February 2014, Year 1, Volume 1

Surkhet Journal A Research Speciic Publication

Patron
Mahendra Kumar Malla, Ph D
Campus Chief

Editorial Board
Purna Bahadur Khadka, Ph D
Sharad Poudyal
Rajan Kumar Kandel

Research Committee
Surkhet Campus (Education)
Birendranagar, Surkhet
Journal : Surkhet Journal
A Research Speciic Publication
ISSN : 2362-1230
Publisher : Tribhuvan University
Surkhet Campus (Education)
Campus Road, Birendranagar, Surkhet
© : Research Committee Surkhet Campus (Education)
Pieces : 500
Publication Date : February 2014
Computer : Malika Desktop & Cyber, Birendranagar, Surkhet
Print : Asmita Ofset Press, Birendranagar, Surkhet
Price : 500/-

he authors themselves are solely responsible for the ideas/results

expressed/ derived in the articles of this Journal.

Research Committee Members

Surkhet Campus (Education)
1. Mahendra Kumar Malla, Ph D - Coordinator
2. Purna Bahadur Khadka, Ph D - Member
3. Harka Bahadur Shahi, Ph D - Member
4. Prakash Kumar Khadka - Member
5. Sharad Poudyal - Member
6. Dipak Gautam, Ph D - Member
7. Rajan Kumar Kandel - Member Secretary

ii iii
iv
Editorial...
University and its colleges are the factories for the production of human resources as well as
the suppliers of the knowledge to the nation. Higher education institutions are the places where
the faculties share their knowledge and experiences among themselves and their students.
They explore new knowledge for betterment of their own professional careers, academic
achievement of their students, instructional and academic enhancement of their institutions
and the entire universe in their teaching and their publications. Their knowledge helps to gear
up the academia and develop the world scientifically, technically, and intellectually.
Surkhet Campus (Education) has recently formed a Research Committee to inspire, enthuse, and
encourage its faculties to be engaged in research oriented activities and studies. Surkhet Journal
is the irst publication of the committee. he Editorial Board articulated editorial policy before
collecting the articles and the authors were requested to follow the format provided by the Research
Committee to maintain uniformity as well as quality of their academic works. We expect, Surkhet
Journal to be useful to enhance the curiosity and draw attention of the readers towards the ield of
academic research and inspire them to be active and contribute their writings in the areas of their
interest.
he Journal has incorporated 20 articles prepared by teachers of diferent campuses of Tribhuvan
University, Nepal covering diverse issues. It covers the areas like breast feeding, infant mortality,
school education, girl(female)education, school improvement plan, school community relationship,
adult learning, the Internet use, the media, politics, women representation, teaching practice,
literature, myths, urbanization, museum, food habits (of elderly persons), and such others. So, it is
hoped that its scope has been extended from breast feeding to elderly age of academia. It is expected
to strengthen, deepen, and broaden it to delivery and funeral in coming issues. he articles contained
in this volume are completely academic and research oriented. In this publication, articles written
in both Nepali and English scripts of diferent areas of interest of the authors have been included.
Mr. Rana has explored how teaching practice can be revamped through the perspectives of the head
teachers from cooperating schools. Mr. Gautam, K. has uncovered the knowledge and practice of
lactating mothers about breast feeding and its impact on health of their infants. Mr. Kandel, R. has
identiied percentage of teachers and students using the Internet and found out their purposes and
problems of its use in Surkhet Campus (Education). Mr. Khadka, B. has explored the relationship
between school and community cooperative programme for healthful school living. Mr. Kadel, P. has
disclosed the attitude of English teachers towards critical pedagogical feedback to improve writing
skills of the learners of higher secondary schools. Mr. Acharya has studied on the food habits and
its efect on health of elders in Magar community of Lekhpharsa VDC of Surkhet district. Mr.
Khatri has examined the result of PLC learning activities in Gamaudi VDC of Dailekh district. Mr.
Joshi has listed out learning diiculties encountered in inite geometries and suggested for remedial
teaching. Mr. Magarati has listed out the media used in society and their advantages. Mr. Dhakal
has stated the present status of Science Education in Tribhuvan University. Mr. Khanal, S. has
explored the sufering experiences of girl students against sexual harassment. Mr. Khadka, P. has
shown the actual position of Nepali women in the irst constituent assembly of Nepal composed
v
through the mixed electoral system in 2008. Similarly, Mr. KC has studied the metrical structure Table of Contents
and rhythm of poetry included in grade nine and ten Nepali. Mr. Woli has studied about the causes, An Appraisal of Practice Teaching hrough the 1
results, and policies of urbanization in Nepal. Mr. Gautam, D. has studied on the poetry, authors, Perspective of Head Teachers from Cooperating
and Nepali language curriculum in school level. Ms. Sharestha has studied about the Midwestern Schools Lal Bahadur Rana
museum and its situation. Mr. Malla has critically examined the relationship between myth and
literature. Mr. Shahi has explored the efectiveness of inencial grand donation in school. Mr. A Study of Knowledge and Practice of Lactating Mothers 8
on Exclusive Breast Feeding (EBF) and its Impact on Health
Khanal has shown the situation of girl students in school education. And Mr. hapa has evaluated
Status of Infants Kamal Gautam
the situation on school improvement plan and its implementation.
We express our gratitude to all the authors for their invaluable research speciic articles. We are A Study on Use of the Internet by Teachers and 15
grateful to Gun Nidhi Neupane, the Rector of Tribhuvan University for his kind words and rational Students of Surkhet Campus (Education) Rajan Kumar Kandel
support. We are equally grateful to Mahendra Kumar Malla, Ph D the Campus Chief of Surkhet Community Cooperation and its Relation to 42
Campus (Education) for his pious opinion in bringing this volume. We are thankful to all who Healthful School Living Bala Ram Khadka
provided us diferent supports during the publication of this Journal. We are indebted to Mr. Nim
Developing ESL Writing hrough Critical Pedagogical 55
Bahadur Budha of Malika Desktop & Cyber for giving shape to the Journal with nice setting and Feedback Purna Bahadur Kadel
typing and Asmita Ofset Press for printing of the Journal in this form.
Food Habits and Its Efect on Health of Elders in Magar 62
Finally, on the joyous moment of launching of the irst issue, we request you, the valued readers, for
Community Bhawani Prasad Acharya
constructive suggestions and feedback for further improvement. Enjoy and be informed with the
content of this issue. Please, try for your own efort in the coming issues. Impact of Learning Activities of PLC in Gamaudi VDC 69
hank You Dailekh Dambar Bahadur Khatri
Learning Diiculties with Finite Geometries and 73
Editors Remedial Teaching Uday Raj Joshi
Purna Bahadur Khadka, Ph D
Sharad Poudyal Mass Media, Communication, and Culture Shyamlal Magarati 80
Rajan Kumar Kandel Science Education in Tribhuvan University: Present 87
Status and Challenges Basanta Dhakal
Sufering Experiences of Girl Students Against Sexual 93
Harassment Shanti Prasad Khanal
Women Representation in First CA of Nepal Purna Bahadur Khadka, Ph D 104

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vi vii
Surkhet Journal Surkhet Journal
An Appraisal of Practice Teaching Through the Perspective of
Head Teachers from Cooperating Schools
Lal Bahadur Rana
Abstract
Since the establishment of the then 'College of Education' in 1956 with a view to preparing teachers
required for the nation, the students who get their any degrees in education from Tribhuvan University
undergo the process of practice teaching. However, its stakeholders have not taken it as seriously as
they should have taken it, which is why, it has been rather ritualistic and its quality is under scrutiny.
Therefore, this paper aims to explore how practice teaching can be revamped through the perspective
of the head teachers from cooperating schools. To this end, the head teachers of Surkhet Valley were
invited to participate in an interaction program organized by Surkhet Campus (Education). In this
discussion, majority of them maintained that both host campus and cooperating schools should take joint
initiatives to provide prospective teachers, trainers, and teacher educators with enough opportunities for
consolidating theoretically learned ideas and strategies through experimentation.

Key words: Practice teaching, microteaching, student teachers, observation, revamping.

Introduction Practice teaching has been divided into two

Practice teaching is a type of teaching usually done
at the end of a pre-service or in-service teacher
training programs by the students or trainee
teachers in order to consolidate the knowledge,
skills, and attitudes that they have learned during
the course or training period. A variety of terms
can be used to refer to practice teaching, including
practicum, ield experience, apprenticeship,
practical experience, and internship (Gebhard,
2009). However, he maintains that student teachers'
experiences in these different types of practicum
may vary considerably in intensity and level of
responsibility. For example, during the internship,
the student teacher might be an assistant, but in
a practice teaching, he or she might carry a full
teaching load. Richards, Plat and Platt (1999)
mention that practice teaching is a period of time
during which student teachers are provided with the
opportunities to gain real teaching experience by
teaching the course to be handled by the teachers
of a school and apply the information and skills
they have studied in their teacher education
program.
phases: microteaching (on campus teaching) and
school/college (off campus) teaching. The former
refers to the scaled down teaching in which
usually student teachers teach their own colleagues
assuming that they are the students of a certain
levels; whereas the latter refers to the full-ledged
teaching in which the student teachers teach the
students of cooperating schools.
Wallace (2010) deines microteaching as "one of
range of techniques for developing experiential
knowledge of professional action in a controlled
progressive way" (p. 87). It is a training context
in which a teacher's situation is reduced in scope
or simpliied in some systematic ways. Like the
people of other professions such as medicine and
engineering, teachers should also be provided
with safe opportunities for experimentations so
that they can build up experimental knowledge.
It is an example of such an opportunity. A typical
microteaching includes teaching short lessons
exemplifying a certain skill or aspect.
Microteaching is extended for a two-week-period
during which each student has to present at least

February 2014, Year 1, Vol. 1 6 February 2014, Year 1, Vol. 1 1

Surkhet Journal
three lessons. At irst, students prepare their plans
and submit them to their supervisors who are
responsible for observing them. Having obtained
the feedbacks from the supervisors, students
reshape their plans and then present in front of
their colleagues turn by turn. Here, their colleagues
do not only play the role of participants, but also
of feedback providers and evaluators. Immediately
after they inish their presentations, they need to
write relections on their presentations. Once they
have inished writing relections, both supervisors
and the students who have played the role of pupils
give them feedbacks. Based on their feedbacks,
they have to improvise their next lessons.
School teaching is of six weeks for B. Ed. and
three to four weeks for M. Ed. During the time,
student teachers are supposed to go to the schools
assigned to them and conduct classes regularly.
As a rule, each student teacher should teach one
class a day. In additional to this, he or she has to
undertake other tasks such as observing peers,
writing school reports and carrying out a case
study of a student.
Statement of the Problem
In pre-service teacher training, students should
not only be provided with the opportunities
to grain theoretical knowledge, but also the
opportunities of the practical skills that are
essential for their careers. Regarding to this,
Wallace (2010) maintains that both experiential
and received knowledge are complementary to
each other. Students obtain theoretical knowledge
through studying and attending classes at campus;
and experiential knowledge from the practice
teaching they undertake in the last year of their
course. Thus, practice teaching is the opportunity
for experimenting and obtaining experiential
knowledge.
Despite its importance, the stakeholders do not
seem to have taken it as seriously as they should
have done it. For example, the host campuses seem
to be administrative rather than academic in this
2 February 2014, Year 1, Vol. 1
Lal Bahadur Rana
regard. They send their student teachers in schools
without preparing them how teaching should be
done. They send internal observers to observe
student teachers' sessions and provide necessary
feedbacks for the improvement of their sessions.
There are rumors that internal observers just check
their student teachers' lesson plans without entering
into the classroom that they are supposed to do.
They do not think of mentoring their students.
Students, on the other hand, think that practice
teaching is just a ritual to be performed; rather than
a process through which skilled teacher or teacher
educators are produced.
Likewise, the head teachers and other teachers
of the cooperating schools also have the similar
attitudes towards practice teaching. They tend to
think that if they could manage the student teachers
their duties are over. The subject-teachers feel sigh
of relief, for they do not have to teach for a couple
of weeks. They even sign at the bottom of student
teachers' lesson plans without reading them. All
this information presents the very grim facets of
practice teaching.
By neglecting practice teaching, education
campuses are producing ineficient future teachers.
Therefore, such teachers will certainly produce
the students similar to them when they become
teachers. If they do not develop their skills and
abilities after they begin to teach, they will be
destroying many generations. Considering its
repercussions in the future education of Nepal,
challenges related to practice teaching must be
addressed in time.
Signiicance of the Study
As mentioned in the statement of the problem
section, the importance of practice teaching in the
ield of teacher education can hardly be exaggerated
as it is one of the safest ways of equipping learners
with the experiential knowledge required for their
professional development. Its implication is that
the more practice teaching is rigorous, the more
skillful teachers can be produced.
7 February 2014, Year 1, Vol. 1
Surkhet Journal
This research can be signiicant for three reasons.
First, as it is directly related to the improvement of
quality practice teaching, education campuses can
have insights into the nature of the challenges they
have been facing over a long period.
Second, since the participants raised some of the
issues on how the dearth of teachers in secondary
and higher secondary levels can be resolved by
employing student teachers in the rural areas of
Nepal, the policy makers can review and rethink
over the issue and can change their policies in
line with the indings of the research.
Third, this can be a good resource for those who would
like to undertake their researches in the same or similar
ield of teacher training and teacher development.
Literature Review
A number of researches related to practice teaching
have already been undertaken. However, few of
them that are relevant in terms of the context and
topic in question are reviewed here.
Khatri (2012) carried out a survey study on
'Attitudes of student-teachers towards practice
teaching program' gathering data from 90 students
teaches of ive constituent campuses: Dhankuta
Multiple Campus, Mahendra Ratna Campus,
Prithivi Narayan Campus, Surkhet Campus
(Eduation) and Dandeuldhura Campus with a
view to inding out the respondents' attitudes
towards practice teaching. The major speciic
objectives of the study were to ind out whether
student teachers ind practice teaching useful and
investigate their attitudes towards the behavior
of students and teaching staff of the host schools
during the program. Unlike the rumors such as
'practice teaching is just for formality', 'it is all
useless', etc. He found that majority of the students
i.e. 72.38% student teachers had positive attitudes
towards practice teaching. Similarly, another
inding of his study was that both the teachers
and students of host schools had positive attitudes
towards the student teachers. He also found that
the teachers of the cooperating schools provided
Lal Bahadur Rana
them with constructive feedback on their teaching
and learning activities in the classroom and the
teachers of the host schools were not found to
have commented student teachers stating that the
they taught slow as they were incompetent and
inexperienced.
Similarly, Gautam (2010) discusses various issues
and challenges related to practice teaching under
the Faculty of Education at Tribhuvan University.
He presents faculties' and students' perspectives on
practice teaching.
The faculties brought the following issues and
challenges:
1. The student teachers have weak language
proiciency and therefore could not teach
English in schools properly.
2. Student teachers did not know how to prepare
lesson plans: maybe, this is because they were
not taught how to do it in the campus or they
did not pay attention.
3. The faculty members confessed that the
internal supervisors were not honest in
supervision. This shows the lack of sincerity
on the part of the teachers.
4. Lack of uniformity among the internal
supervisors was a major issue. They say
that the supervisors did not give uniform
instruction/suggestions to the student teachers,
which created several problems.
5. Student teachers did not take teaching practice
seriously and they took it as a formality and
they had a tendency of giving undue pressure
to the teachers for giving more marks in their
external supervision.
6. Halo effect in the evaluation was also
mentioned. The students felt that obtaining
marks in teaching practice is a mercy of the
internal and external supervisors.
The students brought the following issues and
challenges in the forefront:
1. Teaching practice had been used not as a
learning experience but as a formality
3
Surkhet Journal
2. Many students said that the internal supervisors
did not supervise properly; they just sat in
the class and disappeared after few minutes
without giving any comments or feedback.
3. The internal supervisors just criticized what went
wrong; they rarely encouraged how the students
could build on their strengths.
4. School head-teachers/teachers did not treat
the student teachers as they were practicing
teachers but they behaved them as if they
came to schools just to pass their time.
5. Lack of good coordination between the
schools and campuses made it dificult to
handle the situation easily.
6. Schools were not very much cooperative to
the student teachers.
7. They also accepted that there was a great deal
of carelessness among the student teachers.
8. Another serious problem they pointed out was
that the internal supervisors were biased.
Methodology
This section deals with participants, tools for data
collection, data collection procedure and analysis
of the collected data.
Participants: As stated above, the participants
were 30 head teachers who would manage classes
for student teachers deputed to their schools.
Instrument: Opinionnaire was the instrument for
data elicitation tool.
Data Collection Procedure and Analysis
The respondents were asked to give their views
on how practice teaching can be further improved
so that the campus can help student teachers
equip with the required skills and attitudes that
are essential for them to be teachers or teacher
trainers. Among thirty participants, eight of
them expressed their opinions on different issues
and aspects of practice teaching. The head of
department of the department of practice teaching
himself moderated the interaction program. The
researcher himself kept on putting down what
4 February 2014, Year 1, Vol. 1
Lal Bahadur Rana
the respondents said. Finally, the data collected
in this way were analyzed descriptively.
Results
This part deals with the presentation of the data
collected from the interaction program.
The participant A says that the number student in
the letter the campus sends do not match with the
actual number of students who actually go to school
for practice teaching. Furthermore, he vehemently
criticized that both internal and external supervisors
observe student teachers' classes on a bus; not in
the classroom. Further, he also remarked that the
student teachers do not possess the essential skills
of teaching and learning. For example, he said
that students were not able to prepare relevant
materials for teaching lessons. He suggested that
the state should bring about changes in the policy
of pre-service teacher trainings.
Likewise, the respondent B agreeing with the
mismatch between the actual number of students
who go to schools for their practice teachings and
the number that the letter sent to school says, he
further points out the following points:
1. Student teachers do not wear the kind of
dresses that give them professional look.
2. Those who have jobs request the head teachers
to mark them presence even if they remain
absent in teaching.
3. The campus has sold practice teaching
handbook, which has curtailed the creativity
of learners, because if they like to prepare
their lesson plans in details the handbook does
not have suficient space.
4. The student teachers should be within school
premises from ten to four like other regular
teachers of a school so that internal supervisors
can observe their classes and give constructive
feedbacks.
5. The general trend is that external examiners
observe classes disturbing the regular classes
of a school. They should examine the student
teachers as per the routine speciied.
6. The student teachers should be informed what
they are supposed to do when they are in
8 February 2014, Year 1, Vol. 1
Surkhet Journal
practice teaching.
7. A provision should be made that head teachers
should be one of the signatories in the school
report that the student teachers of bachelor's
level are supposed to prepare as one of the
tasks of practice teaching.
8. Casting doubts on the evaluation system, he
says, "How come irregular student teachers
score higher scores than those of the ones who
are very regular and dutiful?".
Similarly, the participant D, the founder principal
of a private school, mentioned that the student
teachers sent in the private schools would run
away inding some ways to escape. She thinks that
it is due to the lack of conidence on the part of
the student teachers. Therefore, she opined that
student teachers should be sent to private schools
considering their levels and capabilities.
On the other hand, the participant E, who is
also the founder principal of a private school,
presented other perspective of practice teaching.
He mentioned that many student teachers deputed
by the campus in private schools do not like to
continue their practice teaching in those schools, as
they need to use English as a medium of instruction.
Because of this particular reason, as he claimed,
many student teachers do not desire to go to his
school for practice teaching. Those who dare to go
there also ask if they really have to teach in English
medium. As they lack proiciency over the English
language, they like to shift to public schools
making some kinds of excuses. In such cases, he
would suggest that they should take permissions
from the concerned authorities of campus.
Unlike the above-mentioned respondents, the
respondent F expressed his ideas very positively.
He said that the provision of sending student
teachers in schools for helping them practice what
they have learned theoretically into real classrooms
would remind their teachers of their own teaching
experience, which would rejuvenate them. He
suggested that we should change the policy of
the pre-service teacher trainings. He speculated
Lal Bahadur Rana
that the dearth of competent in secondary and
higher secondary schools could be easily resolved
if the student teachers were to be employed like
real teachers for a couple of months. In doing so,
he mentioned, that the government or campus
should provide subsistence allowance to them.
In additional to these things, he mentioned that
four-year B.Ed. program to be implemented in the
near future should have the provision of one-year
internship.
Similarly, the respondent G, like other respondents
raised the issue of assigning marks to the student
teachers. He claimed that the teachers were biased
in evaluating student teachers, which resulted
irregular students obtaining better marks than
those of the regular ones. He also expressed
his problem of assigning only one class for four
student teachers.
In the similar vein, the respondent H viewed
that education campus should focus on practical
aspect so that the students would be sound in both
theory and practice. He reported that he had found
teachers being very unsuccessful not because of
their competence, but because of the lack of their
practical knowledge. Furthermore, he signaled the
deterioration in the quality of education imparted
by the campus as he claimed that many student
teachers sent in the school for practice teaching
did not know how to prepare their lesson plans and
teaching materials.
Discussion
From the participants' ideas, it can be inferred
that practice teaching has been a ritualistic task
to be performed by the student teachers; rather
than a process of providing them with practical
knowledge that can be very instrumental in shaping
their professional careers. For this, there might be
a number of complex set of interrelated factors.
For example, one of the respondents mentioned
that external supervision had been done without
going to the classroom in which a particular
student teacher had been assigned to teach by the
5
Surkhet Journal
head teacher of a school. They might have dared to
take such ill-attempts because of the negligence of
regulatory bodies such as campus administration,
Dean's ofice, etc.
The number of student teachers seems to be
another cause for the deteriorations of quality
practice teaching, because not all the students are
fortunate enough to get single class. For example,
one of the respondents maintained that he had
assigned one class for four student teachers. That
means they were asked to perform group teaching.
Due to the lack of peer or group teaching ideas,
students do not go to school everyday. Even if they
go to school, one of them goes to take sessions; and
the rest of them rest in the ofice. Thus, they have
one class once in four or ive days.
The head teachers of the private schools do
not seem to have been convinced that student
teachers sent to their schools teach their students
due to the lack of proiciency over the English
language. Among three such respondents, one
suggested the campus that the latter should think
of students' competence and English language
proiciency before sending student teachers to
their schools. In the similar fashion, another
participant of such type informed the campus
that students teachers sent to his schools would
like to go to public schools. His assumption is
that they cannot teach his students as they lack both
language proiciency, and the mastery over the
subject matter to be delivered to his students.
The desire to change the policy of pre-service teacher
education was also found among the participants. The
participants assumed that they could solve the dearth
of skilled teachers needed for many secondary and
higher secondary levels of Nepal if all the student
teachers are mandatorily asked to teach for a certain
period of time for which the government should
provide subsistence allowance to them.
Assigning marks to student teacher was also
questioned. It is true to some extent as it all
depends upon the subjective judgment of internal
6 February 2014, Year 1, Vol. 1
Lal Bahadur Rana
as well as external supervisors. There are not ixed
criteria or rubrics as such against which all the
student teachers are evaluated.
The stakeholders of practice teaching do not seem
to have taken it as a procedure for mentoring the
prospective teachers. No participants seem to have
asked the subject teachers observe the student
teachers' teaching and provide them with feedbacks
everyday. They tend to take practice teaching
through the administrative perspective only.
Implications
The discussion has a number of implications that can
be very useful for systematizing practice teaching to
be undertaken by the students of B. Ed. and M. Ed.
Some major implications are discussed below.
Firstly, the campus should have a clear record of
how many students are carrying practice teaching
in an academic session. Such information may
be very useful for sending students in a school.
If cooperating schools cannot manage classes for
them, the campus administration should try to ind
out some alternatives as well. For example, it can
be conducted in two or three phases considering
whether it is viable for both the stakeholders:
cooperating schools and campus. It is because
schools may ind their classes being disturbed
when the campus keeps on sending students.
Secondly, internal supervisors should not only
check students' lesson plans, but also go to
classrooms and observe full classes and they
should provide developmental feedbacks to
their students in the light of their observation.
Similarly, external and internal observers should
follow the same trend in the inal observation
as well. Furthermore, the regulatory bodies
of the Faculty of Education or campus should
strictly follow or make other follow the systems
speciied for practice teaching.
Thirdly, student teachers should be evaluated preparing
speciic rubrics so that student teachers know the
criteria against which they are going to be evaluated.
This provision can certainly make evaluation valid and
9 February 2014, Year 1, Vol. 1
Surkhet Journal
reliable. In addition to this, the student teachers also
know how many marks they deserve.
Fourthly, considering the context, the concerned
authorities should formulate rules and regulations
involving the stakeholders and then implement
those rules and regulations effectively.
Fifthly, for increasing external validity, the campus
should assure the quality education bringing
about changes in teaching and learning activities
in the classroom. Markee (1997) says that the
most important aspect of classroom innovation is
the pedagogical aspect. Therefore, for ensuring
quality, we must change the process of teaching
and learning activities to be done in our classrooms.
Although we use more or less the same material
resources as used by the students and teachers
of reputed universities, our students do not have
conidence and capabilities like the ones from other
reputed universities mainly because of the process we
follow. Taking initiatives towards this direction will
certainly increase the demand of our graduates.
Sixthly, some issues related to policy of practice
teaching have been raised. Therefore, it will be
wise to hold discussions on how those issues can be
addressed, for example, providing daily subsistence
allowance for the student teachers and employing
them for an academic session or for six months.
Lastly, both campus and cooperating schools should
take joint initiatives for enhancing the quality of
student teachers and should take teaching practice
as a means of mentoring to prospective teachers
and equipping student teachers with theoretical and
experiential knowledge of teaching and learning.
In order to do this, these institutions should always
maintain a mutual symbiotic relationship in order
to equip student teachers with theoretical and
experiential knowledge of teaching and learning.
Conclusion
Practice teaching is an essential part of pre-service
teacher education, because it is one of the major
ways of acquainting learners with real teaching
Lal Bahadur Rana
experience. Due to the large number of students
participating in practice teaching, host campus
and cooperating schools have some challenges
in managing classes and maintaining records.
Similarly, lacks of proper mentoring and monitoring
have further compounded the problems. Therefore,
it has become administrative rather than academic.
Despite all these challenges, the stakeholders seem
to have been fully committed to take initiatives in
order to enhance its quality.
About the author
Mr. Rana is Lecturer of TU at Surkhet Camps (Education).
He is the Head of the Department of English Education
(M. Ed. Level), of the campus and central member of NELTA.
He is interested in critical thinking, critical pedagogy, and
SLA. He has published articals in diffrent Journals and
authored textbooks and teachers' manual for campus level.
References
Gautam, G. R. (2010). Practice/Student Teaching in
I. ED. and B. ED.: A learning experience
or a meaningless ritual? NELTA Choutari,
Retrieved on December 13, 2013 from
h t t p : / / n e l t a c h o u t a r i . w o rd p re s s . c o m
/‌‌2010/‌‌09/‌‌04/‌‌practice-teaching-a-relection/‌‌
Gebhard, J. G. (2009). The practicum. In A. Burns
& J.C. Richards (Eds.), Second language
teacher education (pp. 250-255). New Delhi:
Cambridge University Press
Khatri, R. (2012). Attitudes of student-teachers
towards practice teaching program. An
unpublished mini research report submitted
to the Faculty of Education, Tribhuvan
University, Nepal
Markee, N. (1997). Managing curricular innovation.
New York:Cambridge University Press.
Richards, J. C., Plat J. & Platt H. (1999). Longman
dictionary of language teaching and applied
linguistics. London: Longman
Wallace, M. J. (2010). Training foreign language
teachers:‌A‌relective‌approach. Cambridge:
Cambridge University Press.
7
Surkhet Journal Surkhet Journal Kamal Gautam

A Study of Knowledge and Practice of Lactating Mothers on Exclusive of people die from ARI and other infections. In believed that milk does not come in the irst few
such condition, breast feeding could prevent many days (UNICEF, 2009).
Breast Feeding (EBF) and its Impact on Health Status of Infants of such deaths by improving immunity in babies. According to report of Ministry of Health and
Kamal Gautam Breast feeding develops immunological strength Population of Nepal (2006), the mean total duration
to a child, creates emotional bounding between of breastfeeding in Nepal, like most other low
Abstract
babies and mothers and also plays signiicant role and middle income countries, is long and usually
The study was conducted in two different Garment factory of Kapan VDC of Kathmandu district in June
in fertility. A report of World Bank (2000) states more than two years but data on EBF shows up
2013. The respondents of this study were the breast feeding mothers. Main objectives of the study was to
that breast feeding is responsible for reducing total to six months of age as well as descriptions of
ind‌out‌the‌knowledge‌and‌practice‌of‌mothers‌about‌breast‌feeding‌and‌its‌impact‌on‌health‌of‌infants‌
potential fertility by 30 percent. mixed feeding practices are scarce. Information on
who were less than six months old. To meet the objective, 100 lactating working mothers were selected by
survey method. The study was based on exploratory and descriptive research and Interview schedule, and In Nepal the traditional practice of breast feeding breastfeeding practices and the factors inluencing
anthropometric measurement tool were developed to get necessary information. Among the respondents, is nearly universal both in rural and urban areas them is important for successful campaigns.
only 32% were found delivered at home though the hospitals were very near from their residence. Among (NDHS, 2006). However, the report further states The role of colostrum in promoting growth and
the respondents, only 64% fed colostrums to their babies after birth though 71% of them were aware of that with the introduction of modern technologies development of the newborn as well as ighting
the importance of colostrums feeding. All most all the respondents of this study belonged to working class and the adaptation of new lifestyles, it seems with the infection is widely acknowledged (WHO,
families where 82% elder children were the care takers of infants at home and factory premises. Among decreasing in urban areas because of employment 2001). However, in Nepal, there are differences
the infants, 46% were found perfectly healthy, 32% on the borderline, and rest were found in malnutrition and other reasons. in cultures in the acceptability of colostrum and
condition. Within the six month period to study time, 68% infants were suffered from diarrhea, 28% ARTI, the prevalence of colostrum feeding. Although,
Statement of the Problem
and rest 33% with other health problems. breastfeeding is a common practice in Nepal,
Exclusive Breast feeding including colostrum has
importance of colostrum feeding is still poorly
different situation in different countries. In Kuwait
Key words: Lactating mother, morbidity, breast feeding, bottle feeding, Acute Respiratory Tract Infection only 1 in 5 infants (18.2%) received colostrum as
understood.
(ARTI). their irst feed ( Dashti et al., 2010). This report In 2012, Kathmandu Medical Collage conducted
indicates that awareness on breastfeeding including research on breast feeding and more focus was
Introduction is tremendous with a special reference to the
given to colostrum feeding practice among
available information from countries in the Asian colostrum is very much in need to be provided to
Breast feeding provides infants the best start in
and Paciic regions. A report of UNICEF (2009) mothers. The practice is also very low in Zambia outpatient mothers of teaching hospital. Colostrum
their life. It contains high nutrition value and is an is thick nutritious milk secreted initially by the
states that duration of breast feeding can potentially where none of the urban mothers discarded the
ideal and natural food for baby. Adequate nutrition
reduce mortality from diarrhea especially in the colostrum feeding (Fgeld et al., 2008). The report mother which is rich in protein, minerals, vitamins
during infancy is crucial for child survival, optimal and immunoglobulin which is essential for
states that a few of the mothers in rural area fed
growth and development throughout life (UNICEF, babies of developing countries by as much as 25
proper growth and development of children. This
percent. The report further mentions that the under- colostrum to their babies. Regarding views on
1990). The World Health Organization (WHO) report shows that about 74% women heard about
comparison of children fed with colostrum with
recommends exclusive breastfeeding (EBF) privileged couples and in poorer countries have a
colostrum among which 30% received information
those not fed, 56% felt that colostrum fed children
for the irst six months of life. After six months, high prevalence of breast feeding for prolonged
durations is critically important in reducing the were healthier while 8% said that it didn’t make through various media, followed by family and
infants should receive nutritionally adequate and friends comprising 16%, antenatal visits (12%)
level of morbidity and mortality for children born. any difference.
safe complementary foods while continuing to be and other sources (16%). The research found
breastfed until the age of two years or beyond. The Continuation of breast feeding practice has Knowledge on colostrum feeding is correlated with
higher percentage of women who had knowledge
beneit of EBF for growth, immunity and prevention additional advantages in the growth process of higher age of marriage, higher age of pregnancy,
on colostrum compared to few other studies
of illness in young infants is undisputable (Oddy, et babies. In the countries where the prevalence of better maternal education, higher socioeconomic
done in this region. Regarding the importance of
al., 2003). It has been postulated that 13% of the infectious diseases including diarrhea is high, breast status and antenatal care from tertiary care centre and
colostrum, 69% of pregnant women in this study
current under ive mortality rate could be averted by feeding saves many children from both morbidity private practitioners (WHO, 2001). Many mothers
knew about the role and importance of colostrum
promoting proper breastfeeding practices (Jones, et and mortality incidence. It also saves the inancial in developing countries lack knowledge about the
for the new born babies. Regarding the role of
al. (2003) which is seemingly the single most cost resources of the country that could be spent to other importance of early initiation of breastfeeding and
colostrum to child's health, 41 % women answered
effective intervention to reduce child mortality in are not aware about the advantages of colostrum
important areas of daily life. According to report of that it helps for proper growth of child and ights
resource-constrained settings (Mullany, et al., NDHS (2006) about 40,000 children die every year feeding. In some developing countries there is
against infection, 27% felt it adds to good health
(2008).The role of breast feeding in infant’s health from diarrhea in Nepal and almost same numbers misinterpretation about breast feeding as it is
but were not able to specify, whereas 31 % did not

8 February 2014, Year 1, Vol. 1 10 February 2014, Year 1, Vol. 1 9

Surkhet Journal
know and 1 woman thought it has bad effect to the
child's health.
Chaudhary et al. (2011) conducted a study on
breastfeeding practice among the mothers who
visited hospitals for medical care in Nepal. The
research was conducted in BPKIHS, Dharan, in
2011. The report states that none of the mothers
got advice regarding breast feeding during ANC
visits. However because of the exposure to the
media and health care facilities, most of the
mothers were found aware of the importance of
colostrum. Regarding the knowledge of colostrum,
only 25% of women had an idea about colostrum.
This shows that awareness programs are in need
to organize especially for mothers of semi-urban
and rural areas of Nepal to develop understanding
in lactating mothers about the importance of
breastfeeding including colostrum feeding.
Regarding the practice of breast feeding according
to research report of Kathmandu Medical Collage
(2012), only 44% of the mothers who visited
hospital had given colostrum to their previous
babies. That means 66% mothers did not feed
colostrum to their previous babies and this really
shows crucial situation about the practice of breast
feeding in Nepal. Ulak et al., (2012) conducted
study on breast feeding entitled ‘Infant feeding
practices in Bhaktapur, Nepal: a cross-sectional,
health facility based survey. According to this
study, 91% mothers fed colostrum to their previous
babies. This shows signiicant progress in the
practice of colostrum feeding to babies. Another
study conducted in Dharan in 2011 with lactating
mothers also shows almost same situation of the
practice of feeding colostrum to babies. In this
study 95% fed colostrums to their babies though
only 25% of them were known to beneits of
colostrum. Colostrum feeding rate in Nepal was
69% according to data given by NDHS 2006.
There are several affecting factors which cause
problems in breast feeding right after birth of a
child. Odent (2011) in her Doctoral thesis throws
10
Kamal Gautam
light on Nepalese situation about colostrum
feeding. She says that prolonged labor and
unconscious state are the hindrance to colostrum
feeding. Neonatal illness is also one of the main
barriers to colostrum feeding. Some babies are not
able to suck breast milk due to illness, deformities
or other reasons. Bathing baby and mother after
birth also delays initiation of breastfeeding. Lack of
family support, discouragement for early initiation
of breastfeeding by traditional birth attendants,
decision by family members to give other luids
are some important barriers to colostrums feeding.
Since the knowledge and practice of EBF including
feeding of colostrum to babies was found lacked
while reviewing the literatures. Therefore, stated
as the study on knowledge and practice of lactating
mothers on exclusive breast feeding (EBF) and its
impact on health status of infants has been carried
out to recover this lack.
Objectives of the Study
1. To examine the existing knowledge and
practice of breast feeding in mothers
2. To examine the effects of breast feeding on
health status of infants
3. To recommend the possible ways of breast
feeding to enhance its practice among lactating
mothers.
Signiicance of the Study
The importance of exclusive breast feeding for
optimal growth and development, irrespective of
country of residence, is also relected in the recent
WHO growth standard for children (Onyango,
A. et al., (2009). Introduction of foods other than
breast milk before six months of life is not only
undesirable, but could also be harmful (Heider,
et al., 2000). These foods not only displace
nutritious mother's milk, but also serve as a vehicle
for infectious pathogens that can lead to severe
illness. Despite well-established guidelines for
promotion of EBF, the adherence to EBF is quite
low in many settings (Engebretesen, et al., 2007).
They also mention that childhood malnutrition and
February 2014, Year 1, Vol. 1
Surkhet Journal
growth faltering affects more than half of children
under ive in developing countries, and usually
starts during infancy, possibly due to improper
breastfeeding and mixed feeding practices.
Colostrum is the irst milk produced by the
mammary glands of mammals in late pregnancy
just prior to giving birth and continuing through
the early days of breastfeeding (http://www.llli.
org/faq/colostrum.html). Colostrum is very rich
in proteins, carbohydrates, vitamin A, and sodium
chloride, but contains lower amounts of lipids and
potassium than normal milk (Ghai, et al.,2009).
Newborns have premature digestive system
which suits the low-volume concentrated form of
nutrient supply system of colostrums. The laxative
effect of colostrum encourages passage of baby’s
irst stool, meconium. This helps to clear excess
bilirubin which is produced in large quantities
at birth and helps prevent jaundice. It contains
various immunoglobulins like IgA (reactive to
Escherichia coli virulence associated proteins)
IgG and IgM3 (Louraino et al, 1998). Other
immune components of colostrum are lactoferrin,
lysozyme, lactoperoxidase, complement and
proline-rich peptide (PRP). It also contains various
cytokines and growth factors. PRP helps to ight
against various viral infections like herpes viruses
and HIV, bacterial and viral infections which are
dificult to treat, various cancer, asthma, allergies
and autoimmune diseases. It helps to reduce one
of the leading causes of death in our country like
diarrhea and ARI (Arifeen et al., 2001).
According to Edmend et al., (2006), initiation of
breast feeding within the irst hour of birth reduces
both infant morbidity and mortality. Edmond and
his team conducted a research on EBF in Ghana
and found that there was a marked increase in risk
with increasing delay in initiation. The research
report further states that even one day late lactation
after birth caused 2-4 folds increase in risks.
Giving pre-lacted feeds also increased the risk of
neonatal mortality.
11 February 2014, Year 1, Vol. 1
Kamal Gautam
It is seen that child morbidity and mortality are
the burning problem of most of the developing
countries. Diarrhea, ARI, malnutrition and other
infectious diseases cause adverse effects on the
health of infants in Nepal even at present time. In
such condition proper knowledge and practice on
EBF helps mothers to provide adequate care to their
babies and promote their health status. The main
points of signiicance of the study are as follows:
1. The study helps mothers to provide better care
to their babies with the initiation of Exclusive
Breast Feeding practice.
2. The study is useful to ind the impact of
knowledge and practice of lactating mothers
on health status of infants.
3. The study can be used as a guideline for
educators, planners to plan and implement
EBF program in their respective areas.
4. This study helps concerned authorities to
know the existing situation of EBF in Nepal.
5. The study can be helpful for the researchers
for their further research in the days to come.
Research Questions
1. What do the mothers of garment factory think
about Exclusive Breast Feeding?
2. How do they practice EBF in the Factories and
families?
3. What types of health problems did mothers
notice in the last six months?
4. What type of recommendation do they need
to improve knowledge and practice on EBF?
Methodology
The following methodoloty was adopted to carry
out the study:
Research Design
Exploratory and descriptive research design was
used in this research. The research explored the
existing knowledge and practice in mothers of
exclusive breast feeding including colostrums
feeding to babies and health status of infants. The
research also explored the situation of Nepal.
11
Surkhet Journal
Sources of Data
For the purpose of this research, required data was
generated through primary and secondary sources.
Primary data were collected through interview
with mothers who had at least one less than one
year old babies. Anthropometric measurement
of the infants was taken by weighing and height
measuring scale. Secondary data was collected
through different secondary sources.
Sampling Procedure and Size
The total number of mothers with at least one baby
of less than one year were selected by survey method
because all the mothers who were under selection
criteria were taken for this research. However,
anthropometric measurement was done with the
babies who were under six months old. In the record
of factories there were 136 mothers involved in two
factories but only 100 of them were present during
study period and all of them were selected.
Tools and Instruments
The researcher used interview schedule for
collecting data from the respondents. He also used
weighing scale and height measuring scale for
infant’s anthropometric measurement.
Validation of Tools
For validation process, interview schedule was
put on pre-testing with twenty mothers of another
factory located near study area and necessary
correction was done. For weighing scale, the
condition of scales was checked properly before
the use of instrument.
Data Collection Procedure
After constructing tools for data collection,
researcher visited to both factories and met with
owners and Management Authorities. He then
appraised them about the purpose of visit and
requested them to provide actual number of
mothers with at least one babies of less than six
months old with them. Upon my request for the
total number of mothers, they called me after two
days and provided the number of mothers. Then
12
Kamal Gautam
they managed ive to six individual interviews in
the premises of factories. Measurement of infants
was also taken right after interview each day with
the help of measuring scales. It took nearly one
month period to complete data collection process.
Data Analysis and Interpretation
After collecting data required for this research, the
researcher tabulated the collected data in different
groups according to their nature. The collected data
was then presented in different tables and graphs.
The researcher used text, tables, bar-diagram,
pie chart and percentage in the analysis and then
adequate interpretation was made after analysis.
Major Findings
The major indings of the study were as follows:
1. Among the total number of respondents, 76 %
mothers were from nuclear families. Majority
of the respondents (84 %) were from out of
Kathmandu valley and rest were from local
communities. The respondents were from
different ethnic and caste groups. Regarding
literacy, only 78 % of them were literate out of
which only 2 % mothers were twelve passed
13 % were SLC passed and others studied up
to class nine. The age of the respondents was
varied from 19 years to 34 years old. Almost
all the mothers (96%) belonged to working
class families, 82% elder children were found
as care takers of infants who fed boiled milk
and bottle milk at home.
2. Among the respondents, 26% started breast
feeding within an hour of their deliveries, 39%
within 4-6 hours, 27% within 4-8 hours, and
5% after one day of their deliveries. A baby up
to six months needs at least 6-8 times breast
feeding within their eight working hours in the
factory but only 21 % mothers fed to infants.
Among others, up to 4 times was managed
hardly to their babies in a day before and after
their working hours. Regarding knowledge
part, 74% responded breast feeding as an
essential food for baby up to couple of years.
February 2014, Year 1, Vol. 1
Surkhet Journal
3. The 64% mothers responded that they fed
colostrums to their babies. However, rest could
not feed because of the illnesses of mothers
during birth. However, 71% mothers were
found knowledgeable about the importance of
colostrums feeding.
4. Exclusive breast feed refers only to breast
milk, breast milk with water and breast milk
with liquid diet but only 24 % of them were
found knowledgeable about it. Out of the
total respondents, 23% replied that their
breast milk was suficient for babies up to
six months whereas 77% responded that
their milk was not suficient for their baby
because they had to go for work and even the
amount was not suficient for their babies.
The disadvantage of bottle feeding was
responded by 34% mothers however they
were in favour of this feeding because they
had to leave for work each day. They were
equally concerned about proper cleaning of
bottles before putting milk. Rest of the 66%
mothers were in favour of either boiled milk
with spoon feeding or bottle feeding and
even not aware of the disadvantage of it.
5. Out of the total respondents, 62% had the
practice of cleaning their breast before feeding
to their babies and 38% did not do this practice
and these second category mothers did not see
even signiicance of washing every times their
breast unless it got dirty. For them, cleaning
once a day could be suficient. Burping practice
helps to prevent vomiting in babies’ right after
breastfeeding but only 93% of respondents did
not apply this practice after breast feeding and
only 7% applied this practice.
6. Among the infants, 46% were found
perfectly healthy, 32% on the borderline, and
rest were found in malnutrition condition.
Within six month period to study time,
68% infants were suffered from diarrhea,
28% ARTI , and rest 33% with other health
problems.
12 February 2014, Year 1, Vol. 1
Kamal Gautam
Recommendations
1. Awareness on Exclusive Breast Feeding needs
to be integrated with antenatal clinics. During
visit to clinics, pregnant and lactating mothers
should be educated about the beneits of
colostrum feeding.
2. Signiicant number of home deliveries is
found in study area though it is nearer to some
advanced hospitals and birthing centers. Here,
the recommendation is needed to mothers to
manage births at health institutions in the days
to come.
3. Disadvantages of bottle feeding to health
should be given to mothers along with other
options of feeding. Hygienic aspect of feeding
should also be focused while giving health
education to mothers.
4. Provision of Exclusive Breast feeding and
more frequency of breast feeding should
be viewed from child right perspective.
Here, recommendation is made to factory
authorities to manage breast feeding facility
to those mothers who have breast feeding
babies up to six months of age. Provision
of day care like centre can be the suitable
option for this.
About the author
Mr. Gautam is Associate Professor at TU, Central
Department of Health and Physical Education. He has
earned M. Phill. in Health Education. He has published
books of University for different levels.
References
Arifeen, et al. (2001). Exclusive
breastfeeding reduces acute respiratory
infection and diarrhoea deaths among
infants in Dhaka slums. Pediatrics
Journal. Retrieved from http:/ / www.
google.search.breast+feeding on
August, 2013
Chaudhary, et al., (2011). Knowledge and
practice of mothers regarding breast
feeding: a hospital based study. Health
Renaissance, Vol 9 (No.3), Ktm.
13
Surkhet Journal
Dashti, et al.,(2010). Determinants of
breastfeeding initiation among mothers
in Kuwait. International Breastfeeding
Journal, 2010, 5:7. Available on http://www.
internationalbreastfeedingjournal.
com/content/5/1/7/#B28
Engebretsen, et al., (2007). Low adherence to
exclusive breastfeeding in Eastern Uganda:
a community-based cross-sectional study
comparing dietary recall since birth
with 24-hour recall. PubMed Abstract.
Retrieved from http://www.google.search.
breast+feeding on August, 2013
Fjeld, et al.,( 2008). No sister, the breast alone is not
enough for my baby' a qualitative assessment
of potentials and barriers in the promotion of
exclusive breastfeeding in southern Zambia.
International Breastfeeding Journal.
Retrieved from http://www.biomedcentral.
com/content/pdf/
Ghai, et al.,(2009). Textbook of Paediatrics. (7th ed.)
New Delhi : CBC Publisher and Distributors.
Haider et al.,(2000). Effect of community-based
peer counsellors on exclusive breastfeeding
practices in Dhaka, Bangladesh: a randomised
controlled trial. PubMed Abstract.
Retrieved from http://www.google.search.
breast+feeding on August, 2013
Jones et al., (2003). : How many child deaths can
we prevent this year? PubMed Abstract.
Retrieved from http://www.google.search.
breast+feeding on August, 2013.
Kalanda et al., (2006): Breast and complementary
feeding practices in relation to morbidity
and growth in Malawian infants. PubMed
Article. Retrieved from http://www.google.
search.breast+feeding on August, 2013.
Loureiro, et al., (1998). Human Colostrum Contains
IgA Antibodies Reactive to Enteropathogenic
Escherichia coli Virulence-Associated Proteins.
Journal of Pediatric Gastroenterology &
Nutrition. Retrieved from http://www.google.
search.breast+feeding on August, 2013
14
Kamal Gautam
MOHP (2006). Nepal Demographic Health
Survey 2006. Kathmandu, Nepal: Ministry
of Health and population, New ERA, and
Macro International Inc; 2007.
Mullany et al.,(2008). Breast-feeding patterns,
time to initiation, and mortality risk
among newborns in southern Nepal.
PubMed Abstract. Retrieved from
http://www.google.search.breast+feeding on
August, 2013
Oddy, et al.,(2003). Breast feeding and respiratory
morbidity in infancy: a birth cohort study.
Journal of Public Medicine. Retrieved from
http://www.google.search.breast+feeding on
August, 2013 Agust, 2013
Odent, P. (2011) . Early infant feeding and neonatal
survival in Nepal: breastfeeding, colostrum
and‌ discarding‌ of‌ the‌ irst‌ milk. Doctoral
thesis, University College London. Available
on http://discovery.ucl.ac.uk/1310430/
Ulak et al., (2012) Infant feeding practices
in Bhaktapur, Nepal: a cross-sectional,
health facility based survey. Kathmandu:
Kathmandu Medical Collage, Sinamangal
UNICEF(2009). Breast feeding counseling.
Kathmandu: UNICEF, Nepal
UNICEF (1990). Strategy for improved nutrition
of children and women in developing
countries. New York
WHO (2001). The optimal duration of exclusive
breast feeding: reports of an expert
consultation. Geneva
February 2014, Year 1, Vol. 1
Surkhet Journal
A Study on Use of the Internet by Teachers and Students of Surkhet
Campus (Education)
Rajan Kumar Kandel
Abstract
This‌ study‌ aims‌ at‌ identifying‌ percentage‌ of‌ teachers‌ and‌ students‌ using‌ the‌ Internet‌ and‌ ind‌ out‌
purposes and problems of its use in Surkhet Campus (Education). Questionnaires (295) were distributed
to 37randomly selected teachers and 258 students selected from all levels, shifts, sexes and subjects using
stratiied‌proportionate‌random‌sampling‌method.‌Questionnaires‌were‌administered‌individually‌to‌the‌
teachers and collectively to the students in their classrooms to ensure the excellent (100%) response rate.
The result revealed that 46.12% students and 78.37% teachers use the Internet. Many students (34.49%)
and teachers (70.27%) use it for getting general information followed by accessing online newspapers
(48.64%), getting help in teaching learning (45.94%), sending and receiving e-mails (43.24%), research
(40.54%), chatting (37.83%), social networking (32.43%), entertainment (32.43%), Skype conversation
(24.32%), downloading free software (18.91%),online education (16.21%),and downloading books and
journals and studying online journals (5.40%) by teachers and chatting (28.68%), accessing online
newspaper (27.51%), social networking (19.76%), sending and receiving e-mails (18.60%), getting
help in teaching learning (14.72%), downloading free software (9.30%), Skype conversation, (8.13%),
research (0.38%), and online studies (0.38%) by students. Many students (44.18%) and teachers (32.43%)
do not use it at the campus because they do not own a device and few other problems. A good number of
teachers were found habitual with varied Internet applications and services.
Key words: Internet browsing, ICT, ODL, e-learning, virtual teaching
Introduction data and services with those of other companies)
The Internet is a worldwide system of (The Columbia Electronic Encyclopedia, 2004).
interconnected computer networks. It is the world's It is a daily tool for millions of people belonging
largest computer network that links computer to different professions. It has been functioning as
terminals together via wires or telephone lines in the information superhighway in the present era.
a Web of networks and shared software. For Gil Anyone possessing a computer, mobile, laptop,
(n.d.), "the Internet is a massive public spider web with the Internet connection; or other internet
of computer connections. It connects personal enabled devices, can use the Internet. It is not
computers, mainframes, cell phones, GPS unit, owned by any single person or government.
music players, soda pop machines, car alarms, Technology has changed the traditional ways of
and even dog collars". The most popular features teaching and learning. It has inluenced pedagogy
of the Internet are electronic mail(e-mail), blogs and developed far-reached implications in the
(web logs or journals), discussion groups, online educational institutions. The Internet has supported
conversations like instant messaging or chats, in developing different strategies of knowledge
wikis (websites that anyone or the Internet can creation and transmission to millions of scholars,
edit), adventure or role playing games, information students, and educationists throughout the world.
retrieval, e-commerce, internet-based telephone It is a tool of low cost global connectivity. The
service (Voice over IP(VoIP)), and web mashups World Wide Web (WWW), a system of creating,
(in which third parties combine their web-based organizing, and linking documents that can be
13 February 2014, Year 1, Vol. 1 15
Surkhet Journal
browsed over the Internet easily, is its magical
realm where individuals can post their digital
contents for everyone else. Different commercial
Web browsers (like Google) are used to retrieve
documents or Web pages stored in the Web sites
and display them on any computer screen in a
simple manner for those who want to use it. The
Internet has brought this sudden revolution in
connectivity in recent years.
The Origin and Expansion of the Internet
It is very dificult to determine when and how the
Internet began. But at least we can say that the
Internet began with the irst connection of two
computers, although we do not know exactly when
and where that occurred. Perhaps, it was in 1957 by
Advanced Research Projects Agency in the USA.
Banks (2008, p. 2) states:
The generally accepted story is that someone
at the Pentagon decided it would be a good
idea to build a computer Network that could
survive a nuclear strike. The Advanced
Research Projects Agency (ARPA) built
a network called ARPANET; it initially
connected university computers. The
Department of Defense (DoD) later changed
the name to DARPANET (for Defense
Advanced Research Agency Network) and
more computers were added.
In 1957, Soviet Union successfully launched
the irst artiicial satellite, Sputnik and proved
that the United States was in the second place in
technology. Later, MIT engineering scholar/student
Leonard Kleinrock noticed the inadequacy of
the telephone system for linking computers and
developed mathematical theories for packet
networks. In 1962, he published a paper stating
the idea of organizing and transmitting data in
ixed-length blocks for accuracy control and
reliability. Another MIT scholar J. C. R. Licklider
also inferred new forms of social interaction
through computers and introduced a concept
16
Rajan Kumar Kandel
called "Galletic Network". They moved a project
in collaboration and eventually in 1969 the cabled
Internet Message Processor (IMP) to University of
California in Los Angles (UCLA) started moving
the data bits back and forth between two machines
(computers). Then they were able to send the irst
internet message. Stating to this message, Banks
(ibid., p. 4) writes:
The irst message sent over a computer
network was supposed to be "login", but it
was truncated to "lo" by a system crash. In
one sense this was appropriate, "Lo!" being
short for "Lo and behold!" It took an hour
to bring the system back up before "login"
could be transmitted from UCLA to Stanford.
By the end of 1969, computers at two more
universities -UC at Santa Barbara and University
of Utah were connected to the network. UCLA
claimed to be the irst station in nationwide
computer network. Then, circulation and
development of the Internet went faster than the
webs of tsunami throughout the world.
The Internet lattened our horizon and the
whole universe. The ten forces that lattened the
world viz. the fall of Berlin Wall that lattened
alternatives to free market capitalism and allowed
for the concept of the world as a single market, the
date that Netscape went public- the Internet and
the web came together to connect people globally,
the worklow software- a quiet revolution that no
one realized happening, uploading that allows
individuals or communities to put information
on the Web, outsourcing, offshorting like when
a company moves one of its factories to another
country for various reasons, supply-chaining -
a method of collaborating horizontally among
suppliers, retailers, and customers to create value,
insourcing by which the companies became
aware of more avenues to sell and produce their
products as well as to buy materials, in-forming,
(Google, Yahoo!, and MSN Web Search), and
February 2014, Year 1, Vol. 1
Surkhet Journal
the steroidslike like digital mobile, personal, and
virtual technologies that augment and strengthen
other latteners (Friedman, 2005) are based on ICTs.
Many of the latteners are the Internet based. In this
regard, we can claim that the Internet has brought
more than what we can visualize in our mind.
Use of the Internet in Instruction
The Internet plays a vital role in teaching,
learning, and research purposes. In this globalized
and rapidly evolving world, ICT skills are very
important both for teachers and students. Education
is no longer occurring in traditional classrooms
only. It has transcended the classroom boundaries
and moved into other media including internet-
based teaching. The Internet has radically shaped
higher education. It has opened the door of Open
and Distance Learning (ODL). While education
continues to expand in traditional classrooms, the
growth of education utilizing distance learning,
particularly the Internet-based classroom must be
continued (Kupczynski & Hooper, 2006).
The Internet has made teaching learning easier,
affordable, and comfortable. It has attracted many adult
learners who are professionally engaged elsewhere
throughout the world. Many branded universities of
the world have introduced different online courses
for their students and teachers. The internet has
been a tool to strengthen ODL modality over the
conventional face-to-face instruction. Students can
learn any course offered to them from their own
workplaces with limited guidelines of the instructors.
It can be predicted that such students will certainly be
increased in Higher Education (HE) in coming days.
In the words of Kirkup and Kirkwood (2005), "Over
the last 15 years the discourse about HE teaching
has been couched in terms of transformation
(of learning) and revolution in technology. Any
change that appears to demonstrate less than this
looks disappointing".
Learning has now changed into e-learning. It is a
way of getting international exposure in HE for the
students. It leads to the way of ODL that can hold
14 February 2014, Year 1, Vol. 1
Rajan Kumar Kandel
the pressure of the thousands of working migrants,
and part time students oficially. Jeanne et al.
(2013) state that most colleges and universities
will ind soon that they need to attract more adult
and part-time students, who want all or many of
their courses online, because over the next decade
the population of 18-to-24-years-olds will not
increase. It was growing in the past. Shifts in the
student demographic, coupled with the fact that the
tuition has increased at a rate that most families
ind unaffordable, lead many experts to believe
that it is time to question the current model which
offers courses mainly on weekdays between 9 am
and 5 pm from September to May and gives way to
include some online course offerings at a discount
to attract students.
Use of the internet has been growing rapidly in
Nepal also. Although no known surveys have
been carried out to estimate the number of Internet
users, we can claim that they are multiplying very
fast. From the beginning of the Internet service in
1995 (ITU, 2000), Nepali users of the Internet by
2000 became 50,000 which reached 2,690,162 in
2012. Facebook users were1,940,820 by 2012 in
Nepal. This was 0.2% of the Internet users in Asia
(Miniwatts Marketing Group, 2013). Most of those
users are from urban areas of Nepal, because more
than 90% of Internet access points are located in
urban areas which are occupied by around 15% of
total population in Nepal HLCIT, 2004, cited in
Sæbø and Thapa, 2012).
The general lack of awareness about the utility of
ICT in education and knowledge about ICTs and
their use in education has made it dificult to deploy
ICTs in the ield of instruction in Nepal. As some
80% of the online content and a large proportion
of education software produced in the world are
in English, language barrier has also been noticed
in the Internet use (infoDev, 2010). Further there
is not any provision of effective monitoring of
students' use of the Internet to make sure that they
do not visit irrelevant and socially undesirable sites
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Surkhet Journal
(ibid., p. 14). A careful and integrated approach to
introduce the computer and Internet in instruction
is needed in developing countries where there are
limited resources and fully stocked libraries. If
teachers and students use the Internet successfully,
they can explore a new world of learning and
empowerment to compete in the global knowledge
based economy (ibid., p. 19).
Government of Nepal, (Master Plan, 2013) has
made a strategic plan to use ICTs in education
to achieve its broader goals. It has accepted
the truth that effective integration of ICT in
teaching learning process strengthens access
to education, enhances quality, and promotes
equity in education. It says "The need for ICT
in education has been realized." (p. 9). MOE
has vividly prepared its visions, missions, goals,
and objectives related to ICT in education. For
ICT enabled instruction Internet connection
to the educational institutions (schools) has
B.Ed. Level
1. Nepali Education
2. English Education
3. Health and Physical Education
4. Mathematics Education
5. Population Education
6. Economics Education
7. Educational Planning and Management
8. Geography Education
9. History Education
10. Political Science Education
11. Early Childhood Development Education
12. Science Education
13. Information Communication and Technology
Education (ICTE)
Note: The campus runs One Year B. Ed. Programme in all subjects
except ICT and Science Education.
Figure 1: Programmes of Surkhet Campus Education
The campus owns its own fully furnished ICT lab non-interrupted permanent line), six multi-media
equipped with 31 computers and well managed projectors, and eight ICT friendly classrooms
E-library having 20 computers connected with 512 managed and furnished comfortably. Almost all
kbps capacity Internet (line that is dedicated and the administrative sections are equipped with
18
Rajan Kumar Kandel
been considered essential. This initiative is the
milestone for the Internet use by the teachers and
students in Nepal.
Surkhet Campus (Education)
Surkhet Campus (Education) was established
in 2029 B. S. in Nepalgunj and was transferred
to Surkhet formally on 24th Ashadh 2040
(Introductory Booklet, 2069BS). It is situated in
Birendranagar Municipality-9, Campus Road,
Surkhet. It is a leading Unitary Constituent
Campus of Category "A" of Tribhuvan University,
the eldest and densely populated university of
Nepal established in 1959 AD. Students from Mid
and Far Western Development Regions of Nepal
including other parts of the country are enrolled
in this campus. The campus has been running its
Master's Degree programmes in seven subjects and
Bachelor's Degree in 13 subjects under Tribhuvan
University, Faculty of Education (FoE). It is
explicitly presented in the diagram below:
M. Ed. Level
1. Educational Planning
and Management
2. Curriculum and
Evaluation Education
3. Nepali Education
4. Health Education
5. English Education
6. Population Education
7. Mathematics
Education
Note: The campus
has started to deliver
Curriculum and Evaluation
Education, Nepali
Education, and Health
Education subjects through
ODL mode recently.
February 2014, Year 1, Vol. 1 15
Surkhet Journal
computers with the Internet connection. It owns
three power generators for power back up in the
case of power cut. Most of the teaching staff are
ICT literate and 20 percentage of them are ICT
skilled persons. Some of the teachers have already
attended online teacher training courses launched
from home and abroad, using e-mail, Skype,
Nicenet, Blackboard, Wiki, Blogs, Dropbox,
and other Internet tools. They are authorized
members of national and international professional
organizations. They access national and
international peer-reviewed journals. One third of
the administrative staff are ICT literate and 20% of
them are ICT skilled. The campus is encouraging
the teaching staff to own their own laptops and the
administrative staff to learn basic ICT skill with
its substantive support. Some of the teachers have
already been introduced multimedia projection,
Internet browsing, and computer assigned teaching in
M. Ed. classes. The Campus as a whole is very much
positive to the use of ICTs and the Internet use.
As a constituent campus of TU, it has provided
quality HE for the general public with nominal fee.
Recently, FoE of TU where 106,866 (31% of the
total students in TU) are enrolled (Shrestha, 2013)
has launched ODL in three subjects (Curriculum
and Evaluation, Nepali, and Health Education in
M.Ed.) collaborating with National Centre for
Educational Development (NCED) - that needs to
upgrade qualiication of its 13,000 secondary level
teachers, in six different campuses of TU (Surkhet
Campus (Education) is one of them). FoE started
the journey, conducted different seminars on
ODL, and visited the universities of Sri Lanka and
Finland. Finally, Teacher Training College (TTC),
JAMK, and HAMK universities of Finland joined
hands. ODL is hoped to be effective to upgrade
teachers in the context that due to inadequate
salary, 90% of the teachers have second jobs after
teaching (Shrestha, 2013) and the government
cannot provide scholarship or manage substitute
teachers to run the schools. ToT on ODL pedagogy
has been started in Sanothimi campus and it trained
February 2014, Year 1, Vol. 1
Rajan Kumar Kandel
70 teachers from six campuses (completed irst and
second phase). The irst batch of the students has
been enrolled. FoE is in the process of extending
the ODL in other subjects. ICTs and the Internet
are the sole instruction media in ODL except few
face-to-face contact sessions, the SLM, and inal
paper pencil tests.
Statement of the Problem
Internet use has been a recent discipline of modern
academy. It has helped to familiarize with new
knowledge in present era. Teachers and students
have realized the importance of ICT based
instruction and needs of the Internet in teaching
and learning. In many cases, ICT has been used
to replicate existing teaching trends by improving
presentation quality by an online repository of
course by adding some additional features enabling
learners to access materials whenever they choose
(Krkup & Krikwopod, 2005).
The teachers and students of Surkhet Campus
(Education) seem to have been using the
Internet for different purposes. Few teachers
have even attended online teacher training
courses from the universities abroad. Online
learning/education/instruction is less expensive
to deliver/access than book/classroom-based
education. It does not require physical plant. It is
accessible to learners anywhere in the world.
There are many dificulties that the teachers and
students of Surkhet Campus (Education) are
facing while using the Internet. The campus owns
ICT infrastructures and ODL programme. Yet,
percentage of the teachers and students, their
purposes, prospects, potentialities, willingness,
and problems in using the Internet has not been
explored. In such context, it was an urgent need to
study it minutely.
Rationale of the Study
The study on use of the Internet by teachers and
students of Surkhet Campus (Education) was
most desirable to ind out the context, percentage,
19
Surkhet Journal
purposes, prospects, potentialities, willingness,
and problems of Internet use by them to promote
teaching and learning. This study has explored
the needs, wants, purposes, percentage, problems,
limitations, expectations, and possibilities of
teachers and students in Internet use. Moreover this
study has opened the door to search future solutions
and guidelines for the stakeholders to improve
the conventional book-based and lecture-based
instruction and introduce ICTs in instruction. It has
urged the campus administration/ stakeholders to
encourage the teachers and students to furnish their
teaching and learning by use of the Internet and
ICTs, and stand strong to compete globally.
Objectives of the Study
1. To ind out the percentage of teachers
and students using the Internet in Surkhet
Campus (Education).
2. To examine the purpose, locate their
problems, and enlist their perceptions in
Internet use.
3. To suggest some pedagogical implications.
It also tried to answer to many other questions
related to the issue.
The Hypotheses of the Study
Null Hypothesis I
Many teachers and students of Surkhet Campus
(Education) do not use the Internet owing to their
personal or institutional problems.
Alternative Hypothesis
Many teachers and students of Surkhet Campus
(Education) use the Internet in spite of their
personal or institutional problems.
Null Hypothesis II
Most of the teachers and students of the campus
have not browsed or explored the Internet for
academic purpose.
Alternative Hypothesis
Most of the teachers and students of the campus
have browsed or explored the Internet for academic
purpose.
20
Rajan Kumar Kandel
Justiication of the Study
The study is a novel reference and a milestone
in the ield of using the Internet in educational
institutions in Surkhet district and particularly
in Surkhet Campus (Education). It helps the
concerned authorities and stakeholders think about
solving problems of teachers and students. The
study shows the vivid picture of the campus in use
of the Internet.
The study also informs the campus administration
about the perception of the teachers and students in
use of the Internet. It is further meaningful in the
context that the campus owns ICT infrastructures
and ODL programme.
Limitations of the Study
This study was a survey study conducted using
questionnaires to teachers and students of Surkhet
Campus (Education). Because of the constraints of time
and budget, the research has the following limitations:
1. The scope of the study was limited to
Surkhet Campus (Education) only.
2. The study was concentrated to the Internet
use by teachers and students of the campus
in the record at the time of study.
3. The sample selection of the students was
done in the classroom. Thus, it did not
include the absentees.
It was also dificult to collect information regarding
use of new technology since the respondents
were hesitated to inform what they were/are not
practicing well or much perfect at.
Literature Review
The resercher has reviewed the literature available
on the topic of the Internet use by teachers, students,
faculty members, and library staff in educational
institutions in this section. The literature states
that no any speciic studies have been carried
out regarding use of the Internet in campuses for
teaching learning purposes in Nepal. However,
the following research studies related to this study
throughout the world are reviewed here.
February 2014, Year 1, Vol. 1
Surkhet Journal
Kumr and Kaur (2006) in their study, carried
out to analyze the use of the Internet by teachers
and students in Engineering Colleges of Punjab,
Haryana, and Himachal Pradesh States of India
using a well structured questionnaire distributed
among 792 teachers and 1,188 undergraduate
students selected randomly. They received 1,603
(i.e. 658 from teachers and 945 from students)
questionnaire back duly illed yielding 80.9%
response rate. The result of the survey showed the
beneits of using the Internet over conventional
documents. It was found that the Internet has
become a vital instrument for teaching, research,
and learning process of those respondents. Its use
in the college under study still seemed to be in a
state of infancy at early maturation.
Sin and Son (2007) in their study to ind the
teachers' views on use of the Internet for teaching
EFL distributed a questionnaire online and ofline
to document their perceptions and perspectives
to 150 Korean secondary school EFL teachers in
Kyungki and Chungnam provinces in Korea, of
them 101 (52 males and 49 female) between 23 to
60 years with 5 to 25 years of teaching experience
returned duly illed. It was found that a majority
of EFL teachers actually used the Internet for
their teaching purposes. They owned positive
views on the Internet use. The dificulties seemed
to be caused by the huge amount of information
available on the Internet and limited time to seek
useful information. It was suggested that schools
should be provided with modern, functional
computer facilities assisted by technical support.
Baniabdelrahman, Bataineh, and Bataineh, (2007)
studied Jordanian EFL students' perceptions
in their use of the Internet for both general (e.
g. email, chat, aimless browsing, games, and
music) and EFL learning (e. g. practicing various
language skills, vocabulary, and structure through
instructional software) purpose and potential effect
of gender and class level on these perceptions
using questionnaire to all EFL students at the
Department of Curriculum and Instruction and
16 February 2014, Year 1, Vol. 1
Rajan Kumar Kandel
Department of English at Yarmouk University
Irbid, Jordan in the second semester undergraduate
programmes of the academic year 2003/2004
consisting of 210 (56 male and 154 female students
of whom 49 were irst, 50 second, 40 third, and
71 fourth year)students. It was found that about
36% of the respondents frequently or always use
browsers to view documents, 35% use the Internet
for personal purposes, 33% use mailing lists and
discussion groups, and 27% use electronic mail.
Small percentage of 16%, 13%, 12%, and 7% were
reported using the World Wide Web (WWW), File
Transfer Protocol (FTP), Web Course Tools (Web
CTs), and Remote Computing respectively. More
than 65% respondents informed they never/ rarely
use the Internet for any EFL learning purposes,
except for locating authentic materials and
texts((41%), developing speaking skills through
chat (33%), and developing writing skills through
reports (30%). In general, using the Internet for
EFL learning processes was fairly week. There
was not any signiicant effect of gender and level
on the respondents' use of the Internet for general
and EFL learning purposes except the third year
students were found to perceive themselves as
more frequent users of the Internet for general
purpose than their second year counterparts.
Awoleye et al. (2008) in their study carried out to
examine the attitude of tertiary institution teachers
in Nigeria in use of the Internet from seven
tertiary institutions comprising four Universities,
two Polytechnics, and one College of Education
purposively from south-western Nigeria randomly,
distributed some 760 questionnaires among the
lecturers across 24 faculties, and 511 of them were
received yielding 67% response rate found that
about 96.7% teachers have access to a PC and
84.9% have self owned PCs. Access to the Internet
was 88.6% that mostly traced to cyber cafes
(49.8%). Slightly over half of respondents (54.4%)
claimed to have access point in their ofices and
one out of every ive had Internet connections at
home. They found that 40.8% and 37.5% have
21
Surkhet Journal
more than ive years of experience using computer
and the Internet respectively and a paltry 8.5%
have used both the computer and Internet for less
than one year across the institutions. Nearly 53%
teachers were found to be frequent with the use of
the computer out of which 45% spend up to ive
hours on a weekly basis. In average, time spend
online per teacher was calculated at about ive
hours per week.
Bhatti (2010) studied to explore the extent of
internet usage, to solicit and investigate the purpose
of internet use, and to ind out the problems faced
by the faculty members in the changing higher
education environment at the Islamia University of
Bhawalpur, Pakistan in seeking information on the
Internet using a survey questionnaire to150 faculty
members selected randomly from 15 departments
from Faculty of Arts, Faculty of Islamic Learning,
Faculty of Education, and Faculty of Science,
(responses from100 faculty members were
received (response rate 66%)). It showed that the
Internet has radical impact on the changing higher
education environment. The use of Internet there
for teaching, learning, and research purpose was
much higher than expected. Among all, members
in the Faculties of Science were making most use
of the Internet. Academic resources offered online
in the disciplines were reported to be inadequate.
They reported the lack of formal training about how
to locate the resources fast and easily. Slow speed,
lack of computers, lack of time, and lack of access
from home were found to be the major problems.
Herring (2011) in his study, carried out to
examine students' and teachers' views of
information literacy in school assignments used
questionnaire, group interviews (with the teachers
and students), and individual interviews (with the
librarians) and revealed that there was a range of
understanding amongst students about the value of
information literacy skill such as brainstorming,
concept mapping, reading for information and
understanding, note taking, and writing an
assignment. Their views on information literacy
22
Rajan Kumar Kandel
skills range from the supericial to a deeper level.
The students had preference for electronic sources
of information over printed sources. Teachers also
opined to use electronic media and sources to
encourage critical thinking of students.
Loan (2011) in a study to assess the Internet use
by college students and ind their problems across
disciplines, using a questionnaire based survey
method among college students in Kashmir Valley
including students from general sciences, social
sciences and humanities, business and commerce,
and computer sciences revealed that the students
of computer science make use of the Internet
the most followed by students of business and
commerce, general science, social science and
humanities students respectively. He found that
students of business and commerce lead in using
the Internet for information, students of computer
science use it for communication purpose and
students of social sciences and humanities use
it for education purposes compared to others.
Information overload is the most common problem
faced by students of all faculties while searching
the relevant information. He found that students of
general sciences, social sciences and humanities,
and business and commerce faced institutional
curbs to internet access.
Maheshwari and Arulchenvan (2012) carried
out a study to ind out the teachers' and students'
attitude and usage of ICT in teaching learning and
to identify the gaps in the effective usage of ICT
among them selecting a sample of 448 students
from different discipline of engineering using
questionnaire and interviewing 42 teachers from
various departments from Anna University. The
study showed that the students were comfortable
with and had access to latest technology. They
were aware of the pros and cons of technology and
extensively using ICT for various activities but had
used occasionally for teaching learning process
and stilled relayed on classroom teaching and
textbooks for academic requirements. Teachers
were found gradually moving from lecture based
February 2014, Year 1, Vol. 1
Surkhet Journal Rajan Kumar Kandel
teaching to interactive teaching using multiple The survey revealed clearer generational differences
media. They preferred power point presentation among teachers in the comfort with technology.
for teaching and were open to online submission of Many teachers said that the Internet had a positive
assignments and doubt clariication. The teachers impact on their ability to access content, resources,
were active web content provider and reported and materials for their teaching. They reported that
the infrastructure inability, syllable pressure, they share ideas with other teachers, parents and
and lack of appreciation and training as barriers students on the Internet. It has added new demands
in implementing ICT in higher education. They to their lives.
revealed that teachers' use of technology will
Methodology
promote students' learning and encourage students
The following methodology was used to carry out
in ICT based learning communicating them the
the study:
importance of educational content available online.
Population and Sample
Nigel (2013) mentions that mobile devices have
At the time of the study (2070 Jestha) 4,637
been accepted overwhelmingly by Advanced
students were enrolled in the campus. Among
Placement Teachers and students who participate
them, 258 students were selected using stratiied
in the National Writing Project. Nearly three
proportionate random sampling method (to
quarters of those teachers surveyed reported that
represent students from all subjects and both sexes)
cell phones are in use in assignments in and outside
and 37 teachers out of 61 randomly. More than 5%
of class. Almost half reported that their students are
of B. Ed. students of both morning and day shifts
using tablets and e-readers in and outside of class. It
studying different subjects and 10% of M. Ed.
was found that those teachers tend to be more tech-
students studying different subjects were selected
proicient than the average American adults and
proportionately from different subjects and shifts
tend to integrate technology into their classrooms.
using the lottery to ensure the random selection.
It revealed that there are disparities between older
The detailed description of the sample of students
and younger teachers. It found that 80 percent of
selected for the study is presented in Appendix I.
those surveyed said they use the Internet and other
More than 60% of full time working teachers were
digital tools at least once a week to ind content
selected randomly (using ishbowl draw) as sample
that engages their students, 75percent said that the
for the study. Among 37 teachers selected as the
Internet increased the range of content and skills
sample, 3 were female and 34 were male.
about which they must be knowledgeable, and
41percent mentioned that the Internet has a major Description of Research Instrument
impact on their workload. A set of questionnaire to teachers and students
each were used to elicit use of the Internet,
Purcell et al. (2013) conducted a survey to ind out
purposes, problems, and everything else about
how teachers are using technology at home and in
it as a research tool. Almost same items were
their classrooms among 2,462 Advanced Placement
included to the teachers and students except two
(AP) and National Writing Project (NWP) teacher
items (14 & 16). Questionnaire to the teachers
in America. It showed that digital tools were widely
included 20 items. Among them, 12 items
used in their classrooms and professional lives. Yet
consisted of only one correct response and 8
many of the high school and middle schoolteachers
items one or more alternatives as the potential
worried about the low-income students' obstacles in
responses. Questionnaire to the students included
bringing technology into their teaching. There were
one more item asking them whether they enjoyed
striking differences in the roles of technology between
illing-up the questionnaire form, to which all
wealthier school districts and poorer school districts.
17 February 2014, Year 1, Vol. 1 23
Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

said 'Yes'. The items used in the questionnaire wise, and sex wise comparisons were made among Table 2 shows that most of the respondents used students and 16.21% teachers used it once a
to the students and teachers are appended to the students about use of the Internet. Frequency the Internet once a week. Only 6.97% students month. Many teachers (27.07%) use it two to
the article (Appendix II and Appendix III). and percentage were calculated accompanied by and 24.32% teachers used it daily while 9.68% three days a week.
The questionnaires were administered with descriptive analysis of the responses. The general Table 3: Amount of Time Spent on the Internet
introduction of the study, its purpose and view of all the respondents was acquired by using
conidentiality of their responses. It was stated percentiles, graphs, and tables. The responses of Time Students Teachers
that their responses would not be used elsewhere the teachers and the students were also compared Amount B. Ed. Students M. Ed. Students Grand
and identity be disclosed at any cost. and analyzed in each item separately to observe Morning Shift Day Shift Total Morning Shift (Only) Total
To ensure reliability and effectiveness of the their exposure, frequency, practice, problems, Girls Boys Girls Boys Girls Boys Total
instrument it was pilot tested on ive teachers and limitations of their Internet browsing both for Less than 25% 25.64% 9.80% 22.36% 20.56% 26.66% 27.58% 27.27% 21.70% 21.62%
and 20 students of the campus after they were academic and non-academic purposes. one hour
examined by two experts. The questionnaire Results One to two 8.33% 41.02% 15.68% 26.31% 22.42% 0% 24.13% 15.90% 21.31% 48.68%
was administered personally in their classes to Responses of each of the items of the questionnaires hours
students and individually to teachers to ensure the for the teachers and students were obtained and Three to ive 0% 7.69% 0% 5.26% 3.27% 0% 3.44% 2.27% 3.10% 5.40%
excellent (100%) response rate as well to avoid any compared statistically and descriptively. The hours
misunderstanding while responding to the items. responses (sex wise) of the students from both shifts More than 0% 0% 0% 0% 0% 0% 0% 0% 0% 2.70%
Data Analysis were added and total frequency and percentage ive hours
The data collected from the respondents were coded were also calculated. The result of the analysis and
interpretation of each item/issue asked are presented Table 3 shows that many teachers (48.68%) use the majority of the students (21.70%) for less than one hour.
using tables separately. Sex wise comparison was Internet for one to two hours in one seating and a Only 2.70% teachers use it for more than ive hours.
made among the teachers and shift wise, subject in the tables below with brief explanations:
Table 1: Use of the Internet by the Students and the Teachers Table 4: Learning of the Internet Use
Internet Students Teachers Learning Students Teachers
Use B. Ed. Students M. Ed. Students Grand B. Ed. Students M. Ed. Students Grand
Morning Shift Day Shift Total Morning Shift (Only) Total Morning Shift Day Shift Total Morning Shift (Only) Total
Girls Boys Girls Boys Girls Boys Total Girls Boys Girls Boys Girls Boys Total
Yes 35.41% 74.35% 25.49% 53.94% 46.72% 26.66% 51.72% 43.18% 46.12% 78.37% C o a c h i n g 27.08% 28.20% 11.76% 27.63% 23.83% 13.33% 24.13% 20.45% 23.25% 40.54%
No 64.58% 25.64% 74.50% 46.05% 53.27% 73.33% 48.27% 56.81% 53.87% 21.62% by friends/
Table 1 shows that a majority of the students do not Day Shift and M. Ed. use the Internet but 74.35% f a m i l y
use the Internet unlike the teachers but more than boys from B.Ed. morning shift use it. More than members
50% boys use it. Only one quarter of the girls from three quarters of the teachers use the Internet. O t h e r 12.50% 43.58% 11.76% 31.57% 24.76% 20% 20.68% 20.45% 24.03% 10.81%
Table 2: Frequency of the Internet Use institutions
Frequency Students Teachers On your own 16.66% 28.20% 5.88% 5.26% 12.14% 0% 3.44% 2.27% 7.36% 10.81%
B. Ed. Students M. Ed. Students Grand A t t e n d i n g 0% 7.69% 0% 1.31% 1.92% 0% 6.89% 4.54% 2.32% 23.43%
Morning Shift Day Shift Total Morning Shift (Only) Total formal classes
Girls Boys Girls Boys Girls Boys Total in campus
Everyday 2.08% 15.38% 1.96% 7.89% 6.54% 6.66% 10.34% 9.09% 6.97% 24.32% Others... 2.08% 5.12% 5.88% 9.21% 6.07% 6.66% 6.89% 6.81% 5.42% 0%
Two to three 10.41% 33.33% 7.84% 9.21% 13.55% 13.33% 6.89% 4.54% 12.01% 27.02% Table 4 presents that for most of the respondents, managed earlier). A majority of the students
days a week
Once a week 14.580% 15.38% 5.88% 15.78% 36.84% 0% 17.24% 15.90% 13.56% 8.10% help from friends or family members made them (24.03%) learned it from other (computer)
Once every 2.08% 0% 1.96% 7.89% 3.73% 0% 3.44% 2.27% 3.48% 2.70% able to use the Internet. More than one ifth institutions. Some students (5.42%) learned it
two weeks (23.43%) of the teachers learned it by attending from their ofices where they are working at or
Once a month 4.16% 10.25% 7.84% 13.15% 9.34% 6.66% 13.79% 11.36% 9.68% 16.21% formal classes in campus (that the campus had by reading books or manuals.

