ifjdYiuk LohÑr gSA blls ;g Li"V gksrk gS fd foÙk iks"k.k ds fy;s larqf"V dks O;Dr djus okys leLr ?kVdksa ds fy;s fgrxzkfg;ksa }kjk O;ä larfq"V Lrj vyx&vyx gSA

ifjdYiuk 4& foÙk iks"k.k laca/kh fofHkUu ?kVdksa ds izfr fgrxzkfg;ksa dh vis{kkvksa o larqf"V Lrj ds e/; lglaca/k gSaA

rkfydk Øekad 4foÙk iks"k.k O;oLFkk dk larfq"V Lrj

2 ?kVd SI Rank 1 RI Rank 2 d=R1-R2 d ‘t’ TestR1 R2

1 7.6 1 5 4 -3 9 2 6.8 4 6.43 3 +1 1 3 6.7 5 5 4 +1 1 4 7.3 3 5 4 -1 1 CV<TV 5 6.3 6 2.5 6 0 0 0.9593< 2.31 6 5.9 8 3.75 5 +3 9 H Accepted 0

7 7.5 2 8.75 1 +1 1 8 5.8 9 7.5 2 +7 49 9 6.2 7 7.5 2 +5 25 10 5.3 10 2.5 6 +4 16

;ksx 65.40 53.93 112

óksr& losZ{k.k ij vk/kkfjr

D;k fgrxzkfg;ksa dh vis{kkvksa o larqf"V Lrj ds e/; lglaca/k egRoiw.kZ gS \bl rF; dk ijh{k.k djus ds fy;s ^Vh^ ijh{k.k }kjk lglaca/k dh rqyuk dh xbZ] ftldk ifj.kke bl izdkj gS %

t = 0.9593

vis{kkvksa o larqf"V Lrj ds e/; /kukRed lglaca/k gS] o lglaca/k xq.kkad r = 0.3212 gSA Rkkfydk Øaekd 4 ds voyksdu ls ;g Li"V gS fd 5% lkFkZdrk Lrj ij 8 Lokra=; Lrj ds fy;s 't' dk ewY; 2-31 gSA x.kuk }kjk izkIr 't' dk ewY; 0-9593 gS] tks fd lkj.kh ewY; ls cgqr de gS] vr% ’kwU; ifjdYiuk LohÑr gSA blls ;g Li"V gksrk gS fd fgrxzkfg;ksa dh vis{kkvksa o larqf"V Lrj ds e/; lglaca/k egRoiw.kZ gSA

fu"d"kZ %

ns’k esa ’kgjh o xzkeh.k csjkstxkjh dh fLFkfr vyx&vyx gSA ’kgjh o xzkeh.k csjkstxkjh fuokj.k ds fy;s vc rd tks dk;ZØe viuk;s x;s gSa] muesa xjhch mUewyu dk;ZØe] lkeqnkf;d fodkl ;kstuk;sa] l?ku —f"k dk;ZØe] vf/kd mit nsus okys cht dk dk;ZØe] lw[ks dh laHkkouk okys {ks=ksa ds fy, dk;ZØe ¼D.P.A.P.½] e#LFky fodkl dk;ZØe (D.D.P.)] vkfnoklh fodkl dk;ZØe ¼I.T.D.P.½] xzkeh.k jkstxkj dk;ZØe] vUR;ksn; dk;ZØe] lefUor xzkeh.k fodkl dk;ZØe ¼I.R.D.P.½] xzkeh.k ;qok Lo&jkstxkj izf’k{k.k dk;ZØe ¼N.R.E.P.½] chl lw=h; vkfFkZd dk;ZØe vkfn izeq[k gSaA bu dk;ZØeksa ds ek/;e ls xjhch dh n’kk lq/kkjus ds ladYi ds lkFk&lkFk lM+dksa] ikuh] flapkbZ] LoPNrk] jkstxkj] [kk| lqj{kk] fuekZ.k vkSj tuHkkxhnkjh dh fofo/k ;kstuk,a vkSj dk;ZØe cukdj mUgsas ykxw fd;k x;k gS vkSj bldk vk/kk v/kwjk ykHk yksxksa dks izkIr gqvk gSA