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Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

Table 5: Location of the Internet Use Table 8: Reason of Not Using the Free Wi-Fi Facility Available in the Campus
Location Students Teachers Students
Reason of Not B. Ed. Students M. Ed. Students
B. Ed. Students M. Ed. Students Grand
Using Free Grand Teachers
Morning Shift Day Shift Total Morning Shift (Only) Total Morning Shift Day Shift Morning Shift (Only)
Wi-Fi Total Total
Girls Boys Girls Boys Girls Boys Total Girls Boys Girls Boys Girls Boys Total
At home 31.25% 46.15% 15.68% 31.57% 30.37% 26.66% 41.37% 36.36% 31.39% 62.16% No devices 35.41% 35.89% 50.98% 47.36% 43.45% 80% 31.03% 47.72% 44.18% 32.43%
At campus 12.50% 15.38% 1.96% 7.89% 6.07% 0% 3.44% 2.27% 5.42% 29.72% No sufficient time. 12.50% 33.33% 17.64% 13.15% 17.75% 6.66% 27.58% 20.45% 18.21% 18.91%
At friend's 0% 20.51% 0% 10.52% 7.47% 0% 6.89% 4.54% 6.97% 18.91% The Internet is very 2.08% 20.51% 0% 15.78% 9.81% 0% 17.24% 11.36% 10.07% 8.10%
home slow/ unstable.
In cyber 0% 41.02% 15.68% 30.26% 24.76% 0% 17.24% 11.36% 22.48% 16.21% Others... 70.83% 43.58% 43.58% 26.31% 41.12% 20% 10.34% 13.63% 36.43% 16.21%
Others... 2.08% 2.56% 5.12% 10.52% 5.60% 6.66% 3.44% 4.54% 5.42% 10.81% As presented in Table 8, many students (44.18%) One of them said the router is off at the time
and teachers (32.43%) do not own devices to use they could use it. For some teachers (16.21%),
Table 5 displays that a majority of the teachers schools or offices where they are engaged to. the free Internet at the campus. For few others, Internet connectivity at their residences, lack of
(62.16%) and students (31.39%) used it at their For some teachers (10.81%) the location was time limitation was the reason. For a large time and device like laptop, language problems
home and many teachers (29.72%) and a few not fixed. They used it anywhere they find like number of students (36.43%) it was not notiied. were the reasons for not using them.
students (5.42%) at campus. Many students the next school or institution they are working Table 9: Visit of the Computer Lab or E-Library (for using the Internet or the E-library)
(22.48%) and some teachers (16.21%) used it at or the E-library.
in a cyber. Few students (5.42%) use it at their Table 6: Device Utilized to Use the Internet Students
Use of B. Ed. Students M. Ed. Students
Device Students Teachers Computer Lab Grand Teachers
Used Morning Shift Day Shift Morning Shift (Only)
B. Ed. Students M. Ed. Students Grand and E-Library Total Total
Girls Boys Girls Boys Girls Boys Total
Morning Shift Day Shift Total Morning Shift (Only) Total
Yes 0% 10.25% 3,92% 2,63% 3.73% 0% 13.79% 9.09% 4.65% 29.72%
Girls Boys Girls Boys Girls Boys Total
No 100% 89.74% 96.07% 97.36% 96.26% 100% 86.20% 90.90% 95.34% 70.27%
On mobile 31.25% 5.28% 15.68% 34.21% 32.24% 26.66% 31.03% 29.54% 31.78% 35.13%
Table 9 shows that only 4.65% students and E-library for using them byt a huge majority of
On desktop 14.58% 46.15% 13.72% 32.89% 26.63% 6.66% 20.68% 15.90% 24.80% 45.94%
29.72% teachers have visited the computer lab or them have not.
On laptop 10.41% 20.51% 7.84% 6.57% 10.28% 0% 17.24% 11.36% 10.46% 48.64%
Table10: Reason of Not Using the Computer Lab and the E-Library (of the Campus)
Others... 0% 2.56% 0% 11.84% 4.67% 6.66% 0% 2.27% 4.26% 0%
Students
As shown in Table 6, many students (31.78%) students (24.80%) and half of teachers (45.94%) Reason of B. Ed. Students M. Ed. Students
used the Internet on mobile but teachers used it on desktop. Few students (4.26%) replied Not Using Grand Teachers
Morning Shift Day Shift Morning Shift (Only)
(48.64%) on laptop. Less than a quarter of that they do not use it in any device. them Total Total
Girls Boys Girls Boys Girls Boys Total
Table 7: Use of the Free Wi-Fi Facility Available in the Campus Not interested 12.50% 5.12% 7.87% 7.89% 8.41% 0% 10.34% 6.81% 8.13% 8.10%
Use of Wi-Fi Students Teachers Problems in 10.41% 15.38% 29.41% 30.26% 22.89% 13.33% 34.48% 27.27% 23.64% 37.83%
using them.
of the B. Ed. Students M. Ed. Students Grand
Campus R e m a i n s 14.58% 15.38% 1.96% 14.47% 11.68% 13.33% 6.89% 9.09% 11.24% 16.21%
Morning Shift Day Shift Total Morning Shift (Only) Total closed at right
time
Girls Boys Girls Boys Girls Boys Total
Not allowed to 20.83% 15.38% 17.64% 17.10% 17.75% 26.66% 6.89% 13.63% 17.05% 2.70%
Yes 0% 10.25% 0% 5.26% 3.73 6.66% 13.79% 11.36% 5.03% 35.13% use them.
No 100% 89.74% 100% 94.73% 96.26% 93.33% 86.20% 88.63% 94.96% 64.86% Hesitated 2.08% 28.20% 17.64% 21.05% 17.28% 46.66% 24.13% 31.81% 19.76% 5.40%
of showing
As mentioned in Table 7 94.96% students and of the campus. Only a small number of teachers incompetent
64.86% teachers have not used the free Internet and very a few students have used it. Others... 43.75% 28.20% 33.33% 26.31% 30.37% 6.66% 6.89% 6.81% 26.35% 16.21%

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Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

As displayed in Table 10, a majority of them had teachers were hesitated or afraid of using them. Many Table 12: Use of the Social Networks (like Facebook, Twitter, Skype, YouTube, etc.) for Teaching
problems in using the lab and library. Some 17.05% students (26.35%) responded that they were not even and Learning Purpose
students and 2.70% teachers replied they were not informed about the facility. For 16.21% teachers, lack Students
Use of Social
allowed to use them, but 19.76% students and 5.46% of time and devices were reasons. B. Ed. Students M. Ed. Students
Network for
Table 11: Purpose of Use of the Internet Grand Teachers
Teaching Morning Shift Day Shift Morning Shift (Only)
Purpose of the Students Teachers Total Total
Learning Girls Boys Girls Boys Girls Boys Total
Internet Use B. Ed. Students M. Ed. Students Grand
Yes 8.33% 35.89% 9.80% 22.36% 18.69% 20% 20.68% 20.45% 18.99% 45.94%
Morning Shift Day Shift Total Morning Shift (Only) Total
No 83.33% 58.97% 84.31% 77.63% 77.10% 80% 79.31% 79.54% 77.51% 54.05%
Girls Boys Girls Boys Girls Boys Total Table 12 shows that a majority of teachers and use the social networks for teaching learning
To get general 27.08% 53.84% 17.64% 42.10% 35.04% 20% 37.93% 31.81% 34.49% 70.27% more than three quarters of students do not purposes.
information. Table 13: Contents Browsed on the Internet
To send and 14.58% 46.15% 9.80% 17.1o% 20.09% 0% 17.24% 11.36% 18.60% 43.24% Contentes Students Teachers
receive e-mails. Browsed B. Ed. Students M. Ed. Students Grand
For research 0% 2.56% 0% 0% 0.46% 0% 0% 0% 0.38% 40.54% Morning Shift Day Shift Total Morning Shift (Only) Total
purpose.
Girls Boys Girls Boys Girls Boys Total
To download 6.25% 25.64% 5.88% 7.89% 10.28% 0% 6.89% 4.54% 9.30% 18.91%
M a t e r i a l s 10.41% 38.46% 7.87% 26.31% 20.56% 13.33% 20.68% 18.18% 20.15% 51.35%
free software.
related to
To access online 22.91% 51.28% 7.84% 34.21% 28.50% 13.33% 27.58% 22.72% 27.51% 48.64% teaching and
newspaper. learning.
For Skype 12.50% 12.82% 3.92% 9.21% 9.34% 0% 3.44% 2.27% 8.13% 24.32% Materials easy 8.33% 12.82% 9.80% 17.10% 12.61% 13.33% 20.68% 18.18% 13.56% 18.91%
conversation. to browse.
For social 10.41% 41.02% 13.72% 22.36% 21.02% 13.33% 13.79% 13.63% 19.76% 32.43% M a t e r i a l s 18.75% 33.33% 13.72% 21.05% 21.02% 13.33% 20.68% 18.18% 20.54% 29.92%
networking. that entertain/
For chatting. 25% 48.71% 15.68% 30.26% 28.97% 26.66% 27.58% 27.27% 28.68% 37.83% satisfy
To get help in 8.33% 25.64% 9.80% 13.15% 13.55% 13.33% 24.13% 20.45% 14.72% 45.94% M a t e r i a l s 14.58% 30.76% 3.92% 13.15% 14.48% 6.66% 0% 2.27% 12.40% 40.94%
teaching and not found
learning. elsewhere.
For entertainment. 10.41% 25.64% 9.80% 25% 18.22% 26.66% 34.48% 31.81% 20.54% 32.43% Table 13 displays that a majority of the Many teachers (40.94%) browse the Internet
For online 0% 0% 1.96% 0% 0.46% 0% 0% 0% 0.38% 16.21 teachers browse materials related to teaching for materials that are not found elsewhere. By
education/ and learning on the Internet but many students 13.56% students easily available materials are
studies/ training. (20.54%)-materials that entertain or satisfy them. browsed.
Others... 0% 0% 0% 2.63% 0.93% 0% 0% 0% 0.77% 5.40% Table 14: Use of the Course Related Materials Browsed and Downloaded from the
Internet
Table 11 shows that a majority of the students 40.54% teachers use it for research purpose, 32.43% for
(34.49%) and teachers (70.27%) used the internet social networking and entertainment each, 16.21% for User of Students Teachers
to get general information. A large number of online education. Some students (9.30%) and teachers Browsed B. Ed. Students M. Ed. Students Grand
students (27.51% and 28.68%) used it to access online (18.91%) download free software and 20.45% students Materials in Morning Shift Day Shift Total Morning Shift (Only) Total
newspaper and for chatting. Similarly, 48.64% teachers use it for entertainment. For Skype conversation 8.13% Instruction
Girls Boys Girls Boys Girls Boys Total
use it to access online newspaper and 45.94% to get students and 24.32% teachers use it. A small number
help in teaching learning. To send and receive e-mails, of teachers (5.40%) use it to download books and Yes 10.41% 38.46% 9.80% 18.42% 18.22% 6.66% 24.13% 18.18% 18.21% 54.05%
18.60% students and 43.24% teachers use it. Like that, journals and study online journals. No 79.16% 61.53% 9.19% 81.57% 79.43% 93.33% 75.86% 81.81% 79.84% 45.94%

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Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

Table 14 shows that 79.84% students and materials that are browsed and downloaded Table 18: Encouraging Aspect of the Internet Use
45.94% teachers have not used course related from the Internet in their teaching and learning. Encouraging Students Teachers
Table 15: Authenticity and Reliability of Downloaded Materials in Teaching and Aspect B. Ed. Students M. Ed. Students Grand
Learning Morning Shift Day Shift Total Morning Shift (Only) Total
Authenticity Students Teachers Girls Boys Girls Boys Girls Boys Total
of Broused B. Ed. Students M. Ed. Students Grand It is easily 12.50% 30.76% 7.84% 14.47% 15.42% 0% 20.68% 13.63% 15.11% 27.07%
Materials Total available.
Morning Shift Day Shift Total Morning Shift (Only) It is economical. 12.50% 23.07% 7.84% 17.10% 14.95% 6.66% 6.89% 6.81% 13.56% 5.40%
Girls Boys Girls Boys Girls Boys Total It helps to search 20.83% 56.41% 17.67% 34.21% 31.30% 20% 37.93% 31.81% 31.39% 70.27%
materials.
Yes 85.41% 76.92% 62.74% 59.21% 69.15% 60% 79.31% 72.72% 69.76% 75.67%
It saves time. 8.33% 23.07% 3.92% 13.15% 11.68% 6.66% 3.44% 4.54% 10.46% 18.91%
No 14.58% 23.07% 37.25% 40.78% 30.84% 40% 20.68% 27.27% 30.32% 24.32% Others... 0% 2.56% 1.96% 6.57% 3.27% 6.66% 3.44% 2.27% 3.48% 2.27%
Table 15 shows a huge majority (69.76% students downloaded materials authentic and reliable to Table 18 displays that highly encouraging aspect of to use it. A few teachers (5.40 % &18.91%) were
and 75.67%teachers) of the respondents ind the use in teaching and learning. the Internet use for teachers (70.27%) and students encouraged because it is economical and saves
(31.39%) was its help to search materials. Many time. A few students (3.48%) were encouraged to
Table 16: Suitability/ Liking of the Downloaded Materials in Classroom/ Learning teachers (27.07%) and students (15.11%) are use it because it is easy to run and they can easily
Liking of Students Teachers encouraged to use it because it is easily available. chat with each other. Similarly, a few teachers
Downloaded B. Ed. Students M. Ed. Students Grand Some students (13.56% and 10.46%) found it (2.27%) were encouraged because it gives them
Materials Total economical and time saving and are encouraged entertainment and satisfaction.
Morning Shift Day Shift Total Morning Shift (Only)
Table 19: Empowerment in Teaching and Learning by the Internet Use
Girls Boys Girls Boys Girls Boys Total
Empowerment Students Teachers
Yes 72.91% 87.17% 66.66% 71.05% 73.36% 66.66% 86.20% 79.54% 74.41% 59.45% B. Ed. Students M. Ed. Students Grand
Morning Shift Day Shift Total Morning Shift (Only) Total
No 18.75% 12.82% 33.33% 28.94% 24.76% 33.33% 13.79% 20.45% 24.02% 27.02%
Girls Boys Girls Boys Girls Boys Total
As displayed in Table 16, 74.41% students like classroom and 59.45% teachers know that their F u l l y 0% 2.56% 0% 0% 0.46% 0% 3.44% 2.27% 0.77% 13.51%
the downloaded materials being used in the students like them. empowered.
Table 17: Uploading of the Reading/ Audio/ Visual Materials onto the Internet M o d e r a t e l y 2.08% 15.38% 3.92% 2.63% 5.14% 0% 3.44% 2.27% 4.65% 27.02%
Uploading Students Teachers empowered.
materials Only to some 22.91% 35.89% 19.60% 19.73% 23.36% 60% 34.48% 29.54% 24.41% 29.72%
B. Ed. Students M. Ed. Students Grand
extent.
Total
Morning Shift Day Shift Total Morning Shift (Only) F a i r l y 10.41% 17.94% 1.96% 25% 14.95% 6.66% 10.34% 9.09% 13.95% 8.10%
empowered.
Girls Boys Girls Boys Girls Boys Total
Not at all. 41.66% 23.07% 66.66% 46.05% 45.79% 66.66% 41.37% 50% 46.51% 21.62%
Yes 20.83% 58.97% 15.68% 35.52% 31.77% 13.33% 27.58% 22.72% 30.23% 40.54% Table 19 states that 31.51% teachers and paltry were not empowered at all in teaching learning
No 79.16% 41.02% 84.31% 64.47% 68.22% 86.66% 72.41% 77.27% 69.76% 59.45% (0.77%) students were fully empowered in their by the Internet. Similarly,4.68% students were
teaching learning by the Internet. A majority of the moderately empowered, 24.41% only to some
According to Table 17 a majority of teachers teachers and 30.23% of the students have teachers (29.72%) were empowered only to some extent, 13.95% fairly empowered, and 46.51%
and students have not uploaded any materials done. extent, 27.02% were moderately empowered, students were not empowered at all in their teaching
onto the Internet though only 40.54% of the 8.10% fairly empowered, and 21.62% teachers learning by the Internet.

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Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

Table 20: Last Time of the Internet Use or E-library for using the Internet and E-library Conclusion
Last Time of Students Teachers is very rare among the students and occasional The students and teachers of Surkhet Campus
the Internet B. Ed. Students M. Ed. Students Grand among the teachers because they see many (Education) have nicely begun their journey
Use problems in using them. Many students even of online learning and the Internet use. Some
Morning Shift Day Shift Total Morning Shift (Only) Total
were not informed about the facility available in teachers have reached farther and many students
Girls Boys Girls Boys Girls Boys Total the campus. Approximately one ifth of students and some other teachers have just started. But all
Today 2.08% 7.69% 1.96% 3.94% 3.73% 0% 10.34% 6.81% 4.26% 27.72% and a few teachers are hesitated to show them are determined to reach the destination although
Yesterday 10.41% 28.20% 3.92% 11.84% 12.61% 6.66% 10.34% 9.09% 12.01% 13.51% incompetent in using them in front of others and a few of them were informed late that the venture
Few days 12.50% 17.94% 3.92% 10.52% 10.74% 6.66% 13.79% 11.36% 10.85% 62.21% a few teachers and one ifth of students complain has been opened by the campus oficially.
before that they are not allowed to use the lab or At present, teachers and students are good
e-library. It seems that the campus has not paid
Few weeks 4.16% 20.51% 1.96% 11.84% 9.34% 6.66% 10.34% 9.09% 9.30% 8.10% beginners and are facing a lot of problems in the
due attention on this matter. Internet use. In spite of the problems, the users
before
Long ago 6.25% 0% 19.60% 14.47% 11.21% 6.66% 6.89% 6.81% 10.46% 10.81% Implications of the Findings will certainly be multiplied very soon in the
From the indings of the study discussed above, campus. The teachers will use it in and outside
Table 20 displays that 4.26% students and 27.72% materials related to teaching and learning, but classroom for academic purposes. Students
there seems to be a needs of wide circulation of
teachers used the Internet that day, 12.01% many of them have not used social networks for will also be lured and satisied by it over the
the message across teachers and students that
students and 13.51% teachers used the day before academic purposes. Many students have not used conventional instruction. Its use will open the
the campus has encouraged use of the Internet
and 10.85% students and 62.21% teachers used it downloaded materials in their studies although gate of e-learning and enhance the ODL. So, the
to its full potential and explore new ideas and
before few days. It was known that 9.30% students they ind them reliable and authentic. Teachers Internet will certainly be easily accessible and
knowledge out of this virtual learning. It will be
and 8.10% teachers used before few weeks and also opine their willingness to use them. Many of
beneicial for the campus to take further steps inevitable part of instruction.
10.46% students and 10.81% teachers used it long them have not uploaded materials onto the Internet.
ahead to improve it. Teachers and students Teachers and students should be aware of the
ago. It shows that teachers are more frequent than They are encouraged to use the Internet because
the students in its use. it helps to search materials they need in teaching
need to be clever to adopt the new technology fact that the Internet has been a vehicle to reach
to expand their knowledge from the storehouse at any destination the users want if driven
and learning. Most of them are empowered only
Discussion of Findings being uploaded every second and get beneitted properly. With support of their colleagues,
to some extent by the Internet in teaching learning.
The responses provided by the respondents in the from it at the nominal cost even from their context. teachers, and campus administration they
Majority of the teachers and students do not use
study revealed that more than three quarters of the The internet has not only become a means of can get a great deal of exposure to multiple
the Internet daily. Many of them use it once every
teachers and less than half of the students used the
week.
communication, but also a good mode of teaching use and functions of the Internet. Teacher
Internet. More than half of the teachers used it at and learning. It can broaden the horizon of learning Administration Student Partnership (TASP)
least once in two days and more than 30% students Some teachers used the Internet for research, among the teachers and learners. in the campus can lead to its excessive and
once a week. Generally, they spend nearly one hour online studies, and online journals. They even Teachers can use the devices and tools they excellent use solving the problems to be faced
in a seating. Many teachers learned to used it from download books and articles. They also contact can reach, rather than worrying about the in teaching and learning. ICTs and the internet
their friends or family members and students from famous authors from abroad. They organize virtual better ones to use the Internet. It can be used are only physical tools, which themselves
other institutions. Most of the respondents use it conversation with their friends at home and abroad. everywhere by anyone at any time. There cannot bring aney changes or benefits to
at their homes at present. Many teachers use the But all of them are not using the Internet to its full are not any holidays or vacations in learning students, teachers, and communities at large.
Internet on their laptop and desktop and majority extent. In spite of the infrastructures managed through the Internet. Teachers can upload any It should be brought by the users using them
of students on their mobile and desktop. and opportunities provided, the campus has not material they have prepared to help hundreds appropriately.
experienced the full potential expertise of its of students in a second. Virtual learning on
Many teachers and students used the Internet to get About the author
teachers and students in use of the Internet. the Internet can be beneficial for hesitating Mr. Kandel is Teaching Assistant of English Education
general information followed by accessing online
newspapers, chatting, social networking, sending Even though the campus has managed free Wi-Fi and disadvantaged students. In this sense, the at Surkhet Campus (Education). He has been teaching
Research Methodlology for Language Education, ELT,
and receiving e-mails, and entertainment beside Internet connection in its premises, relatively a findings of the study can be the guidelines for and‌ Linguiestics‌ for‌ more‌ then‌ ive‌ years.‌ He‌ is‌ intrested‌
its academic use like getting help in teaching few teachers and extremely a small numbers of the institutions and their teachers and students in‌ research‌ and‌ research‌ speciic‌ practices.‌ He‌ has‌ edited‌
learning, research, online studies, etc. They browse students have used it because many of them do to gear the outcomes through the proper use of a couple of research and academic journals. He is a Life
not own a device to use it. Visiting computer lab the ICTs and the Internet. Member of NELTA.

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Surkhet Journal
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Rajan Kumar Kandel
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35
Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

Appendices V. Population Education IX. One Year B. Ed. (Morning Shift V. Education Planning and
Appendix I Year M o r n i n g Day Shift Total Only) Management Education
The Detailed Sample of the Study Shift Girls Boys Total Year Morning Shift Total
1. B. Ed. Students: The followings were Girls Boys Girls Boys - 2 2 Girls Boys
the samples of B. Ed. students studying First 1 1 1 3 6 First 1 2 3
different subjects: 2. M. Ed. Students: The samples selected
Second 1 - 1 2 4 among M. Ed. students studying different Second - 2 2
I. Nepali Education Third 1 - 1 1 3 subjects in Morning (only) Shift are Grand Total 1 4 5
Year Morning Shift Day Shift Total Grand Total 3 1 3 6 13 presented below:
VI. Mathematics Education
Girls Boys Girls Boys I. Nepali Education
VI. Science Education (Day Shift Year Morning Shift Total
First 8 2 9 7 26 Year Morning Shift Total
only) Girls Boys
Second 8 2 10 6 26 Year Day Shift Total Girls Boys First - 2 2
Third 7 2 7 5 21 Girls First 4 6 10
Boys Second - 1 1
Grand Total 23 6 26 18 73 3 Second 3 4 7
First 6 9 Grand Total - 3 3
II. English Education Second 1 6 7 Grand Total 7 10 17
Morning Shift Day Shift Total Third 1 2 3 VII. Curriculum Education
Year II. Health and Physical
Girls Boys Girls Boys Grand Total 5 14 19 Education Year Morning Shift Total
3 13 Girls Boys
First 4 2 4 Year Morning Shift Total
VII. Others (Economics Education, First - 1 1
Second 3 4 1 3 11 Ed. PM Education, Geography Girls Boys
Third 2 4 1 4 11 Education, Political Science
Second - - -
First 2 2 4
Grand Total 8 12 11 35 Education, and History Education) Grand Total - 1 1
4 Second 1 1 2
Year Morning Shift Day Shift Total Grand Total 3 3 6
III. Health and Physical Education Girls Boys Girls Boys Appendix II
Year Morning Shift Day Shift Total First - - 2 7 9 III. English Education Questionnaire to the Students
Girls Boys Girls Boys Please tick (√) the best alternative (only one) of
Second - - 2 4 6 Year Morning Shift Total
item no. 1, 2, 3, 7, 9, 12, 14, 15, 16, 17, 19, and 20.
First 3 1 3 3 10 Third 1 1 - 1 3 Girls Boys You can tick two or more alternatives if you think
Second 3 1 3 3 10 Grand Total 1 1 4 12 18 First 1 2 3 appropriate for the rest of the items (item no. 4, 5,
Third 4 2 3 3 12 Second 1 1 2 6, 8, 10, 11, 13, and 18).
Grand Total 10 4 9 9 32 VIII. Information and Communication Grand Total 2 3 5 N. Questionnaire Items Frequency
. Technology Education (ICTE) 1. Do you use the Internet?
IV. Mathematics Education (Morning Shift Only) IV. Population Education a. □ Yes 119
Year Morning Shift Day Shift Total Year Morning Shift Total Year Morning Shift Total b. □ No 139
Girls Boys Girls Boys Girls Boys Girls Boys 2. If yes, how often do you use it?
First 1 3 - 2 6 First - 1 1 First 1 3 4 a. □ Everyday 18
1 7 1 1 b. □ Two to three days a week 31
Second 4 - 2 Second - Second 1 2 3
c. □ Once a week 35
Third 1 3 - 2 6 Third - 1 1 Grand Total 2 5 7 d. □ Once every two weeks 9
Grand Total 3 10 - 6 19 Grand Total - 3 3 e. □ Once a month 25

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Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

3. Generally, how many hours do 9. Have you ever visited the 13. What sorts of content do you 19. To what extent do you think you
you spend in the Internet in a computer lab or the E-library (for browse on the Internet? have been empowered yourself
visit? using the Internet or E-library) of a. □ Materials related to in teaching and learning by using
a. □ Less than one hour 56 your campus? teaching and learning. 52 the Internet?
b. □ One to two hours 55 a. □ Yes 12 b. □ Materials that are easy to a. □ Fully empowered 2
c. □ Three to ive hours 8 b. □ No 246 browse. 35 b. □ Moderately empowered 12
d. □ More than ive hours - 10. If you have not used it yet, what c. □ Materials that entertain or c. □ Only to some extent 63
4. How did you learn to use the is the reason? satisfy you. 53 d. □ Fairly empowered 36
Internet? a. □ You are not interested in d. □ Materials that are not easily e. □ Not at all 120
a. □ Coaching by friends or them. 21 available elsewhere. 32 20. When did you use the Internet last
family members 60 b. □ There are a lot of 14. Have you ever downloaded time?
b. □ From other institutions 62 problems in using them. 61 any materials/ contents a. □ Today 11
c. □ On your own 19 c. □ It remains closed at the related to your course from b. □ Yesterday 31
d. □ Attending formal classes in time you like to visit. 29 the Internet? c. □ Few days before 28
campus 6 d. □ You are hesitated or a. □ Yes 47 d. □ Few weeks before 24
e. □ If others (please specify).... 14 afraid of showing yourself b. □ No 206 e. □ Long ago 27
5. From where do you use the incompetent in using them. 44 15. Are downloaded materials 21. Did you enjoy illing up this
Internet? e. □ You are not allowed to authentic and reliable for teaching form?
a. □ At home 81 use them. 51 learning purpose? a. □ Yes 258
b. □ At campus 14 f. □ If others (please specify). 68 a. □ Yes 180 b. □ No -
c. □ At friend's home 18 11. For what purposes do you use the b. □ No 78 .
d. □ In cyber 58 Internet? 16. Do you like the materials Appendix III
e. □ If others (please specify).. 14 a. □ To get general information. 89 downloaded from the Internet Questionnaire to the Teachers
6. In which device do you use the b. □ To send and receive e-mails. 48 to use in your teaching and Please tick (√) the best alternative (only
Internet? c. □ For research purpose. 1 learning? one) of item no. 1, 2, 3, 7, 9, 12, 14, 15, 16,
a. □ On mobile 82 d. □ To download free software. 24 a. □ Yes 192 17, 19, and 20. You can tick two or more
b. □ On desktop 64 e. □ To access online newspaper. 71 b. □ No 62 alternatives if you think appropriate for the
c. □ On laptop 27 f. □ For Skype conversation. 21 17. Have you ever uploaded any rest of the items (item no. 4, 5, 6, 8, 10, 11,
d. □ If others (please specify)... 11 g. □ For social networking. 51 reading/ audio/ visual materials 13, and 18).
7. Have you ever used the free Wi- h. □ For chatting. 74 onto the Internet? N. Questionnaire Items Frequency
Fi Internet facility available in i. □ To get help in teaching a. □ Yes 78
and learning. 38 1. Do you use the Internet?
your campus premises? b. □ No 180 a. □ Yes 29
a. □ Yes 13 j. □ For entertainment. 53
18. What aspects of the Internet use b. □ No 8
b. □ No 245 k. □ For online education/
encouraged you to use it? 2. If yes, how often do you use it?
studies/ trainings. 1
8. If you have not used it yet, why? a. □ It is easily available 39 a. □ Everyday
l. □ If others (please specify).. 2 9
a. □ You do not have devices to b. □ It is economical. 35 b. □ Two to three days a week 10
use the Internet. 114 12. Have you ever used any social c. □ It helps you to search the
networks such as Facebook, c. □ Once a week 3
b. □ You do not have suficient materials. 81 d. □ Once every two weeks 1
time. 47 Twitter, Skype, and YouTube for d. □ It saves time. 27
teaching learning purpose? e. □ Once a month 6
c. □ The Internet is very slow e. □ If others (please specify)... 9
and unstable. 26 a. □ Yes 49
d. □ If others (please specify)….. 94 b. □ No 200

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Surkhet Journal Rajan Kumar Kandel Surkhet Journal Rajan Kumar Kandel

3. Generally, how many hours do 9. Have you ever visited the 13. What sorts of content do you
you spend in the Internet in a computer lab or the E-library (for browse on the Internet?
visit? using the Internet or E-library) of a. □ Materials related to
a. □ Less than one hour 8 your campus? teaching and learning. 19
b. □ One to two hours 18 a. □ Yes 11 b. □ Materials that are easy to
c. □ Three to ive hours 2 b. □ No 26 browse. 7
d. □ More than ive hours 1 10. If you have not used it yet, what c. □ Materials that entertain or
4. How did you learn to use the is the reason? satisfy you. 11
Internet? a. □ You are not interested in them. 3 d. □ Materials that are not easily
a. □ Coaching by friends or b. □ There are a lot of problems available elsewhere. 15
family members 15 in using them. 14 14. Have you ever used any materials
b. □ From other institutions 4 c. □ It remains closed at the browsed and downloaded from
c. □ On your own 4 time you like to visit. 6 the Internet in your class?
d. □ Attending formal classes in d. □ You are hesitated or a. □ Yes 20
campus 12 afraid of showing yourself b. □ No 17
e. □ If others (please specify)..... - incompetent in using them. 1 15. Are downloaded materials
5. From where do you use the Internet? e. □ You are not allowed to use authentic and reliable for teaching
a. □ At home 23 them. 2 learning purpose?
b. □ At campus 11 f. □ If others (please specify)... 6 a. □ Yes 28
c. □ At friend's home 7 11. For what purposes do you use the b. □ No 9
d. □ In cyber 6 Internet? 16. If you have used any
e. □ If others (please specify).... 4 a. □ To get general information. 26 downloaded materials in your
6. In which device do you use the b. □ To send and receive classroom, do your students
Internet? e-mails. 16 usually like them?
a. □ On mobile 13 c. □ For research purpose. 15 a. □ Yes 22
b. □ On desktop 17 d. □ To download free software. 7 b. □ No 10
c. □ On laptop 18 e. □ To access online newspaper. 18 17. Have you ever uploaded any
d. □ If others (please specify)... - f. □ For Skype conversation. 9 reading/ audio/ visual materials
7. Have you ever used the free Wi- g. □ For social networking. 12 onto the Internet?
Fi Internet facility available in h. □ For chatting. 14 a. □ Yes 15
your campus premises? i. □ To get help in teaching and b. □ No 22
a. □ Yes 13 learning. 17
18. What aspects of the Internet use
b. □ No 24 j. □ For entertainment. 12
encouraged you to use it?
k. □ For online education/
8. If you have not used it yet, why? a. □ It is easily available 10
studies/ trainings. 6
a. □ You do not have devices to b. □ It is economical. 2
l. □ If others (please specify).. 2
use the Internet. 12 c. □ It helps you to search the
b. □ You do not have suficient 12. Have you ever used any social materials. 26
time. 7 networks such as Facebook, d. □ It saves time. 7
c. □ The Internet is very slow Twitter, Skype, and YouTube for e. □ If others (please
and unstable. 3 teaching learning purpose? specify)..... 1
d. □ If others (please specify).. 6 a. □ Yes 17
b. □ No 20

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Surkhet Journal Surkhet Journal Bala Ram Khadka

Community Cooperation and its Relation to Healthful School Living children. In their efforts to ind away to promote community. In school, children do not only acquire
child health, several of these pioneers recognize information, skills and attitudes regarding health,
Bala Ram Khadka the possible role of the school in the promotion of but also can be disseminators of these domains to
the well beingof the child. their families and the community. But experiences
Abstract from Nepal have shown that it is dificult, at
Primary responsibility for good health of the
The study is carried out to identify different types of school community cooperative programmes and to least for health workers, to work with schools in
school age children is on their parents but the
explore relation between school community co-operative programme and healthful school living. This promoting health as they are focused to work in
school should assist them in building up and
study was based on the primary data as descriptive type of research design. Twelve secondary schools community health. Schools are also not taking
maintaining the highest possible level of health by
were selected as sampl through census method. Headmaster, health teachers, three students, chairman of proper initiative for the promotion of health of the
developing necessary competence in each child to
School Management committee and other three key persons of community people in each selected school,
deal with health problems of the life. The school is school children and the staff. They often consider
altogether 108 respondents were selected for the research work. Primary data were collected mainly by that health promotion may be outside their core
established for community. The role of community
using interview schedule as research. After collecting data they were analyzed and interpreted using simple
is also vital in lunching health programme in school. business. They think, they have to engage in
mathematical‌ corelation‌ like‌ corelation‌ of‌ coeficient‌ for‌ inding‌ relation‌ between‌ school‌ community‌ achieving educational objectives rather than health
The support from community is necessary to carry
co-operation and healthful school living. A large number of the respondents had proper knowledge on promotion.
out different health related activities in healthful
School Health Programmme (SHP.) and all of the respondents agreed with need and importance of
school living. Community helps to promote and The theme "Community for school, School for
school community cooperation. Most of the schools have conducted parents day, formed and parent
maintains the health states of school children. In community and support from Government"
teacher‌association‌‌in‌their‌school.‌More‌than‌ifty‌percent‌schools‌had‌conducted‌interaction‌programme‌
the aspect of SHP school utilizes all the health should be main vision for school management.
seminar and workshops. Among those programmes, almost all were conducted irregularly, participation
resources available in community for promoting of Development of school and community are two side
of the respondents (Chairman of school management committee and key persons of community people)
the health status of school members by developing of a coin. School provides information, knowledge
were‌not‌satisied‌in‌these‌programmes.‌None‌of‌the‌schools‌had‌conducted‌immunization‌and‌nutrition‌
good relationship between school and community and skill in different areas to the students. Students
programmes by themselves. But all of the schools had helped in these programme. More than sixty percent
for the healthful school living. use and practice these information, knowledge and
of schools had conducted cleanliness campaign programmes in community. But these programmes were
In order to achieve the twin goals, "Health for skill at the home and community. So, students are
conducted irregularly.Healthful mental environment was satisfactory. School community cooperative
All" and "Education for All", many countries, basis of community development. Infact, school is
programe and healthful school living relation (r) was found -1. There was negative high relationship
particularly the developing countries, including a basis of community development and community
between school community co-operative programme and healthful school living.
Nepal, are striving hard for the promotion of is the life of school. Construction, conduction,
healthy life style message in a range of school and management, organization and all of the other
Key words: School health programme, healthful school living, school and community cooperation,
community setting. According to MOH (2010) activities of the school depend on the community.
physical and mental environment.
in four and half million students study in school For example, staff management, inancial support,
Introducation as an extension of the public health programme level education in Nepal, they spend most of their physical maintenance, good education environment
School community cooperation and healthful designed to reach a speciic population group. time in schools. For the rest of the time, they live creations organization of school health programme,
school living are the two main areas of school The public health programme deals with a wide with their parents. In order to protect and promote physical and mental environment, and all of the
health programme. The school and community are variety of groups. Whereas, the school health children's health and to reach parents through other functions, need community support and help.
responsible for protecting health of school children. programme concentrates almost exclusively on children, SHP is highly important. Schools are one Without community support and help a school cannot
The best way of promoting and maintaining the health students. Prevention of health problems is not of the important community setting where life style run. Thus, school and community are complementry to
of the school going children is providing proper the role concern of the school health programme. message have the potential to reach parents through each other.
health knowledge, attitude and practice by teacher, Rather the school health programme should have their children. Schools setting have signiicant In the initiation of modern school health programme,
parents and other community members. The school a comprehensive framework where the overall importance in reducing the burder of illness and Nepal is hundred years back. SHP has not conducted
and community are interrelated and interdependent purpose or ultimate objectives is to protect, many preventable injuries and disabilities. as an organized system formally in any school. now a
for building and maintaining higher level of health in promote and improve the health status of student's
Schools are the inspirable part of healthy life days, in some school, NGOs, INGOs are working in
each child. In all these aspects school and community (Kerry, 1988 as cited in Chhetri & Bhandari, 2061). this ield in limited areas taking limited programmes.
styles message in a range of community settings.
are indivisible parts of each other. Many of the contributors were non-professionals
Communities irst offer opportunities to promote In context of Nepal the importance of SHP is rising
The School health programme could be viewed people who sought to improve a lot of growing
health of the children, their families and the whole rapidly due to demand of time. It has been very

42 February 2014, Year 1, Vol. 1 27 February 2014, Year 1, Vol. 1 43

Surkhet Journal
essential to apply SHP in our school for the sake
of students and school staff health. But to conduct
and develop school health programme community
support must be needed. Without school community
cooperation, we cannott introduce and organize
school health programme properly.
Healthful school environment is one of the
indispensible components among eight component
of school health programme. The school health
programme includes all of the activities carried in
a school system about the health of the pupils and
school personnel. It provides a variety of experience
for the purpose of improving sound health knowledge
attitude and practice relating to health.
School health programme has eight important branches;
school health service, healthful school living, health
instruction, school community cooperation, school
nutrition programme, physical education and extra-
curricular activities, counselling, mental health
programme, and health promotion for staff. The purpose
of school health programme is to protect, promote and
improve the quality of health of the school children
and school family. To achieve these objectives, good
relationship and co-operation between school and
community members is necessary. Without good
relationship and co-operation among students, school
staff and community members, all of the programme of
school health cannot be run smoothly.
School health programme has not been
conducted in any school systematically in Nepal
till now because of many problems like; lack
of knowledge of SHP, inancial problems, lack
of governmental policies, lack of community
support, etc. Although now a days some schools,
NGOs, and INGOs are working in this ield
taking limited programmes it is not enough.
Lack for community support is one of the main
problem of implementation and development
of school health programme in school. It would
be better to make healthful physical and mental
environment in school if there is co-operation
between school and community.
44
Bala Ram Khadka Surkhet Journal Bala Ram Khadka
Objectives of the Study development. Without community support, a Regular participation of Respondent in
The main objective of the study was to asses school school cannot run well. It means that SCC is very parent day
and community cooperative programme and explore important for health of school children and school 3 Yes 38 79.16
relation between school community cooperative development.
No 10 20.84
programme and healthful school living. School Programme for Community Participation
Total 48 100.00
Methodology School can conduct different types of community
This study is mainly based on descriptive type of participation programme which are helpful
Table 1 shows that 83.33 percent schools have
to promote SCC like parents day, seminars
design and it is quantitative in nature. been conducting parents day. Two schools
workshops, exhibitions, parent-teacher association,
The respondents of this study were the members (16.67%) have not conducted parents day due
interactions programmes, etc. If such types of
of twelve community schools in Surkhet valley. to economic problems. Among them, 66.67
programmes are regularly called parents and
The interview schedule was used as a tool for the other community members are satisied. The main
percents schools conducted parents days
data collection. Necessary data were collected irregularly. Two schools conducted parents
community participation programmes that can be
from the selected head teachers, health teachers, day yearly and one school has not conducted
held in school are discussed briely below:
students and key persons from twelve secondary parents day. Out of 48 respondents (Chairman
schools. After completion of data collection raw Parent's Day of SMC and key person of community people),
data was carefully checked and the data were Parents day is an annual programme of a school in 79.16 percent participated in the parents day
tabulated in a master chart. After that, the tabulated which school provides many important information regularly.
data were analyzed and interpreted quantitatively about educational progress, economic condition,
It shows that almost all the schools had conducted
extracurricular activities, future goals of schools,
and qualitatively with the help of simple statistical parents day in school. The participation of
tools such as Pearson's cocorrelation method. For etc. to the community people and students. So,
respondents in parents day and regularity of
the presentation of the data tables and igures were it is an important programme for creating good
conducting parents day was satisfactory. It
developed. Finally, interpretations of data were interrelationship and cooperation between school
reveals that the condition of parents day in
hold adopting description. Corelation analysis and community. All of the school should conduct
study area was comparatively good than other
was used to show relationship between school parents day every year. All of the parents and
programmes.
community cooperative programme and healthful community people should attends in the parents
school living. day. It increases interest of community people and 2. Seminar and Workshop
also motivates them to provide some contribution Seminar and workshops are important
Data Analysis and Interpretation in the school. The condition of the parents day in programmes for creating good relationship and
This section mainly focuses the analysis school is presented on the table 1. cooperation between school and community.
and interpretation of data. The analysis and Table 1: Organization of Parent's Day Schools have to conduct such types of
interpretation were made with the help of the tables programmes time to time and participation of
S.N. Description Number of Percentage
under two sections. viz.: school and community guardian and other people should be increased
School
co-operative programme; and relation between in such programmes. The condition of seminar
Condition of parent Day
School and community cooperative programme and workshop in school is presented in the table
Organize 10 83.33 below.
and healthful school living. 1
School and Community Co-operation Not organized 2 16.67 Table 2: Organization of Seminar and Workshop
School and community are responsible for Total 12 100.00 S.N. Description Number Percentage
protecting and promoting health of school children. Duration of conducting parent day of School
School provides good information, knowledge Yearly 2 16.67 Conduction of seminar and workshop
and skill in different health areas to the students. 2 Irregularly 8
66.66 Organized 5 41.67
Students use and practice these information, 1
knowledge and skills at home and community. So, Not conducting 2 16.67 Not organized 7 58.33
Total 12 100.00 Total 12 100.00
today's healthy students are pillar of community
February 2014, Year 1, Vol. 1 28 February 2014, Year 1, Vol. 1 45
Surkhet Journal Bala Ram Khadka Surkhet Journal Bala Ram Khadka

Duration of conducting seminar Table 3: Formation of Parent Teacher Association of the interaction programme should be used in Community Programme for Schools
S.N. Description Number of Percentage practice. The condition of interaction programme Participation
Half Yearly – –
School in school is presented below. Community can conduct different types of
Yearly 2 16.67
2 Formation of PTA Table 4: Parent Teacher Interaction Programme cooperative programmes like immunization
Irregularly 3 25 S.N. Description Number Percentage programme, nutritional programme and cleanliness
Formed 8 66.67
Not conducting 7 58.33 1 of campaign, school can help and participate in
Not formed 4 33.33 School
Total 12 100.00 these programme. Schools can also conduct such
Total 12 100 Condition of Interaction programme types of programme in community. It made good
Causes of not conducting seminar and
workshop Meeting of PTA Participate 7 58.33 environment of good relationship and co-operation
1 between school and community.
3 Lack of time 2 28.57 Half Yearly 2 25 Not Participate 5 41.67
2
Economic problems 4 57.14 Irregularly 6 75 Total 12 100 1. School Participation in Immunization
Don’t know 1 14.29 Total 8 100 Duration of Conduction IP Programme
All of the head teachers, teachers, and chair persons
Total 7 100.00 Regular participation of respondent in Half Yearly 1 8.33
meeting PTA of the school management committee and other
Table 2 shows that 41.67 percent schools have Yearly 2 16.67
3 Participation 34 70.83 2 people were asked how the schools can help in
been conducting these programmes but 58.33 Irregularly 4 33.33 immunization programme. The obtained/response
percent had not conducted these programmes Not Participation 14 29.17 Not conducting 5 41.67 are mentioned in the given table.
in their schools. Some of them (25 percent) Total 100 Total 12 100 Table5: Helps of the School in Immunization
had conducted such types of programme Table 3 shows that 66.67 percent schools had Programme
Reason of not conducting IP
irregularly. People participation in these formeed PTA in their school 33.33 percent had not SN Form of helps Number of Percentage
programmes was found poor. The main reason Don’t know about it
formed PTA. The reason of not organizing PTA respondent*
of not conducting these programmes were 3 Economic problems 3 25
was lack of time. Higher proportion of school (75 1 P r o v i d i n g 32 53.33
economical problems (57.14 percent) and lack percent) conducted meeting of PTA, irregularly, 25 Lack of time 4 33.33 information to the
of time (28.57 percent), 14.29 percent had percent conducted half yearly about 70.83 percent Not conducting 5 41.67 people
known about it. respondents (Chairman of SMC and key person of Total 12 100 2 S e n d i n g 27 45
Our schools are back in conducting seminars and community people) used to participate in meeting Table 4 shows that 58.33 percent schools had student/teacher as
workshops. of PTA regularly and 29.17 percent not participate. conducted interaction programme in their volunteer
3. Parent Teacher Association (PTA) It reveals that the conditions of regularity of school. Among them majority of the school had 3 Providing school 20 33.33
Parent Teacher Association is an important meeting was not good. Regular participation conducted interaction programme regularly. building/ furniture
component for improving relationship and of respondent was also poor. PTA is a common People participation in the interaction programme 4 Participating 12 20
cooperation between parents and teachers. weapon for building good relationship between was found negligible. Then, 33.33 percent schools children in
Schools should be responsible to organize school and community. But the study shows that conducted interaction programme irregularly. immunization center
PTA in school. Eleven to thirteen members the condition of PTA was not good. 41.67 percent schools had not conducted interaction 5 Providing data of 5 8.33
can be taken in this association. Parents, 4. Parent Teacher Interaction Programme programme. The main reasons of not conducting children
teachers and educated persons of community Schools can conduct interaction programme the interaction programme were lack of time (33.33 * Multiple responses were accepted
are included in PTA. The main functions of in their schools which is helpful for extending percent), economic problems (25 percent), etc. As seen in the table, higher proportion of
PTA are: to develop educational environment relationship and cooperation between school and Regular interaction programme is means of respondents (53.33%) express that school
of the school, to protect and promote health community. Topic of the interaction programme expanding good relationship, cooperation between provides information about immunization to
status of school personnel, to use of community can be educational aspect, health problems of school and community. All of the schools should the community people through student and
resources in school management etc. The children or other contemporary subject related of conduct interaction programme time to time. But notice. About 45 percent respondent said that
condition of PTA in school is presented on health. Interaction should be productive for school, the study reveals that the situation of the interaction school helps by sending students and teachers
the following table. school personnel’s and community conclusion programme was on poor situation in this study area. as volunteer in the immunization center.

46 February 2014, Year 1, Vol. 1 29 February 2014, Year 1, Vol. 1 47

Surkhet Journal
Likewise, 33.33 percent respondents express
that providing school building and furniture, 20
percent respondents expressed that by participating
of children in immunization center and 8.33percent
respondents replied that school provides data of the
children to the related agencies.
It reveals that the situation of helping activities
in immunization programme by school is seen
satisfactory. But no one of the school had
conducted immunization programme itself in
different kind of communicable disease. Health
is the fundamental right of child. So school
should be responsible to conduct immunization
programme itself, taking support from different
agencies.
2. Participation in Cleanliness Campaign
A large number of people from the poor economic
background are illiterate in Nepal. They are
not able to understand about environmental
pollution, personal hygiene, waste disposal etc.
and they do not know about its effect on health. In
this condition, schools have to conduct different
types of cleanliness campaign in community and
motivate them to participate. Taking students,
youth and all people, school can conduct
cleanliness campaign such as cleanliness of water
resources, road, temples, washing hands with
soap, sewage disposal programme etc. It makes
neat and clean environment for maintaining
good health status of students and other persons.
It helps to increase good relationship between
school and community.
The condition of conducting cleanliness campaign in
community by school is mentioned in given table.
Table 6 :Condition of the Cleanliness Campaign
S.N. Description Number of Percentage
School
Condition of cleanliness campaign
Participation 7 58.33
1 healthful school environment when students can sit in
Not Participation 5 41.67
Total 12 100.00
48
Bala Ram Khadka
Duration conducting cleanliness campaign
Monthly 1 8.33
Half Yearly 1 8.33
2
Yearly 2 16.67
Irregularly 3 25
41.67
Not conducting 5
Total 12 100.00
Reason of not conducting cleanliness campaign
Lack of time 3 60
3 percent schools had conducted interactional
Not responsibility 2 40
of school
Total 100.00
5 In addition to the relation analysis and
The table 6 shows that 58.33 percent school had
conducted cleanliness campaign in community.
Among them 25percent had conducted cleanliness
campaign irregularly, 41.67percent school had not
conducted cleanliness campaign is community.
The main reason of not conducting cleanliness
campaign were that lack of time 60percent, it is not
responsibility of school 40 percent.
School have to lead in cleanliness campaign because
large number of people in Nepal are ignorant in this
subject. The study indicates about more than sixty
percent of school had conducted cleanliness campaign
but they were almost irregular. It means the situation
of conducting cleanliness campaign is not good.
3. Healthful School Mental Environment
Healthy mental environment is related to physical
condition of school which is in physical location,
plant site, safety consideration and play ground,
planning of the school building and maintenance of
garden ventilation and light in the classroom. Health
is related to mental environment, in which students
can effectively learn and play effectively. Then only
the student can enjoy. The school health programme
actively carries out of self gratiication for the highest
possible learn to physical health. A school provides
free atmosphere in which there develop a high level
accomplishment. (Budhathoki & Wagle, 2068)
February 2014, Year 1, Vol. 1
Surkhet Journal
Human Relationship
Human relationship is most important aspect of
the healthful school living. School is a garden/
temple of multicaste, multilanguages and multi
communities. Without good relationship of school
family members, school never achieves the goal
of education. In school, there should be good
relationship between teacher and teacher, student
and teacher, student and student, teacher and
teaching personnel. The researcher tried to ind out
the relationship in school family.
This part of study is concerned with the
different information about human relation.
interpretation of the collected data has been
included by using Karl Pearson's formula of
coefficient of corelation:
1. Teacher-Teacher Relationship
Without teacher staffs relationship, school is unable
to get success. It inluences school's environment.
Teacher staffs relationship makes environment of
the school peaceful and friendly. School can make
plan to establish relationship between them. Staffs
relationship also inluences teaching learning
process in school. So school staffs must have good
relationship. It depend is on staff meeting and
teacher participation team work which has been
shown in Table 7.
Table 7: Distribution of Teacher Respondents
for Teacher-Teacher's Relationship
S. Description Number Percent Number Percent
No. of schools of teacher
1 Call staff meeting
Per month 6 50 7 58.53
Per three 4 33.33 3 25
month
Irregularly 16.67 16.67
2 2
Total 12 100.00 12 100.00
30 February 2014, Year 1, Vol. 1
Bala Ram Khadka
2 Participation in staff meeting
Regular 9 75 10 83.33
Sometime 3 25 2 16.67
Total 12 100.00 12 100.00
r = + 0.95
Table 7 shows that 50 percent schools
had called staff meeting per month, 33.33
percent school called staff meeting per
three months and 16.67 percent school had
called staff meeting irregularly. Only 41.67
programme for students and teachers. Among
them 83.33 percent teacher participated in
staff meeting regularly and 16.67 percent
teachers participated in staff meeting
sometimes.
The value of co-relation of coefficient 'r' was
+ 0.95 which was high relation. There was
positive relationship between teacher and
teacher.
The above data shows that some schools
called staff meeting according to annual
work plan but fifty percent of the schools
did not call staff meeting per month. Some
teacher had not participated regularly staff
meeting. It seemed that more than 80 percent
school and teacher had good relationship
between them.
2. Student-Teacher Relationship
Student and Teacher relationship is
necessary for all academic area. Teacher can
teach inside the class or outside the schools.
Teacher and students relationship directly
influences teaching and learning process.
Teacher must be helpful and students must
be helped and could ask problems with
teachers. Without student and teacher
relationship student can not get success and
achieve the good academic achievement.
It depends on problem solvingprocess and
student and teachers behavior, which can be
seen in Table 8.
49
Surkhet Journal Bala Ram Khadka Surkhet Journal Bala Ram Khadka
Table 8: Distribution of Teacher and Student Relationship Table 10: Distribution of Teacher Table 11: Relation Between School Community
SN Description Teacher Respondents Student Respondents Respondents for School Family and CoOperative Programme and Healthful
Yes No Total Yes No Total Community Relationship School Living
No.of T. % No. of % No.of % No.of % SN Description School family Community SN Variables Conducted Not Conducted
T. St. St. No. of Per. No. of Per. Co-operative Co-operative
School respondent Programme Programme
1 Ask problem without 12 100 0 0 12 36 83.33 6 16.67 36
1 C e l e b r a t e 7 58.33 8 66.67 in school and in school and
hesitation
parent day community (X) community (Y)
2 Participation 5 41.67 7 58.33 12 8 22.22 28 77.78 36
2 Organization 5 41.67 4 33.33 1 Parent day 10 (83.33%) 2 (16.67%)
in intercalation
programme of 2 Seminar and 5 (41.67%) 7 (58.33%)
r = + 0.86 programme workshop
Table 8 shows, that 83.33 percent students The above data shows that some students did not in 3 PTA 8 (66.67%) 4 (33.33%)
asked their problem without hesitation with ask their problem with their teachers. Students- community 4 I n t e r a c t i o n 7 (58.33%) 5 (41.67%)
their teacher and 16.67 percent did not ask. teacher's participation in interactional programme co-ordination Programme
About 41.67 percent teacher and 22.22 percent was found to be poor. Total 12 100.00 12 100.00 5 Immunization 0 (0%) 12 (100%)
students had participated in interactional 3. Student-Student Relationship r = +0.95 Programme
programme and 58.33 percent teacher and Student and student relationship is most Table 10 shows that 58.33 percent school 6 C l e a n l i n e s s 7 (58.33%) 5 (41.67%)
77.78 percent students had not participated in important for all school. It makes class celebrates parent day. 41.67 percent schools did Campaign
interactional programme. environment friendly and peaceful. It inluences not celebrate parent day. About 41.67 percent
The value of co-relation of coeficient 'r' was + teaching learning process in the class room, 7 Nutritional 0 (0%) 12 (100%)
schools organize programme with community Programme
0.86 which was high relation. There was positive which can be shown in Table 9. coordination and 58.33 percent school did
relationship between teacher and student. not organized programme in community
Table 9: Distribution of Respondents for Student-Student Relationship coordination.
The value of corelation of coeficient 'r' was X Y xy x2 y2
S.N. Description Yes No Total
+ 0.95 which was high relation. There was
Number of student Per. Number of student Per. 83.33 16.67 39.29 -39.29 -1543.7 1543.70 1543.70
positive relationship between school family and
1 Participation in problem solving 28 77.78 8 22.22 36 community. 41.67 58.33 -2.37 2.37 -5.61 5.61 5.61
2 Wanted sitting in peer group 30 83.33 6 16.67 36 The data shows that some school had 66.67 33.33 22.63 -22.63 -512.11 512.11 512.11
r = +0.97 friendly relationship between school family
58.33 41.67 14.29 -14.29 -204.20 204.20 204.20
Table 9 shows that 77.78 percent students Above data shows that most of the students solve and community.
solve their problem by participating in their problem by participating in teamwork, it 0 100 -44.04 44.04 -1939.52 1939.52 1939.52
Relation Between School Community
team work and 22.22 percent students was good for problem solving and most of the 58.33 41.67 14.29 -14.29 -204.20 204.20 204.20
Co-Operative Programme and Healthful
solve their problem without participating students wanted sitting in peer group so, there 0 100 -44.04 44.04 -1939.52 1939.52 1939.52
School Living
in teamwork. About 83.33 percent student was good relationship among the students.
In this research, the researcher tried to 308.33 391.64 -6348.89 6348.88 6348.88
wanted sitting in peer group and 16.67 4. School Family and Community Relationship
find out the relationship between school
percent students did not want sitting in Without community support, the school is
community co-operative programme and
peer group. unable to make success in any programme and
healthful school living. In this study schools
The value of co-relation of coefficient 'r' was community is unable to develop without schools'
were devided into two categories such as
+ 0.97 which was high relation. There was support. They both must conduct different
cooperative programme conducted schools
positive relationship between student and programmes for community and school, which
and not conducted schools which had been
student. can be seen in Table 10.
presented in the Table 11.

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Surkhet Journal
Computing the relation with the help of Karl
Pearson method
We have
Table 11 shows that the value of correlation of
coeficient (r) was (-1) which was negative high
relation. There was negative relationship between
school community cooperative programme and
healthful school living.
The relationship was compared with the schools
conducting cooperative programme and not the
school conducting cooperative programme. The
physical aspect of school was poor and the mental
aspect was good. These schools had insuficient
physical aspect. Mental aspect was satisfactory.
School community cooperation and healthful school
living have negative high relation in the study area.
Findings on Community Participation
in School Programme
1. 83.33 percent schools had organized parents
day in their schools and two 16.67 percent
schools had not organized parent day due to
the economic problems.
2. Higher proportion (66.67 percent) of the schools
conducted meeting of parents day irregularly
and about 16.67 percent respondents conducted
meeting yearly and 16.67 percent schools hadn't
conducted parents day. Out of 48 respondents
chairman of SMC and key person of community
people 79.16 percent respondents participated
regularly in parents day.
3. More than forty percentage of schools had
conducted seminar and workshop programme
irregularly. People's participation in these
programmes was poor. Then, 58.33 percent
schools had not conducted these programmes.
The main reason of not conducting such
programmes was economic problem.
52
Bala Ram Khadka
4. Majority (66.67%) of the schools had
organized PTA in their school and 33.33
percent school had not organized PTA due to
the lack of time. Higher proportion schools
(75 percent) of the conducted meeting of PTA
irregularly and out 70.83 percent respondents
used to participate in meeting of PTA.
5. 58.33 percent schools had conducted interaction
programme. Among them majority of the schools
had conducted these programmes irregularly.
People's participation in the interaction
programme was found negligible. Then,
33.33 percent schools conducted interaction
programme irregularly. 41.67 percent schools
hadn't conducted these programme due to lack
of time economic problem.
Findings on School Participation in
Community Programme
1. In this study none of the schools had conducted
immunization programme itself. But all of the
schools had been helping in immunization
programme. School were helping by providing
information about immunization programme
to the community people (53.33 percent), by
sending students and teachers as volunteers in
immunization center (45 percent).
2. 58.33% of the school had conducted cleanness
campaign in community. Among these school
almost all had conducted cleanliness campaign
irregularly. About 41.67 percent school hadn't
conducted cleanliness campaign in community.
The main reason was lack of time.
3. None of the schools had conducted nutritional
education programme in school or community.
The main reasons of not conducting nutritional
education programme was economic problem.
Findings on Healthful School Mental
Environment
1. Fifty percent schools had called staff meeting
per month, 33.33 percent schools called staff
meeting per three month and 16.67 percent
schools had called staff meeting irregularly.
February 2014, Year 1, Vol. 1
Surkhet Journal
2. More than 80 percent school and teacher had
good interpersonal relationship.
3. Eighty three percent students asked their
problem without hesitation with their teachers
and 16.67 percent did not ask.About 41.67
percent teacher and 22.22 percent students
had participated in interaction programme.
4. 77.78 percent students solve their problem
by participating in team work and 22.22
percent students solve their problem with their
personal effort. About 83.33 percent student
wanted to be member of peer group and 16.67
percent students did not want.
Conclusion
Most of the schools had conducted parents day
and most of the schools had organized PTA in
their school. Only about ifty eight percent of the
school had interaction programme, seminar and
workshop programme. Among these programmes,
almost all were conducted irregularly. Participation
of the respondents was not satisfactory in these
programmes.
None of the schools had conducted
immunization, nutritional programme itself.
But all of the schools had helped in these
programmes. About fifty eight percent of
school had conducted cleanliness campaign
in community. But these programme were
conducted irregularly. Primary responsibility
for good health of the school age children goes
on their parents but the school should assist
them in building up by maintaining the highest
possible level of health developing necessary
competence in each child to deal with health
problems. The school is established for
community. The role of community is also
vital in lunching health programme in school.
The support from community is necessary to
carry out different health related activities
in healthful school living. Community helps
to promote and maintains the health states of
school children. In the aspect of SHP school
utilizes all the health resources available in
32 February 2014, Year 1, Vol. 1
Bala Ram Khadka
community for promoting the health status
of school members by developing good
relationship between school and community
for the healthful school living.
About the author
Mr. Khadka is Associate Professor of TU, teaching Health
and Physical Edcucation for one and half decade at
Surkhet Campus (Education). He is former Campus Chief
of Surkhet Campus (Education) and also former mamber
of TU Assembly. He has published many articles in diffrent
Journals and authored textbooks.
References
Anderson, C. L. (1992).School health practice.
Saint-Louis.:The C. V. Mosby Company.
Baidya, P. C. & Devkota, B. (2005).Trends
of school health programme and need
of national strategy. Health promotion.
Kathmandu: Health Education Association
of Nepal.
Bhattrai, T. N. (2007). A study of school community
cooperative programme regarding SHP of
public secondary school in Morang district.
Unpublished Master's Degree Thesis,FOE,
U, Kathmandu.
Devkota, B. R. (2004). Teacher attitude on the
implementation of SHP in Baglung district.
Unpublished Master's Degree Thesis,FOE,
TU, Kathmandu.
Haag, J. H. (1968).School health program.Calcutta:
Oxford and IBH Publishing Co.
Kerry, Redican, et al. (1988). Organization
of school health programme. New York
:Macmaillan Publishing Company.
Koul, L. (2000).Methodology of education research.
New Delhi: Vikas publishing House.
Maharjan, S. K. (1994). An investigation in to
the provision of school health program
in secondary school of Kathmandu.
Unpublished Master's Degree Thesis,FOE,
TU, Kathmandu.
Maharjan S. S. (2005). School management
committee views and perception in
implementing school health program
in secondary school.Health promotion.
53
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Kathmandu : Health Education Association
of Nepal.
Park K. E. (2007). Text book of preventive and
social medicine. Jabalpur: Banarasi, Bhanot.
Pradhanangya, Y. (1983).
Bidhyalayshikshyaraswasthyakarakartaharu.
Bhaktapur: J. M. Pradhanangya.
Redican, K.J. et al (1988).Organization of school
health programs. New York: MacMillan
Publishing Company.
Sapkota, T.R. (2003).A comparative study of
healthful school environment in public and
private primary schools of Birendranagar
municipality of Surkhet district. Unpublished
Master's Degree Thesis,FOE, TU,
Kathmandu.
Sharma, R. (2006).Comparative study on
knowledge and practice of school health
program among the rural and urban
primary school teacher of Kaski district.
Unpublished Master's Degree Thesis,FOE,
TU, Kathmandu.
World Health Organization (1998).
Education for health :A manual on
health education in primary health
care, Geneva : Author
54
Bala Ram Khadka
February 2014, Year 1, Vol. 1
Surkhet Journal
Developing ESL Writing through Critical Pedagogical
Feedback
Purna Bahadur Kadel
Abstract
The indirect written feedback is more effective than direct written feedback to improve the ESL writing
skills. The ESL learners can be facilitated with the indirect written feedback which indicates the errors
with underlining, circling, and marking the selected errors. The learners can produce better writing if
they are being rendered constant critical pedagogical feedback. The indirect corrective written feedback
should‌be‌feasible‌to‌help‌the‌learners‌elevate‌their‌academic‌writing‌skills.‌A‌inding‌of‌the‌study‌was‌
that the teachers usually adopted oral and direct feedback to improve writing skills.
Key words: Feedback, pedagogy, ESL writing, critical evalutation.
Introduction The writers should employ their cognitive and
Writing is one of the very important and inluential metacognitive skills to carry out any academic
productive skills in language teaching. It plays a writing task successfully. Writing is a process of
vital role to communicate information and ideas using language to discover meaning in experience
beyond space and time. It is used to communicate and to communicate (Murray, 1973).
information, to clarify thinking, and to learn
Review of Literature
new concepts and information. It is a method of Feedback is essential in product and process
representing language in the visual form using
writing to improve writing skills of ESL learners.
graphology whereby the information and ideas The ESL writers require three types of feedback:
are communicated to the readers. In fact, feelings,
peers feedback, conference (teacher-student
emotions, ideas, thoughts, and instructions are interacting), and written comments by the teacher
communicated either through the mode of writing (Jordan, 1997). It plays a vital role in developing
or speaking. Byrne (1979) argues that writing ESL writing since ESL learners are very poor at
comprises graphic symbols or letters to form words writing. The formative feedback and comments
which are arranged in a particular order and linked that are provided by teacher facilitate the second
together to form sentences. language writers to consolidate their writing. The
Tickoo (2003, p. 64) argues that writer should learners can produce better writing if they are
focus on the following points for a good writing. catered constant formative feedback from their
1. Think of the audience for their product teachers and peers. The role of the teachers is a real
2. Focus on the main purpose in writing reader, a coach, and an evaluator in second language
3. Spend considerable time to plan teaching writing. The oral and written feedback
4. Make good use of reliable sources of should be feasible to help the learners elevate their
knowledge academic writing skills. However, written feedback
5. Let their ideas low unhindered is more advantageous than oral feedback from
6. Follow a rough organizational plan their teachers and peers. Hyland (2003) argues that
7. Seek and make use of feedback on drafts many teachers do not feel justice to the learners
8. Give a lot of attention to choice of words unless they have written a substantial comments
9. Sillingly (re)revise the writing to perfect on their papers. In fact, teachers’ feedback on the
10. Look back at their product at long intervals learners’ errors of grammatical rules, vocabulary,
33 February 2014, Year 1, Vol. 1 55
Surkhet Journal
mechanics, etc. are the fundamental factors to
strengthen their writing. To improve ESL writing,
teachers’ and peers’ feedback are inevitable in
the course of process writing. Hence, subsequent
writing drafts of learners trigger to produce an
error free product.
Teacher Feedback
Hyland and Hyland (2006, p. 206) argue that
“written feedback has been seen as purely
informational, a means of channeling, reaction
and advice to facilitate improvement.” The written
feedback should be impersonal, objective, and
directive to foster the ESL writing. If the ESL
learners are provided with written feedback in
terms of praise, criticism, and suggestion, they
can take the written feedback as the source of
stimulation, guideline, and affective motivation to
improve their writing skills. The teachers should
be impersonal, critical, sympathetic, and helpful in
the course of providing feedback to the learners.
Moreover, teachers’ written feedback should be
more speciic on the content, grammatical rules,
syntactic structures, and vocabulary than global
and general. Hence, the learners can rectify their
particular errors in ESL writing.
Besides, there should have interpersonal
relationship between teacher and the learners in
the course of rendering feedback since writing is
a very personal, conscious, and cognitive activity
which cannot be fostered in the absence of students’
motivation, self-conidence, and self-esteem. The
negative feedback on the ESL writing can play a
detrimental effect on the eficacy of the learners
and thereby they can be inhibited to develop
writing skills. On the contrary, overwhelmingly
positive feedback does not yield a good writing.
Thus, written or oral feedback has to be neither
unduly positive nor negative. However, written
or oral feedback should be objective, intelligible,
informative, formative, and balanced so that
learners can be motivated and self-conidence to
cultivate their writing skills. The teachers are to
be aware of the importance of consistent, clear,
56
Purna Bahadur Kadel
helpful, transparent, and constructive feedback in
developing the ESL writing skills of the learners.
Ellis (2009) classiied written corrective feedback
into six types such as direct corrective feedback,
indirect corrective feedback, metalinguistic
corrective feedback, the focus of the feedback,
electronic feedback, and reformulation. In direct
corrective feedback, the teacher provides the
learners with explicit guidance about how to
correct their errors by crossing out an unnecessary
word, phrase, or morpheme and correcting
grammatical errors. Moreover, the teacher inserts
missing word, phrase, and morpheme, by writing
correct form above or near to the erroneous form.
Direct corrective feedback is very useful and
beneicial for the low proicient learners to develop
their writing skills. However, indirect corrective
feedback involves indicating or underlining the
errors without correcting the errors of the learners.
In addition, the teacher can place a cross in the
margin next to the containing errors. The learners
are shown the location of the errors without
correcting the errors of learners. Indirect corrective
feedback can be effective and advantageous
for high proicient learners. In metalinguistic
corrective feedback, the learners are catered with
error codes of article, noun, preposition, lexicon,
word order etc. The learners can be facilitated to
improve accuracy of grammar, syntactic structure,
and vocabulary through the error codes adopted in
metalinguistic feedback.
Electronic Feedback
In electronic feedback, the learners are provided
the corrective feedback through email, face-book,
and software programme which are sophisticated
mode of giving corrective feedback to the learners.
In the electronic feedback, the learners can assess
their own writing themselves with the access of the
software programme and internt.
Peer Feedback
In fact, the peer responses are the sources of
information. The learners can exchange their ESL
February 2014, Year 1, Vol. 1
Surkhet Journal
writing with each other through commenting and
critiquing their contents, accuracy of linguistic
features, use of vocabulary, and mechanics with
each other to improve their writing skills. The peer
responses can be referred as peer review and peer
edition which can help enhance ESL writing skills
if it is implemented appropriately. Peer response
is supported by the process writing, collaborative
learning theories, and Zone of Proximal
Development of Vygotsky (ZPD of Vygotsky,
1978). There is scaffolding, collection of feedback,
negotiation of meaning, and interaction in the
peer responses which work as mind mapping and
brainstorming activities to assemble information
on the content of topic, linguistic features, and
vocabulary. As a result, the learners are much
facilitated to write through the peer responses.
Moreover, peer response helps the learners to opt
for appropriate topic, collect information, and
rectify their grammatical errors for effective writing.
Peer response is inevitable to incorporate teachers’
feedback correctly since teachers’ feedback is
rather vague, general, unspeciic, and equivocal. So
peer feedback can stimulate the learners to retrieve
information from long-term memory to improve the
content and linguistic aspects of their writing.
Rollinson (2005) studied the effect of using peer
feedback in improving ESL writing which needs
a substantial pre-writing, writing, rewriting, and
re-revising before producing a inal draft, so the
students need a considerable feedback from their
teachers as well as from their peers.
The Rationale of the Study
The learners, teachers, policymakers, and
researchers can be beneitted from this study
since writing skills are essential for ESL learners,
teachers, and researchers for their academic
careers. Speciically, the language teachers and
learners would be facilitated from this study.
The main purpose of feedback from teachers
and peers is to make the novice ESL writers to
be independent, self-regulated, and proicient
34 February 2014, Year 1, Vol. 1
Purna Bahadur Kadel
professional writers in second language writing.
The constant indirect and direct corrective
written feedback from their teachers and peers
is essential in improving writing skills regarding
the content, organization of the ideas, accuracy
of linguistic features, vocabulary, and mechanics
(spelling, punctuation marks, and capitalization).
Speciically, in process writing, the learners
require feedback in every dimension of learning
and writing. They need to get feedback from
prewriting stage to producing a inal draft in
process approach. If the feedback is appropriate
and contextual, the learners can improve ESL
writing effectively. The learners of higher
secondary school and college levels can progress
their writing skills with the help of indirect
written corrective feedback from their teachers
(Ferris, 1997). The feedback is very necessary
to improve writing since writing is thinking
process which needs stimulation and concrete
information on the contents of topic, knowledge
of language use, linguistic competence, and
vocabulary to make the writing of ESL learners
very informative, purposeful, intelligible, and
readers friendly.
Statement of the Problem
The learners of higher secondary schools are
deprived from critical pedagogical feedback
from their teachers, and peers and thereby they
cannot communicate their ideas academically
through the mode of writing in the lack of
linguistic competence and vocabulary. More
importantly, they cannot communicate their
ideas and information grammatically with
adequate vocabulary and syntactic structures
owing to the inadequate knowledge of grammar,
vocabulary, mechanics, and organization.
The main root causes of their inadequate
performance in writing in English are lack of
adequate critical pedagogical feedback from
their teachers, untrained teachers, and lack of
physical facilities such as, internet, reference
books, and library.
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Surkhet Journal
Objectives of the Study
The main objectives of this study are:
1. to ind out the attitudes of English teachers
towards critical pedagogical feedback to
improve writing skills in English of the
learners of higher secondary schools.
2. to familiarise the language teachers with
various types of feedback that are required
to the learners to improve their ESL writing
in higher secondary schools in Nepal.
3. to make the language teachers aware of the
importance of critical pedagogical feedback
in enhancing writing skills of learners.
4. to sensitise them the importance of indirect
corrective written feedback to consolidate
the writing skills in English of learners of
higher secondary schools.
Research Questions
1. How far is indirect corrective written feedback
more effective than oral and direct feedback?
2. Does the critical pedagogical feedback play a
pivotal role in developing writing skills in English?
Do the English teachers provide critical pedagogical
feedback (indirect corrective written feedback) to the
learners to improve their writing skills in English?
Methodology
This is an exploraroty study through which the
researcher attempted to explore the existing status of
providing feedback to improve writing skills of the
learner in higher secondary schools in Mid-Western
Region of Nepal. The researcher administered
questionnaire to 40 English teachers in the initial
phase. Subsequently, he employed semi-structured
interview to 8 English teachers out of them.
Eventually, he conducted 5 classroom observations to
collect data to answer the research questions. Having
collected data, he analysed and interpreted them
using mixed method. The researcher triangulated the
data collected from different sources for the validity
and reliability of the data.
Sampling of the Study
The researcher has selected 40 English teachers
58
Purna Bahadur Kadel
from 20 higher secondary schools from Mid-
Western Region of Nepal randomly to elicit
required data for this study. Furthermore, he
selected 8 teachers out of them to administer semi-
structured interview pertaining to writing skills
in English and the role of critical pedagogical
feedback in enhancing writing skills in English.
Research Instruments/Tools
The researcher has employed questionnaire, semi-
structured interview, and classroom observation to elicit
data to answer the research questions in this study.
Analysis and Interpretation of Data
The researcher dealt with the discussion of
the data collected from various research tools
viz, questionnaire, interview, and classroom
observation in this study.
Discussion of Teachers’ Questionnaire
A majority of teachers admitted that feedback
is essential to develop writing skills in English.
The largest number of teachers agreed that they
would provide oral and direct feedback rather than
indirect written feedback in enhancing writing
skills in English of the learners since there were
unmanageable number of students in class, lack of
time, unmanageable classroom, and lack of internet,
e-library, reference books, and academic journal.
About 51% of the respondents admitted that oral
feedback is more effective than written corrective
feedback. 45% of the teachers admitted that peers
feedback facilitates their colleagues to develop
learning how to write luently and correctly. A
majority of respondents reported that they usually
employed holistic assessing approach to assess
writing skills of the learners in higher secondary
schools. Furthermore, 60% of the teachers admitted
that they virtually employed direct corrective
written feedback to improve grammar, vocabulary,
syntactic structure, and contents for amelioration
of their writing skills. Most of the teachers opined
that direct corrective feedback is more effective
than indirect written feedback owing to lack of
proiciency in organization, content knowledge,
February 2014, Year 1, Vol. 1
Surkhet Journal
grammar, and knowledge of graphological devices
of the learners. The largest number of respondents
reported that they used to provide indirect written
corrective feedback ‘rarely’.
Discussions of Teachers’ Interview
1. How far does the feedback facilitate the learners
to develop their writing skills and learning?
A majority of teachers admitted that critical
pedagogical feedback facilitates the learners to
improve their writing skills.
2. Do you think that written corrective feedback
is more effective that oral feedback to enhance
writing skills of learners?
The largest number of the respondents admitted that
written corrective feedback is more effective than
oral feedback since written corrective feedback
would make them self-regulated learners. However,
oral feedback is ambiguous, incomprehensive, and
obscure and thereby learners cannot improve their
writing skills. However, teachers admitted that
they were unable to provide written feedback to the
learners due to the lack of time, overcrowded class,
and unmanageable classroom setting.
3. Do you agree that peers feedback is as effective
as teachers’ feedback to improve writing skills?
Most of the respondents admitted that peers
feedback is essential to clarify and facilitate the
teachers’ feedback. More importantly, Peers
feedback is more informal, comprehensive, and
simpler than teachers’ feedback.
4. Which components of writing do you usually
prefer to provide feedback?
A majority of teachers admitted that they virtually
provide feedback on grammar and contents.
However, they hardly ever render feedback on
organisation, cohesive devices, mechanics etc.
5. Do you usually provide electronic feedback to
improve writing skills?
The largest number of teachers responded this
question negatively. They admitted that it is not
possible to provide electronic feedback to their
learners by virtue of inaccessibility of email,
facebook, and internet.
35 February 2014, Year 1, Vol. 1
Purna Bahadur Kadel
6. Do you think that indirect corrective written
feedback is more effective than direct corrective
written feedback?
A majority of teachers were in favour of direct
corrective feedback since the learners were less
proicient in writing in English and they are not
self-regulated and autonomous learners. However,
indirect feedback would be very beneicial to the
bright learners. Moreover, the indirect corrective
written feedback helps the learners improve their
writing skills and make them self-directed learners.
Discussion of classroom observation
1. The classroom is unmanageable, overcrowded,
and dark.
2. It contains lack of electronic devices, such as
computer, internet, overhead projector etc.
3. The teachers taught writing skills through
traditional methods.
4. The teachers exclusively provided oral and
direct feedback to the learners.
There were no collaborative writing practices,
experiential learning, and peers feedback in each
classroom.
Conclusion, Findings, and Recommendations
of the Study
The inding of this study is that a majority of the
respondents admitted that they provide oral and
direct feedback to the learners of higher secondary
schools rather than indirect corrective feedback
in enhancing written skills in English. This study
indicates that the main cause of inadequate writing
skills of learners from government aided higher
secondary schools in Nepal is inadequate method
of providing feedback to the learners to improve
their writing skills. Furthermore, they are other
causes in this regard, such as lack of in-service
training for teachers, lack of professional skills
of English teachers, lack of concrete policy
of government in higher secondary schools,
inadequate English syllabus and textbook of
higher secondary schools, and lack of incentive
to the teachers and learners.
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Surkhet Journal
In order to ameliorate the writing skills in English
of learners, and the teachers have to:
1. provide indirect corrective written feedback
rather than oral and direct feedback to
improve writing skills. The teachers should
provide indirect corrective written feedback
using selected errors with standard codes
which facilitates the learners to foster
their writing skills rather than direct
written feedback. The ESL learners can be
facilitated with the indirect written feedback
which indicates the errors with underlining,
circling, and marking the selected errors.
The indirect written feedback is more
effective than direct written feedback to
improve the ESL writing skills
2. focus on peers feedback to improve writing
skills of the learners. Peers feedback is
required to improve the ESL writing skills.
The ESL learners should be trained with the
techniques of giving feedback to their peers.
The learners should be trained regarding
how to locate and annotate the errors of their
peers in order to improve ESL writing skills.
They can be supportive, collaborative, and
cooperative to improve the ESL writing of
their peers. Thus, teachers’ feedback, peers’
feedback, and self-feedback are essential
steps in writing process to improve ESL
learners’ writing skills.
3. adopt process approach and collaborative
writing technique to improve writing skills.
4. focus on experiential learning approach to
develop writing skills.
5. follow Task-based Language Teaching
method to improve writing skills.
In order to improve teaching and learning as well as to
improve writing skills of learners in higher secondary
schools, policy makers have to:
1. arrange in-service training, workshop pertaining
to writing skills in English every six months.
2. emphasise the process writing approach in the
syllabus to improve writing skills of the learners.
60
Purna Bahadur Kadel
3. monitor the teaching and learning of English
now and again to improve communicative
competence of learners as well as teachers.
4. modify the syllabus and textbooks of higher
secondary schools every ive year for up to
date the teaching materials and method of
instruction to improve communicative skills
of learners.
5. provide experts of writing skills to train
the English teachers of higher secondary
schools across the country effectively.
The researcher was unable to conduct experimental
study on the effectiveness of critical pedagogical
feedback to improve writing skills in English in
higher secondary schools owing to the constraints
of time, economical back up, and human resources,
so further study can be conducted on effectiveness
of critical pedagogical feedback in enhancing
writing skills in higher secondary schools.
About the author
Mr. Kadel is Lecturer of English at Surkhet Campus
(Education), Tribhuvan University, Nepal. He has
taught English literature, ELT, and applied linguistics at
undergraduate and graduate level more than a decade.
He has presented research papers in several international
and national conferences at home and abroad. Presently,
he has submitted Ph.D dissertation in ELT at The English
and Foreign Languages University, Hyderabad, India. His
interests cover ELT, SLA, and teacher development.
References
Byrne, D (1979). Teaching writing skills. Essex:
Longman.
Ellis, R. (2009). A typology of written corrective
feedback types. ELT Journal, Vol. 63(2), 97-
107.
Ferris, D. (2006). Does error feedback help student
writers? New evidence with short and long-
term effects of written error correction. In
K. Hyland and F. Hyland (Eds.), Feedback
in second language writing, (pp. 81-104).
Cambridge: Cambridge University Press.
Ferris, D. R. (1997). The inluence of teacher
commentary on student revision. TESOL
Quarterly, Vol. No. 31(2), 315-339.
February 2014, Year 1, Vol. 1
Surkhet Journal
Hyland, K. & Hyland, F. (2006). Interpersonal aspects
of response: Constructing and interpreting teacher
written feedback. In K. Hyland and F. Hyland (Eds.),
Feedback in second language writing, (pp. 206-224).
Cambridge: Cambridge University Press.
Hyland, K. (1990). Providing productive feedback.
ELT Journal, Vol. 44(4), 279-285.
Hyland, K. (1998). Hedging‌in‌scientiic‌research‌
article. Amsterdam: John Benjamins.
Hyland, K. (2003). Second language writing.
Cambridge: Cambridge University Press.
Jordan, R. R. (1997). English for academic purposes:
A guide and resource book for teachers.
Cambridge: Cambridge University Press.
Murray, D. M. (1973). Why teach writing and how.
ELT Journal, Vol. 62(9), 123-127.
Rellinson, P. (2005). Using peer feedback in ESL
writing class. ELT Journal, Vol. 59(1), 23-30
Vygotsky, L. S. (1962). Thought and Language.
Cambridge: Mass MIT Press.
Vygotsky, L.S. (1978). Mind in society: The Development
of Higher Psychological Process (Eds.), Michael
Cole, Vera john-Steiner, Sylvia Scribner, & Ellen
Souberman. Cambridge: Harvard University Press.
Xiang, W. (2004). Encouraging self-monitoring
in writing by Chinese students. ELT Journal,
Vol. 58(3), 238-246.
Appendices
Questionnaire for Teachers
Tick the best answer from the following alternatives.
1. Teachers’ feedback is essential to develop
writing skills of the learners.
a. Strongly Agree b. Agree c. Neutral
d. Disagree e. Strongly Disagree
2. Teachers’ oral feedback is more effective than
direct and indirect written corrective feedback to
develop writing skills of the learners.
a. Strongly Agree b. Agree c. Neutral
d. Disagree e. Strongly Disagree 3.
Teachers’ written feedback is more effective than
oral feedback in developing writing skills.
a. Strongly Agree b. Agree c. Neutral
d. Disagree e. Strongly Disagree
36 February 2014, Year 1, Vol. 1
Purna Bahadur Kadel
4. Peer feedback is comprehensive, informal,
and facilitative which helps to ease to understand
teachers’ feedback in improving writing skills.
a. Strongly Agree b. Agree c. Neutral
d. Disagree e. Strongly Disagree
5. Analytic assessing is more effective than holistic
assessing of writing skills.
a. Strongly Agree b. Agree c. Neutral
d. Disagree e. Strongly Disagree
6. Indirect corrective feedback is more effective than
direct corrective feedback to enhance writing skills.
a. Strongly Agree b. Agree c. Neutral
d. Disagree e. Strongly Disagree
7. How often do you give corrective written
feedback to the learners to improve writing skills?
a. Always b. Often c. Sometimes
d. Rarely e. Never
8. How often do you facilitate the learners to provide
peer’s feedback to enhance their writing skills?
a. Always b. Often c. Sometimes
d. Rarely e. Never
9. Which components of writing do you usually
prefer to provide feedback to the learners?
a. Content and Organisation b. Vocabulary
c. Grammar d. Mechanics
e. All of the components of Writing
Semi-Structured Interview
1. How far does the feedback facilitate the
learners to develop their learning?
2. Do you think that written corrective
feedback is more effective that oral feedback
to enhance writing skills of learners?
3. Do you agree that peer feedback is as
effective as teachers’ feedback to improve
writing skills?
4. Which components of writing do you
usually prefer to provide feedback?
5. Do you usually provide electronic feedback
to improve writing skills?
6. Do you think that indirect corrective written
feedback is more advantageous than direct
corrective written feedback in developing
writing skills in English?
61
Surkhet Journal Surkhet Journal Bhawani Prasad Acharya

Food Habits and Its Effect on Health of Elders in Magar one key to develop and maintain a state of health different problems on health. The food habits of
that is optimal for the people. In addition, a poor elderly people depend on caste, culture, religion
Community diet coupled with a sedentary lifestyle is known to and society. Lack of knowledge on food habits
Bhawani Prasad Acharya be risk factors for life-threatening chronic diseases is also one of the factors of poor health. Elderly
and death. Heart disease, stroke, hypertension, people are considered to be the forwarders for
Abstract diabetes and some forms of cancer are the diseases any nation. The food habit and health has a close
The‌prime‌objective‌of‌the‌paper‌is‌to‌ind‌out‌the‌situation‌of‌food‌habit‌and‌and‌its‌impact‌on‌health‌of‌
which account for two-thirds of all deaths in the relation. If the people take balance diet according
elderly people. This study was conducted in Magar community of Lekhpharsa VDC of Surkhet district.
United States. The major health problems in the to their work and age it helps them being healthy.
The study was based on descriptive research design. Only elderly magar people were the population of
United States are largely caused by excessive Health of elder people depends upon their food
the study. There were 220 elderly Magar people among them.50 percent elder magar were taken as a
energy intake and not enough physical activities habit. Magar is a ethnic group having own culture
sample by using lottry method of random sampling.The structured interview schedule was used to collect
(American Medical Association, 1974). and tradition. These cultures and traditions affect
the necessary data. It was found that, among the elderly aged people, aged 60 to 64 were highest in
Food is an important aspect in health habit. The the habit of food consuming. This paper tries to
number. Majority of respondents eat dal- tarkari (56.37%) with bhat. Maximum respondents did not eat
main concern in the elderly is the reported decline ind out the existing situation of daily food habit
vegetables (sag) with meal. Half of the respondents (50%) take meal thrice a day, cleaning way of fruits
in food intake and the loss of the motivation to eat. and its effects on the health of elderly people in
and water processing is not so satisfactory. Most of the respondents took meat and alcoholic drinks in
This suggests the presence of problems associated Magar community.
their main festivals. In total of 110 respondents, majority of respondents were suffered from abdominal
pain and blood pressure. This study concluded that the food habit of elderly Magar people was not with the regulation of energy balance and the Methodology
found satisfactory and due to poor and unhygienic health habit majority of the respondents suffered from control of food intake. An increasing understanding The study was based on descriptive type of research
gastro-intestinal problems. of the factors that contribute to poor nutrition in design and it was quantitative in nature.
the elderly should enable the development of
All the elderly people of Magar community living
appropriate preventive and treatment strategies
Key words: Food habit, nutritional disorder, malnutrition, over nutrient, festival etc. in Lekhpharsa VDC were considered as total
and improve the health of older people (Donini and
population of the study. There were 220 elderly
Introduction Nutrient deiciencies appear to be increased with Savina, 2010).
Magar live in Lekhpharsa VDC of Surkhet among
Nutrition is an input and foundation for health age. Unintentional weight loss and malnutrition The total population of Magars in Nepal is 18, them, 50 percent (110) of the population taken as a
and development. Interaction of infection and are common problems in the elderly. Taste and 87,733. The population of Magar residing in urban sample by using random sampling method of lottry
malnutrition is well-documented. Better nutrition smell changes, as well as feelings of loneliness areas is 2,32,892 that of rural area is 16,54,841 method. In this study structured interview schedule
means stronger immune systems, less illness and and depression, contribute to decreased appetite, and that in Mountain region is 27,783, in Hilly was used as a main tool for collecting data.
better health. Healthy children learn better. Healthy while many elderly people may eat less because region is 13,24,528 and in Terai region is 535,425. Researcher met the selected elderly magar people
people are stronger, more productive and more of chewing dificulties, fatigue, and social reasons. According to Development Region, the population and collect necessary data by using sructured
able to create opportunities to break gradually the If bones decrease in density, then osteoporosis of Magar in Mid Western development region is interview schedule.
cycles of both poverty and hunger in a sustainable (bone loss) develops over time. Bone degeneration 484,771. The elderly population of Magar in Nepal
way. Better nutrition is a prime entry point to end is due not only to calcium deiciency but also is 11, 533 whereas the male population is 8,793 and Analysis and Interpretation of Data
poverty and a milestone to achiev better quality of partly to genetics. These changes can contribute that of female is 2,740 (CBS, 2012). The analysis and interpretation of data is done on
life (WHO, 2011). to decreased food intake, unintentional weight loss the following headings.
The study site for this study is Lekhpharsa VDC of
and malnutrition. 1. Age Composition
Poor nutritional status is a primary concern for the Surkhet district. The total population of this VDC
elderly. They are more susceptible to nutritional Food habit refers to the way, which different is 6593. The Magars of Lekhpharsa are backward According to CBS (2012) only 8.13 percent of the
disorders because of age-related changes and people select, cook, serve and eat food that are in every sector like education, development and populations are estimated to be more than aged
the increased prevalence of disease. Ageing is available to them. The term habits (food habits) health. Their food habits are also very poor. The 60 years. Only 8.13 percent of the populations are
associated with a decline in energy expenditure, refers to why and how people eat, which food they life style of the elderly people of the VDC is not estimated to be more than aged 60 years and above,
which is often accompanied by a reduction in eat and with whom they eat, as well as the ways good. In the context of this VDC, due to lake of whereas 56.96 percent of the population is between
food intake. Also, aged people are likely to be they apply to take their foods. Food habit is the family care, they are forced to live a miserable life. 15 and 59 years, and 34.91 percent is estimated at
taking multiple medications and are susceptible to area of knowledge regarding the role of food in the On the other hand the elderly people are neglected younger than 14 years (CBS, 2012). The table 1
particular psychological and social problems, all of maintenance of good health. Thus, food habit is the in the family and society. They have to depend on shows the age group of respondents of the study
which can inluence nutrition. study of food at work in our body. Food habits is their sons for food, clothes and living which cause area. Out of 110 Respondents, a higher proportion

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Surkhet Journal Bhawani Prasad Acharya Surkhet Journal Bhawani Prasad Acharya
of the respondents (37.27 percent) were in the age 27.27 percent were literate and a few of them (09.00 5. Frequency of Green Vegetables (Sag) Used Table 5: Distribution of Respondents Time of
group of 60-64 years. 26.36 percent in the group percent) were primary level educated. Likewise, a For the desired study, respondents were Meat Eaten
65-69 years, 19.10 percent in 70-72 years and few of them were of lower secondary 5.45 percent. asked about their degree of green vegetable, S. Times No. of Percent
17.27 percent in the age group of above 75 years. 2.72 percent were secondary and only 00.90 taken in their meals. The table (4) shows that N. respondents
Table 1: Distribution of the Respondents by Age percent were higher level educated. Whereas, the 78.19 percentages had green vegetable (sag) 1. Daily 5 04.55
S.N. Age Group No. of Percent literacy rate of male and female in the study area once, a week, 16.36 percentages every two
2. Once a week 30 27.27
Respondents was fewer than that of the national data. days and 5.45 percentage had daily percent
3. Twice a week 40 36.36
1. 60-64 years 41 37.27 3. Food habits of respondents using green vegetable once
Food is an important aspect in health habit. The a week is high and using daily is low, 5.45 4. More than weeks 35 31.82
2. 65-69 years 29 26.36
main concern in the elderly is the reported decline percentage had daily because they could buy Total 110 100.00
3. 70-74 years 21 19.10 vegetables even from out. They can also
in food intake and the loss of the motivation to eat. The table shows that the percent of respondent
4. 75 years above 19 17.27 grow. And they were more conscious about
This suggests the presence of problems associated having meat in more than twice a week is high
Total 110 100.00 with the regulation of energy balance and the their health as well as they had their own and the percent having meat almost daily is low.
A higher proportion of the population of the study control of food intake. An increasing understanding enough land. The other 16.36 percentage It can supply protein and vitamin to our body
areas were between the age of 60 to 64 years, and of the factors that contribute to poor nutrition in was also from middle class family so they which is essential. The lack of meat can supply
few proportion of the population of the study areas the elderly should enable the development of had vegetables at list in every 2 days. And the elements to our body. Besides meat some other
were 75 years above. A higher proportion of the appropriate preventive and treatment strategies and the remaining 78.19 percentage was having things like fruits can supply protein and vitamin as
populations of the study area were between the improve the health of older people. that once a week. alternative food.
ages of 60 to 64 years which is slightly higher than Table 4: Distribution of the Elders by Their
4. Times of Food Eaten 7. Duration of Fruits Eating Habit
that of the national data. Frequency of Green Vegetable (Sag Used)
Figure 1 shows that out of 110 respondents 15 The table 6 shows that the high (63.63 Percent)
2. Educational Status percentage were found to have food twice a day, S.N. Frequency of No.of Percent percent of respondents used to have monthly though
In Nepal, there are marked disparities in literacy 50 percentage thrice a day and 35 percentage Green vegetable respondent knowing its beneits, 30 percentage were found to
rates as 75.1 percent males are literate as compared four times a day. Generally a few had their food (sag used) be using fruits fortnightly. 4.55 percentages were
to 57.4 percent of females. According to CBS especially in the morning and evening because of 1. Daily 6 05.45 weekly and only 1.82 percentage were daily users.
(2012), only 65.9 percent of the Nepalese people poverty, however, some of them told the researcher 2. every 2 days 18 16.36 From this table it is identiied that the respondents
are literate. Among them, only 57.4 percent of using fruits daily were a few and the large number
that they have their food thrice a day. 3. Once a week 86 78.19
adult females are literate whereas the literacy rate of respondents didn’t use fruits very often. It was
Total 110 100.00
of females in the study area is fewer than that of the 63.63 percentages.
national data. Because of lack of land and laziness as well
Table 6: Distribution of the Respondents Fruits
Table 3: Classiication of the Respondents by though some of them had land. So, they
Eaten
Education Status were unable to have green vegetable timely.
Taking sag daily or in every 2 days is very S.N. Duration No. of respondents Percent
S.N. Education status No. of Percent 1. Daily 2 01.82
respondents good habit.
2. Weekly 5 04.55
1. Illiterate 60 54.55 Figure 1: Times of Food Eaten
6. Frequency of Meat
Meat is necessary for the fulfillment of protein 3. Monthly 70 63.63
2. Literate 30 27.27 Respondents who took food 3 times a day, especially
they had their meal in morning, Khaja in the afternoon and vitamin however some other things can 4. Fortnightly 33 30.00
3. Primary 10 09.09 be used as complementary food besides meat
4. Lower secondary 6 05.45 and dinner in the evening. They didn’t take breakfast Total 110 100.00
in the morning. It is their habitual trend only 35 i.e. fruits, vegetable etc. Form the table 5 a The above mentioned fruits requirement in daily
5. Secondary 3 02.72 total of 36.36 percentage of elders out of 110 life is necessary. According to the table, the
percentages were found to have their food up to four
6. Higher 1 00.90 times a day. The number of respondents having food respondents had meat in more than twice a majority of respondents didn’t have fruits timely
Total 110 100.00 thrice a day is high. It is better to have food thrice a weeks, 27.27 percentage once a week and 4.55 because lack of poverty and knowledge. So they
The table 3 shows that more respondents (54.55 day. Some of them who had their meal 4 times a day percentage daily had to better take fruits daily. Otherwise it might
percent) were illiterate in the study area, similarly, were found obese (Fat). cause various nutrition problems.

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Surkhet Journal
8. Food Habits During Feast and Festival
The main festivals of Magar people are maghe
sankranti, Loshar, Dashain and Tihar. But in
the study area, the magars celebrate Dashain,
Tihar, Maghe Sakranti, and women celebrates
Tij also. Both the males and, females worship
and recycle during these festivals. They
prepare different types of dishes in these
festivals. Mainly selroti, fruits, alcohol, and
meat. They eat more meat on the occasions due
to alcohol.
Figure 2: Distribution of the Respondents by Meat Eaten
During Festival
In the widely celebrated festivals 90.91
percentages had meat and only 9.09 percentage
didn’t have meat during the festival. The majority
of respondents having meat were male. Males
were found to have meat more than women.
Except, meat, different kinds of food eg, Roti,
Chiura and some Greasy food were prepared
during the festival. The male who has light works
needs 30g meat and who has hard works need
55g of meat per day. The hot and greasy meat
can cause digestive problem, gastrointestinal
problems etc. Besides this, they were found
eating meat more than enough during festival.
Normally 30g meat for male and 55g for female
is needed. But they were found eating meat more
that requirement in festival. This could have
negative effect on health.
9. Taking Alcoholic Drink During Festival
Generally the people don’t mind drinking
alcohol during festivals. That’s why many
people can be found using much more
alcoholic drinks while they are celebrating
festivals. The researcher kept on asking
questions about the use of meat and alcoholic
drinks.
66
Bhawani Prasad Acharya
Figure 3: Distribution of the Respondent by Taking
Alcoholic Drink During Festival
The igure 3 shows that 72.73 percentage
respondents were found to be using alcoholic drinks
during festivals. 27.27 percentage respondents
were not found to be using alcoholic drinks
during festivals. Alcohol was used by majority of
respondents during the feast and festivals. They
usually drink homemade wine, sealed bottle wine
and Jannd. But they usually drink homemade
alcohol. Whatever is their tradition, it may affect
on their health badly. The regular use of alcoholic
drinks could have long term effect on health. So
alcohol should be out of their reach.
10. Varieties of Food Used Daily
When researcher got some information about the
times of their food eaten, researcher was eager
meaning to know more information about the
verities of food which they used daily, so the
researcher questioned them what else they used for
meal daily. The information is given in table 7.
Table 7: Distribution of the Elders by Their
Varieties of Food
S.N. Varieties of food No. of Percent
respondents
1. Dal-Bhat 20 18.18
2. Bhat -Tarkari 18 16.36
3. Both (Dal-Bhat 62 56.37
and Tarkari)
4. Other 10 09.09
Total 110 100.00
According to table nun. 7, out of 110 elders, 18.08
percent had Dal in their meal, 16.36 percent had
Tarkari and 36.37 percent had Both and 9.09 percent
were found to have other else. The percent of elders
using only other and using both Dal and Tarkari is
February 2014, Year 1, Vol. 1
Surkhet Journal
high. Generally their usual common food was Dal,
Rice and Tarkari. The percent of elders who had only
Dal or tarkari in their meal was because of their laow
economic status. They may be faced Health problems.
And 9.09 percent used to have other foods, i.e curry,
pickle egg, milk, meat etc in their meal.
The above data revealed that most of the elderly
people eat dal-bhat and tarkari as their main food
as it is the common food of all Nepali people.
11. Effects of Food Habits on Health
The surrounding should be kept fresh and pollution
free. Surrounding is not the single causes of diseases
so an adequate care of health is necessary. Food
habits should be good and appropriate. Table 8 shows
that out of the total respondents, 9.09 percent had
faced the problem of diarrhea but 90.91 percent had
never faced such problems. 4.64 percent had faced
the problems of vomiting. But 95.45 had never faced
such problems. 43.64 percent had faced the problems
of abdomen pain but 56.36 percent had never faced
such problems. 13.64 percent had faced Diabetes.
86.36 percent had never faced such problems.
Similarly 59.09 percent had faced blood pressure.
40.91 percent had never faced such problems. 18.18
percent had faced digestive problem whereas 81.82
percent had never faced this problem.
Table 8: Number of Respondents Suffering from Disease
S. Disease No. of Respondents
N. Faced Percent Didn’t Percent Total
face
1. Diarrhea 10 09.09 100 90.91 110
2. Vomiting 5 04.64 105 95.45 110
3. Abdomen 48 43.64 62 56.36 110
pain
4. Diabetes 15 13.64 95 86.36 110
5. High/low 65 59.09 45 40.91 110
blood
pressure
6. Digestive 20 18.18 90 81.82 110
problem
Health problems stated above are common in the
elderly people in the study area, The problems,
39 February 2014, Year 1, Vol. 1
Bhawani Prasad Acharya
high/low blood pressure, abdomen pain, digestive
problem etc were found to be common which
relevant among the elderly people.
Conclusion
This study was conducted in Lekhpharsa VDC
of Surkhet district to ind out food habits of
elderly people. In the study area, the elderly
people were of the ages above 60 years which
were both male and female but the percentage of
female was more than that of the male, literacy
rate was also low in the study area as more
than half of the respondents were illiterate. The
respondents having their meal thrice a day were
high and generally Dal and tarkari were found to
be used by majority of respondents. The number
of respondents using ‘Sag’ was very low and
majorities were not found to have sag in their
meal particularly because of lack of knowledge..
The use of fruits by the majority was not
satisfactory. It was almost monthly. Generally
many people eat fruits without washing, only
few of them wash before eating.
During festival, the majority of respondents
had meat. Only few of them did not have meat.
Alcoholic drinks were also found to be used during
festivals by many respondents. The study comes
to the conclusion that physical health problems
were affecting the elderly people but some of
the respondents had never faced such problem.
Diarrhea, vomiting, abdominal pain, diabetes,
high/low blood pressure, digestive problem were
common in the study area. High/low blood pressure
was seen on more than half percent. Abdominal
pain, diarrhea, vomiting, diabetes were also seen
in some of them. It was because of their negligence
about surrounding environment and illiteracy and
poor food habit practices.
About the author
Mr. Acharya born in 2032/04/05 in Chhinchu VDC-6,
Surkhet, is working at Surkhet Campus (Education) since
10 years. He is Teaching Assistant of Health and Physical
Education. He has published many articles. He is interested
in research writing, research activities and applying the
indings‌in‌teaching.‌
67
Surkhet Journal
Rferences
Adhikari, R.K. (1997). Nutrition and health: Health
teaching material center. Kathmandu: IOM,
T.U.
American Medical Association (1974). Relation
between obligatory exercise and eating
disorders. American Journal of Health
Behavior. Retrieved Nov.25, 12012 from
www.scribd.com.
Banjade, G.R. (2004). A study on the health
problem of elderly people. Unpublished
Master's Degree Thesis, HPPE Department,
T.U., Kirtipur.
Bhatia, S.P.S. (2007). A study of health problems
and loneliness among the elderly
in Chandigarh. Chandigarh: Mehta
Publications.
CBS (2012). Population monograph of
Nepal. Kathmandu: Central Bureau of
Statistics.
Donini, L.M. and Savina, C. (2010). Food habits
of elderly. Rome: Italy University of Rome
La Sapieza.
Lekhpharsa VDC (2067 B.S.). Village development
committee proile. Unpublished report,
Lekhpharsa VDC, Surkhet.
MOH, (2011). Nepal demographic health survey.
(NDHS) Report, 2010. Kathmandu:
Ministry of Health.
MoPE (2002). Situation of Present condition of
Practice of Elderly in Nepal. Retrieved
Nov. 20, 2012 from www.globalaging.
org.
NGS (2012). Food trends. Retrieved January.
27, 2013 from http://eatdrinkexplore.
com/index.
Park, K. (2005). Text Book of preventive and
social medicine. India: Banarasides
Bhanot.
Subedi, K.R. (2001). Seminar on health promotion.
Kathmandu: Kshitiz Publication.
68
Bhawani Prasad Acharya
Subedi, K.R. (2007). Seminar on health promotion.
Kathmandu: Kshitiz Publication. WHO
(2008). Food habits of the elderly people.
Geneva: Switzerland.
WHO (2011). Ageing in the world. Geneva:
Switzerland.
February 2014, Year 1, Vol. 1
Surkhet Journal
Impact of Learning Activities of PLC in Gamaudi VDC Dailekh
Dambar Bahadur Khatri
Abstract
This paper is especially concerned with impact of participtary learning centre in Gamaudi VDC Dailekh.
The‌main‌objective‌of‌this‌paper‌was‌to‌ind‌out‌the‌impact‌of‌PLC‌activities‌during‌two‌years‌period.‌
This paper is based on descriptive study design. Primary and secondary source of data were used. It tried
to analyze effect of running activities and socio-economic behaviour of community.
The study has showed that most of the people were literate by PLC class, 60 percent people have got
access in GO’s and Ngo’s agencies and increase the key role in community activities. Thus, they success
to increase income activities.
Key words: Participatory learning, relect, environment, appraisal, function.
Introduction lunched this type of program by the name of CLC
PLC is a process where any subject matter or and other NGO’s or INGO’s lunched this type of
problems and possibilities are implemented by programme like PLC. Although the name may
analyzing and perceiving them. It is also said be different but in totality in such discussion and
as participatory learning and doing. The centre learning center, emphasis is given mainly on the
where such activities happened is used to be called process of empowerment, organizing and literacy.
PLC. Participatory learning Centre are based on These centre are functioning as place where
REFLECT approach and process. REFLECT resources, knowledge skills, identiication and
is developed with the fusion of adult literacy mobilization are fostered. It enhances capacity and
method or Brazilian educationist Paulo Freire conidence. These centres have remained as a place
and the practice of participatory rural appraisal of of enabling community discussion deep rooted or
Robert Chamber. The full form of REFLECT is other immediate problem faced by the community
Regenerated Freirion Literacy through Empowering collectively and claiming their right in organized
Community Technique. REFLECT is an effort to manner. These centers are found to be practicing
make traditional informal literacy process more participatory literacy practice more than traditional
Participatory. It is a concept and method where literary process. This programe enhances socially
community or group would adopt literacy and excluded group. The programe was started by
empowerment is being based on their own value Oxfam Nepal with the partnership of local NGO
and norms, their own connection and resources. SuDECC Dailekh. Oxfam Nepal is the INGO
REFLECT emphasized the process of their life by which is related to empowering lower or excluded
strengthening ability or community to raise their community, poverty reduction of poor, vulnerable
voice. In this process no any predetermined course person in hilly districts of Nepal. In these matter
book or subject matter or alphabet book is used Gamaudi VDC Dailekh is selected by means of
(Aryal, 2065 BS). PRA (Participatory Rural Appraisal) technique.
REFLECT based PLC was introduced in There are two PLC. One is Mulki-Bijaura and
Nepal since 1995. Now a days in Nepal when other is Chhuwala PLC.
implementing this approach by different It has regular discussion forum facilitated by a
institutions such as department of education (DOE) trained facilitator where 25-35 men and women
40 February 2014, Year 1, Vol. 1 69
Surkhet Journal
meet regularly for one or two hours once or twice
a week at a time based on their own preferences to
discuss various social and right based issues. This
study is related to the impact of all the focused
activities of PLC which is started by PLC member
in Gamaudi (PLC implementing guideline, 2011).
This study is related to the impact of lunching
programe in target group, how many activities
promoted to this group and how it can facilitate their
issues and challenges in their community. For this
programe Oxfam and his partner NGO co-operate,
by same material cost and regular monitoring but
they cannot investigates which impact to gain their
stekholder objectively. So, this study inds out the
fact about the key achievement in each activities.
They can follow this study as guidelines and all
stekholder and partner organization can relect
to run further programes. Thus VDC, DDC and
DEO ofice can lunched their literacy and other
nonformal education programe in this VDC.
Objective
Main objective of this study was to ind out the
impact of major learning activities of PLC class and
ind out the problems to implement this programe.
Methodology
This study is related to the impact of programe
activities. So, this study is based on descriptive
data. It is based on secondary source of data and
observation of the programe activities. So, it is
based on primary source like visiting PLC group,
interaction with PLC participants, management
committee and facilitators. Some questionnaires
were used to collect data. All member, management
committee and facilitator of Gamaudi VDC Dailekh
were main population of this research study.
The data of this study are presented by descriptive
analysis design with the help of some tables.
Result and Discussion
After receiving available primary and secondary
data from target member and facilitator, they were
tabulated, then necessary table were prepared and
70
Dambar Bahadur Khatri
descriptive analysis and interpretation were made
by sequential form to meet objectives of this study.
Existing Status of PLC
After running the sustainable livelihood and food
security (SLFS) project lunched by Oxfam Nepal with
the mobilization of SuDECC Dailekh, this programe
enhanced target group by different activities. All
activities are depend on vital role of PLC participant,
management committee and facilitator. So, here are
brief description of PLC below :
Table 1: Description of PLC
S Name of No. of Management No. of Participant
N PLC Committee
Dalit Janajati Total Dalit Janajati Other Total
F M F M F M F M F M
1 Mulki- 1 4 - - 5 3 - - - 27 - 30
Bijaura
PLC
2 Chhuwala 1 - 4 - 5 2 - 22 - 6 - 30
PLC
Source : Annual report of PLC, 2012
Mainly here is directional and managerial role of
management committee. They should determine
suitable place, facilitators and manage material
and also review the progress of previous activities.
Chhuwala PLC management committee is not
active to pro-mode the impact of programme. So,
they are not interested to co-operate them. Some
time they present only listening the discussion of
class. Some of them are responsible for help for
counseling the participant. They help to prepare
PLC building, house hold toilet and co-operate to
visit different line agencies.
Problem Created in PLC
1. Depend on donar agencies and VDC grant
2. Over women participant
3. Cannot avoid traditional trends
4. Inactive role of management committee
5. Project oriented attitude of facilators
6. Depend on budget to continue run non
cost PLC activities
7. Saving credit system is irregular.
8. Do not mobilize their resources.
February 2014, Year 1, Vol. 1
Surkhet Journal Dambar Bahadur Khatri
Mulki Bijaura PLC is more bonaide by the help Issues of Facilitating Activities
of management committee member. All Janajati Issue facilitating is the vital function of PLC
member are very responsible than other. All members facilitators. Facilator address the issue identiied
present in discussion meeting and solve the social through the analysis of the condition of community
problem. They advise each in meeting and guide their or critical analysis of the situation. In these PLCs
problems and issues they table talk in the meeting of they discuss about main problems or issues which
VDC level cosumer group in drinking water, forest are immediately needed. After discussion they are
committee, agriculture group and so on. rank them by interaction and inalize by inding root
Here are main responsibilities of facilitators for causes of every issues and solve possibility according
continuous running of PLC. All facilitators depend to their condition. There are major selected and
on increasing literacy during their job. They prioritized issues which are in the way to reform.
also play active role to meet PLC group. They 1. Alcoholism - PLC facilator and participant
facilitate to solve the main issues and problem. minimize the using of alcohol in every household's
They coordinate and contact with governmental husband by psychological treatment. They catch
or nongovernmental agencies like VDC, DDC, most alcoholist person and they are taken in PLC
DLSO etc. They co-ordinate to bring local resource group and asked for commitment to quit it.females
person, to solve local issues such as alcoholism, discuss about faulty activities of their husbands and
untouchability early age marriage system, etc. for the solution.
Impact on Literacy Facilitating Activities 2. Untouchability - It is very dificult issue in
In this group, participant were poor, women, dalit this site but PLC groups reduce this by the help
and indigenous people who are also illiterate. So, of cultural persons like Dhamis, Pujaris, political
these PLCs have high rate of illiterate persons. At leaders and AHW. Participant members of every
irst, facilitators facilitate through the action word.
caste drink water and tea together and accept these
They facilitate in project time and help to increase with discussion. They also discuss on how we can we
maximum literacy activities and gain this type of reform our traditional culture ? Nowadays they have
results. started to campaign about this matter.
Table 2: Literacy Status of PLC Member 3. Polygamy and Little Age Marriage System-
S Literacy Area Total PLC N u m b e r PLC always discuss about the defects of polygamy
N Member of Literate and little age marriage system. In this discussion
Member they call health worker (AHW/MHW), local
political leader and school teacher. In this way PLC
1 Read and write name 60 60
success to minimize little age marriage system in
address, name of different
special dalit community and polygamy system in
person and good
all VDC.
2 Read and write simple 60 60
Increased Access Representation of PLC Member
instruction
PLC has been able to increase representation
3 Read and write 60 50
application, letter
in different local level institutions and decision
making forum of Dalits, women, Janajatis and
4 Read and write meeting 60 50 marginalized groups. PLC is successful to
minute receive VDC fund to mobilize school toilet and
5 Calculate general 60 50 started to build school toilet. PLChas been able
selling purches to increase representation in different areas as
Source : Annual Report of PLC, 2012. follows:
41 February 2014, Year 1, Vol. 1 71
Surkhet Journal
Table3: Representation PLC Member
S Representation Dalit Women Janajati Total
N Area
1 Decision making 2 4 5 11
key forum
2 Cooperative 20 20 20 60
3 C o m m u n i t y 20 20 20 60
forest user group
4 Irrigation user's group 5 10 5 20
5 School management 2 6 2 10
committee
Source : PLC Report, 2012
Income Generating Activities
After running PLC most of the participants increase
their income by difference activities. All members
have got same incentive according to their demand
such as most of the members demand goat. First time
inancial support of Oxfam offered them two goats
but now a days each family has grown 8 to 10 goats.
Thus, each family earn money by selling goats.
In this way PLC member and their society members are
doing difference types of income generating activities.
Some of them have built pig farming, poltry farming
and vegetable crops. So, they are running agriculture
cooperative in their VDCs. Some people have started
to build different seed banks. They earn money by
exporting seeds in other VDCs and districts.
Conclusion
Gamaudi VDC Dailekh had poor ranking caste
like Dalits, Janjatis and Dashnamis, who have low
access status in their communities. Gamaudi VDC
has maximum possibilities to increase economic
condition. It has road access, water and forest
resources. Government and non Government
agencies build irrigation pond, school building
and household toilet in this VDC; but human
awareness is very poor. Dalits and Janjati people
cannot access formal education. Oxfam Nepal
lunched PLC programme with literacy and other
capacity building activities for these group of
people. According to objectives of this study, the
following impact of PLC programme was found.
72
Dambar Bahadur Khatri
1. Literacy activities
2. Issues raise activities
3. Increasing access activities
After running PLC classes 60 percent above of the illiterate
person could read and write general word or sentences such
as name and address, general calculation, good's name,
meeting minute, etc. PLC participation enabled them to
take part in VDC level meeting and group discussion.
They can hold key position in local organization like
agriculture group, health sanitation group and different
consumer committee. Women participant of PLC class has
built school toilet in their ward. They start speaking against
women violence and campaigning about women right. They
could receive women related grant by VDC. They invest these
grant in women related field. They start piggery, goat farming,
vegetable growing by the aid of VDC grant, and Oxfam seed
money. PLC not only facilates literacy activities but also
emphasis awareness programme and income generation
activities. Now a days they mobilize against domestic
violence, untouchability, early age marriage and chaupadi.
The study shows positive impact of PLC class
in Gaumadi but there are different problems and
hindrances ahead for long term practice of PLC
activities. After sharing and discussing, PLC
members appeared empowered and self dependent
but their thinking has not raised above dependency,
and traditional trend in community.
About the author
Mr. Khatri is Teaching Assistant at Tribhuvan University,
Surkhet Campus (Education) since last four years. He has
published a couple of research articles in different journals.
He has also published a tetbook for B. Ed. student . His
interest‌lies‌on‌research‌and‌research‌speciic‌practices.
References
Aryal, P. N., & Bhattarai, D, (2065 BS).
Philosophical and sociological foundation
of education. Quest Publication Kirtipur.
DDC Dailekh. (2069BS). District development
plan 2069: Author
SuDECC Dailekh. (2012). Annual Report of SLFS
programe: SuDECC Document ile.
Oxfam Nepal. (2011). Participatory learning
centre implementation guideline:Author
February 2014, Year 1, Vol. 1
Surkhet Journal
Learning Dificulties with Finite Geometries and Remedial
Teaching
Uday Raj Joshi
Abstract
Students‌face‌many‌dificulties‌in‌learning‌and‌studying‌inite‌geometries.‌Geometry‌is‌considered‌as‌a‌
hard subject from lower levels. In lower levels, even upto higher secondary level, students are taught
mainly the Euclidian geometry. In B. Ed level, it is necessary to introduce them with different types of
geometries‌such‌as‌inite‌geometries,‌Euclidian,‌non-Euclidian,‌projective‌geometry,‌topology‌etc.‌The‌
aim‌of‌this‌research‌is‌to‌ind‌the‌reasons‌and‌facts‌which‌make‌inite‌geometries‌hard‌to‌understand.‌
There‌are‌many‌types‌of‌problems‌that‌create‌these‌dificulties.‌‌One‌of‌the‌important‌problems‌is‌that‌
most of the students have negative attitude towards geometry that it is a hard subject. Most of them
confuse‌inite‌geometries‌with‌the‌Euclidian‌geometry.‌Some‌of‌them‌have‌wrong‌concept‌that‌Euclidian‌
geometry is only the geometry that represents the real universe. The problem is on the foundation of
the geometry. The little knowledge and understanding about what is geometry? What is an axiomatic
system?‌make‌serious‌learning‌dificulties‌in‌inite‌geometries.
Key words: Learning dificulties, inite geometries, axiomatic system, concrete models, and remedial
teaching.
Introduction areas of projective and algebraic geometry, was
Students read some sort of Euclidian geometry the irst person to consider the notion of a inite
and analytic geometry in lower classes, high geometry, one that was a three dimensional and
school level and higher secondary level. In B. Ed. contained 15 planes, 35 lines and 15 points, each
level of Trivuwan University, they are introduced plane containing 7 points and 7 lines. Four-point
with different types of geometries like inite geometry, four-line geometry, Fano's geometry,
geometries, projective geometry, non-Euclidian three-point geometry and Young's geometry are
geometry, neutral geometry and topology. Most some important examples of inite geometries.
of the students feel dificult to understand these
Euclid wrote "The Elements", by collecting and
geometries than the analytical geometry containing
compiling the mathematics developed up to the time.
two dimensional and three dimensional geometries. It was about 2200 years ago. He started by stating
Out of this vast topic, only inite geometry is taken. his assumptions. By stating his assumptions, he gave
The aim of this research is to ind the reasons, rigor to his arguments. By focusing on the logical
dificulties, problems and facts which make inite reasoning that goes into problem solving, Euclid put
geometries hard to understand. the method of solving a problem, and not merely the
A geometry which contains only a inite number solution, into the spotlight. Euclid had ive common
of points, lines and planes is known as a inite notions and ive axioms. Actually, in Euclid's time the
geometry. Such geometry, in general, has a small word axiom was reserved for something obvious, a
number of axioms and theorems. Finite geometries common notion, while postulate meant something to
provide us an opportunity to study geometries of be assumed. However, in present day language we use
relatively simple structures using the axiomatic the word axiom to mean something that is assumed.
method. Gino Fano, who worked mainly in the Hence, we will always use the modern terminology.
42 February 2014, Year 1, Vol. 1 73
Surkhet Journal
An axiom is known as a statement that is accepted
without proof. Euclid's ive axioms can be written as
follows:
1. A line can be drawn from a point to any other point.
2. A inite line can be extended indeinitely.
3. A circle can be drawn, given a center and a
radius.
4. All right angles are equal.
5. If a line intersects two other lines such that the
sum of the interior angles on one side of the
intersecting line are less than the sum of two
right angles, then the lines meet on that side
and not on the other side.
The sort of geometry that Euclid wrote about takes
place on plane. While 'The Elements' may be the
most successful textbook ever written, with over
one-thousand editions and over two-thousand
years of usage, there is still room for improvement.
In the early 20th century, mathematicians pointed
out that there are some logical laws in the proofs
which Euclid gives. David Hilbert, one of the
great mathematicians of the 20th century, required
around 20 axioms to prove all the theorems in The
Elements. Nevertheless most of the theorems in
The Elements are proved more-or-less correctly,
and the text continues to have inluence to this
day. And the geometry thus developed is known as
Euclidean Geometry in honor of Euclid.
The irst four axioms are easy to understand, but the
ifth is more complex and lengthy than any other
axioms. Many mathematicians thought that this
could be proved on the basis of remaining axioms.
On this process other geometries like hyperbolic,
elliptic were evolved.
There are some important differences between
inite geometries and Euclidian geometry. A inite
geometry contains only a inite number of points,
lines and planes while the Euclidian geometry
contains ininite number of points, and lines. Finite
geometry, in general, has a small number of axioms
and theorems but in Euclidian geometry, there are
many axioms, many more deinitions and highly
large number of theorems. Finite geometries
74
Uday Raj Joshi
provide us an opportunity to study geometries
of relatively simple structures while Euclidian
geometry is relatively complex.
Methodology
The research was taken place on the students of
mathematics reading at B. Ed. second year at
Surkhet Campus (Education) on March, 2013.
Geometry is a compulsory subject in Second Year
for the students taking mathematics as a major
subject. Geometry in this level is divided mainly
in two parts: analytical geometry and roads to
geometry. The second part introduces different
types of geometry. The aim of the research was
to ind the learning dificulties faced by those
students while studying inite geometries and
to purpose a way of remedial teaching. Both
qualitative and quantitative methods were used
for the purpose. Interviews were taken before
and after the classes. Self experience and
discussion with the respective teachers was used.
From the class of about 60, 20 boy and 10 girl
(in proportion) students were chosen by lottery
method to ill up the questionnaire.
Analysis and Interpretation
To interpret and analyze the data and results
obtained from the research, it is relevant to present
a inite geometry and its dificulties and possible
way of remedial teaching with reference to it.
So some fundamental concepts and Four-point
geometry are given below:
Axiomatic System
Axiomatic method is used in the development of all
of modern mathematics like algebra, mathematical
analysis, topology, geometry etc. and such a
system contains some undeined terms or primitive
terms, axioms or postulates, some deined terms
and theorems or facts.
If we try to deine a term, then its deinition
contains one or more new terms which in turn must
be deined. This process forms either a circular
chain or a linear unending chain as shown in the
following igure:
February 2014, Year 1, Vol. 1
Surkhet Journal
Figure1: Axiomatic System
The unending ininite chain is not acceptable
because of the obvious reason. The circulatory
is also unacceptable because it at last clariies
nothing (set means a collection, collection means
group, group means set and hence set means a
set ending at the same thing). So the collection of
deinitions must end at some point, and one or more
of the terms will remain undeined. These terms
are known as the undeined or primitive terms of
the axiomatic system. Other terms in the system
are deined in terms of the primitive terms and are
called deined terms.
The primitive terms and deinitions can now be
combined into the statements or facts or theorems
of the axiomatic system. For these theorems or
facts, we must supply logically deduced proofs of
their validity. We now need additional statements
to prove these theorems, which in tern require
proof. As above, we form a chain of statements,
either circulatory or ininitely large. To avoid
this impractical structure, one or more of these
statements must remain unproved and accepted to
be true by our intuition. These statements are called
axioms or postulates of the axiomatic system.
It is not necessary that undeined terms, deined terms,
axioms or theorems have some meaning in the real life.
Models
As discussed above, each axiomatic system contains
a number of undeined terms. Since these terms are
truly undeined, they have no inherent meaning,
and each may choose one or more way to interpret
them. By giving each undeined term in a system
43 February 2014, Year 1, Vol. 1
Uday Raj Joshi
a particular meaning, we create an interpretation
of the system. If, for a given interpretation of a
system, all the axioms are correct, we call the
interpretation as a model.
Models produce validity to the systems and make
easy to understand the system. If someone tells
1+1=2, 1+0=1, 0+1=1 and 0+0=0, then there is
no necessity to explain but what if one say 1+1=1,
1+0=0, 0+1=0, 0+0=0, where 1and 0 are undeined
terms. For many people with little knowledge of
mathematics it seems wrong, unbelievable and
absurd. But they surprise and believe on the system
if we present the model of the system as below:
In this model, A and B are switches that can be on
or off to pass current, C is the battery as a source
of electricity and D is the bulb. First number
represents irst switch A and second number
represents switch B. 1 represents for switch on and
0 represents for switch off . The result is 1 if the
bulb produces light. Otherwise the result is 0. For
example 1+0=0 means that when the irst switch
A is on and B is off, the bulb produces no light.
Similarly, the following algebra can be described:
Figure2: Model
Properties of Axiomatic Systems
The most important and most fundamental
property of an axiomatic system is consistency.
A system of axioms is said to be consistent if it
is impossible to deduce from these axioms a
theorem that contradicts any axiom or previously
proved theorem. If the system is not consistent
then it neither has mathematical meaning nor any
importance to study. To check whether a system is
consistent or not, we will make use of models.
There are two types of models: (1) concrete
models, where interpretations of the undeined
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Surkhet Journal
terms are objects or relations taken from real world,
and (2) abstract models, where interpretations of
the undeined terms are taken from some other
axiomatic systems such as the real number system.
If the system is not consistent i.e. inconsistent,
then the contradictory theorems deduced from the
axioms would have contradictory counterparts in
the real world, which we accept as impossible and
so no concrete model for a such system exists. This
proves that if a concrete model for a system exists,
then the system is consistent. Existence of the
concrete model for an axiomatic system is known
as the absolute consistency.
However, the construction of a concrete model of
an axiomatic system is not always possible. Let us
consider the case in which there are ininitely many
distinct undeined terms. Since the real objects in
the known universe are inite, so the interpretations
of the all the undeined terms cannot be the objects
and hence impossible to create a concrete model.
In such cases we establish a model using concepts
from some other axiomatic system, whose
consistency has been already established such as
the system of the real numbers. Consistency formed
in this way is known as relative consistency and
the two axiomatic systems are said to be relatively
consistent.
As discussed above it has no meaning to study
more an axiomatic system without consistency.
Now we discuss two more properties of an
axiomatic system which are different from
consistency. This difference lies in the fact that,
unlike the consistency property, we don't require
that axiomatic systems possess these properties to
be useful (worthy of study).
An axiom is said to be independent if it cannot be
logically deduced from the axioms in the system.
The set of all axioms is said to be independent if
each of its axioms are independent.
We say that an axiom set is of suficient size or
complete if it is impossible to add an additional
consistent and independent axiom without adding
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Uday Raj Joshi
additional undeined terms. If all models of an
axiomatic system are isomorphic, then the set of
axioms is said to be categorical. This property
implies completeness.
An Abstract Example of an Axiomatic System
Undeined Terms: Fe's, Fo's, and the relation"
belong to".
Axiom 1. There exist exactly three distinct Fe's in
this system.
Axiom 2. Two distinct Fe's belong to exactly one Fo.
Axiom 3. Not all Fe's belong to the same Fo.
Axiom 4. Any two distinct Fo's contain at least one
Fe that belongs to both.
Fe-Fo Theorem 1. Two distinct Fo's contain
exactly one Fe.
Proof. Since Axiom 4 states that two distinct
Fo's contain at least one Fe, we need only show
that these two Fo's contain no more than one Fe.
For this purpose we will use an indirect proof and
assume that two Fo's share more than one Fe. The
simplest case of more than one is two. Now each
of these two Fe's belonging to two distinct Fo's, but
that in turn contradicts Axiom 2, and we are done.
Fe-Fo Theorem 2. There are exactly three Fo's.
Proof. Axiom 2 tells us that each pair of Fe's is on
exactly one Fo. Axiom 1 provides us with exactly
three Fe's. Axiom 3 guarantees that the three Fe's are
not on the same Fo; therefore, by counting, distinct
pairs of Fe's, we ind that we have at least three
Fo's. Now suppose that there exist a distinct fourth
Fo. Theorem 1 tells us that the fourth Fo must share
a Fe with each of the other Fo's. Therefore, it must
contain at least one of the two of the existing three
Fo's, but Axiom 2 prohibits this. Therefore, a forth
Fo cannot exists, and there are exactly three Fo's.
Fe-Fo Theorem 3. Each Fo has exactly two Fe's
that belong to it.
Proof. By theorem 2, we have exactly three
Fo's. Now Axiom 4 provides that each Fo has
at least one Fe, and Axiom 1 prevents it from
containing exactly one. Axiom 1 and Axiom 3
prevent a Fo from containing more than two
Fe's.
February 2014, Year 1, Vol. 1
Surkhet Journal
Examples:
Concrete Model 1:
Let us designate the Fe's as people and Fo's
as committees, and the axioms become the
following:
Axiom 1. There are exactly three people.
Axiom 2. Two distinct people belong to exactly
one committee.
Axiom 3. Not all people belong to the same
committee.
Axiom 4. Any two distinct committees contain one
person who belongs to both.
Let the people be Ram, Shyam and Hari, and the
committees be Entertainment (Ram and shyam),
Finance (Shyam and Hari), and Refreshment (Ram
and Hari) as shown in the igure:
Four-Point Geometry
The four-point geometry, which, as we will see,
derives its name from its irst axiom, has an its
undeined terms point, line, and on. The following
set of three axioms will be assumed:
Axiom 1. There exists exactly four points.
Axiom 2. Any two distinct points have exactly one
line on both of them.
Axiom 3. Each line is on exactly two points.
Figure3: Four-Point Geometry
Deinition1 (Intersecting Lines). Two lines on
the same point are said to intersect and are called
intersecting lines.
Deinition 2 (Parallel Lines). Two lines that do not
intersect are called parallel lines.
Four-point Theorem 1. In the four point geometry,
if two distinct lines intersect, then they have exactly
one point in common.
44 February 2014, Year 1, Vol. 1
Uday Raj Joshi
Proof. By Deinition 1, two distinct intersecting
lines have at least one point in common, and
Axiom 2 prohibits them from having more than
one point in common. This completes the proof of
the theorem.
Four-point Theorem 2. The four-point geometry
has exactly six lines.
Proof. From Axiom 2, each pair of points has
exactly one line on both of them and Axiom
1 provides four points. This means there are 4
points in total and we are taking two of them to
form a line. Hence by the theory of combination,
there are C(4,2) = 6 lines. Axiom 3 guarantees
no more.
Four-point Theorem 3. Each point of the four-point
geometry has exactly three lines on it.
Proof. By axiom 2, each point has a line in common
with each of other tree points. Therefore, we have
at least three lines on each point. Suppose that a
fourth line was on one of the given points; then,
by axiom 3, it must be one of other points but
this would violate Axiom 2. Therefore, there are
exactly three lines on each point.
Four-point Theorem 4. In the four point geometry,
each distinct line has exactly one line parallel to it.
Proof. Axioms 1 and 3 provide us with a line l
and a point P not on line l. Four-point Theorem 3
tells us that there are exactly three lines on P, and
axiom 2 tells us that two of them must intersect l.
Therefore, we have at least one line parallel to l.
Suppose that there was a second line parallel to
l. This line could not contain P without violating
Four-point Theorem 3, and since it is parallel to
l, it cannot contain either of the points on l. Now,
either the second parallel contains only one
point, which violates Axiom 3, or there exists a
ifth point, which violates Axiom 1. Therefore,
the second parallel line cannot exist and there
exist exactly one.
Alternative Proof: Since this geometry is inite,
it is possible to examine every possible case of
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Surkhet Journal
points and lines. By using igure 1, where the
points are represented by the letters A, B, C,
and D and the lines by columns of letters, we
may check directly to see that two distinct lines
intersect in exactly one point, that there must
be exactly six lines, that each point has exactly
three lines on it, and each line has exactly one
line parallel to it.
L1 L2 L3 L4 L5 L6
A A A B B C
B C D C D D
Figure4: Alternative Profe
(Wallace & West,1998]
Concrete Model of Four-Point Geometry:
Figure5: Concrete Model of Four-Point Geometry
Main Results of the Study
The dificulties and obstacles that make inite
geometries hard to understand are found as
below:
1. Most of the students (86.67%) couldn’t
answer the basic questions such as what is
geometry, what is an axiomatic system etc.
They were found to be led by wrong basic
concepts about geometry. It made hard to
them to understand any type of geometry as
an axiomatic system.
2. They confused finite geometries with
the Euclidian geometry which is another
serious learning difficulty. For Example:
78
Uday Raj Joshi
93.33 percent students involved in the
research were found to think that the
concept of point and line was same in
four-point geometry as in the Euclidian
geometry or calculus or two or three
dimensional geometry. So they were failed
to understand the basic structure of four-
point geometry.
3. Abstract model of inite geometries was found
as another dificulty.
4. Most of the students involved in the
research hoped more practical examples
and concrete models of finite geometries
from their teacher instead of abstract
one.
5. Majority of the students (76.67%) hoped that
at least one inite geometry should be taught
by using solid teaching material as shown in
igure7.
6. Most of the students (93.33%) hoped
discussion method from their teacher instead
of lecture method.
7. Why to study geometry? What should be
the application of inite geometries? Since
teachers didn't answer such questions in the
class, so students could not be motivated to
understand.
8. About 40% students found English language
as one the learning dificulties. They hoped
that their understanding should be better if
their text are in Nepali.
Remedial Teaching
Some hints for remedial teaching are given
below:
1. Teacher should provide deep knowledge
of axiomatic system and geometry as an
axiomatic system. He/she should use more
examples from daily life and should present
both concrete and abstract models as shown
6 above in four-point geometry. If students
understand one of the inite geometries
properly then they can understand others
themselves.
February 2014, Year 1, Vol. 1
Surkhet Journal
2. Solid teaching material should be used in
teaching irst inite geometry.
Figure6: Method of Preparing Teaching Material for
4-point geometry
3. Difference between different types of
geometries such as inite geometries,
Euclidian, non-Euclidian etc should be clearly
stated so that no confusion arises between inite
geometries and Euclidian geometry. Meaning
of undeined term as point, line in inite
geometry and Euclidian geometry should be
stated properly. We may use examples, models
and teaching material for the purpose.
4. Discussion methods or answer-question
method or presentation method should be used
instead of lecture method in teaching inite
geometry.
5. Discussion on the applications of inite
geometries should be helpful to motivate the
class to study the inite geometries.
6. Examples from daily life, concrete models and
solid teaching material as in igure 7 should
help to understand the abstract matter of inite
geometries.
Conclusions
The dificulties and obstacles faced by students in
learning inite geometries are listed above under the
heading "main results". Lack of basic knowledge
about the axiomatic system is the main dificulty
because of which students can not understand the
nature, structure and philosophy of geometry. Use
of teaching material as shown in igure 7 is helpful
in teaching learning process. Teachers should
45 February 2014, Year 1, Vol. 1
Uday Raj Joshi
provide their class in inite geometries in such
way that they would not confuse the matter with
Euclidian geometry. Teacher should understand
and aware of these dificulties and should provide
remedial teaching to remove these dificulties.
About the author
Mr. Joshi is working at Surkhet Campus (Education) as a
Teaching Assistance since 2066/10/25. Currently he is head
of Department of Mathematics and Economics Education.
He is interested in the study of mathematical physics.
References
Apostol, T. M. (1997). Mathematical Analysis.
Delhi: Narosa Publishing House.
Hungerford, Thomas W. (1974) Algebra. Springer
Verlag,
James and James (1988). Mathematics Dictionary.
Delhi: Asia Printing House.
Munkres, J. R.(1992). Topology. Delhi: Prentice
Hall of India.
Pandit, Ramjee (2007). Recent Trends in
Mathematics Education. Kathmandu: United
Graphic Printer.
Wallace, Edward C., West, Stephen F. (1998).
Roads to Geometry. Upper Saddle Road:
Prentice Hall NJ.
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Surkhet Journal Surkhet Journal Shyamlal Magarati

Mass Media, Communication and Culture Review of the Related Literature Methodology of Study
If there was no mass media, the present world Research Design
Shyamlal Magarati would not be like this. Mass communication It is descriptive type of research and the data are
emerged with the emergence of mass media. Mass qualitative in nature.
Abstract
communication is now possible because of different Data Collection Procedures
This article deals with the definition of the mass media, mass media and communication,
means of mass media. We use three types of mass All the data were collected from secondary source of
categories of communication, kinds of mass communication tools, advantage and disadvantage
media to communicate. Mass communication data. Which were found from the library, reference
of mass communication. Similarly it deals about the media, communication and culture and the
refers to the communication through the mass sections, book shops etc. The collected data were
conclusion. It includes the traditional, as well as new media, newsworthiness and role of the
media. It is technologically and institutionally based on book, newspapers, magazines, bulletins,
media agencies, media personalities and the media pundits. The article’s main focus is the role
based mass production and distribution of thesis and other related materials with media.
of media in the cultural context and need of media in present time to change and develop the
symbols, images and messages or information to
society in reality. Findings of the Study
heterogeneous geographically scattered and largely
One the basis of collected data, all the information's
non- interactive audiences. Mass communication
Key words: Mass media, culture, new media, communication, media pandits. were analyzed and interpreted on the following
has become possible when technological means
sub-headlines.
Introduction transparent society, to maintain the justice and are available and social organizations emerge for
Categories of Communication
the mass production and distribution of messages.
Mass media is the fourth essential estate of provide the equality if it is used properly. Media Communication can be categorized on the basis of
the nation. The media always plays the vital directly and indirectly, is related with the news ‘The Media’ is a much- used phrase nowadays. It means and participation. According to that means,
role to change and develop the society. In the worthiness. If the media includes unusual events, proves a somewhat elusive concept however. It communication, categories are simply verbal and non-
past, there were traditional means of mass or new events. It has impact, it is interesting. It often means the ‘Mass Media’ usually press, radio, verbal. And on the basis of the mode of participation,
media tools but at present there are traditional is timely and deals about conlict. It is about and television but also sometimes the cinema, communication can be classiied as follow:
as well as advanced means of media tools. In different people, surprising, something revealed recordings of popular music and some computer- 1. Intrapersonal
the past, they played major roles and at present and news is what the newspapers prints and mediated forms. Earlier writers took a less limited Here, individual communicates within
too, they have been playing vital roles. Simply radio, TV and computer broadcast. conspectus, as in MacLuhan’s view of the media as himself or herself in monologue, private
‘Mass Media’ refers to tools or instruments of all ‘the extension of man’ (1964).cited in Durant
Signiicance of the Study and Lambrou (2009, p. 189)
thought imagination or imaginary dialogue,
mass communication that are used to record and 1. The study will be helpful for the students, is called intra-personal communication. They
transmit information, message, experiences etc researchers media people. According to Franklin et.al.(cited in Subedi,2011, think deeply and meditate. The medium or the
rapidly to large, diversiied and heterogeneous 2. It will provide feedbacks for the media and p.21) modern mass communication is not only channel of this is the neurological/ chemical
audiences. ‘Mass Media’ especially are called media pundits. technologically different to prior form of public apparatus.
mass communication media. They transmit Study Area communication, it is also conceptually and 2. Interpersonal communication
the message to the audiences simultaneously The study was conducted on the library and book ideologically different .As mentioned by Franklin It is communication between individuals. It
although they are scattered all over the world. shops of Surkhet Headquarter. et al.(2005, p.141), Bell (1991) cited in Subedi has two types: with the use of mechanical
Mass media can be deined as the organized (2011, p.21) points out major characteristics of devices and without the use of mechanical
means of communication that disseminate the Objectives of the Study mass communication as follow: devices. First communication takes places
facts, opinions, messages or information to the The speciic objectives of the study were 1. multiple originator in distance and latter takes places face t face,
diversiied audiences. From beginning to present 1. To ind out the media used in the society. 2. a mass simultaneous audiences direct and intimate relation. Telephone is for
they have been informing to the people, means of 2. To ind out the advantages of medias. 3. a fragmented audiences the second and direct conversation, talk in the
revolution, entertainment, moral lesson, political 3. To ind the relation of media with society and 4. absence of feedback and room or class are the examples of irst.
aspects, religion, business and commerce, sports, culture. 5. general accessibility to the public. 3. Transpersonal communication
health and education, etc. in the society. The The communication which is conducted with
Delimitation of the Study These characteristics have a profound effect
media especially has great effect in the social, 1. The study was only based on the library the divine power with the help of prayers and
on media production, on audiences’ ability to
political, economics, religious, art and cultural research. understand media content and on communicator’s meditation. This is based on the religious
aspects of the society. It is not only the means of 2. It was only based on the secondary data etc. believes and limited in churches, temples and
ability to make themselves understood.
communication, but also the means to create the 3. It was based on the media used in Surkhet mosques.