lw{e m|e dk ewy mÌs’; vk; l`tu }kjk vkfFkZd vkRefuHkZj cuuk vkSj xjhch o csjkstxkjh ds fo#) la?k"kZ djrs gq,] lekt esa viuh igpku LFkkfir djuk gksrk gSA Lo&lgk;rk lewg u dsoy lewgksa ds lnL;ksa dks Lojkstxkj o vk; dekus dk volj iznku djrs gS cfYd ;s lkekftd o vkfFkZd vktknh dh fn’kk esa lekt o ns’k dks mUeqDr djrs gSaA ;gh dkj.k gS fd Lo&lgk;rk lewgksa ds foÙk iks"k.k gsrq ns’k ds jk"Vªh;Ñr cSadksa }kjk bls lkekftd cSafdax dh vo/kkj.kk dk ,d vfuok;Z vax ekuk x;k gSa vkSj xjhch js[kk ds uhps thou ;kiu djus okys yksxksa ds lkekftd o vkfFkZd LrjksUu;u vkSj efgyk l’kfDrdj.k dk Lo&lgk;rk lewg izeq[k ek/;e cu jgs gSaA

lUnHkZ lwph %

Journals -

i. Chatoai B.; Shanti A.; Nayak K.K. : financing the Poor through SHG-Bank Lonkage Programme., The Indian Journal of Commerce, Vol.62, No.1, Jan-Mar2009

ii. Das Kanti Sanjay : Best Practices of Self Help Groups and Women Empoerment: A case of Barak Valley of Assam, Far Fast Journal of Psychology and Business, vol.7,No.2,May 2012.

iii. Gupta M.S. : Micro-Finance through Self Help Groups An Emerging Horizon for Rural Development, The Indian Journal of Commerce, Vol.61, No.3, July-Sep2008.

iv. Irfana Smt. Dhakira; Prof. A. Raghurama : Origin, Growth and performance of Self-Help Group Bank Linkage Programme in India, Global Research Analysis, vol.2, Issue 3, March 2013.

v. Jarinabi U.; Kanniamal K. : Micro Finance and Empowerment of Muslim Women A Study of SHGs in Coimbatore city of Tamilnadu, The Indian Journal of Commerce, Vol.62, No.1, Jan-Mar2009.

vi. Kachawaha Dheeraj; Purohit Dr.G.N. : SHG in current perspective, Research EXPO International M u l t i d i s c i p l i n a r y R e s e a c h J o u r n a l , vol.II,Issue.IV,Dec.12.

vii. Pati A.P % Subsidised Micro Financing and Financial Sustainability of SHGs, The Indian Journal of Commerce Vol.61, No.4, Oct-Dec2008.

viii. Pandeyn Manas % Micro Financing : A Blessing for the poor(A Case study of Eastern Uttar Pradesh)’, The Indian Journal of Commerce,Vol.61, No.3, July-Sep2008.

ix. Pati A.P.% Financial Exclusion to Inclusion - Do SHGs Help ? Evidences from North East India.’, The Indian Journal of Commerce Vo.62, No.3, July-Sep2009.

Thesis -

x. caly dq- euh"kk] O;olk; esa dk;Zjr efgykvksa ds Hkwfedk la?k"kZ dk muds ekufld LokLF; ij izHkko] jkuh nqxkZorh fo’ofo|ky; 2010-

xi. tSu vukfedk] xzkeh.k lkeqnkf;d fodkl dk;ZØe esa lkekftd vkÆFkd jktuSfrd gLr{ksi ¼ujflagiqj ftys ds xzke iukjh ds lanHkZ esa½] jkuh nqxkZorh fo’ofo|ky;] 2007&2008

xii. >fj;k izhfr] fodkl dk;Zdzeksa dk efgyk fgrxzfg;ksa ij vkÆFkd izHkko ¼tcyiqj ftys ds lanHkZ esa] 2009

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