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Surkhet Journal
3. Group communication
This communication takes places with ‘one to
few’ and with or without the use of mechanical
devices. It is also called the extended form of
interpersonal communication e.g. teaching in
the class, public speech and preaching.
4. Public communication
This communication takes place with ‘one
to many’. Here, the speaker transmits the
message through speech to a group of people
as audiences, for example, a political leader
delivering speech in large group of people.
5. Organizational communication
In this communication, the participants are
related by organization. The media/channels
they use can be anyone. It is related with the
organizational set up.
6. Folk communication
The communication through folk channels
of song, dances, theaters, religious
discourses and mass religious meetings
like keertan and hymen is called folk
communication. It can be communicated
from interpersonal, group or mediated
communicative discourse. They are also
called traditional or popular media.
7. Mediated communication
The communication in which technology is
applied as a medium or channels between
two as the participants is called mediated
communication.
8. Mass communication
It refers to that branch of the
communication process which is
concerned to a large and scattered number
of the audiences to be communicated
simultaneously. Mass communication is
usually assisted by machines as the tools.
It involves the use of print or electric
media such as newspapers, magazines,
radios, TVs and films etc. The audiences
or the recipients are often located and
scattered all over the country or world.
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Shyamlal Magarati Surkhet Journal
Types of Mass Media inform, teach moral lesson, provide entertainment,
Mass media can be deined as the organized education, make people aware etc. Generally the
means if communication that disseminate the advantages of the mass media are as follow:
facts, opinions, messages, or information to the 1. Entertainment: On T V, in particular,
diversiied recipients. Mass medias comprises the variety of entertainment program is
mainly three types of communication tools but extensive, ranging from soap opera, to
they are included into two sometimes. Mass media comedy, to talk shows, to sports. Even
comprises mainly three types of communication advertising, where the main purpose is to
tools but they are included into two sometimes. sell things to the public, may sometimes be
The two types are divided according to traditional seen as entertainment.
way but now the computer media is put separately. 2. Education: Animal behavior, geography,
They are as follow: history or history can be viewed. They
Table.1 also include a wide variety of instructional
Mass Media programs such as cooking, home decorating
or investing. Some children’s programs are
Print Media Electronic
also educational, teaching children to count
Media
or recognize words, or introducing them to
Newspapers Radio different societies and culture.
Magazines
3. Important community information in the
Traditional TV form of warnings: The media can warn of
Media Tools
General interest New Media the danger of the approaching hurricane or
Special interest BTX tornado. These warnings provide up to the
minute information on the location of the
Trade Journal Cable
bad weather and alert people to take the
Video necessary precautions. Warning may also be
Books Satellite given for other hazards such as air or water
pollution.
4. Shaping our beliefs, opinions and
our behaviors: Sometimes information
contained in the media is deliberately
presented in such a way that it encourages us
to believe certain things or to form opinions.
This practice is referred to as propaganda.
When we think of propaganda we usually
think of political forces, but commercial
interest may also use the media to
propagandize. Advertisement encourages us
to believe that certain products will change
our lives in amazing ways. Politicians and
Source: Kandel (2006, pp. 21-22) advertisers use it to inluence us.
Advantages of Mass Media 5. Socialization: This is the process by which
Medias, communication and mass communication a society transmits cultural values about
are more or less interlinked. They are used to what is appropriate behavior to its members.
February 2014, Year 1, Vol. 1 47 February 2014, Year 1, Vol. 1
Shyamlal Magarati
People may be socialized into behaving
in certain ways in response to a personal
problem because they have frequently
seen others on the news or in soap operas
behaving that way in similar circumstances.
6. Media offers companionship: Television
personalities and talk show hosts may be
seen as friends by their viewers, particularly
if those viewers are socially isolated, aged
or invalid and in need of companionship.
Disadvantages of Mass Media
Medias always give us information about the
events. But the problem is what is presented as fact
is not always true. Sometimes error occurs because
the reporters and editors did not check the facts
properly. Sometimes news reporters misreport or
misrepresent information in an effort to make a
story more newsworthy. Changing the facts a little
can make the story either more serious or more
sensational. Some of the disadvantages are listed
below:
1. Failing to check the facts: Sometimes
major newspapers and T V networks
have published false information because
reporters have n not checked it for accuracy.
One such example was the publication of a
report of the death of the elderly comedian,
Bob Hope. A U.S. congressman misheard
someone talking about Bob Hope. He
announced the death of the comedian in
front of the congress. This was then picked
up and published widely in the media
when reporters called Mr. Hope’s home to
follow up the story , his daughter was very
surprised and assured them that he was at
that moment happily eating his breakfast.
2. Misreporting: Misreporting often happens
from the media less knowingly and but
more unknowingly. It happens because
they often want to make the news stories
interesting. Sometimes facts are deliberately
misreported to exaggerate and to make them
newsworthy.
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Surkhet Journal
3. Misquoting: Reporters sometimes report
their summary as exactly told by someone
and change a word or two in the quotation.
The actual speaker may be bitterly criticized
for this. In radio and T.V. broadcasting,
a person’s speech may be edited to mean
something different and write an answer to
the unanswered question.
4. Rumors on the internet: The internet is
the source of many rumors or unveriied
stories. It spreads rumors further and faster.
In fact the internet has begun to be used
as a deliberate strategy to circulate rumors
often for political purposes and often with a
serious impact.
The Role of Mass Media
1. Source of knowledge
2. Fourth estate of the nation
3. Wide concern
4. Backbone of language and literature
5. Voice of the voiceless
6. Role of the bridge
7. Public opinion making
8. History of tomorrow
9. Role of the watch dog
10. Role of life saver
11. Real represent of the people
Present Need
Media, technology, society, culture, change and
development are interrelated. The change in one
entity brings change to others. For example, media
is changeable over time, and changes in media
changes many things in the society. And new
technologies used in the ield of communication
have brought a revolution. The present need of
society is to experience the inclusion in media
culture. Media have been including all the aspects
of the society. But majority of people’s expectation
is that, media should expose the hidden aspects
of the society such as; queer group, lesbian’s
problems, gender and sexuality, indigenous
people’s issues, disadvantages and deprived, so
called dalits’ problems, children’s right, women’s
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Shyamlal Magarati
right etc. freely, frankly, and factually without any
bias. More the media present the fact more the
society gets developed and it can be changed in to
transparent society. Another need is all the media
should be impartial and each news story should
have the property of ABC (Accuracy, Balance and
Credibility). Media present facts in a way that is
designed to arouse reader’s interest and curiosity.
But it also possible to present facts in a way that
will inluence the readers' view of them. Although,
all the newspapers should be impartial, we can
observe that they are inluenced unfortunately by
some factors such as political bias, ideology of
the owners and advertisers. But the present need
of the society is, the media personalities, media
pundits and the media agencies should be bias
less, impartial, fair and transparent. Then only the
society can be changed into what common people
desire to see.
Mass Communication and Culture
What is mediated in mass communication is a
particular meaning based on culture. It means
that the content of mass communication is based
on the culture of the society. Transmission and
the reception of the message can be inluenced
by the culture of communicator and the culture
of the audience as well. Encoding of the message
is inluenced by the communicator’s culture
and decoding by the receiver’s culture. But
culture has a much wider range of reference than
mass communication. “Media-culture theory is
concerned with:
 The content of mass media,
 The context of production of message and
 The context of reception, etc.
Mass communication can be presented as the
transmission in the form of ritual model. Culture
is allotted in communication and society. Social
life is more than power and trade; it also includes
the sharing of aesthetic experience, religious ideas,
personal values and sentiments and intellectual
notion; as a whole, it is called a ritual order as
it is the representation of shared belief. Mass
February 2014, Year 1, Vol. 1
Surkhet Journal
communication depends on shared understandings
and emotions.
In the context of the relation between mass
communication and culture, the latter is a relection
of the complexity of the phenomena in the society.
It is a process that refers to some shared attribute of
a human group, such as their physical environment,
tools, religion, customs and practices, or their
whole way of life. It also refers to texts and
symbolic artifacts that are encoded with particular
meanings by and for people particular cultural
identiications.
The sentences mentioned above show the
relationship between mass communication and
culture. In this context, culture must have the
• Culture is something which is collective
following attributes:
and shared with others. There is no
purely individual culture. Therefore, it is
• Culture must have some symbolic form
collectively formed and held.
of expression or it is open to symbolic
expression.
• Culture is ordered and differentially valued.
• Culture is systematically patterned.
• Culture is dynamic and changing and as it is
communication because culture cannot survive,
extend and succeed without communication.
• Culture is spatially located. It exists in three
places: in people, in things and in human
• Culture is communicable over time and
practices.
space. It transforms from past to present and
present to future. Similarly, it transforms
from one place to another.
McQuail (2005, p.113) cited in Subedi (2011, p.51)
mentions the characteristics of culture as below:
 Collectively formed and held.
 Open to symbolic expression.
 Ordered and differentially valued.
 Systematically patterned.
 Dynamic and changing.
48 February 2014, Year 1, Vol. 1
Shyamlal Magarati
 Spatially located.
 Communicable over time and space.
Mass communication is culturally based and
identiied because the content of communication
exists in the culture of the society. In order to show
relation between culture and mass communication,
McQuail (2005, p.113) cited in Subedi (2011, p.51)
mentions that ‘there are some obvious implications
for the study of mass communication, since every
aspect of the production and use of mass media
has a cultural dimension. We can focus on people
as producers of culturally meaningful media
texts or as readers of texts from which they take
cultural meanings, with implications for the rest of
social life. We can focus on the texts and artifacts
themselves and their symbolic forms and possible
meanings. We may want to study the practices
of makers of media products or of users of the
media. Media audience composition and behavior
are always culturally patterned, before, after and
during the media experience.
Conclusion
Media now is used as broad term which refers the
mass media. Media is the fourth estate of the nation
so it has great responsibility to deal with. Media
is responsible to change, improve, make correction
and make people aware. It also teaches the people
the moral aspects, shows the right way and warns
them as well. There are many other related things
with it such as; media agencies, reporters, media
tools, media pundits etc. that are totally responsible
to inform and provide the true information. It is
the reporter who play with the media tool is more
responsible than the media itself. The reporter
need to be fair, socially responsible, true, factual
and broad minded. The media, media agencies
and media pundits should keep in mind that all
the events, major national issues, deprived groups,
disadvantage groups, indigenous people and
their issues, different religious aspects, health,
education, political issues, child rights, women’s
rights and issues, so called ‘dalits’ issues, national
85
Surkhet Journal
and international affairs etc. need to be included. To
be inclusive, irst of all the media need to include
above mentioned ten points then only it need to
apply other points like: participatory approach,
indiscrimination, justice, equality and equity, from
the side of media. On the other hand there is great
responsibility of the nation too to encourage the
media and media personalities. The nation should
provide them full right and security, opportunity,
reward and punishment accordingly. When we
observe the history the role of media has been
changed slowly. After twentieth century the role of
media has been rapidly changed. The ‘CD’ culture
has been changed into ‘Pen Drive’ culture. Now
everything can be put into the pen drive. There
is the quality of inclusiveness of media. But it is
rather essential to be fair and factual to change the
concept, attitude, the society and nation in reality.
Media agencies and media personalities need to
wear the glasses of fair to change the society as
well. No doubt, there needs to be newsworthiness in
the media on the one hand and on the other, media
agencies, media tools and media personalities or
media pundits need to include every aspects of the
society which is the need of present time. At last
we realize that mass communication inluences
the culture of the society and conversely, culture
of the society inluences the mass communication.
The content of mass communication is based on
the culture.
About the author
Mr. Magarati, Head of the Department of English
Education (Bachelor's Level) at Surkhet Campus
(Education) has been teaching for 11 years. He has also
authored English textbook for Baclelor's level. He is the
member of Campus Management Committee, Surkhet
Campus (Education).
References
Awasti, J. R., Bhattarai, G.B., & Khaniya.T.R.
(2009). New Generation English: Vidhyarthi
Prakasan, Kamalpokhari, Kathmandu.
Basnet, S. R. (2007). Dimension of Journalism:
Pairavi Book House, Putalisadak, Kathmandu.
86
Shyamlal Magarati
Brown, K. & Hood, S.U. (2002).Academic
Encounters : Cambridge University Press,
U K.
Durant, A . & Lambrou, M.U. (2009).Language
and Media: Cambridge, Cambridge
Hornby, A. S. (1997).Oxford Advanced Learner’s
Dictionary: University Press, New York
Kandel, S. (2006). Professional Journalism:
Pairavi Publication, Kathmandu.
Saud, M. S. (2002). English for Mass Media:
M.K. Publishers and Distributors, Bhotahity,
Kathmandu.
Shrestha, S. K.(1999).Easy General Knowledge:
Sagar Book Store, Kathmandu.
Subedi, H. L. (2011). English for Mass
Communication: Pradhan Book House,
Kathmandu.
February 2014, Year 1, Vol. 1
Surkhet Journal
Science Education in Tribhuvan University: Present Status and
Challenges
Basanta Dhakal
Abstract
Nepal has the history of more than eight decades of science teaching/learning at the higher-level
education.‌It‌started‌in‌1934‌in‌Tri-chandra‌College‌at‌proiciency‌level.‌‌This‌paper‌tries‌to‌analyze‌
the present status and challenges of science education in Tribhuvam University. It is found that science
education has only 3.60 % share of total students’ enrollment in constitute campuses of TU. It is also
found‌that‌there‌is‌an‌association‌between‌enrollment‌of‌male‌and‌female‌students‌in‌constituent/‌‌afiliated‌
science campuses.
Key words: Enrollment policy, Regional distribution, Students’ enrollment.
Introduction spreading higher education in the country and
Science is a process as well as knowledge. People produce educated man-power to fulill the need of
learn science by being involved not only with its our country. Initially, Master’s Degree in science
content, but also with its methodology. The effective was started only from November 28, 1965 in
science facility accommodates both; its study Trichandra College with the introduction of a
requires a variety of unique instructional materials program in Chemistry and Physics. This historical
in addition to those materials that are common to step also pioneered the introduction of research
all education. Science facility must have space to initiatives especially Ph D in 1970s onward in
accommodate this variety in combination with Nepal. Initially the invited guest professor from
hands on instructional strategies. Its instructional India, UK, and U S started science education
areas have spatial and material needs that are at Tribhuvan University. After the inception of
different from those considered in designing a MSC program, Nepalese science scholar who did
general use classroom. Science education is the B. Sc and M.Sc. Were sent to India, Bangladesh,
ield interested in sharing knowledge and process U.K. and USA for Ph D studies through Colombo
with individuals not traditionally considered part plan. Educated and trained Nepalese teachers have
of the science community. The target individuals been involved on teaching and research at science
may be college students, or general public department of Tribhuvan University (Gimire &
adults. The ield of science education contains Bhatta, 2013).
some science content, some sociology, and some Institute of Science and Technology (IOST)
teaching pedagogy. is one of the largest technical institutes in
The education of science in Nepal started from Tribhuvan University with 13 central departments
Trichandra College, with the introduction of and 23 constituent campuses and 45 afiliated
Intermediate of Science (I. Sc.) program, which campuses. Several schemes, plans, policies and
upgraded to Bachelor of Science (B. Sc) level in implementation strategies have been experimented
1950. In the beginning, there was no any university in science education. It has come to the present
in Nepal. So, Tri-chandra College was afiliated form after facing many challenges to prepar
to Patna University. Tribhuvan University (TU) scientiically oriented technical man-power of
established by promulgating the Tribhuvan different levels to meet the requirements of the
University Act in July14, 1959 with objective of nation. It hasbeen capable to be compared with
49 February 2014, Year 1, Vol. 1 87
Surkhet Journal Basanta Dhakal Surkhet Journal Basanta Dhakal
universities at regional and global levels in term of Environmental science 2001 Central(Out RR Campus, Janakpur Bachelor, Master Valley), 6 campuses in central development region
curriculum and pedagogic standards. (inside Kathmandu Valley), 5 campuses in western
Botany 1965 of Kathnandu Thakur Ram M. Bachelor
Valley) development region, 2 campuses in mid western
Objective of the Study Zoology 1966 Campus, Birgunj
development region and only one in far western
The primary objective of the study is to analyze the Geology 1967 Birendra M. Bachelor, region. There are only 10 campuses that have run
present status and challenges of science education Campus , Bharatpur Master
Hydrology Metrology NA the master degree program, where as 3 in eastern
in Tribhuvam University on the basis of regional Central(Inside Bhaktapur Bachelor
distribution of science campuses, present scenario Mathematics 1959 development region, 2 in out of Kathmandu valley
Kathmandu M. Campus, central development region, 4 in inside Kathmandu
of students’ enrollment and enrollment policy of Statistics 1972
Valley) Bhaktapur Valley central development region, only one in
central department of sciences. Computer Science and IT 2001 western development region, and none in mid
Patan Samyukta Bachelor,
Methodology Food Technology 1973 Campus, Patan Master western development region. Among 13 subjects of
Source: www.edctu.edu.np
The present study is analytical as well as descriptive University Campus, Master central department of sciences, 12 of them are located
Table 1 shows that teaching of Mathematics started
in nature, which is based on the secondary data like Kirtipur in University Campus, Kirtipur.
in 2059, Chemistry, Physics and Botany started in
TU Today 2013-14, TU Planning Division 2013 and
1965. Similarly, Zoology started in 1966, Geology Trichandra Bachelor,
other related published and unpublished materials.
started in 1967,Statistics in 1972, Food Technology Campus, Master
Some descriptive statistics such as percentage,
in 1973, Microbiology in 1990, Biotechnology in Ghantaghar
simple bar diagram and multiple bar diagram
2008. Therefore, the histry of science teaching is Amrit Campus Bachelor,
are used to analyze the present status of science
teaching in Tribhuvan University. Inferential
not so long, it crossed only 50 years. ,Lainchaur Master
statistics such as chi-square test for independent Science Teaching in Constituent Campuses of Padma Kanya Bachelor
of attributes is used to test whether there is an Tribhuvan University M.Campus,
association between enrollment of male and female The following table shows the number of different Bagbazar
Figure 1: Science Teaching Constituent Campuses of TU in
students in constituent/afiliated science campuses constituent campuses of Tribhuvan University in Western Gorkha Campus, Bachelor development region
of Tribhuvan University. Nepal based on development zone like eastern, Gorkha Figure1 indicate that there are unequal distributions
The Chi –square test is given by central (outside Kathmandu Valley and Inside P.N. Campus, Bachelor, of constituent Science campuses among the
Kathmandu Valley), western, mid western, and far Pokhara Master development regions. It is ironical point that
χ² western where any one of science subjects has been
Tribhuvan M. Bachelor there is no any master degree science program in
started. constituent campus of Tribhuvan University in mid
Campus, Palpa
Where O=Observed frequency Table 2: Science Teaching in Constituent western and far western development region.
E= Expected frequency Campuses of Tribhuvan University Butwal M. Campus, Bachelor
Butwal Present Scenario of Students’ Enrollment in
Establishment of Different Science Development Name of Campuses Level
Dhaulagiri Campus, Bachelor Science Subjects
Subjects in Nepal Region
Baglung The following table shows that the current scenario
In Tribhuvan University, there are 13 main departments Eastern Mechi Campus, Japaa Bachelor of students’ enrollment in science subjects in the
of sciences. The following table shows the name of Mid western Mahendra M. Bachelor
Mahendra M.M. Bachelor, Campus , Dang constituent and afiliated campuses of Tribhuvan
subjects of science and their establishment of years. Campus , Biratnagar Master University based on gender.
Table1: Establishment of Different Science Mahendra M. Bachelor
Subjects in Nepal P.G. Campus, Biratnagar Master Campus, Nepalgunj
Table3: Students’ Enrollment in Science Subjects
Dhankuta Camus, Bachelor Gender Constituent Campus Afiliated Campus
Subject Establishment Far western Siddhnath Campus, Bachelor
Dhankuta Mahendra Nagar Number Percent Number Percent
Chemistry 1965 Mahendra B.M. Bachelor Source: TU Today, 2013-201 Male 14803 78.86 1930 64.20
Physics 1965 Campus, Rajbiraj Table 2 shows that there are 6 science campuses in Female 3968 21.14 1076 35.80
Microbiology 1990 eastern development region, 3 science campuses
Central Campus of Bachelor, Total 18771 100 3006 100
Biotechnology 2008 Technology, Dharan Master in central development region (out of Kathmandu Source: TU Today, 2013-201.

88 February 2014, Year 1, Vol. 1 50 February 2014, Year 1, Vol. 1 89

Surkhet Journal
Table 3 shows that there are in total 21777
enrollment of science students, 86.20 % (18771)
enrolled in constituent campuses, remaining
13.80 % (3006) enrolled in afiliated campuses
of Tribhuvan University. Among the 18771
enrollment of science students in constituent
campuses, 78.86 % are male and 21.14 are
female. Similarly, among the 3006 enrollment
of science students in afiliated campuses, 64.20
% are male and 35.80 % are female. There is an
association between enrollment of male and female
students in constituent/afiliated science campuses
of Tribhuvan University (χ2 = 312.725 > χ2 (0.05, 1)
= 3.841, reject Ho).
16000
14000
Number of Students
12000
10000
8000
6000
4000
2000
0
Constituent Campus
Figure 2: Students’ Enrollment in Science Subjects
Figure2 indicates that there is huge gap between
the male and female enrollment in constituent
campuses in Tribhuvan University but that scenario
does not seem in afiliated campuses.
Enrollment Policy in Central Department of
Sciences of TU in Master Level
There are limited numbers of students’ enrollment
for each central department of sciences. The
following table shows the enrollment policy
of student in central department of sciences of
Tribhuvan University in master degree program.
Table4: Enrollment policy in Central Department
of Sciences of TU in Master Level
Subjects
Physics
Chemistry
Zoology
90
Basanta Dhakal Surkhet Journal
Botany 35 4.85 Challenges
Despite of imparting higher education in sciences, TU
Microbiology 40 5.55
faces many challenges in governance and resource
Geology 50 6.93 management for providing basic infrastructure and
Environmental Science 48 6.65 education facilities required for quality education
Mathematics 150 20.80 environment. In spite of limited infrastructures and
Statistics 30 4.16 educational facilities, it has been producing eficient
Metrology and Hydrology 40 5.55 and competent graduates. The graduates of sciences
are comparatively more reputed in terms of quality
Computer & IT 24 3.33
at international level. Likewise the importance of
Biotechnology 24 3.33 science and technology has never been in priority
Food Technology 10 1.39 order as compared to other technical institutes like
Total 721 100 engineering, medicine, forestry, agriculture in which
Source: Gimire & Bhatta, 2013. intake of science students are required, quality of
Table4 shows that only 721 students can enroll teaching science must be emphasized for better
the central departments of sciences of Tribhuvan quality of teaching in any other institutes as well.
University in the master degree program. Among Similarly, laboratory development and required
Male them, 16.64 % are in Physics, 12.48 % in chemistry, academic activities for science has been ignored
Female 8.32 % in Zoology, 4.85 % in Botany, 5.55 % in completely in multiple campuses. Quite often, budget
Microbiology, 6.93 in Environment science, 20.80 of science is being used in other administrative and
% in Mathematics, 4.16 % in Statistics, 5.55 % inancial matters. Two years to three years (one major
in Metrology and Hydrology, 3.33 % in Computer subject), four years (two major subjects) system
Affiliated Campus
and IT, 3.33 % in Biotechnology and 1.39 % in has introduced with proper assessment. Therefore,
food Technology. it needs to improve the status of laboratories and
qualiied human resources, eficient administrative
and inancial management. In the master level,
there is no long-term vision for the future of science
teaching and research at the policy.
It is necessary to take initiative for academic
and administrative reforms in higher education.
These reforms are aimed at promotion of quality
and excellence in teaching and research. To
initiate such reforms, it has given importance
to – a. Introduction of semester system b. choice
based credit system c. revision of curriculum,
Figure 3: Enrollment Policy in Central Department of and d. examination reforms. The academic and
Sciences of TU in Master Level
administrative reforms is an ongoing process or
Figure3 shows that Central Department of
exercise. Therefore, it is utmost necessary that in
Number of Percent Mathematics has the maximum capacity to enroll the competitive world innovations in academic and
Students the students and Central Department of Food and
administrative areas are very essential.
120 16.64 Technology has the minimum capacity to enroll
Adequate resources have always been a challenge
90 12.48 the students in the master degree program under
before higher education of science. In most of
60 8.32 Tribhuvan University.
February 2014, Year 1, Vol. 1 51 February 2014, Year 1, Vol. 1
Basanta Dhakal
the colleges, vacant positions of the teachers are
not yet illed up. Buildings and infrastructure are
poorly maintained and the maintenance grants
have stagnated for a number of years. So various
steps by the government are essential to be taken
to facilitate inancial assistance to the institutes of
higher education in science.
Primary education is the foundation stone of any
education system and secondary education is the
back- bone. All are well known about the miserable
condition of Nepalese primary and secondary
education. Till today both levels of education are
unable to serve their purpose. Most of the children
of primary and secondary school complete their
schooling without undergoing adequate training,
especially in science education. So, when they go
for higher education they face a lot of dificulties.
If these stages of education are up to the mark in
their performance then the poor performance of
higher education is obvious.
Teaching and research are interrelated and are
integral parts of higher education in science. The
qualities of teaching and research are the back-
bone of development of any nation. More research
is one of the prominent indicators of quality
of higher education. So imputes to research is
essential in higher education (Bajaj, 2006).
Politicization of Higher Education has become the
main obstacle in the quality of higher education.
Now a days, it has become a trend in the Nepalese
higher education. Most of the political parties are
inluencing the higher educational institutions. It
seems to be one of the major challenges in front
of Nepalese higher education. Students Union
and other student organization are always putting
pressure at time of students’ enrollment. There
is vested interest of different political group. It
has made the university as a platform to run their
political activities instead of academic center.
Although the charm of core university science
courses are still on the rise as compared to the other
disciplines offered by the Tribhuvan University.
91
Surkhet Journal
Conclusion
Science education has to give emphasis to research
and innovation to direct the nation’s development
and administrative visions and policies and
to fulill the market demands in terms of new
research and innovation. Likewise, the university
has to provide an access to learning to the poor
students including those from the remote areas of
Nepal. There is an urgent need to manage required
physical infrastructure and refresher course at TU
constituent and afiliated campuses to run the 4
years B.Sc. courses perfectly. Teachers who are
involved in research and innovation and students
who do strong inclinations towards learning can
help the university materialize this vision. It is
a time to redirect TU for making its academic
programs locally and globally respectable and
saleable. Therefore, creating an environment for the
teachers to fully engage themselves in the academic
activities of the university can only ascertain the
quality of education and save the image of TU as the
centre of the higher education.
About the author
Associate Professor, Statistics, Nepal Commerce Campus,
T.U.
References
Bajaj, K. K. (2006): Quality Assurance in Higher
Education through Healthy Practices,
University News India, 44 (48): 135-140.
Bajracharya, D. (2007). Nepal Academy of Science
and Technology: The First Twenty Five Years
1982-2007, United Printers Marudhoka :
Kathmandu.
Dhakal, B. (2011). Tribhuvan University:
Challenges and Complexities, Journal of
Academia, 1 (1):124-130.
Dhakal, B. (2013). Development of Higher
Education in Nepal, T U Bulletin Special
2013-14: 59-67.
Gimire, K., & Yadav, A. (2013). National need to
Develop Chemical Sciences Programs at
Tribhuvan University, TU Bulletin Special
2013-14: 100-107.
92
Basanta Dhakal
Gimire, K. & Bhatta, D. (2013). Past, Present and
Future Perspectives of Science Treaching
and Research in Tribhuvan University,
Unpublished Source.
Khanal, S. P. (2010). Role of Statistics in Business and
Industry. Management Dynamics: A journal of
Management and Economics, Nepal, 14: 13-16.
__________ (2011). Achievements, Challenges
and Opportunities of Statistics for the
Twenty First Century. Management
Dynamics: A journal of Management and
Economics, Nepal, 15: 15-21.
Lamichhane, S. K. (2012). Institutional Effort to
Enhance Master of Science in Physics in
Tribhuvan University, TU Bulletin Special
2012-13: 95-103.
Shrestha, S. (2011). Quality of Higher Education
in Nepal, Journal of Academia, 1(1): 18-22.
TU (2003). An Information Book of Institute
of Science and Technology, Tribhuvan
University: Nepal.
TU (2013/14). TU Today (2013-2014), Tribhuvan
University, Kirtipur, Nepal.
February 2014, Year 1, Vol. 1
Surkhet Journal
Suffering Experiences of Girl Students against Sexual Harassment
Shanti Prasad Khanal
Abstract
Sexual harassment is a global issue and commonly experienced by girls and women around the world.
This paper attempts to explore the suffering experiences of girl students against sexual harassment
using primary data from girl students of Surkhet Campus (Education). It focuses qualitative as well
as exploratory research design where Focus Group Discussion was applied for the collection of
qualitative data. Purposive sampling procedure was adopted for selecting informants. It was found
that most of the respondents had heard the term of sexual harassment; but were not clear about
its meaning. This showed that most of the respondents had low level of understanding regarding
the topic. Sexual harassment was widely experienced by girl students in their college. The most
common form of sexual harassment came across the use of absence language in classrooms and
the college compound. Most of the FGD participants in all levels said that boys tease and they say
“I love you”, and bad words such as sexy (chwank), lovely, big buttock, etc. are used to address.
Boys tease girls’ and attempts touching their body and private parts. Most of the girls said that they
were harassed in classroom specially in the absence of the teachers. Majority of them reported that
their own boyfriends or boy students are the main perpetrators of sexual harassment. Most of them
reported that sexual harassment has a negative impact on their study. Seventeen girls among 23,
participated in FGDs reported that because of sexual harassment in their college, they faced the
psychological problems. All the girls participating in M. Ed. level have overwhelmingly voiced on
the necessity of sex education in college. They wished for effective laws to punish the Perpetrator.
Most of them also suggested perpetrators must apologize with written commitment, they have to be
changed or suspended temporarily from the college. Few of them suggested perpetrators must be
expelled permanently from college.
Key words: Sexual harassment, suffering experiences, perpetrators, puberty age, sharing behaviors,
health suffering etc.
Background of the Study be implicitly stated. Sexual harassment is the
Sexual harassment is one form of sexual most common form of sexual abuse followed by
discrimination which arises out of unfair use unwanted sexual attention and sexual coercion
of inluence, power, or authority by one person (Matchen & Desoura, 2000).
over another or a lack of respect for another Sexual harassment is learned behavior that carries
person. Unwanted sexual attention and sexual repercussion into adult life. Sexual harassment
coercion treats so many girls as the subject for occurs everywhere around the world, and Nepal is
sexual harassment. Unwanted sexual attention not aloof from this. The study conducted by ILO
includes broad range of sexual behaviors, e.g. shows that 53.84% of female worker in Nepal
repeated requests for dates to persistent attempts experienced sexual harassment at workplace
to establish unwanted sexual relationship. Sexual (ILO, 2004). According to a survey conducted
coercion includes the use of threats or bribes to by SAATHI, sexual harassment is increasing in
solicit sexual involvement in order to gain a job the public places of Kathmandu valley like in the
or school related beneit, which may or may not street, public transportation, temple, market area
52 February 2014, Year 1, Vol. 1 93
Surkhet Journal
and schools. Being reported about these events,
police do not help anyone. The survey found that
men who indulge in sexual harassment claim to
be deriving 100 percent unalloyed pleasure while
the whole of women kind is convinced of the
fact that the pleasure their aggressors enjoy is
of perverse kind. When asked why do most men
actively indulge in this perverse practice? "Fun
and enjoyment" along with peer pressure forces
them into it. Harassment is also the easiest means
by which these males seek to attract attention and
prove their masculinity. A vast majority of the eve-
teasers actually believe that females enjoy it. And
if that is not exacerbating enough the men do not
think that they are doing wrong. Some even go to
the extent of saying that it is their 'birthright' as a
male (SAATHI, 1995).
Sexual harassment is a global issues and commonly
experienced by girls and women around the world.
It is increasingly being recognized as a violation of
human right and human dignity, which undermines
equality of opportunity (Dhakal, 2008). In the
context of Nepal, sexual harassment against girls
or women occurs across all strata of the society.
Girls and women are treated as second class-
citizens. In every aspect of life, they are ignored
and neglected. Sexual harassment has been major
concern in western countries since a long time but
it is relatively a new area of study in Nepal. The
problem has also existed in educational setting
but, it has not been studied extensive yet or no
systematic study has been carried out to investigate
types, forms and effect of sexual harassment on
girl students in the campus level.
Girl students are more likely to suffer from
sexual harassment because they lack power,
social security, and self-confidence and have
been socialized to suffer in silence. Sexual
harassment has serious impacts and dominates
life of the victim. (Nyende, 2006, ). Victims
may feel powerless to stop the situation and
may fear retaliation. They often change
94
Shanti Prasad Khanal
academic plans by dropping courses, changing
major or neglecting academic commitments or
responsibilities to avoid an offending person
and finally dropping out. Victims often suffer
from depressed, self-esteem, self-respect,
or self-confidence. Sexual harassment in an
academic setting has been found to diminish
the overall quality of educational experience of
target women damaging their career, success,
and psychological well being.
Surkhet Campus (Education) is a center of
Mid-western Development Region for higher
education. It established in 2029 B.S. in
Nepalgunj and transferred in Surkhet in 2040
B.S. It provides higher education leading to
B.Ed. and M.Ed. level. This campus is supported
by government and Tribhuvan University. A
campus has offered in speciic academic ield that
lead to B.Ed. to M.Ed. level in English, Nepali,
Math, Health Education, Population Education,
etc. In Surkhet Campus (Education) most of
the students are come from Karnali, Bheri, and
Rapti zones. Campus has many of the problems
found in the larger society such as violence,
crime, alcoholism, drug and sexual abuse, and
rape etc. Girls are sexually attacked; gender
gaps in campus enrollment are bigger. There is
complexity of the gender issue in campus and
young girl students from poor rural families.
There is lack of female teacher. Surkhet Campus
girls are facing this type of problems time and
again. So, this kind of study is essential to
prepare the base and frame for developing policy
and strategies for preventing girls against sexual
harassment. Therefore, this paper tries to explore
the experience of sexual harassment faced by
girl students of Surkhet campus (Education.)
Theoretical Construct
According to feminist theory, sexual harassment,
regardless of its form is linked to sexist male
ideology of male dominance or male superiority
(Kim & Fiske, 1999). The purpose of gender
February 2014, Year 1, Vol. 1
Surkhet Journal
approach is to understand the underlying
cultural and patriarchal ideology which results
into harassment of women. Human behaviour
is largely directed and determined by culture,
which is the learned recipe of behaviour shared
by members of a society. Thus, norms, values
and roles are culturally determined and socially
transmitted.
Gender inequality approach regards that sexes
are not just different but socially unequal and
regards all practices that subordinate women to
men as unacceptable. The inequality approach
regards women's position as the result of a
structural problem which enforces a position of
inferiority. Women's location in most situation
is not only different but also less privileged
than or unequal to that of men. Speciically,
inequality give men power over women. Within
organizations, authorial positions are still highly
dominated by male personals which give them
the access to power positions. Women ind their
experience within the public sphere of education,
work, politics and public space still limited by
practices of discrimination, marginalization
and harassment (Benokraitis, 1997, Gardner,
1995, Hagan & Kay, 1995; Reskin & Padovic,
1994, Ridgeway, 1997). Within academic setting
relationships among students are non-egalitarian.
For instance, women are considered weaker than
men and women's sexuality has always been the
means for controlling her physically, socially,
culturally, and economically. This power gives
them the superiority over woman. In most case of
sexual harassment male are the perpetrators and
female are the suppresser. This clearly indicates
the societal male dominance and imbalance of
power.
Gender operation describes women's situation as
the consequence of a direct power relationship
between men and women in which men have
fundamental and concrete interests in controlling,
using, subjugating and oppressing women. That
is in practice of domination. Pattern of gender
53 February 2014, Year 1, Vol. 1
Shanti Prasad Khanal
oppression is incorporated in the deepest and most
pervasive ways into society's organization.
Patriarchy creates guilt and repression, sadism
and masochism, manipulation and deception all
of these drive men and women to other forms
of tyranny. Central to this analysis is the image
of patriarchy as violence practiced by men and
by male dominated organization against women.
Violence may not always take the form of
overt physical cruelty. It can be hidden in more
complex practice of exploitation and control: in
standards of fashion and beauty; in tyrannical
ideals of motherhood, monogamy, chastity and
heterosexuality; in sexual harassment in the
workplace (MacKinnon, 1979, Rich, 1976, 1980;
Thompson, 1994, Wolf, 1991). Zalk (1996)
argues that sexual harassment is one of many
"culturally ingrained and promoted expressions
of women's oppression, and serves to perpetuate
that oppression" (p. 109).
Researcher used different theoretical construct. i.
e. feminist theory, gender equality theory, gender
oppression theory etc. Each of this theory has
special feature. Researcher used these theories to
see experience of sexual harassment of girl from
various sites.
Methodology
This study is focused on qualitative research
design. The main source of information for the
study was the girl students of Surkhet Campus.
Non probability sampling procedure was applied
for the selection of informants. Total of 23 girl
students who were studying in I. Ed., B.Ed. and
M.Ed level were purposively selected for Focus
Group Discussions. Three FGDs were separately
conducted. One FGD was conducted in each
level. Ten participants were included from I. Ed.,
six participants were included from B. Ed. and
seven participants were included from M.Ed.
level for FGD. For the conduction of FGDs, FGD
guidelines were made. The FGD guidelines were
discussed with the subject expert and necessary
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Surkhet Journal
correction was made from subject-matter point
of view. Each participant was informed about
date, time and venue. The facilitator noted down
the name of each participant before conducting
FGD. The note-keeper noted the information
given by respondents. The facilitator managed
the sitting arrangement in 'U' shape. Where,
the facilitator can have eye contact with each
participant. The FGD was conducted for half an
hour to one hour. After completing FGD, there
was an arrangement of small refreshment for all
participants. The raw information was analyzed
according to various thematic texts. Themes
were kept in Italic front for the description and
exploration.
Findings and Discussion
Among the 23 respondents, most of the respondents
had heard the term of sexual harassment; but were
not clear about its meanings. Many were confused
with term and were under the impression that
it was like teasing and lirting. The box 1 shows
the level of understanding of girls toward sexual
harassment.
Box 1: A Level of Understanding
Sexual harassment is any unwanted act or
behaviors. She doesn’t want. It is against the
law. (24 years unmarried girl from FGD 3,
M.Ed. 2nd year)
I am in puberty age. Though, I don’t have
more knowledge about sex education. I
am defining sexual harassment from many
experience and feelings. “Sexual harassment
“means unnecessary mental and physical
tension given by opposite sex for sexual
purpose. (18years unmarried girl from FGD
I, I.Ed. 1st year).
In I. Ed level girl students mentioned, it could
include any forms of unwanted sexual touching,
to rap and sexual explosion. In B. Ed. level girls
who were participant in FGD mentioned; sexual
harassment is always part of violence. FGD
participant of M. Ed girl students said sexual
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Shanti Prasad Khanal
harassment is about male power sex based
behaviour that is not wellcomed and wanted.
In discussion to the question why does the
perpetrator do this? about 15 of 23 girls participating
FGDs in all level identiied the reason was a way
to take revenge. Majority of girls participating in
FGD in all levels said that contributes to sexual
harassment is a lack of morale and ethics. Majority
of girls participating FGD in M. Ed had the view
that another important factor that contribute
to sexual harassment is boredom and lack of
motivation to learn.
Sexual harassment is generally designed as a
continuum of abusive behavior. This continuum
includes much different behavior from very mild
to very severe form of wanted sexual attention
or sexual violence. Girls participating in FGDs
mentioned that sexual harassment is any unwanted
act and that is not welcomed.
The range of sexual harassment within a college
setting was extensive. An experience of sexual
harassment was classiied as verbal, physical,
visual and written. Most of them said, they
had never been sexually harassed. It was when
girls started recalling incidents, where boys had
repeatedly called them sexual norms, grabbed
them and propositioned them that they began
to realize that sexual harassment had occurred
in their college. This showed that most of the
respondents had low level of understanding
regarding the topic.
Above aspect of sexual harassment were largely
experienced by girl students in their college
setting. The most common form of sexual
harassment came across the use of absence
language in classrooms and the college compound
is very common among the girl students. Most of
the FGD participants in all levels said that boys
tease and they say “I love you”, and bad words
such as sexy (chwank), lovely, big buttock etc
are used to address. Boys tease girls touching
their body and private parts. They also said
February 2014, Year 1, Vol. 1
Surkhet Journal
that girls experience from boys of their own
classrooms. The box 2 shows experiences of
sexual harassment faced by girl students.
Box 2: Experience of Sexual Harassment Among
College Girls
I was suffered in school as well as in campus
level. I am suffering in different ways; while
walking on the road and entering the classroom,
boys used whistling, waiting and blocking way,
pulling hair from backbenches, throwing and
hitting with different papers, staring, trying
to sit together with, try to talk, ask name time
and again, ask books and copies and write
unnecessary words. Quarrel if books are not
given. When far from them, they telephone, offer
to go tour, write name on the wall, on the desk,
on the bench, send letters, follow on the way. (18
years unmarried girl from FGD I, I.Ed. 1st year)
When I go inside and outside of the classroom
my sensitive organs are touched with elbow, and
sometimes I hear vulgar words, and I am hit with
the cheat, asking me going to move. There is no
need to record of SMS or miscalls. (18 years
unmarried girl from FGD I, I.Ed. 2nd year,).
In I.Ed. Level, three out of 10 girl students and one
out of 6 girls from B. Ed. reported that when girls
go to toilet boys shout at the door from outside.
College does not have appropriate facilities for
girls. Majority of FGD participant’s said that those
bad things are written on toilet wall. And boys look
at girls with violet or dreadful intention.
In general Nepalese people are committed to
religion and perhaps women more than men. Girls
usually follow their seniors of the family to get to
religions occasions. It appears, girls are at risk of
emotion abuse. It has revealed that more than about
half of all girls had experienced verbal form of
sexual harassment. FGD indings show that verbal
form of sexual harassment occurs most frequently
in the college setting. In Himalayan Times recently
carried out a quick survey and respondents
mentioned that verbal harassment or the use of
54 February 2014, Year 1, Vol. 1
Shanti Prasad Khanal
absence language has become a part of the culture
among young boys in any school culture. They feel
proud and modern to use such absence language
(CWIN, 2003 p. 57).
In college area of Nepal, verbal form of sexual
harassment is accepted as normal behaviour and
only severe form of sexual harassment like rape
and sexual violence made them suffering from
unmarried pregnancy and unsafe abortions are
considered serious. We can hear and see those
problems in different media but nobody want to
expose these problems openly.
From the discussion it was found sexual harassment
occours in their own classrooms, play grounds,
and cafeteria. Some girls also said that they
were vulnerable when walking alone at campus
compound. About all of girls said that they were
sexually harassed in classroomeven in the presence
of teacher. The following views were expressed by
girl students which are presented in box 3.
Box 3: Places of Sexual Harassment
I always stayed alone in the classrooms. I had a
large bag. A boy teased at pointing my big bag I
was in problem, sometimes I thought not to go to
school”. (23 years unmarried girl from FGD 3,
M.Ed. 1st year,)
When‌ we‌ were‌ in‌ class‌ we‌ made‌ a‌ circle,‌ irst‌
ladies then boys, we were almost 250. A boy hit
me on my bag with stone. (25 years unmarried
girl from FGD 3, M.Ed. 1st year,)
These information indicates that harasser usually
choose crowed places to harass verbally while
blocking ways, brushing against and deliberate
touching private parts in quite places. Again it
should be noted that girls are more vulnerable not
only one place but in different places including
schools, colleges, homes, public places and quite
places etc.
Most of girls understood that sexual harassment
could happen to both boys and girls while some
thought that it could happen only to girls. Majority
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Surkhet Journal
of them reported that their own boyfriends or
boys students are the main perpetrators of sexual
harassment. The second biggest categories of
perpetrators of sexual harassment were unknown
persons, teachers, and librarians. The box 4 shows
the actual Perpetrators of Sexual harassment.
Box: 4 Perpetrators of Sexual harassment
I had come Surkhet from Salyan to study B.BS.
First day I had worn black coat going to multiple
college Surkhet. Sandesh (Name change) named
boy and his friends teased on pointing to my
black coat. (26 years unmarried girl from FGD
3, M.Ed. 1st year,).
Boys sexually exploit girls, boys push girls, try
to touch the sensitive parts. Boys touch girls
bodies, they grab them.” (20 years unmarried
girl from FGD 3, I.Ed. 1st year)
More than half of the girls were harresed by a
male peers. Only one out of seven girls of M.Ed.
mentioned female peers harassing and minorities
of students have blamed unknown person and
teachers.
On the whole girl students have been especially
victims of different persons including peer,
teacher, unknown persons, etc. It is indicated
that women are more likely than women to be
harassed. In depth qualitative studies by other
researchers have explored sexual harassment
by peers (Duncan, 1994, IUY and Helmet,
1996) Researchers have described peer sexual
harassment as a frequent public occurrence in the
school culture. Peer sexual harassment is viewed
as a form of sexual banter or sexual aggression
and is also considered to be an extension of
adolescent bulging (Stein, 1995).
Qualitative study recently carried out by action
aid Nepal (2009) reported “Violence against girls
in education, more than half of girls participating
in FGDS, all said that girls are raped by teachers
while giving private lessons. On the excuse
showing, affection, and help teachers have sex
with girls. In girls hostels teachers are reported to
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Shanti Prasad Khanal
be sexually exploiting girls. Two groups of FGD
participants said that They are rapped by teacher
in school. Nearly half of girls said that boys push
girls/try to touch parts of body, touch breasts and
come close (Action Aid, Nepal, 2009).
Information of FGD has clearly shown that girls’
experience of sexual harassment is more severe.
They face physically, instructive and intimidating
forms of harassment than boys. Students who are
reported experiencing signiicantly more unwanted
sexual attention from their male teachers were
more bothered by it.
Majority of the students said, they have rarely
experienced sexual harassment. To answer
How often have you experienced it? Only three
of 10 girls in I. Ed. and only two of 6 girls in
B. Ed. level students said that they have often
experienced and only one of 10 girls in I. Ed.
reported, they experienced sexual harassment
every day.
It seems that sexual harassment is actually
a part of an everyday social behaviour of
college. It has been a part of student’s everyday
experience. They have accepted it as a part of
college life. There was no single sampled girl
who had not faced sexual harassment in their
college.
Most of the FGD participants said that they shared
sexual harassment incidents and minority of the
respondents said, they weren’t share or ignored the
harassment case.
More than half of all girls participating in shared
the sexual harassment incidence with their
friends. Only two of 10 girls in I. Ed reported
their parents and teacher haraessed them.
Only two of six girls in B. Ed reported sexual
harassment case with class teacher. Majority of
them said that friends were response and did
help. Minority of girls reported that they ignored
the case. Only one out of 10 girls in I. Ed. said
that her parents suggested to her that, they should
protect themself.
February 2014, Year 1, Vol. 1
Surkhet Journal
Those who experienced sexual harassment but did
not share and report anyone about the incidents
and less than half of all girls said that they have
fear from the society. Three of 23 girls thought no
beneit of reporting and two of 10 girls of I. Ed
thought small case.
Box: 5 Sharing and Reporting Behaviour of
Girl Students
I asked madam but she refused to listen my
words. (26 years unmarried girl from FGD 3,
M.Ed. 1st year, M.Ed. 1st year).
The teacher became ready to punish him and he
ask me not to do myself. (24 years hostel girl,
from FGD 3, M.Ed. 1st year).
FGDs information’s clearly shows that the
large number of students said that they talked
about their experience with their friends. They
themselves have been victimized of unwanted
sexual harassment at college. They could
not help their friends. Most of the cases of
sexual harassment do not get reported as the
victims are scared of ostracism by societies if
they make the incidents known to the public
in our society. Women easily get branded as
loose character women and they hold the sole
responsibilities for inviting such advances.
This is the main reason why most of the girls
averse reporingt. The boys in our socity talked
about sexual experiences in the context of
romantic relationships more than girls. Recent
findings among another sample of Nepalese
youth (Thapa, et al, 2001) are consistent with
our focus group results.
As girls are subject of different form of
harassment their education is affected. Most of
them reported that they feel sexual harassment
has a negative impact on their study. They feel
like stop going to college. They find it difficult
to concentrate in class. Half of the girls said
they feel difficulties in college performance
and loss interesting college activities. Minority
of them reported that they loss friends and
secure mark.
55 February 2014, Year 1, Vol. 1
Shanti Prasad Khanal
Box: 6 Effect of Sexual Harassment Faced by
Girls in Education
Because boys and teachers give mental and
bodily tensions and sexual abuse to girls, they
drop out of school. (22 years unmarried girl,
from FGD 2, B.Ed. 2nd year).
It has directly affected my mind. I cannot
concentrate when I study, no interest in reading,
thinking‌ seriously,‌ forgetting‌ and‌ feel‌ dificult‌
to go campus and anywhere alone. (17 years
unmarried girl from FGD 1, I.Ed. 1st year).
A young girl who has home nearly Surkhet
Campus (Education) but left the campus and went
to Nepalgunj for study because of continuous
teasing by the street boys saying “I Love you”,
“I will die for you” or “I’ll kill others for you”
etc. (21 years unmarried girls from FGD from
FGD 2nd year).
In 2064, Gauri (Name changed) student of
Surkhet Campus (Education) lived in girl’s hostel
to whom local boys classmates gave tension on
the way and even in the classroom teasing her. So
she felt nervous to go campus. We were unknown
about this but one night, they entered girl’s
hostel compound with drunk, crying “Gauri”
“Gauri” and knocked every doors. Then other
students heard it and informed to police, campus
chief, student union. So we all became able to
recognize them and arrest two of them. Campus
restricated them from the campus. But the girl
“Gauri” could not study in the campus, she left
the campus and transferred Nepalgunj campus
for study. (24 years hostel girl from FGD B.Ed.
3rd years girl).
According to the participants of FGDs, sexual
harassment in their daily college life is affected in
many ways. About six of 10 girls in I. Ed mentioned
that it is dificult for them to concentrate in the class
because of perpetrators of their classmates, half of
the girls in B. Ed. said; they feel like dropping study
in college. Their college attendance is affected.
Two of seven girls in M. Ed. level reported that
they are quite in class and feel so hesitation.
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FGD information has clearly shown that
perpetrators make them feel like dropping,
studying in college. Their college or class
attendance, performance and activities is affected
and they loss interest in study. The literature in
this ield suggests that in the classroom girls
cannot pay attention and concentrate to class
teaching because boys tease girls. They like to
stop going to school because of different form
of violence. Girls in hostel are badly treated,
they lost interest in studies because teacher tease
girl students and they do not like go to school.
Girls lose interest in studies because of such
discrimination (Action Aid Nepal, 2008).
Of the 23 girls participating in FGDs, most
(17) of girls reported having psychological
health problems after facing sexual harassment
in their college. About four in 23 girls said that
they faced physical health problem. Girls in I.
Ed. reported that they become angry or violent
toward the prepoetrator and feeling shame and
guilt. About one in ten girls reported that they
feel a low self respect. Out of the six girls in
B. Ed, majority of them reported that they feel
anxiety and get angry for no reason. Two out
of six girls of B. Ed, reported that they kept
worrying and want to stay alone. One out of six
girls reported that she face a suicidal thought.
More than half of girls participating in FGD
in M. Ed said that they felt uncomfortable and
irritability. Less than half of girls participating
in FGD said that they had disturbance in sleep
after facing sexual harassment. The following
were their responses:
Box 7: Effects on Health of Sexual Harassment
It has directly affected my mind. I become
nervous that depressed me. I feel loneliness,
decreasing‌ self-conidence,‌ self-respect‌ as‌
the weak person, feel bore hearing others,
anxious. Because of these various problems, I
feel I can’t reach to the goals of my life. So, I
feel my devoted mind, physical afford is going
to be waste and will be blocked the door of my
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Shanti Prasad Khanal
bright future. Not only I but also many other
adolescent girls in our college are feeling-
sexual harassment. (18 years unmarried girl
from FGD 1, I.Ed. 1st year,).
The teacher tried to do sexual abuse me, I was
upset with him. (20 years unmarried girl from
FGD 2, B.Ed. 1st year,).
They reported that they had effect on physical
health after experiencing sexual harassment cases.
Majority of them reported that headache and
anorexia are major physical problem.
Box 8: Physical and Psychological Effects of
Sexual Harassment
I have headache, other physical effects are
feeling heavy head, tired, lack of appetite, losing
weight. (18 years unmarried girl from FGD 1,
I.Ed. 1st year).
Even now I don’t like doing household works and
‘don’t like eating’, I cannot sleep well I don’t like
speaking anyone. (17 years unmarried girl from
FGD 1, I.Ed. 1st year).
This information indicates that most incidents
of unwanted attention by teachers result in
more psychosomatic health problems like sleep
disorders (Joshi, 2004). Sexual harassment in an
academic setting has been found to diminish the
overall quality of the educational experience of
targeted women, damaging their career, success
and well-being (Fitzgerald et al., 1997, Hostelling
and Zuber, 1997). About one in twenty girls are
psychologically affected because of physical abuse
(action aid, 2008).
It is clear that to prevent sexual harassment at
academic institutions, there should have clear
policies and procedures regarding how the
complaints will be handled by whom and they
should educate faculty staff and students. In FGD
some policies for the harasser were suggested.
More than half of all girls participating in FGDs
in all level suggested that the college should
establish and enforce strong penalties to the
perpetrator. Most of them also suggested victim
February 2014, Year 1, Vol. 1
Surkhet Journal
receives a written apology from the harasser,
harasser receives a written warning, harasser has
to be charged, harasser is suspended temporarily
from the college, and minorities of them suggested
harasser sould be expelled permanently from
college. One out of 23 girls suggested harasser
should given a death penalty.
All girls participating in M. Ed. level have
overwhelmingly voiced to need to have
sex education in college for all adolescents
concern that there should be effective laws
to punish abusers. In addition, the teachers
college administration and ‘Free Student Union
should be more helpful and the culprit should
be severely punished for any kind of sexual
harassment. Campus should adopt the rules no
entry within a college gate without college dress
and students identity card. Their opinion is to
eliminate all kinds of discrimination, including
economic, social and gender discrimination
in the society. They strongly recommended
psychological healing for harassed girls. They
strongly feel a need for proper information to
prefect themselves from sexual harassment and
cope with risk situations. Some even said that
there was no way to prevent sexual harassment
in their college. Girls recommendations are
presented in box 9.
Box: 9 Girls' Recommendations
There is no way to fully prevent sexual harassment
in their college. (27 years married girl from FGD
3, M.Ed. thesis year).
I want to give death penalty to harasser. (25
year unmarried girl from FGD 3, M.Ed. thesis
year).
Previous research (Trevim & Ball, 1992) has
demonstrated that when sexual harasser is
punished harshly in an organizational context,
people believe that the punishment is fair and
they have more positive emotions than when that
harassment is punished less severely furthermore.
People infer the probability of future punishment
of other harasser from the punishment that
56 February 2014, Year 1, Vol. 1
Shanti Prasad Khanal
harasser receive. Thus, it is important for academic
and organizational institutions to identify the
speciic type of punishment that they consider
appropriate. This will help to ensure that members
of the organization will feel comfortable with
the outcomes and believe that the organization
is acting, fairly and potential harasser will be
convinced that punishment will be certain when
harassment occurs.
According to the U.S. department of Education
Office for Civil Rights’ Guidelines, schools
are required by the title IX regulations to
adopt and publish grievance procedures
providing for prompt and equitable resolution
of all sex discrimination complaints, including
complaints of sexual harassment. Students
should be notified of the procedures which
should be written in language appropriate to
the age of the school’s students. Without a
widely understood grievance procedure in
place, a school (or school district) is held liable
regardless of whether or not sexual harassment
has occurred.
A school that does have a grievance procedure
is liable for any conduct of its students that
creates a sexually hostile environment where
(a) the school knows (or should have know) of
the harassment, and (b) the school fails to take
immediate and appropriate steps to remedy
(Stein, 2000).
Conclusion
Sexual harassment is a global issue and
commonly experienced by girls and
women around the world. Campus girl
students are more likely to suffer from
sexual harassment because they lack
power, social security, and self-confidence
and have been socialized to suffer in
silence. Sexual harassment of the girl
students is a manifestation of the large
patriarchal system. Patriarchal system
reinforces the men to believe that they are
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innately superior to women and that this
superiority gives them the right to abuse
and exploit women. It is very much part
of traditional gender dynamic where boys’
status get built up by putting female down.
The root cause is an overall lack of self-
respect which translates into self-respect
for human being in general. Concern over
sexual harassment which is increasingly
being recognized as a violation of human
right is relatively recent in Nepal. Girl
students are more victimized by verbal,
written, visual and physical harassment,
through the volume of physical harassment
in this study was minimal. Their
boyfriends are major perpetrators to the
girl students. The girl students suffered
psychologically and physically but majority
are suffered psychologically. Majority are
facing sexual harassment while they are at
classroom. Majority are sharing/ reporting
the incidence of sexual harassment with
their friends. All girls participating in FGD
have overwhelmingly voiced to need to have
sex education in college for all adolescents.
Similarly they concern that there should be
effective laws to punish abusers.
Nepal has many laws in place to protect the
rights of girls or women in relation to their
rights, but no laws, regulations and policy to
ensure protection against sexual harassment
at school or college. So, it is necessary to
establish and display campus policy on sexual
harassment.
About the author
Mr. Khanal has been teaching at Surkhet Campus
(Education) as a part time teacher since three years.
He‌ had‌ inished‌ his‌ Masters‌ Degree‌ from‌ University‌
Campus Kirtipur in Health Education holding distinction.
He is interested in research based activities. He has
published some text books for M.Ed. and B. Ed. He has
also published about a dozen of research and subjective
articles in different research and academic journals. He
is a life member of Health Education Association Nepal
(HEAN).
102
Shanti Prasad Khanal Surkhet Journal Shanti Prasad Khanal
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Surkhet Journal Surkhet Journal Purna Bahadur Khadka

Women Representation in First CA of Nepal were participants and only 2 (6.9%) and 3 Main objective of this paper was to ind out the
(4%) were winners respectively. After the numerical position of women representatives in
Purna Bahadur Khadka restoration of multi-party democracy in1990, the irst CA of Nepal and discuss their numbers
several policies for women's upliftment were on the basis of election modes, main social
Abstract made and a separate ministry for their welfare groups, political parties, ecological regions,
This paper tries to show the actual position of Nepali women in first constituent assembly of Nepal was established. The world women conference development regions, zones, districts and age
composed through the mixed electoral system in 2008. The number of women representatives
held in Beijing in 1995 brought a new mode in groups.
of CA has been analyzed on the basis of political parties, social groups, development and
ecological regions, zones, districts and age groups. Their position in CA and legislative women's right. World-wide demand for equal Method and Materials
parliament (a law making body) at the first time of Nepalese political history has been seen access to all levels of state mechanism rose This paper is mainly based on secondary data
satisfactory with nearly 33 percent share. Political consciousness and constitutional provision strongly and pressed all the governments to particularly igures of result sheet of the irst
of reservation have contributed to promote their representation in state’s supreme legislative give due attention in promotion of women's CA election held in 2008 AD. In addition
body. Further efforts will be needed to maintain the present position and to increase more than right (IIDS, 2002, 2006). Many international relevant books, journals, articles and web site
it in coming days. institutions for women's right encouraged materials have also been used in it. Using simple
them to build pressure to their respective mathematical method the data are discussed and
Key words: Constituent assembly, political consciousness, region-wise distribution, candidates for governments for the shake of approval on
election, proportional representation. interpreted.
conference commitments and to take positive
Discussion
Rwanda, Sweden, Cuba, Finland, Argentina steps on implementation. Consequently,
First CA election was held on 10 April
The Context are the leader countries for high women proportional sharing in state power has
2008 AD. Among 74 registered political
representation. They have 56, 46, 43, 42 become a significant concern for all states. As
Nepali women comprise more than half of the parties 54 with 3130 candidates were
country's population. Due to patriarchal social and 40 percent women representatives in a result, different provisions have been made
contestants in the election. There were 816
value system they are socio-economically their Parliaments respectively. Other several to promote women's participation in state
independent candidates with 42 women
powerless and treated as second class citizens. countries like Saudi Arabia, Qatar, Belize, governance.
(EC,2008, Bhattarai & Sharma, 2066). The
They still have very limited role in national Palau, Micronesia, Nauru, Solomon etc. have In Nepal, the new constitution of 1990 number of total women candidates was 368
political leadership. Low representation no women representation at all. incorporated specific provisions to provide (9.3%). This number was higher than the
of women in decision making level is not In this world context, Nepal, a socio- some political support to women. The number of previous elections. Through a
the problem of only developing countries economically backward and politically compulsory provision of at least 5 percent mixed electoral system total 601 members
like Nepal. Many developed, socialist and unstable state has gradually done progress women's candidature from each political were elected for CA. It was the first
democratic countries also have this problem. in women representation. Figures of women party who participates in the election of HoR experience in Nepal. Out of total 601 seats
The developed countries like Canada, UK and representation in law making body show this and 20 percent reservation seats in local 240 members were elected through First
the USA have 22, 20 and 17 percent women fact. In the election for the first parliament of governments helped on increasing women's Past the Post (FPTP) system, 335 were
representation respectively in their respective 1959, there were only 6 women candidates and participation in state governance. The number through Proportional Representation (PR)
central level law making bodies. Among the among them a single candidate (Dwarikadevi of women candidates was 81, 86 and 143 in system and remaining 26 were nominated
socialist countries Cuba-43, Vietnam-26, Chanda Thakurani-Constituency no.66 the parliamentary elections held in 1991, by the Council of Ministers (SAPI,2009).
China-21 and DPR Korea have 15.6 percent Dadeldhura) succeeded to win the election 1994 and 1999 respectively. Out of the total Women representation elected through
women representation in their parliaments. (Sibakoti, Gautam,2054, Devkota,2016). 205 seats of those parliaments 7 (3.4%), 7 these three modes of election has been
The most democratic state, India has nearly During the Panchayat phase, women (3.4%) and 12 (5.8%) women candidates were discussed presenting in the following
11 percent women's share in its lower house representation was very negligible. In two elected. These results were very negligible tables.
of the parliament a supreme decision making elections (1981,1986) for National Panchayat for them on the proportion of their population
body. Sri-Lanka and Myanmar are behind it. 29 (2.65%) and 73 (4.71%) women candidates (EC,1991,1994,1999).

104 February 2014, Year 1, Vol. 1 58 February 2014, Year 1, Vol. 1 105
Surkhet Journal
Table 1: Representation by Election Mode, Social Group and Political Party
Mode of Election
Description
1 CPN (Maoist)
2 Nepali Congress
3 CPN-UML
4 MJAF Nepal
5 TML Party
6 RP Party
7 CPN (ML)
8 Sadbhavana Party
9 Janamorcha Nep
10 CPN (Sanyukta)
11 RPP Nepal
12 R Janamorcha
13 R Janashakti Party
14 NMK Party
15 SLR Mancha
16 Sadbhavana (A)
17 R Janamukti Party
18 Nep Janata Dal
19 CPN (Ekikrit)
Total
Grand Total
Source: Constituent Assembly Election: Result Book 2064.
Note: CPN (Communist party of Nepal ), UML (Unified Marxist
and Leninist), MJAF (Madhesi Janadhikar Forum), TML (Terai
Medhesh Loktantrik),RPP (Rastriya Prajatantra Party), ML
106
Purna Bahadur Khadka Surkhet Journal Purna Bahadur Khadka
According to the table–1, 30 women of the 54 contestant political parties only 19
Proportional Direct Elected Nominated representatives were elected through FPTP, succeeded to send women representatives in CA.
161 through PR and 6 through nomination. Among them 5 political parties-CPN-(Maoist),
Janajati
Total
Janajati
Janajati
Others
Total 197 (32.8%) women were elected as Nepali Congress, CPN-UML, MJA Forum Nepal
Backward Area
Dalit
Dalit
Dalit
and TML party could elect 30 women members
Madhesi
Madhesi
Madhesi
CA members through these three modes of
Others
Others
election. Separate electoral data of women through direct election. Out of 30 direct elected
Terai
Terai
Terai
Terai
Terai
Terai
Hill
Hill
Hill
Hill
Hill
Hill
representatives have been shown in the women representatives 24 were from CPN
table. According to the table–1, Janajati (Maoist), 2 each from NC and Forum Nepal and
10 13 5 5 1 2 14 1 7 1 1 14 3 77 women from hill and 1 from Terai as well 1 each from CPN-UML and TML party. All 19
as 1 Dalit and 18 others (Brahmin/ Chhetri) political parties succeeded to elect their women
6 10 3 4 1 1 11 2 1 39
women from hills were elected through member for CA through PR electoral system.
8 10 1 3 1 1 11 1 1 1 38 FPTP or direct election. Likewise, among 6 nominated women representatives were only
7 2 2 1 1 13 the women representatives elected through from three political parties-CPN- (Maoist),
PR system equal 39 were from Madhisi CPN-UML and Nepali Congress. There were 4
4 1 1 6
women and hill Janajati groups. There were equal representatives from RPP and CPN-ML.
1 1 1 1 4 elected 13 Janajatis and 7 Dalits from Terai. Nepal Sadbhavana Party, Janamorcha Nepal,
1 1 2 4 4 were elected from backward areas and 43 were CPN (Sanyukta) and RPP Nepal each had 2
1 1 2 from hill Brahmin/Chhetri groups. Out of 6 women members in CA. In total, the greatest
nominated women representatives 5 were from 77 (39%) women representatives were from
1 1 2
Janajati groups and 1 from hill Brahmin/Chhetri CPN (Maoist). It followed by Nepali Congress,
1 1 2 group. Out of 5 Janajati representatives only a CPN-UML, MJA Forum Nepal and TML Party
1 1 2 single women was from Terai Janajati. Thus, in with 39 (19.8%), 38 (19.3%), 13 (6.6%) and
totality, 130 (66%) women from mountain/hill 6 (3%) women members respectively. Other
1 1
and 67 (34%) from Terai women were elected remaining eight political parties each had 1
1 1 in CA. It shows hill women are more conscious women representative. Looking at the picture of
1 1 in politics than Terai women. Similarly, out of hill/Terai representation by political parties, 7
1 1 68 (34.5%) Janajati women representatives, political parties had only Terain and 6 had only
50 (73.5%) were from hill and among the 21 hill origins. Other 6 political parties had both
1 1
(10.7%) Dalit women, 7 (33.3%) were from origin representatives. The largest party CPN
1 1 Terai. Out of total 104 (52.8%) high caste women (Maoist) had 18 (23.4%) women representatives
1 1 62 (59.6%) were from hill and 42 (40.4%) were from Terai. Nepali Congress had 10 (25.6%) and
from Terai. 75 percent of women representatives CPN-UML had 11 (28.9%) Terai origin women
1 1
from backward areas were high castes and 25 representatives in CA. RPP and CPN-(Sanyukta)
39 39 16 13 7 4 43 3 7 1 1 18 4 1 1 197 percent belonged to Janajati. They all were not both had equal representatives from hill and
161 30 6 11197 from Terai. Terai. Hill origin dominance was clearly seen
Socially, hill high caste women maintained their in three major political parties and fully Terai
(Marxist and Leninist), NMK (Nepal Majdoor Kishan), SLR
(Sanyukta Loktantrik Rastriya), A (Anandidevi), Nep (Nepal), dominance in CA. Janajatis were in second origin dominance in two Terai based political
Others(Brahman/kshatri) parties.
position and Dalit women were in the last. Out
February 2014, Year 1, Vol. 1 59 February 2014, Year 1, Vol. 1 107
Surkhet Journal Purna Bahadur Khadka Surkhet Journal Purna Bahadur Khadka
Table 2: Representation by Development Region, Zone and Political Party Table 2 shows the distribution of women parties confined in a single development
Mode of Direct Proportional Election Nominated representatives by development region, zone region. CPN-UML had its nominated women
Election Election and political party. Central development members from two regions.
region with its 80 (40.6%) women In zone-wise distribution of women

Janamorcha Nepal

R Janamukti Party
R Janashakti Party
Sadbhavana Party

Nepali Janata Dal

Nepali Congress
CPN (Sanyukta)

Sadbhavana(A)
Nepali Congress
representatives had stood in the first position. representatives, Janakpur was the first

Nepali Congress

CPN (Akikrit)
R Janamorcha
CPN(Maoist)

CPN(Maoist)

CPN(Maoist)
SLR Mancha
MJAF Nepal

MJAF Nepal
Eastern region was in second and other three with 31 representatives. Bagmati with

NMK Party
CPN-UML

CPN-UML
TML Party

TML Party

Percentage
RPP Nepal

CPN-UML
CPN-ML
Political

RP Party
regions from east to west ranked third, fourth 29 was second and Kosi was third with
Parties and fifth respectively. The least (5.1%) its 21 representatives. The least only 3

Total
representatives were in far western region. women representatives were in Mahakali
Though, this region-wise distribution was zone. Karnali and Dhaulagiri each had 4
1 Eastern 3 1 12 12 6 4 1 1 1 1 1 1 1 1 1 47 24 seen balanced on the population proportion women members for CA. Similarly Seti and
Region the distinct level of political consciousness Mechi both had equal 7 representatives.
2 Central 8 1 1 1 18 14 18 6 4 1 2 2 1 1 1 1 80 41 of women in these regions could also be seen. Narayani, Sagarmatha, Gandaki, Rapti,
Region Central development region with capital city Lumbini and Bheri were fourth, fifth, sixth,
3 Western 4 1 9 4 7 1 1 1 3 1 32 16 and adjoining regions had higher political seventh, eighth and ninth respectively.
Region consciousness than the women of other Among the 6 nominated represenstatives
4 M-western 6 1 9 3 4 1 1 1 1 1 28 14 regions. Their orderly decreasing presence 4 were from Gandaki, 1 from Kosi and
Region in CA shows it clearly. Only CPN (Maoist) another from Bagmati. No representatives
succeeded to elect its women candidates
5 F-western 3 2 3 1 1 10 5 elected through direct election could
from all development regions through cover all zones but women representatives
Region
direct election. Likewise, Nepali Congress belonged to Nepali Congress under PR
Total 24 2 1 2 1 50 36 35 11 5 4 4 2 2 2 2 1 1 1 1 1 1 1 1 3 1 2 197 100 could cover all these regions with its system could represent from all 14 zones.
Grand Total 30 161 6 women representatives through proportional In direct election CPN (Maoist) could not
election. But through direct election Nepali cover Kosi, Dhaulagiri and Karnali zone
1 Mechi 1 1 2 1 1 1 7 4 Congress and Forum Nepal confined in with its women representatives. Nepali
2 Kosi 6 6 2 3 1 1 1 1 21 11 two development regions and CPN-UML Congress succeeded to maintain women
3 Sagarmatha 2 1 5 4 3 1 1 1 1 19 10 and TML Party in a single development representatives only from Bagmati and
4 Janakpur 3 1 7 5 7 2 3 1 1 1 31 16 region. In proportional election, CPN-ML Limbini. Likewise, Forum Nepal had its
and RPP covered four development regions.
5 Bagmati 4 1 6 6 7 1 1 1 1 1 29 15 representatives only from Sagarmatha and
They both have no representation from far- Narayani. TML party could not represent
6 Narayani 1 1 5 3 4 4 1 1 20 10 western region. MJA Forum Nepal and CPN- other zones except Janakpur. Under PR
7 Gandaki 2 6 2 2 1 3 1 17 9 ML had their women representatives from election CPN (Maoist) covered 13 zones
8 Lumbini 2 1 3 1 3 1 11 6 three development regions and they both except Dhaulagiri, UML 12 except Seti and
9 Dhaulagiri 1 2 1 4 2 could not succeed to elect women member Mahakali, Forum Nepal could represent
for CA from western and far-western from 5 zones, RPP and CPN-ML equal
10 Rapti 4 6 1 2 1 14 7
region. TML party, Nepal Sadbhavana party, from 4, Sadbhavana, Janamorcha, CPN
11 Karnali 2 1 1 4 2 Janamorcha Nepal and RPP Nepal each (Sanyukta) and RPP Nepal equal from two
12 Bheri 2 1 1 1 1 1 1 1 1 10 5 had their women representatives from two and remaining all were from single zone.
13 Seti 2 1 2 1 1 7 4 development regions and remaining political
14 Mahakali 1 1 1 3 2
Total 24 2 1 2 1 50 36 35 11 5 4 4 2 2 2 2 1 1 1 1 1 1 1 1 3 1 2 197
Grand Total 30 161 6
Source: Constituent Assembly Election: Result Book 2064.

108 February 2014, Year 1, Vol. 1 60 February 2014, Year 1, Vol. 1 109
Surkhet Journal Purna Bahadur Khadka Surkhet Journal Purna Bahadur Khadka
Table3: Representation by District Thus, total 197 women representatives from Lumbini each had 5, Sagarmatha and Bheri
58 districts were first time elected for CA of each had 4, Dhaulagiri, Rapti, Karnali and
S Number of Districts by the Number of Women Representatives
Zone Total Nepal. Among those 58 districts the greatest Mahakali each had 3 and Mechi of far east and
N 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 number 7 was from Bagmati zone. Janakpur Seti zone of far west each had equal 2 districts
1 Mechi 2 1 1 4 and Gandaki each had 6, Kosi, Narayani, with women representatives.
2 Kosi 1 1 1 1 1 1 6 Table4: Representation by Age Group and Political Party
3 Sagarmatha 2 2 1 1 6 Age Group 25-39yrs 40-59yrs 60-75yrs Above-75 Total
SN Political Party Total % Total % Total % Total % Total
4 Janakpur 1 2 1 1 1 6
1 CPN (Maoist) 62 80.5 14 18.2 1 1..3 77
5 Bagmati 1 2 1 1 2 1 8
2 NC Party 7 17.9 31 79.5 1 2.6 39
6 Narayani 1 2 1 1 5
3 CPN-UML 13 34.2 25 65.8 38
7 Gandaki 1 2 1 1 1 6 4 MJAF Nepal 8 61.5 5 38.5 13
8 Lumbini 1 2 1 1 1 6 5 TML Party 1 16.6 4 66.6 1 16.6 6
9 Dhaulagiri 1 2 1 4 6 RP Party 2 50.0 2 50.0 4
10 Rapti 2 1 1 1 5 7 CPN-ML 1 25.0 3 75.0 4
11 Karnali 2 2 1 5 8 Sadbhavana Party 2 100 2
12 Bheri 1 1 1 1 1 5 9 Janamorcha Nepal 2 100 2
13 Seti 3 1 1 5 10 CPN (Sanyukta) 1 50.0 1 50.0 2
11 RPP Nepal 2 100 2
14 Mahakali 1 3 4
12 R.Janamorcha 1 100 1
Total 17 15 10 11 10 3 4 1 1 1 0 0 1 0 1 75
13 R. Janashakti Party 1 100 1
Members --- 15 20 33 40 15 24 7 8 9 0 0 12 0 14 197
14 NMK Party 1 100 1
Source: Constituent Assembly Election: Result Book 2064.
Note: Because of the dificulty in showing seventy ive districts Narayani, Lumbini, Dhaulagiri, Karnali and Bheri. 15 SLR Mancha 1 100 1
orderly, in table3, districts have been shown in numbers on the The number of districts having 3 women CA 16 Sadbhavana (A) 1 100 1
basis of the number of women representatives. (For detail see
appendix-A) members was 11. Janakpur and Narayani each had 17 R. Janamukti Party 1 1
equal 2 such districts. Other 7 districts were 1 each 18 Nepali Janata Dal 1 100 1
Table3 shows that17 districts are without women of Mechi, Kosi, Bagmati, Gandaki, Lumbini, Rapti
representatives throughout the country. Mechi, 19 CPN (Ekikrit) 1 100 1
and Bheri. 4 women CA members were elected
Sagarmatha, Rapti and Karnali zone each had from 10 districts each. Those districts were 2 each Total 103 88 6 0 0 197
equal 2 districts vacant. The most 3 vacant districts from Sagarmatha and Bagmati and 1 each from Percentage 52.3 44.7 3.0 100
were in Seti zone. Kosi, Bagmati, Lumbini, Mechi, Janakpur, Narayani, Gandaki, Lumbini and Source: Constituent Assembly Election: Result Book 2064.
Dhaulagiri, Bheri and Mahakali each had 1 district Bheri. There were 3 districts from where equal ive Table4 shows the number of women representatives was slightly less than youth group. Total number
without women representatives. There were 15 women representatives were elected. Sagarmatha, by age groups. The most 103 (52.3%) women of this group was 88 (44.7%). It means political
districts from where single women representatives Gandaki and Rapti zone had such districts. The representatives of CA were the age of 25-39 years. The consciousness and activeness of this group was lower
were elected. Such districts were the most 3 of number of districts having 6 women CA members dominance of youth women group in national politics than youth group. The adult aged group women
Mahakali, 2 each of Bagmati, Lumbini, Dhaulagiri were 4, 1 each of Kosi, Sagarmatha, Rapti and Seti. is a positive message and lesson in the worldwide representatives or age of 60-75 was negligible. Only
and Karnali and 1 each of Kosi, Gandaki, Bheri and There were other 5 districts from where 7, 8, 9, 12 development of women politics. It may also be 6 (3%) women were in this group. It refers that adult
Seti. Likewise, there were 10 districts with 2 women and14 women representatives were elected for CA. a long term effect in Nepali politics. It will be an generation of women was deprived from political
representatives. Among those districts 2 were in Those districts were of Janakpur, Narayani, Kosi, inspiration and encouragement to future generations. access. They did not get opportunities in involving
Gandaki and 1 each in Kosi, Janakpur, Bagmati, Janakpur and Bagmati respectively. The presence of middle aged group (40-59 years) politics or there was no open political environment

110 February 2014, Year 1, Vol. 1 61 February 2014, Year 1, Vol. 1 111
Surkhet Journal Purna Bahadur Khadka Surkhet Journal Purna Bahadur Khadka
for women. No one women representative of over 75 of women youths of this party was 34.2 percent Looking through ecological perspective, the legislatives of Nepal and other several countries in
years' age was in CA of Nepal 2008. and no adult aged group member. Similarly, there most 46.7 percent of 15 mountainous districts the world. The compulsory constitutional provision
By the age group, the predominance of youth was youth dominance in MJA Forum Nepal and were vacant by women representatives of CA. of proportional electoral system with 50%
women group was in CPN (Maoist). It had 62 middle aged dominance in TML party. Among the Likewise, 25 percent districts in hilly region and women candidates from each contested political
(80.5%) youth women in its total 77 representatives. other small political parties RPP had equal women the least 5.5 percent in Terai region were vacant. parties was the main base of increasing women
It had fewer middle aged or 40-59 age group representatives from youth and adult aged group. None of the inner Terain districts were without representation. 33% share of women in central
women representatives and negligible number of CPN-ML, Sadbhavana, Janashakti, Sadbhavana women members of CA. The most 41.1 percent level law making body was the irst example and
adult aged members. Nepali congress party had the (Anandidevi) and CPN (Ekikrit) had middle aged women representation was from Terai region an inspiring lesson to all countries of SAARC as
middle aged group dominance because it had 31 dominance. The dominance of youths among other and the least only 6.6 percent from mountain well as other countries in the world. Looking on
(79.5%) women members among its total women small political parties was also in Janamorcha region. Slightly fewer than Terai was in hilly the basis of social groups, no so much difference
representatives. It had fewer youth number and Nepal, RPP Nepal, R. Janamorcha, NMK party, region and it was 12.2 percent in inner Terai. was among them. A few percent was high of hill
very few of adult aged representatives. The third SLR Mancha and Nepali Janata Dal. Nepal All women representatives of small political high caste (Brahmin/Chhetri) women than their
largest political party CPN-UML had also adult Janamukti Party was only adult aged dominance parties- Janamorcha Nepal, NMK party and CPN population proportion and less of Madhesi, Janajati
dominance slightly less than NC party. The number party. (Ekikrit) conined only in hilly region and MJAF and Dalit women.
Table5: Representation by Ecological Region Nepal, TML party, both Sadbhavana parties, R. Development region-wise distribution of women
Region with Mountain-15 Hill-36 Inner Terai-6 Terai-18 Janashakti party, R. Janamukti party and Nepali representatives was seen to be balanced on the
SN Total Janata Dal were limited only in Terai region. The ground of population share. Similar position was
Districts Total % Total % Total % Total %
larger political parties- CPN (Maoist), Nepali in zonal distribution. Fifty percent zone (Mechi,
Vacant Districts 7 46.6 9 25.0 0 0 1 5.5 17
Congress party and CPN-UML had their women Narayani, Dhaulagiri, Lumbini, Karnali, Seti and
1 CPN (Maoist) 7 9. 0 36 46.7 11 14.3 23 29.9 77 representatives from all ecological regions. Mahakali) had slightly less women representatives
2 NC Party 2 5.1 18 46.1 6 15.4 13 33.3 39 Two RPP and CPN (Sanyukta) had their women than their population proportion and other remaining
3 CPN-UML 4 10.5 16 42.1 5 13.1 13 34.2 38 members from hill and Terai region and CPN- zones had more than it. Women representatives of
4 MJAF Nepal 13 100 13 ML from three regions except mountain. Major CA had covered 58 (77.33%) districts whereas
5 TML Party 6 100 6 three political parties had their dominance irst their coverage was conined in less than 12 (16%)
6 RP Party 1 25.0 3 75.0 4 in hilly region and then in Terai. Percentage districts in previous elections.
feagures of these parties in all regions were not Vast difference between the number of youth
7 CPN-ML 1 25.0 1 25.0 2 50.0 4
so much far from each others. and adult aged group members of CA indicates
8 Sadbhavana Party 2 100 2 In mountain region, no other political parties that political development of women will be
9 Janamorcha Nepal 2 100 2 except Maoist, Congress and UML did show their grown further more. Ecological region-wise
10 CPN (Sanyukta) 1 50.0 1 50.0 2 presence with women representatives. In hilly distribution of women representation of CA
11 RPP Nepal 1 50.0 1 50.0 2 region, women of eleven political parties including was generally seen balanced to the respective
of majors were represented. The most (Fourteen population proportion.
12 R.Janamorcha 1 100 1
Political Parties) could elect their women Though representation of women in the CA was
13 R. Janashakti Party 1 100 1 representatives from Terai and only ive were from satisfactory in numbers, their role did not seem
14 NMK Party 1 100 1 inner Terai. Among three major political parties, so much effective in decision making as much as
15 SLR Mancha 1 100 1 CPN-UML had higher percentage of women they could because they were mediated by their
16 Sadbhavana (A) 1 100 1 representatives in mountain region, CPN (Maoist) political parties. They should try to maintain
in hilly region and Nepali Congress in inner Terai their present position in coming legislatives
17 R. Janamukti Party 1 100 1
region. But they had no any noticable difference in and should pay great attention to make their
18 Nepali Janata Dal 1 100 1 percentage igures. representation to 50% in all decision making
19 CPN (Ekikrit) 1 100 1 bodies as well as other state mechanisms.
Conclusion
Total 13 6.6 79 40.1 24 12.2 81 41.1 197 They should make a strong unity among the
Representation of Nepali women in irst CA of 2008
Source: Constituent Assembly Election: Result Book 2064.
women belonging different political parties
was satisfactory compared to previous elections of

112 February 2014, Year 1, Vol. 1 62 February 2014, Year 1, Vol. 1 113
Surkhet Journal Purna Bahadur Khadka Surkhet Journal Purna Bahadur Khadka
and independent groups to face each and every Sibakoti, G. P. (nd). Nepalka Nirbachanharu: Appendix-A
challenges over their demands of proportional 2015-2064 (Elections of Nepal:1959-2008). Representation by District and Political Party
inclusiveness in all sectors of state mechanism. Kathmandu: Naya Kotparb Dainik. Mode of Election Direct Election Proportional Election Nominated
Future, political development of Nepali women Gautam, R. (2054). Nepalko Sambaidhanik

R Janashakti Party

R Janamukti Party
Sadbhavana Party
Janamorcha Nepal

Nepali Janata Dal

is seen bright. Itihas Ra Rajniti (Constitutional history

Nepali Congress

Nepali Congress

Nepali Congress
CPN(Sanyukta)

Sadbhavana(A)

CPN (Akikrit)
R Janamorcha
CPN(Maoist)

CPN(Maoist)

CPN(Maoist)
SLR Mancha
MJAF Nepal

MJAF Nepal
About the author and politics of Nepal). Kathamandu: Ratna

NMK Party
CPN-UML

CPN-UML

CPN-UML
TML Party

TML Party

RPP Nepal
CPN-ML
Mr. Khadka, Lecturer of TU at Surkhet Campus (Education), Pustak Bhandar. Political Party

RP Party
has earned his Ph D and has published many articals in SAPI. (2009). Exploring Gender Gaps in Politics,

Total
diffrent Journals.
Participation and Policies. Lalitpur: South
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(Constituent Assembly Election 2008: 10 Sunsari 2 1 2 1 1 1 1 9
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36 Gorkha 1 1 2 1 5 Appendix-B 34) Sunita Ku.Mahato-Siraha

37 Manang 1 1 2 List of Women Representatives of First CA 35) Pramiladevi Yadav-Dhanusha
38 Lamjung 1 1 A: Direct Election 36) Budhanidevi Mahato-Mahottari
39 Kaski 1 1 2 I.CPN (Maoist) 37) Jwala Kumari Shah-Bara
40 Tanahu 1 1 1 3 1) Dharmashila Chapagain-Jhapa 38) Indramati Yadav-Kapilvastu
41 Syanja 2 2 4 2) Samita Karki- Khotan 39) Laxmi Ku.Chaudhary-Saptari
42 Gulmi 3) Mani Khambu(Kirati)-Udayapur 40) Sukadaiya Chaudhary-Kailali
43 Palpa 1 1 1 3 4) Devi Khadka-Dolakha 41) Shantidevi Rajbansi-Morang
44 Arghakhachi 1 1 5) Nir Ku.Kuwar-Sindhuli 42) Halina Khatun Sokhin-Sarlahi
45 Nawalparasi 1 1 2 6) Ram Ku.Yadav-Dhanusha 43) Durgadevi Pasawan-Dhanusha
46 Rupandahi 1 1 1 1 4 7) Kalpana Dhamala-Dhading 44) Chandadevi Mahara-Parsa
47 Kapilbastu 1 1 8) Bimala Subedi-Nuwakot 45) Amrita Thapa Magar-Syanja
48 Mustang 1 1 9) Hishila Yami-Kathmandu 46) Tara Gharti Magar-Rolpa
49 Myagdi 1 1 10) Pampha Bhushal-Lalitpur 47) Onsari Gharti Magar-Rolpa
50 Baglung 1 1 2 11) Kumari Moktan-Makawanpur 48) Kamala Roka Magar-Rukum
51 Parbat 0 12) Parbati Thapa Shrestha-Gorkha 49) Santamaya Tamang-Nuwakot
52 Rukum 1 2 3 13) Durga Kumari BK-Kaski 50) Indrawati Adhikari-Udayapur
53 Rolpa 1 4 1 6 14) Lila Ku.Bagale-Palpa 51) Sabitra Gurung Dura-Tanahu
54 Pyuthan 0 15) Sitadevi Boudel-Nawalparasi 52) Laxmi Gurung-Ramechhap
55 Salyan 0 16) Jun kumari Roka-Rukum 53) Bishnu Kumari Rai-Ilam
56 Dang 2 1 1 1 5 17) Jayapuri Gharti-Rolpa 54) Sushila Kandangawa-Terhathum
57 Dolpa 1 1 2 18) Dama Ku.Sharma-Dang 55) Aangdawa Sherpa-Kathmandu
58 Mugu 1 1 19) Shushma Sharma- Dang 56) Maya Chepang-Chitawan
59 Jumla 0 20) Purna Ku.Subedi-Banke 57) Uma Bhujel-Gorkha
60 Kalikot 1 1 21) Sarala Regmi-Bardiya 58) Mahalaxmi Shrestha-Kathmandu
61 Humla 0 22) Rupa So.Si.Chaudhary-Kailali 59) Uma Gothe (Kapali)-Bhaktapur
62 Jajarkot 0 23) Lila Ku.Bhandari-Kailali 60) Bimala Mijar-Udayapur
63 Dailekh 1 1 2 24) Renu Chanda(Bhatta)-Baitadi 61) Rupa BK-Palpa
64 Surkhet 1 1 II.Nepali Congress 62) Santoshi BK-Rolpa
65 Banke 1 1 1 3 25) Suprabha Ghimire-Kathmandu 63) Parbati Rasaili-Ramechhap
66 Bardiya 1 1 1 1 4 26) Pushpa Bhushal-Arghakhanchi 64) Himkumari Sunar-Lamjung
67 Bajura 0 III.MJF Nepal 65) Satya Pahadi-Dolpa
68 Achham 0 27) Renu Ku.Yadav-Saptari 66) Dhirendra Ku.Upadhyaya-Kalikot
69 Bajhang 0 28) Karima Begam-Parsa 67) Renu Dahal-Chitawan
70 Doti 1 1 IV.CPN-UML 68) Yashoda Subedi-Manang
71 Kailali 2 1 1 1 1 6 29) Kamala Sharma-Surkhet 69) Khuma Subedi-Rolpa
72 Darchula 1 1 V.TML Party 70) Gita Thakunna-Darchula
73 Baitadi 1 1 30) Sumitradevi Yadav-Sarlahi 71) Renuka Chaulagain-Kabhre
74 Dadeldhura 1 1 B: Proportional Election 72) Ganga Parajuli-Lalitpur
75 Kanchanpur 0 I.CPN (Maoist) 73) Shanta Neupane-Chitawan
Total 24 2 1 2 1 50 36 35 11 5 4 4 2 2 2 2 1 1 1 1 1 1 1 1 3 1 2 197 31) Liladevi Mehata-Sunsari 74) Uma Karki Bista-Sankhuwasabha
32) Jubba Soren-Morang 75) Puja Khanal-Sunsari
Grand Total 30 161 6 197
Source: Constituent Assembly Election: Result Book 2064. 33) Lalita Ku.Shah-Saptari 76) Bimala KC-Rukum

116 February 2014, Year 1, Vol. 1 64 February 2014, Year 1, Vol. 1 117
Surkhet Journal
77) Sharada Ghimire-Rupandehi
78) Kalpanadevi Subedi-Sindhuli
79) Bharat Ku. Regmi-Dailekh
80) Goma Pathak-Syanja
II.Nepali Congress
81) Uma Adhikari-Chitawan
82) Meena Pande-Sarlahi
83) Mahalaxmi Aryal-Makawanpur
84) Ambika Basnet-Kathmandu
85) Aarju Rana Deuva-Dadeldhura
86) Nirmala Prasai-Ilam
87) Usha Gurung-Jhapa
88) Bhotanidevi Khawas-Morang
89) Kabita Kumari Sardar-Morang
90) Ramawati Chaudhary-Sunsari
91) Lila Subba-Dhankuta
92) Sita Gurung-Terhathum
93) Bina Poudel-Sankhuwasabha
94) Hira Gurung-Khotang
95) Pramila Rai-Udayapur
96) Laxmi Pariyar-Udayapur
97) Munni Ku.Gupta-Saptari
98) Saraswati Chaudhary-Dhanusha
99) Krishna Thakur-Dhanusha
100 )Minakshi Jha-Dhanusha
101) Kiran Yadav-Mahottari
102) Kalyani Rijal-Kathmandu
103) Rama Guragain-Kathmandu
104) Krishna Amatya-Kathmandu
105) Kamala Thapa-Kabhre
106) Lalita Kingring
107) Sundevi Joshi-Chitawan
108) Krishna Ku.Pariyar-Kaski
109) Urmila Thapa-Tanahu
110) Sabitri Singh-Rupandehi
111) Ratna Serchan-Baglung
112) Bimala Nepali-Dang
113) Dudh Ku.Hamal-Dolpa
114) Mohamaddhi Siddhiki-Banke
115) Kalpana Sob(Damai)-Doti
116) Ishwari Neupane-Kailali
III.CPN-UML
117) Radha Ghimire-Rupandehi
118
Purna Bahadur Khadka
118) Bishnumaya BK-Terhathum
119) Bima Ku.Karki-Bara
120) Bina Gyanwali-Bardiya
121) Binda Pande-Nuwakot
122) Durga Pariyar-Udayapur
123) Dolma Tamang-Sindhupalchok
124) Hasina Minya-Syanja
125) Jaya Ghimire-Dhanusha
126) Juli Ku.Mahato-Dhanusha
127) Kiran Kumari Raya-Sarlahi
128) Padma Ku.Aryal-Syanja
129) Ramrati Ram-Siraha
130) Ratna Gurung-Kathmandu
131) Rima Ku.Nepali-Rolpa
132) Sakuntala Lepcha-Ilam
133) Lakki Sherpa-Kathmandu
134) Sita Ku.Poudel-Chitawan
135) Sabitra Bhushal-Kathmandu
136) Sonam Chhejon Lama-Mugu
137) Sarala Yadav-Rautahat
138) Sharada Jha-Dhanusha
139) Sharadadevi Kumal-Chitawan
140) Shantimaya Tamang-Dolakha
141) Shantidevi Chamar-Nawalparasi
142) Shanti Jirel-Dolakha
143) Sapana Pradhan-Kathmandu
144) Shanti Basnet-Kathmandu
145) Shanta Chaudhary-Dang
146) Thammaya Thapa-Myagdi
147) Tasisyangbo Gurungseni-Mustang
148) Ushakala Rai-Khotang
149) Urmiladevi Shah-Dhanusha
150) Ashodadevi Adhikari-Morang
151) Narayanidevi Ghimire-Palpa
IV.MJF Nepal
152) Sandhyadevi Gupta-Banke
153) Nilam Barma-Rautahat
154) Lalita Shah-Sunsari
155) Kalawatidevi Dusad-Bara
156) Rambhadevi Yadav-Rautahat
157) Surita Ku.Shah-Dhanusha
158) Asha Ku.Sardar-Morang
159) Salmakhatun Mikrani-Sarlahi
February 2014, Year 1, Vol. 1
Surkhet Journal Purna Bahadur Khadka
160) Durgadevi Mahato-Parsa XVIII.Nepali Janata Dal
161) Sebakidevi Tatma-Siraha 190) Gayatri Shah-Sarlahi
162) Sabitadevi Yadav-Sunsari XIX.CPN (Akikrit)
V.TML Party 191) Radhadevi Timilsena-Lalitpur
163) Kashidevi Jha-Dhanusha C: Nominated
164) Urmila Mahato-Sarlahi I.CPN (Maoist)
165) Chandan Shah-Rautahat 192) Indramaya Gurung-Gorkha
166) Bashanti Jha-Mahottari 193) Neema Lama-Manang
167) Ramani Ram-Saptari 194) Sabina Baram-Gorkha
VI.RP Party III.CPN-UML
168) Pratibha Rana-Bardiya 195) Bhagawati Chaudhary-Sunsari
169) Nabodita Chaudhary-Sunsari 196) Shila Katila-Kabhre
170) Dal Ku.Sunuwar-Ramechhap II.Nepali Congress
171) Babitadevi Dhobi-Rupandehi 197) Kamala Panta-Gorkha
VII.CPN-ML Source: Constituent Assembly Election: Result Book 2064
172) Nilam Khadka-Jhapa
173) Janak Ku.Chalise-Lalitpur
174) Sarada Nepali-Bardiya
175) Parbati Mahato-Chitawan
VIII.Sadbhawana Party
176) Gauri Mahato-Sunsari
177) Malamatidevi Rana-Kailali
IX.Janamorcha Nepal
178) Durgajayanti Rai-Khotang
179) Sita Pokhrel-Tanahu
X.CPN-(Sanyukta)
180) Kalpana Rana-Kathmandu
181) Ramshila Thakur-Mahottari
XI.RPP Nepal
182) Kunti Shahi-Dailekh
183) Babina Moktan-Jhapa
XII.R.Janamorcha
184) Meena Pun-Baglung
XIII.R.Janashakti Party
185) Phulamati Chaudhary_Kailali
XIV.NMK Party
186) Lila Nyaichyai-Bhaktapur
XV.SLR Mancha
187) Rukmini Chaudhary-Dang
XVI.Sadbhavana Party (A)
188) Sarita Giri-Siraha
XVII.R Janamukti Party
189) Chhimaya Rai-Sunsari
65 February 2014, Year 1, Vol. 1 119
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120 February 2014, Year 1, Vol. 1 66 February 2014, Year 1, Vol. 1 121
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sIff b;sf] …;lxbx¿sf] ;DemgfdfÚ ‰ofp/] 5Gbdf b]lvG5 . jif{–jif{sf x]/ t';f/f oxL‌levf/‌‌‌L‌cfPYof]‌≤
n]lvPsf] 5 . o;df Ps x/kmdf !^ cIf/ x'G5g\ . 5Gbdf lgDgfg';f/ e]bx¿ b]lvG5g\ -g]kfn, @)^*_M lz/sf] pk/ lu/]sf † d"lt{ o;}df zAb log}df
o;df %–% / ^ df lj>fd x'G5 . != rf/ dfqfsf] Ps u0f, / rf/} u0f ;f]x| dfqfsf] x]/ cf“;'sf vx/]x¿sf d'6'sf]‌z"n‌s/‌‌‌fPYof]‌≤
ePdf – kfbfs'ns -;d_ d'vdf vf]“r k/]sf dxfg\ bofsf] ;fu/ 7"nf]
o;sf]‌;+/‌‌‌rgf‌#±@±#±@±#±#≠!^‌ @= klxnf] t];|f] kfp !^ dfqf / bf]:f|f] rf}yf] kfp lbg lbgn] Tof] 5ftLdfly zAb‌log}‌df‌nx/‌‌‌fPYof]‌]≤
cyjf‌%±%±#±#≠!^‌x'G5‌.‌ !$ dfqfsf] ePdf – rf}af]nf -cw{;d_ lr/f r/Ss lr/]sf † e]if o;}n] alnsf] ;]vL
#= klxnf] t];|f] kfp !^ dfqf / bf];|f] rf}“yf] kfp kljq kf/L lg7'/fPYof] †
x'“b}g laxfg\ ldld{/df tf/f em/]/ guP !@ dfqf ePdf – b\ljkbL -$_ -* kª\lQm_
aGb}g d'n's\ b'O{ rf/\ ;k"t\ d/]/ guP . $= klxnf] t];|f] kfp !@ dfqf / bf]>f] rf}yf] kfp cl8 cl8 w/df :jf“ † :jf“ ub}{ †† -*_
!* dfqf ePdf – uLlt ladf}g ljnf}gf jl/kl/ ub}{ sfnf] afbnaf6 v;]sf]
sIff gf}sf] …levf/LÚ sljtf dflqs 5Gbdf 5 . dflqs %= klxnf] t];|f] kfp !@ dfqf bf]>f] !% dfqf / cft{gfbsf] x[bokm'6L, cGwsf/df leq a;]sf],
5Gb M dfqfsf cfwf/df rNg] 5Gb dflqs 5Gb xf] . cyjf rf}yf] !* dfqf ePdf – pbuLlt -ljifd_ h8 n6\7Lsf] e/df kb}{ O{Zj/ xf] ls levf/L <
dfqfsf] u0fgf ul/g] 5GbnfO{ dflqs 5Gb elgG5 . dflqs ^= klxnf] t];|f] kfp !@ dfqf, bf]>f] !* / rf}yf] eGb5, :j/n] 5fQL lrb}{, af]Nb5 O{Zj/ x[bo 3';]sf]
5Gbdf dfqfsf] u0fgf ul/g] x'gfn] o;df cIf/sf] !* dfqf ePdf – cfof{ …rfdn Ps d'7L ††Ú 3/ 3/, cf“ug rf/L
Ps¿ktf x'“b}g . o;df n3' jf x|:j Ps dfqf / u'? jf &= klxnf] t];|f] kfp !# dfqf / bf]>f] rf}yf] dfqf hLjg e/sf] Ps k'sf/f af]Nb5, cft{Wjlgdf af]Nb5 .
bL3{ b'O{ dfqf ulgG5 . !! dfqf x'g] – bf]xf rfdn Ps d'7L s?0ff d[t lbn ef/L .
dflqs 5Gb klg ;d, cw{;d / ljifd u/L ltg k|sf/sf *= rf/} kfp @$ dfqfsf] ePdf – /f]nf -* kª\lQm_ -& kª\lQm_
x'G5g\ . rf/} kfpdf Pp6} dfqf x'g]nfO{ ;d, b'O{df Ps (= rf/} kfp #@ dfqfsf] ePdf – nLnfjtL o'uo'ue/sf] cf“;'x¿sf]
vfn] dfqf / b'O{df csf]{ vfn] dfqf x'g] cw{ ;d / dft[s 5Gbdf nIdL k|;fb b]jsf]6fåf/f lnlvt levf/L -%_ ;f/ ckf/ ptf/L
rf/} kfpdf leGgfleGg} dfqf x'g]nfO{ ljifd elgG5 . sljtfsf] uxg ljZn]if0f lgDgfg';f/ ul/Psf] 5 M dflg;;“udf dflg;sf] of] b'Mvsf] lbndf O{Zj/ af]Nb5
cGtlb{nsf] /f]bg † cw/ cgGt p3f/L
122 February 2014, Year 1, Vol. 1 67 February 2014, Year 1, Vol. 1 123
Surkhet Journal
dfUb5 s?0ff efOx¿df
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February 2014, Year 1, Vol. 1
Surkhet Journal uª\uf axfb'/ s]=;L=
lgisif{ k/fh'nL, s[i0fk|;fb -@)%%_, /fd|f] /rgf dL7f]
sIff ( sf] levf/L sljtfdf oL ltg} ;d, cw{;d / g]kfnL -aL;f}+ ;+:s/0f_, sf7df8f}+ M ;xof]uL
ljifd k|s[ltsf dflqs 5Gbsf] k|of]u ePsf] 5 . sljtf k|]; .
lzIf0f ubf{ 5Gb k|of]u ;DaGwL e/ kbf]{ hfgsf/L z}=h=lj=s]= -@)^(_, dfudf cfwfl/t tflnd df]8'n
df=lj= tx z}lIFs hgzlQm ljsf; s]Gb| – ;'vt{] .
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lrQ‌ a'¤bf]‌ ;dfwfg‌ ug{‌ g]‌kfnL‌ ljifo‌ lzIfsnfO{‌ / !), kf7\oqmd ljsf; s]Gb| ;fgf]l7dL eQmk'/ .
;d]t cndn / emGem6sf] cj:yf em]Ng'kg]{ b]lvg] >] i7, O{ Z j/ s' d f/ -@)%$_, k" j L{ o Pjd\ kfZrfTo
ePsfn] ;se/ To:tf sljtf 5Gb ;DaGwL ;fdfGo ;flxTo–;dfnf] rgf M k| d ' v dfGotf, jfb /
1fg eO;s]sf dflyNnf sIFfsf ljBfyL{x¿sf nflu k| 0 ffnL -bf] ;| f ] ;+ : s/ 0f_, sf7df8f} M ;femf
/flvg' plrt b]lvG5 . cem eGg] xf] eg] pRr k| s fzg .
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nflu dfq o:tf sljtf ;dfj]z ul/g' pko'Qm
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ljb\ofyL{ b'j} nfeflGjt x'g'sf ;fy} sljtf jfrgdf
cGof}nsf] l:ylt /x“b}g .
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n] v s >L uª\ u f axfb' / s] = ;L= ;' v { ] t SofDk; -lzIff_ df
g]kfnL lzIff ljifosf] pk–k|fWofks x'g'x'G5 .
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clwsf/L, x]dfÍ/fh, @)%^ k"jL{o ;dfnf]rgf l;4fGt
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;fgf]l7dL eQmk'/ .
kf=lj=s]=, -@)%(_, g]kfnL sIff !), -k'gd'b|0f_
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;/sf/ lzIff dGqfno .
kf=lj=s]= -@)^(_, g]kfnL sIff (, -k'gd'b|0f_ ;fgf]l7dL
eQmk'/ M kf7\oqmd ljsf; s]Gb| g]kfn ;/sf/
lzIff dGqfno .
68 February 2014, Year 1, Vol. 1 125
Surkhet Journal uª\uf axfb'/ s]=;L= Surkhet Journal
kl/l;i6fª\s g]kfndf ;x/Ls/0fsf sf/0f, kl/0ffd tyf gLltx?
kfl/eflifs zAbx¿
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dfqf – x|:j cIf/ Ps dfqf / bL3{ cIf/ b'O{
dfqf x'g] ;f/
lkª\un – 5Gb zf:q agfpg] Ps Clif, cfrfo{, ;fdGotofM ;x/sf] ljsf; / lj:tf/ x'g] k|lqmof g} ;x/Ls/0f xf] . cfhef]ln ;x/Ls/0fnfO{ ljsf;sf]
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j[Q – j0f{x¿sf] u0fgf ul/g] 5Gb -jfl0f{s ljleGg sf/0fn] u|fdL0f If]qaf6 ;x/L If]qdf a;fO;/fO{ ub{5g\ . To;}n] ;x/nfO{ cfhef]ln ;Eotfsf]
5Gb_ kl/rfos / dfkb08sf] ¿kdf klg lnOG5 . ;x/Ls/0fn] x/]s d'n'ssf] ;fdflhs, cfly{s, ;f+:s[lts,
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u0f – ltg cIf/sf] ;d"x ;xof] u ub{ 5 t/ of] hgf ljlxg tyf cJojl:yt ¿kdf x' g ] ;x/ Ls/ 0fn] gs/ fTds kl/ 0ffdx¿
j+z:y – !@ cIf/sf] h t h / u0f x'g] 5Gbsf] gfd lgDTofp“ 5 . ljZjdf ;j{k|yd O=k"= #%)) df O/fssf] d];f]kf]6fldofaf6 ;x/sf] pTklt eof] . To;kl5
– jfl0f{s 5Gb ;x/x¿sf] ljZjel/ lj:tf/ ljsf; eO{ xfn cfwfeGbf a9L dflg;x¿ ;x/df a;f]jf; ub{5g\ . g]kfndf
;|Uw/f – @! cIf/sf] d / e g o o o x'g] 5Gbsf] gfd eg] sf7df08f} pkTosfaf6 ;x/sf] pTkQL z'? eP klg @))& ;fn kl5 dfq cfw'lgs ljsf; k|lqmofn]
– jfl0f{s 5Gb ult lnP kl5 ;x/Ls/0f cufl8 a9\g yfn]sf] kfOG5 . xfn g]kfndf ! dxfgu/ kflnsf, $ pkdxfgu/
OGb|jh|f – t t h u' u' u0f x'g] !! cIf/sf] 5Gb kflnsf, %# gu/ kflnsf ;lxt !#@ eGbf a9L ahf/ s]Gb|x¿sf] ljsf; ePsf] 5 . ;x/Ls/0fsf nflu
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pk]Gb|jh|f – h t h u' u' u0f x'g] !! cIf/sf] 5Gb 5}g\ . h;n] ubf{ ;x/Ls/0f cJojl:yt eO ljleGg ;d:ofx¿ l;h{gf ePsf 5g\ . To;}n] of]hgfa4 tyf
-pkhflt_ – jfl0f{s 5Gb Jojl:yt ¿kdf ;x/Ls/0fnfO{ cufl8 a9fpg cfhsf] cfjZostf xf] . k|:t't n]vdf g]kfnsf] ;x/Ls/0fsf]
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– jfl0f{s 5Gb u/L JofVof / ljZn]if0f ug]{ k|of; ul/Psf] 5 .
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5Gb – jfl0f{s 5Gb
;d – rf/} kfpdf Pp6} dfqf x'g]
– dflgs 5Gb k[i7e"ld klg tL ;x/x¿df ! nfv eGbf a9L hg;+Vof ePsf]
cw{;d – b'O{ kfpdf Ps vfn] / csf]{ b'O{ kfpdf csf]{ dfgj ;Eotfsf] ljsf;qmddf h+unL o'u tyf kfiff0f cg'dfg 5 . lqmlZrog o'usf] k|f/De;“u} /f]dg;fd|fHosf]
vfn] dfqf x'g] – dflqs o''uaf6 ha dfgj hfltn] s[lif o'udf k|j]z u¥of], pbo / rLgdf xfg j+zsf] ;dodf ;x/sf] ljsf;n]
ljifd – rf/} kfpdf leGgfleGg} dfqf x'g] To;kl5 :yfoL j:tLsf] ;'¿jft eof] . ;'¿df u|fdL0f cem ;+ul7t ¿k lnof] . ;qf}+ c7f/f}+ ztfAbL;Dd
– dflqs 5Gb j:tLsf] ljsf; eof] . To;kl5 dflg;sf cfly{s cfOk'Ubf o'/f]kdf 7"nf ;x/sf] j[l4 cTolws ¿kdf eO{
lqmofsnfkdf ljljlws/0f, v]tLkftLdf ;'wf/ eO{, cGo If]qdf qmdz M lj:tf/ x'“b} uof] -zdf{, @)^%_ .
cltl/Qm pTkfbg x'g yfn]kl5, /fHox¿sf] pTklt / jt{dfg ;dodf ljZjsf] s'n hg;+Vofsf] sl/a cfwf
ljsf; eof], kmn:j¿k ;dosf] dfunfO{ k"/f ug{ ;x/L eGbf a9L hg;+Vof ;x/df j;f]jf; ub{5g\ . ljsl;t
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x'g k'Uof] . ;do qmddf ;x/sf] dfqfTds / u'0ffTds b];x¿df $$ k|ltzt ;x/L hg;+Vof /x]sf] 5 -ljZj
kIfdf lg/Gt/ kl/jt{gx¿ x'“b} uP . P]ltxfl;s tYosf] hg;+Vof k|ltj]bg, @)!)_ . cfhef]ln e"d08nLs/0f;“u}
cfwf/df ljZjdf ;j{k|yd ;x/sf] pb\o cfheGbf ;fdflhs, cfly{s ljsf;sf] ltj|tf / a;fO;/fOsf]
#%)) O;fk"j{ O/fssf] d];f]kf]6fldofaf6 ePsf] dflgG5 . sf/0fn] ljsf;f]Gd'v b];x¿df ;x/Ls0f tLj| ¿kdf
o;kl5 OlhK6sf] lyJ; ;x/sf] :yfkgf O=k"+ !^^) df eO/x]sf] 5 . g]kfn ljZjdf sd ;x/Ls/0f ePsf]
ePsf] lyof] . o;}u/L OlhK6 kl;{of, ef/t, rLgsf gbL ljsf;f]Gd'v d'n's leq kb{5, hxf“ s'n hg;+Vofsf]
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126 February 2014, Year 1, Vol. 1 69 February 2014, Year 1, Vol. 1 127
Surkhet Journal
-CBS, 2011_ . xfn g]kfndf Ps dxfgu/kflnsf, $
pkdxfgu/kflnsf, %# j6f gu/kflnsf ;lxt !#@
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5g\ . ljlzi6 lsl;dsf] >dljefhg, k|ljlwdf cfwfl/t
cf}Bf]lus pTkfbg, a:t' tyf ;]jfsf] Jofkf/, ljlgdo
pRr hg3gTj / ljljwtf, oftfoft tyf ;~rf/,
cfw'lgs d"NodfGotf cflb ;x/sf k|d'v ljz]iftfx¿
x'g\ . To;} u/L k|To]s o'udf ;x/ g} ;Eotfsf] kl/rfos
/ dfkb08 /x“b} cfPsf] dfGg ;lsG5 -zdf{, @)^)_ .
o;}u/L Witherick Michael sf cg';f/– æ;x/Ls/0f
kl/jt{gsf] Pp6f k|lqmof xf], h;af6 :yfgx¿ /
dflg;x¿ ;x/tkm{ pGd'v eO/xG5g\ . o;sf] sf/ 0f
;fgf 7"nf ;x/df a:g] hg;+Vofdf j[l4 x'g' xf] .
;x/Ls/0fn] dflg;sf] cfDbfgLdf j[l4 NofO/xG5 .
o;y{ of] jx'cfoflds k|lqmof xf] . ;du|df ;x/Ls/0f
ljsf;sf] cleJolQm xf] h;df dflg;x¿ u|fdL0f
If]qaf6 /f]huf/Lsf nflu ;x/L If]qdf a;fO;/fO
ub{5g\ . o;n] cy{tGqdf, hg;+flVos ljz]iftfdf,
-3gTj, ljt/0f, agf}6, ;+/rgf_, hLjgz}nL tyf
a;f]af; :ynsf] cfsf/ / ljz]iftfdf kl/jt{g
Nofp“5Æ -zdf{, @)^%_ .
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k| l qmof xf] , h;n] hg;+ V of a;fO;/ fO, ljsf;
nufot ;dfhsf x/ ] s kxn' x ¿nfO{ ;d] 6\ 5 . dfgj
128
nfn axfb'/ cf]nL
hLjgnfO{ cy{ k " 0 f{ , ;' u d tyf ;d[ l 4n] el/ k" 0 f{
agfpg ;x/Ls/0fn] dxŒjk"0f{ e"ldsf v]n]sf] 5 .
ljleGg cy{ J oj:ydf rfx] ;fdGtL cy{ t Gqxf] ;\ ,
rfx] k" “ h LjfbL cy{ t Gq xf] ;\ jf ;dfhjfbL cy{ t Gq
xf];\ ;a} cy{Joj:yfdf ;x/ dxŒjk"0f{ s]Gb| dflgG5 .
cfhef] ln e" – d08nLs/ 0fsf] cª\ u sf] ¿kdf klg
;x/ nfO{ lnOG5 .
cWoog ljlw tyf ;fdu|L
k|:t't n]vdf g]kfnsf] ;x/Ls/0fsf] cj:yf, k|efj,
r'gf}lt tyf gLltut Joj:yfaf/] ljleGg b\ljlto
tYofÍ tyf ;"rgfx¿df cfwfl/t eO{ JofVof / ljZn]if0f
ug]{ k|of; ul/Psf] 5 . ;x/Ls/0faf/] k|sflzt ljleGg
hg{nx¿, k':ts, k|ltj]bg tyf hgu0fgf tYofÍx¿
cflb ;"rgfx¿ o; cWoogsf nflu ;|f]tsf] ¿kdf
lnOPsf] 5 .
ljZn]if0f
g]kfndf ;x/Ls/0f lj:tf/ o;sf sf/0f, kl/0ffd
tyf gLltx¿nfO{ lgDgfg';f/sf pkzLif{sdf ljZn]if0f
ul/Psf] 5 .
g]kfndf ;x/Ls/0fsf] P]ltxfl;s ljsf;qmd
g]kfndf ;x/Ls/0f k|lqmof sf7df8f}+ pkTosfaf6 ;'¿
ePsf] xf] . c7f/f}+ ztfAbL ;Dd ltAat / ef/tsf]
Jofkfl/s dfu{sf] ;ª\ud:ynsf] ¿kdf sf7df8f}+
;x/sf] ljsf; e};s]sf] lyof] . g]kfn PsLs/0fkl5
sf7df8f}+ /fhg}lts ;f+:s[lts, ;fdflhs, cfly{s,
;fdl/s, k|zf;lgs tyf Jofkf/Ls s]Gb| jGg k'Uof]
/ o;sf] cem ljsf; / lj:tf/ eof] . To;kl5
/f0ffsfnLg ;dodf g]kfnsf] blIf0fL l;df;Dd ef/tLo
/]n;]jf lj:tf/kl5 t/fOIf]qdf lj/f6gu/, hgsk'/,
jL/u~h / g]kfnu~h h:tf ;x/sf] hGd eof] ;fy}
sltko kxf8L If]qdf k|zf;lgs s]Gb|sf] ¿kdf jlGbk'/,
tfg;]g, w'nLv]n, r}gk'/, bf]nvf cflb ;fgf ahf/sf]
ljsf; eof] . @))& ;fnsf] hgqmflGtkl5 g]kfn afx\o
;Dks{df k'u]kl5 of]hgfj4 cfly{s ljsf;, t/fO{df
cf}nf] pGd'ng, oftfoft tyf ;~rf/sf] ljsf;, z}lIfs
hfu/0f, cf}Bf]uLs/0f, /f]huf/L cj;/ cflbsf] sf/0fn]
a;fO;/fO klg tLj| eof] / ;x/Ls/0f k|lqmof cem
cufl8 a9\b} uof] -zdf{, @)^)_ . of] k|lqmof clxn]
klg hf/L 5 . xfn g]kfndf %* gu/kflnsf / !#@
February 2014, Year 1, Vol. 1
Surkhet Journal nfn axfb'/ cf]nL
;fgf ahf/sf] ljsf; ePsf] 5 -/fli6«o of]hgf cof]u, df s'n hg;+Vof @=( k|ltzt ;x/L hg;+Vof lyof] .
)^$÷)^%–)^^÷)^&_ . o;}u/L @)!* ;fndf #=^ k|ltzt, @)@* ;fndf $
;x/sf] kl/efiff k|ltzt, @)#* ;fndf ^=$ k|ltzt, @)$* ;fndf
ljZjdf ;x/L If]qsf] lgwf{/0fsf dfkb08 km/s (=@ k|ltzt / @)%* ;fnsf] hgu0fgfdf sl/a !$
km/s /x]sf] kfOG5 . ;fwf/tof hg;+Vof / u}/s[lif k|ltzt dflg;x¿ ;x/df a;f]jf; u/]sf] tYofÍn]
lqmofsnfknfO{ cfwf/ dflgPsf] kfOG5 . g]kfndf b]vfp“5 -CBS, @))#_ . o;}u/L /fli6«o hgu0fgf
eg] hg;+VofnfO{ dfq cfwf/ dflgPsf] b]lvG5 . of] @)!! sf] k|/flDes glthf cg';f/ xfn g]kfndf sl/a
Tolt j}1flgs cfwf/ xf]Og tfklg /fhg}lts lg0f{osf] !& k|ltzt dflg;x¿ ;x/df a:5g\ . o;} u/L ;x/L
cfwf/df ;x/L If]q tf]lsg] rng 5 . @)!* ;fnsf] hg;+Vof j[l4 k|ltzt x]g]{ xf] eg] @))(÷)!! b]lv
hgug0ff b]lv ;x/L If]qsf] JofVof ug{ hg;+VofnfO{ @)!* ;fnsf] b'O{ hgu0fgf ljrdf $!=! k|ltztsf
cfwf/ dflgof] . To;a]nf %))) / ;f]eGbf dfly b/n] ;x/L hg;+Vof a9]sf] b]lvG5 . o;} u/L @)@*
hg;+Vof ePdf / ;x/L jftfj/0f -xfO:s'n, sn]h, ;fndf #&=$ k|ltzt, @)#* ;fndf !)&=! k|ltzt,
c:ktfn, cbfnt, k|zf;lgs sfof{nox¿, ahf/ @)$* ;fndf &&=@ k|ltzt / @)%*;fndf ()=$
;~rf/ ;'ljwf, ldn, sf/vfgf_ ;x/sf] nflu cfjZos k|ltzt / @)^* sf] hgu0fgfsf] k|/lDes glthf
dflgPsf] lyof] . @)!( ;fnsf] gu/k~rfot P]gn] ;x/ cg;f/ sl/a $) k|ltzt ;x/L hg;+Vof j[l4 ePsf]
x'gsf] nflu cfjZos hg;+Vof bz xhf/ -!),)))_ b]lvG5 . o;af6 s] k|i6 x'G5 eg] g]kfndf ;x/L
hg;+Vof j[l4 x'b} uPsf] 5 . ;fy} ;x/L If]qsf] ;+Vofdf
x'g'kg]{ lgodsf] Joj:yf u¥of] . k~rfot tyf :yfgLo
ljsf; dGqfnon] gu/ tf]Sg] Joj:yf ul/Psf] lyof] . klg pNn]vgLo j[l4 ePsf] b]lvG5 . @))(÷!! df !)
j6f ;x/L If]q ePsf]df xfn %* ;x/LIf]qsf] ;+Vof
kl5 @)## ;fndf gu/k+rfot x'gsf] nflu ()))
hg;+Vof tf]lsof] . @)%% sf] :yfgLo ljsf; :jfoQ k'u]sf] 5 . ljleGg hgu0fgfdf /x]sf] ;x/L hg;+Vof,
zf;g P]gn] ;x/x¿sf] juL{s/0f / ;x/LIf]q tf]Sg] ;x/L If]qsf] ;+Vof s'nhg;+Vofdf ;x/L hg;+Vof
cfwf/ pNn]v u¥of], h;cg';f/ gu/kflnsf x'gsf] k|ltzt / hg;+Vof j[l4 lgDg tflnsfdf b]vfOPsf] 5 .
nflu t/fO{df slDtdf @),))) hg;+Vof / kxf8df tflnsf !M g]kfndf ;x/L hg;+Vof ljj/0f
/ lxdfndf !),))) hg;+Vof x'g'kg]{ tyf ljh'nL,
hgu0fgf ;x/L s'n ;x/L b'O{ hgu0fgf
;8s, vfg]kfgL, ;~rf/ / Go"gtd ;x/L ;'ljwf x'g'kg]{ jif{ hg;+Vof hg;+Vofdf If]qsf] larsf] ;x/L
pNn]v ul/of] . To;}u/L dxfgu/kflnsf x'gsf nflu -xhf/df_ ;x/L hg;+Vof ;+Vof hg;+Vof j[l4
slDtdf # nfv hg;+Vof / ?= $) s/f]8 jflif{s -k|ltzt_ -k|ltzt_
cfo, pkdxfgu/kflnsf x'gsf nflu slDtdf ! nfv 2009.11 238=5 2=9 10 –
hg;+Vof, / ?=!) s/f]8 jflif{s cfo, gu/kflnsf x'gsf
2018 336=2 3=6 16 41=1
nflu t/fO{df @),))) hg;+Vof, lxdfn / kxf8df
!),))) hg;+Vof / Go"gtd %) nfv jflif{s cfo 2028 461=9 4=0 16 37=4
x'g'kg{] Joj:yf ul/of] . oxL dfkb08sf] cfwf/df xfn 2038 956=7 6=4 23 107=1
b]zdf sf7df8f}+ dxfgu/kflnsf, nlntk'/, lj/f6gu/,
2048 1695=7 9=2 33 77=2
kf]v/f / jL/uGh pkdxfgu/kflnsf tyf %# j6f
gu/kflnsf /x]sf 5g\ . 2058 3227=9 14 58 90=4
2068* 4525=5 17 58 40=0
;x/L hg;+Vof / o;sf] k|jl[ Q ;|f]t M CBS Population Monograph, Vol II, 2003,
g]kfndf ;x/Ls/0f k|lqmof nfdf] ePklg slt P. 383
dflg;x¿ ;x/L If]qdf j;f]jf; ub{5g\ eGg] s'/f @)) * CBS Preliminary Resualt of National Population
(÷!! b]lv n]vfhf]vf ug{ ;'¿ ePsf] xf] . @))(÷!! Census 2011
70 February 2014, Year 1, Vol. 1 129
Surkhet Journal
;x/Ls/0fsf sf/0f / kl/0ffdx¿
;x/Ls/0f b]zsf] ;du| kIf;“u ;DalGwt x'G5 . hg;+Vof
s]lGb|s/0f x'b} hf“bf ;x/sf] ljsf; / lj:tf/ x'G5 .
g]kfnsf] ;x/Ls/0f k|lqmof lj:tf/} ePklg cufl8
al9/x]sf] 5 . s'n hg;+Vofsf] sl/a !& k|ltzt
dflg;x¿ ;x/df a:b5g\ -CBS, 2068_ . o;/L
;x/Ls/0f x'g'sf sf/0fx¿ cGtu{t ;/sf/L gLlt,
;x/L ;'ljwfx¿ -cfjf;, dgf]/~hg, ljB't, lzIff,
:jf:Yo, ;+rf/_ pknAw x'g' /f]huf/L tyf cfDbfgLsf]
;Defjgf, k|zf;lgs s]Gb| :yfkgf, oftfoft ;+rf/sf]
ljsf;, cfly{s sf/f]af/sf] s]Gb| x'g', a}+lsª ;'ljwf x'g',
;'/Iff tyf /fhgLlts :jtGqtf cflb kb{5g\ .
o;} u/ L ;x/ Ls/ 0f cfkm} df ax' c foflds k| l qmof
xf] h;n] ;fdflhs, cfly{ s , hg;flª\ v s ljsf;
/ jftfj/ 0fdfly k| e fj kb{ 5 . ;fdfGotof
;x/ Ls/ 0fsf ;s/ fTds tyf gs/ fTds
kl/ 0ffdx¿ x' G 5g\ .
-s_ ;x/Ls/0fsf ;sf/fTds kl/0ffdx¿
;x/Ls/0fn] ;x/sf] If]q tyf hg;+Vofdf j[l4 Nofp5 .
hg;+Vof j[l4 / cfly{s Joj;fosf] ¿kfGt/0f k|lqmofn]
cfly{s tyf ;fdflhs ;+/rgfdf / k|j[lQdf k|efj
k5{ . o;y{ ;x/Ls/0fn] ;du| cy{tGqsf] ljsf;df
k|efj kb{5 . ;fy} ;x/Ls/0fn] ljsf;sf] OlGhgsf]
¿kdf sfo{ ub{5 / /fi6« ljsf;sf] 9f]sf vf]Nb5 .
a;fO;/fO;“u} x'g] hg;+Vof j[l4n] ;x/sf] hg;f+lVos
;+/rgf ablnG5 h;sf] ;fdflhs cfly{s tyf
/fhgLlts If]qdf k|efj k5{ . jf:tjdf ;x/Ls/0fn]
dflg;x¿sf] u'0f:t/Lo hLjg k|flKtsf] rfxgf k"/f ug]{
/ ;d'Ggt / ;Eo ;dfhsf] lgdf{0f ug{ d2t k'¥ofO
/x]sf] 5 . To;}n] ;x/nfO{ b]zsf] ;fdflhs, ;f+:s[lts,
cfly{s, hg;f+lVos s]Gb|sf] ¿kdf lnOG5 . :jf:Yo
lzIff, vfg]kfgL, /f]huf/, oftfoft tyf ;~rf/ ;]jf,
ljB't ;'ljwf pknAw u/fpg] / dflg;sf] u'0f:t/Lo
hLjgnfO{ ;'lglZrt ug]{ x'gfn] dflg;sf] cfsif{0fsf]
ynf]sf] ¿kdf ;x/L If]q lbg k|ltlbg lj:tf/ eO/x]sf]
5 . ;x/Ls/0f k|lqmofn] ljsf;sf] :t/nfO{ a9fp“5 .
;x/Ls/0f pRr xF'bf ljsf;sf] :t/ klg pRr x'G5 .
o;n] cy{tGqsf] ;+/rgfdf kl/jt{g Nofp“5, h;af6
cfw'lgs ;]jf ;'lawf tyf cfDbfgLdf j[l4 x'G5 . o;n]
130
nfn axfb'/ cf]nL
u'0f:t/Lo hLjgdf ;'wf/ Nofp“5 . o;y{ ;x/Ls/0fn]
ljleGg lsl;daf6 kmfObf k'¥ofp“5 . o;sf ;s/fTds
k|efjx¿nfO{ lgDg a'“bfx¿df pNn]v ul/G5 .
-s_ cfly{s kmfObf, /fd|f] cfDbfgL,
-v_ pRr pTkfbg,
-u_ ljjfx pd]/ a9\g,' lzz' d[To'b/ 36\g,' cf}ift cfo' a9\g'
-3_ cfw'lgsLs/0f x'g',
-ª_ dlxnf ;;QmLs/0f x'g',
-r_ ;"rgfsf] kx'“r x'g' .
-5_ ;x/L ;'ljwfx¿sf] pkef]u ug{ kfpg'
-h_ /fhg}lts :jtGqtf k|fKt x'g' cflb .
-v_ ;x/Ls/0fsf gsf/fTds kl/0ffdx¿
;x/Ls/0fsf] ;sf/fTds kIf dfq} 5}gg\ o;af6 d'VotM
jftfj/0fdf tyf ;fdflhs, cfly{s If]qdf gsf/fTds
k|efjx¿ klg kb{5g\ . ;x/Ls/0f;“u} x'g] hg;ª\Vof j[l4n]
ubf{ hg;ª\Vofsf] cfsf/ a9\5 . a9bf] hg;+VofnfO{
e/0fkf]if0f ug{ ;x/L If]qleq kg]{ tyf jl/kl/sf]
hdLg, hª\un, hn tyf vlgh ;|f]tdfly cTolws
ef/ kg{ hfG5 / o;n] jftfj/0fLo c;Gt'ng x'g
hfG5 / o;af6 ljsf;sf k"jf{wf/ ck'u eO{ ;fdflhs,
cfly{s, ;d:ofx¿ l;h{gf x'g k'U5g\ h;n] ;x/Ls/0f
cJojl:yt x'g hfG5 . cGttM dflg;sf] hLljsf]kfh{g
tyf cfDGbfgL k|lts"n k|efj k5{ . vf;u/L cTolws
hg;+Vof j[l4sf sf/0f k|fs[lts ;| f ] tdfly bafa
a9\ g uO{ ltgLx¿sf] axgIfdtf 36\ b 5 . ctM
o;af6 aftfj/0fdf x|f; cf“p5 . xfnsf] ljZjJofkL
jftfj/0fLo ;+s6 cfpg'df s'g} g s'g} ¿kdf ;x/Ls/0f
k|lqmof lhDd]jf/L /x]sf] tYo e'Ng' x'“b}g . ;x/Ls/0fsf
gsf/fTds k|efjx¿nfO{ lgDg a'“bfdf pNn]v ul/G5 .
-s_ ag tyf s[lif If]qdf cltqmd0f
-v_ em'kl8 a:tL a9\g', cfj;df cToflws rfk,
-u_ ;x/L ;'ljwfx¿sf] sdL
-3_ cfly{s c;dfgtf tyf ul/aL a9\g'
-ª_ ;?jf /f]usf] k|sf]k a9\g'
-r_ lx+;f ck/fw, j]Zofj[lQ a[l4 x'g',
-5_ ;fdflhs ;f:s[lts ljs[lt a\9b} hfg'
-h_ ;f+:s[lts klxrfgdf x|f;
-em_ jftfj/0fLo k|b'if0f a9\g',
-`_ ;jf/L rfk tyf b'3{6gfdf j[l4
-6_ h}ljs ljljwtfdf x|f; cfpg',
February 2014, Year 1, Vol. 1
Surkhet Journal
-7_ k|Zff;lgs Joj:yfkgdf sl7gfO cflb .
g]kfnsf] ;Gbe{df x]g{] xf] eg] ;x/Ls/0fn] ljleGg
kl/0ffdx¿ NofPsf] 5 . ;fdfGotof ;x/Ls/0fn]
;sf/fTds k|efjx¿ k/] klg g]kfnsf] ;x/L a:tL
cJol:yt tyf of]hgf ljxLg 9+un] ljsf; ePsf]n]
o;af6 gsf/fTDfs k|efjx¿ lbg k|ltlbg a9\b}5g\ .
ljleGg sf/0faf6 ;x/L If]qdf cTolws ¿kdf x'g]
hg;+Vofsf] a;fO;/fOn] ubf{ ;x/L If]qdf ef}lts k"jf{wf/
-ljh'nL, 9n, vfg]kfgL, :jf:Yo s]Gb| lzIffno cflbsf]_
cefj x'g] ub{5 . g]kfnsf ;x/LIf]qdf kmf]xf]/d}nf
Joj:yfkgsf] ;d:of, vfg]kfgLsf]] cefj, of]hgfljxLg
:t/xLg / cJojl:yt ejg lgdf{0f / j:tL lj:tf/,
9nsf] cefj, s[life"ldsf] cltqmd0f, jfo'k|b'if0f,
Wjlgk|b'if0f, oftfoftsf ;fwgsf] rfk, 6«flkmshfd,
em'k8L (Slums) a:tLsf] j[l4, kmf] xf] / d} nf y' l k| g '
cflb hNbfjNbf ;d:ofx¿ x' g \ . kmf]xf]/d}nf
Joj:yfkgsf nflu Nof08lkmn;fO6 gx'g', t/fO{sf
;x/df af9L k|sf]k x'g' klg ;d:ofsf ¿kdf
b]lvPsf 5g\ . JolQmut txdf cJojl:yt ¿kdf
x'g] 3/38]/L Knl6Ën] cfqmGt gePsf] ;x/ kfp“g
ufx|f] 5 h;n] ;x/sf] Joj:yfkgnfO{ emg h6Ln
agfp“b} nUg] lglZrt 5 . hyfefjL agfOg] ejg
tyf ef}lts ;+/rgfn] ubf{ xfd|f ;x/x¿ s]jn
s+lqm6sf] h+undf ¿kGtf/0f ePsf 5g\ . oL ;a}
;d:ofx¿n] ubf{ ;x/L hLjg lbgk|ltlbg s7Lg
aGb} uPsf] cfef; x'G5 . ;x/ L tyf cf;kf;sf
If]qsf] jftfj/0f k|b'if0f tyf kmf]xf]/sf] ;d:of 5 .
sf7df8f}+ pkTosf nufot cGo ;x/df ;8s 5]pdf
kmf]xf]/sf] y'k|f] b]lvg' / b'u{Gw km}lng' ;fdfGo s'/f
ePsf 5g\ . ljleGg ;x/LIf]q leq / jl/kl/sf gbL,
vf]nf, tfn k|b'lift x'g', cJojl:yt ;x/Ls/0f;“u}
sf7df8f}+ pkTosfdf e"ldut hnsf] cGwfw'Gw
k|of]un] 9'ª\u]wf/f tyf cGo Ogf/, kfgLsf d'xfg
;'Sg', h:tf jftfj/0fLo ;d:ofx¿ a9\b} uPsf 5 .
o;y{ g]kfndf ;x/df a:g] t/ ;x/L ;'ljwfaf6
jl~rt x'g] l:yltn] ;x/sf] u|fdL0fLs/0f eO/x]sf]
5 eGbf cTo'lQm x“'b}g .
g]kfndf jt{dfg ;x/Ls/0fsf] gLlt
g]kfndf k|yd k~rjfifL{o ljsf; of]hgfb]lv 5}7f}
71 February 2014, Year 1, Vol. 1
nfn axfb'/ cf]nL
k~rjifL{o of]hgf sfndf ;x/Ls/0fsf nflu ljleGg
gLltut Joj:yf s'g} g s'g} ¿kdf ul/P klg
klxnf] k6s ;ftf} of]hgfn] dfq ;x/L ljsf;sf
nflu ;du| gLlt tof/ u¥of] t/ sfo{Gjog x'g
;s]g -k|wfg, @))#_ . cf7f}+ of]hgfn] ahf/ s]Gb|sf]
ljsf;df ljz]if hf]8 lbb} ;x/Ls/0f / If]qLo
ljsf;sf] gLlt th'{df u/L sfo{Gjogdf NofPsf]
b]lvG5 . o;}u/L gjf}“ of]hgfdf /fli6«o Pjd\ :yfgLo
:t/df ahf/ If]qx¿sf] klxrfg u/L If]qLo ljsf;
Pjd\ /fli6«o ljsf;df PsLs/0f ug]{ gLlt lnOof] .
o;}u/L bzf}+ of]hgfn] ljb\odfg ;+:s[lts ko{6sLo
tyf P]ltxfl;s If]qx¿sf] ;+/If0f tyf ;Da4{g x'g]
u/L cfw'lgs ef}lts ;'ljwfx¿sf] Joj:yf u/L lbuf]
¿kn] ;x/x¿sf] ljsf; tyf ufp“ gu/ cGt/;DaGw
;'b[9 ug]{ gLlt lnPsf] lyof] . lq–jifL{o cGtl/d
of]hgf -@)^$_ n] ;x/L ljsf;nfO{ u|fdL0f ljsf;sf]
k[i7kf]ifssf] ¿kdf lnO{ :jR5, ;'/lIft / ;d[4 ;x/L
jftfj/0f ;[hgf ug{ ufp“ ;x/ cGt/ ;DAfGw lj:tf/
u/L u|fdL0f a:tLnfO{ qmdzM ;x/Ls/0f ub}{ n}hfg]
p2]Zo /fvL lgDgfg';f/sf] /0fgLlt tyf sfo{gLltx¿
lnPsf] 5 -/fli6«o of]hgf cfof]u,@)^$_ .
/0fgLlt
!= 7"nf ;x/nfO{ If]qLo cfly{s s]Gb|sf] ¿kdf ljsf;
ub}{ cGo ;fgf Pjd\ dWod ;x/;“u hf]8L uf“p gu/
;DaGw ;'b[9 ug]{,
@= ef}lts ljsf;sf] dfWodaf6 ;x/L k"jf{wf/ v8f ubf{
Toxf“ /x]sf ko{6sLo P]ltxfl;s If]qsf] ;+/If0f x'g]
u/L ;x/L ljsf;nfO{ cufl8 a9fp“g]
#= 7"nf ;x/ jl/k/L pk–gu/x¿sf] ljsf; tyf ;x/ pGd'v
a:tLx¿sf] of]hgfab\w ljsf;sf] cfwf/ tof/ ug]{
$= ;x/L of]hgf sfof{Gjogsf] k|d'v lgsfosf] ¿kdf
:yfgLo lgsfonfO{ ;'b[9 ug]{ .
gLlt tyf sfo{gLltx¿
!= clgolGqt ;x/L ljsf; / lj:tf/nfO{ of]hgfa4
¿kdf Jojl:yt ug{ ef}lts of]hgf k|0ffnLnfO{
;'b[9 ug]{ .
@= ;x/L cfwf/e"t ;]jf ;'ljwf tyf k"jf{wf/sf] ljsf;
ug]{ .
#= ;x/L jftfj/0fdf ;'wf/ ug]{ .
131
Surkhet Journal
$= ;x/sf] ;+:s[lts / k|fs[lts ;Dkbf ;+/If0f ug]{ .
%= :yfgLo lgsfonfO{ ;x/L ljsf;df lqmofzLn
u/fpg] / tL lgsfox¿nfO{ sfg'gL ¿kdf clwsf/
;DkGg / ;+:yfut ¿kdf ;Ifd agfpg] .
^= PsLs[t ;x/L ljsf; gLlt agfpg] .
o;}u/L lqjifL{o of]hgf -@)^&÷)^* b]lv @)^(÷)&)_
n] ;x/L ljsf;sf nflu clgolGqt ;x/Ls/0fnfO{
ef}lts of]hgfsf] dfWodaf6 Jojl:yt u/L u|fdL0f
If]q;“usf] cGt/;DAfGw ;'b[9 ug]{ bL3{sfnLg ;f]r /flv
;'/lIft :jR5 / cflYf{s ¿kdf ultzLn ;x/x¿sf]
ljsf; ug]{ Pjd\ ;x/Ls/0f tyf cfwf/e"t ;x/L
;]jflar ;fdfGHf:otf :yflkt u/L ;+t'lnt /fli6«o
;x/L :j¿ksf] ljsf; ug]{ p2]Zo /fvL lgDgfg';f/sf
/0fgLlt tyf sfo{gLltx¿ lnPsf] 5 .
-s_ /0fgLlt -Strategy_
!= If]qLo ;x/x¿ tyf demf}nf ;x/x¿sf cfwf/e"t
;fdflhs cfly{s k"jf{wf/x¿df ;x/x¿sf]
df}lns klxrfgnfO{ ;d]t b[li6ut u/L ;/sf/L
nufgLnfO{ lgb]{lzt ub} lghL If]qsf] nufgLnfO{
cfs[i6 ug]{ .
@= o; If]qdf ;fj{hlgs, lghL ;fem]bf/LnfO{ k|jw{ g ug]{ .
#= ;dfhsf sdhf]/ ju{nfO{ cfjf; ;'ljwf pknAw
u/fpg] .
-v_ sfo{gLlt -Working Policicy_
!= PsLs[t hUuf ljsf;sf] dfWodaf6 u|fdL0f
ljsf;nfO{ Jojl:yt ul/g] 5 .
@= ;dfhsf sdhf]/ ju{nfO{ cfjf; ;'ljwf k'¥ofpg] .
#= k|d'v nf]sdfu{, dWokxfl8 dfu{ tyf cfly{s
ljsf;sf b[li6sf]0fn] dxTjk"0f{ dfu{x¿sf] lgs6df
Jojl:yt ;x/ tyf j:tLx¿sf] ljsf; ug]{ .
$= lbuf] tyf Jojl:yt ;x/L ljsf; of]hgf tyf a:tL
ljsf; sfo{qmd nfu' ug]{ .
%= ;x/L ljsf;;“u ;Dab\w kfqx¿sf] lardf sfo{ut
;dGjo clej[b\lw ug]{ .
^= ;a} gu/kflnsfx¿df gu/ k|f]kmfOn, ;|f]t gS;f
tyf cfjlws of]hgf th'{df sfo{ ;DkGg ug]{ .
&= ;x/L If]qdf cfjZos 7"nf k"jf{wf/ ljsf; tyf
cfjf; a:tL ljsf;sf nflu nufgL of]hgf tof/
ug]{ .
132
nfn axfb'/ cf]nL
*= 7"nf If]qLo / ;fgf ;x/x¿sf] Plss[t k"jf{wf/
ljsf; ug]{ .
(= /fli6«o ;x/L k"jf{wf/ nufgL gLlt th{'df u/L nfu"
ug]{ .
!)= ;x/L k"jf{wf/ lgdf{0fsf nflu lghL If]q / :yfgLo
lgsfonfO{ cfslif{t ug{ ;fj{hlgs lghL P]g th{'df
ug]{ .
!!= gu/ kflnsf tyf gu/ pGd'v uf=lj=;=x¿sf] e"
pkof]u of]hgf tof/ u/L a:tL ljsf; / k|fs[lts
;+/If0fnfO{ hf]8 lbg] .
!@= ;x/L k"jf{wf/ ljsf; tyf ;x/L z';fzg sfo{nfO{
PsLs[t / ;dGjofTds ¿kdf ;Dkfbg ug{ 5'§}
;+:yfut ;+oGq lgdf{0f ug]{ .
o;}u/L ;x/Ls/0f k|lqmof cfkm}df ax'cfoflds x'g]
ePs]fn] of] ljleGg gLltx¿;“u klg ;DalGwt x'G5 .
g]kfnn] th{'df u/]sf ;8s tyf oftfot gLlt, pBf]u
gLlt, lzIff gLlt, :jf:Yo gLlt, ko{6g gLlt, s[lif
gLlt, jftfj/0f cflb gLltx¿n] klg ;x/Ls/0fsf] ult
/ k|lqmofdf k|efj kf/]sf] b]lvG5 .
;x/Ls/0fsf r'gf}ltx¿
cJojl:yt ;x/Ls/0faf6 jftfj/0fdf kg]{ k|lts'n
k|efjnfO{ ;dod} sd ug]{ tkm{ kfOnf rfng cfjZos
5 . g]kfndf ljleGg of]hgfsfndf ;x/Ls/0f ljsf;
h+g;+Vof tyf jftfj/0f ;DaGwL ljleGg gLlt of]hgf
sfo{qmd th'{df eP klg ltgLx¿df :ki6 b[li6sf]0fsf]
cefj / Jojxfl/s ¿kdf sfo{Gojg x'g ;s]sf]
kfOb}g ctM ;x/Ls/0f k|lqmofnfO{ of]hgfjb\w ¿kdf
cufl8 a9fp“bf cfpg] r'gf}ltx¿ klg x'G5g h;nfO{
lgDga'“bfdf pNn]v ul/G5 .
!= ;x/Ls/0f hg;+Vof ljsf; / jftfj/0f
Joj:yfkg ;DaGwL PsLs[t /fli6«o b[li6sf]0f,
/fhg}lts k|ltjb\wtf, :ki6 /fli6«o gLlt P]g
lgodsf] cefj .
@= ;x/L If]q ;DaGwL :ki6 kf/bzL{ tyf Jojxfl/s
e"pkof]u gLlt, P]g, lgodsf] cefj tyf ePsf
gLltlgod sfof{Gjog x'g g;Sg' .
#= /fHosf s]Gb|Lo lgsfo, :yfgLo lgsfo, ;+3;+:yf
tyf lghL If]qsf lardf ;x/L ljsf; / jftfj/0f
Joj:yfkgsf] ;Ge{df tfnd]n gx'g' .
February 2014, Year 1, Vol. 1
Surkhet Journal
$= em'k8L a:tLdf a:g] kl/jf/nfO{ cfjf;df k“xr
' gx'g' .
%= clgoflGqt a;fO;/fO .
^= bIf hgzlQmsf] cefj .
&= ;x/L k"jf{wf/ ljsf;sf cNksfnLg lb3{sfnLg
;f]r / of]hgfsf] cefj .
*= cJojl:yt ¿kdf 3/38]/L Knl6Ë ul/g' h;n]
;x/L If]qsf] ;LdfGt e"ldsf] cltqmd0f x'g' .
(= k|fs[lts k|sf]k h:t}M– af9L / e"sDk .
!)= ;x/L k"jf{wf/ lgdf{0fdf nufgL cefj .
!!= ul/aL lgjf/0f u/L ;x/sf ul/a dflg;x¿nfO{ ;x/L
;'ljwf -cfjf;, lkpg] kfgL, ;/;kmfO, zf}rfno,
ljB't, lzIff, :jf:Yo, cflb_ df kx'r
“ k'¥ofpg .
!@= gful/sx¿df ;x/Ls/0f / jftfj/0f Joj:yfkg
;DaGwL cfjZos r]tgfsf] cefj, lhDd]jf/Laf]wsf]
sdL .
cufl8sf]] af6f]
b]zsf] jftfj/0fLo tyf hg;f+lVos oyfy{nfO{ cfTd;fy
u/L ;x/Ls0f ug{ ;s]dfq b]zsf] ;du| b]zsf] ljsf;
x'G5 . o;}n] ljsf;sf nflu ;x/Ls/0f / jftfj/0fd}qL
;x/sf]] ljsf; eGg] s'/fnfO{ Wofg lbg cfjZos 5 .
a;fO;/fO{sf] k|jfx 7"nf ;x/df dfq s]lGb|t x'g] xf]
eg] l:ylt emg\ lau|G5 . To;}n] ljs]lGb|t ;x/sf]
ljsf; cfjZos 5 h;n] k|fb]lzs c;Gt'ng x6fpg
/ jftfj0f Joj:yfkg ug{ ;lhnf] x'G5 . jftfj/0fLo
;|f]t, ;f+:s[lts ;Dkbf ;+/If0f tyf dflg;x¿sf]
:jR5 / :j:y jftfj/0fdf lhpg] xsnfO{ ;'lglZrt
ug{ ;x/Ls/0fnfO{ of]hgfab\w tyf Jojl:yt 9ª\uaf6
cufl8 a9fp“g' cfhsf] cfjZostf xf] . o;sf nflu
lgDg pkfox¿ cjnDag ug{ ;lsG5 .
!= ;x/Ls/0f, ljsf; / jftfj/0f ;DaGwL /fli6«o
b[li6sf]0f gLlt lgod th'd{ f u/L cNksfnLg
/ lb3{sfnLg sfo{of]hgf lgdf{0f u/L sfof{Gjog ug'{ .
@= 7fp“ ;'xf“pbf] pko'Qm ;x/L e"–pkof]u of]hgf
agfO{ nfu" ug{' .
#= ;x/L If]qdf cfjf; lgdf{0f ;lxt s8fO{sf ;fy
nfu" ug'{ .
$= ef}lts k"jf{wf/sf] lgdf{0f hg;+Vof j[l4sf]
cg'kftdf a9fpb} n}hfg] .
%= clgolGqt a;fO;/fO /f]Sg] vfnsf sfo{qmdx¿
nfu" ug]{ .
72 February 2014, Year 1, Vol. 1
nfn axfb'/ cf]nL
^= ;x/L If]qdf kmf]xf]/d}nf k|zf]wg s]Gb| :yfkgf u/L
kmf]xf]/d}nf Joj:yfkg ug]{ . kmf]xf]/af6 df]x/ cfp“5
eGg] gf/fnfO{ Jofks agfpg] .
&= Wjlg k|b'if0f, jfo' k|b'if0f tyf hnk|b'if0f ;DaGwL
lgwf{l/t dfkb08 s8fO{sf ;fy nfu" ug]{ .
*= ;x/L 9n l;w} glb vf]nfdf ld;fpg lgoGq0f ug]{ .
(= s]Gb|Lotxsf ;/f]sf/jfnf lgsfo, :yfgLo lgsfo
;+3;+:yf tyf lghLIf]qsf lardf ;dGjo u/L
sfo{qmdx¿ ;+rfng ug]{ .
!)= em'k8L a:tL, af9L k|sf]k ;d:of ;dfwfgsf nflu
cfjZos kxn ug'{ kg]{ .
!!= gful/sx¿nfO{ lhDd]jf/L af]w u/fpg', ;x/L
Joj:yfkg tyf jftfj/0f ;DaGwL hgr]tgf
k|bfg ug]{ vfnsf sfo{qmdx¿ ;+rfng ug]{ .
!@= lbuf] ljsf;sf] cjwf/0ffnfO{ nfu" ug'{kg]{ .
lgisif{
;x/Ls/0f ljsf;sf] cleJolQm xf] cyjf ljsf;sf]
rfns zlQm xf] . d"ntM ljleGg sf/0fn] ubf{
dflg;x¿ ufp“af6 ;x/lt/ a;fO;/fO ugf{n]
hg;ª\Vofsf] s]Gb|Ls/0f ;x/LIf]qdf eO/x]sf] 5 .
ljZjsf cfwf dflg; a:g] ;x/ cem} cfsif{0fsf]
ynf] dflgg]5 . ;x/Ls/0fsf ;s/fTds kl/0ffd
:j¿k cGttM dflg;sf] u'0f:t/Lo hLjgdf j[l4
ePklg cJoj:yLt tyf of]hgf ljxLg ¿kdf x'g]
;x/Ls/0faf6 gs/fTds kl/0ffdx¿ pTkGg x'G5g .
g]kfn h:tf ljsf;f]Gd'v b];x¿df ;x/Ls/0f;“u}
ljsf;n] ult lnP klg ;x/Ls/0f Jojl:yt x'g
g;Sbf jftfj/0fLo If]q cfly{s, ;fdflhs tyf
hg;flªVos If]qdf ljleGg ;d:ofx¿ b]vf k/]sf
5g\ . o;f] x'g glbg of]hgfjb\w Jojl:yt ;x/Ls/0f
cfjZos k5{ . To;}n] ;/f]sf/jfnfx¿ cf–cfÎgf]
7fp“af6 lqmofzLn eO{ pQ/bfloTj af]w ug'{ cfhsf]
cfjZostf xf] . xfd|f] ;x/ /fd|f] ;x/ tyf jftfj/0f
d}qL ;x/sf] gf/fnfO{ d"t{¿k lbO ;du| /fi6«sf]
ljsf;nfO{ ;'lglZrt ug{ h?/L 5 .
n]vs kl/roM
>L nfn axfb'/ cf]nL e"uf]n ljifosf pk–k|fWofks x'g'x'G5 .
pxf“sf y'k|} n]v /rgfx¿ tyf :gfts txsf kf7\ok':tsx¿
k|sflzt 5g\ .
133
Surkhet Journal
References
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Todaro, M. P., & Stephen, C. S. (2011). Economic
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Limited.
cf]]nL, nfnaxfb'/ -@)^@_, jftfj/0fLo lzIff, sf7df08f}
M Go" lx/fa'S; OG6/k|fOh]h .
vlgof, k]|d/fh -@)%$_, al:t e"uf]n sf7df8f} M+
ljBfyL{ k':ts e08f/ .
134
nfn axfb'/ cf]nL
lwtfn, g]qk|;fb, / vgfn, tlGqsf/fh -@)^*_,
hg;+Vof / jftfj/0f, sf7df08f}M lkgfsn
klAns]zg
/fli6«o of]hgf cfof]u -@)^$÷)^%_ tLgjif]{ cGtl/d
of]hgf @)^$÷^%–)^&÷)^* sf7df8f}+
/f=of]=cf= .
/fli6«o of]hgf cfof]u -@)^&÷)^*_ ltgjif]{ cGtl/d
of]hgf @)^&÷^*–)^(÷)&) sf7df8f}+ M
/f=of]=cf=
kf08], /fds'df/ -@)^(_, g]kfnsf] dfgj e"uf]n,
sf7df8f}+ M /Tgk':ts e08f/ .
k|wfg, k'is/ s'df/, / l;Ub]n, t'N;Lgf/fo0f -@)^@_,
;x/uf“p ;DaGw / u|fdL0f ljsf;, sf7df08f} M
Go" lx/fa'S; OG6/k|fOh]h .
kf]v|]n, slj, cf]nL, nfnaxfb'/ -@)^$_, jftfj/0f
lzIff, sf7df8f}+ M Unf]jn k|sfzg .
zdf{, dx]Gb|, k|= -@)^&_, hg;+Vof jftfj/0f / u'0f:t/Lo
hLjg, sf7df8f}+M k|wfg a's xfp; .
zdf{, lktfDa/ -@)^)_, ljsf;sf] af6f] ;x/Ls/0f,
lxdfn klqsf, @)^), h]i7 !–!% .
February 2014, Year 1, Vol. 1
Surkhet Journal
k|ltef, sljtf / g]kfnL efiff kf7\os|d
bLks uf}td -lkPr=8L=_
;f/
g]kfnsf] /fli6«o lzIffn] g]kfnL efiff kf7\os|dsf] lgdf{0f u/L ;fk]lIft ¿kdf tx cg's"nsf sljtf lzIf0f u/L
ljb\ofyL{sf] cGtlg{lxt k|ltefsf] ljsf; ug]{ pb\bZo
] lnPsf] 5 . o; cg';f/ Ps ;o bz hlt sljx¿sf ;fgf,
demf}nf / a[xt\ cfsf/sf emG8} b'O{ ;o hlt sljtfx¿ kf7\o sljtfdf kfl/Psf 5g\ eg] ;Lk ljsf;sf nflu
tx cg';f/ sljtfsf] lzIf0f, cEof; / l;h{gfTds sfo{x¿sf] Joj:yf ul/Psf] 5 . o; s|ddf k|fylds txdf
cfef/e"t eflifs tyf ul0ftLo ;Lksf] ljsf; ug]{ /0fgLlt, dfljdf sljtf n]vgsf cfwf/e"t kIfx¿, bz hf]8
b'O{df s[lt ;dLIff / :gftsf]Q/ lzIff ;ª\sfodf sljtf lzIf0fdf ljz]if1tf tyf dfgljsLdf ;dfnf]rfgfTds
ljZn]if0fsf ;fy} sljtf l;h{gfnfO{ k|fyldstfdf /flvPsf] 5 . k|ltef ljsf;sf nflu kf7\o sljtf rog, lzIf0f
k|ljlw, kl/j]zsf] hgzlQ, k|lts"n ;fdflhs lrGtg k|0ffnLx¿ vf; ;Ldf / r'gf}tLx¿ ag]/ cfPsf 5g\ . log}
;Ldf / r'gf}tLx¿nfO{ cfTd;ft\ u/L sljtf lzIf0f k| l s| o fnfO{ cufl8 a9fP g] kfnL ljb\ o fyL{ s f] jf:tljs
k|ltef ljsf; x'g ;S5 / g]kfnL ;dfh pGgt x'g ;S5 .
k|d'v zAbx¿ M Kff7\o sljtf, cGtlg{lxt k|ltef, lzIffsf] /fli6«o pb\bZo,
] ;dfnf]rgfTds ljZn]if0f, sljtf lzIf0f
kl/ro o; n]vsf] pb\b]Zo /x]sf] 5 . o; z[8vnfleq s]s:tf
g]kfnL a[xt\ zAbsf]zdf c;fwf/0f tLj|tf / k|v/tfsf] cEof;x¿sf] ;+of]hg ul/Psf] 5, :t/cg's"n 5g\ jf
a'b\lw annfO{ k|ltef, sljsf] /rgfnfO{ sljtf 5}gg\, ;ª\nUg kIfsf] k|efjsf/L e"ldsf 5 of 5}g,
/ ljb\ofyL{{ k9fpgsf nflu tf]lsPsf] ljifosf] ;/sf/L / lghL g]kfnL ljifosf sljtfx¿df leGgtf
k"jf{k/s|dnfO{ kf7\os|d x'g\ -kf]v/]n, @)$)M*&)_ 5 jf 5}g h:tf cfwf/e"t ;d:ofx¿ o; zf]wdf /x]sf
elgPsf] 5 eg] k|of]ufTds zAbsf]zdf sljsf] s[ltnfO{ 5g\ . ljb\ofno / lqljsf kf7\o sljtfx¿ dfq zf]wsf
sljtf JolQmsf] ljlzi6 IfdtfnfO{ k|ltef / lzIffyL{n] ;Ldf /x]sf 5g\ .
lzIffnodf vf; cjlwdf cfh{g ug{ ;Sg] 1fg, ;Lk
cWoog ljlw
/ cg'ejsf] z}lIfs of]hgfnfO{ kf7\os|d x'g\ -clwsf/L of] n] v k' : tsfno cWoog ljlwdf cfwfl/t 5 .
tyf cGo, @)^^M ^$*_ elgPsf] 5 . o; cfwf/af6 ctM o; n] vdf b\ljtLo ;|f]t ;fdu|Lx¿sf] dfq k|of]u
g]kfnsf] efiff kf7\ o s| d n] ljb\ o fyL{ s f] Ifdtf ul/Psf] 5 . k':ts kqklqsf, n]v, /rgf, kf7\o ;fdu|L
ljsf;sf nflu kf7\ o sljtf lglb{i6 u/]sf] 5, o;df k|of]u ul/Psf ;fdu|Lx¿ x'g\ .
sljtf dfkm{t cGtlg{lxt d]wfnfO{ k|ikm'6gsf] nIo
JofVof / ljZn]if0f
lnPsf] 5 eGg ;lsG5 . k"jL{o / kfZrfTo ;flxTon] o;sf nflu -!_ kf7\oqmdsf txut pb\bZox¿, ] -@_
a/fa/ dxŒj lb“b} cfPsf] ;xh 1fg, k"j{ j[lQ, ck"j{
slj tyf sljtfx¿sf] ;j]{If0f, -#_ Jo'TklQ, cEof;
zlQm, hGdhft ;fdYo{ h:tf kof{ojfrL zAb zlQm / ;dflw, -$_ sljtfx¿sf] ;+/rgfTds ;ª\u7g, -%_
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] 5g\ . k|fylds lzIff kf7\oqmdn] ljb\ofyL{sf]
73 February 2014, Year 1, Vol. 1 135
Surkhet Journal
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snf ;f}Gbo{ k|lt cle?lr hufO{ l;h{gzLn ljsf;
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136
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;fg' sljtfx¿ sIff tLgdf ;ª\nUg ul/Psf 5g\ .
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/ pBf]u, kf/; dl0f k|wfgsf] v]tLjfn, b}j1/fhsf]
February 2014, Year 1, Vol. 1
Surkhet Journal
x]¿“ sxf“ a;L, k|x\nfb kf]v]|nsf] cfdf sljtfx¿ sIff
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dg sljtfx¿ sIff ;ftdf /flvPsf 5g\ . nIdL
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l;b\lwr/0f >]i7sf] cf]vn9'“uf, d's'Gb z/0f pkfWofosf]
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sIff cf7sf kf7\o sljtfx¿ ag]sf 5g eg] l;b\lwr/0f
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kf}8]nsf] ;To;Gb]z sIff gf}sf k|ltef ltvfg]{ /rgfx¿
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] e"lk z]/rgsf]
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;ª\nUg ul/Psf 5g\ eg] ob'gfy kf]v/\ofnsf] g]kfnL
74 February 2014, Year 1, Vol. 1
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137
Surkhet Journal
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138
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bf;sf] k[YjLgf/fo0f, zlQmjNne cHof{nsf] tgx“"
es'G8f], pbofgGb cof{nsf] k[YjLrGb|f]bo, ob'gfy kf]v/]
nsf] :t'ltkB, OlGb/;sf] uf]lksf :t'lt, j;Gt zdf{sf]
s[i0frl/q, efg'eQm cfrfo{sf] /fdfo0f, 1fglbnbf;sf]
pbonx/L sljtfx¿ g]kfnL :gftsf]Q/ k|yd jif{sf
sljtfx? ag]sf 5g\ eg] df]tL/fd e§sf] lksb"t, zDe'
k|;fb 9'+u]nsf rGb|f]bo bz{g, 5n, /flws] xl/ ;tfp“5g\
/rgfx¿ klg o;} txdf /flvPsf 5g\ . n]vgfy kf}8]nsf
lk“h/fsf ;'uf, d]/f] s}zf]/ lzjk“rflzsf, afns[i0f
;dsf :ju{ / b]jtf, d]/f] g'xfpg] sf]7f, nIdL k|;fb
b]jsf]6fsf k|e'hL dnfO{ e]“8f] agfpm, zfxhfxsf] OR5f,
Hj/;zdgf k|s[lt, emGemfk|lt, dfwj k|;fb l3ld/]sf
sfnLu08sL, b'nxL s~rghª\3f, k/Gt' of}6}, df]xg
sf]O/fsf d ;DemG5', km;L{sf h/f, j}/fuL sfO“nfsf
cl:tŒj, kj{t h:tf sljtfx¿ klg 5flgPsf 5g\ .
o;sf cltl/Qm n]vgfy kf}8\ofnsfsf t?0ftk;L,
Ct'ljrf/, nIdL k|;fb b]jsf]6fsf ;[hfdftf, zfs'Gtn,
l;b\lwr/0f >]i7sf] pj{zL, dfwj k|;fb l3ld/]sf]
February 2014, Year 1, Vol. 1
Surkhet Journal
/fh]Zj/L, df]xg sf]O/fnfsf] u+ufk|jf;, ;f]dgfy l;Ub\ofnsf]
cfbz{/f3j, afns[i0f ;dsf] lr;f] r"xn \ f], hubLz zdz]/
/f0ffsf] g/l;“x cjtf/ dxfsfJox¿ g]kfnL b\jLtLo jif{
:gftsf]Q/df 5flgPsf 5g\ . sljtfx¿sf] cWoogsf
s|ddf ;+:s[t ;flxTo, Pl;ofnL ;flxTo, kfZrfTo
;flxTo l;nlnfdf xf];\ of k|d'v ;|i6fk/s b]jsf]6fsf
k|:t't ulPsf sljtfx¿sf cltl/Qm levf/L, k'tnL,
;'gsf] ljxfg, cfsf; af]N5, 5f“uf;“u, efjgf uf+u]o,
dgf]/~hg, nIdLuLlt ;ª\u|x, nIdL sljtf ;ª\u|x,
d'gfdbg, /fhs'df/ k|efs/, n"gL, ;Ltfx/0f, /fj0fh6fo'
o'b\w, Dx]Gb', d}gf, s6s, j;GtL dfofljgL;;L{, gof““
;TosnL ;+jfb, kxf8L k'sf/, cf“;', gfnf, gj/;,
emGemfj0f{g, j}/f1nx/L, cfgGbzts h:tf /rgfx¿
klg kfl/Psf 5g\ .
Jo'TklQ, cEof; / ;dflw
k"jL{o cfrfo{x¿n] of]Uotf / bIftfn] k|ltefnfO{ ;';+:s[t
/ Jojl:yt u/fp“b} cfPsf] 5 eGg] ;Gbe{df /fhz]v/n]
zf:q, ljBf, nf]s, Jojxf/ / cg'ejn] sfJo /rgfsf]
:t/ j[b\lw ub{5 eg]sf 5g\ -kf}8\ofn, @)^$M%_ eg]
klZrdL ;flxTo k/Dk/fn] klg tbg's"nsf kf7\o ;fdfu|L
lgdf{0fdf Jofjxfl/s hf]8 lb“b} cfPsf] 5 . g]kfnsf
g;{/Lsf] l/8 df]/ k':tsn] sljtf lzIf0f, cEof; /
lrGtg k|j]zsf ¿kdf k|f/lDes :jf:y ;/;kmfO{sf]
df]8nfO{ l8sf, dfqf, cfsf/nfO{ o; laGb';“u hf]8]sf]
5 . sIff Pssf] g]kfnL lstfan] sljtf lzIf0f kl5
zAbfy{, zAb 5gf}6, x/km k"/f ug]{, hf]8f ldnfpg],
zAb e08f/ a9fpg], pRrf/0f / lxHh] ug]{, lrq x]/L
eGg] h:tf cEof;sf] Joj:yf u/]sf] 5 eg] sIff b'O{sf]
g]kfnLn] ljBfyL{nfO{ lzIfsn] ufPsf] ;'Gg / ufpg,
;'Gg / eGg, Pp6f uLt ufpg, zAbfy{ eGg, lrq
agfO{ gfd n]Vg, z'b\w pRrf/0f ug{ nufPsf] 5 /
;'g]sf] s'g} Ps uLt ufpg gof““ nofTds cEof; yk]sf]
5 . ;lhnf] g]kfnL dfnf tLgn] ljBfyL{nfO{ cl3Nnf
sIffsf cltl/Qm ;d"xd} pQ/ lbg, sfo{d"ns Jofs/0f
ug{ kf“r kf“r jfSodf j0f{g ug{, e}nL v]Ng] tl/sf
eGg, cfkm"nfO{ dgkg]{ s'g} sljtf ;'gfpg klxnf]k6s
cEof;sf ¿kdf nufPsf] 5 .
o;}u/L sIff rf/sf] g]kfnLn] zAb ¿k abNg, jfSodf
k|of]u ug{, ult, olt / no ldnfO{ ;'gfpg cEo:t
75 February 2014, Year 1, Vol. 1
bLks uf}td -lkPr=8L=_
u/fPsf] dfq 5}g, efj k"0f{tfsf nflu cg'R5]b
n]vgnfO{ cEof;df yk]sf] 5 eg] sIff kf“rsf]
g]kfnLn] kª\lQm k"/f ug{, k9\g, a'em\g, ;fg{, k9]sf
s'/f a9fP/ n]Vg, kfgLsf] sljtf n]Vg, r'6\lsnf
;'gfpg, af]nLrfnLsf] efiffdf n]Vg lbO{ eflifs sf}zn
a9fpg nufPsf] 5 . o;} ;Gbe{df g]kfnL sIff 5sf]
k':tsn] ljBfyL{nfO{ sljtf kª\lQm k"/f ug{, sljtfsf]
s'g} Znf]s sfkLdf ;fg{, cGTofg'k|f; ldnfpg, k9\g
a'em\g / ug{, zLif{sLs/0f ug{ nufPsf] 5 eg] ;ftsf]
g]kfnLn] Ps jfSodf pQ/ lbg, sljtfsf] af]w ug{,
5f]6f] pQ/ lbg, JofVof ug{, efj v'nfpg, zf:qLo
sljtf k9\g, nfnLu'/f“; af/]df sljtf n]Vg, lzIfsnfO{
b]vfpg, PsPs x/km yk]/ sljtf k"/f ug{ ljBfyL{,
em/gf, km"naf/L, dfgjtf zLif{ s df sljtf n] vL
;' g fpg] cEof;sf] Joj:yf u/ L ljb\oFyL{sf] hGd
hft Ifdtfsf] ljsf; ug]{ /0fgLlt lnPsf] 5 . sIff
cf7sf] g]kfnLn] ljBfyL{nfO{ sljtfx¿df JoQm ul/Psf
efjx¿ pgLx¿sf] Jofjxl/s hLjgdf slQsf pkof]uL
5g\ dgsf efjx¿ sljtfsf 9f“rfdf ls;fg, hGd
:yfg zLif{sdf k|:t't ug{ sfJofTds eflifs sf}znnfO{
clea[b\lw ug]{ pb\b]Zo lnPsf] 5 eg] sIff gf}sf]
g]kfnLn] sljtf lzIf0fsf] k|f/Ded} efj, slj kl/ro,
k|j[lQ;“u} ;DalGwt u/fO{ Jofs/0f tŒjsf ;ft 5f]6f
pQ/x¿, ;ª\lIfKt pQ/x¿, ;k|;ª\usf ;fdu|L;lxt
;ozAbdf cg'R5]bg n]vg tyf lglb{i6 sljtfsf
9f“rfdf z/b\ Ct', bof, dfgjhLjg, st{Joh:tf
sljtf n]Vg cEo:t u/fPsf] 5 . sIff bzsf] g]kfnLn]
o;nfO{ lg/Gt/tf lb“b} sljtf s]Gb|L agfp“b} …ljBf¿kL
wg ;j{>]i7 wg xf]Ú nfO{ k'l:6 ug{ nufpg'sf ;fy}
k|:t't k':tsn] 5Gb kl/ro tyf zAbsf]zsf] k|of]u
cEof;nfO{ cEo:t agfpg] ;fdu|L yk]sf] 5 .
o;} s|ddf bz hf]8 b'O{sf] g]kfnL ljifon] Jofs/0f,
af]w, cleJolQm s[lt ;dLIffsf] ;}b\wflGts k[i7d"ld
lbO{ sljtfTds Ifdtf ljsf; ug]{ /0fgLlt lnO{
cIf/ ;+/rgfsf] kf7 yk]sf] 5 / cleJolQmsf nflu
cg'R5]b n]vg, sljtf k7g, cf:jfbg / ;dLIf0fnfO{
k|fyldstf lbOPsf] 5 . aL=P= tyf aL=P8\=sf clgjfo{
g]kfnLn] s]xL gof“ sljtfsf ;fy} nfdf sljtf /
dxfsfJo yk] klg bz hf]8 b'O{nfO{ ;dfgfGt/tf
139
Surkhet Journal
lbPsf 5g\ / sljtfTds ljj]rgf, ljlzi6 kª\lQmsf]
JofVof ljZn]if0f ug{ ;Sg] cEof;x¿sf] ;ª\s]t u/]
klg cEof;x¿ tNnf sIffsf t'ngfdf k|fo Go"g
5g\ eg] aL=P= bf];|f] jif{sf sljtf sfJox¿n] uLt
uhnsf] :j¿k, kl/efiff, g]kfnL k|d'v k|ltef /
pknlAw ljj]rgfsf nflu ;Ifd agfpg] nIo lnP/
af]w, cf:jfbg, ljifoj:t' tyf k|:t'lt, no, efiff,
z}nL h:tf cfwf/df cEof;x¿ agfOPsf 5g\ .
aL=P= bf];|f] jif{sf] ljwfut ljz]if cWoogn] af]w,
cf:jfbg, sYo, ljifo, j:t', d"n efj, ljrf/, syg
kb\wlt, ;+/rgf, noaf]w, efiff z}nL k|:t'ltut
snfTds / ljZn]if0ffTds cEof;nfO{ k|fyldstf
kf/]sf] 5 . Pd\=P8\= k|yd jif{sf] g]kfnL sljtf sfJo
/ ;dfnf]rgf lzIf0fn] tNn} txsf] cfwf/ lnPsf] 5
eg] Pd\=P= k|yd jif{sf] sljtf lzIf0fn] ljwfut
l:ylt, :j¿k, kl/efiff, tŒj, noljwfg, ljwfut
juL{s/0f, cfofd, k|ltlglw wf/fx¿sf] ljj]rgf ug{
;Sg] pb\b]Zo lnP klg cEof;nfO{ lbPsf] 5}g o;sf
;fy} nfdf sljtfx¿ / dxfsfJosf] ljZn]if0f d"Nofª\
sgsf] cfnf]rgfTds ;Lk cfh{g ug]{ pb\b]Zo lnOP
klg kf7\o sljtf;“u} ;ª\nUg ul/Psf] 5}g eg] k|d'v
;|i6fk/s cWoogdf hLjgL, JolQmTj, s[ltŒjdf
sljtf ofqf, wf/f, k|j[lQ, ljlzi6 sljtf sfJo
/ pknlAwsf cfwf/af6 ljBfyL{x¿df cGtlg{lxt
k|ltefsf] ljsf; ug]{ pb\b]Zo eP klg tNnf sIffsf
k':tsx¿df h:t} cEof;x¿ /flvPsf 5}gg\ .
sljtfx¿sf] ;+/rgfTds ;ª\u7g
zLif{sLs/0fsf sf]0faf6 kl5Nnf] ;dosf k|of]ujfbL
k|j[lQsf e"lk z]/rg, df]xg sf]O/fnf, aflg/f lu/L,
a}/fuL sfO“nfx¿n] jfSo:t/sf zLif{sx¿ lgdf{0f
u/]sf 5g\ . nIdL k|;fb b]jsf]6f, uf]kfn k|;fb l/dfn,
dfwj k|;fb l3ld/]x¿sf] zLif{s lgdf{0f snf 5f]6f],
;/n / ;'af]Wo 5 . sljtf ljlzi6 zAbx¿sf] u'Dkmg
/ u7gaf6 lgdf{0f x'g] zAb efj, cg'e"lt, ljrf/,
;ª\s]t, k|;ª\u, ;ª\u7g / ;Gbe{af6 aGb} cfPsf 5g\ /
sljtfsf yf]/} zAbn] w]/} efj k|:t't ug{ ;Sg' kg]{ ;}b\
wflGts dfGotf /x]sf] 5 . ;+/rgfTds sf]0faf6 sIff
tLg;Ddsf sljtfx¿ Psbd ;/n 5g\ / sljtf ;ª\
lIfKt nDafOdf ag]sf 5g\ . afn nf]s uLtx¿ ;aeGbf
140
bLks uf}td -lkPr=8L=_
;/n sljtfx¿ x'g\ . g;{/Lb]lv :gftsf]Q/ tx;Ddsf
afnsljtfx¿ klg ;/n 5g\ . sljljz]ifsf] cWoognfO{
5f]8]/ ;a} sljtfx¿ :t/, k[i7e"ld tx, pd]/cg's"n
5g\ . e}nf]uLt, r6s] cfof], rf}tf/L, h"g ;fgLgfgL,
c;n ljrf/, ;'Gb/ uLt ufp“ h:tf sljtfx¿ ;/n
;+/rgfdf ag]sf 5g\ . u' ? , vf] nf, xfdL g] kfnL,
nfUb5 dnfO{ / dfO{ n f] h:tf sljtfx¿ hl6n
;+/rgfdf aGg nfu]sf 5g\ . emG8fsf] uLt, dg,
ls;fg, k[ Y jL;Gb] z h:tf sljtfx¿ j} rfl/ s
cfu| x af]s]sf sljttfx¿ sIff 5, ;ft / cf7df
/x]sf 5g\ . a;Gt, ;To;Gb]z, k|Zgf]Q/, j}zfv,
;xLbsf] ;Demgf sljtfx¿ bfz{lgs ;Gbe{df
plgPsf 5g\ / sIff gf} tyf bzsf ljifo ag]sf
5g\ .
d klg Bf}tf dfG5', levf/L, cfdfsf] ;kgf, d}gaQLsf]
lzvf bz hf]8b'O{, aL=P= / aL=P8\=sf hl6n ;+/rgf
ePsf ;dLIffTds k|ltefnfO{ ltvfg]{ sljtfx¿ ePsf
5g\ . tNNff sIffsf sljtfx¿ t'ngfTds ¿kdf kBfTds
/ k'g/fj[Q 5g\ eg] dflysf uBfTds, uhnfTds,
uLltdo, cg'e"lt lj:t/0f, cfVofgfTds 5g\ . tf/fgfy
zdf{sf] lxl8Daf gu/Lb]lv h'“u] b/af/ h:tf] zLif{sn]
sljtfs} ;aeGbf nfdf] zLif{sLs/0fsf] sfJofTds
l;h{gzLntf pnª\3g u/]sf] 5 . kl5Nff] ;dodf
b]lvPsf hghflt sljx¿n] o; k|sf/sf] k|j[lQ b]vfp“b}
cfP klg gjLg ;Gbe{, efj, kl/j]znfO{ eg] p7fPsf
5g\ . ;u{ ;ª\s'rgn] zfs'Gtn / ;'nf]rgfnfO{ hl6n
dxfsfJodf kf/]sf] 5 . ;Ld;f/sf /fhb"tn] cfkm"nfO{
cg'e"ltsf] sfJo agfPsf] 5 eg] ljleGg v08sfJox¿n]
cfkm"nfO{ ;ª\lIfKt cfVofgdf pEofPsf 5g\ . uLt,
uhn / uB sljtfx¿ cfw'lgstfdf kf]lvPsf 5g\ .
d'gfdbg, ofqL, levf/L, ag, emGemfj0f{g zLif{sx¿n]
nIdL k|;fb b]jsf]6fnfO{ zLif{sLs/0fsf s'zn k|ltlglw
slj agfPsf 5g\ . cfbz{/f3j, zfs'Gtn, ;'nf]rgf
/ lr;f] r'x\nf] dxfsfJox¿ hl6n k|ltef ljsf;sf
;/hfdx¿ ag]sf 5g\ .
slj, sljtf ;ª\Vof / l:ylt
cudg l;“x lu/L, cljgfz >]i7, cd/ lu/L, OlGb/;,
O{Zj/ a/fn, pbofgGb cHof{n, pk]Gb| >]i7, piff
e6\6rg, piff z]/rg, sNkgf k|wfg, sfnL k|;fb
February 2014, Year 1, Vol. 1
Surkhet Journal
l/hfn, s'Gbg zdf{, s[i0fk|;fb k/fh'nL, s[i0f;]g
O{R5's, s[i0feQm >]i7, s[i0fe"if0f an, s]bf/dfg
Jolyt, If]qk|tfk clwsf/Lx¿sf ljleGg sljtfx¿
leGg :t/sf g]kfnL kf7\o sljtfx¿ ag]sf 5g\ . o;}u/L
u0f]z /l;s, ludL z] kf{ , uf] s' n hf] zL, uf] kfn k| ; fb
l/ dfn, uf] kfn kf} 8] n, uf] / v axfb' / l;“ x , 36/ fh
e6\ 6 / fO{ , 3gZofd s“ 8 ] n, rGb k|;fb Gof}kfg],
hubLz l3ld/], hubLz zdz]/ /f0ff, hLjg cfrfo{
hLjg lyª, 1fglbnbf;, 1fg'jfs/ kf}8]nsf sljtfx¿
klg g]kfnL ljBfyL{x¿sf] k|ltef ljsf;sf ;fdu|Ldf
kfl/Psf 5g\ . Pjd\k|sf/n] t'n;L lbj;, tf]of u'?ª,
tf/fgfy zdf{, b\jfl/sf >]i7, b'uf{nfn >]i7, b]jL
g]kfn, b}j1/fh Gof}kfg], w/0fLw/ sf]O/fnf, w'|js[i0f
bLk, gj/fh sfsL{, gj/fh ;'Aaf, gf]Hof{ª :ofgb]ª,
gf]b]{g ¿Daf, k'is/ nf]xgL, k'iknfn pkfWofo, k|ef
e6\6/fO{, k|x\nfb kf]v/]n, kf/;dl0f e08f/L, kfl/hft,
k"0f{lj/fd, km0fLGb|/fh v]tfnfx¿sf sljtfx¿ klg
kf7\o sljtfdf 5flgPsf 5g\ . o;sf cltl/Qm ab|L
ljzfn e6\6/fO{, aflg/f lu/L, a;Gt zdf{, afns[i0f
;d, aflnsf l3ld/], jfz' zzL jf;'b]j lqkf7L, ljdn
sf]O/fnf ljdn lgef, a'“b /fgf, ljs|d ;'Aaf, ljsf;
uf]tfd], lji0f'lje' l3ld/], ljho dNn, ljZj ljdf]xg
>]i7, ljZjDe/ Kofs'/]n, j}/fuL sfO“nfsf /rgfx¿ klg
ljleGg txsf kf7\o sljtfdf kfl/Psf 5g\ .
e/t /fh kGt, efg'eQm cfrfo{, efg'eQm kf]v/]n,
eLdlglw ltjf/L, e"lk z]/rg, dljlj zfx, dGh'
sf“r'nL, dxfgGb ;fksf]6f, dbg /]UdL, dgk|;fb ;'Aaf,
dfwj k|;fb l3ld/], dfwj k|;fb b]jsf]6f, d's'Gb
z/0f pkfWofo, df]tL /fd e6\6, df]bgfy k|l>t, df]xg
sf]O/fnf, ob'gfy kf]v/]n, ofbj v/]n, o'b\w k|;fb
ld>, o'b\wjL/ /f0ffsf sljtfx¿ klg ljleGg ljifo,
:t/, k|:t'ltsf ;fdu|L ag]sf 5g\ . o;sf ;fy} /Tg zdz]/
/f0ff, /fd afa' ;'j]bL, nIdL k|;fb b]jsf]6f, nlnhg
/fjn, nfnfgfy ;'j]bL, n]vgfy kf}8]n, zlQm aNne
cof{n, >lds a/fn, ;To df]xg hf]zL, zDe' k|;fb
9'“u]n, Zofdk|;fb zdf{, Zofdn, l;b\lw r/0f >]i7,
;'jfgGbbf;, zf]leot /fd lji6, ;f]dgfy l;Ub\ofn,
z}n]Gb| ;fsf/, xl/eQm s6'jfn, x]dGt >]i7, x]d
xdfnsf sljtfx¿ klg d]wf ljsf;sf cu'jf sljtfdf
5flgPsf 5g\ .
76 February 2014, Year 1, Vol. 1
bLks uf}td -lkPr=8L=_
If]qut ljefhgsf cfwf/af6 sf7df8f}“af;L sljx¿sf]
;ª\Vof cTolws /x] klg dflj sIffx¿sf] ;Gbe{df
dfwj k|;fb l3ld/]sf sljtfsf] ;ª\Vof a9L 5 .
nIdL k|;fb b]jsf]6f, l;b\lwr/0f >]i7, b}j1/fh
Gof}kfg] / nIdL k|;fb b]jsf]6fsf sljtfx¿ bf];|f]
;ª\Vof / :yfgdf k/]sf 5g\ . pRr lzIffsf sljtf
;ª\Vofsf sf]0faf6 b]jsf]6fsf sljtf ;ª\Vof a9L
dfq xf]Og, ljljwtfn] el/Psf 5g\ . b]jsf]6fsf w]/}
km'6s/, ;a} v08sfJo / dxfsfJox¿ k/]sf 5g\ .
Zofdn, cd/ lu/L / s[i0f;]g OR5'snfO{ 5f8]/ dk,
;"k / s0ff{nLaf;Lsf] ;ª\Vof 5“b}5}g eGbf klg x'G5
. a¿ cg]kfnL sljx¿sf] pkl:ylt /fd|f] 5 . rGb|
k|;fb Gof}kfg], nIdL k|;fb b]jsf]6f, n]vgfy kf}8\ofn,
;f]dgfy l;Ub\ofn, afns[i0f ;d, df]bgfy k|l>th:tf
dxfsljx¿sf /rgfx¿ klg kf7\o sljtfx¿ dfq aGg
k'u]sf 5}gg\, >lds a/fn, uf]/v axfb'/ l;+x, ljdn
sf]O/fnf / k|x\nfb kf]v/]n h:tf pRRkb:y sd{rf/L
klg sljsf ¿kdf b]lvPsf 5g\ . x]dfª\u/fh clwsf/L,
nfnfgfy ;'j]bL, b]jL g]kfn, b}j1/fh Gof}kfg] h:tf
k|fWofkgdf ;ª\nUg JolQmTjx¿ klg kf7\o sljtfsf
slj ePsf 5g\ . clwsf/L / ;'j]bL cfkm} k|flj k':ts
n]vs klg ePsf 5g\ .
k|ef e6\6/fO{, aflnsf l3ld/], sNkgf k|wfg,
kfl/hft, aflg/f lu/L, piff e6\6rg, tf]of u'?ª
h:tf dlxnf ;|i6fx¿n] kf7\o sljtf n]vgdf ;ft
k|ltzt of]ubfg k'/\ofPsf 5g\ eg] e6\6/fO{, l3ld/]
/ k|wfg pRrlzIffsf sljx¿ aGg ;s]sf 5}gg\
. kfl/hft, Zofdn, k"0f{lj/fd, tfgf zdf{, dljlj
zfxx¿n] lrgfsf] gfd vf]Hg' kg]{ dfq 5}g\, Jolyt,
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uf]tfd], Gof}kfg], zdf{ e6\6/fO{, k/fh'nL, clwsf/L,
;'j]bL, a/fn, kf}8]n, l/dfn, l/hfn, g]kfn, hf]zL,
v/]n, kf]v/]n -kf]v|]n_, nf]xgL, pkfWofo, ltjf/L,
ld>, 9'“u]n, sfsL{, cHof{nsf kl/k|]Ifdf a|fx\d0f
sljsf] pkl:ylt ;aeGbf pRr 5 eg] /f0ff, lji6
sljx¿ Psbd Go"g 5g\ . k|wfg, sdf{rfo{, dNn /
>]i7x¿sf] ;ª\Vof a|fxd0f kl5 5 . blnt hftsf
sljx¿ z"Go 5g\ a¿ hghfltsf e6\6rg, z]/rg,
an, :ofgb]ª, ¿Daf, u'?ª / ;'Aafx¿sf] pkl:ylt
If]qLeGbf /fd|f] 5 .
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k|fylds, dfWoflds / cfw'lgs sfnsf k|ltlglw
sljx¿sf] pkl:ylt k|ltlglwd"ns eP klg k|f/lDes
k|x/sf cfw'lgs sljx¿ xfdL aLr ;bfsf nflu x/fPsf
5g\, o;} nx/sf ;Todf]xg hf]zL / dfwjk|;fb lwld/]
8f8f“k/sf 3fd ag]sf 5g\ . k|ef e6\6/fO{sf sljtfx¿
nufnu sIff kf“r;Dd plSnP klg 5 sIffeGbf dfly
6]lsPsf 5}gg\ . nIdL k|;fb b]jsf]6fsf sfJo ;ª\
Vofn] pgnfO{ klxnf] slj, b}j1/fh Gof}kfg], If]qk|tfk
clwsf/L, n]vgfy kf}8]n, e"lk z]/rg, l;b\lwr/0f
>]i7, df]xg sf]O/fnf, afns[i0f ;d, uf]kfn k|;fb
l/dfnx¿nfO{ bf];|f] :yfgdf kfl/Psf] 5 . Psb]lv tLg
;u{dfq k9\gk' g]{ l:yltn] zfs'Gtn dxfsfJo ;aeGbf
hl6n /rgf ag]sf] eP klg lr;f] r'x\nf], cfbz{ /f3j
klg ;dfgfGt/ ¿kdf sl7g s[ltx¿ x'g\ . levf/L, ofqL,
;To;Gb]z, o'jfsf] cfsfª\Iff, Ct'ljrf/, ;'nf]rgf,
k|Zgf]Q/, kfun, lstfa, sf7df8f}“==, a;Gt, d]/f]
g'xfpg] sf]7f, :ju{ / b]jtf cfdfsf] ;kgf sljtfx¿sf]
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5 . Tolt sljtf rrf{df gcfPsf Zofd k|;fb zdf{,
dfwj k|;fb b]jsf]6fh:tf sljx¿ dfq xf]Og, cGo
s'g} sljtfdf gb]lvO{sg ;f]dgfy l;w} cfbz{ /f3j
dxfsfJodf Ps}k6s b]lvPsf 5g\ . g]kfnL k|ltlglw
efiff;]jL dxfgGb ;fksf]6f / k|l;b\w ;dfnf]rs
jf;'b]j lqkf7Lx¿ klg slj k|ltefsf ¿kdf b]lvPsf
5g\ . /fhg}lts ljrf/wf/fsf huaf6 u}/dfS;{jfbL
sljx¿sf] ;ª\Vof cTolws eP klg u'0ffTdstfsf
b[li6n] dfS;{jfbL ;dt'No /x]sf 5g\ . t/fO{af;L
sljx¿sf] ;ª\Vof Psbd Go"g g} b]lvPsf] 5 .
;Ldf / r'gf}tL
ljleGg :t/sf g]kfnL ljBfyL{sf] :t/sf] cGtlg{lxt
k|ltef ljsf; nflu cl3Nnf pkzLif{sx¿ pknlAwsf
¿kdf b]lvP klg o;sf cfkm\g} ;Ldf / r'gf}tLx¿dWo]
-!_ jt{dfg ;do;Dd w]/} nf]slk||o aGb} cfPsf /fdfo0f /
d'gfdbgsf Znf]sx¿ :t/cg';f/ tNnf sIffdf g/fVg',
-@_ lghL / ;/sf/L If]qdf nfu' ul/Psf s|dzM ;lhnf]
g]kfnL dfnf / xfd|f] g]kfnLsf j0f{ljGof;, cEof; /
l;h{gfTds ls|ofsnfkx¿ ;dfg :t/sf gx'g', -#_
lghL If]qsf] sIff 5sf] g]kfnLdf klxnf] kf7sf] klxnf] /
bf];|f] cEof; d} gDa/ lrx\g k|of]udf c;dfgtf /xg',
-$_ sljtf lzIf0fkl5 ljBfyL{sf] d"n k[i6kf]ifssf
142
bLks uf}td -lkPr=8L=_
¿kdf lzIfsnfO{ lnOPsf] cj:yfdf lzIfsx¿ To;
:t/sf gx'g', -%_ sljtfb\jf/f cGtlg{lxt d]wf ljsf;sf
nflu tt\hGo z}lIfs aftfj/0f gx/g', -^_ pTs[i6
sfJon]vgn] /fli6«o cy{tGqnfO{ klg ;sf/fTds lbzflt/
n}hfG5 eGg] zf]r gLlt lgdf{tfdf x'“b} gx'g', -&_
kx'“rlagf kf7\o ;fdfu|L 5gf}6 gx'g', -*_ ljlzi6 ljifo
ljz]if1nfO{ kf7\o k':ts n]vgdf lhDd]jf/L glbg', -(_
lhDd]jf/L kfPsf JolQmx¿n] nfkjf{xL b]vfpg', -!)_
kf7\o sljtfnfO{ /fli6«o cy{tGqsf] ljsf;;“u ghf]8\g,'
-!!_ Pp6} kf7\ok':ts n]vgdf t'ngfTds ¿kdf tNnf]
sIffdf sd c;dfg :t/ x'g' / dflyNnf] w]/} c;dfg :t/
x'g,' -!@_ kf7\ok':ts n]vgdf k|efjsf/L / :t/Lo lgodg
gx'g,' -!#_ pRr dflj dflysf k':tsx¿ cEof;d'vL gx'g,'
-!$_ tNNff sIffdf js|flQm,
] Wjlg, cnª\sf/, u'0f, /Llt,
cf}lrToh:tf sfJosf cfwf/x¿ af/df ] s'g} rrf{ gx'g,'
-!%_ dflyNnf] sIffdf cg'ejxLg PseGbf a9L JolQmn]
kf7\ok':ts n]Vg' zf]wsf ;Ldf / r'gf}tLx¿ x'g\ .
lgisif{ / ;'emfj
cl3Nnf pkzLif{sx¿df k|:t't ul/Psf ;Ldf
/ r'gf}tLx¿nfO{ Wofgdf /fv]/ kf7\o sljtfx¿sf]
5gf}6, cEof;, lgb]{zg / k[i7kf]if0f h:tf kIfx¿sf]
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ljsf; u/L k|ltefzfnL ljBfyL{x¿sf] juL{s/0f u/L
ljz]if ;xof]usf] Joj:yf ul/Psf] v08df sljtfsf]
dfWodaf6 g]kfnLsf] kl/is[t, kl/dflh{t / ;';+:s[t
hLjg aGg ;S5 . o;sf ;fy} o'uaf]w, jt{dfgsfnLg
;dfhsf] k|j[lQ, cfly{s k|jfx, /fli6«otf / dfgjtfh:tf
ljifox¿sf] ;dembf/Lsf ;fy} ;+:s[t Pjd\ cª\u]|hL
;flxTosf cfwf/e"t hfgsf/L tNnf] txb]lvg} lbg'sf
;fy} ax'eflifs 1fg / ;LknfO{ hf]8]/ lnPsf] ;Gbe{df
jf:tljs cGtlg{lxt k|ltefsf] ljsf; x'g ;S5 . :t/Lo
sljtf 5gf}6sf nflu lgikIf, kf/bzL{, gLle{s / uf]Ko
Ps ;ldlt lgdf{0fsf] cfjZostf b]lvPsf] 5 . ;~rf/
dfWodx¿af6 k|sfl;t x'“b} cfO/x]sf g]kfnL uLt, uhn
/ sljtfx¿sf] k|of]u sIff lzIf0fdf tyf aflx/ s;/L
;dfof]hg ug{ ;lsG5, cltl/Qm ls|ofsnfkdf ul/“b}
cfPsf sljtf n]vg, jfrg / k'/:sf/df df}lnstf
/ Jofjxfl/stf s;/L agfpg ;lsG5 o:tf ljifodf
uDeL/ ¿kdf Wofg lbg'kg]{ b]lvPsf] 5 .
February 2014, Year 1, Vol. 1
Surkhet Journal
j}1flgs 9ª\un] 5flgPsf sljtfx¿sf] lzIf0fdf
sljx¿sf] g} k|ToIf gd'gf lzIf0f Joj:yf u/]sf] v08df
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hftLo, j}rfl/s, lnª\uLo cfwf/af6 cg]sf} zLif{sx¿df
zf]wcg';Gwfg ug{ ;lsg] 5 . o;/L g} txut, sIffut,
sljut tyf cEof;ut k|ltef vf]h cg' ; Gwfg ug{
klg ;lsg] 5 . b] jsf] 6f, l3ld/ ] , l;b\ l wr/ 0f,
;Todf]xg nufot k|fylds / dfWoldssfnLg slj /
sljtfx¿sf t'ngfdf lqlj tyf g]kfnL efiff kf7\os|d
k9]sf slj tyf sljtfx¿sf] :t/ dflyNnf] x'g\
eg] ;s]sf] 5}g . o;af6 kl5Nnf] jt{dfgsfnLg
sljx¿sf kf7\o sljtfx¿ k|efjsf/L x'g ;s]sf 5}gg\
/ oyf{ydf k|ltef ljsf;sf k|efjsf/L ;fdu|L ag]sf
5}gg\ eGg] cy{ klg nfUg cPsf] 5 . To;f] t b}j1/fh
Gof}kfg], jf;'bj] lqkf7L / 3gZofd s+8n ] x¿ sd;n
vfnsf k|ltefx¿ x'g\ eg]sf] xf]Og . cEof;b]lv hLjgL,
JolQTj / s[ltŒjsf] zf]wn]vgn] tNnf] txb]lv dflyNnf]
tx;Dd s|dzM af]nfO, ;'gfO, k9fO / n]vfOh:tf
eflifs cEof;nfO{ ;+of]hg ul/Psf] 5 .
o; z[ª\vnfdf lxHh], lrq x]/L n]v, zAbe08f/
a9fpm, ufp, ;'g]sf] uLtufpm, sljtf n]v, ;dLIff
u/, ;k|;ª\u JofVof u/, ljZn]if0f u/ h:tf
cEof;x¿ d"ne"t cEof;sf ¿ksf cfPsf 5g\ .
sIff kf“rdf klxnf]k6s cEof;sf ¿kdf sljtf
n]v, sIff 5df cGTofg'k|f; / zLif{sLs/0f u/,
;ftdf ;k|;ª\u JofVof u/, cf7df dgsf efjx¿
lbOPsf sljtfsf 9f“rfdf ptfg, gf}df slj k|j[lQ
;lxt efj af]w u/, bzdf zf:qLo 5Gb ;lxt
sljtf n]v h:tf cEof;x¿ yk ul/Psf 5g\ .
aL=P=, aL=P8= / bz hf]8 b'O{df cIf/ ;+/rgf ;lxt
af]w, cleJolQ / ;dLIffx¿nfO{ gof““ yk cEof;sf
¿kdf /flvPsf] 5 eg] aL=P= bf];|f]jif{n] sljtfsf]
:j¿k lbO{ ljj]rgfTds tyf aL=P8\= t];|f] jif{n]
dfljsf sljtf lzIf0f ljz]if1tfnfO{ k|fKt ug]{
77 February 2014, Year 1, Vol. 1
bLks uf}td -lkPr=8L=_
cEof;x¿sf] ;ª\s]t u/]sf] 5 . o;}u/L Pd\=P8\=
n] pRr lzIffsf sljtf lzIf0fdf ljz]if1tf k|fKt
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5g\ . pxf“ g]kfn k|1fk|lti7fgsf ;b:o ;d]t x'g'x'G5 .
;Gbe{ ;"lr
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sf7df8f}“ M lqlj .
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sf7df8f}“M hg;flxTo pTyfg ;dfh .
kf=lj=s]= -!(((_ g]kfnL Pd\= P= g]kfnL kf7\os|d,
sf7df8f}“M lqlj, kf7\os|d ljsf; s]Gb| .
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kf7\os|d ljsf; s]Gb| .
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g]kfnL - bf] ;+_, eQmk'/ M kf7\oqmd ljsf; s]Gb| .
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kf7\os|d ljsf; s]Gb| .
kf=lj=s]= -@)^^÷)^&_ g]kfnL lzIff, :gftsf]Q/
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sf7df8f}“M lqlj .
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zAbsf]z, sf7df8f}“ M g]kfn /fhsLo k|1f k|li7fg .
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;xof]uL, sf7df8f}“M xfONofG8 klAns];g k|f=ln= .
kf=lj=s]= -@)^%_, k|fylds lzIff kf7\os|d, sIff $, %,
eQmk'/M kf7\os|d ljsf; s]Gb| .
nfld5fg], ofbjk|sfz -@)%# b\ljtLo_, g]kfnL efiff
lzIf0f kl/ro, sf7df8f}“ M /Tgk':ts e08f/ .
hgs lzIff ;fdu|L s]Gb| -@)^(_, xfd|f] g]kfnL lstfa,
;fgf]l7dLM hgslzIff ;fdu|L s]Gb| .
143
Surkhet Journal Surkhet Journal a]Gh' >]i7
dWoklZrd If]qLo ;+u|xfnoM Ps ;ª\lIfKt cWoog ;qf}F ztfJbLlt/ j]nfotL k|s[ltljb John Tradescant
the Elder / pgsf 5f]/f John Tradescant the younger
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b/af/ d7 dlGb/x¿ ;+/If0f ul/gfn] cfw'lgs sfndf
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u|Ls efiffsf] muse af6 ag]sf] dflgG5 . u|Lsdf muse vltj8f, @)^%_ .
sf] cy{ 1fgsL b]jL eGg] x'G5 . o;y{ Museum cyf{t x'G5g\ . o;sf] k|frLg Oltxf;nfO{ x]bf{, ;}b\wflGts kl/0ft ug]{ sfo{ u/]sf lyP . sf7df08f}sf] xg'dfg9f]sf
;ª\u|xfno eg]sf] 1fgsf] dlGb/ x'g cfpF5 -lu/L, @)^), ¿kdf ;ª\u|xfnosf] ;++:yfut ;'?jft ;qf}F ztfJbLdf g]kfndf ;ª\u|xfnosf] ljsf; b/af/ d'b|f ;ª\u|xfno, kf6g b/jf/nfO{ 9nf}6
vltj8f, @)^$_ . cln la:tf/df eGg' kbf{ o;sf] cy{ j]nfotaf6 ePsf] dflgPtf klg dgf]/Ghgsf nflu g]kfndf ;ª\u|xfnosf] ljsf; af/] :ki6 P]ltxfl;s ;ª\u|xfno / eQmk'/ b/jf/nfO{ lrqsnf ;ª\u|xfnosf]
Oltxf;, ;+:s[lt, wd{ / cf:yf, snf, jf:t'snf, k|frLg cfˆgf] ?rLsf k'/fgf j:t'x¿sf] ;ª\u|x u/L /fVg] sfd hfgsf/L lbg] ;fdfu|Lx¿sf] cefj g} 5 . ;fy} ¿kdf juL{s/0f ug]{ sfd ul/Psf] lyof] . @)!(
k'/ftflTjs j:t'x¿, ;fdflhs hLjgsf] emns cflb ld>sf zf;s /]d;]h b\ljtLon] O{zfk"j{ t]x|f}F ztfJbLdf ;ª\u|xfnosf] Oltxf; Tolt nfdf] klg 5}g . vf; u/L ;fndf k"/ftflTjs j:t'x¿nfO{ ;+/If0f ug]{ p2]Zon]
;DaGwL j:t'x¿ ;ª\sng ug{', klxrfg ug{', clen]v u/]sf lyP . o:t} k|of]hgsf nflu k'/fgf j:t'x¿ ;ª\u|x k|frLg / dWosfn;Dd ;ª\u|xfnosf] ljlwjt :yfkgf slknj:t'df Ps k'/ftflTjs If]qLo ;ª\u|xfnosf]
/fVg', ;+/If0f / ;Dj4{g ug{', k|bz{g ug{', 1fgsf nflu ug]{ Ozfk"j{ 5}6f}F ztfAbLsf d];f]kf]6fldofnL zf;s eO{ ljsf; ePsf] k|df0f lbg] s'g} ;|ftx¿
] k|fKt 5}gg\ . t/ :yfkgf, @)@$ ;fndf eQmk'/df sfi7snf ;ª\u|xfno
k|rf/ k|;f/ ug{', cg';Gwfg tyf k|sfzg ug'{ h:tf gjf]lgb; klg lyP . Ozfk"j{ bf];|f] ztfJbLlt/ 6f]n]dLn] klg k|frLg tyf dWosfnsf /fhf dxf/fhfx¿df k|frLg / @)@% ;fndf xg'dfg9f]sf b/jf/df lqe'jg :d[lt
sfo{x¿ ;DkGg ug{] lhDd]jf/ ;+:yf g} ;ª\ux| fno xf] . cfh cfˆgf] zf;g sfndf ld>sf] cn]Sh]lG8«ofdf o:t} k'/ftflTjs j:t'x¿ h:t} lrq, d"lt{, u|Gy, e]ife"iff, ;ª\u|xfnosf] :yfkgf g} g]kfndf ;ª\u|xfno ljsf;sf
;ª\ux| fno Ps z}lIfs ;+:yfsf] ¿kdf klg kl/lrt 5 . j:t'x¿sf] ;ª\u|x u/]sf lyP . Toltv]/ oL j:t'x¿sf] u/uxgf, cf}hf/, efF8fs'8f cflb ;ª\u|x ug]{ / d7 dxŒjk"0f{ s8Lx¿ dfGg ;lsG5 -sfsL{, @)^%_ .
ljz]if u/]/ b'n{e Pjd\ dxTjk"0f{ snfj:t' P]ltxfl;s ;ª\u|x ug]{ sfd s]jn JolQmut zf]vsf nflu dfq dlGb/ ljxf/x¿df ;hfP/ /fVg] zf}v kSs} lyof] eGg] If]qLo ;ª\u|xfnosf] cjwf/0ff
dxTjsf ;fdu|L jf k|s[ltk|bQ j:t'x¿ ;ª\u|x, ;+/If0f, ul/Psf lyP t/ ;f]x|f}F÷;qf}F ztfAbLlt/ o'/f]kdf cfPsf] cg'dfg ug{ ;lsG5 . of] s'/f sf7df08f} pkTosfdf g]kfndf cf}krfl/s ¿kn] If]qLo ;ª\u|xfnosf] cjwf/0ff
k|bz{g Pj+ cjnf]sg :yn ePsf]n] ;ª\u|xfnonfO{ Ps k'ghf{u/0f cleofgn] k|flrg j:t'x¿sf] ;ª\sng ug]{ dNn zf;sx¿sf] ktg kZrft pgLx¿sf b/jf/x¿df kfFr ljsf; If]qsf] cjwf/0ff ;Fu} ljsf; ePsf]
dgf]/GhgfTds 9ª\un] 1fg cfh{g ug{ ;lsg] v'Nnf / ;ª\slnt j:t'x¿ ;j{;fwf/0fnfO{ b]vfpg] k|rngsf] tTsfnLg d7 dlGb/ tyf ljxf/x¿df /flvPsf b]lvG5 . g]kfnnfO{ kfFr ljsf; If]qsf] ljefhgn]
k':tsfno eGbf clt;o'lQm x'Fb}g -vltj8f,@)^$_ . ;'?jft eof] . ;fy} tL ;ª\slnt j:t'x¿sf af/]df ax'd"No j:t'x¿ k'/fgf / b'n{e ;fdu|Lx¿, x:tlnlvt /fhgLlts, k|zf;lgs, z}lIfs tyf ljsf; lgdf{0f
n]Vg] / k|sfzg ug]{ sfo{sf] ;d]t yfngL klg eof] dxTjk"0f{ u|Gyx¿, ljleGg j:t'x¿af6 ag]sf d"lt{x¿, cflbdf ;'udtf cfPsf] dx;'; ul/of] . If]qLo :t/df
;ª\u|xfnosf] Oltxf; tfd|kqx¿, leQ]lrqx¿, clen]vx¿ cflbaf6 k'li6 x'g
s'g} klg a:t'sf] lgdf{0f, ljsf; / cl:tTj;Fu Pp6f nfdf] -vqL, bfxfn, @)$*_ . ;f+:s[lts z}lIfs sfo{qmdsf] la:tf/ / ljsf;sf]

144 February 2014, Year 1, Vol. 1 78 February 2014, Year 1, Vol. 1 145
Surkhet Journal
qmddf :yfgLo k'/ftflTjs dxTjsf P]ltxfl;s j:t'x¿
gfl;gaf6 hf]ufO{ ltgsf] plrt ;+/If0f u/L z}lIfs
;f+:s[lts nfe lng ;lsof];\ eGg] p2]Zon] kfFrj6}
ljsf; If]qsf If]qLo ;b/d'sfdx¿df Ps]s j6f
If]qLo ;ª\u|xfno vf]Ng] gLlt ;/sf/n] lnof] .
vf; u/ L cf—cfˆgf] If]qleq a;f]jf; ug]{ laleGg
j0f{, hfthfltsf hghLjg;Fu ;DalGwt /xg ;xg,
e]ife"iff, rfnrng, /Lltl/jfh emNsg] ljljw j:t'x¿
;ª\sng, ;+/If0f / k|bz{g ug{ :yfkgf ul/Psf If]qLo
;ª\u|xfnox¿n] lgDg lnlvt sfo{x¿ ug]{ p2]Zo
/flvPsf] 5 .
!= :yfgLo hghLjgnfO{ bzf{pg] vfnsf ;fdu|Lx¿
;ª\sng ug{',
@= ;ª\slnt a:t'x¿sf] ;+/If0f u/L a}1flgs 9ª\un]
k|bz{g ug{',
#= :yflgo z}lIfs ;+:yfsf ljb\ofyL{x¿nfO{ ;ª\ux| fnosf]
kl/rofTds hfgsf/L lbg] Joj:yf ug{',
$= :yfgLo hghLjgsf ljljw kIfaf/] ljrf/
uf]i6Lx¿sf] kl/rofTds hfgsf/L lbg] Joj:yf
ug{',
%= ;Dej eP cGo ;ª\u|xfnox¿;Fu ldnL ;+o'Qm
k|bz{gLsf] cfof]hgf ug{',
^= ;ª\u|xfnosf] dx�Œ×j k|jb\w{g �/ ljsf;sf nflu h:t}–tfdf tyf 5fnfsf 9fn, t/jf/, v's'/L, v8\u,
Jofks hg;xeflutf h'6fpg',
&= ;ª\u|xfnosf] cfo;|f]t a[b\lwsf nflu ljleGg
sfo{qmdx¿ ;+rfng ug{',
*= ;]jf k|efjsf/L agfpg tflnd k|fKt / bIf
k|bz{ssf] Joj:yf ug{',
(= /fli6«o ;ª\u|xfno;Fu ;dGjo u/L ;ª\u|xfno
ljsf;sf nflu ljleGg sfo{qmdx¿ ;+rfng ug{',
!)= ;ª\u|xfnosf] ;]jfnfO{ ;/n ;'ud / k|efjsf/L
agfpg lg/Gt/ k|oTg ug{' -vqL, v/n, ] @)%%_ .
pko'{Qm sfo{x¿ ug{] u/L :yflkt If]qLo ;ª\u|xfnox¿n]
;DalGwt If]qdf a;f]af; ug]{ d'VotM /fO{, lnDa',
z]kf{, g]jf/, tfdfª, u'?ª, yf?, du/, ef]6], /fp6],
cflb hfltsf df}lns laz]iftfx¿ h:t}–vfglkg,
j:qfe"if0f, wfld{s cf:yf, ;f+:s[lts k/Dk/f, snfj:t',
hLjgrof{ cflb b]vfpg] ;fdfu|Lx¿sf] ;ª\u|x, ;+/If0f
/ ;j{;fwf/0fsf nflu k|bz{g ug]{ k|oTg ub{5g\ . log}
146
a]Gh' >]i7
If]qLo ;ª\u|xfnox¿ dWo ;'v]{t jL/]Gb|gu/df :yflkt
dWo klZrd If]qLo ;ª\u|xfnosf] ;ª\lIfKt hfgsf/L
u/fpg] p2]Zo k|:t't n]vsf] /x]sf] 5 .
ljlw / ;fdu|L
k|:t't n]v d'Vot @)^* ;fn dª\l;/ k'; dlxgfdf
ul/Psf] :ynut cjnf]sg / ;ª\u|xfnodf sfo{/t
sd{rf/Lx¿;Fu ul/Psf] s'/fsfgL, 5nkmn / cGt/lqmofsf
cfwf/df tof/ ul/Psf] xf] . ;fy} s]xL k':ts, n]v
/rgf / ;ª\u|xfnoaf6 k|sflzt ;fgf] k'l:tsf klg
b\ljtLo ;|f]tsf] ¿kdf k|of]u ul/Psf] 5 .
JofVof ljZn]if0f
dWoklZrd If]qLo ;ª\u|xfno ;a} ljsf; If]qdf Ps]s
If]qLo ;ª\u|xfno :yfkgf ug]{ ;/sf/sf] gLlt
cg';f/ @)$^ ;fndf If]qLo ;b/d'sfd jL/Gb| ] gu/df
of] ;ª\u|xfnosf] :yfkgf ePsf] lyof] . t/ Ps bzs
kl5 dfq @)%& ;fn >fjg @ ut] tTsflng k'g/fj]bg
cbfnt ;'v]{tsf d'Vo Gofoflwz aln/fd s'df/af6
pb\3f6g eO{ ;j{;fwf/0fsf nflu k|bz{gL ;'? ul/Psf]
lyof] . kof{Kt ef}lts ;fwg bIf hgzlQm tyf
Joj:yfkg / k"/ftflŒjs dxŒjsf cfjZos ;fdu|L
;ª\sngsf] sdLn] of] ;ª\u|xfnon] cfˆgf lglb{i6
pb\ b ] Zox¿ kl/ k" l t{ ug{ lgs} r' g f} tLk" 0 f{ cj:yf
b] lvG5 . xfn o; ;ª\u|xfnodf lgDg lnlvt ef}lts
dfgjLo tyf ;ª\u|lxt ;fdfu|Lx¿ /x]sf] b]lvG5 .
cjl:ylt
of] ;ª\u|xfno x/]s b[li6n] pko'Qm :yfgdf g} /x]sf]
b]lvG5 . a;kfs{af6 5f]6f] af6f] k}bn hfbf ;'v]{t
v]n d}bfg ePsf] rf}/ x'Fb} sl/a ^)) dL= hlt k"jf]{Q/
lx8\bf ;ª\u|xfnodf k'luG5 eg] a;kfs{af6 kSsL
;8s x'Fb} hfFbf sl/a ^)) dL= hlt pQ/ lx8\bf
306f3/ rf]sdf k'luG5 clg sl/a $)) dL= k"j{tkm{
sflngrf]s ;8sdf lx8\bf bfoftkm{ ;8s ;Fu} hf]l8P/
/x]sf] of] ;ª\u|xfno cfpF5 h;sf] ;ldkdf klZrd
blIf0flt/ lh=lj=;= ;'v{t] / jL/G›gu/
] gu/kflnsfsf
sfof{nox¿ /x]sf 5g\ . oftfoftsf] ;'udtf / zfGt
jftfj/0f x'g' Wjlg k|b'if0f / dfgjLo sf]nfxn gx'g'n]
of] If]qLo ;ª\u|xfnosf] cjl:ylt pko'Qm dflgG5 .
hUuf hldg xfn o; ;ª\ux| fnosf] gfddf Ps la3f eGbf
clnslt a9L hUuf hldg /x]sf] 5 hxfF & sf]7fsf] @
February 2014, Year 1, Vol. 1
Surkhet Journal
tn] cfˆg} ejgdf ;ª\ux| fno ;+rfng ePsf] 5 eg] pQm
ejg ;Fu} csf]{ Ps yk ejg xfn lgdf{0fflwg cj:yfdf
5 . ;ª\ux| fnoaf6 k|fKt hfgsf/L cg';f/ pQm hUuf
hldg gu/ ljsf; of]hgf ;'vt{] af6 lgMz'Ns k|fKt e}
k'/ftŒj ljefusf] gfddf /x]sf] 5 eg] ;f]sf] hUuf wgL
k"hf{ xfn;Dd ;ª\ux| fnodf k|fKt x'g ;s]sf] 5}g .
hgzlQm Joj:yf o; ;ª\u|xfnodf xfn ;Dd lgDg
lnlvt hDdf gf} j6f dfq sd{rf/L b/jGbL sfod
ePsf] b]lvG5 M
!= k|fljlws /f=k=cg= k|yd ! -sfof{no k|d'v_
@= k|zf;g /f= k= cg= k|yd ! !_ k|bz{gLdf /flvPsf s'g} klg a:t'nfO{ g5'gx' f]nf .
#= k|fljlws /f= k= cg= b\ljtLo # @_ kmf]6f] lvRbf Sofd/fsf] Flash glbg'xf]nf .
$= n]vfkfn /f= k= cg= b\ljtLo ! #_ 7"nf] cfjfh gul/lbg'xf]nf .
%= vl/bf/ /f= k= cg= b\ljtLo !
^= sfof{no ;xof]uL ! ;Dks{ /fVg'xf]nf .
&= sfof{no rf}lsbf/ !
o;/L :jLs[t gf} b/aGbL dWo] Ps hgf sfof{no uf8{
s/f/ ;]jfdf afx]s ;a} sd{rf/Lx¿ :yfoL ;]jfdf
/x]sf b]lvG5g\ .
ejg b'O{ tnf ePsf] ;ft sf]7] ejg ;ª\u|xfnosf]
cfˆg} :jfldTjdf /x]sf] 5 . ejgsf] dflyNnf] tnfdf
/x]sf tLgj6f sf]7f sfof{no k|d'vsf] cfjf;sf] ¿kdf
k|of]udf 5g\ eg] tNnf] tnfdf /x]sf rf/ sf]7fx¿ dWo
b'O{j6f k|bz{gL sIfsf] ¿kdf 5'6\ofOPsf] 5 . Pp6fdf
sfof{no /x]sf] 5 eg] csf]{ :6f]/ sIfsf] ¿kdf k|of]u
ul/Psf] 5 . b'O{ tnfsf] b'O{ sf]7f ePsf] lgdf{gflwg
ejg ;fdu|L k|bz{g k|of]hgsf nflu lgdf{0f ug{
nfluPsf] hfgsf/L sfof{non] u/fof] .
sfof{no ;fdu|L
j}1flgs pks/0fx¿M– 6]lnlehg, l8lh6n Sofd/f,
ˆofS;, u|f;s6/ d]l;g cflb
d]rM– ;+Vof #* -kmf]lN8ª–#, sf7sf] u2fjfn %,
Nkfl:6s #)_
b/fhM– %
6]a'nM– *
k|bz{gL Joj:yf
;fj{hlgs labf afx]ssf lbgx¿df laxfg !)=#) b]lv
lbp;f] $=#) ;Dd k|bz{gL sIfx¿ ;j{;fwf/0fsf nflu
v'nf /flvg] Joj:yf ldnfOPsf] 5 .bz{sx¿sf nflu
79 February 2014, Year 1, Vol. 1
a]Gh' >]i7
lgDgfg';f/ k|jz ] z'Ns lgwf{/0f ul/Psf] kfOof] .
!_ ljb\ofyL{ ?=@.Ö
@_ g]kfnL bz{s ?=%.Ö
#_ ;fs{ /fi6«sf bz{s ?=!).Ö
$_ t];|f]d'n'ssf bz{s ?=#).Ö
%_ lel8of] Sofd]/f -g]=b=_ ?=%).Ö
^_ ,, ,, -;f=b=_ ?=&%.Ö
&_ ,, ,, -t]=d'=b=_ ?=!)).Ö
k|j]z dfu{sf] bfofFafofF bz{sx¿df cg'/f]w eg]/ lgDg
lnlvt s]xL lgb]{zgx¿ klg pNn]v ul/Psf 5g\–
$_ s'g} s'/f ;f]Wg' k/]df ;ª\u|xfnosf] sd{rf/L;Fu
k|bz{gL sIf / ;fdu|L
;ª\u|xfno ejgsf] e'Otnfdf hDdf b'O{ j6f k|bz{gL
sIf /x]sf 5g\ . hxf xfn;Dd ;ª\sng ul/Psf dWo
klZrd If]q leqsf ljleGg hflt tyf hghfltsf hLjg
z}nL;Fu ;DjlGwt laleGg ;fdfu|Lx¿ ;hfP/ /flvPsf
5g\ . h;dWo]–k|bz{gL sIf Psdf laleGg :jb]zL tyf
ljb]zL /fhfsf d'b|fx¿, ljleGg k'/fgf xft xltof/x¿
v'kf{, xFl;of, v'k]{6f], k/Dk/fut ufhfafhfx¿ h:t}–
k~r}afhf, dfbn, 9f]ns, s/gfn, v}h8L, d'r'{Ëf,
Pstf/,] rfk cflb /flvPsf 5g\ . To:t} ljleGg
hfltsf e]ife"iff, u/uxgf, efF8fs'8f, gfktf}nsf
;fdfu|L, yf?, du/ / /fp6] hfltsf hLjgz}nL ´Nsg]
vfnsf ljleGg df]8]nx¿ klg ;ª\u|xfnodf k|blz{t
;fdfu|Lx¿ x'g\ .
k|bz{gL sIf b'O{df eg] w]/}h;f] ;fdfu|Lx¿ sfFqm]laxf/sf]
k'/ftflŒjs :ynaf6 NofOPsf ljleGg d"lt{ tyf cGo
;fdfu|Lx¿sf eUgfjz]if g} x'g\ . oL ;fdu|Lx¿sf
cnfjf o; sIfdf ljleGg hfltx¿sf] kl/ro ´Nsg]
kmf]6f] nufotsf cGo ;fdu|Lx¿ ;hfOPsf 5g\ .
;ª\u|xfnosf] cfˆg} 6]lnlehgaf6 ;'v]{t lhNnfsf]
lrgf/L gfds Ps 5f]6f] j[Qlrq b]vfpg] klg Joj:yf
/x]sf] b]lvof] . sltko ;fdu|Lx¿ k|bz{gL :yfg cefjn]
:6f]/ sIfd} yGSofP/ /flvPsf] ;d]t kfOof] .
147
Surkhet Journal
;'/Iff tyf ;/;kmfO{ Joj:yf
;ª\u|xfno ;'/Iffsf nflu rlr{t hUufdf kSsL
kvf{ndfly sfF9]tf/ nufO{ 3]l/g'sf ;fy} kmnfd]
9f]sfsf] Joj:yf ul/Psf] 5 . k|j]znfO{ Jojl:yt
tyf cg'zfl;t agfpg / /fqL ;dodf ;'/Iff k|bfg
ug{ Ps hgf åf/kfn]sf] Joj:yf ;d]t ePsf] 5 .
ToxfF /flvPsf ;fdu|L ;'/lIft /fVg ltgLx¿nfO{
lau|gaf6 hf]ufpg k|sfzJoj:yfdf /fd|f] Wofg
lbOPsf] b]lvG5 . ‰ofnaf6 hfg] k|sfznfO{ ;f]dm}
k|bz{gLdf /flvPsf ;fdu|Lx¿df kg{ glbO{ aQLsf]
Joj:yf ul/Psf] 5 . ;ª\u|lxt j:t'x¿nfO{ ;/;kmfO
ug{ / cfjZos cf}iflwsf] k|of]usf] nflu k|To]s lbg
laxfg ;fF´ cfwf cfwf 306fsf b/n] lbgdf Ps
306fsf] ;do 5'6\ofOPsf] kfOof] . laxfg !)=#)
b]lv lbp;f] $=#) ;Dd dfq k|bz{gL sIf ;j{
;fwf/0fsf nflu v'nf /xg] Joj:yf oxL ;/;kmfO
sfo{sf nflu ul/Psf] /x]5 .
bz{ssf] rfk
;ª\u|xfnosf] dxŒjaf/] sd hfgsf/L, cfjZos
k|rf/k|;f/sf] cefj, ;ª\u|lxt ;fdfu|Lx¿sf]
ck|ofKttf h:tf sf/0fx¿af6 Jofks bz{sx¿
cfs{if0f ug{ ;ª\u|xfno Tolt ;kmn b]lvb}g .
dfl;s ;fnfvfnf Ps ;o hltsf] xf/fxf/Ldf dfq
bz{sx¿ cjnf]sgsf nflu cfpg] u/]sf] b]lvG5 . xfn
;Ddsf] clen]v x]bf{ clwsf+z bz{sx/? :jb]zL
/ To;df klg ljb\ofyL{x¿sf] ;+Vof g]} clws x'g]
u/]sf] kfOof] . ljb]zL bz{ssf] ;+Vof k|foMz'Go g}
b]lvG5 t/ slxn] sfxL ckjfbsf] ¿kdf ge]l6g]
rfFxL xf]Og . sfof{non] lbPsf] hfgsf/L cg';f/
pkTosfaf;L bz{s afx]s cfGtl/s ko{6ssf] ¿kdf
ljz]if u/L klZrddf sGrgk'/ b]lv k"j{df bfª;Ddsf
bz{sx¿n] cjnf]sg ug]{ u/]sf] a'l´of] .
cfo Joo Joj:yf
;/sf/L cg'bfgaf6 k|fKt /sd :jLs[t b/jGbLdf sfo{/t
sd{rf/Lx¿sf] tna / ;fdfGo sfof{no vr{ afx]s
cGo zLif{sx¿df 5'6\ofOPsf] kfOFbg} . tna eQfsf]
nflu h] hlt /sd k|fKt x'G5 ;f] ;f]xL zLif{sdf vr{ eO{
hfg] x'gfn] jrt /xg] cj:yf 5}g . l6s6af6 k|fKt /sd
/fh:jdf g} hDdf x'g] ub{5 .
148
a]Gh' >]i7
efjL of]hgf
sfof{non] lbPsf] hfgsf/L cg';f/ o; ;ª\
u|xfnodf Ps hgf If]qLo lgb]{zs ;lxt $%–%)
hgf hltsf] sd{rf/L Joj:yf ug]{, yk ejg lgdf{0f
u/L >Jo b[Zo k|bz{gL sIf, ;ef ;df/f]x xn h:tf
s'/fx¿sf] Joj:yf ug]{ of]hgf /x]sf] / To;sf nflu
;DalGwt dGqfnodf cg'/f]w ug]{ k|of; e}/x]sf] kfOof] .
olb ;/sf/n] ;sf/fTds b[li6 /fVof] eg] o;nfO{
jf:tljs ;ª\u|xfno agfpg ;lsg] b[9tf sfo{/t
;ª\u|xfno k|d'v t]h]G› aL=;L=n] /fv]sf] kfOof] .
lgisif{
h'g nIo / pb\b]Zosf ;fy If]qLo ;ª\u|xfnosf]
:yfkgf ePsf] lyof] To;df ;ª\u|xfnon] oy]i6
;kmntf xfl;n ug{ g;s]tf klg dWo klZrd If]qdf
If]qLo ;ª\u|xfnosf] hu :yflkt ePsf] 5 . yf]/} eP
klg o; If]q leqsf z}lIfs ;+:yfx¿df cWog/t
ljb\ofyL{x¿, lh1f;'x¿ / ;j{;fwf/0fnfO{ ;ª\u|xfnosf]
cfwf/e"t hfgsf/L lbnfpg ;s]sf] 5 . o; If]q
leqsf ljljw hfthflt, ltgLx¿sf ;+:sf/ ;+:s[lt,
k'/ftŒj / snfs[lt;Fu ;DalGwt ljleGg ;fdu|Lx¿
vf]h cg';Gwfg, ;ª\sng tyf k|bz{g ug{ w]/} afFsL g}
5 . t/fO{, leqL t/fO{, kxf8 / lxdfnsf leGg–leGg
kqx¿df ljb\odfg eljiodf nf]k x'g ;Sg] cj:yfsf
dxTjk"0f{ ljifoj:t'x¿ tbf?stfsf ;fy ;ª\sng
u/L ;ª\u|x ug]{ sfd cw'/} 5 . o; If]qsf cg]sf}F
ljljwtfx¿nfO{ Pp6} ejg leq ;d]6]/ ;du| If]qsf]
kl/ro u/fpg ;lsof] eg] dfq o; ;ª\u|xfnosf]
;fy{stf k|i6 x'g]5 . o;sf nflu ;ª\u|xfnosf]
Psn k|of; dfq kof{Kt x'Fb}g . o; If]qsf /fhgLlt
sdL{x¿, k|zf;lgs JolQmTjx¿, a'b\lwhLljx¿,
;+:s[ltljbx¿ tyf cfd gful/ssf] lg/Gt/ ;xof]u
/ ;befj cfjZos /xG5 . h;sf] ;dGjo ug]{
sfd ;/sf/L kIfaf6 x'g' h?/L 5 . ;/sf/n] If]qLo
;ª\u|xfno ljsf;sf nflu cfjZos kg]{ cfly{s
;xof]usf ;fy} cNksfnLg tyf bL3{sfnLg of]hgf
th{'df u/L To;sf] k|efjsf/L sfof{Gjogsf nflu
k|oTg ug{' kb{5 . o;nfO{ o; If]qsf] P]ltxfl;s
tyf k'/ftflTjs laifo j:t'sf] cWoog cg';Gwfg
s]G›sf] ¿kdf ljsl;t ug{ oy]i6 ;|f]tx¿ h'6fpg
February 2014, Year 1, Vol. 1
Surkhet Journal a]Gh' >]i7
/ To;sf] plrt Joj:yfkg / kl/rfng ug{ ;Sg'
kb{5 . If]qLo ;ª\u|xfnosf] cjwf/0ffdf pNn]lvt
nIo / pb\b]Zo xfl;n ug{ ;fFrf] cy{df sfof{Gjog
k|lqmofnfO{ cl3 a9fpg ;lsof] eg] o; ;ª\u|xfnosf]
eljio ;'Gb/ / cf; nfUbf] b]lvG5 .
n]vs kl/ro
n]vs >L a]~h' >]i7 ;'v{]t SofDk; -lzIff_ df ;+:s[lt -;fdflhs_
ljifosf] lzIf0f ;xfos x' g ' x ' G 5 . pxfF af} 4 ljZjljBfno
kl/ifb\ s f] ;ef;b\ ;d] t x'g'x'G5 .
;Gbe{ ;"lr
sfsL{ , uf] laGbdfg l;+ x -@)^$_ ;f+ : s[ l ts
ko{ 6 g, sf7df08f} M Pd=s] = klAn;;{ P08
l8li6« A o' 6 ;{ .
vqL, k|]d, bfxfn, k]zn -@)$*_ g]kfnsf] snf
/ k'/ftTj, sf7df08f}M Pd=s]= klAn;;{ P08
l8li6«Ao'6;{ .
vqL, k| ] ds' d f/ , v/ ] n, u+ u f -@)%%_ g] kfnsf]
k' / ftTj, snf / ko{ 6 g, sf7df08f} M ;femf
k| s fzg .
vltj8f, ;f]dk|;fb -@)^$_ g]kfnsf] k'/ftTj, snf,
jf:t'snf / ko{6g kl/ro, sf7df08f}M Pd=s]=
klAn;;{ P08 l8li6«Ao'6;{ .
lu/ L, lut' -@)^)_ g] kfnsf] k' / ftTj, snf, ko{ 6 g
/ ;ª\ u | x fno, sf7df08f} M laBfyL{ k' : ts
e08f/ .
bfxfn, k]zn, vltj8f, ;f]d k|;fb -@)^%_ k'/ftTjsf]
kl/ro, sf7df08f}M Pd= s]= klAn;;{ P08
l8li6«Ao'6;{ .
k'/L, p4j -@)^#_ ko{6g / ljsf;, sf7df08f}M tn]h'
k|sfzg .
>]i7, b]j]G›dfg, -@)^@_ kf6g ;ª\u|xfno Pj+ ToxfF
;ª\u|lxt snf j:t'x¿, -ck|sflzt zf]w kq_
sf7df8f}+, g]kfnL Oltxf;, ;+:s[lt / k'/ftTj
s]G›Lo ljefu, lqe'jg ljZjljBfno .
80 February 2014, Year 1, Vol. 1 149
Surkhet Journal Surkhet Journal dx]Gb| s'df/ dNn -lkPr=8L=_
ldys / ;flxTo k|tLsfTds k/Dk/fut syf xf] . ldysdf cfb\e'ltstf,
wfld{stf, /x:odotf, cnf}lsstf /xg] ePsfn] tL
l:dy, cj{g, cf]6f], dlngf]J:sL, >LdtL P;=s]= NofË/
cflb klg kb{5g\\ . sltko ljåfg\x¿ ldys / wd{sf
dx]Gb| s'df/ dNn -lkPr=8L=_ sfNklgs / cljZj;gLo x'G5g\ egL sf]zx¿n] lardf ;DaGw xF'b}g eGg] wf/0ff /fVb5g\\ . pgLx¿ oL
;f/ lrgfPsf 5g\ . c7fx|fF} ztfJbLsf UofDjfl6:6f ljsf]n] b'O{nfO{ cnu cnu ljz]iftf af]s]sf ljwf dfGb5g\\ .
cª\u|]hLsf] …ldyÚ zAbsf cy{df g]kfnLdf …ldysÚ zAb k|rngdf 5 . d"ntM cnf}lss / rfdTsfl/s 36gfx¿ xf]d/sf s[ltx¿sf] cWoog u/] kZrft\ eg] ldys o; qmddf P;=aL= h] af] G;sf] wf/ 0ff dxTTjk" 0 f{
/x]sf] k|tLsfTds cfVofgnfO{ ldys elgG5 . o;df e|dfTds sNkgf dfq geP/ k|frLg 1fgsf] k|tLsf/fTds e|dfTds sNkgf xf]Og eGg] ljrf/ alnof] ag]/ cfof] . dflgG5 . pgL ldysnfO{ k|frLg Oltxf;, bz{g,
cleJolQm /x]sf] x'G5 . ldys ;flxTosf nflu dxTTjk"0f{ ;|f]t xf] eg] sltko ;Gbe{df of] cfkm}df ;flxTo pgn] ldysnfO{ cflbd dfgjsf] dgu9Gt] clt/~hgf sfJosf] ;|f]t dfGg tof/ 5g\\, t/ wd{sf ¿kdf :jLsfg{
klg xf] . ;flxTon] ldysLo ;Gbe{nfO{ o'uLg ;f]rfO / ;+j]bgfdf ¿kfGtl/t u/L snfTds pTs[i6tf k|fKt u/]sf] geP/ k|frLg 1fg tyf ;TonfO{ k|tLsfTds 9+Ën] ;xdt 5}gg\ -:k]G;, ;g\ !(($ M **_ .
x'G5 . ldysdf /x]sf] cg's"ngsf] zlQm ;flxTodf o'u / ;Gbe{ cg';f/ ¿kfGtl/t eP/ gofF cy{jQfsf] ;fdYo{ cleJoQm ug]{ cfkm\g} ¿ksfTds l;4fGt / ts{ /x]sf] ldyssf] dfgj zf:qLo cjwf/0ff
k|bfg ul/ /x]sf] x'G5 . o:tf] cy{jQf ;/n geP/ k|tLsfTds / Joª\UofTds x'G5 . ;do ;Gbe{ cg';f/ ldyssf] sfJofTds efiff eg]sf 5g\ -ljD;6 / a|'S;, ;g\ Dffgj zf:qLx¿ k|frLg ;dfhsf] cWoogsf qmddf
bf]xg ug{ ;Sg] ;flxTo k|efjzfnL aGg ;S5 . dxfg\ ;flxTosf/n] gofF ldyssf] lgdf{0f ug{ ;S5 . ldysdf !(%&M&))_ . k|frLg ldyssf]] cWoogtkm{ klg cfslif{t ePsf
klg syfTdstf, k|tLsfTdstf, sNkgfzLntf h:tf ;flxloTs tTTjx¿ kfOG5g\ . To;}n] ldys / ;flxTosf klZrdL ;dfhdf ljj]sjfbsf] k|efj sd ePkl5 5g\\ . pgLx¿ ldysdf cflbd dfgjsf] cg'ej,
lardf glhssf] ;DaGw /x]sf] x'G5 . nf]s ;+:s[ltsf] cWoog cg';Gwfgsf] yfngL eof] cf:yf / sNkgf cleJolQm ePsf] x'G5 eGb5g\\ .
/ ldyssf] cWoog klg k|f/De eof] . ljsf] o;} ldyssf] d"n k|s[lt xf] eGg] pgLx¿sf] ljZjf; 5 .
k|d'v zAbx¿ M ldys, ;flxTo, cnf}lsstf, cr]tg, cfb\o laDa, sNkgfzLntf, k|tLsfTdstf kl/k|]Iodf ldyssf] gofF JofVof ;lxt b]vf k/]sf x'g\ . hftLo ;+:s[ltsf] klxrfgsf nflu ldyssf] e"ldsf
o;kl5 b]jtfsf sfo{ jf cnf}lss 36gfx¿;Fu ;Da4 /xG5 eGg] pgLx¿sf] wf/0ff /x]sf] 5 . ldysdf
;d:of syg ldyssf] Jo'TklTt k/Dk/fut cfVofgsf ¿kdf x]l/g] ldyssf] gofF gofF hftLo cf:yf, ljZjf; / k/Dk/f ljBdfg /xg]
ldyssf] :j¿k s] s:tf] 5 < 1fgsf ljljw xfFufn] ldys cª\u|]hL efiffsf] …ldyÚ -Myth_, u|L;]nL …d'yf];Ú cWoog / JofVofsf] yfngL eof] . cy{zf:q, dfgjzf:q, x'gfn] o;nfO{ pgLx¿ ljsf;fTds tŒjsf ¿kdf
;DaGwL s] s:tf cjwf/0ff k|:t't u/sf ] 5g\ < ldys -Muthos_af6 ljsl;t zAb xf] . k|f/Dedf o;nfO{ ;dfhzf:q, efiffzf:q, Oltxf;, dgf]lj1fg, bz{g x]b{5g\\ -l:dy, ;g\ !((% M @)$_ . To;} u/L 6]n/n]
/ ;flxTosf] cGt/;\ DaGw s] s:tf] /x]sf] 5 < eGg] h:tf cfVofgsf ¿kdf glnO{ s'/fsfgL jf j0f{g ug]{ zAbsf cflb h:tf 1fgsf ljljw If]qx¿n] ldysnfO{ JofVof cflbd dfgj k|s[ltsf ;a} j:t'x¿nfO{ hLljt
;d:ofx¿ g} o; cg';Gwfgsf ;d:of x'g\ . ¿kdf glnO{ s'/fsfgL jf j0f{g ug]{ zAbsf] ¿kdf ug]{ k/Dk/f :yflkt ePsf] xf] . tTTjsf ¿kdf lnGYof] eGb} ;jf{TdjfbL (Animism)
p2]Zo lnOGYof] . s]xL sfnqmd kZrft\ b]jL b]jtfx¿;Fu l;4fGtsf] :yfkgf u/]sf 5g\\ -:k]G;, ;g\ !(($
;DalGwt cltk|fs[lts / c;To syf¿ eGg] cy{df o; ldysnfO{ s;}n] b}jL jf cltk|fs[lts 36\gfsf ¿kdf,
ldyssf] :j¿k klxNofpg', ldys ;DaGwL 1fgsf s;}n] wfld{s, s;}n] dfgj zf:qLo, s;}n] dgf]j}1flgs M %(_ . n]lj; :k]G;, k||]mh/, dl;{of Olno8 cflb
ljljw zfvfsf cjwf/0ff k|:t't ug'{ Pjd\ ldys zJbnfO{ k|of]u ug{ yflnof] . Kn]6f]n] k'/} c;To gePsf] dfgjzf:qLx¿n] klg ldysnfO{ hftLo ;+:s[ltsf]
cfVofgsf] Ps c+z eg]/ d'yf]; zAbnfO{ lrgfPsf t s;}n] ;fdflhs, eflifs, bfz{lgs cflb kl/k|]Ioaf6
/ ;flxTosf] cGt/;DaGw b]vfpg' o; cg';Gwfgsf lrgfpg] k|oTg u/] klg tL cjwf/0ff PsfËL 5g\ . s'g} w/f]x/sf ¿kdf lnPsf 5g\\ .
p2]Zox¿ x'g\ . 5g\ -s8g, ;g\ !((@M%^@_ . dWosfnLg ;dosf
Nofl6gsf km]a'nf;Fu klg ldysnfO{ hf]8]/ x]g]{ u/]sf] vf; ljifoIf]qaf6 dfq ldysnfO{ lrgfpg ;lsb}g . ldyssf] dgf]j}1flgs cjwf/0ff
cg';Gwfg ljlw kfOG5 . u|L;sf] …ldyf];Ú Nofl6g / hd{gL xF'b} cª\u|]hLdf o;sf] :j¿kdf ljljwtf / Jofkstf /x]sf] 5 . o;sf] l;Ud08 k|mfo8n] dgf]j}1flgs l;4fGtsf] :yfkgf u/]
cª\u|]hL / lxGbLsf ;}4flGts k':tsx¿af6 ldys / ldyssf ¿kdf k|rngdf cfPsf] xf] . cª\u|]hLsf] oxL cTolws bf]xg / k|ltkmngsf b[li6n] ;flxTo dxTTjk"0f{ kZrft\ ldyssf] cjwf/0ffdf klg kl/jt{g cfof] .
;flxTo ;DaGwL cjwf/0ffsf] vf]hL ul/Psf] 5 . o:tf …ldyÚ zJbsf] lxGbL ¿kfGt/0f ldys xf] . g]kfnLdf dflgG5 . k|mfo8n] ldysnfO{ cr]tg;“u ;Da4 u/]/ x]/] . cr]tg
k':tsx¿sf] vf]hL ljleGg k':tsfno, k|sfzg u[x / klg …ldyÚ zAbsf ;6\6fdf ldys zAbsf] k|of]u ug]{ ldyssf] wfld{s cjwf/0ff bldt OR5fx¿sf] af;:yfg xf] . dfG5]sf ct[Kt
k':ts k;nx¿af6 ul/Psf] 5 . ctM o; cg';Gwfg k|rng a9\b} uPsf] 5 . sltko ljåfg\x¿ ldys / wd{sf] ;DaGw lgs6 /x]sf] rfxgfx¿ oxLF /x]sf x'G5g\\ . k|mfo8n] ldysnfO{
sfo{sf ;fdu|Lsf] ;ª\sng k':tsfnoLo ljlwaf6 dfGb5g\\ . ldys wfld{s cg'i7fg;“u uf“l;P/ cfpF5g\\ . ltg} OR5fx¿sf] k"lt{sf] ;fwgsf ¿kdf lnPsf 5g\\
ldyssf] :j¿k -a|Lhjf6/ / z]/p8, ;g\ !(%^ M !#%)_ . ldyssf]
ul/Psf] 5 . wfld{s lqmofnfO{ d}lvs ¿kdf ;DkGg ug{sf] nflu
ldyssf] :j¿kdf ljljwtf kfOG5 . ;fdfGotof dgf]j}1flgs JofVofsf b[li6n] sfn{ u':tfj o'Ë
cg';Gwfgsf nflu ;ª\sng ul/Psf ;fdu|Lx¿nfO{ ldyssf] dxTTjk"0f{ e"ldsf /xG5 . To;}n] a]n]s /
;[li6sf] pb\ej, To;sf] Jofkf/ / ultzLntf, hGd, dxTTjk"0f{ dflgG5g\\ . pgn] ;fd"lxs cr]tgdf /xg]
Jojl:yt / qmda4 ¿kdf cWoog u/L ldyssf] jf/]gn] wfld{s lqmofnfO{ ;DkGg ug]{ df}lvs syfx¿nfO{
d[To' / k'gh{Gd / k|s[ltsf ljljw tTTj, b}jLzlQm / / j+zfg'ut ¿kdf x:tfGtl/t x'bF } hfg] cfBlaDax¿nfO{
pTklQ, :j¿k, ldys ;DaGwL ljljw cjwf/0ff / ldys eg]sf 5g\\ -a]n]s / jf/]g, ;g\ !(%$ M !(!_
rdTsf/ cflb ;DaGwL ljZjf; / cf:yfnfO{ ldysn] ldys eg]sf 5g\\ . To;}n] ldysdf ;fd"lxs cfsfªI\ ff,
ldys / ;flxTosf] cGt/;DaGwnfO{ :ki6tfsf ;fy eg] n]la; :k]G;n] ldyszf:qnfO{ wd{ lj1fgsf] Ps
cleJoQm ub{5 . o;df k|frLg dfgjn] cg'ej u/]sf] cf:yf / ljrf/ k|s6 x'G5 eGg] pgsf] wf/0ff /x]sf] 5 .
k|:t't ug]{ ;Gbe{df ljZn]iff0ffTds / t'ngfTds efu eg]sf 5g\\ -:k]G;, ;g\ !(($ M !#_ . ldys /
;To jf ljZjf;sf] cfVofgfTds k|:t'lt /x]sf] x'G5 . oxL ;fd"lxs cr]tgsf] cleJolQm x'g] ePsfn] s]/GoL ]
ljlwsf] pkof]u ul/Psf] 5 . wd{nfO{ lgs6tfsf cfwf/df x]g]{ ljåfg\x¿df /f]a6{;g
sf]zx¿sf cg';f/ ldys clt k|fs[lts 36gf /xg]
150 February 2014, Year 1, Vol. 1 81 February 2014, Year 1, Vol. 1 151
Surkhet Journal
ldysLo l;h{gf ;fj{ef}d x'G5 eGb5g\\ -o'Ë / s]/GoL,] ;g\
@))@ M !_ . k|mfo8 / o'Ësf] dgf]j}1flgs JofVofaf6
ldysn] gof“ cfofd k|fKt u¥of] .
ldyssf] ;dfh zf:qLo cjwf/0ff
ldys ;dfhsf] ;fd"lxs ljZjf; xf] . o;df dg'iosf
cf:yf / ljZjf; k|s6 x'G5g\\ . ;fdflhs / hftLo
hLjg cleJolQm x'g] ePsfn] o;nfO{ dxTTjk"0f{
;f+:s[lts w/f]x/sf ¿kdf lnOG5 . dlngf]J:sL
ldysnfO{ ;fdflhs rf6{/sf ¿kdf x]b{5g\\ . ;fd"lxs
ljZjf;sf ¿kdf /x]sf To:tf ldysx¿df k/Dk/f
cGte"t{ x'G5 . To;}n] ;dfhsf] hftLo ;+:s[ltnfO{
a'‰g ldyssf] ;xof]u dxTTjk"0f{ dflgG5 . d/]6
ldyssf syfx¿nfO{ dfgj ;+:yfx¿;Fu hf]8]/
x]b{5g\\ -:k]G;, ;g\ !(($ M *(_ . o'Ësf] ;fd"lxs
cr]tgsf] dfGotfn] ldysnfO{ Jofks ;fdflhs
cfofd k|bfg u¥of] . ;dfhsf] ablnFbf] cfly{s
;fdflhs ;Gbe{;Fu} ldysLo :j¿kdf klg kl/jt{g
b]vf kb{5 . k|frLg ldysx¿sf] jt{dfg ;flxlTos
k|of]usf] k|s[ltnfO{ x]¥of}F eg] o:tf] b]lvGf hfG5 . o;/L
;fdflhstfsf ;Gbe{af6 klg ldysnfO{ cWoog
u/]sf]] kfOG5 .
ldyssf] efiff zf:qLo cjwf/0ff
DofS;d"n/ ldyssf] hGd efiffaf6 ePsf] dfGb5g\\ .
cflbd dfgjdf s'g} j:t'sf] af/]df j0f{g ubf{ zAbsf]
cefj x'g] ePsfn] ¿ksfTdstf l;h{gf x'GYof] eGg]
pgsf] wf/0ff /x]sf] 5 . oxL ¿ksfTdstfsf sf/0fn]
g} ldysdf e|dsf] l;h{gf x'g] ePsfn] pgn] ldysnfO{
efiffsf] /f]u eg]sf 5g\\ -:k]G;, ;g\ !(($ M $*_ .
sS;n] efiffsf] /f]u jf ljs[ltsf 7fp“df d"n cy{sf]
lj:d[lt eg]sf 5g\\ ->Ljf:tj, ;g\ !(*% M !^_ .
cg]{:6 Sofl;/]/ eg] ldysnfO{ efiffsf] ljs[ltsf ¿kdf
geO{ 1fgsf] dfWodsf ¿kdf lnG5g\\ . pgn] efiff /
ldysnfO{ Pp6} j[Ifaf6 ljsl;t b'O{ cnu zfvf dfGb}
ldysnfO{ efiffsf] /f]u 7fGg] xf] eg] ;Dk"0f{ ;}4flGts
1fgnfO{ e|flGt dfGg' k5{ eGg] ljrf/ k|s6 u/]sf
5g\\ -Sofl;/]/, ;g\ !(** M !!@_ . To;} u/L /f]nf“
afy{ ldysnfO{ sygsf] k|sf/sf ¿kdf lnFb} Jofks
;ª\s]t Joj:yf dfGb5g\\ -afy{, ;g\ @))@ M !!!(_ eg]
Snfp8 n]eL–:6«; cy{n] prfO k|fKt u/]sf]] efiffsf]
152
dx]Gb| s'df/ dNn -lkPr=8L=_
ljlzi6 ¿knfO{ ldys eGb5g\\ -n]eL–:6«;, ;g\ @))@
M !)$_ . o;/L eflifs cfwf/df klg ldyssf] :j¿k
klxNofpg] k/Dk/f /x]sf] 5 .
ldyssf] Oltxf; ;DaGwL cjwf/0ff
ldysnfO{ k|frLg Oltxf;sf ¿kdf klg x]g]{ u/]sf]]
kfOG5 . o;df ctLtsf] ;f]rfO, cf:yf / ;+:s[lt
cfPsf] x'G5 . hftLo ;+:s[ltsf] P]ltxfl;s ljsf;
o;}sf dfWodaf6 yfxf kfpg ;lsG5 . t/ o;df
Oltxf;df h:tf] tYofÍg geP/ hftLo hLjgsf]
;fd"lxs cf:yf k|s6 ePsf] x'G5 . /f]a6\{;g l:dy
ldyssf] ;+/rgf dflg;sf] uDeL/ hLjgsf] Ps efu
eGb5g\ -:k]G; ;g\ !(($ M (@_ . lnlvt ;fdu|Lsf]
cefjdf tYo atfpg g;Sg' Oltxf;sf] ;Ldf xf]
eg] k'/fgf] ;dosf] jf lnlvt ;fdu|Lsf] cefj
/x]sf] cj:yfdf tTsfnLg ;do / ;dfhsf af/]df
hfgsf/L /fVgsf nflu ldyssf] ;xof]u cfjZos
x'G5 . To;} u/L Oltxf;sf 36gf / gfos ldys
aGg ;S5g\\ . ldysnfO{ Oltxf;sf] Jofks wf/0ffsf
¿kdf lng] ul/G5 . o; ;Gb{edf ldys Oltxf;
aGg ;S5 / Oltxf; ldys aGg ;S5 eGg] h]k|mLsf]
b[li6sf]0f dxTTjk"0f{ dflgG5 -:k]G;, ;g\ !(($ M
()_ .
ldyssf] bz{gzf:qLo cjwf/0ff
ldysnfO{ bz{ g sf ¿kdf klg x] l/ Psf] kfOG5 .
cflbd dfgj cfˆgf] jl/kl/sf] kl/j]z / j:t'x¿sf]
lg/LIf0f dfq ub}{gYof] To;k|lt wf/0ff klg agfp“Yof] .
;[li6sf] pb\ej, k|fs[lts Jofkf/, ;fdflhs ;+:yf
cflbsf ;Gbe{ d f p;sf cfˆg} b[ l i6sf] 0fx¿
/ x] sf 5g\ \ . k|fs[lts /x:o hfGg cflbd dfgj
lgs} pT;'s lyof] . To;}n] ldysnfO{ k|fs[lts /x:o
pb\3f6g ug]{ cflbd dfgjsf] ;[hg lj1fgsf ¿kdf
klg lnOG5 . >LdtL NofË/n] ldysnfO{ cflbd
dfgjsf] cflTds ljrf/ dfGb} ;fdfGo ljrf/sf]
k|yd ;'?jft klg dfg]sL 5g\\ -ljD;6 / a|'S;, ;g\
!(%& M &)%_ . cg]{:6 Sofl;/]/ ldysn] j:t'nfO{
wf/0f u/]sf]] 5, 5}g eGg'eGbf klg To;n] cfkm}df
h] af]w u/fp“5, ToxL g} dxTTjk"0f{ x'G5 eGb5g\\ .
pgsf ljrf/df k|frLg k|tLsx¿ cgy{ geP/ ltgn]
;TonfO{ cleJolQm ug]{ Ifdtf /fVb5g\\ . cfTdf
February 2014, Year 1, Vol. 1
Surkhet Journal
cfkm} JoQm x'G5 / ;To To;}df /xG5 eGb} pgn]
ldys, snf, efiff / lj1fg cg's/0f geP/ ;Tosf
tŒjx¿ eg]sf 5g\\ -Sofl;/]/, ;g\ !(** M !!#_ .
ldys / ;flxTo
ldys / ;flxTosf] glhssf] ;DaGw 5 . ;flxTodf
ldyssf ljljw cy{nfO{ cleJoSt ug]{ ;fdYo{ /x]sf]
x'G5 . s'g} klg b]zsf] ;flxTo cfˆgf] ldysLo k/Dk/f;Fu
;Da4 x'G5 . ;flxTosf/n] ldyssf dfWodaf6 cfˆgf]
hfltsf] j}olQms jf ;fd"lxs efj jf ljZjf;nfO{
jf0fL lbG5 -a8\lsg, !(() M @#@_ . ldysnfO{ cfwf/
agfP/ n]lvPsf ;flxTox¿ sfnhoL 5g\\ . k"j{ /
klZrd b'j}tkm{sf ;flxTosf nflu ldys ;|f]tsf] ¿kdf
/x]sf] 5 . of] ;flxTosf nflu ;'Gb/, k|efjzfnL /
snfTds cleJolQmsf] cfwf/ xf] . s[ltnfO{ ;fj{ef}d /
;fj{sflns agfpgsf nflu ldyssf] k|of]u ug]{ k|j[lQ
a9\b} uPsf] kfOG5 . o;sf] k|of]un] cfw'lgs ;flxTosf]
sYo / lzNkdf gjLg cfofd yk]sf] 5 . …o'ln;;Ú
h]D; Hjfo;sf] ljZjk|l;4 pkGof; xf] . o;df pgn]
ldysnfO{ ;+:s[ltsf] lg/Gt/ cr]tgsf ¿kdf x]/]sf
5g\\ -a]n, ;g\ @))^ M !@@_ . o;} sf/0f of] s[lt
sfnhoL aGg k'u]sf] 5 . cNa6{ sfd"sf] …b ldy ckm
l;l;km;Ú / ;Ndfg ?:bLsf] …b ;6flgs e;]{hÚ df
ldyssf] k'gl;{h{g u/]sf]] 5 . lxGbLsf ;flxTosf/
k|;fbsf] …sfdfogLÚ dxfsfJo j}lbs ldysdf cfwfl/t
eP/ klg ;fj{ef}d ;TonfO{ k|s6 ug{ ;Ifd ePsf] 5 .
g]kfnL ;flxTodf klg o:tf y'k|} s[ltx¿ b]vf kb{5g\\
h;n] ldyssf] k|of]uaf6 o'uLg / ;fj{ef}d ;TonfO{
pb\efl;t ug{ ;Ifd ePsf 5g\\ . o:tf] k/Dk/fsf]
pTs[i6 pkGof;x¿dWo] ljZj]Zj/ k|;fb sf]O/fnfsf]
…df]lbcfOgÚ klg Ps xf] . o;df ljz]if u/L s[i0fsf]
ldysnfO{ o'u ;Gbe{ cg';f/ gjLg cy{jQf k|bfg
ul/Psf]] 5 . k/Dk/fut wf/0ff cg';f/ ;To / Gofo
:yfkgf ug{sf nflu s[i0fn] kf08jsf] kIf lnP /
ch'{gnfO{ o'4df pTk|l/ ] t u/] eGg] ljZjf; ul/G5 .
dxfef/tsf] o'4 kZrft\ ;[li6df ;To / Gofo :yflkt
eof] eGg] wfld{s JofVof kfOG5 . t/ …df]lbcfOgÚ
pkGof;df pQm wf/0ffnfO{ v08g ul/Psf]] 5 . lx+;f
/ anaf6 nfvf}Fnfv dflg;sf] hLjg ;dfKt ug]{ o'4 /
o'4nfO{ pTk|l/] t ug]{ s[i0f ;To / Gofosf kIfw/ lyPgg\ .
82 February 2014, Year 1, Vol. 1
dx]Gb| s'df/ dNn -lkPr=8L=_
o'4 / /Qmkftaf6 dfgj sNof0f ;Dej x'Fb}g . To;}n]
dxfef/tsf] o'4 dfgj lj/f]wL o'4 lyof] eGg] wf/0ff o;
pkGof;df cfPsf] 5 . To;}n] ldyssf] k'gJof{Vof /
gjLg cy{jQfsf] k|of]un] ;flxlTos ;fdYo{ / k|efjnfO{
;zQm t'NofPsf] x'G5 . ;f]k]gxfj/sf cg';f/ d[To'sf]
cl:tTj gx'Fbf] xf] t b'lgofdf bz{g x'g] lyPg . cy{/
sf]:n/sf cg';f/ olb d[To'sf] cl:tTj gx'Fbf] xf] t
snf klg x'g] lyPg . jL/]Gb| l;+xsf ljrf/df ldyssf]
cl:tTj gx'Fbf] xf] t sfJo / snf klg gL/; / lghL{j
x'g] lyP, To;}n] snfsf/x¿nfO{ cfˆgf] ;dfhsf]
ctLt;Fu ;DalGwt x'g' kg]{ cfjZostfn] klg ldys
tkm{ k|]l/t ub{5 -l;+x, ;g\ !((& M $&–$*_ .
l/rf8{ r]h ldys / ;flxTosf] lardf cleGg ;DaGw
x'G5 eGg] 7fGb5g\\ . pgsf ljrf/df ldys s]jn snf
xf] -r]h, ;g\ !($( M !!)_ . pgL ldysnfO{ ;flxTo
/ ;flxTonfO{ ldys dfGb5g\\ . z'4 snf jf ;flxTo
ldysLo x'G5, ldyssf] /rgf k|lqmof / ;flxTo jf
snfsf] /rgf k|lqmof Pp6} x'G5 / oL b'O{sf] cGt/Ë
tTTj Pp6} x'G5 eGg] pgsf] wf/0ff 5 . To;}n] ;flxTo
jf snfsf] ljZn]if0fdf ldyssf] cfwf/ dxTTjk"0f{ x'G5
eGg] pgL 7fGb5g\\ . pgsf ljrf/df ldys Ps snf
xf] . of] j0f{gfTds jf sfJofTds ;flxTo xf] . of] Ps
k|sf/sf] 1fg, lrGtg k|lqmof / hLjgsf] dfu{ bz{g
xf], h'g snfTds x'G5 . snf ePsf]n] g} of] lj1fgsf]
ljk/Lt x'G5 . ldys sfJo jf ;flxTosf] clgjfo{ cË
xf]Og, t/ sfJo jf ;flxTo ldyssf] clgjfo{ cË xf]
-r]h, ;g\ !(&^ M @$%–@$^_ . pgsf cg';f/ cGo
k|sf/sf ;flxTon] h:t} ldysn] klg bldt dfgjLo
;+j]bgfx¿nfO{ /]rg ub{5 -r]h, ;g\ !(&^ M @$(_ .
ldys pTklQ ;DaGwL cflbd dgf]j}1flgs k|lqmofnfO{
pNn]v ub}{ r]hn] h;/L 3gf hËndf eofjx hLj
n's]sf] x'G5 To;} u/L dflg;sf] j}olQms / ;fd"lxs
cr]tgdf eofjx hLj n's]sf] x'G5 eg]sf 5g\\ . hËnsf
hgfj/x¿nfO{ nv]6]/ vf]/df aGb u/]h:t} dfgjn]
cfˆgf dgleq l5k]sf eofjx tTTjx¿nfO{ ldysdf
aGbL u/fof] eGg] wf/0ff r]hsf] /x]sf] 5 . o;af6
ldys cg's"n k|lts"n b'j} cj:yfdf pTkGg ePsf]
tLj| cflbd ;++jbgf
] jf efjgfx¿sf] syfTds ¿kfGt/
xf] eGg] a'lemG5 . o;nfO{ pgn] ;flxTo ;dfg /]rgsf]
153
Surkhet Journal
dfWodsf] ¿kdf :jLsf/]sf 5g\\ -uf}td, ;g\ !((& M
%$–%%_ . l/rf8{ r]hn] h:t} ldys g} ;flxTo xf] geg]
klg d'/f/Lnfn ldys / ;flxTonfO{ ;dfgwdL{ b]Vb5g\\
-d'/fnLnfn, ;g\ !(*@ M #(_ . o;/L d'/f/Lnfn ldys
/ ;flxTodf /x]sf] cGt;{DaGwnfO{ cf}FNofpF5g\ .
lkm8\n/sf cg';f/ cfBk|sf/ k|R5Gg 9Ëaf6 sfJosf]
;fdu|Lsf ¿kdf /x]sf] x'G5 . sljsf] dgdf lr/Gtg
cfbz{ / j}olQms ljrf/ / efj PsLs[t x'G5 / k'/fj[Q
jf sljtfsf ¿kdf cleJolQm x'G5 . xa{6 /L8n] ldys
/ ;flxTo b'j}nfO{ :jtM n]vgsf] k|lqmofsf ¿kdf
lnPsf 5g\\ . pgn] :jtM n]vgnfO{ :jKg n]vg dfg]sf
5g\\ . :jKg n]vgsf dfWodaf6 /lrt sfJo ldys
cg'¿k x'G5, lsgeg] ltgdf k|tLs / laDasf] lg/Gt/
k|of]u kfOG5 eGg] pgsf] wf/0ff 5 -uf}td, ;g\ !((& M
%%_ . o; egfOn] klg ;flxTo / ldysnfO{ ;dfg
w/ftndf /flvPsf] kfOG5 .
gy{k k|mfO{ klg ;flxTo / ldyssf] ;DaGwdf lgs6tf
b]Vb5g\\ . pgn] ;flxTodf ldys / cfB k|tLsx¿sf]
;+u7gnfO{ ltg k|sf/af6 x]/]sf 5g\\ . pgsf cg';f/
-k|mfO{, ;g\ !(%& M #(_ o:tf ;+;f/x¿ wfld{s ;flxTodf
:ju{ / gs{sf] ¿kdf k|ltlalDat ePsf x'G5g\\ h;nfO{
lbJo / bfgjLo eGg ;lsG5 eGg] k|mfO{sf] wf/0ff 5 .
bf];|f] k|sf/nfO{ pgn] :jR5Gb dfg]sf 5g\\ -k|mfO{, ;g\
!(%& M !#(–!$)_ . t];|f] k|sf/nfO{ pgn] oyfy{;Fu
hf]8]sf 5g\\ . oyfy{jfbL k|j[lQn] syfsf] cfsf/nfO{
eGbf klg ljifoj:t' / k|ltglwTjnfO{ hf]8 lbG5 eGg]
pgsf] wf/0ff 5 .
gy{k k|mfO{n] ;flxTodf ldys lj:yflkt x'g g;Sg],
sfNklgs / oyfy{k/s u/L ltg k|sf/n] /x]sf x'G5g\\
eGg] wf/0ff /fv]sf 5g\\ . pgL ldysdf /xg] j;Gt
Ct', hGd, ljjfx / k'gh{Gdh:tf pWj{ ultsf / d[To',
kl/jt{g jf Tofuh:tf cwf]ultsf ;flxTodf ;'vfGt /
b'MvfGtsf ¿kdf k'gla{lDat x'G5 eGg] 7fGb5g\\ -k|mfO{,
;g\ @))# M #^#_ .
z]lnª ;flxTo cfkm}df ldysLo x'G5 eGg] wf/0ff
/fVb5g\\ . pgn] …cnf}lss cfbz{jfbsf] k4ltÚ gfds
cfˆgf] k':ts / To;kl5sf n]vx¿df ;flxTonfO{
ldysLo ;fdu|Lx¿sf] cfjZostf kb}{g, a? of] cfkm}df
154
dx]Gb| s'df/ dNn -lkPr=8L=_
ldysLo x'G5 eg]sf 5g\\ . ;flxTon] hLjgsf] ¿kdf
ldyssf] l;h{gf ub{5 / bz{gsf] k/Dk/fut sfo{x¿nfO{
;d]6\5 eGg] b[li6sf]0f pgsf] 5 -a]n, ;g\ @))^ M !!(_ .
n'l;og n]eL a'|N;sf cg';f/ cfw'lgstf;Fu ;DalGwt
n]vx¿sf nflu ldysn] JolQmut, ;fd'bflos tyf
k|fs[lts ;du|tfsf] jfWosf/L k|ltlaDa k|bfg ub{5
-a]n, ;g\ @))^ M !@)_ . dfOsn a]n Hofs 8]l/8fsf]
ljlgdf{0fjfbn] ;+/rgfjfbL k4ltsf] dfq JofVof
gu/L ;f+:s[lts agf]6leqsf nf]k ePsf ljifo jf
lj/f]wfef;k"0f{ s'/fx¿sf] klg JofVof ub{5 eGg]
dfGotf /fVb5g\\ . ljlgdf{0f ldys ;DaGwL dfgj
zf:qLo cjwf/0ffeGbf 6f9f eP klg o;n] w]/} cy{df
cfw'lgs ;flxlTos ldys lgdf{0f ug{ ;lsG5 eGg]
7fGb5 . o;f] ubf{ ldysnfO{ cfTd ;r]ttfsf] cfw'lgs
If0f jf JolQmsf] :j ;r]ttfsf] If0f dflgG5 -a]n, ;g\
@))^ M !@^_ .
lkmlnk lXjn/fO6 ;dfhsf] z}zjfj:yfdf x/]s n]vs
slj x'G5, lsgeg] efiff cfkm}df sljtf xf] eGg] z]nLsf]
egfOk|lt ;xdt 5g\\ . o;} egfOnfO{ cfwf/ dfGb}
pgL :jt:km"t{ cleJolQm ePsfn] k|frLg efiff sljtf
xf] eGb5g\\ -lXjn/fO6, ;g\ !(&^ M @%&_ . lgd{n jdf{
snfsf] pbfQ If0fn] ldysLo :j¿k k|fKt ub{5 eGb5g\\ .
pgsf ljrf/df snfn] cfˆgf] pbfQtd If0fdf ldys
x'g] ;kgf b]Vb5, To:tf] ;kgf h;df JolQm / ;d"xsf]
e]b ;dfKt x'G5 . t/ pgL To:tf] pbfQtd If0f cfhsf]
snfdf b'n{e x'Fb} uPsf] 7fGb5g\\ -jdf{, ;g\ !((% M
@!_ . ldyssf] ;flxlTos ;fy{stfnfO{ lnP/ o'Ën]
s] ;ª\s]t u/]sf 5g\\ eg] n]vs, snfsf/sf nflu
ldysLo ;Gbe{n] ;dsfnLg ;d:ofx¿sf] ;+jxg ug{
;s]df dfq ;fy{stf k|fKt ub{5, cGoyf ldyssf
nflu ldyssf] s'g} klg k|f;lËstf 5}g -cj:yL, ;g\
!(*% M @@(_ . o;/L o'Ë ;flxTodf ldys ;dsfnLg
;d:ofx¿nfO{ ;dfwfg ug]{ b[li6n] k|o'Qm x'g' kb{5
eGg] wf/0ff /fVb5g\\ .
ldys / ;flxTodf s]xL tŒjut / :j¿kut ;dfgtf
b]lvG5 . efiff k|of]usf b[li6n] ldys / ;flxTo
glhs dflgG5g\\ . efiffsf] nofTds, sfJofTds kIf
ldyssf] ljz]iftf xf], h'g ;flxlTos efiffsf] klg ljz]iftf
xf] . To;}n] lkmlnk lXjn/fO6n] d'giosf] cflb–efiff
February 2014, Year 1, Vol. 1
Surkhet Journal
sfJofTds lyof] eg]sf 5g\\ . sfJodf zf:q ;Ddt
efiffsf] k|of]u gu/L lrqfTds efiffsf] k|of]u ul/G5 .
l;h{gfTds k|of]udf b]vf kg]{ o:tf] lrqfTds efiff
ldys /rgfsf] k|lqmofdf klg b]Vg kfOG5 . To;}n]
ldys /rgfsf] k|lqmof sfJosf] /rgf k|lqmofdf klg
/xG5 . oL b'j}df j:t';To / efj;Tosf] tfbfTDotf
/x]sf] x'G5 . logdf /fufTds tTTjsf] k|wfgtf /xG5 .
cflbd efjgf jf ;+:sf/sf sf/0f ldys / ;flxTon]
;du| dflg;sf] r]tgfnfO{ jf0fL k|bfg ub{5 -gu]Gb|,
;g\ !(*& M #^–#&_ . oL b'j}df ;fj{ef}d cg'e"lt
kfOG5 . b'jn]} k|tLodfg ;TonfO{ k|s6 u/sf ] x'G5g\\ .
;flxTonfO{ h;/L k|s[ltsf] cg's/0fsf ¿kdf
lnOG5 To;} u/L ldysdf k|s[ltsf] dfgjLs/0f
ul/Psf]] x'G5 . h;/L ldysdf cy{nfO{ ¿kaf6 cnu
ul/Fb}g sfJodf klg ¿ksf cltl/Qm cGo cy{ x'Fb}g .
b'j}sf] zAb d" t { ¿ k cljefHo x' G 5 -gu] Gb| , ;g\
!(*& M #^–#&_ . cª\u|]hLsf ldN6g, z]nL, ls6\;,
Olno6 cflb / g]kfnLsf ;f]dgfy l;Ub]n, nIdL
k|;fb b]jsf]6f, l;l4 r/0f >]i7, ljZj]Zj/ k|;fb
sf]O/fnf, /fh]Zj/ b]jsf]6f k|e[lQ ;flxTosf/x¿sf
s[ltdf ldys k|of]usf] k|j[lQ kfOg'n] klg ;flxTodf
ldyssf] k|efj k|l:6G5 .
ldys / ;flxTodf sltko ;dfgtf /x] klg l/rf8{
r]hn] eg]h:t} ldys g} ;flxTo xf] jf oL b'O{
Pscsf{sf kof{o x'g\ eGg] wf/0ffdf ;xdt x'g ;lsFbg} .
Sofl;//] / P;=s]= NofË/n] ldys / ;flxTonfO{ cnu
cnu dfg]sf 5g\\ . Sofl;/]/sf cg';f/ ldysLo zAb
sljtfsf] b'lgofFaf6 6f9f /xG5 -ljD;6 / a|'S;, ;g\
!(%& M &)@_ . P;=s]= NofËu/sf cg';f/ ldys
cfkm}df ;flxTo xf]Og, a? ;flxTo jf snfsf] k|fs[lts
;|f]t xf] -ljD;6 / a'|S;, ;g\ !(%& M &)*_ . jf:tjdf
ldys / ;flxTo Pscsf{sf kof{o xf]Ogg\ . o;df
r]hsf] cjwf/0ff cltjfbL 5 eGg' k5{ . ldysdf
efjfTdstf, sNkgfzLntf, k|tLsfTdstf, lrqfTdstf
Pjd\ /x:ofg'e"lt h:tf cg]s o:tf tTTjx¿ x'G5g\\
h;n] To;nfO{ ;flxTosf] cToGt glhs k'¥ofpF5 -l;+x,
;g\ !(** M %$_ . oL k|j[lQx¿sf] ;dfgtf eGb}df
b'j}nfO{ Ps eGg' pko'Qm xf]Og . ldyssf] :j¿k /
cfofd Jofks x'G5 . 1fgsf ljleGg If]qx¿df ldyssf]
83 February 2014, Year 1, Vol. 1
dx]Gb| s'df/ dNn -lkPr=8L=_
k|efj kfOG5 . o;nfO{ s]jn ;flxTo;Fu ;DalGwt ubf{
o;sf] cy{ / cfofddf ;ª\s'rg x'g hfG5 . olt
xf] ls 1fgsf cGo zfvfdf eGbf ;flxTodf ldyssf]
k|ltkmng Hofbf /xG5 . /rgfTds :t/df ;flxTon]
ldysnfO{ cTolws bf]xg ug{ ;S5 .
;flxTodf ldysnfO{ /rgfTds :t/df dfq ;Lldt
g/fvL kl/jlt{t ;Gbe{ / o'u cg';f/ gjLg cy{jQfsf
;fy k|s6 ul/G5 . snf, ;flxTodf hlQs} 1fgsf cGo
zfvfdf ldysLo cy{sf] ¿kfGt/0f ePsf] kfOFbg} . snfsf/,
/rgfsf/ / ljrf/sx¿nfO{ ldyssf] ultzLn :j¿kn]
k|f;lËs agfPsf] x'G5 . o'u / kl/l:ylt cg's"nsf]
;f]rfO jf lrGtgnfO{ k|s6 ug{sf nflu ldyssf] cy{
¿kfGt/0f dxTTjk"0f{ x'G5 / o;n] ubf{ g} snfsf/,
/rgfsf/ / ljrf/sx¿ k|f;lËs aGg k'Ub5g\\ . o;nfO{
ldysdf /x]sf] cg'sn " gsf] zlQm klg eGg ;lsG5 .
;flxTodf ldysLo ;Gbe{n] /rgfTds :t/df g}
cy{jQf xfl;n u/]sf]] x'G5 -l;+x, ;g\ !((% M (%–(^_ .
ldysLo ;Gbe{nfO{ o'ufg's"n kl/l:yltdf 9fNgsf nflu
To;sf] pkof]u slt;Dd ug]{ eGg] s'/f /rgfsf/df
lglxt x'G5 . cfˆgf] /rgfTds k|:t'ltdf /rgfsf/n]
;dofg' s " n sf] ljrf/ nfO{ dfq cfTd;ft\ u/ ] sf] ]
x'G5 . o:tf] ljrf/sf] cleJolQm ;f]emf] geO{ aqm x'G5 .
slxn]sfxLF ldysLo ;Gbe{nfO{ leGg ¿kdf cleJoQm
ug'{ kg]{ cj:yf klg cfpF5 . o;/L ldysLo ;Gbe{nfO{
leGg ¿kdf k|:t't ug]{ sfo{ /rgfsf/sf] ;fxl;s sfo{
xf] -l;+x, ;g\ !((% M (^_ . k/Dk/fdf ¿9 ePsf
dfGotfnfO{ lr/]/ gjLg ;Gbe{df leGg 9Ën] cleJoQm
ug{ kSs} klg n]vsdf ;fx;sf] cfjZostf kb{5 .
…åGåsf] cj;fgÚ pkGof;nfO{ o;}sf] b[i6fGt dfGg'
k5{ . pkGof;sf/ /fh]Zj/ b]jsf]6fn] o; pkGof;df
dxfef/taf6 ljifoj:t' lnPsf 5g\\ . dxfef/tsf
;Gbe{df k|rlnt k/Dk/fut wf/0ff cg';f/ s[i0f /
ch'{g To;sf gfos x'g\ . t/ pkGof;sf/ b]jsf]6fn]
dxfef/tsf] o'4df cfˆgf] l;4fGt / lgi7fdf cl8u
s0f{nfO{ :jLsfb}{ pgnfO{ g} gfosTj k|bfg u/]sf 5g\\ .
sk6 / w'Tof{O{+ gePsf, jL/, st{Jolgi7 / pbf/ s0f{n]
cfˆgf] dfGotfdf cl8u /x]/ u/]sf]] sfo{nfO{ >]i7td\
7fGb} ldysLo ;Gbe{nfO{ leGg 9Ën] k|:t't ug]{ ;fx;
b]vfPsf 5g\\ .
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ldysLo r]tgfdf 36gf / ljrf/ ;Fu;Fu} /xG5g\\ .
ldysLo Oltj[Qn] To;sf] ;f/tTTjnfO{ 36gf jf
sfo{Jofkf/sf dfWodaf6 u|fx\o agfPsf] x'G5 . ;fwf/0f
dflg;n] klg a'‰g ;Sg] 9Ën] ldysdf ljrf/nfO{
Oltj[QfTds ¿kdf k|:t't u/]sf]] x'G5 . zlQmzfnL
/rgfsf/ jf ;flxTosf/n] ldysLo Oltj[Q jf rl/qsf]
dfWodaf6 ¿kflot u/L gjLg cy{jQf k|bfg ub{5 .
o; k|lqmofdf /rgfsf/ åGåfTds l:yltaf6 u'lh|Psf]
x'G5 / ldys / ;do ;Gbe{sf lardf ;+jfbsf] l:ylt
l;h{gf ub{5 hxfF ctLt / jt{dfg Pp6f ljGb'df ldNg
k'U5g\\ jf PsLs[t x'G5g\\ -l;+x, ;g\ !((% M (*_ .
/rgfsf/ dgf]lj1fgsf] ldysLo r]tgfaf6 d'Qm /xg
ufx|f] kb{5 . o; ;Gbe{df o'Ësf] ;fd"lxs cr]tgsf]
wf/0ff clxn] klg plQs} ;fGble{s 5 . lj;Ët hLjg /
bldt cx+af6 pGd'Qm x'Fb} Jofks dfgjLo sfnv08df
ljr/0f ug]{ nfn;f pgLx¿df /x]sf] sf/0fn] ubf{
g} ;flxTosf/x¿sf] /rgfdf ldysLo cleJolQm kfOG5
-cj:yL, ;g\ !(*% M @@^–@@&_ .
/rgfsf/n] ldysnfO{ ljleGg k|sf/af6 pkof]u
u/]sf]] kfOG5 . ;dofg';f/ ldyssf] k|of]udf
ljleGgtf kfOG5 . ldysnfO{ clnslt klg kl/jt{g
gu/L cfw'lgs ;flxTo l;h{gf ug{ kSs} klg
;lsFb}g, t/ k|frLg sfJox¿df eg] o:tf] k|j[lQ
kfOG5 . nf]s dfg;df /x]sf] cflbd efjgfnfO{
o:tf s[ltx¿n] cem Jofks agfPsf x'G5g\\ .
ldysnfO{ lj:tfl/t ug]{ / nf]s efjgfnfO{ 5'g] o:tf
s[ltx¿df /fdfo0f, dxfef/th:tf dxfsfJox¿
kb{5g\\ . logsf cfGtl/s / afx\o b'j} ;+/rgfdf
ldyssf] ckl/jlt{t ¿k kfOG5 . o:tf /rgfx¿
/fli6«o wd{ r]tgfsf] k|fbz{ ;d]t aGg k'u]sf 5g\\
-cj:yL, ;g\ !(*% M @#)_ . t/ cfw'lgs ;flxTodf
ldyssf] ckl/jlt{t pkof]usf] ;Defjgf /xFb}g .
s'g} /rgfsf/ o:tf] k|of]utkm{ pGd'v x'g vf]h]df
cfw'lgs snf r]tgf / ;do ;Gbe{af6 6fl9g] dfq
xf]Og laNs'n c;fGble{s aGg k'U5 .
d"n ldysnfO{ clnslt kl/jt{g u//] klg ;flxTosf]
/rgf ePsf] kfOG5 . o:tf /rgfx¿df ldysdf /xg]
36gf / rfl/lqs ljz]iftfx¿k|ltsf] ¿lr x'Fbfx'Fb} klg
To;nfO{ dfgjLo ;Gbe{ lbP/ ljZjf;of]Uo agfO{ k|:t't
156
dx]Gb| s'df/ dNn -lkPr=8L=_
ul/Psf]] x'G5 . ldyssf] 36gf / kfqnfO{ cfwf/ dfGb}
To;sf dfWodaf6 ;dsfnLg hLjgb[li6 of gjLg ;Gb]z
lbg] rfxgf o:tf /rgfx¿df kfOG5 . g]kfnL ;flxTosf]
dfWolds sfndf b]vf k/]sf] …zld{i7fÚ pkGof; /
cfw'lgs sfnv08sf] …cfbz{ /f3jÚ dxfsfJonfO{ o:t}
k|sf/sf s[ltdf /fVg ;lsG5 . ;f]dgfy l;Ub]nn] cfbz{
/f3jdf /fdsf] ldysnfO{ dxfsfJofTds k|:t'lt lbPsf
5g\ / /fdrGb|nfO{ cfbz{ dfgj, cfbz{ klt / cfbz{
/fhfsf ¿kdf :yflkt u/]sf 5g\\ . /fdsf] ldysnfO{
dfgjLo ;Gbe{df 9fn]/ /fdrGb|sf] cfbz{ jt{dfgdf
cfbz{ aGgsf nflu cg';/0fLo 5 eGb} To;nfO{
;dsfnLg dfgj hLjg;Fu hf]8\g] k|oTg u/]sf 5g\\ .
snf r]tgfsf b[li6n] cfw'lgs pkGof; aGg g;s] klg
Cl4 axfb'/ dNnsf] …zld{i7fÚ df klg ldysnfO{ yf]/}
kl/jt{g u/L pkof]u u/sf] ] ] 5 . o;n] b]jofgL / zld{i7fsf]
ldyssf dfWodaf6 gf/Lsf] :jefj / k|jl[ Qx¿nfO{
b]vfPsf] 5 . b'/fu|xL / x7L gf/Lx¿n] b]jofgLsf] lgolt
/ TofuL / ;lxi0f' gf/Lx¿n] zld{i7fsf] lgolt ef]Ug'
kg]{ ;Gb]z lbFb} ldysnfO{ ;dsfnLg ;Gbe{;Fu hf]8\g
vf]lhPsf] 5 -kf}8]n, @)$( M @*–@(_ .
;flxTodf ldysnfO{ k/Dk/fut 9ª\un] h:tfsf]
t:t} cleJolQm lbg'sf] s'g} cf}lrTo x'Fb}g . To;nfO{
o'uLg ;Tosf] k|s6Ls/0f jf jt{dfg dfgjsf] hl6n
dfgl;stfsf] lrq0fsf nflu pkof]u ug'{ cf}lrTok"0f{
7x5{ . dxfg\ ;flxTosf/sf dxfg\ s[ltx¿n] ldyssf]
b'?:t k|:t'tLs/0f eGbf klg jt{dfgsf] dfgj hLjgsf]
;f]rfO, b[li6sf]0f, k|j[lQ / hLjgz}nLsf] pb\3f6g of
;dsfnLg hLjgsf] cleJolQmsf nflu ldysnfO{
pkof]u u/]sf]] kfOG5 . d"n ldysdf yk36 jf ;+zf]wg
u/]/ To;} cfwf/df gofF :j/ k|s6 ug]{ k|j[lQ a9\b}
uPsf] b]lvG5 . o'u ;Gbe{ cg';f/ gofF d"No / cy{df
ldysnfO{ pkof]u u/]sf]] kfOG5 . o; b[li6n] /fh]Zj/
b]jsf]6fsf] …åGåsf] cj;fgÚ pkGof; dxTTjk"0f{ /x]sf] 5 .
o; pkGof;df d'Vo ¿kn] dxfef/t sfnLg ljifoj:t'
/ kl/j]z /x] klg To;n] cfw'lgstfnfO{ klg 5f]Psf]
5 . tTsfnLg cj:yfdf s0f{sf] st{Jolgi7tfnfO{
pRr d"No glbOP h:t} ;dsfnLg /fhgLltdf klg
OdfGbf/ / st{Jolgi7 /fhgLlts k|j[lQsf] s'g} dxTTj
g/x]sf]tkm{ pkGof;n] ;Í]t u/]sf] 5 . pkGof;n]
February 2014, Year 1, Vol. 1
Surkhet Journal
ldysLo ;Gbe{sf cfwf/df jt{dfg /fli6«o /fhgLlts
;TonfO{ Wjlgt u/]sf]] 5 .
sltko s[ltx¿df ldyssf c+z jf 6'qmfx¿nfO{ pkof]u
u/L cleJolQmnfO{ k|efjf]Tkfbs / dfld{s agfpg]
k|j[lQ klg kfOG5 . cfjZostf cg';f/ s[ltsf] s'g}
klg :yfgdf ldysLo ;Gbe{sf] pkof]un] j:t' / lzNk
b'j}df gofF cfofd yk]sf] kfOG5 . w'|jrGb| uf}tdåf/f
/lrt …clnlvtÚ pkGof;sf] bf]/xGtn tfn / To;
tfndf b'of]{wgn] n'sfPsf] ;DklQ ;DaGwL ldys o:t}
ldysLo pkof]usf] b[i6fGt xf] . o; ldysLo ;Gbe{n]
Psflt/ cfhsf] dflg;sf] cfzfjflbtf / csf]{lt/
nf]enfnrnfO{ cleJoQm u/]sf]] 5 .
;flxTodf d"n ldyssf] ljk/Lt k|of]u klg kfOG5 .
d"n ldysnfO{ kl/jt{g u/]/ /rgfsf/ cfˆgf]
cleJolQmnfO{ k|efjsf/L agfpg ;S5 . …df]lbcfOgÚ
pkGof;df s[i0fn] lgjf{x u/]sf]] e"ldsfdfly k|Zg
u/]sf]] 5 . k|frLg ldysdf em}+F o; pkGof;df s[i0f
;To, GofoL / gfos geP/ nfvf}+ dflg;sf] g/;+xf/sf
k|d'v sf/s ag]sf 5g\\ . sltko /rgfsf/x¿
ldysLo zAbsf] dfq k|of]un] cleJolQmnfO{
k|efjzfnL agfpF5g\\ . …s[i0fÚ, …o'lwli7/Ú, …ch'{gÚ,
…w[t/fi6««Ú h:tf ldysLo zAbx¿n] s[ltdf JoQm ug{
vf]h]sf] cy{nfO{ cem uDeL/ / k|efjf]Tkfbs agfpg
d2t ug]{ ePsfn] o:tf] k|of]u klg k|foM /rgfx¿df
kfOG5 .
k|ltefzfnL ;flxTosf/x¿n] gofF ldyssf] klg
lgdf{0f ub{5g\\ . cfˆgf] /rgfnfO{ k|l;4, k|efjzfnL
/ ;fj{sflns agfpgsf nflu n]vs gofF ldyssf]
lgdf{0ftkm{ cu|;/ x'G5 . o;sf] ;dy{gsf] nflu cª\
u|]hL slj An]snfO{ cl3 ;fl/G5 . sltkon] ldysLo
;+zf]wgnfO{ ldys lgdf0f{sf ¿kdf lng] u/]sf 5g\ .
jf:tjdf s'g} n]vsn] cfˆgf] :j}/sNkgfnfO{ ;flxlTos
kFmf6df ldysjt\ k|l;4 agfpg ;Sof] eg] To;nfO{
gofF ldyssf] lgdf{0f ePsf] dfGg' kb{5 -cj:yL, ;g\
!(*% M @#$_ .
lxhf]cfh ;ª\s]t lj1fgsf] If]qdf ;dsfnLg
ldyssf] wf/0ff cufl8 cfPsf] 5 . o:tf] cjwf/0ffn]
ldysnfO{ c;ftTo dfGb5, k|aGwfTds j[QfGtsf]
ck]Iff jfSojGwdf x]b{5, ;f+:s[lts cy{df gx]/L
84 February 2014, Year 1, Vol. 1
dx]Gb| s'df/ dNn -lkPr=8L=_
clewf / nIf0ffsf] ;ª\s]tnfO{ ks8\g' kb{5 jf
eflifs ;ª\s]tsf] ¿kdf cfTd;ft\ ug'{ kb{5 eGb5
-cj:yL, ;g\ !(*% M @#$–@#%_ . /f]nfF afy{sf
cg';f/ ldysLo ;Gb]zsf] cy{ ljifoj:t'nfO{ a'‰g'
geP/ To;nfO{ abNg' xf] . pgL ;ª\s]tjfbLx¿eGbf
klg cl3 a9]sf 5g\\ . pgsf] egfO cg';f/ ldysLo
efiff ;ª\s'n (Thick) x'G5 / dfgjLo cleJolQm
/x];Dd zAbfy{sf] ¿kdf To;sf] lj:tf/ eO /xG5
-cj:yL, !(*% M @#%_ .
lgisif{
ldys cª\u|]hL …ldyÚ, u|L;]nL …ldyf];Úaf6 ljsl;t
ePsf] zAb xf] . cª\u|]hLsf] …ldyÚ zAbsf cy{df
g]kfnLdf ldys zAbsf] k|rng a9\b} uPsf] 5 .
ldysdf d"ntM ;[li6sf] pTklQ, Jofkf/, ultzLntf,
hGd, d[To', b}jLzlQm, k|fs[lts tTTj / /x:o cflb
;DaGwL cflbd dfgjsf] cf:yf / ljrf/ k|s6 ePsf]
kfOG5 . d"n ¿kdf cnf}lss / rfdTsfl/s 36\gfx¿
/x]sf] k|tLsfTds cfVofg ldys xf] .
c7fx|f+} ;tfJbLdf UofDjfl6:6f ljsf]n] ldys e|dfTds
sNkgf geP/ k|frLg 1fgsf] k|tLsfTds cleJolQm
eg]kl5 ldyssf] cWoogtkm{ 1fgsf ljleGg xfFufsf]
rf;f] a9\of] . o; qmddf wd{zf:qn] wfld{s sfo{nfO{{
;DkGg ug]{ df}lvs lqmofsf ¿kdf, dfgjzf:qn]
;f+:s[lts w/f]x/sf ¿kdf, dgf]lj1fgn] bldt
OR5fx¿sf] kl/k"lt{sf] ;fwg / ;fd'lxs cr]tgdf
/xg] / j+zfg'ut ¿kdf x:tfGt/0f x'g] cfb\olaDa,
;dfhzf:qn] ;fdflhs rf6{/, efiffzf:qn] efiffsf]
ljlzi6 ¿k, bz{gzf:qn] dfgjsf] k|frLg ljrf/ jf
bz{gsf ¿kdf ldysnfO{ cYof{Psf 5g\ .
ldyssf] ;fOgf] ;DaGw 1fgsf cGo zfvfx¿eGbf
;flxTo;Fu glhs /x]sf] 5 . ldys ;flxTosf nflu
dxTTjk"0f{ ;|f]t xf] eg] sltko ;Gbe{df of] cfkm}df
;flxTo klg xf] . l/rf8{ r]hn] ldysnfO{ snf dfGb5g\
eg] >LdtL NofË/ snfsf] ;|f]t 7fGbl5g\ . h] eP klg
jt{dfg ;dodf ldyssf] ;flxlTos k|of]u a9\b} uPsf]
5 . ldysnfO{ cfwf/ agfP/ /rgf ul/Psf] ;flxTo
pTs[i6 /x]sf] ljZj k/Dk/f b]lvG5 . ;flxTodf n]vsn]
ldysnfO{ /rgfTds ;Gbe{ dfq glbP/ kl/jlt{t
;do / kl/l:ylt cg';f/ gofF cy{jQf klg k|bfg
157
Surkhet Journal
u/]sf 5g\ . 1fgsf cGo ljwfeGbf ;flxTon] ldysLo
;Gbe{nfO{ o'uLg ;f]rfO / ;+j]bgfdf ¿kfGtl/t u/sf]
] cj:yL, cf]d -;g\ !(*%_, /rgf k|lqmof, lbNnL M
5 / snfTds prfO k|fKt u/sf]] 5 . jt{dfg ;d:ofsf]
;dfwfg ldyssf ;xf/fn] vf]Hg] k|j[lQ ;flxTodf
klg kfOG5 . n]vs ha s'g} o'uLg ;d:odf h]lnG5,
clg p;n] ldysLo ;Gbe{ n fO{ pkof] u ug{
yfNb5 . ldysdf /x]sf] cg's"ngsf] zlQm ;flxTodf
o'u / ;Gbe{ cg';f/ ¿kfGtl/t eP/ gjLg cy{jQfsf]
;fdYo{ k|bfg ul/ /x]sf] x'G5 . o:tf] cy{jQf ;/n
geP/ JoËofTds ¿kdf k|s6 ePsf] x'G5 . To;} u/L
;flxTodf gofF ldyssf] lgdf{0f ug]{ k|j[lQ klg
kfOG5 . dxfg\ ;flxTosf/ n] ldyssf] / rgf ug{
;S5 . …b jf:6 Nof08Ú sf n]vs Olno6 cfkm\gf]
k':tfsf ldys l;h{gf ug]{ ;h{sx¿dWo] ;a}eGbf
zlQmzfnL dflgG5g\ . jt{dfg ;dodf ldysnfO{
;flxTosf] /rgfTds ;Gbe{af6 x]g]{ k|rng a9\b} uPsf]
kfOG5 .
ldys ;flxTosf] cyfx ;|f]t xf] . ;flxTodf
ldyssf] b'?:t k|:t'tLs/0f ck]lIft x'Fb}g . ;do
;Gbe{ cg';f/ ldyssf] bf]xg ug{ ;Sg] ;flxTo
dfq} cfw'lgs / pTs[i6 aGg ;S5 . rfx] h]xf];\
ldysleq klg sltko ;flxTosf nIf0fx¿ ljBdfg
/x]sf x'G5g\ eg] ldysnfO{ cfwf/ agfP/ klg
;flxTosf/ n] sfnhoL s[ l tsf] / rgf ug{
;S5 . pbfx/0fsf ¿kdf s[i0f wf/fjf;Lsf] …/fwfÚ
pkGof;nfO{ lng ;lsG5 . o;n] dxfef/tsfnLg
/fwf / s[i0fsf] ldysnfO{ pkof]u ub}{ gf/L pTkL8g
/ ltgsf :jtGqtfsf] :j/nfO{ d'vl/t u/]sf] 5 .
To;}n] ldys ;flxTosf] dxTTjk"0f{ ;|f]t jf cfwf/
xf] eg] o;leq klg syfTdstf, k|tLsfTdstf,
sNkgfzLntf cflb h:tf ;flxlTos k|j[lQx¿ /x]sf
x'G5g\ . ctM ldys / ;flxTosf lardf 3lgi6
;DaGw /x]sf] 5 .
n]vs kl/ro
n]vs 8f= dx]Gb| s'df/ dNn ;'v{]t SofDk; -lzIff_ sf SofDk;
k|d'v x'g'x'G5 . pxfFsf y'k|} n]v /rgf tyf kf7\ok':tsx? k|sflzt
5g\ .
158
dx]Gb| s'df/ dNn -lkPr=8L=_
;Gbe{ ;"lr
/fi6«efiff ;+:yfg .
gu] Gb| -;g\ !(*&_, ldys cf} / ;flxTo, bf] ;| f ]
;+ : s=, goLF lbNnL M g] zgn klAnlzË
xfp; .
kf}8]n, ofdgfy -@)$(_, ;'= Cl4axfb'/ dNnsf]
hLjgL, JolQmTj / s[ltTjsf] cWoog,
:gftsf]Q/ zf]wkq, sf7df8f}F M g]kfnL s]Gb|Lo
ljefu, lq=lj=lj= .
>Ljf:tj, hubLz k|;fb -;g\ !(*%_, ldysLo sNkgf
cf}/ cfw'lgs sfJo, jf/f0f;L M ljZj ljBfno
k|sfzg.
l;+ x , lgnd -;g\ !((&_, goL sljtf d] + kf} / fl0fs
;Gb{ e Pjd\ ldysLo k| o f] u, ljBfjfl/ lw
zf] w k| a Gw, sfzL M sfzL lxGb" ljZj
ljBfno .
l;+x, dfntL -;g\ !(**_, ldys M Ps cg'zLng,
Onfxfjfb M nf]sef/tL k|sfzg .
l;+x, jL/]Gb|, -;g\ !((%_, ældys cf}/ ;flxToM
;Djfb s] go] ;Gbe{Æ, /tg s'df/ kf08]o
-;Dkf=_ ;flxTo, ;f}Gbo{ cf}/ ;+:s[lt, jf/f0f;L M
ljZj ljBfno k|sfzg .
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Modern Criticism. Patricia Waugh (ed.),
Theory and Criticism, New Delhi : Oxford
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Poetry" Fourth edn. Susanne Langer
(Trans.), Raman Seldel (ed.), The Theory
of Critism, from Plato to the Present, U.K.
: Longman Group
Bridgewater, W., & Elizabeth S. (1956 ed.). The
Columbia Encyclopaedia Second edn. New
York : Columbia University Press.
Cassirer, E. (1990). Language and Myth,
fourth edn., Susanne Langer (Trans.),
Raman Selden (ed.), The theory of
critism, from Plato to the present, UK:
Longman Group.
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Chase, R. (1976). Notes on the Study of Myth. Indian Wimsatt, W. K. & J. R. C. B. (1957). Literary
edn., William J. Hardy and Max Westbrook Criticism; A Short History, New Delhi :
(Eds.), Twentieth century criticism, The Oxford Publishing Company Pvt. Ltd.
major statements, New Delhi : LIght and Yung, C.G. (2002), The Psychology of the Child
Life Publishers. Archetype. R.F.C. Hull (Trans.), Jung,
Cuddon, J.A. (1992). The Penguin Dictionary of C.J and C. Kerenyi (ed.), The science of
Literary Terms and Literary Theory. Third mythology, London: Routledge Classics.
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____________. (2002). Myth Today. fourth
Indian reprinted, Julie Rivkin and
Michael Ryan (eds.), Literary Theory: An
Anthology, UK : Blackwell Publishers Ltd.
Frye, N. (1957). Anatomy of Criticism: Four
essays, New Jersey : Princeton University
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____________. (2003). Myth, Fiction, and
Displacement. B.B. Das and Jatindra Mohan
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Seymour, S. C. (1995). Macmillan Dictionary
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Strauss, Claude–L. (2002). The Structural Study of
Myth. Julie Rivkin and Michael Ryan (eds.),
Literary Theory: An Anthology. Indian
reprinted. UK : Blackwell Publishers Ltd.
Wellek, R. & Austin, W. (1993). Theory of
Literature, A Seminal of the Nature
Penguin Books.and Function of Literature
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Wheelwright, P. (1976), Poetry, Myth and
Reality. Indian edn., William J. Hardy
and statements, New Delhi : LIght and Life
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85 February 2014, Year 1, Vol. 1 159
Surkhet Journal Surkhet Journal e"k]Gb| axfb'/ zfxL
ljBfnodf k|fKt ljQLo cg'bfg sfof{Gjogsf] k|efjsfl/tf :jefljs 5 . h;df ljBfno ljQsf] dxTj
jf p2] ZonfO{ lgDg sfo{ s f] ?kdf lng] u/ ] sf]
e"k]Gb| axfb'/ zfxL kfOG5 M
a. To develop education
;f/ b. To provide quality education
k|:t't cWoog ljb\ofnodf k|fKt ljQLo cg'bfg sfo{fGjogsf] k|efjsfl/tf tof/ kfl/Psf] 5 . o;sf] d'Vo c. To minimize discrimination
p2]Zo ljBfnodf k|fKt x'g] ljQLo cg'bfg sfo{fGjogsf] k|efjsfl/tf ljZn]if0f ug'{ /x]sf] 5 . cWoog d"ntM d. To provide equality and equality in education
ldl>t 9fFrfdf cfwfl/t 5 . cWoog zLif{snfO{ k"0f{tf lbgsf] nflu cfjZos kg]{ hg;+VofnfO{ p2]Zod'ns / e. To provide social justice in education
;Defgfo'Qm gd'gf 5gf]6 ljlwaf6 5gf]6 ul/Psf] 5 . cfjZos tYofª\s ;ª\sng ug{sf] nflu k|fylds f. To establish proper inancial management
/ b\ljtLo ;|ftx¿nfO{
] tYofª\s ;+sngsf ;|ftsf
] ¿kdf lnOPsf] 5 . tYofª\ssf ;fwgsf] ¿kdf k|ZgfjnL, g. To improve the performance of the
cGt{jftf{, cjnf]sg kmf/fdf, 5nkmnnfO{ k|of]u ul/Psf] 5 . cWoogsf] qmddf ljb\ofnodf lhNnf lzIff sfo{fno education system
dfkm{t ;–;t{ cg'bfg, Psd'i6 cg'bg / k|f]T;fxg cg'bfg u/L ljleGg zLif{sdf ljQLo cg'bfg cfpg] u/]sf] h. To achieve educational objectives
kfOof] . cWoog If]qaf6 k|fKt hfgsf/LnfO{ ljZn]if0f ubf{ ljb\ofnodf k|fKt ljQLo cg'bfg sfo{Gjogdf ljb\ i. To maintain a reliable system of internal
ofno Joj:yfkg ;ldlt lgl:qmo /xg' k|wfgfWofkssf] ckf/blz{tf ;'k/Lj]If0f / cg'udg k|efjsf/L gx'g', control
;/f]sf/jfnfsf] pNn]Vo ;xefuL gx'g' /fghgLlts efuj08fn] :yfg lng', cg'bfg ;dodf g} lgsf;f gx'g', ljBfnodf lzIff ljsf;sf nflu ljleGg If]q / dfly pNn]lvt ljleGg ;||f]tx¿af6 ljBfnodf
k|ofKt /sd k|bfg gul/g', nfdf] ;do;Dd Pp6} JolQm k|wfgfWofks e}/xg' h:tf ;d:ofx¿ /x]sf kfOof] . ;|f]taf6 ljleGg cg'bfgx¿ k|fKt x'G5g\ . k|fKt ePsf] k|fKt cg'bfgnfO{ Jojl:yt u/L lzIffsf] ljsf; ug{
cWoog If]qdf b]lvPsf ;d:of ;dfwg u/L cg'bfg, sfof{GjognfO{ k|efjsf/L agfpg k|wfgfWofkssf] sfo{ljlw cg'bfgnfO{ Jojl:yt ug'{ / To;sf] sfo{fGjog kIfnfO{ ;Sg'kb{5 . lzIffsf] ljsf;nfO{ k|frLg sfn b]lv g}
lglZrt ul/g' kg]{ k|wfgfWofks lgo'lQmdf :ki6 Joj:yf ul/g' kg]{ cg'bfg ljt/0fdf kf/blz{tf ckgfOg' kg]{ ;an t'Nofpg lzIff ljsf;df 6]jf k'¥ofpg' xf] . nufgL ug]{ k/Dk/f /lx cfPsf] 5 . k|frLgsfndf lzIff
;dodf g} lgsf;f lbg] Joj:yf ul/g' kg]{, /fhgLlts x:tIf]ksf] cGTo ul/g' kg]{, Joj:yfksLo l;k lnPsf] ljBfnodf k|fKt ljQLo cg'bfg cGt/ut /x]/ d"Vo Jojl:yt gx'Fbf ;/sf/L nufgLsf] k|rng geP/ JolQm
k|wfgfWofks x'g'kg]{ k|wfgfWofksdf ;+:yfut :jfy{ hf]l8OPsf] x'g'kg]{ h:tf pkfox¿ canDag ug'{kg]{ b]lvG5 . u/L ljBfnosf lhDd]jf/L kIfn] lgDg sfo{df hf]8 lbg] tyf ;d'bfoaf6 dfq nufgL x'g] uYof]{ . dNnsfndf
k|d'v zAbx¿ M ljlQo cg'bfg, kf/blz{tf, k]jf, 9's'6L . ub{5g\ . ;fy} ljBfnosf] ljQLo Joj:yf k|efjsf/L ;d'bfoaf6 uf]7L k|0ffnL / afFemf] hUuf pkof]u u/L
agfpgsf] nflu To;;Fu ;DalGwt lgDg sfo{df hf]8 lzIffdf nufgL ul/GYof] . zfxsfndf klg lzIffdf
lbg'kb{5 M /fli6«o nufgL geP klg k[YjLgf/fo0f zfxn] j}ofs/0f
cWoogsf] k[i7e"ld slt nufgL ug] { < lzIffdf s:tf] k| e fj kb{ 5 s]z/L nufotsf JolQmnfO{ 5fqj[lQ lbP/ ef/tdf
lzIffzf:q / ljQzf:q km/s–km/s ljwf eP klg < ljQzf:q / lzIff aLr s:tf] ;DaGw 5 < k9\g k7fPsf lyP . /f0ffzf;gsfndf cf}krf/Ls
lzIff ljsf;df ljQzf:q / ljQLo ljsf;df lzIffsf] h:tf k| Z gsf] pQ/ ;d] l6Psf] Ps zf:q school lzIffsf] yfngL eP ;Fu} lzIffdf /f0ffx¿n] nufgL u/]
e"ldsf /x]sf] x'G5 . lzIffsf] ljsf; / lj:tf/n] dfq financing xf] . lzIff / ljQaLrsf] ;DaGwnfO{ klg To:tf] nufgL JolQmut nufgL h:tf] lyof] .
/fli6«o >f]t;fwgsf] ;d'lrt ;b'kof]u eO{ ;an x] bf{ ljBfno ljQ eGgfn] lgDg ?kdf a' e mg
;lsG5 M lj=;=@))& ;fndf k|hftGqsf] :yfkgf ePkl5 lzIffdf
/fi6« lgdf{0fdf 6]jf k'Ub5 . /fi6« ;jn, ;kmn / /fHo / hgtf b'Oj6} kIfsf] nufgL a9b} uof] . /f=lz=k=of]=
;d'Ggt x'gdf ljQLo ;|f]ts} e"ldsf /xG5 . /fi6«df @)@* nfu' eP kl5 ;/sf/ / ;d'bfosf] ;o'Qm nufgL
ePsf ;|f]t ;fwgnfO{ k|of]udf Nofpg cfjZos bIf ug]{ k/Lkf6Lsf] k|f/De eof] . To;kl5 dfq ljBfnonfO{
hgzlQm pTkfbg / kl/rfng ug'{ kb{5, h;sf] lzIffsf] ljsf;sf nflu ljleGg If]q / lgsfoaf6 nufgL lzIfs tnasf cltl/Qm z}lIfs sfo{qmd sfo{Gjogsf
nflu lzIffdf ljQLo nufgL Ps k|d'v kIf /x]sf] x'g] ub{5 . o; qmddf ljBfnodf ljleGg cfly{s ;|f]t nflu ljBfnonfO{ cg'bfg lbg] k|rngsf] z'?jft eof]
x'G5 . ;+sng x'g] ub{5 . ;fy} lhNnf lzIff sfo{fnoaf6 . ;g\ @))) sf] lzIff ;DaGwL 8sf/ ljZj lzv/
lzIffdf cfjZos cfDbfgLsf ;| f ] tx¿ h' 6 fpg] Ps ljleGg zLif{sdf /sd k|fKt x'g] ub{5 . h;nfO{ ;Dd]ngn] ;a}sf nflu lzIff -Education For All_
ljlw / lzIffdf ul/ g] nufgLsf] Ps k| l qmofsf] ljBfnodf k|fKt ljQLo ;|f]t / To;sf] Joj:yfknfO{ eGg] gf/f k|ltkfbg u/L ;g\ @)!% ;Dd ;a}nfO{ lzIff
?kdf School financing nfO{ lnOG5 . ljBfnodf jf:tjdf ljleGg If] q / ;| f ] t ;fwgaf6 k| f Kt
ljQ ljBfno jf lzIff ljsf;sf nflu dflgg] ljQLo Joj:yfkg eGg] ul/G5 . ljBfnodf ljleGg k|bfg u/L ;Sg] 8sf/ sfo{9fFrf agfP kl5 ;a}nfO{
ePsf ;| f ] t tyf cfDbfgLsf] plrt / k| e fjsf/ L ;|f]taf6 /sd k|fKt x'G5g\ h;nfO{ tn pNn]lvt lzIff k|bfg ug{ ljBfyL{nfO{ lgz'Ns kf7\ok':ts,
?kn] vr{ s f] afF 8 kmfF 8 ;d] l6Psf] zf:q school eP klg school financing s] sf nflu eGg]
k| Z g p7\ g ' :jefljs lyof] / clxn] klg ul/G5 M 5fqj[lQ, k|ltljBfyL{ nfut cg'bfg, ljBfno ;'wf/
financing xf] . s:tf] lzIff k| b fg ug] { < lzIffdf

160 February 2014, Year 1, Vol. 1 86 February 2014, Year 1, Vol. 1 161
Surkhet Journal
cg'bfg, k/LIff ;~rfng cg'bfg, n]vfk/LIf0f cg'bfg,
ljBfyL{ cg'bfg, lbjf vfhf sfo{qmd, /fxt lzIfs
cg'bfg, ljBfno Joj:yfkg c'gbfg, z}lIfs ;fdu|L
vl/b, d;nGb, k|f]T;fxg, k|zf;lgs vr{ cg'bfg h:tf
cg'bfgx¿ ljBfnodf k|bfg ug]{ sfo{ e}/x]sf] 5 .
;d:ofsf] syg
ljBfnodf ljleGg zlif{sdf cg'bfgx¿ cfpg] u/]sf
5g\ . ;/sf/L / lghL If]qaf6 nufgLsf] cfwf/df
lzIffdf ;a}sf] kx'Fr j[l4 ug]{, z}lIfs Iflt Go"gLs/0f
ug]{, z}lIfs u'0f:t/nfO{ sfod ug]{ lzIffdf x'g]
e|i6frf/nfO{ cGTo ug]{, lzIffk|lt ;/f]sf/jfnfsf]
Wofg s]]lGb|t ug]{ h:tf kxn sbdL e}/x]sf 5g\ .
/fli6«o cGt/fli6«o :t/af6 lzIffdf nufgL j[l4 ug]{
sfo{ e}/x]sf 5g\ . t/ cWoog If]qdf ljBfnodf
k|bfg ul/Psf] cg'bfgn] ;fy{stf kfP h:tf] kl/0ffdn]
emNsfpb}g . ul/Psf] nufgLsf] cfwf/df k|ltkmn xft
kfg{ ;lsPsf] h:tf] 5}g . ljBfnodf k|fKt cg'bfg
sfo{Gjog, To;sf] Joj:yfkg / k|efjsf/Ltfdf ;a}
kIfaf6 k|ltab\wtf cfP klg Jojxfl/s kIf ;an eP
h:tf] b]lvb}g . nufgLsf] k|ltkmn sfuhdf ;Lldt
/fvL To;sf] jf:tljstf vf]hL u/L sldsdhf]/L /
;d:ofx¿nfO{ klxrfg u/L pko'Qm lgsf; vf]hLsf]
k|of; eP h:tf] 5|}g .
ljBfnodf k|fKt ljQLo cg'bfgnfO{ ;xL tl/sfn]
ljt/0f, ;b'kof]u ug{ g;s] cGo ef}lts tyf dfgjLo
;|f]tnfO{ ;lx¿kdf kl/rfng ug{ g;lsg] x'bf o:tf]
k|j[lQ lsg e}/x]sf] xf]nf < cg'bfg n] ;fy{stf lsg
kfpg ;ls/x]sf] 5}g xf]nf < Joj:yfkg / sfo{Gjodf
sf] lhDd]jf/ 5g\ < s:tf pkfo canDag ug'{knf{ eGg]
h:tf cg'Q/Lt k|Zgsf] ;f]wvf]h ug{ ljBfnodf k|fKt
ljQLo cg'bfg sfo{fGjogsf] k|efjsfl/tf zLif{snfO{
;d:ofsf] ?kdf 5gf]6 u/L JofVof ul/Psf] 5 .
cWoogsf] dxŒj
s'g} klg cWoog cg';Gwfgdf k|fKt hfgsf/L tyf
tYofÍsf] ljZn]if0f ubf{ ;DalGwt zLif{s;Fu ;DalGwt
eP/ lgisif{ lgsflnG5 . sf/0f tyf ;d:ofx¿ kQf
nufO{ cfjZos ;'emfjx¿ k|:t'tLs/0f ul/G5 . h'g
k|flKt / ;'emfj ;DalGwt If]q;Fu ;/f]sf/ /fVg] ljleGg
kIf tyf lgsfosf nflu dxŒjk"0f{ cfwf/ aGg
162
e"k]Gb| axfb'/ zfxL
;Sb5 . o; cWoogdf klg cWoogaf6 k|fKt ljj/0fsf
cfwf/df o;;Fu ;DalGwt lzIff gLlt lgdf0f{ ug]{ gLlt
lgdf{tf, z}lIfs of]hgfsf/, lhNnf lzIff clwsf/L,
ljBfno lg/LIfs, ;|f]tJolQmnfO{ cfjZos /0fgLlt
lgdf{0f ug{ cfjZos b08 / k'/:sf/sf] Joj:yf ug{ yk
/0fgLlt / sfo{gLlt lgdf{0f ug{, efjL of]hgf lgdf{0f
ug{ cfjZos k[i7kf]if0f k|bfg ug{, lgoGq0f / ;dGjo
ug]{ h:tf kIfdf ;xof]u k'¥ofpg]5 . ;fy} cfufdL
lbgdf o;} zLif{sdf yk ;f]wvf]h ug]{ ;f]wfyL{ nfO{
cfjZos ;xof]u k'¥ofpg]5 .
cWoogsf] p2]Zo
o; cWoogsf p2]Zox¿ lgDg 5g\ M
s= ljBfnodf k|fKt x'g] ljQLo cg'bfgx¿ Klxrfg ug'{,
v= ljBfnodf k|fKt ljQLo cg'bfg sfo{fGjogdf
b]lvPsf ;d:ofx¿ kQf nufpg',
u= ljBfnodf k|fKt ljQLo cg'bfg sfo{fGjognfO{
k|efjsf/L agfpg] pkofx¿ k|:t't ug'{ .
cWoogsf] kl/;Ldf
cWoogsf] nflu lglZrt If]q, ;fwg ;|ft, ] ;do /
hg;+Vofsf] cfjZos kb{5 . k|:t't cWoognfO{ g]kfn
clw/fHoe/ s]lGb|t ug{ g;lsP klg b}n]v lhNnfsf]
rfd'08f >f]ts]Gb| cGt/ut /x]sf @ j6f pRr df=lj=, @
j6f df=lj= / !) j6f k|fylds ljBfnodf dfq l;ldt
/flvPsf] 5 . ljBfnodf ljleGg ;|f]tx¿af6 cg'bfg
k|fKt x'g] ePtf klg cWoog lhNnf lzIff sfof{noaf6
k|fKt cg'bfgdf dfq l;ldt /x]sf] 5 . pQm If]qsf
ljBfno lg/LIfs, ;|f]tJolQm, lhNnf lzIff clwsf/L,
;DalGwt ljBfnosf lj=Jo=;= kbflwsf/L, lzIfs,
k|wfgfWofksnfO{ hg;+Vofsf] ?kdf ;Lldt ul/Psf]
5 . pQm hg;+VofnfO{ p2]Zod"ns / ;Defjgfo'Qm
gd'gf 5gf}6 ljlwaf6 5gf}6 ul/Psf] 5 . @ j6f
p=df=lj= 5gf]6 ul/P klg df=lj= ;Ddsf] cg'bfgnfO{
dfq cWoog ul/Psf] 5 .
cg';Gwfg ljlw
k|:t't cWoogdf d"nt ldl>t cg';GwfgfTds 9fFrfdf
cfwfl/t 5 . cWoog zLif{snfO{ k"0f{tf lbg cfjZos
kg]{ sf]/f tYofª\s ;ª\sng ug{sf] nflu cWoogsf]
hg;+Vofsf] ?kdf /x]sf hg;+VofnfO{ ;Defjgfo'Qm /
p2]Zod'ns gd'gf 5gf]6af6 hg;+Vof 5gf]6 ul/Psf]
February 2014, Year 1, Vol. 1
Surkhet Journal
5 . cWoognfO{ k'/f ug{ cfjZos tYofÍ k|fylds
/ b\ljtLo ;|f]taf6 lnOPsf] 5 . k|ZgfjnL, cGt{jftf{
k|ZgfjnL, 5nkmn / cjnf]sg kmf/fdnfO{ tYofª\s
;+sngsf ;fwgsf ?kdf lnOPsf] 5 .
glthf ljZn]if0f
5gf}6df k/]sf hg;+VofnO{ d'Vo cfwf/ dfgL ;d:ofsf]
?kdf lnOPsf] zLif{snfO{ k"0f{tf k|bfg ug{ ljleGg
;|f]t / ;fwgx¿sf] k|of]u u/L cWoogstf{ :jod\
;Dd cWoog If]qdf k'u]/, 6]lnkmf]g, km\ofS; dfkm{t
/ ;xof]uL ;fyLnfO{ cWoog If]qdf v6fP/ ljleGg
hfgsf/Lx¿ ;+sng ul/Psf] lyof] . h;nfO{ p2]Zo
adf]lhd ljZn]if0f ul/Psf] 5 .
ljBfnodf k|fKt x'g] ljQLo cg'bfgx¿
5gf]6df k/]sf cWoog If]qsf ljBfnox¿df s] s:tf
ljQLo cg'bfgx¿ cfpg] u/]sf 5g\ < elg cWoogsf]
hg;+Vof;Fu cWoogsf ljleGg ;fwg / >f]tx¿ k|of]u
u/L To:tf cg'bfgx¿sf] klxrfg ul/Psf] 5 .
!= Psd'i6 cg'bfg
lzIffsf] ljsf;sf] nflu g]kfn ;/sf/n] ljBfnox¿df
ljBfyL{ ;+Vofsf] cfwf/df lhNnf lzIff sfo{fno dfkm{t
Psd'i6 cg'bfg k|To]s ljBfnodf lbg] u/]sf] 5 . o:tf]
cg'bfg cGt/ut lzIfs b/aGbL gePsf k|:tfljt
k|f=lj= lg=df=lj= / df=lj= df ljBfyL{ ;+Vofsf] cfwf/df
k|lt ljBfyL{ nfut cg'bfg, ljBfnosf] n]vfk/LIf0f
afkt ?=!))), sIff !–!) ;Dd cWoog ug]{ ljBfyL{sf
nflu kf7\ok':ts vl/b ug{ kf7\ok':ts afkt cg'bfg,
5fqj[lQ cg'bfg, z}lIfs ;fdu|L afkt cg'bfg /
sfo{qmd Joj:yfkg cg'bfg lbg] ul/Psf] kfOof] .
@= k|f]T;fxg cg'bfg
ljBfnonfO{ yk xf};nf / k|]/0ff k|bfg ug{ ljBfno
:t/Ls/0f afkt sIff * sf] k/LIff ;~rfng ug{ /
S.L.C. df /fd|f] glthf Nofpg] ljBfnonfO{ g]kfn
;/sf/n] k|f]T;fxg cg'bfg lbg] u/]sf] / To:tf cg'bfg
! cf]6f df=lj= @ cf]6f lg=df=lj= n] kfPsf] b]lvof] .
#= ;–;t{ cg'bfg
g]kfn ;/sf/n] lhNnf lzIff sfo{fno dfkm{t k|To]s
ljBfnonfO{ o:tf] cg'bfg lbg] u/]sf] kfOof] . ljBfnodf
lbOg] cGo cg'bfg eGbf of] cg'bfgsf] k|s[lt km/s
/x]sf] 5 . o; cg'bfg cGt/ut ljBfnodf sfo{/t
87 February 2014, Year 1, Vol. 1
e"k]Gb| axfb'/ zfxL
lzIfs sd{rf/Lsf] nflu tna eQf afkt rf}dfl;s
?kdf cg'bfg k|bfg ug]{ Joj:yf /x]sf] kfOof] . ljBfno
If]q ;'wf/ sfo{qmd cGt/ut ljBfnodf ejg /
zf}rfno lgdf{0f ug{ cg'bfg lbg] u/]sf] kfOof] .
ljBfnodf k|fKt ljQLo cg'bfg sfo{fGjogdf b]lvPsf
;d:ofx¿
ljleGg zLif{sdf lh=lz=sf= dfkm{t ljBfnox¿nfO{ k|fKt
x'g] cg'bfg sfof{Gjogsf] k|lqmof s:tf] 5 < sfof{Gjog
k|efjsf/L x'gdf s]–s:tf ;d:ofx¿ /x]sf 5g\ < s:tf
tTjn] k|efj kf/] < eGg] h:tf k|Zgx¿ cWoog If]qsf
gd'gf 5gf]6df k/sf ] hg;+VofnO{ ;f]wL tYofª\s ;ª\sng
ul/Psf] lyof] . ljleGg pQ/bftfaf6 ljleGg ;d:ofx¿
JoQm ul/Psf lyP . sltko ;d:ofx¿ :ynut
cjnf]sgaf6 k|fKt ePsf lyP . To:tf ;d:ofnO{ lgDg
pkzLif{sdf /fvL ljZn]if0f ul/Psf] 5 M
!= k|wfgfWofkssf] ckf/blz{tf
ljBfnodf k|fKt cg'bfg sfo{fGjogdf k|=c=sf] d'Vo
e"ldsf /xg] / k|fKt zLif{s adf]lhd k|=c=n] vr{ gu/L
dgf]dfgL ?kdf vr{ ug]{ u/]sf / sltko /sd cfo
Joo k'l:tsfdf gb]vfO{ jflif{s ?kdf n]vfk/LIf0f ug]{
u/]sf] kfOof] . k|fKt cg'bfgsf] lgsf;f kqnfO{ btf{ u/L
cfd cleefjs / lj=Jo=;= sf] lg0f{ob\jf/f vr{ u/L
cg'df]bg ug]{ k|fjwfg /x] klg k|=c= x¿n] lzIff gLlt
/ lgodfjnL adf]lhd kf/bzL{ eO{ zLif{s adf]lhd
of]hgfab\w ?kdf vr{ ug'{kg]{ b]lvG5 . ;fy} n]vf ljlw
/ k|0ffnL ckgfO{ ljQLo Joj:yfkg ug'{kg]{ b]lvG5 .
@= ljBfno Joj:yfkg ;ldltsf] lgl:qmotf
ljBfnonfO{ Jojl:yt ?kn] ;~rfng ug{ ljBfno
Joj:yfkg ;ldlt ;lqmo eO{ x/]s kIfdf ;xefuL
x'g'kg]{df ;lqmotf gb]vfO{ ljBfnosf] ;a} sfo{
lhDd]jf/L k|=c= sf] dfq xf] eGg] /x]sf] kfOof] .
lj=Jo=;= cWoIfn] vfnL r]sdf b:tvt ug{ ;Lldt
/x]sf], cfjZos cg'ej / tflnd gx'Fbf lhDd]jf/L
af]w gePsf] kfOof] o:tf sf/0fn] ljBfnoddf k|fKt
cg'bfg ;DalGwt zLif{sdf vr{ gx'g] ;d:of /x]sf]
kfOof] . tflnd, cg'udg / Ifdtf eP klg sltko
lj=Jo=;=cWoIfx¿ ljBfnoeGbf JolQmut sfdnfO{
dxTj lbg] u/]sf] kfOof] . lj=Jo=;= ljBfnosf] lhDd]jf/
kIf ePsf]n] ;lqmo eO{ nfUg' kg]{ b]lvG5 . ;fy} cfkm\gf]
163
Surkhet Journal
e"ldsfnfO{ ;zQm agfO{ ljQLo Joj:yfkgdf dxŒjk"0f{
e"ldsf v]Ng'kg]{ x'G5 .
#= ;'k/Lj]If0f / cg'udg
ljBfnonfO{ k| e fjsf/ L ?kn] ;~rfng ug{
;DalGwt lgsfon] ;' k / Lj] If0f / cg' u dg ug' {
kb{ 5 . lhNnf lzIff sfo{ f non] ljBfnodf
lbOPsf] cg' b fg ;xL ?kdf k| o f] u eP gePsf] ,
lgikIf ?kdf n] vfk/L If0f eP gePsf] / tf] lsPsf]
zLif{ s df vr{ s f] Joj:yf eP gePsf] cg' u dg x' g ]
u/ ] sf] kfOPg . ljBfnosf k| = c= x¿n] / fhgLlts
cf:yfsf cfwf/ df n] vfk/L Ifs lgo' l Qm u/ L
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sfNklgs ?kdf ug]{ u/]sf] kfOof] . h;n] cg'bfg
sfo{fGjog k|efjsf/L / Jojl:yt b]lvPg . cg'bfg
Jojl:yt agfpg ljBfnosf] ;fdflhs n]vfkl/If0f
lh=lz=sf= sf] k|ltlglwsf] /f]xf]a/df ul/g' kg]{,
n]vfk/LIfs ljBfnosf] l;kmfl/; ljgf ul/g'kg]{,
n]vfk/LIf0f / k|ltj]bg lh=lz=sf= n] cWoog u/L
;'wf/fTds sbd rfNg' kg]{ b]lvG5 .
$= cg'bfg lgsf;f / hfgsf/L Joj:yf
ljBfnodf k|fKt x'g] cg'bfg lh=lz=sf= af6 ;dodf
g} lgsf;f x'g] / s'g zLif{sdf slxn] lgsf;f eof]
egL ljBfnonfO{ lgsf;f kq k7fpg] u/]sf] kfOPg .
ljBfnodf x]bf{ s'g zLif{sdf slt /sd k|fKt ePsf] xf]
eGg] lgsf;f kq g} gePsf] / >f]tJolQmn] k|=c= nfO{
k|=c= a}7sdf /sd cfPsf] zLif{s / /sddfq l6kf]6
u/fpg] k|rng b]lvPsf]n] cg'bfg sfo{fGjodf ;d:of
/x]sf] kfOof] . lhNnf lzIff sfof{non] cfkmgf] web site
agfpg' kg]{ jf ;d:of g} lgsf;f lbO{ F.M. /]l8of] af6
k|;f/0f ul/g' kg]{ jf lgsf;fkq ljBfnonfO{ lbg'kg]{
b]lvG5 . ;fy} ljBfnonfO{ lbOg] cg'bfgsf] jflif{s
Sofn]G8/ hf/L ug'{kg]{ b]lvG5 .
%= ;/f]sf/jfnfsf] ;xeflutf
ljBfnosf] cg'bfg sfof{Gjogdf cleefjs PTA,
lzIfs, ljBfyL{, ;a}sf ;xeflutf u/fpg ljBfnon]
kq dfkm{t jf ;fj{hlgs ;"rgf dfkm{t hfgsf/L u/fP
klg cleefjsx¿n] rf;f] glbg] u/]sf] kfOof] . ljBfno
lzIfsx¿sf] xf] ;a} sfo{ lhDd]jf/L axg lghn] ug'{
kb{5 eGg] cleefjssf] a'emfO /x]sf]n] k|=c=n] dgf]dfgL
?kdf vr{ ug]{ u/]sf] kfOof] . ;/f]sf/jfnfn] k|To]s
164
e"k]Gb| axfb'/ zfxL
zLif{s adf]lhdsf] a}+s O:6]6d]G6 / sfof{nosf] lgsf;f
kq cg';f/ tf]lsPsf] zLif{sdf vr{ ug{df hf]8 lbg'kg]{
b]lvG5 . ;fy} cleefjsn] ckgTjsf] efjgfsf ;fy
ljBfnosf x/]s ultljlwdf ;xefuL x'g'kg]{ b]lvG5 .
^= lzIfs lgo'lQm ug]{ kl/kf6L
ljBfnodf lzIfs b/aGbL x'Fbfx'Fb} klg /fhgLlt
efua08fsf cfwf/df lghL >f]tdf lzIfs lgo'lQm u/L
ljBfnodf k|fKt 5fqj[lQ, z}lIfs ;fdu|L vl/b / Non-
Salary h:tf /sd tnadf vr{ ug]{ k|rng /x]sf]
kfOof] . tf]]lsPsf] zLif{sdf vr{ ug'{ kb{5 elgP klg
/fhgLlts ;xefuLtaf6 jf /fhgLtLs x:tIf]kaf6
o:tf sfo{ ug]{ ul/Psf] kfOof] . /fhgLlt x:tIf]k /
;xdlt vf]Hg'sf] sf/0f bnLo efua08fnfO{ k|d'vtfsf
;fy x]g]{ u/]sf] kfOof] .
&= ck|ofKt cg'bfg
ljBfnodf egf{ ePsf blnt ljBfyL{ / 5fqfnfO{
lbO{g] 5fqj[lQ sf]7f ;a}nfO{ k'Ug] u/L glbPsf] kfOof]
. ljBfno tYofª\s ljj/0f, kmf/fd / ljBfnodf egf{
ljBfyL{ ;+Vof km/s x'gfn] k|ofKt cg'bfg gcfpbf
5fqj[lQ ljt/0f, kf7\ok':ts v/Lbdf ;d:of b]lvPsf]
kfOof] . sltko ljBfnox¿ kf7\ok':ts ljgf g} sIff
;~rfng ug]{ k|fjwfg /x]sf] kfOof] . o;f] x'g'df z}lIfs
tYofÍ sfNklgs x'g' / cWofjlws gul/g' b]lvof] .
*= Pp6} JolQm k|=c= e}/xg] k|j[lQ
ljBfnodf k|wfgfWofks kl/jt{g ug]{ Joj:yf gx'g'
/ k|=c= lgo'lQm kfP b]lv gf]s/L cjwLe/ k|=c=sf]
e"ldsf lgjf{x ul//xg] k/Dk/f xF'bf k|=c= n] tfgfzfxL
k|j[ltaf6 ljBfnosf] c'gbfg ;xL ?kn] sfof{Gjog ug{
u/]sf] kfOPg . To:tf k|=c= n] /f0ffsfnLg lhd'jfn
d'lvofsf] z}nLaf6 cfly{s rnv]n ug]{ cfkm\gf] af/]df
lj/f]w ug]{nfO{ /S;L, df;' h:tf kbfy{df vr{ u/L
cfkmgf] kIfdf jsfnt ug]{ u/]sf] b]lvG5 . o;f] ug'{df
cleefjsdf ;fd'lxs :jfy{ x'g', gftf / efOef/fsf]
aGwgdf /xg' tyf v'n]/ lj/f]w ug{ g;Sg' d'Vo sf/0f
/x]sf] b]lvof] .
ljBfnodf k|fKt ljQLo cg'bfg sfo{fGjognfO{
k|efjsf/L agfpg] pkfox¿
ljleGg zLif{sdf ljBnfodf k|fKt x'g] cg'bfg /sd
k|efjsf/L ?kdf sfof{Gjog s;/L agfpg ;lsG5 < nufgL
February 2014, Year 1, Vol. 1
Surkhet Journal
d'tfljs kl/0ffd k|fKt ug{ nufgLnfO{ ;fy{s s;/L
agfpg ;lsG5 < ;fy{s / k|efjsf/L agfpg s:tf
pkofx¿ rfNg' knf{ egL 5gf]6df k/]sf hg;+VofnfO{
k|Zg ul/Psf] lyof] . 5nkmn / cGt{lqmofaf6 klg
hfgsf/L k|fKt ePsf] lyof] . tYofª\s ;ª\sngsf]
qmddf nufgL jf cg'bfg k|efjsf/L agfpg k|=c=
Joj:yfkg / cleefjssf] ;lqmotf tyf b08 /
k'/:sf/sf] Joj:yfdf hf]8 lbg' kg]{ ;femf wf/0f /x]sf]
kfOof] . h;dWo] d'Vo pkfox¿nfO{ lgDg pkzLif{sdf
/fvL ljZn]if0f ul/Psf] 5 M
!= k|wfgfWofkssf] sfo{ cjwL lglZrt ul/g'kg]{M
Pp6} JolQm Pp6} ljBfnodf nfdf] ;do;Dd d'Vo
e"ldsfdf /lx /xbf cfkm"nfO{ ;j]{;jf{ 7fgL lg/ª\s'z
z}nLaf6 e"ldsf lgjf{x ug]{ x'Fbf Pp6} JolQmnfO{ nfdf]
;do;Dd k|=c= gagfO{ a9Ldf % jif{ sf] cjwL lgwf{/0f
u/L ;a} lzIfsn] k|=c= sf] e"ldsf lgjf{x ug'{ kfpg]
Joj:yf ul/g' kb{5 . lzIff P]g lgodfjnLdf lglZrt
of]Uotf k'u]sf k|=c= agfpg] k|fjwfg eP klg To;df
sfo{sfnsf] cjlw lgwf{/0f ul/g' kb{5 . cGo If]qdf em}+
k|=c= nfO{ klg cGt/ ljBfno ;?jf ug]{ k|fjwfg klg
ul/g' kb{5 .
@= k|wfgfWofks lgo'lQmdf :k:6tfM x/]s ljBfnodf
cfjZos of]Uotf, cg'je tyf Joj:yfksLo l;k
ePsf JolQmnfO{ k|=c= sf] lhDd]jf/L lbg] Joj:yf
ul/g' kb{5 . k|f=lj= txsf] b/aGbLdf sfo{/t eP
klg lg=df=lj= / df=lj=sf] k|=c=sf] lhDd]jf/L lbg]
k|rngn] ubf{ cfly{s kf/blz{tf gx'g] u/]sf]n] ;dfg
tx eGbf dflyNnf] of]Uotf k'u]sf / Joj:yfkg
;DaGwL ;Lk ePsf lzIfsnfO{ k|=c= sf] lhDd]jf/L
lbg] Joj:yf ul/g' kb{5 .
#= /fhgLlts x:tIf]ksf] cGToM ljBfnonfO{ :jR5
k|lt:kwf{ ug]{ ;fdflhs lgsfosf] ?kdf ;~rfng ul/g'
kb{5 . /fhgLlts cf:yfsf cfwf/df k|=c= lgo'lQm ug]{
k/Dk/f x6fO{g' kb{5 . k|=c=n] ug]{ lxgfldgf / ckf/bzL{
sfdnfO{ 9fs5f]k ug]{ k|j[lQ, /fhgLlts k'jf{u|xL /
kIfkf]if0f gu/L ljBfnonfO{ ;femf lgsfosf] ?kdf
a'lem k|fKt cg'bfgnfO{ Jojl:yt ?kn] sfof{Gjog ug{]
/fhgLlts k|ltab\wtf ;a} kIfaf6 hgfOg' kb{5 .
$= :yfgLo JolQmnfO{ k|wfgfWofks lgo'lQm ug]{ k|rngM
ljBfnodf sfo{/t lzIfsx¿ / k|=c= :yfgLo x'g' kb{5
88 February 2014, Year 1, Vol. 1
e"k]Gb| axfb'/ zfxL
eGg] dfGotf x6fOg' kb{5 . :yfgLo JolQmdf hftLotf,
efOrf/fsf] gftf cflbh:tf kIf hf]l8g uO{ k|=c=n]
cfly{s ckf/bzL{ sfd u/]df cfkm\gf] dfG5] xf] bzf}+ ug'{
x'Fb}g egL 9fs5f]k ug]{ k|rng a9L x'g] / uNtL u/]
klg v'n]/ lj/f]w ug{ g;lsg] cj:yf x'g] xF'bf :yfgLo
JolQm eGbf aflx/sf] JolQmnfO{ k|=c= sf] lhDd]jf/L
lbOg] Joj:yf ul/g' kb{5 .
%= ;dodf lgsf;f lbOg] Joj:yfM lhNnf lzIff
sfof{non] ljBfnonfO{ k|bfg ug]{ cg'bfg lglZrt
;dodf lgsf;f ug'{ kb{5 . lgsf;f ug]{ ;do lglZrt
ePdf tf]lsPsf] ;dodf cg'bfg k|fKt eP gePsf]
hfgsf/L ;a}nfO{ k|fKt x'g] / k|=c=n] ckf/blz{tf sfd
ug{ gkfpg] x'g ;S5 . tf]lsPsf] zLif{sdf ;dodf g}
lgsf;f eP lgwf{l/t of]hgf adf]lhdsf] zLif{sdf vr{
ug{ ;lhnf] x'G5 .
^= ;/f]sf/jfnfsf] ;xeflutfM ljBfnodf k|fKt
cg'bfg sfof{GjognfO{ k|efjsf/L agfpg ljBfon;Fu
;DalGwt ;/f]sf/jfnfx¿sf] ;lqmo ;xeflutf u/fOg'
kb{5 . ;xeflutfaf6 g} sfof{Gjogdf ;xhtf cfpg]
/ ljBfnok|lt ;a}sf] ;sf/fTds wf/0ff j[l4 x'g] x'bFf
k|wfgfWofksn] ljBfnodf k|fKt cg'bfgsf] ;a}nfO{
hfgsf/L lbO{ sfof{Gjog s] s;/L ug]{ egL 5nkmn
rnfPdf c?n] zª\sf ug]{ / ckf/blz{tf ePsf] dx;';
gx'g] x'Fbf ;a}sf] ;eflutf u/fpgdf hf]8 lbg' kb{5 .
&= cg'bfg ljt/0fdf kf/blz{tfM lhNnf lzIff sfof{non]
ljBfnonfO{ k|bfg ug]{ ljleGg cg'bfgx¿ s'g} klg
k"jf{u|x, /fhgLlts efua08f, /fhgLlts x:tIf]k /
rnv]naf6 ul/g' x'Gg . ljBfnonfO{ k|bfg ul/g] /sddf
ejg / zf}rfno lgdf{0f /sd, None-salary /sd
Demand base / Need base df cfwfl/t eP/ lgikIf
?kdf lbOg' kb{5 . kf7\ok':ts / 5fqj[lQ dfkm{t lbOg]
/sd ljBfno tYofÍ ljj/0f kmf/fdsf] cfwf/df eGbf
ljlg tyf >f]tJolQmsf] :ynut cjnf]sg / cg'udg
k|ltj]bgsf] cfwf/df lbg] Joj:yf ul/g' kb{5 .
lgisif{
ljBfnonfO{ ultzLntf k|bfg ug]{ / lzIffdf ;a}sf]
kx'Fr k'¥ofO{ u'0f:t/Lo lzIff k|bfg ug{ ljBfnodf
ljleGg zLif{sdf cg'bfgx¿ k|fKt x'g] ub{5g\ .
ljBfnodf cg'bfg lbOg', cg'bfg k|fKt ug'{, sf]if{df
165
Surkhet Journal
/sd hu]8f /fVg' dfq dxŒjk"0f{ kIf xf]Og . dxTjk"0f{
kIf t To;sf] sfof{Gjog / Jojxfl/s kIf xf] . ljBfno
/ ;du| kIfsf] ljsf;sf nflu k|bfg ul/Psf] cg'bfg
;femf ;DklQsf] ?kdf kl/rfng ul/g' kb{5 . slxF st}
k|wfgfWofkssf] k]jf / JolQmut 9's'6L h:tf] /x]sf]
ljBfnosf] sf]ifnfO{ ;xL tl/sfn] ;fd'lxs lxtnfO{
;flIf /fvL sfof{Gjog ul/g' kb{5 . h'g p2]Zo k'/f
ug{sf nflu lzIffdf cg'bfg lbOG5, To;sf] k|lqmof,
pTkfbg / pknlAw larsf] t'ngf u/L cfufdL lbgdf
lbOg] cg'bfg dfly k'g{ljrf/ ug{ ;s] lzIffdf x'g]
u/]sf] Iflt / e|i6frf/nfO{ Go"lgs/0f ug{ ;lsG5 .
æ;+:yfn] dnfO{ s]lx lbPg eGg'sf] ;§f ;+:yfnfO{
d s] lbg ;S5'Æ eGg] efjgf ePsf] JolQmn]
dfq ;+:yfsf] :jfy{ / lxtdf nfUg] x'Fbf ljBfnosf
k|wfgfWofks / cGo ;/f]sf/jfnf JolQmdf JolQmut
:jfy{ eGbf ;fd'lxs :jfy{sf] efjgf ljsf; u/fO{
ljBfnodf k|fKt cg'bfgnfO{ ;fy{stfdf kl/0ft ug{
;lsG5 . æ;+:yf /x] d /xG5' / ;+:yf ag] d aGb5'Æ
eGg] ;f]rfO{ ljBfno;Fu ;/f]sf/ /fVg] ;a}df cfpg'
kb{5 . emg} k|wfgfWofks / ljBfno Joj:yfkg
;ldltn] ljBfnosf] ljQLo cg'bfg sfof{Gjogdf
k|efjsfl/tf sfod /fVg dxTjk"0f{ e"ldsf v]Ng' kb{5 .
P]g lgoddf Joj:yf eP adf]lhd sfo{fGjo ul/g'
kb{5 . oyfy{tf / jf:tljstfdf hf]8 lbO{ k'/:sf/ /
b08sf] plrt Joj:yf ul/g' kb{5 .
n]vs kl/ro
>L e'k]Gb| axfb'/ zfxL ;'v{]t SofDk; -lzIff_ sf z}lIfs
of]hgf tyf Joj:yfkg ljifosf lzIf0f ;xfos x'g'x'G5 .
;Gb{e ;"lr
cfrfo{, ;'zg, kf}8]n, cfgGb / cGo -@)^*_,
lzIffsf] ljQzf:q, sf7df8f} M ;gnfO6
klAns]zg .
sfºn], af;'b]j, >]i7, rGb|axfb'/ / cGo -@)^$_,
lzIffsf] ljQzf:q, sf7df8f} M ;gnfO6
klAns]zg .
vgfn, d's'Gbd0fL / cfrfo{, z';g -@)^#_, lzIffsf]
ljQLo cy{zf:q, sf7df8f} M dsfn' a'S;
k|sfzg .
166
e"k]Gb| axfb'/ zfxL
zdf{, uf]lkgfy -@)^)_, g]kfnsf] z}lIfs Oltxf; efu @,
sf7df8f}M dsfn' a'S; k|sfzg .
Adhakari, K. P. (2068), Finance education.
Kathmandu: Subhakamana Prakashan.
Padmanabar, C.B. (1998), Educational‌ inancing‌
and structural adjustement practices. India:
Common Wealth Publisher.
February 2014, Year 1, Vol. 1
Surkhet Journal
ljb\ofnloo lzIffdf 5fqfx¿sf] ;xeflutfsf] cj:yf
lbks vgfn
;f/
/fi6«sf] ;jf{ª\uL0f ljsf;sf] nflu lzIffsf] ljsf; x'g' kb{5 . To;df klg dlxnf lzIff cfhsf] 68\sf/f] cfjZostf
x'g k'us] f] 5 . ha;Dd dlxnf lzlIft x'bg} g\ ta ;Dd s'g} klg 3/, kl/jf/, ;dfh Pjd\ /fi6«sf] ljsf; x'g ;Sb}g . ;'v]{t pkTosf
ef}uf]lns, k|zf;lgs oftfoft, ;~rf/ cflb s'/fx¿af6 ;'ljwf ;DkGg x'Fbf xF'b} klg z}lIfs tYofª\sx¿ cjnf]
sg ubf{ ;ª\VofTds ¿kn] k'¿ifsf] t'ngfdf dlxnfx¿ w]/} eP klg ljBfno lzIffdf 5fqfx¿sf] ;xeflutfdf
sdL ePsf] kfOPsf]n] pQm ;d:ofsf] vf]hL u/L ljBfno txdf 5fqf ;xeflutf j[l4 ug]{ pkfox¿ kQf nufpg]
pb\b]Zosf ;fy nf6Lsf]OnL ;|f]ts]Gb| cGt/utsf ljBfnodf s]lGb|t /x]/ cWoog ul/Psf] lyof] . k|:t't n]v To;}
cWoogsf] ;ª\lIfKt ¿k xf] . h;df ljBfno txdf cWoog/t afn aflnsfx¿sf] ljb\ofno txdf ;xeflutfdf
sdL x'gsf sf/0f vf]hL u/L ;+lIfKt ;xeflutf j[b\lw ug]{ pkfox¿ k|:t't ug]{ k|of; ul/Psf] 5 .
k|d'v zAbx¿ M dlxnf lzIff, 5fqf ;xeflutf, /fi6« ljsf;, clzIff, ul/aL
k[i7e"ld lzIffsf] ;'?jft o'ufG8f / Py]G;af6 ePsf] kfOG5,
lzIff ljsf;sf] k"jf{wf/ xf] . h;sf] cefjdf ljsf;sf hxfF 5fq / 5fqfx¿nfO{ cnu cnu s':tL / d'Ssf
cGo k"jf{wf/x¿sf] ljsf; c;Dej x'G5 . lzIffsf] v]Ng nufOGYof], h;df lgk"0f x'g] JolQm k|yd dflgGYof] . ;do
ljsf; Pjd\ lj:tf/ ug{ ;s] dfq dfgjLo ljsf; / kl/j]z;Fu} Tof] lzIff u'?s'n, Clifs'n / b]js'n
;Dej x'G5 . g]kfn h:tf] ljsf;f]Gd'v d'n'sdf clzIff, lzIffdf kl/jt{g x'Fb} uof] . h;df 5fqx¿n] dfq
ul/aL, cGwljZjf;, ¿9LjfbL k/Dk/f, hgr]tgfsf] cj;/ k|fKt u/] eg] 5fqfx¿n] k|fKt ug{ ;s]gg\ .
cefj, cflbsf] sf/0f lzIff b]zsf] k|To]s s'gf xfn cfP/ g]kfndf cf}krfl/s lzIffsf] ¿kdf y'k|}
sfKrf;Dd cFem} klg k'Ug ;ls/x]sf] 5}g . ljb\ofnox¿ ;~rfngdf /x]sf 5g\ . cgf}krfl/s
;Dk"0f{ k|f0fLx¿dWo] dfgj hflt, ;j{>]i7 / lzIffsf] ¿kdf ;d]t y'k}| ljsNkx¿ v'nf ul/Psf 5g\ .
r]tgzLn k|f0fL ePsfn] k'¿if / dlxnf dWo] s'g} clgjfo{ / ;j{;'ne lzIff ;d]t ;+rflnt 5g\ /fHon]
Pssf] cg'kl:yltdf dfgjcl:tTj g} c;Dej x'g] 5fqj[lQ Pjd\ lgz'Ns lzIffsf] ;d]t Joj:yf u/]sf]
x'G5 . To;sf/0f lzIffdf klg dlxnf / k'¿if b'j}nfO{ 5 . g]kfnsf] cGtl/d ;+ljwfg @)^# n] lzIffnfO{
;dfg cj;/ lbg' kb{5 . lzlIft cfdfn] dfq cˆgf df}lns xssf] ¿kdf :yflkt u/]sf] 5 . olt x'bfFxF'b}
;Gtltsf] plrt kfng kf]if0f / lzIffbLIff lbg klg 5fqfx¿ ;a} ljb\ofnodf lsg ;xefuL x'g
;lS5g\ . cfhsf] @! cf}+ ztfAbLdf klg xfd|f] b]zdf ;s]sf 5}gg\ < 5fqf ;xeflutf sd x'g'sf sf/0fx¿
dlxnf / k'¿ifnfO{ x]g]{ b[li6sf]0f ;dfg 5}g . k'¿if s]–s] x'g\ < 5fqfx¿nfO{ ljb\ofno hfgaf6 s] n] /f]Sof]
< s]n] t;f{of] < pgLx¿sf z}lIfs rfxgf s]–s] x'g\ <
k|wfg b]z ePsf]n] k'¿ifnfO{ ;j{>]i7 dfGg] rng
cem} sfod 5 t/ k'¿ifn] ug]{ h'g;'s} sfd klg ljWg afwfx¿ s] x'g < lsg pgLx¿ kl5 k/] t < cflb
dlxnfn] ug{ ;lS5g\ eGg] s'/f ˆnf]/]G; gfOl6Ë]n, lh1f;fx¿sf] pQ/ o;df vf]Hg] k|of; ul/Psf] 5 .
db/6]/];f, Dof8d So'/L, e[s'6L, kfl/hft h:tf ;d:ofsf] syg
dlxnfx¿n] ljleGg /rgfTds Pjd\ j}1flgs sfdx¿ ljZjd} k'¿ifsf] bfFhf]df dlxnfx¿ cTolws lg/If/ 5g\ .
u//] k'li6 u/sf
] 5g\ -;'jbL,
] @)^!_ . To;}n] dlxnf ljZjsf] b'O{ ltxfO{ dlxnf n]vk9 ug}{ ;Sb}gg\ eg]
cfkm}df sdhf]/ ePsf] xf]Og sdhf]/ aGg afWo blIf0f Plzofsf] ltg efudf b'O{ efu dlxnf lg/If/
agfOPsf] xf] . 5g\\ -z}lIfs emns @)^)_ . g]kfnsf] ;Gbe{df /fHon]
89 February 2014, Year 1, Vol. 1 167
Surkhet Journal
5fqj[lQ, kf]zfs lgMz'Ns lzIff, kf7\ok':ts ljt/0f,
vfhfsf] Joj:yf clgjfo{ k|fylds lzIffsf] 3f]if0ff
cflbsf] Joj:yf u/]tf klg dfWolds pd]/ ;d"xsf
s]xL 5fqfx¿ lzIffaf6 cem} klg al~rt /x]sf] cj:yf
ljb\odfg 5 . h;sf nflu ljleGg ;ª\3 ;+:yfx¿n]
w]/} kxn u/L /x]sf eP klg o;sf] ;dfwfg cem} klg
x'g ;s]sf] 5}g < ctM pQm ;d:ofnfO{ h/}af6 lgd"{n
ug{sf nflu o; cWoognfO{ ;d:ofsf] ¿kdf lnO{
;dfwfg ug]{ kxn ul/Psf] 5 .
cWoogsf] cf}lrTo
g]kfnsf] cfwf eGbf a9L hg;ª\Vof cf]u6]sf dlxnfx¿
nueu %@ k|ltzt dfq ;fIf/ /x]sf 5g\ -k'/L, @)^(_ .
cem} klg g]kfnsf ^# k|ltzt dlxnfx¿ lg/If/ 5g
eg] k|f=lj= txdf k9\g] pd]/sf ^) k|ltzt aflnsfx¿
ljBfno hfg ;ls/x]sf 5}gg\ -pkfWofo, @)^)_ . o;/L
cfhsf] cj:yf;Dd cfOk'Ubf;Dd If]qLo ;b/d'sfddf
cjl:yt o; ;'v]{t pkTosfsf] cj:yf ;d]t nueu
ldNbf] h'Nbf] kfOPsf]n] o; cWoogaf6 dfWolds txsf
5fqfx¿sf] ;xeflutfdf j[b\lw x'g'sf ;fy} 5fqfx¿
ljb\ofno hfg g;Sg'sf] sf/0fx¿ yfxf kfpg ;lsg],
5fqfx¿n] tx k'/f gu/L lar}df sIff 5f8\g] sf/0fx¿
kQf nufpg'sf ;fy} / To:tf ;d:of ;dfwfgsf
pkfox¿sf] ;d]t vf]hL ul/Psf] 5 . h;n] ubf{
dlxnf lzIffdf rf;f] /fVg] ;ª\3 ;+:yfx¿ ;/sf/L
gLlt lgdf{0fstf{ of]hgfsf/, Joj:yfks nufot lzIff
If]q;Fu ;DalGwt ;/f]sf/jfnf ;a}nfO{ ;xuf]u k'¥ofpg]
x'Fbf o;sf] cf}lrTo k'li6 x'G5 .
cWoogsf] p2]Zo
o; cWoogsf] p2]Zo dfWolds txdf 5fqf ;xeflutfsf]
cj:yf klxrfg ug{,' dfWolds txdf 5fq / 5fqfx¿sf]
t'ngfTds cWoog ug',{ dfWolds txdf 5fqf ;xeflutfdf
sld x'gs' f sf/0fx¿ vf]hL u/L ;xeflutf a9fpg]
pkfox¿ ;d]t kQf nufpg] /x]sf] 5 .
;DalGwt ljifosf] k'g/fjnf]sg
s'g} klg cWoognfO{ lgisif{df k'¥ofO{ k"0f{tf lbgsf nflu
ljleGg ljåfgx¿sf ljrf/x¿sf] ljZn]if0f ug'{ kb{5
cyf{t\ lrGtsx¿sf] lrGtgnfO{ dfu{bz{gsf] ¿kdf lng'
kb{5 ;fy} ;DalGwt / ljifosf] cWoogaf6 dfq 6'Ëf]df
k'Ug ;lsG5 . o; cWoognfO{ k"0f{tf lbgsf nflu
168
lbks vgfn Surkhet Journal lbks vgfn
ca|fxd df:nf]n] k|ltkfbg u/]sf] pTk|]/0fsf] l;4fGt tflnsf ! M dfWolds txdf 5fqf egf{ ljj/0f @= 5fqfx¿n] tx k"/f gu/L ljBfno 5f8\g] cj:yf
/ d]/L kfs{/ kmf]n]6sf] dfgjLo ;DaGwsf] l;4fGtnfO{ sIff @)^& @)^* @)^( ljleGg sf/0fn] ubf{ k|To]s jif{ egf{ ePsf 5fqfx¿
k|d'v dfu{ bz{gsf] ¿kdf lnOPsf] 5 eg] ljleGg ;a} csf]{ jif{ csf]{ sIffdf hfg ;ls/x]sf] b]lvb}g .
ljåfgx¿sf n]v, /rgf / ljleGg k|ltj]bgx¿sf] ;d]t sIff ( 349 295 228 cWoog If]qdf 5fqfx¿n] ljBfno 5f8\g] cj:YffnfO{
;dLIff cWoog ul/Psf] 5 ;fy} gLlt lgod ljlgod sIff !) 259 225 218 lgDgfg';f/ pNn]v ul/Psf] 5 M
k|ltj]bgx¿;Fu ;d]t t'ngf u/L ljZn]if0f ul/Psf] 5 . hDdf 608 520 446 tflnsf # M 5fqfx¿n] ljBfno 5f8\g] cj:yf
cWoog ljlw ljBfno tYofª\s ljj/0f -@)^&, @)^* / @)^(_ jif{ @)^& @)^* @)^(
x/]s cWoognfO{ lgisif{df k'¥ofpgsf] nflu lglZrt pNn]lvt tflnsfdf cWoog If]qsf 5fqfx¿sf] egf{sf] egf{
349 295 228
cWoog ljlw cjnDag ug'{ kg]{ x'G5 . cWoog ljlwdf cj:YfnfO{ b]vfOPsf] 5 . h; cg';f/ k|To]s jif{
g} tYo hfgsf/Lx¿sf] u'0f:t/ lge{/ x'G5 . plrt ljBfnodf egf{ b/ a9\gs ' f] ;§f 3l6/x]sf] cj:yf 5 . 5f8\g] ;ª\Vof 25 26 31
cWoog ljlwsf] rog / To;sf] ;xL k|of]un] dfq ;xL cyf{t @)^& ;fndf sIff ( df egf{ ePsf 5fqfx¿ ljBfno tYofª\s ljj/0f -@)^&,@)^*,@)^(_
;"rgfx¿ k|fKt ug{ ;lsG5 / cWoogn] k"0f{tf k|fKt @)^( ;Dd k'Ubf !@! hgf 36]sf] ;fy} sIff !) df pQm tflnsfnfO{ cWoog ubf{ k|To]s jif{ aflnsfx¿n]
ub{5 . ;d]t $! hgf 36]sf] b]lvG5 . o;/L ;/sf/n] 5fqfx¿sf] tx k"/f gu/L aLr}df sIff 5f8\g] u/sf] ] k|i6 x'G5 . ;fy}
;xeflutf j[l4 ug{ y'k}| vr{ / k|of; u/tf ] klg To;sf] sIff 5f8\ g ] b/ cem} klg a9\ g ] qmddf /x]sf] k|li6G5 .
k|:t't cWoog ljBfnoLo lzIffdf 5fqfx¿sf] ;xeflutfsf]
cj:yf xf] . h;df ljleGg lsl;dsf cg';GwfgfTds k|ToIf k|efj o; cWoog If]qdf k/sf] ] b]lvb}g . dfWolds txdf cWoog/t 5fq÷5fqfx¿sf] t'ngfTds
k|Zgx¿, cjnf]sg kmf/fd, k|ZgfjnL, cGt/jftf{, @= blnt afnaflnsfx¿sf] cj:yf cWoog
ljBfno ;|f]ts]Gb|, lhNnf lzIff sfof{no Pjd\ If]qLo blnt hflt ;fdflhs, cfly{s, wfld{s, z}lIfs, nf6Lsf]OnL ;|f]ts]Gb| cGt/ut ;~rflnt #! j6f
lzIff lgb]{zgfnoaf6 k|fKt ePsf tYofª\ssf] cfwf/df nufotsf x/]s If]qaf6 ;dfhdf kl5 kl//x]sf] cj:yf ljBfno dWo] cf7 cf]6f dfWolds ljBfnodf cWoog/t
ljZn]if0f ul/Psf] 5 eg] ljleGg ljrf/x¿nfO{ tYofª\ 5 . ctM logLx¿nfO{ ;d]t ljsf;sf] d"n k|jfxdf afnaflnsfx¿sf] ljBfno egf{sf] cj:yfnfO{
sLo ¿kdf k|:t't ub}{ tYofª\szf:qsf ljlwx¿ ;dflxt ug{sf nflu /fHon] y'k|} nufgL ul//x]sf] eP lgDgfg';f/ sf] tflnsfdf pNn]v ul/Psf] 5 M
cjnDag ul/Psf] 5 . o; cWoogdf p2]Zod"ns gd"gf klg blnt ljBfyL{x¿sf] kx'Fr lzIff If]qdf ;d]t cem} tflnsf $ M 5fq÷5fqfx¿sf] egf{ ;DaGwL ljj/0f
5gf}6 ljlwsf] cjnDag u/L ;DalGwt ljBfnosf kg{ ;ls/x]sf] 5}g\ . cWoog If]qsf ljBfnodf blnt sIff @)^& @)^* @)^(
k|wfgfWofks, lzIfslzlIfsf ;|f]tJolQm, ljBfno ljBfyL{sf] cj:yf lgDgfg';/ 5 .
tflnsf @ M blnt ljBfyL{ ljj/0f 5fq 5fqf 5fq 5fqf 5fq 5fqf
Joj:yfkg ;ldltsf kbflwsf/Lx¿ cleefjs Pjd\
ljBfyL{x¿nfO{ tYofª\s ;ª\sngsf] ¿kdf lnOPsf] sIff @)^& @)^* @)^( ( 349 285 295 235 328 278
5 h;df ;ª\VofTds Pjd\ u'0ffTds cyf{t ldl>t 5fq 5fqf 5fq 5fqf 5fq 5fqf !) 264 259 325 284 295 216
lsl;dsf] cWoogsf] 9fFrf cjnDag ul/Psf] 5 . ( 64 49 66 52 70 55 hDdf 613 544 620 519 623 494
JofVof, ljZn]if0f / k|:t'tLs/0f !) 54 47 58 48 63 51 ljBfno tYofª\s ljj/0f -@)^&,@)^*,@)^(_
cWoogsf] qmddf ul/Psf] ;fdu|L ;ª\sngsf cfwf/df pQm tflnsfnfO{ cWoog ubf{ k|To]s jif{ / k|To]s
ul/Psf] JofVof tyf ljZn]if0fnfO{ lgDgfg';f/ k|:t't hDdf 118 96 134 100 133 106 sIffdf 5fqfx¿sf] egf{ sd b]lvG5 eg] @)^& sf]
ljBfno tYofª\s ljj/0f -@)^&,@)^* / @)^(_
ul/Psf] 5 . t'ngfdf @)^* df 5fqfsf] egf{ b/ 36]tf klg @)^(
pko'Q{ m tflnsfcg';f/ blnt afnaflnsfx¿df ;d]t df s]xL dfqfdf sIff ( df 5fqfx¿ a9]sf] b]lvG5 eg]
dfWolds txdf 5fqf ;xeflutfsf] cj:yf 5fqfx¿sf] t'ngfdf k|To]s jif{ 5fqx¿sf] ;xeflutf a9L sIff !) df @)^( df hfFbf k'gM 36]sf] cj:yf 5 .
;'v]{t pkTosfsf] nf6Lsf]OnL ;|f]ts]Gb| cGt/ut b]lvG5 . pkfWofo -@)^)_ n] eg]emF} blnt aflnsfx¿sf]
pQ/uª\uf, nf6Lsf]OnL / ha'{6f uf=lj=;= cGt/utsf ' f ;fy} 3/sf] sfddf a9L nufOg] ePsf]n] dfWolds txdf 5fqf ;xeflutf sdL x'g] sf/0fx¿
l56f] ljjfx x'gs
#! j6f ljBfno dWo] hDdf cf7 cf]6f dfWolds ljBfnodf ;xeflutfsf] cj:yf sd /x]sf] kfOG5 . ;fy} cWoog If]qsf ljleGg JolQm tyf ;ª\3 ;+:yfx¿sf]
ljBfnosf 5fqfx¿nfO{ s]Gb|ljGb'df /fv]/ z}lIfs ;q df:nf]n] JolQmsf] cfwf/e"t cfjZostf k'/f ge} cGo ljrf/sf] cfwf/df dfWolds txsf] lzIffdf 5fqf
@)^&, @)^*, / @)^( u/L tLg jif{sf], tYofª\s ;ª\ cfjZostfdf hfg g;Sg] eg]em}F ul/aLsf sf/0f klg ;xeflutf sd x'g'sf d'Vo sf/0fx¿ lgDgfg';f/
sng u/L ljZn]if0f ul/Psf] 5 . h;nfO{ lgDgfg';f/sf] o:tf] cj:yf x'g uPsf] b]lvG5 . 5g\ M
tflnsfdf pNn]v ul/Psf] 5 .
February 2014, Year 1, Vol. 1 90 February 2014, Year 1, Vol. 1 169
Surkhet Journal
!= ;fdflhs sf/0f
5f]/LnfO{ bf;L / ;tLsf] ¿kdf x]g]{ ;fdflhs k/Dk/f
dlxnfsf] ljsf;sf] tuf/f] ag]sf] 5 . -pkfWofo
@)^)_ . 5f]/LnfO{ csf{sf] 3/df hfg] hft xf]
eg]/ ljBfno gk7fpg], l56f] ljjfx ul/lbg] h:tf
;fdflhs rfnrng, /Lltl/jfh, wf/0ff, ;+:s[lt,
;+:sf/, cflbsf sf/0f 5fqf ;xeflutf sd ePsf]
kfOof] .
@= cfly{s sf/0f
h'g;'s} If]qsf] ljsf;sf nflu cfly{s ;|f]t d]?b08sf]
¿kdf pleO/x]sf] x'G5 . o; cWoog If]qd 5fqf
;xeflutfdf sdL x'g] d'Vo sf/0f cfly{s sdhf]/L
/x]sf] 5 . 5f]/Lsf] ;ª\Vof a9L x'g] ;fy} ;fFem laxfgsf]
5fs 6fg{ ;d]t ;d:of x'g] x'Fbf aLr}df sIff 5f8\g]
h:tf ;d:of b]lvP .
#= hgr]tgfsf] cefj
;fdflhs cGwljZjf;, 3/wGbf, l56f] ljjfx, 5f]/Ln]
3/sf] sfd ug'{kg]{, lzIffsf] dxŒj j'em\g g;Sg] / l56f]
ljjfx x'g] h:tf sf/0fn] klg 5fqfx¿sf] ;xeflutfdf
sdL cfPsf] kfOof] .
$= kfl/jfl/s sf/0f
kl/jf/sf] cfly{s cj:Yff, kl/jf/sf] cfsf/, cleefjssf]
z}lIfs l:ylt, k];f cflbn] ;d]t aflnsfx¿sf] lzIffdf
k|ToIf k|efj k/]sf] b]lvof] .
%= n}lËs e]befj
5f]/f / 5f]/LnfO{ ;dfg Jojxf/ gug]{ cyf{t 5f]/fnfO{
sfvf / 5f]/LnfO{ kfvfsf] Jojxf/n] ubf{ ;d]t 5f]/Lx¿
ljBfnodf hg g;s]sf] kfOof] .
ljBfnodf 5fqf ;xeflutf j[l4 ug]{ pkfox¿
ha;Dd dlxnf lzlIft x'Fb}gg\ ta;Dd Tof] 7fpFdf
ljsf; ;Dej x'Fb}g . To;sf/0f ljsf;sf nflu
dlxnf lzIff ckl/xfo{ x'G5 . ljleGg k|of;sf
afjh'b ljBfnodf 5fqf ;xeflutf a9\g g;Sg'
r'gf}tLsf] ljifo aGof] . ctM ljleGg kIfaf6 5fqf
;xeflutf j[l4 ug]{ pkfox¿ cf}NofOPsf] lyof] h'g
lgDgfg';f/ 5g\ M
!= 5fqj[lQnfO{ k|efjsf/L agfOg'kg]{
@= lglZrt tx pQL0f{ dlxnfnfO{ /f]huf/Lsf] Joj:yf
ul/g'kg]{
170
lbks vgfn
#= k];f Joj;fo ug{ dlxnfnfO{ C0fsf] Joj:yf
ul/g'kg]{
$= dlxnfnfO{ ;zlQmsf/0f ug{ ;Sg] ;ª\VofTds ;fy}
u'0ffTds lzIffdf hf]8 lbg' kg]{
%= lghfdlt ;]jfdf dlxnfsf] lglZrt sf]6fsf] cf/If0f
ul/g' kg]{
^= b'O{ eGbf a9L ;Gtfg gkfpg] sfg'gL aGb]h nufpg'
kg]{
&= dlxnf lzIfsx¿nfO{ ;se/ cfˆgf] 3/kfos kg]{
ljBfnodf lgo'Qm ul/g' kg]{
*= s]6Lx¿nfO{ @) jif{ gk'Ub} ljjfx ul/lbg] k|rngsf]
cGTo ul/g' kg]{ .
(= lzIffdf ;fdflhs Gofosf] l;4fGt cjnDag ul/g'
kg]{ .
lgisif{
dlxnf / k'¿if b'j}sf] ;dfg ;xeflutfaf6 dfq}
lzIffdf bIftf / k|efjsfl/tf a9\5 eGg] dfGotf
kfOPg . kmf]n]6sf] dfgj ;DaGw l;4fGt cg';f/
;fd"lxs efjgfaf6 g} cTolws ;kmntf xfFl;n
x'g ;S5 . cfwf/e"t cfjZostf cyf{t\ uf;, af;
/ skf;sf] cfjZostf k"/f gePsfn] lzIffdf
;xeflutf sd ePsf] kfOof] . blnt 5fqfx¿sf]
lzIffdf ;xeflutf Go"g kfOof] . t;y{ kfpnf] k|m]/]n]
eg]h:t} pTkLl8tx¿sf nflu pkof]uL / ;'ne x'g]
vfnsf] lzIffn] dfq hLjg:t/df kl/jt{g Nofpg
;S5 . t;y{ cfly{s Pjd\ ;fdflhs ;'wf/sf] nflu
dlxnf lzIffnfO{ Jofks agfpg' cfjZos b]lvG5 . ul/aL,
r]tgfsf] sdL, 5f]/LnfO{ x]g]{ gsf/fTds b[li6sf]0f,
;fg} pd]/df ljjfx x'g' h:tf sf/0fn] ubf{ 5fqfx¿n]
sIff 5f8\g] u/]sf]n] pQm ;d:of ;dfwfg ug{ tkm{
;DalGwt lgsfon] Wofg lbg'kg]{ b]lvG5 . dlxnfx¿
lzlIft ePdf dfq b]zsf] ljsf; x'g ;S5 eGg]
s'/fnfO{ dWogh/ ub}{ 5fqfx¿sf] lzIffdf kx'Fr
a9fpgsf nflu ;DalGwt lzIff ljsf;sf] lhDd]jf/L
af]s]sf] :yfgLo lgsfo, lhNnf lzIff sfof{no, lzIff
dGqfno, ljBfno Pjd\, ;d'bfon] cfˆgf ljutsf
sfo{x¿dfly ;dLIff u/L gofF sfo{qmdx¿ ;~rfng
ug'{ kg]{ b]lvG5 .
February 2014, Year 1, Vol. 1
Surkhet Journal lbks vgfn
n]vs kl/ro
>L vgfn ljut * jif{ b]lv ;'v]{t SofDk; -lzIFf_ df
k|fWofkg/t x'g'x'G5 . pxf“ :gftsf]Q/ tx z}lIFs of]hgf
tyf Joj:yfkg ljefusf] ljefuLo k|d'v x'g'x'G5 . cWoog
/ cg';Gwfgdf ljz]if rf;f] lbg] pxf“sf sl/a cfwf bh{g
n]vx¿ k|sflzt ePsf 5g\ .
;Gbe{ ;"rL
clwsf/L gj/fh -@)^!_ aflnsfx¿ cem} klg lsg
k5f8L k/]sf 5g\ < jif{ @ c+s & efb| sf7df8f}+M
cGt/fli6«o z}lIfs d~r .
pkfWofo, hfu] Zj/ -@)^)_ b} n] v lhNnfdf
dfWolds txsf] ljBfnodf 5fqf ;xeflutf,
ck| s flzt zf] wkq ;' v ] { t M ;' v ] { t SofDk;
-lzIff_ .
sf]O/fnf, ljBfgfy / cfrfo{ ;'zg -@)^!_ ;fdflhs
Gofosf] ;]/f]km]/f]df lzIff sf7df8f}+M :6'8]G6;
a'S; .
sf]O/fnf, ljBfgfy / >]i7 rGb|axfb'/ -@)%^_ z}lIfs
Joj:yfkg / ;+u7gfTds Jojxf/ s7df08f}+M
ljBfyL{ k':ts e08f/ .
vgfn, lbks -@)^@_ ;'v{t] pkTosfsf dWolds txsf]
lzIffdf 5fqf ;xeflutf, ck|sflzt zf]wkq
;'v]{tM ;'v]{t SofDk; -lzIff_ .
vgfn, k]zn -@)^)_ z}lIfs cg';Gwfg k4lt,
sf7df8f}+M lIflth k|sfzg .
k'/L, zfGtf -@)^(_ dfWolds txsf] lzIffdf 5fqf
;xeflutf, ck|sflzt zf]wkq, ;'v]{t M ;'v]{t
SofDk; -lzIff_ .
;'j]bL, ldgf -@)^!_ ædlxnf :jtGqtfsf] rf8 tLhÆ
o'jfd~r, sf7df8f}+M jif{ !& c+s # efb|,
uf]/vfkq ;+:yfg .
91 February 2014, Year 1, Vol. 1 171
Surkhet Journal Surkhet Journal xl/axfb'/ yfkf
ljBFno ;'wf/ of]hgf lgdf{0f / sfof{Gjogsf] l:ylt cfPsf] 5 . z'¿df !@ lhNnfdf ljb\oFno ;'wf/ of]hgf gd'gf 5gf}6 (Purposive Sampling) sf] cfwf/df
lgdf{0f sfo{nfO{ lj:tf/ ul/of] . ljb\oFno ;'wf/ of]hgf !@ j6f ljb\oFno cWoogdf 5gf}6 ul/Psf] lyof] .
xl/axfb'/ yfkf sfo{qmdsf] t];|f] jif{ cf=j= @)%*÷)%( b]lv &% j6} cWoogsf nflu k|fylds / ;xfos ;|F]tx¿ (Primary
lhNnfsf ;a} ljb\ofnon] clgjfo{ ljb\oFno ;'wf/ and Secondary Sources) af6 tYofª\s ;+sng
;f/ of]hgf lgdf{0f u/L sfof{Gjog ug'{kg]{ k|fjwfg /fvL ;a} ul/Psf] lyof] . :ynut cWoogdf k|ZgfjnL, cg';"rL,
ljBfno ;'wf/ of]hgf lgdf{0f / sfof{Gjogsf] l:ylt zLif{sdf ul/Psf] cWoogsf] d'Vo p2]Zo ljBfnodf ljBdfg lhNnfdf Ifdtf clej[l4 ug{ ^ lbg] tflndsf] Joj:yf cGtjf{tf{ / cjnf]sgsf] dfWodaf6 tYofª\s ;+sng
;|ft] ;fwgsf] k'g/fjnf]sg u/L eljZosf] cfjZostf klxrfg ug'{ /x]sf] lyof] . ljBFnodf ul/g] of]hgf k|fljlws ul/of] . o;/L ljb\oFnon] lgdf{0f u/]sf] ljb\ofno ;'wf/ ul/Psf] lyof] . 5gf}6df k/]sf ljb\oFnosf k|=c=,
sfo{ dfq geP/ dfgjLo cGt/;DaGw :yfkgf ug'{klg xf] . ljBfnosf] ljsf;;Fu ;DaGw /fVg] ;/f]sf/jfnfx?sf] of]hgfsf] cfwf/df z}lIFs nufgL ug]{ df]8fln6Ldf /x]/ lj=Jo=;= cWoIf, lz=c=;+= cWoIF, ;|f]tJolQm, lzIfs,
;lqmo Pj+ cy{k"0f{ ;xeflutf ;'lglZrt ug{ ;s]df dfq ljBfno of]hgf lgdf{0fsf] cf}lrTo :yfkgf ug{ ;lsg] xfn b]z}e/L of] sfo{qmd sfof{Gjog ul/Psf] 5 . ljb\ofyL{ cWoogsf] hg;+Vofdf /x]sf 5g\ .
oyfy{tfnfO{ dWogh/ u/L cWoog ul/Psf] lyof] . c5fd lhNnfsf] ljgfos ;|fts] ] Gb|df cfwfl/t of] k|:t't n]v cWoogsf] ;d:of cWoogsf] JofVof ljZn]if0f
Tolx cWoogsf] ;+lIfKt ¿k xf] . :yfgLo :jfoQtf, ljs]Gb|Ls/0f, ;+3Lotfsf] ;}4flGts cjwf/0ffsf] JofVof ljb\oFnosf] rf}tkmL{ tyf ;jf{lË0f ljsf;sf nflu cWoogsf] qmddf ul/Psf] ;fdu|L ;ª\sngsf cfwf/df
ul/Ptf klg g]kfnsf] ljlzi6 oyfy{tfdf Tof] cg'e"lt x'g cem} ;s]sf] 5}g . z}lIFs ljs]lGb|s/0f gLlt cg'¿k ljb\ofno ;'wf/ of]hgfsf] dxŒjk"0f{ e"ldsf /xG5 . ul/Psf] JofVof tyf ljZn]if0fnfO{ lgDgfg';f/ k|:t't
z}lIfs of]hgfx? lgdf{0f x'g ;ls/x]sf 5}gg\ . of]hgf lgdf{0fdf b]lvPsf ;d:ofx? s]–s:tf 5g\ eGg] ;DaGwdf ljb\ofnosf] :jfldTj ;d'bfodf g} /xg' kb{5 eGg] ul/Psf] 5M
Jojxfl/s cg'ejdf cfwfl/t cWoog ul/Psf] lyof] . of]hgf lgdf{0f u//] sfd ug]{ ;+:sf/sf] sdL ePsf]n] z}lIFs wf/0ffsf] ljsf; ePsf] 5 . ljb\oFnosf] Joj:yfkgsf]
If]qsf] ;'wf/ x'g g;s]sf] lgisif{ k|:t't ul/Psf] 5 . ljBfno ;'wf/ of]hgf lgdf{0f / sfof{Gjogsf] l:ylt
lhDd]jf/L ;d'bfonfO{ g} x:tfGt/0f ug]{ sfo{sf]
yfngL e}/x]sf] 5 . ;/sf/n] u/]sf] 7"nf] nufgLaf6 c5fd lhNnfsf] k"jL{ efudf kg]{ ljgfos ;|Fts] ] Gb|
k|d'v zAbx¿ M :yfgLo :jfoQtf, ljs]Gb|Ls/0f, ;+3Lotf klg k|ltkmn lg/fzfhgs cfPkl5 ljs]Gb|Ls/0f gLlt cGtu{t ljgfos, sfnLsf:yfg, nof6L, sfn]sf“8f,
cg'¿k ljb\ofno ;'wf/ of]hgf sfof{Gjogdf cfPsf] af/nf, k'Nn]tf]nf, tf]nL / s'Osf u/L * uf=lj=;=sf
kl/ro z}lIfs of]hgfdf Top to bottom sf] ;§f Bottom up xf] . ljb\ofnox¿n] ljb\oFno ;'wf/ of]hgf lgdf{0f t ljb\oFnox¿ kb{5g\ . o; ;|fts] ] Gb| cGtu{t ! ;|fts]
] Gb|
s]Gb|Lo zf;g k|0ffnLnfO{ ljs]lGb|t u/L :yfgLo Approach n] dfGotf kfof] . o;} cGtu{ t k| T o] s u/] t/ To;sf] pb\b]Zo / dd{ cg'¿k sfo{ gePsf] ljb\oFno tyf &! ;d"x ljb\oFno u/L &@ j6f
lgsfonfO{ cfjZos ;|f]t / ;fwg pknAw u/fO{ ljb\ofnon] ljb\ofno ;'wf/ of]hgf lgdf{0f u/L s]Gb|n] ljleGg ;|f]tx¿af6 hfgsf/Ldf cfPsf] 5 . k|To]s ljb\oFnox¿ /x]sf 5g\ . tL dWo] k|f=lj= $% j6f,
:yfgLo hgtfsf] ;lqmo ;fem]bf/Ldf of]hgf lgdf{0f, /fli6«o of]hgf tof/ ug]{ cjwf/0ffsf] ljsf; u¥of] . ljb\ofnon] ;'wf/ of]hgf lgdf{0f u/]sf 5g\ t/ klg lg=df=lj= !% j6f, df=lj= * j6f / pRr df=lj= !
sfof{Gjog / cg'udg ;Ddsf] clwsf/ k|Tofof]hg g]kfnsf] ;Gbe{df z}lIFs of]hgfsf] ;a}eGbf tNnf] lgsfo tL ljb\ofnox¿sf] ;'wf/ x'g lsg ;s]g, k|efj kfg]{ j6f u/L ^( j6f ;fd'bflos ljb\ofno 5g\ eg] # j6f
u/L :yfgLo cfjZostf / rfxgf cg';f/sf] sfo{qmd ljBFno dflgG5 . ljb\oFnodf agfOg] ;dofjlws of]hgfnfO{ tŒjx¿ s]–s] x'g ;S5g\, ;dfwfgsf pkfox¿ s]–s] ;+:yfut ljb\ofno /x]sf 5g\ . cWoogdf ;d]l6Psf
lgdf{0f / sfof{Gjog x'g ;sf]; eGg] pb\b]Zon] g]kfn ljb\oFno ;'wf/ of]hgf elgG5 . ljb\oFnosf ;/f]sf/jfnfx¿n] x'g ;S5g\ oL ulDe/ k|Zgx¿ x'g\ . !@ j6f ljb\oFnox¿df p=df=lj= ljgfos, df=lj=
;/sf/sf] tkm{af6 ljleGg sfo{qmd tyf /0fgLltx¿ to 5nkmn tyf ;dGjo u/L lglZrt cjlw -% jif{_ cWoogsf] p2]Zo af/nf, df=lj= tf]nL, df=lj= sfn]sf“8f, df=lj= nof6L,
u/L sfof{Gjogsf] qmddf /flvPsf] 5 . dfgj clwsf/, sf nflu of] of]hgf agfp5g\ . ljb\oFnosf] df}h'bf o; cWoogsf] pb\b]Zo ljb\oFno ;'wf/ of]hgf lgdf{0f lg=df=lj= /f“s', lg=df=lj= ljgfos, lg=df=lj= k'Nn]tf]nf,
afn clwsf/, dlxnf clwsf/, z}lIFs clwsf/, ;a}sf cj:yfnfO{ s]nfP/ ljbofnosf \ d'2fx¿, sdhf]/Lx¿, / sfof{Gjogsf] l:ylt s]nfpg], sfof{Gjogdf k|efj k|f=lj= af/nf, k|f=lj= nof6L, k|f=lj= sfnLsf:yfg /
nflu lzIFf h:tf cGt/f{li6«o 3f]if0ff tyf gf/f Pjd\ lg/fs/0fsf pkfox¿ cflb ljb\ofno ;'wf/ of]hgfsf sfo{If]q kfg]{ tŒjx¿sf] ljZn]if0f ug]{, sfof{Gjogdf b]lvPsf k|f=lj= ljgfos cflb ljb\ofnox¿ kb{5g\ . pQm gd"gf
k|ltjb\wtfn] ubf{ lzIFfk|lt a9\bf] hgcfsf+Iff tyf cGtu{t kb{5g\ . æljBfno ;'wf/ of]hgf eg]sf] ljb\oFnonfO{ r"gf}ltx¿ klxrfg u/L lg/fs/0fsf pkfox¿ k|:t't 5gf}6df k/]sf ljb\ofnox¿sf k|=c=, lzIfs, ljb\ofyL{,
rfxfgfnfO{ b[li6ut u/L z}lIfs cj;/sf] ;[hgf tyf abln“bf] kl/l:yltsf] dfu d'tfljs ljb\ofyL{x¿sf kx'r “ ug]{ /x]sf] 5 . lj=Jo=;= cWoIF, cleefjs, ;|FtJolQm
] tyf lj=lg=af6
kl/k"lt{ /fHo :t/af6 dfq ;Dej gePsfn] lzIffnfO{ Pj+ l;sfO{ pknlAwdf ;'wf/ Nofpg tof/ ul/g] /0fg}lts k|FKt ;"rgf / tYofÍsf] cfwf/df ljb\oFno ;'wf/
hg:t/;Dd k'¥ofpg ljs]lGb|t z}lIfs of]hgf tyf of]hgf xf]Æ -ljb\ofno ;'wf/ of]hgf tflnd k'l' :tsf, cWoogsf] 9f“rf of]hgf lgdf{0f / sfof{Gjogsf] cj:yfnfO{ o;/L k|:t't
Joj:yfkgsf] cfjZostf b]lvPsfn] g]kfnn] o;k|lt @)%^_ . of] cWoog c5fd lhNnfsf] ljgfos ;|F]ts]Gb|
cGtu{tsf ljb\oFnox¿df ul/Psf] 5 . cWoogsf] ul/Psf] 5 .
cfºgf] k|of;nfO{ cufl8 a9fPsf] 5 . z}lIFs ljs]Gb|Ls/0f cGtu{t ljb\oFno ;'wf/ of]hgf 9f“rf j0f{gfTds tyf ljZn]if0ffTds /x]sf] 5 . ljgfos ;|fts]
] Gb|df z}lIfs ;q @)^!÷)^@ df ljb\oFno
æ:yfgLo :jfoQ zf;g P]g @)%%Æ hf/L ePkl5 lgdf{0fdf hf]8 lbg yflnof] . o;sf] ljlwjt z'¿jft ;'wf/ of]hgf lgdf{0f ;DaGwL ^ lbg] tflnd lhNnf lzIff
g]kfndf ljs]Gb|Ls/0fsf] k|efj k/]sf] b]lvG5 . @)%^ df cfwf/e"t tyf k|fylds lzIff sfo{qmd bf];|f] cWoog ljlw sfof{no c5fdn] klxnf] k6s k|=c= tyf lj=Jo=;=
o;nfO{ sfof{Gjog ug]{ qmddf z}lIFs of]hgf tyf r/0f nfu" eP;“u} cf=j=@)%^÷)%& b]lv :yfgLo of] cWoog c5fd lhNnfsf] ljgfos ;|f]ts]Gb| cWoIFnfO{ k|bfg u/sf]] lyof] . ljb\ofno ;'wf/ of]hgf
Joj:yfkgdf klg ljs]Gb|Ls/0fsf] k|f/De eof] . o;kl5 Ifdtf clej[l4 sfo{qmd cGtu{t sfof{Gjog x“'b} cGtu{tsf &@ j6f ljb\ofnox¿ dWo] pb\b]Zok"0f{ lgdf{0fsf nflu lh=lz=sf=n] ljb\oFnonfO{ cfly{s ;xof]u
172 February 2014, Year 1, Vol. 1 92 February 2014, Year 1, Vol. 1 173
Surkhet Journal
;d]t u/sf] ] lyof] . t/ ljb\oFnox¿n] ljb\oFno ;'wf/ of]hgf
lgdf{0fnfO{ cf}krfl/stfdf dfq ;Lldt u/sf ] lyP . ;|fts]
] Gb|n]
ah]6 sfo{qmd ;~rfngdf ;xof]u u/sf] ] lyof] . ;DalGwt
ljb\oFnosf k|=c= / lzIfsn] dfq of]hgf lgdf{0fdf sfd
u/sf]
] kfOof] eg] cleefjs tyf ;d'bfosf] rf;f] Tolt
g/x]sf] kfOof] . ljb\oFno ;'wf/ of]hgfsf] af/df ] a'em]klg
sfof{Gjogdf rf;f] b]lvPg . s]xL ljb\oFnox¿n] t
of]hgfsf] hfgsf/L ;|fts] ] Gb|;Dd k7fPs] b]lvPg . of]hgf
lgdf{0fdf k|=c= / lj=Jo=;= cWoIfsf] ;DaGwdf tfnd]nsf]
cefj b]lvof] . ljb\ofnon] of]hgf lgdf{0f / sfof{Gjogdf
cfly{s ;xof]usf] ck]Iff u/sf ] t/ ;|Fts]] Gb|df Tof] Ifdtf
g/x]sf] b]lvof] . of]hgf lgdf{0fdf ;a} kIFnfO{ ;dfj]z ug{
sl7gfO{ ePsf] kfOof] . of]hgf sfof{Gjogdf cg'udg /
d"NofÍg ug{ g;lsPsf] b]lvof] . of]hgf lgdf{0fdf jh]6
cfjZos kg]{ sfo{qmdx¿ / ah]6 cfjZos gkg]{ sfo{qmdx¿
;DkGg ug]{ ;Gbe{df $^=*& k|ltzt ;DkGg ePsf / %#=!#
k|ltzt ;DkGg gePsf kfOof] . lhNnf lzIff sfof{noaf6
cg'bfg k|fKt ubf{ ;DalGwt ljb\oFnosf] of]hgf d"NofÍg u//]
ug'k{ g]d{ f /fhgLlts bn / lzIfssf k]zfut ;+u7gx¿sf]
af“8kmf“6df ul/Psf] kfOof] . of]hgf sfof{Gjog x'g g;Sg'df
Psn] csf]n{ fO{ bf]if lbP/ klG5g] k|jl[ Q d'Vo b]lvof] .
ljb\oFno ;'wf/ of]hgfdf b]lvPsf ;d:of tyf r'gf}ltx¿
cWoog If]qsf ljb\ofnosf k|=c=, lzIFs, ljb\ofyL{,
cleefjs, ;d'bfo, lh=lz=sf=, ;|f]ts]Gb| cflb ljb\ofno
;'wf/ of]hgf;“u ;/f]sf/jfnf JolQm jf ;+:yf;“u
ePsf k|ToIF e]63f6, 5nkmn, cGtlqm{of, cjnf]sgsf]
dfWodaf6 ;+slnt ;"rgf tyf tYofÍx¿sf] cfwf/df
ljb\ofno ;'wf/ of]hgf lgdf{0f / sfof{Gjogdf b]lvPsf
;d:of tyf r"gf}ltx¿ o;k|sf/ k|:t't ul/Psf] 5 .
cleefjsx¿df ljb\oFno ;'wf/ of]hgf ;DaGwL
hfgsf/L gx'g', 5nkmndf lgisif{sf] ;dofjlw;Dd
ga:g', of]hgf lgdf{0f ug]{ sfo{ ljb\oFnosf] dfq xf]
eGg] a'emfO{ x'g', cfly{s ;|ft] klxrfg ug{ g;Sg',
of]hgfsf] lgdf{0f / sfof{Gjogdf rf;f] g/fVg',
ljb\oFnon] ;a}nfO{ ;d]6L sfo{ ug{ g;Sg', c¿ JolQm
jf lgsfosf] ck]Iff a9L ug'{ cflb ljb\oFno ;'wf/
of]hgf;“u ;DalGwt ;d:ofx¿ /x]sf] kfOof] .
ljb\ofno ;'wf/ of]hgf lgdf{0f / sfof{Gjogsf] ;Gbe{df
ljb\oFno / ;d'bfo aLrsf] ;DaGw /fd|f] x'g g;Sg',
174
xl/axfb'/ yfkf
cleefjsdf r]tgfsf] sdL b]lvg', of]hgf lgdf{0f
k|lqmofdf ;/f]sf/jfnfx¿sf] ;xeflutf sd x'g', e]nfdf
s]xL 6f“6fjf“7fx¿sf] dfq pkl:ylt x'g', ;+3;+:yfsf
k|ltlglwx¿sf] ;xeflutf gx'g', Pscsf]{nfO{ bf]iff/f]k0f
u/]/ cfkm" klG5g] k|j[lt /xg' cflb h:tf ;d:ofx¿
/x]sf] b]lvof] .
To;}u/L ljb\oFno ;'wf/ of]hgfdf b]lvPsf ;d:of
/ r"gf}ltx¿df ljBFnon] ;/f]sf/jfnfx¿nfO{ of]hgf
;DaGwL wf/0ff k|i6 kfg{ g;Sg', 5nkmndf ;d'bfosf]
pkl:yltdf rf;f] gx'g', ljb\ofnok|lt cleefjs
/ ;d'bfosf] ljZjf;df clej[l4 x'g g;Sg', of]hgf
lgdf{0fdf ljb\oFnosf] k|=c=n] /fd|f] e"ldsf lgjf{x ug{
g;Sg', JolQmx¿df /fhg}lts k"jf{u|xn] ubf{ sfddf
;xof]u ug]{ jftfj/0f gx'g', ljb\oFnosf] k|=c= /
lj=Jo=;= sf] cWoIF aLr ;DaGw /fd|f] gx'g', cleefjs
tyf ;d'bfosf] ljb\ofnok|lt ckgTjsf] efjgfdf sdL
x'g', ljb\ofnosf] lqmofsnfkdf kf/blz{tfsf] sdL
x'g', ljb\oFnosf] cfly{s cj:yf sdhf]/ x'g', :yfgLo
hg>dbfgdf sdL b]lvg', ljb\ofnodf /fhg}lts
x:tIf]k a9\g' cflb /x]sf] kfOof] .
cGo ;d:of / r'gf}ltx¿df ;fd'lxs sfo{ ug]{ efjgfsf]
cefj x'g', k|=c=n] ;a} kIFnfO{ ljb\oFnok|lt cfsif{0f
ug{ g;Sg', of]hgf lgdf{0f k|lqmofdf ljb\oFnon] Wofg
lbg g;Sg', of]hgf;“u ;DalGwt sfuhftx¿ b/fhdf
Tolts} ylGsg', lh=lz= sfof{nosf] lgb]{zg kfngf
ug{sf nflu dfq ;Lldt x'g,' of]hgfsf] cfjlws ;dLIff
gx'g,' ;xeflutfsf] gfddf cf}krfl/stfdf ;Lldt x'g,' ;a}
ljb\oFnon] of]hgfsf] lgdf{0f / sfof{Gjog ug{ g;Sg' cflb
ofjt\ ;d:of / r"gf}ltx¿ ljb\odfg /x]sf] kfOof] .
lg/fs/0fsf pkfox¿
ljgfos ;|fts]
] Gb| cGtu{tsf 5gf}6df k/sf] ljb\ofnox¿sf
k|=c=, lzIfs, ljb\ofyL{, lj=Jo=;=, lz=c=;+=, ;|ftJolQm,
]
lj=lg=, cleefjs tyf ;d'bfo;“u lnOPsf] cGtjf{tf{,
5nkmn, k|ZgfjnL, cjnf]sg tyf cg'ejx¿sf] cfwf/df
ljb\ofno ;'wf/ of]hgfdf b]lvPsf ;d:of / r"gf}ltx¿sf]
;dfwfgsf pkfox¿ o;k|sf/ k|:t't ul/Psf] 5 .
ljb\ofno ;'wf/ of]hgf lgdf{0f / sfof{Gjogdf b]lvPsf
;d:of / r"gf}ltx¿df pNn]v ul/Psf s'/fx¿nfO{ k'/f
ug{ ;Sg' g} ;dfwfgdf k'Ug' xf] . o;afx]s ;dfwfgsf
February 2014, Year 1, Vol. 1
Surkhet Journal xl/axfb'/ yfkf
pkfox¿df ;xeflutfd"ns e]nf cfof]hgf ug]{ lnª\u, ju{, If]qnfO{ ;Daf]wg ug]{ u/L ;lqmo ;xefuLtf
lhDd]jf/L k|=c=n] lng'kg],{ ljb\oFno ;]jf If]q lgwf{/0f a9fpg' kb{5 . of]hgf lgdf{0fdf ;a}sf] ;xefuLtf x'g
ug'k{ g],{ ;/f]sf/jfnf ;a}nfO{ ;lqmo agfOg' kg],{ cfly{s;s]df ;a}sf] bfloTj / lhDd]jf/L klg a9]sf] cfef;
;|ft] h'6fpg :yfgLo ;|ft] ;fwgnfO{ pkof]u ug'{ kg],{ x'g uO{ ljb\oFnok|ltsf] ljZj;gLotf / hjfkmb]lxtf
:yfgLo /fhgLlts bnsf k|ltlglwx¿nfO{ of]hgf lgdf{0fdf a9\b} hfG5 . of]hgfn] :yfgLo ;|F]t ;fwgsf] e/k'/
;lqmo ;xefuL agfOg' kg],{ ljb\ofnosf] cg'udg / d"Nofª\ pkof]u ug{ ;Sg'kb{5 . :yfgLo cfjZostf / rfxfgf
of]hgfdf k|ltljlDjt x'g ;Sg' kb{5 .
sg kl/kf6LnfO{ lg/Gt/tf lbg' kg],{ k|=c=, lzIfs, lj=Jo=;=
/ cleefjsx¿sf] aLrdf /fd|f] ;DaGw sfod ul/g' kg],{ :yfgLo ;/f]sf/jfnfnfO{ ;Ifd / bIf agfpg ;fk]lIFt
ljb\oFno xfdL ;a}sf] xf] ;a}n] ljb\oFno k|ltsf] lhDd]jf/L k'/f
tflnd tyf k|lzIf0fsf] Joj:yf ug'{ kb{5 . P8jf8{
ug'k{ b{5 eGg] wf/0ff ljsf; ug'k{ g{,] j}7s eQfsf] Joj:yf ug{
8]ldªsf] ;Dk"0f{ u'0f:t/Lo Joj:yfkg l;4fGt cg';f/
:yfgLo ;|ftsf]
] vf]hL ul/g' kg],{ cleefjs tyf ;d'bfonfO{ ljb\oFnodf ljb\odfg ;a} kIFx¿ z}lIFs, k|zf;lgs,
ljb\ofnok|lt a9L lhDd]jf/L aGg ljb\oFnon] ljleGg cfly{s, ;fdflhs, /fhgLlts cflbnfO{ PsLs[t ¿kdf
sfo{qmdsf] cfof]hgf ug'{ kg],{ lzIfs, k|=c= / ljb\oFyL{x¿ aLr
k|of]u ul/g' kb{5 . of]hgf lgdf{0fdf ;fdflhs dfu
cGtlqm{of, 5nkmnsf] jftfj/0f l;h{gf ug'{ kg],{ ljb\oFnonfO{
pkfudsf] dfGotfnfO{ k"0f{ ¿kdf nfu" ug{ ;Sg'kb{5 .
/fhg}lts bjfjsf] ynf]af6 d'Qm ug{ ;Sg' kg],{ ah]6sf] of]hgfdf ;dfj]zL rl/qsf] b[Zo cfpg'kb{5 . ;"rgf tyf
Joj:yf ug'{ kg],{ ;/sf/L tyf u}/;/sf/L ;+3;+:yfx¿;“u ;~rf/sf] /fd|f] Joj:yf x'g' kb{5 . g]t[Tj k|hftflGqs
;xof]usf] nflu ;dGjo ug'{ kg]{ cflb kb{5g\ . d"No / dfGotfdf cfwfl/t x'g' kb{5 . cfly{s cj:yfdf
lgisif{ ;'wf/ Nofpg ;d'bfo s]lGb|t sfo{qmd ug{ ;Sg'kb{5 .
ljb\ofnosf] rf}tkmL{ ljsf;sf nflu ;/f]sf/jfnf JolQm cleefjs e]nf u/L ljb\oFnosf] ultljlwdf ljZj:t kfg{
jf ;+:yfx¿sf] ;+nUgtf / lhDd]jf/Lsf] cfjZostf ;Sg'kb{5 . lgoldt cg'udg / ;'kl/j]If0fsf] Joj:yf ug'{
kb{5 . ljb\oFnodf of]hgf lgdf{0f u/L cufl8 a9]df kb{5 .
ljBFnosf] nIo, pb\b]Zo xfl;n x'G5 . ljb\oFno / n]vs kl/ro
;d'bfosf] aLr hlt lgs6tf x'G5 Tolt ljb\oFnosf] >L xl/axfb'/ yfkf ;'v]{t SofDk; -lzIff_sf ;xfos SofDk;
ljsf; x'G5 . t;y{ ljb\oFnosf] ljsf;df ;d'bfosf] k|d'v -lbjf_ tyf z}lIFs of]hgf tyf Joj:yfkg ljifosf lzIf0f
rf;f] x'g'kb{5 . o;sf] nflu ljb\oFnon] ljleGg ;xfos x'g'x'G5 . pxf“sf y'k|} n]v /rgfx¿ tyf SofDk; :t/Lo
sfo{qmdsf] cfof]hgf u/L ;d'bfonfO{ ljb\oFnok|lt kf7\ok':tsx¿ ;d]t k|sflzt 5g\ .
a9L rf;f] / lhDd]jf/L agfpg'kb{5 . ;Gbe{ ;"lr
] k'/f vgfn, k]zn -@)^$_, z}lIFs cg';Gwfg k2lt, sf7df8f}M+
ljb\oFno ;'wf/ of]hgfnfO{ lzIffsf] /fli6«o pb\bZo
ug{ sf]z] 9'ªu\ fsf] ¿kdf lnOG5 . o;nfO{ ljb\oFnosf] :6'8G6;
] a'S; klAn;;{ P08 l8li6«Jo"6;{ .
ljsf;df cEof;sf] ¿kdf k|of]u ul/G5 . of]hgf lgdf{0fdf a'9f, dlg/fd -@)^@_, ljb\oFno ;'wf/ of]hgf lgdf{0f,
;/f]sf/ /fVg] ;a} kIFx¿sf] lqmoflzntf /xg'kb{5 . ck|sflzt :gftsf]Q/ zf]wkq, ;'v]{t M ;'v]{t
ljb\ofnosf] u'0f:t/ j[l4sf nflu of]hgfsf] cEof; SofDk; -lzIff_ .
ug'k{ b{5 . of]hgf ;'wf/sf] nflu x'gk' b{5 . of]hgfnfO{ zfxL, / fdaxfb'/ -@)^&_, ljBFno ;'wf/ of]hgf lgdf{0f
uGtJodf k'¥ofpg :yfgLo :t/sf] ;lqmotf / dflyNnf] / sfof{Gjog, ck|sflzt :gftsf]Q/ zf]wkq,
:t/sf] ;xof]usf] cfjZostf kb{5 . ;' v]{t M ;'v]{t SofDk; -lzIff_ .
lzIff ljefu -@)^)_, ;fd'bflos ljBFno ;xof]u
ljb\oFno ;'wf/ of]hgf / sfof{Gjogdf cleefjs
sfo{qmd lgb]l{ zsf, sf7df8f},+ >L % sf] ;/sf/
tyf ;d'bfonfO{ ;r]tgfd"ns sfo{qmdaf6 cem a9L lzIff tyf v]ns'b dGqfno .
hfu¿s / ;+j]bgzLn agfpg'kb{5 . ljb\ofno ;dfhsf]
k|ltlglwTj ug]{ ;+:yf ePsf]n] x/]s hft, wd{, efiff,
93 February 2014, Year 1, Vol. 1 175